Professional Documents
Culture Documents
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
Blackline Masters:
$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.
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
-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
Application of Learning
Task 1: _______________________________________________________________________________
Task 2: _______________________________________________________________________________
Task 3: _______________________________________________________________________________
_____________________________________________ ___________
Students Signature Teachers Initials
Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal
Name: ________________________________
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
Application of Learning
Task 1: _______________________________________________________________________________
Task 2: _______________________________________________________________________________
Task 3: _______________________________________________________________________________
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.
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: _______________________________________________________________________________
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.
Problem Solving/Thinking
Communication
Application of Learning
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
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
Application of Learning
Task 1: _______________________________________________________________________________
Task 2: _______________________________________________________________________________
Task 3: _______________________________________________________________________________
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.
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.
-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
-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
Application of Learning
Task 1: _______________________________________________________________________________
Task 2: _______________________________________________________________________________
Task 3: _______________________________________________________________________________
_____________________________________________ ___________
Students Signature Teachers Initials
Adapted by S. Drummond from Differentiating Instruction with Menus by Laurie E. Westphal
Name: ________________________________
Problem Solving/Thinking
Application of Learning
Task 1: _______________________________________________________________________________
Task 2: _______________________________________________________________________________
Task 3: _______________________________________________________________________________
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.
Problem Solving/Thinking
-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
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: _______________________________________________________________________________
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.
Problem Solving/Thinking
Application of Learning
Task 1: _______________________________________________________________________________
Task 2: _______________________________________________________________________________
Task 3: _______________________________________________________________________________
_____________________________________________ ___________
Students Signature Teachers Initials
Problem Solving/Thinking
- 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
Communication
Application of Learning
Task 1: _______________________________________________________________________________
Task 2: _______________________________________________________________________________
Task 3: _______________________________________________________________________________
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.
Communication
Task 1: _______________________________________________________________________________
Task 2: _______________________________________________________________________________
Task 3: _______________________________________________________________________________
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.
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.
Problem Solving/Thinking
Task 1: _______________________________________________________________________________
Task 2: _______________________________________________________________________________
Task 3: _______________________________________________________________________________
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?
$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
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.