1.

Title: Fun with Game Design

2. Context-After School Program
3. Target Learners- 3rd Grade Campus Kids Students
4. Subjects- Multiplication and Division Facts
5. Learning Objectives-The following standards will be covered:
MGSE3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total
number of objects in 5 groups of 7 objects each. For example, describe a context in which a
total number of objects can be expressed as 5 x 7.
MGSE3.OA.2 Interpret whole number quotients of whole numbers, e.g., interpret 56 8 as
the number of objects in each share when 56 objects are partitioned equally into 8 shares
(How many in each group?), or as a number of shares when 56 objects are partitioned into

equal shares of 8objects each (How many groups can you make?). For example, describe a
context in which a number of shares or a number of groups can be expressed as 56 8.
6. Duration-60 Minutes
7. Game Design Task-Students will have 60 minutes to design a game that revolves around
multiplication and division that meets the following criterion:

Can be played to completion in 1hr or less

Requires 2 or more players

Rule sheet that completely complains

Has 5-7 rules

You can only use materials provided from the software to design your game

You must ensure you use at least 4 items from the materials kit

8. Main Purpose of Game Design Task- The main purpose of this assignment is to foster
creativity, teamwork, increase student interest in multiplication and division, and finally a
fun and creative way to encourage students to learn and master their multiplication and
division facts.
9. Software Selection and Justification

Software-3D Game Design 1

Link- http://www.youthdigital.com/3d-game-design.html

Description-This software is a easy to use software that guides students on a journey

of self-paced modules to designing a game. Students design a game from scratch.
Students have the option of creating a 3D game, different characters, and worlds.

Justification-I picked this game design software, for it provides students with realtime updates and technical support from real teachers. It also breaks the game
design process into easy to follow lessons, which will be easy for students to follow.
Students receive support from start to finish. Lessons are self-paced.

10. Individual vs Collaborative Game Design-I feel that I want students to work in
collaborative settings. All too often our students lack skills with working with others, and
listening to others options. I feel that a collaborative setting would be best, as it would
prepare students for real world projects that they will have to complete with a team.
11. Procedures

Day 1- Students will be introduced to game design and the concept

Day 2-Students will be assigned a team, and they will brainstorm what kind of game
they want to create, that revolves around the standards listed above.

Day 3- Students will create their accounts and explore the software

Day 4-Students will begin lesson 1, and start the creative design process for their
game

Day 5 until Day 10- Students will have five days to completely design their game,
and share with others to play within the class.

12. Evaluation-Students will be evaluated utilizing a rubric. The rubric will be based off of
1-4 points. 1 point will be the lowest and 4 points will be the highest. Students will be
evaluated on creativity, organization, learning experience, production, collaboration, and
story/world.

13. Expected Learning Outcomes and Methods for Measuring Learning Outcomes
Knowledge-Students will successfully learn and master their multiplication facts while also
learning various strategies to solve multiplication and division. To measure mastery or
learning outcomes, students will complete a test at the end of each level of the game, and
will earn a star!
Skills- The skills students are expected to master will be basic fluency with multiplication
and division facts, and also to be able to utilize numerous strategies to solve multiplication
and division problems. Students will be given a timed test where they will have to
successfully answer fifty fact problems, and earn a star for mastery.
Attitudes- Students are expected to have a positive attitude throughout the creation and
implementation phase of the game. Students attitudes will be measured with students
using icons to rate if they liked the game, hated the game, felt great about the game, or felt
bad about the game!
Perceived Barriers and Supports Needs-The major barrier that I foresee with game design
is students understanding of how to operate the software, and effectively operate a
computer. Many students these days struggle with basic computer skills, and since the
software and game design process is online, I feel that this is the biggest barrier. Technical
support may be needed to help, if computers are overloaded and we have issues. We may
also need technical support with the successful installation of the software as well.

14. Reflection- This project has been very stressful. Through this project, I have learned
the level of difficulty associated with choosing a game software that is kid friendly and

adult friendly. I have learned that choosing the correct software can be difficult, for you
have to take in many considerations such as price, and the compatibility of the software
based on your schools technology. I never truly focused on game design, and never felt any
type of way. I do know that I much more motivated to utilize game design within my
classroom to increase collaboration and creativity. These are the major skills that students
need to acquire to be successfully throughout life.