Ultimate Fun Stencil Package Game Ideas

Ultimate Fun Stencil Package Game Ideas Includes: Animal Foot Prints Shapes That Shape You Up Chess, Checkers and Borders (Large) Circle-Up (Large) Target Practice USA Map with Capitals & Oceans Four Square/ Box Ball (Large) Racetrack Digibot Robot Hopscotch Butterfly Hopscotch PLEASE NOTE THAT THE LAYOUT SHOWN BELOW IS ONLY ONE OF NUMEROUS APPLICATIONS POSSIBLE. playscapes www.fitandfunplayscapes.com (800) 681-0684 info@fitandfunplayscapes.com

ANIMAL FOOT PRINTS Pro duc t Numb e r: 11-1W-001 This g a me c a n be use d to org a nize g roups, ide ntify te a ms or inte g ra te d into c la ssroom c urric ulum a s we ll a s offe ring pla yg round fun. 1. Pla yg ro und Ro und -Up: Arra ng e the p rints to d e fine te a ms o r p la ye rs fo r ra c e s, g ro up e xe rc ise, le a p fro g, a nd mo re. The se ste nc ils c a n b e use d a lo ng the e d g e o f the pla yg ro und, within a d e sig na te d a re a o r a ro und the Circ le Up ste nc il. Ha ve p la ye rs a nd te a ms o f d iffe re nt p rints c o mp e te in a fun a nd o rg a nize d ma nne r. 2. PE Sta tio ns: Arra ng e p rints in a re p e a ting line a r ma nne r d uring PE c la ss fo r time d d rills, jump ing, ste p p ing o r tip -to e ing a c ro ss p a tte rns. 3. Anima l Fo o t Print Id e ntific a tio n: The c hild re n c a n le a rn to id e ntify the p rints o f a lio n, wo lf, d e e r, c o yo te, a llig a to r, b e a r, tig e r a nd a rma d illo. Te a c he rs c a n ma ke c a rd s with the na me s o f e a c h a nima l a nd ha ve c hild re n ma tc h the na me with the p rint. 4. Tra c king Ac ro ss the Pla yg ro und : Ap p ly the Anima l Pa w Prints ste nc il c o ntinuo usly a ro und the p la yg ro und o r a lo ng sid e wa lks o r p a ths. Child re n will ha ve fun ho p p ing, running o r tra c king a c ro ss the p la yg ro und mimic king the se b e lo ve d a nima ls a s the y tra ve l. 5. Bus Sto p Prints: Use the se ste nc ils to he lp c hild re n id e ntify b us ro ute s in a fun a nd c re a tive wa y. Ap p ly the se ste nc ils o n the g ro und fro m the d ro p -o ff a re a into the sc ho o l a nd a t the b us-sto p lo c a tio n. 6. Cre a tive Pla y: Use the se ste nc ils to c re a te a b a c kg ro und fo r c hild re n to e xp a nd up o n a nd c re a te the ir o wn wildlife -the me d pla yg ro und. Pro vid ing c ha lk o r wa sha b le p a int, c hild re n c a n turn the se p a w p rints into a sto ry-b a se d a rt p ro je c t tha t c o me s to life. THIS INFO RMATIO N IS COPYRIG HT MATERIAL. ALL RIG HTS ARE RESERVED.

SHAPES THAT SHAPE YOU UP Pro duc t Numb e r: 11-1W-004 (Fo rme rly 1000-25) This g a me c a n be use d in physic a l e duc a tion c la ss, use d a s ste pping stone s or a s a tool to le a rn a bout c olor the ory a nd g e ome try. The following a re some ide a s. 1. Pla yg ro und Ro und -up : Arra ng e the sha p e s to d e fine te a ms o r p la ye rs fo r ra c e s, g ro up e xe rc ise, le a p fro g, a nd mo re. Ha ve p la ye rs a nd te a ms o f d iffe re nt sha p e c o mp e te in a fun a nd o rg a nize d ma nne r. 2. PE Sta tio ns: Arra ng e p rints in a re p e a ting line a r ma nne r d uring PE c la ss fo r time d d rills, jump ing, ste p p ing o r tip -to e ing a c ro ss p a tte rns. 3. So Ma ny Sha p e s: The c hild re n c a n le a rn b a sic sha p e s a s inc lud e d in the p a c k p lus use the re c ta ng le to ma ke a sq ua re o r the tria ng le to ma ke a d ia mo nd. Child re n c a n c re a te a d d itio na l sha p e s with c ha lk suc h a s: the rho mb us, he xa g o n, o c ta g o n, e tc. 4. Co lo r The o ry: Child re n c a n le a rn a b o ut the me a ning o f p rima ry, se c o nd a ry a nd te rtia ry c o lo rs in a ha nd s-o n wa y. Pa int the sha p e s in a ll the fo llo wing c o nfig ura tio ns a nd the c hild re n will le a rn to re c o g nize the d iffe re nc e s: a. Thre e p rima ry c o lo rs: re d, ye llo w a nd b lue. b. Thre e se c o nd a ry c o lo rs: o ra ng e, g re e n a nd p urple. Ora ng e is ma d e b y mixing re d a nd ye llo w. Gre e n is c re a te d b y b le nd ing ye llo w a nd b lue a nd p urple is ma d e with b lue a nd re d. c. Six te rtia ry c o lo rs: ma d e b y mixing the se c o nd a ry c o lo rs with the a d ja c e nt p rima ry c o lo rs a s fo llo ws: re d a nd o ra ng e, re d a nd vio le t, ye llo w a nd g re e n, ye llo w a nd o ra ng e, b lue a nd g re e n a nd, b lue a nd vio le t. 5. Pra c tic e Circ umfe re nc e : Child re n c a n try to g ue ss whic h o f the sha p e s ha s the la rg e st a nd the sma lle st c irc umfe re nc e. The n the y c a n ta ke string a nd me a sure o n the ir o wn. 6. The Third Dime nsio n: Ea c h sha p e is p a inte d in a n a rra ng e me nt a p p ro xima te ly 4 fe e t a p a rt o r a s d e sire d. Child re n c a n ta ke c ha lk to tra nsfo rm the 2 d ime nsio na l sha p e into a 3 d ime nsio na l fig ure. 7. Ho p p ing Aro und the Sha p e s: Pa int the sha p e s multiple time s in a me a nd e ring p a tte rn a p p ro xima te ly 2 fe e t a p a rt. Child re n will ha ve fun ho p p ing a ro und the p la yg ro und fro m sha p e to sha p e. THIS INFORMATION IS COPYRIGHT MATERIAL. ALL RIGHTS ARE RESERVED.

CHESS, CHECKERS & BORDERS (La rg e ) Pro duc t Numb e r: 11-1W-008 The ide a s a re e ndle ss with this ste nc il, c a pa ble of c re a ting popula r g a me s of stra te g y a nd sta mina a s we ll a s e duc a tiona l a nd a rtistic studie s. 1. Che c ke rs & Che ss: The se g a me s c a n b e p la ye d using g a me p ie c e s c re a te d b y stud e nts, p urc ha sing the m se p a ra te ly o r stud e nts b e c o me the g a me p ie c e s the mse lve s b y sta nd ing in p la c e we a ring ma tc hing ha ts o r shirts. Se a rc h the inte rne t fo r c o mple te instruc tio ns fo r p la ying c he c ke rs o r c he c k the se we b site s o ut: a. Fo r c he ss: http :/ / e n.wikip e d ia.o rg / wiki/ Che ss# Rule s b. Fo r c he c ke rs: http :/ / simple.wikip e d ia.o rg / wiki/ Che c ke rs# Rule s 2. Sq ua re Twiste r: Be st whe n 2-4 pla ye rs a re pla ying, e a c h p la ye r find s a sma ll sto ne o r ma rke r. The first p la ye r to sse s the ma rke r o n the p la ying surfa c e. Tha t p la ye r must p la c e e ithe r a fo o t o r ha nd o n tha t sp o t. Ea c h sub se q ue nt p la ye r d o e s the sa me a nd e ve ry pla ye r re p e a ts the ir turn until so me o ne c a n no lo ng e r susta in the mse lve s o n the ir ha nd s a nd fe e t a lo ne. Tha t p e rso n is o ut a nd the g a me is o ve r whe n o ne p e rso n re ma ins. 3. Numb e r a nd Le tte r Grid s: Use this ste nc il a ny numb e r o f time s to c re a te g rid s fo r numb e rs o r le tte rs tha t c hild re n c a n c ha lk o ut in e a c h sp a c e. Cre a te la rg e r sp a c e d g rid s b y p a inting 4 a d jo ining sq ua re s a s q ua d ra nts a s the sa me c o lo r a nd fill in. 4. Mo sa ic Artwo rk: Use the g rid p a tte rn multiple time s to c re a te a mo sa ic with c hild re n using wa sha b le p a int o r c ha lk to fill in e a c h sq ua re to c re a te a rtwo rk. 5. Ca rb o n-co p y: Arra ng e g rid multip le time s to c re a te la rg e g rid s. Ta ke a ny p ho to c o p y o f a rtwo rk a nd c ut into the sa me numb e r o f sq ua re s. Distrib ute p ie c e s a mo ng c hild re n with a c o p y o f the o rig ina l a rtwo rk a nd ha ve the m re -c re a te it using c ha lk o r wa sha b le p a int a s a pla yg ro und re p ro d uc tio n. 6. Tic -Ta c -To e : Use a p o rtio n o f the g rid to ma ke this o ld time fa vo rite. Use multiple sq ua re s to ma ke la rg e sq ua re s. THIS INFO RMATIO N IS COPYRIG HT MATERIAL. ALL RIG HTS ARE RESERVED.

G AME IDEAS FO R THE CIRCLE UP - LARGE Pro duc t Numb e r: 11-2W-010 This g a me c a n be use d in PE c la ss, ma th or soc ia l studie s c la ss or a t re c e ss time. The following a re some ide a s. 1. PE Cla ss Gro up Exe rc ise : PE te a c he rs c a n use this c irc le ste nc il o ve r a nd o ve r a g a in fo r g ro up wa rm -up e xe rc ise s a nd g ame s. a. Circ le Do d g e b all: The c la ss sho uld b e d ivide d into 2 te a ms. One te am sta nd s ra nd o mly insid e the c irc le a nd the o the r ha lf spre a d o ut a ro und the o utsid e o f the c irc le. The insid e te a m is allo we d to run a ro und the inside o f the c irc le, b ut c a nno t g o o utsid e the line. Using a rub b e r b a ll, the o utsid e te am thro ws the b a ll a t the insid e te a m, instruc te d to d o so o nly b e lo w the wa ist. If a b a ll is thro wn a nd hits so m e o ne a b o ve the wa ist, the thro we r ha s to sto p pla ying. If a c hild o n the insid e te am is hit, the y a re o ut a nd b e c a m e pa rt o f the o utsid e te a m. The g a me is o ve r whe n o nly o ne c hild is le ft insid e the c irc le, b e c o ming the winne r. b. Wa rm -Up Ca listhe nic s: The PE te a c he r c a n sta nd a t the c e nte r o f the c irc le, a nd d ire c t the c hild re n to pe rfo rm va rio us c alisthe nic s suc h a s jumping ja c ks, stre tc he s, push-up s, e tc. Use the Sha p e -Up Sha pe s ste nc il a ro und the c irc le to c re a te ind ivid ual wa rm -up sp o ts fo r e a c h c hild. c. Ho t Po ta to : Child re n line up a ro und the c irc le a nd c a n e ithe r sit o r sta nd. Using a b e a n b a g o r b a ll a s the p o ta to, c hild re n p a ss the o b je c t to the a d ja c e nt c hild while music is b e ing pla ye d o r sung. Whe n the m usic sto ps, the c hild ho ld ing the o b je c t is the winne r. This is mo re inte ra c tive if mo re tha n o ne o b je c t is b e ing pa sse d a ro und a t o nc e. 2. Do o rs a nd Wind o ws: Child re n line up a ro und the c irc le, ho ld ing ha nd s a nd spre ad ing the m o ut fa r e no ug h tha t e ve ryo ne 's a rms we re stra ig ht o ut, to fo rm la rg e spa c e s b e twe e n the c hild re n. The se a re the wind o ws a nd d o o rs. The g a me b e g ins whe n o ne c hild is c ho se n to b e it. The c hild wo uld sta rt running, we a ving in a nd o ut b e twe e n the c hild re n line d up a ro und the c irc le. As the y d id this the c hild re n in the c irc le wo uld ra nd o mly dro p the ir a rm s d o wn trying to to uc h o r tra p the c hild we a ving. Onc e the pe rso n wa s c a ug ht o r to uc he d b y the a rm s o f so me o ne, the y we re o ut. The y wo uld the n c ho o se whic h pe rso n wo uld b e ne xt to b e it. 3. Asse mbly Oppo rtunitie s: Use the Circ le Time ste nc il to o rg a nize c hild re n fo r o utd o o r a sse mblie s. 4. Ed uc a tio na l Id e a s: a. Pla c e the USA Ma p with Ca p ita ls in the c e nte r o f the c irc le to m a ximize play a re a. b. Pa int the Circ le Tim e ste nc il 2-3 time s to c re a te la rg e -sc ale Ve nn d ia g rams tha t c a n b e use d re info rc e m a the ma tic al skills. THIS INFORMATION IS C OPYRIG HT MATERIAL. ALL RIG HTS ARE RESERVED.

GAME IDEA AS FOR TH E TARG GET PRA ACTICE Pro duc t Numbe r: 11-1W-012 This ste nc il c an be use d at re c e ss time, during PE c lass, math c lass and more! The follow wing are some ide as. 1. Ta rg e t Pla y: Use b e a n b a g s, ho psc o tc h thro ws o r o the r ma rke rs to to ss o nto ta rg e t. Use c ha lk to ma rk line whe re c hildre n sho uld sta nd a nd to ke e p sc o re. Th he c hild with the hig he st sc o re wins. a. Re c e ss Time : Use the se ste nc ils a t re c e ss time fo r fun b. PE Cla ss: Use the se ste nc ils d uring PE c la ss to stre ng the n a nd e va lua te c o o rdina tio n a nd mo to r skills. c. Ma th Cla ss: Keepin ng sc o re o f po ints re info rc e s a d ditio n skills. Use ta llie s to pra c tic e c o unting skills. 2. Fundra isin ng o r Fa mily Fun Eve nts: Use a t the se e ve nts la nd o n c e nte r o f ta rg e t to win. Use o n wa ll fo r pin the ta il o n the ta rg e t. 3. Pa rtie s: Use with wa sha b le pa int o n drive wa y. Any q ue stio ns? We re he re to he lp c a ll us a t (800) 681-0684! THIS INFORMA ATION IS COPYRIGHT MATERIAL L. ALL RIG HTS ARE RESERVED. 20122 FIT AND FUN PLAYS SCAPES, LL LC

USA MAP WITH CAPITALS & OCEANS Pro duc t Numb e r: 11-3W-014 The USA Ma p provide s the ba c kdrop for ma ny e duc a tion ba se d g a me s e xte nding the c la ssroom to outdoor ha nds- on fun. 1. Gue ss the Sta te a nd Ca p ita l Child re n c a n e ithe r ve rb a lly na me e a c h sta te a nd c a p ita l o r ma tc h te a c he r p ro vid e d c a rd s with the na me o f e a c h sta te o r c a p ita l p rinte d o n it with e a c h sta te. 2. Ame ric a the Be a utiful Ha ve the c hild re n c ha lk o ut na tura l fe a ture s fro m e a c h sta te o r re g io n. 3. The Ame ric a n Fro ntie r Ha ve the c hild re n ma p o ut with c ha lk the fa mo us tra ils o f fro ntie r e xplo re rs Le wis & Cla rk, Da nie l Bo o ne, Sa mue l d e Cha mpla in a nd o the rs. Ma rk o ut te rrito rie s a s we ll! 4. Sc a le It The CP Ste nc ils USA Ma p is a t a sc a le o f a p p ro xima te ly 1 = 20 mile s. Using this sc a le, e stima te the d ista nc e a c ro ss the c o untry, to a d ista nt sta te o r c ity. 5. Lig ht Po llutio n Stud y Re se a rc h lig ht p o llutio n o n yo ur inte rne t b ro wse r a nd find the la te st lig ht p o llutio n ma p o f the USA. Use wa sha b le fluo re sc e nt p a int o n the ma p to re -c re a te yo ur find. 6. Sta te To ss a nd Ho p Ha ve a c hild ta ke a sma ll sto ne a nd g e ntly to ss it o n the ma p, und e rha nd. Ha ve the c hild na me the sta te a nd se e ho w ma ny ho p s it ta ke s to re a c h tha t sta te. The c hild re c e ive s o ne to ke n fo r e ve ry ho p the y ta ke. The c hild re ma ins o n the sta te, wa iting fo r o the r c hild re n (3-5 mo re ) to ta ke the ir turn, a nd ro ta ting turns. The c hild with the le a st numb e r o f to ke ns wins. 7. Co mp a ss Re a d ing & Cha rting Ha ve e a c h c hild sta nd o n a p a rtic ula r sta te. Pro vid e e a c h c hild with a c o mp a ss a nd 5 c a rd s with d ire c tio ns suc h a s, Turn no rth a nd ta ke five ste p s o r Go we st a nd ho p 3 sta te s, e tc. Ha ve the c hild re n c ha rt the ir jo urne y a nd na me the sta te a nd c a p ita l o f the ir fina l d e stina tio n sta te. 8. La titud e s & Lo ng itud e s Co o rd ina te s Cha lk o ut the lo ng itud e a nd la titud e line s a c ro ss the ma p a nd la b e l e a c h. Using the id e a a b o ve, b ut inste a d use lo ng itud e a nd la titud e c o o rd ina te s o n c a rd s d ire c ting the c hild re n whe re to tra ve l. THIS INFO RMATIO N IS COPYRIG HT MATERIAL. ALL RIG HTS ARE RESERVED.

FOUR SQUARE - LARGE Pro duc t Numbe r: 11-2W-015 The obje c t of the game is to e liminate playe rs in highe r numbe re d square s so you get to the topranking, 4th square. 1. Ne w pla ye rs e nte r into the numb e r 1 sq ua re a nd the b a ll is se rve d o ut o f the numb e r 4 sq ua re. During pla y, the b a ll ma y b e hit with o ne o r two ha nds, fro m the e lb o w do wn to the ha nds, o pe n o r c lo se d fist. 2. The pla ye r in the numb e r 4 sq ua re, the se rve r, se rve s the b a ll to the pla ye r, the re c e ive r, in the numb e r 1 sq ua re. The se rve is de live re d fro m the b a c k c o rne r o f the sq ua re. The re c e ive r must re turn o r hit the b a ll b a c k into a ny o the r sq ua re b e fo re it b o unc e s a g a in. a. First se rve s a re me a nt to pla c e the b a ll fa irly into pla y a nd must b e re turna b le b y the re c e ive r. b. Fa ults a re a llo we d o nly o nc e fo r b o th the se rve r a nd the re c e ive r if de e me d unre turna b le b y the re c e ive r o r if the re c e ive r hits the b a ll o ut o f b o unds, into the ir o wn sq ua re o r o n a n inside c o urt line. c. If a fa ult is c a lle d, the se rve r pe rfo rms a se c o nd se rve. If the pla ye r fa ults a se c o nd time, the n the y a re o ut. 3. Ea c h time the b a ll e nte rs a ny sq ua re, the pla ye r in tha t sq ua re must re turn the b a ll into a no the r sq ua re to sta y in the g a me. a. Inside Line s: The b a ll is no t pe rmitte d to hit the inside line s o f a sq ua re. Inside line s a re tho se line s tha t se pa ra te the sq ua re s a nd c ro ss a t the c e nte r. b. Outside Line s: The b a ll is pe rmitte d to b o unc e o n a n o utside line b ut no t b e yo nd a n o utside line. The o utside line s a re tho se line s tha t fo rm the pe rime te r o f the c o urt. 4. The g a me c o ntinue s until a pla ye r 1) a llo ws the b a ll to b o unc e twic e o r mo re b e fo re re turning it; 2) hits the b a ll o ut o f b o unds; o r 3) o r b re a king a rule. Pla ye rs a re no t a llo we d to to uc h the pla ye r o r b a ll within a no the r sq ua re. 5. Ea c h time a pla ye r is o ut, tha t sq ua re b e c o me s a va ila b le a nd the re ma ining pla ye rs mo ve up to a hig he r numb e re d sq ua re to ma ke the numb e r 1 sq ua re a va ila b le to the inc o ming pla ye r. 6. Pla ye rs tha t a re o ut must g o to the e nd o f the line, to the side o f the g a me a nd wa it the ir ne xt turn to pla y THIS INFORMATION IS COPYRIGHT MATERIAL. ALL RIGHTS ARE RESERVED.

G AME IDEAS FO R THE RACETRACK Pro duc t Numb e r: 11-2W-019 The Ra c e tra c k c a n be a rra ng e d in ma ny diffe re nt c onfig ura tions a nd c a n be use d in a va rie ty of wa ys using sma ll bike s, trike s, whe e lc ha irs or just by wa lking or running. The se syste ms c a n be use d for ra c e s, c re a tive pla y, to introduc e c hildre n to roa d a nd tra ffic sa fe ty, support e duc a tiona l c onc e pts a nd muc h more. The following a re some ide a s: 1. Le t the Ra c e s Be g in: De te rmine a START a nd FINISH line o n the ro a dwa y a nd the numb e r o f time s the ra c e wo uld g o a ro und. Using c halk, dra w the line a c ro ss the ro a d. Two c hildre n sta nd a t the START line, o ne o n e a c h side. A third wo uld sho ut, On yo ur ma rk, g e t se t, GO! The c hildre n c o uld ra c e a ro und the a g re e d numb e r o f time s until the y re a c h the FINISH line. This g a me c a n b e furthe r e nha nc e d b y d ra wing p ic ture s o f o b sta c le s a nd de stina tio ns o n the pa ve me nt tha t the c hildre n ha ve to o ve rc o me a nd visit, a nd the n re turn to the FINISH Line. Ano the r ve rsio n c o uld b e utilize d in physic a l e duc a tio n c la ss b y ke e ping time and c re a ting a virtua l o b sta c le c o urse. 2..To wns & Citie s: By c hildre n dra wing b uilding s, b ridg e s, pa rks a nd rive rs, the c hildre n c a n c re a te the ir o wn to wns a nd c itie s. The c hildre n c a n wa lk, ra c e o r ride a ro und the ro a dwa y syste m sto pping o ff a t e a c h de stina tio n to visit o r c o lle c t so me ima g ina ry ite m. Fo r e xa mple, a c hild c o uld pre te nd tha t the y ne e d to ma il a le tte r the n visit the g ro c e ry sto re, the n sc ho o l, e tc. 3. Tra ffic Sig n Re c o g nitio n With c ha lk o r wa sha b le p a int, d ra w sa fe ty sig na g e o n the pa ve me nt. 4. Aro und the Pla yg ro und Ap p ly ste nc il a ro und the pe rime te r o f the pla yg ro und with g a me s a pplie d inside. 5. Fund ra ising Id e a s Use with pe rma ne nt o r wa sha ble pa int fo r walk-a -tho ns o r trike -a - tho ns. 6. Fa mily Fun Nig hts Use with pe rma ne nt o r wa sha b le pa int fo r Fa mily Fun Nig hts indo o rs o r o utdo o rs. THIS INFORMATION IS C OPYRIG HT MATERIAL. ALL RIG HTS ARE RESERVED.

G AME IDEAS FO R THE ROBOT HOPSCOTCH Pro duc t Numb e r: 11-3W-021 The obje c t of the g a me is to ac c umula te the most ba se s. 1. The pla ye r(s) b e g in b y sta nd ing a t the sta rting po sitio n a t the b o tto m o f the g a me. The g a me sta rts with the first pla ye r thro wing the ma rke r to sp a c e # 1, whic h must la nd within tha t spa c e. Pla ye rs de c ide if the spa c e inc lude s the o utline o r no t. 2. The pla ye r ho ps o n o ne o r two fe e t, de pe nding upo n the a dja c e nc y o f a ny sp a c e s, skipp ing the sp a c e with the ma rke r b ut pro c e e ding to the ho me sp a c e (ro b o t fa c e ) a b o ve the 9, turning a ro und, ho pping b a c k, p ic king up the ma rke r a t the spa c e be fo re tha t o f the ma rke r a nd re sting a t the sta rting po sitio n a t the b o tto m. 3. If the pla ye r stumble s, the y a re allo we d to re c o ve r and to c o ntinue the ir turn if no b o dy pa rts to uc h the line s b e twe e n o r a ro und the spa c e s. If the y do to uc h a line, the y fo rfe it the ir turn a nd the ne xt pla ye r c a n b e g in pla ying. 4. Afte r a pla ye r finishe s the ro und a nd suc c e e ds, tha t winning ro und pla ye r sta nds a t the sta rting po sitio n, turns the ir b a c k to the g a me a nd thro ws the ma rke r b a c kwa rds o n the ho psc o tc h. Whic he ve r spa c e the ma rke r lands is c o nside re d his/ he r b a se. If the ma rke r is thro wn b e yo nd o r o utside a ny spa c e the pla ye r re pe a ts it until it la nds within a sp a c e. 5. Tha t pla ye r c a n use this spa c e fro m he re o n; ho we ve r, the o the r pla ye rs a re no lo ng e r a llo we d to to uc h tha t spa c e. The y ha ve to skip o r jump o ve r tha t spa c e. 6. As the g a me pro g re sse s a dditio na l sp a c e s ma y b e c o me b a se s, re q uiring a d d itio na l spa c e s to b e jumpe d o ve r a nd so the g ame g e ts mo re diffic ult a fte r e a c h ro und. 7. The g a me e nds whe n a pla ye r c a n no lo ng e r jump to a spa c e. The winne r is the pla ye r tha t a c c umula te s the mo st b a se s. THIS INFORMATION IS C OPYRIG HT MATERIAL. ALL RIG HTS ARE RESERVED.

BUTTERFLY HOPSCOTCH Pro duc t Numb e r: 12-2W-024 The obje c t of the g a me is to a c c umula te the most ba se s. 1. The p la ye r(s) b e g in b y sta nd ing a t the sta rting p o sitio n a t the b o tto m o f the g a me. The g a me sta rts with the first p la ye r thro wing the ma rke r to sp a c e # 1, whic h must la nd within tha t sp a c e. Pla ye rs d e c id e if the sp a c e inc lud e s the o utline o r no t. 2. The p la ye r ho p s o n o ne o r two fe e t, d e p e nd ing up o n the a d ja c e nc y o f a ny sp a c e s, skip p ing the sp a c e with the ma rke r b ut p ro c e e d ing to the ho me sp a c e a b o ve the 9, turning a ro und, ho p p ing b a c k, p ic king up the ma rke r a t the sp a c e b e fo re tha t o f the ma rke r a nd re sting a t the sta rting p o sitio n a t the b o tto m. 3. If the p la ye r stumb le s, the y a re a llo we d to re c o ve r a nd to c o ntinue the ir turn if no b o d y p a rts to uc h the line s b e twe e n o r a ro und the sp a c e s. If the y d o to uc h a line, the y fo rfe it the ir turn a nd the ne xt p la ye r c a n b e g in pla ying. 4. Afte r a p la ye r finishe s the ro und a nd suc c e e d s, tha t winning ro und pla ye r sta nd s a t the sta rting p o sitio n, turns the ir b a c k to the g a me a nd thro ws the ma rke r b a c kwa rd s o n the ho p sc o tc h. Whic he ve r sp a c e the ma rke r la nd s is c o nsid e re d his/ he r b a se. If the ma rke r is thro wn b e yo nd o r o utsid e a ny sp a c e the p la ye r re p e a ts it until it la nd s within a sp a c e. 5. Tha t p la ye r c a n use this sp a c e fro m he re o n; ho we ve r, the o the r p la ye rs a re no lo ng e r a llo we d to to uc h tha t sp a c e. The y ha ve to skip o r jump o ve r tha t sp a c e. 6. As the g a me p ro g re sse s a d d itio na l sp a c e s ma y b e c o me b a se s, re q uiring a d d itio na l sp a c e s to b e jump e d o ve r a nd so the g a me g e ts mo re d iffic ult a fte r e a c h ro und. 7. The g a me e nd s whe n a pla ye r c a n no lo ng e r jump to a sp a c e. The winne r is the pla ye r tha t a c c umula te s the mo st b a se s. THIS INFO RMATIO N IS COPYRIG HT MATERIAL. ALL RIG HTS ARE RESERVED.