# Fractions Equal to 1 (Bilingual English & Spanish)

## 📖STANDARD

CCSS.MATH.CONTENT.3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.

CCSS.MATH.CONTENT.3.NF.A.2.A Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

CCSS.MATH.CONTENT.3.NF.A.2.B Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

CCSS.MATH.CONTENT.4.NF.B.3.D Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

45 minutes

## 📃 SUMMARY

This lesson plan will build upon the already introduced concepts and key terms of fractions in our “Introducing Fractions” lesson plan. Students will learn that a fraction N/N =1 and be able to solve problems with fractions equal to 1 in various contexts, including number lines, time and pizza.

## 📚 LESSON

1. Start the lesson by having your students watch the “Fractions Equivalent to 1” video. In this video, students are introduced to the concept of when fractions equal 1 and shown different examples. (This video is 3 minutes and 32 seconds.)

Or watch the video in Spanish

1. Students will take the information from the video and use it to complete the “A Fraction Can Equal 1” activity in this Google slides deck. In this activity, students practice grasping the concept of a fraction, N/N, equaling 1 through different real-world situations. (20 minutes)
2. To end the lesson, students can play Fish Lake to further practice fractions. (20 minutes)

## ASSESSMENT

Assessment is built into the conclusion of the activity where students break apart the number line into N parts, label the number line, and state what fraction equals 1. The last activity problem will show if students have understood the concept of N/N = 1. Fish Lake data reports are also available for teachers to access after students have finished playing.

### STATE STANDARDS

Minnesota State Standards

3.1.3.1 – Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line.

3.1.3.2 – Understand that the size of a fractional part is relative to the size of the whole.

## Related Lesson

Fractions Equal to 1 – This is the English Only version of the lesson above with resources only in English.

# 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.

## 📚 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.”

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.

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.

# Making Camp – 10 minute history (Bilingual English & Spanish)

## 📖Standards

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

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
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.

## 📲Technology Required

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

## 📃Summary

Ojibwe History Integrated with Math + History = Making Camp

That’s Making Camp in a nutshell, um, equation. If your students are like most people, you’re having a hard time getting them to focus. That’s why we’ve created short lessons for you. Each of these only takes about 10 minutes, teaches Ojibwe (Native American) history , multiplication or division. You can do these at the beginning or end of class as a warm-up, as an assignment for those students who finish early.

As the game introduction says …. let’s get started on Making Camp.

## 📚Lesson Plan

We strongly recommend you assign the username and password rather than having students assign their own.

Watch the two introductory videos that explain about the Ojibwe migration and how to play the game. This will bring you to the choice screen.

### Click on the NUMBERS (NÚMEROS) option which will bring up the screen below.

MATCHING MULTIPLICATION

• Click on the top left box (with cards) to play a memory game, matching multiplication problems with their answers.

The Multiplication 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 by answering multiplication problems.

## Assessment

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

That’s it. That’s your ten minutes of learning social studies and multiplication.

### 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.

### Related: Making Camp – 10 minute history

The lesson above has a companion lesson for English Only Learners. Making Camp – 10 minute history is the same lesson from above but provides the resources in English only, featuring Making Camp Premium.

# Learn 4 Math Facts at Once with Google Slides

## Standard

CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.

CCSS.MATH.CONTENT.3.OA.A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares.

CCSS.MATH.CONTENT.4.NBT.B.4
Fluently add and subtract multi-digit whole numbers using the standard algorithm.

45-60 minutes

## Summary

Start with a video as an ice breaker. Then, students read or listen to a presentation explaining how each math fact is actually four. Students complete an activity where they create their own math facts slides. A recommended video explains features of Google slides. Students complete the lesson playing Making Camp Dakota, solving word problems using division.

## Listen to/ Read a presentation on four math facts at a time

This presentation explains how one math fact is actually four because 7 x 6 = 42 means that 42 ÷ 7 = 6 and also that 6 x 7 = 42 and 42 ÷ 6 = 7. As an added bonus, it includes some ranch vocabulary like cattle, steer, heifer and bull.

After the teacher has given the first part of the presentation, students are challenged to first show how a given math fact is actually four math facts, using steers. Next, students create their own examples. The easiest way to do this is through assignment in Google classroom or other system, including email, giving students their own copies of the slides to modify.

### Recommended Video: Math Facts with Google Slides

If your students are unsure how to copy and paste, how to select multiple elements at a time, rotate objects or insert a duplicate slide, it is all in this video. Why not watch the video first? Because students often pay more attention once they realize they have questions that can be assigned by the assigned video.

### Play Making Camp Dakota

Play Making Camp Dakota: Past and Present to learn about Dakota history and culture and solve division problems, such as dividing the people on the buffalo hunt. Students can be assigned to go directly to the game here or to access it by selection in the games portal for kids.

## Assessment

Two types of assessment are included in this lesson:

1. Students create their own math facts slides, and in-game assessment.
2. Problems are scored automatically in Making Camp Dakota and data are available through the teacher reports.

## Differentiated Instruction

Many students with learning disabilities have stronger achievement in one area than another, for example their grade level in reading is higher than in mathematics. For these students in higher grades, an assignment to learn to use presentation software such as Google slides is age appropriate and intrinsically interesting and at the same time increases their knowledge of basic math facts.

# Introduction to Lakota/Dakota Oral Histories & Storytelling

## 📖 STANDARD

ND H.3-5.3, & ND H.3-5.9 Describe North Dakota Native American Essential Understandings. Describe how individuals and groups contributed to North Dakota.

CCSS.ELA-LITERACY.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

45-60 minutes

## 📲 TECHNOLOGY REQUIRED

Computer with internet connection

## 📃 Summary

Students read a Lakota story on the end of the world. The teacher gives a short presentation on oral history as used by the Lakota/Dakota. Students play a game with stories from Dakota or Lakota culture. Students present their own examples of oral history in writing or orally. Assessment is in oral or written presentation and via data reports on answers in Making Camp Lakota or Dakota.

## 📚 Lesson

Read or have a student read the Lakota story of the end of the world . The English translation can be found on the Akta Lakota Museum site here or you can copy it as a Google doc into your own classroom.

### Presentation

This short (5 minute) Google slide presentation explains what oral history is and how it was used by the Lakota/Dakota.

### Play a Game

Have students play either Making Camp Lakota or Making Camp Dakota. From the earn page, select the LIFE tab. Select any 3 activities on the page to watch and answer the questions. If students have not played the game before, this should take 10-15 minutes from logging in, introduction, and the three choices.

The lessons featured in the Life tab are perfect examples of traditional oral history passed down by both Lakota/Dakota tribes.

### Share Oral Histories

Once students have played the game, ask students to think of and share orally a story told to them or if they are not comfortable with public speaking, have them write down in a notebook entry to be turned in for grading.

## Assessment

The assessment value is based on what is written down in the notebook or what is shared orally with the rest of the class. Some students will not share or write anything down due to lack of knowledge, so those will be case by case and one on one with the student in question. Based on stories shared and notebook entries, adjustments to class series can be made to target how much time we can spend on a second lesson and third lesson with oral histories.

Students completion of Life activities and their correct/ incorrect answers are recorded and data on student task completion and performance are available from the teacher reports.

## RELATED Lessons You May Wish to Use

A Dakota boyhood is a lesson that also includes a story of Dakota life and teaches ELA at the fifth-grade level. This lesson also uses the Life section from the game Making Camp Lakota.

Breaking Down Division with Remainders – is a great addition for a cross-curricular unit. Making Camp Dakota follows a family at a pow-wow as the children learn about Dakota culture through stories from their elders and apply their long division skills along the way. This division lesson includes Making Camp Dakota game play, a video and Google slides presentation on division with remainders.

This lesson plan was originally developed as part of a series on returning culture and knowledge back to our youth as a part of the youth social skills night activities for the Native American Development Center in Bismarck, ND. It is part of a lesson plan series created by Jen Mellette, Youth and Community Coordinator.

# Travois, multiplication and 2-step problems

By Irish Pepito

## 📖 STANDARD

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.

30-45 minutes

## 📃 SUMMARY

In this lesson, the students will develop an understanding of the meanings of the four operations of whole numbers through activities and problems involving real life scenarios from Indigenous history. Students use properties of operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties to solve using the four operations problems involving single-digit factors. It includes educational videos, games and video presentations that can be used for reviews and daily practice.

## 📲 TECHNOLOGY REQUIRED

Computer or mobile device

## 📚 LESSON

### Second, play a game

Let the students log in to Making Camp Premium to access the game. (Game links can be found under the GAMES tab.) The choices screen is shown above. Students are instructed to select NUMBERS from the screen above.

Students are tasked to play for 20 minutes. Students will demonstrate mastery in solving word problems like the one shown below and to be able to earn points within the game. For some students who aren’t able to master the standard will be given individualized instruction to master the concept.

### Reinforce and assess what they have learned with a presentation

This Google slides presentation, Travois and Multiplication, gives a little background on how the travois was used by Indigenous people of North American. Within the context of building and using a travois, students learn to analyze a word problem and use appropriate operations in getting the correct answer.

## ASSESSMENT

To monitor the progress of the students, there is data analysis that can be viewed on the Making Camp Premium data report. There are also four problems included in the Google slides presentation that students can complete in-class or as a work-from-home activity

# Multiplication Review and Red River Carts

## 📖Standards

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

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.”

20 minutes

## 📲 Technology required

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

## 📃 Summary

Students watch a video on the importance of the Red River cart in expanding trade. The teacher presents (or students may read) a presentation discussing Red River carts followed by two related word problems. The lesson concludes with students playing Making Camp Premium, reinforcing multiplication facts and the Ojibwe history lesson learned.

## 📚 Lesson

### Presentation on Red River Carts and multiplication

Use this Google slides presentation in-class or assigned online to review a little on the Red River cart and then solve two math problems involving carts and horses. In the first activity, the students drag the correct number of wheels to show 5 groups of 3 and then 3 groups of 5, both correct answers to the question. In the second problem, students drag 4 groups of 6 horses to solve the word problem.

### Play a game

Students play Making Camp Premium (instructions on which activities are included in the slides presentation).

## Assessment

Making Camp Premium offers Data and Reports for teachers to access to view students playing time and the number of items answered correctly addressing each standard taught in the game.

# Ojibwe Clans and Migration

### 📖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.”

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 Premium 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.

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 Premium to view how many modules students completed in the LIFE section and their scores for each one.

### Related Lesson

“Ojibwe Clans and Migration (Bilingual English & Spanish)” – The Bilingual version of the lesson plan above featuring Making Camp Bilingual.

# Animal Idioms

## 📖Standards

CCSS.ELA-LITERACY.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
CCSS.ELA-LITERACY.L.4.5.B Recognize and explain the meaning of common idioms, adages, and proverbs.

45 minutes

## 📲 Technology Required

Students must have access to laptops, desktop computers, or tablets with an internet connection if they are playing Making Camp Premium in a web browser. Teachers need a projector with a laptop to present the slideshow.

## 📃 Summary

This idioms lesson for Grades 3-4 begins with a presentation, popular song about idioms, a list of animal idioms, two video games, and an idioms matching activity. Also enclosed is a book list for Grades 1-4 about idioms.

Note: This lesson can include the Idioms Book Activity (which needs paper, coloring tools, and some preparation time for booklet assembly).

## 📚 Lesson

1. The lesson slideshow, Animal Idioms, begins with a song video about idioms and then a short warm-up using three idioms. The answers to the warm-up are provided. Students will gain more understanding of how some idioms can have the same meaning.
2. Match the Idioms: Students can work together in groups, pairs, or individually for the Match the Idioms formative assessment activity with manipulatives. The answer key for the two sets (20 in all) is provided here. Distribute a copy of the Slides file and review the answers with them later, using the answer key.
3. Use idioms in a creative writing activity: If you are remote or in class, students can pick some animal idioms from the Match the Idioms answer key to use in sentences, a short story, or a poem using their chosen idioms.

## Assessment

1. Students can choose their favorite idioms to illustrate in their Idiom Book, which they can make themselves, for assessment. This activity is great for in-class activity as the materials are easily accessible, but can be done remotely as well.
2. For formative/summative assessment, have students play Making Camp Premium idioms mini games so their game progress will be recorded and accessed from your teacher reports dashboard.

## Game

Students will play the Words section of the Making Camp Premium from our selection of Growing Math games. The Words section features four minigames that focus only on idioms. If they are remote, students may use their phone or tablet app or play using the web browser game link on a desktop computer. You will be able to monitor the student answers from your teacher reports account. This will also inform you if the students have participated in practicing using the video games.

Enclosed in the slides is another link to a web browser game about idioms offered from a standards-aligned website. You won’t be able to monitor the students on it, but it can be used as another potential resource for idioms practice.