# Learning Guide. Book 1.
Source: https://docs.primastem.com/en/book-1/book-1

A tool for developing logical thinking, learning programming, and mathematics for children 4+.

## Guide for conducting classes with children from 4 years old

PrimaSTEM helps children step by step master logical thinking, the basics of programming and mathematics. This guide will help you conduct classes with children from 4 years old.

### How the device works

The goal of the device is to program the movements of a small ladybug robot using command tokens placed on a control panel.

* **"Forward"** command — move straight
* **"Left"** command — turn left
* **"Right"** command — turn right
* **"\[ ]" (Function)** token — replaces a sequence of commands
* **"Repeat"** — repeats a command or function several times

You place commands on the panel, creating a program for the robot's movement. When the program is ready, press the button — and the robot will follow the instructions!

<img alt="" />

### Contents of the guide

* Why conduct robotics and programming classes?
* Tips for organizing classes in different conditions
* Activities and learning objectives
* Detailed instructions for use
* Description of activities
* Appendices
* About the project and authors

### Pedagogical value

* Screen-free programming — with hands
* Understanding that machines work according to algorithms
* Planning actions in advance
* Development of logical thinking
* Introduction to sequential programming and functions
* The concept of "bug" (an error in the code) and debugging skills
* Visual study of numbers, arithmetic, and geometry

## What PrimaSTEM consists of

### What's in the box:

* Ladybug robot
* Control panel
* Command tokens \*
* Activity guide \*

(\*) Composition may vary depending on the configuration

## Why conduct programming and mathematics classes?

Code, programming, and automation have become part of our daily lives.

In recent years, people have learned to create machines that do things they were previously unable to do: understand, speak, hear, see, respond, write.

There are many examples: self-driving cars, assistant robots for the elderly, delivery robots, and others.

### Why programming and robotics?

Learning to program is not just learning to write code. Learning to program means learning to understand the machines that surround us. It is the ability to turn small or bold ideas into real projects. It means taking complex tasks and breaking them down into simple steps. It is a collaborative effort to solve our problems.

### Born in the digital age

Today it may seem that children and young people are well-versed in technology because they actively use digital entertainment.

But what about taking these tools into their hands for creativity or self-expression? What happens when they encounter a technical problem?

## Tips for use depending on the context

The activities were developed for various goals and educational contexts. The guide presents numbered activities. Below we recommend activities based on your conditions.

### Target audience

* Children from 4 to 8 years old.
* Senior and preparatory groups of kindergarten, 1st and 2nd grades of primary school.

### Recommended activities for extracurricular learning

1-2-x-4-5-6-7-8-9-10-x-x

### Recommended activities for school learning

x-2-3-4-5-6-7-8-9-x-11-12

### Extracurricular activity

For working with PrimaSTEM, it is desirable to form a group of no more than 12 children so that everyone can participate actively.

We recommend using one device for 2-3 students for team learning and developing social skills.

### School activity

In a lesson for working with PrimaSTEM, it is ideal to form small groups of 4-6 children with one teacher. At this time, other students can work on another task with a teacher's assistant or, for example, practice drawing the robot's path according to the program (for 1st-2nd grade students). In both cases, it is preferable to conduct PrimaSTEM sessions in a multipurpose hall, right on the floor or by pushing tables and chairs aside to clear space.

**Attention**: Do not forget to charge the batteries of the control panel and the robot in advance.

## Activity numbers and their learning objectives

| Activity | Understanding the concepts of algorithm and program | Decomposition of the route into stages | Anticipating movement | Problem solving, program debugging | Teamwork, cooperation |
| -------- | :-------------------------------------------------: | :------------------------------------: | :-------------------: | :--------------------------------: | :-------------------: |
| 1        |                                                     |                    X                   |                       |                  X                 |                       |
| 2        |                                                     |                                        |           X           |                                    |           X           |
| 3        |                          X                          |                    X                   |                       |                                    |                       |
| 4        |                          X                          |                    X                   |           X           |                                    |                       |
| 5        |                          X                          |                    X                   |           X           |                                    |           X           |
| 6        |                          X                          |                    X                   |           X           |                  X                 |           X           |
| 7        |                          X                          |                    X                   |           X           |                  X                 |           X           |
| 8        |                          X                          |                                        |           X           |                  X                 |                       |
| 9        |                          X                          |                    X                   |           X           |                  X                 |           X           |
| 10       |                          X                          |                                        |           X           |                  X                 |                       |
| 11       |                          X                          |                    X                   |           X           |                  X                 |           X           |
| 12       |                          X                          |                    X                   |           X           |                  X                 |           X           |

## Instructions for use

### Contents of the instructions

* Introduction to materials
* Programming a function
* Maps used
* Technical explanations

## Introduction to materials

### Robot

A small wooden ladybug robot with two eyes.

<img alt="" />

It has three points of support: two wheels and a stand in the back, which allow it to maintain balance.

### Basic commands

| Command  | Illustration | Description                                                                        |
| -------- | ------------ | ---------------------------------------------------------------------------------- |
| Forward  | <img />      | The robot advances one cell — a logical step (by default equal to 15 cm)           |
| Left     | <img />      | The robot turns 90° left                                                           |
| Right    | <img />      | The robot turns 90° right                                                          |
| Back     | <img />      | The robot drives back one cell — a logical step by default                         |
| Function | <img />      | The robot executes the sequence of commands located in the function line           |
| Repeat № | <img />      | The robot repeats the command set in the paired cell a certain number of times — № |

### Remote Control

The remote control allows you to control the robot by placing command blocks (tokens) in available slots (D).

The 6 upper dual slots (A), connected by an execution line (E), make up the main program sequence. The program starts with the slot on the left (D) and ends above the START button (B), which allows you to send instructions to the robot and start the program.

<img alt="" />

The 5 lower slots (C) allow you to program a sequence of movements executed by the "\[ ]" block — the "function". Each dual slot is associated with an LED (F), which lights up when a token is installed and flashes when the current instruction is being executed.

#### Creating a sequence

When you insert a token into one of the slots and it is correctly positioned, the LED lights up green. When adding a repeat command to a movement command in a paired slot, the LED lights up blue. If tokens are installed incorrectly (for example, two movement command tokens in a paired slot), a red LED lights up. In this case, the erroneous command will be ignored when the program is executed.

### Battery and power button

The robot and remote control are powered by built-in rechargeable batteries. They are charged via a USB-C port. The power button (ON/OFF) is located on top of the robot and on the front of the remote control on the left.

When the robot or remote control is turned on, a short beep sounds. When the remote control is on, the LED on the front panel lights up green. When the robot is on, the LED near the USB-C connector lights up green.

### Wireless communication

The robot and remote control communicate via Bluetooth wireless communication with a range of about 5 m. The wireless system works in the background, without setup, after the first connection of the robot to the remote control.

> The remote control can be configured to work with another robot (pairing devices).
>
> 1. Turn on a robot not paired with the remote control.
> 2. Turn on the remote control.
> 3. Hold down the START button on the remote control for 10 seconds until the audio and light signal.

### Creating and executing a program

The sequence of movements ("program") starts on the left on the remote control and follows the engraved sequence of arrows ">" — the execution line connecting horizontally paired slots.

If a token is added after an empty slot, its corresponding instruction will be executed after skipping the empty slot.

If an incorrect token is set (for example, "Repeat" without a command in one paired slot) or a combination of movement tokens in a paired slot (for example, two command tokens in one paired slot), then the LED will light up red, and such part of the program will be skipped during execution.

<img alt="" />

Once the sequence is set, press the "START" button to launch the program.

When the robot executes the instructions, the LEDs on the remote control go out sequentially. When a command is being executed, its corresponding LED flashes.

## Programming a function

### Creating a function

The "\[ ]" block, also called the "Function" block, is used to replace a sequence of commands.

The "Function" block allows you to perform more complex sequences and move on to more difficult tasks. To create a function, insert a sequence of movements into the designated field — 5 dual slots at the bottom of the remote control. This sequence is executed from left to right every time a "Function" block is encountered in the main sequence (top).

<img alt="" />

In the example below, the "Function" block replaces moving straight and then turning right. The main program calls the "Function" 2 times, then repeats the "Function" 2 more times using the "Repeat 2" token.

<img alt="" />

Movement result:

<img alt="" />

## Maps used

### Maps

For initial lessons — teaching algorithms, programming, and numbers — the robot must move on a map with a grid. It is recommended to use maps with 15 cm cells: this is the distance the robot covers in one default step.

You can use any maps designed for any robots with any (suitable for the robot) cell size.

> It is possible to change the default step distance from 15 cm to any other for the map you have — 10 cm, 12.5 cm or 20 cm. To do this, use a special setup command "Step" + number in mm (for 10 cm use 100, for 12.5 cm — 125, for 20 cm — 200).

If you don't have a map, make it with your own hands: you can use masking tape and a flat table or floor surface, a sheet of Whatman paper (thick banner fabric), and a marker to create a map.

A chessboard map or a blank map with cells is used to practice moving from one point to another without distraction by colors.

To tell short stories about the robot's movements, you can use a colored map. For example: "The ladybug leaves the house and goes to the mountains through the forest." You can suggest that the class create a new map to tell new stories about the ladybug's travels.

#### Examples of maps:

Chessboard map

<img alt="" />

Colored map

<img alt="" />

## Technical explanations

### From a technical point of view

The control panel and the robot use microcontrollers for control, operate on Li-Ion batteries, and connect via a radio channel using a standard communication protocol — Bluetooth.

The robot's circuit board is responsible for all its behavior: it controls two 5V DC motors, two multicolor LEDs, plays sounds, communicates with the remote control, etc.

The remote control's circuit board identifies the tokens inserted into the slots, plays sounds, and controls 11 multicolor LEDs associated with each paired slot.

When a token is inserted into one of the remote control's slots, it is identified using an NFC sticker chip. Each token contains a code corresponding to a control command.

After the tokens are identified on the remote control and the program is started, the commands are sent to the robot via wireless communication for execution.

### You can create your own command tokens!

You can create additional command tokens (for example, "Repeat 12" or additional movement tokens) using "blank" tokens with NFC stickers and an NFC-enabled phone. Most 13.56 MHz types are supported.

Video instructions are available on our YouTube channel — [https://www.youtube.com/@primastem](https://www.youtube.com/@primastem)

***

## Activities

### Detailed description of activities

* **Activity 1** — Moving across a chessboard from point A to point B
* **Activity 2** — Introduction to PrimaSTEM
* **Activity 3** — Understanding the concept of orientation and algorithm through embodiment in a robot
* **Activity 4** — Anticipating robot movements based on a sequence of movements
* **Activity 5** — Understanding how instruction sequences work in a random program
* **Activity 6** — Using the remote control and movement commands to take the robot to the mountains
* **Activity 7** — Introduction to the "function" command
* **Activity 8** — Using a function to chart a route to a goal
* **Activity 9** — Debugging a program with an error
* **Activity 10** — Thinking about debugging sequences with 1 error on paper
* **Activities 11 and 12** — Anticipating robot movements (with a "function" block)

***

## Activity 1: Moving across a chessboard from point A to point B

* **individually**
* **15 min**
* **on paper**
* **printable documents**

### Goal

> Project a move across cells from point A to point B on a map.

The exercise lasts 10 minutes with a debriefing.

### For printing

For this activity, you will need to print one copy for each student of the "[Appendix 1 — Moving on the map](attachment-1)" sheet.

### EXERCISE

Children must draw on the grid the path the mouse must take to reach the cheese. You can start with the left exercise, which is simpler, and then continue with the right one.

#### Moving across cells

The mouse moves through the cells of the grid (note: you cannot move diagonally). Here you need to understand that the mouse's path is divided into stages: it moves one cell at a time. It is said that it moves step by step.

<img alt="" />

In the example above, only the blue path is correct. The short red path is incorrect as it includes a diagonal. The long red path is incorrect as it does not lead to the desired point.

### Discussion in the group...

<img alt="" />

For example, in the example above, all drawn paths are correct, as they all allow the mouse to reach the cheese.

Show the children that not everyone thinks of the same path, but several paths can be correct.

#### Some paths are longer than others

If you count the number of cells the mouse must pass to get to the cell with cheese, you get:

* 3 cells for the green route
* 3 cells for the gray route
* 3 cells for the blue route
* 13 cells for the yellow route

#### The shortest path

In the end, even if all these paths are correct, the mouse will choose the shortest one.

Ask the children to answer this question: "Why did the mouse choose the shortest path?"

Several answers are possible: the mouse wants to save energy, it is very tired and wants to walk as little as possible... Or the mouse is in a hurry, it is very hungry and wants to get to the cheese as quickly as possible.

**Note for the facilitator:** It's the same with robots. We will always prefer the shortest path for efficiency reasons.

#### Multiple paths are possible

After finishing the exercise, ask the students to show the path they drew. Since there are always several possible scenarios, it is likely that the students will offer different but all correct answers.

***

## Activity 2: Introduction to PrimaSTEM

* **15 min**
* **in a group**
* **demonstration**
* **practice**

### Goals

> Understand the robot's movement capabilities Learn that the remote control controls the robot Understand command tokens

For this activity, form small groups of students. Sit at a low table or on the floor. Take out the grid map, the remote control, the robot, and the tokens. Introduce PrimaSTEM to all students and groups one by one.

<img alt="" />

### Presentation

Present each element on the table and introduce the vocabulary that the children will need.

First, the **map**: it's like the grid they worked with during activity 1, but bigger.

Then the **ladybug robot**: it can roll.

It is controlled with a **remote control**, depending on the tokens we put in the slots.

**Tokens** are instructions: they allow you to tell the robot to move forward, turn left or right.

### 1st stage: demonstration

Once you have explained the vocabulary, perform the manipulation yourself and show the children what happens when you put a token in the remote control.

| Image   | Description                                                   |
| ------- | ------------------------------------------------------------- |
| <img /> | The **"Forward"** command token makes the robot move one cell |

Place the robot on one of the map's cells. Insert a token into the first slot for the program, as shown in the diagram below, then press the white button — START.

<img alt="" />

The robot will advance one cell forward.

### 2nd stage: hand over control

| Image   | Description                                                                                                                                                          |
| ------- | -------------------------------------------------------------------------------------------------------------------------------------------------------------------- |
| <img /> | The token with an arrow turning in an arc around the center is **"Left"** — it makes the robot turn left, counterclockwise. The default rotation step is 90 degrees. |

Remove the "Forward" token from the remote control and hand over the "Left" token. This time you can let the child insert the token into the first slot of the program and then press the white button — START. The robot will stay in place and make a quarter turn to the left.

| Image   | Description                                       |
| ------- | ------------------------------------------------- |
| <img /> | The **"Right"** token makes the robot turn right. |

Ask another child to remove the "Left" token from the remote control and put the "Right" token in its place, and then press the white button — START. The robot will stay in place and make a quarter turn to the right.

Then let the children take turns manipulating, giving them only 3 tokens: **"Forward"**, **"Left"**, and **"Right"**.

They can repeat the execution of the program they created by pressing the START button again after the robot finishes moving.

Let them see for themselves that the tokens can be placed anywhere (except for two commands in one dual slot) and are executed in turn — from left to right.

> The program can be stopped by pressing the START/STOP button again while the robot is moving.

***

## Activity 3: Understanding the concept of orientation and algorithm through embodiment in a robot

* **45 min**
* **In a group**
* **Game**
* **Map**

### Goals

> Consider the robot's orientation at the beginning of the program Anticipate robot movements depending on the program

### For printing

For this activity, you will need to print one copy for each student of the "[Appendix 2 — Mission Cards](attachment-2)" cards.

### Game Principle

A role-playing game in an open space where children represent the robot on a black and white field.

### Game Rules

One student acts as the robot on the map (or on the floor with a square pattern — a pattern, tiles, or thin masking tape stuck to the floor), and other students program him using task cards.

No indications are given as to which direction the child-robot is facing. Determine which direction of the robot is correct for completing the mission.

1. The "child-robot" stands on red cell 1, he must reach green cell 2.
2. The "child-robot" stands on red cell 1, he must reach purple cell 3.
3. The "child-robot" stands on red cell 1, he must reach blue cell 4.

<img alt="" />

> To ensure the durability of the map material, ask the child to remove their shoes.

### End of the game

The child now understands that the position and orientation of the robot must be taken into account when programming a move.

The robot responds to a move command depending on how it is turned, oriented. It must either move straight, or turn left, or turn right, **BUT it will move depending on its initial orientation.**

***

## Activity 4: Anticipating robot movements based on a sequence of movements

* **45 min**
* **individually**
* **on paper**
* **printable documents**

### Goals

> Consider the robot's initial orientation Understand program instructions Anticipate robot movements depending on the program

### For printing

For this activity, you will need to print one copy for each student of the "[Appendix 3 — Draw the path for a given sequence](attachment-3)" cards.

Children are given a sheet with a program consisting of a sequence of instructions. Children must draw the path the robot will take for this sequence of movements.

With this program, the robot will advance three times straight:

<img alt="" />

Here is the same program, the robot will also advance three times straight. Only this time it is not oriented the same way at the beginning: it is looking to the right. Therefore, it will advance three times to the right:

<img alt="" />

With this program, we introduce the robot's rotation. This time the robot starts by turning right and then advances two cells:

<img alt="" />

And finally, a more complex exercise with two changes of direction for the robot. It starts by advancing one cell straight, then turns right, advances one cell, then turns left and advances two cells:

<img alt="" />

### Note for the facilitator

This exercise on paper can be difficult. If some children find it hard to understand robot rotations and sequences of movements, take the PrimaSTEM play set and ask them to reproduce the programs that are on the sheets on the remote control. By manipulating and observing, we understand better!

***

## Activity 5: Understanding how instruction sequences work in a random program

* **45 min**
* **in a group**
* **game**

### Goals

> Establish a connection between instructions and movements performed by the robot Visualize map boundaries Be able to transfer command instructions to the "control panel"

### Game process

1. To start, place the robot on the map, in any cell (recommended cell is at the edge of the map), in the desired direction.
2. Roll the die to start. Move the robot manually and record (draw with the "Forward" command sign — an arrow) the program for moving on paper or a drawing board. If the robot goes off the map, roll the die again.
3. Repeat the operation to get a sequence of 2 movement programs and prevent the robot from going off the map, rerolling the die if necessary.

In the end: you should have 2 programs of "Forward" commands on a piece of paper, which, after sequential execution, will move the robot the required number of cells towards the edge of the map.

Example:

<img alt="" />

**Reproduce the recorded programs in reality using PrimaSTEM.**

***

## Activity 6: Using the control panel and movement commands to take the robot to the mountains

* **45 min**
* **in a group**
* **practice**

### Goals

> Decompose the route into stages Implement a program with a specific goal

For this activity you will need:

* control panel
* specific movement command tokens: 4 "Forward", 4 "Left", and 4 "Right" per group, leave the rest of the tokens aside.
* map and robot

Divide the children into groups of 3 or 4 children and give them a control panel and a set of tokens.

### 1st stage: reflection

The ladybug robot is at home, and we want to take it to the mountains. Here you will need to write a program on the board that will allow it to get there.

> If you don't have the right map, draw the necessary destinations schematically on paper, maybe with the children, and tape them to the map.

<img alt="" />

Start by asking the children which cells they want to take the robot through to get to the mountain. Again, there are many possibilities, and we will prefer the shortest routes for energy and time saving reasons.

Once the path is determined, ask the children about the movements the robot will have to make, cell by cell.

Should it go straight, turn left, turn right? Show them what movement each command will produce on the robot, moving it across the map with your hands.

### 2nd stage: programming

Ask the children to write, in order, the movements (program) that the robot must make to reach the goal on the control panel using the command tokens.

**Here is the expected result of the program:**

<img alt="" />

### 3rd stage: verification

As for any self-respecting programmer, one should check if the program works. Ask the children to reproduce their program on the remote control and launch it.

<img alt="" />

Does the robot reach the mountain? If not, why? Let the children try to fix their errors in the program, if any.

***

## Activity 7: Introduction to the "function" command

* **15 min**
* **in a group**
* **demonstration**

### Goals

> Understand that the "function" command can replace other command instructions Consider the concept of repeating a sequence of instructions

For this activity, form small groups of students. Sit at a low table or on the floor. Take out the field-map, the remote control, the robot, and the command tokens. One by one, groups of students get acquainted with the "Function" block command.

### 1st stage: demonstration

Show the children the "Function" command token.

<img alt="" />

It serves to replace several movement commands: "Forward", "Left", "Right", or "Back". It also allows you to repeat the same small piece of the program several times.

Start with a demonstration. Create a program as shown in the picture below.

<img alt="" />

When the "Function" command is used, everything happens as if we had put what is inside the \[-----] frame at the bottom of the control panel in place of the "Function" token. In our example, the robot will advance twice straight.

### 2nd stage: riddles!

Now add a block with the "Right" command at the end of your main program, as in the figure below.

<img alt="" />

Before launching the program, ask the children what will happen. Everything happens as if the program consisted of two red "Forward" blocks, and then one "Right" block. The robot will advance two cells and make a right turn (a quarter turn).

And for the final: **the cycle**! Reproduce the program with four "Function" blocks, as in the figure below.

<img alt="" />

Before launching the program, ask the children what will happen, and then launch the program for verification.

**The robot performs a cycle**:

<img alt="" />

**Note for the facilitator:** When you begin to get acquainted with the concept of the "function" block, it is very useful to look at the LEDs that flash during program execution. This way you can follow the instruction being executed and see how the robot moves at the same time.

***

## Activity 8: Using a function to chart a route to a goal

* **45 min**
* **in a group**
* **practice**

### Goals

> Decompose the route into stages. Implement a program with a specific goal. Use a "function" block in the program.

For this activity you will need:

* tokens or homemade cards with drawings of commands: 4 "forward", 4 "left", 4 "right", and 4 "function" per group.
* map and robot, without remote control.

If there are many children, then divide them into groups of 3 or 4 children and hand out cards with drawings of commands or tokens from the set (exactly 4+4+4+4).

### 1st stage: reflection

> Adapt the task if you have a map with other images or without them — it is necessary to designate 2 points (Start and Finish) at a distance of 4 cells at an angle of 90 degrees.

The robot is at the flag, and we want to take it to the night cell, represented by clouds. You will need to write a program (lay out an algorithm from tokens or drawings of commands on the table) using the "Function" block.

Start by asking the children which cells they want to take the robot through to get to the mountain (a cell about midway). There are many possibilities, and this time we will prefer routes where instruction sequences are repeated in order to use the "Function" command.

<img alt="" />

Once the path is determined, ask the children about the movements the robot will have to make, cell by cell, and model the execution of the program by moving the robot with your hands.

### 2nd stage: "it doesn't work! But if..."

Ask them to lay out with cards (tokens) on the table, in order, the movements that the robot should make.

Be strict about the number of command tokens given to each group: 4 "forward", 4 "left", 4 "right", and 4 "function".

That's it! We don't have enough tokens to write the program! There aren't enough "Forward" commands! It's digital panic! :)

Remind them of the usefulness of the "Function" command: with this command, you can replace several other command tokens.

For example, you can replace several "Forward" commands to make the robot move forward several times.

Guide the children in creating a program with a "Function" block, as in the picture below.

Example route and its program:

<img alt="" />

### 3rd stage: verification

Help children reproduce their program on the control panel for verification, as in the picture:

<img alt="" />

Does the robot reach the "Night" cell? If not, why? Allow the children to try to fix their errors in the program, if any.

***

## Activity 9: Debugging a program with an error

* **20 min**
* **in a group**
* **practice**

### Goals

> Find an error in the program by observing its execution. Fix an error in the program.

For this activity, form small groups of students. Sit at a low table or on the floor. Prepare the grid field, the remote control, the robot, and the tokens. Ask groups of students to debug the program in turn.

We would like the robot to reach the mountain (gray path).

<img alt="" />

Show the children the sequence of movements on the remote control that contains an error:

<img alt="" />

With this program, the robot goes into the forest. By testing the program, children should try to find the error and fix it.

Example of a correct, corrected program:

<img alt="" />

***

## Activity 10: Thinking about debugging a sequence with an error on paper

* **20 min**
* **individually**
* **on paper**
* **printable documents**

### Goals

> Anticipate robot movements to find an error in the program. Understand how to fix an error in the program.

Children are given a sheet with a program consisting of a sequence of instructions for moving from point A to point B. The program contains an error, children must find this error and try to fix it.

### For printing

For this activity, you will need to print one copy for each student of the "[Appendix 4 — Find and fix an error in the program](attachment-4)" cards.

### 1st stage: read the program

Start by asking the children to draw the robot's movement with this program. The path we want the robot to take and the desired arrival point are drawn in blue on the grid.

### 2nd stage: identify the error

Once the path is drawn, we see that the robot is not going to the finish (black)! It arrives at the red flag. Ask the children where the robot went wrong. Here you need to find the cell that contains the error, circled in red in the correction.

There are 3 types of errors:

* we were wrong with the command
* we forgot a command
* we added an extra command

### 3rd stage: fix the error

And finally, ask the children to fix the error by writing a program to move to the black flag.

**Note:** This exercise on paper can be difficult. If some children find it hard to see where the errors are, take PrimaSTEM and ask them to reproduce the programs that are on the sheets and launch the program. You can, for example, ask them to say "Oh no!" when the robot makes a mistake on its way to record the error.

#### Example 1

In this example, we were wrong with the instruction at the end.

<img alt="" />

#### Example 2

In this example, we added an extra instruction at the beginning.

<img alt="" />

#### Example 3

In this example, we forgot an instruction at the beginning.

<img alt="" />

***

## Activity 11: Anticipating PrimaSTEM movements

* **45 min**
* **in a group**
* **practice**

### Goals

> Anticipate robot movements by looking at a program without a "function"

For this activity, take the PrimaSTEM play set without the "Function" commands. All children can participate in the game at the same time, but only one child at a time manipulates.

### 1. Silence, we are programming...

In turn, the children place the robot in a corner of the map and then compose a program with a maximum of 5 instructions on the remote control.

Once the program is finished, ask the children to wait before pressing the button.

### 2. Place your bets!

Ask the other children to guess if the robot will go off the map.

### 3. Check

Once we have placed our bets, we launch the program to check what happens. Then we put the robot back in the corner, and the next child starts their program.

***

## Activity 12

### Goals

> Anticipate robot movements by looking at a program with a "function"

Reproduce activity 11, adding "function" commands to the set.

This time add "Function" blocks to integrate function programming. All children can participate in the game at the same time, but only one child at a time manipulates.

***

## About the project, authors

### Who are we?

PrimaSTEM is a company that created and produces the original eponymous device for teaching children from 4 years old programming and mathematics without a screen. We are located in the south of France.

The created materials are open-source and aimed at developing the creativity of children and the adults who accompany them.

To learn more about the PrimaSTEM device, visit the documentation resource site available in 10 languages: [https://docs.primastem.com](https://docs.primastem.com)

### Have questions? Contact us!

Don't hesitate to contact us: [info@primastem.com](mailto:info@primastem.com)

Our website with information and links to social media: [https://primastem.com](https://primastem.com)

### Authors

**Adaptation, text, illustrations:** Andrei Chanov, 2026.

**Authors of the concept**: Julie Borgeot / Dorie Bruyas from Fréquence écoles

#### License of this guide

This work is licensed under CC BY-SA 4.0. To view a copy of this license, visit [https://creativecommons.org/licenses/by-sa/4.0/](https://creativecommons.org/licenses/by-sa/4.0/)

**Creative Commons Attribution-ShareAlike 4.0 International**

This license requires that reusers give credit to the creator. It allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, even for commercial purposes. If others remix, adapt, or build upon the material, they must license the modified material under identical terms.

<img alt="" />

***

## Appendices

## Appendix 1 — Moving on the map

Appendix link — [Appendix 1 — Moving on the map](attachment-1)

## Appendix 2 — Mission Cards

Appendix link — [Appendix 2 — Mission Cards](attachment-2)

## Appendix 3 — Draw the path for a given sequence

Appendix link — [Appendix 3 — Draw the path for a given sequence](attachment-3)

## Appendix 4 — Find and fix an error in the program

Appendix link — [Appendix 4 — Find and fix an error in the program](attachment-4)


# For Elderly People
Source: https://docs.primastem.com/en/cognitive

Restoring Cognitive Functions in Elderly People with the PrimaStem Complex

## INTRODUCTION

PrimaStem is a robotic complex consisting of a programmable robot and a control panel with a set of command chips. The complex can be used for prevention and correction of cognitive impairments in elderly people.

### Target Audience

* Elderly people with mild cognitive impairments
* Individuals after neurological diseases
* Patients in early stages of neurodegenerative diseases

### Contraindications

* Severe vision impairments
* Significant motor impairments of upper limbs
* Severe dementia
* Acute psychiatric disorders

## GENERAL PRINCIPLES

With age and neurodegenerative diseases, memory deterioration, reduced ability for abstract thinking, learning, and creative development may occur. Classes with the PrimaStem kit help slow down these processes by training various cognitive functions in a game format.

### Methodological Guidelines

### Organizing Classes

* Duration of one session: 30-45 minutes
* Frequency of classes: 2-3 times per week
* Format: individual or small groups (2-4 people)
* Required breaks: 5-10 minutes after every 15-20 minutes of work

### Principles of Conducting Classes

1. Gradual increase in task complexity
2. Consideration of individual characteristics and limitations
3. Creating a positive emotional atmosphere
4. Alternating different types of exercises
5. Mandatory feedback and encouragement

## MAIN CORRECTION AREAS

### Cognitive Functions

* Stimulation of intellectual activity
* Development of spatial thinking and memory
* Improvement of visual and auditory-verbal memory
* Training logical thinking and mental arithmetic
* Developing planning and activity control skills
* Training peripheral vision

### Socio-Emotional Aspects

* Maintaining personal potential and social activity
* Creating opportunities for self-expression
* Overcoming communication barriers
* Forming a positive emotional background

## TRAINING OPTIONS AND GAME EXERCISES

### 1. Basic Exercises (Adaptation Period)

* Familiarization with command chips
* Simple robot movements in a straight line
* Performing basic turns
* Creating simple command sequences

### 2. Spatial Thinking Training

#### Route Building

* Shortest path
* With obstacles
* Using a random set of command tokens
* Following a given algorithm
* Choosing the correct route from proposed options
* Building a reverse route

#### Difficulty Levels

1. Determining the endpoint from a given route
2. Choosing the correct route from a list
3. Determining the starting point from a known endpoint

#### Working with Real Spaces

* Modeling familiar rooms (house rooms, corridors)
* Planning indoor routes
* Navigating mazes

### 3. Planning Skills Training

* Building algorithms for everyday actions:
  * "I'm at the store – buy from a list"
  * "I'm getting ready to go outside – what are my actions?"
* Using cards with images of objects and actions

### 4. Spatial Memory Training

* Memorizing and reproducing routes (visually, by ear)
* Using mnemonic techniques (Cicero Method)
* "MEMO" type game:
  * Finding and memorizing paired cards

### 5. Mathematical Games

* Mathematical mazes – moving across cells with examples
* Arithmetic route – adding/subtracting the same number

### 6. Word Games

* Finding proverbs on the field
* Composing words from scattered letters
* Creating routes based on images with specific sounds

### 7. Pencil Games (Drawing)

#### Graphic Dictations

* Building an algorithm based on a drawing
* Completing the symmetrical half
* Correcting errors in the algorithm
* Drawing a mirror reflection
* Rotating a figure by 90 degrees
* Creating patterns and ornaments using loops

### 8. Communication Games

#### Competitive Exercises

* Collecting maximum bonus tokens
* "Monopoly" type game with the robot
* Word game with letter search
* "Labyrinth" board game for two players

## EFFECTIVENESS EVALUATION

### Control Methods

* Regular testing of cognitive functions
* Observing task performance dynamics
* Collecting feedback from participants
* Keeping a session diary

### Success Criteria

* Improved task performance indicators
* Increasing difficulty of performed exercises
* Positive subjective evaluation from participants
* Transfer of skills to daily life

## PROGRAM ADAPTATION RECOMMENDATIONS

### Individualization

* Considering physical limitations
* Adapting session pace
* Modifying tasks to participant interests
* Creating an individual progression plan

### Group Work

* Forming groups by ability level
* Organizing competitive elements
* Supporting mutual assistance
* Creating a comfortable social environment


# Our Contact Information
Source: https://docs.primastem.com/en/contacts

Please note that our working languages are English, French, and Russian. Using other languages may result in additional delays ;)

Email - [info@primastem.com](mailto:info@primastem.com)

Messages - WhatsApp [+33 6 2495 0936](https://api.whatsapp.com/send?phone=33624950936) (En, Fr)

Web - [primastem.com](https://primastem.com)

> Cannes, France

<iframe />


# Introduction
Source: https://docs.primastem.com/en/intro

**PrimaSTEM** is a tool for teaching children from age 4 the fundamentals of programming, logic, and mathematics without screen devices.

<img alt="PrimaSTEM" />

*Control panel, programming blocks, robot, and code execution results.*

## Relevance

**Modern children** show interest in video games and electronic devices from an early age, quickly mastering them.

Parents recognize the importance of information technologies for their child's successful development, while also striving to maintain a balance between learning and their children's health.

<img alt="kids" />

Research shows that early and frequent interaction with screens can reduce cognitive abilities and academic performance.

<img alt="graph" />

[*Source: Programme for International Student Assessment (PISA), 2022 Results (Volume I)*](https://www.oecd-ilibrary.org/education/pisa-2022-results-volume-i_53f23881-en)

Using screen devices by young children often leads to:

* psychological difficulties,
* gaming addiction,
* deterioration of vision and physical health.

## Goals and Objectives

This educational **tool** helps children from age 4 learn programming, logic, and mathematics **without screens**.

With PrimaSTEM, children master:

* numbers,
* spatial orientation,
* algorithms,
* logical thinking,
* programming fundamentals,
* arithmetic operations and progressions,
* geometric concepts.

**Advantages:**

* versatility of application,
* engaging and visual format,
* screen-free learning,
* suitable for preschool and early school-age children,
* natural materials.

> 🎯 **Main goal** — developing cognitive skills through tangible and visual understanding of programming fundamentals and the meaning of program execution results.

## How Does It Work?

1. Turn on the robot and the control panel.
2. Using command tokens, create a movement program by placing them in the panel slots.
3. Press the "Execute" button and the robot will execute the program.

***

**Video presentation:** [youtu.be/Ztq\_I1WBiVo](https://youtu.be/Ztq_I1WBiVo)

<div>
  <iframe />
</div>

> 📺  More tutorials and examples on our [YouTube PrimaSTEM](https://www.youtube.com/@primastem) channel

## Who Is It For?

PrimaSTEM is designed for children and looks like a game, but it's a flexible tool for educators and parents. It can be used to teach various subjects — mathematics, programming, physics, history, geography. Everything is limited only by the imagination and skill of the teacher or parents.

The child acquires a mathematical and algorithmic foundation, which becomes excellent preparation for school and first experience with programming languages (Scratch, Logo, or Minecraft).

<img alt="Spirale" />

*Example result: a spiral drawn by dynamically changing a variable in a loop.*


# Drawing Examples
Source: https://docs.primastem.com/en/mathdrawings

Mathematical drawings

## Simple Ten-Pointed Star

| Code                                | Result                                  |
| ----------------------------------- | --------------------------------------- |
| <img alt="star10.excalidraw.png" /> | <img alt="star10draw.excalidraw.svg" /> |

## Regular Pentagon

| Code                                 | Result                                   |
| ------------------------------------ | ---------------------------------------- |
| <img alt="5angles.excalidraw.png" /> | <img alt="5anglesdraw.excalidraw.png" /> |

## Simple Five-Pointed Star

| Code                               | Result                                 |
| ---------------------------------- | -------------------------------------- |
| <img alt="star5.excalidraw.png" /> | <img alt="star5draw.excalidraw.svg" /> |

## Mathematical Heart Drawing

| Code                               | Result                                 |
| ---------------------------------- | -------------------------------------- |
| <img alt="heart.excalidraw.png" /> | <img alt="heartdraw.excalidraw.svg" /> |

## Triangle with Simple Program

| Code                                        | Result                                          |
| ------------------------------------------- | ----------------------------------------------- |
| <img alt="trianglesimple.excalidraw.png" /> | <img alt="trianglesimpledraw.excalidraw.svg" /> |

## Triangle Using a Function

| Code                                          | Result                                          |
| --------------------------------------------- | ----------------------------------------------- |
| <img alt="trianglefunction.excalidraw.png" /> | <img alt="trianglesimpledraw.excalidraw.svg" /> |

## Triangular Spiral

| Code                                        | Result                                          |
| ------------------------------------------- | ----------------------------------------------- |
| <img alt="spiraltriangle.excalidraw.png" /> | <img alt="spiraltriangledraw.excalidraw.svg" /> |

## Curve with Negative Angles

| Code                                            | Result                                              |
| ----------------------------------------------- | --------------------------------------------------- |
| <img alt="curvenegativeangle.excalidraw.png" /> | <img alt="curvenegativeangledraw.excalidraw.svg" /> |

## Square Spiral

| Code                                      | Result                                        |
| ----------------------------------------- | --------------------------------------------- |
| <img alt="spiralsquare.excalidraw.png" /> | <img alt="spiralsquaredraw.excalidraw.svg" /> |

## \~5-Minute Timer

| Code                                   | Result                                                            |
| -------------------------------------- | ----------------------------------------------------------------- |
| <img alt="timer5min.excalidraw.png" /> | <img alt="../images/mathdrawings/timer5mindraw.excalidraw.svg" /> |

## Spiral

| Code                                | Result                                  |
| ----------------------------------- | --------------------------------------- |
| <img alt="spiral.excalidraw.png" /> | <img alt="spiraldraw.excalidraw.svg" /> |

<img alt="robot_spiral_01.jpg" />


# Command Chips
Source: https://docs.primastem.com/en/nfc

NFC Codes

## 🧭 Movement

| Command         | NFC Code |
| --------------- | -------- |
| Forward         | `cfor`   |
| Left            | `clef`   |
| Right           | `crig`   |
| Backward        | `cbac`   |
| Random Movement | `crnd`   |

## 🔁 Repeat & Control

| Command                       | NFC Code      |
| ----------------------------- | ------------- |
| Repeat 2–999                  | `r002`–`r999` |
| Repeat Random Number (1 to 6) | `rrnd`        |
| Function                      | `cfun`        |
| Pause                         | `cwat`        |

## 🔢 Numbers

| Value         | NFC Code      |
| ------------- | ------------- |
| Numbers 1–999 | `n001`–`n999` |

## 🧮 Math Operations

| Operation        | NFC Code      |
| ---------------- | ------------- |
| +1 to +999       | `a001`–`a999` |
| −1 to −999       | `s001`–`s999` |
| ×N               | `m002`–`m999` |
| ÷N               | `d002`–`d999` |
| X^N              | `e002`–`e999` |
| Square Root of X | `sqrt`        |
| Factorial        | `fact`        |

## ⚙️ Settings

| Command                         | NFC Code |
| ------------------------------- | -------- |
| Calibration                     | `ccal`   |
| Set Default Step Length for map | `clen`   |

## 🔧 Advanced

| Command                                                          | NFC Code |
| ---------------------------------------------------------------- | -------- |
| Audio Sample (see [Audio Files Reference](/en/sounds_reference)) | `xNNN`   |
| Panel Sound Sample                                               | `csou`   |
| Volume Level                                                     | `clvl`   |

## How to Write Data to an NFC Tag

You can create your own token — simply write a text code to an NFC tag. You can use any numbers (from 0 to 999), any repetitions, and any numbers for arithmetic operations.

To write text data to an NFC tag, open the Google Play Store and install the **RFID NFC Reader** or **NFC Tools** app on your phone.

Instructions for writing an NFC tag are here — [youtu.be/UbKaQxZs8JA](https://youtu.be/UbKaQxZs8JA)

<div>
  <iframe />
</div>


# Quick Start
Source: https://docs.primastem.com/en/quickstart

How PrimaSTEM works — robot, board, tokens. A quick start.

PrimaSTEM is a screen-free educational kit for programming, logic, and mathematics, for children ages 4–10+. This page briefly explains **how the device works**.

<Note>
  **No device yet? Try it in your browser.** Open the **[Web simulator](https://simulator.primastem.com)** — a working copy of the board and robot. Place tokens, press **▶ Start**, and watch the robot run while you read this guide.
</Note>

## 1. What's in the box

<CardGroup>
  <Card title="Robot" icon="bug">
    Wooden ladybug-robot on two wheels. Marker slot on top. Speaker, USB-C, Bluetooth.
  </Card>

  <Card title="Control board" icon="grid-3x3">
    Panel with paired slots for the program. Multi-colour indicators, ▶ Start/Stop button, speaker, USB-C, Bluetooth.
  </Card>

  <Card title="Code tokens" icon="square-stack">
    Cardboard tiles with NFC stickers — each one is a single command for the robot's program.
  </Card>
</CardGroup>

## 2. Power on

<Steps>
  <Step title="Switch on the robot, then the board" icon="power">
    Each plays a short sound; the green power indicator on each device means it's on.
  </Step>

  <Step title="Connected = white" icon="check">
    Available slots on the board glow **white**, the robot's eyes blink **white**. You're ready.
  </Step>

  <Step title="Both blue = pairing needed" icon="bluetooth">
    Hold **▶ Start** on the board for **more than 10 seconds** — the devices will pair and the robot will restart.
  </Step>
</Steps>

**Try this first:** place a **Forward** token in slot 1 (any cell of the pair). Press **▶ Start**. The robot moves 15 cm forward and stops. *That's a program — one command.*

## 3. How a program works

The board has **two rows of paired slots**. Place tokens in the cells that glow white — that's your program. Press **▶ Start** — the robot runs it.

<Frame>
  <img alt="Control board diagram with labels A through F" />
</Frame>

| Label | What it is                                                         |
| :---: | ------------------------------------------------------------------ |
| **A** | **Main program** — 6 pair slots, executed left → right             |
| **B** | **▶ Start / Stop** — press to run; press again mid-program to stop |
| **C** | **Function** — 5 pair slots, called by the Function token          |
| **D** | One **cell** of a pair                                             |
| **E** | **Execution line** connecting paired cells                         |
| **F** | **Multi-colour LED indicator** on each cell                        |

**A pair = two logically linked cells.** Order top/bottom doesn't matter — put the command in either cell of the pair, and the repeat, number, or arithmetic tile in the other. If the second cell is empty, default values are used: 15 cm step and 90° turn — enough for young children.

LED colours during execution:

|        ⚪ White        |   🟢 Green  |                 🔵 Blue                |      🔴 Red     |
| :-------------------: | :---------: | :------------------------------------: | :-------------: |
| Idle (slot available) | Command set | Command + number / repeat / arithmetic | Error — skipped |

Empty slots and red pairs are skipped. LEDs flash on the cell being executed right now.

## 4. Tokens — by group

| Group          | What the tokens do                                                                                                                                    |
| -------------- | ----------------------------------------------------------------------------------------------------------------------------------------------------- |
| **Movement**   | Forward · Back · Left · Right                                                                                                                         |
| **Repeat**     | Two arrows in a loop + inside dots 2–6 (like a die, for young children) or numerals. In a pair with a command, repeats it.                            |
| **Numbers**    | `1`–`999`. Set movement distance in mm or turn angle in degrees.                                                                                      |
| **Arithmetic** | `+N` `−N` `×N` `÷N` `√` `^N` — one tile per operation+number. Modifies the saved value of movement or turn. A negative result reverses the direction! |
| **Function**   | Calls the bottom row as a subroutine. With a repeat tile, runs that number of times.                                                                  |
| **Step**       | Service tile + Number = changes the default step (e.g. number 100, in millimetres, for a 10-cm grid). Saved after power-off.                          |

## 5. Defaults & saved value

<Note>
  **Forward = 150 mm (15 cm), turn = 90°.** The **Step** token changes the "default" distance and persists after power-off. Use it for grid maps from any robot.

  During one session, each movement command keeps its **own** saved value:

  * **a number** in the pair with the command → replaces the last saved value or default
  * **an arithmetic** tile → modifies it (`+`, `−`, `×`, `÷`, `√`, `^`)
  * **empty** in the pair with the command → uses the last saved value or default

  Saved values reset when the board powers off; the default (Step) remains.

  **Quick reference:**

  * `Forward` alone        → 150 mm (15 cm) — default
  * `Forward` + `100`      → 100 mm — replaces previous
  * `Forward` + `+50`      → 150 mm  (previous 100 + 50) — modifies
  * `Left` alone           → 90° — default
  * `Left` + `45`          → 45° — replaces previous
  * `Left` + `−10`         → 35°  (previous 45° − 10°) — modifies
</Note>

## 6. The robot draws what you program

Try these examples — you'll see what the device is capable of. Insert a marker in the centre of the robot — it **draws** while moving.

<CardGroup>
  <Card title="Star — numbers + repeat">
    <Frame>
      <img alt="Star program on the board" />
    </Frame>

    <Frame>
      <img alt="Star drawn by the robot" />
    </Frame>
  </Card>

  <Card title="Spiral — arithmetic in a loop">
    <Frame>
      <img alt="Spiral program on the board" />
    </Frame>

    <Frame>
      <img alt="Spiral drawn by the robot" />
    </Frame>
  </Card>
</CardGroup>

More examples in [Drawing examples](mathdrawings).

## 7. How to teach with PrimaSTEM

<Tip>
  **Introduce command tokens one at a time, in this order:**

  **Forward → Turns → Repeat → Function → Numbers → Arithmetic.**

  Add each one only after the previous is confidently mastered. The full 12-lesson plan with age, duration, and materials for young children is in [Book 1](book-1/book-1).

  **Group work:** we recommend one kit per **2–3 children**.

  **Maps:** any grid map made for any educational robot will work. Set the cell size with the **Step** token plus a number (e.g. 100, 120, 150, 200 mm).

  **A trick for 10 steps instead of 6.** Place the **Function \[ ]** token in the last (6th) slot of the top row and secure it with masking tape. The program now runs as one long chain: 5 top steps + 5 bottom = **10 steps in a row**. Useful for young children who need a longer program before they're ready to grasp the function concept.
</Tip>

## 8. More features

<CardGroup>
  <Card title="Marker and drawing" icon="pen-line">
    Insert a marker in the robot — it **draws** its path on paper: from a simple trajectory to polygons, stars, spirals, and fractals.
  </Card>

  <Card title="Voice feedback" icon="volume-2">
    The board reads each token aloud — voice in **any local language**, currently **19 supported** (including Arabic and Finnish), we'll add any on request. Helps young and pre-reading children. Includes alphabet letters and places (Home, School, Shop, Forest, etc.)
  </Card>

  <Card title="NFC sound stickers and maps" icon="map">
    Stick NFC tags on your map, program any available sound from your phone. The robot has an antenna underneath — when it stops on a tag, it plays the recorded sound.
  </Card>

  <Card title="Open NFC platform" icon="nfc">
    Write your own tokens — any 13.56 MHz NFC tag (cheap, sold on every marketplace) + a text code from our documentation — the whole thing takes 10 seconds. Free phone app (NFC Tools).
  </Card>
</CardGroup>

## What to read next

<CardGroup>
  <Card title="User Manual" icon="book-open" href="usermanual">
    Full technical specifications, pairing, calibration, safety.
  </Card>

  <Card title="Teacher's Guide" icon="book" href="teachersguide">
    Pedagogy, classroom use, programming concepts through play.
  </Card>

  <Card title="Book 1 — Lessons" icon="graduation-cap" href="book-1/book-1">
    12 ready-made lessons for young children — with age, duration, and printable materials.
  </Card>

  <Card title="Command tokens" icon="nfc" href="nfc">
    All NFC codes — for writing your own tokens with a phone.
  </Card>

  <Card title="Drawing examples" icon="pen-line" href="mathdrawings">
    Geometric figures, fractals, spirals — programs and results.
  </Card>

  <Card title="Audio dictionary" icon="volume-2" href="sounds_reference">
    Words — places and concepts, alphabet, musical notes, system sounds. For recording your own tokens and playback.
  </Card>
</CardGroup>


# Audio Files Reference
Source: https://docs.primastem.com/en/sounds_reference

PrimaSTEM Audio Files Reference

Languages: EN, DE, FR, ES, IT, JA, NB, NL, PL, SV, UK, PT-BR, TR, DA, CA, FI, HE, AR, RU

## How NFC Codes and Audio Files Relate

Each audio file in the firmware has a code that matches its filename (e.g. `cfor` → `cfor.mp3`).
When the remote or robot reads an NFC chip, it looks up this code and plays the corresponding file.

However, some NFC chip codes are **composite** — they don't have their own audio file.
Instead, the device splits them into a sequence of existing files to save firmware space.

| NFC chip code     | Played as               |
| ----------------- | ----------------------- |
| `r007` (Repeat 7) | `xrep.mp3` + `n007.mp3` |
| `a001` (+1)       | `xplu.mp3` + `n001.mp3` |
| `s005` (−5)       | `xmin.mp3` + `n005.mp3` |
| `m002` (×2)       | `xmul.mp3` + `n002.mp3` |
| `d003` (÷3)       | `xdiv.mp3` + `n003.mp3` |
| `e002` (X²)       | `xpow.mp3` + `n002.mp3` |

The full list of physical NFC chip codes and kit contents is in [Command Chips](/en/nfc).

## 🤖 Robot Reactions

| Code | EN            | DE          | FR           | ES        | IT          | JA     | NB               | NL           | PL        | SV             | UK       | PT-BR       | TR          | DA              | CA         | FI           | HE         | AR          | RU       |
| ---- | ------------- | ----------- | ------------ | --------- | ----------- | ------ | ---------------- | ------------ | --------- | -------------- | -------- | ----------- | ----------- | --------------- | ---------- | ------------ | ---------- | ----------- | -------- |
| x005 | Hi!           | Hallo!      | Salut!       | ¡Hola!    | Ciao!       | こんにちは！ | Hei!             | Hallo!       | Cześć!    | Hej!           | Привіт!  | Olá!        | Merhaba!    | Hej!            | Hola!      | Moi!         | שלום!      | مرحبًا!     | Привет!  |
| x006 | There you go! | So bitte!   | Et voilà!    | ¡Y listo! | Ecco fatto! | じゃーん！  | Sånn ja!         | Alsjeblieft! | I gotowe! | Klart!         | Готово!  | Pronto!     | Hazır!      | Sådan!          | Ja està!   | Noin!        | הנה זה!    | تفضّل!      | Готово!  |
| x007 | Here I go!    | Los geht's! | Je commence! | ¡Empiezo! | Comincio!   | 始めるよ！  | Nå begynner jeg! | Ik begin!    | Zaczynam! | Nu börjar jag! | Починаю! | Lá vou eu!  | Başlıyorum! | Nu starter jeg! | Allà vaig! | Nyt mennään! | אני מתחיל! | هيّا نبدأ!  | Начинаю! |
| x008 | Hey!          | Hallo!      | Coucou !     | ¡Hola!    | Ciao!       | やあ！    | Hei!             | Hallo!       | Hej!      | Hej!           | Я тут!   | Estou aqui! | Buradayım!  | Hej!            | Ei!        | Hei!         | היי!       | أهلًا!      | Я тут!   |
| x009 | Bye!          | Tschüss!    | Au revoir!   | ¡Adiós!   | Ciao!       | バイバイ！  | Ha det!          | Doei!        | Pa pa!    | Hej då!        | Бувай!   | Tchau!      | Güle güle!  | Farvel!         | Adéu!      | Heippa!      | להתראות!   | مع السلامة! | Пока!    |

***

## 🗺️ Vocabulary / Locations

| Code | EN            | DE              | FR                     | ES                      | IT               | JA    | NB              | NL              | PL                | SV              | UK              | PT-BR             | TR               | DA             | CA                   | FI              | HE           | AR             | RU             |
| ---- | ------------- | --------------- | ---------------------- | ----------------------- | ---------------- | ----- | --------------- | --------------- | ----------------- | --------------- | --------------- | ----------------- | ---------------- | -------------- | -------------------- | --------------- | ------------ | -------------- | -------------- |
| x020 | Forest        | Der Wald        | La Forêt               | El Bosque               | La Foresta       | 森     | Skogen          | Het Bos         | Las               | Skogen          | Ліс             | A Floresta        | Orman            | Skoven         | El Bosc              | Metsä           | היער         | الغابة         | Лес            |
| x021 | House         | Das Haus        | La Maison              | La Casa                 | La Casa          | 家     | Huset           | Het Huis        | Dom               | Huset           | Дім             | A Casa            | Ev               | Huset          | La Casa              | Talo            | הבית         | البيت          | Дом            |
| x022 | Mountain      | Der Berg        | La Montagne            | La Montaña              | La Montagna      | 山     | Fjellet         | De Berg         | Góra              | Berget          | Гора            | A Montanha        | Dağ              | Bjerget        | La Muntanya          | Vuori           | ההר          | الجبل          | Гора           |
| x023 | Stone         | Der Stein       | La Pierre              | La Piedra               | La Pietra        | 石     | Steinen         | De Steen        | Kamień            | Stenen          | Камінь          | A Pedra           | Taş              | Stenen         | La Pedra             | Kivi            | האבן         | الحجر          | Камень         |
| x024 | River         | Der Fluss       | La Rivière             | El Río                  | Il Fiume         | 川     | Elven           | De Rivier       | Rzeka             | Floden          | Річка           | O Rio             | Nehir            | Floden         | El Riu               | Joki            | הנהר         | النهر          | Река           |
| x025 | Lake          | Der See         | Le Lac                 | El Lago                 | Il Lago          | 湖     | Innsjøen        | Het Meer        | Jezioro           | Sjön            | Озеро           | O Lago            | Göl              | Søen           | El Llac              | Järvi           | האגם         | البحيرة        | Озеро          |
| x026 | Hospital      | Das Krankenhaus | L'Hôpital              | El Hospital             | L'Ospedale       | 病院    | Sykehuset       | Het Ziekenhuis  | Szpital           | Sjukhuset       | Лікарня         | O Hospital        | Hastane          | Hospitalet     | L'Hospital           | Sairaala        | בית החולים   | المستشفى       | Больница       |
| x027 | Police        | Die Polizei     | La Police              | La Policía              | La Polizia       | 警察    | Politiet        | De Politie      | Policja           | Polisen         | Поліція         | A Polícia         | Polis            | Politiet       | La Policia           | Poliisi         | המשטרה       | الشرطة         | Полиция        |
| x028 | Swamp         | Der Sumpf       | Le Marais              | El Pantano              | La Palude        | 沼     | Sumpen          | Het Moeras      | Bagno             | Träsket         | Болото          | O Pântano         | Bataklık         | Sumpen         | El Pantà             | Suo             | הביצה        | المستنقع       | Болото         |
| x029 | Shop          | Der Laden       | Le Magasin             | La Tienda               | Il Negozio       | 店     | Butikken        | De Winkel       | Sklep             | Affären         | Магазин         | A Loja            | Mağaza           | Butikken       | La Botiga            | Kauppa          | החנות        | المتجر         | Магазин        |
| x030 | Stadium       | Das Stadion     | Le Stade               | El Estadio              | Lo Stadio        | スタジアム | Stadion         | Het Stadion     | Stadion           | Stadion         | Стадіон         | O Estádio         | Stadyum          | Stadion        | L'Estadi             | Stadion         | האצטדיון     | الملعب الرياضي | Стадион        |
| x031 | School        | Die Schule      | L'École                | La Escuela              | La Scuola        | 学校    | Skolen          | De School       | Szkoła            | Skolan          | Школа           | A Escola          | Okul             | Skolen         | L'Escola             | Koulu           | בית הספר     | المدرسة        | Школа          |
| x032 | Park          | Der Park        | Le Parc                | El Parque               | Il Parco         | 公園    | Parken          | Het Park        | Park              | Parken          | Парк            | O Parque          | Park             | Parken         | El Parc              | Puisto          | הפארק        | المتنزّه       | Парк           |
| x033 | Library       | Die Bibliothek  | La Bibliothèque        | La Biblioteca           | La Biblioteca    | 図書館   | Biblioteket     | De Bibliotheek  | Biblioteka        | Biblioteket     | Бібліотека      | A Biblioteca      | Kütüphane        | Biblioteket    | La Biblioteca        | Kirjasto        | הספרייה      | المكتبة        | Библиотека     |
| x034 | Castle        | Die Burg        | Le Château             | El Castillo             | Il Castello      | 城     | Slottet         | Het Kasteel     | Zamek             | Slottet         | Замок           | O Castelo         | Kale             | Slottet        | El Castell           | Linna           | הטירה        | القلعة         | Замок          |
| x035 | Bridge        | Die Brücke      | Le Pont                | El Puente               | Il Ponte         | 橋     | Broen           | De Brug         | Most              | Bron            | Міст            | A Ponte           | Köprü            | Broen          | El Pont              | Silta           | הגשר         | الجسر          | Мост           |
| x036 | Farm          | Der Bauernhof   | La Ferme               | La Granja               | La Fattoria      | 農場    | Gården          | De Boerderij    | Farma             | Gården          | Ферма           | A Fazenda         | Çiftlik          | Bondegården    | La Granja            | Maatila         | החווה        | المزرعة        | Ферма          |
| x037 | Lighthouse    | Der Leuchtturm  | Le Phare               | El Faro                 | Il Faro          | 灯台    | Fyrtårnet       | De Vuurtoren    | Latarnia          | Fyren           | Маяк            | O Farol           | Deniz feneri     | Fyrtårnet      | El Far               | Majakka         | המגדלור      | المنارة        | Маяк           |
| x038 | Museum        | Das Museum      | Le Musée               | El Museo                | Il Museo         | 博物館   | Museet          | Het Museum      | Muzeum            | Museet          | Музей           | O Museu           | Müze             | Museet         | El Museu             | Museo           | המוזיאון     | المتحف         | Музей          |
| x039 | Zoo           | Der Zoo         | Le Zoo                 | El Zoo                  | Lo Zoo           | 動物園   | Dyrehagen       | De Dierentuin   | Zoo               | Djurparken      | Зоопарк         | O Zoológico       | Hayvanat bahçesi | Zoologisk Have | El Zoo               | Eläintarha      | גן החיות     | حديقة الحيوان  | Зоопарк        |
| x040 | Bakery        | Die Bäckerei    | La Boulangerie         | La Panadería            | La Panetteria    | パン屋   | Bakeriet        | De Bakkerij     | Piekarnia         | Bageriet        | Пекарня         | A Padaria         | Fırın            | Bageriet       | El Forn              | Leipomo         | המאפייה      | المخبز         | Пекарня        |
| x041 | Pharmacy      | Die Apotheke    | La Pharmacie           | La Farmacia             | La Farmacia      | 薬局    | Apoteket        | De Apotheek     | Apteka            | Apoteket        | Аптека          | A Farmácia        | Eczane           | Apoteket       | La Farmàcia          | Apteekki        | בית המרקחת   | الصيدلية       | Аптека         |
| x042 | Fire Station  | Die Feuerwehr   | La Caserne de Pompiers | La Estación de Bomberos | I Pompieri       | 消防署   | Brannstasjonen  | De Brandweer    | Straż Pożarna     | Brandstationen  | Пожежна         | Os Bombeiros      | İtfaiye          | Brandstationen | Els Bombers          | Paloasema       | תחנת הכבאות  | مركز الإطفاء   | Пожарная       |
| x043 | Post Office   | Die Post        | La Poste               | La Oficina de Correos   | La Posta         | 郵便局   | Postkontoret    | Het Postkantoor | Poczta            | Postkontoret    | Пошта           | Os Correios       | Postane          | Posthuset      | L'Oficina de Correus | Posti           | סניף הדואר   | مكتب البريد    | Почта          |
| x044 | Airport       | Der Flughafen   | L'Aéroport             | El Aeropuerto           | L'Aeroporto      | 空港    | Flyplassen      | De Luchthaven   | Lotnisko          | Flygplatsen     | Аеропорт        | O Aeroporto       | Havalimanı       | Lufthavnen     | L'Aeroport           | Lentokenttä     | שדה התעופה   | المطار         | Аэропорт       |
| x045 | Harbor        | Der Hafen       | Le Port                | El Puerto               | Il Porto         | 港     | Havnen          | De Haven        | Port              | Hamnen          | Порт            | O Porto           | Liman            | Havnen         | El Port              | Satama          | הנמל         | الميناء        | Порт           |
| x046 | Garden        | Der Garten      | Le Jardin              | El Jardín               | Il Giardino      | 庭     | Hagen           | De Tuin         | Ogród             | Trädgården      | Сад             | O Jardim          | Bahçe            | Haven          | El Jardí             | Puutarha        | הגן          | الحديقة        | Сад            |
| x047 | Playground    | Der Spielplatz  | L'Aire de Jeux         | El Parque Infantil      | Il Parco Giochi  | 遊び場   | Lekeplassen     | De Speeltuin    | Plac Zabaw        | Lekplatsen      | Майданчик       | O Parquinho       | Oyun alanı       | Legepladsen    | El Parc Infantil     | Leikkipuisto    | גן המשחקים   | ساحة اللعب     | Площадка       |
| x048 | Train Station | Der Bahnhof     | La Gare                | La Estación de Tren     | La Stazione      | 駅     | Togstasjonen    | Het Station     | Dworzec           | Tågstationen    | Вокзал          | A Estação de Trem | Tren istasyonu   | Togstationen   | L'Estació de Tren    | Rautatieasema   | תחנת הרכבת   | محطة القطار    | Вокзал         |
| x049 | Garage        | Die Garage      | Le Garage              | El Garaje               | Il Garage        | ガレージ  | Garasjen        | De Garage       | Garaż             | Garaget         | Гараж           | A Garagem         | Garaj            | Garagen        | El Garatge           | Autotalli       | החניה        | المرآب         | Гараж          |
| x050 | Cinema        | Das Kino        | Le Cinéma              | El Cine                 | Il Cinema        | 映画館   | Kinoen          | De Bioscoop     | Kino              | Biografen       | Кінотеатр       | O Cinema          | Sinema           | Biografen      | El Cinema            | Elokuvateatteri | הקולנוע      | السينما        | Кинотеатр      |
| x051 | Swimming Pool | Das Schwimmbad  | La Piscine             | La Piscina              | La Piscina       | プール   | Svømmebassenget | Het Zwembad     | Basen             | Simhallen       | Басейн          | A Piscina         | Yüzme havuzu     | Svømmehallen   | La Piscina           | Uima-allas      | הבריכה       | المسبح         | Бассейн        |
| x052 | Metro         | Die U-Bahn      | Le Métro               | El Metro                | La Metropolitana | 地下鉄   | T-banen         | De Metro        | Metro             | Tunnelbanan     | Метро           | O Metrô           | Metro            | Metroen        | El Metro             | Metro           | הרכבת התחתית | المترو         | Метро          |
| x053 | Traffic Light | Die Ampel       | Le Feu Tricolore       | El Semáforo             | Il Semaforo      | 信号機   | Trafikklyset    | Het Stoplicht   | Sygnalizacja      | Trafikljuset    | Світлофор       | O Semáforo        | Trafik ışığı     | Trafiklyset    | El Semàfor           | Liikennevalo    | הרמזור       | إشارة المرور   | Светофор       |
| x054 | Road          | Die Straße      | La Route               | El Camino               | La Strada        | 道     | Veien           | De Weg          | Droga             | Vägen           | Дорога          | A Estrada         | Yol              | Vejen          | La Carretera         | Tie             | הכביש        | الطريق         | Дорога         |
| x055 | Ticket Office | Die Kasse       | La Caisse              | La Taquilla             | La Biglietteria  | 切符売り場 | Billettkontoret | Het Loket       | Kasa              | Biljettkontoret | Каса            | A Bilheteria      | Bilet gişesi     | Billetkontoret | La Taquilla          | Lipunmyynti     | הקופה        | شبّاك التذاكر  | Касса          |
| x056 | Warehouse     | Das Lager       | L'Entrepôt             | El Almacén              | Il Magazzino     | 倉庫    | Lageret         | Het Magazijn    | Magazyn           | Lagret          | Склад           | O Armazém         | Depo             | Lageret        | El Magatzem          | Varasto         | המחסן        | المستودع       | Склад          |
| x057 | North         | Der Norden      | Le Nord                | El Norte                | Il Nord          | 北     | Nord            | Het Noorden     | Północ            | Norr            | Північ          | O Norte           | Kuzey            | Nord           | El Nord              | Pohjoinen       | הצפון        | الشمال         | Север          |
| x058 | West          | Der Westen      | L'Ouest                | El Oeste                | L'Ovest          | 西     | Vest            | Het Westen      | Zachód            | Väster          | Захід           | O Oeste           | Batı             | Vest           | L'Oest               | Länsi           | המערב        | الغرب          | Запад          |
| x059 | South         | Der Süden       | Le Sud                 | El Sur                  | Il Sud           | 南     | Sør             | Het Zuiden      | Południe          | Söder           | Південь         | O Sul             | Güney            | Syd            | El Sud               | Etelä           | הדרום        | الجنوب         | Юг             |
| x060 | East          | Der Osten       | L'Est                  | El Este                 | L'Est            | 東     | Øst             | Het Oosten      | Wschód            | Öster           | Схід            | O Leste           | Doğu             | Øst            | L'Est                | Itä             | המזרח        | الشرق          | Восток         |
| x061 | South Pole    | Der Südpol      | Le Pôle Sud            | El Polo Sur             | Il Polo Sud      | 南極    | Sydpolen        | De Zuidpool     | Biegun Południowy | Sydpolen        | Південний полюс | O Polo Sul        | Güney Kutbu      | Sydpolen       | El Pol Sud           | Etelänapa       | הקוטב הדרומי | القطب الجنوبي  | Южный полюс    |
| x062 | North Pole    | Der Nordpol     | Le Pôle Nord           | El Polo Norte           | Il Polo Nord     | 北極    | Nordpolen       | De Noordpool    | Biegun Północny   | Nordpolen       | Північний полюс | O Polo Norte      | Kuzey Kutbu      | Nordpolen      | El Pol Nord          | Pohjoisnapa     | הקוטב הצפוני | القطب الشمالي  | Северный полюс |
| x063 | Sun           | Die Sonne       | Le Soleil              | El Sol                  | Il Sole          | 太陽    | Solen           | De Zon          | Słońce            | Solen           | Сонце           | O Sol             | Güneş            | Solen          | El Sol               | Aurinko         | השמש         | الشمس          | Солнце         |
| x064 | Moon          | Der Mond        | La Lune                | La Luna                 | La Luna          | 月     | Månen           | De Maan         | Księżyc           | Månen           | Місяць          | A Lua             | Ay               | Månen          | La Lluna             | Kuu             | הירח         | القمر          | Луна           |
| x065 | Earth         | Die Erde        | La Terre               | La Tierra               | La Terra         | 地球    | Jorden          | De Aarde        | Ziemia            | Jorden          | Земля           | A Terra           | Dünya            | Jorden         | La Terra             | Maa             | כדור הארץ    | الأرض          | Земля          |
| x066 | Saturn        | Saturn          | Saturne                | Saturno                 | Saturno          | 土星    | Saturn          | Saturnus        | Saturn            | Saturnus        | Сатурн          | Saturno           | Satürn           | Saturn         | Saturn               | Saturnus        | שבתאי        | زُحَل          | Сатурн         |
| x067 | Jupiter       | Jupiter         | Jupiter                | Júpiter                 | Giove            | 木星    | Jupiter         | Jupiter         | Jowisz            | Jupiter         | Юпітер          | Júpiter           | Jüpiter          | Jupiter        | Júpiter              | Jupiter         | צדק          | المشتري        | Юпитер         |
| x068 | Mars          | Mars            | Mars                   | Marte                   | Marte            | 火星    | Mars            | Mars            | Mars              | Mars            | Марс            | Marte             | Mars             | Mars           | Mart                 | Mars            | מאדים        | المرّيخ        | Марс           |
| x069 | Ocean         | Der Ozean       | L'Océan                | El Océano               | L'Oceano         | 海     | Havet           | De Oceaan       | Ocean             | Oceanen         | Океан           | O Oceano          | Okyanus          | Havet          | L'Oceà               | Valtameri       | האוקיינוס    | المحيط         | Океан          |
| x070 | Island        | Die Insel       | L'Île                  | La Isla                 | L'Isola          | 島     | Øya             | Het Eiland      | Wyspa             | Ön              | Острів          | A Ilha            | Ada              | Øen            | L'Illa               | Saari           | האי          | الجزيرة        | Остров         |
| x071 | Volcano       | Der Vulkan      | Le Volcan              | El Volcán               | Il Vulcano       | 火山    | Vulkanen        | De Vulkaan      | Wulkan            | Vulkanen        | Вулкан          | O Vulcão          | Yanardağ         | Vulkanen       | El Volcà             | Tulivuori       | הר הגעש      | البركان        | Вулкан         |
| x072 | Desert        | Die Wüste       | Le Désert              | El Desierto             | Il Deserto       | 砂漠    | Ørkenen         | De Woestijn     | Pustynia          | Öknen           | Пустеля         | O Deserto         | Çöl              | Ørkenen        | El Desert            | Aavikko         | המדבר        | الصحراء        | Пустыня        |
| x073 | Waterfall     | Der Wasserfall  | La Cascade             | La Cascada              | La Cascata       | 滝     | Fossen          | De Waterval     | Wodospad          | Vattenfallet    | Водоспад        | A Cachoeira       | Şelale           | Vandfaldet     | La Cascada           | Vesiputous      | המפל         | الشلال         | Водопад        |
| x074 | Cave          | Die Höhle       | La Grotte              | La Cueva                | La Grotta        | 洞窟    | Hulen           | De Grot         | Jaskinia          | Grottan         | Печера          | A Caverna         | Mağara           | Hulen          | La Cova              | Luola           | המערה        | الكهف          | Пещера         |
| x075 | Tower         | Der Turm        | La Tour                | La Torre                | La Torre         | 塔     | Tårnet          | De Toren        | Wieża             | Tornet          | Вежа            | A Torre           | Kule             | Tårnet         | La Torre             | Torni           | המגדל        | البرج          | Башня          |
| x076 | Church        | Die Kirche      | L'Église               | La Iglesia              | La Chiesa        | 教会    | Kirken          | De Kerk         | Kościół           | Kyrkan          | Церква          | A Igreja          | Kilise           | Kirken         | L'Església           | Kirkko          | הכנסייה      | الكنيسة        | Церковь        |
| x077 | Market        | Der Markt       | Le Marché              | El Mercado              | Il Mercato       | 市場    | Markedet        | De Markt        | Rynek             | Marknaden       | Ринок           | O Mercado         | Pazar            | Markedet       | El Mercat            | Tori            | השוק         | السوق          | Рынок          |
| x078 | Fountain      | Der Brunnen     | La Fontaine            | La Fuente               | La Fontana       | 噴水    | Fontenen        | De Fontein      | Fontanna          | Fontänen        | Фонтан          | A Fonte           | Çeşme            | Springvandet   | La Font              | Suihkulähde     | המזרקה       | النافورة       | Фонтан         |
| x079 | Tunnel        | Der Tunnel      | Le Tunnel              | El Túnel                | Il Tunnel        | トンネル  | Tunnelen        | De Tunnel       | Tunel             | Tunneln         | Тунель          | O Túnel           | Tünel            | Tunnelen       | El Túnel             | Tunneli         | המנהרה       | النفق          | Тоннель        |
| x080 | Pyramid       | Die Pyramide    | La Pyramide            | La Pirámide             | La Piramide      | ピラミッド | Pyramiden       | De Piramide     | Piramida          | Pyramiden       | Піраміда        | A Pirâmide        | Piramit          | Pyramiden      | La Piràmide          | Pyramidi        | הפירמידה     | الهرم          | Пирамида       |
| x081 | Treasure      | Der Schatz      | Le Trésor              | El Tesoro               | Il Tesoro        | 宝物    | Skatten         | De Schat        | Skarb             | Skatten         | Скарб           | O Tesouro         | Hazine           | Skatten        | El Tresor            | Aarre           | האוצר        | الكنز          | Сокровище      |
| x082 | Star          | Der Stern       | L'Étoile               | La Estrella             | La Stella        | 星     | Stjernen        | De Ster         | Gwiazda           | Stjärnan        | Зірка           | A Estrela         | Yıldız           | Stjernen       | L'Estrella           | Tähti           | הכוכב        | النجمة         | Звезда         |
| x083 | Rainbow       | Der Regenbogen  | L'Arc-en-ciel          | El Arcoíris             | L'Arcobaleno     | 虹     | Regnbuen        | De Regenboog    | Tęcza             | Regnbågen       | Веселка         | O Arco-íris       | Gökkuşağı        | Regnbuen       | L'Arc de Sant Martí  | Sateenkaari     | הקשת בענן    | قوس قزح        | Радуга         |
| x084 | Glacier       | Der Gletscher   | Le Glacier             | El Glaciar              | Il Ghiacciaio    | 氷河    | Isbreen         | De Gletsjer     | Lodowiec          | Glaciären       | Льодовик        | A Geleira         | Buzul            | Gletsjeren     | La Glacera           | Jäätikkö        | הקרחון       | النهر الجليدي  | Ледник         |
| x085 | Jungle        | Der Dschungel   | La Jungle              | La Selva                | La Giungla       | ジャングル | Jungelen        | De Jungle       | Dżungla           | Djungeln        | Джунглі         | A Selva           | Cengel           | Junglen        | La Selva             | Viidakko        | הג'ונגל      | الأدغال        | Джунгли        |
| x086 | Beach         | Der Strand      | La Plage               | La Playa                | La Spiaggia      | ビーチ   | Stranden        | Het Strand      | Plaża             | Stranden        | Пляж            | A Praia           | Plaj             | Stranden       | La Platja            | Ranta           | החוף         | الشاطئ         | Пляж           |
| x087 | Palace        | Der Palast      | Le Palais              | El Palacio              | Il Palazzo       | 宮殿    | Palasset        | Het Paleis      | Pałac             | Palatset        | Палац           | O Palácio         | Saray            | Paladset       | El Palau             | Palatsi         | הארמון       | القصر          | Дворец         |
| x088 | Windmill      | Die Windmühle   | Le Moulin              | El Molino               | Il Mulino        | 風車    | Vindmøllen      | De Molen        | Wiatrak           | Väderkvarnen    | Млин            | O Moinho          | Yel değirmeni    | Vindmøllen     | El Molí de Vent      | Tuulimylly      | טחנת הרוח    | طاحونة الهواء  | Мельница       |
| x089 | Rocket        | Die Rakete      | La Fusée               | El Cohete               | Il Razzo         | ロケット  | Raketten        | De Raket        | Rakieta           | Raketen         | Ракета          | O Foguete         | Roket            | Raketten       | El Coet              | Raketti         | הטיל         | الصاروخ        | Ракета         |

***

## 🎮 Movement Commands

| Code | EN              | DE                 | FR                  | ES                   | IT                | JA        | NB                  | NL                    | PL          | SV                  | UK             | PT-BR               | TR               | DA                  | CA                | FI                | HE           | AR           | RU                 |
| ---- | --------------- | ------------------ | ------------------- | -------------------- | ----------------- | --------- | ------------------- | --------------------- | ----------- | ------------------- | -------------- | ------------------- | ---------------- | ------------------- | ----------------- | ----------------- | ------------ | ------------ | ------------------ |
| cfor | Forward         | Vorwärts           | En avant            | Adelante             | Avanti            | 前進        | Fremover            | Vooruit               | Naprzód     | Framåt              | Вперед         | Para frente         | İleri            | Fremad              | Endavant          | Eteenpäin         | קדימה        | إلى الأمام   | Вперёд             |
| clef | Left            | Links              | À gauche            | Izquierda            | Sinistra          | 左         | Venstre             | Links                 | Lewo        | Vänster             | Вліво          | Esquerda            | Sol              | Venstre             | Esquerra          | Vasemmalle        | שמאלה        | إلى اليسار   | Влево              |
| crig | Right           | Rechts             | À droite            | Derecha              | Destra            | 右         | Høyre               | Rechts                | Prawo       | Höger               | Вправо         | Direita             | Sağ              | Højre               | Dreta             | Oikealle          | ימינה        | إلى اليمين   | Вправо             |
| cbac | Backward        | Rückwärts          | En arrière          | Atrás                | Indietro          | 後退        | Bakover             | Achteruit             | Wstecz      | Bakåt               | Назад          | Para trás           | Geri             | Tilbage             | Enrere            | Taaksepäin        | אחורה        | إلى الخلف    | Назад              |
| cfun | Function        | Funktion           | Fonction            | Función              | Funzione          | 関数        | Funksjon            | Functie               | Funkcja     | Funktion            | Функція        | Função              | Fonksiyon        | Funktion            | Funció            | Toiminto          | פונקציה      | وظيفة        | Функция            |
| crnd | Random Movement | Zufällige Bewegung | Mouvement aléatoire | Movimiento aleatorio | Movimento casuale | ランダム移動    | Tilfeldig bevegelse | Willekeurige beweging | Losowy ruch | Slumpmässig rörelse | Випадковий рух | Movimento aleatório | Rastgele hareket | Tilfældig bevægelse | Moviment aleatori | Satunnainen liike | תנועה אקראית | حركة عشوائية | Случайное движение |
| cwat | Pause           | Pause              | Pause               | Pausa                | Pausa             | 一時停止      | Pause               | Pauze                 | Pauza       | Paus                | Пауза          | Pausa               | Mola             | Pause               | Pausa             | Tauko             | השהיה        | إيقاف مؤقّت  | Пауза              |
| ccal | Calibration     | Kalibrierung       | Calibration         | Calibración          | Calibrazione      | キャリブレーション | Kalibrering         | Kalibratie            | Kalibracja  | Kalibrering         | Калібрування   | Calibração          | Kalibrasyon      | Kalibrering         | Calibratge        | Kalibrointi       | כיול         | معايرة       | Калибровка         |
| clen | Step            | Schritt            | Pas                 | Paso                 | Passo             | ステップ      | Steg                | Stap                  | Krok        | Steg                | Крок           | Passo               | Adım             | Skridt              | Pas               | Askel             | צעד          | خطوة         | Шаг                |
| clvl | Volume          | Lautstärke         | Volume              | Volumen              | Volume            | 音量        | Volum               | Volume                | Głośność    | Volym               | Гучність       | Volume              | Ses              | Lydstyrke           | Volum             | Äänenvoimakkuus   | עוצמה        | مستوى الصوت  | Громкость          |

***

## 🧮 Math Operations

| Code | EN              | DE                 | FR             | ES              | IT               | JA   | NB          | NL                   | PL                     | SV               | UK                | PT-BR         | TR         | DA            | CA             | FI          | HE             | AR             | RU                |
| ---- | --------------- | ------------------ | -------------- | --------------- | ---------------- | ---- | ----------- | -------------------- | ---------------------- | ---------------- | ----------------- | ------------- | ---------- | ------------- | -------------- | ----------- | -------------- | -------------- | ----------------- |
| sqrt | Square Root     | Quadratwurzel      | Racine carrée  | Raíz cuadrada   | Radice quadrata  | 平方根  | Kvadratrot  | Vierkantswortel      | Pierwiastek kwadratowy | Kvadratrot       | Квадратний корінь | Raiz quadrada | Karekök    | Kvadratrod    | Arrel quadrada | Neliöjuuri  | שורש ריבועי של | الجذر التربيعي | Квадратный корень |
| fact | Factorial       | Fakultät           | Factorielle    | Factorial       | Fattoriale       | 階乗   | Fakultet    | Faculteit            | Silnia                 | Fakultet         | Факторіал         | Fatorial      | Faktöriyel | Fakultet      | Factorial      | Kertoma     | עצרת של        | المضروب        | Факториал         |
| xplu | Plus            | Plus               | Plus           | Más             | Più              | プラス  | Pluss       | Plus                 | Plus                   | Plus             | Плюс              | Mais          | Artı       | Plus          | Més            | Plus        | ועוד           | زائد           | Плюс              |
| xmin | Minus           | Minus              | Moins          | Menos           | Meno             | マイナス | Minus       | Min                  | Minus                  | Minus            | Мінус             | Menos         | Eksi       | Minus         | Menys          | Miinus      | פחות           | ناقص           | Минус             |
| xmul | Multiply by     | Multiplizieren mit | Multiplier par | Multiplicar por | Moltiplicare per | かける  | Gange med   | Vermenigvuldigen met | Mnożyć przez           | Multiplicera med | Помножити         | Vezes         | Çarpı      | Gange med     | Per            | Kertaa      | כפול           | ضرب في         | Умножить          |
| xdiv | Divide by       | Dividieren durch   | Diviser par    | Dividir entre   | Dividere per     | わる   | Dele på     | Delen door           | Podzielić przez        | Dividera med     | Поділити          | Dividido por  | Bölü       | Divideret med | Dividit per    | Jaettuna    | חלקי           | مقسوم على      | Разделить         |
| xpow | To the power of | Hoch               | À la puissance | A la potencia   | Alla potenza     | の乗   | I potens    | Tot de macht         | Do potęgi              | I potens         | У степені         | Elevado a     | Üssü       | I potens      | Elevat a       | Potenssiin  | בחזקת          | أُس            | В степени         |
| xrep | Repeat          | Wiederholung       | Répétition     | Repetición      | Ripetizione      | 繰り返し | Gjentakelse | Herhaling            | Powtórzenie            | Upprepning       | Повтор            | Repetir       | Tekrar     | Gentagelse    | Repetir        | Toista      | חזרה           | كرّر           | Повтор            |
| xrnd | Random          | Zufällig           | Aléatoire      | Aleatorio       | Casuale          | ランダム | Tilfeldig   | Willekeurig          | Losowo                 | Slumpmässigt     | Випадково         | Aleatório     | Rastgele   | Tilfældig     | Aleatori       | Satunnainen | אקראי          | عشوائي         | Случайно          |

***

## 🔢 Numbers

| Code      | Range |
| --------- | ----- |
| n001–n999 | 1–999 |

***

## 🔤 Alphabets

### Latin Alphabet A–Z

| Code | EN       | DE      | FR        | ES        | IT        | NB         | NL  | PL    | SV        | PT-BR   | TR | DA         | CA       | FI         |
| ---- | -------- | ------- | --------- | --------- | --------- | ---------- | --- | ----- | --------- | ------- | -- | ---------- | -------- | ---------- |
| x700 | Ay       | Ah      | A         | A         | A         | A          | Aa  | A     | A         | Á       | A  | A          | a        | aa         |
| x701 | Bee      | Beh     | Bé        | Be        | Bi        | Be         | Bee | Be    | Be        | Bê      | Be | Be         | be       | bee        |
| x702 | Sea      | Tseh    | Cé        | Ce        | Ci        | Se         | See | Ce    | Se        | Cê      | Ce | Se         | ce       | see        |
| x703 | Dee      | Deh     | Dé        | De        | Di        | De         | Dee | De    | De        | Dê      | De | De         | de       | dee        |
| x704 | Ee       | Eh      | E         | E         | E         | E          | Ee  | E     | E         | É       | E  | E          | e        | ee         |
| x705 | Eff      | Eff     | Effe      | Efe       | Effe      | Ef         | Ef  | Ef    | Ef        | Efe     | Fe | Ef         | efa      | äffä       |
| x706 | Gee      | Geh     | Gé        | Ge        | Gi        | Ge         | Gee | Gie   | Ge        | Gê      | Ge | Ge         | ge       | gee        |
| x707 | Aitch    | Hah     | Ache      | Hache     | Acca      | Hå         | Haa | Ha    | Hå        | Agá     | He | Hå         | hac      | hoo        |
| x708 | Eye      | Ih      | I         | I         | I         | I          | Ie  | I     | I         | I       | I  | I          | i        | ii         |
| x709 | Jay      | Jot     | Ji        | Jota      | I lunga   | Je         | Jee | Jot   | Ji        | Jota    | Je | Jod        | jota     | jii        |
| x710 | Kay      | Kah     | Ka        | Ka        | Cappa     | Kå         | Ka  | Ka    | Kå        | Cá      | Ke | Kå         | ka       | koo        |
| x711 | El       | Ell     | Elle      | Ele       | Elle      | El         | El  | El    | El        | Ele     | Le | El         | ela      | ällä       |
| x712 | Em       | Em      | Emme      | Eme       | Emme      | Em         | Em  | Em    | Em        | Eme     | Me | Em         | ema      | ämmä       |
| x713 | En       | En      | Enne      | Ene       | Enne      | En         | En  | En    | En        | Ene     | Ne | En         | ena      | ännä       |
| x714 | Oh       | Oh      | O         | O         | O         | O          | Oo  | O     | O         | Ó       | O  | O          | o        | oo         |
| x715 | Pee      | Peh     | Pé        | Pe        | Pi        | Pe         | Pee | Pe    | Pe        | Pê      | Pe | Pe         | pe       | pee        |
| x716 | Cue      | Kuh     | Ku        | Cu        | Cu        | Ku         | Ku  | Ku    | Ku        | Quê     |    | Ku         | cu       | kuu        |
| x717 | Ar       | Err     | Erre      | Erre      | Erre      | Er         | Er  | Er    | Er        | Erre    | Re | Er         | erra     | ärrä       |
| x718 | Ess      | Ess     | Esse      | Ese       | Esse      | Es         | Es  | Es    | Es        | Esse    | Se | Es         | essa     | ässä       |
| x719 | Tee      | Teh     | Té        | Te        | Ti        | Te         | Tee | Te    | Te        | Tê      | Te | Te         | te       | tee        |
| x720 | You      | Uh      | U         | U         | U         | U          | Uu  | U     | U         | U       | U  | U          | u        | uu         |
| x721 | Vee      | Fau     | Vé        | Uve       | Vi        | Ve         | Vee | Fau   | Ve        | Vê      | Ve | Ve         | ve       | vee        |
| x722 | Double-u | Weh     | Double vé | Doble uve | Doppia vu | Dobbelt-ve | Wee | Wu    | Dubbel-ve | Dáblio  |    | Dobbelt-ve | ve doble | kaksoisvee |
| x723 | Ex       | Iks     | Ixe       | Equis     | Ics       | Eks        | Iks | Iks   | Eks       | Xis     |    | Eks        | ics      | äksä       |
| x724 | Why      | Ypsilon | I grec    | Ye        | Ipsilon   | Y          | Ei  | Igrek | Y         | Ípsilon | Ye | Y          | i grega  | yy         |
| x725 | Zee      | Zett    | Zède      | Zeta      | Zeta      | Zett       | Zet | Zet   | Zäta      | Zê      | Ze | Zet        | zeta     | tseta      |

### Finnish Special Letters  (Ä Ö Å)

| Code | FI              |
| ---- | --------------- |
| x730 | ää              |
| x731 | öö              |
| x737 | ruotsalainen oo |

### German Special Letters

| Code | DE     | SV | TR |
| ---- | ------ | -- | -- |
| x730 | Ä      | Ä  |    |
| x731 | Ö      | Ö  | Ö  |
| x732 | Ü      |    | Ü  |
| x733 | Eszett |    |    |

### Spanish Special Letter

| Code | ES  |
| ---- | --- |
| x734 | Eñe |

### Nordic Special Letters

| Code | NB | SV | DA |
| ---- | -- | -- | -- |
| x735 | Æ  |    | Æ  |
| x736 | Ø  |    | Ø  |
| x737 | Å  | Å  | Å  |

### Polish Special Letters

| Code | PL           |
| ---- | ------------ |
| x738 | Ą            |
| x739 | Cie          |
| x740 | Ę            |
| x741 | Eł           |
| x742 | Eń           |
| x743 | O kreskowane |
| x744 | Eś           |
| x745 | Ziet         |
| x746 | Żet          |

### Letter Ç  (Portuguese · Turkish · Catalan)

| Code | PT-BR      | TR | CA          |
| ---- | ---------- | -- | ----------- |
| x747 | Cê cedilha | Çe | ce trencada |

### Turkish Special Letters

| Code | TR         |
| ---- | ---------- |
| x748 | İ          |
| x749 | Yumuşak ge |
| x850 | Şe         |

### Cyrillic Alphabet А–Я  (Russian + Ukrainian)

| Code | UK          | RU           |
| ---- | ----------- | ------------ |
| x750 | А           | А            |
| x751 | Бе          | Бэ           |
| x752 | Ве          | Вэ           |
| x753 | Ге          | Гэ           |
| x754 | Де          | Дэ           |
| x755 | Е           | Е            |
| x756 |             | Ё            |
| x757 | Же          | Жэ           |
| x758 | Зе          | Зэ           |
| x759 | И           | И            |
| x760 | Йот         | И краткое    |
| x761 | Ка          | Ка           |
| x762 | Ел          | Эль          |
| x763 | Ем          | Эм           |
| x764 | Ен          | Эн           |
| x765 | О           | О            |
| x766 | Пе          | Пэ           |
| x767 | Ер          | Эр           |
| x768 | Ес          | Эс           |
| x769 | Те          | Тэ           |
| x770 | У           | У            |
| x771 | Еф          | Эф           |
| x772 | Ха          | Ха           |
| x773 | Це          | Цэ           |
| x774 | Че          | Чэ           |
| x775 | Ша          | Ша           |
| x776 | Ща          | Ща           |
| x777 |             | Твёрдый знак |
| x778 |             | Ы            |
| x779 | М'який знак | Мягкий знак  |
| x780 |             | Э            |
| x781 | Ю           | Ю            |
| x782 | Я           | Я            |

### Ukrainian-Only Letters

| Code | UK |
| ---- | -- |
| x846 | І  |
| x847 | Ї  |
| x848 | Є  |
| x849 | Ґе |

### Japanese Hiragana  (あ–ん)

| Code | JA |
| ---- | -- |
| x800 | あ  |
| x801 | い  |
| x802 | う  |
| x803 | え  |
| x804 | お  |
| x805 | か  |
| x806 | き  |
| x807 | く  |
| x808 | け  |
| x809 | こ  |
| x810 | さ  |
| x811 | し  |
| x812 | す  |
| x813 | せ  |
| x814 | そ  |
| x815 | た  |
| x816 | ち  |
| x817 | つ  |
| x818 | て  |
| x819 | と  |
| x820 | な  |
| x821 | に  |
| x822 | ぬ  |
| x823 | ね  |
| x824 | の  |
| x825 | は  |
| x826 | ひ  |
| x827 | ふ  |
| x828 | へ  |
| x829 | ほ  |
| x830 | ま  |
| x831 | み  |
| x832 | む  |
| x833 | め  |
| x834 | も  |
| x835 | や  |
| x836 | ゆ  |
| x837 | よ  |
| x838 | ら  |
| x839 | り  |
| x840 | る  |
| x841 | れ  |
| x842 | ろ  |
| x843 | わ  |
| x844 | を  |
| x845 | ん  |

### Hebrew Alphabet  (Alef–Tav)

| Code | HE   |
| ---- | ---- |
| x851 | אלף  |
| x852 | בית  |
| x853 | גימל |
| x854 | דלת  |
| x855 | הא   |
| x856 | וו   |
| x857 | זין  |
| x858 | חית  |
| x859 | טית  |
| x860 | יוד  |
| x861 | כף   |
| x862 | למד  |
| x863 | מם   |
| x864 | נון  |
| x865 | סמך  |
| x866 | עין  |
| x867 | פא   |
| x868 | צדי  |
| x869 | קוף  |
| x870 | ריש  |
| x871 | שין  |
| x872 | תיו  |

### Arabic Alphabet  (Alif–Ya)

| Code | AR  |
| ---- | --- |
| x873 | ألف |
| x874 | باء |
| x875 | تاء |
| x876 | ثاء |
| x877 | جيم |
| x878 | حاء |
| x879 | خاء |
| x880 | دال |
| x881 | ذال |
| x882 | راء |
| x883 | زاي |
| x884 | سين |
| x885 | شين |
| x886 | صاد |
| x887 | ضاد |
| x888 | طاء |
| x889 | ظاء |
| x890 | عين |
| x891 | غين |
| x892 | فاء |
| x893 | قاف |
| x894 | كاف |
| x895 | لام |
| x896 | ميم |
| x897 | نون |
| x898 | هاء |
| x899 | واو |
| x900 | ياء |

***

## 🎵 Sound Effects  (addition/)

> Not TTS-generated. Copied as-is to all language folders.

### Musical Notes  (C3–B5, 3 Octaves)

| Code | Note | Frequency (Hz) |
| ---- | ---- | -------------- |
| x600 | C3   | 130.81         |
| x601 | C#3  | 138.59         |
| x602 | D3   | 146.83         |
| x603 | D#3  | 155.56         |
| x604 | E3   | 164.81         |
| x605 | F3   | 174.62         |
| x606 | F#3  | 185.00         |
| x607 | G3   | 196.00         |
| x608 | G#3  | 207.65         |
| x609 | A3   | 220.00         |
| x610 | A#3  | 233.08         |
| x611 | B3   | 246.94         |
| x612 | C4   | 261.63         |
| x613 | C#4  | 277.18         |
| x614 | D4   | 293.66         |
| x615 | D#4  | 311.13         |
| x616 | E4   | 329.63         |
| x617 | F4   | 349.23         |
| x618 | F#4  | 369.99         |
| x619 | G4   | 392.00         |
| x620 | G#4  | 415.30         |
| x621 | A4   | 440.00         |
| x622 | A#4  | 466.16         |
| x623 | B4   | 493.88         |
| x624 | C5   | 523.26         |
| x625 | C#5  | 554.36         |
| x626 | D5   | 587.32         |
| x627 | D#5  | 622.26         |
| x628 | E5   | 659.26         |
| x629 | F5   | 698.46         |
| x630 | F#5  | 739.98         |
| x631 | G5   | 784.00         |
| x632 | G#5  | 830.60         |
| x633 | A5   | 880.00         |
| x634 | A#5  | 932.32         |
| x635 | B5   | 987.76         |

### System Sound Effects

| Code | Description                              |
| ---- | ---------------------------------------- |
| x990 | Sound after empty program execution      |
| x991 | Power-on sound                           |
| x992 | Info sound on remote button hold (5 sec) |
| x993 | Bluetooth connected                      |
| x994 | Bluetooth signal lost                    |
| x998 | La Marseillaise (French national anthem) |
| x999 | Robot eye blink sound                    |


# Teacher's Guide
Source: https://docs.primastem.com/en/teachersguide

This guide describes the system functionality needed for creating lessons and applying them in the educational process.

PrimaSTEM is an educational tool for children aged 4-12, helping them learn to program without computers, tablets, or phones. It develops logic, programming skills, and mathematics.

Classes with PrimaSTEM make programming simple and visual for children. Even young kids find the process understandable and tactile - the basics of programming, logic, and mathematics are mastered in the form of a game.

Playing with PrimaSTEM promotes the development of key skills: logical thinking, algorithmics, programming, mathematics, geometry, as well as creative and socio-emotional development. The PrimaSTEM kit is a preparatory step before getting acquainted with block-based programming languages like [Scratch](https://en.wikipedia.org/wiki/Scratch_\(programming_language\)) or [LOGO](https://en.wikipedia.org/wiki/Logo_\(programming_language\)).

## Getting to Know the Educational Kit

### Where Can PrimaSTEM Be Used?

Usage is effective in the following educational programs:

* Preschool education centers
* Kindergartens with Montessori methods
* Elementary school
* Homeschooling
* Special development centers
* After-school groups
* Beginner programming clubs
* Children's educational camps

### What Do You Need to Know to Get Started?

Before working with the kit, we recommend teachers and parents review the [user manual](usermanual) and this guide. No special programming skills are required - the materials provide the necessary basics to begin teaching.

## Research and Value of the Kit

PrimaSTEM is inspired by the programming language [LOGO](https://en.wikipedia.org/wiki/Logo_\(programming_language\)), created by [Seymour Papert](https://en.wikipedia.org/wiki/Seymour_Papert), and Montessori pedagogy. LOGO and the turtle robot made programming visual and accessible for children.

<img alt="PrimaSTEM" />

PrimaSTEM command chips implement this approach. Learning becomes intuitive through simple tactile control, requiring no screens or text.

By observing the robot, children learn to understand each command, mastering algorithms in practice.

The robot has an important quality: it has a direction, which allows the child to identify with it and more easily understand the basic logic of how programs work.

All commands are simple and clear: they indicate in which exact direction the robot should move. Teaching the robot to "act" or "think" makes children reflect on their own actions and thoughts, making the programming learning process more effective.

PrimaSTEM chips are a visual and simplified representation of programming languages. At the beginning of learning, there are no texts or numbers - only basic commands.

### Why Wood?

🌱 The controller and robot are made of wood. Practice has shown that children prefer playing with wooden toys - they are safe, durable, and create an individual usage history.

## Programming Concept with PrimaSTEM

Physical PrimaSTEM chips are analogous to instructions in real programming languages, demonstrating important concepts.

### Algorithms

**Algorithms** are a sequence of precise commands (chips) that make up a program.

### Queue

Commands on the PrimaSTEM controller are executed strictly from left to right, visually demonstrating the execution queue.

### Error Correction (Debugging)

An error is easy to fix: simply replace the chip. This approach develops the skill of independent program debugging.

### Function

A function (subroutine) is a set of commands in the lower part of the controller, called from the main program by the "**Function**" chip.

## Application in Other Subjects

PrimaSTEM helps master other skills:

* **Communication**: Group play promotes collaboration.
* **Motor skills**: Working with chips improves coordination.
* **Social skills**: Children learn confidence and collaborative problem-solving.
* **Mathematics**: Basic mathematical concepts are mastered.
* **Logic**: Children learn to build sequences and predict outcomes.

> By building a chain of chips, the child masters programming tactilely, visually, and mentally. After pressing the "Execute" button, the robot moves, and the result is compared with the child's expectation. This comprehensive experience accelerates learning.

## Getting to Know the Robot and Controller

### The Robot

Tell children that the robot is their friend that they can program. Explain: it has no thoughts of its own and only executes their instructions - like a household appliance that needs to be turned on.

<img alt="robot" />

### The Controller

Explain that the controller transmits commands to the robot. Show how to install command chips and program the robot.

<img alt="control" />

> The main program is built in the top row of the controller (6 cells). The bottom row (5 cells) is for the function subroutine and is used with the "**Function**" command.

### Command Chips

Chips are commands for the robot that are inserted into the controller. After pressing "Execute", the robot executes the sequence. Each chip is a separate command, teaching children computational thinking and program design. It's important that children understand what the robot does when each command is activated. This teaches them program design and predicting robot actions. Explain to children: chips must not be lost or damaged, without them the robot cannot move.

## 1 - First Program

### Cause and Effect

The main goal is to show children the connection between command and action. Let the child insert the "Forward" chip into the first cell of the controller and press "Execute". The child should see the correspondence between the chip and the action.

<img alt="forvard" />

### Unambiguous Instructions

Repeat the steps with each direction (**forward**, turn **left**, turn **right**) until the child can recognize each chip.

### First Task

Set up the game board or create a 15x15 cm grid using tape or a marker. Place the robot on the starting cell. Ask the child to create a program to move forward one cell. If the wrong chip was chosen, return the robot and suggest reasoning about a new option.

## 2 - Program and Debugging

### Event Queue

Place a target two cells in front of the robot.

<img alt="task-forvard*2" />

Let the child create a program of two chips to reach the target.

<img alt="forvard*2" />

### Sequence of Three Chips

This time, the target is one cell forward and one cell to the right.

<img alt="task-forvard-right-forvard" />

Let the child choose the correct command sequence themselves.

<img alt="forvard-right-forvard" />

Don't worry if the wrong chip was chosen. Simply return the robot to its original position and ask the child to reason about their choice and try new options.

### Debugging - Finding the Error

Place the arrival point one square in front of the robot and one square to its left.

<img alt="task-forvard-left-forvard" />

This time, create a program to solve the problem by intentionally inserting an incorrect turn into the sequence.

<img alt="forvard-right-forvard" />

Ask the child to predict the incorrect command in the program and independently predict the incorrect result, then allow them to press the "**Execute**" button to confirm their hypothesis.

After the child has confirmed that the presented sequence was incorrect, either through reasoning or verification, allow them to change the incorrect command to the correct one, thus debugging the program.

<img alt="forvard-left-forvard" />

## 3 - Program with Function

### "Function" Command

When the basic commands are mastered, introduce the **Function** command chip. This is a repeatable set of commands that can be accessed from the main program.

> To explain how this works, you can use the tower metaphor (under the function chip, other commands are stacked one after another), explaining that more instructions can be placed inside a single chip.

Show an example: first place two "Forward" chips in the upper cells and execute the program - the robot will move two cells.

<img alt="forvard*2" />

Now place the same two "Forward" chips in the function (bottom row), and use "Function" in the main program. The result will be the same, but now part of the program is hidden in a subroutine.

<img alt="function-forvard*2" />

Next, create the sequence: **Forward - Forward - Right - Forward - Forward**.

<img alt="forvard2-right-forvard2" />

Ask the children to find the repetitive parts and "hide" them in the function. The final sequence: in the main part - **Function - Right - Function**, at the bottom - **Forward - Forward**.

<img alt="function-right-function" />

### Solving Tasks with Function

Give the child 3 "**Forward**" chips and 2 "**Function**" chips.

<img alt="chip-forwards-functions" />

The task - move forward 5 cells.

<img alt="goal-5step" />

Let the child understand that they need to use the function for multiple actions and solve this task.

If the sequence is incorrect, simply return the robot to its original position and ask the child to reason about the correct solution of the task and try new options.

<img alt="function-task" />

## 4 - Randomness

### "Random Direction" Command

To introduce the concept of randomness, take 4 direction chips: "**Forward**", "**Left**", "**Right**" and "**Back**", place them in an opaque box or bag, mix them and ask children to draw 1 chip without looking and show it to the group, then return it. Explain to children what randomness from four states is using this example.

Then show the children the "**Random Movement**" command chip.

Explain that this chip does almost the same thing they were doing before by drawing random chips from the bag: it randomly chooses a direction where the robot will go and then moves it 1 logical step - one cell. That is, the robot can move 1 cell forward, right, left or back.

Place the "**Random Movement**" chip in the upper cell and execute the program several times - the robot will move differently each time.

<img alt="rnd-move" />

Play with the children: let them guess where the robot will go before executing the command.

Emphasize that this is **randomness** and you cannot always guess the direction correctly.

Try making a small game using the "**Random Movement**" chip together with the children.

## 5 - Loops (Command Repetitions)

### Getting to Know Numerical Loops

Show the children the value chips, ask if they know numbers, if they have seen a dice for board games, if they have played such games.

<img alt="repeat-chips" />

Place two "Forward" chips in the upper cells and execute - the robot will move two cells.

<img alt="forvard*2" />

Now leave one "Forward", and place the "loop 2" chip under it. The result will be the same: the action will be repeated twice.

<img alt="forvard-repeat2" />

Install 4 "**Forward**" commands, look at the result, and then ask the children to use value chips - **loops** - to repeat the robot's movement for 4 cells.

Both simple task solutions with installing the "**Forward**" chip and loop value 4 are possible, as well as other options: for example "**Forward**" with loop number 3 and another "**Forward**" command.

<img alt="repeat-task" />

### Function Call Loop

Try with the children to apply a loop with values to the "Function" command: for example, making the robot walk in a zigzag using the "Function" command with a loop value of 5 and the functional sequence in the lower part of the controller with the commands "**Forward**", "**Right**", "**Forward**", "**Left**".

First create with the function a program for "step" movement - "forward", "right", "forward", "left" and execute it.

Then add a loop with number 5 to the function, thus repeating the function several times, the robot will move in steps to the right - up.

<img alt="step-task" />

The robot will move in a staircase diagonally to the right and up, making 5 steps along the way.

<img alt="step-task-result" />

## 6 - Random Numbers

### Concept of Random Number

Among the chips is "Random Loop Number" (with a dice image). It selects a random value from 1 to 6. Play a game of drawing loop chips from a bag.

<img alt="rnd-repeat-chip" />

To introduce the concept of a random number, take 4 loop chips: "**2**", "**3**", "**4**" and "**5**", place them in an opaque box or bag, mix them and ask children to draw 1 chip without looking and show it, naming the values, then return it. Play a game: who draws the higher value. Explain to children what randomness from four states is using this example.

Then show the children the "**Random Loop Number**" value chip. Explain that this chip does almost the same thing they were doing before, by drawing random value chips from the bag: it randomly selects 1 of 6 numbers (from 1 to 6), like a dice, to transmit to the robot and repeat actions.

Place the "**Forward**" chip in the upper cell of the controller, and the "**Random Loop Number**" chip under it. Ask the children to press the "**Execute**" button. Return the robot to its original place. Repeat this task several times.

<img alt="rnd-forvard" />

Play: whose robot will go further.

Draw the children's attention to the fact that the robot moves a random number of cells: from 1 to 6. Emphasize that this is randomness and you cannot know in advance how far the robot will go.

## 7 - Numbers: Distances and Angles

### Getting to Know Numbers

Without installing numerical values for commands (above or below the command in the double cell), the robot uses default movement parameters: without parameters, the robot moves forward 15 cm and turns 90°. These values can be changed using value chips.

Example: Add the value **200** to the "**Forward**" command and see what distance the robot will travel. Add the value **180** to the "**turn**" command and evaluate the changes.

<img alt="example1" />

> **Important:** The controller saves the last value set for movement and turn commands. If a command is used without a new value, the last saved value applies until the controller is turned off. Setting a new value changes the default value. Default values (150 mm = 15 cm and 90°) can be restored by setting them explicitly or by restarting the controller.

Changing parameters allows creating more complex trajectories and movement scenarios. See examples on the [mathematical drawings page](mathdrawings).

## 8 – Arithmetic

### Arithmetic Operations

Arithmetic operations with numbers allow dynamically changing values in the program for movement commands (Forward, Back, Left, Right), making robot control more flexible.

When adding an arithmetic operation, the controller changes the saved number for the movement command and sends the new value to the robot.

Example:

<img alt="example2" />

"Forward 200" — the robot moves 20 cm, "Forward +100" — another 30 cm. Total distance: 50 cm.

Using such operations in a loop allows creating progressions.

> If the result of an arithmetic operation becomes negative, the robot performs the opposite action: instead of moving forward, it moves backward; instead of turning left, it turns right.

Available: addition (+), subtraction (−), multiplication (\*), division (/), square root (√), exponentiation (^).

Pattern examples are shown on the [mathematical drawings page](mathdrawings).

***

## Play and Learn with Children!

You know your students best. PrimaSTEM is a universal tool for game-based learning. Use it to teach programming, logic, and other subjects. Everything depends on your imagination!

p/s: Thank you for using PrimaSTEM and for your interest! We await your feedback, [write to us](contacts) about your experience and impressions.


# User Manual
Source: https://docs.primastem.com/en/usermanual

**PrimaSTEM** — an educational kit for teaching children from age 4 the basics of logic, programming, and mathematics.

## Technical Specifications and Package Contents

<img alt="primastem" />

* Play robot
* Robot remote control
* Command, value, and arithmetic operation chips for creating programs

> Package contents and appearance may vary slightly. Please verify at purchase.

### Play Robot

Dimensions: D=125 mm, H=44 mm.

<img alt="robot" />

The robot is equipped with a power button, LEDs, a speaker, a function button, and a USB-C port for charging the battery.

A marker with a diameter of up to 10 mm can be installed in the center of the robot to draw simple shapes while moving.

Appearance may vary slightly depending on the configuration, but core functionality remains the same.

### Remote Control

Dimensions: L=317 mm, W=217 mm, H=62 mm.

<img alt="control" />

The remote control contains 11 dual slots for inserting command and value chips: 6 for the main program (upper part), 5 for the subroutine (lower part). The remote has two buttons: on the left — power, on the right — "Execute / Stop" for starting and stopping the program.

After placing command and value chips in the slots, press "Execute": the robot will run the program. Active commands are illuminated by LEDs between the slots.

If a chip is inserted incorrectly, the remote signals with a red LED, but the program continues (for example, when a value chip is placed without a command).

The remote is equipped with a USB-C port for charging and a speaker for sound output.

### Instruction Chips

Dimensions: LxW=33 mm.

The set includes chips for creating programs. Each chip is a command with a clear meaning and instruction. The sequence of blocks determines the robot's behavior.

<img alt="coding chips" />

Chips are divided into **commands**, **values**, and **arithmetic**.

#### Command Chips

Basic blocks for composing the control program:

* **Forward** — forward movement (15 cm by default)
* **Right** — 90° clockwise turn
* **Left** — 90° counterclockwise turn
* **Backward** — backward movement (15 cm by default)
* **Function** — executes the subroutine from the lower part of the remote
* **Random Movement** — one of the actions to move the robot: Forward, Left, Right, or Backward (on "default step")
* **Repeat Chips (Loops)** - Chips with numbers from 2 to 6 (by number of dots) and repeat pictograms with the number inside. The chip with a die means a random number of repeats from 1 to 6.

> Numerical value and arithmetic chips are also used to expand programming capabilities: for example, repeating a command or changing the movement angle/distance.

#### Value Chips

Angle and distance chips: 30°, 36°, 45°, as well as multiples (60°, 72°, etc.). Angles in degrees, distances in millimeters. By default — 90° and 100 mm (15 cm).

#### Arithmetic Operation Chips

Modify movement command parameters:

* Addition (+)
* Subtraction (−)
* Multiplication (\*)
* Division (/)
* Square Root (√)
* Power (^)

## Connecting the Remote and Robot

It is recommended to turn on the robot first, then the remote.

Place the robot on a flat surface before connecting: after pairing, the LEDs turn white. If there is no connection, they flash red.

Check the connection: place the "Forward" chip and press "Execute".

If there is no connection, restart both devices or charge them. Temporary connection loss may occur near strong electromagnetic field sources (mobile phone, WiFi hotspot).

> **After updating the device software**, pairing may be required: turn on the robot, then the remote, press and hold the "Execute" button on the remote for 10–15 seconds, until a sound signal is heard.

## How It Works?

To program movement, place command chips in the remote slots (for example, "Forward", "Left", "Function", etc.). You can set command values and repeat counts, as well as angle, distance, and arithmetic operation values.

For joint installation of a command and value (repeat), slots are connected by "bridges" with indicators.

*Below is a program using a loop as an example to repeat a similar code section. The program creates a square movement path for the robot:*

<img alt="control with chips" />

Commands are placed first in the upper part of the remote (6 slots) and are executed from left to right. Empty slots or errors are ignored (for example, two commands in one block or a value without a command).

The sequence of blocks determines the robot's movement.

Press "Execute" to start the program.

By default:

* "Forward" — 15 cm.
* "Left/Right" — 90°.
* Loops (repeats) repeat the command multiple times.
* "Function" calls the subroutine from the lower part of the remote (5 slots).
* You can call a subroutine multiple times via a loop by adding a repeat chip to "Function" (example shown above).

### Important Functions:

* **Interrupt** program execution by pressing "Execute" again during movement.
* The remote remembers the last **set value** (distance/angle) for the movement command until power-off: for example, if "Forward" = "200", all subsequent "Forward" commands are executed with this value.
* Values after arithmetic operations are also saved.
* Change the "**default distance**" using a service chip: for example, for 12.5 cm, place the "Default Distance" chip with value 125. The value is saved after power-off.
* The remote and robot **automatically power off** after 10 minutes of inactivity.
* If the robot is not used for 1–3 minutes, it makes small movements to signal it is active and ready.
* Robot **eye blink sound** can be turned on and off with a single press of the robot button.
* **Remote control sound** can be turned on and off by holding the "Execute" button for 5 seconds.
* **After a software update**, robot movement calibration may be needed.
* **Robot software reset** is possible by holding the button for 10 seconds.
* **Remote and robot pairing** may be necessary after updating device software, established by holding the "Execute" button on the remote for 10-15 seconds.

### Robot Calibration:

* Mark the exact orientation of the robot on the table surface.
* Using any program, achieve 8 robot turns at the default angle - 90 degrees clockwise (for example, execute a right turn 8 times), the robot should make two full 360-degree rotations = 90\*8.
* Then evaluate the deviation angle from the robot's initial position and execute the "Calibration" command with the value needed for normalization: if the robot stops before the initial mark, add the arithmetic operation "+ angle" (for example +10), if the robot stops after the mark, add "- angle" (for example -5).
* Calibration can be performed multiple times to achieve the best result.
* Attention! Robot calibration reset is performed by pressing the control button for more than 10 seconds.

<Accordion title="Calibration of the first device version (MVP) with 10 cm diameter robot" icon="rectangle-terminal">
  1. To calibrate the gyroscope, place the robot on a horizontal surface, insert the "Calibration" chip into the remote and press "Execute".
  2. To calibrate the movement distance, measure the actual path with the "Forward" command, place "Calibration" and the chip with the required value, then "Execute". You can write the value to any digital NFC chip using a mobile phone with NFC as text in the form nXXX (for example, n095 for 95 mm). After this, the robot's movement distance will be accurate.\*
</Accordion>

### Programming NFC Chips

You can modify or **create your own chips** - commands, digital values, or arithmetic operations using a phone with NFC and a tag read-write program, for example "NFC Tools". You can write a value to a blank digital NFC tag - chip using a mobile phone with NFC as simple text in the form of 4 characters.

## Important!

> The kit **is not intended for children under 4 years** and contains small parts — **choking hazard**! Use **only under adult supervision**!

The device contains Li-ion batteries. **Charge only under adult supervision** using standard USB 5V and USB-C cable.

Charging the remote and robot (1 hour) is enough for 1–2 lessons; a full charge (2–3 hours) — for 3 lessons of 30–45 minutes. Over time, battery capacity may decrease, replacement with new 16340 Li-ion batteries is possible.

If the set is not used for a long time, charge the batteries **once every 2-3 months**. With deep discharge, batteries may fail and require replacement.

**Do not open the device** yourself — in case of malfunction or need to replace batteries, contact the seller or specialized electronics repair centers.

Store and use the set in a dry room at a temperature of +10…+30°C, humidity 45–60%. Avoid direct sunlight, moisture, and dust.

Avoid shocks and vibrations. Transport and store the device in its original packaging at a temperature of +5…+35°C, protecting from mechanical damage and moisture.

p.s.: PrimaSTEM is a practical tool for learning programming, developing creative thinking and logic. Detailed information about functionality is contained in the **Teacher's Guide**.