Tamison Yancy

Assignment 6
November 8, 2016
1. Title: Math Explosion
2. Context: Students will create a math game during their math class.
3. Target Learners: 4th grade Collaborative Class that includes Special
Education Students
4. Subjects/Topics Covered: Students will be taught how to use the game
design program. Students will be able to create a math game based on the
standards already taught. They will be able to choose which standard they
would like to focus on.
5. Learning Objectives and Standards:

Generalize place value understanding for multi-digit whole numbers. Grade 4

expectations in this domain are limited to whole numbers less than or

equal to 1,000,000.
7.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
6.NBT.1 explain that in a multi-digit whole number, a digit in any one place
represents ten times what it represents in the place to its right (e.g.,
recognize that 700 70 = 10 by applying concepts of place value and
division)
8.NBT.3 use place value understanding to round whole numbers to any
place using tools such as a number line and/or charts
Use place value understanding and properties of operations to
perform multi-digit arithmetic.
9.NBT.4 add and subtract multi-digit whole numbers fluently using the
standard algorithm
10.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
multiplication calculations by using equations, rectangular arrays, and/or
area models
11.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
3.OA.3 solve multi-step word problems 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 symbol or letter standing for the unknown quantity. Assess
the reasonableness of answers using mental computation and estimation
strategies, including rounding
Use the four operations with whole numbers to solve problems
1.OA.1 explain that a multiplicative comparison is a situation in which one
quantity is multiplied by a specified number to get another quantity;
interpret a multiplication equation as a comparison; for example interpret 35
= 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many
as 5; represent verbal statements of multiplicative comparisons as
multiplication equations
2.OA.2 solve multiplication and division word problems involving
multiplicative comparison using drawings and equations with a symbol for
the unknown number to represent the problem, distinguishing multiplicative
comparison from additive comparison
3.OA.3 solve multi-step word problems 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 symbol or letter standing for the unknown quantity. Assess
the reasonableness of answers using mental computation and estimation
strategies, including rounding
6. Duration: This lesson will take 5 days, 1.5 hours a day. This is a total of

7.5 hours.
7. Game Design Task: The students will design a math game using
GameMaker. They are going to create a game with a storyline that has a
problem and a solution. Students are going to add math content to their
game. Day 1: Students are going to play two different games and
answer questions based on what they see and what they liked about the
game. Students will be placed in threes to think about a math standard
and a game that they would like to create. Their game has to have a
storyline with a problem and a solution. Students are going to complete
a graphic organizer. Once the students have completed their graphic
organizer, the teacher is going to introduce GameMaker. The students
will work through the tutorial of GameMaker and learn how to create a
game. Day 2: Students are going to begin creating their game. The
teacher will demonstrate how to find images and sound for their games.
Students are going to begin creating their math game and the teacher
will circulate around the room to monitor and answer questions. Day 3:
Students will begin to add walls and change the background of their
games. Students will also create objects and adding actions. Teacher will
demonstrate how to do this on GameMaker, step-by step instructions.
Teacher will walk around the classroom and monitor students selections
and answer questions. Day 4: Students will continue to complete their
game design. The teacher is going to give the students an evaluation
sheet. The evaluation sheet will allow for the students to check their
game design to make sure that they have everything needed for a class

grade. Student need to complete their game by end of class. Day 5:

Students are going to present their games to the class. Students will
then have time to try-out the other groups games.
8. The Main Purpose of the Game Design Task: The main purpose of
the game design task is to teach students problem solving skills, the
game design process and collaboration. Students will be adding
mathematical content to their games as well.

9. Software Selection and Justification

Software

GameMaker Studio

Link

Yoyogames.com/gamemaker

Description

GameMaker provides step-by step instructions for educations and

students. It allows for beginners to create a game that is easy to follow.
Once students become familiar with the software they can begin to
challenge themselves and try hard tasks.

Justification

I chose GameMaker because it seemed easy to explain and use in the

classroom. I like the fact that it has a tutorial for the students and the
teachers. The website seemed to be user friendly.

10. Individual vs. Collaborative Game Design: For this

assignment, I want my students to work in a collaboratively. My
classroom is considered an inclusion class. I have many student s
who have an IEP. I felt that have the students work in groups will
allow for all students to participate in the process.
11. Procedures: This assignment will take 5 days and will be during
the students math block. Students will be given 1.5 hours a day to
work on their game design. This assignment will be every Tuesday
and Thursday. This assignment will take a total of 7.5 hours.
Day 1, Tuesday, 1.5 hours: Students are going to play two different
games and answer questions based on what they see and what they
liked about the game. Students will be placed in threes to think about

a math standard and a game that they would like to create. Their
game has to have a storyline with a problem and a solution. Students
are going to complete a graphic organizer. Once the students have
completed their graphic organizer, the teacher is going to introduce
GameMaker. The students will work through the tutorial of
GameMaker and learn how to create a game.
Day 2, Thursday, 1.5 hours: Students are going to begin creating
their game. The teacher will demonstrate how to find images and
sound for their games. Students are going to begin creating their
math game and the teacher will circulate around the room to monitor
and answer questions.
Day 3, Tuesday, 1.5 hours: Students will begin to add walls and
change the background of their games. Teacher will demonstrate how
to do this on GameMaker, step-by step instructions. Teacher will walk
around the classroom and monitor students selections and answer
questions.
Day 4, Thursday, 1.5 hours: Students will continue to complete
their game design. The teacher is going to give the students an
evaluation sheet. The evaluation sheet will allow for the students to
check their game design to make sure that they have everything
needed for a class grade. Student need to complete their game by
end of class.
Day 5, Tuesday, 1.5 hours: Students are going to present their
games to the class. Students will then have time to try-out the other
groups games.
12. Evaluation: Students will be evaluated by a rubric. They will be graded
on creativity, storyline, pictures, sound, overall look of the game, and
collaboration.
13. Expected Learning
Learning Outcomes

Outcomes

&

Learning Outcomes
Knowledg After completing the game design
task, students should have the basic
e
knowledge of what should be included
in game design and the characteristics
it needs to be appealing to students
their age. d
Skills

Methods

for

Measuring

Methods for Measuring

Learning
outcomes
This learning outcome will be measured
on a 4-point rubric.

After completing the game design,

This learning outcome will be measured
students should be able to add
on a 4-point rubric.
pictures, sound, background colors,
walls, characters, content, and create
an overall theme to the game they
created.

Attitudes After completing the game design

task, students attitudes should be of
excitement and the feeling that they
would like to create another game.
The students should get the feeling
that at first it seemed hard but once
they completed the task it was very
easy.

This learning outcome will be measured

on a 4-point rubric based on teacher
observation.

14. Perceived Barriers and Support Needs: Since this class is an

inclusion class, many of the students will need additional support from their
peers as well as the teacher. Some barriers that may occur would be
technology issues. Many schools may have internet issues. Also, having
enough computers for the students to complete their assignment.
15. Reflection: After completing this assignment, I feel that this is very
do able with my students. Once you lay out a plan it doesnt seem that
hard to implement. I would really enjoy doing this lesson. I wish that
my school supported the software. It is actually denied on my schools
server. I like this activity.