Will the gumballs from the short and wide jar fit into the tall and thin jar? Use your knowledge of volume of a cylinder and sphere to find out!

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]]>In this 3 act math task, students will extend the **proportional reasoning** and **3D-measurement** skills used in the previous task, Guessing Gumballs, to determine whether the gumballs from the short and wide jar will fit into the tall and thin jar. The learning goals for this task include:

- calculating the volume of a cylinder and applying their knowledge;
- calculating the volume of a sphere and applying their knowledge;
- applying their knowledge of proportional reasoning to solve problems.

Show students the following video or this photo:

Ask students to talk to a neighbour and come up with some possible questions.

The question I’m looking for here is:

Will the gumballs fit into the tall and thin jar?

Prompt students to make a prediction and be prepared to backup their prediction by discussing with a partner. Will all the gumballs fit? Will it overflow? Will there be a lot of extra space? Will it be a perfect fit?

After students make a prediction, have them discuss with their partner what information they need to make a more accurate prediction.

Then, show this video clip or show these photos:

- Download Photo 1: Jar Dimensions

- Download Photo 2: Gumball Diameter

At this point, students should be able to improve their prediction after using the dimensions to calculate the volume of both jars and determine how much volume the gumballs could “theoretically” occupy.

Once students have shared out their work, updated their predictions based on their calculations, show them the solution:

Real World Applications of 3D Measurement Proportional Reasoning With Volume of a Cylinder and Sphere In this 3 act math task, students sharpen their proportional reasoning and 3D-measurement skills as they try to determine how many packages of gumballs as well as how many gumballs (individually) will it take to fill the cylindrical jar. The learning goals for this task include: cal...

Visually Understanding Area of a Circle and Volume of a Cylinder Over the past year, I have been on a mission to try and make some of the formulas we use in the intermediate math courses in Ontario (Middle School for our friends in the U.S.). I think it can be difficult for math teachers to explain where formulas come from because we often think of deriving formulas algebraically. Unfortu...

How Many Pyramids Does It Take To Fill a Prism? In this multi-step 3 act math task, the teacher will show three sets of 3 Act Math Style tasks involving comparisons between rectangular prisms and pyramids, triangular base prisms and pyramids, and cylinders and cones. While the intention has been to leave Act 1 of each set very vague to allow for students to take the problem in other direct...

How Many Cones Does It Take To Fill a Sphere? In this 3 act math task, the teacher will show short video clips to help students understand where the Volume of a Sphere formula comes from. Similar to the last Volume 3 Act Math Task: Prisms and Pyramids, the intention has been to leave Act 1 of each set very vague to allow for students to take the problem in more than one direction. The tea...

Measurement: Volume of Cylinders and Cones This is an attempt to better develop the question by splitting the problem into more than 3 acts, since I found it difficult to make the intended learning goal obvious enough through visuals. Act 1 - Introduce The Problem Act 1 is split into two very short videos. The first, simply shows an empty spray bottle: http://youtu.be/K8d0Ynu1h_Y A...

If you use this task in your classroom, please share your experiences in the comments section! Always appreciative of any improvements that can be made including resources you might want to share for inclusion.

Click on the button below to grab all the media files for use in your own classroom:

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]]>There are bags of gumballs and a cylindrical jar. How many packages and how many individual gumballs will it take to fill the jar?

The post Guessing Gumballs appeared first on Tap Into Teen Minds.

]]>In this 3 act math task, students sharpen their **proportional reasoning** and **3D-measurement** skills as they try to determine how many packages of gumballs as well as how many gumballs (individually) will it take to fill the cylindrical jar. The learning goals for this task include:

- calculating the volume of a cylinder and applying their knowledge;
- calculating the volume of a sphere and applying their knowledge;
- applying their knowledge of proportional reasoning to solve problems.

Show students the following video or this photo:

Ask students to talk to a neighbour and come up with some possible questions.

This task will focus on two questions:

Q1 – How many packages of gumballs will it take to fill the jar?

Q2 – How many gum balls (individually) will it take to fill the jar?

You might want to show the students the following video before or maybe even after they discuss with a partner and make a prediction:

After students make a prediction, have them discuss with their partner what information they need to make a more accurate prediction.

Then, show this video clip or show these photos:

- Download Photo 1: Jar Height

- Download Photo 2: Jar Diameter

- Download Photo 3: Gumball Diameter

At this point, students should be able to improve their prediction of how many individual gumballs it would take to fill the jar by calculating the volume of the jar and volume of a gumball.

You can also challenge them by telling them how many gumballs on average are in each package:

Once students have shared out their work, updated their predictions based on their calculations and some good ‘ol debating happens in your classroom, show them these two clips:

Visually Understanding Area of a Circle and Volume of a Cylinder Over the past year, I have been on a mission to try and make some of the formulas we use in the intermediate math courses in Ontario (Middle School for our friends in the U.S.). I think it can be difficult for math teachers to explain where formulas come from because we often think of deriving formulas algebraically. Unfortu...

How Many Pyramids Does It Take To Fill a Prism? In this multi-step 3 act math task, the teacher will show three sets of 3 Act Math Style tasks involving comparisons between rectangular prisms and pyramids, triangular base prisms and pyramids, and cylinders and cones. While the intention has been to leave Act 1 of each set very vague to allow for students to take the problem in other direct...

How Many Cones Does It Take To Fill a Sphere? In this 3 act math task, the teacher will show short video clips to help students understand where the Volume of a Sphere formula comes from. Similar to the last Volume 3 Act Math Task: Prisms and Pyramids, the intention has been to leave Act 1 of each set very vague to allow for students to take the problem in more than one direction. The tea...

Measurement: Volume of Cylinders and Cones This is an attempt to better develop the question by splitting the problem into more than 3 acts, since I found it difficult to make the intended learning goal obvious enough through visuals. Act 1 - Introduce The Problem Act 1 is split into two very short videos. The first, simply shows an empty spray bottle: http://youtu.be/K8d0Ynu1h_Y A...

If you use this task in your classroom, please share your experiences in the comments section! Always appreciative of any improvements that can be made including resources you might want to share for inclusion.

Click on the button below to grab all the media files for use in your own classroom:

The post Guessing Gumballs appeared first on Tap Into Teen Minds.

]]>Students engage in a real world problem involving volume of cylinders and cones to determine where we should stop filling the spray bottle with vinegar.

The post Mix, Then Spray appeared first on Tap Into Teen Minds.

]]>This is an attempt to better develop the question by splitting the problem into more than 3 acts, since I found it difficult to make the intended learning goal obvious enough through visuals.

Act 1 is split into two very short videos. The first, simply shows an empty spray bottle:

At this point, some discussion regarding where the problem may go could be initiated. In order to lead students down the right path, show the next short clip:

While the question might seem obvious to students at this point (i.e.: how much vinegar/water do you need), we are actually going down a slightly different path.

Show this video:

Students now know that they must predict:

Where on the bottle should I stop filling with vinegar?

They can make this prediction by drawing a line on an image of the bottle.

Looking closer at the spray bottle, you’ll notice that it is a 3D composite figure consisting of a cylinder and a cone. You might want to consider asking students:

Will the amount of vinegar stop before reaching the top of the cylinder, after, or will it stop right on the dividing line between the cylinder and the cone?

After asking for students to determine what information they need to make their best prediction, you can show them this video:

Alternatively, you could show the following images:

Height of the spray bottle:

Height of the cylindrical portion of the spray bottle:

Diameter of the spray bottle:

Now, your students can see how close they came based on their prediction and their mathematically calculated prediction:

I haven’t tried this task out yet, so if you do, please share how it went in the comments. Any ways to make it better? Let me know!

Click on the button below to grab all the media files for use in your own classroom:

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]]>I lowered the bar and wore out my students before reaching the intended learning goal prompting a student to ask "Why are we doing this?" Here's what I said

The post How Lesson Failures Can Still Provide Value appeared first on Tap Into Teen Minds.

]]>Today, we extended our learning goal from the previous day from:

I can find the point of intersection of two linear relations on a graph and interpret the meaning of the intersection point related to a real world situation.

to the following learning goal:

I can solve multi-step linear equations using a variety of tools and strategies. (i.e.: 2x + 7 = 6x – 1)

For years, I would simply extend our work solving linear equations in Slope/Y-Intercept (*y = mx + b*) Form by adding additional terms on both sides of the equation. However, I found that we were quickly moving from a deep conceptual understanding of rate of change and initial value to no meaning at all. Although solving systems of equations algebraically is not introduced in the Ontario applied math curriculum until grade 10, I decided it was worth the extension:

I can find the point of intersection of two linear relations using the algebraic method of substitution.

Today, we extended the concept of Jon Orr’s 3 Act Math Task Crazy Taxi by adding a second option, Insane Cab:

Crazy Taxi: C = 0.50d + 5

Insane Cab: C = 1d + 2

We started with the bar really low, offering an opportunity for students to use their prior knowledge of linear relations:

Students then used that information to create a table of values and graph in order to identify the point of intersection:

Nothing groundbreaking by any means.

However, at this point the students are feeling good and all can satisfy the original learning goal related to solving for the point of intersection graphically. They have identified the point of intersection as the point (6, 8) and we had a discussion about what each value, 6 and 8, represent in this scenario.

My plan now, was to have the class solve using the value of the dependent variable (C = 8) from the point of intersection in order to prove that the distance would be 6 km using both original equations:

I think having the students create the table, graph and identify the point of intersection first gassed them. Engagement was definitely lost as we finally approached solving using the original equations for both taxi cabs. I suppose I should have predicted that students wouldn’t be entertained to find an answer they already had (i.e.: distance of 6 km and cost of $8).

Regardless, I moved on as planned by using an animation created in Keynote to introduce the idea of substitution:

Students recognized that they were dealing with two equations that were equivalent at the point of intersection and we then managed to address the intended learning goal involving solving multi-step linear equations:

While this was an extension to the expectations outlined in the Ontario Curriculum for this course, I felt it was necessary to give students a reason to solve linear equations involving more than two-steps.

That being said, this was also the first time in a while that a student said “why are we doing this?”

When a student comes out with the “why are we doing this” question, I know that I have work to do in order to add context to the problem and maintain the understanding of that context throughout.

In this instance, I went back and counted how many words/numbers/terms/points/etc. were required to find the solution via substitution:

I counted 28, which included some items that were not required, but added for clarity.

I then did the same for the table and graph:

I counted over 60 items.

We discussed how algebra is intended to save us time and effort by using the language of math, but we first required an understanding of how it works. A few students argued that although the table and graph required more writing, they could probably do it in less time than using the algebraic approach.

I then asked:

Which is better: crawling or walking?

All students agreed that walking is better.

I followed up with:

Which is better: walking or biking?

They all agreed with the latter.

I then asked students to raise their hands if they remember getting hurt when they were learning how to ride a bike and how long it took them to become proficient. Many student hands were in the air.

We discussed how babies and young children don’t have a fear of failure, but somehow we develop this fear as we get older.

Imagine you gave up on biking because you couldn’t do it right away? It’d be a shame if we gave up on math simply because we had to put some hard work in and fail a few times to understand it.

Working to ignore this fear of hard work and the possible failures that result is a major focus I try to embed in my lessons.

While this “work-in-progress” lesson didn’t produce the “ah-ha” moments I was hoping for, it did give me an opportunity to help my students grow by moving a little bit further away from the fixed mindset that many bring with them into my classroom.

As for this lesson, I’ll go back to the drawing board and attempt to maintain the context offered early in the problem, but lost once algebra took over. Suggestions appreciated in the comments…

The post How Lesson Failures Can Still Provide Value appeared first on Tap Into Teen Minds.

]]>Hop into a taxi cab with a fixed rate of $5 and a rate of change of $0.50 per kilometre travelled to practice solving linear equations and partial variation

The post Crazy Taxi appeared first on Tap Into Teen Minds.

]]>If you’re an educator on Twitter or other social media, you probably hear a lot about gamification. Well, when you don’t have a reasonable option to “gamify” your math class, you can always turn to finding the **perplexing math** in a game. This is where Crazy Taxi by Jon Orr comes in.

This 3 Act Math Task begins with a scene from a “Grand Theft Auto-esque” video game where a man jumps into a taxi and begins what looks to be a joy-ride. The cost of the taxi ride and the distance travelled are displayed; yes, the foreshadowing is probably killing you.

After travelling a few kilometres, the game fast forwards and asks the viewer to determine:

How much would it cost to travel 30 km?

Some key information include the **initial value of $5** on the meter before the taxi begins moving and a **rate of change of $0.50 per kilometre** travelled.

Check out the portable document format (PDF) file below to grab a quick resource that asks the same question as well as an extension requiring the student to determine:

How far you could travel if you had a $50 bill in your pocket?

Click on the button below to grab the full task for use in your own classroom:

The post Crazy Taxi appeared first on Tap Into Teen Minds.

]]>Address direct variation and multiple representations of linear relations through this 3 Act Math Task relating a hummingbirds number of wing flaps vs. time

The post Flaps! appeared first on Tap Into Teen Minds.

]]>This is another great task by Jon Orr.

Students watch a video of a hummingbird lowering itself to a feeder in what most students will realize is slow-motion.

Teacher will prompt the students to guess what the question is… The question we are trying to get them narrowed in on is:

How fast are the wings flapping?

I prompt students to chat about independent/dependent variables, rate of change and initial value. Once students are comfortable with the independent variable (time) and dependent variable (number of flaps), we then have students ask for more information.

Show the video again, this time with the time and number of flaps counting on the screen.

The video ends at **27 flaps** after **0.50 seconds**.

In this case, I usually have students show the multiple representations of this linear relationship in a table, graph and equation in order to solve some problems.

The discussion allows for us to substitute different values for time and number of flaps in order to organically introduce solving equations for a purpose.

I usually use this task for both Grade 9 Academic (MPM1D) and Grade 9 Applied (MFM1P) to address learning goals like:

- I can determine values of a linear relation using a table of values.
- I can determine values of a linear relation using the equation.
- I can determine values of a linear relation using the graph by interpolation/extrapolation.
- I can describe the effects on the table, graph and equation of a linear relation when the initial value and rate of change are varied.

I created this math task template to assist in addressing the learning goals listed above. Note that this task could easily be altered to address such learning goals as proportionality and solving ratios/rates.

Click on the button below to grab the full task for use in your own classroom:

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]]>Here’s a 3 act math task submission by Mishaal Surti. Awesome to see that he is jumping into creating his own real world math tasks and sharing out with the math community! Here’s the message he included with his submission: Hi Kyle, This was my first shot at a 3 Act. It doesn’t have a […]

The post Eiffel Tower Trek appeared first on Tap Into Teen Minds.

]]>Here’s a 3 act math task submission by **Mishaal Surti**. Awesome to see that he is jumping into creating his own real world math tasks and sharing out with the math community!

Here’s the message he included with his submission:

Hi Kyle,

This was my first shot at a 3 Act. It doesn’t have a complete Act 3 as of yet but am working on that with a school I’m working with.

I think it would fit well for 1P, 1D and 2P (as well Gr. 7/8).

Mishaal

In this task, students are given an image of the Eiffel Tower with the height of each floor as well as the height of the entire tower. The image also shows a picture of a stair with some writing covered.

Some questions students may have:

- What is the ratio of steps from the first to the second floor?
- What is the height of each stair?
- How long would it take to get to the top of the Eiffel Tower?
- How many stairs to the top floor?
- If there was a zip line from the top to the ground, what linear equation would model the descent?
- How long will it take to climb the eiffel tower?
- How many stairs to the top?
- How many steps would it take to walk from the bottom to the top of the Eiffel Tower?

For me, I might consider first having students determine how many stairs there are when given the height of each stair.

Quite a few different questions and directions you can go in with this one.

Have you used it? Please comment below!

Click on the button below to grab the full task for use in your own classroom:

The post Eiffel Tower Trek appeared first on Tap Into Teen Minds.

]]>Most remember math class as a pretty boring place to be on any day of the week. However, I also remember learning how to play guitar in much the same way.

The post Math Band: Are You Teaching Students To Cover or Compose? appeared first on Tap Into Teen Minds.

]]>Throughout school, I was very interested in music. When my parents finally agreed to get me a guitar in grade 6, we also agreed that I should be taking some music lessons. I would bring my black Japanese Fender Stratocaster copy to the house of my guitar teacher each week for my 30 minute lesson. My teacher, Gary had a beautiful Gibson Chet Atkins Signature guitar that was worth at least a two-digit multiple of what my Strat copy could be pawned off for. He had a passion for bands responsible for creating Rock n’ Roll like The Beatles, Rolling Stones, The Doors and countless others that I had never heard of at the time. While I dying to play Enter Sandman by Metallica, I was stuck learning songs like *8 Days a Week* and *Riders on the Storm*. Although I now have a huge respect for the amazing music created by Chicago, Peter Frampton and Elvis, teaching me to read music and single-pick the melodies to songs ** he** was passionate about completely deflated my excitement bubble and my dedication to practicing guitar decreased drastically. My weekly practice regimen consisted of trying to play a couple songs from the radio on my own while completely ignoring my “guitar homework” assigned by Gary until about 45 minutes prior to the lesson.

*Photographer: Kim Pearce*

Not only did he have me playing songs he liked, but he was also pretty traditional in his teaching style. Each lesson consisted of me strumming each chord we had been working on from the past, four times, from my chord list until we reached the end. He would then introduce a new chord, which he would manually write in my book and then I would strum repeatedly until I could get buzzing strings to subside, allowing a beautiful sound to surface. We would then pop-in my practice cassette tape of chord progressions that he would record for me each week and I would “perform” my single-note melodies for each assigned song. If it went decently well, I would sit and watch as he recorded the chord progression of the next assigned song on my cassette. If it went poorly, that song would stay on the homework list to continue working on for the next seven days.

While his assessment practice was pretty forward thinking (i.e.: don’t move on until you’ve mastered a song), the format of each lesson was somewhat reminiscent of a traditional math class. If you’re not immediately seeing the similarities, here’s what I see:

- Covering Content Suited To The Teacher’s – Not The Student’s – Passion
- Content Exploration Requires New Skills Rather Than Requiring New Skills to Explore Content
- Wasting Time Creating The Resource
- Assigning Homework Rather Than “Real Work”

I’m sure there are some other similarities that I’ve missed, but these are definitely my top six. Let’s look at them more closely and discuss where they are likely to interrupt the learning process:

We see this problem in most classrooms regardless of the subject. The teacher standing at the front is passionate about the content, which is a huge asset when teaching, but not enough attention has been dedicated to helping the students understand where this passion came from. In the case of my guitar teacher, he missed an opportunity during the first lesson to be an inspiring guitar teacher when I told him my favourite band was Metallica. Rather than me going home with the brunt of the homework that week, he should have been familiarizing himself with the Metallica catalogue so we could work towards learning the songs that inspired me to pick up a guitar in the first place. We have a similar opportunity when we teach math to our students. We can introduce isolated tasks because that’s what the curriculum says, or we can find ways to inspire students to become as passionate about math as we are by harnessing the natural curiosity we seem to lose in traditional classrooms.

Math classes are notorious for teaching concepts in order to solve “word problems” or more complex problems that combine more than one concept. However, many music classes are organized in a similar manner: learn new scales, chords, or required theory prior to introducing the piece that will require them. It seems completely reasonable that having the skills to take on a task would make completing that task easier and require less time, but I wonder if learning those skills would require less time if the learner had a clear understanding as to why they were learning the skill in the first place? Whether you’re learning a new chord by strumming it repeatedly to a 4/4 beat or completing the square 50 times without a clear purpose, I think learning both would be expedited if an authentic task was associated with each.

In most classrooms, kids copy notes. In my guitar lessons, I watched as my guitar teacher taped me my practice songs.

Sure, some things are good to “write out,” but most are not. So whether students are watching you write notes, copying examples, or watching someone record you a practice cassette tape for your homework, we are wasting valuable time. Enough said.

Those of us who actually did our homework when learning math in school quickly recognized that each day consisted of a rather large set of uninteresting problems. Some kids love the challenge and thrill of getting a question right, while others just plugged away to get it done. I approached homework the same way for math as I did for my guitar lessons: get it done as fast as you possibly can. In both cases, I think assigning “Real Work” would have encouraged me to think more about what I was doing and in turn, lead to more purposeful practice. An authentic task in math requiring me to find an example from around my house or learning a song that had already been listening to in my “Discman” could have done the trick.

Many would picture sitting in math class as a memory of why school was so boring. However, when I think back to my guitar lessons, I get the same immediate urge to yawn.

In both cases, math class and guitar lessons, I learned enough to get by. I’m now a secondary math teacher/instructional coach and I did pay for much of my University tuition by singing/playing bass in a working cover band for the better part of a decade. While it might appear that I learned all I needed in both areas through a traditional and uninteresting approach, I realize now that I did not have a deep understanding in either area. In my second year of university, a professor told me I was in the wrong program because I didn’t know anything about math. In my band days, I eventually realized that I could cover almost any song, but lacked the deep understanding of my instrument to compose music myself.

Whether we are teaching students how to play an instrument or learn a subject like mathematics, we need to take time to reflect on our teaching practices by asking:

Are we preparing students to memorize the work of someone else or are we enabling them to be creators of their own understanding?

The post Math Band: Are You Teaching Students To Cover or Compose? appeared first on Tap Into Teen Minds.

]]>Yesterday, I came across Shape Lab by Shiny Things and was pretty happy to see an easy-to-use, exploratory app that allows students to draw and manipulate geometric shapes. The app uses shape recognition technology to allow the user to draw any shape by hand to quickly add geometric shapes that can be resized and customized […]

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]]>Yesterday, I came across Shape Lab by Shiny Things and was pretty happy to see an easy-to-use, exploratory app that allows students to draw and manipulate geometric shapes. The app uses shape recognition technology to allow the user to draw any shape by hand to quickly add geometric shapes that can be resized and customized easily. The backgrounds are also customizable to different types of grids such as centimetre grids and a customizable pen tool allows the user to label and jot down notes on the canvas.

I can see this app only getting better when they add features such as:

- Snapping shapes to the grid;
- A toggle switch to calculate perimeter and area;
- Simple export tools to share work via email, camera roll and other apps;

If you’ve used the app, please share your experiences in the comments.

Shape Lab is an open-ended sandbox app allowing students and teachers to explore shape and measurement concepts on the iPad. Using advanced shape recognition technology, Shape Lab allows students to draw, manipulate and investigate shapes directly on the screen.

Use Shape Lab for a range of classroom activities:

– Create pictures using shapes;

– Investigate and compose patterns and tessellations;

– Explore measurement, area, perimeter, fractions, congruence and angles;

– Use photos to discover shapes in the environment;

– And more!

Access lesson plans online and join the Shape Lab community to share your ideas. As we continue work on Shape Lab we want to ensure that it meets the needs of teachers and classrooms, so please get in touch and let us know how we can make this a better app for you!

Make static pencil-and-paper lessons a thing of the past and bring geometry lessons to life with Shape Lab!

Features:

– Create shapes and lines by drawing on screen

– Slide and rotate shapes

– Flip shapes horizontally and vertically

– Manipulate line lengths and angles

– Snap shapes together

– Use precise cutting tools to split shapes

– Choose from over ten preinstalled grid backgrounds, including centimetres, inches and isometric.

– Import your own photos and backgrounds

– Shape tray with ready made shapes

– Notes overlay

– Choose from six different shape colours

– Make shapes transparent

– Share documents with other devices

Coming soon:

– Measurement tools!

The post Shape Lab appeared first on Tap Into Teen Minds.

]]>If you follow my blog, you may have read my post I wrote after first being introduced to The Land of Venn here as well as the full game review video I shared recently here. This gameeducation app sets out to provide the user with an entertaining gaming experience, but also manages to introduce primary […]

The post The Land of Venn – Geometric Defense appeared first on Tap Into Teen Minds.

]]>If you follow my blog, you may have read my post I wrote after first being introduced to The Land of Venn here as well as the full game review video I shared recently here. This **gameeducation** app sets out to provide the user with an entertaining gaming experience, but also manages to introduce primary geometric concepts to develop the terminology and shape identification skills necessary in young grades.

It took me some time playing the game before I really saw the educational value which is what the developers wanted. If you’d like to read my full review, see this post.

Picked by Apple for Best new apps&games in more then 135 countries!!!

Highly recommended by teachers – “Our children love the quirky characters, silly voices and the fact that they are learning so many maths concepts without even knowing it! ” Stephanie Smith Classroom Teacher

– “One of the most exciting math games in iTunes! Kids wield the power of geometry to draw shapes to defeat the baddies and save the world.” – techwithkids.com

“It’s zany…it’s crazy and the kids won’t even realize they are learning. hands down our favorite educational game of 2014.” – fourlittletesters.com

– “a clever way to reinforce the learning in a imaginative way and the built in magical rewards have captured students aged 4 to 11. ” – Mr Simon Pile , Primary School, London, UK

– “Engaging and vibrant, it is one of the best apps for helping kids learn about shapes I’ve yet seen.” – Steve Bambury Founder iPad Educators

– “This game takes the concept of gamification to the next level!” – Kyle Pearce Secondary Math Teacher

——————————————————————————–

The Land of Venn is under attack! YOU are our only hope!!!!

You are the only one who can save the Land of Venn from utter destruction by the hands of the evil wizard Apeirogon who lives atop the Dark Square Root.

Use ancient knowledge gained from Lumbricus the Wizard Worm to protect the Magic Juice from being drunk! Save us all!!! “With knowledge comes power” and the ability to learn and earn more gold and gain access to more powerful wisdom and magical spells.

You must defeat Apeirogon by eliminating the Bookkenriders. Are you up to the task?

FEATURES:

* 100% irresistible for kids grades 1st-4th (but also for their parents)

* Aligned with the Common Core State Standards Curriculum

* 30 Screens of implicit learning

* A subtle yet adaptive learning system aimed at the child for successful and meaningful learning process.

* 12 Interactive Tutorial screens

* Learn and master 12 Magic Abilities from the Point of fire and Straight line of hope to The Frozen Triangle and the Trapezoid of Doom.

* Earn gold and buy from buy 16 Spells at the Wizard Wall – Bird of eternity, Meteors, Sulfur, Firetrucks, Storms and more

* Fight 15 different monsters (Bookkenriders) that will test your strength by flying, driving, crawling, jumping and more

* 30 Hand Crafted levels of Strategic Game play

* 3 Unique and Funny worlds to protect and explore

* Original Soundtrack

* 12 Interactive Tutorial screens that will get you ready for battle

* And 1 Crazy Worm Wizard

****************************************************************************************

Over five years of searching for the most effective pedagogy for teaching geometry to young students has led to the Land of Venn – an educational math platform that simulates the way children initially learn from parents; by imitation, play and conversation, as opposed to “frontal” teaching, with “one-dimensional” challenges and practice without context.

It stimulates a child’s natural learning mechanism: imitation, repeated experimentation, play and visual feedback processing, coupled with concrete and complex sounds that accompany each of the 11 levels, all the while guided by a Wizard Worm.

Throughout the 30 different levels, children will learn the language and mathematical concepts relevant for ages 4 to 10 including points, square and feature sets, and hierarchical relationships.

We are a gaming studio that develops STEAM

(Science, Technology, Engineering, Art, Math) related games, with an emphasis first and foremost on the gaming experience, weaving in the pedagogy transparently.

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