RuniRoon

“RuniRoon” is an engaging runner game that helps a student understand visual and/or oral instructions and improve motor coordination. Using their body, the student controls an avatar character of a raccoon that runs along a path in order to collect the correct appearing objects. By making side walking movements, the student helps the running raccoon collect the right objects and avoid obstacles or objects that look quite similar. For example, those that have the same shape but differ in color. When collecting the wrong objects, or hitting on obstacles, the child loses “stamina” and could even run out of lives.

The teacher/therapist can configure the game settings according to the skills of each student by adjusting the velocity of the running raccoon or the duration of the game-play. The teacher/therapist can decide the category of the objects that need to be collected which are the objects that will differ in shape and colors, objects which will be orientation signs as well as numbers which will be greater or lesser than a given one. The teacher can also select whether the visual messages will constantly appear on the screen or not, thus allowing the child to practice memory skills.

Ready to run along the path for collecting as many correct objects as you can?

Supported goals in

Sort objects into categories; count the numbers of objects in each category (limit category counts to be less than or equal to 10).

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.

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.

Classify two-dimensional figures in a hierarchy based on properties.

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.

Correctly name shapes regardless of their orientations or overall size.

Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

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).

Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

Recognizes own name and common signs and labels in the environment.

Recognize right triangles as a category, and identify right triangles. (Two-dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.)

Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. (Two-dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.)

Extend the counting sequence. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Identify and describe shapes (such as squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Correctly name shapes regardless of their orientations or overall size.

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).

Understand place value. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

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.)

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.

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.

Sort objects into categories; count the numbers of objects in each category (limit category counts to be less than or equal to 10).

Recognizes own name and common signs and labels in the environment.

Rote count up to 100

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)

Identify the numeral between 0 and 100 when presented with the name

Add and subtract within 10, demonstrating fluency for addition and subtraction within 5

Correctly name shapes regardless of their orientations or overall size.

Identify factors of whole numbers within 30

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.

Recognize right triangles as a category, and identify right triangles.

Identify and sort objects based on parallelism, perpendicularity, and angle type

Understand place value. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Find all factor pairs for a whole number in the range 1-100.

Identify and describe shapes (such as squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Correctly name shapes regardless of their orientations or overall size.

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.

Extend the counting sequence. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Recognize right triangles as a category, and identify right triangles.

Sort objects into categories; count the numbers of objects in each category (limit category counts to be less than or equal to 10).

Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size.

Determine whether a given whole number in the range 1–100 is prime or composite.

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.

Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

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.

Correctly name shapes regardless of their orientations or overall size.

Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Recognizes own name and common signs and labels in the environment.

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).

Recognize right triangles as a category, and identify right triangles.

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

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.

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.

Recognize and draw triangles, quadrilaterals, pentagons, and hexagons, having specified attributes; recognize and describe attributes of rectangular prisms and cubes.

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.

Count to 150, starting at any number less than 150.

Correctly name squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres regardless of their orientations or overall size.

Read and write numbers, within 1,000, using base-ten numerals, number names, and expanded form

Classify quadrilaterals and triangles based on angle measure, side lengths, and the presence or absence of parallel or perpendicular lines.

Find all factor pairs for whole numbers up to and including 50 to determine if the number is prime or composite.

Classify two-dimensional figures in a hierarchy based on properties.

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.

Correctly name shapes regardless of their orientations or overall size.

Recognizes own name and common signs and labels in the environment.

Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Sort objects into categories; count the numbers of objects in each category (limit category counts to be less than or equal to 10).

Recognize that a whole number is a multiple of each of its factors.

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.

Classify quadrilaterals based on the presence or absence of parallel or perpendicular lines.

Demonstrate addition and subtraction through 20. Demonstrate fluency with addition and related subtraction facts through 10.

Demonstrate fluency with basic multiplication and related division facts of products and dividends through 100.

Extend the number sequence. Count forward by ones to 120 starting at any number.

Recognize right triangles as a category, and identify right triangles.

Recognizes own name and common signs and labels in the environment.

Read, write and represent numbers through 999 using concrete models, standard form, and equations in expanded form.

No supported goals.

Sort objects into categories; count the numbers of objects in each category (limit category counts to be less than or equal to 10).

Recognizes own name and common signs and labels in the environment.

Classify two- dimensional figures by attributes and properties. The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.

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;

Use standard, word, and expanded forms to represent numbers up to 1,200

Use objects, pictures, and expanded and standard forms to represent numbers up to 120

Classify 2 dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of specified sides

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.

The student will recall multiplication facts through the twelves table, and the corresponding division facts.

The student will identify, describe, compare, and contrast plane and solid geometric figures (circle/sphere, square/cube, and rectangle/rectangular prism).

The student will recall addition facts with sums to 20 or less and the corresponding subtraction facts.

The student will identify, describe, and trace plane geometric figures (circle, triangle, square, and rectangle).

The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts.

The student will determine common multiples and factors, including least common multiple and greatest common factor

The student will count from 0 to 100 and write the corresponding numerals.

The student will classify triangles as right, acute, obtuse, equilateral, scalene, or isosceles

Settings

Setting

Options

I CAN statement

Music

Disable/enable background music

Sound effects

Disable/enable sound effects while selecting an item.

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

Select hand

Left
Right

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

Game lives

Enable or disable game lives Game lives are the 3 hearts in the right of the screen.

I CAN notice that the hearts disappear when I am wrong.

I CAN play the game with game lives.

Obstacles

Enable/disable barrels and rocks in order to improve motor planning.

I CAN anticipate the obstacles and avoid colliding with them.

Number of questions

This shows the number of questions for each game/stage.

1 question
2 questions
3 questions
4 questions

I CAN answer 2 questions correctly.

Time per question

Time each question lasts.

1 min
1.5 min
2 mins
2.5 mins
3 mins
3.5 mins
4 mins
4.5 mins
5 mins

I CAN answer questions that last and change every 2 min.

Character speed

Make the game more challenging by changing the speed Adjust the speed according to the need of the child.

Slow
Normal
Fast

I CAN have better full body movement control when collecting items and avoiding obstacles, whilst the RuniRoon runs at a high speed.

Game difficulty

The option of “Game Difficulty” sets the complexity of the stage and adds extra difficulty in collecting the right items that appear at random places that requires good motor control and avoiding the wrongs and the obstacles.

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 audio-visual instructions.

Reports

Pie chart data

· It shows the overall performance (success rate) in quantitative terms, i.e. the number of correct and wrong items collected, the number of items that the student missed to collect and how many times the student did not manage to keep the running raccoon within the path.

· The total duration of the game play is shown as Time on the top right corner of the report.

· In case a student did not manage to complete the game as a result of three crashes on obstacles and/or lack of stamina due to several wrong items collected, a message “Game not completed in full: Out of lives” will appear.

Graph data

In a diagrammatic format when the child does not have good control of the RuniRoon’s movement, an analysis of the path is shown.

· the child’s movement before hitting on an obstacle or collecting wrong item are shown. For example, a diagram can vividly show snapshot of the gameplay when the child managed to drive the running raccoon to the collect the correct item at the center (green square with the blue triangle) but changed direction thus hitting an obstacle (see orange square with the rock).

· Similarly, a diagram can show when the child did not manage to keep the RuniRoon in the path but it crashed at the boundaries and/or collected wrong items.

Supported goals in

Settings

Setting

Options

I CAN statement

Reports

NAVIGATE

EXPLORE

KINEMS

NEED HELP?

RuniRoon

Supported goals in Common CoreCaliforniaFloridaNevadaNew YorkNorth CarolinaPennsylvaniaSouth CarolinaTenesseeTexasVirginia

Settings

Setting

Options

I CAN statement

Reports

NAVIGATE

EXPLORE

KINEMS

NEED HELP?

CONNECT WITH US

Supported goals in