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Game On!

Grade 7, Mathematics

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Description of Unit

In this task, seventh-grade students will create, design, and test a game that illustrates a math concept of their choice. The game must include an element of chance and be strategic in nature. Students can develop their game in a digital format (using free coding tools) or in a board game format. Within the unit of study, students will research game design and fairness in gaming. The prototypes students develop must be accessible to the public and should have several trials to prove that the game works. Included in this task are the business aspects of game development.

This guide links the Game On! unit to the Texas Essential Knowledge and Skills (TEKS) for seventh graders. Game On! is a mathematics unit that allows students to build a deeper understanding of the discipline as they create a video game (using free coding tools) or a math board game (using recycled materials) that addresses a concept they have learned. The math game designed by the students will also include an element of chance and will incorporate either a personal interest or a cross-curricular focus. As a class, students will research game design principles (e.g., learning goals, game mechanics, iteration and feedback, target audience) in order to determine the best approaches to maximizing engagement and longevity. Independently or in small groups, students will develop a prototype of their math game and gather data regarding its playability and marketability. The following document includes the applicable TEKS and the details of the Game On! unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. The teacher will introduce the unit with a video or anecdote about his or her favorite game. Students will turn and talk with a shoulder partner about their own favorite games (board or video) and the elements of the games that they love. As a class, students will discuss how their favorite games have changed as they have grown up.
  2. Students will make a timeline of their lives and indicate their favorite games over the years. Students may extend this activity by asking their parents, grandparents, or members of the school community what their favorite games were when they were children.
  3. Students will examine the National Museum of Play’s timeline of video games (http://www.museumofplay.org/about/icheg/video-game-history/timeline). As a class, they will discuss how video games in general have changed over time. In small groups, students will choose a popular, long-running video game series and consider how it has changed or stayed the same over time. Student groups should also discuss why some video games remain popular and others do not. They should think about how popular video games reflect the times and the available technologies.
  4. Students will explore the timeline of board games (https://www.thespruce.com/board-andcard-games-timeline-409387 and http://spotlightongames.com/list/timegame.html). As a class, students will discuss how board games in general have changed over time. In small groups, students will choose a popular, long-running board game and consider how it has changed or stayed the same over time. Student groups should also discuss why some board games remain popular and others do not. They should think about how popular board games reflect the times and the available technologies.
  5. Students will research the elements of game design. Problem solving through the use of game design principles is a technique utilized throughout the world. Students will break down game design principles into individual steps (e.g., defining learning goals, game mechanics, necessary content vocabulary, target audience) and create a graphic (either in digital form or poster) showing the sequence of the steps and how they are interrelated.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Students will form small groups. Each group will create a game company and select a game to develop. Students should name the company and assume the roles of the top executives (e.g., CEO, CFO). The student groups can search online for good resources on the steps of starting a business (https://www.sba.gov/starting-business/write-your-business-plan).
  2. Asking guiding questions. Once the groups have selected a game, they should think of three to five guiding questions to explore. Questions for students to consider include the following:
    • Who is your consumer?
    • How will you find out whether they will like/buy the game?
    • What recycled materials will the board game be made of?
    • Can you feasibly construct the game?
    • What safety issues will you have to deal with?
    • How much will the game cost to make?
    • How much will you sell the game for?
    • How will you market and advertise the game?
    • How much profit will you make?
    • What problems might you run into? How might you solve them?
    • How will you know if the game is successful?
    • What resources will you need?
    While these examples are general, the group’s questions should be specific to the chosen game. The questions should lead the group to form research-based opinions. The group should also develop hypotheses or possible answers to the questions.
  3. Designing a research proposal. In the process of writing the research proposal, students will refine their guiding questions. Each group, acting as a game company, will design a prototype of the game of the future. It could be something completely innovative and futuristic, or it could be an old game that is redesigned or updated. Any game that is developed must include an element of chance within the design. Part of the research might include a needs assessment or interest inventory to see if the proposed game appeals to the target audience. In the proposal, the group should include plans for developing and testing the prototype.
  4. Conducting the research. After the teacher has approved the students’ proposal, the student groups will begin using the identified resources and other sources they may encounter. Research may include survey design or other studies that have been done on the topic or type of game. So that all group members have access to information and make equal individual contributions during this stage, students will need to keep a group log, notecards, or resource process sheets of all the sources they use and what they learn from each one. The groups should develop the prototype and test it with their target audience. Groups will also create a table or graph to show the probability of chance that is embedded within the design of the game.
  5. Drawing conclusions. The groups should consider the following questions as they evaluate their projects:
    • What is successful about your prototype?
    • What adjustments or changes might you make? Why?
    • Who is the target audience for your game?
    • What is new or unique about your game?
    • How much does it cost to manufacture your game?
    • How much will you sell the game for?

B. The product

Each student group will show what they have learned through one of the following written products.

  1. An article or blog post that summarizes the results of the research and describes the prototype of the game created (either in digital format or board-game format). The students will use graphs, tables, or visuals to illustrate the game design, the results of playing the game, the learning that occurred during the process, and their conclusions. The article should be submitted to a publication (e.g., school newspaper, community newspaper through a letter to the editor, teen magazine, online journal).
  2. A product display. The display will include a project presentation board, written abstract, the prototype of the game created, details of the research conducted, and the proposal that guided the development of the prototype.
  3. Create a fundraising campaign using an education related fundraising site, to fund the production of the newly designed game. The project page should demonstrate the game prototype and tell the story behind the game through a project video.

C. Communication

Each student group will demonstrate what they have learned through one of the following types of presentations, to last no more than 15 minutes.

  1. A formal presentation to a panel of experts in the form of a science fair entry. The group will enter their prototype in the local science fair, competing in the mathematics division. They will use their research to show the learning involved and the way elements of chance and strategic logic affect the game’s outcome.
  2. An informal class presentation in which the student groups present their expertise to the class. A question and answer session should follow the presentation.

D. A completed project consists of:

  1. The research proposal
  2. Guiding questions to drive research
  3. Research notes, logs, and/or resource process sheets
  4. The game prototype
  5. A Works Cited page with at least five references
  6. An audiotape or videotape of the group presentation, including an unscripted Q&A session

This unit may address the following TEKS.

110.23., English Language Arts and Reading, Grade 7, Adopted 2017

110.23(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
110.23(b)(5)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
110.23(b)(6)(E)
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
110.23(b)(6)(G)
discuss and write about the explicit or implicit meanings of text;
110.23(b)(6)(I)
reflect on and adjust responses as new evidence is presented.
110.23(b)(6)(F)
respond using newly acquired vocabulary as appropriate;
110.23(b)(8)(D)(i)
the controlling idea or thesis with supporting evidence;
110.23(b)(8)(D)(ii)
features such as references or acknowledgements
110.23(b)(8)(F)
analyze characteristics of multimodal and digital texts.
110.23(b)(12)(E)
differentiate between primary and secondary sources;
110.23(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.23(b)(10)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.23(b)(12)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.23(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

111.27, Mathematics, Grade 7

111.27(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.27(b)(2)
Number and operations. The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of rational numbers.
111.27(b)(3)
Number and operations. The student applies mathematical process standards to add, subtract, multiply, and divide while solving problems and justifying solutions.
111.27(b)(4)
Proportionality. The student applies mathematical process standards to represent and solve problems involving proportional relationships.
111.27(b)(5)
Proportionality. The student applies mathematical process standards to use geometry to describe or solve problems involving proportional relationships.
111.27(b)(6)
Proportionality. The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships.
111.27(b)(7)
Expressions, equations, and relationships. The student applies mathematical process standards to represent linear relationships using multiple representations. The student is expected to represent linear relationships using verbal descriptions, tables, graphs, and equations that simplify to the form y = mx + b.
111.27(b)(8)
Expressions, equations, and relationships. The student applies mathematical process standards to develop geometric relationships with volume.
111.27(b)(9)
Expressions, equations, and relationships. The student applies mathematical process standards to solve geometric problems.
111.27(b)(10)
Expressions, equations, and relationships. The student applies mathematical process standards to use one-variable equations and inequalities to represent situations.
111.27(b)(11)
Expressions, equations, and relationships. The student applies mathematical process standards to solve one-variable equations and inequalities.
111.27(b)(12)
Measurement and data. The student applies mathematical process standards to use statistical representations to analyze data.
111.27(b)(13)
Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor.

112.27., Science, Grade 7, Adopted 2021

112.27(b)(1)
Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
112.27(b)(4)
Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:
112.27(b)(1)(D)
use appropriate tools such as graduated cylinders, metric rulers, periodic tables, balances, scales, thermometers, temperature probes, laboratory ware, timing devices, pH indicators, hot plates, models, microscopes, slides, life science models, petri dishes, dissecting kits, magnets, spring scales or force sensors, tools that model wave behavior, satellite images, hand lenses, and lab notebooks or journals;

113.19, Social Studies, Grade 7

113.19(b)(21)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology.
113.19(b)(22)
Social studies skills. The student communicates in written, oral, and visual forms.
113.19(b)(23)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.D.1
Demonstrate literacy in computer use.
S.I.D.2
Use computer models, applications, and simulations.
S.I.D.3
Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.

Social Studies:

SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.D.4
 Persevere to complete and master tasks.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.B.4
Make inferences about the denotative and connotative meanings of unfamiliar words using context clues.
ELA.II.D.1
Make text-to-self, text-to-text, and text-to-world connections.
ELA.II.B.3
Use reference guides to confirm the meanings of new words or concepts.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.B.2
Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.3
Follow relevant rules governing attribution.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.

Mathematics:

M.V.B.3
Compute and describe the study data with measures of center and basic notions of spread.
M.V.A.1
Formulate a statistical question, plan an investigation, and collect data.
M.V.B.1
Classify types of data.
M.V.B.2
Construct appropriate visual representations of data.
M.VII.A.1
Analyze given information.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.3
Determine a solution.
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