Math-tastic Neighborhood Game: Learning Geography Through Math
Created byDaniela Falao
1 views0 downloads

Math-tastic Neighborhood Game: Learning Geography Through Math

Grade 1MathGeography31 days
In this project, first-grade students design a 'Math-tastic Neighborhood Game' to teach others about their community's important places. They identify shapes and numbers in local landmarks, use positional words to describe locations, and create a matching game incorporating these math concepts. The project encourages collaboration, critical thinking, and community awareness, culminating in a presentation of their game and a reflection on their learning experience.
ShapesCountingPositional WordsCommunity LandmarksGame DesignNeighborhoodMath
Want to create your own PBL Recipe?Use our AI-powered tools to design engaging project-based learning experiences for your students.
📝

Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a math game that uses shapes and numbers from our neighborhood landmarks to teach others about our community's important places in a fun way?

Essential Questions

Supporting questions that break down major concepts.
  • How can math make learning about our neighborhood fun?
  • What shapes and numbers can we find in our local landmarks?
  • How can we use a game to teach others about our neighborhood's important places?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Identify and describe basic shapes (e.g., circles, squares, triangles) found in neighborhood landmarks.
  • Count and compare the number of objects or features in different landmarks.
  • Use positional words (e.g., above, below, next to) to describe the location of landmarks on a map.
  • Create a game that incorporates math concepts to teach others about neighborhood landmarks.
  • Explain why the selected landmarks are important to the community.
  • Collaborate with classmates to design and build the math game.
  • Present the math game to other students, teachers, or community members.
  • Reflect on the math concepts learned and the importance of local landmarks in the community

Entry Events

Events that will be used to introduce the project to students

Mathville Game Show Challenge

Transform the classroom into a 'Mathville' game show studio. Divide the class into teams, and have them compete in math-related challenges based on real neighborhood landmarks. The winning team gets to 'design' the first level of their Math-tastic Neighborhood Game, fostering excitement and a competitive spirit.

Neighborhood Shape Safari

Organize a 'Neighborhood Shape Safari' where students, equipped with cameras or tablets, explore the school surroundings to photograph and identify different shapes in buildings, signs, and other landmarks. Back in the classroom, they create a collaborative slideshow of their findings, setting the stage for incorporating these shapes into their game design.

A Conversation with a Community Leader

Invite a local community leader (e.g., a city planner, librarian, or shop owner) to the classroom to share stories and interesting facts about neighborhood landmarks. Before the visit, students prepare math-related questions to ask the guest, connecting their learning to real-world experiences and sparking ideas for their game.

The Mystery of the Missing Landmarks

A mysterious package arrives at the classroom, containing a blank map of the neighborhood and a cryptic letter from a 'secret admirer' who loves the neighborhood but needs help remembering key landmarks. Students must use math clues hidden around the classroom to locate and mark these landmarks on the map, kicking off their game design project.
📚

Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Classroom Shape Search

Students embark on a 'Shape Search' around the classroom, identifying and recording different shapes they find in everyday objects.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Begin by explaining the basic shapes (circle, square, triangle, rectangle) using visual aids and real-life examples.
2. Distribute 'Shape Search' worksheets with a checklist of shapes to find.
3. Students explore the classroom, searching for objects that match the shapes on their checklist.
4. For each shape found, students draw the object in their 'Shape Log' and label the shape.
5. Students share their findings with the class, discussing the different shapes they identified and where they found them.

Final Product

What students will submit as the final product of the activityA 'Shape Log' booklet filled with drawings and names of shapes found during the search, with a brief description of where each shape was located.

Alignment

How this activity aligns with the learning objectives & standardsIdentifies shapes in landmarks, aligning with the learning goal: 'Identify and describe basic shapes (e.g., circles, squares, triangles) found in neighborhood landmarks.'
Activity 2

Landmark Number Detectives

Students become 'Number Detectives' and count specific items within a picture of a local landmark.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Provide each student with a clear picture of a local landmark (e.g., school, library, park).
2. Create a list of items for students to count in the picture (e.g., windows, doors, trees, benches).
3. Students carefully count each item on the list and record the numbers in their 'Number Report'.
4. Students write a comparison statement based on their findings, comparing the quantities of two different items.
5. Discuss the counting results as a class, highlighting the different quantities of objects found in the landmark picture.

Final Product

What students will submit as the final product of the activityA 'Number Report' detailing the number of specific objects counted (e.g., windows, doors, trees) in the landmark picture, along with a comparison statement (e.g., 'There are more windows than doors').

Alignment

How this activity aligns with the learning objectives & standardsUses counting skills, aligning with the learning goal: 'Count and compare the number of objects or features in different landmarks.'
Activity 3

Classroom Map Adventure

Students participate in a 'Map Adventure' where they use positional words to describe the location of classroom objects in relation to each other.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce positional words (above, below, next to, beside, in front of, behind) using visual aids and demonstrations.
2. Distribute blank maps of the classroom layout to each student.
3. Students choose key objects in the classroom to include on their map (e.g., desk, chair, bookshelf, window).
4. Students draw the objects on their map and label their locations using positional words, describing their relationship to other objects.
5. Students share their 'Positional Word Maps' with a partner, describing the locations of objects using positional words.

Final Product

What students will submit as the final product of the activityA 'Positional Word Map' of the classroom, with drawings of key objects labeled with positional words (e.g., 'The desk is next to the window,' 'The bookshelf is above the rug').

Alignment

How this activity aligns with the learning objectives & standardsApplies positional words, aligning with the learning goal: 'Use positional words (e.g., above, below, next to) to describe the location of landmarks on a map.'
Activity 4

Landmark Matching Game Design

Students design a simple 'Landmark Matching Game' using shapes, numbers, and positional words related to local landmarks.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review the shapes, numbers, and positional words learned in previous activities.
2. Divide students into small groups and assign each group a local landmark.
3. Each group brainstorms math-related content (shapes, numbers, positional words) associated with their landmark.
4. Students create matching game cards featuring drawings of their landmark, shapes found in the landmark, numbers related to the landmark, and positional word descriptions of the landmark's location.
5. Each group writes a brief explanation of why their landmark is important to the community.
6. Groups exchange their 'Landmark Matching Games' and play each other's games.

Final Product

What students will submit as the final product of the activityA 'Landmark Matching Game' with cards featuring drawings of landmarks, shapes, numbers, and positional word descriptions, along with a written explanation of why each landmark is important to the community.

Alignment

How this activity aligns with the learning objectives & standardsCombines math concepts and landmark importance, aligning with the learning goals: 'Create a game that incorporates math concepts to teach others about neighborhood landmarks,' 'Explain why the selected landmarks are important to the community.'
🏆

Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Math-tastic Neighborhood Game Portfolio Rubric

Category 1

Shape Identification and Documentation

Assessment of student's ability to identify and document shapes found in the classroom.
Criterion 1

Shape Identification and Description

Accuracy in identifying and describing basic shapes within the classroom environment.

Exemplary
4 Points

Consistently and accurately identifies and describes a wide variety of shapes, providing detailed examples and going beyond basic shapes.

Proficient
3 Points

Accurately identifies and describes most basic shapes, providing clear examples.

Developing
2 Points

Identifies and describes some basic shapes, but with occasional inaccuracies or omissions.

Beginning
1 Points

Struggles to identify and describe basic shapes, demonstrating limited understanding.

Criterion 2

Shape Log Completeness and Detail

Completeness and detail of the 'Shape Log' booklet, including drawings and descriptions.

Exemplary
4 Points

'Shape Log' is exceptionally detailed and well-organized, including creative drawings, precise descriptions, and insightful observations.

Proficient
3 Points

'Shape Log' is complete and well-organized, with clear drawings and descriptions of shapes and their locations.

Developing
2 Points

'Shape Log' is partially complete, with some drawings and descriptions, but may lack detail or organization.

Beginning
1 Points

'Shape Log' is incomplete, with minimal drawings and descriptions, and lacks organization.

Category 2

Counting and Comparison Skills

Assessment of student's ability to count objects in a landmark picture and compare quantities.
Criterion 1

Counting Accuracy

Accuracy in counting and recording the number of specific objects in the landmark picture.

Exemplary
4 Points

Consistently and accurately counts and records objects, demonstrating exceptional attention to detail and using efficient counting strategies.

Proficient
3 Points

Accurately counts and records the number of most objects, with only minor errors.

Developing
2 Points

Counts and records the number of some objects, but with noticeable errors or omissions.

Beginning
1 Points

Struggles to count and record the number of objects, demonstrating limited understanding of quantity.

Criterion 2

Comparison Statement Clarity and Accuracy

Clarity and accuracy of the comparison statement, demonstrating understanding of quantity relationships.

Exemplary
4 Points

Writes a clear, insightful, and accurate comparison statement that demonstrates a deep understanding of quantity relationships and provides additional relevant observations.

Proficient
3 Points

Writes a clear and accurate comparison statement that demonstrates a good understanding of quantity relationships.

Developing
2 Points

Writes a comparison statement that is partially clear or accurate, demonstrating some understanding of quantity relationships.

Beginning
1 Points

Struggles to write a clear or accurate comparison statement, demonstrating limited understanding of quantity relationships.

Category 3

Positional Word Application

Assessment of student's ability to use positional words to describe the location of objects on a map.
Criterion 1

Positional Word Accuracy

Correctness and precision in using positional words to describe the location of objects on the map.

Exemplary
4 Points

Consistently uses positional words correctly and precisely, creating a highly detailed and accurate map with clear spatial relationships.

Proficient
3 Points

Uses positional words correctly to describe the location of most objects on the map, with minor inaccuracies.

Developing
2 Points

Uses positional words with some inaccuracies or inconsistencies, making it difficult to understand the location of some objects.

Beginning
1 Points

Struggles to use positional words correctly, demonstrating limited understanding of spatial relationships.

Criterion 2

Map Clarity and Organization

Clarity and organization of the 'Positional Word Map,' making it easy to understand the relative locations of objects.

Exemplary
4 Points

'Positional Word Map' is exceptionally clear, well-organized, and visually appealing, making it easy to understand the relative locations of all objects.

Proficient
3 Points

'Positional Word Map' is clear and well-organized, making it easy to understand the relative locations of most objects.

Developing
2 Points

'Positional Word Map' is somewhat disorganized or unclear, making it difficult to understand the relative locations of some objects.

Beginning
1 Points

'Positional Word Map' is disorganized and unclear, making it difficult to understand the relative locations of any objects.

Category 4

Game Design and Explanation

Assessment of student's ability to design a math game related to local landmarks and explain their importance.
Criterion 1

Math Concept Integration

Incorporation of shapes, numbers, and positional words related to the landmark in the matching game.

Exemplary
4 Points

Skillfully and creatively incorporates shapes, numbers, and positional words in a way that is both mathematically accurate and engaging.

Proficient
3 Points

Incorporates shapes, numbers, and positional words accurately and appropriately in the matching game.

Developing
2 Points

Incorporates some shapes, numbers, or positional words, but with inaccuracies or omissions.

Beginning
1 Points

Struggles to incorporate shapes, numbers, or positional words into the matching game.

Criterion 2

Landmark Importance Explanation

Clarity and insightfulness of the explanation of why the selected landmark is important to the community.

Exemplary
4 Points

Provides a highly insightful and articulate explanation of the landmark's importance, demonstrating a deep understanding of its role in the community and offering unique perspectives.

Proficient
3 Points

Provides a clear and thoughtful explanation of the landmark's importance to the community.

Developing
2 Points

Provides a basic explanation of the landmark's importance, but lacks detail or insight.

Beginning
1 Points

Struggles to explain why the landmark is important to the community.

Criterion 3

Game Effectiveness and Playability

Effectiveness and playability of the 'Landmark Matching Game.'

Exemplary
4 Points

The Landmark Matching Game is highly engaging, challenging, and effectively reinforces learning about the landmark and math concepts.

Proficient
3 Points

The Landmark Matching Game is playable and reinforces learning about the landmark and math concepts.

Developing
2 Points

The Landmark Matching Game has some playability issues or does not fully reinforce learning.

Beginning
1 Points

The Landmark Matching Game is difficult to play and does not effectively reinforce learning.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

What was the most challenging part of designing the Math-tastic Neighborhood Game, and how did you overcome it?

Text
Required
Question 2

Which local landmark did your group choose, and what shapes and numbers did you find there that you included in your game?

Text
Required
Question 3

How well did your group work together to design the Math-tastic Neighborhood Game?

Scale
Required
Question 4

What is one thing you learned about your neighborhood while working on this project that you didn't know before?

Text
Required
Question 5

How does your Math-tastic Neighborhood Game teach others about the importance of local landmarks in our community?

Text
Required
Question 6

If you could improve one aspect of your Math-tastic Neighborhood Game, what would it be and why?

Text
Required