Slice It!
Subjects
 Math
Skills
 Critical Thinking
Pros: Trialanderror gameplay supports nimble discovery of concepts and strategies.
Cons: Lacks explicit connection between game principles and classroom learning.
Bottom Line: A fun way for kids to jump into geometry with lessons on shapes, symmetry, and area.
To support a lesson on lines of symmetry or calculating area, you might want to consider Slice It! as an engaging, handson way to preview the concepts. Put kids in pairs or small groups to attempt the puzzles and give them a chance to learn through collaborative problemsolving. Since there are multiple ways to solve each puzzle, it would be fun for kids to share out possible solutions as a class. Even before kids learn the specific geometry skills addressed by the puzzles, they may discover fundamental strategies (such as counting grid squares to calculate area) through trialanderror gameplay.
Continue reading Show lessSlice It! delivers 200 brainteasing puzzles that challenge kids' understanding of core geometry concepts including shapes, symmetry, area, and measurement. Each puzzle presents a different shape, which kids must "slice" into a set number of equal parts by using a finger to make a specific number of cuts. Sure, you can cut a circle like a pizza into 12 slices, but what about cutting a trapezoid into 11?
Each puzzle presents the outline of a shape on graph paper along with a target number of slices to make and number of cuts required. Kids draw lines with a finger (or use two fingers to place endpoints for more precision) in order to slice the shape. If they use the correct number of cuts to divide the shape and match the target number of equal pieces, they solve the puzzle and unlock the next one. Puzzles begin as fairly straightforward geometric shapes, but more irregular shapes make solutions less obvious. Kids earn from one to five gold stars depending on how close to equal the pieces are. After each puzzle, kids can view a percentage breakdown for each slice and can retry the puzzle for more accuracy.
Continue reading Show lessKids will like the fun look and feel, with colorful shapes that appear handdrawn on graph paper. Levels ramp up quickly, but builtin tips and hints can reduce frustration. Kids can replay levels to try and earn the maximum five stars, and they can skip levels they find too difficult. Quick Mode presents a fun alternative to regular play with a set of nearly complete puzzles that have only one slice left to make. Kids will no doubt be engaged, but teachers may need to help them make connections between gameplay, classroom learning, and realworld application.
Though success relies on applying basic geometry knowledge, Slice It! could do better to support a deeper understanding of the math principles behind successful gameplay. Some tips hint at concepts ("Try cutting into four triangles"), but most are simple guidance ("Tap undo to erase the last cut"). In fact, the term area is never used. It would also be great if kids could see a couple alternate solutions before moving on to the next puzzle.
Continue reading Show lessOverall Rating
Engagement Is the product stimulating, entertaining, and engrossing? Will kids want to return?
Pedagogy Is learning content seamlessly bakedin, and do kids build conceptual understanding? Is the product adaptable and empowering? Will skills transfer?
Support Does the product take into account learners of varying abilities, skill levels, and learning styles? Does it address both struggling and advanced students?
Key Standards Supported
Geometry
 2.G.1
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
 2.G.2
Partition a rectangle into rows and columns of samesize squares and count to find the total number of them.
 2.G.3
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
 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.1
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures.
 4.G.2
Classify twodimensional 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 twodimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify linesymmetric figures and draw lines of symmetry.
 5.G.3
Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
 5.G.4
Classify twodimensional figures in a hierarchy based on properties.
 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., xaxis and xcoordinate, yaxis and ycoordinate).
 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.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 realworld and mathematical problems.
 6.G.2
Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving realworld and mathematical problems.
 6.G.3
Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving realworld and mathematical problems.
 6.G.4
Represent threedimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving realworld and mathematical problems.
 7.G.1
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
 7.G.2
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
 7.G.3
Describe the twodimensional figures that result from slicing three dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
 7.G.4
Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
 7.G.5
Use facts about supplementary, complementary, vertical, and adjacent angles in a multistep problem to write and solve simple equations for an unknown angle in a figure.
 7.G.6
Solve realworld and mathematical problems involving area, volume and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
 8.G.9
Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve realworld and mathematical problems.
 8.G.6
Explain a proof of the Pythagorean Theorem and its converse.
 8.G.7
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in realworld and mathematical problems in two and three dimensions.
 8.G.8
Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
 8.G.1
Verify experimentally the properties of rotations, reflections, and translations:
 8.G.1.a
Lines are taken to lines, and line segments to line segments of the same length.
 8.G.1.b
Angles are taken to angles of the same measure.
 8.G.1.c
Parallel lines are taken to parallel lines.
 8.G.2
Understand that a twodimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
 8.G.3
Describe the effect of dilations, translations, rotations, and reflections on twodimensional figures using coordinates.
 8.G.4
Understand that a twodimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two dimensional figures, describe a sequence that exhibits the similarity between them.
 8.G.5
Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angleangle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.
Measurement And Data
 2.MD.1
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
 2.MD.2
Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
 2.MD.3
Estimate lengths using units of inches, feet, centimeters, and meters.
 2.MD.4
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
 2.MD.5
Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
 2.MD.6
Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent wholenumber sums and differences within 100 on a number line diagram.
 2.MD.10
Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple put together, takeapart, and compare problems4 using information presented in a bar graph.
 2.MD.9
Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in wholenumber units.
 2.MD.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
 2.MD.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
 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.
 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 wholenumber 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 wholenumber 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 wholenumber 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 nonoverlapping rectangles and adding the areas of the nonoverlapping parts, applying this technique to solve real world problems.
 3.MD.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
 3.MD.4
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
 3.MD.1
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
 3.MD.2
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).6 Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.7
 4.MD.5
Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
 4.MD.5.a
An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “onedegree angle,” and can be used to measure angles.
 4.MD.5.b
An angle that turns through n onedegree angles is said to have an angle measure of n degrees.
 4.MD.6
Measure angles in wholenumber degrees using a protractor. Sketch angles of specified measure.
 4.MD.7
Recognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.
 4.MD.4
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.
 4.MD.1
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
 4.MD.2
Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
 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.1
Convert among differentsized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, real world problems.
 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.3.b
A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
 5.MD.4
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
 5.MD.5
Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
 5.MD.5.a
Find the volume of a right rectangular prism with wholenumber side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold wholenumber products as volumes, e.g., to represent the associative property of multiplication.
 5.MD.5.b
Apply the formulas V=l×w×handV=b×h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems.
 5.MD.5.c
Recognize volume as additive. Find volumes of solid figures composed of two nonoverlapping right rectangular prisms by adding the volumes of the nonoverlapping parts, applying this technique to solve real world problems.
 5.MD.2
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Number And Operations—Fractions
 5.NF.3
Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
 5.NF.4
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
 5.NF.4.a
Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
 5.NF.4.b
Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
 5.NF.5
Interpret multiplication as scaling (resizing), by:
 5.NF.5.a
Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
 5.NF.5.b
Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
 5.NF.6
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
 5.NF.7
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1
 5.NF.7.a
Interpret division of a unit fraction by a nonzero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
 5.NF.7.b
Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
 5.NF.7.c
Solve real world problems involving division of unit fractions by nonzero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3cup servings are in 2 cups of raisins?
 5.NF.1
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
 5.NF.2
Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions
 4.NF.3
Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a.
 4.NF.3.a
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
 4.NF.3.b
Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
 4.NF.3.c
Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
 4.NF.3.d
Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
 4.NF.4
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
 4.NF.4.a
Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).
 4.NF.4.b
Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
 4.NF.4.c
Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
 4.NF.1
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
 4.NF.2
Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
 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.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
 3.NF.2
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
 3.NF.2.a
Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
 3.NF.2.b
Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
 3.NF.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
 3.NF.3.a
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
 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.
 3.NF.3.c
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
 3.NF.3.d
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Ratios And Proportional Relationships
 6.RP.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
 6.RP.2
Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1
 6.RP.3
Use ratio and rate reasoning to solve realworld and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
 6.RP.3.a
Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
 6.RP.3.b
Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
 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.
 6.RP.3.d
Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
 7.RP.1
Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.
 7.RP.2
Recognize and represent proportional relationships between quantities.
 7.RP.2.a
Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.
 7.RP.2.b
Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
 7.RP.2.c
Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.
 7.RP.2.d
Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
 7.RP.3
Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
Teacher Reviews
i do not recommend this app if you are looking for educational content. There is a free and paid version (.99), the free one is ridden with those popup adds that you accidentally push and it takes you to the app store. I imagine the paid version does not have this. There are hints that you can use if you get stuck and it does become challenging, but students really don't find it that fun (not enough reward). My last comment on this is that it uses the word "failed" instead of "try again" or something a bit more motivating. Can't stand the use of the word failed in schools!
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