# MobyMax

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- reading comprehension
- text analysis
- writing
- literature

- addition
- equations
- geometry
- multiplication

- biology
- chemistry
- ecosystems
- electricity

- exploration
- geography
- history
- the economy

###### Pros

Easy-to-use, standards-based assessment tool monitors student growth as students try and retry questions from multiple subjects.###### Cons

Students learn only through simple guided practice, and assessments could demand broader skills-building rather than direct standardized test prep.###### Bottom Line

Use these standards-based lessons to promote independent, self-driven learning and monitor student growth.Free–$99

Teachers get much the same experience as students, with the addition of rosters, worksheets, and classroom statistics. Teachers can customize the feature set and subject available to their students using the dashboard.

The easy-to-navigate student dashboard lets students move independently through lessons, games, and communication features. Kids will feel motivated to master tiered lessons to earn time in the game area.

Although the lessons and test questions aren't especially inventive, features for differentiation, progress self-monitoring, and goal-setting make this a good tool for meaningful learning.

The design and layout make for easy use. Both students and teachers can monitor progress; there's also a portal for parents. Audio is available for on-screen text.

MobyMax lends itself to independent practice whether at school or at home. Instead of using a worksheet, use the platform to design a contest for homework. After a daily session on the site, use the poll feature on the wall as a means of formative assessment. Be sure to plan regular sessions throughout the year to monitor growth; you can print reports and let your students reflect on their own learning (the charts, graphs, and short responses will be helpful). These results and reflections can also be useful to share with parents.

For middle school students, consider setting up stations and utilize a lesson as a stop in the rotation of activities. For elementary school students, use the lessons in small reading or math groups as you target students who have similar goals or learning growth rates. For any class, practice active reading strategies, such as annotating, using the texts located in the site's curriculum library. The site's printable worksheets can support guided practice during class warm-ups.

Read more Read lessMobyMax is a K-8 learning platform for math, literacy, science, and social studies equipped with adaptive tests, test-prep lessons, and motivational tools such as games and badges. The app claims that all sections (from Fact Fluency to Informational Reading Skills) are explicitly aligned with Common Core State Standards and Next Generation Science Standards. MobyMax also features specific state test-prep activities. Unique features include teachers' ability to assign badges for performance, student goal-setting, student-teacher messaging, and teacher-created class contests. The site also has a Wall feature where teachers can post class messages, assignments, events, and polls.

Based on an initial adaptive test, teachers can select lessons for each student. Subsequent adaptive tests monitor students' skill growth and "learning velocity," the tool's term for the rate at which each student learns. Students work through lessons to achieve proficiency, which earns them playing time in the site's game area. Teachers can customize the features and content for students, and parents can monitor their children's scores via a parent portal.

Read more Read lessTeachers can customize lessons for each student, making MobyMax a great fit for matching learning to individual students' needs. Lessons are mostly composed of multiple-choice or constructed-response prompts; some teachers might balk at a tool that's so explicitly linked to test prep, but lessons are solid enough to promote some meaningful learning and conceptual understanding. Some of the science questions, however, are not accurate and may lead to student misconceptions in the future. While it's fun that kids can earn game time, the games aren't always explicitly linked to learning. It would be great if games reinforced learning rather than serving solely as a break.

Ultimately, this is a solid tool for guided practice and progress monitoring. It's great that teachers, parents, and students all have access to tracking a student's progress. As a result, MobyMax's feedback and reports can empower students to become more accountable for their own learning. A paid subscription is needed to access many features including unlimited placement tests, progress monitoring, badges, games, and contests.

Read more Read less## Key Standards Supported

RI.7.2 | Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. |

RI.8.2 | Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. |

RL.K.3 | With prompting and support, identify characters, settings, and major events in a story. |

RL.2.5 | Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. |

Craft and Structure | |

RL.4.9 | Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. |

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

RL.4.2 | Determine a theme of a story, drama, or poem from details in the text; summarize the text. |

RL.4.3 | Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). |

Range of Reading and Complexity of Text | |

RL.5.6 | Describe how a narrator’s or speaker’s point of view influences how events are described. |

Integration of Knowledge and Ideas | |

RL.6.6 | Explain how an author develops the point of view of the narrator or speaker in a text. |

Integration of Knowledge and Ideas | |

RL.6.2 | Determine a theme or 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. |

RL.6.3 | Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. |

RL.8: Craft and Structure | |

RL.8.4 | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. |

RL.8.6 | nalyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. |

Integration of Knowledge and Ideas | |

RL.8.9 | Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. |

Key Ideas and Details | |

RL.8.1 | Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |

RL.8.2 | Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. |

RL.8.3 | Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. |

Geometry | |

1.G.2 | Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.4 |

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: Reason With Shapes And Their Attributes. | |

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: Draw And Identify Lines And Angles, And Classify Shapes By Properties Of Their Lines And Angles. | |

4.G.2 | Classify two-dimensional 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 two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. |

6.G: Solve Real-World And Mathematical Problems Involving Area, Surface Area, And Volume. | |

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 real-world and mathematical problems. |

Draw, Construct, And Describe Geometrical Figures And Describe The Relationships Between Them.: Solve Real-Life And Mathematical Problems Involving Angle Measure, Area, Surface Area, And Volume. | |

7.G.6 | Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. |

Solve Real-World And Mathematical Problems Involving Volume Of Cylinders, Cones, And Spheres. | |

8.G.9 | Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. |

Understand And Apply The Pythagorean Theorem. | |

K.G.4 | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). |

Identify And Describe Shapes (Squares, Circles, Triangles, Rectangles, Hexagons, Cubes, Cones, Cylinders, And Spheres). | |

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. |

Relate Addition And Subtraction To Length. | |

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. |

Represent And Interpret Data. | |

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 | |

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.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. |

Solve Problems Involving Measurement And Estimation Of Intervals Of Time, Liquid Volumes, And Masses Of Objects. | |

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. |

4.MD.7 | Recognize angle measure as additive. When an angle is decomposed into non-overlapping 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. |

Represent And Interpret Data. | |

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. |

K.MD.2 | Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. |

Operations And Algebraic Thinking | |

1.OA.6 | Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). |

1.OA.2 | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. |

1.OA.4 | Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. |

1.OA.8 | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = � – 3, 6 + 6 = �. |

## 2.OA | |

Represent And Solve Problems Involving Addition And Subtraction.: Work With Equal Groups Of Objects To Gain Foundations For Multiplication. | |

2.OA.4 | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. |

Represent And Solve Problems Involving Multiplication And Division. | |

3.OA.1 | Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. |

3.OA.3 | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 |

3.OA.4 | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = � ÷ 3, 6 × 6 = ?. |

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 |

4.OA.5 | Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. |

Use The Four Operations With Whole Numbers To Solve Problems. | |

4.OA.2 | Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 |

4.OA.3 | Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. 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. |

5.OA.1 | Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. |

K.OA: Understand Addition As Putting Together And Adding To, And Under- Stand Subtraction As Taking Apart And Taking From. | |

K.OA.2 | Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. |

## Key Standards Supported

## Biological Evolution: Unity and Diversity | |

## 2-LS4 | |

2-LS4-1 | Make observations of plants and animals to compare the diversity of life in different habitats. |

## 3-LS4 | |

3-LS4-2 | Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |

3-LS4-3 | Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |

## MS-LS4 | |

MS-LS4-1 | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. |

MS-LS4-2 | Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. |

MS-LS4-4 | Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. |

MS-LS4-5 | Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. |

## Earth and Human Activity | |

## 4-ESS3 | |

4-ESS3-1 | Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |

## 5-ESS3 | |

5-ESS3-1 | Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |

## MS-ESS3 | |

MS-ESS3-1 | Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. |

MS-ESS3-4 | Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. |

MS-ESS3-5 | Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. |

## Earth’s Place in the Universe | |

## 4-ESS1 | |

4-ESS1-1 | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |

## 5-ESS1 | |

5-ESS1-1 | Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. |

## MS-ESS1 | |

MS-ESS1-3 | Analyze and interpret data to determine scale properties of objects in the solar system. |

MS-ESS1-4 | Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. |

## Earth’s Systems | |

## K-ESS2 | |

K-ESS2-2 | Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. |

## 2-ESS2 | |

2-ESS2-3 | Obtain information to identify where water is found on Earth and that it can be solid or liquid. |

## 3-ESS2 | |

3-ESS2-2 | Obtain and combine information to describe climates in different regions of the world. |

## 4-ESS2 | |

4-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth’s features. |

## MS-ESS2 | |

MS-ESS2-2 | Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. |

MS-ESS2-3 | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. |

## Ecosystems: Interactions, Energy, and Dynamics | |

## 3-LS2 | |

3-LS2-1 | Construct an argument that some animals form groups that help members survive. |

## MS-LS2 | |

MS-LS2-1 | Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. |

MS-LS2-2 | Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. |

## Energy | |

## 4-PS3 | |

4-PS3-1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object. |

4-PS3-3 | Ask questions and predict outcomes about the changes in energy that occur when objects collide. |

## From Molecules to Organisms: Structures and Processes | |

## K-LS1 | |

K-LS1-1 | Use observations to describe patterns of what plants and animals (including humans) need to survive. |

## 1-LS1 | |

1-LS1-2 | Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. |

## 3-LS1 | |

3-LS1-2 | Use evidence to support the explanation that traits can be influenced by the environment. |

## 5-LS1 | |

5-LS1-1 | Support an argument that plants get the materials they need for growth chiefly from air and water. |

## MS-LS1 | |

MS-LS1-3 | Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. |

MS-LS1-8 | Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. |

## Heredity: Inheritance and Variation of Traits | |

## 3-LS3 | |

3-LS3-1 | Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |

3-LS3-2 | Use evidence to support the explanation that traits can be influenced by the environment. |

## Matter and Its Interactions | |

## 2-PS1 | |

2-PS1-2 | Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |

## 5-PS1 | |

5-PS1-3 | Make observations and measurements to identify materials based on their properties. |

## MS-PS1 | |

MS-PS1-3 | Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |

## Motion and Stability: Forces and Interactions | |

## 5-PS2 | |

5-PS2-1 | Support an argument that the gravitational force exerted by Earth on objects is directed down. |

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