# Geometry Quest

- geometry
- shapes

- geography

- applying information
- decision-making

###### Pros

The motivating travel theme wraps in quizzes, and thoughtful suggestions for improvement are packaged in.###### Cons

A limited number of questions limits replay value, and age appeal is somewhat narrow.###### Bottom Line

Third through sixth graders will like testing their geometry knowledge with Geometry Quest.None

Bold graphics and an agreeable travel theme will appeal to younger kids. Some older kids will find the animated character cute (à la Om Nom); others may be turned off.

Questions are mostly grade-appropriate but tend toward too sophisticated. Lack of content will have some kids finishing and moving on rapidly. Help with content -- if kids find it -- is well-worded and thoughtful.

Navigation is simple and clear. Gameplay help is limited but sufficient.

Cartoonish graphics are perfect for third or fourth graders, yet content is challenging, reaching from properties of two-dimensional shapes all the way to the Pythagorean Theorem. On the other hand, kids who are older or more advanced may master the whole caboodle pretty quickly. Without multiple profiles or any progress tracking, this app would work best in your classroom for stand-alone skills reinforcement.

Read More Read LessIn *Geometry Quest*, kids travel across the world from Boston to Sydney, taking a quiz at each location. Questions are either true/false or multiple choice. If kids miss one question, they lose a passport stamp and get two stars at the end; if they miss two, they get two stars; if they miss all three, they have to play again to advance. If they get all the answers correct, they get a passport stamp displayed on the map and three stars. The "game over" screen gives the number of right and wrong answers and some encouragement.

The world map, iconic images for each city, zooming airplane, and animated character (sort of an Om Nom look-alike) combine to make an appealing narrative. Questions are well-worded and concise and usually avoid textbook language. An example is, "Do all the sides have to be the same length in a polygon?" One of the primary downsides, however, is lack of content, with only about 28 rotating questions at each of seven locations, and the game has narrow age appeal.

Feedback is gentle. When students miss a question, a small (hardly noticeable) question mark appears next to the character. If students tap the question mark, the character gives them a useful prompt, usually in the form of a question or information to consider, like, "Should you add or subtract? Draw the diagram on paper and label the lengths." Diagrams could be a tad larger, but otherwise they're simple and clear.

Read More Read Less## Key Standards Supported

## Geometry | |

3.G: Reason With Shapes And Their Attributes. | |

3.G.1 | Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. |

3.G.2 | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. |

4.G: Draw And Identify Lines And Angles, And Classify Shapes By Properties Of Their Lines And Angles. | |

4.G.1 | Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. |

4.G.2 | Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. |

4.G.3 | Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. |

5.G: Graph Points On The Coordinate Plane To Solve Real-World And Mathematical Problems. | |

5.G.1 | Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). |

5.G.2 | Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. |

6.G: Solve Real-World And Mathematical Problems Involving Area, Surface Area, And Volume. | |

6.G.1 | Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. |

## Measurement And Data | |

3.MD: Geometric Measurement: Understand Concepts Of Area And Relate Area To Multiplication And To Addition. | |

3.MD.5 | Recognize area as an attribute of plane figures and understand concepts of area measurement. |

3.MD.5.a | A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. |

4.MD: Geometric Measurement: Understand Concepts Of Angle And Measure Angles. | |

4.MD.5 | Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: |

Solve Problems Involving Measurement And Conversion Of Measurements From A Larger Unit To A Smaller Unit. | |

4.MD.3 | Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. |

5.MD: Geometric Measurement: Understand Concepts Of Volume And Relate Volume To Multiplication And To Addition. | |

5.MD.3 | Recognize volume as an attribute of solid figures and understand concepts of volume measurement. |

5.MD.3.a | A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. |

5.MD.4 | Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. |

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#### Teacher Reviews

- You get what you pay for2April 19, 2013