Game Concept Design

Overview

In this fifth lesson of the "Divisibility and Digital Games" unit, students will collaborate in small groups to brainstorm and outline their own digital game concepts. These games will incorporate divisibility rules and logic, building directly on the flow charts created in the previous lesson. The aim is to deepen students' understanding of divisibility by embedding it within creative, real-world digital game scenarios.

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Curriculum Alignment

This lesson directly follows Ontario Mathematics Curriculum for Grade 6 (2023), specifically:

Number Sense and Numeration (Grades 5-6):

• Overall Expectation:
  • Use divisibility rules to identify factors and multiples, and apply this understanding to solve problems.
• Specific Expectations:
  • 6 NS 01: Demonstrate understanding of factors, multiples, prime and composite numbers, and apply this knowledge in problem solving.
  • 6 NS 02: Investigate and apply divisibility rules for numbers 2 to 12 when solving problems.

Mathematical Processes:

• Reasoning and Proving
• Reflecting on and Communicating Mathematical Thinking
• Connecting Mathematical Ideas

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Learning Goals

I can collaborate with my group to design a digital game concept that demonstrates divisibility rules and mathematical logic.
I can use flow charts to help organise steps and decisions in my game.
I can explain how the divisibility concepts work within my game to others clearly.

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Success Criteria

• My group contributes ideas and listens respectfully to others.
• We reflect divisibility rules accurately in our game concept.
• Our flow chart connects logical steps that follow from divisibility rules.
• We can communicate our game idea and explain how divisibility is used in it.
• I use clear language and visuals to support my thinking.

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Materials Needed

• Copies of flow charts from Lesson 4
• Chart paper / whiteboard for brainstorming
• Markers/pens
• Game Concept Planning Worksheet (structured template with sections for: game title, objective, rules involving divisibility, flow chart integration, win/loss conditions, and controls)
• Accessibility supports (dyslexia-friendly fonts, coloured overlays, graphic organisers)
• Timer or clock to keep activities on schedule

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Lesson Breakdown (45 mins)

1. Introduction and Group Formation (5 min)

• Remind students about the digital games and divisibility logic developed in previous lessons.
• Organise students in groups of 4 (consider mixed-ability grouping, ensuring at least one supportive peer for students with IEPs/behavioural needs).
• Briefly explain today’s challenge: work collaboratively to design a conceptual digital game integrating divisibility tests from our flow charts.

2. Brainstorming Game Ideas (10 min)

• In their groups, students brainstorm game ideas. Use these guiding prompts:
  • What is the main goal or challenge using divisibility logic?
  • How will the game use divisibility to determine player moves, outcomes, or scores?
• Teacher circulates, facilitating, prompting deeper thinking or suggestions as necessary (check-ins with students with ADHD and autism to help focus).
• Encourage visual/drawing brainstorming for students with weaker reading/writing skills.

3. Developing the Game Concept (15 min)

• Groups complete the Game Concept Planning Worksheet collaboratively.
• Specifically, they:
  • Title their game
  • Describe the game’s purpose and how it uses divisibility
  • Sketch or attach relevant sections of the flow chart connected to their game’s decision points
  • Define rules and winning conditions based on divisibility tests
• Teacher supports groups needing extra help with language, sequencing, or organisation.

4. Sharing and Feedback (10 min)

• Groups briefly share their game concepts with the class (1-2 minutes each).
• Teacher models positive feedback, focusing on clarity and understanding of divisibility logic.
• Encourage volunteers with IEPs to share in a supported, low-pressure way (small group or paired share if preferred).

5. Wrap-Up and Reflection (5 min)

• Students write a quick exit ticket:
  • One thing they learned about divisibility rules through this task.
  • One thing they liked about working in a group.
  • One thing they want to improve next time.
• Collect exit tickets for informal formative assessment.

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Differentiation Strategies

Learner Needs	Strategies
Students with Autism & Behavioural	Use clear instructions, visual cues, and quiet workspaces; assign predictable roles within groups to support engagement.
Students with IEPs (Grade 3-4 levels)	Provide templates with sentence starters; pair with strong peer; allow alternative responses (drawing/explanations).
Students with ADHD	Give frequent positive reinforcement; short, clear tasks; allow movement breaks; use timers for focus periods.
Dyslexic Students	Provide dyslexia-friendly reading materials, plain fonts (Arial, Comic Sans); highlight key words; use coloured overlays or paper.
Less Motivated Students	Connect game design with their interests (e.g., sports, puzzles); use gamified incentives; include choice over task elements.

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Extension for Advanced Learners

• Challenge them to include multiple levels of divisibility within their game concept (e.g., progressive difficulty by introducing prime factors or composite constraints).
• Encourage them to write pseudocode describing the game’s logic or create a digital storyboard illustrating game flow.

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Assessment

• Observation of group collaboration and engagement during brainstorming and planning.
• Review of completed Game Concept Planning Worksheets for understanding of divisibility concepts and logic application.
• Exit tickets used for quick reflection and to guide instruction for next lesson.

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Teacher’s Notes

• Consider using assistive technology (e.g., speech-to-text apps) for students with writing challenges during the worksheet activity.
• Maintain a positive and inclusive classroom culture where all ideas are valued to boost participation, especially from girls and less vocal students.
• Emphasise the real-world application of divisibility beyond math class to enhance motivation and relevance.

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This lesson is part of a cohesive unit scaffolding mathematical understanding with creativity and collaboration, aligning with Ontario’s focus on numeracy, communication, and identity building in mathematics education.