Individuals develop skills and ideas when engaged in design practices. This forms a type of literacy that may differ from the traditional ideas of literacy. The study discussed in this paper took a design-based research methodology to design and implement a game re-design approach. We observed grade three and four students who were re-designing Triominos in a classroom focused on mathematical concepts. Students and the teacher decided to change several aspects of the pre-existing game in terms of aesthetics, mechanics, and dynamics. We collected data through weekly observations of two groups of 20 to 25 students.