21
MATH PROJECTS 3 -5 THIRD - FIFTH GRADE
MATH PROJECTS
3-5
THIRD - FIFTH GRADE
K-5 Math Teaching Resources LLC501 Main St, Suite B
New York, N.Y. 10044
Email: [email protected]: 1.646.810.4145
Fax: 1.646.810.8736
www.k-5mathteachingresources.com
©
INTRODUCTION
Math Projects provide an engaging way to develop problem solving skills while linking your math curriculum with real world situations and applications of math skills and concepts. Send home one project a month aligned with your current unit for students to work on for homework, or set aside a regular class time for students to work on math projects collaboratively. If working on projects in class students may need time beforehand to research information and collect materials.
While students learn how to “do” math, they must also learn how to articulate what they are learning. It is important to provide many opportunities for students to organize and record their work without the structure of a worksheet or template. The Math Projects in this eBook allow for different strategies and products to emerge. Students should be encouraged to choose their own method of solving problems and presenting their work.
Each Math Project includes a rubric to provide students with a clear understanding of what constitutes excellence and how their work will be evaluated. Encourage students to refer to the rubric regularly as they work on a project in order to ensure that their work is complete and fulfills the criteria. Rubrics can be used for teacher, self or peer assessment.
Tic-Tac-Toe Boards encourage independent learning and provide a simple way of differentiating assignments and projects. Activities are typically presented in the form of a nine square grid with one activity in each square. Students choose three activities to complete in a row, diagonally, vertically or horizontally. Activities vary in content, process and product and can be structured to address different levels of student readiness, interests and learning styles.
Adaptations for Tic-Tac-Toe Boards include:- allowing students to complete any 3 tasks – even if the completed tasks don’t make a Tic-Tac-Toe - creating different Tic-Tac-Toe boards based on readiness or learning style - creating boards of different sizes (e.g. 4x4) - adding a ‘Free Choice’ square to the center of the board to allow students to create their own task
Alignment with the Common Core State Standards: A list of possible focus standards for each project is included on p.4-5. The open ended nature of many of the Math Projects in this eBook allow them to be used with grades 3, 4, and 5 students. Students at different grade levels will select different strategies to solve problems according to their level of thinking. For example, a third grade student calculating costs in the Planning a Birthday Party project may use repeated addition, whereas a fourth grade student may use multiplication. Different levels of sophistication will also be seen in the ways students at different grade levels choose to present their work and explain their thinking.
You may choose to use the generic Math Tic-Tac-Toe Board on page 89, or create your own board with tasks specific to a particular unit using the blank template provided on page 90.
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In addition to the standards that describe content, there are eight Common Core State Standards focusing on mathematical practice which are implicit in many of the Math Projects. The Standards for Mathematical Practice are:
1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.
Depending on how students approach each project different Standards for Mathematical Practice will be utilized. For example, the open-ended nature of the projects require students to make sense of the task before selecting a strategy or strategies to complete different components of the project. Students must also make their own decisions as to which mathematical tools are appropriate for a given situation. Many of the projects require that students use a mathematical model (drawings, charts, graphs, equations etc.) and/or construct viable arguments by explaining their thinking and justifying their conclusions. If students are given the opportunity to share their projects opportunities arise to critique the reasoning of others. Many of the projects require students to reason abstractly and quantitatively by attending to the meaning of quantities and knowing and flexibly using different properties of operations. The expectation for all projects is that students attend to precision by communicating precisely using mathematical language, equations, and carefully formulated explanations.
Project Display: It is important to value students' work and provide time for them to share their work with their peers. Think ahead of time about how you will display student projects. If you have limited space you may want to set a limit on the size of poster boards or other materials that students may use.
Project Gallery Walk: If you do not have space to display all students' work another option is to have a Project Gallery Walk. On the project due date have students display their work in the classroom. Provide each student with a copy of the project rubric and 2-3 Post-Its. Schedule time for students' to move around the room, view all projects and use the Post-Its to write comments on classmate's projects based on the rubric criteria. Alternatively, schedule time with another class to visit each others' rooms to view projects and post comments.
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CCSS
3.OA.A.(1,3)
3.OA.A.(1,2) 3.OA.C.7
3.OA.A.3 3.OA.C.7
3.OA.A.3
3.NBT.A.2 3.OA.C.7 4.NBT.B.(4,5)
3.NBT.A.2 3.MD.B.3 4.NBT.5 5.NBT.B.7
4.OA.A.3 4.OA.B.4
4.NBT.B.(5,7)
4.NBT.B.(4,5) 5.NBT.B.7
4.NBT.B.(4,5) 5.NBT.B.7
4.NBT.B.6 5.NBT.B.7
4.NBT.B.5 5.NBT.B.7
4.NBT.B.4 4.NBT.5 5.NBT.B.7
4.NF.B.4 5.NF.B.7
5.NBT.B.5 5.NF.B.4
3.MD.B.3 3.OA.C.7 4.NBT.B.(4,5)
3.MD.C.(6,7)
3.MD.D.8
3.MD.B.4
3.MD.B.34.MD.A.1
3.MD.B.3 4.MD.A.1
OBJECTIVE
To identity and describe arrays in the real world
To create a multiplication and division book using the multiples 1-10
To write and solve multiplication and division word problems using collective nouns
To plan and present an array or equal groups chat
To calculate and compare the costs of different family outings and present data in a bar graph
To calculate and compare the costs of keeping different pets
To describe properties of a number
To design a schedule and calculate costs for a class picnic
To plan an overseas family vacation using a set budget
To calculate the cost of feeding a family of four for one week using healthy food choices
To calculate the cost of a meal for four friends
To calculate the costs of a family dinner
To calculate and compare costs of purchasing and mailing gifts overseas
To adjust a recipe using operations with fractions
To use operations with whole numbers and fractions to plan a Bake Sale
To research and calculate costs for a class pizza party
To calculate and compare the area of rectangular figures using tiling
To use perimeter to design the layout of a farm
To build two paper airplanes, measure flight paths and plot data on a line plot
To research, graph and convert measurements of some of the tallest buildings in the world
To research, graph and convert measurements of some of the longest bridges in the world
PROJECT
Everyday Arrays
A Multiplication & Division Book
Collective Noun Word Problems
How Many?
A Family Outing
A Family Pet
Choose a Number
A Class Picnic
Planning a Vacation
Feeding a Family
Split the Bill
A Thanksgiving Dinner
Posting a Birthday Gift
Adjusting a Recipe
A Bake Sale
A Class Pizza Party
Exploring Area
Farmer Brown
How Far Did It Fly?
Tallest Buildings of the World
Longest Bridges of the World
PAGE
7
9
11
15
17
19
21
23
25
27
29
31
33
35
37
39
41
43
45
47
49
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CCSS
3.MD.B.4 4.MD.C.6
3.MD.B.4
4.MD.A.14.MD.A.2
4.MD.A.2
4.MD.A.3
4.MD.A.3 4.NBT.B.4
4.MD.A.3 4.NBT.B.(4,5) 5.NBT.B.7
4.MD.6 4.G.A.1
4.MD.C.6 4.G.A.1
5.MD.C.5
4.G.A.1 4.MD.C.7
4.G.A.(1,2)
4.G.A.(1,2)
4.G.A.1 5.MD.C.5b
5.G.A.(1,2)
*Depends on focus
*Dependson focus
*Depends on focus
*Depends on focus
*Depends on focus
OBJECTIVE
To build a marble run using knowledge of angles and display marble run times on a line plot
To collect data to describe the properties of two pumpkins
To compare the price of items sold in different sized containers
To collect, analyze and plot temperature data on a line graph
To use perimeter and area to design the layout of a playground
To use perimeter and area to calculate the cost to paint a bedroom
To design a dream home based on given measurements and budget constraints
To create a four hole mini golf course with given angles
To measure the perimeter, line segments and angles of a constructed kite
To calculate and compare the volume of two cereal boxes
To explore side and angle relationships in tessellations
To identify and describe geometric features of a building
To create a town map that includes different types of lines, angles and 2D shapes
To use volume and properties of lines to create a 3-dimensional mini city
To write the directions for a coordinate plane picture that can be recreated
To create a poster on a key math concept for use as a classroom tool
To design a game based on a math concept
To create a book based on a math concept
To prepare an oral presentation on a famous mathematician
To select and complete three activities from a tic-tac-toe board to demonstrate knowledge and understanding of a math topic
PROJECT
Build a Marble Run
Pumpkin Math
Which Costs More?
Temperatures Across the World
Design a Playground
Paint Your Bedroom
Build Your Dream Home
Design a Mini Golf Course
Let’s Go Fly a Kite
Comparing Volumes of Cereal Boxes
Tessellation Design
Geometry in YourNeighborhood
Designing a Town Map
Design a Mini City
Coordinate Plane Picture
Math Review Poster
Design a Math Game
Create A Math Story Book
Famous Mathematicians of the World
Math Tic-Tac-Toe
PAGE
51
53
55
57
59
61
63
65
67
69
71
73
75
77
79
81
83
85
87
89
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Draw, or photograph, each array and explain where you saw it.
Describe how many rows, how many objects in each row, and the total number of objects in each array you find.
Write a number story and equation for each array.
Example:
Think of a creative way to present your project. You can make a poster, a book, use technology, or come up with your own ideas!
Ask a friend or family member to read your project. Have you used correct spelling, punctuation, capitalization, and grammar? Edit your work as needed.
Everyday Arrays
For this project you will look for examples of arrays in the real world.
© K-5 Math Teaching Resourceswww.k-5mathteachingresources.com
At the supermarket I saw a carton of eggs. It had 2 rows. It had 6 eggs in each row. How many eggs were in the carton?
12 eggs were in the carton. 2 x 6 = 12
Be ready to share your project on:
Requirements:
Search for 6-10 arrays in your home, neighborhood or supermarket.
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Dat
e:N
ame:
PRO
JEC
T RU
BRIC
: Eve
ryda
y A
rray
s
Requ
irem
ents
43
21
Arr
ays
Mo
re t
han
6 a
rra
ys a
re
cle
arl
y re
pre
sent
ed
.6
arr
ays
are
cle
arl
y re
pre
sent
ed
.So
me
arr
ays
are
cle
arl
y re
pre
sent
ed
.N
o a
rra
ys a
re c
lea
rly
rep
rese
nte
d.
Des
crip
tion
Mo
re t
han
6 a
rra
ys a
re
de
scri
be
d a
ccur
ate
ly.6
arr
ays
are
de
scri
be
d
acc
ura
tely.
Som
e a
rra
ys a
re
de
scri
be
d a
ccur
ate
ly.A
rra
y d
esc
rip
tions
are
m
issin
g o
r in
corr
ect
.
Num
ber
Sto
ries
All
num
be
r st
ori
es
are
cl
ea
r a
nd c
orr
ect
.N
umb
er
sto
rie
s a
re c
lea
r b
ut in
clud
e o
ne e
rro
r.N
umb
er
sto
rie
s a
re
som
ewha
t cl
ea
r o
r in
clud
e
two
err
ors
.
Num
be
r st
ori
es
are
m
issin
g, u
ncle
ar
or
incl
ude
m
ore
tha
n tw
o e
rro
rs.
Wri
ting
Co
nven
tions
• sp
ellin
g
• p
unct
uatio
n
• ca
pita
liza
tion
• g
ram
ma
r
Stro
ng g
rasp
of
gra
de
le
vel s
tand
ard
wri
ting
co
nve
ntio
ns e
vid
ent
.
Soun
d g
rasp
of
gra
de
le
vel s
tand
ard
wri
ting
co
nve
ntio
ns e
vid
ent
. Ha
s so
me
min
or
err
ors
tha
t d
o
not
imp
air
re
ad
abilit
y.
Basic
gra
sp o
f g
rad
e le
vel
sta
nda
rd w
ritin
g
conv
ent
ions
evi
de
nt. E
rro
rs
inte
rfe
re w
ith r
ea
de
r’s
und
ers
tand
ing
.
Min
ima
l gra
sp o
f g
rad
e
leve
l sta
nda
rd w
ritin
g
conv
ent
ions
ap
pa
rent
. N
ume
rous
err
ors
dist
ract
o
r co
nfus
e r
ea
de
r.
Pres
enta
tion
Pro
ject
is p
rese
nte
d in
an
org
ani
zed
, cre
ativ
e a
nd
hig
hly
effe
ctiv
e w
ay.
Pro
ject
is p
rese
nte
d in
an
org
ani
zed
and
eff
ect
ive
w
ay.
Som
e p
art
s of
the
pro
ject
a
re p
rese
nte
d in
an
org
ani
zed
and
eff
ect
ive
w
ay.
Pro
ject
is n
ot
org
ani
zed
or
pre
sent
atio
n sh
ows
min
ima
l ef
fort
.
Tota
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K-5
Ma
th T
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ww
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Requirements:
Create a multiplication and division book using the multiples 1-10. Your book must include:A title page showing the name of the author and illustrator
10 multiplication pages showing equations, a word problem and a drawing, diagram or array
10 division pages showing equations, a word problem and a drawing, diagram or array
Examples:
A Multiplication & Division Book
For this project you will create a multiplication and division book as an end of year gift for a
second grade student.
© K-5 Math Teaching Resourceswww.k-5mathteachingresources.com
Multiplication: x 4
1 x 4 = 4
2 x 4 = 8
3 x 4 = 12
4 x 4 = 16
5 x 4 = 20
6 x 4 = 24
7 x 4 = 28
8 x 4 = 32
9 x 4 = 36
10 x 4 = 40
I saw 10 cows at the farm. How many cow’s legs did I see?
10 x 4 = ?
4 8 12 16 20
24 28 32 36 40
xxxx 4xxxx 8xxxx 12xxxx 16xxxx 20xxxx 24xxxx 28xxxx 32xxxx 36xxxx 40
Division: ÷ 3 3 ÷ 3 = 1
3 friends shared 12 star-shaped cookies equally.How many cookies did each friend get?
12 ÷ 3 = ?
6 ÷ 3 = 2 9 ÷ 3 = 3 12 ÷ 3 = 4 Diagrams and equations continue...
Be ready to share your project on:
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Dat
e:N
ame:
PRO
JEC
T RU
BRIC
: A M
ultip
licat
ion
& D
ivis
ion
Boo
k
Requ
irem
ents
43
21
Title
Pag
eH
ighl
y e
nga
gin
g t
itle
pa
ge
w
hich
incl
ude
s a
utho
r/illu
stra
tor’
s na
me.
Eng
ag
ing
titl
e p
ag
e w
hich
in
clud
es
aut
hor/
illust
rato
r’s
nam
e.
Title
pa
ge
is m
issin
g
aut
hor/
illust
rato
r’s
nam
e.Ti
tle p
ag
e s
how
s m
inim
al
effo
rt.
Mul
tiplic
atio
n Pa
ges
All
mul
tiplic
atio
n e
qua
tions
a
re a
ccur
ate
. All
pic
ture
s m
atc
h e
qua
tions
. All
wo
rd
pro
ble
ms
de
scri
be
m
ultip
lica
tion
cont
ext
s.
Mul
tiplic
atio
n e
qua
tions
, p
ictu
res
or
wo
rd p
rob
lem
s co
nta
in 1-
2 e
rro
rs.
Mul
tiplic
atio
n e
qua
tions
, p
ictu
res
or
wo
rd p
rob
lem
s co
nta
in 3
-4 e
rro
rs.
Mul
tiplic
atio
n e
qua
tions
, p
ictu
res
or
wo
rd p
rob
lem
s co
nta
in m
ore
tha
n 4
err
ors
.
Div
isio
n Pa
ges
All
div
isio
n e
qua
tions
are
a
ccur
ate
. All
pic
ture
s m
atc
h e
qua
tions
. All
wo
rd
pro
ble
ms
de
scri
be
div
isio
n co
nte
xts.
Div
isio
n e
qua
tions
, pic
ture
s o
r w
ord
pro
ble
ms
cont
ain
1-
2 e
rro
rs.
Div
isio
n e
qua
tions
, pic
ture
s o
r w
ord
pro
ble
ms
cont
ain
3-
4 e
rro
rs.
Div
isio
n e
qua
tions
, pic
ture
s o
r w
ord
pro
ble
ms
cont
ain
m
ore
tha
n 4
err
ors
.
Pres
enta
tion
Boo
k is
pre
sent
ed
in a
n o
rga
nize
d, c
rea
tive
and
hi
ghl
y ef
fect
ive
wa
y.
Boo
k is
pre
sent
ed
in a
n o
rga
nize
d a
nd e
ffe
ctiv
e
wa
y.
Som
e p
ag
es
in t
he b
oo
k a
re p
rese
nte
d in
an
org
ani
zed
and
eff
ect
ive
w
ay.
Boo
k is
miss
ing
so
me
m
ultip
lica
tion
and
div
isio
n p
ag
es
or
pre
sent
atio
n sh
ows
min
ima
l eff
ort
.
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PREVIE
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Requirements:
Research collective nouns. Make a list of 10-15 collective nouns.
Use magazines or the internet to find five collective noun images (e.g. pictures of a colony of ants, a herd of antelope, a crowd of people, a swarm of bees, a flock of birds, etc.).
Write a multiplication and a division word problem using each image. You must:Use a collective noun instead of the word ‘groups’ in each word problem
Write an equation with a symbol for the unknown number to represent each problem
Include the collective noun image
Show an equation and one other representation of each problem (e.g. an array, jumps on a number line, or equal groups diagram)
Example:
Think of a creative way to present your word problems. You can make a poster, a book, use technology, or come up with your own ideas!
Collective Noun Word Problems
In this project you will write and illustrate multiplication and division word problems using
collective nouns. A collective noun refers to a group of people, animals or objects
as a group. For example, in the phrase "a pride of lions", the word “pride” is a collective noun.
© K-5 Math Teaching Resourceswww.k-5mathteachingresources.com
Three colonies of bats were flying in a cave. Each colony had the same number of bats. If there were 24 bats in the cave, how many bats were in each colony?
Array:Equation: 3 x a = 24 xxxxxxxx 8Solution: 3 x 8 = 24 xxxxxxxx 16 8 bats were in each colony. xxxxxxxx 24
Be ready to share your project on:
PREVIE
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Dat
e:N
ame:
PRO
JEC
T RU
BRIC
: Co
llect
ive
No
un W
ord
Pro
ble
ms
Requ
irem
ents
43
21
Co
llect
ive
No
uns
List
List
co
nta
ins
mo
re t
han
10
colle
ctiv
e n
oun
s.Li
st c
ont
ain
s 10
co
llect
ive
no
uns.
List
co
nta
ins
8-10
co
llect
ive
no
uns.
List
co
nta
ins
less
tha
n 8
colle
ctiv
e n
oun
s.
Wo
rd P
rob
lem
s In
clud
e:
• co
llect
ive
no
uns
pic
ture
• co
llect
ive
no
un in
ste
ad
of
the
wo
rd ‘g
roup
s’
• e
qua
tion
with
a s
ymb
ol f
or
the
unk
now
n nu
mb
er
• 2
solu
tion
stra
teg
ies
5 m
ultip
lica
tion
and
5
div
isio
n w
ord
pro
ble
ms
are
in
clud
ed
. All
wo
rd
pro
ble
ms
me
et
the
re
qui
rem
ent
s.
5 m
ultip
lica
tion
and
5
div
isio
n w
ord
pro
ble
ms
are
in
clud
ed
. One
re
qui
rem
ent
is
miss
ing
.
No
t a
ll re
qui
red
wo
rd
pro
ble
ms
are
incl
ude
d.
Two
re
qui
rem
ent
s a
re
miss
ing
.
No
t a
ll re
qui
red
wo
rd
pro
ble
ms
are
incl
ude
d.
Mo
re t
han
two
re
qui
rem
ent
s a
re m
issin
g.
Acc
urac
yA
ll e
qua
tions
are
acc
ura
te.
Equa
tions
incl
ude
one
e
rro
r.Eq
uatio
ns in
clud
e 2
err
ors
.Eq
uatio
ns in
clud
e m
ore
th
an
2 e
rro
rs.
Wri
ting
Co
nven
tions
• sp
ellin
g
• p
unct
uatio
n
• ca
pita
liza
tion
• g
ram
ma
r
• p
ara
gra
phi
ng
All
wo
rd p
rob
lem
s a
re
cle
arl
y w
ritt
en
and
d
em
ons
tra
te a
str
ong
g
rasp
of
gra
de
leve
l w
ritin
g c
onv
ent
ions
.
Wo
rd p
rob
lem
s a
re c
lea
rly
wri
tte
n. S
om
e m
ino
r w
ritin
g e
rro
rs t
hat
do
no
t im
pa
ct r
ea
dab
ility.
Wo
rd p
rob
lem
s sh
ow b
asic
g
rasp
of
gra
de
leve
l w
ritin
g c
onv
ent
ions
. Err
ors
im
pa
ct r
ea
dab
ility.
Wo
rd p
rob
lem
s sh
ow
min
ima
l gra
sp o
f g
rad
e
leve
l wri
ting
co
nve
ntio
ns.
Num
ero
us e
rro
rs d
istra
ct
or
conf
use
re
ad
er.
Pres
enta
tion
Pro
ject
is p
rese
nte
d in
an
org
ani
zed
, cre
ativ
e a
nd
hig
hly
effe
ctiv
e w
ay.
Pro
ject
is p
rese
nte
d in
an
org
ani
zed
and
eff
ect
ive
w
ay.
Som
e p
art
s of
the
pro
ject
a
re p
rese
nte
d in
an
org
ani
zed
and
eff
ect
ive
w
ay.
Pro
ject
is n
ot
org
ani
zed
or
pre
sent
atio
n sh
ows
min
ima
l ef
fort
.
Tota
l:/2
0©
K-5
Ma
th T
ea
chin
g R
eso
urce
sw
ww
.k-5m
ath
tea
chin
gre
sour
ces.
com
PREVIE
W
Requirements:
Use the internet, your local supermarket, or grocery store advertisements to research the cost of a birthday dinner for you and four guests at your house. You must include the cost of invitations, food and drinks, decorations, a birthday cake, and anything else you think you will need.
Create a shopping list to fit your budget. Try to get as close to $120.00 as possible.
How much did you spend in all? Show all your calculations.
Write a paragraph explaining how you collected the information you needed and the math you used in completing this project.
Think of a creative way to present your project! You can make a poster, a book, use technology, cut and paste pictures from grocery store catalogues or come up with your own ideas.
Ask a friend or family member to read your project. Have you used correct spelling, punctuation, capitalization, grammar and paragraphing? Edit your work as needed.
Planning a Birthday Party
You are planning a birthday party. Your parents have agreed that you may invite four friends and will give you $120.00 to buy everything
that you need.
© K-5 Math Teaching Resourceswww.k-5mathteachingresources.com
Be ready to share your project on:
PREVIE
W
Dat
e:N
ame:
PRO
JEC
T RU
BRIC
: Pla
nnin
g a
Birt
hday
Par
ty
Requ
irem
ents
43
21
Show
Yo
ur W
ork
All
calc
ula
tions
are
sho
wn
and
co
mp
lete
d a
ccur
ate
ly.A
ll ca
lcul
atio
ns a
re s
how
n w
ith o
ne e
rro
r.M
ost
ca
lcul
atio
ns a
re
show
n o
r ca
lcul
atio
ns
cont
ain
sev
era
l err
ors
.
Ca
lcul
atio
ns a
re n
ot
show
n o
r co
nta
in
num
ero
us e
rro
rs.
Exp
lana
tion
How
did
yo
u co
llect
yo
ur
info
rma
tion,
wha
t m
ath
did
yo
u us
e?
Exp
lana
tion
is ve
ry c
lea
r a
nd lo
gic
al.
Exp
lana
tion
is cl
ea
r a
nd
log
ica
l.Pa
rts
of t
he e
xpla
natio
n a
re c
lea
r.Ex
pla
natio
n is
uncl
ea
r o
r is
not
incl
ude
d.
Budg
etC
ost
s fa
ll w
ithin
$5.
00
of
giv
en
bud
ge
t.C
ost
s fa
ll w
ithin
$10
.00
of
giv
en
bud
ge
t.C
ost
s fa
ll w
ithin
$15
.00
of
giv
en
bud
ge
t.C
ost
s a
re m
ore
tha
n $1
5.0
0 a
bov
e g
ive
n b
udg
et.
Wri
ting
Co
nven
tions
• sp
ellin
g
• p
unct
uatio
n
• ca
pita
liza
tion
• g
ram
ma
r
• p
ara
gra
phi
ng
Stro
ng g
rasp
of
gra
de
le
vel w
ritin
g c
onv
ent
ions
ev
ide
nt.
Soun
d g
rasp
of
gra
de
le
vel w
ritin
g c
onv
ent
ions
ev
ide
nt. H
as
som
e m
ino
r e
rro
rs t
hat
do
no
t im
pa
ir
rea
dab
ility.
Basic
gra
sp o
f g
rad
e le
vel
wri
ting
co
nve
ntio
ns
evid
ent
. Err
ors
inte
rfe
re
with
re
ad
er’
s un
de
rsta
ndin
g.
Min
ima
l gra
sp o
f g
rad
e
leve
l wri
ting
co
nve
ntio
ns
ap
pa
rent
. Num
ero
us
err
ors
dist
ract
or
conf
use
re
ad
er.
Pres
enta
tion
Pro
ject
is p
rese
nte
d in
an
org
ani
zed
, cre
ativ
e a
nd
hig
hly
effe
ctiv
e w
ay.
Pro
ject
is p
rese
nte
d in
an
org
ani
zed
and
eff
ect
ive
w
ay.
Som
e p
art
s of
the
pro
ject
a
re p
rese
nte
d in
an
org
ani
zed
and
eff
ect
ive
w
ay.
Pro
ject
is n
ot
org
ani
zed
or
pre
sent
atio
n sh
ows
min
ima
l ef
fort
.
Tota
l:/2
0©
K-5
Ma
th T
ea
chin
g R
eso
urce
sw
ww
.k-5m
ath
tea
chin
gre
sour
ces.
com
PREVIE
W
Requirements:
Build an image using 12-60 objects. Your image should be organized as an array, an array with missing items, or equal groups.
Take a photo of your image. Print the image.
Draw a quick sketch of your image. Explain how you organized the objects and why you chose this arrangement.
Anticipate possible strategies participants might use to determine the total number of objects in your image. Record your predictions.
Rehearse your image chat in front of some family members using the ‘How Many?’ protocol:Flash the image for 5 seconds.
Hide the image.
Give 15 seconds wait time.
Flash the image a second time for 5 seconds.
Hide the image.
Collect participant’s answers and record them in a list.
Select 2-3 participants to share their strategies. Record strategies.
Come to an agreement on the correct answer and thank participants.
How Many?
For this project you will plan and present an array or equal groups chat.
© K-5 Math Teaching Resourceswww.k-5mathteachingresources.com
Be ready to share your project on:
PREVIE
W
Dat
e:N
ame:
PRO
JEC
T RU
BRIC
: How
Man
y?
Requ
irem
ents
43
21
Imag
eIm
ag
e h
as
40-6
0 o
bje
cts
org
ani
zed
as
an
arr
ay,
an
arr
ay
with
miss
ing
ite
ms,
or
eq
ual g
roup
s. P
hoto
and
sk
etc
h a
re v
ery
cle
ar.
Ima
ge
ha
s 12
-39
ob
ject
s o
rga
nize
d a
s a
n a
rra
y, a
n a
rra
y w
ith m
issin
g it
em
s, o
r e
qua
l gro
ups.
Pho
to a
nd
ske
tch
are
cle
ar.
Ima
ge
ha
s le
ss t
han
12
ob
ject
s o
rga
nize
d a
s a
n a
rra
y, a
n a
rra
y w
ith
miss
ing
ite
ms,
or
eq
ual
gro
ups.
Inc
lud
es
one
cle
ar
ima
ge
(p
hoto
or
ske
tch)
.
Ima
ge
is n
ot
org
ani
zed
as
an
arr
ay,
an
arr
ay
with
m
issin
g it
em
s, o
r e
qua
l g
roup
s. N
eith
er
ima
ge
is
cle
ar.
Imag
e C
hat
Pre
sent
s im
ag
e c
hat
very
co
nfid
ent
ly a
nd c
lea
rly
usin
g ‘H
ow M
any
?’
pro
toco
l. Re
hea
rsa
l is
evid
ent
.
Pre
sent
s im
ag
e c
hat
cle
arl
y us
ing
‘How
Ma
ny?’
p
roto
col.
Rehe
ars
al i
s ev
ide
nt.
Som
e p
art
s of
the
ima
ge
ch
at
are
pre
sent
ed
cle
arl
y. Le
ave
s o
ut 1-
2 p
art
s of
‘H
ow M
any
?’ p
roto
col.
Ima
ge
cha
t is
not
pre
sent
ed
cle
arl
y. ‘H
ow
Ma
ny?’
pro
toco
l is
not
follo
we
d.
Wri
ting
Co
nven
tions
• sp
ellin
g
• p
unct
uatio
n
• ca
pita
liza
tion
• g
ram
ma
r
Stro
ng g
rasp
of
gra
de
le
vel s
tand
ard
wri
ting
co
nve
ntio
ns e
vid
ent
.
Soun
d g
rasp
of
gra
de
le
vel s
tand
ard
wri
ting
co
nve
ntio
ns e
vid
ent
. Ha
s so
me
min
or
err
ors
tha
t d
o
not
imp
air
re
ad
abilit
y.
Basic
gra
sp o
f g
rad
e le
vel
sta
nda
rd w
ritin
g
conv
ent
ions
evi
de
nt. E
rro
rs
inte
rfe
re w
ith r
ea
de
r’s
und
ers
tand
ing
.
Min
ima
l gra
sp o
f g
rad
e
leve
l sta
nda
rd w
ritin
g
conv
ent
ions
ap
pa
rent
. N
ume
rous
err
ors
dist
ract
o
r co
nfus
e r
ea
de
r.
Pres
enta
tion
Pro
ject
is p
rese
nte
d in
an
org
ani
zed
, cre
ativ
e a
nd
hig
hly
effe
ctiv
e w
ay.
Pro
ject
is p
rese
nte
d in
an
org
ani
zed
and
eff
ect
ive
w
ay.
Som
e p
art
s of
the
pro
ject
a
re p
rese
nte
d in
an
org
ani
zed
and
eff
ect
ive
w
ay.
Pro
ject
is n
ot
org
ani
zed
or
pre
sent
atio
n sh
ows
min
ima
l ef
fort
.
Tota
l:/2
0©
K-5
Ma
th T
ea
chin
g R
eso
urce
sw
ww
.k-5m
ath
tea
chin
gre
sour
ces.
com
PREVIE
W
Requirements:
Research the costs involved in all members of your immediate family visiting the following venues on a Saturday afternoon: a museum, a zoo, an amusement park, an ice skating rink, or a movie theater.
Include a break down of the entrance costs for your family to each of the venues you researched and present this information in a bar graph. Be sure to give your graph a title, use an appropriate scale, and label each axis.
Decide which outing provides the best value. Write a recommendation for your parents based on your data. Explain why you believe this outing is the best choice.
Write a paragraph explaining how you collected your data and the math you used in completing this project.
Ask a friend or family member to read your project. Have you used correct spelling, punctuation, capitalization, grammar and paragraphing? Edit your work as needed.
Think of a creative way to present your project!
A Family Outing
For this project you will research and compare the cost of different family outings.
© K-5 Math Teaching Resourceswww.k-5mathteachingresources.com
Be ready to share your project on:
PREVIE
W
Dat
e:N
ame:
PRO
JEC
T RU
BRIC
: A F
amily
Out
ing
Requ
irem
ents
43
21
Show
Yo
ur W
ork
All
calc
ula
tions
are
sho
wn
and
co
mp
lete
d a
ccur
ate
ly.A
ll ca
lcul
atio
ns a
re s
how
n w
ith 1-
2 e
rro
rs.
Mo
st c
alc
ula
tions
are
sh
own
or
calc
ula
tions
co
nta
in 3
-4 e
rro
rs.
Ca
lcul
atio
ns a
re n
ot
show
n o
r co
nta
in m
ore
th
an
4 e
rro
rs.
Bar
Gra
ph
Bar
gra
ph
incl
ude
s tit
le,
lab
els
on
ea
ch a
xis,
and
a
pp
rop
ria
te s
cale
. Da
ta is
re
pre
sent
ed
acc
ura
tely.
Bar
gra
ph
has
one
fe
atu
re
miss
ing
(tit
le, l
abe
ls o
n e
ach
axi
s, a
pp
rop
ria
te
sca
le).
Da
ta is
re
pre
sent
ed
a
ccur
ate
ly.
Bar
gra
ph
has
two
fe
atu
res
miss
ing
(tit
le,
lab
els
on
ea
ch a
xis,
a
pp
rop
ria
te s
cale
)o
r so
me
da
ta is
no
t re
pre
sent
ed
acc
ura
tely.
Bar
gra
ph
has
mo
re t
han
two
fe
atu
res
miss
ing
(tit
le,
lab
els
on
ea
ch a
xis,
a
pp
rop
ria
te s
cale
) o
r d
ata
is
not
rep
rese
nte
d
acc
ura
tely.
Exp
lana
tion
and
Reco
mm
enda
tion
Exp
lana
tion
and
re
com
me
nda
tion
are
p
rese
nte
d v
ery
cle
arl
y a
nd
ba
sed
on
da
ta.
Exp
lana
tion
and
re
com
me
nda
tion
are
re
aso
nab
ly c
lea
r a
nd
ba
sed
on
da
ta.
Som
e p
art
s of
exp
lana
tion
and
re
com
me
nda
tion
are
cl
ea
r a
nd b
ase
d o
n d
ata
.
Exp
lana
tion
and
re
com
me
nda
tion
are
un
cle
ar
or
not
ba
sed
on
da
ta.
Wri
ting
Co
nven
tions
• sp
ellin
g
• p
unct
uatio
n
• ca
pita
liza
tion
• g
ram
ma
r
• p
ara
gra
phi
ng
Stro
ng g
rasp
of
all
gra
de
le
vel w
ritin
g c
onv
ent
ions
ev
ide
nt.
Soun
d g
rasp
of
gra
de
le
vel w
ritin
g c
onv
ent
ions
ev
ide
nt. S
om
e m
ino
r e
rro
rs
tha
t d
o n
ot
imp
air
re
ad
abilit
y.
Basic
gra
sp o
f g
rad
e le
vel
wri
ting
co
nve
ntio
ns
evid
ent
. Err
ors
imp
air
re
ad
abilit
y.
Min
ima
l gra
sp o
f g
rad
e
leve
l wri
ting
co
nve
ntio
ns
evid
ent
. Num
ero
us e
rro
rs
dist
ract
or
conf
use
re
ad
er.
Pres
enta
tion
Pro
ject
is p
rese
nte
d in
an
org
ani
zed
, cre
ativ
e a
nd
hig
hly
effe
ctiv
e w
ay.
Pro
ject
is p
rese
nte
d in
an
org
ani
zed
and
eff
ect
ive
w
ay.
Som
e p
art
s of
the
pro
ject
a
re p
rese
nte
d in
an
org
ani
zed
and
eff
ect
ive
w
ay.
Pro
ject
is n
ot
org
ani
zed
or
pre
sent
atio
n sh
ows
min
ima
l ef
fort
.
Tota
l:/2
0©
K-5
Ma
th T
ea
chin
g R
eso
urce
sw
ww
.k-5m
ath
tea
chin
gre
sour
ces.
com
PREVIE
W
Requirements:
Select one type of cat and one type of dog. Research the cost to purchase each animal from a pet store or animal shelter.
Research the costs for supplies for each animal (e.g. food, toys, sleeping place etc.). You can visit a pet store or use grocery store catalogues to find the cost of dog and cat food.
Find the sum of all items in the 10 Years column for each pet. Explain how you determined the costs and show all your calculations.
Display your data about the costs to feed each pet over a ten year period in a bar graph. Give your graph a title, use an appropriate scale, and label each axis.
Based on your data write a recommendation for your parents. Explain which type of pet you think your family should purchase and why.
Think of a creative way to present your project!
A Family Pet
Your parents are considering getting a family pet and have asked you to research the costs involved.
© K-5 Math Teaching Resourceswww.k-5mathteachingresources.com
Item One Month One Year 10 Years
Cat Basket $75.00
Be ready to share your project on:
Make a four column table to show the costs for supplies for each animal over a) a one month period, b) a one year period, c) a ten year period. Since someitems will only need to be purchased once (e.g. a cat basket) you will only need to calculate those costs once. No entry needs to be made per month, or per year, for items you only need to purchase once.
PREVIE
W
Dat
e:N
ame:
PRO
JEC
T RU
BRIC
: A F
amily
Pet
Requ
irem
ents
43
21
Show
Yo
ur W
ork
All
calc
ula
tions
are
sho
wn
and
co
mp
lete
d a
ccur
ate
ly.A
ll ca
lcul
atio
ns a
re s
how
n w
ith 1-
2 e
rro
rs.
Mo
st c
alc
ula
tions
are
sh
own
or
calc
ula
tions
co
nta
in 3
-4 e
rro
rs.
Ca
lcul
atio
ns a
re n
ot
show
n o
r co
nta
in m
ore
th
an
4 e
rro
rs.
Bar
Gra
ph
Bar
gra
ph
incl
ude
s tit
le,
lab
els
on
ea
ch a
xis,
and
a
pp
rop
ria
te s
cale
. Da
ta is
re
pre
sent
ed
acc
ura
tely.
Bar
gra
ph
has
one
fe
atu
re
miss
ing
(tit
le, l
abe
ls o
n e
ach
axi
s, a
pp
rop
ria
te
sca
le).
Da
ta is
re
pre
sent
ed
a
ccur
ate
ly.
Bar
gra
ph
has
two
fe
atu
res
miss
ing
(tit
le,
lab
els
on
ea
ch a
xis,
a
pp
rop
ria
te s
cale
)o
r so
me
da
ta is
no
t re
pre
sent
ed
acc
ura
tely.
Bar
gra
ph
has
mo
re t
han
two
fe
atu
res
miss
ing
(tit
le,
lab
els
on
ea
ch a
xis,
a
pp
rop
ria
te s
cale
) o
r d
ata
is
not
rep
rese
nte
d
acc
ura
tely.
Exp
lana
tion
and
Reco
mm
enda
tion
Exp
lana
tion
and
re
com
me
nda
tion
are
p
rese
nte
d v
ery
cle
arl
y a
nd
ba
sed
on
da
ta.
Exp
lana
tion
and
re
com
me
nda
tion
are
re
aso
nab
ly c
lea
r a
nd
ba
sed
on
da
ta.
Som
e p
art
s of
exp
lana
tion
and
re
com
me
nda
tion
are
cl
ea
r a
nd b
ase
d o
n d
ata
.
Exp
lana
tion
and
re
com
me
nda
tion
are
un
cle
ar
or
not
ba
sed
on
da
ta.
Wri
ting
Co
nven
tions
• sp
ellin
g
• p
unct
uatio
n
• ca
pita
liza
tion
• g
ram
ma
r
• p
ara
gra
phi
ng
Stro
ng g
rasp
of
all
gra
de
le
vel w
ritin
g c
onv
ent
ions
ev
ide
nt.
Soun
d g
rasp
of
gra
de
le
vel w
ritin
g c
onv
ent
ions
ev
ide
nt. S
om
e m
ino
r e
rro
rs
tha
t d
o n
ot
imp
air
re
ad
abilit
y.
Basic
gra
sp o
f g
rad
e le
vel
wri
ting
co
nve
ntio
ns
evid
ent
. Err
ors
imp
air
re
ad
abilit
y.
Min
ima
l gra
sp o
f g
rad
e
leve
l wri
ting
co
nve
ntio
ns
evid
ent
. Num
ero
us e
rro
rs
dist
ract
or
conf
use
re
ad
er.
Pres
enta
tion
Pro
ject
is p
rese
nte
d in
an
org
ani
zed
, cre
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