A good friend and colleague, Krystal Shaw, tweeted this article about Krispy Kreme Donuts in the UK a while back and it immediately got me thinking. . . so I really liked it and wanted to use it with kids. To plan for the lesson, I started to take myself through this problem as if it were a 3-act task (I wasn’t sure it would become one, but I wanted to see where this would lead). I looked at the picture:

and jotted down what I noticed. Then I began wondering:

- How many donuts are in that big box?
- What are the dimensions of the box?
- Is there more than one layer of donuts in the box?
- How many rows of donuts are there?
- How big is (What is the diameter of) a Krispy Kreme donut?
- When I was finished (or thought I was finished) wondering, I began to seek the information needed to answer my questions.

I found some nice strategies for determining the number of donuts in the box. Strategies accessible for 4th grade students. I was happy, so I moved on to the next question: **What are the dimensions of the box?**

This is when it happened.

I was stuck.

Perfect.

Challenge accepted.

I looked at the pictures, found the information in the article, then began to question that information (and myself) as well as some critical friends. This problem was getting better and better as I walked myself through it. Fantastic! SMP 3: Construct viable arguments and critique the reasoning of others, such as a Krispy Kreme representative from the UK or a USA Today reporter. Maybe this question won’t have a third act, but the estimation and reasoning used to solve this could be extremely empowering for kids.

I challenge you to solve this problem with your class as well and share your results. Challenge yourself and your students to construct a viable argument and critique the reasoning of others. Does your math challenge the information in the article or support it. Either way, integrate writing into math class in a meaningful way:

write to the reporter, Bruce Horovitz or Krispy Kreme UK: helpdesk@krispykreme.co.uk and tell them what you discovered

**Time for me to give this a try! More in about a week.**

**By the way:** Krystal Shaw gave her amazing Mathletes after school club the task of writing a 3-act math lesson for their teachers to teach. I think she should post it on her blog to share with the MTBoS!

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Love the twist you have thrown on this to include persuasive writing Mike! No numbers. Just estimates and justify your reasoning. As you mentioned this definitely gets at the heart of SMP 3 which is the foundation to students writing. If they can’t talk about the math they’ll never be able to write about it!