Charlie and the Chocolate Factory Math Project | 2nd Grade Math | 3rd Grade Math

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279 Ratings
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Grade Levels
2nd - 3rd, Homeschool
Formats Included
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12 pages
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What educators are saying

This was a great way to integrate some math with our reading. After finishing the book, this was a fun activity for my kids.
This was a great interactive lesson to align with our reading of Charlie and the Chocolate Factory. It supported the thematic unit across the subject areas.
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  1. Getting ready for some end of the year fun with Charlie and the Chocolate Factory? This BRAND NEW BUNDLE will add some engaging PRINT & GO + DIGITAL Willy Wonka and the Chocolate Factory math activities to your Charlie and the Chocolate Factory novel study or classroom Wonka Week! Save over 35%
    Price $25.00Original Price $39.47Save $14.47


Add some Willy Wonka and the Chocolate Factory math project FUN to your end of the year 2nd or 3rd grade plans! This candy themed math project is a perfect way to integrate math with a class reading of Charlie and the Chocolate Factory, or to use as a stand alone enrichment project during your measurement unit or class Wonka Week. With two differentiated versions, this activity is ready to PRINT & GO for your second or third grade students. Editable versions are included for easy customization!

In this Wonka Factory math activity students are asked to design a new floor for Willy Wonka's factory. They must use measurement and problem solving skills to create a factory map of required rooms + some of their own.

This is a perfect activity to review measurement skills, perimeter, area, and/or working effectively with groups. Students love talking about all their ideas for rooms in the factory (cupcake lake! marshmallow bouncy room!) and you'll love how engaged they are with measurement skills.

Included with this activity:

  • Teacher notes and instructions
  • Instruction letter from Willy Wonka outlining design task
  • Room information sheet
  • Graph paper (30x18)
  • Instruction letter to students (simpler version)
  • Room information sheet (simpler version)
  • Graph paper (15x12) (matches simpler problem version)\
  • Four examples of finished student work
  • Editable versions of the letters, room information pages, and design paper for easy customization (clip art is not moveable due to copyright restrictions)

The ZIP file you'll receive after purchase includes:

  • 1 PDF document of the print and go materials
  • 1 PowerPoint with editable versions of the student letters, room information sheets, and design paper pages with and without clip art

Activity Instructions:

This activity typically takes 3-4 days if students use the included graph paper. If you choose to have them use blank construction paper it can be up to a week long activity.

Day 1

Students read the letter and brainstorm ideas for additional rooms. They can also start a sketch to help them plan how they might like to arrange the required rooms for the floor. Most students will want to talk about all their amazing ideas for candy-based rooms for the factory.

Day 2

Have blank art paper (much more difficult!) or graph paper available for students. They can start arranging and labeling the required rooms. You will want more than one graph paper per student.

Day 3+

Have students share how they have decided to place the required rooms and how much room they have left for their own ideas. Did students randomly place rooms or organize them in 3 rows to maximize space?

My students always want to decorate every room with furniture, marshmallows, and gummy bears. Before they do this we talk about how architects draw their plans as a bird’s eye view.

Have students find the perimeter and/or area of each of the rooms if time allows.

Check out the preview to see if this would be a helpful activity for your class. I use this as a fun activity to do during WONKA Week (read more about Wonka Week at my blog here), testing weeks or as a measurement math review.

Have a fab day Super Teacher!


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Total Pages
12 pages
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to see state-specific standards (only available in the US).
Recognize area as an attribute of plane figures and understand concepts of area measurement.
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.
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.
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.
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.


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