Fortune Hunter/Education

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Classroom Application

Grade Level = 4

This game will be used to assist with math topics taught in the classroom and will be excellent reinforcement material.

Standards Addressed

This game covers elements of the fourth grade math curriculum currently in use at Boston, MA, USA. For the complete listing, visit Full Curriculum Framework.

The following topics are covered in this game activity.

Implemented Curriculum Framework

NUMBER SENSE AND OPERATIONS
4.N.3	Demonstrate an understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on the number line.
4.N.4	Select, use, and explain models to relate common fractions and mixed numbers (1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, 1/12, and 11/2), find equivalent fractions, mixed numbers, and decimals, and order fractions.
4.N.5	Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths).
4.N.6	Exhibit an understanding of the base ten number system by reading, naming, and writing decimals between 0 and 1 up to the hundredths.
4.N.9	Select, use, and explain the commutative, associative, and identity properties of operations on whole numbers in problem situations, e.g., 37 x 46 = 46 x 37, (5 x 7) x 2 = 5 x (7 x 2).
4.N.11	Know multiplication facts through 12 x 12 and related division facts. Use these facts to solve related multiplication problems and compute related problems, e.g., 3 x 5 is related to 30 x 50, 300 x 5, and 30 x 500.
4.N.12	Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently.
4.N.14	Demonstrate in the classroom an understanding of and the ability to use the conventional algorithms for addition and subtraction (up to five-digit numbers), and multiplication (up to three digits by two digits).
GEOMETRY
4.G.1	Compare and analyze attributes and other features (e.g., number of sides, faces, corners, right angles, diagonals, and symmetry) of two- and three-dimensional geometric shapes.
4.G.3	Recognize similar figures.
4.G.4	Identify angles as acute, right, or obtuse.
4.G.7	Describe and apply techniques such as reflections (flips), rotations (turns), and translations (slides) for determining if two shapes are congruent.
4.G.9	Predict and validate the results of partitioning, folding, and combining two- and three-dimensional shapes.
MEASUREMENT
4.M.2	Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.

Preparation/Materials

• Before playing the game the students need to make sure they have read through the Instructions/Tutorial on how to play the game.
• Introduction to all of the topics covered by the game is encouraged but not required to play.
• It is also encouraged that students have a pen or pencil and some paper so that they can do their work if they are having trouble with some of the problems.

Goals

• Provide an introduction to the topics presented through the Introduction/Tutorial.
• Become familiar with the topics presented in a contextual setting.

Objectives

• Guide students through the Intro slides to provide an understanding of how to interact with specific elements of the game.
• Defeat enemies using attacks which facilitate use of Math concepts.
• Overcome in-game challenges by solving math problems associated with the lessons covered by this game.

Vocabulary

• Dungeon: The game world that the player is exploring which covers the lesson the student is currently on.
• HP: This represents the player's health withingthe game world. When it reaches 0 the player loses and their character dies.
• Power: this is a bar that starts out full for each attack and slowly diminishes until the attack is completed. When the attack is completed the amount of damage it does is based on how much was left in the power bar. Each attack does some minimum amount of damage that is increased if the power bar is not at 0.
• Damage/Dmg.: this is how much HP a character or the character's opponent loses when an attack is successful.
• Hit: This is a successful attack.
• Critical Hit: An especially effective attack that gives the student the chance to do more damage to their opponent if they solve a simple multiplication problem.
• Miss: This occurs when an attack is not successful and means the attack does 0 damage.
• Attack: This is how the player does damage, and defeats an opponent.
• Basic Attack: A move that the student can make when in battle that has a chance of either hitting the opponent, missing the opponent or producing a critical hit. It requires no math unless the student gets a critical hit.
• Fraction Attack: This is an attack which requires the player to solve a problem using fractions to perform a successful attack.
• Geometry Attack: This is an attack which requires the player to solve a problem using geometry and/or graphing ideas to perform a successful attack.
• Shop: This is where the player can purchase new equipment, and items to use in battle, in the game using the in-game currency.
• Boss: This is an especially powerful enemy which requires completion of specialized problems based around the entire lesson.
• As we get farther into development we will name different pieces of the GUI and such and define those.

Instruction

When development is further along and the controls of the game have been nailed down to specifics we will write this section.

Rationale

The purpose of the game is to promote math education through the use of fun and interactive game software. The game will be designed to teach students to use their math skills in a non-workbook setting.

Supporting materials

• http://wiki.sugarlabs.org/go/Fortune_Hunter
• http://wiki.sugarlabs.org/go/Math4Team/Resources/Curriculum_Chart

Activities and Procedures

This section will be filled in when we have a more complete version of the game to distribute.