Place Value Adventure: A Virtual Treasure Hunt

Created byVivian Norman

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Place Value Adventure: A Virtual Treasure Hunt

Grade 6Math8 days

The 'Place Value Adventure: A Virtual Treasure Hunt' is a comprehensive 8-week project for 6th-grade math students designed to deepen their understanding of place value, conversions between fractions, decimals, and percentages, and the distinction between terminating and repeating decimals. Students will engage in interactive activities including digital escape rooms, developing conversion toolkits, and navigating virtual landscapes to apply their numerical knowledge. The project aims to enhance problem-solving strategies and collaboration, with a thorough rubric and reflective prompts to assess and reinforce learning.

Place ValueFractionsDecimalsPercentagesVirtual Treasure HuntTerminating DecimalsRepeating Decimals

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a virtual treasure hunt that helps us deeply understand place value, effectively convert between fractions, decimals, and percentages, and identify and differentiate between terminating and repeating decimals?

Essential Questions

Supporting questions that break down major concepts.

How can place value help us understand the value and position of numbers in a decimal system?
In what ways do conversions between fractions, decimals, and percentages reveal equivalency?
Why is it important to identify terminating versus repeating decimals, and how do they differ?

Standards & Learning Goals

Learning Goals

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

Students will be able to design an engaging virtual treasure hunt that demonstrates a comprehensive understanding of place value and its use in real-world scenarios.
Students will accurately convert between fractions, decimals, and percentages, showing deep understanding of equivalency and benchmarks.
Students will differentiate between terminating and repeating decimals, understanding their significance and differences.
Students will be able to compare and order decimals and fractions effectively using the number line, demonstrating understanding of numerical relationships.

Common Core Standards

CCSS.MATH.CONTENT.6.NS.B.3

Primary

Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.Reason: Understanding decimal operations is crucial when dealing with place value and conversions between decimals and fractions, which will be explored in the virtual treasure hunt.

CCSS.MATH.CONTENT.6.NS.B.4

Secondary

Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor.Reason: This standard supports students in finding equivalences and forming benchmarks when comparing and ordering fractions and decimals, aiding their understanding of part-to-part relationships in conversions.

CCSS.MATH.CONTENT.6.RP.A.3

Primary

Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.Reason: Converting between fractions, decimals, and percentages requires ratio reasoning, a key aspect when planning and executing a virtual treasure hunt focused on these concepts.

CCSS.MATH.CONTENT.6.NS.C.6

Primary

Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.Reason: Understanding the number line is essential for comparing and ordering decimals and fractions, which will be part of the virtual treasure hunt activities.

Entry Events

Events that will be used to introduce the project to students

Digital Escape Room Challenge

Propose a digital escape room setup where each puzzle involves converting decimals and fractions and challenges students to order them on a digital number line. This context introduces an exciting narrative and adds urgency, driving curiosity and engagement with core mathematical concepts.

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Portfolio Activities

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

Activity 1

Decimals & Fractions Conversion Toolkit

Students will develop a personal toolkit for converting decimals to fractions and percentages, enhancing fluency with conversions and understanding of equivalencies.

Steps

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

1. Introduce the key concepts of converting fractions, decimals, and percentages.

2. Have students practice converting provided decimals and fractions, using a visual step-by-step guide.

3. Guide students in creating a toolkit or cheat sheet that outlines conversion steps and tips.

Final Product

What students will submit as the final product of the activityA conversion toolkit containing step-by-step guidelines for converting between decimals and fractions, with a focus on equivalency.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.MATH.CONTENT.6.RP.A.3 by using ratio reasoning to convert measurement units.

Activity 2

Decimal Investigation: Terminating vs. Repeating

An exploratory activity where students become detectives, identifying and distinguishing between terminating and repeating decimals through real-world examples.

Steps

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

1. Introduce the definitions and characteristics of terminating and repeating decimals.

2. Provide a set of examples where students must classify numbers as either terminating or repeating decimals.

3. Students investigate patterns in repeating decimals through guided exercises and real-world data (e.g., currency).

4. Discuss the significance of these types of decimals in various scenarios.

Final Product

What students will submit as the final product of the activityAn illustrated report detailing findings on terminating and repeating decimals, with classification charts and real-world examples.

Alignment

How this activity aligns with the learning objectives & standardsAligns with understanding how to differentiate between types of decimals.

Activity 3

Fraction-Decimal-Percentage Path Finder

An engaging path-finding activity where students navigate a virtual landscape using their conversion and comparison skills with fractions, decimals, and percentages.

Steps

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

1. Challenge students to solve conversion puzzles using fractions, decimals, and percentages.

2. Students must decide between paths based on their conversion calculations, enhancing their problem-solving strategies.

3. Allow students to use their toolkit to assist in decision-making and pathway selections.

Final Product

What students will submit as the final product of the activityA completed virtual path-finding adventure demonstrating conversion skills and decision-making.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.MATH.CONTENT.6.NS.B.3 by adding, subtracting, multiplying, and dividing decimals.

Activity 4

Number Line Navigation

A hands-on activity focused on navigating and understanding the number line through ordering and comparing decimals and fractions.

Steps

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

1. Introduce students to an interactive digital number line tool.

2. Guide students to plot given fractions and decimals onto the number line.

3. Conduct exercises where students must compare and order numbers, explaining their positioning.

Final Product

What students will submit as the final product of the activityAn organized and annotated digital number line, demonstrating an understanding of numerical relationships.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.MATH.CONTENT.6.NS.C.6 by understanding comparing and ordering on the number line.

Activity 5

Place Value Mapping

A deep dive into understanding place value through a mapping activity where students visualize and explore different numerical representations and their positions in the decimal system.

Steps

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

1. Introduce the concept of place value using visual aids and digital tools, such as interactive number lines.

2. Ask students to create a map using grid paper or a digital tool, where they assign values to various places in a decimal system.

3. Students annotate the map with examples, showing how different numbers are positioned on the number line.

Final Product

What students will submit as the final product of the activityA visual map demonstrating the place value system, annotated with examples.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.MATH.CONTENT.6.NS.C.6 by understanding rational numbers on a number line.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Place Value and Conversion Mastery Rubric

Category 1

Conceptual Understanding

Evaluates the student's grasp of mathematical concepts related to place value, equivalency, and decimal types.

Criterion 1

Place Value Comprehension

Measures understanding of the place value concept and its application in the decimal system.

Exemplary

4 Points

Demonstrates an excellent understanding of place value across multiple concepts and applies this knowledge to novel problems with accuracy.

Proficient

3 Points

Shows a solid understanding of place value and applies this knowledge accurately in standard situations.

Developing

2 Points

Displays basic understanding of place value with occasional errors in application.

Beginning

1 Points

Struggles to understand place value concepts, showing significant errors in application.

Criterion 2

Conversion Skills

Evaluates proficiency in converting between fractions, decimals, and percentages.

Exemplary

4 Points

Demonstrates advanced ability to convert between fractions, decimals, and percentages quickly and accurately.

Proficient

3 Points

Accurately converts between fractions, decimals, and percentages with minor errors.

Developing

2 Points

Converts between fractions, decimals, and percentages with some errors and requires guidance.

Beginning

1 Points

Struggles to convert between fractions, decimals, and percentages, often needing intensive support.

Criterion 3

Understanding Decimal Types

Assesses ability to classify and differentiate between terminating and repeating decimals.

Exemplary

4 Points

Classifies decimals accurately as terminating or repeating and explains distinctions with clarity.

Proficient

3 Points

Generally accurately classifies decimals and explains differences between terminating and repeating decimals clearly.

Developing

2 Points

Classifies decimals with some accuracy, needing occasional correction and clarification.

Beginning

1 Points

Often misclassifies decimal types and struggles to articulate distinctions clearly.

Category 2

Application and Problem Solving

Assesses the student's application of their understanding in solving problems and completing projects.

Criterion 1

Problem-Solving Strategies

Measures the ability to apply learned concepts to solve complex problems in the activities.

Exemplary

4 Points

Applies a wide range of problem-solving strategies effectively and adapts them to new scenarios with innovation.

Proficient

3 Points

Uses various problem-solving strategies effectively to tackle tasks and activities presented.

Developing

2 Points

Employs basic problem-solving strategies efficiently in familiar situations but struggles with novel problems.

Beginning

1 Points

Attempts problem-solving strategies but often needs significant guidance to complete tasks.

Category 3

Collaboration and Communication

Evaluates the student's ability to work with others and communicate understanding effectively.

Criterion 1

Teamwork and Collaboration

Assesses participation and contribution to group activities and projects.

Exemplary

4 Points

Demonstrates leadership and positively contributes to group tasks, encouraging peers and facilitating group dynamics.

Proficient

3 Points

Participates actively and constructively in group settings, contributing to the task.

Developing

2 Points

Participates in group activities but with limited contribution and occasional need for prompting.

Beginning

1 Points

Reluctant to participate in group activities and requires significant encouragement to contribute.

Criterion 2

Communication of Ideas

Evaluates ability to articulate mathematical thinking and reasoning clearly.

Exemplary

4 Points

Communicates ideas and reasoning with sophistication and clarity, supporting arguments with detailed examples.

Proficient

3 Points

Communicates ideas and reasoning clearly, with support and examples, although sometimes lacking detail.

Developing

2 Points

Explains ideas and reasoning but with some lack of clarity or incomplete support.

Beginning

1 Points

Struggles to articulate ideas and requires assistance to explain reasoning clearly.

Reflection Prompts

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

Question 1

Reflect on how participating in the Place Value Plunge has changed your understanding of place value and numerical relationships in the decimal system.

Text

Required

Question 2

On a scale from 1 to 5, how confident are you now in converting between fractions, decimals, and percentages?

Scale

Required

Question 3

Which activity did you find most helpful in understanding the differences between terminating and repeating decimals, and why?

Text

Required

Question 4

Reflect on your experience with using the number line for comparing and ordering decimals and fractions. How has this tool helped improve your understanding?

Text

Required

Question 5

Do you feel the activities prepared you well for applying place value and conversion skills in real-world scenarios? What skills do you think you have mastered?

Multiple choice

Required

Options

Yes, I feel very prepared

Somewhat prepared, I have a few more skills to master

Not very prepared, I need more practice