Early algebra, investigating linear functions, series 6 of 7, Museum problem, Clip 6 of 6: James summarizes and compares the Museum and Ladder problems
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Early algebra, investigating linear functions, series 6 of 7, Museum problem, Clip 6 of 6: James summarizes and compares the Museum and Ladder problems [video]. Retrieved from
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TitleEarly algebra, investigating linear functions, series 6 of 7, Museum problem, Clip 6 of 6: James summarizes and compares the Museum and Ladder problems
PublisherNew Brunswick, NJ: Robert B. Davis Institute for Learning, 2005-12-15, c2005-12-15
DescriptionIn the last of six clips from an after-school enrichment session in an urban middle school,
James, a 7th grade boy completing a unit about linear functions, is asked by researcher Markus Hahkioniemi to summarize his solutions to the Museum and Ladder problems and to explain the meaning of the numbers 2 and 3 in the solutions for each problem. Researcher John Francisco joins the pair and asks James to repeat his summary and whether he thinks there is any connection between the two problems. James responds that, in each case, the procedure for finding the solution involves mutliplying by 3 and adding 2 even though the numbers represent different things in the two contexts.
The worksheet wording for the Museum Problem:
The Museum Problem - Version One
A museum gift shop is having a craft sale. The entrance fee is $2. Once inside, there is
a special discount table where each craft piece costs $3.
How could you represent the total amount that you would spend if you were to buy any number of craft pieces at the discount price?
The worksheet wording for the Ladder Problem:
A company makes ladders of different heights, from very short ones to very tall ones. The shortest ladder has only one rung, and looks like this (we could build a model of it with 5 light green Cuisenaire rods.) A two-rung ladder could be modeled using 8 light green rods, and looks like this. How could you represent the number of rods needed if you were to build a ladder with any number of rungs?
The questions as posed to James:
Describe again how you solved each problem.
For the Ladder Problem, what does the 3 represent? What does the 2 represent?
For the Museum Problem, what does each number represent?
Is there a connection between the two problems? If so - what is that connection?
RightsThe 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.
Date Captured2005-12-15
Local IdentifierB19B20-ALG-VAR-CLIP006
Related Publication
Type: Related publication
Label: Ed.D. dissertation references the video footage that includes Early algebra, investigating linear functions, series 6 of 7, Museum problem, Clip 6 of 6: James summarizes and compares the Museum and Ladder problems
Date: 2009
Author: Baldev, Prashant V. (Rutgers, the State University of New Jersey)
Name: Urban, seventh-grade students building early algegra ideas in an informal after school program
Reference: QA.B175 2009
Source
Title: B19, Early algebra, investigating linear functions, series 6 of 7, Museum problem (student view), Grade 7, December 15, 2005, raw footage.
Identifier: B19-20051215-PFLD-SV-IFML-GR7-ALG-VAR-RAW
Source
Title: B20, Early algebra, investigating linear functions, series 6 of 7, Museum problem (student view), Grade 7, December 15, 2005, raw footage.
Identifier: B20-20051215-PFLD-SV-IFML-GR7-ALG-VAR-RAW
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