STOPS 1-10
STOP 1
If the hours for the gift shop in the Arboretum never change, how many hours a week is it open?
CCSS.MATH.CONTENT.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
STOP 2
Pretend this is a giant pizza. How many slices (out of the four you see here) would you get if you had to share with one other person? How could you cut the pizza if you had to split the pizza with eight people and wanted to have 2 slices each?
CCSS.MATH.CONTENT.3.G.A.2
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
STOP 3
Notice that Andy Jones was a part of Boy Scout Troop 239. How could you place symbols and paranthesIs between these three numbers to get the product 54?
CCSS.MATH.CONTENT.5.OA.A.1
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
STOP 4
If each indiviual rectangle is 6in by 4in, how many cubic inches cover all 32 rectangles?
CCSS.MATH.CONTENT.4.MD.A.3
Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
STOP 5
If each time you feed the fish it costs 25 cents, how many times can you feed the fish with $5.87? How much money will you have left over?
CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
STOP 6
It is 2:02 and the Arboretum closes around 8:00 (when the sun goes down) and workers walk through the gardens every hour and 30 minutes, at what times will they walk around if the last time was at 1:30?
CCSS.MATH.CONTENT.3.MD.A.1
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
STOP 7
There are three different colored picnic tables (oragne, purple and blue) with three different color umbrellas on them (blue, yellow and red). How many different combinations of tables and umbrellas could you make?
CCSS.MATH.CONTENT.4.OA.A.2
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
STOP 8
First, find the area of the smallest and largest circle. The radius for the smallest circle is 2 inches and the radius for the largest cirlcle is 12 inches. After finding the area of both circles compare the smallest circle to the largest. What fraction of the largest circle is the smallest?
CCSS.MATH.CONTENT.5.G.B.4
Classify two-dimensional figures in a hierarchy based on properties.
STOP 9
Find 20 sets of parellel lines on the back of this bench. How do you know they are parellel? What shapes can you name which have parellel lines?
CCSS.MATH.CONTENT.4.G.A.1
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
STOP 10
There are 20 students who went to the Arboretum for a picnic. List 4 ways you could arrange the students for sitting on these two benches.
CCSS.MATH.CONTENT.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.