Real World Math Projects Bundle | Summer School Curriculum - Grade 4th 5th 6th

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Teach to Dream

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Grade Levels

3rd - 6th

Subjects

Geometry, Graphing, Measurement

Resource Type

Projects, Printables, Independent Work Packet

Standards

CCSSMP1

CCSSMP3

CCSSMP4

CCSSMP5

Formats Included

$31.15

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$44.50

You Save:

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$31.15

List Price:

$44.50

You Save:

$13.35

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Products in this Bundle (12)

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Description

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 their knowledge. It has been designed for students in grades 3 to 6.

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!

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.

By purchasing this BUNDLE YOU ARE SAVING 30% OFF the individual price of each resource. The price will increase each time a new resource is added, buy now to receive all future additional projects for free!

Each Project in this resource includes:

✔ Student Project page with task and requirements.

✔ Teacher assessment

✔ Self/ peer assessment

✔ Working out/ design pages

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

✎ Titles of resources currently included in this growing bundle:

Design a Guest House (3D shapes, nets, measurement)
Dinner Party (money, budgeting)
New Pet (tallies, graphs)
Summer Vacation (money, budgeting, time)
Pixel Art (Fractions, decimals)
Pizza Party (Fractions, number)
Class Re-design (Money, decimals, budgeting)
School Supplies (Money, budgeting)
Code Breaker (Co-ordinates and Co-ordinate Planes)
Carnival Fun (Money, budgeting, time and time duration)
Zoo Day (Time and time duration)
Flower Power (Money and budgeting)

This project can be used in many ways, including:

1. At the end of a unit of work to test knowledge.

2. Fun Friday Math lessons.

3. Group work

4. For fast finishers

5. Fun projects for students to complete for homework.

You may also be interested in the following resources:

Mini Math Investigations: Money

Mini Math Investigations: Fractions

Mini Math Investigations: Perimeter

START OF THE YEAR RESOURCES

LITERACY

MIDDLE SCHOOL PROJECTS

Total Pages

Answer Key

N/A

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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.

CCSSMP3

Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

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.

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