**Act One:** Take a look at the picture. What is the first question that comes to mind? **How many donuts is that?** What information would be useful? **Act Two:** See pictures below. Your students can view all five pictures on this Google doc. Here is some extra information: *ExtraInfo.pdf *with more useful info for you to consider sharing with students.

The activity guide: DonutActivityGuide.pdf

For members we have teaching tips and solutions: DonutSolution+tips.pdf

This activity can address many different **CCSS** depending on solution method, age level of students, and the conversations you are having in class. What might come up? different areas or arrays, scale, estimation, volume and in particular volume by multiplying the base area by the number of layers.

CCSS: 4.MD.3, 4.NBT.5, 4.OA.3, 5.MD.3, 5.MD.5, 6.G.1, 6.G.2, 6.RP.3, 7.G.1, 7.G.6, MP1, MP2, MP3, MP6, MP7

**Act Three: This news clip gives the solution.** **Sequel:** Now that you know how many donuts are in the box, what dimensions and number of rows and columns could give this exact number of donuts? Explore other questions such as how many calories are in this box?

Extension: How much did that box of donuts probably cost?

```
```Maths group loved How Many Doughnuts @Yummymath Developed resilience and ingenuity @NCETM pic.twitter.com/hY9f65Nqqa

— Rebecca Bollands (@rebeccabollands) November 16, 2015

@Yummymath Post Krispy Kreme, S asked how far would I have to run to burn all the calories? Tomorrow's Warm Up ready. http://t.co/iRLyOqSCBN

— Jackie Selevan (@jselevan) May 26, 2015

Our class was questioning the 3.5 ft measurement. It looks closer to 5ft. How accurate are the dimensions?

Your response is appreciated.

Hi Jackie. I think your class is correct. The dimension doesn’t look like 3.5 feet to us either. The dimensions were given in the article about the giant donut box that is mentioned in the post. Thanks for the input. Leslie