Code Breakers SS, Math, Reading, Writing PBL/ Distance Learning

Rated 4.75 out of 5, based on 4 reviews

4.8 (4 ratings)

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Dancing Through 4th

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Grade Levels

3rd - 5th

Subjects

Basic Operations, Native Americans, Writing

Resource Type

Projects, Independent Work Packet

Standards

CCSS3.NBT.A.2

CCSS3.OA.C.7

CCSS3.OA.D.9

CCSS4.OA.C.5

CCSS5.OA.B.3

Formats Included

Zip
Google Apps™

Pages

17 pages

$5.95

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$5.95

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Includes Google Apps™

The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

What educators are saying

My 5th grades loved this! I used this the code breaking activity and my students stay focused and engaged during my entire lesson.

— Jennifer W.

Rated 5 out of 5

Description

Standards

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Reviews

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Description

This cross-curricular project invites students to notice, create and decipher codes (math), learn about Native American Code Talkers (reading & SS), and present their findings (writing). Included are both paper and digital formats, as well as teacher models and extension activities. It is engaging for students and low-prep for the teacher!

This product includes 3 versions of the document for flexible online or offline use! There is a PDF with teacher suggestions, there is a PDF with a printable student packet, and there is a version that can be digitally filled out with Powerpoint or Google Slides. Perfect for an in-school, out-of-school, or distance learning project, with or without internet!

Target skills & content: Patterns, input/output tables, research, note-taking, presenting information, informational writing, Native Americans, text features

Total Pages

17 pages

Answer Key

N/A

Teaching Duration

N/A

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Standards

to see state-specific standards (only available in the US).

CCSS3.NBT.A.2

Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

CCSS3.OA.C.7

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

CCSS3.OA.D.9

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

CCSS4.OA.C.5

Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

CCSS5.OA.B.3

Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

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Dancing Through 4th

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