Download ICE CREAM Carnival Booth Performance Task 5 th Grade

Charlotte
Mecklenburg
Schools
ICE CREAM Carnival Booth Performance Task 5th Grade
Common Core State Standards:
Number & Operations—Fractions
5.NF
Use equivalent fractions as a strategy to add and subtract fractions
5.NF.2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g.,
by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally
and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
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?
5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b.
For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) =
8/15. (In general, (a/b) × (c/d) = ac/bd.)
b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that
the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent
fraction products as rectangular areas.
5.NF.6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to
represent the problem.
5.NF 7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1
a.
b.
c.
Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For
example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient.
Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because
(1/12) × 4 = 1/3.
Interpret division of a whole number by a unit fraction, and compute such quotients. For example,
create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the
relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
Solve real world problems involving division of unit fractions by non-zero whole numbers and division
of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent
the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of
chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?
Emphasized Standards
for Mathematical
Practice:
1. Make Sense of problems and
persevere in solving them.
7. Look for and make use of
structure.
8. Look for and express
regularity in repeated reasoning.
Note to teachers:

You may want to have students watch “Eye Wonder, Ice Cream” from www.discoveryeducation.com This video shows how
ice cream is made, poses a few fraction questions and will increase student engagement.

Check student’s work for Task A before allowing them to start Task B.

Task D involves area and perimeter using fractional side lengths. Students are NOT finding the volume of the containers.

Do not hand out task D until students have completed task C.
Charlotte
Mecklenburg
Schools
ICE CREAM Carnival Booth Performance Task 5th Grade
Task Overview Your 5th grade class has been asked to operate the ice cream booth for the Spring
Carnival at school. Your principal asks you to decide whether to sell homemade ice cream or
purchase ice cream from the local grocery store. Once you determine which is the better purchase,
you must design your booth so that all of the ice cream and toppings to fit properly in your space.
Task A: Homemade Soft-Serve Ice Cream
To make enough soft-serve ice cream for the carnival, you will need to make 320 servings (each
serving is ½ cup). The following ingredients make enough soft-serve ice cream for 32 servings.
1. Figure out how much of each ingredient you would need. Record your calculations in the table below.
Recipe
Amount Needed for 320 Servings
Cost (complete this during Task B)
1 12 cups vanilla
ice cream
1 14 cups
whipping cream
1
2
gallon milk
3
4
cup instant
vanilla pudding
mix
2 cups sugar
1
8
tablespoon
vanilla extract
2. Draw a visual representation to show how much vanilla pudding mix you will need. Using an area or
linear model, prove how this amount represents ten times as much as the original.
Charlotte
Mecklenburg
Schools
ICE CREAM Carnival Booth Performance Task 5th Grade
Task B: Comparing Costs
SUPER STORE SALE!
Now you will need to compare how much it will cost you to make
homemade soft-serve ice cream vs. buying it from the local grocery
store. Use the flyer at the right to determine your costs.
1. How much would it cost to make 320 servings of homemade softserve ice cream? Use the table from Task A to record your work.
1 cup Ice Cream $1.25
1 cup Whipped Cream $3.00
1
c. Whipped Cream = $1.50
2
1 Gallon Milk $2.75
1 Cup Pudding $0 .50
1
c. Pudding = $0.25
2
1 cup Sugar $1.25
2. One quart of store bought ice cream contains 8 one-cup servings.
How many ½ cup servings are in one quart? Write an equation
using division that would show number of ½ c. servings.
Vanilla FREE with purchase!
1 Quart of Ice Cream $4.50
3. How many quarts of ice cream would you need to buy from the store to have 320 half-cup servings?
How much would it cost to have store-bought ice cream at the carnival?
Which is the better
deal – homemade
soft-serve ice
cream or store
bought ice cream?
Write a note to your
teacher explaining which
type of ice cream you
should serve at the carnival.
Defend your argument using
mathematical reasoning. You
may use the note at the
right to get started.
Dear _____________,
I just wanted to write a quick note to explain
why I chose ____________ ice cream instead
of _________________ ice cream.
Charlotte
Mecklenburg
Schools
ICE CREAM Carnival Booth Performance Task 5th Grade
Task C: Design the layout for the freezer in your carnival booth (You may use graph paper as needed)
In your carnival booth space, there is an 8ft. by 3ft rectangular freezer to hold the ice cream.
Containers of ice cream are sold in rectangular shapes. You can only choose one type of container
(A or B) to put in your freezer.
This is the shelf in your freezer. This is where you
will arrange your containers. There is only room for
one layer of containers.
This space is for ice and the cooling part of the
freezer. No containers can be put here.
Ice Cream Container Sale!
Container Size
A. 1 x ½ ft. container
Cost
$1.00
B. ½ x ½ ft. container
$0.50
1. Determine how many containers (A) you would need to fill the freezer. Make sure to show your work!
2. Determine how many containers (B) you would need to fill the freezer. Make sure to show your work!
3. Determine the total cost for each.
Total cost for (A) ____________
Total cost for (B) ____________
Charlotte
Mecklenburg
Schools
1ft. by
1 ft.
square
ICE CREAM Carnival Booth Performance Task 5th Grade
Charlotte
Mecklenburg
Schools
ICE CREAM Carnival Booth Performance Task 5th Grade
Task D: Write an Explanation to your Principal (hand out AFTER students complete task C)
The principal at your school sees the Ice Cream Container Sale and says to your class,
“You should choose container B because it’s cheaper. Obviously, using those smaller
containers would save us money.”
Write an explanation to your principal explaining why his/her statement is not correct. You can use
the template below to get started. Make sure to include mathematical evidence (drawings,
calculations) in your letter.
Dear Principal,
I am writing to explain why your statement is incorrect.
To fill the freezer, I would need ___________ of (A) containers. This would cost ______________
To fill the freezer with size (B) containers, I would need ___________. This would cost __________
(use the space below to provide mathematical evidence (drawings, calculations) to prove why the
statement made by your principal is incorrect
Charlotte
Mecklenburg
Schools
ICE CREAM Carnival Booth Performance Task 5th Grade
Standards of Student Practice in Mathematics Proficiency Matrix
Students:
1
a
Make sense
of problems
1 Persevere in
b solving them
2
Reason
abstractly
and
quantitatively
3
a
Construct
viable
arguments
3
b
Critique the
reasoning of
others.
4
5
6
7
Model with
Mathematics
(A) = Advanced
Discuss, explain, and demonstrate solving a
problem with multiple representations and in
multiple ways.
Struggle with various attempts over time, and
learn from previous
solution attempts
Convert situations into symbols to
appropriately solve problems as well as
convert symbols into meaningful situations.
Justify and explain, with accurate language
and vocabulary, why their solution is correct.
Compare and contrast various
solution strategies and explain the
reasoning of others.
Use a variety of models, symbolic
representations, and technology tools to
demonstrate a solution to a problem.
(I) = Initial
Explain their thought processes in
solving a problem one way.
(IN) = Intermediate
Explain their thought processes
in solving a problem and
representing it in several ways.
Stay with a challenging problem for
more than one attempt.
Try several approaches in
finding a solution, and only
seek hints if stuck.
Reason with models or pictorial
representations to solve problems.
Are able to translate situations
into symbols for solving
problems.
Explain their thinking for the
solution they found.
Understand and discuss other ideas
and approaches.
Use models to represent and solve a
problem, and translate the solution to
mathematical symbols.
Explain their own thinking and
thinking of others with accurate
vocabulary.
Explain other students’ solutions
and identify strengths and
weaknesses of the solution.
Use models and symbols to
represent and solve a problem,
and accurately explain the
solution representation.
Select from a variety of tools
the ones that can be used to
solve a problem, and explain
their reasoning for the selection.
Use
appropriate
tools
strategically
Combine various tools, including technology,
explore and solve a problem as well as justify
their tool selection and problem solution.
Use the appropriate tool to find a
solution.
Attend to
precision
Use appropriate symbols, vocabulary, and
labeling to effectively communicate and
exchange ideas.
Communicate their reasoning and
solution to others.
Incorporate appropriate
vocabulary and symbols in
others.
Look for structure within mathematics to
help them solve problems efficiently (such
as 2 x 7 x 5 has the same value as 2 x 5 x
7, so instead of multiplying 14 x 5, which
is (2 x 7) x 5, the student can mentally
calculate 10 x 7.
Compose and decompose number
situations and relationships
through observed patterns in order
to simplify solutions.
Look for and
make use of
structure
See complex and complicated
mathematical expressions as
component parts.
Discover deep, underlying relationships, i.e.
Look for and
uncover a model or equation that unifies the
express
various aspects of a problem such as a
8 regularity in
discovery of an underlying function.
repeated
reasoning
© LCM 2011 Hull, Balka, and Harbin Miles
Look for obvious patterns, and use i
f/ then reasoning strategies for
obvious patterns.
Find and explain subtle patterns.
mathleadership.com
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