Real World Math Project | Multiplying Fractions by Whole Number Grades 4th 5th 6

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Teach to Dream

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Grade Levels

3rd - 6th, Homeschool

Subjects

Math, Applied Math, Fractions

Resource Type

Workbooks, Projects, Assessment

Standards

CCSSMP1

CCSSMP4

CCSSMP5

CCSSMP6

Formats Included

Pages

10 pages

$3.75

Wish List

$3.75

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Real World Math Projects Bundle | Summer School Curriculum - Grade 4th 5th 6th
Bring Real World experiences into your math lessons with these exciting Math PBL activities. The growing bundle math projects has been developed to be completed by teachers that have limited time. Each Math project covers a range of math skills and provides students with the opportunity to transfer
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Description

Have your student beg to learn about fractions during your math classes! This real world math project will provide a chance for your students to practice their skills with finding, multiplying fractions by whole number and more...

Are you looking for the hook to get your students excited in math? Students love thinking about what their teacher's lives are like outside of school. This is how the "My Teacher's Adventures in series" was started. Let your students work on mathematical projects of fun adventures/ stories about possible scenarios that you as a teacher may have!

This mini math project covers a range of topics. It has been designed for students in grades 3 to 6, but could be ideal to engage middles school students that need revision. The project is designed to run between 2-3 lessons depending on how much time you wish to allocate to the tasks.

The projects are easy to follow and can either be teacher run or student driven.

Pizza Party: The teacher is having a pizza party to celebrate the grand final of their big game. They have decided to celebrate by inviting 20 family and friends over to watch the game. Students will work out the most popular pizza toppings, and then find out how many of each type of pizza they will need to buy for the 20 guests.

WHY USE THIS RESOURCE?

The opportunity to enter YOUR OWN NAME, to build the connection/ hook with your students
Engage students through story telling and purpose
Have students transfer the math skills taught into real world scenarios

INCLUDED IN THIS RESOURCE:

Student Project page with task and requirements
Planning pages for students
Worksheets to guide student learning
Teacher assessment with links to CCS
Self/ peer assessments

KEY MATH SKILLS INCLUDED IN THIS PROJECT:

Fractions of a whole
Simplest form/ equivalent fractions
Problem solving

** Suitable for both USA and UK/ AUS classroom.

** Please note this resource allows you to edit your teacher name or use the standard 'your teacher' phrase. Otherwise it is not editable due to font/ clipart copyright.

THIS PROJECT CAN BE USED IN MANY WAYS, INCLUDING:

At the end of a unit of work to test knowledge
Fun Friday math lessons
Group work
For fast finishers
Fun projects for students to complete for homework

More from the My Teacher's Adventures Math Series:

Looking to SAVE money and buy the GROWING bundle of Projects?

Buy the Bundle and Save over 30%!

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You may also be interested in the following resources:

START OF THE YEAR RESOURCES

LITERACY

MIDDLE SCHOOL PROJECTS

HOMEWORK CHOICE BOARDS/GRIDS

Fast Finishers or End of Term Ultimate Challenge Book: Bronze Level

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Copyright information:

Purchasing this product grants permission for use by one teacher in his or her own classroom. If you would like to share with others, please purchase an additional license.

*I really value your feedback*

I try to go over the work carefully to ensure no errors, however, occasionally I might miss something. If you find an error please email me and I will fix it straight away. Thanks!

Total Pages

10 pages

Answer Key

N/A

Teaching Duration

N/A

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Standards

to see state-specific standards (only available in the US).

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

CCSSMP5

Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

CCSSMP6

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

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