>> 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?