What’s missing?

How many pieces might be missing?

How do you know?

What portion of the pan is missing?

How do you know?

What might a full pan look like?

3, 4, 5, 6+

Seeing mathematics in the world

Attending to and using structure

Equal means the same

Relating part and whole

Connecting area and multiplicative thinking

Composing and decomposing with shapes

After the class has discussed the questions above, you can extend this activity by posing the following questions:

What would this pan look like if it were half full?

How do you know?