8-10 yrs old
Math & Economics
Design a prototype of a home and use area and perimeter to find out how many materials they will need to build it in survival.
March 6, 2019
Minecraft World File
Download the world and open with Minecraft: Education Edition.
Go through the pictures on the slideshow and brainstorm any thoughts and observations about how math can create walls, and the distributive property.
Use the students’ brainstorm comments to get them to understand of distributive property
and how to find the amount of blocks that are in the walls. Once the students have made these connections, unveil the Big Idea.
Math is needed to construct all buildings and measuring the area and perimeter of shapes are its tools.
Pass out the Blueprint Worksheet and help the students as they design their rooms and plans for the walls. As students finish have them peer review each other's work then enter the Home Prototype World.
Developing a Prototype
Student will enter the Home Prototype World and have three activities to complete that will follow the worksheet:
1. Solve and build a math model on distributive property.
Next they will change their biggest room into two rooms; a living room and kitchen. They will find the area for each room.
Design and build their walls, as well as find the number of blocks that are in the walls.
Decorate the inside.
Build it in Survival.
If students finish early, send them to the Class Survival World to start gathering materials such as wood, stone, sand, and gravel.
1. What is the distributive property?
2. How can it help you make rooms?
3. How can perimeter help you make walls?
Build It In Survival
Review your blueprints and take note on how many blocks you need.
Now that we have our plans, it will be time to mine blocks for the class. Divide the students up into three groups:
1. Miners: their job is to get as much stone, coal, and iron as possible. Give them pickaxes.
2. Lumberjacks: their job is to get as much wood and flowers as possible. Give them axes, and teleport them to a forest.
3. Mudders: There job is to get as much sand, gravel, and clay as possible. Give them shovels and teleport them to a river.
Be sure to remind your students that the blocks they are collecting are for everyone, so bring back at least three or more stacks of stone, wood, and concrete materials.
Put down nine chests into three rows labeled stone, wood, and mud/flowers. Also, put down a few furnesses loaded with coal and have students empty all their inventories into the community chest. Once all the items are in the chests, the students will craft items that they need. They can make stone bricks, slabs, concrete, polished blocks, or whatever material they used in their prototypes.
Building Walls and Rooms
When building walls and rooms, students should take extra glass because if they make a mistake, it will break.
Fight the Night
Give students a challenge to collect as much mob loot as possible. Set the game to hard mode and write these codes:
/gamerule mobgriefing false (this prevents creepers from blowing up your students work)
/time set night
Debrief fly up and look at your road map
Show off different students’ work and let them talk about how they did it.
The student did all of the following:
1. The student was able to create walls on their foundation by stacking loops of perimeters on top of one another and explain how walls = perimeter x height.
2. The student was able to design prototypes of floor plans on the worksheet and in creative mode.
3. The student was able to build and explain models on how Ax(B+C)=(AxB)+(AxC) and how it relates to their floor plan.
4. The student was able to find and explain the area and perimeter of a two-room floor plan.
5. The student was able to explain strategies on how they did the math, such as measuring and the length and width to find the area.
6. The student was able to build walls and rooms for a home in Survival World.
7. The student was able to show higher level thinking skills by changing equations to make new looks in their homes or realized and accounted for the difference between the measured perimeter and the amount of blocks in the perimeter.
Depth of Knowledge 3
The student completed five out of the seven listed above
Depth of Knowledge 2
The student completed three out of the seven listed above
Depth of Knowledge 1
The student completed two out of the seven listed above
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