…times, reasoning & trick or treating strategies. For homework or an extension have students use Google Earth to bring up a map of their own neighborhood. Have students plan their own trick or treating route. They should try to make their route as efficient as possible and estimate the time their route will require. Student handouts: How-long-will-it-take2014.pdf and if you would like a grid: How-long-will-it-take-with-grid2014.pdf CCSS: 3.NBT.2, 4.NBT.4, 4.NBT.5, 4.MD.2, 4.MD.3, MP.1, MP.2,… 0, 10
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…he finish. Students even approximate the volume of two parade balloons including Angry Bird, Red, and from two year’s ago, the Wizard of Oz balloon. Very fun and timely with lots of Common Core standards addressed. Try the whole activity or any of the different tasks in the activity with your class. Bob Olsen, a 5th/6th grade math teacher from Illinois, sent us this activity a few year ago. We’ve updated it again this year with the parade’s current facts and balloons. CCSS: 4.NBT.4 , 4.MD.1,… 0, 9
…L playoff match. Also, be sure to see if the Bruins and Blackhawks game one of the Stanley Cup falls in this top ten list of longest hockey games ever played and if the ratio of game minutes to TV minutes holds up to our 1:2.5 estimate. Enjoy! Longest_NHL_Matches_Ever.pdf For members we have an editable Word doc and solutions. Longest_NHL_Matches_Ever.doc Longest_NHL_Matches_Ever-solutions.pdf CCSS: 3.MD.1, 4.MD.2, 5.MD.1, 6.RP.1, 6.RP.3, 6.EE.6, 6.EE.7, 6.SP.3, 7.RP.2, 7.RP.3… 0, 8
…n grade level, you might use this activity as a way to introduce or review unit conversions (see the example from the Arizona CCSS flip books below): CCSS.MATH.CONTENT.6.RP.A.3.D : Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. Finally, students can double check their estimates & calculations using this TI calculator: The activity: How_Old_Are_You.pdf CCSS: 4.MD.1, 4.MD.2, 5.MD.1, 6.RP.3, HSN.Q.A.1,… 0, 6
…e out how many servings 7½ pounds of potatoes would make. 5.NF.6 , 5.NF.6 , 6.RP.1 , 6.RP.2 , 6. RP.3 , 7.RP.1 How should I cook my turkey? – Students judge timing, cost, tastiness, and quantity necessary as they plan for the feast. 4.MD.1, 5.NBT.7, 4.MD.2, 6.RP.3, 6.NS.3, 7.NS.3 Great video on a deep frying fire with William Shatner. Macy’s Thanksgiving Day parade – Students study a map of the Macy’s Thanksgiving Day parade, describe, measure and hypothesize why this route was chosen. Then… 0, 35
…preparations? How long will the cooking take? How much will it cost? How many can I feed? Will there be enough mashed potatoes? I feel panic coming on! The activity: TurkeyDinner.pdf For members we have solutions and a Word docx to amend or enhance our plan. Turkey-dinner.docx Turkey-dinner-solution.pdf CCSS: Depending on what grade level you’re teaching & what you’re focusing on different standards can be addressed: 4.MD.1, 5.NBT.7, 4.MD.2, 6.RP.3, 6.NS.3, 7.NS.3 You could begin this… 0, 5
…will be many correct “answers” to this exercise. The goal of the activity is more about engaging students in problem solving (CCSS.Math.Practice.MP3 – Construct viable arguments and critique the reasoning of others) than on finding the most tightly arranged schedule. Teacher-notes-Kaplinsky.pdf Student-activity-Option-1.pdf Student-activity-Option-2.pdf CCSS: MP-3 , 3.MD.1 , 4.MD.2… 0, 5