Young Scholars Instructional Plans
“What’s the Matter?”
Fourth Grade
Unit 1B Properties
Session Twelve
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Math and Science
Mastery Objective
Materials
Investigate and identify properties of fluids including density, make
predictions, collect data, make calculations, and apply the concept of
density to different situations.
 Use the volume and weight of different substances to compare their
relative densities.
 3.OA.4. Determine the unknown whole number in a multiplication or
division equation relating three whole numbers.
Teacher Note: Review the Inquiry in Action, Investigating Matter Through
Inquiry (3rd ed.), Investigation 7 “Density” unit overviews provided on pp. 385393. Not all investigations are used. See details in the YSP Session Planners.
For videos, animations, and other information related to this investigation, go
online to: www.inquiryinaction.org, click on the “Density” link in the Review
States of Fundamentals column to view key information and demonstrations.
Another great resource for building background can be found in the Discovery
Education 5-Minute Teacher Preps located on the Gr. 4 YSP Wiki Space site.
This resource includes PowerPoints; each contains a slide of additional
resources including explorations and educational student videos.
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Class set of Math Forum Problem Nuts in a Bowl
Nuts in a Bowl Fundamentals Problem Packet for Teachers
Calculator
Student lab books
Teacher Resources for Investigation 7.3 Comparing the Density of
Different Liquids, pp. 409-412
Student copies of Activity Sheet 7.3 Comparing the Density of Different
Liquids, pp. 413-415
Student copies of Modified Activity Sheet 7.4 Changing the Density of a
Liquid: Floating Crayons (See attachment)
Activity 7.3 -Materials needed for each group:
 Water
 Vegetable oil
 Corn syrup
 Ruler
 Tape
 Pencil
 Permanent marker
 *Non-permanent markers for students
 Paperclips
 Piece of a crayon
 Piece of raw pasta
 Piece of toothpick or popsicle stick
 1 Clear plastic cup
Young Scholars Instructional Plans
“What’s the Matter?”
Fourth Grade
Unit 1B Properties
 7 Small cups
Materials Notes:
 Students should not mark the rulers balance point with a permanent
marker, they should use the overhead markers (water-soluble) instead.
 Be sure you and the students wear properly fitting goggles.
 Each group will need about 50 paperclips.
 Three of the seven cups will be labeled by the teacher and used as source
cups for each liquid.
Preparing Materials Ahead of Time:
 Label 3 small cups water, oil, and corn syrup. Pour about 1/4 cup of each
liquid in its labeled cup.
Activity 7.3 -Materials needed for the teacher demonstration
 Water
 Salt
 2 Clear plastic cups
 Plastic teaspoon
 2 Carrot slices
Modified Activity 7.4 -Materials needed for each group
 Water
 Salt
 Teaspoon
 Tall clear plastic cup
 Plastic teaspoon
 Set of crayons (red yellow blue brown orange) each broken in half
Activator
8:45 am – 9:15 am
(30 minutes)
Question of the Day? (Math Forum Activity)
Nuts in a Bowl [Problem #5167]
Nuts in a Bowl requires basic operations with whole numbers. It is
approachable with guess-and-test as well as by several methods that take
advantage of logical reasoning. The problem lends itself well to organization in
a table or a spreadsheet. Advanced students may apply algebra skills, either to
reach a final solution, or as means of generalizing the problem in order to
understand it better.
The Extra asks solvers to find five prime numbers that sum to 100. An
understanding of parity (odd vs. even) is very helpful in solving it. There are
many different solutions.
1. Ask students to read the problem and ask if there are any strategies for
narrowing down the possible numbers in the bowls. Remind them that
the total for all 5 bowls must equal 100, and that they must check the
subtotals for each pair of bowls.
2. Suggest that they use a table to keep track of their guesses. Results that
don’t work can help them to see patterns and discover insights that can
Young Scholars Instructional Plans
“What’s the Matter?”
Fourth Grade
Unit 1B Properties
lead to a greater understanding of the problem and a more direct and
efficient solution, especially if they test numbers in a systematic way. It
also helps in understanding why there can be only one solution.
3. If students still struggle after 10 minutes, give them a clue: tell them that
the amount in the first bowl is 18, and all of the bowls contain an even
number of nuts.
Math and Science
Integrated Focus Lesson
(60 minutes)
9:15 am – 10:15 am
Activity 7.3 Comparing the Density of Different Liquids
Students will carefully pour vegetable oil, water, and corn syrup in any order
into a cup and discover that regardless of the order they are poured, the
liquids arrange themselves in layers the same way. Students will then weigh
the liquids and use their results, along with what they understand about
density, to explain why the liquids form layers as they do.
1. Tell students that they will continue their study of density by comparing
the density of different liquids. Pose the investigation question, “How do
the densities of different liquids help them form layers in a cup?”
2. Follow Activity Steps 1-2 as outlined for the first procedure and have
students complete Activity Sheet 7.3 # 1-3 of page 413.
3. Continue with Activity Steps 3 and 4. Tell students that in the next
procedure, they will create their own balance scale and use non-standard
units to compare the relative weight of equal volumes liquids. Data will be
recorded on a chart. The process is repeated for each liquid.
4. In Activity Step 5 students discuss their investigation results. Have
students complete Activity Sheet 7.3 #4-6.
5. Finally, in Step 6 items are placed in the cup of layered liquids. Students
should respond to #8 using that they know about density of the liquids.
Split Sensory Breaks
10:15-10:25 am
(10 minutes total)
Discovery Education: Student Activity- Density Can Be Changed
Use the following segments of student activities to investigate how density of
a liquid (water) can be changed by adding salt. Activity 7.4 has been modified
to use crayons, instead of carrot slices, in order to “join-in” on the Floating
Crayon challenge. The modified Student Activity Sheet 7.4 is an attachment.
1. Tell students that for this segment of the YSP session, they will watch the
video then pause to take time to complete the student activity. Then,
after completing the activity and recording data, they will view a final
video segment to compare their Floating Crayons activity results with
those of children who called into the show.
2. Introduce the clip and make sure that group materials are on hand.
http://player.discoveryeducation.com/index.cfm?guidAssetId=CADBD05983DF-470A-93D6-94B8AFA2BC7D&blnFromSearch=1&productcode=DSC
Math and Science
Modified Activity 7.4 Changing the Density of a Liquid-Floating Crayons
Integrated Focus Lesson
1. Divide students into small groups and distribute the materials. Follow
10:25 am – 10:45 am
Steps 1 and 2 of the teacher’s guide-substituting the carrot slice with four
Young Scholars Instructional Plans
“What’s the Matter?”
(20 minutes)
Closure
10:45 am-11:00 am
(15 minutes)
Fourth Grade
Unit 1B Properties
different colored crayons. Skip Activity Step 3 as it is written in the
teacher’s guide. Students will work in small groups and complete the
modified Activity 7.4 Student Activity Sheet.
2. Ask students how the adding salt affected the density of the water. Take
time for students to record and discuss the class results.
3. If time permits, show the ‘Sharing Data and Observations’ video segment
(Time 06:06 min.) of the Floating Crayon challenge, so that students can
compare their data and consider what might be the cause (variables) for
differences in the order of the callers’ floating crayons.
1.
Students write an entry about what they learned about the density of
different liquids. Then have them develop a new question to add to the
list for the Matter Conference that relates to density.
Young Scholars Instructional Plans
“What’s the Matter?”
Fourth Grade
Unit 1B Properties
Name ____________________________________
Date ___________________
Nuts in a Bowl [Problem #5167]
Scattered around the house are 100 nuts in 5 bowls.
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The 1st and 2nd bowls together contain 48 nuts.
The 2nd and 3rd bowls together contain 34.
The 3rd and 4th bowls together contain 30.
The 4th and 5th bowls together contain 48.
Question: How many nuts are there in each bowl?
Remember to explain your strategy and show how you know your answer is correct.
Extra: Rearrange 100 nuts into five bowls so that each bowl contains a prime number of
nuts. [The original subtotals will no longer apply.]
Prime Number- A whole number greater than 1 that has only two factors; 1 and itself.
Factor- A number that is multiplied by another number to find a product.
Young Scholars Instructional Plans
“What’s the Matter?”
Fourth Grade
Unit 1B Properties
Modified Student Activity Sheet
Activity 7.4
Name: __________________________________
Changing the density of a liquid—Adding salt
Can the density of a liquid be changed?
Discovery Education- Floating Crayons Challenge
Procedure
1. Half-fill a tall clear plastic cup with room-temperature water.
2. Place each of the crayons in the cup. Use the spoon to stir
the crayons if you see small air bubbles on them.
Do the crayons float or sink? _ __________________________
What does this say about the density of the different crayons compared to the density of
water? ___________________________________________________________________
__________________________________________________________________________
3. Add about 1 teaspoon of salt and stir with a spoon until as much salt dissolves as possible.
4. Continue adding 1 teaspoon of salt and stirring until the crayons float to the top. How
many teaspoons did it take for the crayons to float to the top? _____________________
Sharing Data and Observations
5. Record the order in which the crayons floated. Complete the chart below.
FLOATING CRAYONS
Crayon Color
Red
Yellow
Blue
Brown
Orange
Order of
Floating
What happened to the density of water as salt was added? What does this activity tell you
about the density of salt water? ________________________________________________
___________________________________________________________________________
___________________________________________________________________________