# Wizen World

*Not Yet Rated*

- addition
- equations
- fractions

- logic
- problem solving

###### Pros

Fun design appeals to kids, encouraging them to practice basic math facts.###### Cons

The math can feel tacked on to the game, and there are no options for students to interact with one another.###### Bottom Line

Wizen World is a fun way to encourage kids to practice basic math, but it can't be used to teach anything new.Teachers can receive daily or weekly email reports on student progress. Note that unless teachers precreate accounts for students, they can register without using the assigned class code. If this happens, teachers will have to track down some students to help them sign up on the teacher dashboard.

The variety of activities and visual appeal should gain and hold kids' attention.

Gameplay is fun, but it's largely disconnected from the math.

Instructions and tutorial videos make learning the system easy.

Wizen World is primarily useful for in-class review or homework. The game's ogre-catching adventure and overall visual appeal will definitely encourage kids to practice math at home. In class, the game would make a fun activity center or end-of-unit activity. Although kids can't see their classmates' activities, a teacher could create avatar names and post a top 10 scoreboard, or let kids see the five classmates above and below them.

Read More Read LessIn Wizen World, students play games related to basic math topics (currently fractions, decimals, and numbers, although additional topics, such as geometry, are coming soon). Types of games vary by topic. For example, fraction games are retro 2-D adventure games in the style of Nintendo's Zelda: players wander the world attacking ogres and solving math problems to defeat them. In the decimal number-line game, players help a cute creature jump over water by placing decimals on a number line. The overarching goal of all the games is to free meings -- creatures the ogres have imprisoned -- by completing the games and solving the math problems to "hatch" the meings and help them regain their strength.

Read More Read LessWizen World* *is fun to play and visually appealing, and will definitely hold students' attention and come in handy for encouraging them to review and practice basic math. The math isn't really connected to the game, however -- it's a "stop the game to do a math question" variety of play -- and the number of topics covered is currently limited (although that's promised to change in the future). The game does provide good math review and practice, but kids won't learn anything they don't already know, no help is available for kids who struggle with concepts, and teachers can't assign different levels to individual students.

## Key Standards Supported

## Number And Operations—Fractions | |

5.NF: Apply And Extend Previous Understandings Of Multiplication And Division To Multiply And Divide Fractions. | |

5.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. |

5.NF.7.a | Interpret division of a unit fraction by a non-zero 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. |

Use Equivalent Fractions As A Strategy To Add And Subtract Fractions. | |

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.) |

4.NF: Build Fractions From Unit Fractions By Applying And Extending Previous Understandings Of Operations On Whole Numbers. | |

4.NF.3 | Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. |

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.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). |

Extend Understanding Of Fraction Equivalence And Ordering. | |

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. |

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.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.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.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. |

## The Number System | |

6.NS: Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions. | |

6.NS.1 | Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? |

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

6.NS.6 | Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. |

Compute Fluently With Multi-Digit Numbers And Find Common Factors And Multiples. | |

6.NS.3 | Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. |

7.NS: Apply And Extend Previous Understandings Of Operations With Fractions To Add, Subtract, Multiply, And Divide Rational Numbers. | |

7.NS.2.a | Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. |

7.NS.3 | Solve real-world and mathematical problems involving the four operations with rational numbers. |