DescriptionThis session was recorded on the first of two days during which a group of students explored the concepts of surface area and volume while using Cuisenaire rods as manipulative and context for a series of problems. The group on this camera view consisted of two boys and two girls. At the beginning of the session, Cuisenaire Rods were distributed to the groups and Researcher Carolyn Maher posed the question: "So in terms of that white rod stamp, can you tell me what the surface area of this light green rod is?" The group worked on this problem and several others throughout the session. Members of the group created Cuisenaire rod models and used the relationships between or among models to create and then explain their formulas for finding surface area or volume for particular problem tasks. As they worked through the series of problems, the group built on the previous formulas they had constructed to create a generalized formula for surface area and volume.
Problems the students worked on:
1) Find the surface area of one of the rods.
2) Find the volume of one of the rods.
3) Find the volume of more than one rod.
4) Find the surface area of more than one rod.
5) Find the surface area of staggered rods, which are staggered by one unit.
6) Find the surface area of staggered rods, which are staggered by more than one unit.
7) Find the surface area of staggered rods, which are stacked more than one rod high.
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.
Related Publication Type: Related publication Label: Ed.D. dissertation references the video footage that includes B34, Surface area and volume (side view), Grade 8, June 3, 1996, raw footage Date: 2009 Author: Marchese, Charlene (Rutgers, the State University of New Jersey)
Name: Representation and generalization in algebra learning of 8th grade students Reference: QA.M316 2009 pt.1