### Tika Bubble

“Tika Bubble” is a picture card match game that pairs items that are related, e.g. fruits and their colors, numbers and quantities, uniforms and professions, lowercase and capital letters, 2D shapes and real images, fractions and visual representations, and so on.

The student enters an imaginary world of a “tribe”, viewing items captured in bubbles at the left and right sides of a totem. The student must recognize the pairs of related items, grab the corresponding bubbles at each side of the totem and bang them simultaneously at the spikes located in the center of the totem. This unique game helps the student to improve eye-hand coordination for both sides of the upper body, which is an indication that both sides of the brain are communicating and sharing information with each other.

The teacher/therapist can choose among libraries of related items thus providing experience with both visual perception, linguistic development and matching concepts and skills.

Let's start banging bubbles with both hands!

## Supported goals in Common CoreCaliforniaFloridaNevadaNew YorkNorth CarolinaPennsylvaniaSouth CarolinaTenesseeTexasVirginia

CCSS.MATH.CONTENT.4.NF.C.6
Math
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
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.2.MD.C.8
Math
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
CCSS.MATH.CONTENT.K.G.B.4
Math
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
CCSS.MATH.CONTENT.3.NBT.A.1
Math
Use place value understanding to round whole numbers to the nearest 10 or 100.
CCSS.ELA-LITERACY.RF.K.1.D
ELA
Recognize and name all upper- and lowercase letters of the alphabet.
CCSS.MATH.CONTENT.K.G.A.3
Math
Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
CCSS.ELA-LITERACY.L.K.5.A
ELA
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
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.1
Math
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
CCSS.MATH.CONTENT.K.CC.A.3
Math
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
CCSS.MATH.CONTENT.PK.CC.3.a
Math
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
CCSS.MATH.CONTENT.K.CC.B.4.A
Math
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
CCSS.MATH.CONTENT.3.NF.A.3.C
Math
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
CCSS.ELA-LITERACY.RF.PK.2.b
ELA
Recognize and match words that rhyme or identical picture words
CCSS.ELA-LITERACY.L.K.2.D
ELA
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
CCSS.ELA-LITERACY.RF.K.2.A
ELA
Recognize and produce rhyming words.
CCSS.MATH.CONTENT.K.G.A.2
Math
Correctly name shapes regardless of their orientations or overall size.
CCSS.ELA-LITERACY.RF.PK.1.d
ELA
Recognize and name some upper /lowercase letters of the alphabet, especially those in own name.
CCSS.MATH.CONTENT.3.NF.A.3.B
Math
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
CCSS.MATH.CONTENT.4.NBT.A.3
Math
Use place value understanding to round multi-digit whole numbers to any place.
CCSS.MATH.CONTENT.PK.G.1b
Math
Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes, using informal language to describe their similarities, differences, and other attributes (e.g., color, size, and shape).
CCSS.MATH.CONTENT.K.G.B.5
Math
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
CA.MATH.4.NF.6
Math
Understand decimal notation for fractions, and compare decimal fractions. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
CA.MATH.3.NF.3c
Math
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)
CA.MATH.K.CC.3
Math
Know number names and the count sequence. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
CA.MATH.K.G.2
Math
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.
CA.MATH.K.G.5
Math
Analyze, compare, create, and compose shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
CA.MATH.K.G.4
Math
Analyze, compare, create, and compose shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
CA.MATH.2.MD.8
Math
Work with time and money. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ (dollars) and ¢ (cents) symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
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.3.NF.1b
Math
Develop understanding of fractions as numbers. Understand a fraction a/b as the quantity formed by a parts of size 1/b. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)
CA.MATH.3.NF.3b
Math
Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3), Explain why the fractions are equivalent, 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.3.NF.1a
Math
Develop understanding of fractions as numbers. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts;
CA.MATH.4.NBT.3
Math
Generalize place value understanding for multi-digit whole numbers. Use place value understanding to round multi-digit whole numbers to any place. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.)
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.ELA.K.L.5a
ELA
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
CA.ELA.K.RF.2a
ELA
Recognize and produce rhyming words.
CA.ELA.K.RF.1d
ELA
Recognize and name all upper- and lowercase letters of the alphabet.
CA.MATH.3.NBT.1
Math
Use place value understanding and properties of operations to perform multi-digit arithmetic. Use place value understanding to round whole numbers to the nearest 10 or 100.
OEL.FL.MATH.PK.G.1b
Math
Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes, using informal language to describe their similarities, differences, and other attributes (e.g., color, size, and shape).
OEL.FL.MATH.PK.CC.3.a
Math
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
OEL.FL.ELA.PK.RF.1.d
ELA
Recognize and name some upper /lowercase letters of the alphabet, especially those in own name.
OEL.FL.ELA.PK.RF.2.b
ELA
Recognize and match words that rhyme.
LAFS.K.RF.2.AP.2b
ELA
Recognize rhyming words.
MAFS.3.NF.1.1a
Math
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts;.
MAFS.K.G.1.AP.3a
Math
Identify shapes as two-dimensional (lying flat) or three-dimensional (“solid”)
MAFS.3.NF.1.AP.1c
Math
Identify the fraction that matches the representation of partitioned rectangles and circles into halves, fourths, thirds, and eighths
LAFS.K.L.3.AP.5c
ELA
With guidance and support, use newly acquired words in real‐life context.
LAFS.K.RF.1.AP.1g
ELA
Identify or name uppercase letters of the alphabet.
MAFS.3.NF.1.3b
Math
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 =2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
MAFS.1.MD.2.a.a
Math
Identify and combine values of money in cents up to one dollar working with a single unit of currency. Identify the value of coins (pennies, nickels, dimes, quarters).
MAFS.K.CC.1.AP.3c
Math
Write or select the numerals 1–10
MAFS.K.CC.2.4a
Math
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
MAFS.3.NF.1.1b
Math
Understand a fraction a/b as the quantity formed by a parts of size 1/b.
LAFS.K.RF.2.2a
ELA
Recognize and produce rhyming words.
MAFS.K.G.2.4
Math
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
MAFS.3.NF.1.3c
Math
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
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.K.G.2.AP.4a
Math
Recognize two-dimensional shapes in environment, regardless or orientation or size
MAFS.4.NF.3.AP.6b
Math
Match a fraction (with a denominator of 10 or 100) with its decimal equivalent (5/10 = 0.5)
MAFS.K.G.1.AP.2a
Math
Recognize two-dimensional shapes (e.g., circle, square, triangle, rectangle), regardless of orientation or size
MAFS.4.NF.3.AP.7a
Math
Use =, <, or > to compare two decimals (decimals in multiples of .10)
MAFS.4.NBT.1.AP.3a
Math
Use a hundreds chart or number line to round to any place (i.e., ones, tens, hundreds, thousands)
MAFS.3.NBT.1.AP.1a
Math
Use place value to round to the nearest 10 or 100
LAFS.K.RF.1.AP.1h
ELA
Identify or name lowercase letters of the alphabet.
MAFS.K.G.2.5
Math
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
MAFS.K.G.2.AP.5a
Math
Build three-dimensional shapes
NVAC.ELA.K.RF.1d
ELA
Recognize and name all upper- and lowercase letters of the alphabet.
NVAC.ELA.K.L.5a
ELA
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
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.3.NBT.A.1
Math
Use place value understanding and properties of operations to perform multi-digit arithmetic. Use place value understanding to round whole numbers to the nearest 10 or 100.
NVAC.MATH.K.G.B.5
Math
Analyze, compare, create, and compose shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
NVAC.MATH.K.G.A.2
Math
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.
NVAC.MATH.2.MD.C.8
Math
Work with time and money. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ (dollars) and ¢ (cents) symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
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.4.NBT.A.3
Math
Generalize place value understanding for multi-digit whole numbers. Use place value understanding to round multi-digit whole numbers to any place. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.)
NVAC.MATH.3.NF.A.3b
Math
Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3), Explain why the fractions are equivalent, 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.ELA.K.RF.2a
ELA
Recognize and produce rhyming words.
NVAC.ELA.K.L.2c
ELA
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
NVAC.MATH.K.G.B.4
Math
Analyze, compare, create, and compose shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
NVAC.MATH.3.NF.A.1a
Math
Develop understanding of fractions as numbers. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts
NVAC.ELA.K.L.1a
ELA
Print many upper- and lowercase letters.
NVAC.MATH.3.NF.A.1b
Math
Develop understanding of fractions as numbers. Understand a fraction a/b as the quantity formed by a parts of size 1/b. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)
NVAC.MATH.K.CC.A.3
Math
Know number names and the count sequence. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
NVAC.MATH.4.NF.C.6
Math
Understand decimal notation for fractions, and compare decimal fractions. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
NVAC.MATH.3.NF.A.3c
Math
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)
NY.MATH.K.CC.3
Math
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
NY.ELA.K.L.5a
ELA
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
NY.ELA.K.L.1a
ELA
Print many upper- and lowercase letters.
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.4.NF.6
Math
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
NY.MATH.K.G.4
Math
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
NY.MATH.3.NF.3b
Math
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
NY.MATH.2.MD.8
Math
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \
NY.MATH.4.NBT.3
Math
Use place value understanding to round multi-digit whole numbers to any place.
NY.ELA.K.RF.1d
ELA
Recognize and name all upper- and lowercase letters of the alphabet.
NY.MATH.3.NBT.1
Math
Use place value understanding to round whole numbers to the nearest 10 or 100.
NY.MATH.PK.G.1b
Math
Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes, using informal language to describe their similarities, differences, and other attributes (e.g., color, size, and shape).
NY.MATH.K.G.5
Math
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
NY.MATH.3.NF.1b
Math
Understand a fraction a/b as the quantity formed by a parts of size 1/b.
NY.ELA.PK.RF.1.d
ELA
Recognize and name some upper /lowercase letters of the alphabet, especially those in own name.
NY.ELA.K.RF.2a
ELA
Recognize and produce rhyming words.
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.3.NF.1a
Math
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts.
NY.MATH.3.NF.3c
Math
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
NY.MATH.PK.CC.3.a
Math
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
NY.ELA.PK.RF.2.b
ELA
Recognize and match words that rhyme.
NY.MATH.K.G.2
Math
Correctly name shapes regardless of their orientations or overall size.
NC.MATH.K.G.2
Math
Correctly name squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres regardless of their orientations or overall size.
NC.MATH.3.NF.3b
Math
Represent equivalent fractions with area and length models by explaining that a fraction with the same numerator and denominator equals one whole.
NC.MATH.3.NF.1b
Math
Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts; Represent and identify unit fractions using area and length models.
NC.MATH.4.NF.6
Math
Use decimal notation to represent fractions. Express, model and explain the equivalence between fractions with denominators of 10 and 100. Use equivalent fractions to add two fractions with denominators of 10 or 100. Represent tenths and hundredths with models, making connections between fractions and decimals.
NC.MATH.2.MD.8
Math
Solve word problems involving: Quarters, dimes, nickels, and pennies within 99¢, using ¢ symbols appropriately, Whole dollar amounts, using the \$ symbol appropriately.
NC.MATH.K.CC.3
Math
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20, with 0 representing a count of no objects.
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.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.K.G.5
Math
Model shapes in the world by: 1. Building and drawing triangles, rectangles, squares, hexagons, circles. 2. Building cubes, cones, spheres, and cylinders.
NC.MATH.3.NF.3c
Math
Represent equivalent fractions with area and length models by expressing whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
NC.ELA.K.L.5a
ELA
Sort common objects into categories to gain a sense of the concepts the categories represent.
NC.MATH.K.G.4
Math
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, attributes and other properties.
NC.ELA.K.RF.3a
ELA
Recognize and produce rhyming words.
NC.ELA.K.RF.1d
ELA
Recognize and name all upper- and lowercase letters of the alphabet.
NC.MATH.3.NF.1a
Math
Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts; Explain that a unit fraction is one of those parts.
PA.CC.MATH.PK.CC.3.a
Math
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
PA.CC.MATH.3.NBT.A.1
Math
Use place value understanding to round whole numbers to the nearest 10 or 100.
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.4.NBT.A.3
Math
Use place value understanding to round multi-digit whole numbers to any place.
PA.CC.MATH.K.G.A.3
Math
Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
PA.CC.MATH.K.CC.B.4.A
Math
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
PA.CC.MATH.2.MD.C.8
Math
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
PA.CC.ELA-LITERACY.L.K.5.A
ELA
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
PA.CC.MATH.4.NF.C.6
Math
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
PA.CC.ELA-LITERACY.RF.PK.1.d
ELA
Recognize and name some upper /lowercase letters of the alphabet, especially those in own name.
PA.CC.MATH.3.NF.A.3.C
Math
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
PA.CC.ELA-LITERACY.RF.K.2.A
ELA
Recognize and produce rhyming words.
PA.CC.MATH.K.G.B.4
Math
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
PA.CC.MATH.K.G.A.2
Math
Correctly name shapes regardless of their orientations or overall size.
PA.CC.MATH.PK.G.1b
Math
Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes, using informal language to describe their similarities, differences, and other attributes (e.g., color, size, and shape).
PA.CC.ELA-LITERACY.L.K.2.D
ELA
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
PA.CC.ELA-LITERACY.RF.K.1.D
ELA
Recognize and name all upper- and lowercase letters of the alphabet.
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.ELA-LITERACY.RF.PK.2.b
ELA
Recognize and match words that rhyme or identical picture words
PA.CC.MATH.3.NF.A.3.B
Math
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
PA.CC.MATH.K.CC.A.3
Math
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
PA.CC.MATH.3.NF.A.1
Math
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
PA.CC.MATH.K.G.B.5
Math
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
SC.MATH.K.NS.3
Math
Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral.
SC.MATH.4.NSF.6
Math
Write a fraction with a denominator of 10 or 100 using decimal notation, and read and write a decimal number as a fraction
SC.MATH.3.NSF.1a
Math
Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as numbers. A fraction 1/b (called a unit fraction) is the quantity formed by one part when a whole is partitioned into b equal parts.
SC.MATH.K.G.4
Math
Analyze and compare two- and three-dimensional shapes of different sizes and orientations using informal language.
SC.MATH.2.MDA.7
Math
Solve real-world/story problems involving dollar bills using the \$ symbol or involving quarters, dimes, nickels, and pennies using the ¢ symbol.
SC.ELA.PK.RF.1.d
ELA
Recognize and name some upper /lowercase letters of the alphabet, especially those in own name.
SC.MATH.3.NSF.2b
Math
Fraction equivalence can be represented using set, area, and linear models.
SC.MATH.K.G.2
Math
Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere).
SC.MATH.3.NSF.2c
Math
Whole numbers can be written as fractions (e.g., 4 = 4/1 and 1 = 4/4).
SC.ELA.K.RL.LCS.10.6
ELA
With guidance and support, use words and phrases acquired through talk and text; explore nuances of words and phrases.
SC.MATH.3.NSF.1b
Math
Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as numbers. A fraction a/b is the quantity formed by a parts of size 1/b.
SC.MATH.3.NSBT.2
Math
Add and subtract whole numbers fluently to 1,000 using knowledge of place value and properties of operations.
SC.MATH.4.NSBT.3
Math
Use rounding as one form of estimation and round whole numbers to any given place value.
SC.ELA.K.RL.P.2.1
ELA
Recognize and produce rhyming words.
SC.ELA.PK.RF.2.b
ELA
Recognize and match words that rhyme.
SC.MATH.4.NSF.7
Math
Compare and order decimal numbers to hundredths, and justify using concrete and visual models.
SC.ELA.K.RL.P.1.4
ELA
Recognize and name all upper- and lowercase letters of the alphabet.
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.PK.G.1b
Math
Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes, using informal language to describe their similarities, differences, and other attributes (e.g., color, size, and shape).
SC.MATH.PK.CC.3.a
Math
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
No supported goals.
TEKS.MATH.PK.G.1b
Math
Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes, using informal language to describe their similarities, differences, and other attributes (e.g., color, size, and shape).
TEKS.MATH.PK.CC.3.a
Math
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
TEKS.ELARPK.RF.2.b
ELA
Recognize and match words that rhyme.
TEKS.ELAR.K.2.A.i
ELA
Identifying and producing rhyming words.
TEKS.MATH.4.2.G
Math
Relate decimals to fractions that name tenths and hundredths.
TEKS.MATH.3.3.C
Math
Explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal pats where b is a non-zero whole number
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.4.2.E
Math
Represent decimals, including tenths and hundredths, using concrete and visual models and money.
TEKS.ELARPK.RF.1.d
ELA
Recognize and name some upper /lowercase letters of the alphabet, especially those in own name.
TEKS.MATH.3.3.G
Math
Explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model.
TEKS.ELAR.K.3.C
ELA
Identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.
TEKS.MATH.3.4.B
Math
Round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems
TEKS.MATH.4.2.F
Math
Compare and order decimals using concrete and visual models to the hundredths.
TEKS.ELAR.K.2.D.v
ELA
Identifying all uppercase and lowercase letters.
TEKS.MATH.K.2.B
Math
Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures.
TEKS.MATH.K.2.C
Math
Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order.
TEKS.MATH.2.5.B
Math
Use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.
VASOL.MATH.4.NNS.3c
Math
The student will compare and order decimals
VASOL.MATH.4.NNS.1c
Math
The student will round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand
VASOL.MATH.3.NNS.3b
Math
The student will model fractions (including mixed numbers) and write the fractions’ names.
VASOL.MATH.2.NNS.3a
Math
The student will identify the parts of a set and/or region that represent fractions for halves, thirds, fourths, sixths, eighths, and tenths.
VASOL.MATH.2.NNS.1b
Math
The student will round two-digit numbers to the nearest ten.
VASOL.MATH.K.G.11a
Math
The student will identify, describe, and trace plane geometric figures (circle, triangle, square, and rectangle).
VASOL.MATH.K.NNS.2c
Math
The student, given a set containing 15 or fewer concrete objects, will select the corresponding numeral from a given set of numerals.
VASOL.ELA.1.RD.3a
ELA
The student will create rhyming words.
VASOL.MATH.3.NNS.1b
Math
The student will round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand.
VASOL.MATH.4.NNS.3d
Math
The student will given a model, write the decimal and fraction equivalents
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.M.10b
Math
The student will correctly use the cent symbol (¢), dollar symbol (\$), and decimal point (.).
VASOL.MATH.4.CE.5b
Math
The student will add and subtract fractions having like and unlike denominators that are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fractions, using common multiples and factors
VASOL.MATH.1.M.7b
Math
The student will determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less.
VASOL.ELA.K.RD.6a
ELA
The student will identify and name the capital and lowercase letters of the alphabet.
VASOL.MATH.K.M.7
Math
The student will recognize a penny, nickel, dime, and quarter and will determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less.
VASOL.MATH.1.G.13
Math
The student will construct, model, and describe objects in the environment as geometric shapes (triangle, rectangle, square, and circle) and explain the reasonableness of each choice.
VASOL.ELA.K.RD.7c
ELA
The student will use vocabulary from other content areas.
VASOL.MATH.1.G.12
Math
The student will identify and trace, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to number of sides, vertices, and right angles.
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).

## 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

The child uses both hands in this game.

Help a student in hand movement synchronicity from the sides to the centre.

• Left
• Right

I CAN move two objects with both hands as coordinated as possible.

Time to select item

Time to remain stable to select an item.

Reduce the time if the child shows arm stability.

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

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

Interaction mode

Interaction mode allows teachers to select the action that students should practice on. It can be Grab and move when students grab an item (or items) and move it toward the totem’s spikes, Grab when the student only grab the item, Delay and move when students select an item (or items) without grabbing and move it toward the totem’s spikes and Delay only allows students to select an item without grabbing.

• Grab and move
• Grab only
• Delay and move
• Delay only

I CAN grab and move 1 item.

I CAN grab and move a pair at a time.

I CAN pick an item without grabbing.

I CAN develop coordination and synchronization of hands with great/ limited accuracy.

Game lives

Enable or disable game lives.

• On
• Off

I CAN notice that game lives decrease when I am wrong.

Timer

Time to finish pairing items

Disable this is if the student feels pressure.

• On
• Off

I CAN drag two objects towards the totem spikes using both hands within e.g. 2 min time limit.

Timer value
• 1 min
• 1.5 mins
• 2 mins
• 2.5 mins
• 3 mins
• 3.5 mins
• 4 mins
• 4.5 mins
• 5 mins
Content language
• English
• Greek
• Spanish
Number of items

This shows how many items that the students have to pair.

• 4 items
• 6 items
• 8 items

I CAN pair up to 4 items.

I CAN pair up to 6 items using both hands.

Items 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 objects, letters, rhymes, math concepts (whole numbers, fractions, decimals), shapes and currency.

• 2D Shapes - 3D shapes
• 2D Shapes with differences
• 2D Shapes - real objects
• 3D Shapes - real objects
• English alphabet
• Greek alphabet
• Object - object part
• Numbers - quantities
• Sport - object
• Dollar
• Euro
• Pound
• Convert decimals to fractions (denominators of 100)
• Convert decimals to fractions (denominators of 10)
• Διάκριση αρχικού φωνήματος (2Σ Λέξεις)
• Διάκριση αρχικού φωνήματος (3Σ Λέξεις)
• Διάκριση αρχικού φωνήματος (Πολ/βες Λέξεις)
• easter
• Job - object
• Same 2D Shapes
• Same 3D Shapes
• Equivalent fractions
• Whole numbers - fractions
• Fractions - visual fraction models
• Unit fractions - visual fraction models
• Fruits - product
• Fruits - color
• Halloween
• Vegetables - color
• Rhyming images (English)
• Rhyming words (English)
• Round 2-digit integer to the nearest ten
• Round 3-digit integer to the nearest hundred
• Round 3-digit integer to the nearest ten
• Round 4-digit Integer to the nearest hundred
• Round each decimal number to the nearest tenth
• Sort 2D - 3D shapes
• Object associations
• Match decimals with mixed fractions
• Food - animal
• Christmas
• Animal - product
• Animals - home
• Animals - color

I CAN match items that are related.

I CAN match quantities to numbers.

I CAN practise with letters and rhymes.

I CAN understand currency.

## Reports

Pie chart data

·      This shows statistics of how many times the student tried to match the pairs together.

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

Table data

·      The data shows items that were displayed on the screen both Left and Right columns

·      It also shows the Matched pair which the student completed during the game, the Time to complete, and whether it is Correct or not.

·      This can be used to evaluate how long it takes for a child to complete matching tasks by comparing between different categories

·      This can be used to observe error patterns that the student made.

There are categories specific for Number sense and Early literacy skills.

Table data

·      This table shows the amount of time the student spent on grabbing an item with each hand. It shows different times between left hand (top bar) and right hand (bottom bar). It is clear that this student took a longer time trying to grab an item using his left hand compared to his right hand.

·      If the student spent an excessive amount of time on an item, identify whether it is from the hand movement or the academic skills.

If focusing solely on motor skills, teachers should choose an easier cognitive category such as colours.