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Pizza problems with four and five toppings, clip 3 of 6: Why does it work?
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MovingImage
TitleInfo
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Title
Pizza problems with four and five toppings, clip 3 of 6: Why does it work?
Identifier
(type = rbdil)
A21A22-CMB-PIZZA-CLIP003
Identifier
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000054910
Language
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(authority = ISO 639-3:2007)
English
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Research data
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(authority = RURes_DataTypeOrMethodology)
Action research
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(authority = RURes_DataTypeOrMethodology)
Direct observation
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(authority = RURes_DataTypeOrMethodology)
Educational interventions (small group)
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(authority = RURes_DataTypeOrMethodology)
Field research
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Longitudinal data
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Continuous monitoring
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Robert (student)
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Name
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(type = personal)
Stephanie (student)
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(type = personal)
Amy-Lynn (student)
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Michelle I. (student)
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David Brearley High School (Kenilworth, N.J.)
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Mathematics education
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Learning, Psychology of--Case studies
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Critical thinking in children--New Jersey--Case studies
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9-12
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Pizza
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Direct reasoning
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Considering a simpler problem
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Recognizing a pattern
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Recursive reasoning
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(authority = rbdil_topic)
Topic
Representations
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(ID = SBJ-1);
(authority = rbdil_topic)
Topic
Pascal's triangle
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Topic
11
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Informal learning
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Work view
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White
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Kenilworth Public Schools
Subject
(ID = SBJ-1)
HierarchicalGeographic
Country
UNITED STATES
State
New Jersey
County
Union County
City
Kenilworth (N.J.)
Abstract
(type = summary)
The third of 6 clips focuses on the four 11th grade students as they map the numbers of pizza choices to the rows of Pascal’s Triangle and attempt to make sense of the addition rule with the addition of each successive topping as an option for the problem: "A local pizza shop has asked us to help design a form to keep track of certain pizza choices. They offer a plain pizza that is cheese and tomato sauce. A customer can then select from the following toppings: pepper, sausage, mushrooms, and pepperoni. How many different choices for pizza does a customer have? List all the choices. Find a way to convince each other that you have accounted for all possible choices. Suppose a fifth topping, anchovies, were available. How many different choices for pizza does a customer now have? Why?" In this clip, the researcher challenges the group to explain how the addition rule of Pascal’s Triangle works to generate each successive level of the Pizza Problem. The second row in Stephanie’s drawing of Pascal's Triangle leads to debate as to whether the numbers, 1 2 1, correspond to pizza options with one or two toppings. The students agree that the correspondence works if the row: 1 2 1, refers to pizzas with two toppings. They focus on subsequent rows and try to figure out how adding the numbers for two cases in one row results in the correct number for each case in the next row and how this addition makes sense given the introduction of a new topping.
PhysicalDescription
Extent
(unit = digital file(s))
1
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video/quicktime
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video/x-flv
TargetAudience
(authority = Domain)
Education
Note
(type = supplementary materials)
Transcript and student work are also available.
Note
(type = APA citation)
Robert B. Davis Institute for Learning. (1999).Pizza problems with four and five toppings, clip 3 of 6: Why does it work?. [video]. Retrieved from http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000054910
Note
(type = available formats)
Available in QuickTime streaming and downloadable Flash digital video files.
Name
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(type = personal)
NamePart
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Phillips
NamePart
(type = given)
Carolyn Alexander
Role
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Researcher
Affiliation
Rutgers, the State University of New Jersey
OriginInfo
Place
PlaceTerm
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New Brunswick, NJ
Publisher
Robert B. Davis Institute for learning
CopyrightDate
1999-03-01
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TitleInfo
Title
A21, Pizza problems with four and five toppings (student view), grade 11, March 1, 1999, raw footage
Identifier
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A21-19990301-KNWH-SV-CLASS-GR11-CMB-PIZZA-RAW
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TitleInfo
Title
A22, Pizza problems with four and five toppings (work view), grade 11, March 1, 1999, raw footage
Identifier
(type = rbdil)
A22-19990301-KNWH-WV-CLASS-GR11-CMB-PIZZA-RAW
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TitleInfo
Title
Robert B. Davis Institute for Learning Mathematics Education Collection
Identifier
(type = local)
rucore00000001201
Identifier
(type = doi)
doi:10.7282/T3R49QMG
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Rights
RightsDeclaration
(AUTHORITY = rbdil1_v1);
(ID = rbdil1_v1)
The video is protected by copyright. It is available for reviewing and use within the Video Mosaic Collaborative (VMC) portal. Please contact the Robert B. Davis Institute for Learning (RBDIL) for further information about the use of this video.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
Publication
Status
Unpublished
RightsHolder
(ID = CRH-1);
(type = corporate)
Name
Robert B. Davis Institute for Learning
Role
Copyright holder
Telephone
732-932-7496, ext. 8262
Address
Rutgers Graduate School of Education
10 Seminary Place
New Brunswick, NJ 08901-1183
10 Seminary Place
New Brunswick, NJ 08901-1183
ContactInformationDate
2009-11-03
RightsEvent
(ID = RE-1);
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Type
Permission or license
Label
Non-exclusive license to share the video presentation via RUcore.
Place
New Brunswick, NJ
DateTime
2009-11-03
Detail
Non-exclusive license to digitize and make openly available the videos and other collection resources of the Institute is on file in the office of the RUcore Collections Manager.
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(ID = AE-1);
(AUTHORITY = rulib)
Role
Licensor
Name
Maher, Carolyn A.
Affiliation
Director, Robert B. Davis Institute for Learning, Rutgers Graduate School of Education
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Source
SourceTechnical
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Videotape
Format
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Gauge
1/2-inch
Duration
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PictureQualities
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color
SignalFormat
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DateCreated
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Statistical Profile