1. Comparing - (Integrated with Social Studies)
Content Standard- Use mathematical language and symbols to compare and order. Social Studies- Explain th opportunity costs involved in the allocation of scarce productive resources.
Activity:Students brainstorm and decide individually what items they would need to bring on the trip West. What considerations need to be made when packing for the trip across the US? Are there any resources that could be gathered on the trail? Give reasons to support your choices of what to bring (protection, comfort, relaxation, promary needs)
Using <, >, = students will compare sizes of materials settlers would have needed to travel the Oregon Trail.
Assessment- Have students design sentences using symbols to compare pictures of goods that they may have taken on the Oregon Trail. (food, clothing, building materials, seeds, tools, etc.).

2. Problem units
Understand that, unlike addition and subtraction, the factors in multiplication and division may have different units within problems: (i.e. 6 apples each in 5 baskets 5X6 = 30 apples. Explain how a remainder may impact an answer in a real-world situation; e.g., 14 cookies being shared by 4 children.Identify and select appropriate units for measuring: length-miles, km weight-oz. lbs. grams or kg llow students to work in pairs or triads and determine how much or many of each supply they would need for the families to travel together Post to the Blog as a team. Show amounts using number sentences showing how much they would have total (ie. 6 pallets of 20 lbs. of corn.). Imagine the amount of you would need for the trip. Record your predictions and research actual supply lists in your math journals. How does your estimate compare with what you find on the internet. Remember the crediblilty of sources factors in. Can you rely on one source? How could you verify your data? StrategyTrust, but (Be Prepared to) Verify

3. Mileage Identify and select appropriate units for measuring:(miles, km, gallons, oz. ,lbs. kg), How many miles could you travel in a day? if you made expected time how many stops would you have to have in 500 miles? 1000? The entire trip? Brainstorm what factors would influence how far you could travel in a day? (speed, number of horses, weight, terrain)

Activity Show a route map with stops listed for a week of traveling. You can add features to the maps as you wish (rivers, towns, native villages etc. Be creative and have fun with the maps. Use Drawing program to design if available.

Integrated with Social Studies)Content Standard- Use mathematical language and symbols to compare and order. Social Studies- Explain th opportunity costs involved in the allocation of scarce productive resources.

Activity:Students

brainstormand decide individually what items they would need to bring on the trip West. What considerations need to be made when packing for the trip across the US? Are there any resources that could be gathered on the trail? Give reasons to support your choices of what to bring (protection, comfort, relaxation, promary needs)Using <, >, = students will compare sizes of materials settlers would have needed to travel the Oregon Trail.

Assessment- Have students design sentences using symbols to compare pictures of goods that they may have taken on the Oregon Trail. (food, clothing, building materials, seeds, tools, etc.).

2. Problem units

Understand that, unlike addition and subtraction, the factors in multiplication and division may have different units within problems: (i.e. 6 apples each in 5 baskets 5X6 = 30 apples.

Explain how a remainder may impact an answer in a real-world situation; e.g., 14 cookies being shared by 4 children.Identify and select appropriate units for measuring:

length-miles, km

weight-oz. lbs. grams or kg

llow students to work in pairs or triads and determine how much or many of each supply they would need for the families to travel together Post to the

Blogas a team. Show amounts using number sentences showing how much they would have total (ie. 6 pallets of 20 lbs. of corn.). Imagine the amount of you would need for the trip. Record your predictions and research actual supply lists in yourmath journals. How does your estimate compare with what you find on the internet. Remember the crediblilty of sources factors in. Can you rely on one source? How could you verify your data?StrategyTrust, but (Be Prepared to) Verify3. Mileage

Identify and select appropriate units for measuring:(miles, km, gallons, oz. ,lbs. kg),

How many miles could you travel in a day? if you made expected time how many stops would you have to have in 500 miles? 1000? The entire trip? Brainstorm what factors would influence how far you could travel in a day? (speed, number of horses, weight, terrain)

Activity Show a route map with stops listed for a week of traveling. You can add features to the maps as you wish (rivers, towns, native villages etc. Be creative and have fun with the maps. Use

Drawing programto design if available.4.