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Subject

Mathematics (NYS P-12 Common Core)

Description

In this series of 3 hands-on activities, students develop and reinforce their understanding of hundredths as fractions, decimals, and percentages. Students explore using candy pieces as they physically make and connect a set/linear model to area models.

Resource

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A Meter of Candy

Content Provider

Illuminations

Illuminations is a project designed by the National Council of Teachers of Mathematics (NCTM) and supported by the Verizon Foundation. NCTM serves as a content partner for Thinkfinity, the Verizon Foundation's free online professional learning community, where Illuminations is the primary contributor of resources for teaching and learning mathematics for grades pre-K—12. Connect and collaborate with over 70,000 educators though Thinkfinity! Share resources, join discussions and participate in special interest groups.

Related Academic Standards

New York State

3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

4.NBT.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 value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a / b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?