### Paleo

When your students enter the Paleo game, they are represented by a prehistoric man or woman avatar that exists in a prehistoric world of dinosaurs and falling objects. They need to move their character left and right to collect the falling objects that answer the math problems or cognitive tasks that the teacher has designed for them. They face various types of stimuli: numbers, food types, bombs, bottles with liquid related to stamina (lives of the character) and to resistance to bombs. These are presented randomly to make the game challenging and fun.

You can customize the settings to individualize the challenge to the student’s level and ability by choosing among several levels of difficulty with regards to the speed of the falling objects or bombs that are being dropped by flying dragons which need to be avoided. The hungry dinosaurs also move towards the prehistoric man or woman.

Your students will need to make coordinated movements to avoid dinosaurs and falling bombs. They should respond only to the correct falling objects (go stimuli), and to inhibit their responses to bombs or unrelated objects (no-go stimuli). Thus, this game strengthens children’s cognitive ability of response inhibition and improves their executive function attention and reasoning ability. Reasoning ability heavily depends on inhibitory control, i.e., blocking information irrelevant to the target and ignoring irrelevant environmental distractions.

You choose the learning goal of this game, for example, gathering specific numbers of food types or multiples of specific numbers as practice with prime numbers. You decide whether the game will be played with lives or not, thus adjusting the level of challenge for each child. An attack by a dinosaur or a bomb hit reduces the stamina and eventually causes the loss of a game life.

Ready to enter into a prehistoric world? Be careful to collect the correct dropping objects and avoid bombs or dinosaurs!

## Supported goals in Common CoreCaliforniaFloridaNevadaNew YorkNorth CarolinaPennsylvaniaSouth CarolinaTenesseeTexasVirginia

CCSS.MATH.CONTENT.K.CC.A.1
Math
Count to 100 by ones and by tens.
CCSS.MATH.CONTENT.PK.CC.2
Math
Represent a number of objects with a written numeral 0 – 5 (with 0 representing a count of no objects).
CCSS.MATH.CONTENT.4.OA.B.4
Math
Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.
CA.MATH.K.CC.1
Math
Know number names and the count sequence. Count to 100 by ones and by tens.
CA.MATH.4.OA.4c
Math
Determine whether a given whole number in the range 1-100 is prime or composite.
CA.MATH.4.OA.4a
Math
Find all factor pairs for a whole number in the range 1-100.
MAFS.K.CC.1.AP.1a
Math
Rote count up to 10
MAFS.K.CC.1.AP.1b
Math
Rote count up to 31
OEL.FL.MATH.PK.CC.3
Math
Understand the relationship between numbers and quantities to 10; connect counting to cardinality.
MAFS.4.OA.2.AP.4a
Math
Identify multiples for a whole number (e.g., The multiples of 2 are 2, 4, 6, 8, 10…)
MAFS.4.OA.2.AP.4b
Math
Identify factors of whole numbers within 30
NVAC.MATH.4.OA.B.4c
Math
Determine whether a given whole number in the range 1-100 is prime or composite.
NVAC.MATH.K.CC.A.1
Math
Know number names and the count sequence. Count to 100 by ones and by tens.
NVAC.MATH.4.OA.B.4a
Math
Find all factor pairs for a whole number in the range 1-100.
NY.MATH.4.OA.4c
Math
Determine whether a given whole number in the range 1–100 is prime or composite.
NY.MATH.K.CC.1
Math
Count to 100 by ones and by tens.
NY.MATH.4.OA.4b
Math
Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number.
NY.MATH.4.OA.4a
Math
Find all factor pairs for a whole number in the range 1–100.
NC.MATH.4.OA.4c
Math
Find all factor pairs for whole numbers up to and including 50 to determine if the number is prime or composite.
NC.MATH.4.OA.4a
Math
Find all factor pairs for whole numbers up to and including 50 to recognize that a whole number is a multiple of each of its factors.
NC.MATH.4.OA.4b
Math
Find all factor pairs for whole numbers up to and including 50 to determine whether a given whole number is a multiple of a given one-digit number.
NC.MATH.K.CC.1
Math
Know number names and recognize patterns in the counting sequence by: 1. Counting to 100 by ones. 2. Counting to 100 by tens.
PA.CC.MATH.4.OA.B.4
Math
Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.
PA.CC.MATH.K.CC.A.1
Math
Count to 100 by ones and by tens.
SC.MATH.K.NS.1
Math
Count forward by ones and tens to 100.
SC.MATH.4.ATO.4a
Math
Find all factors for a whole number in the range 1 – 100 .
SC.MATH.4.ATO.4c
Math
Determine whether a given whole number in the range 1-100 is prime or composite.
No supported goals.
TEKS.MATH.K.2.A
Math
Count forward and backward to at least 20 with and without objects.
VASOL.MATH.4.CE.5a
Math
The student will determine common multiples and factors, including least common multiple and greatest common factor
VASOL.MATH.5.NNS.3a
Math
The student will identify and describe the characteristics of prime and composite numbers
VASOL.MATH.K.NNS.4a
Math
The student will count forward to 100 and backward from 10.

## Settings

### I CAN statement

Music

Disable/enable background music.

• On
• Off
Sound effects

Disable/enable sound effects while selecting an item.

• On
• Off

I CAN understand that there are sounds when I choose an item.

Select hand
• Left
• Right

I CAN select the “Play” button with my left hand.

Time to select item

Time to remain stable to select an item.

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

I CAN select the “Play” button, keeping my hand stable for 3 seconds.

Timer
• On
• Off
Timer value

Time available to complete the game. Disable if the student feels pressure.

• 1.5 min
• 2 mins
• 2.5 mins
• 3 mins

I CAN collect 20 fruits in 1.5 mins.

Character

Teachers can select the character/avatar, which the student will control.

• Will
• Frida

I CAN control the movements of the prehistoric man in the game with my own body movements.

Content language

Choose the language of the game content.

• English
• Greek
• Spanish

I CAN read the game instructions in Spanish.

Game difficulty

The option of “Game Difficulty” sets the complexity of the stage and makes the game more challenging by changing the speed of the falling items. When bombs and/or dinosaurs are enabled, game difficulty option affects their display speed as well.

Adjust the game difficulty according to the need of the child.

• Easy
• Medium
• Hard

I CAN win at a game in a hard level that demands good visual perception, full body movement control and good response to visual instructions.

Game lives

Enable or disable game lives.

“Game lives” option is depicted by the stamina bar at the left corner at the bottom of the screen.

• On
• Off

I CAN notice that I lose stamina each time I select a wrong item or I am hit.

I CAN play the game with game lives (stamina).

Bombs

Enable/disable bombs in order to improve motor planning.

• On
• Off

I CAN have better full body movement control when collecting items and avoiding flying hits.

Dinosaurs

Enable/disable dinosaurs in order to improve motor planning.

• On
• Off

I CAN avoid the collision with dinosaurs.

Number of collectibles

This shows how many items the students have to collect per game.

• 10
• 15
• 20

I CAN collect 15 bananas.

Wrong collectibles

This shows the different types of objects falling from the sky increasing the level of game difficulty.

• 0
• 1
• 2
• 3

I CAN collect a specified number of the same item.

Game Mode

Choose the type of exercise that the child is called to practice.

• Item
• Category
• Numbers
• Multiples

I CAN collect multiples of 6.

Category

Item categories allow teachers to match students’ skills with items available in the game.

These items can be changed according to the teacher’s preference and children’s needs for practising with items or math concepts (prime, composite numbers or multiples).

• Meat
• Grains
• Dairies
• Fish
• Fruits
• Vegetables
• Multiples of 2
• Multiples of 3
• Multiples of 4
• Multiples of 5
• Multiples of 6
• Multiples of 7
• Multiples of 8
• Multiples of 9
• Prime numbers
• Composite numbers
• Christmas
• Natural & Artificial Light
• Διάκριση όμοιου τελικού φωνήματος σε 2Σ λέξεις - Α
• Διάκριση όμοιου τελικού φωνήματος σε 2Σ λέξεις - Ι
• Διάκριση όμοιου τελικού φωνήματος σε 2Σ λέξεις - Ο
• Διάκριση όμοιου τελικού φωνήματος σε 3Σ & πολυσύλλαβες λέξεις - Α
• Διάκριση όμοιου τελικού φωνήματος σε 3Σ & πολυσύλλαβες λέξεις - Ι
• Διάκριση όμοιου τελικού φωνήματος σε 3Σ & πολυσύλλαβες λέξεις - Ο
• Διάκριση όμοιου τελικού φωνήματος σε 3Σ & πολυσύλλαβες λέξεις - Σ

I CAN collect 10 fish.

I CAN collect 20 vegetables.

I CAN collect 15 prime numbers.

I CAN collect 10 multiples of 9.

## Reports

Pie chart data & Statistics

This shows statistics on the number of correct items that a child collected, the wrong items, the missed ones and the success rate.

Also we can see the amount of time the student spent on the game, the correct and the wrong items as well as depicts the times each item was correctly or wrongly collected.