Measurement Mini Game

Skills

Creativity
Critical Thinking

External References

Minecraft World File

Download the world and open with Minecraft: Education Edition.

Common Core Standard Link 4.MD.A.1

Common Core Standard Link 4.MD.A.2

Engage NY Link 1

Associated Engage NY module and lesson.

Engage NY Link 2

Associated Engage NY module and lesson.

Supporting Files

Game Design Blueprint

Learning Objectives

CCSS.MATH.CONTENT.4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.
CCSS.MATH.CONTENT.4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Guiding Ideas

1) How can measurements help us design a video game?

2) Can we convert measurements from unit to a different unit, if so how?

3) What is the advantages of the metric system? How does it make changing units easy?

4) How can a group move forward on a plan if they disagree on what to do?

5) How do we let everyone in a group feel like they are an important part of the team?

Student Activities

Teachers should play the game and tour the level in preparation for this class. It should take about 2 hours for this and is modeled after the Performance Task on common core test and is a fun way to show how mathematical thinking can be useful.

Materials

a) Game Design Blueprint

Warm Up

Convert meter to centimeters and kilometers on table.

Convert inches to feet on a table.

Talk about the advantages of the metric system.

Play the a Game

Intro this lesson by having students enter the world and play the example 120 Meter Mini Game. After they finish they will watch a video on how to game was built with measurements.

Blueprint

As student finish the game and video give them their Blueprint packet to fill out individually. In this packet they will …(students should work individually but can also work in pairs if they need help or just the opportunity to talk out their ideas.

1) Examine a bad plan from a fictional character, Fluffy McDoodleson. Students will convert Fluffy’s measurements from meters to centimeters and kilometers. Upon examination students should realize the Fluffy’s level measurements add up to more than 120 meter, rendering the plan imposible.

2) Students will design a new plan in which the measurements of all five levels equal exactly 120 meters and explain why their plan is better than Fluffy’s

3) Students will map out their game level on their blueprint.

4) Students will convert their measurements from meters to centimeters and kilometers.

Group Work

1) Agree on a Plan

The teacher will put students in groups of five. The groups will

a) Peer review teachers blueprint to check if the plan is possible or not.

b) The group will come up with one game plan by either choosing one blueprint from the group or come up with a new blueprint they can agree on.

2) Build the Game

The teacher needs to enter the world builder command so the class can build and code in their game. to do this simply hit /ability @a worldbuilder

a) Have the students divide the work between the group, one student one level. The students will enter the world, take over and empty game board. and build their game.

b) The game is complete when all players can beat it.

c) The team will edit the game to make it more challenging or easy.

Play Test

Students will play each others game and provide feedback on what they liked or how they can make it better.

Performance Expectations

1) The student was able to examine a plan for a 120 Meter Mini Game a determine if the plan will work or not.

2) The student was able to design a plan for a 120 meter long mini game with different levels. Students must know if their plan will work mathematically before building the game.

3) The student was able to use a table to convert the lengths of their level into centimeters, meters, and kilometers.

4) The student was able to work collaboratively to come up and execute one plan for a five level mini game that is exactly 120 meters long.