Survival City Part 3

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.

5
Submitted By: Minecraft Education

February 3, 2020

Skills

• Creativity
• Critical Thinking

Slideshow

Rubric

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 areas 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

Opening Slideshow Materials:

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

Go through the pictures on the slide show and brainstorm any thoughts and observations about how math can build roofs and facades. Use the students’ brainstorm comments to get them to understand these concepts and 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

Put students in groups of four and have them take out the blueprint they got on their first day. As students finish, have them peer review each other's work before entering the Home Prototype World.

Developing a Prototype

Students will enter the Home Prototype World and have four activities to complete that will follow the worksheet.

1. Design their roof.

3. Design their door.

4. Document their math by showing these variables on a slate:

a. roof

c. area

d. walls

e. total

Document their math by showing these variables on a slate:

a. roof

c. area

d. walls

e. total

Debrief

1. Did building in Minecraft get your students to think about math differently?

Build It In Survival

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

Mine

Now that we have our plans and found how many materials of home foundations are needed, 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 the 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 Roofs

In order to build your roof, you must make scaffolding out of dirt to easily build on top.

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

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 the length and width to find the area.

6. The student was able to build walls and rooms for a home in Survival World.

Depth of Knowledge 3

The student did five out of six listed above

Depth of Knowledge 2

The student did three out of six listed above

Depth of Knowledge 1

The student did two out of six listed above

Skills

• Creativity
• Critical Thinking

Slideshow

Rubric