### Mathloons

One of the most basic and important foundational skills in mathematics is the ability to perform mental calculations.

“Mathloons” is a game that helps students to practice addition, subtraction, multiplication, division with whole numbers and fractions up to 100, in a fun and engaging way. They are also concurrently improving middle-line crossing skills.

Students must identify the right balloon that represents the correct answer to a math calculation problem while keeping their hands steady for few seconds so that the balloon pumps up and to moves to the results’ spot.

Feedback is given for the correct or wrong answers. The teacher/therapist can choose the level of difficulty for the math calculations that the student will be asked to perform, thus offering math problems related to simple or more complex math strategies according to their individual level.  Also, the teacher/therapist can choose the range of the numbers that will appear.

Are you ready to pump up balloons?

## Supported goals in Common CoreCaliforniaFloridaNevadaNew YorkNorth CarolinaSouth CarolinaTenesseeVirginia

CCSS.MATH.CONTENT.3.OA.C.7
Math
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
CCSS.MATH.CONTENT.4.NF.B.4.B
Math
Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
CCSS.MATH.CONTENT.4.NF.B.3.A
Math
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
CCSS.MATH.CONTENT.1.OA.C.6
Math
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
CCSS.MATH.CONTENT.K.OA.A.5
Math
Fluently add and subtract within 5.
CCSS.MATH.CONTENT.5.NF.B.4.B
Math
Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
CCSS.MATH.CONTENT.1.NBT.C.4
Math
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
CCSS.MATH.CONTENT.K.OA.A.1
Math
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
CCSS.MATH.CONTENT.2.NBT.B.5
Math
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
CCSS.MATH.CONTENT.K.OA.A.2
Math
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
CA.MATH.5.NF.4b
Math
Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
CA.MATH.4.NF.4b
Math
Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
CA.MATH.4.NF.3a
Math
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
CA.MATH.3.OA.7
Math
Multiply and divide within 100. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of one-digit numbers.
CA.MATH.1.NBT.4
Math
Use place value understanding and properties of operations to add and subtract. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
CA.MATH.1.OA.6
Math
Add and subtract within 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
CA.MATH.K.OA.2
Math
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
CA.MATH.K.OA.5
Math
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Fluently add and subtract within 5.
CA.MATH.2.NBT.5
Math
Use place value understanding and properties of operations to add and subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
MAFS.4.NF.2.AP.3b
Math
Add and subtract fractions with like denominators (2, 3, 4 or 8) using representations
MAFS.3.OA.3.AP.7b
Math
Fluently multiply 2, 5 or 10 within 100
MAFS.3.OA.3.AP.7c
Math
Fluently divide by 2, 5, or 10 using dividends within 100 that are multiples of 2, 5, or 10
MAFS.1.OA.3.AP.6a
Math
Add and subtract within 10, demonstrating fluency for addition and subtraction within 5
MAFS.K.OA.1.AP.2b
Math
Count two sets to find sums up to 10
MAFS.K.OA.1.AP.5a
Math
Add to find sums within 5
MAFS.2.NBT.2.AP.5b
Math
Model addition and subtraction with base ten blocks within 100
MAFS.2.NBT.2.5
Math
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
MAFS.K.OA.1.AP.5b
Math
Subtract to find difference within 5
MAFS.1.NBT.3.AP.4b
Math
Add a two-digit number and a multiple of 10 (e.g., 28 + 30 = )
MAFS.4.NF.2.AP.4a
Math
Multiply a fraction by a whole number using a visual fraction model.
MAFS.5.NF.2.AP.4a
Math
Multiply a fraction by a whole or mixed number using visual fraction models
MAFS.3.OA.3.7
Math
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
MAFS.K.OA.1.AP.2a
Math
Solve one-step addition and subtraction word problems, and add and subtract within 10 using objects, drawings, or pictures
NVAC.MATH.3.OA.C.7
Math
Multiply and divide within 100. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of one-digit numbers.
NVAC.MATH.2.NBT.B.5
Math
Use place value understanding and properties of operations to add and subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
NVAC.MATH.K.OA.A.5
Math
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Fluently add and subtract within 5.
NVAC.MATH.K.OA.A.2
Math
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
NVAC.MATH.5.NF.B.4b
Math
Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
NVAC.MATH.1.NBT.C.4
Math
Use place value understanding and properties of operations to add and subtract. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
NVAC.MATH.1.OA.C.6
Math
Add and subtract within 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
NVAC.MATH.4.NF.B.3a
Math
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
NVAC.MATH.4.NF.B.4b
Math
Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
NY.MATH.1.NBT.4
Math
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
NY.MATH.K.OA.5
Math
Fluently add and subtract within 5.
NY.MATH.3.OA.7
Math
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
NY.MATH.1.OA.6
Math
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
NY.MATH.4.NF.4b
Math
Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
NY.MATH.2.NBT.5
Math
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
NY.MATH.4.NF.3a
Math
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
NY.MATH.5.NF.4b
Math
Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
NY.MATH.K.OA.2
Math
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
NC.MATH.4.NF.4b
Math
Apply and extend previous understandings of multiplication to solve word problems involving multiplication of a fraction by a whole number.
NC.MATH.4.NF.3a
Math
Understand and justify decompositions of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
NC.MATH.2.NBT.5
Math
Demonstrate fluency with addition and subtraction, within 100, by: 1. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2. Comparing addition and subtraction strategies, and explaining why they work. 3. Selecting an appropriate strategy in order to efficiently compute sums and differences.
NC.MATH.K.OA.5
Math
Demonstrate fluency with addition and subtraction within 5.
NC.MATH.5.NF.4b
Math
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction, including mixed numbers Explain why multiplying a given number by a fraction greater than 1 results in a product greater than the given number and when multiplying a given number by a fraction less than 1 results in a product smaller than the given number.
NC.MATH.1.NBT.4
Math
Using concrete models or drawings, strategies based on place value, properties of operations, and explaining the reasoning used, add, within 100, in the following situations: 1. A two-digit number and a one-digit number, 2. A two-digit number and a multiple of 10
NC.MATH.3.OA.7
Math
Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10. 1. Know from memory all products with factors up to and including 10. 2. Illustrate and explain using the relationship between multiplication and division. 3. Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
NC.MATH.1.OA.6
Math
Add and subtract, within 20, using strategies such as: Counting on, Making ten, Decomposing a number leading to a ten, Using the relationship between addition and subtraction, Using a number line, Creating equivalent but simpler or known sums
NC.MATH.K.OA.2
Math
Solve addition and subtraction word problems, within 10, using objects or drawings to represent the problem, when solving: 1. Add to/Take From-Result Unknown 2. Put Together/ Take Apart (Total Unknown and Two Addends Unknown)
SC.MATH.1.NSBT.4
Math
Add through 99 using concrete models, drawings, and strategies based on place value to: add a two-digit number and a one-digit number, understanding that sometimes it is necessary to compose a ten (regroup) or based on place value to: add a two-digit number and a multiple of 10.
SC.MATH.1.ATO.6
Math
Demonstrate addition and subtraction through 20. Demonstrate fluency with addition and related subtraction facts through 10.
SC.MATH.4.NSF.4b
Math
Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number.
SC.MATH.K.ATO.2
Math
Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10.
SC.MATH.2.NSBT.5
Math
Add and subtract fluently through 99 using knowledge of place value and properties of operations.
SC.MATH.K.ATO.5
Math
Add and subtract fluently within 5.
SC.MATH.3.ATO.7
Math
Demonstrate fluency with basic multiplication and related division facts of products and dividends through 100.
SC.MATH.5.NSF.4a
Math
Recognize the relationship between multiplying fractions and finding the areas of rectangles with fractional side lengths.
No supported goals.
VASOL.MATH.3.NNS.2
Math
The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. The student will use these relationships to solve problems.
VASOL.MATH.1.CE.5
Math
The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts.
VASOL.MATH.K.CE.6
Math
The student will model adding and subtracting whole numbers, using up to 10 concrete objects.
VASOL.MATH.2.CE.6b
Math
The student, given two whole numbers whose sum is 99 or less, will find the sum, using various methods of calculation.
VASOL.MATH.2.CE.5
Math
The student will recall addition facts with sums to 20 or less and the corresponding subtraction facts.
VASOL.MATH.2.CE.7b
Math
The student, given two whole numbers, each of which is 99 or less, will find the difference, using various methods of calculation.
VASOL.MATH.3.CE.5
Math
The student will recall multiplication facts through the twelves table, and the corresponding division facts.
VASOL.MATH.4.NNS.2a
Math
The student will compare and order fractions and mixed numbers
VASOL.MATH.4.NNS.2b
Math
The student will represent equivalent fractions
VASOL.MATH.4.CE.5b
Math
The student will add and subtract fractions having like and unlike denominators that are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fractions, using common multiples and factors

## Settings

### I CAN statement

Music

Disable background music

• On
• Off
Sound effects

Disable/enable sound effects

• On
• Off

I CAN understand that there are sounds when I pick a correct or a wrong balloon

Select hand
• Left
• Right
Time to select item

Time to remain stable to select a balloon

Reduce the time if the child shows arm stability & good eye-hand coordination

• 0.5 sec
• 1 sec
• 1.5 sec
• 2 secs
• 2.5 secs
• 3 secs

I CAN hold my right hand still for 3 seconds.

Timer

Disable this to allow students to think without time constraints.

Adjust the timer from 10 – 40 seconds to help students in time management

• On
• Off

I CAN pick a correct balloon within the time limit.

I CAN finish the task on time.

Timer value
• 10 secs
• 20 secs
• 30 secs
• 40 secs
Game lives

Disable this to continue playing without losing lives when making mistakes

• On
• Off

I CAN learn that if I get an answer wrong, my game lives will be decreased.

Equality sign

Move the equal sign to the left or right of the question

• On the left
• On the right

I CAN understand the maintenance of equality, that is not affected by the movement of the equality sign.

Number of questions

Set how many questions you want the students to practice

• 5 questions
• 10 questions
• 15 questions
• 20 questions

I CAN stay focused for 10 questions.

Number type

Set the number type you want the students to practice

• Natural
• Fraction
• Fractions - Whole Numbers

I CAN perform mental math on fractions.

Game type

Select type of math operation for the problems that students will be asked to solve: addition, subtraction, multiplication, and division

• Subtraction
• Multiplication
• Division

I CAN perform mental math on addition.

Game difficulty

This option makes it harder perform mental operations using various strategies (such as addition with regrouping).

• Easy
• Hard

I CAN perform addition operations using the enumeration strategy.

Numeric range

Adjust the range to match the student’s abilities.

• 1 - 5
• 1 - 10
• 1 - 20
• 1 - 100

I CAN add two one-digit numbers together.

Quantity

This option shows the numbers in quantities facilitating the operation of addition.

• On
• Off

I CAN perform addition operations counting quantities.

## Reports Pie chart data

·      Time spent on each Mathloons game is shown on the top right corner

·      10 – 0 – 0: 10 correct, 0 wrong, and 0 unanswered

The selected settings show whether the task is more or less challenging for the student Table data

·      Lists all the questions that the student answered in the session

·      Teacher can look for a pattern that indicates misconceptions

·      Helps teachers identify common mistakes towards a particular concept