Probability
Project:
Design Your
Own Game
In this assignment, you will be designing your own game in
groups of 3-4 students. The game should
be the type of game that you would play at a carnival, amusement park or casino. It cannot
be a game that already exists— your group must create a unique game. You must be
able to explain the probability of your game, so don’t make it too
complicated!
Final Products (due 3/21/14):
1. Game
– Include all game boards, playing pieces, cards, balls, etc. for your game.
2. Instructions
- You must create a set of written or 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. Write-Up –
See below.
Grading:
See rubric (next page).
The Write-Up
1. Introduction
- Provide an overview of your game. (1 Per Group) ● What
type of game is it?
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Where would you play this type of game?
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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. (1 Per Group)
3. Game
Description – What do you need to play the game? (1 Per Group)
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List all materials needed to play (dice,
spinner, darts, ball, etc.)
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Draw picture of your game board, if necessary
4. Probability
Analysis (1 Per Group)
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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?
5. Reflection
– Each student must write a 1-page reflection
(1 Per Person) ● What were your overall feelings about this project?
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Did this project help you understand the
probability any better?
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How did your group work together?
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Were there any group members that didn’t pull
their weight? Any group members who
tried to boss the group around?
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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 grandmother to
play? What do you think about gaming
casinos?
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Grading
Rubric:
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CATEGORY
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4
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3
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2
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1
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Game
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Students
create a fully functioning game that students can play. They bring all of the
game materials to class.
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Students
create a game that students can play. There may be slight oversights, but
overall the game can be played.
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Students
create a game, but it cannot be played in class.
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Students have
an idea for a game.
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Instructions
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Instructions
are clear and easy to follow. The game can be played by others without
referring to the game creators for help.
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Instructions
are somewhat clear and easy to follow. The game can be played by others with
minimal interaction with creators of the game.
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Group has
written instructions but they are unclear and a verbal description of the
game is necessary.
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Instructions
are incomplete.
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Group Write-
Up
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Group has
comprehensive write-up including: introduction, instructions, game
description and probability analysis. The write-up has been thoughtfully
prepared and provides insight into the actions of the group.
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Group has
write-up including: introduction, instructions, game description and
probability analysis. The write-up provides some insight into the actions of
the group.
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Group has an
incomplete writeup including some of the following: introduction, instructions,
game description and probability analysis.
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An attempt at
a writeup is made.
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Probability Analysis
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Group
provides accurate analysis of the math behind their game. The idea of a fair
game is clearly explained in terms of their project and an alternative for
making their game fair is presented.
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Group
provides somewhat accurate analysis of the math behind their game. The idea
of a fair game is explained in terms of their project. An attempt at
providing an alternative for making their game fair is presented.
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Group
provides some analysis of the math behind their game. The idea of fair game
is mentioned.
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Group
attempts some
sort of
analysis of their probability.
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Individual Reflection
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Reflection
clearly explains students thought process during the project. The relevance
of the project is clearly described.
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Reflection
attempts to explain students thought process during the project. The
relevance of the project is described.
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Reflection
attempts to explain students thought process during the project.
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Some attempt
at a reflection is made.
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Neatness and Organization
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The work is
presented in a neat, clear, organized fashion that is easy to read.
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The work is
presented in a neat and organized fashion that is usually easy to read.
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The work is
presented in an organized fashion but may be hard to read at times.
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The work
appears sloppy and unorganized. It is hard to know what information goes
together.
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