Resource Type

File Type

Standards

CCSS5.G.A.2

CCSS5.G.A.1

CCSS4.OA.B.4

CCSS4.OA.A.1

CCSS4.MD.A.3

- Product Description
- Standards

This super engaging project is perfect for the week before Christmas! Students will create arrays of different items that might be found in Santa’s Village in the North Pole. This Christmas Map project is a hands-on way to reinforce area, perimeter, factor pairs, map skills and finding and identifying coordinate points on a graph.

For each item student are asked to record the array(s) used, multiplication fact(s) that helped them, the total area and the perimeter of each item. Some items are a simple rectangle, while other aspects, such as the reindeer barn have rooms within the building. Specifications are given for each room in the building.

Two options of this project are included:

Option One:

*All buildings are given (Santa’s house, reindeer barn, candy shop, etc)

*Units are given for each building and students must create the building to the given specification

*Students will add 3 of their own buildings

*Word problems that can be solved with the map are included

*Graphing coordinate points sheet is included

*Blank sheets for students to create their own word and graphing problems are included

Option 2

*All buildings to be included are given (Santa’s Workshop, elf club house, etc)

*Students must decide how big or small to make each building

*Students add 3 of their own buildings

*Students write their own word problems

*Graphing coordinate points sheet is included

This project can be fully differentiated to fit the needs of your students!

CCSS Standards

3.MD.5

3.MD.6

3.MD.7

4.OA.1

4.OA.4

4.MD.3

5.G.1

5.G.2

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CCSS5.G.A.2

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.

CCSS5.G.A.1

Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., 𝘹-axis and 𝘹-coordinate, 𝘺-axis and 𝘺-coordinate).

CCSS4.OA.B.4

Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.

CCSS4.OA.A.1

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

CCSS4.MD.A.3

Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

Total Pages

33 pages

Answer Key

Included

Teaching Duration

1 Week

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