Resource Type

File Type

Product Rating

Standards

CCSSMP2

CCSSMP1

CCSS3.MD.C.7d

CCSS4.OA.A.3

CCSS3.OA.C.7

- Product Description
- StandardsNEW

This **Plan A Party** learning experience lets students become event planners to put together an amazing birthday celebration for Mr. and Mrs. Moneybags! They will use important math skills including multiplication, division, area, perimeter, and rounding to pull-off the party of the century. Each page in their planning book brings them one step closer to party day!

Please look carefully at the math skills involved on each page to be sure this project is suitable for your students.

**WORDS TO KNOW**

This page includes important words students will encounter during their project. A set of definitions is included for them to cut out and glue onto the vocabulary chart under the correct word.

**THE BUDGET**

Students will use this page to calculate how much money Mr. and Mrs. Moneybags have to spend on the party. They will also estimate how much various items will cost and compare to their actual spending. (math skill: multi-digit addition)

**THE VENUE**

On this page, students will visit the Party Palace and choose which room to book. Their decision is based on the number of guests and how much space is needed. (math skills: basic multiplication, area of composite shapes with missing side)

**THE INVITATIONS**

Now it's time to choose the invitations. Students must order the correct number of boxes so that there are enough invitations for every guest. They will also calculate the cost of invitations, envelopes, and postage before getting to actually design their invitation! (math skills: basic division, multiplication of numbers with decimals, addition of numbers with decimals)

**THE SEATING CHART**

Next, students must order the correct number of tables to fit the number of guests. But the real challenge is to arrange seating at the family table... afterall, not everyone gets along. (math skills: basic multiplication and division, logic and critical thinking/problem solving)

**THE MENU**

Every party needs good food and your students will really enjoy planning the menu for this shindig! After choosing appetizers, main dishes, deserts, and more, they will calculate the total cost of catering. (math skills: multi-digit addition with decimals, rounding to the nearest ten)

**DECORATIONS**

Now that the party room has been chosen, it's time to decorate. Your party planners will need to figure out how many tablecloths, balloons, and banners to order based on the size of the room and the number of tables. (math skills: perimeter of composite shapes with missing side, basic multiplication, multiplication of decimal numbers, addition of decimal numbers)

**ENTERTAINMENT**

The final step in planning this party is to choose the entertainment. Students will determine how many hours the fun stuff is needed and calculate the cost. (math skills: telling time to the minute, elapsed time, multiplication of decimal numbers, addition of decimal numbers)

After planning every aspect of the party, students will return to their budget worksheet to add up the money they've spent. Did they stay within budget and keep Mr. and Mrs. Moneybags happy?

Answer keys are provided when appropriate and an extra "work space" page is included for math calculations.

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

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

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.

CCSS3.MD.C.7d

Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

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.OA.C.7

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Total Pages

21 pages

Answer Key

Included

Teaching Duration

N/A

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