Priya, Kiran, and Lin use large playing bricks to make towers. Here are the heights of their towers.
Priya: inches
Kiran: inches
Lin : inches
Show your reasoning for each question.
How much taller is Lin’s tower compared to:
Priya’s tower?
Kiran’s tower?
They are playing in a room that is 109 inches tall. Priya says that if they combine their towers to make a super tall tower, it would be too tall for the room. She says they must remove 1 brick.
Do you agree with Priya? Explain your reasoning.
Activity 2
Andre is building a tower out of foam blocks. The blocks come in three different thicknesses: foot, foot, and foot.
Andre stacks 1 block of each size. Is the stack more than 1 foot tall? Explain or show how you know.
Can Andre use only the -foot and -foot blocks to make a stack that is feet tall? If you think so, show one or more ways. If not, explain why not.
Can Andre use only the -foot and -foot blocks to make a stack that is feet tall? If so, show one or more ways. If not, explain why not.
Standards Alignment
Building On
4.NF.1
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
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.
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
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.
