## Who dares to teach must never cease to learn. ~ John Cotton Dana

### Three Act Math Movies- Candy Colours

Concept- Equality

Three Act MathVideo Design by Jennifer Brokofsky and Ryan Banow

## Possible Curriculum Connections

Grade 2- P2.3 Demonstrate understanding of equality and inequality concretely and pictorially (0 to 100) by:

• relating equality and inequality to balance
• comparing sets
• recording equalities with an equal sign
• recording inequalities with a not equal sign
• solving problems involving equality and inequality.

[C, CN, R, V]

Indicators

b. Construct two unequal sets using identical objects and verify orally and concretely that the sets are not equal.
c. Analyze the impact of changing one of two equal sets upon the equality of the two sets.
d. Analyze the impact of making changes (equal and unequal) to both of two equal sets upon the equality of the sets.
e. Analyze and sort sets according to equality and explain the reasoning.

Grade 2- N2.2 Demonstrate understanding of addition (limited to 1 and 2-digit numerals) with answers to 100 and the corresponding subtraction by:

• representing strategies for adding and subtracting concretely, pictorially, and symbolically
• creating and solving problems involving addition and subtraction
• estimating
• using personal strategies for adding and subtracting with and without the support of manipulatives
• analyzing the effect of adding or subtracting zero
• analyzing the effect of the ordering of the quantities (addends, minuends, and subtrahends) in addition and subtraction statements.

[C, CN, ME, PS, R, V]

Indicators
c. Model concretely, pictorially, or physically situations that involve the addition or subtraction of 1 and 2-digit numbers (with answers to 100) and explain how to record the process shown in the model symbolically.
d. Generalize and apply strategies for adding and subtracting 1 and 2-digit numbers (with answers to 100).
e. Create, model symbolically (and concretely, pictorially, or physically if desired), and solve addition and subtraction problems related to situations relevant to one’s self, family, or community.

Grade 4- P4.2 Demonstrate an understanding of equations involving symbols to represent an unknown value by:

• writing an equation to represent a problem
• solving one step equations.

[C, ME, PS, R]

Indicators
c. Identify the unknown in a story problem, represent the problem with an equation, and solve the problem concretely, pictorially, or symbolically.

f. Solve a one-step equation using guess and test.

Grade 5- P5.2 Write, solve, and verify solutions of single-variable, one-step equations with whole number coefficients and whole number solutions.

[C, CN, PS, R]

Indicators

a. Identify aspects of experiences from one’s life, family, and community that could be represented by a variable (e.g., temperature, cost of a DVD, size of a plant, colour of shirts, or performance of a team goalie).
c. Solve single-variable equations with the variable on either side of the equation, explain the strategies used, and verify the solution.

## Act One- The Problem- Video

Two children are trying to share candies equally. However, they only like to eat certain colours.

Part 1

Part 2

The key questions that arise are:

• How many bags need to be opened so that the children get an equal amount of candies?
• How many candies will each child get when they are equal? (The video assumes that each bag contains the same candies as the first bag).

## Act Two- Classroom Connections

Key questions that the video will inspire are:

• How many bags need to be opened so that the children get an equal amount of candies?
• How many candies will each child get when they are equal? (The video assumes that each bag contains the same amount of candies as the first bag).

What might the students need to acquire as they work to solve this problem?

• Number and Colours of candies in 1 bag:
• Red- 10
• Yellow- 8
• Purple- 7
• Orange- 8
• Green- 8
• Number of bags in the bowl: 6
• Possible Equations:

Girl- Red + Yellow + some Green = x
Number of Bags(10 + 8) + some green = x

Boy- Purple + Orange + some Green = x
Number of Bags( 7+ 8) + some Green= x

## Act Three- The Solution- Video

The children need to open a second bag to reach equality. Equality is achieved when they each have a total of 41 candies.

## Teachers’ Guide

Candy Colours

### Three Act Math Video- Bowl Full of Ice Cream

Concept- Volume

Three Act MathVideo Design by Jennifer Brokofsky and Ryan Banow

## Possible Curriculum Connections

Grade 5- SS5.3 Demonstrate an understanding of volume by:

• selecting and justifying referents for cm³ or m³ units
• estimating volume by using referents for cm³ or m³
• measuring and recording volume (cm³ or m³)
• constructing rectangular prisms for a given volume.

[C, CN, ME, PS, R, V]

Indicators

a) Provide referents for cm³ and m³ and explain the choice.
b) Describe strategies developed for selecting and using referents to determine approximate volume measurements in situations relevant to self, family, or community.
c) Estimate the volume of 3-D objects using personal referents.
d) Decide what standard cubic unit is represented by a specific referent, and verify.
e) Determine the volume of a 3-D object using manipulatives, describe the strategy used, and explain whether the volume is exact or an estimate.
f) Construct possible rectangular prisms for a given volume, identify the dimensions of each prism, and explain which prism would be most appropriate for a particular situation.

Grade 8- SS8.3 Demonstrate understanding of volume limited to right prisms and cylinders (concretely, pictorially, or symbolically) by:

• relating area to volume
• generalizing strategies and formulae
• analyzing the effect of orientation
• solving problems.

[CN, PS, R, V]

Indicators

a) Identify situations from one’s home, school, or community in which the volume of right prism or right cylinder would need to be determined.

b) Describe the relationship between the area of the base of a right prism or right cylinder and the volume of the 3-D object.

c) Generalize and apply formulas for determining the area of a right prism and right cylinder.

d) Explain the effect of changing the orientation of a right prism or right cylinder on the volume of the 3-D object.

e) Create and solve personally relevant problems involving the volume of right prisms and right cylinders.

## Act One- The Problem- Video

A child has to choose which bowl will hold the most ice cream a cylinder or a rectangular prism.

The key question that arises from this clip is:

• Which bowl will give the child more ice cream?

## Act Two- Classroom Connections

Key question that arises from this clip is:

• Which bowl will give the child more ice cream?

What might the students need to acquire as they work to solve this problem?

Dimensions of the Bowls:

\

## Act Three- The Solution- Video

The child fills each bowl with water and pours the water into two transparent glass measuring cups. This indicates that the rectangular prism holds more ice cream.

## Sequel-Extending the Learning

Regular Shaped Bowl:

## Teachers’ Guide

Bowl Full of Ice Cream