Your students have decided to open up their very own Pet Grooming & Doggy Daycare business! They will use real-life math skills to plan, design, and manage their business.
This PBL (Project-Based Learning) project is perfect for late third graders or early fourth graders. It can be used as a part of your economics unit or as a review of math skills learned throughout the year. Your kiddos will need to apply the following math skills in order to successfully run their pet grooming center:
- Measurement (Area)
- Elapsed time
Planning and designing the grooming center layout
Hiring a company to place turf in their playground area
Purchasing supplies for their center
Calculating employee salaries
Calculating daily sales
Creating employee schedules
Analyzing monthly sales & graphing data
Shoebox diorama model extension activity
STEM Challenge – Build your own dog kennel
Related to this Resource:
- CCSS3.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.
- CCSS3.MD.B.3 – Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
- CCSS3.MD.C.6 – Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
- CCSS3.MD.C.7a – Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
- CCSS3.NBT.A.3 – Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
- CCSS3.OA.A.1 – Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
- CCSS3.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.
- CCSS3.OA.D.8 – Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
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