# Mapoosa

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*Not Yet Rated*

- fractions
- numbers
- patterns

- animals

###### Pros

Kids will find plenty to do exploring, playing games, and customizing avatars in this peculiar simulated world.###### Cons

Most games don’t support or connect with classroom learning, and those that do can’t be accessed in a targeted, sequential way.###### Bottom Line

Interactive games are enjoyable, but most activities aren’t content-directed enough to warrant classroom time.None. There is a parent dashboard with paid subscription.

Most kids will love the games galore, and they'll enjoy earning points and individualizing avatars. But more meaningful content is needed to truly hold kids’ attention.

Games cover many topics (see the curriculum guide), but kids will mostly encounter ones that are “just for fun.” Further, kids don’t stumble upon games in a sequential way, so they may not be ready for content they find.

Gameplay is intuitive, and a useful help document is available from the homepage and within the sim. Some kids will struggle with fast-paced audio instructions.

Mapoosa’s probably not going to make the cut in your classroom; the proportion of “just for fun” games that kids will encounter is just too high. And, you can’t easily point kids to specific games or content that could be relevant to your students. Mapoosa might be of interest to kids outside of your classroom -- particularly among Indian families -- due to relevant content topics on family relationships, Indian currency, etc.

Encourage students to steer toward games that are connected to content badges (like the eight games needed to earn the “King of Patterns”). Kids can close a “just for fun” game they’ve opened by clicking on the red “x”. You may also want to reiterate online safety messages, reminding kids not to share personal information with a Mapoosa friend and to always use appropriate language.

Read More Read LessMapoosa is a simulated world supplied with quirky destinations and customizable avatars and homes. As kids explore, they run into many (130+) short games to play, which range from simply fun to school subject-related practice (especially math). All users create an account: Kids can enter a parent’s email address, though parents don’t provide approval. Mapoosa is India-based, which is reflected in the default currency and voice-over accents.

Once in Mapoosa, players receive a brief intro from Jadooga, a character on a magic carpet, and then they can move around to places on the map. Some locations and games are blocked to (free) visitors, accessible only to (paid) citizens. Kids earn “poosos” for completing tasks and games, and can earn badges upon finishing certain game sets. Poosos are used to upgrade an avatar’s clothes or home items. Kids can connect with other avatars by message and chat, and they can friend other users.

Read More Read LessMapoosa’s math games tend to include tutorials and practice problems around elementary concepts (fractions, base-ten numerals). However, the tutorials are fast-paced and employ nonstandard math language (“3 by 4” instead of “three fourths”). A curriculum guide (linked from the homepage) gives a list of games by subject, yet locating a specific game within Mapoosa is really difficult. It would be great to be able to assign games to kids for targeted practice, or for kids to have an easier path to navigate to such games on their own.

The learning described in the curriculum guide may not be a natural outcome of playing a game. For example, “Poacher Patrol” is supposed to help kids develop an awareness of poaching, but kids just search on-screen for animated "poachers" and don't explore what that means more broadly. Player statistics only compare scores to other players, not to a standard of mastery. Further, adult accounts don’t provide access to kids’ chats, messages, or friend data, making this an iffy choice from a privacy perspective.

Read More Read Less## Key Standards Supported

## Number And Operations In Base Ten | |

2.NBT: Understand Place Value. | |

2.NBT.1 | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: |

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). |

2.NBT.2 | Count within 1000; skip-count by 5s, 10s, and 100s. |

2.NBT.3 | Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. |

2.NBT.4 | Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. |

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

2.NBT.5 | Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. |

2.NBT.6 | Add up to four two-digit numbers using strategies based on place value and properties of operations. |

2.NBT.7 | Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. |

2.NBT.8 | Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. |

2.NBT.9 | Explain why addition and subtraction strategies work, using place value and the properties of operations.3 |

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. |

3.NBT.2 | Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. |

3.NBT.3 | Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. |

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.2 | Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. |

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

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

4.NBT.4 | Fluently add and subtract multi-digit whole numbers using the standard algorithm. |

4.NBT.5 | Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |

4.NBT.6 | Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |

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.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? |

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.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. |