I can't believe that it's going to be 2014 in a couple of days! When I looked at my calendar this morning I finally became motivated to finish some of the projects I've slowly been working on since Winter Break started two weeks ago. I finished a professional development course I've been working on through my district, caught up on some sewing, and finished something that had been rolling around in my head for a few months:

a new project-based learning where students create their own candy store! Part of my motivation behind finishing this project is that I want to start the new year off in an exciting way, and to keep them (and me) interested in Math as we finish the last half of the school year.

Students will answer the driving question:

What mathematical skills are needed to plan and run a candy store?

It is great for classes with multiple grade levels, GATE, and can be differentiated for many different ability levels.

I am also stressing adding/multiplying/counting by 1/2 (using scale), which is a skill my students still didn't have down before this project. Now they can all tell answer multiplication and division of halves using mental math!

This project includes the following Common Core Standards:

4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates.

5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

5.NF.5b Interpret multiplication as scaling (resizing), by: Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case)

5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

6.RP.3. Use ratio and rate reasoning to solve real-world and mathematical problems,

*Here are my students in action! They love project-based learning. It's a little chaotic, but they are having great discussions!*
*Measuring a desk to estimate the size*

*of their checkout table.*