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Grade 6

Alternate Activity Menus for Math

Sharon Drummond
Elementary Enrichment Resource Teacher
2009

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License.
Alternate Activity Menus for Math
Grade 6ath
Contents
Purpose and Organization

How to use this package

Term 1 Strand 1 Patterning Tic-Tac-Toe Menu

Term 1 Strand 2 Numeration List Menu

Term 1 Strand 3 Data Management 2-5-8 Menu

Term 2 Strand 1 Measurement Game Show Menu

Term 2 Strand 2a Addition and Subtraction Tic-Tac-Toe Menu

Term 2 Strand 2b Multiplication and Division 2-5-8 Menu

Term 2 Strand 3 2D Geometry List Menu

Term 2 Strand 4 Patterning and Algebra Dinner Menu

Term 3 Strand 1 Fractions, Decimals, and Percent 2-5-8 Menu

Term 3 Strand 2 Probability List Menu

Term 3 Strand 3 Geometry Game Show Menu

Term 4 Strand 4 Measurement Baseball Menu

Blackline Masters:

Free-Choice Proposal Form

$1 Contract
Purpose and Organization
The purpose of this package is to give classroom teachers another means to differentiate math
instruction for the students in their classrooms. The package includes an alternate activity
menu for each of the units of math that are covered each term. The menus are organized to
align with the Nelson Math program, as delivered using the LKDSB Math Framework. The
menus have been adapted from those found in Differentiating Instruction in with Menus:
Math, by Laurie E. Westphal.

How to use this package


There are different ways of using these menus in the classroom. One or two tasks could be
chosen by the teacher as additional practice for students as
part of the regular math program. They could be used for
students who tend to complete learning tasks in math quickly. Pre-tests can be easily created
by taking the end of unit test
Because all of the activities offer choice, and many have a
and changing the numbers in
creative element, students may find this an enjoyable way to each question. This allows a
extend their mathematical learning. The activities also teacher to accurately
encourage students to find connections between math and determine the areas of the
the real world, as well as require them to solve meaningful unit where groups of students
mathematical problems. need the most instruction.
This also provides a study
guide for students to help
The other use of the package, and the one for which it is them to prepare for an end of
intended, is as alternate math activities for students who are unit test or chapter task. The
particularly strong in math or in a particular area of math. In pre-test then because a useful
this case, it is important that an assessment of prior tool for both assessment of
knowledge is done at the beginning of a unit of instruction. prior learning and for letting
students know what to expect
Through pre-tests, the teacher can determine which students
for the culminating task.
in the class have already mastered particular concepts that
will be taught during the upcoming unit. Students who
achieve mastery of all expectations can work through the
activity menu as an alternative to completing the regularly assigned tasks. Those students
who have mastered many of the concepts, but still need instruction in some areas, can work
through the menu during the lessons they have previously learned, and join the class during
lessons where they need further instruction. In this case, the student could attempt the most
difficult problems in that lesson first, and once they have demonstrated understanding, return
to work on their alternate activity menu.

Guidelines for Products


To ensure that each student has equal opportunity to create a quality product, the $1 Rule
should be followed. That is, if the product requires materials from a student, they should
spend no more than $1 to create that final product. This also encourages students to
problem-solve and often results in a more creative product. A $1 Rule Contract is provided at
the back of this package.

Most of the menus have a Free Choice option. Before beginning work on a Free Choice
activity, students should consult with the teacher to ensure that the project they want to
create meets the expectations of the curriculum. A Free Choice Proposal Form is included at
the back of this package as a framework for students in designing their own project.

The descriptions of projects used in this package follow. These intended only as a guide for
teachers and students. Teachers should alter the expectations for each product to suit the
needs of particular classrooms and students, and students should be encouraged to be
creative in their presentation for assignments. The following pages are taken from
Differentiating Instruction with Menus: Math by Laurie E. Westphal.
Acrostic Advertisement Board Game
Neatly written or typed At least 8.5x11 At least four thematic game
Target word written down the A slogan should be included pieces
left side of the paper Colour picture of item or At least 25 coloured squares
Each descriptive word chosen service At least 20 question/activity
must begin with one of the Include price, if applicable cards
letters from the target word Can be developed on the Include a thematic title on the
Each descriptive word chosen computer board
must be related to the target Include a complete set of rules
word At least the size of an open file
folder (11x17)
Brochure/Pamphlet Cartoon/Comic Strip Collage
At least 8.5x11 At least 8.5x11 At least 8.5x11
Three fold format front fold Should have at least six cells Pictures must be neatly cut out
has the title and picture Must have meaningful dialogue Label items as required in the
Must have both pictures and Must include colour task
written text Can be developed on the
Information should be in computer
paragraphs
At least five facts should be
included
Can be developed on the
computer
Commercial Concentration Cards Crossword Puzzle
Approximately 3-5 minutes in At least 20 index cards (10 At least 20 significant words or
length matching sets) phrases should be included
Script must be turned in before Both pictures and words can be Develop appropriate clues
play is presented used Include puzzle and answer key
Can be presented live or Information should be placed
recorded on only one side of the card
Props or some form of costume Include an answer key that
should be used shows the matches
Can include more than one All cards must be submitted in a
person carrying bag
Experiment Flipbook Letter
Neatly written or typed At least 8.5x11 folded in half Neatly written or typed
Should include a testable All information and opinions Uses proper letter format
problem, a hypothesis with are supported by facts At least three paragraphs in
explanation, a materials list Created with the correct length
with specific measurements, number of flaps cut in the top Must follow type of letter
procedures, data, and a Colour is optional stated in menu (e.g., friendly,
conclusion Name written on back persuasive, informational)
Graphs should be labelled and
complete if included
Map Mind Map Mobile
At least 8.5x11 At least 8.5x11 paper At least 10 pieces of related
Accurate information included Must have one central idea information
Includes at least 10 relevant Follow the no more than four Includes colour and pictures
locations rule no more than four words Has at least three layers of
Includes compass rose, legend, coming from any one word hanging information
scale, and key May be created on the Hangs in a balanced way
computer (e.g., Smart Ideas)
Model News Report Newspaper Article
At least 8 by 8 by 12 Must address the who, what, Must be informational in nature
Parts of model must be labelled where, when, why, and how of Must follow standard
Should be in scale when the topic newspaper format
appropriate Script of report must be turned Must include picture with
Must include a title card in with project, or before if caption that supports article
Name written on model in ink performance will be live At least three paragraphs in
Must be either performed live length
or recorded Neatly written or typed
Play Poster PowerPoint or Smart Notebook
Must be 5-10 minutes long On Bristol board Standalone
Script must be turned in before Includes at least 5 pieces of Should have at least 10
play is presented important information informational slides plus one
Must be presented to an Must have title title slide with student name
audience Must contain both words and Limit each slide to 15-20 words
Should have props and/or pictures Slides must have colour and at
costumes Name written on back least one graphic per page
Can include more than one Animation and sound is
person optional, and should not
distract from the information
PowerPoint or Smart Notebook Product Cube Questionnaire
Presentation All six sides of the cube must be Neatly written or typed
At least 10 informational slides filled with information Includes at least 10 questions
plus one title slide with student Name must be printed neatly at (and, if appropriate, possible
name the bottom of one of the sides answers)
Slides must have colour and at of the cube Questions must be helpful on
least one graphic per page gathering information on the
Animation and sound is topic being studied
optional, and should not
distract from information being
presented
Presentation should be timed
and flow with the oral
presentation
Recipe/Recipe Card Scrapbook Song/Rap
Must be written neatly or typed Cover of scrapbook must have Words must make sense
on an index card or piece of meaningful title and the Can be presented to an
paper students name audience or taped
Must have a list of ingredients Must have at least five themed Written words will be turned in
with measurements for each pages before performance or with the
Must have numbered steps that Each page will have at least one taped song
explain how to make the recipe picture Should be at least 2 minutes in
All photos will have captions length
Speech Story Trading Cards
Must be at least 2 minutes in Must be neatly written or typed Includes at least 10 cards
length Must have all of the elements Each card should be at least 3
Should not be read from of a well-written story (setting, by 5
written paper characters, problem, events, Each should have a coloured
Note cards can be used and solution) picture
Written speech must be turned Must be appropriate length to Includes at least three facts on
in before speech is presented allow for story to unfold the subject of the card
Voice must be clear, loud, and Cards must have information on
easy to understand both sides
All cards must be submitted in a
carrying bag
Venn Diagram Video Worksheet
At least 8.5x11 Can be taken with a digital Must be 8.5x11
Must have a title for the entire camera or video camera Neatly written or typed
diagram and a title for each Turn in a written script or story Must cover the specific topic or
section board with project question in detail
Must have at least six items in Covers important information Must be creative in design
each section of the diagram Name must be included at the Must have at least one graphic
Name must be written on the beginning or end of the video, An answer key with complete
back and must be on the label if a solutions must be turned in
May use computer (e.g. Smart VHS or DVD is used A rubric is optional
Notebook) Can use computer to edit (e.g.
Microsoft Movie Maker)
Name: ________________________________
Grade 6 Math Term 1, Strand 1
Patterning and Algebra

Guidelines: Choose 3 in a row (vertical, horizontal, or diagonal) to complete. Creativity in


presentation is encouraged!

For an upcoming science project,


suppose you wanted to build a scale
model of the solar system. Your
teacher has suggested that one meter Create a dictionary for the following A teacher wants to have a pair of
on your model should represent 60 terms: term, term number, recursive students work together to present a
million kilometres in space. Do pattern rule, explicit pattern rule, math problem each day of the school
research to find the distances of common difference. Your definitions year. The same pair of students
planets from the sun. Is the scale the should be written in your own words, cannot work together twice. If there
teacher suggested realistic? Prepare a include an example, and follow the are 25 students in the class, will there
report for your teacher explaining why same format used by standard be enough different pairs to do this
or why not, and if necessary, provide a dictionaries. for an entire school year? Show two
scale that you feel is more ways of figuring out the answer.
appropriate. Be sure you show how
you arrived at your answers, including
a table of values and a graph.
An interesting example of number
patterns occurs in Pascals triangle. Brainstorm a list of situations that
Using the copy of Pascals triangle that have patterns that can be written
is provided, identify as many patterns using terms and term numbers (e.g.
as you can. Describe each of these Free Choice: Must be outlined on a your allowance over time). Create a
patterns using a pattern rule in words, proposal form and approved before scrapbook for five of these situations.
and determine the term and term beginning work. For each situation, write a pattern rule
number for each. Prepare a Smart using the term and term number.
Notebook presentation about Pascals Include a graph on at least one of your
triangle using the information you pages.
find.
Think of a product that you or your
An online bookstore has two options family buys weekly. For example,
for shipping. The first option charges bread, milk, or cereal. Find out how
$3.99 to ship one book, plus $1.00 for much the name brand of that item Create a math problem to challenge
each additional book in the package. costs, and how much the generic (or your classmates that could be solved
The second option costs $15.00 to no-name) version costs. Create an using both a recursive pattern rule
ship any number of books. How many advertisement for the no name and an explicit pattern rule. Include
books do you need to buy before the product that shows the savings over both solutions.
second option is less expensive? Show the name brand in one year. Include a
how you arrived at your answer. table and graph in your
advertisement.

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________
PATTERNING and ALGEBRA Level 1 Level 2 Level 3 Level 4
Term 1 Strand 1
Knowledge and Understanding

The student: Limited Some Considerable High Degree


-identifies, describes, and T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
represents geometric and numeric
patterns
Limited Some Considerable High Degree
T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
-makes tables of values for growing
patterns and plots the points on a
graph
Problem Solving/Thinking

The student: Limited Some Considerable High Degree


-creates a plan of action for T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
extending numeric and geometric
patterns

-carries out a plan effectively using Limited Some Considerable High Degree
appropriate strategies T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3

Communication

The student: Limited Some Considerable High Degree


-explains mathematical thinking T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
clearly using a variety of modes

-uses appropriate vocabulary and Limited Some Considerable High Degree


T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
terminology in oral, visual, and/or
written forms

Application of Learning

The student: Limited Some Considerable High Degree


-transfers knowledge and skills to T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
new contexts

-makes connections between Limited Some Considerable High Degree


mathematics and the real world
T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3

Task 1: _______________________________________________________________________________

Task 2: _______________________________________________________________________________

Task 3: _______________________________________________________________________________

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________
Grade 6 Math Term 1, Strand 2
Numeration
Guidelines:
1. You may complete as many of the activities as you like in the given time period.
2. You must complete activities totalling at least 100 points.
3. You may be as creative as you like within the guidelines listed below.
Plan Activity to Complete: Point
to Do Value
How could you show one million of a single small object? Using a digital camera and 30
computer software (e.g. photo editing software or Smart Notebook), take a photo of a
small number of objects then use that photo as many times as needed to represent
1 000 000. Estimate how much space this display would take up if you were to use the
actual objects. Write a procedure explaining how you created your image, including the
calculations you used.
Create a new version of the storybook How much is a million? 30
Create a Smart Board presentation that teaches students how to read large numbers 20
correctly. Include several examples.
Create a mobile with at least 10 different numbers between 0.001 and 1 000 000. Show 20
at least three different ways of representing each number.
Find examples of numbers from 0.001 to 1 000 000 in the newspaper. Cut out and 15
organize the numbers from least to greatest in a visual number line. Write the number,
in words, below each.
Write a procedure explaining how to put large numbers in order. 20
Choose an everyday object. If you were to line up (or stack) 1 000 000 of that object, 20
how far would it stretch? Create a poster showing your information.
Create a report on digital data and how much different devices (e.g. DVD, MP3 player, 25
USB thumb drive, etc) can hold. Using several different file types (MP3s, documents,
etc), explain in your report how much information these devices could store. Express the
information in bytes, kB, and MB as appropriate.
Imagine a being from another planet came to Earth. Though they speak English, they 30
have no understanding of our number system and how it works. Write a short play
where you explain to an alien the value of the number 0.583.
Develop a game that would test your classmates knowledge of representing numbers 25
from .01 to 100 000
Many sports are timed to the nearest thousandth of a second. Create a news report 25
about spectacular finishes in sports that are timed in this way including examples and
information about how they time the events.
Create a worksheet for your classmates to practice solving problems involving ordering 15
numbers between 0.001 and 1 000 000. Include an answer sheet.
Free Choice: Must be outlined on a proposal form and approved before beginning work. 10 to
30

I plan to do _____ activities totalling ______ points.

_____________________________________________ ___________
Students Signature Teachers Initials
Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal
Name: ________________________________

NUMBER SENSE and NUMERATION Level 1 Level 2 Level 3 Level 4


Term 1 Strand 2
Knowledge and Understanding

The student: Limited Some Considerable High Degree


-represents, compares, and orders T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
whole numbers and decimal numbers
from 0.001 o 1 000 000

-demonstrates an understanding of Limited Some Considerable High Degree


place value in whole and decimal T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
numbers from 0.001 to 1 000 000

Problem Solving/Thinking

The student:
-creates and carries out a plan to solve Limited Some Considerable High Degree
problems relating to the magnitude of T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
whole numbers up to 1 000 000
Communication

The student: Limited Some Considerable High Degree


-explains mathematical thinking T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
clearly using a variety of modes

-uses appropriate vocabulary and Limited Some Considerable High Degree


T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
terminology in oral, visual, and/or
written forms

Application of Learning

The student: Limited Some Considerable High Degree


-makes connections between math T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
concepts and the real world

Task 1: _______________________________________________________________________________

Task 2: _______________________________________________________________________________

Task 3: _______________________________________________________________________________

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________
Grade 6 Math Term 1, Strand 3
Data Management
Directions: Choose activities from the menu below to total 10 points. Place a checkmark in each box to show which
activities you will complete.
2 Points:

Create a collage of graphs, charts, and tables collected from the media. For each one, include a
sentence explaining the most important thing the graph shows.
Create a survey using an internet site such as www.surveymonkey.com. Invite your classmates to
take the survey. Present your information on the graph of your choice.
Create a worksheet to help your classmates practice calculating mean, median, and mode. Include
an answer sheet.

5 Points:

Design a survey and obtain your classmates answers to a question of your choice. Present your information
on a poster and include an appropriate graph to display your data. Include an explanation of why you feel
this information is important, and what conclusions you can draw from your survey.

Find a table of data in the media or in a text book (other than your math book). Choose three other ways
(e.g. continuous line graph, bar graph, stem and leaf plot, broken line graph, etc) to present the same
information. Create a booklet showing the original table and each of your new graphs. Explain the pros and
cons of using each type of graph for that information. On the last page, explain which graph you think best
represents the information and give reasons for your answer.

Investigate the relationship between two sets of data that you think may be linked (e.g. time spent on the
internet vs. Time spent watching tv). Use a Carroll Diagram to display your data, and explain any conclusions
you can make from your investigation.

Create a set of data from fictional stories that could be used to create a graph entitled, Mammals are more
talkative than Amphibians. Choose an appropriate graph to display your data. Write a newspaper article to
accompany the graph, showing how you can support a false conclusion by collecting certain types of data.

8 Points:

Find a graph printed in the media that relates to an interesting issue that has two points of view (e.g. wait
times for health care, endangered species). Create a new graph showing the same information, but change
either the number of intervals or the scale of the graph to make it appear that the data supports a different
point of view, or seems more or less extreme. Create a poster that explains both points of view. On your
poster, explain how graphs can be used in a deceiving way by showing how you changed the way information
is displayed.

A sports magazine recently reported that tall people are more likely to successfully make a free-throw shot in
basketball. Design and conduct an experiment to prove or disprove this statement. Write a letter to the
editor explaining your conclusions. Use the mean, median, mode and a scatter plot to help support your
argument. Also explain whether or not you think your data is reliable, and how the magazine could conduct a
more detailed experiment to test their theory.

Free choice Prepare a proposal form and submit it to your teacher for approval.

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________
DATA MANAGEMENT Level 1 Level 2 Level 3 Level 4
Term 1 Strand 3
Knowledge and Understanding

The student: Limited Some Considerable High Degree


-collects data by designing a survey T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
or experiment and records
observation
Limited Some Considerable High Degree
T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
-collect and organize data and
display it in appropriate charts,
tables, and graphs

-compares different graphical Limited Some Considerable High Degree


representations of the same data T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
and explains how different scales
can be used to influence data
Problem Solving/Thinking

The student: Limited Some Considerable High Degree


-carries out a plan to organize and T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
display data

-interprets and draws conclusions Limited Some Considerable High Degree


from primary and secondary data T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
Communication

The student: Limited Some Considerable High Degree


-explains mathematical thinking T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
clearly using a variety of modes,
including charts, graphs, and tables
Limited Some Considerable High Degree
T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
-uses appropriate vocabulary and
terminology in oral, visual, and/or
written forms
Application of Learning

The student:
-transfers knowledge and skills to Limited Some Considerable High Degree
new contexts and makes T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
connections between math concepts
and the real world

Task 1: _______________________________________________________________________________

Task 2: _______________________________________________________________________________

Task 3: _______________________________________________________________________________

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________
Grade 6 Math Term 2, Strand 1
Guidelines for Measurement Game Show Menu

You must choose at least one activity from each topic area.
You may not do any more than two activities from each topic.
All free-choice proposals must be turned in and approved by the teacher before beginning work on that activity.
You must complete activities totalling at least 80 points.

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________
Measurement Game Show Menu

Length Perimeter Problem Solving Points


Choose 10 lengths or distances to measure. Be
sure to choose at least one object to measure When might you use the Logical Reasoning
Create a mind map that shows as many
in centimetres, millimetres, meters, and strategy to solve problems? Create three
different real-world applications for
kilometres. Explain which tool you would use problems involving perimeter and length that 10
measurement and perimeter as you can think
to measure each one. For one of the objects could be solved using logical reasoning.
of.
that is measured in meters, express the Include the solutions.
measurement in mm, m, cm, and km.
Create a scrapbook about units of
measurement for length and distance. The first
page should show how to choose an Do shapes with the same perimeter always A 50g ball of yarn is about 125m long. What is
appropriate unit for measurement and how to have the same area? Do an investigation into the mass of a ball of yarn that is 2km long? If
convert measurements from mm to cm to m to this question and use the examples you create you wanted a ball of yarn that would stretch 20
km. The following pages will be about to explain your answer to the question in from your hometown to Toronto, ON, what
millimetres, centimetres, metres, and whatever method you choose. would the mass of the ball of yarn be?
kilometres. Include pictures of objects you
would measure with each unit.
Do some research about world records (using
the Guinness Book of World Records or When you create a snowflake out of cut paper,
websites). Create a Smart Board presentation what do you think happens to the perimeter of
Develop a strategy that would help you
about ten interesting world records about the original square of paper? Create and
accurately guess an objects length in
length or distance. For each record, state the perform an experiment that proves or
centimetres. Record your method and all of
measurement as it is recorded in the record. disproves your hypothesis. Present your 30
your trials. Present your method to your
Then, convert it to another unit of findings in proper form, including a hypothesis
classmates to teach them how to accurately
measurement. Find a picture of a different with an explanation, a materials list, procedure,
estimate length.
object that is approximately the same length as a data table with appropriate units, and a
the world record object, and include it for conclusion.
comparison.
Free Choice Free Choice Free Choice 20-50
Total: Total: Total: Total:

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________
MEASUREMENT
Level 1 Level 2 Level 3 Level 4
Term 2 Strand 1

Knowledge and Understanding

The student: Limited Some Considerable High Degree


T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
-selects and justifies the most
appropriate unit to measure length or Limited Some
T1 T2 T3 T1 T2 T3 Considerable High Degree
distance
T1 T2 T3 T1 T2 T3
-converts measurements from larger to
smaller units Limited Some Considerable High Degree
T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
-estimate, measure, and record length
using the metric measurement system

Problem Solving/Thinking

The student: Limited Some Considerable High Degree


-creates a plan for solving problems T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
involving measurement and perimeter

-carries out a problem solving plan by


Limited Some Considerable High Degree
using an appropriate strategy
T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3

Communication

The student: Limited Some Considerable High Degree


-explains mathematical thinking clearly T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
using a variety of modes

-uses appropriate vocabulary and


Limited Some Considerable High Degree
terminology
T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3

Application of Learning

The student: Limited Some Considerable High Degree


-transfers knowledge and skills to new T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
contexts and makes connections
between concepts

Task 1: _______________________________________________________________________________

Task 2: _______________________________________________________________________________

Task 3: _______________________________________________________________________________
Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal
Name: ________________________________
Grade 6 Math Term 2, Strand 2
Addition and Subtraction

Guidelines: Choose 3 in a row (vertical, horizontal, or diagonal) to complete. Creativity in


presentation is encouraged!
IKEA is having a contest where students
can win $2500 for submitting their plan to
decorate their bedroom with items found
on the IKEA website (www.ikea.ca). You
must plan on spending as much of the
$2500 as possible, without going over. Use Smart Notebook to create a
Create a subtraction problem
Your contest entry must include pictures short lesson about how to
involving decimal numbers. Show
of the products you will buy (from the estimate the total cost of ten
website), a diagram showing your new two ways of solving the problem.
different items.
room, and a list that shows the price for
each item with the amount remaining.
Show how you know your calculations are
correct. Present your information on a
piece of Bristol Board.

Library books can be located by the


Dewey decimal numbers on the spine.
The school librarian has offered a prize for Read (or re-read) Alexander, who
the first student who can tell the total of Used to Be Rich Last Sunday by
all the Dewey decimal numbers on the Judith Viorst. Write your own
books about math. Come up with a version of the story with yourself
Free Choice: Must be outlined on a
strategy for calculating the sum and
proposal form and approved before as the main character. Change the
record your ideas. Follow your plan to
beginning work. numbers so they are more
determine the sum, showing your work.
Would the sum of the Dewey decimal reasonable for amounts of money
numbers for books about Ancient you might have and the costs of
Civilizations be greater or less than those items you might buy.
about Math? Explain how you could use
estimation to find out.

There are some health concerns about the


weight of backpacks carried by students.
It is recommended that a backpack weigh
Create a mind map (either by hand no more than 15% of the weight of the
Create a worksheet for your
or using Smart Ideas software) student. Figure out the maximum your
classmates to help them practice
showing all the ways we using backpack should weigh. Weigh items you
adding and subtracting decimals. would commonly need to put in the
addition and subtraction of
Include an answer sheet. backpack. Write a persuasive letter to
decimals in our daily lives.
your teacher explaining why he or she
should assign less homework, using your
calculations to support your argument.

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________

NUMBER SENSE and NUMERATION Level 1 Level 2 Level 3 Level 4


Term 2 Strand 2a
Knowledge and Understanding
The student:
-adds and subtracts decimals numbers Limited Some Considerable High Degree
to thousandths T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
-uses estimation to help judge the
reasonableness of a solution
Limited Some Considerable High Degree
T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3

Problem Solving/Thinking
The student:
-creates a plan to solve problems Limited Some Considerable High Degree
involving addition and subtraction of T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
decimal numbers

-carries out a plan to solve problems Considerable High Degree


Limited Some
involving addition and subtraction of T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
decimal numbers
Communication

The student: Limited Some Considerable High Degree


-explains mathematical thinking T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
clearly using a variety of modes

Application of Learning

The student: Limited Some Considerable High Degree


-applies knowledge and skills to T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
familiar and new concepts

-makes connections between math Considerable High Degree


Limited Some
concepts and the real world
T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3

Task 1: _______________________________________________________________________________

Task 2: _______________________________________________________________________________

Task 3: _______________________________________________________________________________

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________
Grade 6 Math Term 2, Strand 2B
Multiplication and Division
Directions: Choose activities from the menu below to total 10 points. Place a checkmark in each box to show which
activities you will complete.
2 Points:

Fill in a 100s chart, color coding the prime and composite numbers.

Create a poster to hang in your classroom that reminds students what to do when you divide by
10, 100, 1000s, and 10 000s.

Khafre, one of the Pyramids at Giza, has a base that is 214.5m on each side, and is 143.5m tall. If
you wanted to build a model that compared the height of Khafre to the height of the CN tower,
what scale would you use 1:10, 1:100, or 1:1000? Explain why.

Create a class game that helps students practice multiplying and dividing decimal numbers by 10,
100, 1000, and 10 000, and multiplying whole numbers by 0.1, 0.01, and 0.001, using only mental
math.

5 Points:

Create a comic strip about either a prime or composite number and its feelings about its fact
families.

Write a paragraph explaining why multiplying a whole number by 0.01 will give you the same
answer as dividing that number by 100.

Create a rule card that lists all the ways to check if a large number is prime or composite.

Create a song that would help your classmates remember the difference between prime and
composite numbers.

Free Choice: Must be outlined on a proposal form before beginning work.

8 Points:

Locate and read the myth of Midas, who turned objects to gold by touching them. 1 gram of gold
can be sold for approximately $34.40 Choose 5 objects from the classroom, and figure out how
much they would be worth all together if Midas turned them to gold. If you wanted to have
exactly $10 000 in gold, how much would the gold weigh? Present your information in the format
of your choice.

The school needs to raise money to buy 25 new basketballs ($9.99 each), 15 new soccer balls
($7.75 each), 12 new dodgeballs ($80 for 6), and 16 new volleyballs ($29.50 each). For each bag
of popcorn sold on Fridays for $1.25, there is $0.30 profit. Pizza is sold for $1.20 per slice, and
costs $8.00 for an 8 slice pizza. On average, each Friday they sell 23 bags of popcorn and 132
slices of pizza. Are there enough Fridays in a school year to pay for the new equipment? Create
a report for your principal explaining whether or not the fundraising plan is a good one using your
calculations to support your argument. Give suggestions for how the fundraising plan could be
improved.

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________
NUMBER SENSE and NUMERATION Level 1 Level 2 Level 3 Level 4
Term 2 Strand 2b
Knowledge and Understanding

The student: Limited Some Considerable High Degree


-identifies composite numbers and T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
prime numbers and explains the
relationships between them

-multiplies and divides whole and Limited Some Considerable High Degree
decimal numbers using a variety of T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
tools and strategies

Problem Solving/Thinking

The student: Limited Some Considerable High Degree


T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
-carries out a plan to solve problems
involving multiplication and division

-using critical thinking when solving Limited Some Considerable High Degree
problems involving multiplication and
T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
division

Communication

The student: Limited Some Considerable High Degree


-explains mathematical thinking T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
clearly using a variety of modes

Application of Learning

The student: Limited Some Considerable High Degree


-applies knowledge and skills to T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
familiar and new concepts

-makes connections between math Considerable High Degree


Limited Some
concepts and the real world
T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3

Task 1: _______________________________________________________________________________

Task 2: _______________________________________________________________________________

Task 3: _______________________________________________________________________________

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________

Grade 6 Math Term 2, Strand 3


2D Geometry
Guidelines:
1. You may complete as many of the activities as you like in the given time period.
2. You must complete activities totalling at least 100 points.
3. You may be as creative as you like within the guidelines listed below.

Plan Activity to Complete: Point


to Do Value
Create an original game that uses a grid and coordinate pairs. Teach your game to at 15
least two friends.
Using a grid, try to determine whether there are rules that you can use to determine the 20
fourth vertex of a square, rectangle, and parallelogram when they are plotted on grid
using coordinate pairs. Show how you know with examples.
Develop an experiment that shows the relationship between the angles and their 20
opposite sides in a triangle. Explain, using words and diagrams, one example of where
knowing this might be useful in real life.
Find 6 different works of art that have triangles in them. Create a virtual art gallery using 25
Smart Notebook using these works of art. Choose three of the triangles to describe in as
much detail as you can using geometric properties and proper mathematical language.
Your school is doing a play and you have been asked to make a scale drawing of the set 25
as it would look from above (birds eye view). The designer has told you that the set
must have a kite shaped platform with one angle measuring 55 o and two sides measuring
8m. Create two scale drawings that show two different possibilities for this set design.
Predict the number of lines of symmetry a 120 sided shape would have. Justify your 20
prediction. Present your information using the format of your choice.
Gather a collection of 12 different real life objects that are shaped like regular polygons. 25
Sort and arrange these objects according to criteria such as symmetry, angles, and sides.
You must find 4 different ways to sort your objects. Photograph your sorted objects each
time you sort them. Arrange your photographs and information about how you sorted
the objects on a poster created using computer software.
Create a piece of art that uses many regular polygons. Write a procedure that another 30
student could use to create a replica of your art piece.
Create a video that demonstrates how to draw various shapes accurately when given 30
angles and side lengths. In your video, include a commercial for a 2-dimensional shape
related product.
Write an acrostic poem using the name of a regular polygon. The descriptive words 15
chosen must accurately describe the shape in mathematical terms.
Free Choice: Must be outlined on a proposal form and approved before beginning work. 10 to
30
I plan to do _____ activities totalling ______ points.

_____________________________________________ ___________
Students Signature Teachers Initials
Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal
Name: ________________________________

GEOMETRY and SPATIAL SENSE


Level 1 Level 2 Level 3 Level 4
Term 2 Strand 3

Knowledge and Understanding

The student: Limited Some Considerable High Degree


T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
-distinguishes among polygons, regular
polygons, and other two-dimensional
Limited Some Considerable High Degree
shapes
T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
-identifies and classifies acute, right,
obtuse, and straight angles
Limited Some Considerable High Degree
-measures and constructs angles up to T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
90o

Problem Solving/Thinking

The student: Limited Some Considerable High Degree


-uses critical thinking during the T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
problem solving process
Communication

The student: Limited Some Considerable High Degree


-explains mathematical thinking clearly T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
using a variety of modes
Limited Some Considerable High Degree
-communicates for different audiences T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
and purposes using a variety of modes

Application of Learning

The student: Limited Some Considerable High Degree


-transfers knowledge and skills to new T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
contexts

Task 1: _______________________________________________________________________________

Task 2: _______________________________________________________________________________

Task 3: _______________________________________________________________________________

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________
Grade 6 Math Term 2, Strand 4
Patterning and Algebra Cafe Menu
Choose one Appetizer, one Main Course, and one Dessert

Appetizers
List as many real-life situations as possible where cost is the variable. Then make a second list where cost is the
constant. Create a display, either electronically or in your classroom, to present the information in an eye-catching way.

Create a persuasive video explaining why using variables in equations is helpful in day-to-day life. Include examples in
your video, being sure to make your problem-solving methods clear to your audience.

Create a game that students could use to practice using variables in expressions. Your game should have a theme (e.g.
The Olympics, Summer Job) and all problems should relate to that theme. Be sure to include your answers and rules for
playing the game.

Main Course
Ask two friends to join you in wearing a pedometer for one full day. Use the information that you learn from all three
pedometer counts to create three problems that use variables in equations. Include a full solution for each. You may
present this information in any method you choose.

Ask an adult to let you record the odometer reading from their car each morning and each evening for one week. Find
out how far, on average, the car is driven each day. Use the distance traveled per day to estimate how many days it
would take before the car drove the same distance as it would take to drive across Canada, around the world, and to the
moon. Present your information in any method you choose.

Using common household objects (fruits, toys, etc) and a digital scale, create three problems that give the mass of pairs
of objects and challenge classmates to determine the mass of each individual object. Include a full solution for each
problem. You may present this information in any method you choose.

Dessert
Create a slideshow entitled This Equals That where you show visual examples of equal expressions in the real world.
(e.g. a photo of a balance scale with two bananas and a pear having the same mass as one banana and an orange).
Include the expressions with your examples.

Find out the cost of something that many students spend money on each day even though they dont need to. (e.g.
soda, potato chips). Create a poster showing how much money they would save over a month and an entire school year
if they saved that money. Include examples of what they could buy if they saved that money over time. On the back of
the poster, include your mathematical thinking.

Find a favourite recipe that has at least 5 ingredients. Use the recipe to explain how chefs and restaurateurs could use
algebra to ensure their kitchens run smoothly.

Free choice Prepare a proposal form and submit it to your teacher for approval.

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________
PATTERNING AND ALGEBRA
Level 1 Level 2 Level 3 Level 4
Term 2 Strand 4

Knowledge and Understanding

The student: Limited Some Considerable High Degree


-uses variables in simple algebraic T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
expressions and equations to
describe relationships
Limited Some Considerable High Degree
-demonstrates an understanding of
T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
different ways in which variables are
used

Problem Solving/Thinking

The student: Limited Some Considerable High Degree


-determines the solution to a simple T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
equation with one variable, using a
variety of tools and strategies

-solves problems that use two or Limited Some Considerable High Degree
three symbols or letters as variables T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
to represent different unknown
quantities

Communication

The student: Limited Some Considerable High Degree


-explains mathematical thinking T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
clearly using a variety of modes

-uses appropriate vocabulary and Limited Some Considerable High Degree


T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
terminology in oral, visual, and/or
written forms

Application of Learning

The student:
-transfers knowledge and skills to Limited Some Considerable High Degree
new contexts and makes T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
connections between concepts

Task 1: _______________________________________________________________________________

Task 2: _______________________________________________________________________________

Task 3: _______________________________________________________________________________

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________
Grade 6 Math Term 3, Strand 1
Fractions, Decimals, and Percent
Directions: Choose activities from the menu below to total 10 points. Place a checkmark in each box to show which
activities you will complete.
2 Points:

Choose 20 different fractions from your math text book. Include mixed numbers and improper
fractions. Order the fractions on a number line. Choose at least 5 of the fractions to convert to their
decimal equivalents. Include a paragraph explaining the procedure for ordering fractions.

Explain how fractions and ratios are related. Include examples of when you would use each.

Choose a vacation destination that you would fly to. Determine the distance between the two
airports, as well as the time needed for the flight. Using percents, fractions, and decimals, create 10
problems that use this information.

5 Points:

Use the internet to find facts about one environmental issue. Include at least ten facts that include
fractions, decimals, and percentages. Use a computer publishing program (e.g. MS Publisher) to
create two posters: one that shows the facts in their original form, and one that shows all facts
converted to the same form. Present your information to your classmates, including an explanation
of why the second poster makes the information more clear.

Cookies are as easy as 1:2:3! One part sugar, two parts fat, and three parts flour (plus flavourings).
Develop your own cookie recipe using this formula, assuming you have only cups of sugar available.
How many batches of your cookies could you make if you had 16 cups of flour available? Choose
three cookie recipes out of cookbooks. Do any of the recipes follow the 1:2:3 formula? Show how
you know.

Go to a grocery store and choose 6 items that come in at least two different sized packages. Record
the size of the package and the price for each. Then, create a guide that explains how shoppers can
save money in the grocery store by comparing size and prices. The guide may be in the format of your
choice, but must include visual elements. Use the items you investigated as examples.

Write and illustrate a picture book that explores the relationship between fractions, decimals, and
percentages. You may choose to publish by hand or electronically.

8 Points:

Create a Mr. (or Miss) Math video entitled Pieces Parts that sums up everything you have learned
about fractions, decimals, ratios, and percentages. You must include how to compare fractions, how
to convert fractions to decimals, show how percents relate to decimals and fractions, and include
examples of situations where each type of number is most useful. During your video, break for two
commercials for math-related products. For inspiration, watch an episode of Bill Nye!

Free choice Prepare a proposal form and submit it to your teacher for approval.

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________
NUMBER SENSE and NUMERATION
Level 1 Level 2 Level 3 Level 4
Term 3 Strand 1

Knowledge and Understanding

The student: Limited Some Considerable High Degree


- explains the relationships among T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
fractions

-represents relationships using unit Limited Some Considerable High Degree


rates T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3

-represent, compare, and order


fractional amounts with unlike
denominators, including proper and Considerable High Degree
Limited Some
improper fractions and mixed numbers T1 T2 T3 T1 T2 T3
T1 T2 T3 T1 T2 T3

Problem Solving/Thinking

The student: Limited Some Considerable High Degree


-uses critical thinking during the T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
problem solving process
Communication

The student: Limited Some Considerable High Degree


-explains mathematical thinking clearly T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
using a variety of modes
Limited Some Considerable High Degree
-uses math conventions, vocabulary, T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
and terminology in oral, visual, and
written forms

Application of Learning

The student: Limited Some Considerable High Degree


-transfers knowledge and skills to new T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
contexts
Limited Some Considerable High Degree
-makes connections between math and T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
the real world

Task 1: _______________________________________________________________________________

Task 2: _______________________________________________________________________________

Task 3: _______________________________________________________________________________

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________
Grade 6 Math Term 3, Strand 2
Probability
Guidelines:
1. You may complete as many of the activities as you like in the given time period.
2. You must complete activities totalling at least 100 points.
3. You may be as creative as you like within the guidelines listed below.
Plan Activity to Complete: Point
to Do Value
Create dictionary entries (with examples) for the following terms: event, outcome, random, 15
tree diagram, experimental probability, theoretical probability, probability, frequency.
The larger the sample size, the more consistent the results. Design a probability 25
experiment that shows this statement to be true. Create a report detailing your hypothesis,
procedure, observations, and conclusions.
You are playing a game with a friend where you have to guess the sum of the numbers 25
rolled on two six-sided dice. Which number should you choose? Show how you know this
is the best number to choose. Be sure to show your thinking and organize your information
clearly.
For every black jelly bean in a bag, there are two purple, three red, three green, and four 25
yellow jelly beans. You will not eat black jelly beans. Your friend will only eat red ones. If
both of you draw a single jelly bean from the bag, what is the probability that both of you
will eat your jelly bean? What is the probability that only one of you will be able to eat your
jelly bean? Neither of you? Make a prediction and test it with an experiment.
Design an experiment involving a 6-sided dice and a spinner that would produce a tree 20
diagram with 24 branches. Come up with a problem for which you could use that
combination of spinner/die to determine the experimental probability.
Create a four-player game of chance where the probability of winning is equal for each 20
player. Play the game at least 12 times and record the results of each game. Explain your
outcomes and why they may not have matched the theoretical probability.
Choose an athlete or team and research their stats. Based upon the information you find, 30
make several predictions about their performance in an upcoming game (or several games).
Create a news segment in the role of a sports analyst to explain how you came up with your
prediction. Do a follow up segment explaining whether or not your prediction came true,
and, if it didnt, why not. You may record your news segment or perform it in front of your
class.
Create a short lesson that explains to your classmate what a tree diagram is and when it is 20
useful. Include several examples.
Create a tree diagram that shows the probability of a family with three children having 15
three girls.
Choose a popular board game (e.g. Monopoly) and investigate how probability plays a role 20
in the outcome of the game. Using this information, create a How to Win at _____ guide
in the format of your choice.
Free Choice: Must be outlined on a proposal form and approved before beginning work. 10 to 30

I plan to do _____ activities totalling ______ points.

_____________________________________________ ___________
Students Signature Teachers Initials

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________
DATA MANAGEMENT and PROBABILITY Level 1 Level 2 Level 3 Level 4
Term 3 Strand 2
Knowledge and Understanding

The student: Limited Some Considerable High Degree


-expresses theoretical probability as a T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
ration of the number of favourable
outcomes to the total number of
possible outcomes
Limited Some Considerable High Degree
-demonstrates understanding of T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
theoretical probability

Problem Solving/Thinking

The student: Limited Some Considerable High Degree


-creates a plan of action for conducting T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
an experiment

- carries out a plan of action for Limited Some Considerable High Degree
conducting an experiment T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3

Limited Some Considerable High Degree


-draws conclusions based on evidence
T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3

Communication

The student: Limited Some Considerable High Degree


-explains mathematical thinking clearly T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
using a variety of modes
Limited Some Considerable High Degree
-uses math conventions, vocabulary, T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
and terminology

Application of Learning

The student: Limited Some Considerable High Degree


-transfers mathematical knowledge and T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
skills to new contexts

Task 1: _______________________________________________________________________________

Task 2: _______________________________________________________________________________

Task 3: _______________________________________________________________________________

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________
Grade 6 Math Term 3, Strand 3
Guidelines for Geometry Game Show Menu

You must choose at least one activity from each topic area.
You may not do any more than two activities from each topic.
All free-choice proposals must be turned in and approved by the teacher before beginning work on that activity.
You must complete activities totalling at least 100 points.

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________
Geometry Game Show Menu
Nets Describing Rotations Designing with Transformations Points
Find five examples of company logos that
Create a set of nets for the platonic solids
include rotations. Create a poster Create a new logo for a company (real or
(tetrahedron, cube, octahedron, dodecahedron,
(electronically or on paper) with the fictional) that uses both symmetry and 10
icosahedrons).
examples and a description of each rotational symmetry in its design.
rotation.
Create a design that uses two shapes and
translations, reflection, and rotation.
Explain how being able to visualize the net of a Either photograph or find pictures of five Create a procedure for another student to
3D object can assist you in determining the examples of rotation in the natural world follow to reproduce the exact same shape.
20
surface area. Include an example. Present the (e.g. petals on a flower). Use diagrams Test your procedure and revise it if
information in the format of your choice. and words to describe the rotations. needed. Submit your original designs,
instructions, and the work of your student
tester.
Create a structure from interlocking cubes that
Using Geometers Sketchpad, create three
would have a different view when seen from
Using an equilateral triangle as the first patterns: one involving translations, one
the top, front, left, right, bottom, and back.
face, create a net for an octahedron that involving rotations, and one involving
Sketch each of these views. Photograph the 30
uses only rotation. Describe how you reflections on a coordinate grid. Draw the
actual structure from each of the views. Create
created your net. visual patters and describe the number
a scrapbook about your structure that includes
patterns in the coordinates.
both your photos and your sketches.
Find at least 10 real life examples of
Create a themed backyard playhouse (e.g.
shapes that rotate about centres that are
castle, spaceship) using rectangular and Find an M.C. Escher drawing that uses
not on the shape (e.g. a child on a swing
triangular prisms. Sketch the playhouse transformations in the design. Describe
set). Create a Smart Notebook or
including top, left, right, and isometric views. the transformations he used to create it.
Powerpoint presentation including 40
Calculate both the surface area and the volume Make your own simple Escher inspired
images, diagrams, and descriptions of
of your playhouse. Create an advertisement for design that uses the same transformations
their rotations by identifying their centres
your playhouse design that incorporates this with a different shape.
along with their angle and direction of
information.
rotation.
Free Choice Free Choice Free Choice 20-40
Total: Total: Total: Total:

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________

GEOMETRY AND SPATIAL SENSE Level 1 Level 2 Level 3 Level 4


Term 3 Strand 3
Knowledge and Understanding

The student: Limited Some Considerable High Degree


-identifies translations T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3

-sketches three-dimensional figures Limited Some Considerable High Degree


T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3

-constructs three-dimensional figures Limited Some Considerable High Degree


T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
Problem Solving/Thinking

The student: Limited Some Considerable High Degree


-creates and analyses designs by T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
reflecting, translating, and/or rotating a
shape

Communication

The student: Limited Some Considerable High Degree


-explains mathematical thinking clearly T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
using a variety of modes
Limited Some Considerable High Degree
-uses math conventions, vocabulary,
T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
and terminology
Application of Learning

The student: Limited Some Considerable High Degree


-sketches different views of three- T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
dimensional figures
Limited Some Considerable High Degree
-builds three-dimensional models T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3

Task 1: _______________________________________________________________________________

Task 2: _______________________________________________________________________________

Task 3: _______________________________________________________________________________

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________

Grade 6 Math Term 3, Strand 4


Measurement Baseball

Look through the following choices and decide how you want to make your game add up to 100 points. Singles are worth 10 points,
Doubles are worth 30 points, Triples are worth 50 points, and Homeruns are worth 100 points. Choose any combination you want.
Your points must equal (or go over) 100.

Singles 10 Points Each


The dimensions of three squares from the smallest up is consecutively larger and in a whole
number of metres. The total area of the three squares is 149m2. Write an equation to express
this relationship in which s is the side length of the smallest square, m for the medium
square, and l for the large square. What are the sizes of the squares?
Create a visual number line that shows pictures of everyday items that are approximately 1
cm2, 10cm2, 100cm2, 5000cm2, 1m2, and 10m2.
Using a geoboard (either an actual board or an electronic version) how many different
triangles can you construct with an area of 2, 4, and 6 square units? Record your solutions on
dot paper.
Explain how knowing how to calculate the area of a rectangle can help you to find the
area of other shapes. Include diagrams in your explanation.

Doubles 30 Points Each


Your school wants to create a tile mosaic mural in one hallway. Find a suitable location for
the mural and measure the area. Determine how many 1cm2 tiles you would need for the
mural.
Students commonly make the mistake of thinking that since 1m = 100cm, that 1m2 = 100cm2.
Create a short lesson to explain to students why this is not the case.
Use 7 pattern blocks to design a shape that has an area of 29.9cm2 and six lines of
symmetry. Now create two of your own challenges for your classmates. Remember to include
your answers.
The school chess club is having a live chess match. They would like to have the match in
the school gym. The chess board needs to be a perfect square and so do the individual
squares on the board. What is the area of the largest possible board, and how large will each
of the squares be?

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________

Triples 50 Points Each


Create a stained glass window with a width of at least 40cm and an area of at least
2200cm2. You must use regular shapes to create your window design, and you must combine
some regular shapes to make more complex figures. Colour your design in at least six different
colours. Calculate the amount of each colour of glass needed to complete the window.

Create four different hands-on centre activities to help students leave about calculating
area. At least one of your activities should use tangrams, and you must include activities that
calculate the area of polygons. Be sure to include answers for each activity.

You want to redecorate your room. Your parents want to put up wallpaper, but you want
to paint. You think wallpaper will be more expensive, and want to use that argument to
convince your parents to let you paint. You will need to measure your room (including height)
before you start. The wallpaper your parents want measures 45 cm wide and costs $29.99 for a
10m roll. The paint you want to use costs $33.99 for 3.79L (this amount will cover approximately
33 m2). Create a presentation you could make to your parents that uses this information to
persuade your parents to paint your room.

Homeruns 100 Points Each


Create an entertaining Math video in which you show viewers how the area of a rectangle
relates to the area of a parallelogram and triangle, how they can find the area of many other
polygons using that information, and how the area of a shape changes when the side lengths are
changed. You also must have two commercials in your video: one should be an infomercial that
explains how a new invention for converting between cm2 and m2 works, and one for a magic
parallelogram-shaped product that changes width, height and area without changing perimeter.

_________ Singles (10 points each)


_________ Doubles (30 points each)
_________ Triples (50 points each)
_________ Homeruns (100 points)

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________
MEASUREMENT Level 1 Level 2 Level 3 Level 4
Term 3 Strand 4
Knowledge and Understanding

The student: Limited Some Considerable High Degree


-estimates and measures the area of T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
regular and irregular polygons
Limited Some Considerable High Degree
-determines the relationship between units T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
used to measure area

Problem Solving/Thinking

The student: Limited Some Considerable High Degree


-solves problems involving the calculation T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
of the areas of triangles and the areas of
parallelograms
Limited Some Considerable High Degree
-solve problems requiring conversion from T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
larger to smaller metric units
Communication

The student: Limited Some Considerable High Degree


-explains mathematical thinking clearly T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
using a variety of modes
Limited Some Considerable High Degree
-uses math conventions, vocabulary, and
T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
terminology
Application of Learning

The student: Limited Some Considerable High Degree


-makes connections within and between T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
various contexts
Limited Some Considerable High Degree
-applies knowledge and skills to new T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
contexts

Task 1: _______________________________________________________________________________

Task 2: _______________________________________________________________________________

Task 3: _______________________________________________________________________________

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________
Name: ________________Teacher Approval: ___ Name: ______________Teachers Approval: ___

Free-Choice Proposal Form Free-Choice Proposal Form


Points Requested: ______Points Approved: ______ Points Requested: ______Points Approved: ______

Proposal Outline: Proposal Outline:

1. What specific topic or idea will you learn about? 1. What specific topic or idea will you learn about?

2. What criteria should be used to grade it? 2. What criteria should be used to grade it?
(Content? Creativity? Knowledge? Application?) (Content? Creativity? Knowledge? Application?)

3. What will your product look like? 3. What will your product look like?

4. What materials will you need from the teacher 4. What materials will you need from the teacher
to create this product? to create this product?

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Name: ________________________________

$1 Contract
I did not spend more than $1.00 on my _______________________________________________.

_______________________________________________ _______________________
Student Signature Date

My child, _________________________, did not spend more than $1.00 on the product he/she created.

_______________________________________________ _______________________
Parent Signature Date

$1 Contract
I did not spend more than $1.00 on my _______________________________________________.

_______________________________________________ _______________________
Student Signature Date

My child, _________________________, did not spend more than $1.00 on the product he/she created.

_______________________________________________ _______________________
Parent Signature Date

Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal


Resources

Kelleher, et al. (2004). Nelson Mathematics 6. Nelson Education Ltd.

Ministry of Education. (2006, 2008). A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6. Queens
Printer for Ontario.

Ontario Ministry of Education. (2005). The Ontario Curriculum Grades 1-8 : Math (Revised). Queen's Printer for Ontario.

Westphal, L. E. (2007). Differentiating Instruction with Menus: Math. Waco, TX: Profrock Press, Inc.

Photo (cover):

D-Kay http://www.flickr.com/photos/8089996@N06/

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License.

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