# Motion Math: Zoom

- counting
- numbers

- analyzing evidence
- deduction
- part-whole relationships

###### Pros

Fantastic design encourages exploration; visuals make relationships between numbers more concrete.###### Cons

Extension suggestions would be helpful, as could more explanation of the scoring system and various icons.###### Bottom Line

Kids have fun while exploring how numbers relate to each other on a number line.None. However, the high scores count shows who's getting the high scores, and higher levels unlock in each individual account after successful completion of lower levels, so teachers can get a basic sense of progress.

Dragging and zooming along the number line and popping number bubbles can be endless fun. Kids will also enjoy the great graphical representations.

Kids get a hands-on, in-depth look at the number line. They can learn about how numbers relate to each other and what decimals and negatives really mean. Leveling gives an increasingly detailed look at the number line.

Great hints help kids who are having trouble, and a points and leveling system gives kids feedback on their progress. The simple set-up makes the game accessible to a wide range of kids. It could use some hints for learning extensions.

This is a great way to make math come alive and get kids excited about numbers. Motion Math: Zoom fits right in with any unit on numbers, including decimals, place value, negative numbers, and more. Teachers can make multiple accounts to allow for multiple players. Each player has a unique progression through the levels, which teachers can look at to assess learning and progress. A general scorecard also gives some information about which kids are getting high scores. Kids can demonstrate what they've learned in related classroom activities.

Read more Read lessMotion Math: Zoom teaches kids how numbers relate to each other on a number line. A number appears in a bubble, and kids must drag, zoom in, or zoom out to find the space on the number line where the number belongs. Then, they pop the bubble and watch the number float to its place. Animals represent the relative size of numbers (dinosaurs for thousands down to amoebas for thousandths). Play begins with an introduction and continues through ever more complicated levels that include numbers up to 1,000, decimals (down to the thousandths), negatives, and mixtures of them all. Kids can play at a leisurely pace, or on a timer (a needle threatens to pop the number bubble before they find the number's correct spot). Kids get one star for completing a level, two for completing it quickly, and three for completing it with the "needle." Higher levels unlock when kids earn at least two stars.

Read more Read lessMotion Math: Zoom is a really fun, unique way for kids to explore numbers and how they relate to each other. What exactly does 0.15 mean? Kids figure it out by zooming in between 0.1 and 0.2 and seeing that 0.15 belongs right in the middle. Animals help kids visualize the relative difference between an amoeba-sized 0.001, a frog-sized 1, and a dinosaur-sized 1,000. Leveling is calibrated to kids' comprehension through a system of timed challenges; kids can unlock higher levels only after reaching certain performance standards on lower levels. This, though, is the main area for improvement: scoring and evaluation. It would be helpful to know more about what goes into a score (speed? accuracy?) so that kids and grownups can focus on where kids might be having trouble. How much do kids really understand about numbers when they pass a level? Otherwise, a top-notch learning experience.

Read more Read less## Key Standards Supported

## Number And Operations In Base Ten | |

1.NBT: Extend The Counting Sequence. | |

1.NBT.1 | Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. |

1.NBT.2.a | 10 can be thought of as a bundle of ten ones — called a “ten.” b. |

1.NBT.2.b | The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. |

1.NBT.2.c | The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). |

Use Place Value Understanding And Properties Of Operations To Add And Subtract. | |

1.NBT.5 | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. |

2.NBT: Understand Place Value. | |

2.NBT.1.a | 100 can be thought of as a bundle of ten tens — called a “hundred.” |

2.NBT.1.b | The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). |

3.NBT: Use Place Value Understanding And Properties Of Operations To Perform Multi-Digit Arithmetic.4 | |

3.NBT.1 | Use place value understanding to round whole numbers to the nearest 10 or 100. |

5.NBT: Understand The Place Value System. | |

5.NBT.3 | Read, write, and compare decimals to thousandths. |

4.NBT: Generalize Place Value Understanding For Multi-Digit Whole Numbers. | |

4.NBT.1 | Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. |

4.NBT.3 | Use place value understanding to round multi-digit whole numbers to any place. |

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

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. |

## The Number System | |

6.NS: Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers. | |

6.NS.5 | Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. |

6.NS.6.a | Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite. |

6.NS.6.b | Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. |

6.NS.6.c | Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. |

6.NS.7.a | Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right. |

6.NS.7.b | Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 oC > –7 oC to express the fact that –3 oC is warmer than –7 oC. |

6.NS.7.d | Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars. |

#### See how teachers are using Motion Math: Zoom

#### Teacher Reviews

- Fun math practice for elementary students5May 9, 2015
- Great way to make math animated and exciting!4December 4, 2014
- Great For Practicing Number Lines4November 30, 2014