# C0D3BR34K3RS

*Not Yet Rated*

- addition
- algebra
- multiplication
- sequences

- deduction
- logic
- solving puzzles

- Coding

###### Pros

Tons of fun, genuinely challenging algebraic puzzles, and great graphics and gameplay.###### Cons

Getting stuck means you can't progress in the game, and no help or hints for individual levels exist.###### Bottom Line

When used with someone who's played through every level and can offer live support, this is a fun way to build algebraic intuition.None

There's plenty of fun here, with great graphics, engaging gameplay, fun dialogue, and complex levels. Getting stuck on one level means the game comes to a grinding halt though, so without support the fun could be short-lived.

This is a novel approach to algebra, with some fairly sophisticated mathematical challenges at its core (Diophantine equations! Wow!), but most levels only have one correct solution. It would be nice if tasks were more open-ended.

There are plenty of tutorials for how the game mechanics work, and you'll find a hint or two along the way, but if you get stuck on a level, there's no support (online or otherwise), and the game won't let you progress. Brutal.

There isn't a specific skill-based standard that C0D3BR34K3RS promotes, so it probably doesn't fit into any specific part of your math curriculum (maybe in middle school pre-algebra units, or when you're introducing variables). Instead, this is great for building up algebraic intuition. Keep it on a class set of iPads for kids to play through during otherwise lost moments in the day, or use for some extra challenges after assessments. Or, use it as a hook for lessons on systems of equations, functions, and multivariable solution methods.

In any case, because there's no built-in support for getting through tough levels, it would be a great idea for teachers to play all the way through C0D3BR34K3RS first, making notes about each level. Use these for the inevitable "I'm stuck on level 7!" moments so students can continue progressing to more sophisticated tasks without overwhelming frustration.

Read more Read lessIn C0D3BR34K3RS, players control two kids who have to solve algebra and number puzzles, dodge security guards, cameras, janitors, and IT guys, and avoid pitfalls and trap rooms. The gameplay takes place while breaking into a museum, a bank, and an evil burglar's villa. By standing on colored squares and adjusting the numbers in those squares, players complete equations to unlock doors. Changing one equation often affects multiple others on the same level, so it takes careful planning and sequential reasoning to build an algebraic strategy and solve each puzzle.

In addition to the numerical side of things, it takes quick taps and careful timing to dodge the various enemies who patrol the levels. Graphics and animations are crisp, fun, and funky, and controls are a breeze to use. There's even a multiplayer mode where players can create their own puzzles for others to solve.

Read more Read lessSolving these puzzles requires some fairly sophisticated algebraic reasoning, with multivariable equations and systems buried in the core of every room. Further, the app develops sequential reasoning skills as changes to one equation cause others to change. Various enemies can alter things as well, so understanding how cause and effect can create chains of numerical actions is often the only way to get past a level.

Despite this, each level seems to have only one solution, and that solution is often hard to come by. Most kids will probably get through with trial and error rather than by careful reasoning. There's potential for real discovery learning here, but it could be strengthened with some open-ended challenges. Also, it's worth noting that despite the game's name, C0D3BR34K3RS involves very little code or breaking of it. There's some Boolean logic, but this is all about algebra.

Read more Read less## Key Standards Supported

## Expressions And Equations | |

6.EE: Apply And Extend Previous Understandings Of Arithmetic To Algebraic Expressions. | |

6.EE.2 | Write, read, and evaluate expressions in which letters stand for numbers. |

6.EE.2.a | Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y. |

6.EE.2.c | Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole- number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2. |

6.EE.3 | Apply the properties of operations to generate equivalent expressions. |

6.EE.4 | Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for. |

Reason About And Solve One-Variable Equations And Inequalities. | |

6.EE.5 | Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. |

6.EE.6 | Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. |

6.EE.7 | Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. |

7.EE: Use Properties Of Operations To Generate Equivalent Expressions. | |

7.EE.1 | Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. |

## Functions | |

8.F: Define, Evaluate, And Compare Functions. | |

8.F.1 | Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1 |

## Operations And Algebraic Thinking | |

K.OA: Understand Addition As Putting Together And Adding To, And Under- Stand Subtraction As Taking Apart And Taking From. | |

K.OA.1 | Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. |

K.OA.2 | Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. |

K.OA.3 | Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). |

K.OA.4 | For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. |

K.OA.5 | Fluently add and subtract within 5. |

1.OA: Represent And Solve Problems Involving Addition And Subtraction. | |

1.OA.1 | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.2 |

1.OA.2 | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. |

Understand And Apply Properties Of Operations And The Relationship Between Addition And Subtraction. | |

1.OA.3 | Apply properties of operations as strategies to add and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) |

1.OA.4 | Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. |

Add And Subtract Within 20. | |

1.OA.5 | Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). |

1.OA.6 | Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). |

Work With Addition And Subtraction Equations. | |

1.OA.7 | Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. |

1.OA.8 | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = � – 3, 6 + 6 = �. |

2.OA: Represent And Solve Problems Involving Addition And Subtraction. | |

2.OA.1 | Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 |

Add And Subtract Within 20. | |

2.OA.2 | Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. |

Work With Equal Groups Of Objects To Gain Foundations For Multiplication. | |

2.OA.3 | Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. |

2.OA.4 | 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. |

3.OA: Represent And Solve Problems Involving Multiplication And Division. | |

3.OA.1 | 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. |

3.OA.2 | 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. |

3.OA.3 | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 |

3.OA.4 | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = � ÷ 3, 6 × 6 = ?. |

Understand Properties Of Multiplication And The Relationship Between Multiplication And Division. | |

3.OA.5 | Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) |

3.OA.6 | Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. |

Multiply And Divide Within 100. | |

3.OA.7 | Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. |

Solve Problems Involving The Four Operations, And Identify And Explain Patterns In Arithmetic. | |

3.OA.8 | Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3 |

3.OA.9 | Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. |

4.OA: Use The Four Operations With Whole Numbers To Solve Problems. | |

4.OA.1 | Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. |

4.OA.2 | Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 |

4.OA.3 | Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. |

Generate And Analyze Patterns. | |

4.OA.5 | 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. |

5.OA: Write And Interpret Numerical Expressions. | |

5.OA.1 | Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. |

5.OA.2 | 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. |

Analyze Patterns And Relationships. | |

5.OA.3 | Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. |