## 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.

Candy Colours

## Three Act Math Movies- Sharing Pizza

Concept- Fractions

Three Act Math Video Design by Jennifer Brokofsky and Ryan Banow

## Possible Curriculum Connections

Grade 3– N3.4 Demonstrate understanding of fractions concretely, pictorially, physically, and orally including:

• representing
• observing and describing situations
• comparing
• relating to quantity.

[C, CN, R]

Indicators:
a) Identify and observe situations relevant to self, family, or community in which fractional quantities would be measured or used and explain what the fraction quantifies.

d) Divide a whole, group, region, or length into equal parts (concretely, physically, or pictorially), demonstrate that the parts are equal in quantity, and name the quantity represented by each part.

i) Demonstrate how a fraction can represent a different amount if a different size of whole, group, region, or length is used.

k) Divide a whole, group, region, or length into equal parts (concretely, physically, or pictorially), demonstrate that the parts are equal in quantity, and name the quantity represented by each part.

Grade 4– N4.6 Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to:

• name and record fractions for the parts of a whole or a set
• compare and order fractions
• model and explain that for different wholes, two identical fractions may not represent the same quantity
• provide examples of where fractions are used.

[C, CN, PS, R, V]

Indicators
a) Represent a fraction using concrete materials.

b) Represent a fraction based on a symbolically concrete representation (e.g., circles for cookies).

c) Name and record the fraction for the included and not included parts of a set.

e) Represent a fraction pictorially by indicating parts of a given set.

f) Represent a fraction pictorially by indicating parts of a whole.

g) Provide an example of a fraction that represents part of a set, a fraction that represents part of a whole, or a fraction that represents part of a length from everyday contexts.

Grade 5– N5.5 Demonstrate an understanding of fractions by using concrete and pictorial representations to:

• create sets of equivalent fractions
• compare fractions with like and unlike denominators.

[C, CN, PS, R, V]

Indicators:

a) Create concrete, pictorial, or physical models of equivalent fractions and explain why the fractions are equivalent.

b) Model and explain how equivalent fractions represent the same quantity

c) Verify whether or not two given fractions are equivalent using concrete materials, pictorial representations, or symbolic manipulation.

i) Determine equivalent fractions for a fraction found in a situation relevant to self, family, or community.

## Act One- The Problem- Video

Two children are ready to eat but unsure how to cut the pizza so that they can enjoy equal amounts.

The key questions that the video will inspire are:

• How can we cut the pizza?
• How many pieces can we make?
• What are the fractions equivalent to ½? (Grade 5)

## Act Two- Classroom Connections

Key questions that the video will inspire are:

• How can we cut the pizza?
• How many pieces can we make?
• What are the fractions equivalent to ½? (Grade 5)

## Act Three- A Possible Solution

Here is one potential way the pizza can be divided to ensure that both children get the same amount and that the size of the pieces is reasonable. ## Sequel-Extending the Learning

• Three people- Video
• The pizza already cut  for two people and the third person shows up.- Video
• A different shape of pizza (rectangle) Sharing Pizza