#### Skills

- Creativity
- Critical Thinking

### External References

Supporting Minecraft world file.

Related Engage NY Module link.

Tutorial video for teachers and students.

### Learning Objectives

- CCSS.Math.Content.3.OA.B.5 Apply properties of operations as strategies to multiply and divide. 2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property)

### Guiding Ideas

**Opening Slideshow **

Materials:

Math notebooks and pencils (colored pencils and graph paper are good for this too)

On the slideshow (see Supporting Files) you will find pictures of Minecraft math models that show commutative property of multiplication. During the discussion you should talk about:

a. How these two models are related?

b. What are the number families?

The students should record the following information in their math notebooks:

a. Drawings of the math model labeled correct equation

b. Number families

Once students students have answered the four questions, unveil the Big Idea:

**Multiplication problems are the same backwards and forwards! **

### Student Activities

**Building the Sky Map**

To set up the game map, students enter the Minecraft World in Creative mode. Next they will build six math models that show the commutative property of multiplication. So if the first array is 4 x 5 = 20, their next array will be 5 x 4 = 20. These math models will be used as the game board and can be strategically used to build bridges to opponents’ beds and to defend your own bed.

Students of the same colored beds are teammates. Encourage them to build strategically together.

No bedrooms: meaning you can not encase your bed in blocks. There must be at least one way in and one way out.

**Peer Review **

Tell students we need to check our work and to fly around and peer review your classmates’ math models. After examining the model, label it with the name of the reviewer and the equation the reviewer saw. If the reviewer saw something different than the creator, there will be different equations. Once all students have labeled at least six math models and differences found in peer review that have been resolved, start the game.

*Best Practices: have students keep track of their number families by writing notes in their math notebooks. *

**Play Game **

Best Practices: While there is not much doing of math in the section of the lesson plan, it is by far the most important. It is in the game play where they get its meaning, and deeper thinking happens. For example, they will start thinking how to use math to build strategically. However, the most important part is what it does for the students’ engagement across math. So please give them at least 30 minutes of game play, even if you have to break up the lesson into two days.

For more information on how to play the Math Bed Wars mini-game, please see the Supporting Files section.

### Performance Expectations

1. The student was able to build and explain six Minecraft math models that show the commutative property of multiplication.

2. The student was able to label their Minecraft math models with correct equations on slates.

3. The student was able to peer review the Minecraft math models and slates of others to check for accuracy.

4. The student was able to add design purpose to their Minecraft math models by using them strategically in the game.

#### Skills

- Creativity
- Critical Thinking

### External References

Supporting Minecraft world file.

Related Engage NY Module link.

Tutorial video for teachers and students.