A Wild Ride in Third Grade - brainmeld | Always walk ...



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A Guide for the More Adventurous Math Teacher!

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Written by Alicia Young

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Overview 4

Grade Level & Subject Area 4

Why Use Video Games in the Classroom 5

Objectives 6

Applicable CA Content Area Standards 6

Number Sense 6

Algebra and Functions 6

Measurement and Geometry 6

Mathematical Reasoning 7

Computer System Requirements 8

Lesson One 9

Objective 9

Activity 9

Materials 9

Preparation 9

Procedure: 9

Vocabulary and Concept Building (15 minutes) 9

Saving and Closing Program 10

Getting Started (10 minutes) 10

Building the Crazy Castle Theme Park (30 minutes) 11

Building the Ride 12

Gathering the Data (15 minutes) 16

Bonus Time Activity 16

Saving and Closing Program 17

Follow Up 17

Objective 18

Procedure 18

Extension Activities 19

Lesson Two 21

Objective 21

Activity 21

Materials: 21

Vocabulary and Concept Building: 21

Procedures 22

Bonus Time Activity 23

Saving and Closing Program 24

Follow Up 25

Objective 25

Procedure 25

Extending the Pattern 26

Extension 26

Additional Game Play: 26

: 26

Hands On Experiences: 26

Art/Drawing: 27

Teacher Resources 28

References 29

About The Author 30

Appendix 31

Information Sheet 31

Math Problem Solving 31

Answer Sheet 31

Overview

This guide incorporates the exciting area of video games with effective classroom experiences using a popular video game called “Roller Coaster Tycoon 2”. Roller Coaster Tycoon 2 is a widely popular simulation video game played on PC’s. In the game, players create a theme park in the style of Sims, then choose the location, the attractions, the vendors, and the décor as well as provide food, drink, restrooms and souvenir stands. In addition to setting up the park they must be responsible for running the park, including hiring maintenance, mechanics and entertainers and making decisions about marketing.

Your third grade students will enjoy using the game to learn and reinforce third grade math standards, specifically solving multiplication word problems and working with area and perimeter. The guide includes two comprehensive lessons as well as multiple extension activities.

Grade Level & Subject Area

Lesson one is specifically geared toward third grade students who are familiar with multiplication and are ready to apply their multiplication skills in a problem solving format. The second lesson is designed to reinforce lessons on perimeter and area. The lesson could also be used by 4th, 5th and 6th grade students to review and apply multiplication concepts as well as to give them review practice in finding area and perimeter.

Why Use Video Games in the Classroom

Why use video games in the classroom? Why do anything in the classroom? To help students learn! The primary goal of any classroom activity is to facilitate learning. Do you want your students to be excited about learning? Do you want to tap into their natural learning styles? Our students today are “digital natives”, they’ve been playing video games since they were small, and they are marvelous at it! A smart teacher finds the most powerful and effective way to teach the curriculum and this teacher’s guide will show one way to use this source of power to teach required, standards base content.

It is revolutionary, to be sure, but video games are fast becoming the new frontier to engage students in learning. Why? Because they’re engaging, motivating and fun! However, having fun isn’t the goal of the classroom, learning the required material is…every teacher knows that. Startling new research has shown, however, that a brain that is having fun is learning more efficiently.

Want to motivate your students? The answer is yes! Motivated students learn easier and retain more information. Current teachers, however, complain that they have trouble reaching their students, that they seem unmotivated. Marc Prensky, in his article “The Motivation of Gameplay or the Real 21st Century Learning Revolution “” (2002), states “Why is motivation such a big problem? All learning takes effort, and like crime, people rarely do it without motive”.

Are you ready to take your students on a learning packed adventure! Don’t worry, it’s all here for you!

Then let’s go!

Objectives

• Students will address the California Content standards to practice multiplication, problem solving, area and perimeter in an engaging fashion.

• Students will use Roller Coaster Tycoon 2 to create a simple amusement park and obtain data from the concession stands. They will then use those figures to solve multi step word problems using addition and multiplication.

• Students will use Roller Coaster Tycoon 2 to create polygons. They will then figure out both the area and the perimeter of these shapes.

Applicable CA Content Area Standards

Roller Coaster Tycoon 2 can be used to teach and practice several key California Content Area Standards. Teachers from other states can check with their own state’s requirements to find which standards or essential learning goals the lessons meet. The following standards are from the State of California’s website: California State Standards:

Number Sense

2.0 Students calculate and solve problems involving addition, subtraction, multiplication, and division:

2.1 Find the sum or difference of two whole numbers between 0 and 10,000.

2.4 Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671 x 3 = __).

2.7 Determine the unit cost when given the total cost and number of units.

2.8 Solve problems that require two or more of the skills mentioned above.

Algebra and Functions

2.0 Students represent simple functional relationships:

2.1 Solve simple problems involving a functional relationship between two quantities (e.g., find the total cost of multiple items given the cost per unit).

Measurement and Geometry

1.0 Students choose and use appropriate units and measurement tools to quantify the properties of objects:

1.2 Estimate or determine the area and volume of solid figures by covering them with squares or by counting the number of cubes that would fill them.

1.3 Find the perimeter of a polygon with integer sides.

Mathematical Reasoning

1.0 Students make decisions about how to approach problems:

1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

1.2 Determine when and how to break a problem into simpler parts.

2.0 Students use strategies, skills, and concepts in finding solutions:

2.1 Use estimation to verify the reasonableness of calculated results.

2.2 Apply strategies and results from simpler problems to more complex problems.

2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

2.6 Make precise calculations and check the validity of the results from the context of the problem.

3.0 Students move beyond a particular problem by generalizing to other situations:

3.1 Evaluate the reasonableness of the solution in the context of the original situation.

3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.

3.3 Develop generalizations of the results obtained and apply them in other circumstances.

Computer System Requirements

(From the Roller Coaster Tycoon 2 Website: uk./?pg=game_detail&productID=6 )

• Operating System: Windows

• Hard Disk Space: 100 MB Free

• CD-ROM Drive

• Video: Windows compatible video card

• Sound: Windows compatible sound card

Lesson One

Objective

To practice multiplication using information from the food and souvenir stands to solve mathematical word problems.

Activity

Materials

• Two pencils, one PC and copy of Roller Coaster Tycoon 2 for every 2 students.

• One PC, copy of Roller Coaster Tycoon and a LED projector and screen for the instructor

Preparation

• Run Setup of Roller Coaster Tycoon 2 into each computer that you will be using. Note that this is a CD-Rom game - the students will need to have the actual CD-Rom with them when they play.

• Copy one information chart and one word problem sheet for each student. (These are found in the Appendix).

• Check to make sure the LED projector is working. Obtain any needed assistance so that you can operate it

Procedure:

Vocabulary and Concept Building (15 minutes)

• Have the class sit on the floor close to you. Explain the following vocabulary word: Tycoon (noun). A wealthy and powerful businessperson.

• Explain to the class that they were going to be playing Roller Coaster Tycoon 2. As a class, they were going to pretend to be a wealthy (rich) businessperson and were going to build part of an amusement park. The purpose of building this little park was to get information about prices of things they were going to sell at the park and that they were going to be using those prices to solve some multiplication word problems.

• Explain that they will have a “business partner.” Partners will share a computer, take turns and help each other out. Pair up the class and have them sit at their computers. Label one partner “A” and one partner “B”.

Saving and Closing Program

If you are unable to complete the whole lesson in one class, have the students stop and save their work by: choosing the second icon on the upper left side (the one that looks like a floppy disc) and choosing save. They then type their partner and theirs name into the box with the words Crazy Castle. Example: Ted and Amy’s Crazy Castle. They then can choose the floppy disc icon again and choose the option to “close game”. Next they’ll actually be looking at the beginning screen and can simply walk through the door in the bottom right corner of the screen to exit!

Getting Started (10 minutes)

• Instruct the students to open their disc drive and place the CD in it and push the button to close it. Be very specific as to which partner is to do what. ‘Partner A pick up the disc and remove it from the case. Partner B pushes the button to open the drive” etc.

• The instructor will need to model each of the steps using a PC with a LED projector. The teacher will do each step with the students to guide them as they set up their park.

• They will see the beginning screen appear with three red and white towers. Instruct them to choose the tower to the left, the one with the light shining. As the music plays, instruct them to click anywhere on the screen to bypass the long intro. They will then be looking at a colorful picture of the front of the park. They are to click again the picture of the red and white tower with the light (the one to the left). This will bring up a list of parks to choose from to begin building.

Building the Crazy Castle Theme Park (30 minutes)

• The screen will show different parks that they can choose. There are tabs at the top of the screen, make sure they are on the tab to the left “Beginner Parks”. Have them double click on the park named “Crazy Castle”. After it loads, they will be looking at the beginning screen of an undeveloped theme park called “Crazy Castle”.

• Have them note in the bottom left corner that it shows the date and the weather. Tell them that time passes very quickly here.

• Have them notice in the lower left corner how much money the park is making and how many people are in it.

• Borrowing money

Explain that everything costs money to buy and build in the park. The goal of the park is to create a park that will make money by people coming and spending money on the rides and the concessions. Our goal in class is to create a small park and to use the data (numbers) from the concession stands to complete multiplication word problems. So we are going to borrow money to build our ride and our concession stands. Have them click on the 7th icon from the left on the icons (pictures) on the top left. It looks like a tower with a building crane next to it. This will bring up a separate window. They need to click on the tab to the far right, it looks like a science test tube, this is the research and development tab. They will see two coins on this window to the right in the middle of the right side. They need to click on the coins. This will open another separate window. This will bring up a separate box called “Research and Funding”. The first tab to the left is a gold coin, they need to click on that. On the bottom of the box is a loan tab. Have the students click up on the arrow to increase the loan amount to $35,000, which is the maximum they can borrow. This will ensure that their park will not close down while they are working on it for lack of funding.

Building the Ride

Instruct the students to close both of the boxes by clicking on their x’s. Show them how to navigate around the park by moving the cursor. It is basically the walls of a castle with an open area in the middle with some existing footpaths already built. If they click on the red arrow tab on the upper left side, they can turn their view around and see the other sides of things or look in another direction. Give each partner 1 or 2 minutes to practice navigating around the park.

They are going to choose a location to build their ride. Any open area will do. Instruct the students to click on the 7th icon from the left on the icons (pictures) on the top left. It looks like a tower with a building crane next to it. This will bring up a separate window. They are going to choose the fourth face from the left, this will give them a choice of thrill rides. They are going to install one called “Twist”, this is the first picture to the left. They simply click on it and then click on the area of the theme park that they would like it to be built. It is important that they put it flat on the ground, they will be able to tell as they move it around, if it shows no supports under it , it is flat on the ground.

Once they drop the ride into place, they will see a small white ghost building, this is the entrance and must be placed next to the ride, but not blocking a path. Once they drop that into place, they’ll see a second white ghost building, this is the exit and must also be dropped next to the ride.

• Connecting the ride to the path:

The ride will not work unless it has a footpath connecting the entrance to an existing path and a footpath connecting the exit to an existing path.

Direct the students to click on the fourth icon on the upper right screen, it looks like part of a footpath or sidewalk. This will bring up a separate window, there are two choices for them pick. Direct them to pick one of the two footpaths available and to lay it down by left clicking it, square by square to connect the entrance to the path. They will do the same thing with to connect the exit to the existing footpath.

If they make a mistake, they can right click the footpath in reverse order (last part built) to unbuild it. If they’ve accidentally destroyed part of an existing footpath, they can replace it with the black footpath choice.

Direct them to close the footpath window.

• Opening the ride

The ride will not open until you change its pennant (flag) from red to green. They do this by placing their pointer over the ride and clicking once. A window about the ride will open up, they click on the flag to the right and drag down a bit until it says open and changes color from red to green. If it does not open, it’s likely that the footpaths are not connected completely. Use the green arrow button on the top of the screen to turn the picture around to check. If they have built the ride on supports and not flat ground, it is very tricky to connect footpaths, have them demolish the ride by clicking on the ride and clicking on the trashcan icon. They can then build the ride again on flat ground. For fun, they can turn music on at the ride by clicking on the ride and choosing that option from the window.

• Adding concessions:

The students are going to add the following around their ride:

1. Popcorn stand

2. Soda Stand

3. Balloon Stand

4. Trashcan

5. Bathroom

The procedure will be the same for the popcorn stand, balloon stand, soda stand and the bathroom. They will click each time on the 6th icon on the right hand top, the one that looks like a tower with a building crane on it. They will click on the 6th face from the left, the one that looks like it is eating. They will choose the appropriate picture and then using the arrow button that is under the picture of the building rotate the building so that the entrance is facing the sidewalk from where they want to place the building. They must click on the flag that is on that building’s window to open it.

The bathroom is the last two buildings on that menu, the students will need to use the up/down arrow on the sides of that window to access all of the buildings that they need. Don’t forget to open it!

To add a trashcan they’ll click on the icon of the tree, and in that window choose the 6th button from the left, which has a picture of a park bench, and then choose the trashcan picture. They’ll want to put several trashcans near the food areas.

Gathering the Data (15 minutes)

• Pass out the Information Sheet (see Appendix), one to each student. The main objective of the lesson is to gather data that will be used in class for solving multiplication word problems.

• They will click on each of the concession stands and then choose the money icon that is on the top of the window button. Ask the students not to change the price of the items. They are going to write down both the price of the item and the profit per item. They will leave the price per unit column blank for now. Their filled in chart should look as follows:

Information Sheet

| |Price |Profit |

|Popcorn |$1.20 |.70 |

|Balloon |.90 |.60 |

|Soda |$1.20 |.90 |

Bonus Time Activity

If there is time at the end of this computer lab period or during another computer lab period allow the students to explore more of the options available at the park. They can add rides and features or click on the guests to find out what they are thinking. Most students today are very comfortable with video games and tend to learn how to play them by exploring around, whereas most adults tend to follow the directions step-by-step. Remind them that they must connect footpaths and start each attraction/vendor by changing the flag’s color from yellow or red to green. Your students might surprise you with their ability in this area!

Saving and Closing Program

When the time is up, have the students stop and save their work by: choosing the second icon on the upper left side (the one that looks like a floppy disc) and choosing save. They then type their partner and theirs name into the box with the words Crazy Castle. Example: Ted and Amy’s Crazy Castle. They then can choose the floppy disc icon again and choose the option to “close game”. Next they’ll actually be looking at the beginning screen and can simply walk through the door in the bottom right corner of the screen to exit! Their game will be waiting for them on that computer for when they return to the computer lab for lesson 2 or for additional game playing time.

Follow Up

(45 minutes-to take place in the classroom)

This is the most important part of the lesson! Learning to play a video game is fun, but does not meet content area standards. This part of the lesson is where they’ll connect what they did in the computer lab to the standards they are learning in class.

California Content Area Standards

2.0 Students calculate and solve problems involving addition, subtraction, multiplication, and division:

2.1 Find the sum or difference of two whole numbers between 0 and 10,000.

2.4 Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671 x 3 = __).

2.8 Solve problems that require two or more of the skills mentioned above.

Objective

Students will use the information that they gleaned while playing Roller Coaster Tycoon (the information sheet) to solve grade level appropriate math word problems.

Procedure

• Explain to the students that they are going to be real “tycoons” and figure out how much money their concession stands are making and how much money it takes to run it.

• Pass out their information sheet. Explain the difference between price (what the people pay) and profit (how much the store actually keeps).

• Do a sample word problem on the board. Using a student’s name, ask simple questions like: “If ____________ bought 3 balloons, how much would ____________ spend? “. Have the students raise their hands and tell you how to solve it while you model it on the board. Change the question slightly and ask how much profit the park would’ve made. Have them practice referring to their information sheets for the amounts needed. Create several examples until you assess that the majority of the students have a working knowledge on how to solve word problems with price and profit.

• Pass out the word problem sheets and group the students for the support that they need. Some options are: to pair students; to have students work individually, giving assistance as needed; to have the majority of the class work independently while you assist a small group; or to complete the assignment as a whole group.

• Direct the students to complete the sheet after you have reviewed it with them. Give directions for those students who complete it early (perhaps write word problems and trade them with each other to solve).

• The collected assignments can be graded for assessment and re-teaching purposes.

Extension Activities

(to take place in the classroom as time allows)

Game Practice:

Ideally, the classroom computer(s) would be equipped with a copy of the game “Roller Coaster Tycoon 2) for student use during free time and when other work is finished. The more familiar the students are with the program, the more smoothly subsequent lessons will flow.

Writing:

• Students can write a fiction account about a day at an amusement park.

• Students can write an essay explaining how to play the game, Roller Coaster Tycoon 2.

Reading:

Students can browse through brochures and maps from amusement parks that have been sent to the school or have been downloaded from on-line web sites.

Research:

Students can use encyclopedias as well as go online to get information about roller coasters in general and specific ones they are interesting in building.

Lesson Two

Objective

1. Students will practice area and perimeter by using the grids on the Roller Coaster Tycoon 2 game. This meets the California State 3rd grade math standard for:

Measurement and Geometry

1.2 Estimate or determine the area and volume of solid figures by covering them with squares or by counting the number of cubes that would fill them.

1.3 Find the perimeter of a polygon with integer sides

2. Students will practice multiplication and adding with numbers obtained from these figures.

Activity

(30 minutes to take place in the computer lab)

Materials:

• One sheet large square graph paper, one blank or lined paper, one pencil, one marker and matching crayon for each students.

• One PC and copy of Roller Coaster Tycoon for every 2 students.

• One PC, copy of Roller Coaster Tycoon, access to the internet and a LED projector and screen for the instructor

Vocabulary and Concept Building:

(Have the students sit on the floor where they can see the white board and the LED screen)

• Review area and perimeter with the students. Discuss and demonstrate how to find each with the idea of covering an area with squares to find area and counting around an area to find perimeter.

• Demonstrate area and perimeter by going to and choosing the area and perimeter activities to show. When you feel that the students have a sufficient grasp of area and perimeter, instruct them to go to the same computer with the same partner that they had in lesson one. If a student is absent, their partner should be able to complete the activities without them.

Procedures

1. Instruct the students to load the game and to open their saved file. They will do this by placing the game into the disc drive (remember to give instructions as to which partner is to do what). Remember to demonstrate on the LED sc so the class can follow along. This time when the main screen comes up they will choose the second tower from the left, the one with the picture of the floppy disc by it. This will allow them to choose a saved game. They then find their name on the list and double click it.

2. Have them note the date and the year (to see how much time has passed as an interesting side note). Explain that for this activity they are going to hire handymen and mechanics. The Handymen will clean up the park (they might notice litter and throw up on the paths) and the mechanics will fix any rides that have broken. The educational purpose of this activity is to Use Roller Coaster Tycoon 2 to work with area and perimeter, as part of the job of hiring handymen and mechanics is assigning them to an area.

3. Instruct them to move their pointer to an undeveloped area and click on the next to the last icon on the upper right. It has pictures of people who could work at the park. In the window that comes up, have them choose the first tab, it will say “add Handyman”. A separate window will come up for Handyman 1. They need to click on the blue footprints, they are then going to click back on their amusement park, this will assign him to a certain area. It will highlight a four by four section of the squares. For this activity we will determine that each square is a yard.

4. Pass out the large grid graph paper to each student and have them take out the colored marker and crayon that they brought. Instruct them to copy the four by four pattern onto to their large grid graph paper with a marker. They will write the word perimeter in marker and write the perimeter as determined by the lines (perimeter = 16 yard). Explain that if the handyman were to walk around his area checking the edge of it, he would walk 16 yards. Practice counting the lines around the edges with the class, both on their graph paper and their computer screen. Then have them color the inside of the figure with their crayon. They are to count the squares inside of the shape. They will use the crayon to write the area (area=16 square yards).

5. Returning to their game, have them click the area next to it creating a rectangle that is 4 squares by 8 squares. Have them add it to their drawing in the same way. Together as a class, determine the perimeter and the area and have each student write it on their paper.

6. Lastly, they will add one more 4X4 patch by clicking again and adding to their drawing, making an irregularly shaped polygon (it will resemble the letter “L”).. Again, they will determine the perimeter and the area and write it on their papers...

Bonus Time Activity

As time allows, let the students to explore the program further in the computer lab. Encourage them to hire handymen to cover all of the existing paths and using the same procedure, to hire mechanics to be assigned to any rides that they have. If time, encourage them to add more trashcans, concession stands, bathrooms and rides. When time is up they will save their program for additional lessons that the teacher may design.

Saving and Closing Program

When the time is up, have the students stop and save their work by: choosing the second icon on the upper left side (the one that looks like a floppy disc) and choosing save. Their game will automatically be saved with the same file name. They then can choose the floppy disc icon again and choose the option to “close game”. Next they’ll actually be looking at the beginning screen and can simply walk through the door in the bottom right corner of the screen to exit! .

Follow Up

(To be done in the classroom)

This is where the students connect what they’ve done in the computer lab with the standards that they are learning in the classroom.

Objective

Using their graph paper, the students will write and solve addition and multiplication problems demonstrating that area and perimeter can be added and multiplied.

16 sq. yds. + 16 sq. yds. = 32.

or 16 sq. yds. X 2=32.

Procedure

(Whole group activity, approximately 30 minutes)

• Using the white board or the overhead, reproduce what the students have on their graph papers. Three 4 X 4 figures that are touching.

• Pass back their graph paper with an additional piece of blank or lined paper.

• Review area and perimeter. Ask the students how they would figure out the area and perimeter of one of the areas, then of both of the areas and then of all three areas. Allow the students five minutes to talk to their table mates or partners to try to figure out the answer. Encourage them to write down their problem solving techniques and answers on their blank or lined paper. Assure them that there are several ways of reaching the correct answer.

• Together as a class, share the different answers (mostly likely they will come up with counting the squares and line, adding the numbers together and multiplying). As answers are shared, write them on the white board or overhead while the students add additional answers to their blank or lined paper.

Extending the Pattern

• Ask the students extend the pattern to determine what would happen if two more areas had been added to the Handyman’s work space. They will be asked to show this knowledge by drawing two more additional places and writing the applicable addition and multiplication problems. Allow them to work with the people at their table and then share their answers with the class.

Extension

(To be done in class as time allows)

Additional Game Play:

Multiple opportunities to experiment with Roller Coaster Tycoon 2 in the classroom are advisable. The program offers much in the way of problem solving.

:

Opportunities for the students to explore more area/perimeter and multiplication activities exist on

Hands On Experiences:

1. With their partners and using their sketches a yard stick, yarn and wooden stakes, students can demonstrate area and perimeter comparable to the handyman’s work area on the playground. Each partner can rope off a 4X4 section joining it to their classmates section to create one large section. Together as a class, they can determine the area and perimeter using repeated addition, multiplication or a calculator.

2. .Students can determine the perimeter of their playground blacktop using yard sticks or yarn that has been cut into 3 foot lengths.

Art/Drawing:

Students can draw their own amusement parks on graph paper and determine the area of the different attractions (to the nearest square unit) or the perimeter of the pathways.

Teacher Resources

California State Content Standards Website:



Math Playground Website:

.

Prensky Article Concerning Video Games and Learning:

Motivation of Gameplay-OTH 10-1.pdf .

Roller Coaster Tycoon 2 Website:



Video Game Websites

Gamespot: .

Gamespy: .

References

Atari Interactive (2002).Atari UK-Roller Coaster Tycoon 2. Retrieved on December 18,

2004 from:

California State Board of Education. Grade Three Content Standards-(CA Dept. of

Education). Retrieved on December 13, 2004 from:

. Last Modified: Monday, April

12, 2004.

CNET Networks, Inc. (2004). Gamespot: For Your PC, Playstation 2, Xbox, Gamecube,

GBA, and Video Game Needs. Retrieved on December 18, 2004 from:

.

IGN Entertainment, Inc. (2004). : PC Games - Video Games - Cheats.

Retrieved on December 18, 2004 from: .

Kuntz, Margy. Teacher's Guide :An Educational Companion for SimCity 3000. Retrieved . December 12, 2004 from: Unit 5.

Lexico Publishing Group, LLC (2004). . Retrieved December 19, 2004 . from .

Math Advantage Learning Center. Educational Math Activities for Kids. Retrieved . December 15, 2004 from: .

Prensky, Marc (2002). The Motivation of Gameplay or the Real 21st Century Learning

Revolution. Originally published in: On the Horizon, Volume 10, Number 1.

Retrieved on November 27, 2004 from:

Motivation of Gameplay-OTH 10-1.pdf .

Sawyer, Chris. (2002) Roller Coaster Tycoon 3. Atari

About The Author

Alicia Young is a third grade teacher from Corona, California. She has been teaching since 1987 (with time off to raise her two boys, her resident video game experts). She lives with her husband of 20 years, her Westie Terrier “Skye” (who is an avid TV watcher but not much of a gamer) and her two teenage boys. Even though she is not much of a video game player herself, with the exception of computer Scrabble, she is convinced that the highly engaging format of video games can be an incredible tool to reach learners. She says, “I am willing to try almost anything in my classroom if I feel it can be powerful and effective to help my students learn!”

Appendix

Information Sheet

Math Problem Solving

Answer Sheet

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Name__________ Date_______

Information Sheet

Roller Coaster Tycoon 2

| |Price |Profit |

|Popcorn | | |

|Balloon | | |

|Soda | | |

Name__________ Date_______

Math Problem Solving With

Roller Coaster Tycoon 2

Directions: Read each problem and use the information sheet that you made to solve

each problem. Show your work and put a

box around your answer.

1. If Sara bought three popcorns how much would she spend?

_____________________________________________

How much profit would the park make?

______________________________________________

2. If the park sold 50 balloons, how much money should they have?

____________________________________________

What profit would they make? (Hint: Use the profit amount)

3. If Andrew bought 2 balloons, a popcorn and a soda, how much would he spend?

_______________________________________________How much profit would the park make?

_______________________________________________

4. Carlos’s dad bought 5 sodas, 5 popcorns and 5 balloons. How much did he spend?

_______________________________________________

5. Use your information chart to create your own word problem for a friend to solve on the back!

Answer Sheet

Math Problem Solving With

Roller Coaster Tycoon 2

Directions: Read each problem and use the information sheet that you made to solve each problem. Show your work and put a box around your answer.

1. If Sara bought three popcorns how much would she spend?

$3.60 (3 X $1.20)

_____________________________________________

How much profit would the park make?

$2.10 (3 x .70)

______________________________________________

2. If the park sold 5 balloons, how much money should they have?

$4.50 (5 x .90)

____________________________________________

What profit would they make? (Hint: Use the profit amount)

$3.00 (5 x .60)

3. If Andrew bought 2 balloons, a popcorn and a soda, how much would he spend?

$4.20 (2 x .90 + $1.20 + $1.20)

_______________________________________________How much profit would the park make?

$2.80 (2 x .60 + .70 + .90)

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4. Carlos’s dad bought 5 sodas, 5 popcorns and 5 balloons. How much did he spend?

$16.50 ( 5 x $1.20 + 5 x .90 + 5 x $1.20)

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5. Use your information chart to create your own word problem for a friend to solve on the back!

Accept any reasonable answer

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