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Counting-Token Change Tests

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Counting-Token Change Tests

Use class observations to decide which changes can be undone.

Test the Wax Tokens

The class is testing materials for counting tokens. Read the steps and results. Use the evidence to answer.

Notes from the Classroom Counting Station

Imani's class tested small wax disks at its counting station. The teacher handled the hot water and warmed materials. Children watched without touching them.

First, the teacher put equal wax disks into two matching, dry, heat-safe dishes. Both disks were hard and round. Next, the teacher set one dish in hot water and the other in room-temperature water for the same time. Water stayed outside the dishes.

The teacher gently tilted each dish. The warmed wax flowed and spread across its dish. The other disk stayed hard.

Then the teacher took the warm dish out of the water and let the wax cool to room temperature. The wax became hard again but was now a flat sheet. No wax was added or taken away. The class recorded whether the wax was hard or flowed.

1.
One wax disk flowed while the other stayed hard. What best explains the difference?
Question 1 options
2.
Circle the TWO observations that together show the wax returned to being hard.

3.
Eli says, “The wax is flat now, so cooling did not undo its change from hard wax to liquid wax.” What should the class explain?
Question 3 options
4.
Another class repeats the wax test. Which plan best checks whether water temperature makes a difference?
Question 4 options
5.
The class wants the cooled, hard wax to flow again. Predict which action would work. Use the word bank.

The wax would likely flow again after .

Test the Salt-Dough Tokens

Read the second test. Think about whether cooling returned the dough to how it was before baking.

Salt-Dough Test Notes

The class also tested salt dough made from flour, salt, and water. These craft tokens were not for eating. An adult used the oven and handled the hot tray and tokens.

First, the teacher made two dough disks with the same size and thickness. Both were at room temperature. A gentle press with the back of a spoon left a dent in each soft disk.

Next, the adult baked one disk until it was firm. The other disk stayed unbaked in a covered dish. The adult let the baked disk cool to room temperature.

Finally, the teacher gently pressed both disks with the same spoon. The unbaked disk was still soft and dented. The baked, cooled disk was hard and did not dent. The class recorded the results.

6.
Both dough disks ended at room temperature, but their firmness was different. What does this show?
Question 6 options
7.
Imagine that cooling had undone the baking change. How would the cooled disk have felt? Use the word bank.

If cooling had undone the change, the disk would have felt like it did before baking.

8.
Circle the TWO claims supported by the salt-dough test.

9.
Did cooling undo the baking change in the salt dough? Make a claim. Use the spoon-test results from before baking and after cooling.

Put the Tests Together

Use evidence from both tests. Decide what the results show and what the class could test next.

10.
Sort the changes. Can heating or cooling bring the material back to its earlier form?
11.
A student says, “When a material becomes hard, heating or cooling cannot undo that change.” Which example shows the mistake?
Question 11 options
12.
An adult heats a different token material. It changes from firm to soft. What should the class do next to test whether this change can be undone?
Question 12 options
13.
Can heating and cooling undo some changes but not others? Explain your answer using one result from the wax test and one from the salt-dough test.