It’s Greek to Me Game!

1. Listen to manager read task list.2. Each student should take a Greek and Latin Roots card and reads the

Greek and Latin roots and their meanings to the group.3. Now place all words cards face up in the middle of the table.4. Use your collaboration skills to place word cards on your game card.5. When your entire group is finished have adult check your cards.6. On the Greek and Latin Word Chart Write a root on the chart. Then, go to

the Greek and Latin Root Website on my webpage and find a new word using your root. Do not use the word from the card.

7. Write the meaning of your new word on the chart.8. Now finish the station by completing the worksheet.Extension Activity: Go online and play It’s Greek to Me game from last week.

EL.5.1.4 2006 Know less common roots (graph = writing, logos = the study of) and word parts (auto = self, bio = life) from Greek and Latin and use this knowledge to analyze the meaning of complex words (autograph, autobiography, biography, biology).

Noise Level 1 1/2

Materials NeededGreek and Latin Root Cards.

Word Cards, Chart, worksheet, and Laptop No project connection

Card A

Card B

Card C

Card CLog

, lo

gos,

olo

gy

“the s

tudy

of”

au

to“h

avin

g t

o s

o

wit

h s

elf”

bio

“havin

g

to d

o

wit

h

life”

poly

“havin

g

much

or

many”

Card Cm

on

o“o

ne,

alo

ne”

geo

“havin

g t

o d

o

wit

h e

art

h”

oct

“rela

tes

to

eig

ht”

Scri

b,

scri

pt

“havin

g t

o s

o

wit

h w

riti

ng

”

Word Chart

_______________________________________

Word ChartRoot

Meaning Word

Illustration

Station1. Listen to manager read this

task list.2. Go to your Treasures Genre

Story and think about the different events.

3. Begin drawing out your illustrations for your story.

4. These illustrations should show the sequence of events in your story.

5. Read through the Illustration Rubric as a guide to creating your illustration.

Connects to Treasure Genre and Literacy Project

Noise

Leve

l

0

EL.5.4.2 2006

Write stories w

ith multiple

paragraphs that develop a

situation or plot, describe the

setting, and include an ending.

Algebraic Equations

Noise Level 1

Standards5.3.2 Write simple algebraic expressions in one or two variables and evaluate them by substitution.

5.3.4 Identify and graph ordered pairs of positive numbers.

MaterialsAlgebraic Equations Card Game Instructions

Algebraic Equation Score SheetCoordinate GraphCards (Ace thru 5)

StaplerPencil

Directions:1. Listen to the leader read the task

sheet.2. Read the directions to play the

Algebraic Equations Game using the instruction sheet.

3. Record your answers on your worksheet for each card you draw.

4. Plot your coordinates on the coordinate graph worksheet when you have completed a game sheet.

5. Staple your worksheet to the graph worksheet and turn it into the rotation basket.

4. The person with the most total points wins!

Algebraic Equations

Name _____________________

Directions: 1. Draw an equation card from the pile.2. Draw a number card.2. Substitute the number card for the x in the equation.3. Write your equation with the value for x under the equation column.4. Solve for y. 5. Then plot the coordinates on the coordinate graph. Algebraic equation: _____________________

X = _________Equation X y

Work space.

Algebraic Equations Card Game

Materials:• Pencil• Deck of cards (ace =1 thru 5)• Algebraic Equations Cards• Algebraic Equations Worksheet• Coordinate Graph Worksheet

Directions:1. Place the card deck & the algebraic equation cards upside

down.2. Draw a card from the card deck. This card represents the “x.”3. Draw an algebraic equation card.4. Solve for the equation using the number card you drew for “x.”5. Write your solutions on the table on your worksheet.6. Plot your coordinates on the coordinate graph.7. Staple the coordinate plane to your Algebraic Equation

worksheet.8. Play as many rounds as you can until the rotation ends. You will

need a new sheet for each round.

Y = X + 5

X + 5 – 3 = Y Y = 2 * X

X * 3 + 4 = Y

X + 10 – 2 * 1 = Y Y = 7 - X

12 – X = Y

X + 3 – 2 = Y2 + X – 2 = Y

X * 3 + 5 = Y

5 – X = Y

12- X = Y

Y = 2 * X + 1 3 – X + X = Y

Y = 6 – X + 4 Y = 8 – X + 3

(3 * X) +2 – 1 = Y

16 - (2 * X) – 4 = Y

8 - X = Y

7 – X + 3 = Y

Y = 3 * X - 1 5 – X + X = Y

Y = 4 + X + 2 Y = 10 - X - 3

(4 * X) – 4 = Y

10 - (2 * X) + 3 = Y

Cereal Investigation

1. Listen to the manager read how to complete this investigation.2. First, read The Plan from Mrs. Oats, the president of Cheerios.3. Prior to collecting any data, students should think about how many boxes a family will have to buy to get

all 6 different toys. 4. Students should share their "guess-timates” with the group and explain how they decided on that

number. 5. Write all "guess-timates” on the Cheerios chart for later reference. 6. Students should each get a data collection sheet and go to the Applet Cereal Link to do the probability

activity on how many boxes it would take to get all 6 toys. http://mathwire.com/data/CerealApplet.html 7. After completing the data sheet, write your findings on the Cheerios Chart, share with the group your

total number of boxes and determine your groups average. 8. Now the group should be prepared to share their answers to these questions with the teacher.

• What toy should Cheerios put in the boxes to make families want to buy more?• How many boxes will a family buy to be sure they collect all 6 toys?• How does this investigation use probability?

9. Clean-up station tub, table, and prepare for the next activity.Extension Activity: In your journal, write a persuasive essay stating your opinion about Cheerios marketing strategy. Noise Level 2

MA.5.6.3 2000 Understand the probability can take any value between 0 and 1, events that are not going to occur have probability 0, events certain to occur have probability 1, and more likely events have a higher probability than less likely events. MA.5.6.4 2000 Express outcomes of experimental probability situations verbally and numerically.

Materials

Artistic math

1. Listen to manager read this task sheet.2. Students will use a compass to make a circle with a 4 1/2 inch

radius.3. Now create a shape using the 2 X 3 inch rectangle.

• Must leave at least one of the corners.

4. Place one of the points of your shape in the center of the circle and trace your shape. see example

5. Now, leaving the point in the center and turn your shape clockwise 90°. Trace your shape and label the 90° angle.

6. Repeat step five until you return to your original position. Remember to mark the correct angle. Hint: the next angle would not be 90°.

Extension Activity: Color your picture.

Artistic Math

4 1/2 inches

Materials NeededConstruction paperCompass Ruler

Colored pencils

MA.5.4.1 2000 Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, triangles and circles by using appropriate tools (e.g. ruler, compass, protractor, appropriate technology and media tools.) MA.5.4.5 2000 Identify and draw the radius and diameter of a circle and understand the relationship between the radius and diameter. MA.5.4.6 2000 Identify shapes that have reflection and rotational symmetry. MA.5.4.7 2000 Understand that 90°, 180°, 270°, and 360°; are associated with ¼, ½, ¾, and full turns, respectively.

Acuity

1. Listen to manager read this task sheet.2. Log on to Acuity.3. Click on study and practice working on needed skills.4. Continue until you have completed all assigned work.Extension Activity: If you complete all assignments you may work on other assignments such as Passport to Reading or Treasures Genre Story.

Noise Level 0

No Project Connection

Standards individualized per

student

Materials needed

Laptop