3
Dec

# Finding Volume: ASL Interpreter

>>Professor Perez: Hey! This is Professor Perez from Saddleback College. Today, we’re going to look at volume problems. And we are going to find the
volume of a staircase shape. And of course, we cannot have a class without
our student of the semester, and that’s Charlie. He better be ready! Charlie! Charlie, what are
you doing, taking a nap? What is this? Take out a piece of paper and a
pencil, and let’s get ready to go! Today, we’re doing volume. Now, you did the homework, right?>>Charlie: Yeah!>>Professor Perez: Oh, you did, huh? Okay, Charlie, what is volume mean to you?>>Charlie: Oh how many ounces in my venti
caramel machiatto soy no whip hot chocolate…>>Professor Perez: Are you sure
you did the homework Charlie?>>Charlie: Yeah!>>Professor Perez: All right,
well start paying attention here. Okay, we’re doing volume today and let’s go
and list the equation for you right there. Volume is length times width times height. There you go, Charlie. Now, here’s a rectangular
solid right here, Charlie. Now, which is the length?>>Charlie: This way!>>Professor Perez: And the width?>>Charlie: This way!>>Professor Perez: And the height?>>Charlie: This way!>>Professor Perez: Very good! Okay, so we’re going to be working
with a staircase shape just like this. Now, our approach is to either break this up
into vertical slices, as it’s shown right here, in which case, we have could
have one, two, and three. Or, we can do horizontal slices,
which we can do horizontally and that would be one, two, and three, okay. And this is the approach that we’re going to
use to find the volume of this staircase shape. Okay, let’s get going, so, there’s
our bottom rectangular solid, there’s the middle one, and there’s the top. Now, look at your workbook. Now, those of you that are working from
home, you better have your workbook out! Don’t make me come over there!>>Charlie: Yeah!>>Professor Perez: And the bottom length
was given to be, how much, Charlie?>>Charlie: 20 inches.>>Professor Perez: 20 inches, that’s good. Okay, now remember that 20 inches is the
same as the top of that bottom piece there. Okay, now, look at your workbook, and
Charlie, what’s the length of that first step?>>Charlie: 7 inches.>>Professor Perez: That’s
right, 7 inches, okay. Now, how do we find that missing length? This is 20, that’s 7 over there, Charlie,
so, what’s the missing length, Charlie?>>Charlie: 13.>>Professor Perez: That’s right. How did you get that?>>Charlie: 20 subtract 7.>>Professor Perez: 20 subtract
7, that’s good, okay. Now, notice, 13 is the same
as the top right there. Okay, now we’re up to the next step, okay. Now what was that length, Charlie?>>Charlie: 3 inches.>>Professor Perez: 3 inches, very good. So, that’s 13, over there is
3, and so what’s left over? Charlie?>>Charlie: 10.>>Professor Perez: 10 inches,
there you go, okay. So there is the bottom, now
we’ll go up to the top there. There it is, that’s 10. Okay, now, what we’re going to do now, is I’m going to show you a three
dimensional picture of our staircase. There it is…>>Charlie: Ooooh!!!>>Professor Perez: Oh, that’s cool, huh? That’s right! Okay, now, what we’re going to do is we’re
going to separate our staircase shape into three rectangular solids,
so, here we go, Charlie. Oh, but first, don’t forget, before we go there,
you were given the widths in your workbook. Okay, Charlie, the widths were all what?>>Charlie: 3 inches.>>Professor Perez: 3 inches, okay. Now we’re ready to separate the solid. See, I got distracted! Keep it down over there, Charlie!>>Charlie: What?>>Professor Perez: Okay, take a
look at this Charlie, here we go. There’s one…>>Charlie: Woah!>>Professor Perez: There’s
two…and there’s three. Okay, there you go, Charlie,
oh, you’re fascinated, huh? Yeah, okay. So anyway, we’ll label that
top one over there as one. This one up here we’ll call two. And over here, we’ll call that one three! There we go! Okay, Charlie, what is the dimensions
for rectangular solid number one? What’s the length?>>Charlie: 10.>>Professor Perez: Okay, and the width?>>Charlie: 3.>>Professor Perez: And the height?>>Charlie: 4.>>Professor Perez: Very good. Okay, Charlie, keep it going, here we go. Rectangular solid two. What’s the length?>>Charlie: 13.>>Professor Perez: And the width?>>Charlie: 3.>>Professor Perez: And the height?>>Charlie: 5.>>Professor Perez: There you go, Charlie. Okay, now we’ve got to do this
third one over here, Charlie. Give us the length.>>Charlie: 20.>>Professor Perez: And the width?>>Charlie: 3.>>Professor Perez: And the height.>>Charlie: That would be 6.>>Professor Perez: Very nice, Charlie! Okay, now we’re going to go
ahead and calculate the volumes. Remember, the formula for volume
is length times width times height. There it is up there, Charlie. Write it down twice! That’s right. Okay, now let’s find the volume
for rectangular solid one. Go ahead, Charlie, how do you find the volume? Remember, length times width times height. So what is it, Charlie?>>Charlie: 120 inches cubed!>>Professor Perez: Very nice,
Charlie, very good, okay. Let’s do rectangular solid number two. Go for it, Charlie, bust a move!>>Charlie: 195?>>Professor Perez: Very nice Charlie! Charlie’s on today. Okay, now we’ve got this last one to do. It’s over there. Rectangular solid three. This is a tough one, right? 20 times 3… go ahead, don’t let me distract you! What do you get, Charlie?>>Charlie: 360.>>Professor Perez: Very nice, Charlie. There you go! So, we have the volumes of our three
rectangular solids all listed up there for you. Now, how do we find the total volume of the
staircase Charlie, what do we have to do?>>Charlie: You sum them all up!>>Professor Perez: That’s right,
we’ve go to sum them all up! So, here we go. Volume total is volume one plus
volume two plus volume three. Okay, now go ahead and write
down all your volumes. Okay, volume total is volume one…there
it is…volume two…volume three. Don’t forget, the dimensions
for volume are what, Charlie?>>Charlie: Inches cubed.>>Professor Perez: Inches cubed, okay? It’s written as inches with a little 3 as
an exponent, that’s inches cubed, okay? Now, go ahead and add them all up, Charlie! We’ll give you a minute. Let’s see you do some of that Kung-Fu math! Getting it, Charlie?>>Charlie: Trying!!! Shh! Shh!>>Professor Perez: Okay, we’ll give him
a little bit more time, he’s working hard! What did you get, Charlie? Time’s up!>>Charlie: 675.>>Professor Perez: 675 inches cubed! Very nice, Charlie! So, anyway, that completes our
lecture on rectangular solids for now. Now remember, Charlie, you
better keep up with the homework. You better get this stuff down. Now remember, you don’t have
to get this stuff down now. You can always come back and do it…>>Charlie: Here it comes…>>Professor Perez: Next semester! So anyway, we hope to see you all soon!

• MuchoMath says:

Eventually, I would like to have all videos interpreted. It's just a matter of time and funding. It is my intention to keep these videos free and unrestricted for all to use.

• Bill Maghan says:

I like your movies. Can you slow down a little bit?

• MuchoMath says:

billmaghan, I have heard this from others. I will try to do this. I really appreciate your feedback on this. I will be working with interpreters in the coming academic year to address the pace of these ASL and future closed captioned presentations. By the way, I enjoyed going through your site. Thanks for stopping by. MuchoMath

• Lynne Wiesman says:

Nice work – very challenging source message. Would you more accurately characterize this as a transliteration though, just for clarity? The target message does seem to follow the source message pretty closely and the structure and features are more aligned with a CASE sample (or transliteration). Just curious about your thoughts. Thanks for sharing your work, very clean, clear, and effective!

• Dorian says:

Eek! Yes, this is very much more transliteration… I didn't get any practice time, nor did I know the topic before hand. But, Mr. Perez's idea of having interpreted (or transliterated) mathematical concepts is very good and it was an interesting experience for me! 🙂

• Dorian says:

Most definitely! (*Mr. Perez had a bit of a rapid pace to this! I was just trying to keep up! ::phew!::) If I had the chance again, I would slow it down. 🙂

• MuchoMath says:

ASL8306, Thanks for your feedback and glad we could make you smile while looking at a math video 🙂 At the moment we are captioning all the pre-algebra videos and plan to create more videos using this format. This video was a demo video and the interpreter had very little time to practice. Hopefully we can fund her to do more.

• Sterling Margrave says:

Age Sex Location

• xxpowwowbluexx says:

The video quality is poor, which makes it difficult to see the interpreter's signs clearly. Everything is blurry.

• MuchoMath says:

@xxpowwowbluexx Thanks for your comment. Yes, I do realize that the quality is poor making it hard to see everything. This video is only for demonstration purposes. When projected on a large screen in higher quality, it works fairly well especially with subtitles.

• MuchoMath says:

@michaelmacx Conceptually Accurate Signed English (CASE). Thanks! Professor Perez

• Linda Sutphin says:

Hello I am look for more asl interpreter for all kind of math tutors because I am plan take test at college before start take class for fall.. My major was math but I forget some or most of it.. So I can study and understand more clear with interpreter for any math kind thank u.. Pls let me know as sooner.

• MuchoMath says:

The best thing for you to do is go to your college's office that provides support for students who need this type of accommodation. They could most likely find you someone local who could help you out 🙂 Hope this helps. Professor Perez a.k.a. MuchoMath

• John Rogers says:

I can't hear you