-
>> I'm super curious. Aren't you guys?
Let's check it out.
-
So, because of our time in the class,
I've precut.
-
>> Resource manager to head over
near the Chromebooks
-
and grab one set of tape, please?
-
You're just going to build
the pre-cut ones that I have.
-
Will you guys please go ahead
and build the box and then send
-
your recorder reporter up here
to fill in what is the cut size,
-
what is the length, the width, the
height, and the volume
-
of what you are building right now, okay?
-
And what are each of these measurements
in terms of?
-
I want to talk about units quickly.
The cut size?
-
What are the units
that we're using for that?
-
>> Centimeters.
-
>> Centimeters. Okay.
How about the length?
-
What are we counting there?
>> Centimeters.
-
>> Again, centimeters.
How about the width?
-
What are we counting there?
>> Centimeters.
-
>> Centimeters.
-
The height?
>> Centimeters.
-
>> And the volume?
>> Centimeters cubed.
-
>> Centimeters cubed.
Interesting. Okay, great!
-
Cool. Will you build that very quickly
and then send your recorder reporter
-
up here with the actual box?
Thanks.
-
>> I think the cut size is a four-by-four
because if you could count it,
-
there's four boxes here. There's
four here, they are both coming out.
-
It'd be a four-by-four square.
So that's the cut size.
-
Then, I'm not sure about
the length though.
-
I'm not sure if it would be this, so
that's the full length and everything.
-
This right here.
-
Is that the full length then?
-
>> Shouldn't we build it first? Tape it
-
and then let's figure it out.
>> I was going to do it [inaudible].
-
>> So, what are you doing, measuring
all of them?
-
>> Yeah.
-
>> He's counting the length and
width so he can find the volume
-
of the square.
>> We're just doing a bunch of comparisons
-
for this --
>> So get it taped, counted up,
-
and then we'll get it up here
quickly. Thanks guys.
-
>> Could you have seven cut,
and try nineteen from
-
seven and twenty five from seven?
>> Oh yeah.
-
>> Did you get it?
>> Yeah. Let me see this.
-
So, the height is one, two, three,
-
four, five, six, seven.
The width is one, two,
-
three, four, five. And then
five, ten, eleven. All right. Yeah.
-
>> So what do we notice?
All right, so we notice that it was
-
cut by an eight-by-eight on the
corners.
-
What do you notice
about the side heights?
-
>> Not sure.
-
>> Wow, look at that.
-
>> Aye, lit.
-
>> Why are you guys using so much tape?
-
>> I don't know,
I thought it would be
-
easier if you just get the
whole thing done in one go.
-
But now that I think
about it, it would be easier
-
if we just did like --
>> I'll tape the next one.
-
>> Yeah we need —
-
>> I drew 225.
>> Yeah guys, collaborate.
-
>> Thirteen by twenty-five, right?
325 not 295 —
-
>> You said thirteen? It's fifteen.
>> Yeah, it's fifteen.
-
>> Oh yeah, I'm
tripping, I'm tripping.
-
>> I already calculated it.
-
>> You calculated it? What did you get?
-
>> Huh? How?
It's ...
-
>> Seven times seven times seven.
-
>> What? At first, I did fifteen
times five.
-
This is what I did.
I did fifteen times five,
-
which gave me seventy-five.
Then I multiplied
-
that by nine. What?!
Did I do it wrong? Hold on.
-
>> Because, you know, when you
just see everyone else's,
-
it looks so much bigger.
>> Where's the second base?
-
>> Will you send your
reporter recorder up to
-
put the info up, please?
