User Commands

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User CommandsUser Commands

WISL Tutorials use standard Microsoft PowerPoint commands, such as the following :

Escape Key, Minus Key (-), Ctl+BreakEscape Key, Minus Key (-), Ctl+Break

S or Plus Key (+)S or Plus Key (+)

Right Click , Backspace, Up ArrowRight Click , Backspace, Up Arrow

Left Click , space, N, Down Arrow Left Click , space, N, Down Arrow

Left and Right Click together for 2+ secondsLeft and Right Click together for 2+ seconds

Move mouse for 2 secondsMove mouse for 2 seconds

Next Slide

Previous Slide

End Tutorial

Pause or Resume Tutorial

Restart entire Tutorial

Shows the mouse pointer

Left Click to ContinueLeft Click to Continue

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Looking for a number concepts teaching/learning aid?

Something that allows teachers to easily prepare challenging problem solving exercises to help students learn basic number concepts and also provide an interactive facility for students to reinforce learned concepts at varying levels of difficulty. This facility targets grade levels 4 - 8.


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WISL has the answer !!

Melanie’s Mystery Numbers(MMN) consists of three interactive facilities. A Teaching Aid that helps with preparation of problem solving exercises. A Learning Aid that allows students to reinforce learned number concepts at varying levels of difficulty. Lastly an administrative tool provides for setting of parameters for the Teaching and Learning Aid facilities, maintenance of a valid User ID data base and generation of various student performance reports and other exports. Left Click to ContinueLeft Click to Continue

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Type “24” <Enter>Type “24” <Enter>

Type ”5” <Enter>Type ”5” <Enter>

Left Click to begin OverviewLeft Click to begin Overview

Tutorial Menu

To Start MMN Teacher Tutorial

To Start MMN Learning Aid Tutorial

Type “58” <Enter>Type “58” <Enter> To Show Summary Information

“ESC”“ESC” To Exit

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Waterloo Information Systems Limitedpresents

The Learning Aid Tutorial describes the interactive facility that allows students to reinforce learned number concepts at varying levels of difficulty.


Melanie’s Mystery NumbersMelanie’s Mystery NumbersLearning Aid TutorialLearning Aid Tutorial

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MMN Learning Aid TutorialMMN Learning Aid Tutorial

The first order of business is to login. This identifies the user for performance monitoring and subsequent reporting. If the user is in multiple classes then the desired class must also be chosen.

The first order of business is to login. This identifies the user for performance monitoring and subsequent reporting. If the user is in multiple classes then the desired class must also be chosen.

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To initiate generation of a mystery number problem a mystery level is selected. When the first clue appears the mystery clock starts ticking.

To initiate generation of a mystery number problem a mystery level is selected. When the first clue appears the mystery clock starts ticking.

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If there are any descriptive characteristics of a digit in a clue, they are displayed as a one letter answer aid below the box of the corresponding digit (the letter codes are defined in the legend below).

If there are any descriptive characteristics of a digit in a clue, they are displayed as a one letter answer aid below the box of the corresponding digit (the letter codes are defined in the legend below).

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The student presses the “Next Clue” button or the magnifying glass button beside the clue box to initiate the generation of the second clue.

The student presses the “Next Clue” button or the magnifying glass button beside the clue box to initiate the generation of the second clue.

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At any point the student can guess and press the “Submit Answer” button. If incorrect, a message will be displayed and the mystery clock will continue.

At any point the student can guess and press the “Submit Answer” button. If incorrect, a message will be displayed and the mystery clock will continue.

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If the maximum time to answer a question elapses a message is displayed that includes the correct answer(s).

If the maximum time to answer a question elapses a message is displayed that includes the correct answer(s).

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The third clue is selected and displayed with the same procedure as the second. When the correct answer is submitted the mystery clock stops and a message is displayed indicating the students performance.

The third clue is selected and displayed with the same procedure as the second. When the correct answer is submitted the mystery clock stops and a message is displayed indicating the students performance.

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In addition to the instructions that may be displayed by clicking on “Instructions”, the student is able to access a menu of additional tools by clicking the “Toolbox” button.

In addition to the instructions that may be displayed by clicking on “Instructions”, the student is able to access a menu of additional tools by clicking the “Toolbox” button.

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A page is displayed with a menu that provides access to pages with information about single digit attributes, arithmetic matrices, an introduction from Melanie and a link to information about Melanie’s books.

A page is displayed with a menu that provides access to pages with information about single digit attributes, arithmetic matrices, an introduction from Melanie and a link to information about Melanie’s books.

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The single digit attributes are listed by digit and by attribute.

The single digit attributes are listed by digit and by attribute.

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Clicking on Arithmetic Matrices presents a list of the four basic arithmetic actions.

Clicking on Arithmetic Matrices presents a list of the four basic arithmetic actions.

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Clicking on Division Matrix presents a matrix that allows the student determine the division relationship between any two single digit numbers. By clicking on the box that is at the intersection of the two desired numbers, the devisor on the left side (y axis) and the dividend on the top (x axis) the answer is displayed in the box with the two components of the answer along with decimal and fraction representations displayed above the matrix.

Clicking on Division Matrix presents a matrix that allows the student determine the division relationship between any two single digit numbers. By clicking on the box that is at the intersection of the two desired numbers, the devisor on the left side (y axis) and the dividend on the top (x axis) the answer is displayed in the box with the two components of the answer along with decimal and fraction representations displayed above the matrix.

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Clicking on Multiplication Matrix presents a matrix that allows the student determine the multiplication relationship between any two single digit numbers. By clicking on the box that is at the intersection of the two desired numbers the answer is displayed in the box.

Clicking on Multiplication Matrix presents a matrix that allows the student determine the multiplication relationship between any two single digit numbers. By clicking on the box that is at the intersection of the two desired numbers the answer is displayed in the box.

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Clicking on Subtraction Matrix presents a matrix that allows the student determine the subtraction relationship between any two single digit numbers. By clicking on the box that is at the intersection of the two desired numbers, the minuend on the left side (y axis) and the subtrahend on the top (x axis) the answer is displayed in the box along with the minus sign if applicable.

Clicking on Subtraction Matrix presents a matrix that allows the student determine the subtraction relationship between any two single digit numbers. By clicking on the box that is at the intersection of the two desired numbers, the minuend on the left side (y axis) and the subtrahend on the top (x axis) the answer is displayed in the box along with the minus sign if applicable.

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Clicking on Addition Matrix presents a matrix that allows the student determine the addition relationship between any two single digit numbers. By clicking on the box that is at the intersection of the two desired numbers the answer is displayed in the box.

Clicking on Addition Matrix presents a matrix that allows the student determine the addition relationship between any two single digit numbers. By clicking on the box that is at the intersection of the two desired numbers the answer is displayed in the box.

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Clicking on Introduction from Melanie presents an overview of the features of the learning tool along with possible benefits for the student and teacher.

Clicking on Introduction from Melanie presents an overview of the features of the learning tool along with possible benefits for the student and teacher.

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Clicking on the Book Link transfers to the internet site of Melanie’s publisher which provides information on her various books.

Clicking on the Book Link transfers to the internet site of Melanie’s publisher which provides information on her various books.

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Tutorial Menu





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Waterloo Information Systems Limitedpresents

Melanie’s Mystery NumbersMelanie’s Mystery Numbers

Teacher TutorialTeacher Tutorial

The Teacher Tutorial describes the interactive facility to be utilized to help prepare number concepts problem solving exercises.


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MMN Teacher TutorialMMN Teacher Tutorial


The teacher menu includes several functions. The Learning Aid is the same as described above. Clicking on (Teaching Aid) initiates the teaching aid function.

The teacher menu includes several functions. The Learning Aid is the same as described above. Clicking on (Teaching Aid) initiates the teaching aid function.

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The first order of business is to login. This identifies the user for performance monitoring and subsequent reporting. If the user is in multiple classes then the desired class must also be chosen (default is the first in the list).

The first order of business is to login. This identifies the user for performance monitoring and subsequent reporting. If the user is in multiple classes then the desired class must also be chosen (default is the first in the list).

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To initiate generation of a mystery number problem a mystery level is selected.

To initiate generation of a mystery number problem a mystery level is selected.

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The mystery number(randomly chosen by the program) is displayed in the answer box and the generated clues are displayed in separate boxes.

The mystery number(randomly chosen by the program) is displayed in the answer box and the generated clues are displayed in separate boxes.

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An alternate set of clues(as shown here) may be generated by pressing the “Generate Clues Only” button.

An alternate set of clues(as shown here) may be generated by pressing the “Generate Clues Only” button.

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If an attempt is made to select a mystery level before the save button has been selected with (Yes or No) for the current question then a reminder message is displayed .

If an attempt is made to select a mystery level before the save button has been selected with (Yes or No) for the current question then a reminder message is displayed .

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A specific mystery number may be chosen by entering it in the “Answer Box” and pressing the “Generate Clues Only” button.

A specific mystery number may be chosen by entering it in the “Answer Box” and pressing the “Generate Clues Only” button.

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If more than one number satisfies the generated clues the additional solutions are listed in the results area.

If more than one number satisfies the generated clues the additional solutions are listed in the results area.

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Clicking on (Student ID Maintenance) initiates the student maintenance function.

Clicking on (Student ID Maintenance) initiates the student maintenance function.

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This maintenance facility for users is geared to enabling effective feedback for users and providing a basis for performance reporting.

This maintenance facility for users is geared to enabling effective feedback for users and providing a basis for performance reporting.

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To add a user the name is entered in the box provided and the “Add New User” button must be clicked. The user ID is assigned by the system. To change a student name, modify the name in the box and click the corresponding “Change” button.

To add a user the name is entered in the box provided and the “Add New User” button must be clicked. The user ID is assigned by the system. To change a student name, modify the name in the box and click the corresponding “Change” button.

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Clicking on (Class Maintenance) initiates the class maintenance function.

Clicking on (Class Maintenance) initiates the class maintenance function.

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A new class record may be added by entering

any set valid alphabetic or numeric characters and selecting the “Add Class” button. The program insures that an existing code cannot be assigned. A user may be added or removed from the class by selecting the name and clicking the appropriate “arrow” button. The “Update Class” button must be selected after all desired changes are made.

A new class record may be added by entering

any set valid alphabetic or numeric characters and selecting the “Add Class” button. The program insures that an existing code cannot be assigned. A user may be added or removed from the class by selecting the name and clicking the appropriate “arrow” button. The “Update Class” button must be selected after all desired changes are made.

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The values that are initially presented are those established by the administrator as defaults for the installation. These may be modified by the teacher for each class. A penalty in seconds may be assigned to be assessed upon an incorrect answer. This penalty is added to the total time to guess as soon as the wrong answer is submitted. A number from 0 to 59 may be entered here.

The values that are initially presented are those established by the administrator as defaults for the installation. These may be modified by the teacher for each class. A penalty in seconds may be assigned to be assessed upon an incorrect answer. This penalty is added to the total time to guess as soon as the wrong answer is submitted. A number from 0 to 59 may be entered here.

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The maximum time allowed to determine the answer may be specified here.

The maximum time allowed to determine the answer may be specified here.

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A check in the box for “Anonymous Logging” indicates that the results for “Guest Users” will be included in performance results.

A check in the box for “Anonymous Logging” indicates that the results for “Guest Users” will be included in performance results.

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The number of duplicate solutions that is allowed for a question may be specified for both the Teaching Aid and separately for the Learning AID.

The number of duplicate solutions that is allowed for a question may be specified for both the Teaching Aid and separately for the Learning AID.

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The total number of scores that will be saved for performance comparison may be specified. Valid values are 1 - 100. The “Update Parameter File” button is selected in order to update any parameters that are modified.

The total number of scores that will be saved for performance comparison may be specified. Valid values are 1 - 100. The “Update Parameter File” button is selected in order to update any parameters that are modified.

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Clicking on (Reporting) initiates the reporting function.

Clicking on (Reporting) initiates the reporting function.

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There are several distinct report formats available.

There are several distinct report formats available.

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Upon specifying a date range, a Percent Mastery report is generated for selected students.

Upon specifying a date range, a Percent Mastery report is generated for selected students.

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The Growth Report also requires specification of an “Earlier Date Range” which results in a report that displays Percent Mastery for both ranges, hence demonstrating “Growth”.

The Growth Report also requires specification of an “Earlier Date Range” which results in a report that displays Percent Mastery for both ranges, hence demonstrating “Growth”.

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Various parameters may be specified to narrow record selection for reporting. In this student history example we are restricting the date range to those mysteries solved between Oct 1, 2010 and Oct 28, 2010.

Various parameters may be specified to narrow record selection for reporting. In this student history example we are restricting the date range to those mysteries solved between Oct 1, 2010 and Oct 28, 2010.

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The generated report may be sorted by any of the columns(alternately ascending and descending). In the student history example we have sorted by elapsed time. Note also that the data of the report may be scrolled below the headings.

The generated report may be sorted by any of the columns(alternately ascending and descending). In the student history example we have sorted by elapsed time. Note also that the data of the report may be scrolled below the headings.

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This sample class list demonstrates selection by class.

This sample class list demonstrates selection by class.

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The Student Best Scores Report contains all the information about each mystery included in the top scoring group. This sample show the best scores for “2 Digit” mysteries.

The Student Best Scores Report contains all the information about each mystery included in the top scoring group. This sample show the best scores for “2 Digit” mysteries.

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A test may be generated from the questions generated in the “Teacher AID” in the date range specified. A header may be added as illustrated below.

A test may be generated from the questions generated in the “Teacher AID” in the date range specified. A header may be added as illustrated below.

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This is a print preview of the generated test.

This is a print preview of the generated test.

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An Answer Key page is also generated.

An Answer Key page is also generated.

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This example of the Teacher Mysteries report illustrates the exporting of a report’s contents to a tab delimited file for subsequent import to a desktop facility such as a word processor or spreadsheet.

This example of the Teacher Mysteries report illustrates the exporting of a report’s contents to a tab delimited file for subsequent import to a desktop facility such as a word processor or spreadsheet.

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The name of the file to be saved is prompted.

The name of the file to be saved is prompted.

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This is an Excel spreadsheet created by importing the tab delimited file created in our example.

This is an Excel spreadsheet created by importing the tab delimited file created in our example.

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Tutorial Menu





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Summary of Features• Number Concepts Learning Aid

• Number Concepts Teaching Aid

• Ability to Customize Interactive Features through parameters

• Student Performance Reporting

• Export of Solution/Generated Clues for distribution

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Summary of Features

Left Click To ExitLeft Click To Exit

• Number Concepts Learning Aid

• Number Concepts Teaching Aid

• Ability to Customize Interactive Features through parameters

• Student Performance Reporting

• Export of Solution/Generated Clues for distribution

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The EndThe EndFor Further Information, contact

Waterloo Information Systems Limited33 Dupont Street EastWaterloo OntarioN2J 2G8

(519) 884-2604

Left Click to ExitLeft Click to Exit

To Restart the Tutorial, type “1” <Enter>, or Double-click and Hold for 2 SecondsTo Restart the Tutorial, type “1” <Enter>, or Double-click and Hold for 2 Seconds

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User Commands