#### Skills

- Creativity
- Critical Thinking

### External References

Supporting Minecraft world file.

Related Engage NY Module link.

### Learning Objectives

- CCSS.Math.Content.3.NBT.A.3 Multiply 1-digit whole numbers by multiples of ten in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

### Guiding Ideas

**Day 1 **

Go through the pictures on the slideshow (see Supporting Files section) and brainstorm any thoughts and observations about the math models. Use the students’ brainstorm comments to get them to understand the strategy when multiplying by multiples of ten. Once the students have made a connection, unveil the Big Idea.

**There are strategies for multiplying by multiples of ten that make math easy. **

**Day 2 **

In this slideshow your students will see maps of Paris, New York, and California CIty. They will compare these maps and talk about why it is important to build the infrastructure before the buildings.

### Student Activities

**Prototyping **

Start by saying that each block in Minecraft is 1 meter long. We’ll be working in groups of four to build a road that is 1 kilometer long (100 meters). Students in the same group each make their own prototype and vote for which one of the four they will use. Once they have built and chosen their prototype, they will fill out the worksheet that will tell the amount of materials in the road after every 10 meters. BE SURE TO ONLY USE MATERIALS THAT ARE EASY TO GET IN SURVIVAL, such as wood, stone, sand for glass, and gravel for concrete.

**Worksheets **

Students will fill out their worksheets (sound in Supporting Files).

**Mine **

Now that we have our plans and found how many materials for our roads, 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, teleport them to a forest.

3. Mudders: Their 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.

**Craft **

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 chest, the students will craft items that they need. They can make stone bricks, slabs, concrete, polished blocks, or whatever material they used in their prototype.

**Debrief **

1. What strategy can you use to make multiplying by multiples of ten easier?

**Day 3 **

**Make the Roads **

Review your worksheets with your group.

When building roads there will be different jobs.

1)The Bulldozer. This person will survey the land and dig out or fill in sections so the road can go through.

Step 1

Look at the land.

Step 2

Make a continuous path that is as wide as your road. Dig out dirt that is in the way and fill in dirt to make the land level.

2) The Curb Maker. This person will follow the Bulldozer and lay the full blocks that make up the curb.

3) The Paver. This person will lay the slabs between the curbs.

When two roads meet, make an intersection.

If there is something in the way that is too big to move, bend the road.

If a team finishes early, encourage them to extend the road another kilometer or add street lamps.

**Debrief **

1. About how many kilometers of road did we build?

2. Why should we build roads before buildings?

3. What strategy can you use to make multiplying by multiples of ten easier?

### Performance Expectations

1) The student was able to create a prototype of a road with a length of ten blocks and then build a larger version by a multiple of ten in the class’s Survival World.

2) The student was able to take an inventory of how many of each material that went into their prototype.

3) The student was able to multiply the amount of each item in their prototype by the multiple of ten to find the total amount of each item needed to build their survival road.

4) The student was able to explain their strategy for multiplying single digit numbers by a multiple of ten.

5) The student was able to work with others to gather materials and survey the land to make a road.

#### Skills

- Creativity
- Critical Thinking

### External References

Supporting Minecraft world file.

Related Engage NY Module link.