### Sea Formuli

In the “Sea Formuli” game, a student is asked to discover the missing factor or operator in an equation relating three numbers. By making movements of both hands together, the student needs to move the jellyfish with the correct number or operator into the empty basket thus filling-in the equation.

This game promotes algebraic thinking. The teacher can choose whether the child will solve problems when a number is missing from a specific operation with numbers within a given numeric range for example, 0-20. The teacher can set the operant (addition, subtraction, etc.) to be missing so that the student will need to identify how the three numbers are related. The teacher/therapist can also adjust the timer for the completion of the problem-solving task.

This game fosters immersion in the game and engagement as students can see their own real image in the game scenery. Also, the teacher can choose whether the child will make movements of both hands together thus promoting bilateral coordination or the student will practice hand movement (with grab & move or time-delay) from the top to bottom thus strengthening concentration and high-low hand movement efficiency.

Are you ready to dive into the sea and drive the jellyfishes to the empty baskets?

## Supported goals in Common CoreCaliforniaFloridaNevadaNew YorkNorth CarolinaPennsylvaniaSouth CarolinaTenesseeTexasVirginia

CCSS.MATH.CONTENT.3.OA.A.4
Math
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
CCSS.MATH.CONTENT.1.NBT.C.6
Math
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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.
CCSS.MATH.CONTENT.K.OA.A.3
Math
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
CCSS.MATH.CONTENT.1.OA.D.8
Math
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
CCSS.MATH.CONTENT.1.OA.B.4
Math
Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.
CCSS.MATH.CONTENT.K.OA.A.5
Math
Fluently add and subtract within 5.
CA.MATH.K.OA.3
Math
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
CA.MATH.1.OA.8
Math
Work with addition and subtraction equations. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ＿ – 3, 6 + 6 = ＿.
CA.MATH.3.OA.4
Math
Represent and solve problems involving multiplication and division. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __÷ 3, 6 × 6 = ?.
CA.MATH.1.NBT.6
Math
Use place value understanding and properties of operations to add and subtract. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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.
CA.MATH.1.OA.4
Math
Understand and apply properties of operations and the relationship between addition and subtraction. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
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.
MAFS.1.NBT.3.AP.6a
Math
Using base ten blocks, subtract multiples of 10 (e.g., 30 – 10 = )
MAFS.K.OA.1.AP.5a
Math
Add to find sums within 5
MAFS.K.OA.1.AP.aa
Math
Use objects to solve word problems related to addition and subtraction that involve unknowns and quantities up to 5
MAFS.3.OA.1.AP.4a
Math
Find the unknown number in a multiplication equation
MAFS.1.OA.2.AP.4a
Math
Recognize subtraction as the inverse of addition
MAFS.1.OA.4.AP.8a
Math
Find the unknown number in an addition or subtraction equation using whole number totals within 10
MAFS.K.OA.1.AP.5b
Math
Subtract to find difference within 5
NVAC.MATH.3.OA.A.4
Math
Represent and solve problems involving multiplication and division. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __÷ 3, 6 × 6 = ?.
NVAC.MATH.1.OA.B.4
Math
Understand and apply properties of operations and the relationship between addition and subtraction. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
NVAC.MATH.K.OA.A.3
Math
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
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.1.NBT.C.6
Math
Use place value understanding and properties of operations to add and subtract. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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.
NVAC.MATH.1.OA.D.8
Math
Work with addition and subtraction equations. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ＿ – 3, 6 + 6 = ＿.
NY.MATH.1.OA.4
Math
Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
NY.MATH.K.OA.3
Math
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
NY.MATH.1.NBT.6
Math
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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.
NY.MATH.1.OA.8
Math
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?.
NY.MATH.K.OA.5
Math
Fluently add and subtract within 5.
NY.MATH.3.OA.4
Math
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ?.
NC.MATH.K.OA.3
Math
Decompose numbers less than or equal to 10 into pairs in more than one way using objects or drawings, and record each decomposition by a drawing or expression
NC.MATH.K.OA.5
Math
Demonstrate fluency with addition and subtraction within 5.
NC.MATH.1.OA.4
Math
Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem.
NC.MATH.1.NBT.6
Math
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90, explaining the reasoning, using: Concrete models and drawings, Number lines, Strategies based on place value, Properties of operations, The relationship between addition and subtraction
NC.MATH.1.OA.8
Math
Determine the unknown whole number in an addition or subtraction equation involving three whole numbers.
PA.CC.MATH.3.OA.A.4
Math
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
PA.CC.MATH.K.OA.A.3
Math
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
PA.CC.MATH.1.OA.B.4
Math
Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.
PA.CC.MATH.1.OA.D.8
Math
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
PA.CC.MATH.1.NBT.C.6
Math
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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.
PA.CC.MATH.K.OA.A.5
Math
Fluently add and subtract within 5.
SC.MATH.1.ATO.4
Math
Understand subtraction as an unknown addend problem.
SC.MATH.K.ATO.5
Math
Add and subtract fluently within 5.
SC.MATH.K.ATO.3
Math
Compose and decompose numbers up to 10 using objects, drawings, and equations.
SC.MATH.1.ATO.8
Math
Determine the missing number in addition and subtraction equations within 20.
SC.MATH.3.ATO.4
Math
Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is a missing factor, product, dividend, divisor, or quotient.
SC.MATH.1.NSBT.6
Math
Subtract a multiple of 10 from a larger multiple of 10, both in the range 10 to 90, using concrete models, drawings, and strategies based on place value.
No supported goals.
TEKS.MATH.1.3.C
Math
Compose 10 with two or more addends with and without concrete objects
TEKS.MATH.K.2.I
Math
Compose and decompose numbers up to 10 with objects and pictures.
TEKS.MATH.1.3.B
Math
Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3;
TEKS.MATH.3.5.D
Math
Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product.
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.1.PFA.18
Math
The student will demonstrate an understanding of equality through the use of the equal sign.
VASOL.MATH.K.CE.6
Math
The student will model adding and subtracting whole numbers, using up to 10 concrete objects.
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.

## 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 jellyfish.

Select hand
• Left
• Right

I CAN move a jellyfish with my left hand.

Time to select item

Time to remain stable to select a jellyfish.

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 jellyfish within the time limit.

I CAN finish the task on time.

Timer value
• 10 secs
• 20 secs
• 30 secs
• 40 secs
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.

Content language
• English
• Spanish
• Greek
Total questions

Set how many questions you want the students to practice.

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

I CAN answer 5 questions about subtraction.

I CAN stay focused for 10 questions.

Interaction mode

Interaction mode allows teachers to select the action that students should practice on. It can be Grab and move when students grab a jellyfish and move it into the correct basket, Grab when the student only grabs the jellyfish, Delay and move when students select a jellyfish without grabbing and move it into the correct basket, Delay only when students select a jellyfish without grabbing, Push with one hand when students push a jellyfish and direct it to the correct basket and Push with both hands allows students to push and direct the jellyfish with his both hands.

• Grab and move
• Grab only
• Delay and move
• Delay only
• Push with one hand
• Push with both hands

I CAN understand that I CAN grab and move my selected answer to the right spot.

Missing Item

Set the missing item you want the students to mentally calculate.

• Number
• Operator
• Fraction
• Fraction natural
• Decimal
• Decimal natural

I CAN perform mental math.

Operation

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.

• Easy
• Hard

I CAN perform addition operations using the enumeration strategy.

Place Value
• On
• Off
Range
• 1 to 5
• 1 to 10
• 1 to 20
• 1 to 100
• 1 to 1000
Reverse sign

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

• On
• Off

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

multiples_of_ten
• On
• Off

I CAN perform operations using multiples of 10.

## Reports

Pie chart data

This shows statistics on the number of questions that a child completed correctly, the number of wrongly answered questions as well as the number of unanswered questions. Also, we can see the total time spent while playing the game.

Graph data

·      This shows the amount of time the student spent on each equation.

·      The educator/teacher can see the student’s answer at each specific question which might reveal possible misconceptions and certain patterns of cases where that the student faces difficulties.