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