Fifth-grade math typically uses a lot of worksheets, board work and pencil and paper math. There are few resources that fifth graders have to implement practical math. You can give fifth graders real-life math practice with the implementation of math projects. These projects help show students how math is used in real life and why it is necessary to learn.
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Give the students a set budget. For the project, they must research clothing online and find enough outfits and clothing to last them a whole school year. They must "purchase" clothing or uniforms, undergarments, socks, shoes and anything else they will need to complete a year's wardrobe. The students must calculate the tax on the items in addition to the cost of the clothing. The children should cite the sources they used for the project and submit the information to the teacher.
Give the children a stock report from a paper. Tell the children they have a budget of £6,500 and can spend it on three stocks of their choice. The children choose the stocks based on a performance graph for the stock online. The children make a sheet outlining the stocks they purchased at what price. For two weeks, the students must follow the value of their shares and note any price changes each day. At the end of the period, the students should make a graph outlining the price changes in their stocks and determine whether they gained or lost money. Students should also decide whether it would be better to buy more stock or sell it.
Have each child create a schedule of their daily activities, such as sleeping, eating, school and play. Children should estimate at what time they complete each activity and how long the activities take. The children should take this information and create a pie chart indicating how much of their day is taken up with activities and how much free time they have left over. This project teaches time estimation and how to translate information into a graph or pie chart.
One at a time, allow the children to toss a crumpled up piece of paper into a dustbin from a specified line. Each child should write down the number of times he was able to make the basket and the number of times he was not. The children should convert the ratios into decimal ratios, such as .5 if the child makes it in five times and missed five times. The children can then convert the data into a probability guess for how often they will hit or miss the basket. For a ratio of .5, the probability then becomes 50/50 for whether or not the child will make the basket.
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