Eureka Math

Kindergarten

Module 3

Lesson 29

At the request of elementary teachers, a team of Bethel & Sumner educators met as a committee to create Eureka slideshow presentations. These presentations are not meant as a script, nor are they required to be used. Please customize as needed. Thank you to the many educators who contributed to this project!

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Directions for customizing presentations are available on the next slide.

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Customize this Slideshow

Reflecting your Teaching Style and Learning Needs of Your Students

• When the Google Slides presentation is opened, it will look like Screen A.
• Click on the “pop-out” button in the upper right hand corner to change the view.
• The view now looks like Screen B.
• Within Google Slides (not Chrome), choose FILE.
• Choose MAKE A COPY and rename your presentation.
• Google Slides will open your renamed presentation.
• It is now editable & housed in MY DRIVE.

Screen B

Materials

• Teacher
• 4 real objects filled with various amounts of liquids (e.g., small bottle, mug, vase, and bowl)
• Clear measuring cup
• water
• several vials of food coloring
• an assortment of clear 1 or 2-cup capacity containers in various shapes (e.g., mug, bowl, small bottle, vase, or beaker)

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Materials

• Student:
• 5 linking cubes
• Dice with 6-dot covered
• My capacity museum recording sheet (Template)
• crayons or markers

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Icons

Read, Draw, Write

Learning Target

Think Pair Share

Individual

Partner

Whole Class

Small Group Time

Small Group

Personal White Board

Problem Set

Manipulatives Needed

Fluency

I can observe cups of water of equal volume poured into a variety of container shapes.

Tower Flip (5 min)

Touch and count your cubes.

How many cubes do you have?

Set them down on your table like a tower.

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Tower Flip (5 min)

How many cubes are on the first tower?

On the other tower?

We can say 4 and 1 make 5. Echo me, please.

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Tower Flip (5 min)

Good. Take another cube off the top of the first tower, and stick it onto the top of the other tower. Do you still have 5 cubes?

How many cubes are on the first tower?

On the other tower?

Give me the …and…make… statement.

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5-Group Fill-Up

(4 min)

1. Partner A rolls the dice and draws a corresponding 5-group with Os.

2. Partner B completes the 10 by drawing Xs.

3. Both Partners engage in math talk: “I have 3. You drew 7 more to make 10.”

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Full, Not Full, or Empty? (3 min)

Look at my water bottle. It is full because the water comes right to the top. I can’t possibly put any more water in here! Repeat after me, “It is full.”

Full, Not Full, or Empty? (3 min)

(Drink some of the water.) Now, it is not full. Echo.

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Full, Not Full, or Empty? (3 min)

(Show an empty water bottle.) This is my bottle from yesterday. There is no more water in it. Repeat after me, “It is empty.”

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Full, Not Full, or Empty? (3 min)

Now, I’ll show you some more things, and I want you to tell me if they are full, not full, or empty. Raise your hand when you know what to say. (Wait for all hands to go up, then signal.) Ready?

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Full, Not Full, or Empty? (3 min)

Very good. (Hold up a vase of flowers with a little water in it.) Raise your hand when you know what to say. (Wait for all hands to go up, then signal.) Ready?

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Right. (Show students an empty bowl.)

Ready?

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Concept Development (25 min)

We are going to create some art today! You will be creating entries for your own Capacity Museum.

Concept Development (25 min)

I have a cup of water. Student A, would you please come put two drops of red food coloring in my water container? (Assist Student A.)

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Is my cup full?

Concept Development (25 min)

Watch as I pour the red water into this bowl. (Demonstrate.) Did I change the amount of water in my cup?

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Does it still look the same?

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Why do you think it looks different?

Concept Development (25 min)

Why do you think it looks different?

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Concept Development (25 min)

Yes, the bowl and the cup have different capacities. The bowl holds more water than the cup does. On your sheet, please choose one of the picture frames. Inside it, draw the bowl, and show how the water looks in the bowl.

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Concept Development (25 min)

I will fill my measuring cup with some new water. Student B, would you please come put two drops of blue food coloring in the cup? (Assist as necessary.)

Concept Development

I will carefully pour the blue water into this vase. (Demonstrate.) Did I change the amount of water?

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Does it look the same?

Concept Development

The cup and the vase have the same capacity but a different shape! Let’s draw the water in the vase in another one of the frames on your sheet.

Problem Set

(10 min)

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Application Problem

(5 min)

Demoss had a very small carton of orange juice. His mom poured it into a very tall glass without spilling any juice. Close your eyes and think about what that might look like. Draw the little carton of juice. Now, draw the juice after she poured it into the big glass. Does Demoss have more or less juice, or does it just look different? Compare your drawings with your partner’s. Are both of your glasses full? Did the glass hold all of the juice?

Debrief (8 min)

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• Why did the water look different in each of the containers?
• Did the amount of the water change each time?
• Turn to your partner, and compare your drawings. Do they look the same?
• Which container do you think would hold the most?
• How did you determine if a container was empty, not full, or full?
• How did you know when a container was full?

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Debrief (8 min)

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• How can full be different in certain situations? (For example, with a mug of hot chocolate, you don’t want to fill it too full and spill.)
• When do we need full to mean right to the top?
• What new (or significant) math vocabulary did we use today to communicate precisely?
• How did the Application Problem connect to today’s lesson?

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