Workshop for Sept 30, 2017 Directions:
June 2017 Workshop:
The information listed below is for 3-5 teachers who are registered in the MAT-PD June 2017.
These Moodle projects are written by teachers.
Example 1: Does it Measure Up?
Example 2: How Big is Earth
Example 3: Solar Eclipse
Example 4: Alphabet Astronomy
Please click one of the links above, use your MSP.Academy username and password to access them.
With your group, complete the projects.
After completing the projects, you are welcome to create a project for your students in the MSP.Academy
Please enjoy using Zoom as an online communication tool.
Please enjoy using this online communication tool.
This is your direct link to Google Drive for downloading any and all of the handouts for MSP 2017. You will need to navigate to the various teachers names.
This is your direct link to the Google Drive Zip File with the handouts for MSP 2017. Please click the underlined text do download the .zip file.
Title: Menu Math
Authors: Eddie Tate, Teresa Fountain, Gabriel Olivier
Grade level: 5
Standards: 5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models (to include, but not limited to: base ten blocks, decimal tiles, etc.) or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used
5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.
Short Description This is a fun way to use menus from a local restaurant to practice sums and products using decimal numbers and percents. The students will be given an exact amount of money to spend at the restaurant. The student's job is to use the amount given, to pay for their complete meal (appetizer, drinks, entree, dessert). They will need to factor in the sales tax and the tip, as well.
Title: Name Measurement
Authors: Chrystal Stern
Standards: 3.MD.1, 3.MD.4-7, 4.MD1, 4.MD.3, 4.G.2-3
Short Description: This project is a fun way to get students to measure, find perimeter, and area. It can also be used later for identifying lines of symmetry, as well as identifying and measuring lines and angles.
- Manager: Chrystal Stern
Title: Strings: Line Plots
Author: Kimberly and Jami
Grade Level 3-4
Standards: 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.
Description: Students will be measuring a variety of different length strings, recording the data, and creating a line plot from the data.
Title: Bank Teller
Authors: Stephanie & Demunthra
Grade level: 4
Standards: 4.NBT.1, 4.NBT.2
Short DescriptionStudents will represent (or show) the value (the worth) of a number in multiple ways. Students will understand the purpose of the lesson is that: representing large numbers will help them to understand numbers as well as the processes of adding, subtracting, multiplying, and dividing large numbers.
Title: Taco Truck
Authors: Denise Taylor & Nikesha Kountz
Grade level: 5th
The students will be designing a taco truck business. The students will design the truck, create appliances, and find the area and perimeter of their creative project.
Title: A Baker's Dozen
Author: Wanda Moses and Karen Null
Grade Level: 3
3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts, understand a fraction a/b as the quantity formed by a parts of size 1/b.
4.NF.1 Explain why a fraction a/b is equivalent to a fraction (nxa)/(nxb) by using visual fraction models, with attention how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Description: A fun introduction to fractions using equal groups.
Authors: Shirley and Adrine
Grade Levels: 3- 5 grades
3b: Explain how surface features caused by constructive processes (e.g., depositions, volcanic eruptions, earthquakes) differ from destructive processes (e.g., erosion, weathering, impact of organisms)
3MD. 2 Measure and estimate using standard units
Short Description: For this activity the students will construct a volcano. They will either double or divide the recipe in half.
Title: Fraction Pizza
Authors: Tira Erwin and Sharman Lumpkin
Grade level: 4th
Recognizing that the value of “n” cannot be 0, explain why a fraction a/b is equivalent to a fraction (n × a)/ (n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
Short DescriptionStudents will create a pizza using different "ingredients". They will have to represent at least 5 different fractions using different toppings for their pizza. Once the pizza is completed, the students will create a “key” that represents each one of the different fractions of their pizza and the toppings that are included in those fractions. Next to each of the 5 different fractions, they will write 2 equivalent fractions to that one. They will also have to include two word problems using fractions for others to solve.
Title: Is the Price Right?
Author: Antommeshir Jackson & Alnita Ndebele
4.NBT.6: Find whole-number quotients and remainders with up to four-digit dividends and onedigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
4.NF.7: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model
Short Description: The Teachers W (TTW) create 3 mathematical equations based on the standards to represent the price of each item. TTW call students up to determine if equation in front of the items is the correct price or should the price be one of the other two equations that will be displayed on the sides of the price presented. For example, if the teacher had a bottle of washing powder with the equation $12.50-$9.15 in front of it to represent the price. There will be two other equations on the side and the student will have to determine which equation represents the actual retail price of the item. This type of activity covers many skills and real world connections between math and finance.