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# Assignment 6: Final Project

## 1. Title: Game Integration- Refraction 2

● Link to the Lesson Plan: https://mccoygamebasedinst.weebly.com/assignment-2.html
● Link to the actual game: http://play.centerforgamescience.org/refraction2/cgs/
● Changes made to the original lesson
○ Pre-test given to the students before lesson is introduce.

2. Implementation:
● When:
○ Date: March 26 - March 30
○ Time: 11:10 -12:15 (4th period) 12:15 -1:45 (5th period includes Lunch for 25
minutes)
○ Duration: 65 minutes
● Where:
○ Two Co-taught Math classes

● Teacher/Instructor:
○ Cheri Mccoy and Linasette Velez
● Learners:
● How

## Day 1: Before standards are introduce, a pre-test will be given on fractions to

access prior knowledge. After students complete the pre-test the
standards will be introduced. There will be a short discussion of fractions
as a review. Fractions vocabulary will be reviewed. Students will be
assessed on prior knowledge of fractions. The game Refraction will be
introduced and the students will be allowed to play for the remaining 20-30
minutes of class as a fraction review.

Day 2: Students will learn how to find common denominator in order to add and
subtract fraction. Teach will instruct. Students will work on performance
task during class then for the remaining 20-30 minutes of class they will
play Refraction as a review to help deepen the concepts learned from the
day.

Day 3: Students will continue with fractions learning to multiply, divide, and
simplify. In the same order as the days before, after students have
finished their daily work they will continue with their game of Refraction.
Because Refraction is a progressive game, it continues to get more
challenging the more you play it the students should be at a level in which
they are at least adding and subtracting fractions. At this point, the teacher
should be gather substantial from the Refraction game to analyze which
students need remediation, if any.

Day 4: Students will be given real world application of fraction problems to solve.
When complete they will once again engage in the Refraction game.

## Day 5: Students will be assessed and remediated if needed. If time permits,

students can spend the remainder of the class playing the Refraction
game.

3.Data Collection

● Purpose: To examine the effect of game integration on students’ motivation and learning
with the topic of fractions.

● Data Collection methods: Students were given a pretest and posttest on fractions.
Information is displayed in the graph.

● Instrument used:
Pre-test https://goo.gl/forms/08ruXVOKBWNAPEBP2
Post-test https://goo.gl/forms/08ruXVOKBWNAPEBP2

4. Results-

## ● Table: From Pre-test and Post- test

● Findings:
Students below 69% 88.9% Pre-Test 33.1% Post-Test
Students between 70%-79% 9.3% Pre-Test 29.6% Post-Test
Students between 80%-89% 1.9% Pre-Test 30.6% Post-Test
Students between 90%-100% 0% Pre-Test 6.3% Post- Test
Additional data: Pretest passed 69+ 11.1% while post-test passed 69+ 66.9%

We notice that 98% of our students could not properly solve math problems involving fractions.
When we first gave the students the pretest many of them would not attempt the test. They did
not know how to find common denominators or even simplifying fractions, which was a standard
addressed in 3rd grade. After they were reintroduce to fractions and the game Refractions, we
could definitely see a difference in their attitude toward fraction. Many of them began to
understand and not be intimidated with fractions. Many of the students wanted to play the game