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MA.4.NSO.2.2 Multiply two whole numbers, up to three digits by up to two digits, with procedural reliability.  

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MA.4.NSO.2.2 Multiply two whole numbers, up to three digits by up to two digits, with procedural reliability.  

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Students were introduced to multiplying numbers in Chapter 2. Students completed Chapter 2, Lesson 10 “Problem Solving: Multiplication” of the Big Ideas Math textbook. Students also took the Review & Refresh mini assessment to ensure understanding of the skill.  

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Students were introduced to multiplying numbers in Chapter 2. Students completed Chapter 2, Lesson 10 “Problem Solving: Multiplication” of the Big Ideas Math textbook. Students also took the Review & Refresh mini assessment to ensure understanding of the skill.  

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Students measured the bottom of the cans to see how much space they need to fit all six cans. They used the previously learned lessons to multiply to know the space needed for the harmless holder to hold the six cans. 

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Students measured the bottom of the cans to see how much space they need to fit all six cans. They used the previously learned lessons to multiply to know the space needed for the harmless holder to hold the six cans. 

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The students completed engineering reflection questions based on the observations made during the engineering process.  

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The students completed engineering reflection questions based on the observations made during the engineering process.  

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Students were provided with materials to build their prototype. Each team tested their prototype to see if they could hold 6 cans of soda without falling apart. If the Harmless Holder was not successful, the students were given the opportunity to make changes based on their observations and edit their original draft.  

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Students were provided with materials to build their prototype. Each team tested their prototype to see if they could hold 6 cans of soda without falling apart. If the Harmless Holder was not successful, the students were given the opportunity to make changes based on their observations and edit their original draft.  

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Students worked together to design a plan on how to build a sturdy can holder which cannot measure more than 4 inches wide and 7 inches long and be able to hold the weight of the six cans for 3 minutes. Students planned their design with their group labeling materials that would be used. 

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Students worked together to design a plan on how to build a sturdy can holder which cannot measure more than 4 inches wide and 7 inches long and be able to hold the weight of the six cans for 3 minutes. Students planned their design with their group labeling materials that would be used. 

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Students were given the challenge of creating a Harmless Holder that can safely hold six cans (7.5 ounces each) of soda at the beach using recycled resources.

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Students were given the challenge of creating a Harmless Holder that can safely hold six cans (7.5 ounces each) of soda at the beach using recycled resources.

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The PowerPoint must include four slides, 1 picture, and 2 different fonts:  Slide 1-Team members.   Slide 2-The materials used. Slide 3-A reflection of “Why did we make a Harmless Holder?” Slide 4- A reflection of “Did your Harmless Holder work? If not, what did you do to fix it?” 

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The PowerPoint must include four slides, 1 picture, and 2 different fonts:  Slide 1-Team members.   Slide 2-The materials used. Slide 3-A reflection of “Why did we make a Harmless Holder?” Slide 4- A reflection of “Did your Harmless Holder work? If not, what did you do to fix it?” 

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Students learned how to insert new slides, add online pictures using Bing as well as add/edit text. They created a PowerPoint in the form of a slideshow including exactly 4 slides listing the materials used, steps followed in their creation, and describing their success or improvements of the prototype.  

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Students learned how to insert new slides, add online pictures using Bing as well as add/edit text. They created a PowerPoint in the form of a slideshow including exactly 4 slides listing the materials used, steps followed in their creation, and describing their success or improvements of the prototype.  

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Students were given a mini lesson on how to create a PowerPoint to describe how they designed and built their (can holder) Harmless Holder.

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Students were given a mini lesson on how to create a PowerPoint to describe how they designed and built their (can holder) Harmless Holder.

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Students used their understanding of the important fact that humans and animals rely on natural resources to survive. Knowing that Florida is surrounded by water, students understand the need to keep our oceans free of harmful waste to allow ocean life to thrive. Students were tasked with conserving the ocean's resources by creating a can holder using recycled materials to help the environment and protect those that live within

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Students used their understanding of the important fact that humans and animals rely on natural resources to survive. Knowing that Florida is surrounded by water, students understand the need to keep our oceans free of harmful waste to allow ocean life to thrive. Students were tasked with conserving the ocean's resources by creating a can holder using recycled materials to help the environment and protect those that live within

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Students were introduced to the standard by using the district PowerPoint Earth’s Resources, the Discovery Education videos “Natural Resources” and “Renewable Resources” as well as the DE Fun-Damental interactive activity “Earth’s Resources.” Students completed two reading comprehension passages which provided more information about “What are Renewable Resources?” and “What are Nonrenewable Resources?”

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Students were introduced to the standard by using the district PowerPoint Earth’s Resources, the Discovery Education videos “Natural Resources” and “Renewable Resources” as well as the DE Fun-Damental interactive activity “Earth’s Resources.” Students completed two reading comprehension passages which provided more information about “What are Renewable Resources?” and “What are Nonrenewable Resources?”

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SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.  

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SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.  