I called this Fraction Fun with Snacks! You need skittles (18 per student), Twizzlers (3 pieces per student), and brownies (1/2 of a brownie per student).
First up, we used the Twizzlers to model dividing a whole number by a unit fraction. The students were given 3 pieces of Twizzlers. We read the problem and discussed what we should do with the Twizzlers as required by the problem. The students acted out the problem on their plates, then drew models to represent what they had done on their paper. Then we discussed what operation they were doing and recorded the necessary equations. Finally, the students wrapped this activity up with a sentence stating the answer and a written explanation. It took only about 10 minutes!
Then, we moved on to the Skittles Math. This one was a multi-step problem that required the students to multiply fractions by whole numbers and then use that information to answer the question. They had to decide if it was possible to eat 5/6 of a total amount of skittles and have enough to save 1/3 of the skittles as well. This was a good problem for us because I still have some kiddos that want to take the second fraction amount from the leftover skittles and not the total. The students had to physically group the 18 skittles into 6 groups and take 5 out to determine how many skittles 5/6 of 18 was. Then we discussed whether we were taking 1/3 of the leftover skittles or the total amount. Then, they had to regroup all of the skittles into groups of 3, this time taking out 1 from each group to determine 1/3 of 18. Then, they determined the answer. Just as before, they were required to represent what they had done with a model, equations, and finally the answer and a written explanation.
Last up, brownie fun! I gave each student 1/2 of a brownie. They placed the brownie on their plate and drew the missing 1/2 on their plate with a pencil. Then we took 5/8 of the remaining brownie. We discussed the importance of also taking 5/8 of the missing 1/2 they had drawn on their plate. This has been a struggle for some of the kids but I think they finally understood that you had to also cut the other pieces into eighths otherwise your pieces would not be equal. Then, they represented what they had done with a model, wrote their equations, answered one more question about the leftover brownie amount, and they were done.
Overall, it only took about 30 minutes to complete all of the activities and the kids had a blast. I let them eat the snacks they had used while they were completing the handout.
Click on the picture below to get your free copy of the handouts used.
Do you use food in an instructional way in your classroom? I would love to hear your ideas! Any excuse to eat snacks!