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TEACHER: Raise your hand if you would like to read the definition that I have for restrict. Shady.
STUDENT: Um, to keep within limits when answering a multiple choice question on the MCAS, you can restrict your possible answers using estimations. For example—
TEACHER: We’ll get to the example in a minute, but first I wanna make sure we understand what it says here. Uh, the first thing I wanna ask you is the little V next to restrict, what does that mean?
STUDENTS: Verb.
TEACHER: And what’s a verb?
STUDENTS: Action word.
TEACHER: That’s right, a verb is an action. To keep within the limits, when answering a multiple choice question on the star test, you can restrict your possible answers using estimations. Is there anyone who can say that in their own words? Jason.
STUDENT: Like the process of elimination or something?
TEACHER: Oh, I love it, Jason. Very nice. Jason is saying process…
STUDENT: The process.
TEACHER: …of elimination. Elimination. And what part of that there tells you process of elimination?
STUDENT: Because the possible answers— It’s like you’re taking out the answers that, uh, you— you know not— is not the right one.
TEACHER: So by restricting, you are taking out answers that you know are wrong. Take out answers. Who else would like to try and say this in their own words? Destiny.
STUDENT: Um, like keep from. Like, to keep from doing.
TEACHER: The whole sentence honey. When answering a multiple choice question on the star, you can restrict answers using estimation.
STUDENT: Um, you can not put all the right— I mean, like, you can guess at the answers.
TEACHER: You can guess? Okay. Elio.
STUDENT: Uh, choose the best, um, option.
TEACHER: You can choose the best option by restricting the other options. Michaela.
STUDENT: Um, you could, like, limit the answers to, like, one or two and choose which ones that makes the most sense.
TEACHER: You could limit the answers to one or two and choose the ones that make the most sense. So let’s put limit on here, also. So let’s move on to the example. You guys got ahold of that quickly. Who would like to read the example for me? Laura.
STUDENT: What is the sum of thirty-one and— and sixty-four?
TEACHER: Who can say that question in another way? What is the sum of thirty-one and sixty-four? Lina.
STUDENT: What’s the total?
TEACHER: What is the total. So what is it asking you to do, when you see the word sum? It’s asking you to add. And I’ll put Lina’s word there, total. What is the total of thirty-one and sixty-four? Looking at this question, what can we restrict immediately, using estimation?
STUDENT: A.
STUDENT: And D.
STUDENT: D.
TEACHER: Trini.
STUDENT: A, B, and D.
STUDENT: A.
TEACHER: A? Why?
STUDENT: Because it— ’Cause thirty-one and sixty-four are higher than seven.
TEACHER: So it’s too…
STUDENT: Low.
TEACHER: Small. Yeah, too low or too small. What else can we restrict immediately? Vicky?
STUDENT: D.
TEACHER: Why?
STUDENT: Uh, too [inaudible]. It’s too high for that.
TEACHER: Yeah, it’s too high. So using estimation, we know thirty-one and sixty-four, it’s not gonna be seven; that’s too little. And it’s not gonna be 1,328, ’cause that’s too big. So let’s move on to see what Word Generation has to say about this. Who would like to read this for me? Uh, Trini.
STUDENT: You can quickly restrict your choices to B and C. You can do this because you know that A, seven, is much too small, and D, 1,328, is much too large.
TEACHER: Alright, our next vocabulary word that we’re gonna look at is dimension. Who would like to read this word for me? Michaela.
STUDENT: A measure of space [inaudible] or length, a rectangle is two-di— two-dimensional. It has length and width. A cube is three-dimensional. It has length, width, and height.
TEACHER: Okay. So I’m gonna start right here and I’m gonna draw a line. And then I’m gonna draw a rectangle, and then we have a cube. The line, I heard Shady say, has length. So how many dimensions does a line have? Elio.
STUDENT: One.
TEACHER: One. And I’m gonna call that 1-D, one-dimensional. The rectangle has what?
STUDENTS: Two dimensions.
TEACHER: Two dimensions. And what are those dimensions?
STUDENT: The parallel sides.
STUDENT: Length.
STUDENT: Length and height.
TEACHER: Length and width or length and height, whatever word you want.
STUDENT: What about the angles?
STUDENT: Angles?
TEACHER: The angles don’t change the dimension. But there are four angles. But there are only two dimensions. It goes sideways and it goes up and down. It only moves in two ways. Okay? So what is this figure called here?
STUDENT: Cube.
STUDENT: A cube.
TEACHER: A cube.
STUDENT: A solid.
TEACHER: Alright. So Lina, how many dimensions in a cube?
STUDENT: Four.
STUDENT: Eight. Or—
TEACHER: We talked about how this is one ’cause it just goes side to side; this one has two, ’cause it goes side to side and up and down. But this goes side to side, up and down, and back.
STUDENT: Eight.
STUDENT: Three dimensions.
TEACHER: It has…
STUDENT: Three dimensions.
TEACHER: …three dimensions. And if you go back to the— this paragraph right here, it tells you what the three dimensions are.
STUDENT: There’s only three dimensions?
TEACHER: Mm-hm. We’ll talk about it in a minute, Shady.
STUDENT: How do you make a 4-D?
TEACHER: Raise your hand if you can tell me, going back to the paragraph, how— what are the three dimensions of a cube? Elio.
STUDENT: Hm?
TEACHER: What are the three dimensions?
STUDENT: Up-down, side to side, and back.
TEACHER: Okay, so what are we gonna call side to side?
STUDENT: Left to right.
STUDENT: Or length.
TEACHER: And up and down?
STUDENT: Width.
STUDENT: No.
STUDENT: No.
TEACHER: Yep, and back?
STUDENT: No, up an down
STUDENT: Heighth— heighth is—
TEACHER: You know what, Shady, you’re right. You wanna call up and down the height, and backwards is…
STUDENT: Width.
TEACHER: …the width. So my question for you guys is— Where is that box? How many dimensions are in this box?
STUDENTS: Three.
TEACHER: Three. Because the box goes up and down, it goes side to side, and it also goes back. Okay? [file jumps] So this is a three-dimensional object. Shady, did you have a question about why— why it’s not eight?
STUDENT: Yeah.
TEACHER: What’s the question?
STUDENT: Um, but I kinda figured it out, ’cause if it was three-dimensional, it goes up and down, side to side, and then back. I thought that you counted the little lines.
TEACHER: Oh. Good, so what I like, Shady, is how you are self-correcting there. Thank you very much. Elio.
STUDENT: Uh, I thought the— the same as Shady. But I kinda figured it out, but in a different way. Like, I thought it was— it’d just be like laying, like, up and down, side to side, back and forth, and like, diagonal.
TEACHER: Mm-hm.
STUDENT: But— Yeah.
TEACHER: Alright. Michaela.
STUDENT: How do you make four dimensional?
TEACHER: You know, that’s a really good question, Michaela. And…
STUDENT: You can, uh—
TEACHER: …here on Earth, we live in a three-dimensional world. And…
STUDENT: How?
TEACHER: …we don’t have four dimensions. Because the dimensions are anything that takes up space and has—
STUDENT: But the world is a circle.
TEACHER: Shady, can I answer Michaela’s question, please?
STUDENT: Yeah.
TEACHER: Anything that takes up space, Michaela, is three dimensions. It goes side to side, up and down, and back. But nowhere on Earth do you have a fourth dimension. So it’s a good question, and it’s a question philosophers have pondered for many, many years. Luis.
STUDENT: Is there anything that has four dimensions?
TEACHER: Is there anything that has four dimensions?
STUDENT: No.
TEACHER: Not here on Earth. Okay? I don’t think so.
