Difference between revisions of "Colour The Part"

Project Description

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.

This project is a part of the RIT Math4Team Educational initiative.

Tone words: color, fractions, logic, problem solving

Basic Concept

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. 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. 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.

Implemented Domains

• 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.10 Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.
• 4.N.12 Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently.
• 4.N.18 Use concrete objects and visual models to add and subtract common fractions.
• 4.P.6 Determine how change in one variable relates to a change in a second variable, e.g., input-output tables.

Project Plans

Must Implement:

• 10 Levels
• Instructions
• Simple Particle System for player trails
• Timer and Persistent Scoreboard
• Explanation of Math and player mistakes
• Player Physics for character movement

Cool If:

• Neighborhood Multiplayer
• Neighborhood Scoreboard
• Online Scoreboard

Future Plans

• Networked Play (Teamwork and Problem Solving)
• More levels

How To Play

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.

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.

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.

Development Plan

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.

Lesson Plan

I. Standards Addressed: 4.N.4, 4.N.10, 4.N.12, 4.N.18, 4.P.6

II. Preparation/Materials
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.

III. Goals
1. Learn how to compare and order fractions and equivalent fractions
2. Learn how to multiply and add effectively.
3. Learn to determine how change in one variable relates to a change in a second variable.
4. Let the students have fun while learning.
5. Have the students gain puzzle solving skills.

IV. Objectives
1. Guide students into first level
2. Let tutorial level teach students how to play
3. Introduce the students to what concepts they are learning throughout the game
4. Let the students write down the problems on paper if they're having trouble with the ordering of fractions.

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

None

Contacts

Spence Thompson: stt6741@rit.edu
Forrest Marvez: fmarvez@gmail.com