Epic Educator Math Breakdown

I have the privilege to be given an Epic Support a Creator Code! What am I going to do with it?

The Idea!

A lesson in finances, percentages, and goal setting! I’m sure I could break this into a 4-5 part task problem set for my students and there would be some fun in that! To be honest I am working hard to find funding for my class and club. So when the Epic Creator Code Sign-Up happened I was more than thrilled that I qualified! Using my Creator Account I can host private matches in Fortnite for my students, and I am also learning from the best (Mr. Steven Isaacs) on how to implement Fortnite Creative in my Game Design classroom. I just finished up the free 2-hour course on Epic's Learning Website this past week! (Link Below!)

This “Epic” Photo made by the 1 and only NASEF Fellow Mr. Larios!!  (@ArtifOLO)

The creator account status lets me do a lot! But it also allows my friends, family, and followers to help support the important work I am doing. For every 10,000 V-Bucks Purchased my creator account is funded $5.00. Once I have $100 within my account I can “cash-out”. I also can receive 5% of all sales in the Epic Games Launch Store! So for games purchased for the PC through Epic Games, I get credit as well. 

If I reach $100 or more all of those funds will be donated back to the William Penn Cybercats Club.

What can be learned? 

A. So as a math teacher I thought how can we learn from this?
B. How many users need to purchase in-store currency for me to get to $100?
C. How many games need to be purchased for me to earn $100?
D. How many followers on my accounts can I count on to help me get to this fund?

A: This has real-world marketing skills and mathematical breakdowns for goal setting in funding! We can also add in some linear optimization if there is an algebra extension on this problem!

B: This has a few answers so let’s look at 2 different scenarios, the extremes!

Scenario 1:
10,000 V-Bucks (Plus 3,500 Bonus) on the Fortnite Store is $79.99.
If I get $5 per 10,000 V-Bucks and I need to reach $100 to cash out, that means:

20 people need to purchase 10,000 V-Bucks.
$1,599.80 in profits for Epic Games and I get $100 of that, so I’m making 6.25% of those sales.

Scenario 2:
1,000 V-Bucks on the Fortnite store is $7.99
10,000/1,000 = 10 people for 1k each

200 people need to purchase 1,000 V-Bucks.
$1,598.00 in profits for Epic Games and I get $100 of that, so I’m making 6.26% of those sales.

C: Games are purchased online through the Epic Games on PC range from small indie games at $4.99 to regular big-name games at $59.99. So if we go by the middle cost of $29.99 per game, if I get 5% back as a creator, how many of these games would need to sell before I could cash-out?

D: I am social media savvy in my book, so I’d say if 10% of my followers on Facebook use my creator code that would be about 150 users, and if Twitter uses it, then 230 users, TikTok 100 users, and Instagram 35 users. (Yes I am mildly popular, with no reason as to why.)

I feel 515 people could be counted on to make the purchase and help support our club!

Total I only need between 20-200 people in my life to purchase a game from Epic Games Launcher or purchase V-Bucks in Fortnite! That would get my students $100 for gaming equipment and maintaining the club! Who can I count on to help us?


For educators interested in using Fortnite Creative, take the free online course at Online Learning - Unreal Engines and earn the "Teaching with Fortnite Creative" Badge!

Also, keep an eye open for the awesome Teaching with Fornite Creative Workshops through the Games 4 Change Professional Programs!

2020 #PaSTEMambassador

This week started off with the flu hitting home.  My wife and daughter both fell ill and missed school for several days, I was very cautious in helping them with their sickness and thankfully I did not catch the stomach bug they had.

My Acceptance E-Mail into the 2020 PA STEM Ambassador Program

This was great news because for the final two days of February I was at training because I was selected as a 2020 PA STEM Ambassador through the Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN).  I was chosen as 1 of 28 educators and business leaders to work with PSAYDN to develop our advocacy efficacy and work with policymakers in The Commonwealth of Pennsylvania.

The Stats of this Amazing Cohort!

For two days we listened and learned about great organizations such as The Education Policy and Leadership Center (EPLC), the STEM Education Coalition, the Afterschool Alliance, the PA Department of Education STEM Initiative, and the PA Workforce Development Board.  All of these advocacy groups had great information and a powerful message to engage students in STEM activities, during and after school.  One of the best nuggets of information was from the Keynote Speaker was that STEM is not just content, it is an inquiry-based take on processing and learning.

With coming on board for this program I met some great innovative educators and business leaders.  We are all being tasked with creating a policy project for the next 10 months, and with my passion for computer science and gaming, I think this is a great way to help push game design and video games are legitimate STEM learning opportunities.  I hope that this will also have a greater impact on urban student experiences.  To find out more about the features of the program check out the press release: 2020 STEM Ambassadors!

Constant Change

As I started my 13th year, I was naive and hopeful.  Yet again I was starting with a mostly new group of students, and adding another course to my repertoire, AP Computer Science A.  I also finished up my second master's, a MsEd in Instructional Technology Specialist, which added to my PA State Certification.  I have always wanted to teach students about computers, it was originally my reason to go into teaching, now I am living that dream.

2nd Master's Degree

IT Specialist Certification

Having added the AP CSP course in the 2018-2019 school year, helped our school achieve the 10th Annual AP District Honor Roll, which also shocked our surrounding community.  (See the Article here: Surprising Results for York County AP Honor Roll)  But I did not want to just stop with computer science.  I grew up playing video games, and as an avid gamer, a lot of my graduate work incorporated gaming to learn, gamification and video games in the classroom.  Through this research and willingness to learn, I found help from some amazing places.

AP CSP Added last year to increase
our student AP experiences

My co-worker, Nicholas, and I decided it was time to do more, and we became Class Advisers for the incoming freshmen, the Bearcat Class of 2023.  We also are still co-advising the Video Game Club.  Over the summer we attended the CS For All PA Summitt, which helped us discover the great program, NASEF, which started the process to become a part of a sanctioned High School eSports League.   Though we have some hiccups in setting up our online games, there has been a lot of interest in the club and eSports team.  Check out the William Penn Cybercat's Facebook Page for more info on what the students are doing.

The new Cybercat Student Leaders.

My PIC, Nicholas Naugle and I
on Twin Day.

Some other projects I am excited about working on include partnerships in my community and abroad have brought on new opportunities. The biggest one involves helping build a former student's student-driven eSports and Video Game community, the BEAST Initiative Push.  Through this partnership, students will have more opportunities to build and be a voice in the eSports community in York. 

Cybercats playing on the Occulus!

I also have a good idea of what to do next with students who are not going to compete in the eSports competitions, and just want to game with friends at school.  Finding the organization VGC USA and it's founders right in South Central PA have opened up the possibility for more gaming learning, volunteer experiences, and career exploration for the Cybercats. 

Cybercats Gaming Together.

Finally, I would like to share where I have been finding more inspiration in gamification, and gaming to learn in everyday life from the Podcast, Professor Game.  I have ideas galore and studies to back-up my desire to game and play games in the classroom.  I am thinking to start by creating a new card game for my students to play when we learn about congruent triangles.

My Gaming Information Folder.

All of these great resources have just fallen into my lap and I wanted to make sure I shared them with others who are looking for similar information.  This blog started as a way for me to share mathematical experiences, but now is morphing into my entire educational experience including my push of educational boundaries to include video games.

One Hour of Code Initiative

After finishing two graduate courses on utilizing technology in the classroom, I was tasked with one for a collaborative research project.   The project consisted of classmates and I researching a technology trend in education and we chose coding in the classroom.  I was very impressed with the Code.org website and all of the resources that are available for free on the site, including their One Hour of Code Initiative.  I had students watch the five minute video from Code.org to get them excited to investigate coding.  Students then created a free Code.org account and started the process of completing the One Hour of Code initiative from December 4th through December 8th this year.

Following the One Hour of Code program, students were then given a set of Scratch coding activities that progressively increased in difficulty.  Students were tasked with creating an easy set of code that drew four different polygons.  Then they were given a second task to code a random polygon generator using some more complex coding pieces, which also had students create a block (their own code piece) to name the polygon that was generated. For the final project students were tasked with creating coding blocks to draw a Sierpinski Triangle.  (My code is attached below.)  I used these projects in my Saturday STEM Mathematics program last spring, and found that they would be great for school this year as well. 

The whole program took students about 5 days and an average of 5 hours to complete all of the coding projects.  Students were given a great opportunity to investigate coding.  To celebrate and reward their accomplishments with more than just a grade, I created a certificate of completion.  Students who successfully completed all of the projects and showed that they ran were awarded the certificate that they could then use in any resume.  My district is trying to increase the amount of experiences students are given for job and college readiness for PA State Act 339.  So the experiences in coding and computer science will give them more confidence in working on computers, and some confidence with job readiness skills.

Once students finalized the projects, they began to investigate the math and history of fractal geometry, a mathematical definition of the patterns seen in nature.  Computer science has used fractals to create more and more realistic computer generated imagery in video games and movies.  Students got to investigate logarithms to define the fractal dimension and took in-depth looks at how the math has changed how we look at the similarities in nature.  For the last four years, I have been implementing and developing this two week unit before Christmas break. Leading up to students creating a holiday Sierpinski Tree.  I hope to one day inspire my students to investigate fractals even more, because the math behind it is very interesting.

YCCOSP Stem Academy

While working with the YCCOSP Program (See my first Blog on my summer work) I have been given a lot of autonomy to create learning activities for my students.  This past Spring we had a chance to help design and implement a Saturday STEM Academy.  For four Saturdays, students were immersed in activities in Chemistry, Biology, Engineering and Mathematics.  Professors from York College of Pennsylvania created meaningful learning experiences for the YCCOSP students in the STEM field.  Since our school has discontinued all courses in computer science our students are never given the chance to experiment with coding or different computer programs.

While researching for a graduate course I found several articles on Edutopia about using Scratch coding from MIT to teach coding and mathematics.  Scratch is a basic system and teaches students coding using building blocks on the online coding program.  Several of the students had been through my Geometry class and had learned about the use and concept of Fractals.  Since our students have never been exposed to any type of coding programs I decided they needed to gradually be given steps to learn how to use the Scratch programming and scaffolded their learning activity with three different tiers of difficulty.

The first assignment took students through the basics of scratch code and taught them how to make the online icon do the simplest of moves to create a given polygon.  (Easy Scratch Coding Edutopia Blog)  The second assignment was then the intermediate level of coding which had students create a code to have the icon make a  random polygon and then name it based on the parameters given.  (Intermediate Scratch Edutopia Blog)  Finally students took the program to create the Sierpinski Triangle, a fractal program that made a recursive pattern within itself.  (Advanced Scratch Edutopia Blog).  From each of the blogs I found I created instructions and questions for the students to complete each level of difficulty in coding with the Scratch program.

Students were then tasked to share their code to their college Google+ account.  In the YCCOSP Math STEM Community that I created, students explained what they created and shared it with the world.  This allowed for another deeper conversation about the way one needs to convey themselves online and in social media.  I informed students that the sharing of their code and what their creations did, since it was put online they also had to understand that their words would be able to be seen by others in the social media.  This simple step created the sense that they as digital citizens must be precise in their wording and represent their own selves in a positive academic manner.


The Saturday morning was filled with a lot of fun and students were very involved in the program. Students who had never seen code in their academic career were exposed to a new programming method that can help teach students.  Students were very successful in coding their projects and even commented that they enjoyed learning and "playing around" with the website.  The program ran very well and in the future I hope I can create as meaningful of a set of projects as I have here.  You can get all of my documents used in my TpT store for free! Coding Projects for STEM Mathematics