2nd & 3rd Grade Math Project Based Learning (PBL) BUNDLE | Print & Digital

Grade Levels
2nd - 3rd, Homeschool
Resource Type
Formats Included
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  • Google Apps™
  • Activity
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Includes Google Apps™
This bundle contains one or more resources with Google apps (e.g. docs, slides, etc.).
Includes Easel Activities
Some resources in this bundle are interactive versions that can be assigned to students to complete from any device. Easel by TpT is free to use! Learn more.

Products in this Bundle (6)

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    The 6 math projects included in this bundle are designed to help your students exercise application and analysis skills for the math topics listed. These projects can be used as whole class units or as enrichment math centers for advanced and independent mathematicians.

    Below is a text overview of the resources included in this bundle, along with links to the individual pages for each resource where you can see a detailed visual preview of each project. This information is also organized in an easy-to-read Overview Map (which includes standards alignment) that is perfect for sharing with your administrator and team. To access this Overview Map, simply click the preview above.

    Looking for a complete bundle of math enrichment resources for your classroom? all the projects in this bundle are also a part of:

    Second Grade Math Enrichment Year Long Bundle

    Third Grade Math Enrichment Year Long Bundle.



    Place Value In The Wild - Print and Digital Google Classroom Version Included

    Students who have mastered standard form, expanded form, word form, comparing numbers, and ordering numbers will have the opportunity to practice their place value analysis and application skills with this place value project.

    During this project based learning (PBL) unit, your students will work toward becoming an expedition scout for Wildlife Explorers International. As part of their job application process, they must create a safari field guide filled with information about animals from the habitat of their choice. Here are the steps your students will take as they work towards being hired as an expedition scout:

    • Select one natural habitat from around the world.
    • Research eight animals from the habitat of their choice.
    • Compare and order the size/weight of each animal researched.
    • Show the weight, height, and lifespan of each animal in word form, expanded form, standard form, rounded form and as a place value model.
    • Write an expository outline filled with other amazing information about each animal.
    • Create a video clip in which they reflect on the learning and growth they made throughout the project. If digital equipment is unavailable, a live presentation can also be done.
    • Complete a self-assessment of their project using a three-part rubric.



    The Time of Your Life - Print and Digital Google Classroom Version Included

    Bring your telling time & elapsed time unit to life with this project based learning (PBL) experience. This project is designed to help your second or third grade students apply their knowledge about telling time & elapsed time through a simulation project.

    During this project based learning (PBL) unit, your students will compete in a contest to be the next star of a new hit show, The Time Of Your Life. Each contestant must create a schedule for the birthday of their dreams. The lucky winner will get to star in their very own episode of The Time Of Your Life, and participate in every activity planned on his/her birthday schedule. Here are the steps your students will take as they work towards becoming the next star:

    • Brainstorm activities for the birthday of their dreams by applying knowledge of a.m. and p.m. hours.
    • Calculate the start time and end time of each scheduled activity on analog clocks and in digital/standard form by applying knowledge of duration and elapsed time.
    • Create a day-long birthday schedule with no time gaps.
    • Design a storyboard featuring each activity from their dream birthday schedule.
      • Set the scene with a narrative introduction.
      • Use narrative transitions to show time progression from one activity to the next.
      • Wrap up their birthday story with a narrative conclusion.

    • Write a cover letter, and attach it to their submission packet for the contest.
    • Complete a self-assessment of their project using a three-part rubric.



    Quadrilateral City - Print and Digital Google Classroom Version Included

    Bring your geometry unit to life with this project based learning (PBL) experience. This project is designed to help your third grade students apply their knowledge about the properties of quadrilaterals through a simulation project.

    The townspeople of Quadrilateral City are interested in redesigning their town square so it ties more strongly to their town name. They have specific requirements for the types of buildings and public spaces they want included, and have requested that at least one of each type of quadrilateral is included in the design.

    Here are the steps your students will take as they prepare to present their town square design at Quadrilateral City’s Town Hall meeting.

    • Draw an 12”x18” aerial-view map showing their 2D town square design.
    • Incorporate a variety of quadrilaterals in the design of buildings, parks, roads and sidewalks.
    • Create a guide book that gives information about each of the spaces featured in their town square redesign. The guide book pages should include drawings of each town square feature along with expository descriptions of each space’s use, and the unique properties associated with the quadrilateral used to design each space.
    • Write a speech to deliver at Quadrilateral City’s Town Hall Meeting. In this speech, students will introduce their design, verbally address the needs of the townspeople of Quadrilateral City, highlight the most important features of the redesign, and paint a brief narrative picture of what life in the new town square will be like.
    • Complete a self-assessment using the included rubrics.



    Val's Heart Factory

    This simulation introduces your students to four methods for displaying data: frequency tables, bar graphs, pictographs and line plots. Students will have the opportunity to record observations about each method for displaying data and compare/contrast methods for collecting data.

    Students will then use this knowledge to solve a problem for Val’s Heart Factory. The factory is having some trouble with their production line...the number of hearts being added to each of their boxes/bags of hearts is unequal. Students will work through the following steps to help the factory solve their problem:

    • Gather a sample from the factory (a box/bag of paper, foam, or candy hearts provided by you).
    • Record the number of each color heart from their sample on a frequency table.
    • Display their data in multiple ways using a pictograph, bar graph and line plot.
    • Analyze their data by answering questions that require them to refer to the various tables and graphs they’ve created. Each question is increasingly more challenging to build students’ data analysis skills.
    • Propose a solution for Val’s Heart Factory.
    • Complete a self-assessment using a four-point rubric.



    Winter Wonderland Array Architects

    Bring your multiplication & arrays unit to life with this magical winter-themed project based learning experience.

    During this math project your third grade students will work toward becoming an Array Architect for the Winter Wonderland Festival in Snowflake Valley. As part of their job application process, they must create a wonderland map that includes a variety of arrays and equal groups, along with a festival directory that features all the equations and problem solving that corresponds with their unique design.

    Here are the steps your students will take as they work towards being hired as an Array Architect:

    • Sketch a Winter Wonderland Festival map, which includes arrays and equal groups. Label the arrays and equal groups on the festival map.
    • Identify the multiplication sentence, repeated addition sentence, and fact family related to each array on their map.
    • Analyze each array on their map, and its relation to the various multiplication properties (Associative, Commutative, Distributive, and Identity Property).
    • Complete a self-assessment of their project using a three-part rubric.




    This Measure-Thon project based learning activity is the perfect way to celebrate and assess your students’ understanding of measurement concepts.

    During this simulation, your students (AKA Mathletes) will compete in four measuring events that test their physical strength (because they have to blow, kick, flick and toss a small puff ball through the air) and their mental power (because they have to measure the distance their puff ball travels using centimeters, inches and feet). The Measure-Thon included the following parts:

    • Warm Up (students learn everything they need to know to compete)
    • Locker Room (students meet their team & gather equipment before competing)
    • Competition (students compete in all four events, measure, and record their results)
    • Team Meeting (students add their results to the class graphs and analyze their data)
    • Award Ceremony (class winners and participants receive awards)



    ♥ “I took a course on Project Based Learning this summer and couldn't wait to try in my classroom. However, it can be a daunting task to create a project from scratch. These projects will be so helpful as I get started implementing Project Based Learning in my classroom!” - Maggie D.

    ♥ “I used 2 of these in my room last year and my students were working independently in no time! I can't wait to try more this year!” - Alexa

    ♥ “I LOVE this bundle!! This is my first year teaching 3rd (after 8 years in first and 5 years in 6th) and this resource was just what I was looking for. I can pull small groups during math workshop knowing the rest of my class is engaged, focused, and practicing content and skills independently. Thank you!!” - Sanjana B.

    ♥ “I love this bundle! I purchased recently to use as end of the year projects. I wish I would have bought them sooner. I cannot wait to use them during my Math Workshop next year.” - Tiffany L.

    ♥ “A FABULOUS RESOURCE As usual- a fantastic and easy to use - your work is always flawless.” - Susan P.


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    Total Pages
    274 pages
    Answer Key
    Rubric only
    Teaching Duration
    Lifelong tool
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    to see state-specific standards (only available in the US).
    Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
    Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
    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.
    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.
    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.


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