8-10 yrs old
Computer Science
Compare, contrast and define different quadrilaterals. Build them on the map to play the capture the flag mini-game.
October 2, 2019
World File
Supporting Minecraft world file.
Common Core Standard
Engage NY Module
Related Engage NY Module link.
How to play Capture the Flag
Instructions on how to play the Capture the Flag Minecraft mini-game.
Portfolio Example
Example of how students' portfolio with look.
Square
Rhombus
Parallelogram
Rectangle
Opening Slideshow
Worksheet
Opening Sideshow
The point of the slideshow is to show students different kinds of quadrilaterals. You feel that the students can define them unveil the Big Idea.
A quadrilateral is a four lined shape.
Game Set Up : The Math Battlefield
1) Build the Map
All players will enter the world and get in there team’s skin (Gold Team’s skin or Purple Team’s skin). The teacher will push the build the map button, all players will be teleported into the team choosing room. After the players go to the Gold or Purple side they will enter the map. Each student should be able to create one to three math models. Models should not touch.
2) Peer Review
Have each student peer review at least 3 math models. Once all math models have been peer reviewed start the game.
3) Play Capture the Flag
The teacher will hit the “Play Game” button and the players will be teleported into their team locker rooms. The players will choose their characters and enter the game and try to destroy their opponents flag.
(See Game Rules Sheet in Supporting Files)
The first team to break all blocks of the other teams flag wins .
Once all the blocks of the team's flag have been destroyed a message will say the winner and kill at the players to end the game.
Debrief Questions
1. What patterns did you see in the equivalent fractions
2. Why is ½ the same thing as 4/8th?
3. What is the difference between a number and an amount?
1) The student was able to come up with definitions for quadrilaterals, squares, rectangle, rhombus, and parallelogram. (3.GA.1)
2) The student was able to compare and contrast different quadrilaterals. (3.GA.1)
3) The student was able to build math models of quadrilaterals and compare them to their definitions. (3.GA.1)
4) The student was able to Recreate a different quadrilateral from the work of other students. (3.GA.1)
5) The student was able to document their models with pictures in their portfolios