Category Archives: mathematics

Two-Digit Multiplication and Estimation

📖Standard

CCSS.MATH.CONTENT.4.NBT.B.5 – Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations.

⏰Time

35- 45 minutes

📲Technology Required

Computer with a projector, Smartboard or other device for your class to watch videos

NOTE: You’ll also need 20 math problems: 3-digit numbers multiplied by a 2-digit number. You can use what you already have, use the worksheet provided or use the Multiplication Worksheet Generator to make your own worksheet.

📃Lesson Summary

Students practice multiplication for a few problems, watch a video on using estimation to solve problems, hear a brief presentation from their teacher, solve more practice problems, watch a second video and practice more problems. They end the lesson with a game and a discussion of which strategies proved most useful.

📚Lesson Plan

Start with multiplication problems

Have the students solve 3 to 5 problems.

NOTE: This lesson requires a total of 9 to 15 multiplication problems. This worksheet has 24 problems multiplying a three-digit numbers by a two-digit number. Teachers can assign any selection of these problems or use their own. We give the students a worksheet of 24 problems and tell them to pick any ones they want to solve. Of course, teachers should do whatever works for them.

A PDF of the answers to the multiplication problems can be found here.

Watch a video

This 3-minute video explains multiplication of 2-digit and 3-digit numbers

This video explains steps in long multiplication, with examples and a reality check.

Discuss the video

Use this Google slides presentation for a short discussion of the video and how to apply the information learned about estimation and long multiplication.

Practice multiplying 2-digit and 3-digit numbers again

Now that students have had a chance to watch and discuss the video showing long multiplication, step by step, it’s time for them to practice again. They have 10 minutes to complete another 3 to 5 math problems.

Watch another video to review the steps

Now that students have watched one video and practiced their skills with a few problems they watch a second video to reinforce those steps.

Practice multiplying 2-digit and 3-digit numbers again

Peer-grading (optional)

You may wish to share the answer key with students and have them grade their own or their peer’s problems.

Discussion

As a class, discuss strategies for solving problems, including doing a reality check, estimation and breaking problems into smaller problems. Ask students which strategies worked best for them.

Play a Game

Both Spirit Lake: The Game and Making Camp Dakota (released in February, 2021) teach multiplication of two- and three-digit numbers.

Assessment

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

Rates, Ratios and Proportions with Fractions

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📖STANDARDS

CCSS.MATH.CONTENT.7.RP.A.1 Compute unit rates, including those that involve complex fractions, with like or different units.

CCSS.MATH.CONTENT.7.RP.A.2.C. Represent proportional relationships by equations

⏰Time Required

30-45 minutes

📲Technology Required

Projector and computer required to watch video in class. Alternatively, students can be assigned to watch on computer, phone or tablet at home. Google apps or PowerPoint required for slide presentation.

📃Lesson Summary

Students watch a 4-minute video giving examples of finding unit rates by simplifying fractions. They solve a problem together as a class and are given a short lecture on solving rate problems with complex fractions. Problems provided can be worked by students individually or done together in class.

📚Lesson Plan

This lesson plan assumes that your students understand simplifying complex fractions. They should know how to divide a fraction by an integer or by another fraction.

1. Watch video explaining unit rates

2. Solve a problem as a class

Using this Google slides presentation, students solve a problem together as a class. They are reminded the meaning of “reciprocal” and that in dividing one fraction by another, you multiply by the reciprocal of the fraction in the denominator. Additional slides give students instruction and tips on solving rates problems that include complex fractions.

3. Solve a variety of problems involving rates and complex fractions

The problem set is found here and the answer key with problems solved step–by-step is here. You know your class best. If you have already covered complex fractions and rate problems, these can be used as formative assessment or review. Alternatively, you may wish to either:

Assign the problems, have the students give these a try and then correct together as a class.
Select some of the problems to review together and assign the remainder as homework.
Assign the problems for students to complete individually, as either in-class work or homework and grade using the answer key provided.

4. Watch a video of a student applying ratio and proportion

At this point, many students will still need further clarification. In this video, Eva shows how she uses ratio and proportion to reduce a recipe for 4 dozen cookies to one for 2 dozen cookies.

Assessment

Students will be assessed based on performance on the problems provided.

State Standards

Missouri Learning Standard 7.RP.A.1

Minnesota Math Standard 7.2.2.1 – Represent proportional relationships with tables, verbal descriptions, symbols, equations and graphs; translate from one representation to another. Determine the unit rate (constant of proportionality or slope) given any of these representations.

Probability and fruit

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📖Standards

CCSS.Math.Content.7.SP.C.5
Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

CCSS.Math.Content.7.SP.C.6
Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.

⏰Time

30-45 minutes, depending on whether the final individual activity is performed in class or outside of class.

📲Technology Required

A projector or smart board is required to show the Google slides presentation in class. It can also be shown using any web meeting software for remote learning. The random fruit basket generator can be used by students in anything with a browser, including computers, tablets or phones. This activity is optional.

📃Summary

The Google slides presentation begins with definitions of probability, impossibility and certainty. Students are then given an example of a basket with different types of fruits and the probability of each. Students each come to the front of the class and pull a piece of fruit from the basket, writing down the probability of their selecting the type they obtained. The class data is used to create a table and compare the obtained probabilities to actual distribution of fruit in the basket. The lesson closes with students creating their own probability question.

NOTE: This lesson plan requires a basket of fruit. You could use pictures of fruit printed out or drawn on paper instead but using actual fruit from your area might be more fun. If you’d rather, though, we do have a random fruit basket generator to use with this lesson.

📚Lesson Plan

1. Presentation on Probability

Students are then given an example of a basket with different types of fruits and the probability of each.

2. Individual students compute probability

Students each come to the front of the class and pull a piece of fruit from the basket, writing down the probability of their selecting the type they obtained. The class data is used to create a table and compare the obtained probabilities to actual distribution of fruit in the basket. If students are learning at home, we have a random fruit basket generator to use with this lesson. After setting THE SAME NUMBER OF EACH FRUIT for everyone to enter, have each student click on the basket to select a random fruit and see the probability.

3. Group Activity

Complete table included in presentation as a class. Compare obtained probabilities with expected. Discuss that the expected probabilities are for a large number of trials and that it is usual to have the observe probabilities not match up exactly – or even closely – with the actual proportions when the sample size is small.

4. Probing questions

These questions are included in the presentation. Ask the class what the probability is of selecting a kiwi fruit, remembering that there are not any kiwi in the basket. If Annie’s family owns an apple orchard and her basket contains only apples, what is the probability of selecting an apple? If students need a reminder, return to the definitions of probability, impossibility and certainty at the beginning of the lesson.

5. Individual Activity

Students will create their own probability activity using household items. This activity can be performed at home, having family members draw items, or can be performed in the classroom using items in the classroom, such as different colors of pencils, or even pieces of paper with different words or pictures.

Assessment

Individual formative assessment is conducted throughout this activity by having students write the probability of the specific fruit they selected and by their performance on the individual activity creating their own probability sample and recording the results. Students can also write their answers to the in-class questions on probabilities of 0 and 1, then comparing these to the correct answer.

State Standard

Missouri Learning Standards (MLS)●7.DSP.C.5a Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

Minnesota Math Standard 6.4.1.2 – Determine the probability of an event using the ratio between the size of the event and the size of the sample space; represent probabilities as percents, fractions and decimals between 0 and 1 inclusive. Understand that probabilities measure likelihood.

Minnesota Math Standard 6.4.1.4 – Calculate experimental probabilities from experiments; represent them as percents, fractions and decimals between 0 and 1 inclusive. Use experimental probabilities to make predictions when actual probabilities are unknown.

Reading & comparing bar graphs

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📖Standards

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

CCSS.MATH.CONTENT.7.RP.A.2.B Ratios & Proportional Relationships: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

⏰Lesson Time

40- 50 minutes

📲Technology Required

Device with web-browser – Chromebook, laptop or desktop computer, iPhone or iPad

📃Summary

This lesson introduces students to reading and comparing bar graphs with proportional relationships. Students receive a slide or handout with four bar graphs and complete a set of cards with questions or complete the activity in Google slides . The lesson ends with an adventure game that includes discussion of interpreting bar graphs.

📚Lesson Plan

Related lesson plan

If you have not watched the videos on Mayan Trading and Distributions, you may want to check out this lesson plan first.

Preparing for the lesson – Options

Print out the cards if students do not have home Internet access or if you want to use the cards to do the activity in class. (Note: Business card stock may not be the best $10 I have spent as a teacher, but it’s high on the list. I don’t know what it is about cards that makes something seem like a game but I have had the greatest success with activities like this one.). Here is a PDF for the cards. If you would like to download the cards to edit and add your own questions, here is a Microsoft Word doc.

If students are learning from home, you can copy the Google slides presentation to your Google classroom and assign to students.

1. Individual Activity

Use this Google slides presentation to introduce and explain the assignment.

Print out the “Graphs” page or display it using a Smartboard, projector or in your Google classroom. Each student / group is required to complete the cards using the graphs provided.

2. Class Activity

After the students have completed the assignment, which should take around 10-15 minutes, have students share their findings to these questions with the class. Discuss and review the different questions and answers that can come from the same set of data.

3. Play Games!

Students can play the AzTech: The Story Begins to practice statistics in a history adventure game. Link available from the games page, select the device on which you want students to play. Available free for Chromebook, Android or iOS.

Assessment

AzTech Games Teacher Reports – Teachers can access standards-aligned student reports including answers to problems, number of correct answers, quiz results and pre-test/post-test results.

Students’ responses in the activities above, both individually and as a group, provide formative assessment of their ability at interpreting and extrapolating from graphical data.

State Standards

Distributions and Mayan Trading

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📖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: Meet the Maya, which teaches measures of central tendency. The lesson concludes with a question and another video on distributions.

📚Lesson Plan

1. Watch video – Mayan Trading (1:57)

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.

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

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.

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 (Bilingual English & Spanish) – This lesson is a bilingual version of the lesson above and features resources in English and Spanish.

10 Minute Mini-Lesson: Rabbit Stew & Multiplication

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📖Standard Standards

CCSS.MATH.CONTENT.3.OA.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

⏰ Time

10 Minutes

📲 Technology Required

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

📃 Summary

Students learn about what foods the Ojibwe people ate and how their diet changed when they were forced on to the reservation. They play a multiplication tic-tac-toe to snare rabbits and spend the points earned in the game to outfit their wigwam.

📚 Lesson

1. Watch a one-minute video on rabbit stew

Narrated by Deb Gourneau, of Turtle Mountain, this video explains the importance of rabbit stew in helping people survive when food was scarce.

2. Play Rabbit Tic-Tac-Toe in Making Camp Premium

Remember, clicking on the link with the boxes in the bottom left corner will always take you to the choices page.

Click on the box with the rabbit to play a tic-tac-toe game in Making Camp. Each correct multiplication problem snares a rabbit. Incorrect problems leave an empty snare.
When you win this game, there will be an arrow to go back to the numbers page.

3. Play a Matching Game to earn more points

Click on the box with the buffalo to match multiplication problems with their answers.

4. Learn what else was part of the Ojibwe diet

Now that you have 4 more points, go back to the wigwam and if you have not already traded for these, select the fish, deer hide or parfleche to see what else the Ojibwe would eat. Click on each of these items in your wigwam to learn more about it.

Assessment

Remember that you can always see your students’ performance on the problems in Making Camp Premium by accessing the reports page. You will need to enter the password you received during training.

State Standards

Minnesota Math Standard 3.2.2.2 – Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true.

Minnesota Math Standard 4.1.1.1 – Demonstrate fluency with multiplication and division facts.

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

PERIMETER OF RECTANGLES, SQUARES AND TRIANGLES

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📖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

Watch this animated video that explains how to find the perimeter of different polygons, including rectangles, triangles and squares. (3:00)

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.

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 (Bilingual English & Spanish)” – The Bilingual version of the lesson plan above with English and Spanish resources.

Estimation & Rounding

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📖 STANDARDS

CCSS.MATH.CONTENT.3.OA.D.8 Solve two-step word problems using the four operations. 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.

CCSS.MATH.CONTENT.3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

⏰ LESSON TIME

30 minutes

📃 SUMMARY

In this lesson plan, students will learn about estimation as a problem solving strategy and practice rounding to the nearest 10 and 100. Including 0. The lesson will reinforce rounding up for numbers 5 and greater. Through gameplay and an interactive assessment activity that includes multi-step problem solving, students will practice rounding with an emphasis toward developing mastery.

📲 TECHNOLOGY REQUIRED

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

📚 Lesson Plan

Watch the video– Problem Solving: Estimate (optional if playing Making Camp)

This animated movie explains how estimation and rounding can be used to solve problems that don’t require exact calculations, including multi-step word problems with an example. It also explains how rounding can be used to make numbers easier to work with and includes an example with rounding to the nearest hundreds. (3:44)

2. GAME: Making Camp Premium

Have students play Making Camp for 15-20 minutes, including this icon activity on estimation.

This activity will also reinforce visual estimation skills.

ASSESSMENT

A Day at the State Fair: Estimation is Everywhere

If your students have not previously used virtual manipulatives you may want to watch this short video.

This interactive, narrative-driven activity walks students through 6 in-context uses (multi-step word problems) of estimation and rounding to the nearest tens or hundreds, including rounding both up and down, to 0 and 100, and rounding up from 5.

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. Estimated time to complete: 10-15 minutes.

Also, remember that you can always see your students’ performance on the problems in Making Camp Premium by accessing the reports page. You will need to enter the password you received during training.

State Standards

Minnesota Math Standard 5.1.1.4 – Solve real-world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results.

Minnesota Math Standard 2.1.1.4 – Round numbers up to the nearest 10 and 100 and round numbers down to the nearest 10 and 100.

Multiplying to find perimeter of polygons

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📖 STANDARDS

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

⏰ LESSON TIME

45 minutes

📃 SUMMARY

In this lesson, students will learn how to compute perimeter of different polygons using multiplication and apply those skills in game-based practice problems. They will then learn about different Indigenous traditional dwellings. The lesson ends with students contributing to and solving problems that integrate the reading on dwellings and perimeter in an online assessment.

📲 TECHNOLOGY REQUIRED

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

📚 Lesson

1. Play GAME: Making Camp Premium

For 15 minutes, have students play the game Making Camp Premium.

Instruct them to specifically play the mini-game with this icon

If they need a refresher in how to compute perimeter, they should click this icon to watch a video

ALTERNATIVE: Perimeter is also covered in the second half of Spirit Lake: The Game, which is currently available for Windows and Mac computers.

2.READ: Home, Sweet Home: Tipis, Hogans, Wigwams and More

Read this short post about traditional dwellings of Native American tribes from different parts of the United States. It can be read aloud as a group or individually. (Estimated time: 7-10 minutes)

3. Discuss how to Compute Perimeter

This Google slides presentation reviews the definition of a polygon and perimeter and provides the formulas for finding the perimeter of a rectangle, square and triangle with examples for each. You can review it together in class or online, copy to Google classroom to assign to students or print out to send home for students without Internet access. (Estimated time: 5-10 minutes)

4. Testing understanding : Perimeter in Action

This activity draws from the “Home, Sweet Home” reading and lessons on perimeter to have students apply their understanding of how to compute the perimeter of rectangles, triangles and hexagons using multiplication. Get the Google slides presentation here. Students contribute numbers to create multiple problem options.

(Estimated time: 10 minutes)

ASSESSMENT

You can view your students’ progress on mastering these standards by viewing their progress in the Making Camp Premium game.

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 4.3.2.4 – Find the areas of geometric figures and real-world objects that can be divided into rectangular shapes. Use square units to label area measurements.

Division and English/ Language Arts

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📖 Standards

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.

CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

⏰ Time

40-45 minutes

📲 Technology Required

Making Camp Premium plays in any browser, so, of course, on Chromebooks. It can also be downloaded on phones or tablets and played offline by students who have limited Internet access. Schools that are part of the Growing Math project or who have a 7 Generation Games site license have access to the game for students to use at home or school.

📃 Summary

This is a fun lesson where students practice division, combined with Ojibwe history and then complete a creative writing assignment.

📚 Lesson Plan

1. Game Play with Making Camp

Open Making Camp. Go to the main choices screen by clicking on the small green icon with boxes at the lower left of the screen.
Click NUMBERS.
Click the box with the numbers to practice division.

Click the numbers box for division practice.

Refrigerator magnets on a beige background. Button at the top says GET PROBLEM — Each correct quotient earns a fridge magnet to decorate the fridge!

Students should play until they earn at least 15 points.

2. Spend the points earned and learn about Ojibwe history

One of the best teachers we know said, “History is more than names and dates. It’s how people lived. It’s the things they used.” When trading for a wigwam, students will watch videos on how to build a wigwam and on trading. They’ll learn that tribes traded with one another for hundreds of years.

3. Short story writing prompt

So how did we get from a refrigerator to a wigwam? You can use this Google slides presentation to tie in Native American history with Sam’s life in the twenty-first century. This presentation can also be added to your Google classroom as an assignment for students. Here is the introduction for Sam and his account:

This is Sam. He’s also Ojibwe but he’s not from a long time ago. He’s 16 years old. He lives on a reservation in the northern United States. You’ve probably heard of it. He doesn’t live in a wigwam. He lives in a white house with a grey roof. That’s the refrigerator in his house. The magnets have been there ever since he was in second grade.

4. Writing assignment

Read about Sam and write a story about him. What do you think happened to him in second grade? Why does everyone except for his cousin, Angie, think he’s not smart? Do you think he and Angie can really walk to Maine?

Assessment

Math problems in Making Camp Premium are scored automatically. You can see how many students attempted and the number correct in the data reports. All Growing Math teachers and all schools with 7 Generation Game licenses receive access to these reports. Writing assignments can be assessed according to the teacher’s own rubric.

State Standards

Minnesota Math Standard 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.

Minnesota Math Standard 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.