# Loot Pursuit: Pompeii

- algebra
- geometry
- numbers
- ratio

- cultural understanding
- events
- history
- timelines

- memorization
- problem solving
- solving puzzles

###### Pros

Archaeology theme adds an interesting twist to math practice.###### Cons

Kids have to read a lot of text, which may make it inaccessible to some learners, and the lack of feedback can limit learning.###### Bottom Line

Loot Pursuit: Pompeii is a good way for kids to practice math skills, but don't expect instruction.None

An interesting story line with cartoon-strip graphics gets kids interested. Earning rewards for solving math problems keeps them motivated.

Three levels of difficulty and a variety of question styles challenge kids. Feedback or hints would enhance the learning experience.

A brief tutorial at the start of the game shows kids how to use the interactive features. Rewards help track progress.

Loot Pursuit: Pompeii can be used to help kids practice math skills and build math fluency. If kids are just learning a particular skill, have them start at the easy level and work toward the hard level. Since the game can't be set for multiple users, and learning focuses on reinforcement of skills and fluency, it's best if kids play individually, but you can challenge them to compete to be first to collect all the loot at each site and earn rewards.

Read More Read LessKids start by choosing one of five math content areas to work on: algebraic thinking, fractions, geometry, number system, or ratios and proportions. Once they choose a content area, a comic strip appears, giving a background story about artifacts that must be collected at an archaeological site within the ancient city of Pompeii. Next, kids choose a difficulty level (easy, medium, or hard) and begin to answer math problems to collect the artifacts. As they progress through various rounds, the number of artifacts they have to collect increases. At the beginning of the game, a tutorial walks kids through the procedure for answering drag-and-drop and multiple-choice questions. When kids collect all the artifacts from a site, they earn a reward. The game includes options for learning more about the artifacts and about the history of Pompeii, and for rereading the comic strip stories from the various dig sites.

Read More Read LessLoot Pursuit: Pompeii combines history and math to create a dynamic learning environment: Kids solve math problems to collect artifacts from the ancient city of Pompeii. Problems -- which can be set as easy, medium, or hard -- can also be customized based on content. For example, when kids work on geometry problems, settings can be turned on or off for three areas of concentration: area and perimeter, similar polygons, and word problems. With more than 20 unique learning levels and 75 artifacts to collect, kids get lots of math practice. The comic strip that appears before each dig is a bit text-heavy, so some audio to go along with it would be helpful. Because the game doesn't include feedback or hints for incorrect answers, it's best for kids who already have some knowledge of the skills covered and want to build fluency.

Read More Read Less## Key Standards Supported

## Reading History/Social Studies | |

RH.6-8: Craft and Structure | |

RH.6-8.4 | Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. |

RH.6-8.5 | Describe how a text presents information (e.g., sequentially, comparatively, causally). |

RH.6-8.6 | Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). |

Integration of Knowledge and Ideas | |

RH.6-8.7 | Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. |

RH.6-8.8 | Distinguish among fact, opinion, and reasoned judgment in a text. |

RH.6-8.9 | Analyze the relationship between a primary and secondary source on the same topic. |

Key Ideas and Details | |

RH.6-8.1 | Cite specific textual evidence to support analysis of primary and secondary sources. |

RH.6-8.2 | Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. |

RH.6-8.3 | Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). |

Range of Reading and Level of Text Complexity | |

RH.6-8.10 | By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. |

## Reading Informational | |

RI.3: Craft and Structure | |

RI.3.4 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. |

RI.3.5 | Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. |

RI.3.6 | Distinguish their own point of view from that of the author of a text. |

Integration of Knowledge and Ideas | |

RI.3.7 | Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). |

RI.3.8 | Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). |

RI.3.9 | Compare and contrast the most important points and key details presented in two texts on the same topic. |

Key Ideas and Details | |

RI.3.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. |

RI.3.2 | Determine the main idea of a text; recount the key details and explain how they support the main idea. |

RI.3.3 | Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. |

Range of Reading and Level of Text Complexity | |

RI.3.10 | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. |

RI.4: Craft and Structure | |

RI.4.4 | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. |

RI.4.5 | Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. |

RI.4.6 | Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. |

Integration of Knowledge and Ideas | |

RI.4.7 | 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. |

RI.4.8 | Explain how an author uses reasons and evidence to support particular points in a text. |

RI.4.9 | Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. |

Key Ideas and Details | |

RI.4.1 | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. |

RI.4.2 | Determine the main idea of a text and explain how it is supported by key details; summarize the text. |

RI.4.3 | Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. |

Range of Reading and Level of Text Complexity | |

RI.4.10 | By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. |

RI.5: Craft and Structure | |

RI.5.4 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. |

RI.5.5 | Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. |

RI.5.6 | Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. |

Integration of Knowledge and Ideas | |

RI.5.7 | Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. |

RI.5.8 | Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). |

RI.5.9 | Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. |

Key Ideas and Details | |

RI.5.1 | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |

RI.5.2 | Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. |

RI.5.3 | Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. |

Range of Reading and Level of Text Complexity | |

RI.5.10 | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. |

RI.6: Craft and Structure | |

RI.6.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. |

RI.6.5 | Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. |

RI.6.6 | Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. |

Integration of Knowledge and Ideas | |

RI.6.7 | Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. |

RI.6.8 | Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. |

RI.6.9 | Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). |

Key Ideas and Details | |

RI.6.1 | Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |

RI.6.2 | Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. |

RI.6.3 | Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). |

Range of Reading and Level of Text Complexity | |

RI.6.10 | By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. |

## Geometry 3.G Reason With Shapes And Their Attributes. Measurement And Data | |

3.MD: Geometric Measurement: Recognize Perimeter As An Attribute Of Plane Figures And Distinguish Between Linear And Area Measures. | |

3.MD.8 | Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. |

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. |

3.MD.5.b | A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. |

3.MD.6 | Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). |

3.MD.7 | Relate area to the operations of multiplication and addition. |

3.MD.7.a | Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. |

3.MD.7.b | Multiply side lengths to find areas of rectangles with whole- number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. |

3.MD.7.c | Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. |

3.MD.7.d | Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. |

4.NF: Understand Decimal Notation For Fractions, And Compare Decimal Fractions. | |

4.NF.5 | Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. |

4.NF.6 | Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. |

4.NF.7 | Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. |

3.NF: Develop Understanding Of Fractions As Numbers. | |

3.NF.3.b | Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. |

## Operations And Algebraic Thinking | |

3.OA: 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 |

## Ratios And Proportional Relationships | |

6.RP: Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems. | |

6.RP.3 | Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. |

6.RP.3.c | Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. |

#### See how teachers are using Loot Pursuit: Pompeii

#### Teacher Reviews

- Pursue math goals with Loot Pursuit: Pompeii.3January 28, 2015