Project-Based Learning

Problem-Based Learning Model

1) 5.MD.C Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. 

5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

For this lesson I would pose the following problem: The school needs to ship books back to amazon.com. We have 300 math books to ship back. How many boxes do we need to purchase?

For this problem, students would be given one book and 3 different sources of box suppliers with different prices and sizes. Utilizing volume, students would have to develop a plan to solve the problem. Students would then vote to determine which group solved the problem the best. I would have students draw diagrams of their solution using educreations and they would also record their solution to present to the class 

2) 5.G.A Graph points on the coordinate plane to solve real-world and mathematical problems. 

Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

For this lesson I would utilize the app “Sector 33”. Sector 33 is a flight simulator app where students use a tool that mimics air traffic control. As they plot points and adjust speed, students can see how graphing points are used in the real world. The graph paper lesson plan is here: http://www.uen.org/Lessonplan/preview?LPid=37302

This app shows the problems that arise when multiple airplanes are arriving at the same time. As students adjust flight paths and speed, planes can arrive at specific intervals. 

3) 5.NF.B Apply and extend previous understandings of multiplication and division to multiply and

6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. divide fractions. 

For this lesson I would pose the problem of making cookies for the entire school. There are three different types of cookies. Each cookie has its own recipes (which incorporate measurements with fractions). Students would need to come up with a plan to find out which how many cookies of each of the three kinds to make. Students would need to buy the ingredients from Wal-Mart.com and determine what brands of ingredients to buy from. (Would you buy generic chocolate chips because they are cheaper… etc). Students would need to figure out how to survey students in the school effectively and quickly.