Winter Math Project: The Great Gingerbread House Project

Rated 4.91 out of 5, based on 254 reviews

4.9 (254 ratings)

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elementary math consultant

454 Followers

Grade Levels

4th - 6th, Homeschool

Subjects

Math, Gifted and Talented, Holidays/Seasonal

Resource Type

Projects, Activities, Lesson

Standards

CCSS4.MD.A.1

CCSS4.MD.A.3

CCSS4.NBT.B.4

CCSS4.NBT.B.5

CCSSMP1

Formats Included

Pages

24 pages

$9.99

Wish List

$9.99

Wish List

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What educators are saying

This is fantastic and has EVERYTHING planned out! I am missing the grid paper though, how do I find it?

— Mary Margaret P.

Rated 5 out of 5

This is a long project, so be prepared to spend several class periods on it. But it's highly engaging and covers so many math standards.

— Rachel S.

Rated 5 out of 5

Description

Standards

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Reviews

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More fromelementary math consultant

Description

"This is extremely creative and thorough! Everything is provided for you, to make this exciting time of year teacher friendly! Thank you for creating such a detailed project!"

- TpT Review

Hello teachers and parents!

This incredible edible project is so much fun to do with students in the winter. Whether it's for the days before winter break while they're wiggly or when they return from the break when they're, well, wiggly, this project will motivate and excite every student.

Don't be fooled by the photos of houses - this project requires A LOT OF MATH! Students will find area and perimeter, draw front and side silhouettes of 3D houses, and multiply, multiply, multiply. This project will take one to two weeks to complete.

Learn more about the project in this Edutopia article:

https://www.edutopia.org/article/great-gingerbread-house-project

This inclusive project works for ALL students. It is visual, hands-on, and has many entry points for solving each math problem.

**Please download the preview before purchasing. This amazing project does require quite a few materials, like graham crackers, icing, and aluminum foil. The preview gives a complete list for 48 students.**

This project provides these activities:

area and perimeter review
floor plan practice (more area and perimeter!)
create your own floor plan
create a floor plan with a partner
find the area and perimeter of your house's floor plan
estimate materials need to build your house based on your area and perimeter
record predictions and actuals as you build

This project provides these materials:

detailed, step-by-step descriptions for the teacher
grid paper
graham cracker templates
supply list for 48 students
guidance for successful student partnerships
student and teacher checklists for organization and accountability
project norms/agreements
teacher cheat sheet for areas and perimeters of houses

Your students will have a blast and be so engaged with the math in this project!

Warmly,

Jeannie Curtis

https://www.teacherspayteachers.com/Store/Elementary-Math-Consultant

Instagram: @elementarymathconsultant

PS: Want to earn TpT credit?

From your My Purchases page, click Provide Feedback. You'll earn credit towards future purchases every time you rate a product! Also, I find it super helpful to see your ratings and read your comments, so thank you!

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Total Pages

24 pages

Answer Key

Included

Teaching Duration

2 Weeks

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Standards

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

CCSS4.MD.A.1

Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36),...

CCSS4.MD.A.3

Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

CCSS4.NBT.B.4

Fluently add and subtract multi-digit whole numbers using the standard algorithm.

CCSS4.NBT.B.5

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

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.

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