Home / A Meter of Candy

# A Meter of Candy

#### Publisher:National Council of Math Teachers

Developing a sense of hundredths through the use of models In this series of 3 hands-on activities, students develop and reinforce their understanding of hundredths as fractions, decimals, and percentages Students explore using c... (read more)
Developing a sense of hundredths through the use of models 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. (read less)

#### Standards

• Common Core State Standards for Mathematics
• Use appropriate tools strategically.
• Model with mathematics.
• Understand a fraction a/b as a multiple of 1/b.
• Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
• 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
• Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.
• Make sense of problems and persevere in solving them.
• Look for and make use of structure.
• Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
• 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.
• Use decimal notation for fractions with denominators 10 or 100.
• Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
• 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 ar
• Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.