Speaker 1: All right. We’re going to do something a little different today. There’s a word problem, which we know is your favorite. Those faces, I love it. You’re going to read this, and you’re not going to answer it. All you’re going to tell me is what form the answer is going to be in. Is it a graph, is it a number, is it an integer? You can get more specific–a rational number. You can tell me what the answer is going to be and then if it has any units. Like, is it bananas, or is it apples, or something like that. You’re going to tell me what form and format the answer is going to be in, but you’re not going to actually solve it. You do have to read it. Read it, then confer with your shoulder partner, and then I’m going to ask you to share up.

Everybody got it? Cool. All right. Read, confer, and then I’ll come back to you.

We have this. All I want to know is what is the form and format of your answer going to be. Does anybody want to share their thinking on that? Yes.

Student 1: It would have to be in money form, but it would also have to be a whole number first, and then you would have a decimal, and then you have cents.

Instructor: It would have to be in money form, it’s going to have a whole number, and then a decimal with some cents. You’re going to have money as your answer. Yes.

Student 2: It would be a numerical answer, and it would be in cents form.

Instructor: In cents, or dollars and cents, or either. I’ve heard that. Thumbs up if you agree with that. Is nobody concerned that there is volume in this question?

Student 2: Yes, but didn’t you ask what forms you’re using for the answer, not how to get there?

Instructor: Exactly right. You’re going to do volume; you’re going to do some conversions and things, but the final answer is going to be in dollars and cents, and it’s going to be numerical. Awesome.