WEBVTT 00:00:04.360 --> 00:00:08.707 >> We're going to do a great, a great-- 00:00:08.707 --> 00:00:10.549 we're going to do a great task today, guys. 00:00:10.549 --> 00:00:18.762 Am I selling it? Do you believe me? It's going to be a task that asks you guys 00:00:18.762 --> 00:00:25.223 to be multi-modal, meaning you're going to build something, then you're going to 00:00:25.223 --> 00:00:30.851 gather your data and organize it in a table, then you're going to use 00:00:30.851 --> 00:00:37.792 that technology that we've been practicing, the Desmos, to model your data set. 00:00:37.792 --> 00:00:42.126 And then you're going to interpret your data. All the while, we are hoping 00:00:42.126 --> 00:00:49.046 that you guys are having conversations that are sharing your own thinking 00:00:49.046 --> 00:00:54.884 and pushing the understanding of the other people who you're sitting with. 00:00:54.884 --> 00:00:59.917 To help those conversations, we have on your tables, and I know you have these 00:00:59.917 --> 00:01:03.783 in Miss Grevious’s classroom too, some group roles. 00:01:03.783 --> 00:01:11.477 So, I want you to please pause and to take a look at your own group role and to read 00:01:11.477 --> 00:01:18.505 the words to yourself about, what are the questions and contributions 00:01:18.505 --> 00:01:27.496 that I'm expected to make at my table? So I know these are familiar to you. 00:01:27.496 --> 00:01:34.486 They're not new. But I do want to give an opportunity, if there's any questions 00:01:34.486 --> 00:01:40.582 or anything you're unsure of for your role to help support your group today. 00:01:41.580 --> 00:01:43.647 Okay, great. 00:01:46.189 --> 00:01:51.085 Then I'm going to pose the problem. 00:01:54.750 --> 00:02:02.415 The problem is this: you're going to be given a rectangular grid 00:02:02.415 --> 00:02:06.700 that is on centimeter paper. There are, as I've written here, 00:02:06.700 --> 00:02:14.969 19 centimeters across the top, 25 centimeters along the side. 00:02:16.867 --> 00:02:22.491 What you're going to be asked to do is to figure out, how could I use 00:02:22.491 --> 00:02:30.677 this amount of grid paper to build a box with the largest volume? 00:02:32.810 --> 00:02:38.305 So, what I'm going to ask, actually, is for one student to help me 00:02:38.305 --> 00:02:49.111 pass out some paper. Don't all jump up at once. Thank you so much Disyon. Thank you. 00:02:51.453 --> 00:02:56.611 And right now, you're not going to do any cutting, but you are going to just 00:02:56.611 --> 00:03:04.366 get one of these pieces of paper and you can draw onto it, you would cut squares... 00:03:04.366 --> 00:03:09.704 Sorry, I need to be more clear. You only cut squares out of the side. 00:03:09.704 --> 00:03:13.799 You cannot cut like a rectangle. You cannot cut something that's a 3 by 2. 00:03:13.799 --> 00:03:19.341 You need to cut an actual square out, being a 3 by 3 or a 4 by 4. 00:03:19.341 --> 00:03:23.146 And you'll cut those out of each side. No one's going to cut right now. 00:03:23.146 --> 00:03:25.770 I just want you to have the paper so you can look at it 00:03:25.770 --> 00:03:32.170 to help you visualize what you'll do. Yes, ma'am. 00:03:32.170 --> 00:03:34.705 >> [background] Are we making a top to cover the container? 00:03:34.705 --> 00:03:39.769 >> That's such a great question. Thank you for asking. We are not making a lid. 00:03:39.769 --> 00:03:44.789 No lid. So it's an open-top box. 00:03:46.223 --> 00:03:51.481 Okay, so I'm going to ask you individually right now. This is not yet time to talk to 00:03:51.481 --> 00:03:56.520 a partner, but I want you to take a look at number one, and it asks you 00:03:56.520 --> 00:04:05.050 to make a conjecture about how to cut squares from the side of your rectangle 00:04:05.050 --> 00:04:09.605 so that you would build a box with the largest volume. 00:04:09.605 --> 00:04:12.542 Build an open-top box with the largest volume. 00:04:12.542 --> 00:04:17.004 Will you please take a moment on your own to think about it and 00:04:17.004 --> 00:04:22.420 to write into question one, what you think.