Cutting Boards
Josh and Sam each have a board to cut. The boards are the same size and are in the shape of a rectangle. Josh cuts his board in thirds and uses two-thirds of the board. Sam cuts his board in sixths and uses four-sixths of the board. Do both boys use the same amount of their boards? Show all your mathematical thinking.
More Accessible Version
Josh and Sam each have a board to cut. The boards are the same size and are in the shape of a rectangle. Josh cuts his board in halves and uses one-half of the board. Sam cuts his board in fourths and uses two-fourths of the board. Do both boys use the same amount of their boards? Show all your mathematical thinking.
More Challenging Version
Josh and Sam each have a board to cut. The boards are the same size and are in the shape of a rectangle. Josh cuts his board in thirds and uses two-thirds of the board. Sam cuts his board in ninths and uses six-ninths of the board. Do both boys use the same amount of their boards? Show all your mathematical thinking.
Plan
Underlying Mathematical Concepts
Possible Problem-Solving Strategies
Formal Mathematical Language and Symbolic Representation
A student may independently select a printed number line, number chart, ten frames, graph paper, etc. as they work on a task.
Suggested Materials
Engagement Image:
Teachers may project the image below to launch this task for their students, define nouns, promote discussion, access prior knowledge, and inspire engagement and problem solving.
Click image to enlarge
MP.1
Make sense of problems and persevere in solving them.