### Learning Objectives

- MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems
- MA2-17MG uses simple maps and grids to represent position and follow routes, including using compass directions
- MA2-9MG measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres
- MA2-6NA uses mental and informal written strategies for multiplication and division
- MA2-7NA represents, models and compares commonly used fractions and decimals

### Guiding Ideas

- Real world application of Length, Area and Position concepts
- Demonstration of Multiplication and Fractions concepts using concrete materials

### Student Activities

*Sequence 1- Perimeter*

- Explain to students that they will be creating a plan to build an appropriate fence around the perimeter of an established garden bed at school. Reinforce the concept of
**perimeter.** - Provide students with the BLM attached (Grid and Table) and explain that they will need to measure the existing garden bed while considering the following: a) Amount of fencing required b) Height of fencing required c) The appropriate tool to use when measuring (trundle wheel, ruler, tape measure)
- Explain the scale of their drawing to students- 1cm represents 10cm/50cm etc. (depending on size of garden bed). Discuss meaning of 'scale.'
- Working in pairs, students recreate their garden bed with fencing and appropriate materials in Minecraft:EE. Reinforce that the same scale applies (i.e. 1 block=10cm). Students place a sign in front of their garden bed showing their measurements from the BLM table (Length, Width, Height, Perimeter) and take a photo of their bed using the camera to add to their portfolio.

*Sequence 2- Area*

- Revise the concept of
**area** - Model the calculation of area using blocks in Minecraft:EE and relate to formal units of square centimetres
- Students calculate and record the area of their garden bed by counting the number of blocks, labelling the area with a sign in front of their bed. Students then compare their area to that of other beds within the world.

**Extension- **Students recreate a garden bed with the same perimeter but different area, using the Camera to add images to their Portfolio

*Sequence 3- Arrays*

- Revise the concept of
**arrays**as a method of solving multiplication problems - Give students appropriately differentiated multiplication or division problems to solve by planting flowers or vegetables of their choice in the garden bed. E.g. How many potatoes would you have altogether if you had 3 rows of 5? Show 3x6 using carrots in your garden bed. If I had 24 flowers in my garden bed, how many equal rows could I have?
- Students put a sign in front of their garden bed with the equation and answer, and record their work using the Camera and Portfolio

*Sequence 4- Fractions*

- Reinforce the concept of fractions as referring to
**equal**parts - Students divide their garden into appropriately differentiated fractions by planting different plants in each section e.g. halves, quarters, thirds and fifths
- Introduce the concept of fraction multiples e.g. three quarters, two fifths etc.
- Students replant their garden to show fraction multiples
- Students put a sign in front of their garden bed with an appropriate label e.g. Two thirds carrots and one third wheat. They record their work using the Camera and Portfolio

*Sequence 5- Volume*

### Performance Expectations

Students work **collaboratively **in pairs when building their garden bed in Minecraft:EE.