Thanksgiving Math Project Plan Thanksgiving Dinner Thanksgiving Activities PBL

Thanksgiving Math Project Plan Thanksgiving Dinner Thanksgiving Activities PBL

Can be used for 4th – 12th, Adult Education, Homeschool students.

Includes: PDF, 33 pages

Description

Thanksgiving Meal Planning Activity is a new favorite. This Project Based Learning Activity focuses on the Real World Application of how to plan Thanksgiving dinner. Students must read and comprehend informational text (REAL RECIPES) during this planning activity. This activity is perfect for PBL November!

****DOWNLOAD THE FULL PREVIEW FOR MORE INFORMATION*****

This Thanksgiving Activity covers a wide variety of standards and skills:

  • Informational Text
  • Adding and Subtracting Decimals
  • Money
  • Converting Measurements
  • Multiplying Decimals
  • Elapsed Time
  • Multiplying Fractions or Repeated Addition Fractions
  • Critical Thinking
  • Descriptive / Sensory Writing
  • Percentage to Decimals
  • Adjusting Recipes using Fractions
  • Rounding and Estimating Decimals
  • Money
  • …ETC!

These product extension activities can be used in centers, as well as as rotations.

This download includes 2 free activities to show my appreciation.

  • Free Thanksgiving Coloring Page
  • Free Recognizing Gratitude, Thankful through the Alphabet

Activities Included:

  • Invitation Design/Copy Shop
  • Guest List/ Dinner Party Serving Size
  • Menu Design/ Copy Shop Cost
  • Menu Planner / Shopping List
  • Actual Thanksgiving Real Recipe Cards *encourage students to try at home!
  • Recipe Adjuster: Most recipes will need to be doubled or even tripled. You can do this by repeated addition and multiplication.
  • Grocery Store Price Ad with Coupon: This activity can even be completed with actual Grocery Store Ads, or online through a grocery service!
  • Thanksgiving Exact Price Breakdown
  • Estimate / Rounding Thanksgiving Price
  • Thanksgiving Logistics: Students must figure out how to serve their dishes at the same time at the appropriate temperature….
  • Dining Table Design/ Seating Arrangement
  • Thanksgiving Reflection
  • Thank You Cards: Students write notes to those that prepare Thanksgiving for them, or someone they are grateful for
  • Extension Activities
  • + 2 Free Thanksgiving Activities.

You may also be interested in other Thanksgiving activities.

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For more information, download the full preview

Standards

Attend to precision. Students who are mathematically competent try to communicate accurately to others. In discussion with others, and their own reasoning, they try to communicate clearly. They clearly state the meanings of the symbols they select, using the equal sign consistent and appropriately. They are careful in specifying units of measure and labeling axes in order to clarify the relationship with quantities in a problem. They are able to calculate efficiently and accurately and can give numerical answers with the right level of precision according to the problem context. In elementary school, students explain each other in detail. High school students are now able to critically examine claims and explicitly use definitions.
Use appropriate tools strategically. Students who are mathematically competent should be aware of the tools available when solving a problem. These tools could include pencil, paper, concrete models and a ruler. Proficiency students have enough knowledge of the tools that are appropriate for their course or grade to make informed decisions about whether each tool might be useful. They also recognize both their limitations and the insights they can provide. High school students who are mathematically competent can analyze graphs that show functions and the solutions they generate using a graphing calculator. They strategically use mathematical knowledge and estimation to detect potential errors. Technology can be used to help them visualize the outcomes of various assumptions, analyze consequences, and compare predictions with actual data. Students of various grades are capable of identifying relevant external mathematical resources such as digital content on a website and using them to solve or pose problems. They are able use technology tools to deepen and explore concepts.
Model with mathematics. Mathematically-skilled students can use their mathematics to solve problems that arise in daily life, society, or at work. This might be as easy as writing an equation to describe a situation in the early grades. A middle-grade student might use proportional reasoning in order to plan an event at school or to analyze a community problem. In high school, students might be able to use geometry to solve a design challenge or to show how one quantity of an interest depends on another. Students who are mathematically proficient and can use what they know to simplify complex situations are comfortable using assumptions and approximations. However, these calculations may need revision. They can identify and map important quantities in a real-world situation using graphs, diagrams and flowcharts. These relationships can be mathematically analyzed to reach conclusions. They interpret the mathematical results within the context of the situation. If they don’t make sense, they reflect on the model and suggest improvements.
Construct viable arguments and critique the reasoning of others. Students who are mathematically proficient understand and use the following assumptions, definitions, as well as previously established results, when constructing arguments. To explore the truth of their conjectures, they make conjectures and create a logical sequence of statements. They can analyze situations by breaking them down into cases and recognize and use counterexamples. They communicate their findings to others and then respond to them. Inductive reasoning is used to reason about data. They make plausible arguments that consider the context in which it was created. Mathematically-skilled students are able to evaluate the effectiveness of different arguments, differentiate correct logic and reasoning from those that are flawed, and-if an argument is flawed-explain it. Elementary students are able to construct arguments using concrete referents like objects, diagrams, or actions. These arguments are valid and can make sense, even if they aren’t formalized until later grades. Later students will learn how to identify which domains an argument applies. All students at all levels can listen to and read the arguments of others, determine if they make sense, ask helpful questions, and improve the arguments.
Reason abstractly and quantitatively. Mathematically competent students can make sense of quantities, and their relationships in problems. When it comes to problems involving quantitative relations, they bring two complementary abilities: the ability of decontextualize to abstract a given situation, represent it symbolically and manipulate its symbols as though they have a life of themselves, without necessarily paying attention their referents; and the ability to contextualize and pause when necessary during manipulation to examine the referents for the symbols. Quantitative reasoning involves the ability to create a coherent representation of the problem, to consider the units involved, to attend to the meanings of quantities and not just how they are computed; and to know and use different properties of operations or objects.

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