1. Title: The Shopping Extravaganza in Midtown!

2. Context: Decision Math

3. Target Learners: 10th -12th grade students
4. Subject: Number and Quantity
Topics: Percent Change, Percent Increase, Percent Decrease, and Percent Error.
5. Learning Objectives and Standards:
Objectives:

The students will create word problems that involve percent change, percent
increase, percent decrease, and percent error.
The student will create a 3D game world to demonstrate their knowledge of
percent change, percent increase, percent decrease, and percent error.
The student will demonstrate creativity by designing an Alice 3D world with
multiple characters, scene creations with interaction between the characters.

Standards:
Common Core Standards
CCSS.MATH.CONTENT.HSN.Q.A.3
Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities.
CCSS.ELA-LITERACY.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence
and to add interest.
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Georgia Standards
MM1P1. Students will solve problems (using appropriate technology).

a. Build new mathematical knowledge through problem solving.

b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems. d. Monitor and reflect
on the process of mathematical problem solving.
MM1P3. Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and
others.
c. Analyze and evaluate the mathematical thinking and strategies of others. d. Use the language
of mathematics to express mathematical ideas precisely.
MM1P5. Students will represent mathematics in multiple ways.
a. Create and use representations to organize, record, and communicate mathematical ideas.
b. Select, apply, and translate among mathematical representations to solve problems.
c. Use representations to model and interpret physical, social, and mathematical phenomena.
6. Duration: 1 hour 45 minutes (3days)
7. Game Design Task:
After reviewing the tutorial in Alice and supplemental tutorials given by the teacher, the
students in decision math will design a 3D world game using the software Alice in groups
of twos. The students will collaborate to design a world with characters (avatars), props,
background design with creativity. The students will make up their own word problems
centered on problem solving using percent change, percent increase, percent decrease,
and percent error. The students will type in basic codes to allow the characters to move
freely in the world they design. The students will develop a dialog between the
characters in which the word problems will be asked and one character in the world gives
the answer. The students are expected to create a form of reward for the characters that
answer the word problems correctly.
8. The Main Purpose of the Game Design Task:
The main purpose of this game is to teach critical thinking skills, problem solving skills,
teach students how to design an engaging game for learning, teach students how to be
creative in designing 3D worlds, increasing students understanding on solving word
problems, assessing students understanding of course content material, and allow the
student to demonstrate their knowledge of solving problems.
9. Software Selection and Justification:

Software

Alice

Link

https://www.alice.org/

Description

Alice is an innovative 3D programming

environment that makes it easy to create an
animation for telling a story, playing an
interactive game, or a video to share on the
web. Alice is a freely available teaching
tool designed to be a student's first
exposure to object-oriented programming.
It allows students to learn fundamental
programming concepts in the context of
creating animated movies and simple video
games.
Knowing how to write codes is not
necessary for developing the game Alice.
There is a tutorial on how to create the
Alice 3D world. I choose Alice because it
gives the students a real world experience
while creating their games on Changes
Expressed as a Percent using realistic
objects. I also choose this software
because it allows designers to create their
own worlds with various settings and
characters. In addition, I chose this
software to encourage the students how to
critically think when solving word
problems. The students will gain a better
understanding of word problems involving
percent decrease, increase, and error when
shopping for groceries, clothing, building
material, and furniture. The software will
allow the students to experience how
money is spent and demonstrate how to
calculate savings from discounts.

Justification

10. Individual vs. Collaborative Game Design:

The students will design this game collaboratively in groups of twos so the students can
share their perspectives. Collaborating will also enable the students to understand other
students point of view and actively involve the students in course content lessons.
11. Procedures
Step 1 - Day 1

The travel laptops will be delivered from the media center. The students will be guided through
the free download of Alice. The teachers will review the Alice tutorial and lesson materials with
the students. The student will determine develop their design for 10th and 11th grade students.
The students will practice creating avatars, selecting props, backgrounds, typing codes for
moving their avatars, and typing codes for their avatars voice commands. The teacher will
review problem solving percent change, percent increase, percent decrease, and percent error.
The students will choose a partner in which to complete their projects.
Step 2 Day 2
The student will create their own word problems, and develop conversations for their avatars.
The student will also create the answers to their word problems and type codes for all
conversations. The students will determine the type of reward to give avatars for answering
problems correctly.
Step 3 Day 3
The students will make all final adjustments to designing their 3D game world Alice. The
students will submit their finished 3D designed games by the end of the class. The students will
submit a paragraph reflection about their games design and explain how well the project design
helps them understand problem solving.

12. Evaluation:
The students will be given the following rubric to evaluate their design of the game, creation of
problem solving skills, understanding of how to critically think and solve words problems in a
real word situation. I will evaluate each project once they are created. The maximum points a
student can earn are 20 points for the game design.
Excellent

Good

Fair

Poor

8-10 Word
Problems well
written

7 Word
Problems,
well written

5-6 Word
Problems

4 Word
Problems, poorly
written

3D world
design with at
least 6
characters, 5
props, and
movement of

3D world
design with at
least 5
characters, 4
props, and
movement of

3D world
design with at
least 6
characters, 5
props, and
little
movement of

3D world design
with at 3
characters, 3
props, and little
to no movement
of characters.

characters.

characters.

characters.

No grammar
errors

Few grammar
errors

More than 3
grammar
errors

More than 3 and

excessive
grammar errors

All answers to
word problems
are correct
spoken by
characters

Most of the
answers to the
word
problems are
correct
spoken by
characters

Answers to
word
problems are
correct
spoken by
characters

All answers to
word problems
are correct
spoken by
characters

Total ____________

13. Expected Learning Outcomes & Methods for Measuring Learning Outcomes (Describe
the knowledge, skills, and attitudes that students should have after successfully completing the
game design activity. Then list and describe methods of measuring each learning outcome.)
Learning Outcomes

Methods for Measuring

Learning outcomes

Knowledge

How to create word

problems for solving
problems
How to plan a game
How to apply learned
knowledge and concepts
from solving word
problems
How to construct feed back
answers to created word
problems

Review the students word

problem creations
Teacher walk the room and
monitor student plans for
designing a 3D game
Evaluate the students
understanding according to
the rubric
Teacher oversee the
students responses to word
problems

Skills

Basic game design creation

with props, characters,
commands, and movement
Perception/Projection
creating a game design for a
specific audience, seeing
another persons viewpoint

Are the basic game design

creations present
Observe small groups
collaborating and working
on the 3D game design

How to demonstrate
knowledge of problem
solving

Attitudes

Respect other student

opinions, become a team
player
Work well with their
partners

making suggestions
Determine how well the
students demonstrates
understanding of problem
solving by reading the
problems
Watch how well the
partners work together to
design a game for students
of their target
audience/Rubric evaluation
Observe the reactions to
suggestions, make
comments of how to
improve game design

14. Perceived Barriers and Support Needs:

Some of the barriers that may be a problem for this project are technology issues with Alice. The
students may experience some challenges creating their worlds but will be overcome with help
from the teacher and a media center personnel. A support need will be the limited use of the
media center personnel for helping students with common Alice issues.
15. Reflection:
This assignment helped me to understand the benefits of designing games for learning. It also
helped me to understand the amount of time it takes to design educational games. I learned that it
is very beneficial for students to collaborate during game design because it allows them to see
other students view points. While creating this project, I learned how to develop goals, structure
course content, and use useful integrate software for games design. This assignment has allowed
me to see how I can evaluate student comprehension through game design. It has changed my
mind about creating games in the classroom because students can practice problem solving by
using their critical thinking skills.