Minerals and math

Students will develop ways to create self-devised rules for classifying minerals and relate this information to scientific ways of classifying minerals according to their characteristics. They will then compile this information into a chart and convert parts of the chart into a line or bar graph.

A lesson plan for grade 4 Mathematics and Science

By Courtney Richards

Learn more

• Rocks and Minerals two slideshows about types of rocks and minerals
• Franklin Institute detailed discussion of rocks and minerals
• Mohs Scale the scale used for measuring the hardness of minerals
• Rock and Mineral Links a huge list of links about rocks and minerals
• Mineral Gallery pictures of mineral samples for use in the lesson

Related pages

• Intrigue of the Past: Teach your students about North Carolina's fascinating past. This edition contains lesson plans about the fundamental concepts, processes, and issues of archaeology, as well as essays for the teacher with detailed information about four periods in North Carolina's ancient history.
• Vulcan Materials Company: Joseph Andres Gutierrez Geology - Earth Science Museum and Education Center: See the museum exhibits on rocks and minerals as well as a rock quarry with large category equipment and an overlook. The center also offers wildlife habitat preservation and environmental education at a number of its quarries across the state.
• Linville Caverns: Discovered in the 1800's by men intrigued by the mystery of fish swimming out of the mountain, the Linville Caverns are underground labyrinths created from slowly moving ground water.

Related topics

• Learn more about geology and science.

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Learning outcomes

Students will:

1. Create self-devised rules to classify mineral samples.
2. Apply the scientific characteristics of minerals (hardness, luster, color, streak, and magnetism) to compare and contrast specific minerals.
3. Compile the characteristics of the selected minerals into a chart.
4. Transfer information from the chart into a bar or line graph.

Teacher planning

Time required for lesson

2–3 days

Materials/resources

• internet access for websites and/or pictures of different minerals
• examples of five minerals (specifically malachite, pyrite, gold, topaz, and garnet)
• five or more magnifying glasses
• graph paper for each student
• paper and pencil

Technology resources

Computer with internet access connected to a TV (probably with an Averkey) for easy student viewing or a computer lab with a computer for each student.

Pre-activities

In previous lessons, discuss the definitions of a rock and mineral. Discuss uses of rocks and minerals in daily life and their relevance to our survival. The teacher should have a clear understanding of the use of the internet as an instructional tool.

Activities

Day 1

1. Review the definition of a rock and a mineral. Do a circle map describing the features of rocks and minerals.
2. Purpose: today we are going to learn some ways minerals are different.
3. Display the mineral samples and allow the class to examine them.
4. Place students into groups of 3–4 students. Put one specimen in each group and instruct the students to study their samples with a magnifying glass and the naked eye. Assign the students to complete a class bubble map describing their specimen.
5. After 8–12 minutes, regroup the class and compile their data into a class bubble map.
6. Using this information, assist students with devising rules to group the ten mineral specimens.
7. Apply the rules to the specimens and determine which specimens fall under each rule.
8. Discuss why it is necessary to devise rules and how scientists use rules to help differentiate between minerals.
9. Preview the next day’s lesson by discussing the following vocabulary terms: hardness, luster, color, streak, and magnetism.

Day 2

1. Review the activity from the previous lesson by discussing the student devised rules the class created.
2. Purpose: today we are going to learn the ways scientists compare and contrast different minerals.
3. Present the vocabulary terms and definitions: hardness, luster, color, streak, and magnetism.
4. Discuss with the students the relevance of these terms in relation to minerals.
5. Display images from the Mineral Gallery and/or actual specimens of the following minerals to study their attributes: malachite, diamond, topaz, gold, and garnet.
6. Create a class chart containing the five minerals and each trait. Using the website, student textbooks, and observations complete the chart.
7. Discuss the information in the chart and the questions. Determine how to use the information effectively in a bar graph and line graph (specifically hardness).
8. Split the class into two groups and assign one group to create a bar graph and the other group to create a line graph. Review the parts to a graph (title, key, labels, clear writing). Assist students as needed.
9. Allow the groups to share their completed work. Discuss how the graphs are similar and different.
10. Review hardness, luster, color, streak, and magnetism and the importance of their traits for classifying minerals.

Assessment

An assessment may be done from the student class work. Also, an example of one of the graphs may be included in the unit assessment. Attached to the lesson is an example of a bar and line graph with some questions that could be used in the unit assessment or as a quiz grade.

Supplemental information

Attachments:

• Chart
• Assessment