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Line 46: + − + − *4.M.3 - Identify time to the minute on analog and digital clocks using a.m. and p.m. Compute elapsed time using a clock (e.g., hours and minutes since…) and using a calendar (e.g., days since…).+ − The player is presented with two different watches (one being broken and one representing the current time), and they must calculate the amount of time that has elapsed since the watch broke.+ + + + + + + + + + + + + + − − − ===Tentative Milestones=== − ====Week 1:==== − #Learn capabilities of XO laptop, Pygame − #Storyboard basic game design/story − #Begin planning architecture of game − ====Week 2:==== − #Prototype and start implementing game architecture − #Continue design of game − #Begin selecting 4th grade math standards to fit into levels − ====Week 3: ==== − #Finish general game architecture − #Finalize first pass on game story/design − #Begin prototyping first level code − #Start general UI graphics − ====Week 4:==== − #Tie in basic UI graphics − #Implement first level code − #Begin prototyping second level − ====Week 5:==== − #Finalize first level code − #Code second level − #Prototype 3rd level − #Implement graphics for first level − ====Week 6==== − #Implement graphics for second level − #Code 3rd level − #Prototype 4th and 5th levels − ====Week 7==== − #Implement graphics for 3rd and 4th levels − #Code 4th level − #Balance/testing with 8-11 year olds for initial levels − ====Week 8==== − #Code and graphics for 5th level − #Second pass on UI design/graphics − #Bug fixes on first four levels − ====Week 9==== − #Second pass on all level graphics − #Bug fixes on all levels and UI − #Balance/testing with 8-11 year olds − ====Week 10==== − #General polish pass on all elements of the game − #Final bug fixes − #Final balance/gameplay changes − #Teacher documentation − #Gameplay FAQ
Graduate this
{{Graduate | This seems cool and worth reviving if it went anywhere }}
==Math Quest==
==Math Quest==
{{TOCright}}
{{TOCright}}
===Project Description===
===Project Description===
Math Quest is a Math Blaster inspired game (set in a fantasy environment rather then a space one) being developed for the Math4 Project. Like Math Blaster, Math Quest aims to be a game that combines conventional gameplay of several disciplines (platformer, shoot 'em up, etc) in very basic settings with math, to make an educational game that is actually fun to play, not just educational. Even if it only delivers 50%-75% of the educational value of a full 'educational game', the increased playability leads to greatly increased playtime which negates that drawback, as well as instilling a general liking for math for the students who play.
Math Quest (tentative title) is a Math Blaster inspired game (set in a fantasy environment rather then a space one) being developed for the Math4 Project. Like Math Blaster, Math Quest aims to be a game that combines conventional gameplay of several disciplines (platformer, shoot 'em up, etc) in very basic settings with math, to make an educational game that is actually fun to play, not just educational. Even if it only delivers 50%-75% of the educational value of a full 'educational game', the increased playability leads to greatly increased playtime which negates that drawback, as well as instilling a general liking for math for the students who play.
===Goals===
===Goals===
*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.
The player is tasked with building a bridge. Presented with pieces of wood of various sizes, the user must use the exact amount to complete the bridge.
The player is tasked with building a bridge. Presented with pieces of wood of various sizes, the user must use the exact amount to complete the bridge.
Status: Complete. Potentially add slight changes to better represent the standard for fractions.
=====Map Level=====
=====Map Level=====
A map of the area is shown and the player must identify the coordinates where the tower is located.
A map of the area is shown and the player must identify the coordinates where the tower is located.
Status: Complete.
=====Watch Level=====
*4.M.3 - Identify time to the minute on analog and digital clocks using a.m. and p.m. Compute elapsed time using a clock (e.g., hours and minutes since…) and using a calendar (e.g., days since…).
The player is presented with two different watches (one being broken and one representing the current time), and they must calculate the amount of time that has elapsed since the watch broke.
Status: Complete. Possibly make it so times are only in increments of 5 minutes, to be slightly easier/less confusing
=====Tower Gate Level=====
=====Tower Gate Level=====
*4.N.14 - Demonstrate in the classroom an understanding of and the ability to use the conventional algorithms for addition and subtraction (up to five-digit numbers), and multiplication (up to three digits by two digits).
*4.N.14 - Demonstrate in the classroom an understanding of and the ability to use the conventional algorithms for addition and subtraction (up to five-digit numbers), and multiplication (up to three digits by two digits).
*4.P.1 - Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, ….
*4.P.1 - Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, ….
The player must find the "password" to the tower by solving math problems which are presented. The password consists of eight digits, and the questions specify which digits the answer should go in. Once each of the digits of the password are entered correctly the tower can be entered.
Status: Complete.
=====Tower Level=====
=====Tower Level=====
*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.13 - Divide up to a three-digit whole number with a single-digit divisor (with or without remainders) accurately and efficiently. Interpret any remainders.
*4.N.13 - Divide up to a three-digit whole number with a single-digit divisor (with or without remainders) accurately and efficiently. Interpret any remainders.
This is a platforming styled level where the main objective is to control the hero to climb up a tower. The hero is holding a number which is modified by hitting operations falling on the screen ("x2", "+5", etc), and each floor of the tower contains one or more "gaps" for the hero to travel through with numbers or mathematical problems on either side. You can only travel upwards when the number the hero is controlling is between the two values on either side of the gaps.
=====Watch Level=====
Status: Gameplay elements complete, with some slight tweaking needed possibly. Graphics work in progress.
=====Boss Level=====
Fight the evil Count Mathenstein on the top of the tower!
Status: Concept in works, not much coding done yet.
=====3D Maze Level=====
Explore a maze while answering questions, answer properly to go the right way
Status: Concept and some coding completed, needs graphics work.
=====Water Race Level=====
Race across the water, answering questions correctly increases your speed.
Status: Graphics engine mostly complete, math question aspect needs to be implemented.
===Resources/References===
===Resources/References===
For project references please refer to our [[Math4Team/Projects/MathQuest/References |References Page]]
For project references please refer to our [[Math4Team/Projects/MathQuest/References |References Page]]
===Contacts===
===Contacts===