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Stacking Cups - Act 1

by Andrew Stadel


Act One

  • Andrew Stadel

    Andrew Stadel

    February 23, 2013

    How many cups does it take for the stacks to be equal in height?

Act Two

  • Teacher note
    The pictures include the height of each cup as well as the "lip" measurement. There are many ways to solve this task: functions, equations, tables, graphs, etc. Encourage any of these problem-solving strategies, and freely share (student work) all of them with the class.
    If using functions (slope-intercept), the lip is the slope (constant rate of change), but how will your students determine the y-intercept? Will it be the entire height of the cup or will it just be the handle (cup height minus lip). Let students use either one. Compare the differences.
    If students make a table, encourage them to use Excel or some other spreadsheet. Write a rule and test it out.
    Encourage students to use Desmos.com in order to graph the rule/function they came up with and see what it looks like graphically. What does the point of intersection look like? What does it mean? What does the x-value mean? the y-value?
  • ImageStacking Cups - Act 2 pic1
  • ImageStacking Cups - Act 2 pic2

Act Three


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