Game of Exponents Laws 

Introduction 

The game of exponents educated me on how exponents work and how to create an engaging game. For this project, our main goal was to have had created a game that incorporated exponents heavily into its game play. Through this project, we had tests, worksheets and brainstorms in order to see how much we know, and how we could learn more about exponents. This project was difficult and challenging nonetheless, it opened my eyes to parts of myself I need to improve on for the future.  

Mind Map:

At the very start, we worked on a mind map on how much knowledge we already knew about the topic of math in games. I frequently used google in this part the project to check up on the mathematical laws and see which games that I find that include math in them. For the final finishing touches I used Proceate, an art app on the iPad, to add little pictures relating to the topic of each string and to change the colour of each string thus, it would look more pleasing to the eye. Next time, I would love to add more laws relating to exponents rather than extraordinarily simple numerical laws. From my perspective, I really love the colour choices and the art choices decided to make before handing the photo in. Overall, this part the project made me realized the limitation in knowledge before the project began.

Game draft 1:

Our game, Centipede Hill, the First draft was was made with both fantastic creativity and exhausting struggles. We were aloud to choose our team therefore, I chose the close friends I had in this class, Fraser and Ava. Most of our brilliant ideas for the game came from a Zoom call since we didn’t’t have enough time in class to finish the entire draft. Some of our best ideas include, having a innovative and original game board, having an advance version of the game and having special spots to make the game harder for the players. However, one thing we could of changed is to explain how we were going to build the pieces in our game before handing the paper in. Our first draft was only the first step in creating a fun captivating mathematical game.

Final game:

The days before the final game were filled with worry and drive to finish this game board piece due to the game. We made an abundances of changes to the game sort of last minute as a consequence of realizing we don’t have all the materials needed to make certain pieces. Each member of our team I believe did a great deal of work and I am thankful for their dedication. Our final game rules took a great deal of time and with the writing and visuals. One thing we could of improved on is better planning out when we were going to create certain materials earlier since we rushed a great deal of the game. However, I believe that we did amazing at creating props for our game and meeting all the criteria given for how we must make this game. In general, the process of creating a game taught me a great deal about how to make a piece of work engaging and enjoyable.

Curricular competences

Reasoning and analyzing: Use logic and patterns to solve and play games:

Reasoning and analyzing, is a competence I fully shown and understand how to use in this project. From my assessment of this competence, I have most done amazing logic and patterns in the game. For our game there was many times where we had to create a quick solution to an issue. This can be seen with he hard questions, where we quickly planned a enjoyable way for a player to go through this part. Additionally, this can be seen in our point system, where your points were decided by the first number of your exponent. This made the game more simple and uncomplicated for players who knew nothing about our game. In general, this part of the project, taught me to plan out idea, thus I could have the best and most logical conclusion.

Communicating and Representing: Represent mathematical ideas in concrete, pictorial and symbolic forms:

Through this project, I have shown mathematical ideas multiple times in an easy to understand way. From my perspective, I believe I fully met this competence and this can without a doubt can be seen through my work. An example of this would be the math quiz, to which I go almost 100%. Likewise, the worksheets we worked on should be further proof of my understanding of analytical and numerical ideas. In most of these worksheets I almost got a 100% and perfectly showed how I came to each questions answers. Additionally, the project, we incorporated mathematical ideas to how your player moved in the game. Overall, I am of the opinion that through all the evidence I’ve given you can also agree that I have nailed this competence.

Applying and Innovating: Contribute to care for self, others, community, and world through individual or collaborative approaches:

My conclusion for this competence is that I did adequately, I had many chance to do much better. This can be recognized by how I did during the creation of game of exponents project. My main contribution for that project were helping with some of the rules, the creation of most of the props on the second part of the board and creating one of the mascots on the cards. However, I often had a great deal of free time during the project, in which I could of used to help the other group members with parts of the game. The game of exponents project taught me to further support my group members especially, if I have the time. 

Conclusion 

Overall, this game was difficult and took a great deal of effort however, educated me on both exponents and the art of creating a game. Moreover, I found exponents to be quite easy and on my favourite mathematical laws by the end of the project from getting a better understanding of the concept from playing other people. The whole experience made me feel much more immersed and connected to math than most projects relating to math that I have completed. In general, I hope we do more project like this one in the future.