Created byStacie Winge

1 views0 downloads

Pet Shelter Multiplication Mission

Grade 5Math1 days

In this project, fifth-grade students take on the role of mathematicians to assist a local animal shelter. They use multiplication and place value understanding to calculate the shelter's needs, such as food and supplies, based on the number of animals. Students create a donation list with prioritized items and quantities, communicating the shelter's needs to the community through organized calculations and presentations. This project reinforces multiplication skills and their application in real-world scenarios.

MultiplicationPlace ValueAnimal ShelterReal-World ProblemsCommunicationFifth Grade Math

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, as mathematicians, use our understanding of multiplication and place value to determine the needs of a local animal shelter and effectively communicate those needs to the community?

Essential Questions

Supporting questions that break down major concepts.

How can we use multiplication to determine the amount of food needed for all the animals in the shelter?
How does understanding place value help us multiply large numbers efficiently?
In what ways can we organize and present our calculations to effectively communicate the shelter's needs?
How can we use multiplication to calculate the cost of supplies for the animal shelter?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to fluently multiply multi-digit whole numbers using partial products.
Students will be able to apply multiplication skills to solve real-world problems related to animal shelter needs.
Students will be able to effectively communicate the needs of the animal shelter using mathematical calculations.
Students will understand and apply place value concepts to multiply large numbers.

Common Core Standards

M.5.NBT.B.5

Primary

Fluently multiply multi-digit whole numbers using the standard algorithm.Reason: This standard directly addresses the math skills required to calculate the shelter's needs.

Entry Events

Events that will be used to introduce the project to students

Pet Shelter SOS: Urgent Appeal

A local animal shelter sends an 'urgent appeal' video showcasing overcrowded conditions and dwindling supplies. Students must analyze the video to identify the problem and brainstorm initial solutions to help the shelter care for its animals.

📚

Portfolio Activities

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

Activity 1

Estimating the Animal Population

Students will begin by estimating the number of animals in the shelter. This activity sets the stage for subsequent calculations by providing a reasonable range for the number of animals.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Watch the 'Pet Shelter SOS' video again, focusing on the number of animals shown.

2. Individually estimate the number of dogs, cats, and other animals in the shelter.

3. Share estimates in small groups and discuss the reasoning behind each estimate.

4. As a class, agree on a reasonable range for the number of each type of animal.

Final Product

What students will submit as the final product of the activityA class-generated list of estimated animal populations (dogs, cats, other) with a rationale for each estimate.

Alignment

How this activity aligns with the learning objectives & standardsLays the groundwork for applying multiplication skills to solve real-world problems related to animal shelter needs.

Activity 2

Daily Food Consumption Calculation

In this activity, students calculate the daily food consumption for different types of animals based on provided data. They will use multiplication to find the total amount of food needed.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Receive data on the average daily food consumption per animal (e.g., a dog eats 2 cups of food per day).

2. Multiply the estimated number of each type of animal by its daily food consumption rate using partial products.

3. Record calculations, showing each step of the multiplication process.

Final Product

What students will submit as the final product of the activityA detailed calculation of the total daily food consumption for each type of animal and the shelter as a whole, using multiplication with multi-digit whole numbers.

Alignment

How this activity aligns with the learning objectives & standardsCovers M.5.NBT.B.5 (Fluently multiply multi-digit whole numbers using partial products) and applies multiplication skills to solve real-world problems.

Activity 3

Weekly and Monthly Supply Needs

Building on the daily consumption calculations, students will extend their calculations to determine weekly and monthly supply needs, reinforcing their multiplication skills and understanding of time periods.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Use the daily food consumption totals to calculate weekly food consumption by multiplying by 7.

2. Calculate monthly food consumption by multiplying the daily amount by 30 (days).

3. Calculate the weekly and monthly cost of food based on the price per unit.

4. Organize and present all calculations in a clear table or chart.

Final Product

What students will submit as the final product of the activityA comprehensive table detailing the weekly and monthly food consumption and costs for the animal shelter.

Alignment

How this activity aligns with the learning objectives & standardsReinforces M.5.NBT.B.5 and enhances the application of multiplication in real-world scenarios, focusing on efficiency and organization.

Activity 4

Creating a Supply Donation List

Students will create a donation list for the animal shelter, specifying the quantities of each item needed for a month, based on their calculations. This activity encourages practical application and communication of mathematical findings.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review all previous calculations for monthly food and supply needs.

2. Create a prioritized list of needed supplies, including food, bedding, and cleaning supplies.

3. Specify the quantity needed for each item, using units that are easily understood by the public (e.g., bags, boxes).

4. Write a short paragraph explaining the importance of each item and how it helps the shelter.

Final Product

What students will submit as the final product of the activityA donation list with prioritized items and quantities, along with a rationale for each item's importance.

Alignment

How this activity aligns with the learning objectives & standardsCombines mathematical skills with practical communication, meeting the learning goal of effectively communicating the needs of the animal shelter using mathematical calculations.

🏆

Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Pet Shelter Multiplication Project Rubric

Category 1

Accuracy of Calculations

Assesses the correctness of multiplication calculations performed in determining food and supply needs.

Criterion 1

Daily Food Consumption

Accuracy in calculating the total daily food consumption for each type of animal.

Exemplary

4 Points

Calculations are completely accurate, demonstrating a sophisticated understanding of multiplication and its application to the context.

Proficient

3 Points

Calculations are mostly accurate with only minor errors that do not significantly impact the overall result. Shows a thorough understanding.

Developing

2 Points

Calculations contain some errors, but the student demonstrates a basic understanding of multiplication. Errors may affect the overall result.

Beginning

1 Points

Calculations contain significant errors, indicating a limited understanding of multiplication. The result is largely inaccurate.

Criterion 2

Weekly and Monthly Needs

Accuracy in calculating weekly and monthly food consumption and costs.

Exemplary

4 Points

Weekly and monthly calculations are precise and demonstrate an innovative application of multiplication and understanding of time periods.

Proficient

3 Points

Weekly and monthly calculations are accurate with minimal errors. Shows effective application of multiplication.

Developing

2 Points

Calculations show emerging understanding but contain errors that affect the accuracy of weekly and monthly totals.

Beginning

1 Points

Calculations contain significant errors, leading to inaccurate weekly and monthly totals. Shows limited understanding.

Category 2

Problem-Solving and Application

Assesses the ability to apply multiplication skills to solve real-world problems related to animal shelter needs.

Criterion 1

Application to Shelter Needs

Effectiveness in using multiplication to determine the quantity of food and supplies needed by the shelter.

Exemplary

4 Points

Demonstrates sophisticated problem-solving skills by innovatively applying multiplication to determine shelter needs and anticipates potential challenges.

Proficient

3 Points

Effectively applies multiplication to accurately determine the quantity of food and supplies needed.

Developing

2 Points

Shows emerging ability to apply multiplication but struggles with accurately determining the required quantities.

Beginning

1 Points

Struggles to apply multiplication to determine shelter needs. The quantities calculated are unrealistic or inappropriate.

Criterion 2

Reasoning and Justification

Providing clear and logical reasoning for the estimates and calculations made.

Exemplary

4 Points

Provides comprehensive and insightful justification for all estimates and calculations, demonstrating exceptional critical thinking.

Proficient

3 Points

Provides clear and logical reasoning for estimates and calculations, supporting choices with evidence.

Developing

2 Points

Provides some reasoning for estimates and calculations, but explanations may be unclear or lack sufficient support.

Beginning

1 Points

Provides minimal or no reasoning for estimates and calculations. Explanations are unclear or missing.

Category 3

Communication and Presentation

Assesses how clearly and effectively the student communicates the shelter's needs using mathematical calculations and a donation list.

Criterion 1

Clarity of Presentation

How well the calculations and results are organized and presented for effective communication.

Exemplary

4 Points

Presents calculations and results in an exceptionally clear, organized, and visually appealing manner, enhancing understanding and engagement.

Proficient

3 Points

Presents calculations and results in a clear and organized manner, facilitating understanding.

Developing

2 Points

Presentation is somewhat organized, but clarity is lacking, making it difficult to follow the calculations and results.

Beginning

1 Points

Presentation is disorganized and unclear, making it very difficult to understand the calculations and results.

Criterion 2

Effectiveness of Donation List

How well the donation list communicates the shelter's prioritized needs to the public.

Exemplary

4 Points

The donation list is exceptionally clear, persuasive, and effectively communicates the shelter's prioritized needs, inspiring action.

Proficient

3 Points

The donation list clearly communicates the shelter's prioritized needs and includes a rationale for each item.

Developing

2 Points

The donation list identifies some of the shelter's needs, but prioritization and rationale are unclear.

Beginning

1 Points

The donation list is incomplete, lacks prioritization, and does not effectively communicate the shelter's needs.

Category 4

Organization and Completeness

Assesses the organization of work and the inclusion of all required components.

Criterion 1

Completeness of Calculations

Ensuring all steps of the calculations are shown and all required calculations are performed.

Exemplary

4 Points

All steps of the calculations are shown in a detailed and comprehensive manner, demonstrating exceptional attention to detail.

Proficient

3 Points

All required calculations are performed and the steps are clearly shown.

Developing

2 Points

Some calculations are missing or incomplete. Some steps may be unclear.

Beginning

1 Points

Significant calculations are missing or incomplete. The steps are not shown.

Criterion 2

Organization of Portfolio

How well the portfolio is organized, including labeling, sequencing, and presentation of artifacts.

Exemplary

4 Points

The portfolio is exceptionally well-organized, with clear labeling, logical sequencing, and a professional presentation of artifacts.

Proficient

3 Points

The portfolio is well-organized with clear labeling and logical sequencing of artifacts.

Developing

2 Points

The portfolio shows some organization, but labeling and sequencing could be improved.

Beginning

1 Points

The portfolio is disorganized, lacking clear labeling and logical sequencing.

Reflection Prompts

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

Question 1

How did your understanding of multiplication and place value help you determine the needs of the animal shelter?

Text

Required

Question 2

What challenges did you encounter when calculating the food and supply needs for the shelter, and how did you overcome them?

Text

Required

Question 3

How confident are you in your ability to apply multiplication skills to solve similar real-world problems?

Scale

Required

Question 4

In what ways did organizing and presenting your calculations in a table or chart help you communicate the shelter's needs more effectively?

Text

Required

Question 5

If you were to do this project again, what strategies or approaches would you use to improve your calculations and communication of the shelter's needs?

Text

Required