Appropriate For: **Grades 3-5**

Best For: **Grades 3-4**

Program Length: **60 minutes**

**Maximum 30 students per workshop**

Curriculum Objectives: **Number Patterns, Arrays, Square Numbers, Triangular Numbers, Problem Solving**

Kids love working with Speed Stacks! Like juggling, cup stacking is an ambidextrous activity that engages both sides of the brain and enhances brain development.

In this hands-on workshop, students use the cups to explore triangular and square number patterns. They learn the value of teamwork and creative problem solving.

**Common Core Standards:**

**3rd Grade**

*Represent and solve problems involving multiplication and division.*

**CCSS.Math.Content.3.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.

**4th Grade**

*Use the four operations with whole numbers to solve problems.*

**CCSS.Math.Content.4.OA.A.1**

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

*Generate and analyze patterns.*

**CCSS.Math.Content.4.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.

*Use place value understanding and properties of operations to perform multi-digit arithmetic.*

**CCSS.Math.Content.4.NBT.B.5**

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

**5th Grade**

*Analyze patters and relationships*

**CCSS.Math.Content.5.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.