https://wiki.sugarlabs.org/api.php?action=feedcontributions&user=Fmarvez&feedformat=atomSugar Labs - User contributions [en]2021-05-08T09:50:07ZUser contributionsMediaWiki 1.35.2https://wiki.sugarlabs.org/index.php?title=Colour_The_Part&diff=39609Colour The Part2009-10-27T16:43:27Z<p>Fmarvez: /* Concept Art & Design Sketches */</p>
<hr />
<div>{{TOCright}}<br />
==Group Members==<br />
<br />
[[user:SpenceThompson|Spence Thompson]], [[user:fmarvez|Forrest Marvez]]<br />
<br />
==Project Description==<br />
Incorporating math and color theory onto a platformer, create a fun and educational activity targeted at 4th grade Math students. The activity uses elements of platform games with obstacles and puzzle solving to teach addition and multiplication of fractions while keeping the player entertained.<br />
<br />
This project is a part of the [[Math4Team/RIT|RIT Math4Team]] Educational initiative.<br />
<br />
Tone words: color, fractions, logic, problem solving<br />
<br />
==Basic Concept==<br />
<br />
The game revolves around teaching the players fractional multiplication on multiple levels using pre-generated sets of fractions. The player must navigate and overcome obstacles to reach fractional paint buckets which change their color to match the specified fractions and color present on the bucket. For instance, a 1/6th red paint bucket will be colored 1/6th of the red spectrum and have the fraction 1/6th visible on it. After the player reaches a fractional paint bucket, the color then follows behind the player as a trail painting the background as the player moves. When the player reaches multiple paint buckets the two trails combine to display the final color similar to the proper exit doorway. These elements are required to advance on the level as they also open locks to the exit doorways. Choosing the correct exit doorway by determining the proper Least Common Denominator (LDC) advances the player to the next level, while choosing the wrong doorway resets the level. Wrong exit choices result in an explanation of the user’s mathematical mistake, a time penalty, and a new set of fractions for the level from a pre-generated list.<br />
Player’s score is determined by time required to complete the level, selecting a wrong doorway resets the level but the timer continues to count up.<br />
Player’s avatar continually bounces and using colors collected from the paint bucket can use special abilities such as enhanced jumps and speed to overcome obstacles and solve puzzles.<br />
<br />
==Implemented Domains==<br />
*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. <br />
*4.N.10 Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money. <br />
*4.N.12 Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently. <br />
*4.N.18 Use concrete objects and visual models to add and subtract common fractions. <br />
*4.P.6 Determine how change in one variable relates to a change in a second variable, e.g., input-output tables. <br />
<br />
==Project Plans==<br />
[[Colour_The_Part/Timeline|Colour the Part Timeline]]<br />
<br />
Must Implement:<br><br />
*10 Levels<br />
*Instructions<br />
*Simple Particle System for player trails<br />
*Timer and Persistent Scoreboard<br />
*Explanation of Math and player mistakes<br />
*Player Physics for character movement<br />
<br />
Cool If:<br><br />
*Neighborhood Multiplayer<br />
*Neighborhood Scoreboard<br />
*Online Scoreboard<br />
<br />
==Future Plans==<br />
*Leaderboards<br />
*Networked Play (Teamwork and Problem Solving)<br />
*More levels<br />
*Player Attributes and upgrades<br />
<br />
==Concept Art & Design Sketches==<br />
<br />
====Starting state of the first level====<br />
[[Image:CTP_Comp_1.jpg]]<br />
<br />
====Effect of hitting a paint bucket====<br />
[[Image:CTP_Comp_2.jpg]]<br />
<br />
====Effect of hitting a second paint bucket====<br />
[[Image:CTP_Comp_3.jpg]]<br />
<br />
==How To Play==<br />
<br />
The player must navigate and overcome obstacles to reach fractional paint buckets which change their color to match the specified fractions and color present on the bucket. <br />
<br />
For instance, a 1/6th red paint bucket will be colored 1/6th of the red spectrum and have the fraction 1/6th visible on it. <br />
<br />
After the player reaches a fractional paint bucket, the color then follows behind the player as a trail painting the background as the player moves. When the player reaches multiple paint buckets the two trails combine to display the final color similar to the proper exit doorway. These elements are required to advance on the level as they also open locks to the exit doorways. Choosing the correct exit doorway by determining the proper Least Common Denominator (LDC) advances the player to the next level, while choosing the wrong doorway resets the level. Wrong exit choices result in an explanation of the user’s mathematical mistake, a time penalty, and a new set of fractions for the level from a pre-generated list.<br />
<br />
Player’s score is determined by time required to complete the level, selecting a wrong doorway resets the level but the timer continues to count up.<br />
<br />
Player’s avatar continually bounces and using colors collected from the paint bucket can use special abilities such as enhanced jumps and speed to overcome obstacles and solve puzzles.<br />
<br />
==Development Plan==<br />
<br />
The project goal is complete the 10 levels by the end of the Fall 2009 quarter. Our project will be made publically available on SugarLabs with a Wiki and goals so that other developers may pick the project up or continue it. Final delivery will be an OLPC activity with documentation, artwork, and source code.<br />
<br />
==Lesson Plan==<br />
<br />
I. Standards Addressed: 4.N.4, 4.N.10, 4.N.12, 4.N.18, 4.P.6<br />
<br><br><br />
II. Preparation/Materials<br><br />
Before the class has started, the teacher should familiarize themselves with how to play the game. Before the activity has begun, the students need to bring out their XO laptops and start up the "Colour The Part" game. When the game has started up, the students need to put in their username and begin the game. After that, the first part of the game should explain what the student needs to do to finish the activity. Each student needs to have their own XO laptop.<br />
<br><br><br />
III. Goals<br><br />
1. Learn how to compare and order fractions and equivalent fractions <br><br />
2. Learn how to multiply and add effectively.<br><br />
3. Learn to determine how change in one variable relates to a change in a second variable.<br><br />
4. Let the students have fun while learning.<br><br />
5. Have the students gain puzzle solving skills.<br />
<br><br><br />
IV. Objectives<br><br />
1. Guide students into first level<br> <br />
2. Let tutorial level teach students how to play<br><br />
3. Introduce the students to what concepts they are learning throughout the game<br><br />
4. Let the students write down the problems on paper if they're having trouble with the ordering of fractions.<br />
<br><br><br />
V. Rationale<br><br />
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.<br />
<br />
==Project Files==<br />
None<br />
<br />
==Contacts==<br />
<br />
Spence Thompson: stt6741@rit.edu<br />
<br><br />
Forrest Marvez: fmarvez@gmail.com</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=File:CTP_Comp_3.jpg&diff=39608File:CTP Comp 3.jpg2009-10-27T16:42:57Z<p>Fmarvez: Artistic style of the first level</p>
<hr />
<div>Artistic style of the first level</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=Colour_The_Part&diff=39600Colour The Part2009-10-27T16:26:53Z<p>Fmarvez: /* Concept Art & Design Sketches */</p>
<hr />
<div>{{TOCright}}<br />
==Group Members==<br />
<br />
[[user:SpenceThompson|Spence Thompson]], [[user:fmarvez|Forrest Marvez]]<br />
<br />
==Project Description==<br />
Incorporating math and color theory onto a platformer, create a fun and educational activity targeted at 4th grade Math students. The activity uses elements of platform games with obstacles and puzzle solving to teach addition and multiplication of fractions while keeping the player entertained.<br />
<br />
This project is a part of the [[Math4Team/RIT|RIT Math4Team]] Educational initiative.<br />
<br />
Tone words: color, fractions, logic, problem solving<br />
<br />
==Basic Concept==<br />
<br />
The game revolves around teaching the players fractional multiplication on multiple levels using pre-generated sets of fractions. The player must navigate and overcome obstacles to reach fractional paint buckets which change their color to match the specified fractions and color present on the bucket. For instance, a 1/6th red paint bucket will be colored 1/6th of the red spectrum and have the fraction 1/6th visible on it. After the player reaches a fractional paint bucket, the color then follows behind the player as a trail painting the background as the player moves. When the player reaches multiple paint buckets the two trails combine to display the final color similar to the proper exit doorway. These elements are required to advance on the level as they also open locks to the exit doorways. Choosing the correct exit doorway by determining the proper Least Common Denominator (LDC) advances the player to the next level, while choosing the wrong doorway resets the level. Wrong exit choices result in an explanation of the user’s mathematical mistake, a time penalty, and a new set of fractions for the level from a pre-generated list.<br />
Player’s score is determined by time required to complete the level, selecting a wrong doorway resets the level but the timer continues to count up.<br />
Player’s avatar continually bounces and using colors collected from the paint bucket can use special abilities such as enhanced jumps and speed to overcome obstacles and solve puzzles.<br />
<br />
==Implemented Domains==<br />
*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. <br />
*4.N.10 Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money. <br />
*4.N.12 Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently. <br />
*4.N.18 Use concrete objects and visual models to add and subtract common fractions. <br />
*4.P.6 Determine how change in one variable relates to a change in a second variable, e.g., input-output tables. <br />
<br />
==Project Plans==<br />
[[Colour_The_Part/Timeline|Colour the Part Timeline]]<br />
<br />
Must Implement:<br><br />
*10 Levels<br />
*Instructions<br />
*Simple Particle System for player trails<br />
*Timer and Persistent Scoreboard<br />
*Explanation of Math and player mistakes<br />
*Player Physics for character movement<br />
<br />
Cool If:<br><br />
*Neighborhood Multiplayer<br />
*Neighborhood Scoreboard<br />
*Online Scoreboard<br />
<br />
==Future Plans==<br />
*Leaderboards<br />
*Networked Play (Teamwork and Problem Solving)<br />
*More levels<br />
*Player Attributes and upgrades<br />
<br />
==Concept Art & Design Sketches==<br />
<br />
====Starting state of the first level====<br />
[[Image:CTP_Comp_1.jpg]]<br />
<br />
====Effect of hitting a paint bucket====<br />
[[Image:CTP_Comp_2.jpg]]<br />
<br />
<br />
[[Image:Colour_The_Part_Level_3.jpg]]<br />
<br />
==How To Play==<br />
<br />
The player must navigate and overcome obstacles to reach fractional paint buckets which change their color to match the specified fractions and color present on the bucket. <br />
<br />
For instance, a 1/6th red paint bucket will be colored 1/6th of the red spectrum and have the fraction 1/6th visible on it. <br />
<br />
After the player reaches a fractional paint bucket, the color then follows behind the player as a trail painting the background as the player moves. When the player reaches multiple paint buckets the two trails combine to display the final color similar to the proper exit doorway. These elements are required to advance on the level as they also open locks to the exit doorways. Choosing the correct exit doorway by determining the proper Least Common Denominator (LDC) advances the player to the next level, while choosing the wrong doorway resets the level. Wrong exit choices result in an explanation of the user’s mathematical mistake, a time penalty, and a new set of fractions for the level from a pre-generated list.<br />
<br />
Player’s score is determined by time required to complete the level, selecting a wrong doorway resets the level but the timer continues to count up.<br />
<br />
Player’s avatar continually bounces and using colors collected from the paint bucket can use special abilities such as enhanced jumps and speed to overcome obstacles and solve puzzles.<br />
<br />
==Development Plan==<br />
<br />
The project goal is complete the 10 levels by the end of the Fall 2009 quarter. Our project will be made publically available on SugarLabs with a Wiki and goals so that other developers may pick the project up or continue it. Final delivery will be an OLPC activity with documentation, artwork, and source code.<br />
<br />
==Lesson Plan==<br />
<br />
I. Standards Addressed: 4.N.4, 4.N.10, 4.N.12, 4.N.18, 4.P.6<br />
<br><br><br />
II. Preparation/Materials<br><br />
Before the class has started, the teacher should familiarize themselves with how to play the game. Before the activity has begun, the students need to bring out their XO laptops and start up the "Colour The Part" game. When the game has started up, the students need to put in their username and begin the game. After that, the first part of the game should explain what the student needs to do to finish the activity. Each student needs to have their own XO laptop.<br />
<br><br><br />
III. Goals<br><br />
1. Learn how to compare and order fractions and equivalent fractions <br><br />
2. Learn how to multiply and add effectively.<br><br />
3. Learn to determine how change in one variable relates to a change in a second variable.<br><br />
4. Let the students have fun while learning.<br><br />
5. Have the students gain puzzle solving skills.<br />
<br><br><br />
IV. Objectives<br><br />
1. Guide students into first level<br> <br />
2. Let tutorial level teach students how to play<br><br />
3. Introduce the students to what concepts they are learning throughout the game<br><br />
4. Let the students write down the problems on paper if they're having trouble with the ordering of fractions.<br />
<br><br><br />
V. Rationale<br><br />
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.<br />
<br />
==Project Files==<br />
None<br />
<br />
==Contacts==<br />
<br />
Spence Thompson: stt6741@rit.edu<br />
<br><br />
Forrest Marvez: fmarvez@gmail.com</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=Colour_The_Part&diff=39599Colour The Part2009-10-27T16:24:39Z<p>Fmarvez: /* Concept Art & Design Sketches */</p>
<hr />
<div>{{TOCright}}<br />
==Group Members==<br />
<br />
[[user:SpenceThompson|Spence Thompson]], [[user:fmarvez|Forrest Marvez]]<br />
<br />
==Project Description==<br />
Incorporating math and color theory onto a platformer, create a fun and educational activity targeted at 4th grade Math students. The activity uses elements of platform games with obstacles and puzzle solving to teach addition and multiplication of fractions while keeping the player entertained.<br />
<br />
This project is a part of the [[Math4Team/RIT|RIT Math4Team]] Educational initiative.<br />
<br />
Tone words: color, fractions, logic, problem solving<br />
<br />
==Basic Concept==<br />
<br />
The game revolves around teaching the players fractional multiplication on multiple levels using pre-generated sets of fractions. The player must navigate and overcome obstacles to reach fractional paint buckets which change their color to match the specified fractions and color present on the bucket. For instance, a 1/6th red paint bucket will be colored 1/6th of the red spectrum and have the fraction 1/6th visible on it. After the player reaches a fractional paint bucket, the color then follows behind the player as a trail painting the background as the player moves. When the player reaches multiple paint buckets the two trails combine to display the final color similar to the proper exit doorway. These elements are required to advance on the level as they also open locks to the exit doorways. Choosing the correct exit doorway by determining the proper Least Common Denominator (LDC) advances the player to the next level, while choosing the wrong doorway resets the level. Wrong exit choices result in an explanation of the user’s mathematical mistake, a time penalty, and a new set of fractions for the level from a pre-generated list.<br />
Player’s score is determined by time required to complete the level, selecting a wrong doorway resets the level but the timer continues to count up.<br />
Player’s avatar continually bounces and using colors collected from the paint bucket can use special abilities such as enhanced jumps and speed to overcome obstacles and solve puzzles.<br />
<br />
==Implemented Domains==<br />
*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. <br />
*4.N.10 Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money. <br />
*4.N.12 Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently. <br />
*4.N.18 Use concrete objects and visual models to add and subtract common fractions. <br />
*4.P.6 Determine how change in one variable relates to a change in a second variable, e.g., input-output tables. <br />
<br />
==Project Plans==<br />
[[Colour_The_Part/Timeline|Colour the Part Timeline]]<br />
<br />
Must Implement:<br><br />
*10 Levels<br />
*Instructions<br />
*Simple Particle System for player trails<br />
*Timer and Persistent Scoreboard<br />
*Explanation of Math and player mistakes<br />
*Player Physics for character movement<br />
<br />
Cool If:<br><br />
*Neighborhood Multiplayer<br />
*Neighborhood Scoreboard<br />
*Online Scoreboard<br />
<br />
==Future Plans==<br />
*Leaderboards<br />
*Networked Play (Teamwork and Problem Solving)<br />
*More levels<br />
*Player Attributes and upgrades<br />
<br />
==Concept Art & Design Sketches==<br />
<br />
[[Image:CTP_Comp_1.jpg]]<br />
<br />
[[Image:CTP_Comp_2.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_3.jpg]]<br />
<br />
==How To Play==<br />
<br />
The player must navigate and overcome obstacles to reach fractional paint buckets which change their color to match the specified fractions and color present on the bucket. <br />
<br />
For instance, a 1/6th red paint bucket will be colored 1/6th of the red spectrum and have the fraction 1/6th visible on it. <br />
<br />
After the player reaches a fractional paint bucket, the color then follows behind the player as a trail painting the background as the player moves. When the player reaches multiple paint buckets the two trails combine to display the final color similar to the proper exit doorway. These elements are required to advance on the level as they also open locks to the exit doorways. Choosing the correct exit doorway by determining the proper Least Common Denominator (LDC) advances the player to the next level, while choosing the wrong doorway resets the level. Wrong exit choices result in an explanation of the user’s mathematical mistake, a time penalty, and a new set of fractions for the level from a pre-generated list.<br />
<br />
Player’s score is determined by time required to complete the level, selecting a wrong doorway resets the level but the timer continues to count up.<br />
<br />
Player’s avatar continually bounces and using colors collected from the paint bucket can use special abilities such as enhanced jumps and speed to overcome obstacles and solve puzzles.<br />
<br />
==Development Plan==<br />
<br />
The project goal is complete the 10 levels by the end of the Fall 2009 quarter. Our project will be made publically available on SugarLabs with a Wiki and goals so that other developers may pick the project up or continue it. Final delivery will be an OLPC activity with documentation, artwork, and source code.<br />
<br />
==Lesson Plan==<br />
<br />
I. Standards Addressed: 4.N.4, 4.N.10, 4.N.12, 4.N.18, 4.P.6<br />
<br><br><br />
II. Preparation/Materials<br><br />
Before the class has started, the teacher should familiarize themselves with how to play the game. Before the activity has begun, the students need to bring out their XO laptops and start up the "Colour The Part" game. When the game has started up, the students need to put in their username and begin the game. After that, the first part of the game should explain what the student needs to do to finish the activity. Each student needs to have their own XO laptop.<br />
<br><br><br />
III. Goals<br><br />
1. Learn how to compare and order fractions and equivalent fractions <br><br />
2. Learn how to multiply and add effectively.<br><br />
3. Learn to determine how change in one variable relates to a change in a second variable.<br><br />
4. Let the students have fun while learning.<br><br />
5. Have the students gain puzzle solving skills.<br />
<br><br><br />
IV. Objectives<br><br />
1. Guide students into first level<br> <br />
2. Let tutorial level teach students how to play<br><br />
3. Introduce the students to what concepts they are learning throughout the game<br><br />
4. Let the students write down the problems on paper if they're having trouble with the ordering of fractions.<br />
<br><br><br />
V. Rationale<br><br />
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.<br />
<br />
==Project Files==<br />
None<br />
<br />
==Contacts==<br />
<br />
Spence Thompson: stt6741@rit.edu<br />
<br><br />
Forrest Marvez: fmarvez@gmail.com</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=File:CTP_Comp_2.jpg&diff=39598File:CTP Comp 2.jpg2009-10-27T16:24:20Z<p>Fmarvez: Artistic style of the first level</p>
<hr />
<div>Artistic style of the first level</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=Colour_The_Part&diff=39597Colour The Part2009-10-27T16:18:30Z<p>Fmarvez: /* Concept Art & Design Sketches */</p>
<hr />
<div>{{TOCright}}<br />
==Group Members==<br />
<br />
[[user:SpenceThompson|Spence Thompson]], [[user:fmarvez|Forrest Marvez]]<br />
<br />
==Project Description==<br />
Incorporating math and color theory onto a platformer, create a fun and educational activity targeted at 4th grade Math students. The activity uses elements of platform games with obstacles and puzzle solving to teach addition and multiplication of fractions while keeping the player entertained.<br />
<br />
This project is a part of the [[Math4Team/RIT|RIT Math4Team]] Educational initiative.<br />
<br />
Tone words: color, fractions, logic, problem solving<br />
<br />
==Basic Concept==<br />
<br />
The game revolves around teaching the players fractional multiplication on multiple levels using pre-generated sets of fractions. The player must navigate and overcome obstacles to reach fractional paint buckets which change their color to match the specified fractions and color present on the bucket. For instance, a 1/6th red paint bucket will be colored 1/6th of the red spectrum and have the fraction 1/6th visible on it. After the player reaches a fractional paint bucket, the color then follows behind the player as a trail painting the background as the player moves. When the player reaches multiple paint buckets the two trails combine to display the final color similar to the proper exit doorway. These elements are required to advance on the level as they also open locks to the exit doorways. Choosing the correct exit doorway by determining the proper Least Common Denominator (LDC) advances the player to the next level, while choosing the wrong doorway resets the level. Wrong exit choices result in an explanation of the user’s mathematical mistake, a time penalty, and a new set of fractions for the level from a pre-generated list.<br />
Player’s score is determined by time required to complete the level, selecting a wrong doorway resets the level but the timer continues to count up.<br />
Player’s avatar continually bounces and using colors collected from the paint bucket can use special abilities such as enhanced jumps and speed to overcome obstacles and solve puzzles.<br />
<br />
==Implemented Domains==<br />
*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. <br />
*4.N.10 Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money. <br />
*4.N.12 Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently. <br />
*4.N.18 Use concrete objects and visual models to add and subtract common fractions. <br />
*4.P.6 Determine how change in one variable relates to a change in a second variable, e.g., input-output tables. <br />
<br />
==Project Plans==<br />
[[Colour_The_Part/Timeline|Colour the Part Timeline]]<br />
<br />
Must Implement:<br><br />
*10 Levels<br />
*Instructions<br />
*Simple Particle System for player trails<br />
*Timer and Persistent Scoreboard<br />
*Explanation of Math and player mistakes<br />
*Player Physics for character movement<br />
<br />
Cool If:<br><br />
*Neighborhood Multiplayer<br />
*Neighborhood Scoreboard<br />
*Online Scoreboard<br />
<br />
==Future Plans==<br />
*Leaderboards<br />
*Networked Play (Teamwork and Problem Solving)<br />
*More levels<br />
*Player Attributes and upgrades<br />
<br />
==Concept Art & Design Sketches==<br />
<br />
[[Image:CTP_Comp_1.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_2.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_3.jpg]]<br />
<br />
==How To Play==<br />
<br />
The player must navigate and overcome obstacles to reach fractional paint buckets which change their color to match the specified fractions and color present on the bucket. <br />
<br />
For instance, a 1/6th red paint bucket will be colored 1/6th of the red spectrum and have the fraction 1/6th visible on it. <br />
<br />
After the player reaches a fractional paint bucket, the color then follows behind the player as a trail painting the background as the player moves. When the player reaches multiple paint buckets the two trails combine to display the final color similar to the proper exit doorway. These elements are required to advance on the level as they also open locks to the exit doorways. Choosing the correct exit doorway by determining the proper Least Common Denominator (LDC) advances the player to the next level, while choosing the wrong doorway resets the level. Wrong exit choices result in an explanation of the user’s mathematical mistake, a time penalty, and a new set of fractions for the level from a pre-generated list.<br />
<br />
Player’s score is determined by time required to complete the level, selecting a wrong doorway resets the level but the timer continues to count up.<br />
<br />
Player’s avatar continually bounces and using colors collected from the paint bucket can use special abilities such as enhanced jumps and speed to overcome obstacles and solve puzzles.<br />
<br />
==Development Plan==<br />
<br />
The project goal is complete the 10 levels by the end of the Fall 2009 quarter. Our project will be made publically available on SugarLabs with a Wiki and goals so that other developers may pick the project up or continue it. Final delivery will be an OLPC activity with documentation, artwork, and source code.<br />
<br />
==Lesson Plan==<br />
<br />
I. Standards Addressed: 4.N.4, 4.N.10, 4.N.12, 4.N.18, 4.P.6<br />
<br><br><br />
II. Preparation/Materials<br><br />
Before the class has started, the teacher should familiarize themselves with how to play the game. Before the activity has begun, the students need to bring out their XO laptops and start up the "Colour The Part" game. When the game has started up, the students need to put in their username and begin the game. After that, the first part of the game should explain what the student needs to do to finish the activity. Each student needs to have their own XO laptop.<br />
<br><br><br />
III. Goals<br><br />
1. Learn how to compare and order fractions and equivalent fractions <br><br />
2. Learn how to multiply and add effectively.<br><br />
3. Learn to determine how change in one variable relates to a change in a second variable.<br><br />
4. Let the students have fun while learning.<br><br />
5. Have the students gain puzzle solving skills.<br />
<br><br><br />
IV. Objectives<br><br />
1. Guide students into first level<br> <br />
2. Let tutorial level teach students how to play<br><br />
3. Introduce the students to what concepts they are learning throughout the game<br><br />
4. Let the students write down the problems on paper if they're having trouble with the ordering of fractions.<br />
<br><br><br />
V. Rationale<br><br />
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.<br />
<br />
==Project Files==<br />
None<br />
<br />
==Contacts==<br />
<br />
Spence Thompson: stt6741@rit.edu<br />
<br><br />
Forrest Marvez: fmarvez@gmail.com</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=File:CTP_Comp_1.jpg&diff=39596File:CTP Comp 1.jpg2009-10-27T16:18:14Z<p>Fmarvez: Artistic style of the first level</p>
<hr />
<div>Artistic style of the first level</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=Colour_The_Part&diff=39426Colour The Part2009-10-22T16:19:37Z<p>Fmarvez: /* How To Play */</p>
<hr />
<div>{{TOCright}}<br />
==Group Members==<br />
<br />
[[user:SpenceThompson|Spence Thompson]], [[user:fmarvez|Forrest Marvez]]<br />
<br />
==Project Description==<br />
Incorporating math and color theory onto a platformer, create a fun and educational activity targeted at 4th grade Math students. The activity uses elements of platform games with obstacles and puzzle solving to teach addition and multiplication of fractions while keeping the player entertained.<br />
<br />
This project is a part of the [[Math4Team/RIT|RIT Math4Team]] Educational initiative.<br />
<br />
Tone words: color, fractions, logic, problem solving<br />
<br />
==Basic Concept==<br />
<br />
The game revolves around teaching the players fractional multiplication on multiple levels using pre-generated sets of fractions. The player must navigate and overcome obstacles to reach fractional paint buckets which change their color to match the specified fractions and color present on the bucket. For instance, a 1/6th red paint bucket will be colored 1/6th of the red spectrum and have the fraction 1/6th visible on it. After the player reaches a fractional paint bucket, the color then follows behind the player as a trail painting the background as the player moves. When the player reaches multiple paint buckets the two trails combine to display the final color similar to the proper exit doorway. These elements are required to advance on the level as they also open locks to the exit doorways. Choosing the correct exit doorway by determining the proper Least Common Denominator (LDC) advances the player to the next level, while choosing the wrong doorway resets the level. Wrong exit choices result in an explanation of the user’s mathematical mistake, a time penalty, and a new set of fractions for the level from a pre-generated list.<br />
Player’s score is determined by time required to complete the level, selecting a wrong doorway resets the level but the timer continues to count up.<br />
Player’s avatar continually bounces and using colors collected from the paint bucket can use special abilities such as enhanced jumps and speed to overcome obstacles and solve puzzles.<br />
<br />
==Implemented Domains==<br />
*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. <br />
*4.N.10 Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money. <br />
*4.N.12 Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently. <br />
*4.N.18 Use concrete objects and visual models to add and subtract common fractions. <br />
*4.P.6 Determine how change in one variable relates to a change in a second variable, e.g., input-output tables. <br />
<br />
==Project Plans==<br />
[[Colour_The_Part/Timeline|Colour the Part Timeline]]<br />
<br />
Must Implement:<br><br />
*10 Levels<br />
*Instructions<br />
*Simple Particle System for player trails<br />
*Timer and Persistent Scoreboard<br />
*Explanation of Math and player mistakes<br />
*Player Physics for character movement<br />
<br />
Cool If:<br><br />
*Neighborhood Multiplayer<br />
*Neighborhood Scoreboard<br />
*Online Scoreboard<br />
<br />
==Future Plans==<br />
*Leaderboards<br />
*Networked Play (Teamwork and Problem Solving)<br />
*More levels<br />
*Player Attributes and upgrades<br />
<br />
==Concept Art & Design Sketches==<br />
<br />
[[Image:Colour_The_Part_Level_1.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_2.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_3.jpg]]<br />
<br />
==How To Play==<br />
<br />
The player must navigate and overcome obstacles to reach fractional paint buckets which change their color to match the specified fractions and color present on the bucket. <br />
<br />
For instance, a 1/6th red paint bucket will be colored 1/6th of the red spectrum and have the fraction 1/6th visible on it. <br />
<br />
After the player reaches a fractional paint bucket, the color then follows behind the player as a trail painting the background as the player moves. When the player reaches multiple paint buckets the two trails combine to display the final color similar to the proper exit doorway. These elements are required to advance on the level as they also open locks to the exit doorways. Choosing the correct exit doorway by determining the proper Least Common Denominator (LDC) advances the player to the next level, while choosing the wrong doorway resets the level. Wrong exit choices result in an explanation of the user’s mathematical mistake, a time penalty, and a new set of fractions for the level from a pre-generated list.<br />
<br />
Player’s score is determined by time required to complete the level, selecting a wrong doorway resets the level but the timer continues to count up.<br />
<br />
Player’s avatar continually bounces and using colors collected from the paint bucket can use special abilities such as enhanced jumps and speed to overcome obstacles and solve puzzles.<br />
<br />
==Development Plan==<br />
<br />
The project goal is complete the 10 levels by the end of the Fall 2009 quarter. Our project will be made publically available on SugarLabs with a Wiki and goals so that other developers may pick the project up or continue it. Final delivery will be an OLPC activity with documentation, artwork, and source code.<br />
<br />
==Lesson Plan==<br />
<br />
I. Standards Addressed: 4.N.4, 4.N.10, 4.N.12, 4.N.18, 4.P.6<br />
<br><br><br />
II. Preparation/Materials<br><br />
Before the activity has begun, the students need to bring out their XO laptops and start up the "Colour The Part" game. When the game has started up, the students need to put in their username and begin the game. After that, the first part of the game should explain what the student needs to do to finish the activity. Each student needs to have their own XO laptop.<br />
<br><br><br />
III. Goals<br><br />
1. Learn how to compare and order fractions and equivalent fractions <br><br />
2. Learn how to multiply and add effectively.<br><br />
3. Learn to determine how change in one variable relates to a change in a second variable.<br><br />
4. Let the students have fun while learning.<br><br />
5. Have the students gain puzzle solving skills.<br><br />
<br />
==Project Files==<br />
None<br />
<br />
==Contacts==<br />
<br />
Spence Thompson: stt6741@rit.edu<br />
<br><br />
Forrest Marvez: fmarvez@gmail.com</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=User:Fmarvez&diff=39413User:Fmarvez2009-10-22T16:05:02Z<p>Fmarvez: /* Current Project */</p>
<hr />
<div>=='''Forrest Marvez'''==<br />
<br />
[ UNDER CONSTRUCTION ]<br />
<br />
===Major===<br />
<br />
New Media: Interactive Development,<br />
<br />
Rochester Institute of Technology, 2010<br />
<br />
===About Me===<br />
=====How I Got Involved in this Project=====<br />
Although I'd heard about OLPC before, I didn't really know a lot about the laptops until last Spring when I went to a seminar in GCCIS (RIT's Golisano College for Computing and Information Sciences) and some people who work with OLPC came to talk about the project and the laptops. I really liked the whole concept of the project, the design of the XO's and the thought behind the design. I also learned that OLPC was looking for more people to help out with the Networking side of the project, so I signed up.<br />
<br />
===Current Project===<br />
<br />
[[Colour_The_Part|Colour the Part]]<br />
<br />
===Website===<br />
<br />
<br />
===Contact===<br />
<br />
em: fmarvez@gmail.com</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=User:Fmarvez&diff=39412User:Fmarvez2009-10-22T16:04:16Z<p>Fmarvez: /* Current Project */</p>
<hr />
<div>=='''Forrest Marvez'''==<br />
<br />
[ UNDER CONSTRUCTION ]<br />
<br />
===Major===<br />
<br />
New Media: Interactive Development,<br />
<br />
Rochester Institute of Technology, 2010<br />
<br />
===About Me===<br />
=====How I Got Involved in this Project=====<br />
Although I'd heard about OLPC before, I didn't really know a lot about the laptops until last Spring when I went to a seminar in GCCIS (RIT's Golisano College for Computing and Information Sciences) and some people who work with OLPC came to talk about the project and the laptops. I really liked the whole concept of the project, the design of the XO's and the thought behind the design. I also learned that OLPC was looking for more people to help out with the Networking side of the project, so I signed up.<br />
<br />
===Current Project===<br />
<br />
Colour The Part [[Colour_The_Part]]<br />
<br />
===Website===<br />
<br />
<br />
===Contact===<br />
<br />
em: fmarvez@gmail.com</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=Colour_The_Part&diff=39166Colour The Part2009-10-13T17:12:08Z<p>Fmarvez: /* Project Plans */</p>
<hr />
<div>{{TOCright}}<br />
==Group Members==<br />
<br />
[[user:SpenceThompson|Spence Thompson]], [[user:fmarvez|Forrest Marvez]]<br />
<br />
==Project Description==<br />
Incorporating math and color theory onto a platformer, create a fun and educational activity targeted at 4th grade Math students. The activity uses elements of platform games with obstacles and puzzle solving to teach addition and multiplication of fractions while keeping the player entertained.<br />
<br />
This project is a part of the [[Math4Team/RIT|RIT Math4Team]] Educational initiative.<br />
<br />
Tone words: color, fractions, logic, problem solving<br />
<br />
==Basic Concept==<br />
<br />
The game revolves around teaching the players fractional multiplication on multiple levels using pre-generated sets of fractions. The player must navigate and overcome obstacles to reach fractional paint buckets which change their color to match the specified fractions and color present on the bucket. For instance, a 1/6th red paint bucket will be colored 1/6th of the red spectrum and have the fraction 1/6th visible on it. After the player reaches a fractional paint bucket, the color then follows behind the player as a trail painting the background as the player moves. When the player reaches multiple paint buckets the two trails combine to display the final color similar to the proper exit doorway. These elements are required to advance on the level as they also open locks to the exit doorways. Choosing the correct exit doorway by determining the proper Least Common Denominator (LDC) advances the player to the next level, while choosing the wrong doorway resets the level. Wrong exit choices result in an explanation of the user’s mathematical mistake, a time penalty, and a new set of fractions for the level from a pre-generated list.<br />
Player’s score is determined by time required to complete the level, selecting a wrong doorway resets the level but the timer continues to count up.<br />
Player’s avatar continually bounces and using colors collected from the paint bucket can use special abilities such as enhanced jumps and speed to overcome obstacles and solve puzzles.<br />
<br />
==Implemented Domains==<br />
*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. <br />
*4.N.10 Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money. <br />
*4.N.12 Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently. <br />
*4.N.18 Use concrete objects and visual models to add and subtract common fractions. <br />
*4.P.6 Determine how change in one variable relates to a change in a second variable, e.g., input-output tables. <br />
<br />
==Project Plans==<br />
[[Colour_The_Part/Timeline|Colour the Part Timeline]]<br />
<br />
Must Implement:<br><br />
*10 Levels<br />
*Instructions<br />
*Simple Particle System for player trails<br />
*Timer and Persistent Scoreboard<br />
*Explanation of Math and player mistakes<br />
*Player Physics for character movement<br />
<br />
Cool If:<br><br />
*Neighborhood Multiplayer<br />
*Neighborhood Scoreboard<br />
*Online Scoreboard<br />
<br />
==Future Plans==<br />
*Leaderboards<br />
*Networked Play (Teamwork and Problem Solving)<br />
*More levels<br />
*Player Attributes and upgrades<br />
<br />
==Concept Art & Design Sketches==<br />
<br />
[[Image:Colour_The_Part_Level_1.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_2.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_3.jpg]]<br />
<br />
==How To Play==<br />
Platformer. Jump around and into different areas. Avoid obstacles.<br />
<br />
==Development Plan==<br />
<br />
The project goal is complete the 10 levels by the end of the Fall 2009 quarter. Our project will be made publically available on SugarLabs with a Wiki and goals so that other developers may pick the project up or continue it. Final delivery will be an OLPC activity with documentation, artwork, and source code.<br />
<br />
==Lesson Plan==<br />
<br />
I. Standards Addressed: 4.N.4, 4.N.10, 4.N.12, 4.N.18, 4.P.6<br />
<br><br><br />
II. Preparation/Materials<br><br />
Before the activity has begun, the students need to bring out their XO laptops and start up the "Colour The Part" game. When the game has started up, the students need to put in their username and begin the game. After that, the first part of the game should explain what the student needs to do to finish the activity. Each student needs to have their own XO laptop.<br />
<br><br><br />
III. Goals<br><br />
1. Learn how to compare and order fractions and equivalent fractions <br><br />
2. Learn how to multiply and add effectively.<br><br />
3. Learn to determine how change in one variable relates to a change in a second variable.<br><br />
4. Let the students have fun while learning.<br><br />
5. Have the students gain puzzle solving skills.<br><br />
<br />
==Project Files==<br />
None<br />
<br />
==Contacts==<br />
<br />
Spence Thompson: stt6741@rit.edu<br />
<br><br />
Forrest Marvez: fmarvez@gmail.com</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=Colour_The_Part/Timeline&diff=39165Colour The Part/Timeline2009-10-13T17:10:06Z<p>Fmarvez: Created page with '==Milestones and Timeline== Week 6 * Tuesday + Draft Lesson Plan + Do Wikipedia + Finish Timeline …'</p>
<hr />
<div>==Milestones and Timeline==<br />
<br />
Week 6<br />
<br />
* Tuesday<br />
+ Draft Lesson Plan<br />
+ Do Wikipedia<br />
+ Finish Timeline<br />
+ Update Wiki with progress<br />
* Thursday<br />
+ Research Platformers and Open source Pygame engines<br />
+ Brush up on Python<br />
* Sunday<br />
+ Come up with all game logic puzzles and obstacles<br />
+ Outline tech documentation<br />
# Class outline<br />
# Setup versioning<br />
# Particle Engine<br />
# Level Manager<br />
# Menu Manager<br />
# Math Manager<br />
# Character Class<br />
# Color Class<br />
# Game Object Manager<br />
<br />
<br />
Week 7<br />
<br />
* Tuesday<br />
+ Continue engine modification<br />
+ Research into developing levels<br />
+ Update Wiki with progress<br />
* Sunday<br />
+ Bare Minimum Level Done (First Step of Pyramid)<br />
# Character movement (Jumping, Falling, Left, Right)<br />
# Math Checks<br />
# Level Design (floors)<br />
# Obstacle Collision<br />
# Timer<br />
<br />
<br />
<br />
Week 8<br />
<br />
* Tuesday<br />
+ Update Wiki with progress<br />
* Sunday<br />
+ Partial Artwork integration<br />
+ Gameplay elements prototype (completing a simple level with all gameplay elements)<br />
+ Begin Particle and tune Color system<br />
+ Math Explanation<br />
<br />
<br />
<br />
Week 9<br />
<br />
* Tuesday<br />
+ Update Wiki with progress<br />
* Sunday<br />
+ Complete Particle System<br />
+ Completed Tutorial<br />
+ Start of other obstacles, enemy creation, logic and puzzle solving<br />
<br />
<br />
<br />
Week 10<br />
<br />
* Tuesday<br />
+ Update Wiki with progress<br />
* Sunday<br />
+ Add sound<br />
+ Implement Menus<br />
+ Implement Scoreboard<br />
<br />
<br />
Finals Week<br />
<br />
* Tuesday<br />
+ Update Wiki with progress<br />
* Thursday<br />
+ Presentation of 10 levels<br />
+ Complete all goals<br />
+ Present to Class and OLPC Users Group<br />
+ Final Documentation<br />
+ Update Wiki with final information</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=Colour_The_Part&diff=39155Colour The Part2009-10-13T01:32:10Z<p>Fmarvez: /* Project Plans */</p>
<hr />
<div>{{TOCright}}<br />
==Group Members==<br />
<br />
[[user:SpenceThompson|Spence Thompson]], [[user:fmarvez|Forrest Marvez]]<br />
<br />
==Project Description==<br />
Incorporating math and color theory onto a platformer, create a fun and educational activity targeted at 4th grade Math students. The activity uses elements of platform games with obstacles and puzzle solving to teach addition and multiplication of fractions while keeping the player entertained.<br />
<br />
This project is a part of the [[Math4Team/RIT|RIT Math4Team]] Educational initiative.<br />
<br />
Tone words: color, fractions, logic, problem solving<br />
<br />
==Basic Concept==<br />
<br />
The game revolves around teaching the players fractional multiplication on multiple levels using pre-generated sets of fractions. The player must navigate and overcome obstacles to reach fractional paint buckets which change their color to match the specified fractions and color present on the bucket. For instance, a 1/6th red paint bucket will be colored 1/6th of the red spectrum and have the fraction 1/6th visible on it. After the player reaches a fractional paint bucket, the color then follows behind the player as a trail painting the background as the player moves. When the player reaches multiple paint buckets the two trails combine to display the final color similar to the proper exit doorway. These elements are required to advance on the level as they also open locks to the exit doorways. Choosing the correct exit doorway by determining the proper Least Common Denominator (LDC) advances the player to the next level, while choosing the wrong doorway resets the level. Wrong exit choices result in an explanation of the user’s mathematical mistake, a time penalty, and a new set of fractions for the level from a pre-generated list.<br />
Player’s score is determined by time required to complete the level, selecting a wrong doorway resets the level but the timer continues to count up.<br />
Player’s avatar continually bounces and using colors collected from the paint bucket can use special abilities such as enhanced jumps and speed to overcome obstacles and solve puzzles.<br />
<br />
==Implemented Domains==<br />
*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. <br />
*4.N.10 Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money. <br />
*4.N.12 Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently. <br />
*4.N.18 Use concrete objects and visual models to add and subtract common fractions. <br />
*4.P.6 Determine how change in one variable relates to a change in a second variable, e.g., input-output tables. <br />
<br />
==Project Plans==<br />
<br />
Must Implement:<br><br />
*10 Levels<br />
*Instructions<br />
*Simple Particle System for player trails<br />
*Timer and Persistent Scoreboard<br />
*Explanation of Math and player mistakes<br />
*Player Physics for character movement<br />
<br />
Cool If:<br><br />
*Neighborhood Multiplayer<br />
*Neighborhood Scoreboard<br />
*Online Scoreboard<br />
<br />
==Future Plans==<br />
*Leaderboards<br />
*Networked Play (Teamwork and Problem Solving)<br />
*More levels<br />
*Player Attributes and upgrades<br />
<br />
==Concept Art & Design Sketches==<br />
<br />
[[Image:Colour_The_Part_Level_1.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_2.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_3.jpg]]<br />
<br />
==How To Play==<br />
Platformer. Jump around and into different areas. Avoid obstacles.<br />
<br />
==Lesson Plan==<br />
<br />
I. Standards Addressed4.N.4, 4.N.10, 4.N.12, 4.N.18, 4.P.6<br />
<br />
II. Preparation/Materials<br />
Before the activity has begun, the students need to bring out their XO laptops and start up the "Colour The Part" game. When the game has started up, the students need to put in their username and begin the game. After that, the first part of the game should explain what the student needs to do to finish the activity. Each student needs to have their own XO laptop.<br />
<br />
III. Goals<br />
1. Learn how to compare and order fractions and equivalent fractions <br><br />
2. Learn how to multiply and add effectively.<br><br />
3. Learn to determine how change in one variable relates to a change in a second variable.<br><br />
4. Let the students have fun while learning.<br><br />
5. Have the students gain puzzle solving skills.<br><br />
<br />
<br />
==Project Files==<br />
None<br />
<br />
==Contacts==<br />
<br />
Spence Thompson: stt6741@rit.edu<br />
<br><br />
Forrest Marvez: fmarvez@gmail.com<br />
<br />
<br />
<br />
==Development Plan==<br />
<br />
The project goal is complete the 10 levels by the end of the Fall 2009 quarter. Our project will be made publically available on SugarLabs with a Wiki and goals so that other developers may pick the project up or continue it. Final delivery will be an OLPC activity with documentation, artwork, and source code.</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=Colour_The_Part&diff=39152Colour The Part2009-10-13T01:25:55Z<p>Fmarvez: /* Future Plans */</p>
<hr />
<div>{{TOCright}}<br />
==Group Members==<br />
<br />
[[user:SpenceThompson|Spence Thompson]], [[user:fmarvez|Forrest Marvez]]<br />
<br />
==Project Description==<br />
Incorporating math and color theory onto a platformer, create a fun and educational activity targeted at 4th grade Math students. The activity uses elements of platform games with obstacles and puzzle solving to teach addition and multiplication of fractions while keeping the player entertained.<br />
<br />
This project is a part of the [[Math4Team/RIT|RIT Math4Team]] Educational initiative.<br />
<br />
Tone words: color, fractions, logic, problem solving<br />
<br />
==Basic Concept==<br />
<br />
The game revolves around teaching the players fractional multiplication on multiple levels using pre-generated sets of fractions. The player must navigate and overcome obstacles to reach fractional paint buckets which change their color to match the specified fractions and color present on the bucket. For instance, a 1/6th red paint bucket will be colored 1/6th of the red spectrum and have the fraction 1/6th visible on it. After the player reaches a fractional paint bucket, the color then follows behind the player as a trail painting the background as the player moves. When the player reaches multiple paint buckets the two trails combine to display the final color similar to the proper exit doorway. These elements are required to advance on the level as they also open locks to the exit doorways. Choosing the correct exit doorway by determining the proper Least Common Denominator (LDC) advances the player to the next level, while choosing the wrong doorway resets the level. Wrong exit choices result in an explanation of the user’s mathematical mistake, a time penalty, and a new set of fractions for the level from a pre-generated list.<br />
Player’s score is determined by time required to complete the level, selecting a wrong doorway resets the level but the timer continues to count up.<br />
Player’s avatar continually bounces and using colors collected from the paint bucket can use special abilities such as enhanced jumps and speed to overcome obstacles and solve puzzles.<br />
<br />
==Implemented Domains==<br />
*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. <br />
*4.N.10 Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money. <br />
*4.N.12 Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently. <br />
*4.N.18 Use concrete objects and visual models to add and subtract common fractions. <br />
*4.P.6 Determine how change in one variable relates to a change in a second variable, e.g., input-output tables. <br />
<br />
==Project Plans==<br />
<br />
Must Implement:<br><br />
*<br />
*<br />
*<br />
*<br />
<br />
Cool If:<br><br />
*Local Multiplayer<br><br />
<br />
==Future Plans==<br />
*Leaderboards<br />
*Networked Play (Teamwork and Problem Solving)<br />
*More levels<br />
*Player Attributes and upgrades<br />
<br />
==Concept Art & Design Sketches==<br />
<br />
[[Image:Colour_The_Part_Level_1.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_2.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_3.jpg]]<br />
<br />
==How To Play==<br />
Platformer. Jump around and into different areas. Avoid obstacles.<br />
<br />
==Lesson Plan==<br />
<br />
I. Standards Addressed4.N.4, 4.N.10, 4.N.12, 4.N.18, 4.P.6<br />
<br />
II. Preparation/Materials<br />
Before the activity has begun, the students need to bring out their XO laptops and start up the "Colour The Part" game. When the game has started up, the students need to put in their username and begin the game. After that, the first part of the game should explain what the student needs to do to finish the activity. Each student needs to have their own XO laptop.<br />
<br />
III. Goals<br />
1. Learn how to use operations to solve problems<br />
2. Learn multiplication and division facts<br />
<br />
1. Implemented Domains:4.N.12, 4.N.4, 4.N.7 <br><br />
2. Preparation/Materials:<br><br />
*Each student must be instructed on how to use the laptop in gameboy mode, using the up/down right/left arrow pad.<br />
*The students should already know the implemented domains as this game is more of a way to re-affirm what they already know through exploring their puzzle solving skills.<br />
*Each student should have their own XO.<br />
3. Goals:<br><br />
*This game is meant to be a way in which students can cement concepts they have already learned, but they'll be doing it in a way where they'll also be having fun and learning puzzle solving skills by doing it in a maze-like environment.<br />
*Have the students review multiplication, fractions and factorization.<br />
*Have the students build puzzle solving skills.<br />
<br />
==Project Files==<br />
None<br />
<br />
==Contacts==<br />
<br />
Spence Thompson: stt6741@rit.edu<br />
<br><br />
Forrest Marvez: fmarvez@gmail.com<br />
<br />
<br />
<br />
==Development Plan==<br />
<br />
The project goal is complete the 10 levels by the end of the Fall 2009 quarter. Our project will be made publically available on SugarLabs with a Wiki and goals so that other developers may pick the project up or continue it. Final delivery will be an OLPC activity with documentation, artwork, and source code.</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=Math4Team/RIT/Projects&diff=38487Math4Team/RIT/Projects2009-09-29T16:26:17Z<p>Fmarvez: </p>
<hr />
<div>{{TOCright}}<br />
<br />
== [[Colour_The_Part|Colour The Part]] ==<br />
Incorporating math and color theory onto a platformer, create a fun and educational activity targeted at 4th grade Math students. The activity uses elements of platform games with obstacles and puzzle solving to teach addition and multiplication of fractions while keeping the player entertained. <br />
<br />
== [[TEXTadventure|T.E.X.T Adventure]] ==<br />
T.E.X.T Adventure is an RIT Math4Team game. This is a Dungeons and Dragons adventure style game where players will have to solve various math puzzles to defeat enemies and proceed through the dungeons.<br />
<br />
==[[Math4Team/RIT/Projects/Math_Munchers|Math Munchers]]==<br />
[[User:kdh7733|Kevin Hockey]] and Tom Sekovski are planning to put a new spin on the age old classic. Slightly different than the original, our Math Munchers will features six levels of puzzle type gameplay centered around a different curricular item for each level.<br />
<br />
==[[School Server/RIT|schoolserver.rit.edu]]==<br />
<br />
==[[Flash Card Game - Assimilate]]==<br />
This project is one of [[Math4Team/RIT/Projects | many small projects]] focused on developing 4th grade math games which will run on the OLPC XO. We are [[Math4Team/RIT/Alumni/Spring-2009| RIT students]] who are working on this with the help of other developers who become interested in our projects.<br />
The focus of this project is to turn an existing game ([[olpc:Assimilate|Assimilate]]) into a math based flash card game which will hopefully be included on future XO's.<br />
<br />
Group members:<br />
[[User:Dbj4366|Dennis Jalbert]], [[User:Jck1089|James Kolb]], [[User:bjr9081|Brendan Reen]]<br />
<br />
==[[Math4Team/RIT/Projects/Fun Towers|Fun Towers]]==<br />
Fun Towers is a pre-existing game that can be found online in several version (http://www.funnytowers.com/ is one example) that has been ported to the XO, written in Squeak. Our team is modifying this purely numerical/card based game into one that can be used as a teaching tool as part of the 4th grade math project.<br />
Our initial goals in modifying the pre-existing game remain relatively simple and achievable, and our goal is to produce verifiable results that can be used to point to the very preliminary success of the math4 program, while more in-depth projects are still in development.<br />
The game itself is simple, users are given a card and with it are able to remove from one of 3 pyramids of cards a card that is one greater or one lower in value. This card that has been removed is the users new card, and any cards that were covered by the removed card are now in play.<br />
<br />
Group members are <br />
[[User:EricMallon|Eric Mallon,]] [[User:eldrac|Tyler Bragdon,]] [[User:Cdaniels29|Chris Daniels]]<br />
<br />
==[[Image:Lemon_Icon.svg|24px]][[Lemonade Stand]]==<br />
Lemonade stand (or more likely, *Insert produce here* stand) is a collaboration project at RIT. It is designed to test children on fractions, working with money, estimation, and other math topics. While our time restraints limit the extent to which we can implement features, the current goal is a feature complete program even if lacking in graphics. We plan on having a system based on buying and selling commodities and an eventual season based economy. <br />
<br />
The largest and most complex task of the project will be the introduction of a basic AI to handle the economy, the use of graphics, and localization. We are planning on introducing the game with a generic currency model while trying to find a commodity that either works worldwide, or is easy to replace for regional types. At the very least, we plan on having a feature complete text model that can be finished by other interested parties.<br />
<br />
The RIT students currently working on the project are [[User:Epsilon748|Anthony King]], [[User:Qalthos|Nathaniel Case]], [[User:Jsang1|Jonathan Sanger]], [[User:Mdd8919 | Mitchell DeMarco]], [[User:sss1406|Steven Schoenfeld]], and [[User:Echo35|Anthony Lubriani]].<br />
<br />
==[[Math4Team/RIT/Projects/Muthris|Muthris]]==<br />
Muthris is a math themed, Tetris-based game inspired by Cuyo. Players control falling blocks which must be grouped in certain math related ways in-order to clear that grouping from the board. The level is lost when the board fills up with blocks. Players learn math skills by fun repetition of simple mathematical problems and the grouping of sets of numbers. Levels are abstracted away from the core game. This allows one to simple drop in new levels and learn different mathematical concepts.<br />
<br />
Group Members: [[User:dpk3062|Doug]]<br />
<br />
==[[Produce Puzzle]]==<br />
The object of the game is to solve a system of equations with unknowns represented by fruits. The player is given the column sums and row sums, and from there he must determine the value of each fruit. The game difficulty can be changed, and it ranges from solving 3x3 fruit equations, all the way up to 9x9 fruit grids.<br />
<br />
We, [[User:Classclownfish | Abbi Honeycutt]] and [[User:Nikeunltd| Kennedy Kong]] from Rochester Institute of Technology, has taken over this project. Previous creators were Matthew Michihara, Elizabeth Deng, and Aaron Macris from University of Southern California during their "Code for a cause OLPC Hack-a-thon".<br />
==[[/Question Support API|Question Support API]]==<br />
The purpose of the Question Support API is to provide a unified method for Activities to access standardized format question files. The API currently supports the use of multiple choice questions with a single correct answer and no partial credit. Currently, the API only reports questions in a plain text format from Moodle format question files.<br />
<br />
Group members are <br />
[[User:Enimihil|Greg Stevens]], [[User:Jfinney|Jameson Finney]], [[User:Bbl5660|Brian Long]]<br />
<br />
==[[Teacher Reporting]]==<br />
We, Wesley Dillingham, and Jeremiah Green hope to utilize modified Moodle modules and a customized XS School Server operating system. Our goal is to allow results and / or grades, from student activities to be readily available to teachers. Based on their wants and needs, the teachers can then generate custom reports on a class or student and have the ability to determine what types of problems students are finding most difficult. Additionally we would like to implement logic in the module which analyzes student activity and checks for a strict yes or no interpretation of whether or not each student understands various curriculum standards. In the end we imagine the XS environment running on an XO itself, allowing the teachers the same portability as the students.<br />
<br />
==[[Math4Team/RIT/Tips & Tricks|Tips & Tricks]]==<br />
==[[Math4Team/RIT/Complaints & Problems|Complaints & Problems]]==<br />
<br />
[[Category:Idea]]</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=Math4Team/RIT&diff=38486Math4Team/RIT2009-09-29T16:24:58Z<p>Fmarvez: /* /Projects */</p>
<hr />
<div>{{TOCright}}<br />
==Math4 at RIT and in Rochester NY==<br />
'''It started as a [[Math4Team/Resources/Curriculum Chart|big idea]].'''<br />
<br />
Then [https://fedoraproject.org/wiki/User:Ke4qqq Dave Nalley], a [https://fedoraproject.org/wiki/Ambassadors Fedora Ambassador], asked for XO laptops to work on that big idea.<br />
<br />
Meanwhile, in Rochester NY on January 22, 2009, an [http://wiki.laptop.org/go/OLPC_Rochester,_NY OLPC Community SIG] was starting. At this initial meeting [[User:KRobinson| Karlie Robinson]] learned that Rochester Institute of Technology Professor, [http://wiki.laptop.org/go/Stephen_Jacobs Stephen Jacobs], wanted to teach a class around the XO using machines being donated by Nortel. <br />
<br />
On February 7, 2009 David Nalley announced the [https://www.redhat.com/archives/fedora-olpc-list/2009-February/msg00033.html Fedora Developers XO program]. A pilot program in North America that would begin to tackle the [[Math4Team/Resources/Curriculum Chart|4th grade math curriculum]] using volunteers equipped with 100 donated XO laptops.<br />
<br />
This presented an interesting opportunity for the Fedora Project to work with RIT. RIT wants to do an XO class but doesn't have many machines. Fedora is looking for volunteers and has machines to give. Talks began. <br />
<br />
On February 26, 2009 it was settled. The Rochester NY OLPC Community SIG and Professor Jacobs class would participate in the Math4 project. <br />
<br />
To prepare for the first day of class at RIT, the following has been done;<br />
<br />
* David Nalley has sent RIT 25 XO laptops for the class. <br />
* The FourthGradeMath mailing list[http://lists.sugarlabs.org/archive/fourthgrademath/] has become active<br />
* Steve Jacobs has updated the mailing list [http://lists.sugarlabs.org/archive/fourthgrademath/2009-March/000028.html] with details about the [[OLPC:RIT_honors_seminar,_developing_for_the_OLPC_XO | RIT Honors Seminar, Developing for the OLPC XO]]<br />
** Note that the link just above this line, will also get you to the page on [http://wiki.laptop.org/go/RIT_honors_seminar%2C_developing_for_the_OLPC_XO/Reference_Activities/Games Current games relevant] to our end goal.<br />
<br />
==[[/Students]]==<br />
===Alumni===<br />
* [[/Alumni/Spring-2009]]<br />
==[[/Projects]]==<br />
<br />
<br />
* [[Colour_The_Part|Colour The Part]]<br />
<br />
==Math4 at RIT FAQ==<br />
;What year are most of the RIT Students?<br />
:Most are Jr and Sr in their Major field of study<br />
;What are they learning?<br />
:Their participation in the Fedora Ambassador North America push for a 4th grade math curriculum will give them experience with Open Source Software development. Beyond that, the students will be choosing what areas of development they participate in. <br />
;Are they math majors? Eduction majors? mixed volunteers?<br />
:As of this writing, we do have a mix of community volunteers working on this project. The RIT students are divided between Computer Science, Networking, Information Tech, Software engineering and Telecommunications Majors. The students also have the benefit of Eric Grace, a New York State Certified K-12 teacher, as the co-professor for the course. <br />
;Do they have 4th graders lined up?<br />
:Some. The Fedora Ambassador network has volunteers with a vast array of backgrounds and I do know of a small test group in California.<br />
==Subpages==<br />
{{Special:PrefixIndex/{{PAGENAMEE}}/}}</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=Colour_The_Part&diff=38485Colour The Part2009-09-29T16:23:54Z<p>Fmarvez: /* Team */</p>
<hr />
<div>==Description==<br />
Incorporating math and color theory onto a platformer, create a fun and educational activity targeted at 4th grade Math students. The activity uses elements of platform games with obstacles and puzzle solving to teach addition and multiplication of fractions while keeping the player entertained.<br />
<br />
This project is a part of the [[Math4Team/RIT|RIT Math4Team]] Educational initiative.<br />
<br />
Tone words: color, fractions, logic, problem solving<br />
<br />
==Basic Concept==<br />
<br />
The game revolves around teaching the players fractional multiplication on multiple levels using pre-generated sets of fractions. The player must navigate and overcome obstacles to reach fractional paint buckets which change their color to match the specified fractions and color present on the bucket. For instance, a 1/6th red paint bucket will be colored 1/6th of the red spectrum and have the fraction 1/6th visible on it. After the player reaches a fractional paint bucket, the color then follows behind the player as a trail painting the background as the player moves. When the player reaches multiple paint buckets the two trails combine to display the final color similar to the proper exit doorway. These elements are required to advance on the level as they also open locks to the exit doorways. Choosing the correct exit doorway by determining the proper Least Common Denominator (LDC) advances the player to the next level, while choosing the wrong doorway resets the level. Wrong exit choices result in an explanation of the user’s mathematical mistake, a time penalty, and a new set of fractions for the level from a pre-generated list.<br />
Player’s score is determined by time required to complete the level, selecting a wrong doorway resets the level but the timer continues to count up.<br />
Player’s avatar continually bounces and using colors collected from the paint bucket can use special abilities such as enhanced jumps and speed to overcome obstacles and solve puzzles.<br />
<br />
==Rough Level Concepts==<br />
[[Image:Colour_The_Part_Level_1.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_2.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_3.jpg]]<br />
<br />
==Development Plan==<br />
<br />
The project goal is complete the 10 levels by the end of the Fall 2009 quarter. Our project will be made publically available on SugarLabs with a Wiki and goals so that other developers may pick the project up or continue it. Final delivery will be an OLPC activity with documentation, artwork, and source code.<br />
<br />
==Team==<br />
* Forrest Marvez<br />
* Spence Thompson</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=Colour_The_Part&diff=38484Colour The Part2009-09-29T16:23:24Z<p>Fmarvez: /* Description */</p>
<hr />
<div>==Description==<br />
Incorporating math and color theory onto a platformer, create a fun and educational activity targeted at 4th grade Math students. The activity uses elements of platform games with obstacles and puzzle solving to teach addition and multiplication of fractions while keeping the player entertained.<br />
<br />
This project is a part of the [[Math4Team/RIT|RIT Math4Team]] Educational initiative.<br />
<br />
Tone words: color, fractions, logic, problem solving<br />
<br />
==Basic Concept==<br />
<br />
The game revolves around teaching the players fractional multiplication on multiple levels using pre-generated sets of fractions. The player must navigate and overcome obstacles to reach fractional paint buckets which change their color to match the specified fractions and color present on the bucket. For instance, a 1/6th red paint bucket will be colored 1/6th of the red spectrum and have the fraction 1/6th visible on it. After the player reaches a fractional paint bucket, the color then follows behind the player as a trail painting the background as the player moves. When the player reaches multiple paint buckets the two trails combine to display the final color similar to the proper exit doorway. These elements are required to advance on the level as they also open locks to the exit doorways. Choosing the correct exit doorway by determining the proper Least Common Denominator (LDC) advances the player to the next level, while choosing the wrong doorway resets the level. Wrong exit choices result in an explanation of the user’s mathematical mistake, a time penalty, and a new set of fractions for the level from a pre-generated list.<br />
Player’s score is determined by time required to complete the level, selecting a wrong doorway resets the level but the timer continues to count up.<br />
Player’s avatar continually bounces and using colors collected from the paint bucket can use special abilities such as enhanced jumps and speed to overcome obstacles and solve puzzles.<br />
<br />
==Rough Level Concepts==<br />
[[Image:Colour_The_Part_Level_1.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_2.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_3.jpg]]<br />
<br />
==Development Plan==<br />
<br />
The project goal is complete the 10 levels by the end of the Fall 2009 quarter. Our project will be made publically available on SugarLabs with a Wiki and goals so that other developers may pick the project up or continue it. Final delivery will be an OLPC activity with documentation, artwork, and source code.<br />
<br />
==Team==<br />
*FORREST MARVEZ<br />
*SPENCE THOMPSON</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=Colour_The_Part&diff=38483Colour The Part2009-09-29T16:22:37Z<p>Fmarvez: /* Description */</p>
<hr />
<div>==Description==<br />
Incorporating math and color theory onto a platformer, create a fun and educational activity targeted at 4th grade Math students. The activity uses elements of platform games with obstacles and puzzle solving to teach addition and multiplication of fractions while keeping the player entertained.<br />
<br />
This project is a part of the [[Math4Team/RIT RIT Math4Team]] Educational initiative.<br />
<br />
Tone words: color, fractions, logic, problem solving<br />
<br />
==Basic Concept==<br />
<br />
The game revolves around teaching the players fractional multiplication on multiple levels using pre-generated sets of fractions. The player must navigate and overcome obstacles to reach fractional paint buckets which change their color to match the specified fractions and color present on the bucket. For instance, a 1/6th red paint bucket will be colored 1/6th of the red spectrum and have the fraction 1/6th visible on it. After the player reaches a fractional paint bucket, the color then follows behind the player as a trail painting the background as the player moves. When the player reaches multiple paint buckets the two trails combine to display the final color similar to the proper exit doorway. These elements are required to advance on the level as they also open locks to the exit doorways. Choosing the correct exit doorway by determining the proper Least Common Denominator (LDC) advances the player to the next level, while choosing the wrong doorway resets the level. Wrong exit choices result in an explanation of the user’s mathematical mistake, a time penalty, and a new set of fractions for the level from a pre-generated list.<br />
Player’s score is determined by time required to complete the level, selecting a wrong doorway resets the level but the timer continues to count up.<br />
Player’s avatar continually bounces and using colors collected from the paint bucket can use special abilities such as enhanced jumps and speed to overcome obstacles and solve puzzles.<br />
<br />
==Rough Level Concepts==<br />
[[Image:Colour_The_Part_Level_1.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_2.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_3.jpg]]<br />
<br />
==Development Plan==<br />
<br />
The project goal is complete the 10 levels by the end of the Fall 2009 quarter. Our project will be made publically available on SugarLabs with a Wiki and goals so that other developers may pick the project up or continue it. Final delivery will be an OLPC activity with documentation, artwork, and source code.<br />
<br />
==Team==<br />
*FORREST MARVEZ<br />
*SPENCE THOMPSON</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=Colour_The_Part&diff=38480Colour The Part2009-09-29T16:20:29Z<p>Fmarvez: /* COLOUR THE PART */</p>
<hr />
<div>==Description==<br />
Incorporating math and color theory onto a platformer, create a fun and educational activity targeted at 4th grade Math students. The activity uses elements of platform games with obstacles and puzzle solving to teach addition and multiplication of fractions while keeping the player entertained.<br />
<br />
Tone words: color, fractions, logic, problem solving<br />
<br />
==Basic Concept==<br />
<br />
The game revolves around teaching the players fractional multiplication on multiple levels using pre-generated sets of fractions. The player must navigate and overcome obstacles to reach fractional paint buckets which change their color to match the specified fractions and color present on the bucket. For instance, a 1/6th red paint bucket will be colored 1/6th of the red spectrum and have the fraction 1/6th visible on it. After the player reaches a fractional paint bucket, the color then follows behind the player as a trail painting the background as the player moves. When the player reaches multiple paint buckets the two trails combine to display the final color similar to the proper exit doorway. These elements are required to advance on the level as they also open locks to the exit doorways. Choosing the correct exit doorway by determining the proper Least Common Denominator (LDC) advances the player to the next level, while choosing the wrong doorway resets the level. Wrong exit choices result in an explanation of the user’s mathematical mistake, a time penalty, and a new set of fractions for the level from a pre-generated list.<br />
Player’s score is determined by time required to complete the level, selecting a wrong doorway resets the level but the timer continues to count up.<br />
Player’s avatar continually bounces and using colors collected from the paint bucket can use special abilities such as enhanced jumps and speed to overcome obstacles and solve puzzles.<br />
<br />
==Rough Level Concepts==<br />
[[Image:Colour_The_Part_Level_1.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_2.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_3.jpg]]<br />
<br />
==Development Plan==<br />
<br />
The project goal is complete the 10 levels by the end of the Fall 2009 quarter. Our project will be made publically available on SugarLabs with a Wiki and goals so that other developers may pick the project up or continue it. Final delivery will be an OLPC activity with documentation, artwork, and source code.<br />
<br />
==Team==<br />
*FORREST MARVEZ<br />
*SPENCE THOMPSON</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=Colour_The_Part&diff=38479Colour The Part2009-09-29T16:20:07Z<p>Fmarvez: Created page with '==COLOUR THE PART== ==Description== Incorporating math and color theory onto a platformer, create a fun and educational activity targeted at 4th grade Math students. The activi…'</p>
<hr />
<div>==COLOUR THE PART==<br />
<br />
<br />
==Description==<br />
Incorporating math and color theory onto a platformer, create a fun and educational activity targeted at 4th grade Math students. The activity uses elements of platform games with obstacles and puzzle solving to teach addition and multiplication of fractions while keeping the player entertained.<br />
<br />
Tone words: color, fractions, logic, problem solving<br />
<br />
==Basic Concept==<br />
<br />
The game revolves around teaching the players fractional multiplication on multiple levels using pre-generated sets of fractions. The player must navigate and overcome obstacles to reach fractional paint buckets which change their color to match the specified fractions and color present on the bucket. For instance, a 1/6th red paint bucket will be colored 1/6th of the red spectrum and have the fraction 1/6th visible on it. After the player reaches a fractional paint bucket, the color then follows behind the player as a trail painting the background as the player moves. When the player reaches multiple paint buckets the two trails combine to display the final color similar to the proper exit doorway. These elements are required to advance on the level as they also open locks to the exit doorways. Choosing the correct exit doorway by determining the proper Least Common Denominator (LDC) advances the player to the next level, while choosing the wrong doorway resets the level. Wrong exit choices result in an explanation of the user’s mathematical mistake, a time penalty, and a new set of fractions for the level from a pre-generated list.<br />
Player’s score is determined by time required to complete the level, selecting a wrong doorway resets the level but the timer continues to count up.<br />
Player’s avatar continually bounces and using colors collected from the paint bucket can use special abilities such as enhanced jumps and speed to overcome obstacles and solve puzzles.<br />
<br />
==Rough Level Concepts==<br />
[[Image:Colour_The_Part_Level_1.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_2.jpg]]<br />
<br />
[[Image:Colour_The_Part_Level_3.jpg]]<br />
<br />
==Development Plan==<br />
<br />
The project goal is complete the 10 levels by the end of the Fall 2009 quarter. Our project will be made publically available on SugarLabs with a Wiki and goals so that other developers may pick the project up or continue it. Final delivery will be an OLPC activity with documentation, artwork, and source code.<br />
<br />
==Team==<br />
*FORREST MARVEZ<br />
*SPENCE THOMPSON</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=File:Colour_The_Part_Level_3.jpg&diff=38478File:Colour The Part Level 3.jpg2009-09-29T16:19:53Z<p>Fmarvez: Level 3 concept for Colour The Part</p>
<hr />
<div>Level 3 concept for Colour The Part</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=File:Colour_The_Part_Level_2.jpg&diff=38477File:Colour The Part Level 2.jpg2009-09-29T16:19:15Z<p>Fmarvez: Level 2 concept for Colour The Part</p>
<hr />
<div>Level 2 concept for Colour The Part</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=File:Colour_The_Part_Level_1.jpg&diff=38476File:Colour The Part Level 1.jpg2009-09-29T16:17:42Z<p>Fmarvez: Level 1 concept for Colour The Part</p>
<hr />
<div>Level 1 concept for Colour The Part</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=User:Fmarvez&diff=38028User:Fmarvez2009-09-24T16:33:54Z<p>Fmarvez: Created page with '=='''Forrest Marvez'''== [ UNDER CONSTRUCTION ] ===Major=== New Media: Interactive Development, Rochester Institute of Technology, 2010 ===About Me=== =====How I Got Involve…'</p>
<hr />
<div>=='''Forrest Marvez'''==<br />
<br />
[ UNDER CONSTRUCTION ]<br />
<br />
===Major===<br />
<br />
New Media: Interactive Development,<br />
<br />
Rochester Institute of Technology, 2010<br />
<br />
===About Me===<br />
=====How I Got Involved in this Project=====<br />
Although I'd heard about OLPC before, I didn't really know a lot about the laptops until last Spring when I went to a seminar in GCCIS (RIT's Golisano College for Computing and Information Sciences) and some people who work with OLPC came to talk about the project and the laptops. I really liked the whole concept of the project, the design of the XO's and the thought behind the design. I also learned that OLPC was looking for more people to help out with the Networking side of the project, so I signed up.<br />
<br />
===Current Project===<br />
<br />
To be decided program name focusing on fractions and shapes. <br />
<br />
===Website===<br />
<br />
<br />
===Contact===<br />
<br />
em: fmarvez@gmail.com</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=Math4Team/RIT/Students&diff=38024Math4Team/RIT/Students2009-09-24T16:31:33Z<p>Fmarvez: /* New Media: Interactive Development */</p>
<hr />
<div>{{TOCright}}<br />
<big><big><big>Fall 2009</big></big></big><br />
<br />
==Game Development and Design==<br />
<br />
[[User:prestonj| Preston Johnson]] (3rd Year)<br />
<br />
[[User:esk7610| Eric Kenvin]] (3rd Year)<br />
<br />
David Silverman(3rd Year)<br />
<br />
[[User:SpenceThompson| Spence Thompson]] (4th Year)<br />
<br />
[[User:Acj3840| Alex Jones]] (3rd Year)<br />
<br />
[[User:KnightMearh| Jonathan Meschino]] (4th year)<br />
<br />
==Computer Science==<br />
[[User:Jlew|Justin Lewis]] (4th Year)<br />
<br />
==Information Technology==<br />
<br />
Rohn Huntone(4th year)<br />
<br />
==New Media: Interactive Development==<br />
[[User:Fmarvez| Forrest Marvez]] (4th Year)<br />
<br />
[[User:TS1593| Tom Sekovski]] (3rd year)<br />
<br />
==Networking==<br />
<br />
[[User:Fapryce| Fatima Pryce]] (2nd year)<br />
<br />
==Information Security and Forensics==<br />
<br />
[[User:rnolette| Ryan Nolette]] (4th year)<br />
<br />
==Software Engineering==</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=Math4Team/RIT/Students&diff=37923Math4Team/RIT/Students2009-09-22T16:45:38Z<p>Fmarvez: /* New Media: Interactive Development */</p>
<hr />
<div>{{TOCright}}<br />
==Computer Engineering Technology==<br />
<br />
==Computer Science==<br />
<br />
==Information Technology==<br />
<br />
==New Media: Interactive Development==<br />
Forrest Marvez<br />
<br />
==Networking==<br />
<br />
==Software Engineering==</div>Fmarvezhttps://wiki.sugarlabs.org/index.php?title=Math4Team/RIT/Students&diff=37922Math4Team/RIT/Students2009-09-22T16:45:21Z<p>Fmarvez: /* New Media: Interactive Development */</p>
<hr />
<div>{{TOCright}}<br />
==Computer Engineering Technology==<br />
<br />
==Computer Science==<br />
<br />
==Information Technology==<br />
<br />
==New Media: Interactive Development==<br />
<br />
==Networking==<br />
<br />
==Software Engineering==</div>Fmarvez