Region 8 Math
Collaborative 2015
Geometry & Spatial Thinking
Collecting, Generating, & Representing Data for
Additive & Multiplicative Relationships
 3rd Grade: Represent real-world relationships using number pairs in a table
and verbal descriptions. Readiness Standard.
 4th Grade: Represent problems using an input-output table and numerical
expressions to generate a number pattern that follows a given rule
representing the relationship of the values in the resulting sequence and
their position in the sequence.
 5th Grade: Generate a numerical pattern when given a rule in the form
y=ax or y=x + a and graph. Readiness Standard. (Using whole numbers,
decimals and fractions with equal and unequal denominators)
 5th Grade: Graph in the first quadrant of the coordinate plane ordered pairs
of numbers arising from mathematical and real-world problems, including
those generated by number patterns or found in an input-output table.
Readiness Standard.
Mirror, Mirror
Number on your paper from 1-9. I will describe an attribute of your face and you
are to record the measure of that attribute in centimeters.
 Height of your face (distance between your chin and the top of your forehead)
 Width of your face (distance from ear to ear, not counting the ears)
 Height of your forehead
 Height of your ears (a) on the side of your head (b) of the actual ear
 Length of your nose
 Width of your eyes (from tip to tip – one eye)
 Distance across the bridge of your nose
 Width of your smile from outer edge to outer edge
 Distance between the tip of your chin and the bottom of your smile
Trade papers with a partner.
Sketch the face of your partner based on the measurements they recorded.
Gallon of Oats
 Supplies Needed:
 Gallon, Quart, Pint, Cup containers
 Spinner set & Paper Clips
 Tub & Funnel
 Oatmeal
 Masking Tape
 Recording Sheets
Gallon of Oats
 Rules of the Game:
 Student identified as Spinner 1 spins the Units to Use spinner which tells the group which of
the unit spinners to use next.
 Student identified as Spinner 2 spins for the Number of Units using the appropriate spinner.
 Student(s) identified as Measurer will measure using the 1-cup measuring cup to scoop the
identified amount into the identified container 1 cup at a time, then transfer the contents
from the first container into the gallon jug.
 Student identified as Recorder should record at the far right of each row on the recording
sheet the quantity of units spun along with the total amount of cups that resulted to be
added to the gallon container. Then ask the group to verify the total number of cups added
so far, and ask for a prediction of how many more cups will be needed to fill the gallon.
 The group should discuss what would be a “good” next spin on their next turn. When getting
close to filling the gallon container, groups must spin the exact amount needed to
complete the gallon without going over. A group may realize in advance that a particular
spin will put them over a gallon, so they don’t actually pour into the container for that turn.
However, if the group pours more cups than are needed into the jug on a turn, then the
group must remove the cups that were added on that turn. Groups may want to mark the
intermediate levels with tape in case they need to remove any oats.
 Challenge:
 Be the group to fill the gallon container exactly (without going over) in the fewest number of turns!
Summary Questions:
Summary Questions:
Cubes: Sugar to Stacking
 Supplies Needed:
 Centimeter cubes
 1-cm grid paper, 1 sheet per student
 1-inch grid paper, 1 sheet per student
 Markers
 Scissors
 Tape
 Rulers with inch and centimeter markings
 Yardsticks/Meter sticks
 Recording Sheets
Box It Up
 Supplies Needed:
 Centimeter cubes
 1-cm grid paper, 1 sheet per student
 Variety of clean, small, empty boxes, 1 per group
 Scissors
 Rulers with inch and centimeter markings
 Yardsticks/Meter sticks
 Recording Sheets
Box It Up Recording Sheet
Box It Up Recording Sheet
Cap’n Capacity Crunch
 Supplies Needed:
 Family-size box of cereal, 1 per group
 Markers
 Tape
 Tub
 2 cereal bowls
 Spoon or Scoop (unmarked)
 Color Cubes
Cap’n Capacity Crunch
 Instructions:
 Carefully open one end of the cereal box and leave the inner liner bag sealed for now.
 Next, open the inner bag and pour the cereal into the box without the inner bag. Use a pen
or marker to mark how high the cereal comes on the side of the box on the outside.
 Pour the cereal into the tub. Use the tape to reseal the opened end of the empty cereal box.
Put the box aside…
 Using your scoop/spoon, scoop out what you believe to be 1 cup of cereal into a cereal
bowl and label the bowl “ESTIMATED.”
 Using the 1-cup measuring cup, scoop and pour exactly one cup into a cereal bowl and
label the bowl “MEASURED.”
 Compare the two bowls to see how close the estimate is to the actual. Share your results of
both with the class. Pour the “ESTIMATED” bowl back into the main tub of cereal.
 Estimate how many cups of cereal were in the box of cereal, including the 1 “MEASURED”
cup. Write the estimate down in your notebook.
 Measure out the cereal to determine the actual number of cups in the box.
 Share your actual number of cups and the estimated number of cups with the class.
Cap’n Capacity Crunch
 Instructions:
 How many cups of extra cereal do you estimate that it would take to fill the box to
capacity?
 Carefully open the end of the box that has not been opened yet. Turn the box so that
the end sealed with tape is on the bottom. Scoop enough cereal into the box to fill the
region between the mark on the outside and the end of the box.
 Measure to determine how many cups of cereal it took to fill the space that would finish
filling the box to capacity. Record this in your notebook.
 Record the total number of cups of cereal it would take to fill the box. Look up the cost
of the box of cereal. Calculate the unit cost of 1 cup of cereal. Share this with the class.
 Empty the box again. Estimate the number of 1-inch Color cubes it would take to fill the
cereal box. The cubes must fit in neatly, stacked in rows and layers. Record your
estimate.
 Fill the box with cubes and record the number it took to fill the box (volume).
Cap’n Capacity Crunch
 Instructions:
 What is capacity?
 Capacity is the amount of space in a container that could be filled with dry, pourable material
or with liquid. Measuring capacity indicates that the container is completely full.
 What is one of our standard units for capacity in the customary system?
 What is volume?
 Volume is the amount of space that a solid object occupies. If the object is hollow, the volume
is the amount of space enclosed by the outer boundary of a hollow object.
 What type of units are typically used for measuring volume?
 Capacity is the same as the maximum volume of the container.
 Thus, there are two ways to describe the amount of space being occupied—either in
cubic units or capacity units.
Movie
Mania
 Cinemark has Discount Day coming up and Reed wants to go with some friends for a
double feature. His parents have agreed but have a few rules they have asked him to
follow.
 The first movie must start within 10 minutes after his drop-off time.
 The two movies cannot have more than a 30 minute gap between the Double
Feature.
 Pick-up time must be scheduled within 10 minutes after the end of the second movie.
 Review the movie offerings at Cinemark 14 Texarkana. Choose two movies and
create a schedule for drop-off, movie start/end times, and pick-up.
 Review the menu offerings and ticket prices. Prepare a budget using decimals to the
hundredths place.