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In this lesson, students will be able to create a unit of measurement and find the size of different landforms in Minecraft.
Welcome to this Minecraft: Education Edition lesson! Before you begin, take a few moments to let us know your thoughts or feedback on how we can improve this lesson in order to better enhance the learning experience that is delivered in your classroom!
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Click and watch this teacher preparation video to help you understand how to teach this lesson. Here is a YouTube link of the teacher video for your reference: https://youtu.be/wbD-YPTRybA
Start Here: Teacher Preparation Video
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.
Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.
Creativity
Critical Thinking
Math notebooks and pencils (coloured pencils and graph paper are good for this too)
Slideshow file (see Supporting Files section)
Whiteboard and markers
Go through the pictures on the slide show and brainstorm any thoughts and observations about how to measure landforms in Minecraft.
Use the students’ brainstorm comments to get them to understand the idea of using unit measurements to measure things.
Once the students have made a connection of regrouping between rounding between place values unveil the Big Idea: Unit measurements were invented to measure things.
1. Start by passing out their worksheets and revisit the idea of what is a unit measurement and have them generate a list of all kinds of unit measurements, i.e., inches, feet, gallons, kilometers ,etc. This is to get students to realize that someone just like them created these measurements and today they will create one in Minecraft.
2. The students will then name their measurement and define how many blocks long it is.
3. Next they will go into the Minecraft World and measure at least three landforms. Note: students should make up a new unit measurement for each landform.
Find a peer’s work and convert their measurement to your measurement. 3 ? coffees = 4 ¼ quad blocks
1. What are some patterns you see in equivalent fractions?
2. What are the advantages of larger unit measurements and what are the advantages of small unit measurements?
3. What are the pros and cons of rounding your measurement?
Depth of Knowledge 4 The student did all of the following:
1. The student was able to generate measurements of landforms. (3.MD.B.4)
2. The student was able to round numbers to the nearest whole numbers. (3.NFA.1)
3. The student was able to find equivalent fractions on their measurements. (3.NFA.3b), (3.MD.B.4)
4. The student was able to create and explain their own unit of measurement. (3.MD.B.4)
5. The student was able to analyze the work of others and convert their measurement to their own. (3.NFA.3b), (3.MD.B.4)
6. The student was able to explain the pros and cons of rounding and different sizes of measurements. (3.NFA.1)
Depth of Knowledge 3 The student did five out of six listed above
Depth of Knowledge 2 The student did three out of six listed above
Depth of Knowledge 1 The student did two out of six listed above
Check out the Tips & Tricks video playlist that will help you and your students better use Minecraft: Education Edition in the classroom:
https://youtube.com/playlist?list=PLkh9rrdH-ARER03ojhFYtmoFDVuACYJLa
More videos added periodically so make sure you check often for more content!
Click and watch the student pause and play video with your class, pausing and playing as needed. This will help your students understand how to navigate through this lesson and Minecraft world and complete the activities located within them. Enjoy!
Check out the YouTube link of this video for your reference: https://youtu.be/JZRoP_E8LYc
Student 'Pause & Play' Video
Specific Outcome 13: Demonstrate an understanding of fractions by:
explaining that a fraction represents a part of a whole
describing situations in which fractions are used
Specific Outcome 3: Demonstrate an understanding of measuring length (cm, m) by:
selecting and justifying referents for the units cm and m
modelling and describing the relationship between the units cm and m
measuring and recording length, width, and height.
Specific Outcome 8 : Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and symbolic representations to:
name and record fractions for the parts of a whole or a set
model and explain that for different wholes, two identical fractions may not represent the same quantity
provide examples of where fractions are used.
Specific Outcome 7: Demonstrate an understanding of fractions by using concrete, pictorial and symbolic representations to:
compare fractions with like and unlike denominators
Identify needs and opportunities for designing, through exploration
Generate ideas from their experiences and interests
Add to others’ ideas
Choose an idea to pursue.
Making
Choose tools and materials
Make a product using known procedures or through modelling of others
Use trial and error to make changes, solve problems, or incorporate new ideas from self or others
Sharing
Decide on how and with whom to share their product
Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment
Use personal preferences to evaluate the success of their design solutions
Reflect on their ability to work effectively both as individuals and collaboratively in a group
Use materials, tools, and technologies in a safe manner in both physical and digital environments
Develop their skills and add new ones through play and collaborative work
Explore the use of simple, available tools and technologies to extend their capabilities
Curricular Competencies
Develop mental math strategies and abilities to make sense of quantities
Use technology to explore mathematics
Understanding and solving
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
Content
Students are expected to know the following:
Measurement, using standard units: linear measurements, using units.
Fraction concepts: fractions can represent parts of a region, set, or linear model.
Ordering and comparing fractions: using concrete and visual models.
Fractions: Two equivalent fractions are two ways to represent the same amount. Comparing and ordering of fractions and decimals. Equal partitioning.
Identify needs and opportunities for designing, through exploration
Generate ideas from their experiences and interests
Add to others’ ideas
Choose an idea to pursue.
Making
Choose tools and materials
Make a product using known procedures or through modelling of others
Use trial and error to make changes, solve problems, or incorporate new ideas from self or others
Sharing
Decide on how and with whom to share their product
Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment
Use personal preferences to evaluate the success of their design solutions
Reflect on their ability to work effectively both as individuals and collaboratively in a group
Use materials, tools, and technologies in a safe manner in both physical and digital environments
Develop their skills and add new ones through play and collaborative work
Explore the use of simple, available tools and technologies to extend their capabilities
Curricular Competencies
Develop mental math strategies and abilities to make sense of quantities
Use technology to explore mathematics
Understanding and solving
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
Content
Students are expected to know the following:
Measurement, using standard units: linear measurements, using units.
Fraction concepts: fractions can represent parts of a region, set, or linear model.
Ordering and comparing fractions: using concrete and visual models.
Fractions: Two equivalent fractions are two ways to represent the same amount. Comparing and ordering of fractions and decimals. Equal partitioning.
Numbers
B1.6 Fractions use drawings to represent, solve, and compare the results of fair-share problems that involve sharing up to 20 items among 2, 3, 4, 5, 6, 8, and 10 sharers, including problems that result in whole numbers, mixed numbers, and fractional amounts.
Spatial Sense
E2.1 Length, Mass, and Capacity use appropriate units of length to estimate, measure, and compare the perimeters of polygons and curved shapes, and construct polygons with a given perimeter.
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, and repeating events
C3.2 read and alter existing code, including code that involves sequential, concurrent, and repeating events, and describe how changes to the code affect the outcomes
Numbers
B1.4 Represent fractions from halves to tenths using drawings, tools, and standard fractional notation, and explain the meanings of the denominator and the numerator.
Spatial Sense
E2.2 Use metric prefixes to describe the relative size of different metric units, and choose appropriate units and tools to measure length, mass, and capacity.
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, and repeating events
C3.2 read and alter existing code, including code that involves sequential, concurrent, and repeating events, and describe how changes to the code affect the outcomes
Number
B1.7 Describe relationships and show equivalences among fractions, decimal numbers up to hundredths, and whole number percents, using appropriate tools and drawings, in various contexts.
Spatial Sense
E2.2 Solve problems that involve converting larger metric units into smaller ones, and describe the base ten relationships among metric units.
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, and repeating events
C3.2 read and alter existing code, including code that involves sequential, concurrent, and repeating events, and describe how changes to the code affect the outcomes
N3.4 Demonstrate understanding of fractions concretely, pictorially, physically, and orally including: • representing • observing and describing situations • comparing • relating to quantity.
SS3.3 Demonstrate understanding of linear measurement (cm and m) including: • selecting and justifying referents • generalizing the relationship between cm and m • estimating length and perimeter using referents • measuring and recording length, width, height, and perimeter.
N4.6 Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to: • name and record fractions for the parts of a whole or a set • compare and order fractions • model and explain that for different wholes, two identical fractions may not represent the same quantity • provide examples of where fractions are used.
N5.5 Demonstrate an understanding of fractions by using concrete and pictorial representations to: • create sets of equivalent fractions • compare fractions with like and unlike denominators.
SS5.2 Demonstrate understanding of measuring length (mm) by: • selecting and justifying referents for the unit mm • modelling and describing the relationship between mm, cm, and m units.
N6.7 Extend understanding of fractions to improper fractions and mixed numbers.
3.N.13. Demonstrate an understanding of fractions by n explaining that a fraction represents a portion of a whole divided into equal parts in describing situations in which fractions are used n comparing fractions of the same whole with like denominators [C, CN, ME, R, V]
· Identify common characteristics of a set of fractions.
· Describe everyday situations where fractions are used.
· Represent a fraction concretely or pictorially.
3.SS.3. Demonstrate an understanding of measuring length (cm, m)
· selecting and justifying referents for the units cm and m
· modelling and describing the relationship between the units cm and m
· measuring and recording length, width, and height [C, CN, ME, PS, R, V]
· Provide a personal referent for one centimetre and explain the choice.
· Provide a personal referent for one metre and explain the choice.
4.N.8. Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to n name and record fractions for the parts of a whole or a set n compare and order fractions n model and explain that for different wholes, two identical fractions may not represent the same quantity n provide examples of where fractions are used [C, CN, PS, R, V]
· Represent a fraction using concrete materials.
· Identify a fraction from its concrete representation.
· Name and record the shaded and non-shaded parts of a set.
· Name and record the shaded and non-shaded parts of a whole.
· Represent a fraction pictorially by shading parts of a whole.
· Name fractions between two benchmarks on a number line (horizontal or vertical).
· Order a set of fractions by placing them on a number line (horizontal or vertical) with benchmarks.
5.N.7. Demonstrate an understanding of fractions by using concrete and pictorial representations to n create sets of equivalent fractions n compare fractions with like and unlike denominators [C, CN, PS, R, V]
· Create a set of equivalent fractions and explain why there are many equivalent fractions for any fraction using concrete materials.
· Formulate and verify a rule for developing a set of equivalent fractions.
· Identify equivalent fractions for a fraction.
5.SS.2. Demonstrate an understanding of measuring length (mm) by selecting and justifying referents for the unit mm modelling and describing the relationship between mm and cm units, and between mm and m units [C, CN, ME, PS, R, V]
· Provide a referent for one metre and explain the choice.
Fractions:
· Represents a fraction in a variety of ways, based on a whole or a collection of objects.
· Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition, subtraction and multiplication by a natural number)
· Generates a set of equivalent fractions
· Reduces a fraction to its simplest form (lowest terms)
Surface areas:
· estimating and measuring – unconventional units, relationships between the units of measure.
N13 Demonstrate an understanding of fractions by: • explaining that a fraction represents a part of a whole; • describing situations in which fractions are used; • comparing fractions of the same whole with like denominators.
SS3 Demonstrate an understanding of measuring length (cm, m) by: • selecting and justifying referents for the units cm and m • measuring and recording length, width and height.
N8 Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to: name and record fractions for the parts of a whole or a set; compare and order fractions; model and explain that for different wholes, two identical fractions may not represent the same quantity; provide examples of where fractions are used.
N7 Demonstrate an understanding of fractions by using concrete and pictorial representations to: create sets of equivalent fractions; compare fractions with like and unlike denominators.
N4 Relate improper fractions to mixed numbers.
N13: Students will be expected to demonstrate an understanding of fractions by · explaining that a fraction represents a part of a whole · describing situations in which fractions are used · comparing fractions of the same whole with like denominators.
M03: Students will be expected to demonstrate an understanding of measuring length (cm, m) by · selecting and justifying referents for the units centimetre or metre (cm, m) · modelling and describing the relationship between the units centimetre or metre (cm, m) · measuring and recording length, width, and height.
N08: Students will be expected to demonstrate an understanding of fractions less than or equal to 1 by using concrete, pictorial, and symbolic representations to name and record fractions for the parts of one whole or a set compare and order fractions model and explain that for different wholes, two identical fractions may not represent the same quantity provide examples of where fractions are used
N07: Students will be expected to demonstrate an understanding of fractions by using concrete, pictorial, and symbolic representations to create sets of equivalent fractions compare and order fractions with like and unlike denominators.
2SS4 Measure length to the nearest nonstandard unit by: • using multiple copies of a unit • using a single copy of a unit (iteration process).
3N13 Demonstrate an understanding of fractions by: • explaining that a fraction represents a part of a whole • describing situations in which fractions are used • comparing fractions of the same whole that have like denominators.
4N8 Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and symbolic representations to: • name and record fractions for the parts of a whole or a set • compare and order fractions • model and explain that for different wholes, two identical fractions may not represent the same quantity • provide examples of where fractions are used.
5N7 Demonstrate an understanding of fractions by using concrete, pictorial and symbolic representations to: • create sets of equivalent fractions • compare fractions with like and unlike denominators.
N13 Demonstrate an understanding of fractions by: • explaining that a fraction represents a part of a whole; • describing situations in which fractions are used; • comparing fractions of the same whole with like denominators.
SS3 Demonstrate an understanding of measuring length (cm, m) by: • selecting and justifying referents for the units cm and m • measuring and recording length, width and height.
N8 Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to: name and record fractions for the parts of a whole or a set; compare and order fractions; model and explain that for different wholes, two identical fractions may not represent the same quantity; provide examples of where fractions are used.
N7 Demonstrate an understanding of fractions by using concrete and pictorial representations to: create sets of equivalent fractions; compare fractions with like and unlike denominators.
N4 Relate improper fractions to mixed numbers.