Space Motif

In the game “Space Motif” planets and space objects that differ by color or shape are scattered on the screen. The child is asked to recognize a given pattern and repeat it by carefully moving the planets and space objects into a tube. The child needs to develop good eye-hand coordination skills in order to avoid collisions between the planet which is being moved and the others that exist on the screen.

The teacher/therapist can make game quite challenging by setting time limits and/or adding an extra obstacle in the form of black hole which can pull down a planet or space object that hits on it. The level of complexity of the patterns can be adapted to the level of the player by choosing the appropriate game settings.

Are you ready to arrange planets and space objects in a specific order?

Supported goals in

CCSS.MATH.CONTENT.4.OA.C.5
Math
Grade: 4
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
CA.MATH.4.OA.5
Math
Grade: 4
Generate and analyze patterns. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
MAFS.4.OA.3.5
Math
Grade: 4
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
NVAC.MATH.4.OA.C.5
Math
Grade: 4
Generate and analyze patterns. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
NY.MATH.4.OA.5
Math
Grade: 4
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
NC.MATH.4.OA.5
Math
Grade: 4
Generate and analyze a number or shape pattern that follows a given rule.
SC.MATH.4.ATO.5
Math
Grade: 4
Generate a number or shape pattern that follows a given rule and determine a term that appears later in the sequence.
No supported goals.
VASOL.MATH.K.PFA.16
Math
Grade: K
The student will identify, describe, and extend repeating patterns.
VASOL.MATH.K.PFA.15
Math
Grade: K
The student will sort and classify objects according to attributes.
VASOL.MATH.1.PFA.17
Math
Grade: 1
The student will recognize, describe, extend, and create a wide variety of growing and repeating patterns.
VASOL.MATH.4.PFA.15
Math
Grade: 4
The student will recognize, create, and extend numerical and geometric patterns.
VASOL.MATH.2.PFA.20
Math
Grade: 2
The student will identify, create, and extend a wide variety of patterns.

Settings

Setting

Options

I CAN statement

Music

Disable/enable background music.

  • On
  • Off
Sound effects

Disable/enable sound effects.

  • On
  • Off

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

Select hand
  • Left
  • Right

I CAN move an object with my left hand.

Time to select item

Time to remain stable to select an object.

Reduce the time if the child shows arm stability.

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

I CAN hold my right hand still for 3 seconds to an item.

Interaction mode
  • Grab and move
  • Grab only
  • Delay and move
  • Delay only
Black hole

The black hole is moving up and down near the tube. It will collide with the object.

  • Off
  • Moving
  • Steady

I CAN move or pause my movement to avoid crashing with the moving black hole to improve motor planning.

Black hole speed

Make the game more challenging by changing the speed.

Adjust the speed according to the need of the child. 

  • 1 sec
  • 1.5 secs
  • 2 secs
  • 2.5 secs
  • 3 secs
  • 3.5 secs
  • 4 secs
  • 4.5 secs
  • 5 secs

I CAN move my object away from the black hole.

I CAN plan the movement of my object to avoid the black hole.

I CAN anticipate the movement of the black hole.

Timer

Time to finish recreating the replica patterns.

  • On
  • Off

I CAN place objects in the tube in 4 minutes. 

Timer value
  • 1 min
  • 1.5 mins
  • 2 mins
  • 2.5 mins
  • 3 mins
  • 3.5 mins
  • 4 mins
  • 4.5 mins
  • 5 mins
Items collision

Disable this to stop objects from colliding with one another and making the eye-hand coordination activities less challenging.

  • On
  • Off

I CAN start again if my object collided.

I CAN perform accurate hand movement by enabling/disabling crashes/collisions among objects.

Content language
  • English
  • Greek
  • Spanish
Motif items

Decide which pattern the student needs to follow and creates the replica

  • Colors
  • Shapes
  • Colors and shapes

I CAN distinguish colours or/and shapes in a motif. 

Game mode
  • Fill all positions (repeating pattern)
  • Fill all positions (growing pattern)
  • Fill end positions
  • Fill middle/end positions
Motif length

The teacher can decide upon the number of items in a pattern. The bigger number of items the more challenging the exercise becomes

  • 2 items
  • 3 items
  • 4 items

I CAN recognize motifs of 2/3/4 space objects.

Reports

Pie chart data

The Level of the game is shown on the left and the Time is on the right.

The selected settings show whether the task is more or less challenging for the students.

The teacher can monitor the Time that the student spent during each session.

The data shows the Motif that the student has to make a replica

It will show items that the student wrongly selected.

The teacher can identify patterns that repeatedly happened during sessions.