Algebra Conquest

Grade/Age level: 6-12 & Adult learners

Subject: Algebra
Time Allowed: 1-2 hours/ Flexible time
Rationale
Algebra Conquest is a game that is designed to review previously learned skills such as
operations with integers, Pythagorean theorem, solving equations and most algebra
content expected to be learned at high school level. Presenting a review of previously
learned math skills in a game format will help students, especially adult learners,
overcome the math anxiety and be willing to acquire new knowledge as well. Algebra
Conquest is designed to encourage student-student interactions as well as interactions
between the students and teacher.
Curriculum Standards
Florida Standards
MAFS.6.EE.1.3 Apply the properties of operations to generate equivalent expressions
MAFS.6.EE.2.5 Understand solving an equation or inequality as a process of answering
a question: which values from a specified set, if any, make the equation or inequality
true?
MAFS.6.EE.2.6 Use variables to represent numbers and write expressions when solving
a real-world or mathematical problem
MAFS.8.EE.1.1 Know and apply the properties of integer exponents to generate
equivalent numerical expressions
MAFS.8.EE.2.5 Graph proportional relationships, interpreting the unit rate as the slope
of the graph. Compare two different proportional relationships represented in different
ways
MAFS.8.EE.3.7 Solve linear equations in one variable
MAFS.8.EE.3.8 Analyze and solve pairs of simultaneous linear equations.
MAFS.8.F.1.2 Compare properties of two functions each represented in a different way
(algebraically, graphically, numerically in tables, or by verbal descriptions)
MAFS.8.G.2.6 Explain a proof of the Pythagorean theorem and its converse.
MAFS.8.G.2.7 Apply the Pythagorean theorem to determine unknown side lengths in
right triangles in real-world and mathematical problems in two and three dimensions.
Instructional Objectives
At the end of this game, students will be able to:
Add, subtract, multiply and divide integers.
Evaluate expressions using the order of operations.
Solve algebraic expressions, including quadratic equations.
Solve inequalities.
Graph linear equations and calculate the slope.
Solve real world problems using algebraic equations.
Understand and apply the Pythagorean theorem to find the distance between two
points.
Pre-game Procedures
This activity is designed for adult learners who are working towards obtaining their high
school equivalency. Depending on the student and the grade in which they dropped out of
school, providing an overall review and/or instructions on the topics previously outlined
in the objectives is required before engaging students in the activity.
Assessment of Skills
Teacher will closely monitor students and their level of participations during the game to
assess progress. The accuracy of the answers provided all throughout the game would be
a strong determinant of whether students are proficient in some topics. Also, following
this activity, students will take a mock test to prepare them for the state examination and
to assess the effectiveness of this gaming activity.
GAME DESIGN

Overview

Inspired by the famous game of Triviador, Algebra Conquests objective is to conquer
the world by answering algebra quiz questions correctly. The game uses an electronic
map and each team is assigned a color (red, blue, green, etc). After a team successfully
answers the math question, the country changes its color to the winning teams indicating
that that country has been conquered (see figure.1)

Figure 1. Example of how the electronic map would look like when the country is conquered (soldier
character credit: Triviador)
Materials and equipments
Electronic Map
My idea of this game is to design an electronic map of the world, which includes avatars
of ancient soldiers and other visual elements such as scores and rankings (Figure 2). A
computer and projector are required to operate the game. Other tools needed are the
Whos first Buzzer, a bucket with cards that display country names, and dice.


Figure 2: Project design idea (Score bar and timer credit: Candy Crush)
Game Process and rules
This activity is designed as in-classroom activity. The teacher will facilitate the game,
explain the rules and expectations, and operate the electronic map.





Instructor Guide
1. Gain Learner Attention and Establish Purpose
Introduce the game to students and explain the learning objectives behind this
activity. Thoroughly explain the rules of the game and answer all the questions
that may arise.
2. Engagement
Divide students into groups of three. Assign colors to each team based on the 5
colors available on the electronic map and the wireless buzzer (red, orange,
yellow, green, blue, pink).
Have each team elect a team general (army general). The general will be in
charge of providing the final answers and will act as a spokesperson for the team.
Have all teams roll the dice; the team that obtains the biggest number gets to start
first. The team that obtains the second biggest number starts second and so on.
When a team is set to start, the teacher will present a bucket that contains random
game cards; each game card has a name of a country written on it.
After the team randomly selects a card from the bucket, the teacher will make the
announcement of the country to everyone and will use the electronic map to zoom
in to the country selected and show the math question that is attached to that
specific country.
The questions are timed and each challenge is timed differently. For instance, a
question such as: -6 + 3=? would be given a 10 second time frame, whereas,
3x-5x+3=8x -20 +3x would be given a 40 second time frame.
If answered correctly, the teacher would change the color of the country on the
map to the winning teams color, and the team will also be rewarded with game
points if they manage to answer the question before the timer runs out (more
details on game points will be discussed in the next section).
Game Rules and Strategies
When a team is set to start and is provided with the question, other teams must
also participate and solve the problem in case the team that is up for the challenge
fails. If this happens, other teams would press the wireless buzzer (see figure3)
and the team that is first to react gets the chance to answer.
Scenario: Team Red is set to start. Team Red didnt answer the challenge within the
specified 20 seconds. As soon as the teacher rings the buzzer indicating a wrong
answer, team Blue is the first to react and answers the challenge correctly. Team
Blue is now the ones to conquer that country.


Figure 3: The wireless Whos First Buzzer

I have previously mentioned how teams will also be able to collect game points as
well; this will only happen if teams manage to answer the challenge correctly with
seconds remaining in the timer. For example: Team Red answered a 30- second
challenge question in 10 seconds. With 20 seconds remaining on the clock, team
Red will collect 15 points for each second remaining on the clock. In this case,
team Red will collect 15*20= 300 points, which will show on the teams bank
using the score bar (see figure 2).
As soon as a team reaches the 1,000-point mark, they will be provided with the
following bonus choices: 1- have two tries on the next question, 2- form a one-
time coalition with a team of their choice to solve the next challenge (the team
they choose will also be rewarded 300 points for helping the team find the right
answer, and would get no points if they are unsuccessful), or 3- enter in a face- to-
face challenge to reclaim a country that was previously conquered by another
team.
The challenge is different from country to country. For instance, China is a much
bigger country than Qatar; therefore, in order to conquer China, teams will have
to answer a much more challenging question than the one they would see in
Qatar.
Since there are many countries in the world and the game could take hours to
finish, the teacher has the flexibility to stop the game whenever he/she see fit. The
team that conquers most territories would win the game. In case of a tie, the
teacher would use a sudden death question where the team that answers it
correctly and quickly will be announced a winner.
3. Feedback
Conduct a Q & A session and use students feedback on the activity to evaluate
the overall experience and objectives.
Game Accessibility
Students will not use any computers or technology devices during this game.
Students with hearing difficulties: This game is suitable for players with
hearing problems since game questions, scoring, and team ranking will all be
displayed on the electronic map. Such students can communicate with
teammates through the use of notes.
Students with vision problems: The electronic map will use a zoom feature
to allow students with vision difficulties to better see different elements on the
map. Also, the game moderator (teacher) will ensure to provide continuous
verbal update as the game progresses.
Students with mobility issues: This game is perfectly suitable for students
with mobility issues. Students can participate in the activity and interact with
teammates simply by sharing thoughts, ideas, and strategies. No typing or
writing is required. Hitting the buzzer or working math problems could be
done by a teammate in the group.
Intended Design Strategies
Algebra Conquest is a fast-paced quiz game that is inspired by the social networking
game Triviador. Students must pay close attention and respond quickly to the challenge
in order to win the game. Algebra conquest aligns perfectly with various learning
theories. All throughout the game, players will be provided with visual elements to track
their progress such as score bars and star ranking. The game was also designed in a way
to have players compete and realize a fantasy (conquer lands) and cooperate (form
coalitions) at the same time to create a sense of community. Also, Algebra Conquest
incorporates randomness (randomly selecting cards from the bucket), which makes the
outcome unpredictable. Furthermore, the game will implement various sound elements.
For instance, when a team answers correctly, a pleasant winning sound will be played.
When a team fails to answer a question correctly, a losing sound will play to make the
game more fun and engaging. Finally, and most importantly, feedback will be provided to
all teams throughout the game. The game moderator (teacher) will still teach and explain
certain difficult question; however, it is highly recommended that the moderator does not
spend a lot of time in doing so, as this game is aimed to assess the students and their
overall comfort with the subject.