the three seventh grade classes at sunview middle school collected the most box tops for a school fundraiser, so they won a six hundred dollar prize to share.

Mr. aceves's class collected, 3,760 box tops. Mrs. Smith class collected 2,301, and mr. canyon;s class collects 1,855

how should they divide the money so that each gets the same fraction of the prize money as the fraction of the box tops they collected?

Does the Box Tops task provide the opportunity to use and make connections between different representations of a mathematical idea? If so, how? Does the task provide the opportunity to look for patterns, make conjectures, and/or form generalizations? If so, how? If not, what could you do to enhance the item so it does make connections and support the need to make conjectures, etc...?