A Giant Project

For 4th Grade

Project Description:
Last night, a giant entered our classroom and, while groping in
the dark for the light switch, left a large handprint on the wall. I
am trying to put together a description of the Giant so that the
police can help me to find him! Based on the handprint you
have, create a SCALE drawing of the entire body of the Giant.

Please include measurements for:

1) The giants height
2) The giants arm span (top of shoulder to finger tips)
3) The giants leg length (hip to floor)
4) The giants foot length
5) The giants face size (chin to top of head)
6) The giants torso length (neck to hip)
7) The giants waist size

Essential Questions:
How can we use the information given to make inferences?
What evidence can we provide to prove our findings for the Giants measurements?

Learning Goals:
1. Ratios
CCSS.MATH.CONTENT.4.MD.A.2
Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money,
including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in
terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement
scale.

2. Multiplication
CCSS.MATH.CONTENT.4.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.
CCSS.MATH.CONTENT.4.OA.A.2
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for
the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1

3. Scaling
CCSS.MATH.CONTENT.4.MD.A.1
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a
single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a
two-column table.

Final Product(s):
1. Scale drawing of the entire body of the Giant
2. Typed Rationale for all the sizes of the Giants body
Required Materials and Tools:
1. Butcher paper
2. Colored markers
3. Rulers/yardsticks/measuring tape

Timeline: 2 weeks / about 1 hour each day

Day 1 Day 2 Day 3 Day 4 Day 5
Launch the Continue working Continue working Students who have Continue working
problem. Students on the problem. At on the problem. completed their on calculations and
should work in the end, have Begin a list of all calculations can drawings.
pairs/groups of students share out the different heights begin their
three. At the end, strategies they tried students have drawings of the
have students (add to the poster calculated. Groups giants. They should
share out strategies any new ideas). share out start with the giants
they tried (make a mathematical outline. Once that is
poster so that you evidence for their complete, they can
can refer back to it). giants height. Tell fill in facial features,
students that there clothing, etc.
is no correct
answer-- you are
just looking for
mathematical
evidence.

Day 6 Day 7 Day 8 Day 9 Day 10

Complete drawings, Write rationales for Peer critique written Edit rationales. Complete
add color. the dimensions of rationales. What rationales.
the giants. questions do you
have about how
each group found
their dimensions?
What makes sense
about their
strategy? What
does not make
sense about their
strategy?

Supporting Documents/Handouts:
Giant handprint (must be blown up on large paper)
 Fermi Problem Project
For 5th Grade

Project Description:
Enrico Fermi is one of the most creative physicists
of our times. He is best known for his contributions
to nuclear physics. Fermi also loved to think up
and discuss questions, which involved a rough
estimate of a quantity, which would be difficult or
impossible to measure directly. For this project,
students will create their own Fermi Problems
and solve them.

Essential Questions:
What questions can we answer using mathematics?
How can we break apart multistep problems?

Learning Goals:
1. Multiplication
CCSS.MATH.CONTENT.5.OA.A.2
Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For
example, express the calculation "add 8 and 7, then multiply by 2" as 2 (8 + 7). Recognize that 3 (18932 + 921) is three times as
large as 18932 + 921, without having to calculate the indicated sum or product.
CCSS.MATH.CONTENT.5.NBT.B.5
Fluently multiply multi-digit whole numbers using the standard algorithm.
CCSS.MATH.CONTENT.5.NBT.B.6
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by
using equations, rectangular arrays, and/or area models.
CCSS.MATH.CONTENT.5.NBT.B.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain
the reasoning used.

2. Finding Volume
CCSS.MATH.CONTENT.5.MD.C.3
Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
CCSS.MATH.CONTENT.5.MD.C.4
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
CCSS.MATH.CONTENT.5.MD.C.5
Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

3. Measurement
CCSS.MATH.CONTENT.5.MD.A.1
Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use
these conversions in solving multi-step, real world problems.

Final Product(s):
Fermi Problem Reflection
Required Materials and Tools:
1. Rulers/yardsticks/measuring tape
2. Computers/iPads

Timeline: 6 Days / about 1 hour each day

Day 1
Present students with a list of
example Fermi Problems. Watch
this video and have students
share what they noticed about
how the problem was solved.
Have students work in pairs to
create their own Fermi Problem.
Then have each pair create a
mind map or flowchart where they
take their Fermi Problem and
create 3-5 sub questions that they
would need to answer to
approximate their problem.
Day 2
Each pair should identify which of
the questions from their
brainstorm they need to answer to
solve their problem. Use
computers or iPads to look up
pertinent information or
rulers/yardsticks/measuring tape
to find the size of objects/places in
the classroom.
Day 3
Continue gathering information
needed to solve the problem.
Begin calculations using tables,
double number lines, graphs, etc.
to arrive at an approximation.

Day 4 Day 5 Day 6

Complete calculations using Each student individually should Each student individually should
tables, double number lines, complete the Fermi Problem complete the Fermi Problem
graphs, etc. to arrive at an Reflection Sheet. Reflection Sheet.
approximation.

Supporting Documents/Handouts:
Example Fermi Problems and Brainstorm Sheet
Fermi Problem Reflection Sheet
Super Mathematicians Project
For any grade level

Project Description:
Students will experience each of the mathematical practice
standards by working on engaging math problems. Then they
will create a unique superhero that personifies one of the
mathematical practices.

Essential Questions:
What is math?
Why do we need to learn math?
What are math practices?

Learning Goals:
1. Gain effective language to use as we reflect and grow as
mathematicians throughout the school year
2. Gain an understanding of the 8 mathematical competencies
Final Product(s):
Classroom poster with superheroes for each of the 8 mathematical practice standards.

Required Materials and Tools:

Colored pencils/markers

Timeline: 8 days, about 1 hour/1.5 hours each day

Day 1 Day 2 Day 3 Day 4
MP1: Make sense of MP3: Construct viable MP5: Use appropriate MP7: Look for and make
problems & persevere in arguments & critique the tools strategically use of structure
solving them reasoning of others MP6: Attend to precision MP8: Look for and
MP2: Reason abstractly MP4: Model with Growing Shapes Activity express regularity &
& quantitatively mathematics Complete next two repeated reasoning
4 4s Problem Paper Folding Activity sections of Student Number Visuals Problem
Complete first two Complete next two Reflection Sheet Complete last two
sections of Student sections of Student sections of Student
Reflection Sheet Reflection Sheet Reflection Sheet

Day 5 Day 6 Day 7 Day 8

Brainstorm for powers Complete 1st draft of Peer critique of Complete final draft of
that each superhero superhero along with superheros and artist superhero and artist
might have. Complete written artist statement statements. statement.
last page of Student
Reflection Sheet.

Supporting Documents/Handouts:
Student Reflection Sheet