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.

### 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?

### Act 3:

Where you correct?

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 so everyone in your 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.

I love that I am not the only person who is randomly inspired for math lessons while I’m at the store.

I think this addresses 3.NF.A.1 as well for fraction identification and definining equal parts. I will try this with my 3rd graders soon and let you know how it went.

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 peanutbutter 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.

LikeLiked by 1 person

Love it! I will add your comments to the blog post. Thanks for the thoughtful feedback! I love all of the ideas especially the “how many pieces of each in the bag?”

LikeLike

What grade is this for?

LikeLike

4th:)

LikeLike

I’d like to share your Delicious Mix in Desmos using a template Elham Kazemi shared at the TGD Leadership Seminar in February. I will be co-teaching a class on 3-Act Tasks to elementary teachers in August and want to make the Desmos public, but want your permission first. Please email me and I can share tge l8nk qith you. Thanks.

LikeLike

Of course! Use it however you’d like:)

LikeLike

Love this one… both for my love of math and my love of chocolate!! 🙂

Thank you for sharing!

LikeLiked by 1 person