8-10 yrs old
Math & Economics
Students will explore finding an unknown variable by building and looking at math models in Minecraft.
February 9, 2019
Supporting Minecraft world file.
Common Core Standard
Engage NY Module
Related Engage NY Module link.
Show the slideshow (see Supporting Files) and have students discuss the problems, strategies, and solutions. Once they have found the strategy, unveil the Big Idea:
You can use division to find unknown multiplication numbers,
You can use multiplication to find unknown division numbers.
Part 1: Students will teleport to the Exhibition Area where they will be given an equation with a missing number, such as ?x5=15. Also, they will be given fifteen blocks, a pickaxe, camera, and portfolio. The students will build a Minecraft math model to find the missing number and write in on a slate. Next they will write the equation as a division problem, take a picture, and show their math as they put it into their portfolio.
Part 2: basically the same thing as part 1 but we will be changing division equations to multiplication.
Part 3: Challenge 24!
How many multiplication and division math models can you make with 24 blocks?
Students will teleport to the build area where there will be a button that gives out 24 gold blocks. Students will build arrays and evenly-grouped numbers that equal 24 total blocks. Next they will label the math model with a slate.
Students will examine their partner’s work and answer these questions:
1. Does the math model prove the sign?
2. Are the missing math models that I don’t have?
3. Are they missing math models that I do have?
4. What can I learn from their build?
5. How can I improve on this build?
The teacher will facilitate a discussion around the peer review questions.
1. The student was able to determine an unknown number in an equation by using strategies for its inverse equation. For example if you have 12 x N = 4 you can find N by dividing 12 by 4. (3.OA.4)
2. The student was able to construct Minecraft math models when given an question with a missing variable.
3. The student was able to distinguish between a multiplication and division math model.
4. The student was able to utilize critical thinking skills to build math models for all six of the factors pairs of 24.
5. The student was able to examine a peer’s work and explain ways to add on to it or learn from it.
6. The Student was able to explain division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. (3.OA.6)
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