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Interactive fraction wall for use in the classroom. Double click the fractions to rotate through 90 degrees.

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Well Done

Completed

Well done for taking the time to practise the times tables. You should practise regularly and always aim to improve on your personal best.

Take note of the question that took you longest to answer. Can you think of a way of remembering that answer for quicker recall next time? Can you learn from your fastest answer? Do you have a trick for remembering that table fact so quickly? Here is a printable form to write your Tips For Remembering on.

The average time taken to answer the times table by all of the people who have ever attempted it is seconds.

There are other activities that will help you improve your mastery of the times tables. They can be found on our Times Tables page.

Tablesmaster is a great way to practise your times tables. Play it every day to help improve your numeracy skills, mathematical proficiency and mental strength. Here is a printable page on which you can record your personal best times for completing times tables activities.

This program is intended for upper Secondary/High school pupils/students for regular practice of those so important tables long after they have learned when they were younger. More Times Table practice activities can be found on our Times Tables page but if it is a mixed tables activity you need try Beat The Clock.

The data collected by the Tablesmaster program has produced some interesting Statistics which may help teachers focus learning on the more difficult or hard to remember multiplication facts.

Close

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math maths mathematics times tables mental arithmetic multiplication facts numeracy

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A free online activity to help you practise a Times Table. Find out which multiplication fact you know best and which needs improvement. This page will generate a bar chart showing your speed for each times table and offer improvement suggestions.

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Maths for kids Age 10-11 (mathematics year 6)

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Learning mathematics for 10 or 11 years old children (level 9) : additions, subtractions, multiplications, divisions, problems, numbers and measures exercises...

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Convert fractions to decimals to percentages

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Convert fractions to decimals to percentages

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Converting between decimals and fractions - Converting fractions, decimals and percentages - KS3 Maths Revision - BBC Bitesize

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Learn about and revise how to convert between fractions, decimals and percentages with BBC Bitesize KS3 Maths.

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Welcome to ictgames. Here you'll find free to play educational games aimed at children between 5 and 8 years old; written by a UK teacher with 20 years experience. The games are linked to the UK KS 1 and 2 curricula. Here are some help videos to get you started.

&nbsp Number - number and place value

&nbsp Number - addition & subtraction

&nbsp Number - multiplication & division

&nbsp Geometry - properties of shapes

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Free educational games aimed at children between 5 and 8 years old. Made by a UK teacher with 20 years of experience in education.

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When you are teaching fractions, these activities, display materials and printable resources will be very useful.

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Fractions - Adding and subtracting mixed numbers - First Glance

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Pete's PowerPoint Station is your destination for free PowerPoint presentations for kids and teachers about Percentages, and so much more.

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Lesson plan and game for teaching factors

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Lesson plan and game for teaching factors

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Factor Trail Game - National Council of Teachers of Mathematics

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Use a game to help students practice factoring.

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Factor Trail Game - National Council of Teachers of Mathematics

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Use a game to help students practice factoring.

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Numbers Game Solver

This is a perfect solver for the Numbers Game. To play you must get as close as possible to the target number using the basic arithmetic operations and some or all of the smaller numbers. ( More infomation.) We also have a Letters Game Solver

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Numbers Game Solver - crossword tools .com - Online tools for crosswords and more

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Numbers Game Solver This is a perfect solver for the Numbers Game. To play you must get as close as possible to the target number using the basic arithmetic operations and some or all of the smaller numbers. ( More infomation.) We also have a Letters Game Solver

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Identifying Equivalent Fractions

Equivalent fractions are fractions that have the same value or represent the same part of an object. If a pie is cut into two pieces, each piece is also one-half of the pie. If a pie is cut into 4 pieces, then two pieces represent the same amount of pie that 1/2 did. We say that 1/2 is equivalent to 2/4.

Fractions are determined to be equivalent by multiplying the numerator and denominator of one fraction by the same number. This number should be such that the numerators will be equal after the multiplication. For example if we compare 1/2 and 2/4, we would multiply 1/2 by 2/2 which would result in 2/4 so they are equivalent.

To compare 1/2 and 3/7 we would multiply 1/2 by 3/3 to produce 3/6. Since 3/6 is not the same as 3/7, the fractions are not equivalent.

Fractions equivalent to 1/2 are 2/4, 3/6, 4/8, 5/10, 6/12 ...

Fractions equivalent to 1/3 are 2/6, 3/9, 4/12, 5/15, ...

Fractions equivalent to 1/4 are 2/8, 3/12, 4/16, 5/20, ...

Fractions equivalent to 1/5 are 2/10, 3/15, 4/20, 5/25, ...

Fractions equivalent to 2/5 are 4/10, 6/15, 8/20, 10/25, ...

Equivalent Fractions

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Identifying Equivalent Fractions Equivalent fractions are fractions that have the same value or represent the same part of an object. If a pie is cut into two pieces, each piece is also one-half of the pie. If a pie is cut into 4 pieces, then two pieces represent the same amount of pie that 1/2 did.

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Identifying Equivalent Fractions

Equivalent fractions are fractions that have the same value or represent the same part of an object. If a pie is cut into two pieces, each piece is also one-half of the pie. If a pie is cut into 4 pieces, then two pieces represent the same amount of pie that 1/2 did. We say that 1/2 is equivalent to 2/4.

Fractions are determined to be equivalent by multiplying the numerator and denominator of one fraction by the same number. This number should be such that the numerators will be equal after the multiplication. For example if we compare 1/2 and 2/4, we would multiply 1/2 by 2/2 which would result in 2/4 so they are equivalent.

To compare 1/2 and 3/7 we would multiply 1/2 by 3/3 to produce 3/6. Since 3/6 is not the same as 3/7, the fractions are not equivalent.

Fractions equivalent to 1/2 are 2/4, 3/6, 4/8, 5/10, 6/12 ...

Fractions equivalent to 1/3 are 2/6, 3/9, 4/12, 5/15, ...

Fractions equivalent to 1/4 are 2/8, 3/12, 4/16, 5/20, ...

Fractions equivalent to 1/5 are 2/10, 3/15, 4/20, 5/25, ...

Fractions equivalent to 2/5 are 4/10, 6/15, 8/20, 10/25, ...

Equivalent Fractions

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Identifying Equivalent Fractions Equivalent fractions are fractions that have the same value or represent the same part of an object. If a pie is cut into two pieces, each piece is also one-half of the pie. If a pie is cut into 4 pieces, then two pieces represent the same amount of pie that 1/2 did.

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Decimals, fractions and percentages as a representation of each other

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Decimals, fractions and percentages as a representation of each other

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A Half can be written...

As a fraction:

As a decimal:

As a percentage:

A Quarter can be written...

As a fraction:

As a decimal:

As a percentage:

Here, have a play with it yourself:

Example Values

Here is a table of commonly used values shown in Percent, Decimal and Fraction form:

Conversions

From Percent to Decimal

To convert from percent to decimal: divide by 100, and remove the "%" sign.

The easiest way to divide by 100 is to move the decimal point 2 places to the left:

From Percent

To Decimal

move the decimal point 2 places to the left, and remove the "%" sign.

From Decimal to Percent

To convert from decimal to percent: multiply by 100, and add a "%" sign.

The easiest way to multiply by 100 is to move the decimal point 2 places to the right:

From Decimal

To Percent

move the decimal point 2 places to the right, and add the "%" sign.

From Fraction to Decimal

The easiest way to convert a fraction to a decimal is to divide the top number by the bottom number (divide the numerator by the denominator in mathematical language)

Divide 2 by 5: 2 ÷ 5 = 0.4
Answer: 2/5 = 0.4
From Decimal to Fraction

To convert a decimal to a fraction needs a little more work.

Example: To convert 0.75 to a fraction

From Fraction to Percentage

The easiest way to convert a fraction to a percentage is to divide the top number by the bottom number. then multiply the result by 100, and add the "%" sign.

First divide 3 by 8: 3 ÷ 8 = 0.375,
Then multiply by 100: 0.375 x 100 = 37.5
Add the "%" sign: 37.5%
Answer: 3/8 = 37.5%
From Percentage to Fraction

To convert a percentage to a fraction, first convert to a decimal (divide by 100), then use the steps for converting decimal to fractions (like above).

Example: To convert 80% to a fraction

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A Half can be written... As a fraction: As a decimal: As a percentage: A Quarter can be written... As a fraction: As a decimal: As a percentage: Here, have a play with it yourself: Here is a table of commonly used values shown in Percent, Decimal and Fraction form: From Percent to Decimal To convert from percent to decimal: divide by 100, and remove the "%" sign.

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Fraction, Decimal, Percentage games written in Scratch

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Fraction, Decimal, Percentage games written in Scratch

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Angles Song | Acute, Obtuse, & Right Angles | 3rd & 4th Grade

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Parallel, Perpendicular & Intersecting Lines Song | Types of Lines

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Lines and Angles | Geometry | Math | Letstute

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Lines, angles, and degrees: The basics for 6th graders.

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Problem Solving with 5th and 6th Class - Baravelle (Visualising)

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Problem Solving with 5th and 6th Class - Baravelle (Visualising)

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Look at this image for a short while before turning away.
Can you:

Recreate the image?

Describe the image?

Say some mathematical things about what you notice?

Think of some mathematical questions you would like to ask about it?

Here is a pdf document containing the image.

This image is taken from the NRICH Mathematics Posters CD called "Exploring Squares" published by Virtual Image. More details of this and the "Exploring Circles" CD can be found here.

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Look at this image for a short while before turning away. Can you: Recreate the image? Describe the image? Say some mathematical things about what you notice? Think of some mathematical questions you would like to ask about it? Here is a pdf document containing the image.

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Area of a Circle | Maths for Kids | Grade 5 | Periwinkle

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Joy is found not in finishing an activity but in doing it. These STEM trail activities encourage pupils to focus on the journey, not just the destination.

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Quadrilateral (also: tetragon, quadrangle) - math word definition - Math Open Reference

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A powerful resource for enabling students to develop their mathematical thinking. Created by Mike Ollerton.

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Patchwork is an American tradition that started with the first people who came from Europe. They found that the textil industry was starting and each piece of clothing was a small treasure for them. Each piece of clothing was recycled for a new use, even the most worn out were useful for stuffing.
Small geometrical figures were the basis for patchwork rhombs, triangles, rectangles and squares were cut and sewn to make bedspreads, curtains or pillows.
We took advantage of that hobby to help our students discover the possibilities some geometrycal figures apart from being in maths books.

One art class from last year worked on Patchwork without needles. The star is one of the basic figure. It's made of 6 rhombs, or 12 equilateral triangles. If you pass the mouse through it, you'll be able to see them.

Another basic figure is the isosceles rectangle triangle. It's a square divided into two halves. It's used in many figures. One of the most common ones is the "bear print".

Can you discover equilateral triangles and isosceles ones in all these handicrafts?
Wait until the page is loaded and passing through with the mouse, you'll see them.

Full of stars!!!
These stars are made with rhombs and bigger triangles. Pass through them with the mouse!!

Would you like to see them closer ? The bear print is made of squares and isosceles triangles.

This seems to be made with curved lines, right?

Closely you'll see there aren't any curved lines.

Would you like to see these "circles" closer?
As you see there isn't any curved lines. All are squares and triangles.

Small cubes, stars and mixed cubes.

Do you know how this one was made to seem to have volume? Look at the piece in the middle, the ones on, under and next to it!!

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Patchwork is an American tradition that started with the first people who came from Europe. They found that the textil industry was starting and each piece of clothing was a small treasure for them. Each piece of clothing was recycled for a new use, even the most worn out were useful for stuffing.

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Spatial Reasoning - identify various polygons
Problem Solving - match polygons with their proper names

Common Core Connection for Grades 3+

Reason with shapes and their attributes.
Draw and identify lines and angles.
Analyze 2 dimensional shapes.

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Spatial Reasoning - identify various polygons Problem Solving - match polygons with their proper names Common Core Connection for Grades 3+ Reason with shapes and their attributes. Draw and identify lines and angles. Analyze 2 dimensional shapes.

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Math explained in easy language, plus puzzles, games, quizzes, worksheets and a forum. For K-12 kids, teachers and parents.

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Jennie the old sheep dog is lazing around in the paddock near the house.

She counts the number of animals in the paddock. There are 11 of them, pigs and ducks.

Then she counts the legs. She sees 28 legs.

How many ducks are there?

Specific Learning Outcomes

Solve a story problem using multiplication facts of 2 and 4.

Devise and use problem solving strategies (guess and check, guess and improve, act it out, draw a picture)

Description of Mathematics

This problem uses the multiplication facts of 2 and 4. It also gives students the opportunity to combine the operations of addition and subtraction. As there are many ways to solve this problem it is accessible to a range of students.

Required Resource Materials

The Problem

Jennie the old sheep dog is lazing around in the paddock near the house. She counts the number of animals in the paddock. There are 11 of them, pigs and ducks. Then she counts the legs. She sees 28 legs.
How many ducks are there?

Lesson Sequence

Read the problem to the class.

Ask the students to highlight the important information.

For beginning problem solvers you might like to use them to act out the problem.

Start with 4 students at the front of the room. Ask 2 of them to be pigs (on all 4's) while the other 2 stand (ducks). Ask the class to count the legs.

Ask the students to think about what would happen if you "turned" one of the pigs into a duck. How many animals? How many legs?

Brainstorm other ways to solve the problem - list possibilities on board (draw, equipment, guess)

Students solve the problem.

Sharing of solutions and the strategies used.

Extension

Get the students to write and solve their own problems by changing the numbers of animals and legs.

Other contexts for the problem

Horses and riders
Tricycles and bicycles

Solution

3 pigs, 8 ducks

There are many ways to do this problem. For instance, it is a good problem to introduce the use of a table and to use it for guess and improve. If the first guess was 5 pigs and 6 ducks there are 32 legs. At this point the students should realise that to reduce the number of legs we have to reduce the number of pigs. Some students may be able to reason that when you reduce the pigs by one and add a duck you have reduced the number of legs by 2.

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Jennie the old sheep dog is lazing around in the paddock near the house. She counts the number of animals in the paddock. There are 11 of them, pigs and ducks. Then she counts the legs. She sees 28 legs. How many ducks are there?

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A magician took a suit of thirteen cards and held them in his hand face down. Every card he revealed had the same value as the one he had just finished spelling. How did this work?

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All types of algebra (pdf viewer required)

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All types of algebra (pdf viewer required)

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Free Pre-Algebra Worksheets

Stop searching. Create the worksheets you need with Infinite Pre-Algebra.

Never runs out of questions

Multiple-choice & free-response

Automatic spacing

Multiple-version printing

Fast and easy to use

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Free Pre-Algebra Worksheets Stop searching. Create the worksheets you need with Infinite Pre-Algebra. Never runs out of questions Multiple-choice & free-response Automatic spacing Multiple-version printing Fast and easy to use

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Session 1

In this first session, the students investigate number sequences (patterns) using Matilda's number strips and her special rule.

Tell the class that Matilda has made a line of 5 boxes and placed numbers in the first 2 squares. She then filled her number strip using a rule that she has made up.
Have a look at some of Matilda's number strips.
Can you find the rule she is using?
We'll call thisMatilda's Rule.

Here are some incomplete number strips that Matilda has partially filled using her rule.
Can you fill in the missing squares?

Session 2

Matilda had in her bag a sheet of paper that had some number strips she had already made using her Rule. Unfortunately, ink from her felt pens had spilt over some of the numbers in her strips.
Can you find the missing numbers?

What are the missing numbers for number strip (a)?

Matilda decided to use a bit of number sense to complete some of the other number strips. She reasoned that for number strips (b), (d) and (e), the 2nd number couldn't be too big, and so it would be worth guessing a 'smallish' number - some number that was fairly close to the number in the 1st square. However, for number strip (c) she reasoned that the number in the 2nd square would probably be much bigger than that in the 1st square. She thought that strip (f) might need some negative numbers somewhere.
Explain Matilda's reasoning. Make up some number strip examples of your own to illustrate her reasoning.

Using Matilda's ideas to help you, find the missing numbers for each of the number strips (b) to (e).

Matilda wondered if there is a method that she could use to find the missing numbers in any number strip that used her Rule, where only the 1st and the last squares had numbers in them.
Investigate the following number strips and see if you can find a method that will help Matilda.

Session 3

Matilda thinks that she can analyse her number strips best if she records them like this:

She tidies up her recording by now writing

Use Matilda's method to analyse 3 different number strips that you have looked at so far.

How can the first and last square be combined to make a relationship that is the same for all of the number strips you have analysed using Matilda's method?

Select any one of the number strips you have analysed. Look for any link between the relationship you have just found and any other square(s) in the strip.
Is this new relationship the same for the other number strips you have analysed?

Now, write a method that will allow you to solve the following

Here are some empty number strips. Put numbers in the 1st and last squares so that each number strip can be solved using Matilda's Rule. Notice that you can't just put any numbers in the first and last squares and hope that Matilda's Rule will work.

Session 4

Explore the following number strips taken from a hundred's board.

Write down a relationship between the 3 numbers in the various vertical strips. (Add on 10 each time.)
Does your relationship work for any other vertical strip of 3?
Check by selecting another vertical number strip of 3.

What if you chose a horizontal strip of 3? Are the same relationships evident?
What if you were to a diagonal strip of 3?
Check these by selecting appropriately number strips of 3 from the hundred's board.

How would you write your relationship as a rule about any strip of 3 numbers chosen from a hundred's board.

Shown below is a selection of 9 numbers that form a square shape called a 9-square. Using ideas developed in the previous task, write down some interesting relationships that link the various numbers together. (There are a lot of possibilities here. Get the class to discuss what they have found.)

Check that the relationships you have found work for:

Session 5

In the 9-square grid below there is a relationship between the numbers in the outer squares and the number in the central square. (The average of the 4 outer square equals the central square.) Using this relationship what are some possible 9-squares that can be made if the middle number is 36?

Look carefully at the outer numbers. There seems to be some symmetry between the difference of 2 neighbouring numbers and other pairs on the 'outside'.
Record and illustrate some of your findings.
Are the same patterns evident in other 9-squares?
Try for example a 9-square with 50 in the middle square.

Investigate other forms of number strips, for example, the 2 x 3 number strips below:

Can you find a quick way of finding the sum of all of the numbers that belong to each 2 x 3 number strip?
Explain/demonstrate/illustrate your rule for adding.

What similar patterns can you find in a 2 x 4 number strip?
Explain/demonstrate/illustrate your rule for adding.

At this stage either extend the number strips horizontally and/or vertically and look for patterns.

Discuss the results with the class.
Get them to each to write down one or two of the patterns that interested them most.

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Session 1 In this first session, the students investigate number sequences (patterns) using Matilda's number strips and her special rule. Tell the class that Matilda has made a line of 5 boxes and placed numbers in the first 2 squares. She then filled her number strip using a rule that she has made up.

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Free math lessons and math homework help from basic math to algebra, geometry and beyond. Students, teachers, parents, and everyone can find solutions to their math problems instantly.

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14 February

There are numerous stories about the origins and history of Valentine's Day. Most stories are about St Valentine who believed that those who were in love should be married. St Valentine was sentenced to death by a Roman Emperor Claudius II, who didn't want soldiers to marry. St Valentine wrote a letter to his love and signed it 'Love your Valentine.'

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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This is a 4 x 4 Magic Square made from the numbers 1 to 16.

In a Magic Square all the rows, columns and diagonals add to the same number. This number is called the 'Magic Constant'.

Here are some questions about this Magic Square.

1/What is the Magic Constant of this Magic Square?

This particular square is especially 'magic' as some 2 x 2 squares within it also add to that number.

2/How many of these squares can you find?

3/What happens to the Magic Constant if you add 2 to each number in the square?

4/What happens if you double each number?

5/Can you make a square in which the Magic Constant is 17?

How did you do it?

6/Can you make a square in which the Magic Constant is 38?

How did you do it?

7/What other numbers under 100 can you make into the Magic Constant by changing all the numbers in the square in the same way?

8/Can some be made in more than one way?

9/Are there some numbers you really cannot make?

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This is a 4 x 4 Magic Square made from the numbers 1 to 16. In a Magic Square all the rows, columns and diagonals add to the same number. This number is called the 'Magic Constant'. Here are some questions about this Magic Square. 1/What is the Magic Constant of this Magic Square?

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120 number chart interactive number chart

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Paint the Squares - Interactive Number Charts

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Paint the Squares Number Charts, is an interactive way to explore number patterns such as odd and even numbers and counting in multiples from times tables. Tablet friendly.

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This is a game for two players and a simple calculator.

Annie and Ben are playing. Annie puts her secret number into the calculator without showing Ben.

Annie then asks Ben, "What do you want to add?"

Ben tells Annie the number he wants to add. "I want to add four."

Annie presses the 'add' button and then the four button. The calculator now shows '$4$'. Annie gives the calculator to Ben.

Ben presses the 'equals' button and the calculator gives the answer '$10$'.

What was Annie's secret number?
How do you know?
You could play this with a friend. If you work out your friend's secret number correctly, it is your turn to put in a secret number of your own. You could score a point for every one you get right.

A multiplication version of the game might go like this:

Charlie puts in a secret number and asks Dana, "What do you want to multiply it by?"

Dana replies, "Multiply it by $5$."

Charlie puts in 'times' and '$5$' and hands the calculator to Dana.

When Dana presses the 'equals' button the calculator shows '$35$'.

Dana now has to work out Charlie's secret number. What was it?
How do you know?

Try playing this version with your friend too!

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This is a game for two players and a simple calculator. Annie and Ben are playing. Annie puts her secret number into the calculator without showing Ben. Annie then asks Ben, "What do you want to add?" Ben tells Annie the number he wants to add. "I want to add four."

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You have a stick of $7$ interlocking cubes. You cannot change the order of the cubes.

You break off a bit of it leaving it in two pieces.

Here are $3$ of the ways in which you can do it:

In how many different ways can it be done?

Now try with a stick of $8$ cubes and a stick of $6$ cubes:

Make a table of your results like this:

Now predict how many ways there will be with $5$ cubes.

Were you right?

How many ways with $20$ cubes? $50$ cubes? $100$ cubes?

ANY number of cubes?

* * * * * * * * * * * * * * * * * * * *

If all the cubes are the same colour, a split of $4$ and $2$ will look the same as a split of $2$ and $4$.

How many ways are there of splitting $6$ cubes now?

Can you predict how may ways there will be with any number of cubes?

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You have a stick of $7$ interlocking cubes. You cannot change the order of the cubes. You break off a bit of it leaving it in two pieces. Here are $3$ of the ways in which you can do it: In how many different ways can it be done?

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Number Sense and Place Value : nrich.maths.org

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This feature aims to support you in developing children's early number sense and understanding of place value.

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Give me half

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MathsThroughStories.org is a non-profit and research-based initiative, based at the University of Reading's Institute of Education (UK). It sets out to help mathematics learners around the world...

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Maths language in picture books

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Why use picture books in a maths class? Using picture books with mathematical content can be an effective way to engage students and explore problems within entertaining contexts. (read more)

Select a cell from the table below to see a list of books with mathematical content suitable for a particular level AND strand. Selecting a row or column heading will provide a list of books with mathematical content at that level OR strand. Some books appear at more than one level or strand.

If you have suggestions of other books that you think should be added to this collection please click to email them to us, including as much information about the book as possible.

Click to download a spreadsheet of all picture books listed in this section (.xlsx, 18KB)

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Why use picture books in a maths class? Using picture books with mathematical content can be an effective way to engage students and explore problems within entertaining contexts. (read more) Select a cell from the table below to see a list of books with mathematical content suitable for a particular level AND strand.

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1

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Paint the Squares Number Charts is an interactive way to explore number patterns such as odd and even numbers, counting in multiples from times tables and ten more and ten less. We have added more paint options such as splats and also extra grids which include negative numbers and decimals. The resource is designed primarily for use on interactive whiteboards.

There are various sized grids, all of which are configurable. The largest goes up to 120. Squares can be painted by clicking on the squares and numbers can be hidden either individually or completely. The start number can be varied and the whole grid flipped to present the numbers differently if required. There are puzzles on all the grids and these offer varying degrees of challenge. Their purpose is to promote understanding of number series.

AGE

4-11 Years

SUBJECTS

Maths Ordering

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120 number chart interactive number chart

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Paint the Squares - Interactive Number Charts

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Paint the Squares Number Charts, is an interactive way to explore number patterns such as odd and even numbers and counting in multiples from times tables. Tablet-friendly.

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Capacity Countdown is a tablet-friendly volume scale reading game.

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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?

Having done that you might like to more on to Bottles 2

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

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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?