4th Grade Task: Treat Bag

4th Grade Task: Treat Bag

Standards & Objectives

Academic standards
CCSS.Math.Content.4.MD.A.1
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single...
CCSS.Math.Content.4.MD.A.2
Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including...
CCSS.Math.Content.4.MD.B.4
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of...
CCSS.Math.Content.4.NBT.A.2
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on...
CCSS.Math.Content.4.NBT.A.3
Use place value understanding to round multi-digit whole numbers to any place.
CCSS.Math.Content.4.NBT.B.5
Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place...
CCSS.Math.Content.4.NBT.B.6
Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the...
CCSS.Math.Content.4.NF.A.1
Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the number and size...
CCSS.Math.Content.4.NF.A.2
Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to...
CCSS.Math.Content.4.NF.B.3
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
CCSS.Math.Content.4.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
CCSS.Math.Content.4.NF.C.5
Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective...
CCSS.Math.Content.4.NF.C.6
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62...
CCSS.Math.Content.4.NF.C.7
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same...
CCSS.Math.Content.4.OA.A.2
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown...
CCSS.Math.Content.4.OA.A.3
Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which...
GLE 0406.1.2
Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution.
GLE 0406.2.2
Develop fluency with multiplication and single-digit division.
GLE 0406.2.4
Understand and use the connections between fractions and decimals.
GLE 0406.2.5
Add and subtract fractions with like and unlike denominators.
GLE 0406.2.6
Solve problems involving whole numbers, fractions, and/or decimals using all four arithmetic operations.
GLE 0406.4.2
Understand and use measures of length, area, capacity, and weight.
GLE 0406.4.3
Solve problems that involve estimating and measuring length, area, capacity and weight.
GLE 0406.5.1
Collect, record, arrange, present, and interpret data using tables and various representations.
SPI 0406.1.2
Compare decimals using concrete and pictorial representations.
SPI 0406.2.10
Solve contextual problems using whole numbers, fractions, and decimals.
SPI 0406.2.11
Solve problems using whole number multi-digit multiplication.
SPI 0406.2.5
Generate equivalent forms of common fractions and decimals and use them to compare size.
SPI 0406.2.6
Use the symbols and = to compare common fractions and decimals in both increasing and decreasing order.
SPI 0406.2.8
Add and subtract proper fractions with like and unlike denominators and simplify the answer.
SPI 0406.3.1
Use letters and symbols to represent an unknown quantity and write a simple mathematical expression
SPI 0406.4.7
Determine appropriate size of unit of measurement in problem situations involving length, capacity or weight.
SPI 0406.5.1
Depict data using various representations (e.g., tables, pictographs, line graphs, bar graphs).
SPI 0406.5.2
Solve problems using estimation and comparison within a single set of data.
TSS.Math.4.MD.A.2
Solve one- or two-step real-world problems involving whole number measurements with all four operations within a single system of measurement including...
TSS.Math.4.MD.B.4
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems...
TSS.Math.4.NF.A.1
Explain why a fraction a/b is equivalent to a fraction (axn)/(bxn) or (a/n)/(b/n) by using visual fraction models, with attention to how the number and size...
TSS.Math.4.NF.A.2
Compare two fractions with different numerators and different denominators by creating common denominators or common numerators or by comparing to a...
TSS.Math.4.NF.B.3
Understand a fraction a/b with a > 1 as a sum of fractions 1/b. For example, 4/5 = 1/5 + 1/5 + 1/5 + 1/5.
TSS.Math.4.NF.B.4
Apply and extend previous understandings of multiplication as repeated addition to multiply a whole number by a fraction.
TSS.Math.4.NF.C.5
Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective...
TSS.Math.4.NF.C.6
Read and write decimal notation for fractions with denominators 10 or 100. Locate these decimals on a number line.
TSS.Math.4.NF.C.7
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole....
TSS.Math.4.OA.A.3
Solve multi-step contextual problems posed with whole numbers and having whole-number answers using the four operations, including problems in which...
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Essential and guiding questions: 

Whole Group Questions

Modeling the combining of fractions:

  • How did you model the combining of each portion of M&Ms in the treat bags?
  • Did anyone show it a different way?

Multiplication of a whole number by a fraction:

  • How did you turn the whole number into a fraction?
  • How did you multiply the whole number by the fraction?
  • How could you model 9/1 ?
  • How is this similar to multiplying two whole numbers?

Addition of fractions with like denominators:

  • If you chose to use repeated addition, explain why the denominator stays the same and the numerator increases?
  • How can you write the repeated addition equation as a multiplication equation?
  • Changing the improper fraction into a whole or mixed number:
  • How can you decompose the improper fraction and recombine the unit fractions to make a whole or mixed number?
  • Did anyone use a different strategy?

Comparing the combining of two fractions to the benchmark 1:

  • Did you have to add ½ + 2/3 ? Or is there another way to know if they are greater than 1?
  • How did you know that the portion of M&Ms was too much to fit into the treat bag?
  • Which is bigger 2/3 or 1/2?
  • What is ½ + ½?

Activity/Task Variations

Blooms taxonomy level: 
Understanding
Extension suggestions: 

If students can’t get started….

Assessing Questions

  • What is the question being asked?
  • What do you already know?
  • How many treat bags does Ashley need to make?
  • What part of a cup of M&Ms will go in each bag?
  • How can you find the total?

Advancing Questions

  • What is your next step?

If students finish early….

  • What portion of the M&Ms does Ashley want to put in each bag?
  • How do you know?
  • How can you write an inequality to explain your answer in Part 3?
  • What amount of each type of M&Ms can Ashley use that will fit in the treat bag?