# Pom-poms

Amy is in a craft store looking at packages of pom-poms. Amy sees packages of four red pom-poms. Amy sees packages of seven red pom-poms. Amy says she can buy seven packages of four pom-poms or four packages of seven pom-poms because she will get the same total of pom-poms. Is Amy correct? Show all your mathematical thinking.

### More Accessible Version

Amy is in a craft store looking at packages of pom-poms. Amy sees packages of four red pom-poms. Amy sees packages of three red pom-poms. Amy says she can buy three packages of four pom-poms or four packages of three pom-poms because she will get the same amount of pom-poms. Is Amy correct? Show all your mathematical thinking.

### More Challenging Version

Amy is in a craft store looking at packages of pom-poms. Amy sees packages of four red pom-poms for fifty cents. Amy sees packages of seven red pom-poms for seventy-five cents. Amy says she can buy seven packages of four pom-poms or four packages of seven pom-poms because she will get the same amount of pom-poms. Is Amy correct? Which packages of pom-poms would be the better buy? Show all your mathematical thinking.

## Plan

#### Underlying Mathematical Concepts

#### Possible Problem-Solving Strategies

#### Formal Mathematical Language and Symbolic Notation

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.