1. Dilemma Think & Solve Educational Program

2. Company Profile in Educational Field Introduction: Dilemma Games has been established since 1996, with bases in Thailand, Israel and China. We specialize in manufacturing and exporting puzzles and brain teasers as well as developing and promoting educational programs that suits our products. Dilemma Games has been established since 1996, with bases in Thailand, Israel and China. We specialize in manufacturing and exporting puzzles and brain teasers as well as developing and promoting educational programs that suits our products. In addition to the conventional toys and gifts markets, Dilemma games have achieved great success in the educational field. In addition to the conventional toys and gifts markets, Dilemma games have achieved great success in the educational field. Educational Concept: The human mind is not a vessel to be filled but a flame to be lit! The human mind is not a vessel to be filled but a flame to be lit! R&D Team New products designs and educational materials are developed in our R&D department in Israel by educational specialists. Every year 5-10 new models are develop to keep Dilemma at leading position among competition. New products designs and educational materials are developed in our R&D department in Israel by educational specialists. Every year 5-10 new models are develop to keep Dilemma at leading position among competition.

3. Products Characteristics Variety: more than 500 different items, covering a range of difficulty levels. Variety: more than 500 different items, covering a range of difficulty levels. Safety: EN71, ASTM approved. Safety: EN71, ASTM approved. Quality: aesthetically designed and produced with finest craft, with premium wood Quality: aesthetically designed and produced with finest craft, with premium wood Others: Natural, environmental friendly, educational, and entertaining Others: Natural, environmental friendly, educational, and entertaining

4. Educational Qualification Statement from Israeli Ministry of Foreign Affairs on the Educational contribution of Dilemma Educational Products

5. “Think and Solve” Educational Program - Introduction "Think & Solve" is an innovative educational curricula developed by Dilemma Games. The concept is to use dilemma wooden puzzles and games as educational tools to improve cognitive skills among children and adults. Purpose of the system is to keep thinking and analysis abilities sharp at edge. "Think & Solve" is an innovative educational curricula developed by Dilemma Games. The concept is to use dilemma wooden puzzles and games as educational tools to improve cognitive skills among children and adults. Purpose of the system is to keep thinking and analysis abilities sharp at edge. "Dilemma lab" functions as a "Mind Fitness Center". It is the physical thinking facility, where children can play, have fun, make competitions or get trained. The lab also provides educational materials (workbooks, teacher's manual, syllabus etc) developed by dilemma educational experts over the years. Here children are guided to discover their greatest potential, explore "thinking out of the box" abilities, challenge fixed minds and learn about decisions-making process that will make their future life better. "Dilemma lab" functions as a "Mind Fitness Center". It is the physical thinking facility, where children can play, have fun, make competitions or get trained. The lab also provides educational materials (workbooks, teacher's manual, syllabus etc) developed by dilemma educational experts over the years. Here children are guided to discover their greatest potential, explore "thinking out of the box" abilities, challenge fixed minds and learn about decisions-making process that will make their future life better. The THINK&SOLVE Systems and thinking labs can be established by different educational institutes for multiple targets. They can be part of in-school activities (as complementary curricula to math and science lessons), or studied in weekly session within the school timetable. They are also ideal for extra-curricula programs in school or after-school activities. One lab type can function during an entire year for all classes. The THINK&SOLVE Systems and thinking labs can be established by different educational institutes for multiple targets. They can be part of in-school activities (as complementary curricula to math and science lessons), or studied in weekly session within the school timetable. They are also ideal for extra-curricula programs in school or after-school activities. One lab type can function during an entire year for all classes. Dilemma Games owns two manufacturing facilities and provides a complete range of 600 different puzzles and games. At the meantime, On the other hand, we supply the “Think & Solve” educational package. One may see combination of the puzzles with their educational materials in Dilemma Lab. Dilemma Games owns two manufacturing facilities and provides a complete range of 600 different puzzles and games. At the meantime, On the other hand, we supply the “Think & Solve” educational package. One may see combination of the puzzles with their educational materials in Dilemma Lab.

6. “Think and Solve” Educational Program - Vision In one sentence, Dilemma Games vision is to arouse awareness to thinking process, instill thinking abilities and reinforce life skills. Throughout the centuries, researches by Greek philosophers and mathematicians have shown that playing of all kinds is considered as one of the best ways to improve a variety of skills, mentally and physically. Aplaton is quoted for saying that one can study about a person’s characters in one hour of playing much better than in one year’s conversation". "Game playing" can be valued in many levels. In the very basic level, games are Fun Only. In the deepest level, one may notice all kinds of added values of playing games. Take Soccer as example, by some it is consider as a games which "22 not-so- smart young people running after one ball", while on another perspective, we may investigate Soccer’s influences on Society, patriotism, economy, habits of life, diplomatic relations between countries( the famous football war in South America on the 20' century) etc. DILEMMA GAMES are pros for both attitudes. Playing are fun, but behind the fun factor and deep into the subconscious, we add extra values to the process of games playing by arousing awareness to thinking abilities and improving cognitive and social skills etc..

7. “Think and Solve” Educational Program - Vision We firmly believe that teaching children to fish well is better than serving them with fish. No matter which form of playing, be it soccer, basketball, music, or our brain teasers, "positive thinking" is a must-have, in playing, as well as in life, especially when faced with problems (The famous campaign slogan of Barak Obama “Yes we can…) We have all heard about "predictions in life that fulfills them". Why walking on a narrow plank on the floor is easy but when the same plank is moved to a height of 200 feet, it becomes a challenge possible to only very few highly skilled acrobats? In our curricula, we do everything to avoid negative predictions such as "it is too hard for me", "Math is not my thing" or "It is not going to work for me" etc. The wise old sentence says "It is all about your mentality". It applies likewise in games and in life: Believe you can solve it, and you may eventually solve it. Dilemma’s THINK&SOLVE system teaches the pupils to use out-of-the-box thinking methods when faced with difficulties and complicated situations of life. The students will learn in a fun and enjoyable manner through pleasant experiences of game playing.

8. The importance of different thinking- the barometer story Some time ago I received a call from a colleague who asked if I would be the referee on the grading of an examination question. He was about to give a student a zero for his answer to a physics question, while the student claimed he should receive a perfect score and would if the system were not set up against the student. The instructor and the student agreed to submit this to an impartial arbiter, and I was selected. Some time ago I received a call from a colleague who asked if I would be the referee on the grading of an examination question. He was about to give a student a zero for his answer to a physics question, while the student claimed he should receive a perfect score and would if the system were not set up against the student. The instructor and the student agreed to submit this to an impartial arbiter, and I was selected. I went to my colleague's office and read the examination question, "Show how it is possible to determine the height of a tall building with the aid of a barometer." I went to my colleague's office and read the examination question, "Show how it is possible to determine the height of a tall building with the aid of a barometer." The student had answered, "Take a barometer to the top of the building, attach a long rope to it, lower the barometer to the street and then bring it up, measuring the length of the rope. The length of the rope is the height of the building." The student had answered, "Take a barometer to the top of the building, attach a long rope to it, lower the barometer to the street and then bring it up, measuring the length of the rope. The length of the rope is the height of the building." I pointed out that the student really had a strong case for full credit since he had answered the question completely and correctly. On the other hand, if full credit was given, it could well contribute to a high grade for the student in his physics course. A high grade is supposed to certify competence in physics, but the answer did not confirm this. I suggested that the student have another try at answering the question. I was not surprised that my colleague agreed, but I was surprised that the student did. I pointed out that the student really had a strong case for full credit since he had answered the question completely and correctly. On the other hand, if full credit was given, it could well contribute to a high grade for the student in his physics course. A high grade is supposed to certify competence in physics, but the answer did not confirm this. I suggested that the student have another try at answering the question. I was not surprised that my colleague agreed, but I was surprised that the student did.

9. The importance of different thinking- the barometer story-cont ’ d I gave the student six minutes to answer the question with the warning that the answer should show some knowledge of physics. At the end of five minutes, he had not written anything. I asked if he wished to give up, but he said no. He had many answers to this problem; he was just thinking of the best one. I excused myself for interrupting him and asked him to please go on. In the next minute he dashed off his answer which read, "Take the barometer to the top of the building and lean over the edge of the roof. Drop that barometer, timing its fall with a stopwatch. Then using the formula S = 絘 t?/I >, calculate the height of the building." I gave the student six minutes to answer the question with the warning that the answer should show some knowledge of physics. At the end of five minutes, he had not written anything. I asked if he wished to give up, but he said no. He had many answers to this problem; he was just thinking of the best one. I excused myself for interrupting him and asked him to please go on. In the next minute he dashed off his answer which read, "Take the barometer to the top of the building and lean over the edge of the roof. Drop that barometer, timing its fall with a stopwatch. Then using the formula S = 絘 t?/I >, calculate the height of the building." At this point I asked my colleague if he would give up. He conceded, and I gave the student almost full credit. At this point I asked my colleague if he would give up. He conceded, and I gave the student almost full credit. In leaving my colleague's office, I recalled that the student had said he had many other answers to the problem, so I asked him what they were. "Oh yes," said the student. "There are a great many ways of getting the height of a tall building with a barometer. For example, you could take the barometer out on a sunny day and measure the height of the barometer and the length of its shadow, and the length of the shadow of the building and by the use of a simple proportion, determine the height of the building." In leaving my colleague's office, I recalled that the student had said he had many other answers to the problem, so I asked him what they were. "Oh yes," said the student. "There are a great many ways of getting the height of a tall building with a barometer. For example, you could take the barometer out on a sunny day and measure the height of the barometer and the length of its shadow, and the length of the shadow of the building and by the use of a simple proportion, determine the height of the building."

10. The importance of different thinking- the barometer story-cont ’ d "Fine," I asked. "And the others?" "Fine," I asked. "And the others?" "Yes," said the student." There is a very basic measurement method that you will like. In this method you take the barometer and begin to walk up the stairs. As you climb the stairs, you mark off the length of the barometer along the wall. You then count the number of marks, and this will give you the height of the building in barometer units. A very direct method." "Yes," said the student." There is a very basic measurement method that you will like. In this method you take the barometer and begin to walk up the stairs. As you climb the stairs, you mark off the length of the barometer along the wall. You then count the number of marks, and this will give you the height of the building in barometer units. A very direct method." "Of course, if you want a more sophisticated method, you can tie the barometer to the end of a string, swing it as a pendulum, and determine the value of 'g' at the street level and at the top of the building. From the difference of the two values of 'g' the height of the building can be calculated." "Of course, if you want a more sophisticated method, you can tie the barometer to the end of a string, swing it as a pendulum, and determine the value of 'g' at the street level and at the top of the building. From the difference of the two values of 'g' the height of the building can be calculated." Finally, he concluded, there are many other ways of solving the problem. "Probably the best," he said, "is to take the barometer to the basement and knock on the superintendent's door. When the superintendent answers, you speak to him as follows, 'Mr. Superintendent, here I have a fine barometer. If you tell me the height of this building, I will give you this barometer.'" Finally, he concluded, there are many other ways of solving the problem. "Probably the best," he said, "is to take the barometer to the basement and knock on the superintendent's door. When the superintendent answers, you speak to him as follows, 'Mr. Superintendent, here I have a fine barometer. If you tell me the height of this building, I will give you this barometer.'" At this point I asked the student if he really did know the conventional answer to this question. He admitted that he did, said that he was fed up with high school and college instructors trying to teach him how to think, using the "scientific method ”. At this point I asked the student if he really did know the conventional answer to this question. He admitted that he did, said that he was fed up with high school and college instructors trying to teach him how to think, using the "scientific method ”.

11. Where and how our products work as educational tools! Where it works ： Schools, Schools, Workshops, Workshops, Science Museum, Science Museum, Library, Library, Clinics, Clinics, Children’s playground in holiday resorts, Children’s playground in holiday resorts, etc…. etc….

12. How it works Training from Dilemma ’ s Educational specialists Target Market Design and Initial Market Protection Establish model organization in Targeted Area Promote the model package

13. Case Studies-Dilemma Korea Visit www.dilemma-games.com to see Thinking Centers in Korea Training to Dilemma Korea Target Market — Kindergarten and primary school Puzzle showroom in Seoul Distribute the package to kindergartens and schools With Dilemma Assistance With Dilemma support Local educational distributor

14. Options of Dilemma Educational Lab There are seven ways of implementation for Dilemma Labs according to the intensity of cooperation level between Dilemma Games and the educational partners.

15. Educational Materials - Syllabus 1. Dilemma Educational Curriculum - 6 educational syllabuses Offering a systematic curriculum of 6 years, each syllabus contains more than 100 pages and can be used for the period of one year, one session every week. As in Karate, the level advances with every year a student attends the course, yellow, green, blue, brown, and finally black- the master level. Each syllabus is composed of two parts: the teaching materials for thinking coaches and work sheets for students. Offering a systematic curriculum of 6 years, each syllabus contains more than 100 pages and can be used for the period of one year, one session every week. As in Karate, the level advances with every year a student attends the course, yellow, green, blue, brown, and finally black- the master level. Each syllabus is composed of two parts: the teaching materials for thinking coaches and work sheets for students. 2. Main targets of Curriculum: 1) To achieve integral life values 2) Challenge framed minds and elicits creative ways of thinking 3) Encourage free imagination and original thoughts

16. 4) Improve skills on visual and spatial planning 5)Understand mathematic, geometric concepts and their applications 6) Synergy -team work qualities 7) To improve socializing abilities 8) To develop sophisticated attitudes in face of problems 9) To improve tactic and strategic skills 10) To improve self control, self encouragement and concentration 11) Provide a chance for individual development and personal interest. 12) Improve motoric skills 13) Develop decision making skills, the progress of decision making involves seven steps. 14) Be curious and take nothing for granted. 15) Develop think-backwards abilities Educational Materials - Syllabus

17. A Lesson Samples -Switch 8

18. Dilemma Educational Materials- Workbooks The work books provides detailed teaching information and know-how for puzzles that has great educational significance. The work books provides detailed teaching information and know-how for puzzles that has great educational significance. Dilemma R&D team has developed several workbooks, among which some are listed below. Dilemma R&D team has developed several workbooks, among which some are listed below. –Hanoi Tower- Step 1 –Soma Cube -Step 1 –Soma Cube -Step 2 –Tangram -I –Tangram -II –Tangram-365 puzzles To be continued…

19. Dilemma Educational Materials- Workbooks –Tangram -Step 1 –Tangram- Step 2 –Basic Pento –Pento- Step 1 –Pento- Step 2 –Pento- Step 3 –Pento- Step 4 –Match Stick Dilemmas –Magic Squares –Dilemma Strategic Games –Dilemma Group Games –Sudoku and Hitori –Math Amusements –Shut the Box

20. Workbook Specimen- Table of Contents for Pento Step 1 What is Pentominoes? What is Pentominoes? The educational significance of Pentomioes The educational significance of Pentomioes Complete the Pentomino numbers Complete the Pentomino numbers Class competition: who can reach 10 first? Class competition: who can reach 10 first? Create your own birth date with Pentomino pieces Create your own birth date with Pentomino pieces Solution to Pentomino numbers Solution to Pentomino numbers

21. Dilemma Thinking Labs To activate the educational syllabus, Dilemma Games has constructed six “thinking labs”. Each lab containing 206 wooden games and outdoor puzzles which will be enough to activate a class of 100 attendants.

22. Training from Dilemma Games Dilemma Games offers a package deal for the training service we provide at DILEMMA GAMES training center, in Chiang Mai Thailand. The package includes: Training of 7 days in Dilemma Center: – –Held and controlled by Mr. Shlomi Bar-Lev – –Full set of worksheets and copies of training materials provided. – –Stationeries and training facilities provided – –Interpretation service from English to Your local language. – –One Dilemma teacher will be designated to coach every 5 trainees Accommodation and transportation – –3 or 4 star Hotel within walking distance to Dilemma Center for 7 nights, Bed and breakfast included, one room for every 2 persons. – –Pick up service upon arrival/departure to/from CM international airport, – –Daily shuttle service from Hotel to Dilemma Center – –One coffee break including refreshments, daily. – –Lunch, daily – –Cold and hot drinks provided around the clock during training. Half day sight seeing trip, including: – –Private tour guide service and mini van – –Activities in Elephant camp, Elephant show, elephant riding – –Orchid farm/Butterfly farm/Monkey Center – –Lunch – –Visit Dilemma Factory Upon graduation, each trainee will be granted – –A Dilemma game kit including 50 puzzles and games, including: 30 wooden games and 20 metal puzzles. One kit of 50 games, to each individual. – –Dilemma Diploma – –Dilemma Polo shirt for Thinking coaches

23. Dilemma Outdoor Puzzles Dilemma Games offers a new line of innovative puzzles and games. Bulk sized, they are the ultimate eye catcher and real “tons” of fun. OD Puzzles are also ideal tools for class demonstration and group activities. Dilemma Games offers a new line of innovative puzzles and games. Bulk sized, they are the ultimate eye catcher and real “tons” of fun. OD Puzzles are also ideal tools for class demonstration and group activities.

24. Dilemma Outdoor Puzzles