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1) How many 2 cm x 2 cm x 2 cm cubes could fit in a box that is 6 cm long, 3 cm wide and 4 cm high?
Only 6 cubes could fit in that box.
2) How many 3 cm x 3 cm x 3 cm cubes could fit in a box that measures 5 cm x 4 cm x 4 cm?
Only one 3 cm x 3 cm x 3 cm cube could fit in a 5 cm x 4 cm x 4 cm box.
3) You have 8 m of fencing. You fence off a square. What is the area of the square?
The area of the square is 64 cm2.
4) What is the length of fencing needed to make a square paddock with an area of 25 m2?
The length of fencing needed to make a square paddock with an area of 25 m2 is 5m.
5) What is the area of a rectangle with a 30 m perimeter, if the length is twice the width?
The area of that rectangle would be 50 m2.
6) Sketch a solid prism. Find the area of all sides. Find the volume.
Can’t find the area or volume of a prism with no given dimension.
7) What is the volume of a box that is twice as long as it is wide, and half as high as it is wide, if it is 20 cm long?
The volume of that box would be 1000 cm3.
The volume of this cube is 64 cubic centimetres. If you glued a string on the edges as shown, how long would the string be?
The string would be 16cm long.
9)An equilateral triangle has a base of 3cm and a height of 2.5cm. What would the area and perimeter of the triangle be?
The perimeter of the triangle would be 9cm and the area would be 3.75cm2.
10) A farmer has a wagon that is 10m long, 2.5m wide, and sits 1.5m off the ground.
Each bale is 1m long, 75cm wide and 50cm high.
If the door to the barn is 10m high, how many bales can the farmer fit on his wagon in one load of hay?
11) In your writing describe the following two instructional strategies: Jigsaw and Bansho.
Be sure to include how the strategy works, as well as its benefits in the classroom and example.
Jigsaw is a cooperative learning strategy that enables each student of a “home” group to specialize in one aspect of a learning unit. Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the “home” group and teach the material to their group members.
The process uses a visual display of all student solutions, organized from least to most mathematically rich. This is a process of assessment for learning and lets students and teachers see the full range of mathematical thinking used to solve the problem. Students have the opportunity to see and hear many approaches, and they are able to consider strategies that connect with the next step in their conceptual understanding of the mathematics.