Marshmallows and Containers
Lesson 5 Lesson Guide
From Grade 2 Unit 6 Putting Numbers in Their Places
Estimated Class Sessions: 2
Components: Discovery Assignment Book and Student Guide
Students use the TIMS Laboratory Method to investigate the volume of different containers using marshmallows as their unit of measurement. In the process they discover that the tallest container does not always have the greatest volume.
Key Content
- Exploring volumes of different-shaped containers.
- Collecting, organizing, and analyzing data.
- Applying counting and grouping skills.
Key Vocabulary
volume
Materials
For the Student
Marshmallows and Containers Lab Pages (Student Guide) Pages 65, 66, and 67
Partner Problems Activity Page (Discovery Assignment Book) Page 82
Class Problem 1 Activity Page (Student Guide) Page 68
Class Problem 2 Activity Page (Student Guide) Page 69
1 tall, narrow container per student pair
1 short, wide container per student pair
1 middle-sized container per student pair
a sufficient quantity of miniature marshmallows (preferably stale)
or dry lima beans, per student pair, to fill their largest container
1 resealable plastic bag per student pair
For the Teacher
Transparency of Marshmallows and Containers Data Table and Graph
(Student Guide) Pages 65–67
Transparency of Partner Problems Activity Page (Discovery Assignment
Book) Page 82
Before the Lab
This lab is easier to manage if each student pair has three containers, each a different size and shape. One container should be noticeably taller than the other two and should have a much smaller circumference. Compare the volumes of the containers to ensure that the tallest container does not have the greatest volume. The set of containers must be identical for all of the groups. Choose common items that you can collect easily, such as:
- tall, narrow container—100 ml cylinder; paper towel tube, covered at one end;
- mid-sized container—8 oz. margarine or cream cheese container; 9 oz. paper or plastic cup;
- short, wide container—ice cream container lid; round corn meal lid; round flower pot saucer.
We recommend using miniature marshmallows as a volume unit. Lima beans are a nice alternative, but the amount needed to fill the containers may reach over two hundred. So if you choose an alternative to marshmallows, make sure the numbers are appropriate for your class. Note that the lab is written for marshmallows. If you substitute lima beans or other objects, you will have to make some modifications on the student and teacher materials.
Developing the Lab
Part 1. Introducing Volume and Modeling the Lab
Display containers of different shapes and the miniature marshmallows or beans you plan to use in the lab. You might want to display containers with shapes different from the containers you’ve collected for the lab. This will foster students’ explorations. Ask the following:
- Which container do you think will hold the most marshmallows? Record students’ predictions on the chalkboard.
- What could you do to find out which container holds the most marshmallows? If students suggest filling the containers with marshmallows, allow volunteers to place marshmallows, five at a time, into each container. This will reinforce skip counting by fives.
- Introduce the term volume. Volume is a measure of the amount of space an object occupies, such as the amount of space inside a container.
- Ask students, “How could you find out which container has the greatest volume?” (By filling the containers with marshmallows and finding out which container holds the most.)
| Content Note |
| Volume is the measure of the space occupied by, or the space inside, an object. When a volume is measured of the inside of an object, it is also sometimes referred to as the object’s capacity. For the purposes of this lab, we use the term volume to refer to the capacity of the containers. An important idea of this lab is that examining a single dimension of a container (e.g., height only) will not yield an accurate picture of its volume. (See the TIMS Tutor: The Concept of Volume for more information.) |
Show the three containers you’ve selected for the lab. Ask, “Which container do you think will hold the most marshmallows?” Have students record their predictions in their journals. Explain that students will test their predictions during the lab.
Tell students they will use the TIMS Laboratory Method to complete this experiment. Before students begin, model the lab procedure.
- Show students the miniature marshmallows and a set of three containers. You may want to have the children name each container for easy identification, for example, the tall container, the medium container, and the short container. Demonstrate filling the containers. The marshmallows should be dropped in, not stuffed.
- Ask students, “How can we accurately count the marshmallows in each container?” Help students remember their work with grouping and counting.
- Discuss the variables that will be studied: the type of container (short, medium, tall) and the number of marshmallows.
Ask students to draw pictures of the investigation, using your demonstration as a guide. Although students will work in pairs, each student should draw a picture of the lab on the Marshmallows and Containers Lab Pages (page 65). An example of student work is shown in Figure 1.
Figure 1: Sample student drawing of investigation
Identify the important lab elements when viewing student pictures. The pictures should identify the two main variables. The procedure for the lab should also be apparent in some way to you as you examine the picture.
Part 2. Collecting Data
Display the transparency of the Marshmallows and Containers Data Table (page 65). Remind students that data tables help scientists organize data and look for patterns in the data.
- Examine the data table with the class and discuss the two columns.
Fill in the left side together. - Assist students as they fill in the top of the right column.
Ask, “What unit will you use to measure the volume of the containers?” (The unit is marshmallows or beans.)
Figure 2: Sample student data table with title, containers, units, and data
Encourage students to group their marshmallows by tens and count them. As students collect data, observe their grouping and counting skills. Encourage the use of ten frames, 200 charts, connecting cubes, or other manipulatives that might assist with this process.
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| Have each student pair keep their marshmallows in plastic bags for later use. |
After students complete their tables, encourage them to compare their data with one another. Ask, “How many marshmallows did the tall container hold? Did every team get the same number?” Differences in data will surface at this point. Ask, “Why do you think teams counted different numbers of marshmallows for the tall container?” Possible reasons include:
- The containers were not filled to the same height;
- Pairs may have pushed marshmallows into the container;
- Pairs may have gently dropped marshmallows into the container;
- Pairs may have miscounted;
- The marshmallows are not a uniform size.
Part 3. Graphing the Data
Show a transparency of the Marshmallows and Containers Graph (page 66). Fill in the title and labels on the graph.
Point out the vertical axis on the transparency and ask students to describe how it is labeled. Ask, “Does this part of the graph look like anything you have used before?” (In Unit 5, Exploring the Number Line, students recorded numbers on lines by skip counting.) Write the title, the units, and the container names in the appropriate blanks on the graph. Instruct students to fill in the missing numbers along the vertical axis of the graph and to graph the data. Provide assistance as needed.
Figure 3: Sample student graph including labels and data
Part 4. Analyzing the Data
Ask student pairs to answer the questions on the Marshmallows and Containers Lab Pages (page 67). Encourage students to share the data they collected and their answers to the questions. Students should explain how they determined which container has the greatest number of marshmallows and the largest volume.
Pose the following situation: Suppose you filled the containers with water instead of marshmallows. Which container would hold the most water? Which container would have the greatest volume? How could you test your ideas? These questions can be used as an informal assessment to check if students understand the relationship between quantity of water or marshmallows and volume.
Encourage students to check their journals and find the predictions they made at the beginning of the lab. Ask, “Did your predictions agree with the data? Were you surprised by the number of marshmallows the tallest container held? What do you have to think about when predicting volume?” (We need to consider length, width, and height of a container when considering its volume—not just one of the three.)
Ask students to complete Class Problem 1 and Class Problem 2. The problems on these pages use mathematics to make inferences and conclusions about a container’s volume. You may prefer to have students answer the questions orally rather than having them write answers. Class Problem 1 shows three containers, D, E, and F, and the number of beans each container holds. Use the questions to help students clarify their understanding of volume. Have marshmallows or other manipulatives available for students’ use. Class Problem 2 triples the number of marshmallows that fill a container. Each F container can hold 29 beans. Encourage students to share their answers in a class discussion.
Present student pairs with the Partner Problems Activity Page. Partner Problems asks students to use data to answer questions similar to the class problems. Discuss students’ answers and solution strategies.
Assessment Ideas
Use these journal prompts to assess individual progress:
- Will a taller container always hold more water than a shorter container?
- Will a wider container always have more volume than a skinnier one?
- What is volume?
Students should be able to articulate that both the height and the width of a container are related to the container’s volume.
| At a Glance |
Part 1. Introducing Volume and Modeling the Lab  
Part 2. Collecting Data
Part 3. Graphing the Data
Part 4. Analyzing the Data
|
Grade 2 • Unit 6 • Lesson 5
Marshmallows and Containers
Copyright © 1997 by Kendall/Hunt Publishing Company
See video of this lab
Click on the icon to the left to see a video of students working on this lab. The footage shows students drawing the lab setup, collecting data, and making graphs.
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Copyright © 1999 Institute for Mathematics and Science Education.
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UIC—University of Illinois at Chicago