Download Design Your Own Game of Chance In this assignment, you will be

Name: ________________ Date: _________
Period: _________
Design Your Own Game of Chance
In this assignment, you will be designing your own game. The game should be the type of game that you would
play at a carnival, amusement park, casino, or online. It cannot be a game that already exists; you must create
a unique game. Use the concepts that you are currently learning to build your game. You must be able to
explain the probability of your game at your math level, so don’t make it too basic/elementary or too
complicated/crazy!
Final Products:
1. Game – Include all game boards, playing pieces, cards, balls, etc. for your game.
2. Instructions - You must create a set of typed instructions to clearly explain your game. They must be
easy to follow so that anyone can pick them up, read them and begin playing your game.
3. Report– See below.
4. Participate in Carnival Day.
Report:
1. Introduction - Provide an overview of your game.
• What type of game is it? Overall goal? Age group? Number of players? Etc.
• Where would you play this type of game?
• How much does it cost to play?
• What are the prizes if you win?
2. Instructions - Step-by-Step instructions for how to play the game.
3. Game Description – What do you need to play the game?
• List all materials needed to play (dice, spinner, darts, ball, etc.)
• Draw picture of your game board, if necessary.
4. Probability Analysis:
• What are the theoretical probabilities of winnings? Show reasoning clearly.
• Is the game fair? Show the mathematical calculations for the expected value of winning the game.
• If the game is not fair, how could you change the game to make it fair?
• Be prepared to explain verbally all mathematical aspects of your game on Carnival Day.
5. Reflection – Write a 1-page reflection after Carnival Day. This part should be done individually if you are
allowed to work in a group.
• What were your overall feelings about this project?
• Did this project help you understand probability and/or any other math concepts better?
• If you were allowed to work in group, how did your group work together? Were there any group
members that didn’t pull their weight? Any group members who tried to boss the group around?
• Relevance: What have you learned about “Fair Games”? What is your opinion about Las Vegas and the
gaming industry? Do you think it’s fair to have establishments designed for people to lose money? What
is your opinion on the lottery? Would you advise your friends to play?
• What were the strengths and weaknesses of your project? What would you do differently next time?
• Add other ideas, concerns, or issues related to the project.
Rubric for Design Your Own Game of Chance
CATEGORY
Game
(20%)
Advanced
Students create a unique,
original, interesting, fun,
and fully functioning game.
They bring all of the game
materials to class.
Proficient
Students create a
unique fully functioning
game that students can
play. They bring all of
the game materials to
class.
Basic
Students create
an original game
that students can
play. There may be
slight oversights,
but overall the
game can be
played.
Below Basic
Students create
a game, but it
cannot be played
in class.
Students have
an idea for a
game.
Instructions
(10%)
Instructions are clear
and easy to follow. The
game can be played by
others without referring
to the game creator for
help.
Instructions are
mostly clear and easy
to follow. The game
can be played by
others with minimal
explanation from
creator of the game.
Instructions are
somewhat unclear
and a verbal
description of
the game is
necessary.
Instructions
are incomplete
and unclear. An
extensive verbal
description of
the game is
necessary.
Report
(20%)
Comprehensive, complete,
neat, clear, thoughtful,
insightful, professional,
cite resources used
Comprehensive,
complete, neat, clear,
thoughtful, cite
resources used
Comprehensive,
somewhat
incomplete or
unclear, cite
resources used
Math
Analysis
(40%)
Game is designed with
concepts at appropriate
level of mathematics.
Accurate analysis of
the math behind the
game. The idea of a
fair game is clearly
explained in terms of
the project and an
alternative for making
the game fair is
presented.
Participated with
cooperation and
enthusiasm. Demonstrate
high level of
mathematical knowledge,
communication, and
critical thinking skills.
Game is designed with
concepts at
appropriate level of
mathematics. Analysis
of the math behind the
game and the idea of a
fair game is clearly
explained and mostly
accurate, with minor
errors.
Some analysis of
the math behind
their game and
the idea of a fair
game. Analysis
contains some
mathematical
errors.
An attempt at
a write-up is
made, mostly
unclear or
incomplete,
failed to cite
resources used.
Attempt
some sort of
analysis of the
probability and
the idea of fair
game.
Participated with
cooperation and
enthusiasm.
Demonstrate a
proficient level of
mathematical
knowledge,
communication, and
critical thinking skills.
Participated with
cooperation.
Demonstrate an
acceptable level
of mathematical
knowledge,
communication,
and critical
thinking skills.
Participation
in Carnival
Day
(10%)
Little to no
participation.
Demonstrate a
low level of
mathematical
knowledge,
communication,
and critical
thinking skills.
Reference:
http://www.aurora-­‐schools.org/userfiles/473/Classes/12471/Probability%20Game%20project.pdf