3 Act: How Much Joy?

This task supports a couple of different standards in first grade, but I feel it best fits 1.OA.B.3 if used with the Act 2 problem “there are three groups of five and four more.”  It would fit standard 1.NBT.B.2 if using the Act 2 prompt “there is one group of ten and nine more.”

It would be a great place to start before introducing counting on with coins in second grade for standard 2.MD.C.8.

Act 1:

What do you notice?  What do you wonder?

How many candy bars are in the bag?

Act 2:

1.OA.B.3: There are three groups of five and four more

1.NBT.B.2: There is one group of ten and nine more

Act 3:

Act 3 Joy

Act 3.1 Joy

Act 3.2 Joy

3 Act: A Delicious Mix

I always draw inspiration from the candy isle, doesn’t everyone?  Tonight I was planning to buy some candy for another 3 Act task I was planning when I spotted a bag of 3 different chocolates…on CLEARANCE!  Immediately I thought of fractions and so the 3 Act task below was born!  Please comment and tell me how I can  improve it or add extensions as I am wiped for the day and just wanted to end it with some math:)

This task will address standard 4.NF.B.3.A if using the 1st Act 3 slide with fractions with the same denominator.  You may choose to address standard 4.NF.A.1 by extending to the 2nd Act 3 slide and having students write the fractions in simplest form.

Google Slide Deck

Act 1:

What do you notice?  What do you wonder?

What fraction of each kind of candy are in the bag?  Make a too high and a too low estimate.

Act 2:

What information will you need to find a solution?  What do you know?  What do you need to know?

A Delicious Mix Reeses Act 2A Delicious Mix Rolo Act 2Act 2 Total

Act 3:

Where you correct?

A Delicious Mix Act 3A Delicious Mix Act 3 Reduced

As always, let me know how I can make this better and if you see a more appropriate standard alignment!  I look forward to the feedback!

Thanks for the feedback!  Here are some suggestions from MissMathTeacher314: This addresses standard 3.NF.A.1 as well for fraction identification and defining equal parts.
Extensions could include: How many more kisses than rolos? How would you equally share these with 4 friends? How many bags would you need to buy to have so everyone in their class would get 3 peanut butter cups?
You could give the simplified fractions of the Reese’s and the Rolos for Act 2 rather than the exact count. Flip the script to ask how many pieces of each candy are in the bag rather than asking for the fraction.