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Line 18: − − *4.N.1: Exhibit an understanding of the base ten number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000; demonstrating an understanding of the values of the digits; and comparin and ordering the numbers. Line 24:
Line 24: − − *4.N.16: Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000. − − *4.P.1: Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, …. − + + − ==Initial Proposed Modifications==+ − − *Change card graphics: The game currently only supports cards which are integers from 1~13, new cards will need to be created which represent the elements of the mathematical series which we plan to implement.+ − − − + Line 55:
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Line 57: + − + − − ==Updates== − 4/17 - Initial project start, creation of wiki page, general planning. − − 4/24 - Updated Wiki page, removed timer loss from game source, implemented rudimentary deck increase (prevents losing) − − 4/28 - Worked on updating card graphics − − 4/29 - Second attempt at deck increase in squeak code, could not a better version then the initial. Initial attempts at adding a level select. Initial prototypes for 4th grade math topic cards produced − − 5/01 - Further worked on coding. Work done on removing timer, switching out files, and level selecting. − − 5/07 - Additional cards produced, for representing multiples of numbers. Continued working on level select code. − − 5/14 - Level selector implemented. − − ==Weekly Schedule== − Week 6: − *Develop Schedule - Complete − *Game Prototype - Complete − − Week 7: − *Finalize 4th grade math domains for levels - Complete − *Begin learning/working with code from open source fun towers game - Complete − − Week 8: − *Produce modified cards for additional levels - Prototypes Complete − *Initial integration of 4th grade math topics − − Week 9: − *Implement in-game level selector − *Implement level transition − Week 10: − *Potential API integration − *General Polish
Math4Team/RIT/Projects/Fun Towers (view source)
Revision as of 12:18, 18 May 2009
, 12:18, 18 May 2009no edit summary
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.
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.
We have completed the initial proposed modifications to the game to make it applicable to 4th grade math education.
*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.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.2: Represent, order, and compare large numbers (to at least 100,000) using various forms, including expanded notation, e.g., 853 = 8 x 100 + 5 x 10 + 3.
*4.N.2: Represent, order, and compare large numbers (to at least 100,000) using various forms, including expanded notation, e.g., 853 = 8 x 100 + 5 x 10 + 3.
*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.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.18: Use concrete objects and visual models to add and subtract common fractions.
*4.N.18: Use concrete objects and visual models to add and subtract common fractions.
*4.P.3: Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3.
*4.P.3: Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3.
*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.
==Completed Modifications==
*Remove Timer: Though most versions of the Fun Towers game include some sort of timer, it would not be as applicable in an educational version of the game. Fourth grade students will learn better when not rushed by a timer. The timer is still in game, to give a sort of metric for how quickly the student completes it, but there is no penalty for running out of time.
*Change card graphics: The game currently only supports cards which are integers from 1~13, new cards contains over twenty math related levels.
*Remove Timer: Though most versions of the Fun Towers game include some sort of timer, it would not be as applicable in an educational version of the game.
*Implement level select: The player can use a simple level selector to switch between all the levels.
*Implement level select: The player will need a way to chose which type of mathematical series they work with.
==Possible Future Modifications==
==Possible Future Modifications==
*Multi-player support: Allow players to work together to take down the towers, potentially allowing students of different skill levels to work together, by having each student working with a different topic.
*Multi-player support: Allow players to work together to take down the towers, potentially allowing students of different skill levels to work together, by having each student working with a different topic, each topic contained within a different tower.
*Description of tasks to be performed per level, localized.
*Description of tasks to be performed per level, localized.
*Integrate teacher reporting API (potentially using [http://map.squeak.org/package/dab9b621-00d2-41c3-966c-458bf62b8008 SoapCore])
*Integrate teacher reporting API (potentially using [http://map.squeak.org/package/dab9b621-00d2-41c3-966c-458bf62b8008 SoapCore])
* EToys image download (http://etoys.laptop.org/src/etoys-image-and-pr.zip)
* EToys image download (http://etoys.laptop.org/src/etoys-image-and-pr.zip)
* SoapCore Squeak SOAP client (http://map.squeak.org/package/dab9b621-00d2-41c3-966c-458bf62b8008)
* SoapCore Squeak SOAP client (http://map.squeak.org/package/dab9b621-00d2-41c3-966c-458bf62b8008)
* Modified Game Card files (http://www.cs.rit.edu/~gtb2909/funtowers/cards.zip)
==Project Setup==
==Project Setup==
XO:
XO:
Using the browse program on the XO, simply download the XO game download from the link above and it automatically installs.
Using the browse program on the XO, simply download the XO game download from the link above and it automatically installs.
==Accessing Game Code==
==Accessing Game Code==
With the game loaded into the etoys environment on either the XO or PC, again hit Alt+, to bring up the main menu. Select the last option to "edit this menu". In the window that pops up, press the small browse button in the middle left to bring up the system browser. In the left column of the system browser, scroll down and select Funtowers-Game, in the other columns you can now select and browse all the game code.
With the game loaded into the etoys environment on either the XO or PC, again hit Alt + , to bring up the main menu. Select the last option to "edit this menu". In the window that pops up, press the small browse button in the middle left to bring up the system browser. In the left column of the system browser, scroll down and select Funtowers-Game, in the other columns you can now select and browse all the game code.
==Contacts==
==Contacts==