K.OA.

2: Solve addition and subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem.
How many tiles are there altogether?

= 10

Students can solve this independently or as a group. It would be cool to put these beautiful,
colorful tiles on the smartboard and give them a chance to estimate independently and then count
together as a group. For extension, you could give them tiles to color and/or challenge them to see
how many different ways they could arrange their tiles in an addition problem to get 10 e.g. 9 + 1;
2 + 8; 3+7; 6+4; 5+5; etc. which covers standard K.OA.3.
1.MD.4: Organize, represent, and interpret data with up to three categories; ask and
answer questions about the total number of data points, how many in each category,
and how many more or less are in one category than in another.

For this one, the students can organize the small and large tiles into two categories and then you
can ask the following questions: How many large tiles are there? How many small tiles are there?
How many more small tiles are there than large tiles?

2.MD.1: Measure the length of an object by selecting and using appropriate tools such
as rulers, yardsticks, meter sticks, and measuring tapes.
This would be an awesome station type activity. Station 1 could be the cm station in which the
students could measure the sides of small tiles. Station 2 could be the inches station in which
the students could measure tiles the size of a whole sheet of paper along with other various sizes
that you might cut and provide. Station 3 could be the yardstick station in which students must
measure the length of a whole wall of tiles that is on the whiteboard or a giant decorative tile
poster.
3.MD.7.b.: Multiply side lengths to find areas of rectangles with whole-number side
lengths in the context of solving real world and mathematical problems, and represent
whole-number products as rectangular areas in mathematical reasoning.
Project this on the smartboard and make it
as close to the full size of the board as
possible. Give the students a moment to
take it all in and then ask: if each tile is one
square foot, what is the area, in square
feet, of this tile wall? The strategy they are
supposed to use here is counting the side
lengths (6 and 6) and multiplying to find
the product. You could give students time
to discuss different strategies of finding the
area of this wall and then ultimately, guide
the whole class into understanding that
since there are six tiles on the top and six
on the side, multiplying those two numbers
would give you 36 square feet of tiles
altogether. It would be good to discuss how
much work went into just these few tiles
and then, you could show a picture of the
entire tile house and discuss how much
cultural creativity went into putting the
whole thing together.

4.NF.3.d: Solve word problems involving addition and subtractions of fractions referring
to the same whole and having like denominators, e.g., by using visual fraction models
and equations to represent the problem.
What fraction of the tiles contain the color green?
What fraction of the tiles contain the color blue?
What fraction of tiles contain NEITHER green nor blue?
What is the difference between the fraction of tiles that
contain green or blue and the number of tiles that have
neither of those colors?

5.NBT.5: Fluently multiply multi-digit whole numbers using the standard algorithm.
5.MD.1: Convert among different-sized standard measurement units within a given
measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in
solving multi-step, real world problems.

Lets take a look at the section of tiles in the highlighted section. The length of this section is 85
inches and the width is 120 inches. What is the area, in square inches, of this section of tiles?
What is the area in square feet?