### Ponder Up

“PonderUp” is an engaging game that helps students practice comparisons of numbers and/or quantities. For example, they must “find the greater” and “find the lesser” or "find the odd" and "find the even". The student becomes a little frog avatar in a lake that makes side movements in an effort to choose the correct answer for a given question. The student sees two bubbles at the top of the screen that contain numbers and/or quantities and/or math operations that need to be compared.

By moving their own body, the moves the little frog left or right. Once they stand under the bubble with the correct answer, they must jump in order to break the bubble. The messages “Find the greatest”, “Find the less” or "Find the odd", "Find the even" or “Get in the middle” provide instructions to the student to make movements according to the task.

The teacher has control of the game-based learning activities in that they can choose whether the child will be asked to compare only numbers, only quantities or fractions. They can include math operations which increase the difficulty level of the exercise. Also, there is a time-delay option for children who cannot jump.

Are you ready to jump high like a frog?

## Supported goals in Common CoreCaliforniaFloridaNevadaNew YorkNorth CarolinaPennsylvaniaSouth CarolinaTenesseeTexasVirginia

CCSS.MATH.CONTENT.2.NBT.B.8
Math
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
CCSS.MATH.CONTENT.2.NBT.A.4
Math
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
CCSS.MATH.CONTENT.2.G.A.1
Math
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
CCSS.MATH.CONTENT.3.NF.A.3.D
Math
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
CCSS.MATH.CONTENT.2.OA.C.3
Math
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
CCSS.MATH.CONTENT.K.CC.C.7
Math
Compare two numbers between 1 and 10 presented as written numerals.
CCSS.MATH.CONTENT.4.NF.C.7
Math
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
CCSS.MATH.CONTENT.1.NBT.B.3
Math
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
CCSS.MATH.CONTENT.K.CC.C.6
Math
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
CCSS.MATH.CONTENT.1.NBT.C.5
Math
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
CCSS.MATH.CONTENT.PK.CC.5
Math
Identify whether the number of objects in one group is more, less, greater than, fewer, and/or equal to the number of objects in another group, e.g., by using matching and counting strategies (up to 5 objects).
CCSS.MATH.CONTENT.4.NBT.A.2
Math
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
CA.MATH.K.CC.6
Math
Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.)
CA.MATH.4.NF.7
Math
Understand decimal notation for fractions, and compare decimal fractions. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
CA.MATH.K.CC.7
Math
Compare numbers. Compare two numbers between 1 and 10 presented as written numerals.
CA.MATH.2.NBT.8
Math
Use place value understanding and properties of operations to add and subtract. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
CA.MATH.2.G.1
Math
Reason with shapes and their attributes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Sizes are compared directly or visually, not compared by measuring.)
CA.MATH.2.OA.3
Math
Work with equal groups of objects to gain foundations for multiplication. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
CA.MATH.1.NBT.3
Math
Understand place value. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
CA.MATH.3.NF.3d
Math
Compare two fractions with the same numerator or the same denominator, by reasoning about their size, Recognize that valid comparisons rely on the two fractions referring to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)
CA.MATH.1.NBT.5
Math
Use place value understanding and properties of operations to add and subtract. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
CA.MATH.4.NBT.2
Math
Generalize place value understanding for multi-digit whole numbers. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.)
CA.MATH.2.NBT.4
Math
Understand place value. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
MAFS.2.NBT.2.AP.8a
Math
Mentally add or subtract 10 from a given set from the tens family (e.g., What is 10 more than 50? What is 10 fewer than70?)
MAFS.2.G.1.AP.1b
Math
Distinguish two- or three-dimensional shapes based upon their attributes (i.e., number of sides, equal or different lengths of sides, number of faces, and number of corners)
MAFS.3.NF.1.3d
Math
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
MAFS.1.NBT.2.AP.3a
Math
Compare two-digit numbers up to 31 using representations and numbers (e.g., identify more 10s, less 10s, more 1s, fewer 1s, larger number, smaller number)
MAFS.1.NBT.3.AP.5a
Math
Using base ten blocks, find 10 more or 10 less of a given two-digit number (e.g., what is 10 more than 20? What is 10 less than 30?)
MAFS.K.CC.3.AP.6b
Math
Compare two sets and identify the set that is less than the other set, up to 10
MAFS.2.NBT.2.AP.8b
Math
Mentally add or subtract 100 from a given set from the hundreds family (e.g., What is 100 more than 500? What is 100 fewer than 700?)
MAFS.4.NF.3.AP.7a
Math
Use =, <, or > to compare two decimals (decimals in multiples of .10)
MAFS.K.CC.3.AP.6a
Math
Compare two sets and identify the set that is greater than the other set, up to 10
MAFS.2.NBT.1.AP.4c
Math
Compare three-digit numbers using representations and numbers (e.g., identify more hundreds, less hundreds, more tens, less tens, more ones, less ones, larger number, smaller number)
MAFS.2.OA.3.AP.3a
Math
Identify a group of fewer than 10 objects as odd or even
MAFS.K.CC.3.AP.7a
Math
Identify the smaller or larger number given two numbers between 0 and 10
OEL.FL.MATH.PK.CC.5
Math
Identify whether the number of objects in one group is more, less, greater than, fewer, and/or equal to the number of objects in another group, e.g., by using matching and counting strategies (up to 5 objects).
MAFS.K.CC.3.6
Math
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
MAFS.4.NBT.1.AP.2a
Math
Compare multi-digit numbers
NVAC.MATH.2.OA.C.3
Math
Work with equal groups of objects to gain foundations for multiplication. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
NVAC.MATH.K.CC.C.6
Math
Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.)
NVAC.MATH.4.NF.C.7
Math
Understand decimal notation for fractions, and compare decimal fractions. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
NVAC.MATH.2.NBT.A.4
Math
Understand place value. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
NVAC.MATH.2.G.A.1
Math
Reason with shapes and their attributes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Sizes are compared directly or visually, not compared by measuring.)
NVAC.MATH.3.NF.A.3d
Math
Compare two fractions with the same numerator or the same denominator, by reasoning about their size, Recognize that valid comparisons rely on the two fractions referring to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)
NVAC.MATH.1.NBT.B.3
Math
Understand place value. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
NVAC.MATH.K.CC.C.7
Math
Compare numbers. Compare two numbers between 1 and 10 presented as written numerals.
NVAC.MATH.4.NBT.A.2
Math
Generalize place value understanding for multi-digit whole numbers. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.)
NVAC.MATH.2.NBT.B.8
Math
Use place value understanding and properties of operations to add and subtract. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
NVAC.MATH.1.NBT.C.5
Math
Use place value understanding and properties of operations to add and subtract. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
NY.MATH.PK.CC.5
Math
Identify whether the number of objects in one group is more, less, greater than, fewer, and/or equal to the number of objects in another group, e.g., by using matching and counting strategies (up to 5 objects).
NY.MATH.4.NF.7
Math
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
NY.MATH.1.NBT.5
Math
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
NY.MATH.1.NBT.3
Math
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
NY.MATH.2.NBT.4
Math
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
NY.MATH.2.G.1
Math
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
NY.MATH.4.NBT.2
Math
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
NY.MATH.K.CC.6
Math
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1
NY.MATH.K.CC.7
Math
Compare two numbers between 1 and 10 presented as written numerals.
NY.MATH.2.NBT.8
Math
Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
NY.MATH.2.OA.3
Math
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
NY.MATH.3.NF.3d
Math
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
NC.MATH.2.NBT.8
Math
Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
NC.MATH.2.NBT.4
Math
Compare two three-digit numbers based on the value of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
NC.MATH.1.NBT.3
Math
Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
NC.MATH.1.NBT.5
Math
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
NC.MATH.K.CC.7
Math
Compare two numbers, within 10, presented as written numerals.
NC.MATH.K.CC.6
Math
Identify whether the number of objects, within 10, in one group is greater than, less than, or equal to the number of objects in another group, by using matching and counting strategies
NC.MATH.4.NF.7
Math
Compare two decimals to hundredths by reasoning about their size using area and length models, and recording the results of comparisons with the symbols >, =, or <. Recognize that comparisons are valid only when the two decimals refer to the same whole.
NC.MATH.3.NF.4
Math
Compare two fractions with the same numerator or the same denominator by reasoning about their size, using area and length models, and using the >, <, and = symbols. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths and eighths; thirds and sixths.
NC.MATH.2.OA.3
Math
Determine whether a group of objects, within 20, has an odd or even number of members by: 1. Pairing objects, then counting them by 2s. 2. Determining whether objects can be placed into two equal groups. 3. Writing an equation to express an even number as a sum of two equal addends.
NC.MATH.2.G.1
Math
Recognize and draw triangles, quadrilaterals, pentagons, and hexagons, having specified attributes; recognize and describe attributes of rectangular prisms and cubes.
NC.MATH.4.NBT.2
Math
Read and write multi-digit whole numbers up to and including 100,000 using numerals, number names, and expanded form.
PA.CC.MATH.PK.CC.5
Math
Identify whether the number of objects in one group is more, less, greater than, fewer, and/or equal to the number of objects in another group, e.g., by using matching and counting strategies (up to 5 objects).
PA.CC.MATH.1.NBT.B.3
Math
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
PA.CC.MATH.K.CC.C.6
Math
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
PA.CC.MATH.4.NBT.A.2
Math
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
PA.CC.MATH.2.NBT.A.4
Math
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
PA.CC.MATH.2.G.A.1
Math
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
PA.CC.MATH.2.NBT.B.8
Math
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
PA.CC.MATH.2.OA.C.3
Math
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
PA.CC.MATH.3.NF.A.3.D
Math
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
PA.CC.MATH.1.NBT.C.5
Math
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
PA.CC.MATH.4.NF.C.7
Math
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
PA.CC.MATH.K.CC.C.7
Math
Compare two numbers between 1 and 10 presented as written numerals.
SC.MATH.4.NSF.7
Math
Compare and order decimal numbers to hundredths, and justify using concrete and visual models.
SC.MATH.3.NSF.2d
Math
Fractions with the same numerator or same denominator can be compared by reasoning about their size based on the same whole.
SC.MATH.2.G.1
Math
Identify triangles, quadrilaterals, hexagons, and cubes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.
SC.MATH.1.NSBT.3
Math
Compare two two-digit numbers based on the meanings of the tens and ones digits, using the words greater than, equal to, or less than.
SC.MATH.2.NSBT.4
Math
Compare two numbers with up to three digits using words and symbols (i.e., >, =, or <).
SC.MATH.2.NSBT.8
Math
Determine the number that is 10 or 100 more or less than a given number through 1,000 and explain the reasoning verbally and in writing.
SC.MATH.1.NSBT.5
Math
Determine the number that is 10 more or 10 less than a given number through 99 and explain the reasoning verbally and with multiple representations, including concrete models.
SC.MATH.K.NS.8
Math
Compare two written numerals up to 10 using more than, less than or equal to.
SC.MATH.K.NS.7
Math
Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies.
SC.MATH.PK.CC.5
Math
Identify whether the number of objects in one group is more, less, greater than, fewer, and/or equal to the number of objects in another group, e.g., by using matching and counting strategies (up to 5 objects).
No supported goals.
TEKS.MATH.PK.CC.5
Math
Identify whether the number of objects in one group is more, less, greater than, fewer, and/or equal to the number of objects in another group, e.g., by using matching and counting strategies (up to 5 objects).
TEKS.MATH.2.7.B
Math
Use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200
TEKS.MATH.1.5.C
Math
Use relationships to determine the number that is 10 more and 10 less than a given number up to 120
TEKS.MATH.4.2.F
Math
Compare and order decimals using concrete and visual models to the hundredths.
TEKS.MATH.4.2.C
Math
Compare and order whole numbers to one billion and represent comparisons using the symbols <,>, =
TEKS.MATH.3.3.H
Math
Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial model.
TEKS.MATH.K.2.E
Math
Generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20.
TEKS.MATH.K.2.H
Math
Use comparative language to describe two numbers up to 20 presented as written numerals.
TEKS.MATH.2.2.C
Math
Generate a number that is greater than or less than a given whole number up to 1,200
TEKS.MATH.2.2.D
Math
Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols .>, <, or =
TEKS.MATH.2.7.A
Math
Determine whether a number up to 40 is even or odd using pairings of objects to represent the number
TEKS.MATH.1.3.A
Math
Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99
TEKS.MATH.2.8.B
Math
Classify and sort three- dimensional solids, including spheres, cones, cylinders, rectangular prisms .including cubes as special rectangular prisms, and triangular prisms, based on attributes using formal geometric language;
TEKS.MATH.K.6.E
Math
Classify and sort a variety of regular and irregular two and three- dimensional figures regardless of orientation or size.
VASOL.MATH.3.NNS.1c
Math
The student will compare two whole numbers between 0 and 9,999, using symbols (>, <, or = ) and words (greater than, less than, or equal to)
VASOL.MATH.5.NNS.3b
Math
The student will identify and describe the characteristics of even and odd numbers
VASOL.MATH.2.NNS.1c
Math
The student will compare two whole numbers between 0 and 999, using symbols (>, <, or =) and words (greater than, less than, or equal to).
VASOL.MATH.5.PFA.17
Math
The student will describe the relationship found in a number pattern and express the relationship.
VASOL.MATH.2.NNS.4c
Math
The student will recognize even and odd numbers.
VASOL.MATH.4.NNS.3c
Math
The student will compare and order decimals
VASOL.MATH.4.NNS.1b
Math
The student will compare two whole numbers expressed through millions, using symbols (>, <, or = )
VASOL.MATH.1.NNS.1b
Math
The student will group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value.
VASOL.MATH.3.NNS.3c
Math
The student will compare fractions having like and unlike denominators, using words and symbols (>, <, or =)
VASOL.MATH.2.G.16
Math
The student will identify, describe, compare, and contrast plane and solid geometric figures (circle/sphere, square/cube, and rectangle/rectangular prism).
VASOL.MATH.K.NNS.1
Math
The student, given two sets, each containing 10 or fewer concrete objects, will identify and describe one set as having more, fewer, or the same number of members as the other set, using the concept of one-to-one correspondence.

## 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

Reduce the time if the child shows stability

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

I CAN stay stable in an upright position for 3 seconds to select an item.

Timer

Time to finish selecting the side

Disable this if the student feels pressure

• On
• Off

I CAN answer 1 question in 10 sec.

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

Enable or disable game lives

Game lives are the 3 little frogs in the middle of the screen.

• On
• Off

I CAN notice that the frogs

jump in the water when I am wrong.

I CAN play the game with game lives.

Interaction mode

Interaction mode allows teachers to select the action that students should practice on. It can be “Jump” when students jump in order to select the right answer. On the other hand, “Time Delay” allows students to select the right answer without jumping.

• Jump
• Time delay
• Both hands
• One hand

I CAN step left/right and I CAN jump or I CAN stay stable in an upright position for specific time in order to select the correct bubble.

Number of questions

These show the number of questions for each game.

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

I CAN answer 5 questions correctly.

Content language
• English
• Greek
• Spanish
Number mode

Teachers can determine if the comparison will be numeric, qualitative or both (number & quantities).

• Numeral
• Quantity
• Quantity and numeral
• Number - subtraction
• Fractions - same numerator
• Fractions - same denominator
• Decimals to hundredths
• Difference 10
• Difference 100
• Tens - ones
• Ηundreds - tens - ones
• 2D Shapes - edges
• 2D Shapes - vertices
• 3D Shapes - edges
• 3D Shapes - vertices
• 3D Shapes - faces
• Διάκριση λέξεων μιας πρότασης (1-3 λέξεις)

I CAN compare numbers and quantities.

Comparison type

This function allows teachers to choose the comparison type that the student will work on.

• Greater
• Lesser
• Odd
• Even

I CAN choose which number is greater between two numbers.

Audio message
• On
• Off
Numeric range

Adjust the range to match the student’s abilities

• 1 - 9
• 1 - 19
• 10 - 99
• 100 - 999
• 1000 - 9999

I CAN compare two one-digit numbers.

Game type

This option makes it harder to select the right answer as there are smaller difference between quantities and/or numbers or reversed numbers

• Easy
• Hard

I CAN win a game in a hard level.

Various sizes

This option enables various size of the font of the numerals: one piñata has smaller numerals, while the other has larger numerals.

• On
• Off

I CAN choose the «greater» or the «lesser», despite the various size of the font of the numerals.

## Reports Pie chart data

·      This shows statistics of how many times the student gave wrong answers or no answer.

The Time is shown on the top right corner. The teacher can use the time to tell whether the task is challenging enough for the students. Graph data

·      This shows the amount of time the student spent on each question. In this case, the student spent the longest time on question 5 (5,30 s).

The data can help the teacher to see whether there is a certain pattern that the student faces difficulty in finding the right answer. 