Author Archives: Diana Sanchez

Distributions and Mayan Trading (Bilingual English & Spanish)

📖Standard

7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.

Minnesota State Standard – History Sub-strand 4, Standard 15 “North America was populated by indigenous nations that had developed a wide range of social structures, political systems, and economic activities, and whose expansive trade networks extended across the continent.”

Time

20- 30 Minutes 

📲Technology Required

Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet

📃Summary

The two videos here combine math and social studies, because, clearly, the Maya understood math. The concept of distributions is introduced in the context of trading, explaining why some objects are more valuable. Students play AzTech: The Story Begins, which reviews fractions and measures of central tendency. The lesson concludes with a question and another video on distributions.

📚Lesson Plan

1. Watch video – Mayan Trading (1:57)

Also available in Spanish! – El Comercio Maya (1:58)

El Comercio Maya

The Mayan trading video is based on an idea from one of my favorite history teachers, who says that history is more than just names and dates but also how people lived, what they used, what they did. It also has a bar chart of the relative value of objects. It explains that the Maya traded less common items for more common ones and that items that were more difficult to obtain were more valuable.

2. Play AzTech: Meet the Maya

Next, have students start the AzTech games series. They can play AzTech: Meet the Maya online or using an iPad. We recommend downloading the game onto your iPhone or iPad for better performance.

3. Question to test understanding

José tried to trade a banana for a quetzal feather and a villager threw a spear at him. Why would the villager do that? Explain using math. Extra points if you can discuss distributions in your explanation.

José ofreció intercambiar un plátano por una pluma de quetzal y un aldeano le lanzó una lanza. ¿Por qué haría eso? Explica usando la matemática. Puntos extra si puedes hablar de distribuciones en tu explicación.

4. Video giving the answer to the word problem on distributions (5:15)

Also available in Spanish! (5:15)

Explicando distribuciones y variabilidad

This five-minute video introduces distributions and variability and gives an example of computing a weighted mean from a frequency distribution.

OPTIONAL You can also copy this Google slides presentation to your own classroom if you’d rather modify the explanation for your own lecture. The slides can also be printed out and sent home with students who do not have Internet access.

Spanish Google Slides presentation – Introduciendo Distribuciones

ASSESSMENT

You can view your students’ progress on mastering these standards by viewing your teacher reports. The link to the teacher dashboard for AzTech: Meet the Maya student reports can be found on this page. You should have received a password during the Growing Math training.

State Standards

Minnesota State Standard 6.4.1.1 – Determine the sample space (set of possible outcomes) for a given experiment and determine which members of the sample space are related to certain events. Sample space may be determined by the use of tree diagrams, tables or pictorial representations.

Related Lesson

Distributions and Mayan Trading – This lesson is the English Only version of the lesson above.

PERIMETER OF RECTANGLES, SQUARES AND TRIANGLES (Bilingual English & Spanish)

📖Standard

CCSS.MATH.CONTENT.3.MD.D.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

CCSS.MATH.CONTENT.4.MD.A.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

LESSON TIME

30 minutes without gameplay, 45 minutes with gameplay

📃 SUMMARY

In this lesson plan, students will learn how to compute perimeter, apply those skills in game-based practice problems and solve perimeter problems using an interactive web-based activity with virtual manipulatives. 

📲 TECHNOLOGY REQUIRED

Device with web-browser (Chromebook, laptop or desktop computer); or iOS (iPhone/iPad) with access to Google apps. 

📚 Lesson Plan

1. Video: How to Find the Perimeter and Polygons (3:00)

Watch this animated video that explains how to find the perimeter of different polygons, including rectangles, triangles and squares.

Or watch it in Spanish: ¿Cómo encontrar el perímetro de un polígono? (3:12)

2. INSTRUCTIONAL ACTIVITY WITH ASSESSMENT: Interactive perimeter problems activity

This digital activity walks students through calculating the perimeter of different shapes including a rectangle, a square and a circle in a narrative-driven context around the farm and integrates virtual manipulatives. Students are provided in-activity instruction as they are presented with and explained the formulas to use when they need to use them. Additionally, with in-activity scaffolding, students can “get a hint” on each problem. 

You may elect to read and work through it during class time, giving students time to complete the problems or assign it as an individual assignment. 

If your students have not used virtual manipulatives with Google slides previously, here is a 30-second introduction.

Video: Use Virtual Manipulatives in Google Slides (0:27)

Or watch the video in Spanish: Usar manipulativos en Google Slides (0:27)

 Estimated time to complete: 20-25 minutes

3. GAME: Making Camp Premium or Spirit Lake 

Have students play Making Camp Premium games for 15-20 minutes (remainder of the lesson time) specifically including these icons. 

Perimeter is also covered in the second half of Spirit Lake: The Game.

Assessment

In addition to the virtual manipulative activity above,  remember that you can always see your students’ performance on the problems in Making Camp Premium and Spirit Lake by accessing the reports page. You will need to enter the password you received during training.

State Standards

Minnesota Math Standard 3.3.2.2 – Find the perimeter of a polygon by adding the lengths of the sides.

Minnesota Math Standard 3.3.2.3 – Measure distances around objects.

Related Lesson

“PERIMETER OF RECTANGLES, SQUARES AND TRIANGLES” – The English only version of the lesson plan above with English only resources.

Ojibwe Clans and Migration (Bilingual English & Spanish)

📖STANDARDS

NCSS theme – The study of people, places, and environments enables us to understand the relationship between human populations and the physical world. 

Minnesota State Standard – History Sub-strand 4, Standard 15 “North America was populated by indigenous nations that had developed a wide range of social structures, political systems, and economic activities, and whose expansive trade networks extended across the continent.”

⏰ Time

40 minutes

📲 Technology needed

Internet connection on a PC or Chromebook laptop, tablet, or phone.

📃 Summary

This Ojibwe clan lesson for Grade 3 is focused on Ojibwe culture. Students learn where people and places are located and why they are there. They will become familiar with the causes, patterns and effects of Ojibwe settlement and migration. They will learn of the different population centers in Ojibwe society and investigate the impact of human activities on the environment. 

📚 Lesson

The downloadable Google Slides presentation is available here. This has a digestible summary of the Ojibwe migration, and why and how it happened. The Ojibwe clans are introduced as well as the new lifestyles that the Ojibwe adopted after they migrated to the Great Lakes area and Ontario, Canada.

Game

Making Camp Bilingual can reinforce clans and culture studies using the Life section.

  1. Select the LIFE button from the main choice screen.
  2. From the LIFE choices, click on the box in the middle of the bottom row, the one with the four people, and watch the video about Ojibwe social structure. Answer the questions that follow the video. 
  3. Next, select the box on the bottom right. Watch the overview video on clans and totems. Answer the questions.
  4. Students can also click on each individual clan totem icon to learn more about each Ojibwe clan and answer a question about each of them to earn points.
  5. Return to the wigwam and trade with the points earned in this lesson.

Students can use the language button to switch between English and Spanish while watching the videos.

Alternatively, students may also play Forgotten Trail, which is an adventure game that homes in on the Ojibwe migration. Two kids in the game retrace the Ojibwe migration on their own and learn more about Ojibwe history along the way.

Assessment

Teachers will be able to view student reports for Making Camp Bilingual to view how many modules students completed in the LIFE section and their scores for each one.

Related Lesson

“Ojibwe Clans and Migration” – The English Only version of the lesson plan above featuring Making Camp Premium.

Mean, Median and Mode (Bilingual English & Spanish)

by Dr. Craig Waddell

📖 Standard

CCSS.MATH.CONTENT.6.SP.B.5 Summarize numerical data sets in relation to their context

⏰ Time

30-40 Minutes 

📲 Technology Required

Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet

📃 Summary

Students play a game teaching basic statistics and history. Next, they are given a presentation with problems students solve finding mean, median, mode, range and outliers.

📚Lesson

Play a game teaching basic statistics and Latin American history

Meet the jaguars in AzTech: Meet the Maya

Play AzTech: The story begins. Students who have finished this game can continue on in the series in AzTech: Meet the Maya. Allow students 15-20 minutes to play.

Students can click on a button in the left of their screen to choose the language and play the games in either Spanish or English.

Assess knowledge of Mean, Median and Mode as a class

Use this Google slides presentation to present sets of numbers to the class to use for finding mean, median, mode and range. This is also available as a PowerPoint presentation.

This presentation can also be assigned for students to complete at home, if learning remotely. Slides with answers can be deleted, or left in for students to check their work.

Review as Necessary

If students need a review, they can watch this video on how to find the mean

Finding the Average video

Or, watch the video in Spanish

Encontrando el promedio

ASSESSMENT

You can view your students’ progress on mastering these standards by viewing your teacher reports. AzTech: The Story Begins and AzTech: Meet the Maya links can be found on this reports page. You should have received a password during the Growing Math training.

A second form of assessment is available through this the questions in the presentation.

Related lesson/ Differentiated Instruction

If your students need instruction on computing the mean, try this lesson, Understanding the mean, with skunks. This review can be done with the entire class or assigned to individual students as needed.

Mean, Median and Mode – The English only version of this lesson plan that includes English resources.

10-Minute Multiplication Practice with Ojibwe History (Bilingual English & Spanish)

📖Standards

CCSS. Math 3OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. 

CCSS.MATH.CONTENT.3.OA.C.7– Fluently multiply and divide within 100

NCSS The study of people, places, and environments enables us to understand the relationship between human populations and the physical world. 

⏰Time Required

10 minutes

📲Technology Required

Computer/tablet with internet access for reporting student assessment data from Making Camp Bilingual.

📃Summary

Ojibwe History Integrated with Math If your students are like most people, you’re having a hard time getting them to focus. Each of these three activities only takes a few minutes and teaches Native American history or multiplication. These 10-minute lessons can be done as stand-alone activities at the beginning or end of a class to raise student engagement, or the three in this unit can be combined for a single 30-45 minute lesson.

📚Lesson

Activity 1

Matching Multiplication

Step 1: Have students open Making Camp Bilingual. If you need more detailed instructions on how to access Making Camp Bilingual, student usernames and logging in, please go to this lesson plan

Step 2: If students are playing the game for the very first time, they will watch the two introductory videos that talk about Native Americans and how to play the game (5 minutes). Then you will see the Making Camp choice screen.

Step 3: Have students click the NUMBERS (NÚMEROS) box to view the six math challenges. You can press the round, green button at the bottom left with white squares to return to the choice screen at any time.

Step 4: Have students click on the top left box (with cards) to play a memory game. In this game, you match multiplication problems with their answers. You may assign this activity for 5 minutes of multiplication drills.

Activity 2

The Multiplication Dog

Step 1: Have students click on the icon with the dog. 

  • This lesson opens with a paragraph explaining that some tribes used dogs to haul heavy loads, using a type of sled called a travois. The player then has the opportunity to earn a dog and items for their dog in the game by answering multiplication problems. The game resets when it is finished, and also takes about 5 minutes.

Activity 3

Reaping the Rewards of Math Practice at the Wigwam 

The player should now have enough points to get a wigwam and at least two items to supply their wigwam. 

Step 1: Click on the wigwam icon on the bottom left. This will play a video on how a wigwam was built, followed by a second video that briefly discusses that trading existed between and within tribes long before the settlers came.

Step 2: The player then has an option to trade points for items for their wigwam.

Clicking on the wigwam in the lower left corner will bring the player to their wigwam. Purchased items appear here for decoration and interaction. 

  • Clicking on an item brings up a text box with information on how that item was used or obtained by the Ojibwe people.
  • Some items also perform actions when clicked. For example, the parfleche opens to show pemmican inside; when clicked, the dog walks across the wigwam.

Assessment

Making Camp Bilingual offers Data and Reports for teachers to access after students are finished playing. 

State Standards

Minnesota History Substrand 2, Standard 3. Historical events have multiple causes and can lead to varied and unintended outcomes.

Related: 10-Minute Multiplication Practice with Ojibwe History

The lesson above has a companion lesson for English Only Learners. 10-Minute Multiplication Practice with Ojibwe History is the same lesson from above but provides the resources in English only, featuring Making Camp Premium.

Problem-solving Two Ways (Bilingual English & Spanish)

📖 Standard

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.

⏰ Time

30-40 minutes

📃 Summary

Students are introduced to the various means of problem solving in a brief presentation. They watch a video on visualization, then solve a problem that asks them to visualize. After watching a video on building a model, students build and/or draw their own model of a multiplication problem or property. Lesson concludes with game play to reinforce these problem-solving strategies and learn more. This lesson assumes that students have some familiarity with multiplication of one-digit numbers and division with one-digit divisors.

📲 Technology Required

If teaching in person, the teacher will need a computer and projector or smart board to show the videos, or students can be given the links to watch on their own devices. Students will need a PC, Mac or Chromebook or tablet. Making Camp Bilingual, Making Camp Lakota and Making Dakota are all playable on any web browser on those devices. Spirit Lake: The Game, playable on Mac or Windows computers also teaches these same concepts. Students will also need access to the games.

📚Lesson

Watch a Video: Visualize (2:38)

Or watch it in Spanish – Visualizar (2:38)

This video teaches you how to visualize a problem. Visualization may help you solve it more easily. If you use objects to imagine quantities of numbers in certain problems, you will be able to find the solution faster.

Short presentation and problem (10 minutes)

After watching the video, teachers can present this short Google slides presentation or assign to students in Google classroom, giving another example of visualizing a problem.

Visualize – Presentation in English

Visualizar – Presentation in Spanish

The presentation ends with asking students to visualize another problem themselves. It then leads into the next video.

Watch a video: Build a Model (1:37)

Or watch it in Spanish – Construyendo un Modelo (1:37)

If you’d rather give a presentation than show a video, here is a Google slides deck you can use as is for copy to your own Google drive and modify.

Build a Model – Presentation in English

Construyendo un Modelo – Presentation in Spanish

Actually Build a Model (10 minutes)

Two possible assignment for building a model are:

  • Have students create a model using Google draw, jam board or simply drawing it on paper.
  • Build a physical model using objects in their home or school

Google slides presentation describing these assignments is given here.

Assignments – Presentation in English

Assignments – Presentation in Spanish

You can simply save to your own Google classroom and then assign to your class to include both types of problems or modify to add more explanation or delete whichever one does not apply to your class before assigning.

Play a game (15 minutes)

Assign students to play Making Camp Bilingual (plays on any device) to practice these problem-solving strategies and more with multiplication and division.

Growing Math Games

Assessment

Two assessments are built into the lesson, on visualization and building a model. Teachers can also see which standards students have attempted and how many problems they have answered correctly in the Making Camp Bilingual teacher reports.

Related: Problem-solving Two Ways

The lesson above has a companion lesson for English only learners. Problem-solving Two Ways is the same lesson from above but provides the resources, videos and Google Slides, in English only.

Fill in the Blank: 3 Digit Dividends

📖 STANDARD

CCSS.MATH.CONTENT.4.NBT.B.6

Find whole-number quotients and remainders with up to four-digit dividends and one-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.

⏰ LESSON TIME

55 Minutes

📃 SUMMARY

This lesson plan will have students reinforce the previously presented concept of long division of 3 digit dividends by 1 digit divisors through a short review, an animated video, a fill in the blank division word problem activity, and game play.  

📲 TECHNOLOGY REQUIRED

Students will need a PC, Mac or Chromebook or tablet. Making Camp Premium and Dakota are both playable on any web browser on those devices. Students will also need access to the games.

📚LESSON PLAN

  1. Start the lesson by having a short review on dividing 3-digit dividends by 1-digit divisors. It is suggested to review the activity that was assigned in the previous lesson, “Build Your Own Division Problem” lesson. You can find the review copy of the activity here: “Review – Build Your Own Division Problem“. (15 minutes)
  2. How to Use Division to Solve a Problem – Start with this animated video on how to use long division, with 3 digit dividends, to solve different word problems. (Time – 1:24)

3. Have students work on the activity “Fill in the Blank: 3 Digit Dividends“. The activity has students fill in the blanks to complete the division word problem, identify the problem, and solve it. (Corresponding “Fill in the Blank: 3 Digit Dividends” Activity Jamboard that’s also linked in the activity above can be used by students as space to work out their division word problems.) (20 minutes)

4. Have students play Making Camp Dakota: Past & Present using our Games Portal for Kids. The division in Making Camp Dakota will be more practice for students on problems with 3 digit dividends divided by 1 digit divisors. (15 minutes)

ASSESSMENT

The “Fill in the Blank: 3 Digit Dividends” activity is not only allowing students to continue practicing the concepts previously introduced and reviewed in this lesson, but also serves as an assessment of how well the student grasps the concept of division using 3 digit dividends and 1 digit divisors.

Making Camp Dakota Teacher Reports

You can view your students’ progress on mastering these standards by viewing your Making Camp Dakota teacher reports. You can access the Making Camp Dakota reports here.

STATE STANDARDS

Minnesota State Standards

4.1.1.6 – Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide multi-digit whole numbers by one- or two-digit numbers. Strategies may include mental strategies, partial quotients, the commutative, associative, and distributive properties and repeated subtraction.  

5.1.1.1 – Divide multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal.  

Build Your Own Division Problem

📖 STANDARD

CCSS.MATH.CONTENT.4.NBT.B.6 

Find whole-number quotients and remainders with up to four-digit dividends and one-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.

⏰ LESSON TIME

50 minutes

📃 SUMMARY

This lesson plan will build upon the introduction to division with 3-digit dividends from the “Dividing 3-Digit Dividends” lesson. Students will be able to continue practicing dividing 3-digit dividends by 1-digit divisors through a short review, an activity where students build their own division problems, and game play.

📲 TECHNOLOGY REQUIRED

Students will need a PC, Mac or Chromebook. Students will also need access to “Making Camp Dakota: Past & Present” using our Games Portal for Kids. “Making Camp Dakota: Past & Present” is playable on PC, Mac, and Chromebook using any browser.

📚LESSON PLAN

  1. Start the lesson by having a short review on dividing 3-digit dividends by 1-digit divisors. It is suggested to review the activity that was assigned in the previous lesson, “Dividing 3-Digit Dividends” lesson. You can find the review copy of the activity here: “Review – On Your Way Home.” (10 minutes)
  2. Students will take the information reviewed and use it to complete the “Build Your Own Division Problem” activity. In this activity, students practice division using 3-digit dividends and 1-digit divisors through using virtual manipulatives. (20 minutes)
  3. To end the lesson, students can play Making Camp Dakota: Past & Present to further practice division. Students can access the game using our Games Portal for Kids. (20 minutes)

ASSESSMENT

The “Build Your Own Division Problem” activity is not only allowing students to continue practicing the concepts previously introduced and reviewed in this lesson, but also serves as an assessment of how well the student grasps the concept of division using 3 digit dividends and 1 digit divisors.

Making Camp Dakota Teacher Reports

You can view your students’ progress on mastering these standards by viewing your Making Camp Dakota teacher reports. You can access the Making Camp Dakota reports here.

STATE STANDARDS

Minnesota State Standards

4.1.1.6 – Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide multi-digit whole numbers by one- or two-digit numbers. Strategies may include mental strategies, partial quotients, the commutative, associative, and distributive properties and repeated subtraction.  
5.1.1.1 Divide multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal. 

Related Lesson – Fill in the Blank: 3 Digit Dividends

The “Fill in the Blank: 3 Digit Dividends” lesson plan will have students reinforce the previously presented concept of long division of 3 digit dividends by 1 digit divisors through an animated video, a fill in the blank division word problem activity, and game play.  

Dividing 3-Digit Dividends

📖STANDARD

CCSS.MATH.CONTENT.4.NBT.B.6

Find whole-number quotients and remainders with up to four-digit dividends and one-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.

LESSON TIME

30-45 minutes

📃 SUMMARY

This lesson will build upon the already introduced concepts and vocabulary of division in our “Introducing Division” lesson. Students will learn and be able to practice dividing 3 digit dividends by 1 digit divisors through a short review, activity, and game play.  

📲TECHNOLOGY REQUIRED

Students will need a PC, Mac or Chromebook or tablet. Making Camp Premium and Dakota are both playable on any web browser on those devices. Students will also need access to the games.

📚 LESSON

Begin by reviewing division.
  1. Start the lesson by reviewing the important division basics. This Division Review Google Slides reviews “what we know.” The presentation goes over the definition of division, key terms, division symbols, and examples. 
  1. Have students work through the On Your Way Home division activity where they take what they know and practice dividing 3 digit dividends by 1 digit divisors. The activity takes division problems and puts them into real-world context, visiting stores on your way home from the park. 
  1. Have students play Making Camp Premium and/or Making Camp Dakota using our Games Portal for Kids. The division magnets game in Making Camp Premium can be used as review before moving on to Making Camp Dakota. The division in Making Camp Dakota will be more practice for problems with 3 digit dividends divided by 1 digit divisors.    

ASSESSMENT

Assessment is built into the “On Your Way Home” activity through the creation of their own division problem after repeated practice of 3 digit dividends divided by 1 digit divisors.

Making Camp Dakota Teacher Reports

You can view your students’ progress on mastering these standards by viewing your Making Camp Dakota teacher reports. You can access the Making Camp Dakota reports here.

STATE STANDARDS  

Minnesota State Standards

4.1.1.6 – Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide multi-digit whole numbers by one- or two-digit numbers. Strategies may include mental strategies, partial quotients, the commutative, associative, and distributive properties and repeated subtraction.  

5.1.1.1 – Divide multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal.  

Related Lesson: Build Your Own Division Problem

The “Build Your Own Division Problem” lesson plan will build upon the introduction to division with 3-digit dividends from this lesson. Students will be able to continue practicing dividing 3-digit dividends by 1-digit divisors through a short review, an activity where students build their own division problems, and game play.  

Introducing Idioms

📖STANDARDS: 

CCSS.ELA-LITERACY.L.4.5.B Recognize and explain the meaning of common idioms, adages, and proverbs.

CCSS.ELA-LITERACY.L.5.5.B Recognize and explain the meaning of common idioms, adages, and proverbs.

[For state-specific standards, click here.]

LESSON TIME

45 minutes

📲TECHNOLOGY REQUIRED

A device with a web-browser – PC, Mac or Chromebook – or phone or tablet

📃SUMMARY

This lesson plan helps students recognize and understand idioms and what they are through different examples. Students will be able to understand the meaning of common idioms through an instructive video, idiom book activity, and Making Camp Premium gameplay. 

📚Lesson Plan

1. VIDEO: Idioms

Start your lesson with this video that covers the meaning of idioms and understanding common idioms through different examples. 

2. Have your students make their own idiom book.

What you’ll need:

You can go about this in different ways. You can have students pick their favorite idioms. You can assign different idioms to different students. You can assign all students the same idiom. Or you can make it more like a game and random by having students draw out idioms. 

Once students have their idioms, have them write the idiom and what it actually means (this reinforces the memorization of the idiom’s meaning). Then have kids draw pictures as to what the idiom suggests. Students can then share their drawings with the class and see what fun ensues as they share their drawing and explain their idiom. 

3. GAME: Making Camp Premium

Have students play Making Camp Premium for 20 minutes. Students should focus on the WORDS section of Making Camp Premium and especially the idioms activity (the first box in the Words section) in order to reinforce the understanding of idioms. You can access Making Camp Premium on Mac, Windows, Chromebook, and iPad on the Games page of the Growing Math site.   

Choices screen from Making Camp Premium - Watch movies. Answer questions. Earn points.

ASSESSMENT: Making Camp Premium Teacher Reports

You can view your students’ progress on mastering this standard by viewing your Making Camp Premium Teacher Reports. You can view the Making Camp Premium reports here. 

STATE STANDARDS 

Arizona (AZ), New Mexico (NM), North Dakota (ND), South Dakota (SD), Minnesota (MN) and Oregon (OR) have all adopted the English Language Arts standards covered in the Common Core Standards. 

________________________

List of Idioms & Meaning

IdiomMeaning
Cool as a cucumber.To be calm and relaxed.
Going bananas!To go crazy; to get very excited or angry.
It costs an arm and a leg.To be very expensive.
Bite your tongue.To not say something that you want to say.
On thin ice.Being in a risky situation, usually one where you might upset someone.
Hit the books.To study. 
In hot water.To be in a difficult situation, in trouble. 
Smells fishy.Doesn’t seem quite right.
It’s a piece of cake.To be very easy.
Under the weather.To be sick; not feeling well. 
Raining cats and dogs.To be raining very hard.
More than you can shake a stick at. A great number; very many. 
Drive up the wall.To become frustrated or annoyed by something.
Break a leg!Good luck!
On cloud nine. To be very happy. 
Time is money.Work quickly. 
That ship has sailed.It’s too late. 
Like two peas in a pod.Always together. 
Fit as a fiddle.In good shape. 
On the fence.To be indecisive.