First stone to Skip’s School

Red scores two. Only the nearer stones from one team count. The yellow stone sets the comparison distance; the rings do not carry different point values.

The vice-skip. The vice-skip takes charge when the skip delivers. The skip’s leadership role and the team’s declared throwing order are separate ideas.

Stay in the agreed waiting area until all stones stop and the instructor signals the reset. Resetting belongs to the supervised traffic plan. Keep people out of moving-stone routes and follow the club’s stop and reset procedure.

Agree a broad target, check the lane with the instructor and judge the finish against that same target. A named, achievable target lets the learner and instructor compare intention with outcome. Distance, equipment and delivery method can be adapted by the club instructor.

Line: in the doorway. Weight: long. Passing through a line target and stopping at the intended depth are different observations. Recording both makes the next adjustment more useful.

It can make an approach harder even though it cannot score from that position. A guard can protect a route or a stone. Its value depends on the whole position; neither a diagram nor a guard guarantees protection.

Who calls line, who reports weight, and the shared words or signals for responding. Short, agreed responsibilities make the information usable. Weight reports and line decisions work together, and the team keeps reassessing.

Update the weight call from the current observation and keep reassessing. A time is an early clue, not a guaranteed finish. Different delivery, stones or paths can change the outcome; one shot does not diagnose the entire sheet.

No; that opposition guard is protected from removal during the first five delivered stones in total. The protection counts the first five deliveries across both teams. The free guard zone is outside the house between the playing-end hog and tee lines.

Report the touch and where and by whom it happened, then apply the relevant rule with the skips or official. Honest reporting comes first. The remedy depends on the incident’s circumstances, so a blanket rule can be wrong. Follow the club or official’s procedure rather than rearranging stones on your own.

What is the score, what end is it, who has hammer, and what is already in play? Those facts help define what the team needs from the end. Team execution, remaining stones, time and the likely reply then refine the call.

The result you need and the risk you are willing to take. A useful result depends on the scoreboard. The same physical shot can serve a different goal, and several calls may remain reasonable.

80%. The mutually exclusive winning branches add: 60% plus 20% equals 80%. These are invented teaching inputs, not a measured prediction for a player.

One point ties the game; two points wins it. Add the points to the pre-end score. Tying and winning now are different branches; a tie still requires the extra end under the stated conditions.

Agree the setup and outcome definitions first, record every attempt and note the conditions and sample size. Comparable attempts and honest records make patterns interpretable. Keep unusual outcomes and changed conditions visible instead of forcing a tidy percentage.

The team has completed these learning checks; practical readiness still needs club instruction and observation. Online answers can show understanding of these questions. They cannot verify balance, safe movement, delivery, sweeping technique or the judgement needed to lead others on ice.