[clip length—16:09]
TEACHER: What I would like you to do now is to open your Word Generation books to the math problem of the week. First person to find the page…
STUDENT: Right here.
TEACHER: …holler it out. What page?
STUDENT: Sixty-two.
TEACHER: Page sixty-two.Can I have your attention front in three, two, Luis, one, Trini. Thank you for your attention. What I would like you to know before we start this page is that you are going to do think, pair, share in this exercise, which is turn and talk to your partner. So your partners are your tablemates. You two, you two, you two, you two. Shady and Alexis, you’ll be partners; Michaela and Jessie. You’re a group of three, Letietha, Danny and Lucia. And then two and two. So when I say turn and talk to your partner, what you are going to do is turn and explain to them what you think about the question I’ve asked. So turn and talk to your partner about what you had for breakfast. [inaudible voices over each other]
TEACHER: And attention back in three, two, one. What I like about what everyone did is that when I asked for your attention back, you gave it to me. And so that we can go back and forth with partner talk, I want you to be able to listen. And when I pull you back, I would like you to put your attention back at the front. So let’s get started. Who can read question number one for me? Destiny.
STUDENT: It’s worth emphasize a…
STUDENT: Multi-dimensional.
STUDENT: …multi-dimensional approach to good health. This includes exercise and healthy eating. In a Boston…
STUDENT: Suburb.
STUDENT: Suburb.
STUDENT: …suburb, only 20.6% of students eat enough fresh fruit and vegetables. Which decimal is equivalent to 20.6%?
TEACHER: Okay, so the first thing I want to look at is the word multi-dimensional. And I picked that word first because that word, I think, is the most important word ’cause it is underlined. Now, in the next sentence, the author of this question is telling you, “What are the dimensions of eating healthy?” Can you read the next sentence and tell me what are the dimensions that the experts think you need? [inaudible voices] Shh. Michaela.
STUDENT: This includes exercise and healthy eating.
TEACHER: So what are the two dimensions that they are emphasizing?
STUDENT: Exercise and healthy eating.
TEACHER: Exercise and healthy eating. Okay. The next thing I want to draw your attention to is, “In a Boston suburb.” I noticed that Destiny needed a little help with the word suburb. Is there anyone who knows what a suburb is? Lina?
STUDENT: It’s like everything’s the same. Like, kind of. Like, if you’re in the movies, like a house looks like every other house on the block.
TEACHER: Oh. In the suburbs, all the houses look the same. Very nice. That is— I wasn’t sure where you were going, but I think I agree with what you’re saying. Elio.
STUDENT: Like a— like a smaller town…
TEACHER: Uh-huh.
STUDENT: …around a city.
TEACHER: A smaller town around a city. Good. So here we have a city. And I’m gonna draw my city skyline. Okay? And surrounding the city, you have towns. And those towns are the…
STUDENT: Suburbs.
TEACHER: …suburbs.
STUDENT: But all the houses don’t look the same.
TEACHER: Uh…
STUDENTS: They look the same look the same, but they’re different colors.
TEACHER: So uh, shh. Shady.
STUDENT: A two-story house is not the same as a one-story house.
TEACHER: Shady, Lina’s definition of suburb, where all the houses look the same, is not an exact definition. Elio gave the exact definition, a ci— a suburb is a town surrounding a city. But Lina’s definition, where all the houses look the same, is kind of a real life example that she is applying. It doesn’t apply to every single suburb. But I grew up in a suburb of Boston, and in my neighborhood, the houses all had the same format: a master bedroom and two upstairs bedrooms, a bathroom upstairs, a bathroom downstairs. All the houses had that same format. And I think that’s what she’s talking about.
STUDENT: suburbs out here?
TEACHER: Yeah, I would say that we are a suburb of San Francisco. Okay. So in a suburb of Boston, only 20.6% of students eat enough fresh fruits and vegetables. What decimal is equivalent to 20.6? Who can tell me what the question is asking you? What is the question asking? I’m not looking for the answer. Vicky.
STUDENT: answer, uh, to the percent and the decimal.
TEACHER: So the question is asking us to find percent in a decimal…
STUDENT: Format.
TEACHER: …form. Now, I wanna restrict a couple answers. Okay? So look at these answers and take a look at which ones can you restrict immediately?
STUDENT: B.
TEACHER: Shh. Don’t yell ’em out. Turn and talk to your partner about which answers you can restrict and which you think are the correct answer. So turn and talk to your partner.
STUDENT 1: ’Cause two is a whole and it’s 20%. And instead of [inaudible]
STUDENT 2: I wouldn’t restrict B because you move the decimal place over. And if it [inaudible]
STUDENT 1: I think she should [inaudible; inaudible voices over each other]
TEACHER: Can I have your attention front in three, two, one. Who can share with me what your partner thought about answers to restrict? Vicky.
STUDENT: My partner said she would restrict B, because um, the two— the— the two, it’s a twenty. The whole number’s a twenty, and the B, it only has two.
TEACHER: The whole number’s a twenty, and in B, you only have…
STUDENT: In D.
STUDENT: D.
TEACHER: Oh, in D…
STUDENT: She just restricted that.
TEACHER: …you have two. So did you not mean to restrict B, but D? Okay? So thank you. And thank you for using the vocabulary word. Who else want to share what their partner thought? Jason.
STUDENT: thought it was A, because when they moved the decimal point twice to the left.
TEACHER: So you had 20.6, and you moved the decimal once, twice to the left to give you zero and 206 thousandths.
STUDENT: Yeah.
TEACHER: So given that, that you applied our math rule, what are the answers we can restrict? Trini, what are the answers we can restrict?
STUDENT: You could restrict C and B.
TEACHER: Good. And that leaves us with A. Now, question two has something called expanded notation. And we haven’t looked at that in math class yet, but I wanna help you with it a little bit. If I had the number 326, tell me how we could break that down. We’ve been doing it in small groups this week. Trini.
STUDENT: 300.
STUDENT: The 300, twenty, and six.
TEACHER: Good. I know that I have three groups of 100. And notice how I didn’t say three times, because times is dead and we’re using groups. Three groups of 100. I have two groups of what?
STUDENT: Six.
STUDENT: Two.
STUDENT: Six.
STUDENT: No. [inaudible voices over each other]
STUDENT: Two groups of sixty. Two groups of [inaudible; inaudible voices over each other]
STUDENT: Two groups of ten. TEACHER: Two— two groups of ten.
STUDENT: Yeah.
TEACHER: And six groups of what?
STUDENT: Two. [inaudible voices over each other]
TEACHER: Six groups of one. Let’s just do one more of those so I know you’re ready. If I have one-point— if I have 11.5, then that breaks down into ten plus one plus 0.5. So I have one group of…
STUDENT: Ten.
STUDENT: Ten.
STUDENT: One group of one.
TEACHER: One group of one.
STUDENT: And one group of twenty-five.
TEACHER: How many?
STUDENT: Of zero, zero and five. [inaudible voices over each other]
STUDENT: Half a group [inaudible].
TEACHER: How many groups of 0.1 do I have?
STUDENT: Five.
TEACHER: Five groups of 0.1. Okay? And if you don’t understand that exactly, that’s alright. But what I would like you to do now is put your attention to Jason.
STUDENT: Can’t you take the ten and break it into two fives?
TEACHER: You could, but usually when you see expanded notation, you’ll see the place values. Ones, tens, hundreds, thousands, tenths, hundredths, thousandths. So when we’re doing mental math, it might be better to use the ten as two fives; but when you do expanded notation, it’s very specific that it’s always using the place values. You understand? Okay. Who would like to read question two for me? Elio.
STUDENT: Which of the following shows the decimal written in expanded notation? Explain your reasoning.
TEACHER: Good. So what we have to do is make 206 thousandths in expanded notation. So I would like you to turn and talk to your partner about what each of these numbers is in expanded notation. [inaudible voices over each other]
STUDENT 1: So like A and B?
STUDENT 2: Yeah. And like, ’cause I think it’s D.
STUDENT 1: D?
STUDENT 2: [inaudible]
STUDENT 1: No.
STUDENT 2: I think it’s C. Because…
STUDENT 1: Why?
STUDENT 2: Well, because there’s two [inaudible; inaudible voices over each other]
STUDENT 1: I think mostly, they’re both supposed to be decimals.
STUDENT 2: Well, but then there’s no decimals here [inaudible].
STUDENT 1: So?
STUDENT 2: Or it could be this one.
STUDENT 3: What’d you guys get? We got D.
STUDENT 1: Is it okay if I write on this?
STUDENT 2: Yeah.
STUDENT 1: [inaudible] This would be [inaudible; inaudible voices over each other] zero two. So I would move it over three times, then it’d be the same thing. [inaudible voices over each other; camera moves to another group]
STUDENT 1: [inaudible] times one, and then back, change it to two.
STUDENT 2: [inaudible]
STUDENT 1: Plus six times this. And we get—
STUDENT 2: [inaudible]
STUDENT 1: See?
STUDENT 2: Yeah. [inaudible]
STUDENT 1: [inaudible] times .1 is how much? [inaudible; inaudible voices over each other] two, you know?
STUDENT 2: It would be…
STUDENT 1: If this was open[?]. And I have 6.001. So that’s 1.6. And then 00. Right?
STUDENT 2: Yeah. [file jumps]
TEACHER: Yeah, I want you to be able to figure it out. Here’s one ten dollars, right? There’s one group of ten dollars. Here’s another group of ten dollars.
STUDENT: That’s twenty dollars.
TEACHER: That’s two groups of ten dollars is twenty dollars. Do any of your answers have a twenty in them?
STUDENT: Uh-uh.
TEACHER: So can you use two groups of ten? No. So we have to get rid of two groups of ten. We’re restricting that answer.
STUDENT: Okay, so B. [teacher moves to other groups; inaudible voices over each other]
TEACHER: ’Kay. What do we got?
STUDENT 1: Like this one?
TEACHER: Yeah. If you have two groups of 100, how many is that?
STUDENT 1: Uh, fifties?
TEACHER: Two groups of 100.
STUDENT 1: Uh, two groups.
TEACHER: You have two groups, and then in each group, there’s a hundred.
STUDENT 1: Oh, 200.
TEACHER: Okay? And then you have six groups of ten.
STUDENT 1: Sixty.
TEACHER: So how much is that together?
STUDENT 2: A hundred—
STUDENT 2: 260.
TEACHER: 260. So is that A?
STUDENT 2: Yeah. Wait.
STUDENT 1: 260. No.
TEACHER: No. So we can restrict that. It’s not that one. Off limits.
STUDENT 2: [inaudible]
TEACHER: So we— So you guys don’t have anything to write with?
STUDENT 1: No.
STUDENT 2: Twenty. Look, twenty-six.
TEACHER: So is that one A?
STUDENT 2: Yeah.
TEACHER: Twenty-six? This number’s twenty-six?
STUDENT 2: No. No.
STUDENT 1: Look, ’cause it— if it’s twenty, and then twenty plus six, it’s twenty-six. So that B is not it.
TEACHER: Not it. Can you explain to Isaiah why, though? ’Cause he still is not sure. He thinks that may be that. [teacher moves off]
STUDENT 1: Because you add— like, right here, what we did, right here we got 200 and right here we got 60. And we added 200 and 60, that gave us 260. So then—
STUDENT 2: How is that— how is that not B, that answer?
STUDENT 1: Like right here, ’cause A’s already the answer, like not— And right here, it’s just adding twenty plus six. What’s twenty plus six? So it’s not the answer. [inaudible voices over each other]
TEACHER: You think it’s— you think it’s B?
STUDENT 1: Yeah, but [inaudible] decimals.
TEACHER: So look. If you have two groups of ten, how many is that?
STUDENT 1: Uh, 200. No, two groups of ten is 200. No, it’s twenty.
TEACHER: Twenty. And six groups of one…
STUDENT 1: Is…
TEACHER: So together you have?
STUDENT 2: No, twenty-six.
TEACHER: Twenty-six. So is twenty-six [inaudible voices over each other]
STUDENT 1: So wait.
TEACHER: Well, we know it’s not B. We can restrict that one. Off limits. So two groups of 100 is how many?
STUDENT 1: 200.
TEACHER: So is this number 260?
STUDENT 1: No.
TEACHER: So it’s[?] off limits for A. Do you see where we’re going, Jessie? Okay? So [moves on], what do we got here?
STUDENT 2: Uh, [inaudible]
TEACHER [off camera]: Oh, I like your location[?] there. Very good, [inaudible; inaudible voices over each other]
STUDENT 2: 2,000[?]. And then that would be… [inaudible voices over each other]
