You will design Gridlock, a strategy game using linear equations, systems, and coordinate movement.
Linear equations show two amounts that change together.
Systems mean two equations work together.
You will use geometric constructions and the Pythagorean theorem to build accurate paths and bonuses.
Geometric constructions mean using a compass and straightedge to make exact shapes.
The Pythagorean theorem finds side lengths in right triangles.
You will model scoring with equations, inequalities, and linear or exponential patterns.
Inequalities show scores that can be greater than, less than, or equal to others.
Linear patterns change by the same amount each step.
Exponential patterns grow by multiplying.
You will use feedback from peer and family playtests to revise balance and rules.
A playtest is a trial game.
You will present Gridlock at Game Day with its rulebook and reflective score sheets.
Reflective score sheets show what you learned from the game.
Learning goals
I can build linear and exponential functions from tables, graphs, descriptions, and input-output pairs.
Linear means the graph changes by a steady amount each time.
Exponential means the graph changes by a multiplying factor each time.
I can show lines in slope-intercept, point-slope, and standard forms through tables, graphs, words, and paths.
These forms show the same line in different ways.
I can solve systems and one-variable equations or inequalities to control movement, intersections, and scoring.
A system means two equations or inequalities that work together.
I can use geometric constructions and the Pythagorean theorem to design accurate paths and distances.
A construction means making shapes with tools and exact steps.
The Pythagorean theorem finds the side length in a right triangle.
I can revise my game’s math and rules using playtest feedback from peers and family.
Standards
[Colorado] HS.G-MG.A.3 - Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).
[Colorado] STCO.05.03.d - Demonstrate the relationship between all representations of linear functions using point-slope, slope-intercept, and standard form of a line through tables, graphs, symbols, text, and geometric models.
[Colorado] HS.A-CED.A.1 - Create equations and inequalities in one variable and use them to solve problems. *Include equations arising from linear and quadratic functions, and simple rational and exponential functions.*
[Colorado] HS.G-CO.D.12 - Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). *Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.*
[Colorado] HS.F-LE.A.2 - Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
Competencies
Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
Products
You will create a scaled board plan with parallel, perpendicular, and bisected lines.
Parallel lines never meet.
Perpendicular lines cross at right angles.
Bisected means split into two equal parts.
Your cards will connect tables, graphs, equations, words, and board paths for linear and exponential patterns.
Linear patterns change by equal steps.
Exponential patterns grow by multiplying.
You will complete score sheets with systems, inequalities, and Pythagorean distance calculations.
A system is two equations you solve together.
An inequality shows values that can be greater or less.
Pythagorean distance uses a right triangle to find length.
Your revision log will compare rule drafts using teacher checks and feedback from classmates and family.
How you compare means how you judge one draft against another.
Present your laminated Gridlock coordinate board, dice, one-page rulebook, and score sheets during a live match.
Launch
Play a short Gridlock match with a peer using linear equations to move and score. Linear equations are equations that make a straight line when you graph them. Check each other’s graphs after every turn. Check each other’s system solutions after every turn. Check each other’s Pythagorean distance calculations after every turn. Record confusing rules on the playtest score sheet. Record unfair scoring on the playtest score sheet. Record math errors on the playtest score sheet. Compare your notes. Listen to your partner. Suggest one rule change. Use this experience to plan a balanced, original board game you will build independently.
Exhibition
I will host a live Game Day showcase for classmates, my math teacher, and family.
I will set up Gridlock: Slope & Intercept for a friendly mini-tournament.
During each demo, I will explain how equations, systems, and geometry control movement and scoring.
I will display early and final rules plus score sheets to show math growth and revision.