#### Skills

- Creativity
- Critical Thinking

### External References

Supporting Minecraft world file.

Related Engage NY Module link.

Related Engage NY Module link.

Related Engage NY Module link.

### Learning Objectives

- CCSS.Math.Content.3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
- CCSS.Math.Content.3.MD.C.6 Measure area by counting unit squares (square cm, square m, square in., square ft., and improvised units).
- CCSS.Math.Content.3.MD.C.7 Relate area to the operations of multiplication and addition.
- CCSS.Math.Content.3.MD.D.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

### Guiding Ideas

Materials:

- Math notebooks and pencils (colored pencils and graph paper are good for this too)
- Slideshow file (see Supporting Files section)
- Whiteboard and markers

Go through the pictures on the slide show and brainstorm any thoughts and observations about how math can create walls and the distributive property.

Use the students’ brainstorm comments to get them understand of distributive property and how to find the amount of blocks 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. **

### Student Activities

**Blueprint 15 Minutes. **

Pass out the Blueprint Worksheet and help the students as they design their homes foundation by drafting rooms and plans for the walls. As students finish have them peer review each other's work before entering the Home Prototype World.

**Developing a Prototype 30 Minutes **

Student will enter the Home Prototype World and have three activities to complete that will follow the worksheet.

- Solve and build a math model on distributive property.
- Next they will change their biggest room into 2 rooms, a living room and kitchen.
- Design and build their walls.
- Decorate the inside.
- Build it in survival.

- Solve and build a math model on distributive property.
- Next they will change their biggest room into 2 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 in the the Class Survival World to start gathering materials for the class, such as wood, stone, sand, and gravel.

**Debrief 5-10 minutes **

1) What is the distributive property?

2) How can it help you make rooms

3) How can perimeter help you make walls?

**Day 4 Built it In Survival **

Start the day by reviewing your blueprints and take note on how many blocks you need.

Activity 1

**Mine 15 minutes **

Now that we have our plans and found how many materials of home foundations, it will be time to mine blocks for the class. Divided the students up into 3 groups

- Miners, there job is to get as much stone, coal, and iron as possible. Give them pickaxes.
- Lumberjacks, there job is to get as much wood and flowers as possible.Give them axes, teleport them to a forest.
- 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 3 or more stacks of stone, wood, and concrete materials.

**Craft 15 Minutes**

Put down 9 chest into 3 rows labeled stone, wood, and mud/flowers. Also, put down a few furness 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.

**Building Walls and Rooms **

When walls and rooms, students should take extra glass because if the make a mistake it will break.

**Debrief **

Fly up and look at your road map .

1) Show off different students work and let them talk about how they did it.

### Performance Expectations

**Depth of Knowledge 4**

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. (3.MD.8 3.MD.7A)

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. (3.MD.5, 3.MD.6, 3.MD.C.7.C)

4. The student was able to find and explain the area and perimeter of a two-room floor plan. (3.MD.7.B, 3.MD.8, 3.MD.6 3.MD.5)

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

#### Skills

- Creativity
- Critical Thinking

### External References

Supporting Minecraft world file.

Related Engage NY Module link.

Related Engage NY Module link.

Related Engage NY Module link.