Do you want your students to work collaboratively to apply what you’ve worked on?
The “Apply It” project you have purchased is a wonderful way to increase team work and think in terms of real world applications.
Pass out packets to each student and have them work through the project on their own.
Group students into 4 groups and have them collaboratively review and make changes to answers. Assign each group once section to focus on.
Have students create a poster representation of their answer.
Have students present their solution to the class.
As a class create a large scale “map” of the final project.
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. CCSS.MATH.CONTENT.3.MD.C.7.A
Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
Relate area to the operations of multiplication and addition.
Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.