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Copyright © 3P Learning – These resources have been created in partnership with Dr. Marian Small.
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www.mathletics.comPour and Repour
Questions to facilitate the learning
•
Suppose you ended up using 10 containers. How much might have been in each container?
•
Suppose you ended up using 6 containers. How much might have been in each container?
•
What did you notice about how the number of containers relates to the fraction of a cup in each?
•
Suppose you figure out one possibility. How could you easily get another one?
Scaffolding the learning
•
Could each container hold
1
2
cup? How might that help you solve the problem?
•
Could each container hold
3
4
cup? If they did, could you use 2 containers or not? Explain.
•
How could you use a number line to count out how much you have?
What’s the point of this task?
This task relates to both measuring capacity and adding fractions or multiplying a fraction by a whole
number. However, many students who understand the meaning of fraction and who have not met the
concepts of adding and multiplying fractions can still be successful with the task using their ability to
count up by fractional amounts.
When students are given a choice for the number of containers and the fraction within the container, many
more possibilities exist and a broader range of learners can be successful. For example, a very simple
solution is 4 containers holding
1
4
cup each, for a total of 2 cups. A much more sophisticated answer is
8 containers each holding
[ ]
8
cups of juice for any value of [].
Extending the learning
Pose this problem: You double the amount of juice in each container and you end up with exactly 5 more
full containers. How many containers holding how much did you start with and end with?
Measurement