THIS IS CHANCE!

The board game Hayden and I created is called ‘This is chance!’. Its quite simple compared to other games. It’s a speed run so it’s very fast but also fun. Everyone that has come to play our game said it was more fun then they thought it would be and wanted to play it again. The game is best played with two people, if theres more its a little chaotic. Here our the rules my partner and I created:

The driving question for this project reflection is ‘How are thematic and mathematical elements used in the game design’

My game is all about chance, it even says it in the name. You roll the die randomly and then pick a card randomly. We added some math problems in the rules to show the probability we have. So the mathematical elements used in our game design would be choosing a card at random where you have a 50/100 chance to get a bad or good card. But also to start off the game you cant start rolling until you roll a 1, 3, or 6. Meaning theres a 3/6 chance you roll one of those numbers on the first try.

Here are some videos of people playing the game:

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If I could change anything I would add more good and bad cards to the danger spots. If we had more cards people would get different ones every time they pass, also we would have more tectonic plate elements added. One more thing I would change is the design of the actual board. If we had more time I’d want to make it slightly 3D and draw more things to the board. Here’s a Mind map showing what I know about this topic

The curricular competencies are:

1. Evaluating: Demonstrate an understanding and appreciation of evidence

2. Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest

3. Understanding and solving: Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving

This is how I think I did on each one:

1. (Evaluating) We did make the game all around tectonic plates but we could have added more about it. We should have used more of the key words and had more examples.

2. (Questioning and predicted) Hayden and I worked on the board game a lot in class and a little at home. If we got stuck or just couldn’t anymore we work on a different part of the project. I think we worked well and used our time officially. I liked learning about the topic and was very interested in reading the text books.

3. (Understanding and solving) We could have added more mathematical problems and probability into the game but the game was all about chance. We did a lot of problem solving in the beginning of the game when we thought it would be to difficult.

I enjoyed learning about the massive tectonic plates below us and how they move. It was fun taking the knowledge we just learned and turning it into a board game. I liked having people walking around and showing them by game but also looking at theirs. Hopefully our next project is as interesting and not too mathematical.

-Brooke