# Halloween Math Project | Halloween Activities | October Math

2nd - 3rd
Subjects
Standards
Resource Type
Formats Included
• PDF
Pages
13 pages

### Description

A PRINT & GO Halloween math project with 3 differentiated versions you can use for whole class Halloween FUN! This Halloween math activity integrates reading, math, and problem solving with a Haunted Mansion design task. With three increasingly difficult project versions included, this math project is perfect for ALL of your second or third grade students.

In this Halloween math project students are asked to create a Haunted Mansion design. They must use reading, measurement, and problem solving skills to create a map of required rooms + some of their own using the given dimensions.

There are three versions of this activity to meet the needs of all learners in your classroom. This is an excellent way to practice mathematical problem solving and review measurement skills, perimeter and area.

Students love talking about all their ideas for rooms in the mansion (Werewolf in the Woods! Haunted Roller Skating Rink!) and you'll love how engaged they are with measurement skills.

The product includes a PDF document with three versions of the task for built in differentiation.

Includes:

• Teacher notes and day by day instructions
• Instruction letter outlining design task for students
• Room information sheet for students
• Graph paper (19x20 and 20x19)
• Instruction letter to students (simpler version)
• Room information sheet (simpler version)
• Graph paper (14x17 and 17x14) (matches simpler problem version)
• Challenge Problem room information for advanced mathematicians (matches 19x20 graph paper)
• Thank you

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 new rooms in the mansion.

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. Some students might want to cut out the rooms on one graph page and try a variety of arrangements on the second.

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 equal rows of 5 squares (for the first version) or 4 squares (for the second version) to maximize space?

My students always want to decorate every room with spooky creatures, gravestones, and cobwebs. 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.

Have a fab Halloween Super Teacher,

Katie

iwanttobeasuperteacher.com

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If you like this product you might also like:

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Ready, Set, Show! Paperless Halloween Subtraction Facts Game

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Wonka Factory Design Project

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Total Pages
13 pages
Included
Teaching Duration
4 days
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### Standards

to see state-specific standards (only available in the US).
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.
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.