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You Pour, I Choose

by Dan Meyer


Act One

  • Dan Meyer

    Dan Meyer

    January 30, 2012

    Does the left have more soda? Does the right have more soda? Do they have exactly the same amount of soda?

  • Teacher note
    Have students write down a guess and share it with their neighbors. Then you should take a poll of the glass. Who thinks left? Who thinks right? Who thinks the same?

Act Two

  • 1.

    What information will you need here?

  • Teacher note
    No question is too small or too picky or too precise. Just write it all down next to student names. If a student says, "We need to know how thick the glass is," give a lot of status to that kid for identifying variables with such precision.

    You'll want to stage a fight over radius, circumference, and diameter. Which is easiest to measure? Why? How would you do it.

    Then give the measurements you brought with you.
  • ImageMeasurements
  • Teacher note
    In one version of this problem it was useful to cover up all the measurements but one and ask the students to estimate the other quantities.

Act Three


  • 2.

    What would the heights look like if each glass had exactly the same amount of Coke?

  • 3.

    "All you have to do is multiply the radius and height on both cylinders and compare them," someone told me. Is she right?

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