C-17-Esglomm 2-5 PDF

Math Matters
• Elementary 2nd – 5th •
GLOBAL TREASURES
MindWorks Resources strives to provide exciting, engaging, and fun lessons and
materials that promote critical thinking, problem-solving, and reasoning skills in
support of the school day. Special care is taken to ensure materials are age
and skill appropriate. MindWorks Resources provides these materials for
differing demographics internationally, and thus asks you, as an individual
program, to review lessons and materials prior to conducting activities for
appropriateness for your particular environment. Often, lessons will indicate use
of specific book pages or game pieces; this is generally to allow access to
compelling materials in a controlled way. All materials should be used with
direct adult supervision. Program instructors may modify lessons and materials
as needed to conform to individual program standards.
© 2018 MindWorks Resources Incorporated
All rights reserved. The activities and illustrations within this manual may be
reproduced by the sole individual owner of this publication for single classroom
or educational purposes only and may not be redistributed in part or in whole.
This work may not be reproduced or copied in its entirety in any form or by any
means – graphic, electronic, or mechanical – without express written consent
from the publisher.
Printed in the U.S.A.
www.MindWorksResources.com
Math Matters • Global Treasures • 2nd – 5th Elementary 2 © 2018 MindWorks Resources Incorporated
MindWorks Curriculum Components
Included in each Teacher’s Guide:
Overview – This section provides a brief description of what students

experience in the subject over the course of the week. Read this to gain an
understanding of the scope of activities for the week.
Project Based Learning Voice and Choice – Project Based Learning (PBL)
activities in the Voice and Choice section are designed for programs utilizing the
optional MindWorks PBL component. Review the driving question included in the
beginning of the Teacher’s Guide at the beginning of each week to support the PBL
daily voice and choice.
Objectives – The activities and topics in each subject are matched to national
standards in reading, writing, math, science, social studies, art, STEM, SEL, and financial
literacy. On occasion, state standards will be listed as well. Reference these standards
as necessary in grant applications, conversations with school district employees, state
education representatives, etc. Objective numbers are not referenced due to the
many duplications across state and national standards.
Career Connections – This component helps instructors guide students in

drawing parallels from the lessons to various related careers. This helps students to link
their career options with their unique skills, encouraging optimal success in families,
careers, and communities. Remind students what they learn now allows them to
discover their individual strengths and interests, to consider and outline career goals,
and to focus their thought processes to achieve desired lifestyles.
Materials List – Divided between materials provided by MindWorks and

materials the instructor should gather, the comprehensive list at the beginning of each
set of lessons includes everything needed for the week. Check the availability of the
listed items on the master list, and gather the materials listed in preparation for a
successful week.
Pre- and Post-Test Questions and Answers – Each subject includes both a pre-
and post-test for students, as well as answer keys for the instructor. This allows both the
instructor and the students to assess the students’ knowledge, skills, and abilities. Copy
and give students a pre- and post- test, or administer the test as a large group. Modify
the version of the test, if appropriate for your group. Collect data to show
improvements between before and after learning and to measure lesson
effectiveness.
Core Vocabulary – Each subject includes a list of core vocabulary taught in

the lessons, as well as related extension vocabulary. Review this list prior to the unit and
each day’s lessons as necessary to become familiar with words and concepts.
Websites – Near the back of each book, instructors will find a handy list of
websites that are referenced in daily lessons. These websites provide examples to
show during the lessons, pictures that reinforce key lesson concepts, videos that relate
to the topics, and interactive sites for extension activities. Share this list with the
technology department and request assistance to ensure firewalls do not block
access. Preview sites for their appropriateness for your student audience.
Included in each day’s lesson:
Materials List – A materials list for each individual lesson helps the instructor
know what materials he or she should gather in order to complete that particular
lesson successfully.
Preparation – This section provides the instructor with a list of items that need to
be prepared prior to beginning the lesson. Prepare for a successful lesson by
completing the tasks listed in this section.
Entry Event – Each lesson begins with a hands-on or mind-engaging

experience. This component’s purpose is to hook students in the learning process. It
may involve using an object, event, or question to engage students in the topic for the
day, which then seamlessly transitions students into the discussion and activity.
Pre- and Post-Activity Discussion – Each lesson’s pre- and post-activity

discussions ensure key learning opportunities. The purpose of the pre-activity discussion
is two-fold: first, it transitions students from the entry event to the content of the lesson
and activity; and secondly, it reviews the concepts taught in previous lessons so
students are consistently receiving review and preparation for the post-test at the end
of each set of lessons.
The post-activity discussion provides a time for students to process, summarize, and
review that day’s lesson and activity. This allows students not only to explain their
understanding of the day’s concepts and processes, but to solidify the concepts
covered in the lesson.
Read these discussions before beginning lessons. Determine if you, as an instructor,

need to read the script as written or read the underlined summary sentences and lead
the content of the discussion to support these.
Activity – This component provides step-by-step instructions to engage

students in a learning experience. Practical as well as fun, the activity component
allows for various degrees of instructor guidance and support based on students’
needs, including young modifications (young mod) to support learning for non-
readers. Follow the outlined instructions to bring excitement, energy, and enjoyment
to learning as lesson concepts “come to life” for each student.
Social-Emotional Learning – Some daily lessons include a social-emotional

learning component. When applicable, this section provides suggestions for ways to
promote social and emotional development in connection with the daily activity.
Read the information to determine if it is pertinent to the students you serve, and
discuss with them as appropriate.
Reminder – Only certain lessons contain reminders. Look for reminders that are
included when preparation is necessary for an upcoming day.
Extension Activities – These supplemental activities build upon each day’s

learning to provide additional opportunities to explore lesson concepts. Allow time for
students to complete extension activities, communicate extension activities to families,
or use these activities at another program time.
Voice and Choice – The Voice and Choice suggestion in each daily lesson
provides ideas for connecting each day’s lesson to the over-arching PBL component
project. Implement these ideas to build to the culminating PBL event, described in the
optional PBL Facilitator’s Guide.
MindWorks Curriculum Design:
MindWorks elementary curriculum includes two independent instructor guides.
While these guides are labeled as K-1st and 2nd-5th, instructors are encouraged
to select the guide which is best suited for the reading abilities of individual
groups of students.
The K-1st facilitator guide is designed for students who are considered to be
emergent readers. Emergent readers are those who are beginning to learn
sound/symbol relationships, know some letters of the alphabet, understand
that writing conveys a message, and may recognize some words or letters.
Lessons included in the K-1st facilitator guide do not require independent
reading and writing and are designed to promote early reading skills and assist
in building a strong foundation for language and literacy learning.
The 2nd-5th facilitator guide is designed for students who exhibit early fluent to
fluent reading skills. At the early fluent stage, reading is more automatic with
less time spent on decoding words and more time devoted to comprehension.
Early fluent readers are able to read a greater variety of text and read
somewhat independently. Fluent readers are able to read without decoding
words. Their energy is devoted to comprehending what they read and they
have a good grasp of comprehension strategies. They are able to read
accurately and independently. Lessons included in the 2nd-5th facilitators guide
require independent reading and writing skills and are designed to further
encourage the development of reading fluency. For those students who are in
the early fluent stage of reading development, modifications have been
included in the 2nd-5th guide to facilitate the development of early fluent
readers.
Overview
This week in Math Matters, students play a variety sports all over the world as
they learn how sports use different math concepts. Students will talk shapes as
they play a game of soccer, count points as they play a game of table tennis,
and better understand time limits in sports as they play handball, hockey, and
archery!
Project Based Learning

Project Based Learning (PBL) Voice and Choice activities included in the daily
lessons are for programs utilizing the optional MindWorks Project Based
Learning component. Campuses utilizing MindWorks PBL Component begin the
week by discussing with students the driving question for the unit.
Driving Question for Global Treasures: You’ve been hired by Disney to design a
showcase for Epcot theme park. Pitch your idea for how to create an
interactive showcase highlighting the country they have asked you to design.
Social-Emotional Learning
This lesson provides opportunity for students to build social-emotional skills by
engaging in cooperative play, turn-taking, conversation, and sportsmanship.
Objectives
• Use mathematical processes to acquire and demonstrate mathematical
understanding
• Apply mathematics to everyday life, society, and the workplace
• Use attributes to recognize two- and three-dimensional geometric figures
• Share information in cooperative learning interactions
• Work collaboratively within small groups
Career Connections
• Automotive engineer – one who designs and builds cars
• Carpenter – a person who builds or repairs wooden structures
• Civil engineer – an engineer who designs and maintains roads, bridges,
dams, and similar structures
• Draftsman – a person who draws and sketches plans used to build
machines and buildings
• Gem cutter – a professional who cuts diamonds and other precious stones
into geometric shapes
• Golfer – a person who plays the sport of golf professionally
• Graphic artist – one who designs print or electronic forms of visual
information such as advertisements, publications, or websites
• Hockey player – a person who plays the sport of hockey professionally
• Landscape designer – a person who designs outdoor spaces
• Mathematics professor – a teacher who instructs others in math concepts
• Table tennis player – a person who plays the sport of table tennis
professionally
• Radiographer – a medical professional who works with computer images
to describe, diagnose, monitor, and treat a patient’s injury or illness
• Soccer player – a person who plays the sport of soccer professionally
• Surveyor – one who measures and examines an area of land
Pre- and Post-Test Answer Key
2nd – 5th Grade
Give each student a pencil and a copy of the Pre-Test located on page 49, or
read questions aloud and have students record A, B, or C as answers on a
sheet of paper, taking no more than five minutes. Collect the finished papers.
1. What shape is on a soccer ball?
A. triangle B. trapezoid C. hexagon
2. In what sport do you have to win 3 out of 5 games to win the match?
A. soccer B. table tennis C. football
3. What is “duration” in a game?
A. the number of points B. the number of players C. how long the game
scored on a team lasts
4. What sport uses addition and subtraction to make sure six players are always
playing?
A. football B. hockey C. tennis
5. In which sport do you earn points by hitting a bull’s-eye?
A. archery B. table tennis C. soccer
6. In which sport is distance important?
A. table tennis B. handball C. golf
Day 1: Soccer Goals
2nd – 5th Grade
Materials
Provided by MindWorks Resources:

• Soccer ball
• Air soccer disc
• Masking tape
• Sports cones
• Ball pump
Not provided by MindWorks Resources:

• Four AA batteries
Included in Subject Guide:

• No other support materials are needed.
Preparation
• A large, open space is needed for the Entry Event and Activity. Note: Both
the Activity and Entry Event can be played in the school gym if permitted.
• Use the ball pump to inflate the soccer ball in preparation for the Entry
Event.
• Set aside the soccer disc for use in the Pre-Activity Discussion.
• Collect four AA batteries, and place them in the air soccer disc in
preparation for the Activity.
• Use the masking tape to create a scale model of a soccer field in
preparation for the Activity. Note: The soccer field must have a centerline
and a goal line on each side of the field. Use the plastic cones to create
goals on each side of the soccer field. Use the image below for guidance.
Cones Centerline Cones
Reminder
• The masking tape provided in the materials kit must be equally distributed
for use throughout the entire nine weeks. Failure to monitor the amounts
being used by students may result in a shortage of supplies toward the
end of the nine weeks.
Give Pre-Test
Give each student a pencil and a copy of the Pre-Test located on page 49, or
read questions aloud and have students record A, B, or C as answers on a
sheet of paper, taking no more than five minutes. Remind them it is okay if they
do not know the answers yet. Collect the papers when students are finished.
Entry Event
• Tell students they will play a game of “passing a soccer ball.”
• Have all the students stand in a large circle with the instructor.
• The instructor begins game play by placing the soccer ball on the ground
and gently kicking it or passing it to another student in the circle.
• Once the student in the circle is passed the ball, she must stop it with one
foot and then kick it with her other foot to another student in the circle.
• Have the students kick and pass the ball to one another as many times as
time allows.
Pre-Activity Discussion
Briefly talk about the Entry Event.
• Describe the parts of your foot that you used to kick the ball in the Entry
Event.
- (Answers will vary but should include the following: the inside of the
foot, the toes, top of the foot, and the outside of the foot.)
Discuss some of the rules of soccer. Briefly discuss how soccer is the national
sport in Brazil.
• Along with using their feet, soccer players also use their knees and heads
to keep the ball in play. Have you ever played on a soccer team? If so,
describe some of the different ways you moved your body while playing
the game.
- (Answers will vary but may include the following: running with bent
knees, arms to the side, dribbling with feet, etc.)
• Share the following information with students:
- Soccer is considered the national sport in the country of Brazil, long
considered a global treasure for its coastal towns near the ocean,
interesting architecture, and beautiful waterfalls.
- Soccer is known as “football” in Brazil, and children begin playing the
sport at a young age. More than 10,000 people play on professional
soccer teams. Brazil won the gold medal for soccer in the 2016 Summer
Olympics.
• Do your friends have a favorite game they enjoy playing in your
neighborhood or on the school playground? If so, describe the game.
- (Answers will vary but may include the following: basketball, baseball,
kickball, tag, etc.)
Talk about how hexagons are used to form the ball.
• Soccer balls were once made using a ball stuffed with feathers, but in
1848, rubber was invented, allowing Charles Goodyear to create the first
soccer ball made from rubber. Eventually, hexagon shapes were used in
the design. A hexagon is a six-sided shape.
• Show students a hexagon shape on the air soccer disc.
• You might also notice a hexagon design on a backpack, on tile, or on
clothing. What is your favorite shape? Share some reasons why this is your
favorite shape.
(Answers will vary.)
Activity
• Tell students they will play a game of soccer using a soccer disc.
• Divide the students into two teams.
• Assign each team to one side of the soccer field created from the masking
tape.
• Choose one student volunteer from each team to act as the goalie. Have
each goalie stand between the two sports cones on her assigned side.
• Provide the teams with the following instructions:
- Have each team spread out on its assigned side of the soccer field.
- Choose one student from each team to stand at the centerline of the
field.
- When the instructor says, “Go,” she places the soccer disc in the middle
of the two players at the centerline. Note: Choose which team will kick
first once the disc has been placed at the centerline.
- The player chosen to kick first begins passing the soccer disc with her
feet to other students on her team, attempting to kick the soccer disc
into the other team’s goal.
- The goalie’s job is to block the soccer disc from passing the cones on
either side of the goal. Note: The goalie may use her legs, feet, and
hands to stop the soccer disc.
- Once the goalie has stopped the soccer disc, she gently kicks the ball
back into play.
- If the goalie is not able to stop the soccer disc and it passes the two
cones, the team that kicked it into the goal is awarded one point.
- After points are awarded, two students from each team meet at the
centerline of the field, and the team that did not score the goal kicks
the soccer disc first.
- Game play continues as students repeat the steps above.
- The first team to accrue three points is declared the winner of the first
round.
- After a team has accrued three points, have the teams use the cones
and masking tape to create a new goal that is in the shape of half a
hexagon (as seen in the picture below) for the second round of play.
Note: The instructor helps both teams quickly create the new goal.
- Repeat the steps above using the new half hexagon shaped goal.
Note: The goalie stands in front of the half hexagon to stop the disc
from entering the half hexagon at any angle.
- Play as many rounds as time allows.
• Allow time for students to play the game of soccer.
Post-Activity Discussion
Talk about the Activity.
• Was your team able to score during the game? If so, describe how your
team worked together while playing the game.
- (Answers will vary.)
• Soccer is considered a team sport, and players are often encouraged to
work together. What are some other sports or games you have played
that require teamwork? Share some examples.
- (Answers will vary but may include the following: football, tee ball, etc.)
Briefly talk about balls used in other sports, and review hexagons.
• The different balls used in sports and in games often have unique features
such as a specific color, texture, or shape. For example, soccer balls have
a hexagon shape pattern. What are some of the different features you
have noticed while playing with other balls? Describe the features on the
ball.
(Answers will vary but may include the following: colors, designs, shape,
texture, etc.)
Reminder
• Gather clean recyclables in preparation for the Day 6 Activity.
Extension Activities
• Play a game of soccer using the soccer ball.
• Divide into two teams. Use the soccer disc or soccer ball, and kick it into
different geometric shapes as the other team tries to guess the shape in
which the ball is being kicked.
• Create a new game using the soccer disc. Teach the game to friends.
• Play a soccer game by visiting the following website:
- http://www.nick.com/mash-ups/games/nickelodeon-soccer-stars-2/
PBL Voice and Choice

This suggestion is designed for programs utilizing the optional MindWorks
Project Based Learning component. Reference the driving question, included
on page 7, and read the additional PBL Facilitator’s Guide for more
information.
• Students can create an interactive showcase featuring the game and
rules of soccer. For example, the showcase might feature fun facts about
Brazil, how to juggle a soccer ball with your feet, and how to bounce a
soccer ball on your head.
Pre-Test
2nd – 5th Grade
4. What sport uses addition and subtraction to make sure six players are
always playing?
Post-Test
2nd – 5th Grade
4. What sport uses addition and subtraction to make sure six players are
always playing?
Core Vocabulary
• celebratory – to feel or express happiness
• distance – the amount of space between two objects or people
• duration – how long a game lasts
• enthusiast – a person who is highly interested in something
• hexagon – a six-sided shape
• opponent – someone who competes against another person
• rate – the amount of something such as speed
• sphere – a round, solid figure
• tournament – a series of contests

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Math Matters

• Elementary 2nd – 5th •

© 2018 MindWorks Resources Incorporated

Printed in the U.S.A.

Overview – This section provides a brief description of what students

Career Connections – This component helps instructors guide students in

Materials List – Divided between materials provided by MindWorks and

Core Vocabulary – Each subject includes a list of core vocabulary taught in

Included in each day’s lesson:

Entry Event – Each lesson begins with a hands-on or mind-engaging

Pre- and Post-Activity Discussion – Each lesson’s pre- and post-activity

Read these discussions before beginning lessons. Determine if you, as an instructor,

Activity – This component provides step-by-step instructions to engage

Social-Emotional Learning – Some daily lessons include a social-emotional

Extension Activities – These supplemental activities build upon each day’s

Project Based Learning

A. triangle B. trapezoid C. hexagon

A. soccer B. table tennis C. football

3. What is “duration” in a game?

A. football B. hockey C. tennis

5. In which sport do you earn points by hitting a bull’s-eye?

A. archery B. table tennis C. soccer

6. In which sport is distance important?

A. table tennis B. handball C. golf

Provided by MindWorks Resources:

Not provided by MindWorks Resources:

Included in Subject Guide:

PBL Voice and Choice

A. triangle B. trapezoid C. hexagon

A. soccer B. table tennis C. football

3. What is “duration” in a game?

A. football B. hockey C. tennis

5. In which sport do you earn points by hitting a bull’s-eye?

A. archery B. table tennis C. soccer

6. In which sport is distance important?

A. table tennis B. handball C. golf

A. triangle B. trapezoid C. hexagon

A. soccer B. table tennis C. football

3. What is “duration” in a game?

A. football B. hockey C. tennis

5. In which sport do you earn points by hitting a bull’s-eye?

A. archery B. table tennis C. soccer

6. In which sport is distance important?

A. table tennis B. handball C. golf

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