Skip over navigation
Cambridge University Faculty of Mathematics NRich logo
menu search
  • Teachers expand_more
    • Early years
    • Primary
    • Secondary
    • Post-16
    • Events
    • Professional development
  • Students expand_more
    • Primary
    • Secondary
    • Post-16
  • Parents expand_more
    • Early Years
    • Primary
    • Secondary
    • Post-16
  • Problem-Solving Schools
  • About NRICH expand_more
    • About us
    • Impact stories
    • Support us
    • Our funders
    • Contact us
  • search

Or search by topic

Number and algebra

  • The Number System and Place Value
  • Calculations and Numerical Methods
  • Fractions, Decimals, Percentages, Ratio and Proportion
  • Properties of Numbers
  • Patterns, Sequences and Structure
  • Algebraic expressions, equations and formulae
  • Coordinates, Functions and Graphs

Geometry and measure

  • Angles, Polygons, and Geometrical Proof
  • 3D Geometry, Shape and Space
  • Measuring and calculating with units
  • Transformations and constructions
  • Pythagoras and Trigonometry
  • Vectors and Matrices

Probability and statistics

  • Handling, Processing and Representing Data
  • Probability

Working mathematically

  • Thinking mathematically
  • Developing positive attitudes
  • Cross-curricular contexts

Advanced mathematics

  • Decision Mathematics and Combinatorics
  • Advanced Probability and Statistics
  • Mechanics
  • Calculus

For younger learners

  • Early Years Foundation Stage

Bottles (1)

Age 5 to 7
Challenge Level Yellow star
Primary curriculum
  • Problem
  • Getting Started
  • Teachers' Resources

Bottles (1)



You need to find a collection of jars and bottles of different sizes and shapes, like those in the picture below:


I wonder which holds the most/least liquid?
Use estimation first of all.
How could you find out?  Explore!

Can you find a way of counting how many "small container-fulls" each will hold?
Can you find a better way?

Photograph Acknowledgement
http://www.jarsandbottles.co.uk/

Why do this problem?

This problem is useful for young pupils to start considering capacity. It will encourage discussion between pupils and between pupil and teacher.

Possible approach

Although some discussion could be had by looking at the bottles pictured here, it would be good for the pupils to have a variety of bottles/jars for them to talk about and to explore the capacities practically.

Teachers could give the pupils a long time to both discuss their opinions of how the capacities compare and then how they could explore the capacities further. When it comes to finding a "small container", give them opportunities to try out the different suggestions they have.

Key questions

Tell me about your ideas.
Why do you think this will be the largest/smallest?
Why have you chosen this "small container"?
 

Possible extension

Bottles (2) is a good follow-up to this activity.

Possible support

Some pupils made need assistance with any awkward pouring.

You may also like

Three Squares

What is the greatest number of squares you can make by overlapping three squares?

Two Dice

Find all the numbers that can be made by adding the dots on two dice.

Biscuit Decorations

Andrew decorated 20 biscuits to take to a party. He lined them up and put icing on every second biscuit and different decorations on other biscuits. How many biscuits weren't decorated?

  • Tech help
  • Accessibility Statement
  • Sign up to our newsletter
  • Twitter X logo

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

NRICH is part of the family of activities in the Millennium Mathematics Project.

University of Cambridge logo NRICH logo