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EASEL BY TPT

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4th Grade Math Enrichment Project | Design a Garden | Area & Perimeter Project

11 Ratings
Math Coach Connection
304 Followers
Grade Levels
4th - 5th, Homeschool
Subjects
Standards
CCSS4.OA.A.3
CCSS3.NF.A.1
CCSSMP1
CCSSMP4
CCSSMP6
Resource Type
Formats Included
  • Zip
  • Google Appsβ„’
Pages
55 Pages (Includes a digital and printable version)
$5.00
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Math Coach Connection
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The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

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DescriptionStandards13Reviews11Q&AMath Coach ConnectionMore fromMath Coach Connection

Description

4th grade math project! Project-based learning! Multiplication, division, addition, subtraction, area and perimeter project! Digital Version Included compatible with Google Slides/Google Classroom & GOOGLE SLIDES LINKS now included! Great for in class or at-home learning!

This project connects getting outside and using the environment to support learning in all subjects! This project combines an outdoor activity (gardening) and many key math concepts for 4th grade students using the project-based learning approach!

This project is great for students to work on as an independent early finisher activity, during math centers, or during small group instruction. It is also a great real-world math application for home school students or for a distance learning project! In this project, students apply their understanding of multiplication and division, multiplicative compare, addition and subtraction and area and perimeter formulas to a real-world project situation where they get to design their dream garden!

Included in this project (Digital version & printable version) are the following:

  • 30 pages of rigorous, real-world math application problems
    • The first 20 pages are the core of the project, where students buy seeds and supplies for their garden, calculate total cost and explore possible designs for their garden (multiplication & division, area & perimeter and measurement)
    • The remaining 10 pages include 3 different extensions of the project which take student thinking even farther into multi-step story problem concepts and even some fifth grade multiplication, division and decimal concepts (as well as a few basic unit rate/sixth grade concepts).

  • Parent/Teacher math concept guide
  • Answer Key

This project is aligned to standards 3.NF.A.1, 4.OA.A.3, 4.NBT.B.4, 4.NBT.B.5, 4.NBT.B.6, 4.MD.A.2, 4.MD.A.3, 5.NBT.B.6, 5.NBT.B.7 & 6.RP.A.2

Use the parent/teacher notes to help guide your child/student through this project as they design their garden! A great way to make this an even more real-world problem is to find a space in your yard, patio/porch or classroom where students could make a small garden! You can incorporate science concepts of photosynthesis to show students how math and science are connected to the real world! Students will LOVE watching their garden grow! Even if you cannot have students grow a real garden, this is a great way for students to explore fourth grade math concepts through an engaging garden project!

A paper PDF version is included AND a Digital Version of the project is included. The digital version can be used as a Power Point that can be saved as a PDF, or it can be uploaded as a Google Slides file. Both versions have easy-to-use "Type Answer Here" boxes so students can answer each question easily on a computer or tablet!

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About the Author

Melanie Doppler--Math Coach Connection taught in a 3rd and 4th grade multi-age classroom in a Title 1 public school in Wisconsin for 3 years, 5th grade math and science for 2 years in a public school in Tennessee, and spent 1 1/2 years as a math coach. She has her BS in Elementary Education from the University of Wisconsin-Madison. She is committed to creating fun and creative products that are differentiated and aligned to the math content standards!

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TERMS OF USE - Β© Melanie Doppler-Math Coach Connection

Purchase of this digital download is for use in one classroom only. This item is also bound by copyright laws. Redistributing, editing, selling, or posting this item (or any part) on the internet are all strictly prohibited without first gaining permission from the author. Violations are subject to the penalties of the Digital Millennium Copyright Act. Please email me with any questions: mathcoachconnection@gmail.com

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Total Pages
55 Pages (Includes a digital and printable version)
Answer Key
Included
Teaching Duration
N/A
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Standards

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CCSS4.OA.A.3
Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
CCSS3.NF.A.1
Understand a fraction 1/𝘣 as the quantity formed by 1 part when a whole is partitioned into 𝘣 equal parts; understand a fraction 𝘒/𝑏 as the quantity formed by 𝘒 parts of size 1/𝘣.
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.
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.
CCSSMP6
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.

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