A Wild Ride in Third Grade - WordPress.com€¦ · Web view2.1 Find the sum or difference of two...

A Guide for the More Adventurous Math Teacher!

Written by Alicia Young

BrainMeld Teaching Guide: Rollercoaster Tycoon 2

Overview.................................................................................................4Grade Level & Subject Area......................................................................4Why Use Video Games in the Classroom....................................................5Objectives................................................................................................6Applicable CA Content Area Standards......................................................6

Number Sense.............................................................................................................................................6Algebra and Functions...............................................................................................................................6Measurement and Geometry.....................................................................................................................6Mathematical Reasoning............................................................................................................................7

Computer System Requirements...............................................................8Lesson One..............................................................................................9

Objective......................................................................................................................................................9Activity.........................................................................................................................................................9

Materials...................................................................................................................................................9Preparation...............................................................................................................................................9

Procedure:...................................................................................................................................................9Vocabulary and Concept Building (15 minutes)......................................................................................9Saving and Closing Program.................................................................................................................10Getting Started (10 minutes)..................................................................................................................10Building the Crazy Castle Theme Park (30 minutes).............................................................................11Building the Ride....................................................................................................................................12Gathering the Data (15 minutes)............................................................................................................16Bonus Time Activity................................................................................................................................16Saving and Closing Program.................................................................................................................17

Follow Up..................................................................................................................................................17Objective.................................................................................................................................................18Procedure...............................................................................................................................................18

Extension Activities..................................................................................................................................19Lesson Two............................................................................................21

Objective....................................................................................................................................................21Activity.......................................................................................................................................................21

Materials:...............................................................................................................................................21Vocabulary and Concept Building:........................................................................................................21Procedures..............................................................................................................................................22Bonus Time Activity................................................................................................................................23Saving and Closing Program.................................................................................................................24

Follow Up..................................................................................................................................................25Objective.................................................................................................................................................25Procedure...............................................................................................................................................25Extending the Pattern.............................................................................................................................26

Extension...................................................................................................................................................26Additional Game Play:...........................................................................................................................26Mathplayground.com:............................................................................................................................26Hands On Experiences:..........................................................................................................................26Art/Drawing:..........................................................................................................................................27

Teacher Resources.................................................................................28References.............................................................................................29About The Author...................................................................................30

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Appendix...............................................................................................31Information Sheet.....................................................................................................................................31Math Problem Solving.............................................................................................................................31Answer Sheet..............................................................................................................................................31

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OverviewThis 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 AreaLesson 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.

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Why Use Video Games in the ClassroomWhy 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!

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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 StandardsRoller 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: http://www.cde.ca.gov/be/st/ss/

Number Sense2.0 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 Functions2.0 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

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http://www.cde.ca.gov/be/st/ss/


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 Reasoning1.0 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.

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Computer System Requirements(From the Roller Coaster Tycoon 2 Website: www.uk.atari.com//?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

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http://www.uk.atari.com//?pg=game_detail&productID=6


Lesson OneObjectiveTo practice multiplication using information from the food and souvenir stands to solve

mathematical word problems.

ActivityMaterials 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.

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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 ProgramIf 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.

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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

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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

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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

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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

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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.

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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 ActivityIf 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

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http://media.pc.gamespy.com/media/482/482159/imgs_1.html%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5


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 ProgramWhen 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 = __).

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

ObjectiveStudents 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

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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.

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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.

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Lesson TwoObjective1. 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 mathplayground.com 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

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student is absent, their partner should be able to complete the activities

without them.

Procedures1. 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

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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 ActivityAs 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

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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 ProgramWhen 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! .

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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.

ObjectiveUsing 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

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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.

Mathplayground.com:Opportunities for the students to explore more area/perimeter and multiplication

activities exist on mathplayground.com

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.

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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.

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Teacher Resources

California State Content Standards Website:http://www.cde.ca.gov/be/st/ss/mthgrade3.asp

Math Playground Website:http://mathplayground.com/.

Prensky Article Concerning Video Games and Learning:http://www.markprensky.com/writing/Prensky-The Motivation of Gameplay-OTH 10-1.pdf .

Roller Coaster Tycoon 2 Website: http://www.uk.atari.com//?pg=game_detail&productID=6

Video Game WebsitesGamespot: http://www.gamespot.com/. Gamespy: http://www.gamespy.com/.

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http://www.gamespy.com/

http://www.gamespot.com/


http://www.markprensky.com/writing/Prensky-The%20Motivation%20of%20Gameplay-OTH%2010-1.pdf


http://mathplayground.com/

http://www.cde.ca.gov/be/st/ss/mthgrade3.asp


References

Atari Interactive (2002).Atari UK-Roller Coaster Tycoon 2. Retrieved on December 18, 2004 from: http://www.uk.atari.com//?pg=game_detail&productID=6

California State Board of Education. Grade Three Content Standards-(CA Dept. of Education). Retrieved on December 13, 2004 from: http://www.cde.ca.gov/be/st/ss/mthgrade3.asp . 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: http://www.gamespot.com/.

IGN Entertainment, Inc. (2004). GameSpy.com: PC Games - Video Games - Cheats. Retrieved on December 18, 2004 from: http://www.gamespy.com/.

Kuntz, Margy. Teacher's Guide :An Educational Companion for SimCity 3000 . Retrieved . December 12, 2004 from: http://spectrum1.blackboard.com Unit 5.

Lexico Publishing Group, LLC (2004). Dictionary.com. Retrieved December 19, 2004 .from http://dictionary.reference.com/ .

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

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: http://www.markprensky.com/writing/Prensky-The Motivation of Gameplay-OTH 10-1.pdf .

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

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http://mathplayground.com/

http://dictionary.reference.com/

http://dictionary.reference.com/go/http:/www.lexico.com/

http://spectrum1.blackboard.com/

http://www.gamespy.com/

http://aolsearch.aol.com/aol/redir?src=websearch&requestId=4fbbe1a458a2eeb1&clickedItemRank=1&userQuery=gamespy&clickedItemURN=http%3A%2F%2Fwww.gamespy.com%2F

http://www.gamespot.com/

http://www.cde.ca.gov/be/st/ss/mthgrade3.asp



About The AuthorAlicia 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!”

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AppendixInformation SheetMath Problem SolvingAnswer Sheet

31


Name__________ Date_______

Information Sheet

Roller Coaster

Tycoon 2Price Profit

Popcorn

Balloon

Soda

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Name__________ Date_______

Math Problem Solving WithRoller 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?

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_______________________________________________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!

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Answer Sheet

Math Problem Solving WithRoller Coaster

Tycoon 2Directions: 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?

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$4.20 (2 x .90 + $1.20 + $1.20)_______________________________________________How much profit would the park make?

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

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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