1

Level 1

Common Core Standard Targeted: 1.MD
Math Focus: Measurement, Data Analysis
Directions:
This is a partner activity. You will need butcher paper or paper that is long enough for a
child to lie down on.
A) One child should lie down on the paper. His partner makes a mark at the top of his
head the bottom of his feet.
B) Together, the two students connect the marks using a meter stick.
C) The students then measure approximately how tall this student is using orange rods as
a unit of measure. They should record their answer.
D) The students will now measure the length of the same student using purple rods.
Before they start measuring, have the students make a prediction as to what their answer
might be. Have them record their prediction and their actual answer.
E) Repeat steps A and B this time using the second student.
F) The students will then measure the length of the second student using red rods. They
should record their answer.
G) The students will now measure the length of the same student using yellow rods.
Before they start measuring, have students make a prediction as to about what their
answer might be. Have them record their prediction and their actual answer.
H) Display student answers and discuss their findings:
1) What do you notice about the orange and purple rod measurements?
2) What do you notice about the red and yellow rod measurements?
3) If you were to measure a student who is 3 orange rods tall, using red rods,
can you predict about how many red rods this student might measure?
Why do you think this is?

Extension:
A) Graph the results of the orange rod measurement as a bar graph. Analyze the results of
the graph using words like; more than, less than, greatest, least, sum of, range
B) Add the results from the purple rods, making the graph a double bar graph. Analyze
the results of the graph, looking for patterns.

Level: 1
Common Core Standard Targeted: 1.G
Math Focus: Addition, Problem Solving
Directions:
A) Construct a square using only yellow rods.
B) Construct a square using only orange rods
B1) If each orange rod equals 5, what is the sum of the orange rods used to make
this the square?
C) Construct a square whose value is the same as the square that was just created if given
the following values:
Purple = 3
Yellow = 2
Red = 1
D) Can you find a second way to build a square that has the same value as the one you
just created? Ask a friend to think this through with you.
E) Construct a square whose value is twelve less than the value of the square above if
given the following values.
Purple = 3
Yellow = 2
Red = 1
Extension:
A) Can you build a square that is half the size as the square built in question B?
B) Can you build a square that is half the size as the square built in question A?
C) There are two types of connectors, one with 6 holes and one with 8 holes. Which
connectors did you use to construct your squares?
C1) Why do you think the other connectors would not be useful in building a square?

Answers:
A) Look at Construction
B) Look at Construction
B1) 20
C) Each side is made using one purple and one yellow rod
D) Each side is made using two yellow rods and one red rod
E) Construct the square using yellow rods
Extension:
A) Construct the square using purple rods
B) Construct the square using red rods
C) 6-hole connector
C1) Answers Will Vary
EX: The corners would not look like corners of a square.

Level: 1
Common Core Standard Targeted: 1.OA
Math Focus: Addition
Directions:
Using the following values:
Orange = 10
Green = 2

Yellow = 8

Purple = 5

Red = 3

A) Construct a figure whose sum is 25

B) Construct a figure whose sum is 36
C) Construct a square whose sum is 12
D) Construct a rectangle whose sum is 22
D1) Which rods did you use to construct this rectangle?
E) Construct a rectangle whose sum is 30
E1) Which rods did you use to construct this rectangle?
F) If you were to construct a triangle whose sum is 16, which rods would you use?

Extension:
A) Construct a trapezoid using any rods you would like. (A trapezoid is a 4-sided figure
where only two sides are parallel).
A1) What is the total value of this trapezoid? Sketch your figure using color.
B) Construct a trapezoid using one yellow rod, one green rod, and two purple rods.
B1) What is the total value of this trapezoid? Sketch your figure using color.
C) Transform your trapezoid into a rectangle by removing one rod and replacing it with a
different one. You might need to change a connector as well.
C1) What is the total value of your rectangle? Sketch your figure using color.
Answers:
A) Answers Will Vary
B) Answers Will Vary
C) Use red rods to build this square.
D) Use yellow and red rods to build this rectangle.
E) Use orange and purple rods to build this rectangle.
F) Answers Will Vary
EX: purple rods
yellow, purple, red
orange, red, red
Answers to the Extension:
A) Answers Will Vary
EX: 1 green, 1 yellow, and 2 green rods
A1) Answers Will Vary
B) 20
C) Option 1: Replace the yellow rod with a green rod.
Option 2: Replace the green rod with the yellow rod.
C1) Option 1 = 26
Option 2 = 14

Level: 1 2
Common Core Standard Targeted: 1.OA, 1.NBT & 2.OA, 2.NBT
Math Focus: Patterns
Directions:
A) Build a square using any four rods you wish.
B) How many rods would you need to add to have another square attached to the original
squares' side?
B1) Add these rods to your original square and then sketch what you built.
C) Add another square next to the two that you have. How many more rods did you need
to add?
D) How many rods did you use in total? Sketch what you have built.
E) If you were to follow the same building pattern, how many rods would you have to use
if you wanted to build 5 squares in all?
Extension:
A) If you were to continue building using the same pattern as above, how many squares
would you have built if you used a total of 19 rods?
A1) Sketch what this would look like.
Can you figure out the next question without using rods to help you?
B) How many squares would you have built if you had used a total of 31 rods? Please
explain your thinking.

Answers:
A)
B)
C)
D)
E)

Answers Will Vary

3
3
4 + 3 + 3 = 10 rods
4 + 3 + 3 + 3 + 3 = 16 rods

Answers to the Extension:

A) 6 squares
B) 10 squares
Explanations Will Vary

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(1.G)
i) Construct a trapezoid using one yellow rod, one green rod, and two purple
rods. (Students will have to manipulate the rods and connectors in such a
way that only one set is parallel: the orange and the yellow).
ii) If green is worth 3, yellow is worth 10, and purple is worth 7, how much is
your trapezoid worth in total?
iii) By removing one rod and replacing it with a different one, transform your
trapezoid into a rectangle (also must rotate the connectors). What is the total
value of your shape now?
Make a zig-zag line that adds up to 10 using the following values:
- Green: 1
- Red: 2
- Purple: 5
- Orange: 6
Spell your name with separate letters (the letters you create will not be
touching).
Spell your name with connecting letters (connect each letter of your name so
that they are all touching).
Build a T two ways: First way with three rods and one connector. Second
way with two rods and one connector.
Create a T worth 20 if the yellow rod is worth 10, and a red rod is worth 5.
Create a 3-D L (Optional hint: first make two L's and then figure out how
join them to make one, 3-dimensional L).
Common Core (1.G.2):
In pairs, build a cube that has 6 sides using green rods. Add another green
cube onto this. (You will need to discard some green rods to put them
together). Join with another group to join their green cube to yours. Now you
will have a 4 green cube structure. If the value of the green cube is 3 what is
the value of your whole structure.
Students begin with a hexagon shape:
a) How many vertices does this shape have? (Answer 6)
b) Can you build a shape that has half the amount of vertices as your
hexagon? (Answer = Triangle).

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Students construct a 3-D triangle with only yellow rods and hexagons with a
partner:
a) If each yellow rod is worth 4, how much is one triangle worth? (Answer =
12)
b) How much is your entire figure worth? (Answer = 36)
c) What is the name of the shape at the base (bottom) of your figure?
(Answer = Square)
Create the letter K using one connector and 3 rods.
Based on the following values, create a K worth:
a) 14
b) 16
c) 12
[Orange: 10, Purple: 8, Red: 3, Green: 2]

Construct a square using only yellow rods.
a) If each rod is worth 4, what is the total value of your square? (Answer = 16)
b) Make another square worth exactly half the value of your yellow square if:
- Purple rods are each valued at 2
- Green rods are each valued at 1
What color is your square? (Purple only)