Lesson 2

Marshmallows and Containers

Est. Class Sessions: 2–3
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Mathematical Standards

2.NBT.A
Understand place value. (2.NBT.A.3)
2.MD.A
Measure and estimate lengths in standard units. (2.MD.A.3)
2.MD.D
Represent and interpret data. (2.MD.D.9)

Standards for Mathematical Practice

MP1.
Make sense of problems and persevere in solving them.
MP2.
Reason quantitatively.
MP3.
Construct viable arguments and critique the reasoning of others.
MP4.
Model with mathematics.
MP5.
Use appropriate tools strategically.
MP7.
Look for and make use of structure.

Students use the TIMS Laboratory Method to investigate the volume of different containers using marshmallows as their unit of measure. Students add, subtract, and compare whole numbers using this data. They discover that the tallest container is not always the one with the greatest volume and they read an Adventure Book story that highlights this concept.

Content in this Lesson

  • Exploring volumes of different-shaped containers.
  • Grouping and counting objects by hundreds, tens, and ones.
  • Measuring volume using nonstandard units [E10].
  • Estimating a quantity using 10 as a benchmark [E4].
  • Representing the elements of a laboratory investigation in a drawing.
  • Reading and writing numbers to the thousands [E5].
  • Making a data table and a bar graph to find information about a data set [E11].
  • Reading a data table or bar graph to find information about a data set [E12].
  • Making predictions and generalizations about a data set using a data table and graph [E13].
  • Solving addition and subtraction problems involving volume [E8].
  • Knowing the problem [MPE1].
  • Finding a strategy [MPE2].
  • Showing work [MPE5].
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Materials for Students

Daily Practice and Problems Lesson Homework Assessment

Student Book

 Student Activity Book
Adventure Book

Teacher Resources

 Teacher Guide - digital

Supplies for Students

desk number line (0–100)

Supplies for Student Pairs

tall, narrow container. See Materials Preparation.
short, wide container. See Materials Preparation.
mid-size container. See Materials Preparation.
sufficient quantity of miniature marshmallows (preferably stale), or large dry lima beans, to fill the largest container. See   Materials Preparation.
resealable plastic bag

Materials for the Teacher

Display of Marshmallows and Containers data table (Student Activity Book) Page 228
Display of Marshmallows and Containers graph (Student Activity Book) Page 229
Display of Math Practices (Student Activity Book) Reference
Unit 5 Assessment Record
chart paper
plastic sandwich bag with ten marshmallows. See Materials Preparation.

Materials Preparation

Collect Containers. Each student pair needs 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 sets of containers must be identical for all the student groups. Examples:

  • tall, narrow container – 100-ml graduated cylinder
  • mid-size container – 8-oz margarine tub 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

Prepare Volume Unit. Using miniature marshmallows (preferably stale) as a volume unit is recommended. Lima beans are a nice alternative, but the number needed may be more than two hundred. If you choose an alternative to marshmallows, make sure the number needed is appropriate for your class. (Note that the lab is written for marshmallows. If you substitute lima beans or another object, you will have to make some modifications to the student and teacher materials.)

Prepare Referent Bag. Place 10 marshmallows (or whatever volume unit students are working with) in a plastic sandwich bag. Students will use this referent bag of ten objects to estimate.

Assessment in this Lesson

Assessment Expectation Assessed Math Practices Expectation Assessed
Marshmallows and Containers
with Feedback Box
Student Activity Book
Pages 227–231
E4. 
Estimate a quantity using 10 and 100 as benchmarks.
E5. 
Read and write numbers (to the hundreds).
E8. 
Solve addition and subtraction word problems (e.g., adding to, putting together, comparing) involving two or three whole numbers using number lines, number sentences, or the 200 Chart.
E10. 
Measure volume of containers using nonstandard units.
E11. 
Make a data table and a bar graph to find information about a data set.
E12. 
Read a data table or bar graph to find information about a data set.
E13. 
Make predictions and generalizations about a data set using a data table and graph.
DPP Item G
Dinner Time
Teacher Guide - digital
E9. 
Read and write time to the nearest hour and half hour using analog and digital clocks.
Container Problems
with Feedback Box
Student Activity Book
Pages 233–236
E8. 
Solve addition and subtraction word problems (e.g., adding to, putting together, comparing) involving two or three whole numbers using number lines, number sentences, or the 200 Chart.
MPE1. 
Know the problem. I read the problem carefully. I know the questions to answer and what information is important.
MPE2. 
Find a strategy. I choose good tools and an efficient strategy for solving the problem.
MPE5. 
Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking.

Vocabulary in this Lesson