Topics: Volume, surface area, multiplication, number patterns, estimation, unit conversion Materials: Menu worksheets, cubes, perspective paper (optional), rulers, pencil andpaper Common Core: 5. NBT.5, 5.MD.1, 5.MD.3, 5.MD.4, 5.MD.5.a-c, MP1, MP2, MP3, MP5, MP6, MP7, MP8
Using a Menu
The idea of using a “menu” to teach math is simple: with minimal time spent on introduction, you make available a wide array of problems. The students have several days to work their way through as many of the problems on the worksheets as they can. They do not have to finish every one. Rather, the problems are differentiated: the “appetizers” are easier warm-up and review problems; the “main course” are more substantial and complex; “dessert” consists of more difficult challenge problems.
The Launch
Students should each receive their own “menu” and can work in groups of 2-4. The rest of the handouts can be available in piles throughout the classroom, where students can easily get their hands on them. Students should understand the format, and then be encouraged to get to work as soon as possible. If they have questions, they should ask each other for help first. They can ask the teacher a question if there are two or more people who have the same question. Make physical cubes and perspective paper available as necessary.
The Wrap
This menu should fill 3-5 days of class. Specify one sheet that students will be responsible for turning in a nice version of at the end of the week. I recommend Fish Tanks. Check in at the end of each class. Any observations or questions that students noticed can be highlighted then, as well as any other issues you as the teacher want to underline.
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