## Three Act Math Video- Movie Line

Concepts Time and Logical Reasoning

Three Act Math Movies Video Design by Jennifer Brokofsky and Ryan Banow

## Possible Curriculum Connections

Grade 3– SS3.1 Demonstrate understanding of the passage of time including:

• relating common activities to standard and non-standard units
• describing relationships between units
• solving situational questions.

[C, CN, PS, R]

Indicator

a. Observe and describe activities relevant to self, family, and community that would involve the measurement of time.

Grade 4– SS4.1 Demonstrate an understanding of time by:

• reading and recording time using digital and analog clocks (including 24 hour clocks)
• reading and recording calendar dates in a variety of formats.

[C, CN, V]

Indicator

a. Express the time orally shown on a 12-hour digital clock.

Grade 5– N5.2 Analyze models of, develop strategies for, and carry out multiplication of whole numbers.

[C, CN,ME, PS, R, V]

Indicator

h. Pose a problem which requires the multiplication of 2-digit numbers and explain the strategies used to multiply the numbers.

## Act One- The Problem- Video

A man is waiting in line to buy tickets to a movie. The movie is about to start.

Key question:

• Will he get his tickets before the movie starts?

## Act Two- Classroom Connections

Key questions that the video will inspire are:

• Will he get his tickets before the movie starts?

What might the students need to acquire as they work to solve this problem?

• Time it takes for one person to purchase tickets- 51 seconds
• Number of people in the line in front of the man at 5:11- 6

## Act Three- The Solution- Video

The man gets to the front of the line after the movie has already started.

## Sequels-Extending the Learning

• What if one person buys tickets for multiple people in the line?
• What time should have the man have arrived at the theatre in order to make it into the movie before it starts?

Movie Line

## Three Act Math Video- Bowl Full of Ice Cream

Concept- Volume

Three Act MathVideo Design by Jennifer Brokofsky and Ryan Banow

## Possible Curriculum Connections

Grade 5– SS5.3 Demonstrate an understanding of volume by:

• selecting and justifying referents for cm³ or m³ units
• estimating volume by using referents for cm³ or m³
• measuring and recording volume (cm³ or m³)
• constructing rectangular prisms for a given volume.

[C, CN, ME, PS, R, V]

Indicators

a) Provide referents for cm³ and m³ and explain the choice.
b) Describe strategies developed for selecting and using referents to determine approximate volume measurements in situations relevant to self, family, or community.
c) Estimate the volume of 3-D objects using personal referents.
d) Decide what standard cubic unit is represented by a specific referent, and verify.
e) Determine the volume of a 3-D object using manipulatives, describe the strategy used, and explain whether the volume is exact or an estimate.
f) Construct possible rectangular prisms for a given volume, identify the dimensions of each prism, and explain which prism would be most appropriate for a particular situation.

Grade 8- SS8.3 Demonstrate understanding of volume limited to right prisms and cylinders (concretely, pictorially, or symbolically) by:

• relating area to volume
• generalizing strategies and formulae
• analyzing the effect of orientation
• solving problems.

[CN, PS, R, V]

Indicators

a) Identify situations from one’s home, school, or community in which the volume of right prism or right cylinder would need to be determined.

b) Describe the relationship between the area of the base of a right prism or right cylinder and the volume of the 3-D object.

c) Generalize and apply formulas for determining the area of a right prism and right cylinder.

d) Explain the effect of changing the orientation of a right prism or right cylinder on the volume of the 3-D object.

e) Create and solve personally relevant problems involving the volume of right prisms and right cylinders.

## Act One- The Problem- Video

A child has to choose which bowl will hold the most ice cream a cylinder or a rectangular prism.

The key question that arises from this clip is:

• Which bowl will give the child more ice cream?

## Act Two- Classroom Connections

Key question that arises from this clip is:

• Which bowl will give the child more ice cream?

What might the students need to acquire as they work to solve this problem?

Dimensions of the Bowls:

\

## Act Three- The Solution- Video

The child fills each bowl with water and pours the water into two transparent glass measuring cups. This indicates that the rectangular prism holds more ice cream.

## Sequel-Extending the Learning

Regular Shaped Bowl:

## Teachers’ Guide

Bowl Full of Ice Cream