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The Multiplier Effect

Resource for Grades 3-5

| Citation

Media Type:
Video

Running Time: 3m 22s
Size: 9.3 MB

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Source: Cyberchase: "The X-Factor"

Learn more about Cyberchase.

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Transcript (Document)

Accessibility Features: Transcript

Frame/Focus

Here are some Frame, Focus and Follow-up suggestions for using this video in a math lesson.

What is Frame, Focus and Follow-up?

Frame: News can definitely travel fast, even when we're not using phones or the internet. If you told five friends some big news, and then they told five more friends, and those friends told five of their friends, how many people would know about the news? It would be 5 x 5 x 5 or 125 people. And that's just with each person telling just 5 friends. This effect of multiplication can come in handy when trying to reach a large number of people, or spreading the word about an event.

Focus: Watch the segment to find out how Inez calculates how many Digifizz toys to make. What numbers does she multiply to get her result?

Print Frame/Focus

Follow Up

What is the CyberSquad's plan to distribute all the Digifizz toys? Do they have to hand them out to each student individually? Why or why not?
When Inez multiplied 20 x 17, what was she trying to figure out? What do the numbers 20 and 17 represent?
What do the numbers in Inez' calculation of 20 x 17 x 6 represent?

Print Follow Up

Transcript

MATT: How’s it looking, Raz?

RAZZLE: Excellent, Matt. This could be the grandest grand opening ever!

DIGIT: Here we go, Raz, more Digifizz!

JACKIE: I think it’s awesome that you invented a toy that looks just like Digit!

RAZZLE: Well, Digit’s always been my hero. I wanted to do something special for him.

DIGIT: You gotta love this kid.

INEZ: And now you’re in business together! How cool is that?

DIGIT: Yup, it’s gonna be great! Right, partner?

RAZZLE: Right, partner!

RAZZLE: Welcome, guys. Allow me to demonstrate the amazing Digifizz!

RAZZLE: Just rock it...and unlock it!

ALL: Oooh! Ahhhh!

DIGIT: So? Whaddya think? You like Digifizz?

PERFECTAMUNDIAN KIDS: Yea!!

DIGIT: Then help yourself! Free samples all day!

PERFECTAMUNDIAN KIDS: Yea!!/Totally amazing! Oh, wow! That’s so cool!/Yea!

MATT: Home run, guys! Everyone loves it!

INEZ: And this is the just the beginning! When word gets out, the demand will multiply!

RAZZLE: You think so?

JACKIE: For sure! If just these ten kids tell ten friends each, that’s ten times ten... or a hundred kids wanting Digifizz.

INEZ: And it could be even more! Imagine if those one hundred kids each tell ten more...that’s one hundred times ten...or one thousand Digifizz fans!

DIGIT: From ten to a thousand in two short steps, just like that! INEZ: It’s called the multiplier effect. Multiplying numbers together makes the product grow really large...really fast!

RAZZLE: Wow! We better make more Digifizz!

RAZZLE: Didge, Matt! Everyone at my school wants Digifizz!

DIGIT: That’s boffo, Raz!

RAZZLE: Not only that - my teacher told her teacher friends about it...and all the kids at their schools want it, too!

MATT: Yeah, but how are we going to deliver that many cans to that many kids in that many places?!

JACKIE: We don’t! All we have to do is deliver one big box of Digifizz to each school - and let the teachers pass out the cans to their students.

MATT: Sounds like a plan to me, Jax. How many cans do we need in all?

INEZ: Let’s multiply it. How many kids in each class, Raz?

RAZZLE: Uh...twenty.

INEZ: And how many classes in your school?

RAZZLE: Seventeen.

INEZ: Twenty cans times seventeen classes equals...

INEZ: Three hundred forty cans of Digifizz!

DIGIT: Sheesh! That’s a lot more than I thought!

MATT: There’s that multiplier effect again. The numbers get big really fast.

RAZZLE: Wait - that’s just for my school! What about the five other schools - they’re all set up the same!

INEZ: Your school plus five is a total of six schools. So multiply twenty in a class...times seventeen classes....times six schools...equals...two thousand forty cans of Digifizz! DIGIT Yoikes! That’s a lotta little Digits!