### Yeti Jump

In the game "Yeti Jump" the student must choose the correct image among two displayed images in response to question presented both visually and in audio in ice cubes that appear at the top of the screen in an imaginary ice world.  The student can move left or right on the ice trail, trying to place himself under the correct answer and jump under the correct image answer within the ice cube.  The student is represented by a Yeti avatar.

The two images display objects that differ in terms of specific attributes (taller, longer, thicker, etc.) or in terms of quantity. The student/Yeti has to jump one, two, or three times (depends on the settings), in order to break the ice cubes and reveal the correct image. Once correct, the Yeti walks over the ice path to collect a trophy.

The teacher can choose among two content categories: comparison by attributes or comparison by quantities. The teacher also sets the number of jumps that the child needs to make (up to three), depending on the child’s abilities and persistence.

This game is ideal for improving student’s critical thinking and mathematical vocabulary development related to concepts such as “big, small, short, tall”, etc., improving attention to audio-visual stimuli and reinforcing visual-motor coordination, side walking and balance.

Are you ready to help the Yeti find its path on the ice?

## Supported goals in Common CoreCaliforniaFloridaNevadaNew YorkNorth CarolinaSouth CarolinaTenesseeVirginia

CCSS.MATH.CONTENT.K.MD.A.1
Math
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
CCSS.MATH.CONTENT.K.G.A.1
Math
Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
CCSS.MATH.CONTENT.3.MD.B.3
Math
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
CCSS.MATH.CONTENT.2.MD.A.3
Math
Estimate lengths using units of inches, feet, centimeters, and meters.
CCSS.MATH.CONTENT.2.MD.A.1
Math
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
CCSS.MATH.CONTENT.K.MD.A.2
Math
Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
CCSS.MATH.CONTENT.5.OA.A.2
Math
Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
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.3.OA.A.2
Math
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
CCSS.MATH.CONTENT.2.OA.C.4
Math
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
CCSS.MATH.CONTENT.3.OA.A.1
Math
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
CCSS.MATH.CONTENT.4.MD.A.1
Math
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
CCSS.MATH.CONTENT.K.CC.B.4.C
Math
Understand that each successive number name refers to a quantity that is one larger.
CCSS.ELA-LITERACY.RI.4.7
ELA
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
CCSS.MATH.CONTENT.4.OA.C.5
Math
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.
CCSS.MATH.CONTENT.2.MD.D.10
Math
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.
CCSS.MATH.CONTENT.3.MD.A.2
Math
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^3 and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units to represent the problem.
CCSS.MATH.CONTENT.K.MD.B.3
Math
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
CA.MATH.4.OA.5
Math
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.
CA.MATH.3.MD.2
Math
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^3 and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of “times as much.”)
CA.MATH.2.MD.10
Math
Represent and interpret data. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
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.MD.3
Math
Measure and estimate lengths in standard units. Estimate lengths using units of inches, feet, centimeters, and meters.
CA.MATH.2.MD.1
Math
Measure and estimate lengths in standard units. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
CA.MATH.2.OA.4
Math
Work with equal groups of objects to gain foundations for multiplication. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
CA.MATH.K.MD.1
Math
Describe and compare measurable attributes. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
CA.MATH.4.MD.1
Math
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example: Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ….
CA.MATH.3.OA.1
Math
Represent and solve problems involving multiplication and division. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
CA.MATH.3.OA.2
Math
Represent and solve problems involving multiplication and division. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
CA.ELA.4.RI.7
ELA
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
CA.MATH.K.MD.3
Math
Classify objects and count the number of objects in each category. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)
CA.MATH.3.MD.3
Math
Represent and interpret data. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
CA.MATH.5.OA.2.a
Math
Write and interpret numerical expressions. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
CA.MATH.K.G.1
Math
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
LAFS.4.RI.3.AP.7b
ELA
Identify how the information presented visually, orally or quantitatively is relevant to the corresponding text information.
MAFS.2.MD.1.AP.1a
Math
Select appropriate tool and unit of measurement to measure an object (ruler or yard stick, inches or feet)
MAFS.K.MD.2.AP.3a
Math
Sort objects by characteristics (e.g., big/little, colors, shapes).
MAFS.K.MD.1.AP.1a
Math
Describe objects in terms of measurable attributes (longer, shorter, heavier, lighter, etc.)
MAFS.2.MD.3.8a
Math
Identify the value of coins and paper currency.
MAFS.2.OA.3.4
Math
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
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.4.OA.3.AP.5a
Math
Generate a pattern when given a rule
MAFS.5.OA.1.AP.2a
Math
Write a simple expression for a calculation
MAFS.3.MD.2.AP.3b
Math
Select the appropriate statement that compares the data representations based on a given graph (picture, bar, line plots)
MAFS.3.MD.1.AP.2d
Math
Estimate liquid volume and mass
MAFS.4.MD.1.AP.1b
Math
Complete a conversion table for length and mass within a single system
MAFS.3.OA.1.AP.2a
Math
Determine the number of sets of whole numbers, five or less, that equal a dividend
MAFS.K.G.1.AP.1a
Math
Use spatial language (e.g., above, below) to describe two-dimensional shapes
MAFS.4.MD.1.1
Math
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
MAFS.2.MD.4.AP.10c
Math
Compare the information shown in a bar graph or picture graph with up to four categories. Solve simple comparisons of how many more or how many less
MAFS.3.MD.2.3
Math
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
MAFS.2.MD.1.AP.3a
Math
Estimate the length of an object using units of feet and inches
MAFS.3.OA.1.AP.1a
Math
Find the total number inside an array with neither number in the columns or rows greater than five
NVAC.MATH.3.MD.A.2
Math
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^3 and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of “times as much.”)
NVAC.MATH.2.MD.A.1
Math
Measure and estimate lengths in standard units. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
NVAC.MATH.2.MD.D.10
Math
Represent and interpret data. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
NVAC.MATH.4.OA.C.5
Math
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.
NVAC.MATH.4.MD.A.1
Math
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example: Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ….
NVAC.MATH.3.OA.A.1
Math
Represent and solve problems involving multiplication and division. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
NVAC.MATH.K.G.A.1
Math
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
NVAC.MATH.2.OA.C.4
Math
Work with equal groups of objects to gain foundations for multiplication. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns
NVAC.MATH.3.OA.A.2
Math
Represent and solve problems involving multiplication and division. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
NVAC.MATH.3.MD.B.3
Math
Represent and interpret data. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
NVAC.MATH.K.MD.A.1
Math
Describe and compare measurable attributes. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
NVAC.MATH.K.MD.B.3
Math
Classify objects and count the number of objects in each category. Classify objects into given categories
NVAC.MATH.2.MD.D.3
Math
Measure and estimate lengths in standard units. Estimate lengths using units of inches, feet, centimeters, and meters.
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.5.OA.A.2
Math
Write and interpret numerical expressions. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
NVAC.ELA.4.RI.7
ELA
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
NY.MATH.PK.G.1a
Math
Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as top, bottom, up, down, in front of, behind, over, under, and next to.
NY.MATH.PK.CC.3
Math
Understand the relationship between numbers and quantities to 10; connect counting to cardinality.
NY.ELA.PK.RF.3.b
ELA
Recognizes own name and common signs and labels in the environment.
NY.MATH.2.MD.3
Math
Estimate lengths using units of inches, feet, centimeters, and meters.
NY.MATH.2.MD.1
Math
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
NY.MATH.2.MD.8
Math
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \
NY.MATH.3.OA.1
Math
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
NY.MATH.PK.CC.3.d
Math
Understand that each successive number name refers to a quantity that is one larger.
NY.MATH.3.MD.3
Math
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
NY.MATH.K.MD.1
Math
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
NY.MATH.2.OA.4
Math
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
NY.MATH.3.OA.2
Math
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
NY.MATH.2.MD.10
Math
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put- together, take-apart, and compare problems4 using information presented in a bar graph.
NY.ELA.4.RI.7
ELA
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
NY.MATH.5.OA.2
Math
Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
NY.MATH.4.OA.5
Math
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.MD.1
Math
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two- column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
NY.MATH.K.G.1
Math
Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
NY.MATH.PK.OA.1
Math
Identify measurable attributes of objects, such as length, and weight. Describe them using correct vocabulary (e.g., small, big, short, tall, empty, full, heavy, and light).
NY.MATH.3.MD.2
Math
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).6 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.7
NY.MATH.K.MD.3
Math
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.3
NC.ELA.4.RI.7
ELA
Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.
NC.MATH.5.OA.2b
Math
Write, explain, and evaluate numerical expressions involving the four operations to solve up to two-step problems. Include expressions involving: Commutative, associative and distributive properties."
NC.MATH.4.MD.1
Math
Know relative sizes of measurement units. Solve problems involving metric measurement. Measure to solve problems involving metric units: centimeter, meter, gram, kilogram, Liter, milliliter. Add, subtract, multiply, and divide to solve one-step word problems involving whole-number measurements of length, mass, and capacity that are given in metric units.
NC.MATH.3.MD.2
Math
Solve problems involving customary measurement. 1. Estimate and measure lengths in customary units to the quarter-inch and half-inch, and feet and yards to the whole unit. 2. Estimate and measure capacity and weight in customary units to a whole number: cups, pints, quarts, gallons, ounces, and pounds. 3. Add, subtract, multiply, or divide to solve one-step word problems involving whole number measurements of length, weight, and capacity in the same customary units.
NC.MATH.3.OA.2
Math
For whole-number quotients of whole numbers with a one-digit divisor and a one-digit quotient: 1. Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group. 2. Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor.
NC.MATH.4.OA.5
Math
Generate and analyze a number or shape pattern that follows a given rule.
NC.MATH.2.OA.4
Math
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
NC.MATH.K.MD.1
Math
Describe measurable attributes of objects; and describe several different measurable attributes of a single object.
NC.MATH.K.MD.3
Math
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
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.3.OA.1
Math
For products of whole numbers with two factors up to and including 10: 1. Interpret the factors as representing the number of equal groups and the number of objects in each group. 2. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties.
NC.MATH.2.MD.10
Math
Organize, represent, and interpret data with up to four categories. 1. Draw a picture graph and a bar graph with a single-unit scale to represent a data set. 2. Solve simple put-together, take-apart, and compare problems using information presented in a picture and a bar graph.
NC.MATH.2.MD.1
Math
Measure the length of an object in standard units by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
NC.MATH.3.MD.3
Math
Represent and interpret scaled picture and bar graphs: 1. Collect data by asking a question that yields data in up to four categories. 2. Make a representation of data and interpret data in a frequency table, scaled picture graph, and/or scaled bar graph with axes provided. 3. Solve one and two-step “how many more” and “how many less” problems using information from these graphs
NC.MATH.K.G.1
Math
Describe objects in the environment using names of shapes, and describe the relative positions of objects using positional terms.
NC.MATH.2.MD.3
Math
Estimate lengths in using standard units of inches, feet, yards, centimeters, and meters.
SC.MATH.PK.OA.1
Math
Identify measurable attributes of objects, such as length, and weight. Describe them using correct vocabulary (e.g., small, big, short, tall, empty, full, heavy, and light).
SC.MATH.PK.G.1a
Math
Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as top, bottom, up, down, in front of, behind, over, under, and next to.
SC.MATH.PK.CC.3.d
Math
Understand that each successive number name refers to a quantity that is one larger.
SC.ELA.PK.RF.3.b
ELA
Recognizes own name and common signs and labels in the environment.
SC.MATH.K.MDA.3
Math
Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category.
SC.ELA.4.RI.LCS.8.2
ELA
Apply knowledge of text features to gain meaning; describe the relationship between these features and the text.
SC.MATH.2.ATO.4
Math
Use repeated addition to find the total number of objects arranged in a rectangular array with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
SC.MATH.5.ATO.2
Math
Translate verbal phrases into numerical expressions and interpret numerical expressions as verbal phrases.
SC.MATH.3.ATO.2
Math
Use concrete objects, drawings and symbols to represent division without remainders and explain the relationship among the whole number quotient (i.e., 0 – 10), divisor (i.e., 0 – 10), and dividend.
SC.MATH.3.MDA.2
Math
Estimate and measure liquid volumes (capacity) in customary units (i.e., c., pt., qt., gal.) and metric units (i.e., mL, L) to the nearest whole unit.
SC.MATH.3.ATO.1
Math
Use concrete objects, drawings and symbols to represent multiplication facts of two single-digit whole numbers and explain the relationship between the factors (i.e., 0 – 10) and the product.
SC.MATH.4.ATO.5
Math
Generate a number or shape pattern that follows a given rule and determine a term that appears later in the sequence.
SC.MATH.2.MDA.3
Math
Estimate and measure length/distance in customary units (i.e., inch, foot, yard) and metric units (i.e., centimeter, meter).
SC.MATH.2.MDA.9
Math
Collect, organize, and represent data with up to four categories using picture graphs and bar graphs with a single-unit scale.
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.MATH.K.MDA.1
Math
Identify measurable attributes (length, weight) of an object.
SC.MATH.4.MDA.1
Math
Convert measurements within a single system of measurement, customary (i.e., in., ft., yd., oz., lb., sec., min., hr.) or metric (i.e., cm, m, km, g, kg, mL, L) from a larger to a smaller unit.
SC.MATH.PK.CC.3
Math
Understand the relationship between numbers and quantities to 10; connect counting to cardinality.
SC.MATH.3.MDA.3
Math
Collect, organize, classify, and interpret data with multiple categories and draw a scaled picture graph and a scaled bar graph to represent the data.
SC.MATH.K.G.1
Math
Describe positions of objects by appropriately using terms, including below, above, beside, between, inside, outside, in front of, or behind.
SC.MATH.2.MDA.1
Math
Select and use appropriate tools (e.g., rulers, yardsticks, meter sticks, measuring tapes) to measure the length of an object.
No supported goals.
VASOL.MATH.2.PFA.20
Math
The student will identify, create, and extend a wide variety of patterns.
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.K.PFA.15
Math
The student will sort and classify objects according to attributes.
VASOL.MATH.K.G.12
Math
The student will describe the location of one object relative to another (above, below, next to) and identify representations of plane geometric figures (circle, triangle, square, and rectangle) regardless of their positions and orientations in space.
VASOL.MATH.3.M.9a
Math
The student will estimate and use U.S. Customary and metric units to measure length to the nearest -inch, inch, foot, yard, centimeter, and meter.
VASOL.MATH.K.PFA.16
Math
The student will identify, describe, and extend repeating patterns.
VASOL.MATH.4.PFA.15
Math
The student will recognize, create, and extend numerical and geometric patterns.
VASOL.MATH.2.PS.19
Math
The student will analyze data displayed in picture graphs, pictographs, and bar graphs.
VASOL.MATH.5.CE.7
Math
The student will evaluate whole number numerical expressions, using the order of operations limited to parentheses, addition, subtraction, multiplication, and division.
VASOL.ELA.4.RD.6e
ELA
Draw conclusions and make inferences using textual information as support.
VASOL.MATH.K.PS.14
Math
The student will display gathered data in object graphs, picture graphs, and tables, and will answer questions related to the data.
VASOL.MATH.K.M.10
Math
The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder). Examples of nonstandard units include foot length, hand span, new pencil, paper clip, and block.
VASOL.MATH.1.M.7a
Math
The student will identify the number of pennies equivalent to a nickel, a dime, and a quarter.
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.MATH.1.M.10a
Math
The student will compare, using the concepts of more, less, and equivalent, the volumes of two given containers
VASOL.MATH.1.PFA.17
Math
The student will recognize, describe, extend, and create a wide variety of growing and repeating patterns.
VASOL.MATH.1.PS.14
Math
The student will investigate, identify, and describe various forms of data collection (e.g., recording daily temperature, lunch count, attendance, favorite ice cream), using tables, picture graphs, and object graphs.
VASOL.MATH.2.M.10a
Math
The student will count and compare a collection of pennies, nickels, dimes, and quarters whose total value is \$2.00 or less.
VASOL.MATH.2.M.11a
Math
The student will estimate and measure length to the nearest centimeter and inch.
VASOL.MATH.2.M.11c
Math
The student will estimate and measure liquid volume in cups, pints, quarts, gallons, and liters.
VASOL.MATH.3.CE.5
Math
The student will recall multiplication facts through the twelves table, and the corresponding division facts.
VASOL.MATH.3.M.9b
Math
The student will estimate and use U.S. Customary and metric units to measure liquid volume in cups, pints, quarts, gallons, and liters.
VASOL.MATH.3.PS.17c
Math
The student will read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data.
VASOL.MATH.4.PS.14
Math
The student will collect, organize, display, and interpret data from a variety of graphs.

## 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
• 10 secs
• 20 secs
• 30 secs
• 40 secs
Interaction mode

Interaction mode allows teachers to choose the way with which students should control and choose the correct image. It can be “Jump” when students will go underneath the chosen image and make a jump. The “Time Delay” option allows students to do side-walking and stand still for some seconds under the chosen image for giving an answer without jumping.

• Jump
• Time delay

I CAN do side walking and step left/right stay still in an upright position for specific time. Also, I CAN jump and keep my balance in order to select the correct image.

Number of jumps

This function allows teachers to ask the student to make several jumps to improve their balance and motor control.

• 1 jump
• 2 jumps
• 3 jumps

I CAN do as many Jumps as needed and keep my balance in order to select the correct image and break the ice that covers this image.

Number of questions

This shows the number of questions that a student will practice in the game.

• 5 questions
• 10 questions
• 15 questions

I CAN answer 5 questions correctly.

Content language
• English
• Greek
• Spanish
Comparison category

Teachers can determine if the comparison of images will concern qualitative concepts i.e. compare two images that differ in a certain attribute (tall-short, fat-thin, long-short, etc.) or quantitative data (images that contain a number of items up to 10) thus improving children’s critical thinking and mathematical vocabulary development

• Attributes
• Quantities
• Coin-bills
• Coins
• Coins&bills-symbol
• Capacity
• Weight-pounds
• Weight-grams
• Length
• Bar graphs
• Pictographs
• Patterns
• Pattern rules
• Successive numbers
• Equal groups
• Products of whole numbers
• Whole-number quotients of whole number
• Numerical expressions
• Measurement tools
• Prepositions of place
• Safety signs

I CAN recognize and point an image that has specific attributes.

Audio message

“Audio message” narrates the question messages.

• On
• Off

I CAN understand an audio message instruction and identify the correct item according to it.

Game lives

Enable or disable game lives

Game lives are the three little hearts in the middle of the screen.

• On
• Off

I CAN notice that a heart disappears each time I am wrong.

I CAN play the game with game lives.

## Reports Pie chart data

This shows statistics of how many times the student gave correct and wrong answers as well as 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 2 which was incorrect (11,42s).

The educator/teacher can see the student’s answer at each specific question which might reveal possible misconceptions and certain patterns of cases (e.g. enumeration or understanding the attribute “thin”) where that the student faces difficulties 