Shanika Freemans Game Design Plan

Multiplication and Division Fruit Frenzy

1. Game Title-Multiplication and Division Fruit Frenzy

2. Game Genre-Arcade Game
3. Target Audience-2nd and 3rd Graders
4. Subject Area(s)-Math
5. Topics Covered-Multiplication and Division
Learning Objectives/Standards Addressed-MGSE3.OA.7 Fluently multiply and divide
within 100, using strategies such as the relationship between multiplication and
division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of
operations. By the end of Grade 3, know from memory all products of two one-digit
Numbers.
6. Goals The primary goal of this game is to give students a fun and innovative way
of memorizing and practicing their multiplication facts, which will lead to mastery
by the end of the third grade, thus students are able to master the standard of
MGSE3.OA.7.
7. Rules-A multiplication and or division problem will flash across the screen.
Multiple fruit with the correct answer will fall down the screen. Students will have
to slash the fruit with the correct answer before, it splatters at the bottom of the
screen. If students miss three questions, which results in three fruit splattering at
the bottom, due to wrong answer, or not answering again, students will have to
start again.

8. Storyline-Students will start of in their training dojo where the will select a ninja.
From that time, students will go into different dojos, as they advance through their
multiplication and division facts up to level 12. After completing each level,
students will have to beat a super ninja, to progress through the dojos to the next
multiplication factor.
9. Characters/Roles-As students advance to different levels, they will be able to
enter their training dojo, and select new ninjas to conquer their multiplication and
division facts.
10. Problems/Tasks/Missions- Problem-Students are trying to make their way through
12 dojos to master their multiplication and division problems. Task-Students must
successfully answer all math fact questions without splattering three fruit from
missed or unanswered questions. Mission-Students will work to advance through
each factor of multiplication, and division. Upon completion of each factor and
successfully answering all questions, the students will fight a super ninja to
advance to the next dojo.
11. Descriptions of 3D Environments
Overall description (visual)
Characters or NPC

Ninjas (Players), and Super Ninjas (Enemy. Has to

be defeated to move onto next level if all answers
are answered correctly) .

Game mechanics (actions)

The main actions of the game will be slicing of the

fruit with a machete. Students will also be able to
utilize traditional karate moves to combat the big
ninja, at the end of each round, if they reach it.

In-world tools/resources
Challenges or obstacles

Obstacles that students will have to face is the

fact that they may come into contact with rotten
fruit. If they slice rotten fruit, the game

automatically ends, and they will have to start

over.
Interaction/communication There is no interaction within this game. If a
answer is answered incorrectly or missed, the
students will hear a oh no, and if they answer
correctly, they will hear, oh yeah
Sounds

Slicing sounds for the fruit, and Asian Trap Beat

Music in the background by Qiuniu.

12. Levels and Progression-There are twelve levels that students must progress
through (Each factor of multiplication 1-12)
13. Number of Players Single Player
14. Estimated Length of Gameplay-The estimated length of the game is about 1 day if
proficient with multiplication and division. Those who are just beginning, it can
take up to one month or longer to complete the game.
15. Cognitive Processes Required for Gameplay
Remembering

Yes

If students remember their multiplication facts,

then the game will be relatively easy for them to
master all levels. Ultimately, the game is being
created to help students become fluent in their
multiplication and division facts by the end of third
grade, though sheer memorization.

Understanding

Yes

If students have a understanding of multiplication

as repeated addition and division as repeated
subtraction, they can use mental math strategies
to help them determine the answer to their
multiplication and division problem on their
screen.

Applying

No

N/A

Analyzing

No

N/A.

Evaluating

No

N/A

Creating

No

N/A

16. Skills Required for Gameplay

Critical thinking

No

N/A

Problem solving

Yes

Students can use their knowledge of

repeated addition and subtraction to
help determine the answer to the
multiplication and division problem, if
they have not memorized, however
they will have to apply mental math
quickly to compute the number to
determine the product and quotient.

Decision making

Yes

Students must be able to think quickly

and distinguish between the correct
answer of their multiplication and or
division problem, without letting the
correct fruit answer splatter by hitting
the dojo floor.

Creativity

No

N/A

Communication

No

N/A

Collaboration

No

N/A

Psychomotor skills

No

N/A

Other

No

N/A

17. Content Integration

This game requires prior knowledge.

Yes

This game teaches academic content.

Yes

Content integration strategies and rationale:

18. Engagement Strategies-Students are able to advance to different dojos, and pick
bigger ninjas as they progress through the game levels, which will motivate them to
want to continue to play and move to different levels.
19. Scaffolding Strategies If students are missing a continuous amount of questions,
they will go back to a tutorial on repeated addition (multiplication) and repeated
subtraction (division), to help build mental math computation for their
multiplication and division facts.
20. Assessment Strategies In world assessments-Students will reach checkpoints and
have timed test for the specific factor they are working on. Students will earn extra
points and energy to battle the super ninja.
21. Major Purpose of the Game Integration: This game will be mainly used as a
Motivation tool

If yes, please provide details.

Practice

Yes, prior to playing, students will engage in a

practice game, to understand how the game works. If
students continue to miss answers, they will be
redirected to a practice mode, where they will get a
tutorial on repeated addition and repeated
subtraction for multiplication and division.

Instructional tool

No

Formative assessment

No

Summative assessment

Yes, students will complete a timed test for each

factor, and will earn a certificate if all answers are
correct.

Other

N/A

22. Implementation Plan The game would be presented whole group to students to
introduce them to the game, and then it will be used as a center during small group

instruction for continuous practice with multiplication and division throughout the
year.
23. Perceived Barriers & Support Needs The main barrier that I expect to face is
acceptance with administration. My administration is not too receptive of the use of
games within the classroom. They want to see more complex uses of technology
other than students playing games. I do think I can overcome this barrier, once I give
them a thorough understanding of the game, and connect it to standards and
Webbs Depth of Knowledge.
24. Reflection on the Assignment I thoroughly enjoyed this assignment, however it
was a ton of work thinking about designing a game. The most difficult part for me
was trying to determine the cognitive skills required for the game. I tried to put
much thought into this, for this would be a key selling point to my administration for
the usage of the game. I had a very hard time trying to find words to describe the
actual environment of the game. Overall this was a very eye opening experience for
me. I love incorporating and utilizing learning games, but I never think about the
thorough amount of work that goes into creating them. From this day forward, I will
definitely begin to analyze games used within my classroom more, and I will refer to
all the questions that were proposed to me during the designing of my game, to
determine if it truly a meaningful game for my students!