Embedded Files
Core concept: An object’s features can affect its internal volume.
Consolidation and meaningful practice: Real life packing and stacking – 10 minutes
Consolidation and meaningful practice: Real life packing and stacking – 10 minutes
Ask:
Ask:
- What do you see and what do you wonder?
- Have these cargo ships and/or delivery trucks been packed and stacked with no gaps? How do you know?
- Can we accurately measure the internal volume of the ship or truck? Can we estimate which cargo ship and/or delivery truck has the greatest internal volume?
- Are the cargo boxes and/or the objects on the delivery trucks useful shapes for packing and stacking? Why or why not?
- How would you pack and stack the cargo boxes and/or objects so that more can fit?
- Which cargo ship and/or delivery truck has been packed and stacked using the internal volume most effectively? Explain your thinking.
Warm-up
Warm-up
State that there are 20 jellybeans in the bowl. You are wondering how this can be proven without counting the jellybeans by ones.
State that there are 20 jellybeans in the bowl. You are wondering how this can be proven without counting the jellybeans by ones.
Allow time for students to turn and talk. Observe suggested strategies and how students are estimating and grouping the jellybeans to count the collection. Ask:
Allow time for students to turn and talk. Observe suggested strategies and how students are estimating and grouping the jellybeans to count the collection. Ask:
- Do you agree that there are 20 jellybeans? How do you know?
- How can you accurately count this collection more efficiently than counting by ones?
Possible solution
Possible solution
Internal volume of boxes: Part 2 – 20 minutes
Internal volume of boxes: Part 2 – 20 minutes
Students will work with their partner to fill one box with either rice, sand, bird seed or lentils. Students then predict if their partner’s box will hold the same, hold less or hold more of the content as they pour from one box into the other to directly compare.
Students will work with their partner to fill one box with either rice, sand, bird seed or lentils. Students then predict if their partner’s box will hold the same, hold less or hold more of the content as they pour from one box into the other to directly compare.
Alternatively, students can indirectly compare their boxes by pouring the contents into 2 containers that are the same. See Figure 10.
Alternatively, students can indirectly compare their boxes by pouring the contents into 2 containers that are the same. See Figure 10.
Discussing the mathematics – 10 minutes
Discussing the mathematics – 10 minutes
Discuss findings and order the boxes to view similarities and differences in measuring results. Ask:
Discuss findings and order the boxes to view similarities and differences in measuring results. Ask:
- Are there any boxes you found that hold the same? Are they the same shape?
- Are there any boxes that you predicted correctly? What strategy did you use?
- Are there any predictions where the result was very different? Can you explain what was challenging when predicting this box?
Assessment: photographs and annotated work samples of students’ investigations and comparisons. (MAO-WM-01, MAE-3DS-02)
Assessment: photographs and annotated work samples of students’ investigations and comparisons. (MAO-WM-01, MAE-3DS-02)
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