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A New Job for the Kitchen Cubes worksheet preview

Worksheet

A New Job for the Kitchen Cubes

Use school kitchen model records to explain how small cubes can be taken apart and rebuilt into a different object.

Grade 2ScienceInteractive · Printable

Aligned to2-PS1-3

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 NGSS standard
  • Printable answer key
  • 13 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 2
Subject
Science
Question types
Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students explain how small pieces can be taken apart and rebuilt into a new object.
  • Students use counts and build records as evidence that pieces were reused.

How to use

Read the kitchen model records together. Ask students to point to counts and observations before they answer the design questions.

Curriculum

NGSS standard covered

2-PS1-3

Explain how an object made of small pieces can be taken apart and built into a new object.

Preview

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Name Date

A New Job for the Kitchen Cubes

Use build records to explain how the same small pieces can make a new object.

Read the kitchen model records

Read the records from the school kitchen design team. Use the records to answer the questions.

The Cube Kitchen Test

1The school kitchen needed a holder for a recipe card. Priya and Mateo built a model stand from eight identical snap cubes. They joined four cubes in a row and joined four more cubes above that row. They counted the cubes and took a picture before taking the stand apart.

2Next, the team gently pulled the cubes apart and put them in a tray. They did not cut, bend, paint, or replace any cube. Then they built a napkin caddy. The caddy had four short posts. Each post was made from two joined cubes. The middle of the caddy was open.

3The team made a new record. The recipe-card stand had eight cubes in a wide, flat shape. The napkin caddy had eight cubes in four posts and an open middle. Both models stood on the counter. The team wrote that the cubes were the same size and color in both models.

1.

How many cubes were in the recipe-card stand?   cubes

2.
What is one way the napkin caddy differed from the recipe-card stand?
  • A. It had fewer cubes in it.
  • B. It used cubes of a new color.
  • C. It had four posts and an open middle.
  • D. It was made from cubes that could not join.
3.
Select the TWO observations that support the idea that the team reused the original cubes.

Both records show eight cubes.The caddy had an open middle.The cubes were the same size and color.The caddy stood on the counter.

4.
Match each record detail to what it helps show.
  1. Eight cubes are counted in each model.
  2. The cubes were not cut, bent, painted, or replaced.
  3. The stand is flat, but the caddy has posts and an open middle.
  1. A. The pieces were kept unchanged.
  2. B. The new object has a different arrangement.
  3. C. The number of pieces stayed the same.

Judge the new builds

Use the records to judge each plan. Remember that a complete reuse uses all eight original cubes and no added cubes.

5.
Sort each plan.
Eight original cubes make one long row.Six original cubes are joined, and two original cubes are in the tray.Eight cubes are joined, but one came from another box.Seven original cubes are joined, and one original cube is in the tray.
Uses all 8 original cubes and no added cubesDoes not meet that plan
6.

The napkin caddy has four posts with two cubes in each post. How many cubes are in the caddy?   cubes

7.
A student says, “The caddy has taller parts, so it must have more cubes.” Which answer uses the records?
  • A. The caddy has more cubes because it is taller.
  • B. Both models have eight cubes, even though their shapes differ.
  • C. The stand has more cubes because it is wider.
  • D. The records do not give a cube count.
8.
Which check would give the strongest evidence that the caddy uses the stand's pieces?
  • A. Ask whether the caddy looks useful for napkins.
  • B. Measure which model is taller.
  • C. Look at which model has the open middle.
  • D. Count the cubes in both models and compare the records.
9.
Sort each detail about changing the stand into the best group.
The number of cubesThe way the cubes were arrangedThe size and color of the cubesThe shape of the whole object
Stayed the sameChanged
10.
The team wants the recipe-card stand and the napkin caddy on the counter at the same time. What do they need?
  • A. Eight more cubes, so each model has its own eight cubes.
  • B. No more cubes, because the same eight cubes can be in both models at once.
  • C. Four more cubes, because the caddy has four posts.
  • D. Two more cubes, because each post has two cubes.
11.
Why does the picture of the finished caddy by itself give limited evidence about the cubes?
  • A. A picture makes the caddy look taller than it is.
  • B. The picture was taken before the caddy was built.
  • C. The picture shows the finished object but not where its cubes came from.
  • D. A picture shows that extra cubes were used.
12.
Make a claim: Could the same eight cubes make both the recipe-card stand and the napkin caddy? Use TWO details from the records as evidence.
13.
The team wants to turn the napkin caddy into one long row of eight cubes. Explain the steps they should take. Tell what would change and what would stay the same.

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