diff --git "a/teacherstudentconvo.csv" "b/teacherstudentconvo.csv" new file mode 100644--- /dev/null +++ "b/teacherstudentconvo.csv" @@ -0,0 +1,1001 @@ +,idx,text +0,0,"[INST] Teacher** Okay. Math should be out. Everything else, please put away. I need Student E, Student H over here. Student B, on the floor. You can have your math packets. And I need Student J over here and Student O over here. All right. no glasses. Student D, I need you to completely turn around a little since you're not used to sitting there like that, in that seat. Okay. Let's turn to page 53. Today we're going to work on seeing what happens, determine the effect. See what happens to the product when a factor is doubled or it's halved. We're going to talk some more about that like we did last week. And we're going to develop more strategies for multiplying that involves breaking numbers When we do that, of course we're always going to be looking at demonstrating, explaining your strategies for when you're multiplying or dividing. Okay. So math, page 53. We have this problem on that page. 16 times 3 and 16 times 6. Let's take a look at that one again. That was which one on page 53 is that? [/INST] [ANS] Student** C.[/ANS] " +1,1,"[INST] Teacher** C? Okay. How are they related to each other? How are the problems related and how are the two answers related? Student M? [/INST] [ANS] Student** Because 16 times 3 and 16 times 6, they both involve 16.[/ANS] " +2,2,"[INST] Teacher** They both have one factor of 16. Okay. What else? How else are they related, Student C? [/INST] [ANS] Student** Because 16 stays the same but your actually getting the answer to if you look at the second one and if you know it, you can just like cut it in half and then you have the answer for the first one.[/ANS] " +3,3,"[INST] Teacher** Okay. So looking at the second problem, the equation, if you know that, you cut it in half why can you do that? So you're looking at the answer here, is half of the answer to the second one? [/INST] [ANS] Student** Yes.[/ANS] " +4,4,"[INST] Teacher** How come? [/INST] [ANS] Student** Because 3 is half of 6, and then 16 is just like 16.[/ANS] " +5,5,"[INST] Teacher** Okay. So 16 stays the same, like Student M says. 3 is half of 6, so you're saying the answer to this one is half of the answer to the second one. [/INST] [ANS] Student** Yeah.[/ANS] " +6,6,"[INST] Teacher** Okay. Does anybody have any story context that we can use to explain that, why the answer to one is half of the answer to another one, or any other thing to say about that? Student M? [/INST] [ANS] Student** 16 rows of [/ANS] " +7,7,[INST] Teacher** 16 what? I didn't hear you. [/INST] [ANS] Student** 16 rolls.[/ANS] +8,8,[INST] Teacher** 16 rolls? Rolls? [/INST] [ANS] Student** Rows.[/ANS] +9,9,[INST] Teacher** Rows. 16 rows of something. What? Chocolates? Chocolate bars? Okay. 16 rows of chocolate bars and what? 3 chocolate bars in each row. Okay. Did anybody use any other story context when they solved this problem on page 53? So what is 16 times 3? What did you come up with for that? What? [/INST] [ANS] Student** 48[/ANS] +10,10,"[INST] Teacher** 48. So if we're talking about rows and chocolate bars, we're talking about 48 chocolate bars. Okay. How did you get that, 16 times 3? Anybody have a strategy for that? Student E? [/INST] [ANS] Student** 16 times 2.[/ANS] " +11,11,[INST] Teacher** 16 times 2 is ? [/INST] [ANS] Student** 32?[/ANS] +12,12,"[INST] Teacher** 32. So if you can double one, then what? [/INST] [ANS] Student** Then you just add 16.[/ANS] " +13,13,"[INST] Teacher** Add another 16, so 16 times 2 is 32, and then add another 16, to get to 48. Did anybody do it a different way? Student H? Student H, can you come over here? Student H? [/INST] [ANS] Student** 3 times 10?[/ANS] " +14,14,"[INST] Teacher** 3 times 10. the same direction, so we keep it straight. 10 times 3. Can I do that? Okay. Equals ? [/INST] [ANS] Student** Equals 30. And 6 times 3.[/ANS] " +15,15,[INST] Teacher** 6 times 3 equals ? [/INST] [ANS] Student** 18[/ANS] +16,16,"[INST] Teacher** 18. Then? [/INST] [ANS] Student** Add the 30 to 18, equals 48.[/ANS] " +17,17,"[INST] Teacher** 30 plus 18 is 48. In terms of rows and candy bars, what's the 10 represent, Student C? This was 16 rows and this was 3 candy bars in each row. [/INST] [ANS] Student** 10 rows.[/ANS] " +18,18,"[INST] Teacher** 10 rows of candy bars. 3 in each. And then what's this 6 represent? How much what? Student B? We have 16 rows of candy bars, 3 in each. We have 10 rows of candy bars, 3 in each. 6 more rows of candy bars with 3 in each. Okay. So if we drew a picture here's a row of candy bars. I'm not going to draw all 16, but I have 3 candy bars in each row. Okay. What would change if we had 16 times 6? How would the story context change? Student A? [/INST] [ANS] Student** You'd just have more candy bars in each row.[/ANS] " +19,19,[INST] Teacher** And how many would you have in each row? [/INST] [ANS] Student** 6[/ANS] +20,20,"[INST] Teacher** So now we have 6 in each row, twice as much as Student C said before. What changes? If the number of candy bars in each row changes, what else changes? [/INST] [ANS] Student** The total?[/ANS] " +21,21,"[INST] Teacher** The total number of what? Of candy bars, chocolate bars, right? And what is that going to be? [/INST] [ANS] Student** It's going to be 6.[/ANS] " +22,22,"[INST] Teacher** It's going to be 6, double 48. Okay, 96 candy bars. So now instead of 3 in each row, we have 6 in each row. You could also be talking like we did last week about Miss Santos' apples, right? We could have 16 apples in each box, and we have 3 boxes. Or we could have 3 apples in a box, 16 boxes, right? All right. Any other ways that you can show this 16 times 3, and then you double that, that factor, and you get twice as many candy bars or apples or whatever it is. Student C, can you sit up, please? Any other way to show that? Anybody represent it a different way? Student E? [/INST] [ANS] Student** Like And then I just added it. so I can do 2 times 8 is 16.[/ANS] " +23,23,"[INST] Teacher** Okay. You're giving me another strategy. What I'm asking for is another way to show, to represent 16 times 3 and 16 times 6, to show that it doubles, the answer doubles. Did anybody use an array? You didn't? [/INST] [ANS] Student** No. [We guessed.][/ANS] " +24,24,[INST] Teacher** For that one? [/INST] [ANS] Student** Yes.[/ANS] +25,25,"[INST] Teacher** That's a different one, right. Which one did you show for that one? Let's look at an array for 16 times 3 and 16 times 6. You can use centimeter paper to do that, and you have one of those. You did on here, or you'll just want to draw one. Just want to draw one without this, on the board? Okay. Now explain to us what you're doing as you draw. Can you reach? Make it big enough so that we can see. Thank you. Okay. Tell us what you have. [/INST] [ANS] Student** 16[/ANS] " +26,26,[INST] Teacher** I can't hear you. [/INST] [ANS] Student** 16 times 3 [/ANS] +27,27,[INST] Teacher** You do? I see a 6 by 13. [/INST] [ANS] Student** Oh.[/ANS] +28,28,"[INST] Teacher** I see a 6 by 3 array. Okay. So there's a 16 by 3 array. Then the 16 by 6? Okay. Thank you. Have a seat. Good job. I'm going to make this a little bigger on this side, so it matches up. Is that okay? Can somebody show us see what he's doing? He's taking 16 by 3, doubling that to make it 16 by 6. Can anybody show us where the 16 by 3 array is inside the 16 by 6 array? I have the same hands up. Student B? Everybody look at it. See if you can find the 16 by 3 array inside the 16 by 6, and how you could show it to us. Can you label it for us? Okay. So what did Student B do? Somebody explain that, to show us the 16 by 3 array. So just like the 48 is half of 96, 3 is half of 6. She showed the 16 by 3, and then she could label the other side too, right? 16 by 3 again, so that the total is 16 by 6. Is the number smaller ? [/INST] [ANS] Student** Yeah.[/ANS] " +29,29,"[INST] Teacher** Same idea, right? So we have one of these, and make two together can make one of the 16 by 6s, right? Or if you take this and divide it up into half, you have one of the 16 by 3s. Very good. What does this represent in terms of, let's say, apples and rows, or apples and crates, Miss Santos? Student M? [/INST] [ANS] Student** 16 rows, 3 apples in each.[/ANS] " +30,30,"[INST] Teacher** 16 rows, 3 apples in each row. What would this one be, then? Student O? [/INST] [ANS] Student** 16 rows, 6 apples each?[/ANS] " +31,31,"[INST] Teacher** 16 rows, 6 apples in each. Okay. Let's take a look at another one. Okay. We have 15 times 8, and which number is this? [/INST] [ANS] Student** [Half.][/ANS] " +32,32,[INST] Teacher** [F?] [/INST] [ANS] Student** Yeah.[/ANS] +33,33,"[INST] Teacher** Okay. 15 times 8 and 30 times 4. What about these two problems. How did you solve these? Same hands. Oh, there we go. A new one. Student C? [/INST] [ANS] Student** For 15 times 8 I did 10 times 8, which is 80, and then I did 5 times 8, which is 40, and then I did 80 plus 40, which is 120.[/ANS] " +34,34,"[INST] Teacher** Very good. Did everybody hear that? 10 times 8, 80; 5 times 8, 40; 80 plus 40 equals 120. What about the other one? What did you do for that one? Student H? [/INST] [ANS] Student** 30 times 4 is 120.[/ANS] " +35,35,"[INST] Teacher** How did you do that one? [/INST] [ANS] Student** Because 4 times 20 equals 80, and 80 plus 4 plus , and the 30 equals 40, and 80 plus 40 is 120.[/ANS] " +36,36,"[INST] Teacher** Okay. 4 times 20, 80; 4 times 10 is 40; 80 plus 40 is 120. Very good. Anybody do it a different way? Student S? 3 times 4 equals 12. 30 times 4 equals 120. Okay. Did anybody use one to get the other one? And what is the relationship between these two? How could you use one of these to get the other one? Go ahead. [/INST] [ANS] Student** 15 times 8 is like 15 plus 15 is 30. So then you just need to cut the 8 in half, and 30 times 8 is [/ANS] " +37,37,"[INST] Teacher** Okay. So say that again. You take the 15 ? [/INST] [ANS] Student** You just, if you have 15 plus 15, it's going to be 30. And then and then you just add 30 times 4, because 15 plus 15 is 30, and if you have 30 four times then it's going to equal 120.[/ANS] " +38,38,[INST] Teacher** So [this drew] 15 times 8 equals 30 times 4? [/INST] [ANS] Student** Yeah.[/ANS] +39,39,"[INST] Teacher** So I heard Student N say that 15 plus 15 is 30. So those tow factors are related. How could you describe how those two factors are related? Student A? [/INST] [ANS] Student** You can tell that they're related because 30, and then four times, get the same problem. Half of it is 4, and then [/ANS] " +40,40,"[INST] Teacher** So Student J said that 15 plus 15 is 30, so double 15 you get 30, and Student A is saying that if you take half of 8 you get 4, or you double 4 you get 8. So this goes this way. 15 times 2 is 30, or double 15 is 30. This goes the other way. 8 divided by 2, or half of 8 equals 4. Okay. How about with a story or with an array? Anybody show it that way? Want to show it with an array? Want to do it on the graph paper or just like that? Student J, Okay. Keep going. You want to show, with these arrays, that 15 times 8 is the same amount as 30 times 4. How does that show us the same amount? [/INST] [ANS] Student** It's just like [/ANS] " +41,41,"[INST] Teacher** Okay. Do that. Show us. If you split the 15 times 8, the 8 part in half, the 8 dimension of the array, what do you get? Okay. Label that. And label the other side. Okay. Step back so people can see that. Step to the side right there, is good. How does that show that 15 times 8 is the same as 30 times 4? Take a look at both those arrays. Student C? [/INST] [ANS] Student** Because [/ANS] " +42,42,[INST] Teacher** Do you want to go up and point? [/INST] [ANS] Student** Yes.[/ANS] +43,43,"[INST] Teacher** Okay. [/INST] [ANS] Student** 15 is half of 30, and then if you just take 30 and cut it in half [/ANS] " +44,44,"[INST] Teacher** Sure. [/INST] [ANS] Student** If you take 30 and cut it in half, you can just, like, pretend it's like a door and then you can flip it over and then you have 15 by 4 [/ANS] " +45,45,"[INST] Teacher** on the 30 by 4? Can you do that? [/INST] [ANS] Student** Then this would be 8, then you can just put it like that, and this would be 15.[/ANS] " +46,46,"[INST] Teacher** Oh. So you're saying you take this, like on a hinge. [/INST] [ANS] Student** Yeah.[/ANS] " +47,47,"[INST] Teacher** And turn it around this way so that it comes out like that? [/INST] [ANS] Student** Yes. And then you 15 by 4 array I mean, 15 by 8 array.[/ANS] " +48,48,[INST] Teacher** Very good. Can everybody see that? Nice explanation. Nice job. Take a bow. [/INST] [ANS] Student** No.[/ANS] +49,49,"[INST] Teacher** Okay. You have 15 by 8 over here and Student M divided it up in half. So what are the dimensions of this side of the array, Student W? Look up here. What are the dimensions of this half of this 15 by 8 array? 4 times 15 or 15 times 4. On this side, Student E? [/INST] [ANS] Student** 15 times 4.[/ANS] " +50,50,[INST] Teacher** 15 times 4 again. And can somebody explain with Student C did? [/INST] [ANS] Student** He the other side.[/ANS] +51,51,[INST] Teacher** So he took the 30 by 4 array and did what? [/INST] [ANS] Student** And then in half?[/ANS] +52,52,"[INST] Teacher** He like put it on a hinge and swung it around so that it can go down here. And then he made a new array here, which was what? What were the dimensions of this new array he made, Student C? [/INST] [ANS] Student** 15 times 4 no, 5.[/ANS] " +53,53,"[INST] Teacher** 15 times what? Remember, he had 4 on this side and then another 4 now. [/INST] [ANS] Student** Oh, 8.[/ANS] " +54,54,"[INST] Teacher** 15 times 8, right? He doubled the size of this and made this size half. It's a nice picture. Let me show it on here where it's a little easier to see, perhaps. So what Student A did was she took the excuse me, not Student A Student M did, was she took a 15 by 4 array like this. Let's see one, two, three 15 by 8 array. Excuse me. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12. Did I count right? 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15. By 8 array. Now, I don't know if I'll be able to fit 8. It doesn't look like I'll be able to fit a 30 by 4 array on here. All right. So I have 15 over here, 8 over here. And what Student M did is we took that and divided it right in half. How can we do the opposite thing, from out from Student M's to show what Student C how can we go backwards to show Student C's original 30 by 4 array? What would we have to do? Student C took that long 30 by 4 array and made it on a hinge, and put them side by side, right kind of in half, and then swung it around to make this. What would we have to do to Student M's to make Student C's original one? Student B? Take half of it, so we have 15 by 4 and 15 by 4. And take it around, swing it around, or cut it and move it to the top, right? So then you'd have a new array that would be pretty big, that would show what? What would be the dimensions of that new array? Student D? What. [/INST] [ANS] Student** 30 times 4.[/ANS] " +55,55,"[INST] Teacher** 30 times 4. I'd take this 4 by 15 and put it up here. It would still be 4, and then it would be 30 times 4. Two 15s, right? Excellent. In terms of, let's say, candy bars and rows, or apples and crates, or apples and rows, what would it be? What could you say? Student C? [/INST] [ANS] Student** In terms of apples and chocolate bars?[/ANS] " +56,56,"[INST] Teacher** Chocolate bars and rows, or apples and rows. Which one do you want to use? [/INST] [ANS] Student** Oh, apples.[/ANS] " +57,57,[INST] Teacher** Apples and rows. [/INST] [ANS] Student** You can take like 15 rows.[/ANS] +58,58,[INST] Teacher** 15 rows of ? [/INST] [ANS] Student** 8[/ANS] +59,59,"[INST] Teacher** 8 apples in each row, or ? [/INST] [ANS] Student** Or [/ANS] " +60,60,[INST] Teacher** Student C? Student J? Student A? [/INST] [ANS] Student** 30 rows of apples and 4 each.[/ANS] +61,61,"[INST] Teacher** Okay. So here I have 15 rows of apples with 8 in each, or 30 rows of apples with 4 in each, and it would be the same amount of apples. So what you want to think about is when you're working on a problem like this, this one is pretty easy to solve, isn't it? 30 times 4? 3 times 4 is 12, 30 times 4 is 120. You can use what you know about this to help you solve one like that. Where one factor is half and the other factor is doubled, it's going to be the same amount. If one factor is half, the other one is the same, what's going to happen with the answer? If one factor is half and the other is doubled, the answers are the same. But if one factor is half, like in the first example 16 by 3 and 16 by 6 what happens? It will either double or half, depending on which one you do first. All right. So when you're solving hard numbers, and you have this one 30 times 4 is 120 you know 15 times 8 is also 120. If you know 24 times 6 let's look at that one. That's a harder problem. Can we use what we know about doubling or halving to help us? 24 times 6. A little hard to do in your head. Think about half or doubling any of these. [/INST] [ANS] Student** 24 times 3?[/ANS] " +62,62,"[INST] Teacher** You could do 24 times 3 if that one's an easier one for you. That one still seems a bit hard to me, 24 times 3. [/INST] [ANS] Student** The answer is [/ANS] " +63,63,[INST] Teacher** I don't want to know the answer. I want to know what other problem you could do. [/INST] [ANS] Student** 12 times 6.[/ANS] +64,64,[INST] Teacher** You can do 12 times 6. And then what would you have to do? And double it. Right. 12 times 6 to 12 times 6. Can you change both? [/INST] [ANS] Student** Yes.[/ANS] +65,65,[INST] Teacher** What if you change both? What would you get? [/INST] [ANS] Student** 12 times 6.[/ANS] +66,66,"[INST] Teacher** 12 times 3, you're taking half of one and half of the other. Remember, we said you take half of one like 24 times 3 or you take half of one and double the other. What if we took half of 24? What do you get? Student S? [/INST] [ANS] Student** 12[/ANS] " +67,67,[INST] Teacher** 12. That means you'd have to double 6. What would you get? [/INST] [ANS] Student** 12[/ANS] +68,68,"[INST] Teacher** What's 12 times 12? A lot of people know that one, have that one memorized. 144. So if we take half of 24 and get 12, double 6 to get 12, it has to be the same amount. Right? Let's see. What about 35 times 8? 35 times 8. What could you do to that one? [/INST] [ANS] Student** You could do 35 times 10.[/ANS] " +69,69,[INST] Teacher** You could do 35 times 10. [/INST] [ANS] Student** And then you can [/ANS] +70,70,"[INST] Teacher** There's an easier strategy. Think about doubling and halving, like we've been practicing. How could you use doubling and halving for this one? Student C? [/INST] [ANS] Student** 35 times 4?[/ANS] " +71,71,"[INST] Teacher** 35 times 4. Can anybody do that in their head? It's still a little hard. What if you just took half of 4? What if you double 35? You should get the same answer, right? You double 35 to get 70. You take half of 8 to get 4. What's your answer there? 70 times 4? 7 times 4 is 28. 70 times 4 is 280. 35 times 8 has to be 280, right? Okay. So as you work on these pages, 53 and 54, I want you to think about doubling and halving, and how those are related. As you do some, you might double one factor. Some you might double one and then halve the other. Also, I want you to work on some more multiplication problems. So we have the cluster problems here. We have the doubling and halving. We have the cluster problems on pages 57 and 58, like we talked about on Friday. Think about any ways you can double and halve to get that. And then we have more multiplication problems on pages 61 and 62. And, as you get done with those, you can play some of those array games. The small array, big array, and missing factor. When you're using the array games, think about how you can double or halve. Small array, big array, and missing factor. Let's start with this one. If you haven't finished pages 53 and 54, finish those, and then go to 57 and 58. Finish those cluster problems if you haven't yet, and as you do it, think about doubling and halving to help you solve part of the problem. Here. 63 times 10 is 630. How did you do that? [/INST] [ANS] Student** Well, first I 60 times 10 is 600, and 3 times 10 is 30, and that adds to 630.[/ANS] " +72,72,"[INST] Teacher** Okay. And you did 60 times 11? [/INST] [ANS] Student** Uh-huh. 60 times 10 one more 60 plus one more 60, and then got And this one is 3 times 10 and then add 3, this 3 once. [0:39:00][/ANS] " +73,73,"[INST] Teacher** So which ones are you going to use to help you solve that one? [/INST] [ANS] Student** 6 times 10. Like, you just need to add ones, like one 60 that's it.[/ANS] " +74,74,[INST] Teacher** Very good. [/INST] [ANS] Student** Mr. do anything on this?[/ANS] +75,75,"[INST] Teacher** You can use these graph papers to do any problems you want. But using that graph paper, if you're going to just do that, you can use scrap paper for that. [/INST] [ANS] Student** I need to go to the bathroom.[/ANS] " +76,76,"[INST] Teacher** And label that, please, so I can see what you're doing. What is the 8 by 4 in this one? Right. But where is it here? Because you're showing that 4 by 8 when you do these two differently. [/INST] [ANS] Student** Like other one?[/ANS] " +77,77,"[INST] Teacher** Okay. So half of it, right? So this would be 8 and this would be 4. One suggestion: when you're making two different arrays like that and you want to show how they relate to each other, use the dimension, just like we do 4 times 8 and then 4 times 16, the same direction, or 8 times 4 and 16 times 4. Use the array in the same direction, too, because otherwise it gets confusing, all right? So here you have 4 by 8 and then you have 4 by 16. See what I'm doing? I'm keeping the dimensions the same way, right? So you have 4 by 8 and 4 by 8 together, so this one next to each other. Here you just made it so that they're half and half. I bet you switched these. Actually, you didn't just make them sort of half and half. You made them so that you changed the side, the dimension, perhaps, so it's hard to see the connection. Here, it's much easier to see the connection between them. Just like we talked about, lots of times when you're making two different equations that are related, keep them in the same order. So if you have 4 by 8 and then 4 by 16, keep the same factor of 4 at the beginning, right? Do the same thing when you're making arrays, otherwise it gets confusing and hard to see the relationship between the two. Can you do me a favor, and just write down the two equations that you're working with over here, so you can see it on the same page? So how does that represent your problem? How does this represent your problem? [/INST] [ANS] Student** Because this equals 48. And then this, I'm just putting half of 6, and then I'm taking the 8 and adding another 8, and then I get like the same answer.[/ANS] " +78,78,[INST] Teacher** Okay. So what is this showing us? [/INST] [ANS] Student** This is showing us 16 by 3 right here.[/ANS] +79,79,"[INST] Teacher** Oh, so you're just showing it with one part of the dimensions, right? [/INST] [ANS] Student** Yeah.[/ANS] " +80,80,[INST] Teacher** So you don't have to make the whole thing. [/INST] [ANS] Student** Yeah.[/ANS] +81,81,"[INST] Teacher** Wow, that's pretty good. You can visualize the other part in your head? Can you explain what you're doing with these? What are the two? Are you doing [1D]? So why don't you write down the two equations, 1D, 9 times 8 and 18 times 4? So what is this showing here? [/INST] [ANS] Student** and 4 is half of 8.[/ANS] " +82,82,"[INST] Teacher** So you said that 9 is half of 18 and 4 is half of 8. Okay. What's different about each problem? You just tell us what's different, like 9 is half of 18 and 4 is half of 8. What's the same? And the other [fact of that] is how does the first problem help you solve this one? Think about how tell us how they're connected, right? You're telling us that this is double that and this is double that, right? And if other page is the same. Think about how one helps you with the other and write that down there. Write down what you just said, the difference, the same, and then answer that third problem. I see the 8 times 4 here. I don't see the 16 times 4. At least, I don't see it labeled. Could you show me that? Show me the 16 times 4 on this? May I finish that, please? Before you go on to the other ones, you have to do that. [/INST] [ANS] Student** I need to use the bathroom.[/ANS] " +83,83,"[INST] Teacher** Show me that first. What's that? Oh, I can't tell what that is. I can't tell that number. Make it so that we can read it, so that you can read it. Okay, now remember, we're looking for other strategies. Now, what's the problem you're trying to reach? This one, right? [/INST] [ANS] Student** Yeah.[/ANS] " +84,84,"[INST] Teacher** Okay. So this is what we want to solve, and you want to find some strategies to help you solve them, like cluster problems we used, but every single one. You don't need to do that, all right? I want you to find more efficient strategies, okay? So I want you to find a way to do that without going through all of this. You can keep that first one. Maybe that'll help you get this other one. I want nice, efficient strategies. Do you see the pictures? [/INST] [ANS] Student** No.[/ANS] " +85,85,[INST] Teacher** Do you see the pictures? [/INST] [ANS] Student** No.[/ANS] +86,86,"[INST] Teacher** I haven't seen them yet. It's a great one of him. Student C, are you ? [/INST] [ANS] Student** What does that mean ?[/ANS] " +87,87,"[INST] Teacher** What did we talk about last week? Cluster problems? Remember? You have the final problem this is a cluster, a group. Cluster is a group. You have a group of problems that are helping you to solve that one. Remember we did that? Oh, you weren't here on Friday, right? A cluster is a group, so this group of problems, you have to solve these first, and then see which of those can help you solve this final problem. Okay, yeah. So 36 So 36 times 2, 72. We're trying to reach 36 times 8. What about doubling or halving? Can you use a doubling one? [/INST] [ANS] Student** Uh-huh.[/ANS] " +88,88,[INST] Teacher** What? [/INST] [ANS] Student** 36 times 4.[/ANS] +89,89,"[INST] Teacher** So you don't have to do 36 times 3, do you? Use your fourth grade strategy. Because the more of those problems you do, and if you mess up on one of them, then you mess up on all the rest, right? [/INST] [ANS] Student** Yes.[/ANS] " +90,90,"[INST] Teacher** You are sparklies. Okay? So try 36 times 4. Use your strategies doubling, halving, breaking numbers apart. All right. I want to see just skip counting to 47 times, or anything like that, right? [/INST] [ANS] Student** Uh huh. [/ANS] " +91,91,[INST] Teacher** Oh. [/INST] [ANS] Student** Can I go to the bathroom?[/ANS] +92,92,"[INST] Teacher** What? So what should you do? Get to work. Get to work, please. What are the two problems you're trying to solve here? Could you write those down? On the cluster problems, show how you're solving the final problem. Question? I don't see your [work]. Nope. Nope. You're just wasting time there. You know that? [/INST] [ANS] Student** Yes. I know that.[/ANS] " +93,93,[INST] Teacher** Get to work. [/INST] [ANS] Student** All right.[/ANS] +94,94,"[INST] Teacher** Still doing that one? Okay. Which one of these do you have to solve? That one? How come? Why is that easier? So solve the one that easy for you first, and show me your strategy. Do it then. Right down here, or over here. What's that? I can't see. That's why I want more room over here, so do it here. Excuse me. Back here. Right now. Best work. Not even close. Do your best work. Put your math away. Get ready for art, please. Red. It's red, okay. Okay. Boys and girls, you can put this All right, now all I need is for you to take out your math journals your math journals and we'll get started. What are you doing? Okay, come over go over there. Okay. Math journals on your desk, please. Everything else can be put away. We will be using the big books but not yet. So you can put everything else away so that you just have your math journal out and you're all set to go. Okay, let me see who's ready. Student, you have something under your desk, honey, like a stickum or something. Student Y, you ready? [/INST] [ANS] Student** Yeah.[/ANS] " +95,95,"[INST] Teacher** Okay. I know it's Monday but wake up. It's math time, your favorite time, right? All right, so for the next few days we're going to be working on multiplication problems, okay? Don't worry about the camera. There's nobody operating it; it's just going to be there. You'll forget about it in a few minutes so don't worry about it, just do what you always do, what you normally do. You're going to be solving multiplications problems and we're going to be talking about strategies that we use to break the problems down. Yes, we've done a little bit of this so this should be very familiar to you. The only difference is that today we're going to be giving you a set of problems and we're going to be asking you how they're related and we're going to ask you to choose some of the problems to make your strategies from that set of problems. And what that is is that's called multiplication clusters. So up until now we've been sharing some strategies of how to break down bigger multiplication problems, how to solve the bigger problems using the break down method, right? [/INST] [ANS] Student** Uh-huh.[/ANS] " +96,96,[INST] Teacher** And you're getting pretty good at that. And this is the same idea except that we give you a set of numbers and you choose the numbers that are related to each other. You choose the two numbers that are going to help you to solve the bigger number. Did you do this a little bit in third grade? [/INST] [ANS] Student** No.[/ANS] +97,97,"[INST] Teacher** No? You don't remember? All right, so let me give you your first example, and I want you to copy this down in your journal, okay? [Long pause] Okay, I'll give you second to copy this down. [Long pause] Okay. So what I want you to do first is I want you to do first is I want you to solve these first four problems, okay? So I'm going to give you a couple minutes to solve these first four problems. And then what you're going to do is choose one or two of these problems that help you to solve to get you to the final problem, thirteen times eight. So it's just like what you've been doing, like you've been breaking it down with your own strategies, but now I want you to look at these four, solve them, and choose one or two that you would use to help you solve this final one. Okay, Student J, you got it? So solve these four first. [Long pause] Put your equal sign. Student C, you're solving these four problems first. [Long pause] Yeah, so put your total. What's that on that? [/INST] [ANS] Student** Twenty-two.[/ANS] " +98,98,"[INST] Teacher** Yeah, put it there. [Long pause] Now I'm noticing that some of you have already solved your four problems. Once you finish solving these four I want you to choose one or two of these, probably two, right, that will help you to solve this final problem, thirteen times eight. [Long pause] Give you about one more minute to solve. Some of you are still solving the four problems. Now, Student B, choose a couple of these that you're going to use. Which ones did you choose to help you solve that? You didn't show that. I want you to show me. [/INST] [ANS] Student** Oh, okay.[/ANS] " +99,99,"[INST] Teacher** Yeah, make sure you show me which ones you chose to help you. [Short pause] Would you help Student C a little bit, need some extra help. Student J A. Okay. So, should we go through the problems first? [/INST] [ANS] Student** Yeah.[/ANS] " +100,100,"[INST] Teacher** Okay, so what's thirteen times two, Student K? [/INST] [ANS] Student** Twenty-six.[/ANS] " +101,101,[INST] Teacher** Okay. And thirteen times four? Student J? [/INST] [ANS] Student** Fifty-two.[/ANS] +102,102,"[INST] Teacher** Student J, how did you know thirteen times four was fifty-two? [/INST] [ANS] Student** ten times four.[/ANS] " +103,103,"[INST] Teacher** Oh, you did ten times four and [/INST] [ANS] Student** ten times four.[/ANS] " +104,104,"[INST] Teacher** And three times four. Okay, good. Did anybody notice something else about thirteen times two and then thirteen times four. That was good, Student J. Student J broke it down with ten times four and three times four. Student D? [/INST] [ANS] Student** thirteen times thirteen times four. We just doubled the twenty [cents].[/ANS] " +105,105,[INST] Teacher** Uh-huh. Absolutely. [/INST] [ANS] Student** So it's twenty-six plus twenty-six.[/ANS] +106,106,[INST] Teacher** Is? [/INST] [ANS] Student** Fifty-two.[/ANS] +107,107,"[INST] Teacher** You got it. So you're doubling the twenty-six. Student D noticed remember we talked about this a little bit before last week how having and doubling. And he noticed right away four was a double of two so he got fifty-two, twenty- six doubled. All right, what about three times eight? That's an easy one, right? Student L? [/INST] [ANS] Student** Twenty-four.[/ANS] " +108,108,[INST] Teacher** Okay. And now twelve times eight? [/INST] [ANS] Student** Ninety [/ANS] +109,109,"[INST] Teacher** Student M? A little louder. Again, you could have Student M, did you know that right away or did you have to break that one down? [/INST] [ANS] Student** Break it down.[/ANS] " +110,110,[INST] Teacher** How did you break it down? [/INST] [ANS] Student** Ten times eight.[/ANS] +111,111,"[INST] Teacher** And? Okay, so Student M did ten times eight, eighty, two times eight, eighteen added together. That's fine. And some of you may already remember that. You might know what twelve times eight by now, right? We've been studying our multiplications facts for a while now. All right. So here is our final problem. Thirteen times eight. Sow which of these cluster problems these are all parts of the cluster, right? Which of them would you have used to help you solve the final one? Student K? [/INST] [ANS] Student** Thirteen time four.[/ANS] " +112,112,"[INST] Teacher** And oh, by the way, and there are lots of right answers. You know that. There's many different strategies to solve it. I want to I'm interested in sharing different ones. Go ahead, Student K. [/INST] [ANS] Student** Thirteen times four.[/ANS] " +113,113,[INST] Teacher** Thirteen times four and? [/INST] [ANS] Student** And thirteen times four [/ANS] +114,114,"[INST] Teacher** Okay, what's thirteen times four? [/INST] [ANS] Student** Fifty-two.[/ANS] " +115,115,[INST] Teacher** Uh-huh. And what's thirteen times four again? [/INST] [ANS] Student** Fifty-two.[/ANS] +116,116,[INST] Teacher** Okay. And what did you get? [/INST] [ANS] Student** A hundred and four.[/ANS] +117,117,"[INST] Teacher** Did anybody else get a hundred and four? All right, that's good. It looks like you're on the right track then. Good, Student A, I want to hear that. Hold on one sec. Student C, you did thirteen times four. So Student C just used one of these, right? He didn't use two different ones together. He used one. Remember I said pick one or two. So he used one of them and then what did you explain to me why did you do thirteen times four again? [/INST] [ANS] Student** Because four four is a half of eight.[/ANS] " +118,118,"[INST] Teacher** You got it. So you did four. You doubled it to make it thirteen times eight. Awesome strategy. Okay. So if this was what Student C used to help him, he could circle this and say okay, that's what he used. That was his strategy. Now, Student E used a different strategy. I'm just going to un-circle this, Student E, because you used a different one. You might need this one. I'm not sure what you did yet. All right, go ahead, Student E. [/INST] [ANS] Student** First, I did eighteen times two.[/ANS] " +119,119,[INST] Teacher** Okay. [/INST] [ANS] Student** And fifteen times four.[/ANS] +120,120,[INST] Teacher** Okay. [/INST] [ANS] Student** And then when I was doing the problems [/ANS] +121,121,[INST] Teacher** Yeah. [/INST] [ANS] Student** -- I looked at it and I said it was thirteen times eight so I did a hundred 'cause I doubled it and then it was so I just got I just got it.[/ANS] +122,122,[INST] Teacher** What do you mean you did a hundred? Explain that again. [/INST] [ANS] Student** Just 'cause the three by an accident and the three times eight. And then I got a hundred four so I did thirteen times eight was a hundred and four.[/ANS] +123,123,"[INST] Teacher** Wait. Okay, explain it to me one more time. Explain it to us one more time. Go ahead. [/INST] [ANS] Student** I did thirteen times two and thirteen times four equals fifty- two and twenty-six.[/ANS] " +124,124,"[INST] Teacher** Uh-huh. [/INST] [ANS] Student** And then I did then I did three times eight, but I did it by matching it by from thirteen times eight, so I did a hundred and four.[/ANS] " +125,125,"[INST] Teacher** Here you did three times eight? [/INST] [ANS] Student** Yeah. No, thirteen times eight from right there.[/ANS] " +126,126,[INST] Teacher** Yeah. [/INST] [ANS] Student** And then I took out the one and I figure out it was twenty- four. And then I put then I started the final problem and I put it together.[/ANS] +127,127,"[INST] Teacher** So what were you putting together, three times eight? [/INST] [ANS] Student** No, thirteen times two and thirteen times four.[/ANS] " +128,128,"[INST] Teacher** Okay, I get the thirteen times two and thirteen times four but then you're losing me. Thirteen times two is twenty-six. Thirteen times four is fifty-two. What did you do next? [/INST] [ANS] Student** Thirteen times two.[/ANS] " +129,129,"[INST] Teacher** Thirteen. That's what you keep not saying. [Laughter] Thirteen times two. Okay. I knew I'd get it eventually. So when you have thirteen times two, thirteen times four, thirteen times two, why did you do thirteen times two again? [/INST] [ANS] Student** Because two is a double of four. I mean is half of four.[/ANS] " +130,130,"[INST] Teacher** So you saw that you got two and four is six and you needed two more to get eight; is that what you're saying? Yeah. Okay, so what is thirteen times two? [/INST] [ANS] Student** Twenty-six.[/ANS] " +131,131,"[INST] Teacher** All right. So Student E saw he needed like another set of four, right? Four and four. You're thinking your doubles to get up to eight. So this is how he did it. Two plus four plus two. Okay, so he used the thirteen times two and thirteen times four and added another thirteen times two. Good strategy. And you got a hundred and four, right? Okay, somebody do another strategy. Those are really good. Student J. Twelve times eight. Jessica jumped right up to twelve times eight. Why Student J? [/INST] [ANS] Student** Because -- 'cause you just need to add one more [/ANS] " +132,132,[INST] Teacher** Okay. So what's twelve times eight? [/INST] [ANS] Student** Ninety-six.[/ANS] +133,133,"[INST] Teacher** And Student J, did you remember that or did you have to break that down? [/INST] [ANS] Student** I remembered.[/ANS] " +134,134,"[INST] Teacher** Good. Okay, and then one times eight? [/INST] [ANS] Student** Uh-huh.[/ANS] " +135,135,"[INST] Teacher** So Jessica used the twelve times eight one. So this would have been the one she would have circled, twelve times eight. And then she added one times eight to get thirteen times eight. Great strategy. It's three different strategies. Do we have another one? Student H? [/INST] [ANS] Student** I noticed that I did thirteen times eight and I got thirteen times four is have of thirteen times eight.[/ANS] " +136,136,"[INST] Teacher** Oh, so you did thirteen times four. Yep. [/INST] [ANS] Student** And [/ANS] " +137,137,[INST] Teacher** Was yours this strategy? Did you do thirteen times four twice? [/INST] [ANS] Student** But I said it wrong.[/ANS] +138,138,"[INST] Teacher** Okay, go ahead. [/INST] [ANS] Student** I did thirteen times two.[/ANS] " +139,139,[INST] Teacher** Okay. Yeah? [/INST] [ANS] Student** And then I knew equal twenty-six. And then I did times twenty-six times four.[/ANS] +140,140,[INST] Teacher** Okay. [/INST] [ANS] Student** And then it equals twenty-six times two.[/ANS] +141,141,"[INST] Teacher** Okay. Is this how you were breaking down twenty-six times four? So basically you realized that thirteen times two you needed to times it by four because two times four is eight, right? Okay. And you had to break this down, twenty-six times four, or you knew it? [/INST] [ANS] Student** Knew it.[/ANS] " +142,142,[INST] Teacher** How did you know it? [/INST] [ANS] Student** Cause I used I used thirteen times four 'cause twenty-six is half of thirteen.[/ANS] +143,143,"[INST] Teacher** Uh-huh, a double of thirteen. [/INST] [ANS] Student** Yeah. And 'cause you take one away from two away from it, so that's half of it take away the four to two. And then twenty-six is half of thirteen [Indiscernible][/ANS] " +144,144,"[INST] Teacher** Is a double of thirteen. So you did the okay, so you ended up with doing what? Fifty-two and fifty-two or did you do [/INST] [ANS] Student** Fifty-two and fifty-two.[/ANS] " +145,145,"[INST] Teacher** Fifty-two and fifty-two. Okay. Which was a hundred and four also. Student H, I like how you did twenty-six times four, how you noticed that it was thirteen times two and you'd have to do that four times. What do you know about the number twenty-six that would help you get 1-0-4 real quickly? What times four is a hundred? [/INST] [ANS] Student** Thirty.[/ANS] " +146,146,"[INST] Teacher** Yes, twenty-five times four is a hundred so twenty-six times four is just going to be a hundred and four more, right? So you could have done it that way, too. But yeah, good job. Yes, Student D? [/INST] [ANS] Student** I have a new one.[/ANS] " +147,147,[INST] Teacher** Go ahead. [/INST] [ANS] Student** Eight times eight.[/ANS] +148,148,[INST] Teacher** Yeah. [/INST] [ANS] Student** Because we did twenty-four ten times eight is eighty plus ten is thirteen. So [/ANS] +149,149,"[INST] Teacher** Totally. That would have been another strategy you could have used. Absolutely. This is a strategy I've seen a lot of you using, Student C. I've seen a lot of you using this strategy, but I love how I'm seeing you use other strategies too. Especially those of you who are remembering the doubling and the halving, that's good to see. It's great to see that this isn't the only strategy that you're using for this. But this is totally, completely valid also. All right, anything else? [/INST] [ANS] Student** No.[/ANS] " +150,150,"[INST] Teacher** No? All right, I think we got them all. Good. You did a great job. So now, what we're going to be doing is we're going to be solving a series of these cluster problems. And after we solve one cluster we're going to choose, just like we just did here, the ones that help us solve the final problem, okay? So there will be a series of examples in your math book. We're going to work on those in partners. You can work with the person next to you. And then the last thing that we're going to do today in our math lesson is come up with choose one of those clusters and come up with a little model t o share with the class, okay? Student S, do you see this. And in the model that you're going to share with the class you're going to choose the final, right? Four times in this case it was four times forty-three. I showed the strategy I used and then what did I do on the bottom? We've done this before. Who remembers it? What do I do on the bottom? Student C? You make and array, exactly. And in this case, remember when we broke down arrays into two arrays? You're going to show me with the strategy that you used two arrays. You're going to show me a model of taking a large array and breaking it apart into two arrays, writing the equation underneath. Remember when we did that? Yes, we did this before. Yep. They're right over there on the ones that you did before a couple of weeks ago. See what we remember with that. And show our equation underneath the array. So this is kind of what we're going to what our final product is going to be in our new math bulletin board. Does that everybody understand that? [/INST] [ANS] Student** Uh-huh.[/ANS] " +151,151,"[INST] Teacher** Okay. So, first thing I want you to do is get your big math books out and you need pages 57 and 58. [/INST] [ANS] Student** Unit three?[/ANS] " +152,152,"[INST] Teacher** Unit three. Yep, same unit. Fifty-seven and fifty-eight. And rip those guys out, please. Okay. Okay, put your name on both sheets and I want you to take a look at set A first. See how there's different sets, set A, set B, set C? It's only one page, guys, fifty-seven and fifty-eight's one page double-sided. Set A, set B, set C, set D, set E, set F. Those are the ones we're going to be practicing with our partners today. Okay? Set A is the first one you're going to work on. So you see the final problem. What is the final problem on set A, Student J? [/INST] [ANS] Student** Four times forty-three.[/ANS] " +153,153,"[INST] Teacher** Four times forty-three is the final problem. So, again, I want you to solve the first four problems and then choose which ones, one or two, that you're going to use to help you solve the final one. Got it? [/INST] [ANS] Student** Got it.[/ANS] " +154,154,"[INST] Teacher** All right, try set A. I see some of you are trying it on your own. If you want to work with the person next to you, you may also. What's four time four? Uh-uh, four times four. Skip count by four. Student C, move your chair in so I can get in, please. There you go. Skip count by four, four times four. Ah, interesting, Student D. [/INST] [ANS] Student** Plus two.[/ANS] " +155,155,"[INST] Teacher** I see some of you helping the person next to you. You may help the person next to you. There is space next to the problem, next to the set for you to show what you're doing, which ones you are picking, and I want to see that. I want to see next to it in this space that's right, Student L that you show which one you're picking. What's four times four? [Short pause] Okay, so now which one of these are you going to use to help you solve that final problem? Or which two are you going to use? Which ones from the set help you solve it? If you're done with the first set and you want to move on to the second set, go ahead. I'm just going to give people a few more minutes to work on that first set. So if you want to move ahead you may. How did you solve it? How did you find that? [/INST] [ANS] Student** This?[/ANS] " +156,156,[INST] Teacher** Yeah. [/INST] [ANS] Student** Two times four equals eight. So I just put a three.[/ANS] +157,157,"[INST] Teacher** Okay, here's what you're missing. What's two times forty? 'Cause it's not two times four. What's two times forty? [/INST] [ANS] Student** Two times forty.[/ANS] " +158,158,[INST] Teacher** What's two times forty? [/INST] [ANS] Student** Equals eight eighty.[/ANS] +159,159,"[INST] Teacher** Eighty, yeah. But then you got to do two times three. What's two times three? [/INST] [ANS] Student** That's twelve. I mean eight. Six.[/ANS] " +160,160,"[INST] Teacher** Thank you. Okay, so look, yeah, so see, you can't just do you were just putting a three on here and you got to make sure you do your two. It's like breaking it down, two times forty, two times three. Student L, do you need a piece of tape? [Short pause] Yep, my little tape is missing. Hold that for me. Here. Huh? Yeah, but you can use one and you can add on to that. You can use any one you want and add on to it, Student L. Okay, so which ones are you going to use, Student C, to help you figure this out? Which of these is going to help you? [/INST] [ANS] Student** This one.[/ANS] " +161,161,[INST] Teacher** Okay. [Long pause] Now what? What's the final problem? Four times time forty-three. You have two times forty-three. So What are you going to do now? [/INST] [ANS] Student** Four times [/ANS] +162,162,[INST] Teacher** Two times four? Two times forty-three is a what of four times forty-three? If you have two times forty-three you need another two but times four or times forty-three? [/INST] [ANS] Student** Forty-three.[/ANS] +163,163,"[INST] Teacher** You see? Okay, I see a lot of you have moved on set B so I want to just stop for a second and go over set A and then I'll let you move ahead. And it's fine if you moved on on your own to set B or C. But let's go back to set A all together. I mean put your finger on set A. Okay. So you have your four problems. Four times ten, four times forty, four times is it three? [/INST] [ANS] Student** Three.[/ANS] " +164,164,"[INST] Teacher** And two times twenty-three. Okay. And you solved those, right? What's four times forty? What is it? [/INST] [ANS] Student** One sixty.[/ANS] " +165,165,"[INST] Teacher** Right. Okay? 'Cause instead of four groups of four, it's now right? [/INST] [ANS] Student** Four.[/ANS] " +166,166,"[INST] Teacher** Right. Four times forty. These are groups of ten. Yeah because you're adding the groups of ten, right? Four times three? [/INST] [ANS] Student** Twelve.[/ANS] " +167,167,[INST] Teacher** And four times two times twenty-three? Eight-six? [/INST] [ANS] Student** Yeah.[/ANS] +168,168,"[INST] Teacher** Oh, it's a four. No wonder. Wait a minute. Oh, two times no, it's yeah. Here's your four. Two time forty-three, eight-six. No wonder. Okay. So forty-one, sixty, twelve, and eight-six, and your final was four times [/INST] [ANS] Student** Forty-three.[/ANS] " +169,169,"[INST] Teacher** Forty-three. Okay, problem four times forty-three. What did you use which of these did you use to help you? I should see all hands up 'cause I just walked around and you all had something. Student D? [/INST] [ANS] Student** Two times forty-three.[/ANS] " +170,170,[INST] Teacher** Yeah. [/INST] [ANS] Student** And two times forty-three again.[/ANS] +171,171,[INST] Teacher** Why did you do two times forty three twice? [/INST] [ANS] Student** Because four times so I added two two times because two times two plus two is four.[/ANS] +172,172,[INST] Teacher** Right. So what is he recognizing right here? That's it's a what? [/INST] [ANS] Student** Half.[/ANS] +173,173,"[INST] Teacher** It's a half of four or that he needs to double it double the two to get four. Absolutely. So he's using the halving, doubling strategy, right? All right, eighty-six and eight- six? [/INST] [ANS] Student** Seventy-two.[/ANS] " +174,174,"[INST] Teacher** Student D, you came so far. [/INST] [ANS] Student** I put [/ANS] " +175,175,"[INST] Teacher** That hurts when you get that far. Student D, remember, eighty plus eighty is what? What's eighty plus eighty? [/INST] [ANS] Student** One hundred sixty.[/ANS] " +176,176,"[INST] Teacher** One hundred sixty plus twelve, one seventy-two, right. One hundred sixty plus twelve, one seventy-two. Okay. But what Student D that's a great strategy, nice strategy, Student D. Another thing that he could have done was checked it with another strategy. What other strategy did you use, Student E? [/INST] [ANS] Student** Four times forty.[/ANS] " +177,177,[INST] Teacher** Four time forty and then? [/INST] [ANS] Student** Four times three?[/ANS] +178,178,"[INST] Teacher** Yeah. Now, notice how I'm showing my strategy. This is what I want you to do is show your strategy. All right, four times forty, four times three. Student J? [/INST] [ANS] Student** Four times [/ANS] " +179,179,[INST] Teacher** Uh-huh. [/INST] [ANS] Student** Four times three is twelve.[/ANS] +180,180,[INST] Teacher** Uh-huh. One seventy-two. Did you use this strategy? [/INST] [ANS] Student** Yeah.[/ANS] +181,181,[INST] Teacher** Who else used this strategy? All right. All right. Another strategy? Anyone used a different one? [/INST] [ANS] Student** No.[/ANS] +182,182,"[INST] Teacher** Four times ten you could have used. How would you have used four times ten? How would you use four times ten? Student C, I think you're thinking about it. What would you do for four times ten? A lot of you started to use this strategy before. Four times ten, four times? [/INST] [ANS] Student** Ten.[/ANS] " +183,183,"[INST] Teacher** Ten. Four times ten. Four times ten. Four times three. And I know a lot of you were like oh, going like that, 'cause that is a strategy you could use but it takes a long time. So actually, it's nice to see you using these strategies. No, kindergarten, but it's not the most efficient one. All right, so anything else? Another strategy? All right, you get the idea. Now, here's the last part, Student A, pay close attention so you know what you're doing to get the final product, which is this that I'm looking for. So once you're done with all these practice problems you're going to choose one. I don't care which one you choose. Maybe not set A since I showed I'm going to show you the example of set A. So maybe use a different one. Like don't do the same example I have up here is what I'm saying. But you could choose set B, set C, set D, set E, set F once you're done with them, once you're finished with those. Okay? And you're going to show the strategy that you use. So you'll put the final up top, show the strategy you used, and then make your array. All right, so here's the deal. I want to just go over making the array real quick. So if I chose in this case who used this strategy? Who used this one? [/INST] [ANS] Student** Student D.[/ANS] " +184,184,"[INST] Teacher** Just these two. One, two, three people, four, five, six, seven, eight, nine people used this. Okay. So if you used this strategy. How would you use and array to show this? Would anybody like to come up, feels confident that they can do an array that they would like to do it for us? Student H? You feel confident? Come on up. [/INST] [ANS] Student** Like draw the array?[/ANS] " +185,185,"[INST] Teacher** This one. So say this was the strategy they're using. They're putting hold on. I'm going to make the paper. This is as if you have a big paper here. He's putting up here four times forty-three, right? He's showing it and then he's going to do an array underneath. [/INST] [ANS] Student** Like a square, like square units.[/ANS] " +186,186,[INST] Teacher** Like square units? [/INST] [ANS] Student** Yeah.[/ANS] +187,187,"[INST] Teacher** Yeah, like and array would [/INST] [ANS] Student** Oh.[/ANS] " +188,188,[INST] Teacher** How would you make an array? [/INST] [ANS] Student** Triangle.[/ANS] +189,189,"[INST] Teacher** No, not triangle. Student A? Oh, you don't have to use the whole paper. You can just do it down here. Draw your array. See how I drew my array over here? [/INST] [ANS] Student** Oh.[/ANS] " +190,190,"[INST] Teacher** You can draw your array underneath it. You have enough room to draw underneath it. You don't have to use the whole thing. [Long pause] All right, where is the array? Okay, hold on. Hold on. Hold on. It's a good thing we're doing this. We want to make sure we know what we're doing. Hold on. First thing Student H should do when he's making his array. What should he do? [/INST] [ANS] Student** Put a square.[/ANS] " +191,191,[INST] Teacher** A square? [/INST] [ANS] Student** A rectangle.[/ANS] +192,192,"[INST] Teacher** A rectangle. The dimensions need to be the same for it to be a square. So he's going to make a rectangle, okay? So Student H, the very first thing that we want to see you do is make that rectangle. Make it nice and big so that we can see it. This is what you're going to do when you make your array. [Short pause] Okay, after he makes the big rectangle, that's the first part of his array, what does he need to do? What does he need to do next? This is what you're going to be doing so you want to make sure you understand this. Student E? [/INST] [ANS] Student** Put a path no a line through one, like [/ANS] " +193,193,[INST] Teacher** Before he starts dividing anything up what does he need to do? Student D? [/INST] [ANS] Student** He needs to put four nines inside the box up and down.[/ANS] +194,194,"[INST] Teacher** Okay, you could do I think what you're thinking is to show me all the square units. You could do that, but that might it's not necessary. It would take a long time, especially when you're doing four times forty-three. That's a lot of squares to fill in. So you actually don't need to put in all the squares. But I see what you're talking about, Student D. But yes, it would be like this is four and this is forty-three. What is that called when one side is four and one is the other forty- three the other is forty three? What are those called? The di [/INST] [ANS] Student** mensions.[/ANS] " +195,195,"[INST] Teacher** Thank you. Dimensions. [Laughter] Whoo, you're scaring me. Okay, so what goes down here? What would be on this side? What would be on this side, Student H? Look at your top. Okay. I would do it over here closer where we can see it. Maybe I'll get rid of this line for you so we can see. All right, here's your four, and what would be over here? [Short pause] Okay. What I -- can you just move a little bit so these guys can see? You're shorter than me so they can probably see if you're over here. why did he choose this side to be four and this side to be forty-three? Student E? [/INST] [ANS] Student** Because it's smaller.[/ANS] " +196,196,"[INST] Teacher** It's smaller. So I would pick smaller sides going to be four. And it could be even smaller. He could have even drawn it even smaller and made the forty-three. But it doesn't it's okay. It doesn't really matter. So, I'll make it a little tiny bit smaller. Okay. We're imagining that there's four, right? Here, sorry, honey, move over just a little. We're imaging here two that there's four across, one, two, three, four, and then forty-three going down. But we don't have to take the time to draw all that in. But that's what we're seeing in our minds. You're seeing, right -- look up here, Student J. You're seeing one, two, three, four, and then if we were going to draw these in we'd have forty-three. And that would take me a really long time but I would draw in all the way to get to forty-three. So we had forty-three going across here and four going down here. Yes? [/INST] [ANS] Student** Yes, ma'am.[/ANS] " +197,197,[INST] Teacher** Do we have that already? [/INST] [ANS] Student** Yes.[/ANS] +198,198,[INST] Teacher** Rows and columns? [/INST] [ANS] Student** Yes.[/ANS] +199,199,"[INST] Teacher** Okay. Now, I'm not going to take the time 'cause that is going to take you a really long time to fill all those in and you're going to get annoyed with that. So, we just need to write the dimensions. Now, I want to show what Student H did with two times forty-three and two times forty-three. So finish it off. Break this big array into the two small arrays to show me. [Short pause] Pay attention. I want you to see if he did it right. Okay. Student H, will you just move over so they can see? Can you guys see? [/INST] [ANS] Student** Yes.[/ANS] " +200,200,"[INST] Teacher** Move make yourself like this so that Student J can see. Okay. Can you see? Okay. Two times forty-three, two times forty-three. Did he break it apart the right way? [/INST] [ANS] Student** No.[/ANS] " +201,201,[INST] Teacher** Why not? [/INST] [ANS] Student** He did.[/ANS] +202,202,"[INST] Teacher** He has the right idea but he made one little mistake. He does have the right idea. He knew that it needs to be parted in half. Student H, can you find your mistake? Student H? Eyes up here. Can you find your mistake? [/INST] [ANS] Student** I forgot [/ANS] " +203,203,"[INST] Teacher** Cause you did make it in half, but what did you do that might not be right? What did you show when you broke it apart? Student C? What? [/INST] [ANS] Student** He did four to forty-three.[/ANS] " +204,204,"[INST] Teacher** He did four times not forty-three, but times what? He did it in half. What's half of forty-three? [/INST] [ANS] Student** Twenty.[/ANS] " +205,205,[INST] Teacher** Twenty It would actually be like [/INST] [ANS] Student** Twenty-one.[/ANS] +206,206,"[INST] Teacher** -- twenty-one and a half. He divided it this way. So it's actually four times. And forty-three into half is going to be like twenty-one and another half. So, he actually divided it he has the right idea but his picture needs to match what his thinking. So Student H, can you try again. How would you divide it? [Long pause] No, no, no, no. You're doing two times forty- three. Make your line to show two times forty-three and two times forty-three. Student C, can you help him? [/INST] [ANS] Student** Uh-huh.[/ANS] " +207,207,"[INST] Teacher** Come on up here. Student D, look up here. Very good. Watch what she did, Student H. She split the four in half so now this is two. One, two, one two time forty-three. The forty-three stays the same going across. Excellent. Do you see that? Okay, so now we've got Thanks, honey, you can sit down. Actually, no, honey, you're not done. Stay up here. Two times forty-three, two times forty-three. Student C, do you see how I'm showing that? Two time forty-three and two times forty-three. Student H had the right idea. Yes, he split it in half. But you want to make sure that this matches your picture. And this is two 'cause these are four going down, if we were to make the picture, right? One, two, three, four, and forty-three going across, so this would be half, two times forty-three, two times forty- three. Yes? Okay, then the last part is to do what, Student J? Make the [/INST] [ANS] Student** Array.[/ANS] " +208,208,"[INST] Teacher** Nope, we already made the array. [/INST] [ANS] Student** Make the equation.[/ANS] " +209,209,"[INST] Teacher** The equation. The equation. So I know, Student H, you can do this equation. Go for it. [Long pause] Okay, good job. So now he does and he did it correct. It just had a little mark on that. Okay, honey, you can sit down. You did a great job. All right, so good job. You can give him a little clap. Nice job. All right, so four time forty-three equals two times forty-three plus two times forty-three, just like mine. I put the equal on the other side, but it doesn't matter. Your equation is here. He showed his work into figuring it out, eighty-six plus eighty-six is one seventy-two. So here he has which strategy he used, how he broke it apart and the equation on top. Does everybody understand that? [/INST] [ANS] Student** Yes.[/ANS] " +210,210,"[INST] Teacher** Okay. So, Teacher G and I are going to walk around and make sure that you're doing an okay job of solving the cluster problems, the sets, and when you're done and figuring out which strategy you're going to use to help you find the final problem, right, Student M? And when you're done you're going to raise your hand and say okay, I'm ready for a big sheet. And you're going to choose one of these that you're going to do any illustration for the big sheet. Does that make sense? Any questions? Questions? Questions? You all set, Student V; you know what you're doing? Okay. Go ahead. [Long pause] Huh? But which one of these did you use? Thirty-two times two first? Did you show these answers? See, I'm confused 'cause you haven't shown all your work. So you need to show your work, Student B. Student B, specifically circle the one. If you circle the one that you've chosen then I'll know, but I'm confused by which one of these you used to help you. So that's what you need to work on, showing me that. Hmm? But then I want to see that over here, fifty-eight times two and fifty-eight times two, and fifty-eight times two. So that's fine if that's the one you used. I just want to see it. So which one are you going to use to help you solve it? And again, you can use if you're using one, the second part of it you might have to come up with on your own, right? Okay. [/INST] [ANS] Student** double of this.[/ANS] " +211,211,[INST] Teacher** That would give you how much? [/INST] [ANS] Student** Two hundred and [/ANS] +212,212,[INST] Teacher** Why don't you show it over here what you did? [/INST] [ANS] Student** Okay.[/ANS] +213,213,[INST] Teacher** I'll check back with you in one second. [/INST] [ANS] Student** I'm having trouble with these two.[/ANS] +214,214,[INST] Teacher** What do you mean? [/INST] [ANS] Student** I'm having trouble with these two.[/ANS] +215,215,[INST] Teacher** To solve them? [/INST] [ANS] Student** Yeah.[/ANS] +216,216,"[INST] Teacher** Okay. Move in, please. Thank you. Okay, what's sixty-three times one? [/INST] [ANS] Student** Sixty-three.[/ANS] " +217,217,"[INST] Teacher** So put your sixty-three. Now you're doing sixty-three times ten, so what do you have to put there? Student: Ten six I mean Look. Let me see. Look at this. This is showing you that you always put that there because here it's one group. This is sixty-three ones. Now this is sixty-three tens. So you're going sixty-three, sixty-three, sixty-three, sixty-three, groups of ten instead of groups -- sixty-three groups of one. [/INST] [ANS] Student** Okay.[/ANS] " +218,218,[INST] Teacher** And it becomes sixty-three but now six hundred and thirty because they're in groups of tens instead of groups of one. And this hint can help you that you have the zero. Remember that? [/INST] [ANS] Student** Oh yeah.[/ANS] +219,219,[INST] Teacher** Do the same thing with that one. Times eleven. [/INST] [ANS] Student** And ten ten.[/ANS] +220,220,"[INST] Teacher** No, don't look at this yet. Just look at this. What's that times that? [/INST] [ANS] Student** Sixty-six.[/ANS] " +221,221,"[INST] Teacher** Yeah, put your sixty-six. And now put your zero up there. [/INST] [ANS] Student** Oh.[/ANS] " +222,222,"[INST] Teacher** Remember that? [/INST] [ANS] Student** Oh, now I got it.[/ANS] " +223,223,"[INST] Teacher** Cause remember it's this would be six groups of eleven. Now it's sixty groups. So you're adding another ten. You're adding groups of ten instead of groups of one. Okay, so now, which one were you using to help you do sixty-three times eleven? [/INST] [ANS] Student** Sixty-three times ten.[/ANS] " +224,224,[INST] Teacher** And then what? Then what are you going to do? [/INST] [ANS] Student** Then I'm going to add it to times one.[/ANS] +225,225,"[INST] Teacher** You got it. Yep. Good strategy. Uh, uh, uh, uh, uh. Careful. Sixty-three times ten [Short pause] sixty-three times ten. Sixty times eleven, three times I think that's going with your sixty times eleven, three times eleven. Sixty-three times ten. Three times this would be if you want to use this strategy, what would be your next step? You want to get sixty-three times eleven. If you have sixty-three times ten what do you have to do? [/INST] [ANS] Student** Oh.[/ANS] " +226,226,"[INST] Teacher** Yeah. I always say try to keep those numbers together so you can see them but you're good. All right, you ready to try for your big piece of paper. The big paper is right over on the round table, Student C. [/INST] [ANS] Student** All right.[/ANS] " +227,227,"[INST] Teacher** And Student C, you just want to choose one set, whichever one you want to do to show? Now, what would you do, Student J? [/INST] [ANS] Student** Six times one.[/ANS] " +228,228,"[INST] Teacher** Sixty-three times one. Sixty-three times ten; now sixty-three times one. Yep. Yep. There should be six examples. There's six sets that you're working on before you go to your big sheet. Okay. Keep going. You're doing great. You okay? Okay. Fifty times six and fifty times six. Fifty times six is three hundred, but fifty times six, that would be like a hundred times six. How do you get from fifty to fifty- eight? [Short pause] So fifty times six you can use that one. Now what do you have to do next [short pause] to get fifty-eight times six. What's missing? Student C, how do you get from fifty to fifty-eight? [/INST] [ANS] Student** Thirty.[/ANS] " +229,229,[INST] Teacher** From fifty to fifty-eight. [/INST] [ANS] Student** Eight.[/ANS] +230,230,"[INST] Teacher** Thank you. Okay, so the whoops, sorry. Go ahead and write that. [/INST] [ANS] Student** Eight?[/ANS] " +231,231,"[INST] Teacher** Uh-huh. Times --? Yeah. No. No, no, no. Times your six. All right, which one are you going to illustrate, Student L? You decide. Go get a big piece of paper and you decide which one. Student J, you ready to illustrate? Uh-huh, I like that one. Good strategies. Anyway, pick one that you want to illustrate. Those look very good. Yep, now pick one to illustrate. Don't forget when you're doing when you choose your strategy put the final set on top and then the two underneath and then you're going to make your array. Are you trying to figure out eight times six? Eight times six? Do you know eight times three? Eight times three. This is why you have practice for multiplication. Get your chart out, please. Get your multiplication chart out. You can use that to help you. Yes, go quickly, please. Keep going, Student C, you're doing great. What? [/INST] [ANS] Student** This is [/ANS] " +232,232,"[INST] Teacher** Oh, run and get it, hon. Huh? Okay, go for it. Now look at for those of you who are on the big paper, just notice kind of how big I have the numbers. Student L, Student L, you want to notice how big. You don't want them so small we can't see them. Yeah. Hey, Student C, those look a little small to me. Keep going, Student E. Bless you, Teacher. Keep going. Student D, keep going. You're almost done. She needs a little help. The multiplication is stumping her. Those are the basic facts. Did you find your multiplication chart? What? Where is it? [/INST] [ANS] Student** Is this right?[/ANS] " +233,233,"[INST] Teacher** You tell me. Is it that one, Student C? [/INST] [ANS] Student** Yeah.[/ANS] " +234,234,"[INST] Teacher** Uh-huh. So you want to use that to help you until you have those facts memorized, which you really need to work on at home practicing those multiplication facts. Student K, how are you doing? [/INST] [ANS] Student** Good.[/ANS] " +235,235,"[INST] Teacher** Yeah? Student A, how you doing? Student J, which one are you trying to solve? [/INST] [ANS] Student** This one.[/ANS] " +236,236,"[INST] Teacher** Well, why are you doing all this? What's sixty times ten? [/INST] [ANS] Student** Sixty.[/ANS] " +237,237,[INST] Teacher** Is it sixty? Put your sixty down there. Let me see. Is that what you mean to say? [/INST] [ANS] Student** Yeah.[/ANS] +238,238,[INST] Teacher** Are you sure? [/INST] [ANS] Student** Sixty.[/ANS] +239,239,"[INST] Teacher** Six times ten is sixty. What's sixty times ten? [Short pause] Six times ten is sixty. What is sixty times ten? Ooh, I love how you chose that one. How did you know that? Like why did you use that one to help you solve it? 'Cause this did you see the relationship between these? What's the relationship between 25 and 50? [/INST] [ANS] Student** The five.[/ANS] " +240,240,"[INST] Teacher** What's the relationship between the twenty-five and the fifty? What do you notice about twenty-five and the number fifty? Why did you pick this strategy? What did you notice about the twelve and the six? Twelve is a double of six. And what about twenty-five and fifty. Twenty-five is a half of the fifty. Twenty-five is half of fifty. Twelve is a double of six. And when you have a half and a double they cancel each other out so they're the same thing. But you have to be able to explain that and show that. So, Student J, don't just choose this because it's the same number. I want to make sure you're choosing it 'cause that's the strategy you're using to help you, that you're realizing oh, wait, this is a double and this one is a half. Let me show you. Are you ready? Go ahead and take a piece of paper. [/INST] [ANS] Student** Huh?[/ANS] " +241,241,"[INST] Teacher** Go ahead and take a big piece. Student S, go ahead and take that? [/INST] [ANS] Student** Is this big enough?[/ANS] " +242,242,[INST] Teacher** Yeah. Except for one thing. Where are your dimensions here? [/INST] [ANS] Student** Oh.[/ANS] +243,243,"[INST] Teacher** Okay. He's in the bathroom. What are we doing? What are we doing? Oh. Twenty-five Student B, you have to get ready. Please copy down your homework, Student B. This is a double and you would have to show double, and this is a half. This one is a half and how they cancel each other out. But otherwise, you want to pick a different strategy. Student B, copy your homework and get yourself ready. Where are your dimensions on the outside? Before you make your arrays, make your dimensions on the outside, guys, because that's going to help you to know what to divide up. This was the problem, six times five? [/INST] [ANS] Student** Uh-huh.[/ANS] " +244,244,"[INST] Teacher** Where? Show me which cluster was six times five. All right Okay, here. [/INST] [ANS] Student** We did it already, Teacher.[/ANS] " +245,245,"[INST] Teacher** Fifty-nine and sixty you did. Can you check and see, please. All right. That's okay. We'll do page sixty-one and sixty-two. [/INST] [ANS] Student** All right.[/ANS] " +246,246,"[INST] Teacher** Okay? Student B, I'm just going to change that. Did you do that page with ? I'm going to change this for everyone. It's okay. It's the same concept. Sixty-one and sixty-two, okay? All right. So, twenty-five times six that's showing twenty- five times three. Is this supposed I think that what you mean to put here is twelve because it's twenty-five times twelve [/INST] [ANS] Student** Oh.[/ANS] " +247,247,[INST] Teacher** Okay. [/INST] [ANS] Student** Okay.[/ANS] +248,248,"[INST] Teacher** Where? All right. And which ones did you use to copy? Okay, that's fine. You're good. Grab a paper. Yeah, again, you need your dimensions on the outside. Okay. Which one did you pick? Pick one that you're going to show me. I don't know why. He says he Student B, there were twenty- four. Here we go. Did anybody else from this Student D, stop for a minute. Did anybody else from this morning miss a spelling packet besides Student B? Student B, here, put your name on this. Did anyone else miss one 'cause there were Student V, you missed one? Okay. Come get it. Can you pass this to Student B, please? I have a couple of extras that some other people might have missed one while they were Teacher D. Student J, did you get a spelling packet? Where were you this morning when we were going Honey, next time raise your hand and tell me. When we were writing all the definitions down, this was so important that you were writing those down, Student J. All right, if you're ready don't show me this. What I want to see you do is working on your big sheet and I'll come over and be checking yours. Uh-uh. First of all, these dimensions this looks bigger than this, so I would put your twenty-five up there, your twelve down here. You want to show the original dimensions and then you can divide it up. Does that make sense? The division looks good. The equation looks god. The way you divided it looks great. Go get a piece of paper. Big piece. [/INST] [ANS] Student** Do I need to put in my ?[/ANS] " +249,249,"[INST] Teacher** Yeah. It looks good. Yeah, go for it. Student C, how are you doing? Do you have it done, Student L? Student L? Student L? Your original dimensions were not twenty-five times six. What your original dimensions were not twenty-five times six. What were they? What should they be, the original? [/INST] [ANS] Student** Twenty-five and twelve.[/ANS] " +250,250,"[INST] Teacher** Yeah, times twelve. Okay, that's better. [/INST] [ANS] Student** Do you get to pick?[/ANS] " +251,251,"[INST] Teacher** All right. Boys and girls. Boys and girls. Right now put your paper down, pencils down. Make sure your name is on the back of this and I want you to come to the rug 'cause I want to do a quick wrap up, a quick sharing. So if you're finished with yours, come to the rug. If you're still working on it I'll give you some extra time. We'll continue this lesson -- sorry, Student C tomorrow. So come on over, please. Five, yep. [/INST] [ANS] Student** Five.[/ANS] " +252,252,[INST] Teacher** Four. [/INST] [ANS] Student** Three.[/ANS] +253,253,"[INST] Teacher** Three. Two. I'm still waiting for people. Okay, guys, quick. I want to do a quick share before we wrap it up and copy down our homework. Who am I still waiting for to come to the rug? Student D. Student Y. That clock's a little slow today, so I want to get started right away. Okay. Real quick. Some of the ones that you chose. Who did this one? Student C, come on up. Quick, quick, quick. Hurry up. I just want to share three people and we'll share the rest tomorrow. Okay, Student C, show me what you chose. [/INST] [ANS] Student** Twenty-five times twelve.[/ANS] " +254,254,[INST] Teacher** Okay. And how did you do it? [/INST] [ANS] Student** Twenty-five times six equals a hundred and fifty. And I did twenty-five time six again equals [/ANS] +255,255,"[INST] Teacher** Yeah? Okay, so you recognized that it was a double, right? Twenty-five times six, twenty Okay. This afternoon we're going to be doing a lesson on [/INST] [ANS] Student** Fractions.[/ANS] " +256,256,"[INST] Teacher** Fractions, percent equivalents and we've been working on this and let's see if I just say to you I'm going to give you a percent and I wanna see if you can give me the equivalent fraction. All right. So let's see if you can. Let's see if you remember some of them. Some of them are tough, as you know, the eighths and the sixths. We've been working on that. Okay. Now, how about 75 percent? What would be the fraction equivalent of that? Student K? Six-eights. Shh. Shh. Raise your hand please. Three-fourths it would be equivalent to what fraction? [/INST] [ANS] Student** There's two of them.[/ANS] " +257,257,[INST] Teacher** Three-fourths would be equivalent to 70 so they'd be worth the same. Correct? [/INST] [ANS] Student** Yes.[/ANS] +258,258,"[INST] Teacher** Student C? Were you gonna say something? Okay. So what we're going to be doing is comparing percents, fractions. I got a tricky one for you, though, 'cause this is one that some of you get a little bit mixed up on, the one-eighth. What would the percent be for one-eighth? What would the percent be? [/INST] [ANS] Student** Twelve-and-a-half percent.[/ANS] " +259,259,[INST] Teacher** Twelve-and-a-half percent. Good. And then how about one- sixth? Student C? What is it? [/INST] [ANS] Student** Percent.[/ANS] +260,260,[INST] Teacher** Percent. Good. Okay. So those are those are always the trickier ones. Right. How about five-tenths? Student P? What is it? [/INST] [ANS] Student** Fifty percent.[/ANS] +261,261,"[INST] Teacher** Fifty percent. Okay. Good. Okay. So we're going to look at the objective up here and we are gonna be identifying fraction and percent equivalents through reasoning about representations and known equivalents and relationships and then we're gonna play the in between game. two students demonstrate playing it. So we're all gonna watch 'cause I wanna make sure that everybody knows how to play the game. Okay. So the first thing that we're gonna take out would be our little fraction cards. Do you have your fraction cards, the yellow ? Everybody's got them. Hopefully. I thought that maybe we'd use the whole pack but I don't think we will today because some of them on here are the numerator's bigger than the denominator. We need to talk about that. Okay. So if you would just take out the cards with the diamonds and you're gonna play with a partner and we're gonna be seeing how well you know your percents and your fraction equivalents. We're gonna see how good you're going to be doing on this. Student A? [/INST] [ANS] Student** Can we ?[/ANS] " +262,262,[INST] Teacher** Excuse me? [/INST] [ANS] Student** Can we choose our own partners?[/ANS] +263,263,[INST] Teacher** First we're gonna do a demonstration and then we're gonna all I don't know before we were doing all right with the partners that we chose before. You want to maybe mix it up a little bit? [/INST] [ANS] Student** Yes.[/ANS] +264,264,"[INST] Teacher** Okay. Okay. So what I'd like you to do is first take out all of your little fraction cards and you see the diamond on the side, just the diamond ones and then put the other ones in a safe place for later on when we talk about improper fractions when the numerator is bigger than the denominator. We haven't really quite got to that section yet. So just take out the cards with the little diamond on the side. Do you have your cards? Okay. Everybody's got them, hopefully. Okay. [/INST] [ANS] Student** I left mine at home.[/ANS] " +265,265,"[INST] Teacher** Okay. Then you're gonna just have to watch, then, if you don't have them. Okay. You may be oh, no. You know what? You can sit with somebody that has them. Okay. But they shouldn't be at home. They should be brought in. Okay. [/INST] [ANS] Student** I forgot them.[/ANS] " +266,266,"[INST] Teacher** Okay. All right. Now, in addition to having two of you play you really need one deck of cards, correct. So now take out, if you would, the rules for the game. You've got the rules for the in between game that I gave you last week when we were working on it. [/INST] [ANS] Student** So we gotta go in between?[/ANS] " +267,267,"[INST] Teacher** And if you have the rules you might also have, please sit down. Pleas sit down. Please sit down. Please sit down, Student D. You may also have your percent equivalent strip, too, that we worked on and we were right in the fractions, right below the percents. You may have that also or you might have this one also. That's if you don't know them still, you know, some of you may very well know them so game it's in your math handbook, okay, you have that so if you don't have the rules but I think most of you know how to kinda have a clue as to we're gonna do a demonstration on it anyway. Okay. So everybody's got all of those papers out. What we will also need would be just a piece of scrap paper so that we're gonna play five rounds of this game. Okay. And whoever who's gonna win the game? [/INST] [ANS] Student** Me.[/ANS] " +268,268,[INST] Teacher** Who's going to win the game? [/INST] [ANS] Student** Me. [/ANS] +269,269,[INST] Teacher** When somebody [/INST] [ANS] Student** Got the lowest [/ANS] +270,270,"[INST] Teacher** Right. Has the lowest number. Right. When somebody has the lowest number they will be the ones that win. So you've got everything out that we need. I Student D, can you pass out a small piece of math paper to everybody? So we'll use this to, you know, mark rounds, one round, two rounds, three rounds, four rounds and five rounds and whoever wins is the winner. [/INST] [ANS] Student** We play five rounds?[/ANS] " +271,271,"[INST] Teacher** We're gonna play five rounds. Yeah. Okay. So first though, I think before we even do anything what I'd like to do is have a little demonstration just to be sure that people remember. There's something on the floor, honey. I don't know if that's one of the cards. I don't know. Pardon me? [/INST] [ANS] Student** The cards.[/ANS] " +272,272,[INST] Teacher** Is somebody's initials on that? [/INST] [ANS] Student** No.[/ANS] +273,273,[INST] Teacher** No? [/INST] [ANS] Student** I don't think it's mine.[/ANS] +274,274,"[INST] Teacher** Well, there should be initials on the back. No. Okay. [/INST] [ANS] Student** Yeah, I put all my initials [/ANS] " +275,275,"[INST] Teacher** Okay. So you know what? We're gonna you might have an extra piece of scrap paper. That's okay but I think first of all we're gonna have Student D, I don't know who owns it anyway. Student D and Student A play a demonstration game for us. Okay. 'Cause they know how to play. Who won last time with you two? [/INST] [ANS] Student** Me.[/ANS] " +276,276,"[INST] Teacher** You? Okay. So what we're gonna do just for a couple of minutes is we're gonna review playing the game to make sure everybody knows what to do. If you don't have the rules to the in-between game you need to take it out, okay and that [/INST] [ANS] Student** [Inaudible?][/ANS] " +277,277,"[INST] Teacher** Excuse me? No, everybody can just have one and they could just, you know, go with wit with another person, whoever we're gonna play with. But first of all I would like Student D. I would like all of you kind of move your desks over so we can bring Student D up here and then Student A can come up. You don't need to move too far, just so we have enough room to kinda stand around them as we put their desks in the middle. So want to move over a little bit, please? Move over so I want to bring Student D's desk up here. Huh? [/INST] [ANS] Student** Why can't we just use everybody else [/ANS] " +278,278,"[INST] Teacher** Well, he's right here, too, so that's fine. Excuse me? Student D, want to come up please? And Student A bring a chair up, please and just come right here and then we're just gonna stand. Just bring a chair hon, you don't need to bring the desk, okay. Okay. Good. Come on up. All right. Now, the rest of you, Students, all of us we're gonna be so good at this. We're gonna be so good. Look at that, uh oh. Uh oh. Student A, come over here please and Student I, please, come on up. Okay. So come on over everybody. Come on over. And especially if some of you don't remember so the very I would need everybody standing up so everybody can see what's going on with these kids. Okay. So we are on round number one so could you please write round one on your paper anywhere and then put A and then D so we're gonna see we're gonna do the first round. Could someone loan him a pencil so he could write that. Just write round one, okay. Student B, I need you too, honey. Okay. So we're gonna do round one and whoever gets the lowest score after all five rounds will be a winner and I think since you did such a good job on Friday, since I'm bringing you in something tomorrow that maybe some of the winners today. Student I won the spelling bee so you're gonna get something else and then maybe the winners of this so come on over, honey, come on over and watch. Okay. So let's explain so the very first thing that we do, what do we do here? What do we do? Student A? [/INST] [ANS] Student** Shuffle the cards.[/ANS] " +279,279,"[INST] Teacher** We shuffle the cards, just the ones with the diamonds on them, right? And then in the middle of the desk what are we putting down? Are we putting down fractions or percents? [/INST] [ANS] Student** Percents.[/ANS] " +280,280,"[INST] Teacher** Percents. We put 10 percent over here, 50 percent in the middle and 90 percent over here. First of all, who can tell me 10 percent stands for what fraction? Who can tell me? Student J? [/INST] [ANS] Student** Tenth.[/ANS] " +281,281,"[INST] Teacher** One-tenth. Fifty percent stands for what? Student I, come on up, please. 50 percent stands for [/INST] [ANS] Student** One-half.[/ANS] " +282,282,[INST] Teacher** One-half. And 90 percent stands for [/INST] [ANS] Student** Nine-tenths.[/ANS] +283,283,"[INST] Teacher** Nine-tenths. Very good. Okay. So first of all we put those out, right. And then the next thing we're going to do is we shuffle the cards around and you all how much is each person going to get? How many cards? [/INST] [ANS] Student** Six.[/ANS] " +284,284,"[INST] Teacher** Six. Okay. So we mix them up. Now, do you have six, Student A? And you have six, right? Okay. So now you're gonna take turns placing the card so that it touches another card like this. You also can put an equivalent what does equivalent mean? [/INST] [ANS] Student** The same.[/ANS] " +285,285,"[INST] Teacher** The same. Equivalent fraction right up above the percent. Right. Or below, yeah. Okay. So the object of the game is to see how many cards you are going to place. Okay. Now, as you put the card down, if you get one close to any of the percents that are down here you are going to say what the fraction is and its equivalent. Okay. I don't know, Student C, I don't know if we were doing that last time. So anyway, okay, so who dealt the cards? Did somebody did you he dealt them. Okay. Student A, take one of your cards out and then you have to state the fraction and the percent equivalent. [/INST] [ANS] Student** One ten and 10 percent.[/ANS] " +286,286,"[INST] Teacher** One-tenth is 10 percent equal to. Okay. Good. Student D, your turn. [/INST] [ANS] Student** 33 and a third.[/ANS] " +287,287,[INST] Teacher** and a third. What's the other word? [/INST] [ANS] Student** Percent [whispering].[/ANS] +288,288,"[INST] Teacher** percent. Thirty-three and a third percent. Now notice no one can take a card and stick it now in between these two 'cause they're touching. Okay. Okay. Go ahead. [/INST] [ANS] Student** One-forth, 25 percent.[/ANS] " +289,289,"[INST] Teacher** Very good. Next one, Student C? [/INST] [ANS] Student** One-half, 50 percent.[/ANS] " +290,290,"[INST] Teacher** Very good. [/INST] [ANS] Student** Three-tenths, 30 percent.[/ANS] " +291,291,"[INST] Teacher** Very good. You watching, girls? So we're gonna know exactly what we're doing. And the winners will get a little something tomorrow. [/INST] [ANS] Student** Three-fifths, 60 percent.[/ANS] " +292,292,"[INST] Teacher** Three-fifths, 60 percent. [/INST] [ANS] Student** Nine-tenths, 90 percent.[/ANS] " +293,293,"[INST] Teacher** Excellent. Excellent. Any more, Student D? [/INST] [ANS] Student** Two-thirds, 66 and a two-thirds.[/ANS] " +294,294,[INST] Teacher** Per? [/INST] [ANS] Student** Cent.[/ANS] +295,295,"[INST] Teacher** Very good. Okay. 66 that's a tough one. So you really know them. Good for you. Okay. [/INST] [ANS] Student** Four-fifths, 80 percent.[/ANS] " +296,296,[INST] Teacher** Okay. [/INST] [ANS] Student** Can't do any more.[/ANS] +297,297,"[INST] Teacher** Can't do any more? [/INST] [ANS] Student** Seven-tenths, [/ANS] " +298,298,[INST] Teacher** Okay. Good. Excuse me. Okay. Seven-tenths stands for 70 percent. Right. Okay. Okay. Student D. Student D's done? He's got what have you got left? What are the two fractions you have left? [/INST] [ANS] Student** Three-eights and [/ANS] +299,299,[INST] Teacher** Three-eights and one-eighth. What would three-eights stand for in percent? [/INST] [ANS] Student** 37 -and-a-half.[/ANS] +300,300,[INST] Teacher** 37 -and-a-half percent. Could we put it in here anywhere? Could we put it in here? No. No. We couldn't. And then we have one-eighth. What would one-eighth stand for? [/INST] [ANS] Student** Twelve -and-a-half[/ANS] +301,301,"[INST] Teacher** Twelve -and-a-half percent. Could we put that in here? It would go right here but once these cards are touching you can't put anything in between. Okay. So we just played one round. They just played one round. So how many cards do you have left, Student D? Two. So write two next to your initial. And Student A has [/INST] [ANS] Student** Zero.[/ANS] " +302,302,[INST] Teacher** Zero. So who won the first round? [/INST] [ANS] Student** Student D.[/ANS] +303,303,[INST] Teacher** Why did he win the first round? Who can tell me? Raise your hand. Why did he win the first round Student B? [/INST] [ANS] Student** Because he had less cards.[/ANS] +304,304,"[INST] Teacher** He had less cards. He actually didn't have any, did he? [/INST] [ANS] Student** No.[/ANS] " +305,305,"[INST] Teacher** No. Okay. So let's do round two and then we're all gonna play. Everybody's got it? Do you have it too? I wanted you to join us, honey. [/INST] [ANS] Student** I don't wanna play.[/ANS] " +306,306,[INST] Teacher** Okay. Okay. So now we're on round two and after five rounds whoever has the lowest amount are they the winner? Are they the winner? [/INST] [ANS] Student** Yes.[/ANS] +307,307,"[INST] Teacher** Okay. Okay. Good so, you know, the whole object of this game is called in between which means once the cards are touching you can't put anything in between them. Okay. That's why they're called in between so then after we do the diamond ones then we're gonna learn about improper fractions where the numerator is bigger than the denominator and then we'll be able to play with that too. Okay. Okay. So the first thing they did, what'd they do? Student K, what'd they do there? What did they put down there? What did they put down there? What's the first thing that they did? Student C, what did they put down? [/INST] [ANS] Student** They put the fractions.[/ANS] " +308,308,"[INST] Teacher** They put the fractions down, the 10 percent, the 50 percent and the 90 percent. Okay. Now, we could put a lot of cards in between here, couldn't we? [/INST] [ANS] Student** Yes.[/ANS] " +309,309,"[INST] Teacher** Now, in the beginning it's wide open. But okay, so you dealt them this time. Okay. So Student D, and again they got six cards. [/INST] [ANS] Student** One-half, 50 percent.[/ANS] " +310,310,"[INST] Teacher** One-half is 50 percent, very good. [/INST] [ANS] Student** One-ten and that's 10 percent.[/ANS] " +311,311,[INST] Teacher** Excellent. [/INST] [ANS] Student** Two-fifth is 40 percent.[/ANS] +312,312,"[INST] Teacher** Good. [/INST] [ANS] Student** One-six, 16 -and-a-third.[/ANS] " +313,313,[INST] Teacher** 16 what? [/INST] [ANS] Student** And a third.[/ANS] +314,314,[INST] Teacher** And a third? [/INST] [ANS] Student** Two thirds.[/ANS] +315,315,"[INST] Teacher** Two-thirds percent. That's a tricky one. I know that. [/INST] [ANS] Student** One-fifth, 20 percent.[/ANS] " +316,316,"[INST] Teacher** Good. [/INST] [ANS] Student** Three-fourths, 75 percent.[/ANS] " +317,317,"[INST] Teacher** Very good. And remember you have to state the fraction and the percent when you do it. Okay. Go ahead. [/INST] [ANS] Student** Three-tens, 30 percent.[/ANS] " +318,318,"[INST] Teacher** Okay. Go ahead. That's a tricky one, huh? Show it up hold it up to the rest of the kids and see if anybody hold it up. What is the fraction? Five-six. What percent would that be, five-six? [/INST] [ANS] Student** 86 -and-a-third.[/ANS] " +319,319,"[INST] Teacher** 86 -and-a-third. [/INST] [ANS] Student** No, 83 and-a-third.[/ANS] " +320,320,[INST] Teacher** 83 -and-a-third percent. So can you put that down there? No 'cause we've got 75 percent here and then 90 percent so we couldn't put that in between. [/INST] [ANS] Student** Can't put it in there.[/ANS] +321,321,[INST] Teacher** What's that? What percent is that? Five-eights. [/INST] [ANS] Student** 62 -and-a-half percent.[/ANS] +322,322,[INST] Teacher** 62 -and-a-half percent. Is that correct? Hum? Okay. [/INST] [ANS] Student** Can't put it in.[/ANS] +323,323,[INST] Teacher** Okay. So what did Student D get? How many cards did he have left? [/INST] [ANS] Student** Two.[/ANS] +324,324,[INST] Teacher** Two. Okay. Put down two and [/INST] [ANS] Student** One.[/ANS] +325,325,[INST] Teacher** One. Okay. So who won that round? [/INST] [ANS] Student** Student D.[/ANS] +326,326,"[INST] Teacher** Oh, gee. Again. Okay. So why don't you finish playing the rounds, okay, five rounds and then I'll put people in partners and then we can switch around a little bit today. Okay. But you really, really need to know how to play. Does everybody think that they can play it now? [/INST] [ANS] Student** Yes.[/ANS] " +327,327,"[INST] Teacher** Is there anybody that still might have difficulty playing with this? And some of you still don't know the equivalent percent in fractions so that's why it's a good idea to keep that paper out to help you so that you learn them 'cause I will be giving you quizzes on this so that you know them perfectly. Some of you still don't know even your multiplication facts, as yet. So that needs to be, you know, you need to be studying that, too, 'cause last time what did we have, five 100's on that? I think or six so we'll be ready for that. Okay. So let's see. Is there anybody here that would like to choose somebody rather than me doing it and everybody's gonna have to play today. Okay. So let us see, Student M, who would you like to play with today? [/INST] [ANS] Student** Student A?[/ANS] " +328,328,[INST] Teacher** Student A. Okay. So Student A just needs to move a chair over next to you and you just need one deck of cards and the piece of paper. Okay? Student J? Okay. Then pull your chair over to Student's desk. Do you guys wanna do you wanna finish this out or do you wanna choose somebody else to play with. [/INST] [ANS] Student** Choose somebody else.[/ANS] +329,329,[INST] Teacher** Huh? You wanna choose somebody else? Okay. So whose cards are those? [/INST] [ANS] Student** Mine.[/ANS] +330,330,"[INST] Teacher** All right. So why don't you put those away, honey, then we'll just stop this demonstration. You did a great job. You two really know, really know you percents and fractions. Okay. So who would you like to Jesus? Okay. So wanna pull your chair up? You've got all your cards, Jesus? [/INST] [ANS] Student** Yes.[/ANS] " +331,331,"[INST] Teacher** Okay. So bring your cards out and make sure you've got the rules, okay and pull your chair up next to him. Who? Student A. Okay. Student A, where is he? Back there hiding. Is that his desk? Where's your desk, honey, up there? All right. So if you would take your take is that your chair. [/INST] [ANS] Student** Yes.[/ANS] " +332,332,"[INST] Teacher** Move your chair next to his. You don't need two chairs. Student C? Pardon me? You see if he's got the game now so maybe you can go Student D bring your chair over to Student C. Everybody's gotta be picked. As long as you're playing and not fooling around, okay. No fooling around. Okay. Student L? Okay. Pull a chair over. What about you? I have Student A's book too. Student A, I think I took your book. All right. So who do you want to play with honey? Student J? Student just sit down please. All righty. Student K? Okay. So pull your chair up. I don't know if those are your papers on the floor. And you have nobody? Huh? You and Student I go play. Okay. Please. Bring your chair over there. Or you know what, Student I, wanna bring maybe Student M's chair over here next 'cause Your chair isn't the chair. And then we have what oh, Student K picked you. Did you pick? Did she pick you? Did you? Look how flexible you are? You know what, I'm very proud of you, Student B. You know a lot of students would say oh, no, no, no and you just did a really nice show of kindness today. I thank you. Good job. Good job. So now Student B, look at how nicely she did that. She didn't fuss. She didn't whine. Okay. So Student B, would you and Student I play please? Thank you. Student I, do you want to come up next to Student B up here and we have you. Do you wanna just be like watching the two to make sure they're doing the right make sure that he's saying the right fraction and the percent. [/INST] [ANS] Student** I am.[/ANS] " +333,333,"[INST] Teacher** You are? Okay. Make sure you're doing that 'cause we didn't do that. Make sure you're saying the right percent and the right fraction, okay. Student A, would you like to sit and observe and then maybe after five rounds are done then you can go in for somebody? Who? [/INST] [ANS] Student** Student S.[/ANS] " +334,334,"[INST] Teacher** Student S. Okay. So Student A, let me ask you a question? [/INST] [ANS] Student** What?[/ANS] " +335,335,"[INST] Teacher** Since we have a couple of kids out No, I want you to do five rounds and then would one of you play the five rounds with him? Yeah, but you finish your round out, okay. And you can maybe just pull a chair over and watch while they're playing and then one of you will play some with him. Okay. 'Cause he doesn't have anybody 'cause we're missing some students today. Okay. Good. So honey did you want to go [/INST] [ANS] Student** What time is it?[/ANS] " +336,336,"[INST] Teacher** Wanna go get a chair. and bring it over and you can just watch them. I don't know why these are still here. Who won the oh, we didn't finish. Okay. Now, remember that you say the fraction and the percent, okay. Don't forget to do that. All right. Okay. Let's see how you're doing. Oh, you didn't get a piece of scrap paper to write down okay. Put your round one and then put your initials and then see [/INST] [ANS] Student** We can't go anymore.[/ANS] " +337,337,"[INST] Teacher** You can't go oh, you both. Oh, oh wow. Look you tied. Great. Okay. So round one, go ahead. Round one. Excellent. Excellent. Who are you playing with? Huh? What's he doing? [/INST] [ANS] Student** We got a tie on the first one.[/ANS] " +338,338,"[INST] Teacher** So did you do round one? Oh, you tied the first one. Okay. All right. So continue. I want to hear everybody saying the fraction and the percent, please. Okay. Did you say it? Okay. Make sure your partner is saying the fraction and the percent also. Remind them to do it, okay. How you doing? [/INST] [ANS] Student** We got a tie in the first round.[/ANS] " +339,339,"[INST] Teacher** You tied. Oh, wow he's giving you a run for your money, isn't he? Run for your money. What does that mean he's giving you if I said he's giving you Student J is giving you a run for your money what does that mean? [/INST] [ANS] Student** I don't even know what that means.[/ANS] " +340,340,"[INST] Teacher** Do you think you might have an idea. Yeah, good competition. Yeah, good competition 'cause you both tied the first one. Okay. Let's go see what everybody else is doing. Is he shuffling them? All right. Okay. Round one. Did we finish round one? [/INST] [ANS] Student** Yes. She won.[/ANS] " +341,341,"[INST] Teacher** Did you put you need to put your numbers down on the paper, honey, okay. Okay. Let's see. Who won? You. No. Yeah. You know what you're doing? Okay. Who's winning first round? [/INST] [ANS] Student** I am.[/ANS] " +342,342,[INST] Teacher** Did you put the numbers down? You need to put it on here. Okay. Round one. [/INST] [ANS] Student** I got [/ANS] +343,343,"[INST] Teacher** Oh, you tied. All right. So put round one, your two initials and then two and two, right. Five rounds. You just did one round. Now, you shuffle them all together again. Whoever gets after the five rounds whoever gets the lowest score, the lowest number is the winner. Well, you're gonna get all these numbers at the end on how many cards you can place and can't place and whatever you can't place will be your number and then we add them all up, okay, at the end and whoever gets the lowest number is the winner of the round of the whole the whole five rounds, actually. Okay. And so are you don't with the first round. You're now starting your second round, right? Yeah. Okay. Good. How we doing? [/INST] [ANS] Student** Not good.[/ANS] " +344,344,[INST] Teacher** Not good. Why? [/INST] [ANS] Student** He keeps beating me.[/ANS] +345,345,"[INST] Teacher** Oh, Student I, come on. You won in the spelling. You won in the spelling. I know. What is this? Is this Student D's desk? Well, don't keep doing it honey, please, okay 'cause it we need to get it fixed. So what was your number? What was your score on [/INST] [ANS] Student** I had [/ANS] " +346,346,[INST] Teacher** You need to put the numbers down there. What's the number? [/INST] [ANS] Student** Zero.[/ANS] +347,347,"[INST] Teacher** Zero and what? Okay. So then shuffle them. How we doing? Round one. Are you L, last name? Yeah. So you got two and you got zero. Okay. So who's the winner of that one? You. Okay. Keep going. Excuse me, So what did you get on round one? So all right so who won the first round? Student A, who won? Okay. Now, see if you can beat him on the second round. All right. See if you can beat him. Who won? [/INST] [ANS] Student** I did.[/ANS] " +348,348,[INST] Teacher** You won? Oh. [/INST] [ANS] Student** He won round two.[/ANS] +349,349,[INST] Teacher** Oh. Wait a minute. [/INST] [ANS] Student** Round two.[/ANS] +350,350,"[INST] Teacher** Oh, yeah. [/INST] [ANS] Student** He won round one.[/ANS] " +351,351,"[INST] Teacher** Yeah, write round one, honey, up here so we know what rounds we're doing then round two 'cause then we have to add them all up after. [/INST] [ANS] Student** realized? The camera's rolling.[/ANS] " +352,352,"[INST] Teacher** Yeah, I know. Okay. So anyway, so that's round one, right? And then you're gonna do round two. And then we're gonna add all of them up at the end and whoever gets the lowest score. Well, you know how to play this. [/INST] [ANS] Student** microphone's on.[/ANS] " +353,353,"[INST] Teacher** I know that. I know that. You're kidding. You both have nothing? You both got zeros? Wow. That's unusual. That's great. Oh, boy someone's gonna have to uh oh. He is a challenge. Huh? [/INST] [ANS] Student** Yeah.[/ANS] " +354,354,"[INST] Teacher** He is a challenge. Good. All right. So go ahead another round. You're on you did round two. We gotta go up to five rounds. All right. Five. What? The other one. Oh. Cameras are rolling. [/INST] [ANS] Student** Yeah, but [/ANS] " +355,355,[INST] Teacher** Pardon me? [/INST] [ANS] Student** Where are the [/ANS] +356,356,"[INST] Teacher** Oh, they'll be back. [/INST] [ANS] Student** Oh.[/ANS] " +357,357,"[INST] Teacher** They don't they don't sit in and watch it. They take it back to the University. They take it back to Harvard and they take a look at it and they show other teachers so they can show other teachers Student D, you need to behave properly, please. All right? He doesn't cheat. [/INST] [ANS] Student** He can see my cards.[/ANS] " +358,358,[INST] Teacher** Student D? [/INST] [ANS] Student** I'm serious. He went like that and put it down [/ANS] +359,359,"[INST] Teacher** Yeah, but you know what? He's got to know where to put it and you've gotta be saying the fraction and the Who won the first round? Oh, what's she got a two you got a You got a zero. Okay. Okay, Student K. Do you know your fractions? Are they kinda sinking in a little bit now? [/INST] [ANS] Student** Yeah. [/ANS] " +360,360,"[INST] Teacher** After playing this game you'll know them better. I know you will. One-third is equal to what is it equal percent right. You need to say that, too, okay. [/INST] [ANS] Student** Seven-tenths.[/ANS] " +361,361,"[INST] Teacher** Shh. Student D. You're getting too loud here. Well, you've got [/INST] [ANS] Student** I got seven-eighth and two [/ANS] " +362,362,[INST] Teacher** All right. Let me ask you something. What percent does that stand for? [/INST] [ANS] Student** 87 -and-a-half percent.[/ANS] +363,363,"[INST] Teacher** And then what does this one stand for? [/INST] [ANS] Student** 16 -and-a-half percent I mean, yeah, and two-eights percent.[/ANS] " +364,364,[INST] Teacher** Okay. So he's got one. You got one left? [/INST] [ANS] Student** Yeah.[/ANS] +365,365,[INST] Teacher** And you have two left? [/INST] [ANS] Student** Yeah.[/ANS] +366,366,"[INST] Teacher** Okay. How many, Student D, Student D what does this stand for? [/INST] [ANS] Student** 36 percent.[/ANS] " +367,367,"[INST] Teacher** Very good. Okay. And you can't you can't put it in anywhere, can you? [/INST] [ANS] Student** Yeah.[/ANS] " +368,368,[INST] Teacher** He could have put it there. Uh oh. [/INST] [ANS] Student** Thanks for telling me.[/ANS] +369,369,"[INST] Teacher** So he got a zero, right. [/INST] [ANS] Student** Yeah, zero.[/ANS] " +370,370,"[INST] Teacher** Okay. So mix them up again. Mix them up again. Yeah. Okay. Make sure you're saying it, okay. Make sure you're saying it. Five-eights equals what percent? 62 and [/INST] [ANS] Student** A half.[/ANS] " +371,371,[INST] Teacher** 62 and what? [/INST] [ANS] Student** 62 -and-a-half percent.[/ANS] +372,372,[INST] Teacher** You've gotta be learning these. Okay. And what's three- eighths stand for? What percent? [/INST] [ANS] Student** One-third?[/ANS] +373,373,[INST] Teacher** Who can tell me what three-eighths stands for in percent? What's three-eighths stand for? What is it? 37 -and-a-half percent. What have you got? [/INST] [ANS] Student** One -and-a-half.[/ANS] +374,374,"[INST] Teacher** That's wrong. You need to fix that, honey. It's 37 and one half percent. 37 and a half. Okay. Five-eighths. Student C, what's five- eighths. Don't put that on your mouth, please. What's five-eighths stand for, Student C? Five-eighths? [/INST] [ANS] Student** Five-eights?[/ANS] " +375,375,"[INST] Teacher** Five-eighths? Stop laughing, please. There's nothing to laugh at. [/INST] [ANS] Student** 62 -and-a-half percent.[/ANS] " +376,376,[INST] Teacher** 62 -and-a-half percent. What does that say? [/INST] [ANS] Student** 62[/ANS] +377,377,"[INST] Teacher** Okay. Okay. What round are you guys on? You all done? Oh. Oh, okay. Well finish up. Let's finish up. Who's winning here, Student A? You're the referee. [/INST] [ANS] Student** I got zero in the two rounds.[/ANS] " +378,378,[INST] Teacher** Wow. Keep going. Keep going. Doing a good job. You keep what? [/INST] [ANS] Student** We keep on having the same amount [/ANS] +379,379,"[INST] Teacher** Really? The same. [/INST] [ANS] Student** Yeah, so she's gonna go and then [/ANS] " +380,380,"[INST] Teacher** So just mix them up real good, that's all. Mix them up real good. Let me mix them. So you're only on round one. You need to move along here. How many do you have? [/INST] [ANS] Student** One.[/ANS] " +381,381,"[INST] Teacher** Yours was Okay. Mix them up. Now, you're on round three so mix them up real good. Okay. Mix them up real good so what happened? So you know all of your fractions and all the equivalent percents? Yeah, I know. [/INST] [ANS] Student** I know a lot of them but not [/ANS] " +382,382,"[INST] Teacher** Yeah, you probably don't know the sixths and the eighths. [/INST] [ANS] Student** Yeah, that's [/ANS] " +383,383,"[INST] Teacher** And the tough ones. Right? Okay. So guess what? You know, and you always get 100 on your multiplication. [/INST] [ANS] Student** multiplication is [/ANS] " +384,384,"[INST] Teacher** I know. Oh, but do you know what? You memorize them and you learn them so that's a good thing. So you can do the same with this. [/INST] [ANS] Student** I just know all these every single one of them [/ANS] " +385,385,"[INST] Teacher** Oh. Well, you know, well you were a winner today with the spelling so you did well and you get a special treat. No, one with the spelling and one for doing a good job on Friday. [/INST] [ANS] Student** No, but you told me instead of one, remember?[/ANS] " +386,386,[INST] Teacher** I said did I say two? [/INST] [ANS] Student** You said two instead of one 'cause I got all of them right.[/ANS] +387,387,[INST] Teacher** We'll see what I can bring in tomorrow. Okay. So you're all set then. Good job. Okay. [/INST] [ANS] Student** So what do we do now?[/ANS] +388,388,[INST] Teacher** Do you want to play some more? 'Cause we're going to be shutting this down very soon. Do you want to start another round just to see or do you want to watch somebody else? Huh? It's up to you. Do you want to play anymore or are you done? You done? [/INST] [ANS] Student** I don't know.[/ANS] +389,389,"[INST] Teacher** Do one more round. Huh? Okay. All right. Well, go ahead. All right. [/INST] [ANS] Student** two missing.[/ANS] " +390,390,[INST] Teacher** Two missing? [/INST] [ANS] Student** Only two.[/ANS] +391,391,"[INST] Teacher** Two, really? That's good. Wow. By now you should at least be approaching if not finishing round four right now so let's see how you're doing. You should be approaching round four and you're only on round two so you need to move it. [/INST] [ANS] Student** Round three.[/ANS] " +392,392,"[INST] Teacher** Oh, you're on three. Oh, okay. All right. Okay. You should be almost approaching the fourth. Yeah. you two doing? Who's winning? She is. [/INST] [ANS] Student** Four rounds [/ANS] " +393,393,[INST] Teacher** You what? [/INST] [ANS] Student** I won four rounds [/ANS] +394,394,[INST] Teacher** So who's winning? So what are you gonna get tomorrow? A special something. A special treat. Okay. You know what you can do now? Turn it over and write special treat and then put Student L's name down. Okay. Student L's name down. [/INST] [ANS] Student** supposed to bring like [/ANS] +395,395,[INST] Teacher** December 23rd for a couple of weeks. Pardon me. You can come around with me when I finish and write your names down so I'll know who they are tomorrow. What? [/INST] [ANS] Student** [Inaudible?][/ANS] +396,396,"[INST] Teacher** That day. No, 'cause if you bring it before we'll get into it, someone will get into it and they'll know maybe what it is they'll shake it or whatever Yeah. Go around and see who's finished. Student J and Student A might be pretty well So are those yours? Who's are those? [/INST] [ANS] Student** Mine.[/ANS] " +397,397,"[INST] Teacher** Okay. No, you don't need to All right. You should be approaching here you can go put this away though. scissors another pair on the back of the on the table Okay. Listen up for a minute. Whoever's getting close to the round five let me know. Student M, here's another one, too. Student L's coming around to figure out who's winning. [/INST] [ANS] Student** We got a tie.[/ANS] " +398,398,"[INST] Teacher** Good. Keep going. Keep going. [/INST] [ANS] Student** Oh, you go first.[/ANS] " +399,399,"[INST] Teacher** No, we forget. Student M? that please? Your paper. Everybody should be getting close. Did we finish? [/INST] [ANS] Student** She won.[/ANS] " +400,400,[INST] Teacher** Who won? [/INST] [ANS] Student** Student A.[/ANS] +401,401,"[INST] Teacher** How did you let that happen? All right. But now let no, Student L? Student L? He's a winner. Put his name down. [/INST] [ANS] Student** Can we play another game?[/ANS] " +402,402,"[INST] Teacher** Yeah, you can play another round but we're not gonna go through five rounds now. Just one more round. Yeah, I want to stop you in about five minutes. Okay. All right. One of them won. Who's the winner? [/INST] [ANS] Student** Hey, what if I win the next? Do I win something for it?[/ANS] " +403,403,"[INST] Teacher** Today, no. Today it's just the people now, you know where they go Huh? Student B? Can you get those papers that you left up there, please? And then what about the other one? Student J, come on and sit down now. Your people are taking too long. Come on. No. We need and we're only gonna play for about another five minutes and then we have to stop so you need to finish up here and find out who's gonna be the winner. Huh? Yeah, I'm gonna stop everybody. Hello? Okay. Listen, we're gonna play for five more minutes, okay so then that will be it. So finish up your rounds. Wow. [/INST] [ANS] Student** three.[/ANS] " +404,404,"[INST] Teacher** You got how many? Oh, wow. Okay. Huh? You're on five now. Okay. Good. [/INST] [ANS] Student** [Inaudible?][/ANS] " +405,405,"[INST] Teacher** What? Let's go girls. Five more minutes. We have to finish up. What round are you people on? You're on five. Okay. Hum? So, oh we're still on the last round. Okay. What? All right. Okay. Student D? Oh. I know, he didn't even get a chance to play 'cause you're slowpokes. All right. Do you have yours out? Want to play around with that? Do you Student A, do you know how to play now? You do? You got it. You sure 'cause you're doing very well in math so I think that you probably know a lot. Let's let these two finish the last round and you want to do a round with him. I wanna see how well he's doing with his percents. [/INST] [ANS] Student** 'cause he can't [/ANS] " +406,406,"[INST] Teacher** No. All right. Go, one more round. One more round. Okay. One more quick round, let's go. So tomorrow everybody that won this game is gonna get a special thing. Tomorrow. Oh, you're on round five. Now three-tenths is equal to what percent? Thirty percent, right. Okay. Go ahead. What are you gonna say? One-half is equal to 50 percent. Okay. Student J, sit down, please. Shh. Say it. What are you saying? Seven-tenths equals 70 percent. Okay. So how many6 card do you have left? [/INST] [ANS] Student** None.[/ANS] " +407,407,[INST] Teacher** None? None. Okay. Zero-zero. What? Tell Student L. Student L's writing down the winners. So now you add up all of Student K's numbers and then you add up yours. [/INST] [ANS] Student** I got three.[/ANS] +408,408,"[INST] Teacher** So she got three. You got three. [/INST] [ANS] Student** No, I got five.[/ANS] " +409,409,"[INST] Teacher** You got five and what did she get? [/INST] [ANS] Student** She got One, two she has two.[/ANS] " +410,410,[INST] Teacher** How many did she get? [/INST] [ANS] Student** Two.[/ANS] +411,411,"[INST] Teacher** Two. And you got five. So who's the winner the one that's got the lowest score. So who got the lowest score? Student L? Student K got the lowest score. Okay. You can put those away now, okay? You added them all up. What was Student M's score? Why does that say three? [/INST] [ANS] Student** Because [/ANS] " +412,412,"[INST] Teacher** Oh, okay. So tell Student L. Student L's writing down all the winners. Okay. Please sit down. [/INST] [ANS] Student** Can I be one of them?[/ANS] " +413,413,[INST] Teacher** Huh? [/INST] [ANS] Student** Can I be one of them?[/ANS] +414,414,"[INST] Teacher** Can you be a winner? How can you be a winner when she just won? Didn't she? It says it right here. You know, we play this game all year long so there'll be other times that you okay. You're all getting something tomorrow from Friday. Yeah. Huh? The bathroom. Yeah. Okay. If you are finished please. All right. Who are the winners? Let me see your hands. Student L, did you get Student A? All right. Now there's no I was I was Student B? Okay. Everybody needs to sit down please. Everybody in their seats. Everybody sit down please. and throw it away? You need to put those cards away. Shh. Everybody needs to sit down now. away now, okay, and that percent thing. Okay. Everybody. Student H, are you and Student H done? Who won? [/INST] [ANS] Student** Me.[/ANS] " +415,415,"[INST] Teacher** Student H? Oh, okay. All right. Would you please put your cards away and please go back to your seats. Back to your seats please. Where'd that come from? [/INST] [ANS] Student** It was from my desk.[/ANS] " +416,416,"[INST] Teacher** Okay. Okay. I need you to sit down, please, and I want to shh listen up, please. Student E, you need to go over in your seat, please. You need to sit down please, right now. No, sit down. Everybody's in their seats, I hope. All right. Listen carefully. [/INST] [ANS] Student** Can we go to the bathroom?[/ANS] " +417,417,"[INST] Teacher** Not right now I need to announce something, no. Everybody needs to be seated and listening. Everybody needs to be in their seats, please. All right. I need everybody's attention. Can you please, all eyes on me? I thought you did a great job. I think that you all pretty much know the game. This'll be one of the many games we'll be playing all year long and then we're gonna use the rest of those cards. You will learn what to do with those probably tomorrow. So I thought you did a great job. Give yourselves a pat on the back. Good job. Okay. And we I'll announce these winners again in a second. Okay. Okay, good afternoon boys and girls. [/INST] [ANS] Student** Good after noon Mr. C.[/ANS] " +418,418,"[INST] Teacher** All right. Today for math basically what we are going to be doing today, okay, is we're gonna be learning how to this is the objectives. So I want to you to look at the objective on the board. I want to tell you what do you understand? What is the objectives going to be? What do you understand? [/INST] [ANS] Student** The objective is going to be solving word problems.[/ANS] " +419,419,"[INST] Teacher** I know how to read. Okay. What do you think the objective is going to be in your own words? I know how to read, believe me. You're not gonna believe this but I know how to read. All right. Go ahead. [/INST] [ANS] Student** Math.[/ANS] " +420,420,[INST] Teacher** Okay. What else? What is the objective going to be? Yes? [/INST] [ANS] Student** The objective is going to be like fractions [/ANS] +421,421,[INST] Teacher** Not what you think. Look at it. Read it. And tell me what do you understand because I understand. I wrote it. So I understand what's there okay. Important to me is do you understand what this stands for? [/INST] [ANS] Student** Oh yeah.[/ANS] +422,422,[INST] Teacher** Yes. Okay. So you're saying okay so make it. What are you saying? is talking. It's about respect. She's talking. Excuse me. She's talking. Thank you. [/INST] [ANS] Student** We're learning how to add fractions.[/ANS] +423,423,[INST] Teacher** All right. So she says something that we're going to learn how to add fraction. What else are we going to do? [/INST] [ANS] Student** We're going to learn how to add fractions.[/ANS] +424,424,[INST] Teacher** She just said that. Yes. [/INST] [ANS] Student** We're going to add fractions with unlike denominators.[/ANS] +425,425,"[INST] Teacher** What does that mean? What does that mean to you because I know how to read? Yes. So pay attention. [/INST] [ANS] Student** To me what Student said it means to me like, like you using like tools to solve a problem.[/ANS] " +426,426,"[INST] Teacher** Okay. Anybody else? Anybody else? Everybody has to contribute. In order for this to work we all have to work at it. So yes, Student, do you want to go back again? Go. [/INST] [ANS] Student** I think that means that you're going to be adding numbers that are fractions that are like uneven. They're not the same numbers.[/ANS] " +427,427,[INST] Teacher** Okay so you're saying that we're going to be adding fractions that are not even? They're not even? Okay. They're not even or they are not the same? [/INST] [ANS] Student** They're not equal.[/ANS] +428,428,[INST] Teacher** You. [/INST] [ANS] Student** And then we're gonna learn how to solve word problems too.[/ANS] +429,429,"[INST] Teacher** Let's say what we're going to be doing. So everybody in here when you get up, when I walk around to check your paper everybody should be able to tell me what is that we are doing or what it is you're supposed to be learning. Or what it is that you're learning. Okay. Believe me. Like I said to you I know I how to read but the most important thing is do you know what is that you're going to learn once the lesson is over? [/INST] [ANS] Student** Yeah.[/ANS] " +430,430,[INST] Teacher** Okay. That's the most important. Okay. All right. Somewhere it says what's the word you said? Not the same? Not the same. You say what word I used instead of not the same? [/INST] [ANS] Student** Unlike.[/ANS] +431,431,[INST] Teacher** Unlike. Unlike. You know what [remember seeing the grown ups and just saying not the same? What did I say?] [/INST] [ANS] Student** Unlike.[/ANS] +432,432,[INST] Teacher** Unlike. Unlike. What's the other word that I'm using? [/INST] [ANS] Student** Denominator.[/ANS] +433,433,[INST] Teacher** Okay. Denominator. Okay. If you look at the fraction one- half can you identify which is which? Which one is this one? [/INST] [ANS] Student** The numerator.[/ANS] +434,434,[INST] Teacher** And which one is this? [/INST] [ANS] Student** Denominator.[/ANS] +435,435,[INST] Teacher** Okay so the lesson for the day is look at this. One-third plus one-third. Are the denominators the same or are they unlike? [/INST] [ANS] Student** Alike.[/ANS] +436,436,[INST] Teacher** Okay. What are they the same or are they unlike? [/INST] [ANS] Student** Same?[/ANS] +437,437,[INST] Teacher** Please stop. [/INST] [ANS] Student** Unlike?[/ANS] +438,438,"[INST] Teacher** Okay. Listen to the question. Are the denominators, are they like or unlike? [/INST] [ANS] Student** Like.[/ANS] " +439,439,[INST] Teacher** Okay. We're making progress. So everybody is with me now? [/INST] [ANS] Student** Yes.[/ANS] +440,440,"[INST] Teacher** Okay, everybody is with me? [/INST] [ANS] Student** Yes.[/ANS] " +441,441,"[INST] Teacher** Okay, so this is a slam dunk. Right. We go one plus Okay. Two what do you say? [/INST] [ANS] Student** Two-thirds.[/ANS] " +442,442,[INST] Teacher** Okay. You guys need to go to the dentist because? [/INST] [ANS] Student** Tooth hurts.[/ANS] +443,443,[INST] Teacher** Say what? [/INST] [ANS] Student** Two-thirds.[/ANS] +444,444,[INST] Teacher** You got it? All right. This is baby stuff right? But for today what does the lesson say now? Look at the objectives to see what does it say that we are going to be doing? We're going to be learning? You guys know how to read too right? So now in your own words what do you think we're gonna be learning? [/INST] [ANS] Student** We're gonna be learning problems that have to do with fractions.[/ANS] +445,445,[INST] Teacher** What kind of fractions? Fractions that what? [/INST] [ANS] Student** With unlike denominators.[/ANS] +446,446,[INST] Teacher** He's talking. [/INST] [ANS] Student** The denominators aren't the same.[/ANS] +447,447,"[INST] Teacher** Very good. [I'll use his words. Is now stop, is not stop you putting it in your own words.] Because that's the only way you're going to remember it because there has been a problem in the past that you sometimes forget things. But if you put it in your own words you're going to never forget it. Everyone understand that? [/INST] [ANS] Student** Yes.[/ANS] " +448,448,"[INST] Teacher** Now okay, all right. I'm going to put a problem on the board and I want you to tell me what is it that you notice about this problem? Tell me what it is that you notice. But before you do that I would like you to talk to your partner, okay, three-eight plus okay plus one-fourth. Talk to your partner. Tell me what do you notice about that problem on the board. Okay, what do you notice? Okay. You're not doing that. [/INST] [ANS] Student** They are different, the denominator are different.[/ANS] " +449,449,[INST] Teacher** Different or what word did I use? [/INST] [ANS] Student** Unlike.[/ANS] +450,450,"[INST] Teacher** What did I use? Okay, okay, what are you noticing? No, I'm not asking that. Okay, so you're not adding right now. We're just looking at what you're noticing. [/INST] [ANS] Student** There's going to be more [/ANS] " +451,451,[INST] Teacher** Did you hear what I just asked you? Did you hear what I just asked you? [/INST] [ANS] Student** Yes.[/ANS] +452,452,[INST] Teacher** I asked you what is it that you are noticing about the problem right now. I just said so you're going ahead of time. So you already starting to add it? Is that what you're saying? All right. That's good. Keep that in mind. I'm going to come back to you. What is it that you notice in terms of the denominator and the [/INST] [ANS] Student** Oh that four is half of eight.[/ANS] +453,453,[INST] Teacher** So you noticed something. Thank you very much. Okay so let's go now some people will tell me it was something that you noticed okay? That you noticed right away. We're talking about the denominator unlike denominator. What is something that you noticed? Student E? [/INST] [ANS] Student** I noticed that [/ANS] +454,454,[INST] Teacher** He's talking. Okay. So the numerator can anybody help him out? Help him out. He needs help. Do you need help? [/INST] [ANS] Student** Yes.[/ANS] +455,455,"[INST] Teacher** Okay, he needs help. Somebody help him out. Come on guys. [/INST] [ANS] Student** I noticed that the three-eighths and the one-fourth that the three-eighths [/ANS] " +456,456,[INST] Teacher** Okay you can tell him outside for a minute. Tell him what you're saying. Okay. All right. You step up to the board if you want to. Whatever. What is his problem? [/INST] [ANS] Student** What are you trying to say?[/ANS] +457,457,[INST] Teacher** What is he saying? [/INST] [ANS] Student** I think he's trying to say that eight is half of four.[/ANS] +458,458,[INST] Teacher** So you noticed that. Okay. Yes. So that's what you noticed. We're gonna come back to it okay. But you're noticing something. All right. So I'm going to erase this. Okay. Let's go with somebody else. What did you notice? [/INST] [ANS] Student** I noticed that both denominators of each fraction has different denominators.[/ANS] +459,459,[INST] Teacher** Okay. Very good. What word did I use? [/INST] [ANS] Student** Unlike.[/ANS] +460,460,[INST] Teacher** What word are you using? [/INST] [ANS] Student** Different.[/ANS] +461,461,[INST] Teacher** Different. So we noticed that? Yes? [/INST] [ANS] Student** I noticed that the numerators of both fractions are unlike.[/ANS] +462,462,[INST] Teacher** Are unlike. Very good. What else? I said that first so you gotta use your own words. [/INST] [ANS] Student** Are not the same.[/ANS] +463,463,"[INST] Teacher** Are not the same. Very good. Different, not the same is the same thing. So we noticed that right? And you notice what the objective say? Solve word problems where we're adding fractions with unlike denominator. So now we need to learn now the next thing we need to learn is how to add them. [/INST] [ANS] Student** So that tells us all the things that we're going to do is have unlike denominators?[/ANS] " +464,464,[INST] Teacher** Right. And then what are you going to have to do with them? [/INST] [ANS] Student** You're going to have to [/ANS] +465,465,[INST] Teacher** Huh? [/INST] [ANS] Student** Add them.[/ANS] +466,466,[INST] Teacher** Okay. Right. We know that. But what are we going to do with them? [What we learn how] to add fractions what are you going to learn to do? [/INST] [ANS] Student** We're going to word problems.[/ANS] +467,467,[INST] Teacher** Make or solve them? [/INST] [ANS] Student** Solve.[/ANS] +468,468,[INST] Teacher** What do you say make? [/INST] [ANS] Student** Solve.[/ANS] +469,469,[INST] Teacher** Say what we're going to do? [/INST] [ANS] Student** Solve.[/ANS] +470,470,[INST] Teacher** Let me ask you a question. So if you don't know how to solve three-eight plus one-fourth did you learn anything at the end of the lesson? [/INST] [ANS] Student** Yes.[/ANS] +471,471,"[INST] Teacher** Stop. Student F, he needs help. How do you help him out? He needs help. Excuse me? [/INST] [ANS] Student** The whole lesson is going to be that so you're not going to learn if you don't know how to do it.[/ANS] " +472,472,[INST] Teacher** What did he just say? [/INST] [ANS] Student** I didn't really hear him.[/ANS] +473,473,[INST] Teacher** Right. You need to pay attention. This is team work. You get something out. This is team work. We all learn the same. Did you hear what I said? [/INST] [ANS] Student** Yes.[/ANS] +474,474,"[INST] Teacher** All right, Student F, go. [/INST] [ANS] Student** Okay, you're not going to learn anything at the end of the lesson because the lesson is going to be about solving unlike denominators. So if you don't know how to do it you're not going to learn anything.[/ANS] " +475,475,"[INST] Teacher** The question that was posed to you, if you don't know how to add unlike fractions, unlike denominator, at the end of the lesson, are you going to be able to solve problems? [/INST] [ANS] Student** No.[/ANS] " +476,476,[INST] Teacher** Why not? [/INST] [ANS] Student** Because you're doing fractions with unlike denominators.[/ANS] +477,477,[INST] Teacher** So if you don't know how to [/INST] [ANS] Student** If we don't know how to do them at the end so we're not going to do them.[/ANS] +478,478,[INST] Teacher** Then you got a problem. [/INST] [ANS] Student** Exactly.[/ANS] +479,479,[INST] Teacher** So what is it that we need to concentrate now? The whole concentration will be to go to what? [/INST] [ANS] Student** Adding [/ANS] +480,480,[INST] Teacher** Thank you. Say it again. [/INST] [ANS] Student** Adding different denominators.[/ANS] +481,481,[INST] Teacher** Adding so our whole concentration is going to go where? [/INST] [ANS] Student** Adding unlike denominators.[/ANS] +482,482,[INST] Teacher** Because once we know how to do this then the game is over. [/INST] [ANS] Student** It will be a slam dunk.[/ANS] +483,483,[INST] Teacher** Say it again? [/INST] [ANS] Student** It will be a slam dunk.[/ANS] +484,484,[INST] Teacher** Because why will the problem be a slam dunk? Why? I haven't heard from you Student F. [/INST] [ANS] Student** Because we already know how to add different denominators.[/ANS] +485,485,[INST] Teacher** Why is that going to be our slam dunk? [/INST] [ANS] Student** Because we know how to add different denominators.[/ANS] +486,486,"[INST] Teacher** Our energy now is going to learn how to do this right? And then we'll just read the problem. So let's see. By looking at those fraction and we're using, as grown ups say, background knowledge and you're thinking about things that we learned in the past about fractions. And you know that you're going to add these right? People I'm not trying to turn you into a mathematician, that's not my job. My job is to get you to use the tools that they use to solve problem. Let's talk about tools that mathematician, people who study math, use to solve a problem. Tools something that they bring to the table? [/INST] [ANS] Student** The LCM.[/ANS] " +487,487,[INST] Teacher** Okay. You need to define the LCM right? What does LCM stand for? [/INST] [ANS] Student** Lowest common multiple.[/ANS] +488,488,"[INST] Teacher** Lowest common multiple. And you guys know what a multiple is right? Give me a multiple of five? [/INST] [ANS] Student** Ten, 15 [/ANS] " +489,489,"[INST] Teacher** Okay, okay, okay. I got you. I got you guys okay. You know that. Yes? [/INST] [ANS] Student** You gotta understand the question.[/ANS] " +490,490,[INST] Teacher** I understand the question. You know what I'm just going to put symbols. Understand the question. Right? What else? [/INST] [ANS] Student** Know your percentage.[/ANS] +491,491,"[INST] Teacher** Yeah, understand what the percent. See all these things [/INST] [ANS] Student** Know what kind of fraction [/ANS] " +492,492,"[INST] Teacher** Look. What type of fraction? What kind? Okay. about fraction, about question mark. Do you understand that? [/INST] [ANS] Student** Yeah.[/ANS] " +493,493,[INST] Teacher** Tell me what kind of what? [/INST] [ANS] Student** What kind of fraction.[/ANS] +494,494,[INST] Teacher** So it could be an improper fraction or [/INST] [ANS] Student** Proper.[/ANS] +495,495,[INST] Teacher** Proper. All right. Right. [For fractions we don't like] denominators like we have here. Yes. I only got five more minutes. Yes. [/INST] [ANS] Student** You gotta know the whole number.[/ANS] +496,496,[INST] Teacher** What were you going to say? You agree with him or disagree? [/INST] [ANS] Student** Agree.[/ANS] +497,497,[INST] Teacher** Huh? [/INST] [ANS] Student** Agree.[/ANS] +498,498,[INST] Teacher** I can't hear you. [/INST] [ANS] Student** Agree.[/ANS] +499,499,[INST] Teacher** Okay. So you need to know the whole number. Okay. Once you know the whole number what word did you use? [/INST] [ANS] Student** The whole game is over.[/ANS] +500,500,[INST] Teacher** No but the [/INST] [ANS] Student** It's a slam dunk.[/ANS] +501,501,"[INST] Teacher** It's a slam dunk. So do you agree that mathematicians, people who study math, do you agree that these are the tools that they use? [/INST] [ANS] Student** Yes.[/ANS] " +502,502,[INST] Teacher** Okay. So this is the tools that we are going to use to solve this problem. Okay? Yes? [/INST] [ANS] Student** And estimating.[/ANS] +503,503,"[INST] Teacher** Oh, did you hear what she said? [/INST] [ANS] Student** Estimating.[/ANS] " +504,504,[INST] Teacher** Estimating. [/INST] [ANS] Student** You gotta know if it's more than one or less.[/ANS] +505,505,"[INST] Teacher** Okay, say it again. [/INST] [ANS] Student** You gotta know if it's more than one or less.[/ANS] " +506,506,[INST] Teacher** To estimate. Because you need to know if [/INST] [ANS] Student** More or less.[/ANS] +507,507,"[INST] Teacher** - it's going to be a whole on the whole thing. All right. Okay. So can I erase that? But before that tools that we're gonna use not me, you're gonna use. [/INST] [ANS] Student** Estimate, whole numbers, LCM, understand that question, [/ANS] " +508,508,"[INST] Teacher** Okay, what kind of fraction is this? [/INST] [ANS] Student** Improper. Proper.[/ANS] " +509,509,[INST] Teacher** So we agree can I get rid of this? [/INST] [ANS] Student** Yes.[/ANS] +510,510,[INST] Teacher** Okay. So now do you have tools now to work with? [/INST] [ANS] Student** Yes.[/ANS] +511,511,[INST] Teacher** Okay. All right. We're going to use some of the tools here. Okay. Three-eighths plus one-eighths. Think about that. Can anybody say what three-eighths? What can you say to me about three-eighths? [/INST] [ANS] Student** I know.[/ANS] +512,512,"[INST] Teacher** Yes, Student. [/INST] [ANS] Student** The three-eighths [/ANS] " +513,513,"[INST] Teacher** No, Student. [/INST] [ANS] Student** [Aren't you supposed to] simplify it?[/ANS] " +514,514,[INST] Teacher** Okay. Not simplify. You can break it apart. Okay? So what would be three-eighths? If you break it apart what would it be? [/INST] [ANS] Student** Two-eighths and one-eighth.[/ANS] +515,515,[INST] Teacher** So you could do [/INST] [ANS] Student** Two-eighths.[/ANS] +516,516,[INST] Teacher** And one-eighth. Boom and that is three- eighths. Can you break it some other way? Can you turn it into a percent? [/INST] [ANS] Student** yes.[/ANS] +517,517,[INST] Teacher** What would it be? [/INST] [ANS] Student** Two-eighths [/ANS] +518,518,"[INST] Teacher** Okay, you already talked. Give somebody a chance. Hey, Student, what would three eighths be in percent? Yes? [/INST] [ANS] Student** thirty-three and one half. Thirty three [/ANS] " +519,519,[INST] Teacher** Thirty-three or 37? [/INST] [ANS] Student** Thirty-seven.[/ANS] +520,520,[INST] Teacher** Huh? [/INST] [ANS] Student** Thirty-seven and one-half.[/ANS] +521,521,[INST] Teacher** How did you figure that out? I just said a number to see if you guys would how did you figure that out? [/INST] [ANS] Student** Because I know my percents.[/ANS] +522,522,"[INST] Teacher** Okay, go ahead. [/INST] [ANS] Student** Because I know that one-eighth is equal to twelve and one half. So then I consider then adding them into three.[/ANS] " +523,523,"[INST] Teacher** Okay, very good. So you know that. So now if you look at that if you just look at that problem. What's one thing remember the tools? So what can you use what can you say about this? Let's think about maybe percent [/INST] [ANS] Student** We know it's 37 [/ANS] " +524,524,"[INST] Teacher** All right. Anybody? Stop yelling things out because I'm going to ask you to back it up. All right? Hollarman return to the lab cluster. Okay, they don't know we are recording. All right. [That office.] Yes. [/INST] [ANS] Student** We need to find the lowest common multiple.[/ANS] " +525,525,[INST] Teacher** Okay. We need to to add a [multiple] we need make these the same. Okay. All right. What other thing do we need to keep in mind? Yes. [/INST] [ANS] Student** The whole number.[/ANS] +526,526,[INST] Teacher** We need to see tell me about the whole number? Can you say something about the whole number? [/INST] [ANS] Student** If its' less [/ANS] +527,527,[INST] Teacher** Very good. Say it again. [/INST] [ANS] Student** If it's less or more than the whole number.[/ANS] +528,528,[INST] Teacher** We're gonna find out if this is? [/INST] [ANS] Student** Less or more than the whole number.[/ANS] +529,529,"[INST] Teacher** How could you what can you do to see if this is more or less than the whole number? What can you do? Student F, I don't see you paying attention. So I'm gonna no, this is for Student F. Student F, can anybody tell him the question? [/INST] [ANS] Student** Okay, what can you do to solve that problem to know if it's more or less than a whole number?[/ANS] " +530,530,[INST] Teacher** What can you do? [/INST] [ANS] Student** You can see the different if this is an unlike denominator problem you can see what the lowest common number is [/ANS] +531,531,"[INST] Teacher** Okay, let me ask you a question. Do you under what problem do you use happening right now? [/INST] [ANS] Student** Can I help him?[/ANS] " +532,532,[INST] Teacher** Say it again? So you see what happened? [/INST] [ANS] Student** He doesn't understand what we asked him.[/ANS] +533,533,[INST] Teacher** Are they right or are they wrong? [/INST] [ANS] Student** They're right.[/ANS] +534,534,[INST] Teacher** What are they right about? [/INST] [ANS] Student** That I'm not understanding the question.[/ANS] +535,535,[INST] Teacher** So if you gonna be a mathematician and you're gonna think like a mathematician and you're gonna solve problems what is one of the tools you're gonna need to help? [/INST] [ANS] Student** Understanding the question.[/ANS] +536,536,"[INST] Teacher** Very good. All right. Yes? [/INST] [ANS] Student** I think to solve the problem, to know if it is less or more than the whole number you could use a percentage like turn both fractions into percent and add them and see what [/ANS] " +537,537,"[INST] Teacher** Okay so you hear what he said? Okay. Student E, what did he say? [/INST] [ANS] Student** He said that you need to change the two fractions into percentage and add them.[/ANS] " +538,538,[INST] Teacher** Okay and then that would give you an idea. Okay. Right but that's what they're saying. That's what they're saying to do. All right. So two-eighths and she said it's 37. What did you say? [/INST] [ANS] Student** Thirty-seven-and-a-half.[/ANS] +539,539,[INST] Teacher** Thirty-seven and one half plus 25 percent so we know its' going to be less than [/INST] [ANS] Student** Less than one.[/ANS] +540,540,[INST] Teacher** Less than one right? [/INST] [ANS] Student** Thirty-two and one half percent.[/ANS] +541,541,[INST] Teacher** Right. All right. So we understand now? All right. So are you guys ready to work? [/INST] [ANS] Student** Yeah.[/ANS] +542,542,"[INST] Teacher** All right so let's all right. Okay, now we need to make this boom okay. Somebody say what do we need to find? [/INST] [ANS] Student** Lowest common multiple.[/ANS] " +543,543,[INST] Teacher** Lowest common. So you guys know something. Okay. All right. How do you what's easy to do? I mean if you could what's easy to do? [/INST] [ANS] Student** I know.[/ANS] +544,544,[INST] Teacher** Listen. I only got two more minutes and then you guys are gonna pick up the shovel and get to work. All right. Student E and then Student F. [/INST] [ANS] Student** You can first you need to add the you need to get to the number you want first.[/ANS] +545,545,[INST] Teacher** What do you mean? [/INST] [ANS] Student** Like you need to [/ANS] +546,546,"[INST] Teacher** Student F is going to help you out. Student F, help him out. [/INST] [ANS] Student** You can find the multiple by doing finding the multiples of the number.[/ANS] " +547,547,[INST] Teacher** What number would you choose first? [/INST] [ANS] Student** I choose eight.[/ANS] +548,548,"[INST] Teacher** Eight? [/INST] [ANS] Student** No, no, four.[/ANS] " +549,549,[INST] Teacher** Four? [/INST] [ANS] Student** Eight.[/ANS] +550,550,[INST] Teacher** Eight? [/INST] [ANS] Student** Twelve.[/ANS] +551,551,"[INST] Teacher** Twelve. Four, eight, twelve. And then [/INST] [ANS] Student** Eight.[/ANS] " +552,552,[INST] Teacher** You guys [/INST] [ANS] Student** Sixteen.[/ANS] +553,553,[INST] Teacher** What do you notice right away? [/INST] [ANS] Student** Eight.[/ANS] +554,554,[INST] Teacher** All right. So I'm going to [/INST] [ANS] Student** Circle the eight.[/ANS] +555,555,"[INST] Teacher** Boom. All right, so you see three-eighths? [/INST] [ANS] Student** Yes.[/ANS] " +556,556,"[INST] Teacher** Three-eighths, right? [/INST] [ANS] Student** Yeah.[/ANS] " +557,557,[INST] Teacher** What number what goes here? [/INST] [ANS] Student** Eight.[/ANS] +558,558,"[INST] Teacher** So I need to put something here, a number here that's going to be equivalent [/INST] [ANS] Student** Two.[/ANS] " +559,559,[INST] Teacher** Okay. You sure? [/INST] [ANS] Student** Yes.[/ANS] +560,560,[INST] Teacher** All right. [/INST] [ANS] Student** Two.[/ANS] +561,561,[INST] Teacher** All right. Stop. I'm not sure if that's correct. What can I do? Go. Stop. I'm not sure. What can you do? [/INST] [ANS] Student** Two goes into eight [/ANS] +562,562,[INST] Teacher** I'm sorry. [/INST] [ANS] Student** Two goes into two one time.[/ANS] +563,563,[INST] Teacher** So what do you call what you just did? Okay. So [/INST] [ANS] Student** You could change it to percentage.[/ANS] +564,564,"[INST] Teacher** All right but right now see that's the thing. One thing about you guys, don't start turning everything percent because do you remember how one time we were doing a problem and what did they ask you? You had a mistake. They asked you to do what/ Into what? [/INST] [ANS] Student** Into a fraction.[/ANS] " +565,565,[INST] Teacher** Into a fraction. And what do you do? [/INST] [ANS] Student** I turned it into a percent.[/ANS] +566,566,[INST] Teacher** See what I mean? You gotta be careful what it is they are asking you to do. Now are there any problems? [/INST] [ANS] Student** No.[/ANS] +567,567,"[INST] Teacher** Okay, so then we are going to wait a minute. Three plus two, right? [/INST] [ANS] Student** Yeah.[/ANS] " +568,568,[INST] Teacher** So it's going to be five [/INST] [ANS] Student** Five-eighths.[/ANS] +569,569,[INST] Teacher** Five-eighths. Boom. And we're done. Okay. We can't simplify it because five goes into five one time. We can't do it. Okay. Now this is the time. I know some of you people are not in the frame but I could talk to you because I don't want anybody to get into trouble. But this is the time; does anybody have any questions they want to ask? They say I'm not really sure about this situation right here. Or I'm not sure. Yes. [/INST] [ANS] Student** I don't really understanding it.[/ANS] +570,570,[INST] Teacher** What are you bringing to the table? You say you don't really understand it. What do you bring to the table? [/INST] [ANS] Student** I bring to the table I keep getting stuck when I have to add the when I have to simplify it.[/ANS] +571,571,[INST] Teacher** When you have to simplify it? [/INST] [ANS] Student** I'm having problems there too.[/ANS] +572,572,"[INST] Teacher** With simplifying? I'll tell you what. Okay, somebody goes me three. [/INST] [ANS] Student** Me three.[/ANS] " +573,573,"[INST] Teacher** All right. Now, okay, so you are having problem with simplifying? [/INST] [ANS] Student** I am.[/ANS] " +574,574,[INST] Teacher** All right. Very good. But the rest of you guys know how to add them? [/INST] [ANS] Student** Yes.[/ANS] +575,575,"[INST] Teacher** Okay. This is what I'm going to do. Why don't you get to work and those people having problems simplifying come up to the board? Not you. You don't have a problem simplifying. [/INST] [ANS] Student** Yeah, simplifying, some of them. The eights and the sixes.[/ANS] " +576,576,"[INST] Teacher** All right. [We'll trying solving the problem]. Okay, we're not doing that remember. All right. It's going to be easy. You guys know how to get the LCM? [/INST] [ANS] Student** Yes.[/ANS] " +577,577,"[INST] Teacher** That's not a problem. Okay. So the problem that you people have is if you see something like this right? Two, four. And what time table do you find these two numbers? [/INST] [ANS] Student** Right there.[/ANS] " +578,578,[INST] Teacher** In the two right? Two goes into two? [/INST] [ANS] Student** One time.[/ANS] +579,579,[INST] Teacher** Two go into here? [/INST] [ANS] Student** Two times.[/ANS] +580,580,[INST] Teacher** Excuse me. You need to get busy. All right. That's correct? [/INST] [ANS] Student** Yeah.[/ANS] +581,581,"[INST] Teacher** All right. Let's go to the three, six. What time table would you find those two numbers? [/INST] [ANS] Student** Threes.[/ANS] " +582,582,[INST] Teacher** So three goes into three? [/INST] [ANS] Student** One time.[/ANS] +583,583,[INST] Teacher** Three goes here? [/INST] [ANS] Student** Two times.[/ANS] +584,584,[INST] Teacher** All right. Let's do another one okay. Let's do the six and the nine. In what time table would you find those two numbers? [/INST] [ANS] Student** Three.[/ANS] +585,585,[INST] Teacher** What? [/INST] [ANS] Student** Threes.[/ANS] +586,586,[INST] Teacher** So you [/INST] [ANS] Student** Six two.[/ANS] +587,587,[INST] Teacher** Two. [/INST] [ANS] Student** That's three.[/ANS] +588,588,[INST] Teacher** You got it? Okay bye. Anybody else? [/INST] [ANS] Student** Oh.[/ANS] +589,589,[INST] Teacher** You got it? Okay. All right. Anybody else? Good. Those people who don't understand I'll come to you in a minute. All right. Let's get busy. Look at page okay stop. Okay. Stop for a minute. Look at page I want you to look at page [/INST] [ANS] Student** Forty-nine?[/ANS] +590,590,[INST] Teacher** - 49. Page 49. What page I say? [/INST] [ANS] Student** Forty-nine.[/ANS] +591,591,"[INST] Teacher** Page 49. Who wants to read the first problem? I do. You guys never let me read. All right. read. Where are my glasses at? All right, somebody misplaced my glasses. All right. Who wants to read? [/INST] [ANS] Student** I do.[/ANS] " +592,592,"[INST] Teacher** All right. can read. We are not doing that. All right. Somebody gonna have to read loud and clear, loud and clear. All right. You want to? Are you going to read loud? All right. Let her read it loud. Okay. Read the problem. So you're going to read the problem. Quickly. [/INST] [ANS] Student** Alexander, [Marshall] and Olivia had a pizza party. There was a pepperoni, a vegetarian and a cheese pizza. Each pizza was the same size. Alexander ate one-sixth of the pepperoni pizza and five of the cheese pizza. How much of a pizza did he eat?[/ANS] " +593,593,"[INST] Teacher** How much? Okay, guys let's get to work. I'm gonna come around and see what you doing. All right. Okay, let's see. Let me see. What do you understand about the problem? [/INST] [ANS] Student** I understand that she ate six-twelve of the pepperoni pizza and five twelve of the cheese pizza.[/ANS] " +594,594,[INST] Teacher** Okay but what can you tell me about the size of the pizza? [/INST] [ANS] Student** That they are all the same size.[/ANS] +595,595,[INST] Teacher** They are all the same size. Do you think that's gonna make the problem more difficult or easier for you to solve? [/INST] [ANS] Student** Easy.[/ANS] +596,596,"[INST] Teacher** Why? [/INST] [ANS] Student** Because I already know that they're the same size. I'm not going to be frustrated figuring out if this one's small, this one's medium, this one is big.[/ANS] " +597,597,[INST] Teacher** All right. Do you know what the word accuracy means? [/INST] [ANS] Student** Yes.[/ANS] +598,598,[INST] Teacher** What does the word accuracy say? [/INST] [ANS] Student** Like having like everything correct.[/ANS] +599,599,[INST] Teacher** Right. So you already know what to do right? [/INST] [ANS] Student** Yes.[/ANS] +600,600,[INST] Teacher** So you gotta get 100 right? Okay now think you gotta get 100 now. Now we're leaning toward a different dimension now. All right thank you. Okay? [/INST] [ANS] Student** I don't understand.[/ANS] +601,601,[INST] Teacher** Okay. Now I don't understand. How are you gonna help me out? You know what I mean? How are you going to help me out? Okay. You say you don't understand okay. Let's go over here. Let's go I'll come around. Okay. What do you bring to the table? I can't hear you. [/INST] [ANS] Student** I know that Alexander ate one-sixth of the pepperoni pizza and five [/ANS] +602,602,"[INST] Teacher** You know what I know how to read. Okay, tell me what it is that you bring to the table. [/INST] [ANS] Student** I know that we're trying to figure out [/ANS] " +603,603,[INST] Teacher** I like that. Now you're trying to put it into your own words. Okay. So what else do you bring to the table? What else do you know about that pizza? I know that you did something. You underlined something. Can you read what you underlined? [/INST] [ANS] Student** Same size.[/ANS] +604,604,[INST] Teacher** Okay. Are you bringing something to the table by knowing that? [/INST] [ANS] Student** Yes.[/ANS] +605,605,"[INST] Teacher** So tell me something that you know, that you're bringing to the table? [/INST] [ANS] Student** I know that I don't have to worry about that the pepperoni pizza is small or big.[/ANS] " +606,606,"[INST] Teacher** Okay. So okay, so you have all this information. Where are you getting stuck? [/INST] [ANS] Student** That I'm getting stuck about I don't know like what's the whole number.[/ANS] " +607,607,[INST] Teacher** I can't hear you. [/INST] [ANS] Student** I don't know what's the whole number and like how many pieces did he cut into.[/ANS] +608,608,[INST] Teacher** Well let's look at it. How many pieces did he cut it into? [/INST] [ANS] Student** Six.[/ANS] +609,609,[INST] Teacher** I thought you said you didn't know. Okay. How many pieces did he cut it here? [/INST] [ANS] Student** Twelve.[/ANS] +610,610,[INST] Teacher** Okay so let's look at this fraction right here. What can you do with that fraction? What could you do with that fraction right there? [/INST] [ANS] Student** Take one [/ANS] +611,611,[INST] Teacher** Look you said take? So how much so you're saying you gotta subtract? [/INST] [ANS] Student** Yes.[/ANS] +612,612,"[INST] Teacher** What makes you say you have to subtract? Cause we say adding? [/INST] [ANS] Student** Because he ate, that means he took some pieces out of the whole thing.[/ANS] " +613,613,[INST] Teacher** Okay. [/INST] [ANS] Student** So he that means he ate one piece out of the six pieces he cut it into.[/ANS] +614,614,[INST] Teacher** All right. [/INST] [ANS] Student** And the five-twelve that means he ate five pieces of the twelve pieces he cut it into.[/ANS] +615,615,"[INST] Teacher** Okay. All right. Okay guys. No, no. Do me a favor. Read the problem because the objective is reading fractions but if you read the problem correctly you're gonna say that Mr. C he go again with these tricks. They're not funny. They not funny because I'm reading this here and looking at the objectives and he only put some part but he didn't put the whole thing. Here he go with his tricks that I really don't care much about. All right? So you begin to read and understand the problem? [/INST] [ANS] Student** Yes.[/ANS] " +616,616,"[INST] Teacher** Okay. Stop. I will come back to you guys. Can you do me a favor? Circle problem number two. I know what you're going to say. But I gotta give them a break because I know what they did. All right. Circle problem number two. Circle problem number two and solve problem number two. Okay? But if you can solve number one guys I'm gonna ask my principal to give me a raise. Okay? No, no, no. Solve problem number two. Okay. We got three more minutes left to solve problem number two. Okay. Why don't you [come for me to a second now]. Okay. What do you notice about the problem number two? [/INST] [ANS] Student** This one?[/ANS] " +617,617,[INST] Teacher** What do you do? [/INST] [ANS] Student** I did the LCM.[/ANS] +618,618,"[INST] Teacher** What? Are you doing the same page? What page did you do? I gotta get my glasses. See what that happened, when you turned when you're older than 25 you need glasses. Okay. What did you okay. What answer did you get to this one? [/INST] [ANS] Student** I got three-eighths.[/ANS] " +619,619,[INST] Teacher** For which one? [/INST] [ANS] Student** For the number two.[/ANS] +620,620,"[INST] Teacher** Okay so for problem number two what did you do? What operation did you do? Did you add it, subtract it? [/INST] [ANS] Student** I added.[/ANS] " +621,621,[INST] Teacher** Huh? [/INST] [ANS] Student** I added.[/ANS] +622,622,[INST] Teacher** Why did you add? [/INST] [ANS] Student** Because he or she? She took two pieces of different pizza. I had to add to know how many.[/ANS] +623,623,[INST] Teacher** Okay. I'm not saying that you're right. Now so let's say you're right for number two. Okay. What about number one? [/INST] [ANS] Student** Number one I did the same.[/ANS] +624,624,[INST] Teacher** Huh? [/INST] [ANS] Student** Number one I did the same thing.[/ANS] +625,625,"[INST] Teacher** Okay. All right. We got one minute and then we're gonna talk about it. One minute and then we're going to talk about what some of you people did. order. [Daysha] Jackson come to the main office to pick up your candy order. All right. No. We're not doing that. We're gonna have our time to talk about it in one minute. order. All right. Okay. We got one minute and then candy order. I told them to be quiet We just all right. Let's continue working. Listen This is when working in the city it's like that. All right. order. Okay. Please put your pencils down. Put the pencils down. All right. I'm just gonna go around recording answers. It doesn't matter what you tell I'm just gonna record answers. Okay. If you didn't get a chance to finish up just say Mr. C I'm thinking. It's not because we're gonna continue this later one. Please don't do that. Now it is time to pay attention. I got two minutes before that microphone goes off again. All right. Okay, let's go right here. Answers. [/INST] [ANS] Student** One-half.[/ANS] " +626,626,[INST] Teacher** So who got [/INST] [ANS] Student** For number two?[/ANS] +627,627,[INST] Teacher** Who got [/INST] [ANS] Student** For number two or number one?[/ANS] +628,628,[INST] Teacher** Number one. [/INST] [ANS] Student** One-half.[/ANS] +629,629,[INST] Teacher** One-half. Yes. [/INST] [ANS] Student** Seven- twelfths.[/ANS] +630,630,[INST] Teacher** Seven- twelfths. Notice we have different answers already. Yes? You. [/INST] [ANS] Student** I'm thinking.[/ANS] +631,631,[INST] Teacher** What do you have there on your paper? [/INST] [ANS] Student** I put it into percent.[/ANS] +632,632,[INST] Teacher** Huh? [/INST] [ANS] Student** I changed it to percent.[/ANS] +633,633,[INST] Teacher** Okay. Stop. Listen. What answer do you have? [/INST] [ANS] Student** Sixteen and one-third.[/ANS] +634,634,[INST] Teacher** Huh? [/INST] [ANS] Student** Sixteen and one-third.[/ANS] +635,635,[INST] Teacher** Sixteen and one-third. Okay. What do you have? [/INST] [ANS] Student** Seven-twelfths.[/ANS] +636,636,[INST] Teacher** Seven- twelfths. Okay. What do you have? [/INST] [ANS] Student** Eight- twelfths.[/ANS] +637,637,[INST] Teacher** Eight- twelfths. What do you have? [/INST] [ANS] Student** Seven- twelfths.[/ANS] +638,638,[INST] Teacher** Okay. What do you have? [/INST] [ANS] Student** Seven- twelfths.[/ANS] +639,639,"[INST] Teacher** Seven- twelfths. Stop talking please. Okay, here, what do you have? Number one. [/INST] [ANS] Student** I don't have an answer yet.[/ANS] " +640,640,"[INST] Teacher** Okay, you don't have an answer. That's good at least you're thinking. You? [/INST] [ANS] Student** I don't have an answer.[/ANS] " +641,641,[INST] Teacher** You don't have an answer. Okay. [/INST] [ANS] Student** Seven- twelfths.[/ANS] +642,642,[INST] Teacher** Seven-twelve. [/INST] [ANS] Student** Mr. C I'm still thinking.[/ANS] +643,643,"[INST] Teacher** You're still thinking. Okay. All right. I'm gonna call it quit right now but the correct answer, okay, I don't know okay the correct answer is seven- twelfths. Don't' say yes. Go around and talk to the people that have a different answer and I want to know what were they thinking. And tomorrow we're going to talk about it. So go around and see what were they thinking. Okay. Okay, let me listen to this conversation here. Go ahead. [/INST] [ANS] Student** He asked me what I was thinking and I was thinking about percent. And about that problem we were doing like one- sixth of the pepperoni pizza equals one percent. But I totally forgot about when we were adding the fractions right here [/ANS] " +644,644,[INST] Teacher** Say it again? [/INST] [ANS] Student** That I was supposed to learned from the class and he will get the right answer.[/ANS] +645,645,[INST] Teacher** Okay. [/INST] [ANS] Student** [That's what he told me.][/ANS] +646,646,[INST] Teacher** What? What's this? Don't look at this. [/INST] [ANS] Student** I should take what I learned in the classroom and put it on to this.[/ANS] +647,647,[INST] Teacher** Switch it to this? [/INST] [ANS] Student** Yeah.[/ANS] +648,648,[INST] Teacher** What we learned right now? [/INST] [ANS] Student** Yeah.[/ANS] +649,649,[INST] Teacher** What did you do that was easy for you? Why did you end up with the right answer? [/INST] [ANS] Student** I just used what we learned from the class and like put it into my own way.[/ANS] +650,650,[INST] Teacher** That's okay. What's going on here? What's going on here? [/INST] [ANS] Student** If you cant simplify to get this answer and it's not right.[/ANS] +651,651,"[INST] Teacher** Go ahead. Okay. All right. I think that this let's conclude the lesson. Tomorrow we'll continue because you guys want to go home right? Stop, stop, stop. Stop. Stop, stop okay. Perfect. Raise your what? I put your bag outside. So, what I want you to do in your journals today we got our date. Quick question, okay? Why do we find volume? Why is it important? I believe Student M asked it yesterday. Somebody asked it yesterday. [/INST] [ANS] Student** Student C.[/ANS] " +652,652,[INST] Teacher** Student C. She said why do we have to do this? What's the point? We talked about it a little bit. But now that you've played and built some boxes why would people have to know how to find volume? Why do we create a formula for this? [/INST] [ANS] Student** Be [/ANS] +653,653,[INST] Teacher** Student F? [/INST] [ANS] Student** We have to really [/ANS] +654,654,"[INST] Teacher** Wait, no, no, don't tell me. You're gonna write it in your journal, just a sentence or two or three. Can you use a pencil, Student J? [/INST] [ANS] Student** Mine broke.[/ANS] " +655,655,"[INST] Teacher** All right. What ideas did you come up with? Who can tell me something? Student J? [/INST] [ANS] Student** Oh, I said [supported the found] volume, because sometimes you need to fill things up with something of a certain size and you need to it down and that you measure the volumes in there, so I know how much fits in it.[/ANS] " +656,656,"[INST] Teacher** Okay. Ooh, that's [one]. We need to fill up things and you guys had boxes right? [/INST] [ANS] Student** Yeah.[/ANS] " +657,657,"[INST] Teacher** You need to fill boxes up at times, right? And we talked kind of about like packing companies, like our little boxes, Amazon.com, different shipments like that. Why else, Student M? [/INST] [ANS] Student** So, if we're gonna, like, build a house or something, we can kind find, like, the least amount of stuff to have the biggest amount of space inside of it.[/ANS] " +658,658,"[INST] Teacher** What do you mean? [/INST] [ANS] Student** Like, say you're building a house and, like, if you could find the surface area, but not just because it's a big surface area, it doesn't mean it has a big volume. So, maybe, you could have like a small surface area, but a big volume.[/ANS] " +659,659,"[INST] Teacher** Okay. That's a different idea. She's taking it comparing it to surface area. We talked about surface areas when we measure the whole outside, not the inside. [/INST] [ANS] Student** Like, you could have a bigger surface area because the volume but the same volume. I'm not really sure if that's true, but [/ANS] " +660,660,"[INST] Teacher** Okay. So, maybe, that's something we can work on and figure out. What do you think, Student J? [/INST] [ANS] Student** I think it's important to have volume, because you're not always going to have boxes and cubes to fill it up and find it. So, you're just gonna know how to use it.[/ANS] " +661,661,"[INST] Teacher** Nice, so I'm gonna write that up here. You can't always use cubes, right? [/INST] [ANS] Student** Yeah.[/ANS] " +662,662,"[INST] Teacher** If I give you guys a test and I say what is the volume of this box and I actually made a quick box. Well, I didn't make it yet. I have the pattern. I have it right here. And I say, what is the volume of this box? Should you all have to run to the back of the classroom and grab a bin of cubes? [/INST] [ANS] Student** No.[/ANS] " +663,663,[INST] Teacher** Why? Student U? [/INST] [ANS] Student** Because there's a formula to it.[/ANS] +664,664,"[INST] Teacher** Yeah. If all of a sudden you're at Home Depot and you buy a box and you need to know how big it is, are you gonna be able to have cubes? [/INST] [ANS] Student** No.[/ANS] " +665,665,[INST] Teacher** No. And is everything that we put inside boxes always going to be the same size as the cubes? [/INST] [ANS] Student** No.[/ANS] +666,666,"[INST] Teacher** No. So, that's actually what Student J said, kind of with the measurements. If you're putting bigger things into boxes, you're not gonna be able to fit as much, right? So, yesterday, Teacher S started us off with a formula for this, right? And what did Teacher S say we had to do. Student S? [/INST] [ANS] Student** She said that when we're gonna find an area that times it.[/ANS] " +667,667,"[INST] Teacher** , she said we're gonna find the area. Did she say we were gonna find the area of the whole thing? [/INST] [ANS] Student** No.[/ANS] " +668,668,"[INST] Teacher** What'd she say? [/INST] [ANS] Student** That she said, like, first it, like, the middle part of it [/ANS] " +669,669,[INST] Teacher** Or the? [/INST] [ANS] Student** [Equal side of it.][/ANS] +670,670,"[INST] Teacher** The base, right? So, Teacher S said if we take this base and we find the area of it. So, this kind of ties to yesterday. We said, we're working we're prisms. We're finding the volume, which is the amount of space inside, but we never put this word up. What word is that, Student I? [/INST] [ANS] Student** Dimensions.[/ANS] " +671,671,"[INST] Teacher** Dimensions. What do dimensions mean? Think back to when we played with the [Raid Cards]? Student J? [/INST] [ANS] Student** You find the like, you find the perimeter?[/ANS] " +672,672,"[INST] Teacher** It's kind of the measurement on the sides, right, the rows and the columns. So, what would the dimensions be here for my base? Student J? What are the dimensions for this base? We have a 3. [/INST] [ANS] Student** And 4.[/ANS] " +673,673,"[INST] Teacher** And 4. And, now, what do we do with that to find the area? Student J? [/INST] [ANS] Student** We use 3 times 4.[/ANS] " +674,674,"[INST] Teacher** 3 times 4 or the length times the width, right? So, the area of the base is? [/INST] [ANS] Student** 12[/ANS] " +675,675,"[INST] Teacher** 12. Now, we're gonna use that to find our volume, right? So, what are we gonna do to this? Student S? [/INST] [ANS] Student** We're gonna times it by height.[/ANS] " +676,676,[INST] Teacher** We're gonna times it by the height. Can you tell what the height is of this pattern or do I have to build it? Student U? [/INST] [ANS] Student** The height is 2.[/ANS] +677,677,"[INST] Teacher** Is 2, right? So, what's the volume of this cube that I made? Student S? [/INST] [ANS] Student** 24[/ANS] " +678,678,"[INST] Teacher** 24. And if you just fold it up, all that height tells us is that we're gonna have 2 rows of 12 cubes, right, and, now, I have a box that holds it. So, you shouldn't have to sit here I know some of us we're having a ball filling it with cubes, but you shouldn't have to do that all the time. What we're gonna talk about today is what happens if the situation changes? For example, you have your hands up, but you don't know what I mean. What would happen I'm packing my boxes for my shipping company, Student J. And all of a sudden, you know how if you order something, orders can change, right? What happens if my order changes? And if you look in your book on Page 11 [/INST] [ANS] Student** Your book?[/ANS] " +679,679,[INST] Teacher** Your Tab 2. [/INST] [ANS] Student** Oh.[/ANS] +680,680,"[INST] Teacher** You're gonna be building again. So, look at the new page you put in. And you see how it says, Doubling the number of cubes? Our shipping company is gonna work with a box and they're gonna just give us the dimensions right now, okay? You see this? This is what they're giving us. So, if you look at Page 11, it says, Doubling the number of cubes. And it tells you at the top, Answer the question. Use grid paper, cubes and anything that helps you solve this problem. Okay? So, you can use the cubes. We have tons of the paper. We have the scissors. We have the tape if you want to build. But it says, You have a box that is 2 by 3 by 5. How many cubes does it hold? How do you know? Now, do you have to build that box to find the volume now? [/INST] [ANS] Student** No.[/ANS] " +681,681,"[INST] Teacher** No. We have a formula and we can figure it out and that's great. But what I really want you guys to focus on is I understand you're gonna find the volume for that box and I know you're gonna do it easily. But look at Number 2, The factory wants you to build a box that'll hold twice as many cubes. So, you need to find the volume for the first one and get that answer correct, right? Multi-step. Then, you have to double that volume. And after you double that volume, you have to figure out how can you create a box what are the dimensions gonna be for your new box that you create for the factory? Okay? So, what I want you to do is really pay attention to this right here, the dimensions. Okay? 'Cause then underneath it, it asks you, Write the dimensions and explain how you found the answer. Draw the design for the new box. And then, the challenge is gonna be, if you work for this company, can you go above and beyond and build them a lot of boxes that'll hold double the number of cubes? Make sense? [/INST] [ANS] Student** Oh.[/ANS] " +682,682,"[INST] Teacher** So, what you might want to do It means let's say I work for a company and they want me to build a box that holds 24 cubes, okay? Is this the only box that will hold 24 cubes? [/INST] [ANS] Student** No.[/ANS] " +683,683,"[INST] Teacher** No, 'cause I know that I could have one tall, skinny box, right [/INST] [ANS] Student** Yeah.[/ANS] " +684,684,"[INST] Teacher** that holds 24 stacked up. I could have one that holds 2 columns with 12 in each and the box would be tall and skinny. So, boxes can be different sizes, right? Your job after you double the volume for Number 2 and you create a box is to then try to come up with as many dimensions as you possibly can for that box. And you can build them if you want with paper. You can build them if you want just with cubes. You're just gonna build today, okay? You're kind of being math scientists right now. Got it? Anyone have any questions? Yes. [/INST] [ANS] Student** Can you just do it on paper?[/ANS] " +685,685,[INST] Teacher** Huh? [/INST] [ANS] Student** Can you just do it on the paper?[/ANS] +686,686,"[INST] Teacher** Well, you have to kind of follow what it says. You're gonna have to draw the design. So, you have to draw one pattern that you come up with for Number 2. And then, for Number 3, you can kind of like we talked about before, conjectures are kind of like guesses in math, right? You can come up with conjectures and say, oh, well, I think 10 times 1 times 3 is gonna work or something like that. But how do you know? You have to find some way to figure out if that's gonna work. You have to build it or draw it or be able to explain it to us. 'Cause what we're gonna do is I have a chart that we're gonna put up at the end and we're gonna come up with all different ways that we can build that new box. Got it? [/INST] [ANS] Student** Yeah.[/ANS] " +687,687,"[INST] Teacher** Okay. You're off. Anybody that wants to build with paper, there's tons of it. Anybody that wants to build with cubes, we'll hand them out to you. Anybody know they want to build with paper? Paper, anybody else? We have some. [/INST] [ANS] Student** What do you mean by build with paper?[/ANS] " +688,688,"[INST] Teacher** Like we did before, build a pattern on the bottom. [/INST] [ANS] Student** Oh.[/ANS] " +689,689,"[INST] Teacher** But you're building it for that new one, so you have to figure out the volume of it first. So, my question for this first one, Number 1, what is the volume of the first box the factory gave us? Come on, guys. We talked about it. It's right here written out for you. Student A? [/INST] [ANS] Student** 30[/ANS] " +690,690,[INST] Teacher** How'd you get it? [/INST] [ANS] Student** I multiplied 2 times 6 2 times 3 equals 6.[/ANS] +691,691,[INST] Teacher** 2 times 3 is 6. [/INST] [ANS] Student** Times 5 is 30.[/ANS] +692,692,"[INST] Teacher** Units cubed, right? [/INST] [ANS] Student** Yep.[/ANS] " +693,693,"[INST] Teacher** So, now, for the Number 2, what's the volume that our focus is about? Student J? [/INST] [ANS] Student** Double it.[/ANS] " +694,694,"[INST] Teacher** Double it, which is? [/INST] [ANS] Student** 60[/ANS] " +695,695,"[INST] Teacher** 60. So, you're trying to build boxes that are gonna hold 60 cubes. And what we're looking for is how many of these can you come up with? What are the dimensions, right? That's your job. So, you can sit here. And if you're using cubes, you're gonna need 60 of them, right? And if you're using paper You're gonna have to figure it out, you know what I mean? So, you might want to use both. There's a ton going on. You? [/INST] [ANS] Student** Do we skip 3?[/ANS] " +696,696,"[INST] Teacher** You don't skip 3. The thing is for 3, you need to make a design that's gonna work. [/INST] [ANS] Student** On grid paper?[/ANS] " +697,697,"[INST] Teacher** We can make it on grid paper. You can make it with cubes, but you have to be able to prove to me it's gonna work. [/INST] [ANS] Student** Like, can I have some grid paper?[/ANS] " +698,698,"[INST] Teacher** Absolutely. Build me the box if you can. Pretend like, you know, for social studies, you're making commercials to get people to come to your colonial area. Think about the same thing for this. If you're working in a factory, how can you prove to the people that run the factory [/INST] [ANS] Student** Which one is the [/ANS] " +699,699,[INST] Teacher** that your box will really hold 60 cubes. [/INST] [ANS] Student** What's the bottom?[/ANS] +700,700,"[INST] Teacher** What is the bottom? Well, the thing is, Student J, that it's the bottom when you could say the bottom is 2 times 3, right? 'Cause you could say the bottom is? [/INST] [ANS] Student** 2 times 3.[/ANS] " +701,701,"[INST] Teacher** 2 times 3. And then, the height would be? So, we know that Student A said the base is gonna be 6, right? Which would mean? Right? 'Cause that's gonna be 6 1, 2, 3, 4, 5 times, which holds 30 cubes. Does that have to be? That's what we wanna talk about, 'cause you could also have a base that is [/INST] [ANS] Student** 15[/ANS] " +702,702,"[INST] Teacher** 15, which would be? And then, the sides would be? And that way, you'd have 2 rows of 15 on top of each other. They both equal 30 cubes, right? So, now, your job is how can you work with these numbers to then make patterns that hold 60. Does that mean I want you guys to recreate the wheel here? Let's focus on the numbers they gave us. How could we work with those and get 60 cubes? [/INST] [ANS] Student** Do you have 1 times 3 times 1?[/ANS] " +703,703,"[INST] Teacher** If you think that'll work, sure. We said that for 12, right? This box here will hold 12 cubes, will it not? [/INST] [ANS] Student** Yes.[/ANS] " +704,704,"[INST] Teacher** It'll be a tall, skinny box, but it'll work. And the base is gonna be 1 times 1 and the height is? [/INST] [ANS] Student** 12[/ANS] " +705,705,"[INST] Teacher** So, Student M [/INST] [ANS] Student** Yes.[/ANS] " +706,706,"[INST] Teacher** this is a 1 by 1 by 12. So, would 1 by 1 by 60 work? [/INST] [ANS] Student** Uh-huh.[/ANS] " +707,707,"[INST] Teacher** Absolutely, so draw it and prove it. See, how Teacher S's cutting idea should be perfect to come to the meeting and say, Teacher J, this box will hold 60. I know, because you can actually see it. I can prove it to you. So, what are you drawing? [/INST] [ANS] Student** I'm trying to reach this box.[/ANS] " +708,708,"[INST] Teacher** Okay. So, 5 by 5. [/INST] [ANS] Student** But he won't [/ANS] " +709,709,"[INST] Teacher** So, you know what to do? You can do it there and you can do it there, right? There, you only have that and, there, you only have that. So, if you cut that out. [/INST] [ANS] Student** But that's 4. I need 3.[/ANS] " +710,710,"[INST] Teacher** I know. No, no, no. You have 3 up here, right, and 3 up here. But you only ever have [/INST] [ANS] Student** Oh.[/ANS] " +711,711,"[INST] Teacher** 2 up here and 2 up here. So, if we cut this and just tape it there, you'll have a third row. And then, we need to cut that out and tape it with that one. [/INST] [ANS] Student** Yeah.[/ANS] " +712,712,"[INST] Teacher** You know what I mean? Watch, I'll show you. Do you have tape? [/INST] [ANS] Student** Here you go.[/ANS] " +713,713,"[INST] Teacher** You have that. [/INST] [ANS] Student** Ooh, just pasted it.[/ANS] " +714,714,"[INST] Teacher** You have that And see, if you tape this here and, now, you're able to have sometimes, the patterns are just too big for the paper. So, you have to cut some extra pieces out. You are a tape waster, huh? [/INST] [ANS] Student** [Laughs][/ANS] " +715,715,"[INST] Teacher** All right, now, you have your pattern. You just had to use an extra piece. [/INST] [ANS] Student** Can I have [/ANS] " +716,716,"[INST] Teacher** Grid paper? This? [/INST] [ANS] Student** No, the one that's smaller.[/ANS] " +717,717,"[INST] Teacher** No, you have to use that one. So, you might need to use more than one piece, like imagine this piece here. Student J had to cut extra rows off and put them on to make his pattern bigger. [/INST] [ANS] Student** Hmm.[/ANS] " +718,718,"[INST] Teacher** So, if your pattern is not fitting on one sheet, cut some squares off another sheet. That's why we have a bunch. [/INST] [ANS] Student** What do you have to do for Number 3?[/ANS] " +719,719,"[INST] Teacher** Well, that's when it goes on to the challenge for Number 4. So, technically, for 3, you only need 1. But for 4, they challenge you to find as many as you can. [/INST] [ANS] Student** Because I got a bunch of 'em.[/ANS] " +720,720,"[INST] Teacher** The back row is not even using any manipulatives to build [/INST] [ANS] Student** Well, you have to build?[/ANS] " +721,721,"[INST] Teacher** The thing is, it's gonna be hard for them to prove to me if it works, right, 'cause they're gonna be, like I have to take their word for it. [/INST] [ANS] Student** Challenge.[/ANS] " +722,722,"[INST] Teacher** It's a lot easier if you have a model to show, right? If you have a model with cubes or with paper, you can say, Teacher J, this box holds 5 cubes. I'm proving it to you, because I built it right in front of you, right? If it's a drawing, I might say, I don't know. I can't see it, 'cause it's not three dimensional. Boxes are three dimensional, right? [/INST] [ANS] Student** Or they could be like, but they found a formula [/ANS] " +723,723,"[INST] Teacher** That's when it would have to be there you go. Student M said, she doesn't want to build it. She can explain it to me through the formula, right? And that's what we're gonna be looking for, all the different ways that we can prove it. [/INST] [ANS] Student** So, where do you write the that you're fitting in is [/ANS] " +724,724,"[INST] Teacher** Your dimensions? You can put 'em under Number 3 or 4. If you need a separate piece of paper, grab it. [/INST] [ANS] Student** See all of these are two dimensional drawings, but you've only got one [/ANS] " +725,725,"[INST] Teacher** For Number 3? [/INST] [ANS] Student** Uh, for 3 and 4. Yeah.[/ANS] " +726,726,"[INST] Teacher** Okay. So, make sure you pay attention. 4 is the challenge. Is it working? [/INST] [ANS] Student** Uh-huh.[/ANS] " +727,727,"[INST] Teacher** How's it going, Student D? You got it better. Hard to draw, huh? 60 cubes is a lot of cubes. [/INST] [ANS] Student** 60 is it's factors out and when you multiply those things to make 60.[/ANS] " +728,728,"[INST] Teacher** Well, what, doll? [/INST] [ANS] Student** And it's for these.[/ANS] " +729,729,"[INST] Teacher** Ooh. I like that. Mr. K, Student D has almost like a four explanation going on using the word factors. [/INST] [ANS] Student** You shouldn't be telling everybody [/ANS] " +730,730,[INST] Teacher** How we doing? [/INST] [ANS] Student** Okay.[/ANS] +731,731,[INST] Teacher** Why is that a level? [/INST] [ANS] Student** Are we supposed to draw the box or is it just on here?[/ANS] +732,732,"[INST] Teacher** Just the design. That's a perfect design. And then, for your challenge, it says, See how many boxes you can find. [/INST] [ANS] Student** Yeah.[/ANS] " +733,733,"[INST] Teacher** You can just record those. It just says record the dimensions. [/INST] [ANS] Student** Oh, okay.[/ANS] " +734,734,"[INST] Teacher** So, for Number 4, you don't need to build all those boxes. You could just list the dimensions. [/INST] [ANS] Student** I did this one, but it's this if it [/ANS] " +735,735,[INST] Teacher** You want to build it? [/INST] [ANS] Student** Yeah. If it's here [/ANS] +736,736,"[INST] Teacher** It will. You have here, right? [/INST] [ANS] Student** No.[/ANS] " +737,737,"[INST] Teacher** So, let's do this. Here's your base, right? [/INST] [ANS] Student** Hmm.[/ANS] " +738,738,"[INST] Teacher** You said 2 times 3. [/INST] [ANS] Student** Yes, please.[/ANS] " +739,739,"[INST] Teacher** Now, your height is? [/INST] [ANS] Student** 10[/ANS] " +740,740,"[INST] Teacher** 10, so what we got to do 1, 2, 3, 4, 5, 6, 7, 8. And you're gonna have blocks, right? [/INST] [ANS] Student** Hmm.[/ANS] " +741,741,"[INST] Teacher** So, this will go and that tape that up there. All right? Tape it. You have tape. And this is the side that you have to tape up here, okay? [/INST] [ANS] Student** Yep.[/ANS] " +742,742,"[INST] Teacher** So, these have to go up. And then, we need 2 that are 3 wide, right? [/INST] [ANS] Student** Uh-huh, [/ANS] " +743,743,"[INST] Teacher** What are we doing, Student J? [/INST] [ANS] Student** What?[/ANS] " +744,744,[INST] Teacher** Number 4. [/INST] [ANS] Student** I did it.[/ANS] +745,745,"[INST] Teacher** Challenge, as many as you possibly can. [/INST] [ANS] Student** Yeah.[/ANS] " +746,746,"[INST] Teacher** How many did you come up with? [/INST] [ANS] Student** Well, 'cause it seemed like well, three.[/ANS] " +747,747,[INST] Teacher** I have ten. Challenge yourself. [/INST] [ANS] Student** Whoa.[/ANS] +748,748,[INST] Teacher** Exactly. [/INST] [ANS] Student** I have nine.[/ANS] +749,749,"[INST] Teacher** Whoa, go Student J. [/INST] [ANS] Student** Okay. Good.[/ANS] " +750,750,[INST] Teacher** And more tape. It looks like that [/INST] [ANS] Student** Jellyfish.[/ANS] +751,751,"[INST] Teacher** Yeah, it does like it, doesn't it? You know what you might want to do, put a piece of tape [in one of the other top] of these. [/INST] [ANS] Student** We're out of tape.[/ANS] " +752,752,[INST] Teacher** We're out of tape? [/INST] [ANS] Student** Yeah.[/ANS] +753,753,"[INST] Teacher** We only have three, first of all. How we doing, Student T? Did you make a jellyfish like we did? [/INST] [ANS] Student** No.[/ANS] " +754,754,[INST] Teacher** Is that tape back there? [/INST] [ANS] Student** Yeah.[/ANS] +755,755,"[INST] Teacher** Can we borrow it? Here you go. You don't need glue, though. Or is that gonna work right now? Teacher J needs to buy tape. [/INST] [ANS] Student** So, if we [/ANS] " +756,756,[INST] Teacher** Hmm? How's our building? [/INST] [ANS] Student** Good.[/ANS] +757,757,[INST] Teacher** Good? Make sure once you build for Number 3 pay attention to the new dimensions you came up with and see if you can notice anything. [/INST] [ANS] Student** Student F's about and he [/ANS] +758,758,"[INST] Teacher** What do you mean? [/INST] [ANS] Student** Cause I am doing it. You could it, 5 times 3 at the bottom and do it like 5 times 4 is in one. I don't if that makes sense.[/ANS] " +759,759,"[INST] Teacher** So, you have your perfect one here. So, now, you just need to draw the design for this. So, you made this box. [/INST] [ANS] Student** Uh-huh.[/ANS] " +760,760,"[INST] Teacher** So, what you need to do is draw the base. And do you have to draw all the squares, no, 'cause you know that inside you can just put [/INST] [ANS] Student** 12[/ANS] " +761,761,"[INST] Teacher** the dimensions, right? What are the dimensions for the bottom of your base? [/INST] [ANS] Student** 4 times 5.[/ANS] " +762,762,"[INST] Teacher** You got it. Now, we just gotta for the side. So, maybe, for the sides, you just want to do them like a little lighter. Right? [/INST] [ANS] Student** Uh-huh.[/ANS] " +763,763,"[INST] Teacher** And what are your sides? [/INST] [ANS] Student** 3, 3.[/ANS] " +764,764,"[INST] Teacher** So, you're saying 4 times 5 times 3. So, if you look at this, how does it compare to our first one? [/INST] [ANS] Student** It's still [/ANS] " +765,765,"[INST] Teacher** What is? [/INST] [ANS] Student** Equals 60, 'cause the unit [/ANS] " +766,766,"[INST] Teacher** I know it equals 60. You told me that. Well, how does this compare to this? Anything the same or different? [/INST] [ANS] Student** I know the 3 is the same.[/ANS] " +767,767,"[INST] Teacher** Okay. So, the [/INST] [ANS] Student** And the 5.[/ANS] " +768,768,[INST] Teacher** The 3 is the same. The 5 is the same. [/INST] [ANS] Student** And the 2 is just [/ANS] +769,769,"[INST] Teacher** Ahh. Stop it. So, maybe, while you're sitting here with your cubes in front of you, what if we leave this the same and this the same, what could we do with this? What happened to this? [/INST] [ANS] Student** It doubled.[/ANS] " +770,770,"[INST] Teacher** It doubled. So, why don't you trying doubling another one and see what happens. [/INST] [ANS] Student** This side is doubled.[/ANS] " +771,771,[INST] Teacher** Yes. [/INST] [ANS] Student** The other one is [/ANS] +772,772,[INST] Teacher** Perfect. [/INST] [ANS] Student** And here's our space.[/ANS] +773,773,[INST] Teacher** Hmm? [/INST] [ANS] Student** There's a space.[/ANS] +774,774,"[INST] Teacher** Okay. Thanks. Look up here for one sec. Who has made a pattern for Number 3 and they can list the dimensions for me and tell me something that worked? Student U, what worked for you? [/INST] [ANS] Student** 2 times 3 times 10.[/ANS] " +775,775,"[INST] Teacher** Okay. Let's just look. 2 times 3 times 10. And I know that we can all sit here and say 2 times 3 is 6 and 6 times 10 is 60. So, we know this worked. I understand that, but what I want us to look at are the dimensions. What do you notice here? Keep it in your head for a minute. And somebody else give me dimensions that worked, but are not the same as Student U. And by the same, I mean even if I reversed them and put 10 times 2 times 3. Give me some other numbers. Student J? [/INST] [ANS] Student** 1 times 3 [/ANS] " +776,776,"[INST] Teacher** 1 Okay. Now, hands down again for a minute. I put Student U's over here and I put Student J's over here for a reason, okay? So, somebody give me a third one and I'm gonna decide in my head where I put it. Student G? [/INST] [ANS] Student** 4 times 5 times 3.[/ANS] " +777,777,[INST] Teacher** Okay. I'm gonna put Student G's on this side. [/INST] [ANS] Student** Ooh.[/ANS] +778,778,[INST] Teacher** Anybody notice anything yet? [/INST] [ANS] Student** Yeah.[/ANS] +779,779,"[INST] Teacher** What do you notice, Student I? [/INST] [ANS] Student** Like, what like two dimensions kinda, like, high like, some of 'em look [/ANS] " +780,780,"[INST] Teacher** You got to be a little bit louder. Student U, just relax with the cubes, while she [attacks]. One more time. [/INST] [ANS] Student** Like, some of them are two dimensions, like, it's like two , but that's not what I mean, but and some of 'em kind of, like, different, like, if they have, like, three then [/ANS] " +781,781,"[INST] Teacher** Well, they all have three dimensions, 'cause for volume you need three dimensions, right? But look at the numbers. Student G, what do you see? [/INST] [ANS] Student** If only one of the numbers are half of the other ones.[/ANS] " +782,782,[INST] Teacher** Do we have that double and half going on? [/INST] [ANS] Student** Yeah.[/ANS] +783,783,"[INST] Teacher** So, with the original 2 times 3 times 5, what happened here for this first one that Student U gave me? Student S? [/INST] [ANS] Student** If the 2 was doubled to get the 4.[/ANS] " +784,784,"[INST] Teacher** Okay, it started with 2 times 3 times 5 and it turned into 2 times 3 times 10. So, the 2 [/INST] [ANS] Student** Oh, the 5, it's doubled.[/ANS] " +785,785,"[INST] Teacher** So, one dimension doubled here, right, which gave us? [/INST] [ANS] Student** 10[/ANS] " +786,786,"[INST] Teacher** A 10. Now, what about this second one, 4 times 5 times 3? Student T? [/INST] [ANS] Student** Um [/ANS] " +787,787,"[INST] Teacher** We started with 2 times 3 times 5 and, now, we have 4 times 5 times 3, what happened? [/INST] [ANS] Student** When you added one they had to they doubled the 2.[/ANS] " +788,788,"[INST] Teacher** They doubled the 2, which made it 4. [/INST] [ANS] Student** 4[/ANS] " +789,789,"[INST] Teacher** So, did anyone else realize this pattern and follow that for Number 4? Student J, you did? That's why you had so many? [/INST] [ANS] Student** Yes.[/ANS] " +790,790,"[INST] Teacher** Okay. So, going along with what we said, we have doubled the 5, we have doubled the 2. What could another group of volume dimensions be using this strategy? Student S? [/INST] [ANS] Student** 6 times 2 times 5.[/ANS] " +791,791,[INST] Teacher** 6 times 2 times 5. And what did Student S double? [/INST] [ANS] Student** The 3.[/ANS] +792,792,"[INST] Teacher** The 3, right? Now, why couldn't I just double all three dimensions and say 4 times 6 times 10? Student M? [/INST] [ANS] Student** Because then you would be multiplying 30 by a lot, [mojo].[/ANS] " +793,793,"[INST] Teacher** I'd be multiplying 4 times 6, which is 24 by 10 and then I'd be getting a box that holds 4 times as much, right? [/INST] [ANS] Student** Yeah.[/ANS] " +794,794,"[INST] Teacher** Instead of 60, it's gonna hold 240. So, looking at this, are there more dimensions we can come up with just following this pattern? What else could we do here? Student U? [/INST] [ANS] Student** 12 times the length is [/ANS] " +795,795,[INST] Teacher** What is it? [/INST] [ANS] Student** 12 times 1 times 5.[/ANS] +796,796,"[INST] Teacher** Let me put that over here. Now, why did I put these two on the right side? Is one dimension here doubling? [/INST] [ANS] Student** No.[/ANS] " +797,797,"[INST] Teacher** On this side it is, but 1 times 1 times 60? Something happened there, right? And then, 12 times 1 times 5, we have a 5 that's the same, but we don't have a 1 and a 2 to start. So, what's happening with these dimensions? Student S? [/INST] [ANS] Student** Okay. So, the 6 is doubled to 12 and then the 1 and the 2 is half or the 1.[/ANS] " +798,798,"[INST] Teacher** So, it's kind of doubling these two dimensions and then cutting one in half. [/INST] [ANS] Student** Yeah.[/ANS] " +799,799,"[INST] Teacher** So, do you see how this kind of ties to our old strategies that we were talking about? Student D had a great strategy over at his seat and he found factors and Student D just listed out factors and then he was using those factors to then find more dimensions for his volume cubes, which is exactly that map that we're talking about. So, who else has different dimensions that they came up with? Student J? [/INST] [ANS] Student** I have 2 by 15 by 2.[/ANS] " +800,800,"[INST] Teacher** Where'd this come from? The 2 stayed. Now, we have a 15. Student U? [/INST] [ANS] Student** It's the second one, the second one on that one, because 5 times 3 equals 15 and the 4 is 2 times.[/ANS] " +801,801,"[INST] Teacher** So, he combined these and then cut this one in? [/INST] [ANS] Student** Half.[/ANS] " +802,802,"[INST] Teacher** Half. So, who can give me some more? We don't even have to build and play with cubes anymore, right? We could just work with the numbers now, kind of like why we said we don't have to cut and build anymore, 'cause we have the formula. So, now, we actually have another formula, right? Give me another, Student J. [/INST] [ANS] Student** 20 times 30 times [/ANS] " +803,803,[INST] Teacher** What is it? [/INST] [ANS] Student** 20 times 30 times 1.[/ANS] +804,804,"[INST] Teacher** 20 times 30 times 1. Now, I'm gonna disagree with that just because I know 20 times 30 is 600 and that's gonna bring me way over. But I'm thinking if Student J reworks that a little instead of 20 times 30, what could you do? [/INST] [ANS] Student** 20 times 3 [/ANS] " +805,805,"[INST] Teacher** Now, where could this have come from? Using our original dimensions or using something that we came up with? [/INST] [ANS] Student** Oh.[/ANS] " +806,806,[INST] Teacher** Student S? [/INST] [ANS] Student** The 10 got doubled from the first one.[/ANS] +807,807,[INST] Teacher** Uh-huh. [/INST] [ANS] Student** And the 3 stayed the same and the 2 got [/ANS] +808,808,"[INST] Teacher** So, if you double one dimension, you can leave one, but then you got to cut another one in? [/INST] [ANS] Student** Half.[/ANS] " +809,809,"[INST] Teacher** Half. So, this kinda ties along with our strategies that we came up with for multiplication, right? To make an equivalent problem, you can double one side and half the other and, now, it's coming back again. So, who can give me another one? [/INST] [ANS] Student** I have a question about 2 times 15 times 2.[/ANS] " +810,810,[INST] Teacher** Yeah. [/INST] [ANS] Student** Where did the two 2s come from?[/ANS] +811,811,"[INST] Teacher** Well, I would have to look at. Well, Student J said or somebody said if we look here, if we put these 2 together, that's a dimension of 15. But we have a 4 here. So, to get our third dimension, we can cut this one in half. [/INST] [ANS] Student** Oh, okay.[/ANS] " +812,812,"[INST] Teacher** And that's kind of like what we said here, we can double this, keep this, but then we got to cut this in half. So, we kind of have to play with two numbers here. So, who can come on, hands up. I want more people sharing dimensions now that we've come up with this idea. We shouldn't have to sit and build and cut and tape anymore. We should be able to look at the numbers and see if we can come up with as many as possible. Student C came in late. Do you know one? [/INST] [ANS] Student** I don't know. I came in late.[/ANS] " +813,813,"[INST] Teacher** You came in late. We're trying to come up with all the ways we can make 60, a box that holds 60 cubes. [/INST] [ANS] Student** Uh-huh.[/ANS] " +814,814,"[INST] Teacher** Okay? And this box here was original. It held 15 and then the company told us we had to come up with ways to double it. So, this is what we're working on. [/INST] [ANS] Student** Any double up with this.[/ANS] " +815,815,"[INST] Teacher** This held 30. [/INST] [ANS] Student** Yeah, I thought you said this was.[/ANS] " +816,816,"[INST] Teacher** Oh, no. Now, we're trying to come up with double. Student U? [/INST] [ANS] Student** 15 times 4.[/ANS] " +817,817,"[INST] Teacher** 15 times 4 times? Oh, yes, we have some [ropes to enter] over there. 15 times 4 [/INST] [ANS] Student** Times 1.[/ANS] " +818,818,"[INST] Teacher** times 1. So, how did this happen? Does it still work with our original numbers? [/INST] [ANS] Student** Yeah.[/ANS] " +819,819,[INST] Teacher** Where did 15 come from? [/INST] [ANS] Student** From [/ANS] +820,820,[INST] Teacher** Student G? [/INST] [ANS] Student** From the 3 and the 5.[/ANS] +821,821,"[INST] Teacher** The 3 and the 5. So, we could use kind of this one here, right? [/INST] [ANS] Student** Right.[/ANS] " +822,822,"[INST] Teacher** Combine these 2 together, keep the 4 and then our third dimension would have to be? [/INST] [ANS] Student** 1[/ANS] " +823,823,[INST] Teacher** 1. Student S? [/INST] [ANS] Student** 30 times 2 times 1.[/ANS] +824,824,"[INST] Teacher** Now, where did 30 come from? Which other group of dimensions here could we use to explain this one? Student J? [/INST] [ANS] Student** 20 times 3 times 1?[/ANS] " +825,825,[INST] Teacher** How? [/INST] [ANS] Student** Because you just changed the zero to 30 and just like the like changed [/ANS] +826,826,"[INST] Teacher** So, we just swapped this and put it over here? [/INST] [ANS] Student** Yeah.[/ANS] " +827,827,"[INST] Teacher** Okay. That's a good way to explain it. Student J, do you have a set for me? [/INST] [ANS] Student** Well, 15 times 4 [/ANS] " +828,828,"[INST] Teacher** What is it? [/INST] [ANS] Student** 15 times 4 times 1, you could factor [/ANS] " +829,829,"[INST] Teacher** Now, how come I'm not gonna write something up here like 1 times 4 times 15? [/INST] [ANS] Student** Oh, wait.[/ANS] " +830,830,[INST] Teacher** Why would I not put that right up here? [/INST] [ANS] Student** Oh.[/ANS] +831,831,[INST] Teacher** Student J? [/INST] [ANS] Student** You have it.[/ANS] +832,832,"[INST] Teacher** I have it and, yes, it's gonna be a different sized box, right, 'cause this one's saying we have like one flat like a pizza box, one flat well, a 60. If I change that to say 1 times 4 times 15, that's gonna be a tall box, but our dimensions are still the same, so we know in any order they're gonna work. Student S, what do you think? [/INST] [ANS] Student** 6 times 2 [/ANS] " +833,833,"[INST] Teacher** It's kinda so, let's look at this. Where did it come from? Student M? [/INST] [ANS] Student** You doubled it. You doubled the 3 and then since and then, you just, like, left and then you just put 2 and 5 together and then you were like then just 1 of them.[/ANS] " +834,834,"[INST] Teacher** You double this. You double this. You cut this in half. [/INST] [ANS] Student** You double yeah, because 10 only has 2 well, 1 multiplication.[/ANS] " +835,835,[INST] Teacher** What do you mean? [/INST] [ANS] Student** It only has one multiplication.[/ANS] +836,836,[INST] Teacher** Okay. [/INST] [ANS] Student** times [/ANS] +837,837,"[INST] Teacher** Okay. Student J, do you have a different one? Student J told me he came up with nine. [/INST] [ANS] Student** Geez.[/ANS] " +838,838,"[INST] Teacher** We have ten up here, do you have all these? Do you have any other ones? Does anyone think that there's anymore? You think there's more, Student A? [/INST] [ANS] Student** Yeah, like, in fractions.[/ANS] " +839,839,[INST] Teacher** Okay. Let's not use fractions right now. Hmm. Let me check my card and see what I have. I have 4 times 3 times 5. I have 2 times 6 times 5. I have this. I have 10 times 6 times 1. I have 3 times 10 times 2. [/INST] [ANS] Student** There's 1 times.[/ANS] +840,840,"[INST] Teacher** That's the first one. I have 1 times 5 times 20. Ooh, very good. 5 times 2 times 6. [/INST] [ANS] Student** Right there.[/ANS] " +841,841,"[INST] Teacher** 3 times 2 times 10. That's it there. 2 times 2 times 15. Ooh oh, no. I lied. Yes, Student U? [/INST] [ANS] Student** 3 times 10 times [/ANS] " +842,842,[INST] Teacher** 3 times 10 times 2. [/INST] [ANS] Student** Oh.[/ANS] +843,843,"[INST] Teacher** So, it's hard, right? Now, if you had to explain to somebody that worked at a company and you had to say to them, you know what? Today, it's Christmas season. It's the holiday season. People are ordering a ton more stuff. I need you guys to double the size of the boxes, okay? Now, let's just say the original what's a toy that's big now [/INST] [ANS] Student** Ooh, ooh.[/ANS] " +844,844,[INST] Teacher** that everybody wants? I don't know. Student C? [/INST] [ANS] Student** The [Jeep's] car.[/ANS] +845,845,"[INST] Teacher** The jeeps, yeah. [/INST] [ANS] Student** An iPad.[/ANS] " +846,846,"[INST] Teacher** An iPad. Perfect. We're gonna work for Apple. Now, iPad obviously, when you send them to Best Buy or to the Apple Store, they're gonna put a bunch in a box, right? [/INST] [ANS] Student** Yeah.[/ANS] " +847,847,"[INST] Teacher** So, let's just say the original dimensions were 3 times 3 times 4. What's the volume of the box that Apple was sending? Student S? [/INST] [ANS] Student** 36[/ANS] " +848,848,"[INST] Teacher** 36. So, we'll say 36 units cubed, right? Apple everyone wants it. Okay? It's the hit this season. They're gonna double the size of the boxes. Can somebody tell Apple what the dimensions could be right away without playing with the grid paper and playing with the cubes? Give me one, Student G. [/INST] [ANS] Student** 9 times 2 times 2.[/ANS] " +849,849,"[INST] Teacher** 9 times 2 times 2. So, let's look at this. 9 times 2 is? [/INST] [ANS] Student** 18[/ANS] " +850,850,[INST] Teacher** 18. 18 times 2 is? [/INST] [ANS] Student** 36[/ANS] +851,851,[INST] Teacher** Is that double? [/INST] [ANS] Student** Yes.[/ANS] +852,852,"[INST] Teacher** Is it double? [/INST] [ANS] Student** Oh, no.[/ANS] " +853,853,"[INST] Teacher** Right. It's not doubled, right? [/INST] [ANS] Student** No.[/ANS] " +854,854,"[INST] Teacher** It's the same as what they were sending, but before we go out of control, could we fix this easily. [/INST] [ANS] Student** Yes.[/ANS] " +855,855,"[INST] Teacher** Well, let's look, 9 here, 3 was tripled and then 4 was cut in half. We somehow need to do something to double this, right? [/INST] [ANS] Student** Yeah.[/ANS] " +856,856,"[INST] Teacher** So, what could we change a dimension to? Okay? [/INST] [ANS] Student** by 4 9 times 2.[/ANS] " +857,857,"[INST] Teacher** Student L is saying forget this 2. If we double the 2, it's gonna double the size of our box. So, that would be 9 times 4 is? [/INST] [ANS] Student** 36[/ANS] " +858,858,[INST] Teacher** 36. 36 times 2 is? [/INST] [ANS] Student** 72[/ANS] +859,859,[INST] Teacher** Did it work? [/INST] [ANS] Student** Yes.[/ANS] +860,860,"[INST] Teacher** Perfect. So, now, Apple has a box that's double the size. Now, can someone else give Apple a box? Student C? [/INST] [ANS] Student** 9 times 8 times 1.[/ANS] " +861,861,[INST] Teacher** 9 times 8 times 1. Is that gonna work? [/INST] [ANS] Student** Yes.[/ANS] +862,862,[INST] Teacher** This got cut in half. This got? [/INST] [ANS] Student** Doubled.[/ANS] +863,863,"[INST] Teacher** Doubled. And we all know that 9 times 8 is 72. Student U, give me another one. [/INST] [ANS] Student** 4 times 3 times 6.[/ANS] " +864,864,"[INST] Teacher** 4 times 3 notice the 4 and the 3 here. And then, Student U? [/INST] [ANS] Student** Doubled it.[/ANS] " +865,865,"[INST] Teacher** Doubled it, right? Student T, can you give me one? [/INST] [ANS] Student** 1 times 1 [/ANS] " +866,866,"[INST] Teacher** Oh, you took the easy way out. Student S? [/INST] [ANS] Student** 18 times 2 times 2.[/ANS] " +867,867,"[INST] Teacher** 18 now, I see 9 is here, so look at the first one that we changed. We doubled this. She then cut this in? [/INST] [ANS] Student** Half.[/ANS] " +868,868,[INST] Teacher** Half. Student S? [/INST] [ANS] Student** 6 times 6 times 2.[/ANS] +869,869,"[INST] Teacher** 6 times 6 times 2. What'd she do? Double, double, half. You know we could make a song out of this. [/INST] [ANS] Student** Double, double, half.[/ANS] " +870,870,[INST] Teacher** Student A? [/INST] [ANS] Student** 12 times 3 times 2.[/ANS] +871,871,"[INST] Teacher** 12 times 3 times 2. And I can look right above that and tell Student A he's right, because these are the same, right? He cut this in half; he doubled this. Now, put your hands down. Do you guys feel comfortable that if I ever gave you a volume you could double it? [/INST] [ANS] Student** Yes.[/ANS] " +872,872,[INST] Teacher** Is it easy? [/INST] [ANS] Student** Yes.[/ANS] +873,873,"[INST] Teacher** So, do you see why we're moving? We like for you to build first, so you feel comfortable kind of with what it looks like. So, you could build with the cubes. You could build with the paper. I mean, you could have a lot of fun. But like we talked about in the beginning, are you always gonna have this stuff? [/INST] [ANS] Student** No.[/ANS] " +874,874,"[INST] Teacher** No. So, you should be able to take a ruler or take some type of measurement and be able to find the volume just by working with the dimensions. And then, you might say like, let's say you were moving and you have 'em putting your DVDs in a box and all of a sudden you realize, oh, I have double the amount of DVDs. You could then double the size of the box, right, just by measuring it, right? If you measure your box, Student J, originally, and you have a box that's 3 feet by 3 feet by 4 feet. And you say, oh, I took all the DVDs out of the living room, but I still have another set the same size in my room. I just got to go and get a box that is instead 9 times 4 times 2, you know what I mean? So, I'm gonna quiz you guys on Monday on volume of boxes. Got it? All right. We're gonna clean this up and then we're gonna get into our social studies groups. [/INST] [ANS] Student** I learned jellyfish.[/ANS] " +875,875,[INST] Teacher** Hmm. [/INST] [ANS] Student** I learned the jellyfish.[/ANS] +876,876,"[INST] Teacher** Okay. Great. So, everybody has in front of them a small piece of do-now work. I'm gonna borrow this, please. Thank you. If you don't have enough room here, you can do your work on another side of the page. We're going to pretend that I'm planning my birthday party. [/INST] [ANS] Student** Why?[/ANS] " +877,877,[INST] Teacher** Because we're doing a combination problem. [/INST] [ANS] Student** But we can do it today.[/ANS] +878,878,"[INST] Teacher** Well, no, I just want to talk about the do-now work here. And the do-now work says, How many combinations can you make? Show your work and explain your thinking. Teacher R wants to make cupcakes for her birthday. She has many choices to make. Each cupcake can be one flavor, one type of frosting and one color sprinkle. Who can tell me what flavor cupcakes can I choose from? What does it say? Student I? [/INST] [ANS] Student** It says chocolate.[/ANS] " +879,879,"[INST] Teacher** Yeah. No, just the cupcake flavors. Yes. [/INST] [ANS] Student** Chocolate, vanilla and that's all.[/ANS] " +880,880,"[INST] Teacher** Okay. So, my flavors of cupcakes are chocolate and actually, let me move this down and vanilla. Great. What are my other choices that I can make? Student B? [/INST] [ANS] Student** Frostings.[/ANS] " +881,881,"[INST] Teacher** Huh, so the kind of frosting. You're going to need more space. [Foreign language.] Okay? Work over there. Okay. So, you have the frosting. Student B, what is frosting? [/INST] [ANS] Student** It's, like, the same that you can [/ANS] " +882,882,"[INST] Teacher** Yeah, when you have your cupcake let me draw my cupcake up here. Let's go down a little bit. That's my cupcake. The cake is on the inside. The frosting is what I put on the outside. And then, what flavors of frostings do I have? [/INST] [ANS] Student** You looked and you have [body].[/ANS] " +883,883,[INST] Teacher** Yeah. [/INST] [ANS] Student** Green and yellow.[/ANS] +884,884,"[INST] Teacher** Okay. So, I've got my pink, my green and my yellow. And I'll put that over here for right now. [/INST] [ANS] Student** Are you doing the TiVo?[/ANS] " +885,885,[INST] Teacher** Yeah. The camera is on. [/INST] [ANS] Student** How many?[/ANS] +886,886,[INST] Teacher** How many what? [/INST] [ANS] Student** How many cameras did you turn on?[/ANS] +887,887,"[INST] Teacher** All three of the cameras are on right now. [/INST] [ANS] Student** You went like, three.[/ANS] " +888,888,"[INST] Teacher** Yes. Well, let's [/INST] [ANS] Student** Is it looking this way?[/ANS] " +889,889,"[INST] Teacher** The camera is facing three different directions. We're gonna try and ignore the camera. I know that's hard, but try real hard. So, who can tell me, what's the last choice I need to make with my cupcakes? Student S? [/INST] [ANS] Student** Sprinkles.[/ANS] " +890,890,"[INST] Teacher** Sprinkles, thank you. Sprinkles and the sprinkles are the little bits I put on top of my cupcake like this. And what are my choices, Student S? [/INST] [ANS] Student** Stars, hearts [/ANS] " +891,891,"[INST] Teacher** And circles. And a circle is like this. Good. You know several strategies to use. Please, right now, figure out how many different combinations can I make. Spend a minute. [/INST] [ANS] Student** You could make a tree.[/ANS] " +892,892,"[INST] Teacher** You can do any strategy that you like the tree, multiplication problem, or lists. [/INST] [ANS] Student** Lists.[/ANS] " +893,893,"[INST] Teacher** I'm not gonna answer questions for another minute or two. [/INST] [ANS] Student** Well, answer questions.[/ANS] " +894,894,"[INST] Teacher** Hold on then. What's wrong? Pick up your head, come on. [/INST] [ANS] Student** Sit in your chair [/ANS] " +895,895,"[INST] Teacher** Good. Let's get it started, okay? So, I've got how about a pencil that works? Ah, brilliant, thank you. Pick up. Come. Take your head out of your hands, please. [/INST] [ANS] Student** Okay.[/ANS] " +896,896,"[INST] Teacher** Let's get started and, plus, I've got chocolate and vanilla cupcakes, right? Okay. So, now, I've got chocolate right here. How many different frostings can I have on the chocolate cake? I could either have a pink chocolate cake, right? Let's make a pink chocolate cake. What other color cake can I have? Look at G-R together, grrr. [/INST] [ANS] Student** Grr.[/ANS] " +897,897,[INST] Teacher** Grr. [/INST] [ANS] Student** Green.[/ANS] +898,898,"[INST] Teacher** Green. I can have green chocolate cake. And what's the last color? Ya, ya. [/INST] [ANS] Student** Yellow.[/ANS] " +899,899,"[INST] Teacher** And I can have a yellow chocolate cake. Great. If I had a chocolate cake that's pink, I want to put sprinkles on top. I can have st. What's this one say? [/INST] [ANS] Student** Star.[/ANS] " +900,900,"[INST] Teacher** Good. So, I can have stars. So, I can have a chocolate cake that's pink with stars on it. [/INST] [ANS] Student** Heart.[/ANS] " +901,901,[INST] Teacher** I can have a chocolate cake that's pink with [/INST] [ANS] Student** Heart.[/ANS] +902,902,"[INST] Teacher** with hearts on it. Oh, you know how to do this. Or I can have a chocolate cake that's pink with circles. [/INST] [ANS] Student** Circles.[/ANS] " +903,903,"[INST] Teacher** So, those are three chocolate cakes I can have right there. Three pink chocolate cakes. I could also have a chocolate cake that's green with the green frosting on it. No pink frosting, instead it can be green frosting. [/INST] [ANS] Student** I think I'm done.[/ANS] " +904,904,"[INST] Teacher** Student J? I think I'm gonna move you just a little bit over here, 'cause I think the people who are watching the video might not want to just see you. Can you pull your desk over, please? Move your desk over, please. [/INST] [ANS] Student** Oh.[/ANS] " +905,905,[INST] Teacher** Thank you. Okay. [/INST] [ANS] Student** I was in Student B's way.[/ANS] +906,906,[INST] Teacher** That's all right for right now. [/INST] [ANS] Student** She was gonna go write the [/ANS] +907,907,"[INST] Teacher** You can have a chocolate cake with green frosting and what kind of sprinkles? St, stars, right? Can I have a chocolate cake with green frosting with what else on it? [/INST] [ANS] Student** With hearts.[/ANS] " +908,908,[INST] Teacher** With hearts. [/INST] [ANS] Student** And with stars.[/ANS] +909,909,"[INST] Teacher** And with circles. Oh, so, I can have a chocolate cake with green frosting, three different kinds. Let's skip ahead, 'cause I'm getting bored. Are you getting bored with this? [/INST] [ANS] Student** Uh-huh.[/ANS] " +910,910,"[INST] Teacher** I think it's boring too. So, you know what, I know I can have a chocolate cake with yellow, how many different kinds of yellow chocolate cakes can I have? Stars, hearts and circles, how many is that? [/INST] [ANS] Student** With stars?[/ANS] " +911,911,[INST] Teacher** How many did I have right up here. [/INST] [ANS] Student** Three.[/ANS] +912,912,[INST] Teacher** And here? [/INST] [ANS] Student** Three.[/ANS] +913,913,"[INST] Teacher** So, how many do you think will be for yellow? [/INST] [ANS] Student** Two.[/ANS] " +914,914,"[INST] Teacher** I'm gonna guess three also. Stars, hearts and circles. Stars, hearts and circles, there will be three more. So, how many different kinds of chocolate cake can I have? [/INST] [ANS] Student** Wait, three.[/ANS] " +915,915,"[INST] Teacher** Three pink ones, three green ones and three yellow ones, how many is that all together? [/INST] [ANS] Student** The answer?[/ANS] " +916,916,[INST] Teacher** Yeah. [/INST] [ANS] Student** Nine.[/ANS] +917,917,"[INST] Teacher** Nine. So, you can have nine chocolate so, nine chocolate. How many do you think that we'll be able to have with vanilla if we do this whole tree again down here? [/INST] [ANS] Student** Three.[/ANS] " +918,918,"[INST] Teacher** Probably, nine, again. Okay. Green You're embarrassing me right now. I wish you wouldn't do that. Open up your notebook, please. [/INST] [ANS] Student** I'm done.[/ANS] " +919,919,"[INST] Teacher** Yeah. So, probably, nine. Figure out what nine plus nine is. Good. Let's go back over here. Can I have your attention? Please put two feet underneath your desk. Open up your math notebooks to the right page and help me out. We have a few different strategies that we learned, I think, last week. I'm gonna wait until I have more hands. Open your math notebook now, please. Thank you. Okay. You don't have the right answer. So, it makes me wonder what you've been doing [/INST] [ANS] Student** I was doing three and three, because three equals [/ANS] " +920,920,"[INST] Teacher** Uh-uh. Student T, can you help me out? [/INST] [ANS] Student** I did a list.[/ANS] " +921,921,"[INST] Teacher** You did a list. Okay. So, let me go over here. Help me out with the list. [/INST] [ANS] Student** And you can do chocolate.[/ANS] " +922,922,[INST] Teacher** Yeah. [/INST] [ANS] Student** Pink frosting and stars.[/ANS] +923,923,[INST] Teacher** Uh-huh. [/INST] [ANS] Student** Chocolate [/ANS] +924,924,"[INST] Teacher** Can I abbreviate chocolate, CH? [/INST] [ANS] Student** Yes.[/ANS] " +925,925,[INST] Teacher** Okay. [/INST] [ANS] Student** Pink and hearts.[/ANS] +926,926,[INST] Teacher** And hearts. [/INST] [ANS] Student** Chocolate [/ANS] +927,927,[INST] Teacher** Yeah. [/INST] [ANS] Student** pink and circles.[/ANS] +928,928,"[INST] Teacher** Okay. So, I'm noticing that you're organizing it by chocolate. I want to stop your list for just a second and I want to go to the tree diagram, okay, and just talk about how the tree diagram and the list relate to each other. [/INST] [ANS] Student** Is there watching up on computer?[/ANS] " +929,929,"[INST] Teacher** Yes, the camera is watching all of you right now. [/INST] [ANS] Student** I know most of them.[/ANS] " +930,930,[INST] Teacher** Except for the three kids back there. [/INST] [ANS] Student** And it's [hide and go seek].[/ANS] +931,931,"[INST] Teacher** I'm not gonna see it now. And I really I don't want to worry about it now. Can we answer camera questions after the lesson, 'cause this was really not what I wanted to do for the whole math lesson. So, let's go back over here. So, I wanna go with Student T said. She said chocolate and she went to the pink frosting. So, we can have chocolate cupcake with pink frosting. And then, Student T said, there are three different kinds of sprinkles. So, we can do we can have heart sprinkles, star sprinkles and circle sprinkles. Those are all of the different chocolate, pink cupcakes that I can have. What other frosting colors can I make with my chocolate cake, Student J? [/INST] [ANS] Student** Chocolate?[/ANS] " +932,932,[INST] Teacher** Yeah. [/INST] [ANS] Student** Green frosting.[/ANS] +933,933,"[INST] Teacher** Great. [/INST] [ANS] Student** And heart no, stars.[/ANS] " +934,934,[INST] Teacher** Can I do hearts also? [/INST] [ANS] Student** Yes.[/ANS] +935,935,[INST] Teacher** And stars? [/INST] [ANS] Student** Yes.[/ANS] +936,936,[INST] Teacher** And circles? [/INST] [ANS] Student** Yes.[/ANS] +937,937,"[INST] Teacher** Oh, so, there'll be three different kinds of green, chocolate cupcakes. Love it. So, I can do hearts, stars and circles. Let me just stop for a second. There are three different kinds of pink, chocolate cupcakes I can have. Student S, how many different kinds of green, chocolate cupcakes can I have? Back away. [/INST] [ANS] Student** We can make three.[/ANS] " +938,938,[INST] Teacher** Okay. Is there another flavor of frosting that I can make my chocolate cupcakes into? One second. [/INST] [ANS] Student** You just [/ANS] +939,939,"[INST] Teacher** I didn't want to stop you from working focused you were. These are our flavors. Pink, we just did. Green, we just did. Student J, what's the last color? [/INST] [ANS] Student** Yellow.[/ANS] " +940,940,"[INST] Teacher** Yellow. Very good. Yellow frosting. So, this is my flavor, chocolate cupcakes. Yum, my favorite. I have three different choices of frostings, pink, green and yellow. And then, I've got my sprinkles for the top, three different choices. So, before I write because Student S and I were talking about how we were getting a little bored with this. It's a lot to write. Right, Student C? [/INST] [ANS] Student** Yes.[/ANS] " +941,941,[INST] Teacher** It's a little bit boring. Do you think so? [/INST] [ANS] Student** Yes.[/ANS] +942,942,"[INST] Teacher** A little bit, no, okay. [/INST] [ANS] Student** No.[/ANS] " +943,943,"[INST] Teacher** How many different kinds of yellow cupcakes, Student O, do you think I'll have? [/INST] [ANS] Student** Um [/ANS] " +944,944,"[INST] Teacher** There were three pink. There were three green. How many yellow do you think there might be? [/INST] [ANS] Student** Um, yellow, heart or stars first, the stars.[/ANS] " +945,945,"[INST] Teacher** First, the stars, okay. [/INST] [ANS] Student** And the hearts.[/ANS] " +946,946,[INST] Teacher** Good. [/INST] [ANS] Student** And the circles.[/ANS] +947,947,"[INST] Teacher** Good. So, how many yellow cupcakes could there be that are chocolate? [/INST] [ANS] Student** Three.[/ANS] " +948,948,"[INST] Teacher** Three. So, I wanna stop for just a minute. We've done the top half of our tree. [/INST] [ANS] Student** I'm stopping.[/ANS] " +949,949,[INST] Teacher** We did the top half of our tree. How many choices were there for the top half of our tree? [/INST] [ANS] Student** Nine.[/ANS] +950,950,"[INST] Teacher** Nine choices. Thank you, somebody, for being awake here. [/INST] [ANS] Student** Oh, my God.[/ANS] " +951,951,[INST] Teacher** I'm wondering what you're doing right now. Please put that down. [/INST] [ANS] Student** She's always doing that.[/ANS] +952,952,"[INST] Teacher** I don't want to know. Put it down. It should already be glued in. So, we have nine types of chocolate cupcakes. Nine chocolate choices. Since I want to move on to the next lesson, because my math objectives are to go back to breaking apart factors and writing complete sentences that answer the question, I want to make sure we get to that. That's the main objective today. So, if I know I have nine chocolate choices, how many vanilla choices do you think I'm going to have? [/INST] [ANS] Student** Three.[/ANS] " +953,953,[INST] Teacher** Tell the person at your table. [/INST] [ANS] Student** Nine.[/ANS] +954,954,"[INST] Teacher** You can tell somebody. Take that out of your mouth, please. [/INST] [ANS] Student** Okay.[/ANS] " +955,955,"[INST] Teacher** Thank you. [Foreign language.] I don't know [foreign language]. I try in Portuguese. [Foreign language]? I should know that word, it's my favorite. Student C? [/INST] [ANS] Student** Nine.[/ANS] " +956,956,"[INST] Teacher** Do you agree with Student C? Show me yes or no. Yes, I think there will be nine vanilla; no, I do not think there will be nine vanilla. Student C, you're not thinking? [/INST] [ANS] Student** I'm thinking about just answer.[/ANS] " +957,957,"[INST] Teacher** Student C thinks there will be nine vanilla choices. There were nine chocolate, could there also be nine vanilla, yes or no? Student A? [Foreign language.] You do. I agree. And instead of making the whole tree, I know Student C is right. There will be nine. So, how many choices is that in all for my cupcakes? [/INST] [ANS] Student** Nine.[/ANS] " +958,958,"[INST] Teacher** Student C, I'm really not pleased with the way you're sitting right now. Student J? [/INST] [ANS] Student** 18[/ANS] " +959,959,"[INST] Teacher** Yeah, there will be 18 choices. So, looking back sit the right way, please. Thank you. Student C, sit the right way, please. [/INST] [ANS] Student** Hmm?[/ANS] " +960,960,"[INST] Teacher** Sit the right way. Turn your chair. Thank you. So, the question is how many combinations can you make? I need a full sentence. The question was [/INST] [ANS] Student** There can be 18 combinations.[/ANS] " +961,961,[INST] Teacher** how many how many combinations can you make? Let's use the words from the question to write our answer. Put your chair flat. Student A? [/INST] [ANS] Student** There can be 18 combinations.[/ANS] +962,962,"[INST] Teacher** I'll take a different way, Student E? [/INST] [ANS] Student** From the [/ANS] " +963,963,"[INST] Teacher** Tell me. [/INST] [ANS] Student** You might well, you can make 18 combinations.[/ANS] " +964,964,[INST] Teacher** I love 'em both. [/INST] [ANS] Student** But I want one here.[/ANS] +965,965,[INST] Teacher** What's yours? [/INST] [ANS] Student** We can make 18 combinations.[/ANS] +966,966,"[INST] Teacher** Oh, so instead of you, we. I like it. [/INST] [ANS] Student** Yeah.[/ANS] " +967,967,"[INST] Teacher** Very good. Who can tell me the equation that goes with this? Student I, I know you like to do the equations. [/INST] [ANS] Student** 2 times 3 times 3 equals 18 combinations.[/ANS] " +968,968,"[INST] Teacher** It can't be 9 times 2. Student I, can you explain to us, where did this 2 come from? [/INST] [ANS] Student** From the 2 flavors. And the 3 came from the 3 frostings. And the other 3 came from the 3 sprinkles.[/ANS] " +969,969,"[INST] Teacher** Student O, please stop that. [/INST] [ANS] Student** This is wrong, Teacher R?[/ANS] " +970,970,[INST] Teacher** What's that? [/INST] [ANS] Student** This is wrong for the rest of the [/ANS] +971,971,"[INST] Teacher** I know. Let's not make that decision now. Good. Please. Once you've copied down your equation, close your math notebook. Carefully, walk around the camera and join me on the rug. [/INST] [ANS] Student** No.[/ANS] " +972,972,"[INST] Teacher** Turn those brains on. You guys can stay there. That's fine. You can even sit right in the back there and then you won't be seen on film. [/INST] [ANS] Student** No, I want to stay.[/ANS] " +973,973,"[INST] Teacher** Thank you. No, don't copy the whole thing. Student C, we don't have time. Just copy this bottom part here. Just this. Try not to look at it. Okay. It's gonna be more helpful for the people watching if we ignore the camera. Okay. I'm really not pleased with the way you're behaving right now. That's not how we sit on the rug. We don't sit that close. Back up, please. [Quick]. Okay. Great. So, let's take a look over here. We've been talking about different strategies to solve difficult multiplication problems. Excuse me. Thank you. I still need your full attention over here. [Foreign language.] Yes. [/INST] [ANS] Student** Probably, 'cause they always [/ANS] " +974,974,"[INST] Teacher** Are we gonna careful behind you, please. Are we gonna do math like this? [/INST] [ANS] Student** This is wiggly.[/ANS] " +975,975,"[INST] Teacher** Yes, we are. That's what we're doing today. Good. Okay. Attention back over here. So, let's take a look at this right here. Who can read the question that I wrote up here? Student C? [/INST] [ANS] Student** Oh my what [/ANS] " +976,976,[INST] Teacher** Don't forget O-W says ow. [/INST] [ANS] Student** Ow.[/ANS] +977,977,"[INST] Teacher** So, h, h [/INST] [ANS] Student** How [/ANS] " +978,978,[INST] Teacher** Good. [/INST] [ANS] Student** many wow [/ANS] +979,979,[INST] Teacher** Arms. This is an arm. [/INST] [ANS] Student** does 24 [/ANS] +980,980,"[INST] Teacher** Oh, you're embarrassing me. Stop it. [/INST] [ANS] Student** octopus has.[/ANS] " +981,981,[INST] Teacher** Thank you very much. How many arms do 24 octopuses have? [/INST] [ANS] Student** Octopus have octopuses?[/ANS] +982,982,"[INST] Teacher** This is more than one octopus. [/INST] [ANS] Student** Well, eight [/ANS] " +983,983,"[INST] Teacher** So, let's see. How many arms does one octopus have? [/INST] [ANS] Student** Eight.[/ANS] " +984,984,[INST] Teacher** Student J? [/INST] [ANS] Student** Eight.[/ANS] +985,985,"[INST] Teacher** Eight. Okay. So, let's just number those so I see. I've got one, two, three, four, five, six, seven and eight. [/INST] [ANS] Student** Teacher R, the equation is [/ANS] " +986,986,"[INST] Teacher** Oh, I'm so sorry. Did you just say a word I was waiting for? Can we hear Student A, please? [/INST] [ANS] Student** Yeah.[/ANS] " +987,987,[INST] Teacher** What was the word you just said? [/INST] [ANS] Student** The equation is 8 times 24.[/ANS] +988,988,"[INST] Teacher** So, we have our [/INST] [ANS] Student** Equation.[/ANS] " +989,989,[INST] Teacher** equation here. And she says the equation is? [/INST] [ANS] Student** Is 8 [/ANS] +990,990,"[INST] Teacher** Let's take a look at the equation for a minute. I just want to talk about some of the important words that we're gonna need. Does anyone remember what this number I know it's an 8. Student R, you're not paying attention when you do that. Did anyone know what [compart] of the equation this is? Student T? [/INST] [ANS] Student** Factor.[/ANS] " +991,991,"[INST] Teacher** Yeah, awesome. Thanks, Student T. It is. That's a factor. So, we've got right here, we've got 8 is a factor in that equation. So, if it can still here you even if your camera can't see you, okay. If 8 is a factor, Student C, what is 24? [/INST] [ANS] Student** Factor.[/ANS] " +992,992,"[INST] Teacher** It's a factor also. There are two factors in a multiplication problem. So, we have two different factors there. Does anyone know what the answer to a multiplication problem is called? Student T? [/INST] [ANS] Student** The product.[/ANS] " +993,993,[INST] Teacher** That's it. That's it. [/INST] [ANS] Student** The product.[/ANS] +994,994,"[INST] Teacher** The product. Take your hands off that, please. So, we're gonna find the product. It's missing right now. We'll find it. Now, we've learned a couple different strategies to do this. One of them is, if you take a look up there, breaking apart one of the factors. Student G, do you know where I'm pointing right now? [/INST] [ANS] Student** Right there.[/ANS] " +995,995,"[INST] Teacher** You got it. Breaking apart one of the factors. So, as we're looking at 8 and 24, which factor does it make the most sense to break? Can you sit up, please. Nice and tall. Cross your legs. Student B, Student B? [/INST] [ANS] Student** You can do 10 times 8.[/ANS] " +996,996,"[INST] Teacher** So, which factor are we breaking up, then? [/INST] [ANS] Student** Teacher R, no.[/ANS] " +997,997,"[INST] Teacher** Which factor are we breaking up? Stop. Cross your legs, please. [/INST] [ANS] Student** That 8.[/ANS] " +998,998,[INST] Teacher** That's not what you just broke up. You broke up the 24. Didn't you break it up into 10? [/INST] [ANS] Student** Yeah.[/ANS] +999,999,[INST] Teacher** Okay. [/INST] [ANS] Student** You need 2 10s and 4.[/ANS]