Why not add a little competition and game play to add some excitement to your 3D Geometry unit.  I have constructed a game to challenge students to think and apply their knowledge through a series of different zones. Zones that get them to measure, record and build their own designs.

Learning Goals (all structures/concepts could be modified depending on STUDENT Level – see below)

• construct a three-dimensional figure from a picture or model of the figure, using connecting cubes (gr. 4)
• Measure, and record the perimeter and area of polygons (gr.4)

• build three-dimensional models using connecting cubes, given isometric sketches or different views (i.e., top, side, front) of the structure (gr.6)
• construct a rectangle, a square, a triangle, and a parallelogram, using a variety of tools given the area and/or perimeter (gr.6)

 ***NOTE could be adapted for a variety of Grade Levels by changing the complexity of the measurements provided***

Lesson Format : Game Based

1. Start with recreating examples (isometric sketches or example builds). Students need to fill out a book with measurements of each of the provided structures (book and quill)  Teacher checks the books for communication and accuracy to determine advancement.

   

2. Build to match measurements (students are provided materials and must build structures that meet measurement criteria) 

   

3. Free Create and Record  (allow students build their own design in creative mode)  Encourage more complex geometric shapes)
   Bonus Extension – screen shot, label and explain each stage (App Smashing)  Use of PowerPoint, or OneNote to capture builds and further explain student thinking.

   

CONSIDERATIONS

1. Time Limit

• Instead of taking the time to check student work as they advance – you could use time segments to control advancement of Levels (open doors to next stage after set amount of time)
• Students do not need to move on, but could (need to self-assess – how well have I completed this stage as it will be scored at a later time)
• The ability to go back could be useful to check work, or return for the Bonus Round

  2. Individual vs. Partner Builds

• add Learning Skills and peer support with cooperative builds
• Culminating activity vs. Unit Introduction

ASSESSMENT

• Teacher conference, or Peer feedback (students check)
• Use of gems or items to provide feedback of each stage  (Achievements earned)
• Could create a similar with table as below with students based on Success Criteria

I’m using this as a three day competition. Students responses and builds will be recorded and marked daily.  The next class they will return to the same building areas, and find their rewards that reflect their work.  They will be instructed to keep it in their chests, but can look to get feedback.  After Day 3 they will use the supplies to get a head start in an Adventure Survival Challenge.

***Quality of Items will look different based on Accuracy/Quality of stage work***

For a Guided Math Session, I have decided to offer the following game-based experience for students.  I welcome all feedback (before I launch), and will provide a follow-up comment once the lesson has been completed by a group.  Feel free to test with your students, and let me know how it goes.

A partner challenge to compete in this four day challenge.  Who will build the perfect village? With the help of one of my students we have used command blocks to set up a Store to manage the Survival world.  Important to note – no supplies can be obtained by students, and they must use the following allowances to purchase all supplies;

Stage 1 $1000  Mapping it out

Stage 2 $10 000 Improving and building a sustainable community

Stage 3 $100000.  Add in new expensive blocks (diamonds, redstone, pistons?)

Stage 4 Trade Market

Must complete each stage before moving on;  Teacher Conference Required after each stage

STAGE 1 Mapping it out!  Only show dimensions and fractions and students are required to mark out each area using the following;

• demonstrate and explain the concept of equivalent fractions, using concrete materials (grade 5)
• solve problems requiring the estimation and calculation of perimeters and areas of rectangles
• demonstrate an understanding of simple multiplicative relationships involving whole-number rates, through investigation using concrete materials

Fractions to plan area.  Amount of land? 30 x 30?

• Houses.  1/5
• Parks, and Green Space 2/20
• Farm – food production  1/3
• Roadways   3/10
• Stores  1/15

I’ve decide to provide some direction to the students by providing them an initial worksheet to help them plan.

The Perfect Village Challenge  – I decided to share the worksheet after I test drove the activity with a few students.  And I learned, in order for them to successfully map it out they needed to roughly sketch out their ideas first.  One student, shared this and said “and not sure how many would do it without the guidance, and it would be too confusing without it.”

I will also share the following prompts with them as well;

• Make a sketch to map out your design on provided grid paper
• Make a shopping list of what block, supplies before you enter the game
• Must stay within budget ($1000) – The $1 sale
• Map out you area by using the following blocks to map out the ground ; Wood – House(s) Area, Parks/Green space – Grass,  Farm – Dirt, Roadways – Gravel, and Stores – Cobblestone
• Need to survive (don’t forget to buy some food)  (steak $5, bread $2, and apples $1)
• Set your Home block – will be helpful to teleport back to your town if you need to re-spawn (Give one to each student)

STAGE 2  Improving & building a sustainable Community (encouraged students to account for their budget as they spend)

• represent relationships using unit rates
• add and subtract decimal numbers to thousandths

New Items available for purchase.  Government grants you $10 000 to improve your town.  You may purchase animals, tools (bucket), and water to help you build a sustainable community.  Also, you can improve the look by using many new decorative blocks.  Including, but not limited to; doors, glass, stairs, and metals.  Check price list for availability.

(glass blocks, Stone, iron, different planks, pig, cow, chicken, seeds, samplings, coal, colour wool?  2 stores – Costco (Bulk) vs Sobeys (more choice but per 1 item)  3 for $20 or 1 for $10

• Ask the Question of where next – chance to use the chat – What items are you missing that you would pay more for?

STAGE 3  Add Functions and Quality

• solve problems involving the calculation of unit rates
• solve multi-step problems arising from real-life contexts and involving whole numbers and decimals

The Wealth Grant has rewarded you $100 000 .  You must spend wisely to get resources that will help your town function and make it one of the best villages in the county.  Establish your goals and search the new items for purchase.  Could you benefit from more rare items that will improve the automation of your town (redstone, pistons, and the might powerful command block)

• Offer items based off the suggestion and votes at the end of Stage 2
  (redstone, redstone-torch pressure plates, pistons, glowstone, diamond, gold, emerald???  )  $1000 items

Day 4  (Game Extension – Time permitting)  Money has run out – Stay calm and Trade On!

• demonstrate an understanding of rate as a comparison, or ratio, of two measurements with different units (grade 7)

What do you need to make more complex creations? (recipes – what are you missing – establishing value) Is one diamond block to 10 blocks of Iron – how do you justify?  It is important to consider; What do you need (recipes) ?  What can you offer?  (appropriate value)

•  Also, a chance to see each town and what they have been able to create.

Assessment

Tracking Student Learning – Conferencing and the use of OneNote

• Teacher takes screen shots and takes notes during conferences (ongoing)
• Guiding Questions

– How did you determine how much land each town component required?

– Did you estimate how many blocks you would need for each area? Calculate how many blocks you needed to purchase?

– What was most challenging about managing your budget accurately?

– How did you manage your budget?   Trial and Error vs. Systematic approach

– Were you able to use unit rate to help you when purchasing in large quantities?

– Was it possible to establish a fair trading market?

Thanks for reading our Game-based lesson, and we look forward to sharing how it plays out with the students (or share your experience if you decide to test it out).