In this video segment from Cyberchase, Harry takes on a job as a substitute teacher. After moving all the desks to create space in the middle of the room, Harry displays his juggling talent. When putting the desks back into rows, the class is faced with the task of creating rows with an equal number of desks. In doing this, the students learn about the factors of twenty-four.
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: Groups of objects can be arranged in different ways. For example, people arrange photos in photo albums in different ways. In mathematics we call an arrangement of objects in equal rows, an array. What kinds of things have you seen arranged in equal rows? When you look at these arrangements, does it relate to multiplication in any way?
Focus: As you watch this segment, look for all the different ways Harry’s class arranges the twenty-four desks. Use a paper and pencil to record all the different ways. Harry mentions the different factors of twenty-four. What do factors have to do with arranging the desks?
Follow Up: Describe the different ways in which the class arranged their desks. Why did Harry use multiplication equations to represent the different arrays? If you were given 30 chocolate candies and asked to put them in all the different arrays you could think of, how many ways do you think you could find?
HARRY: Today's my first day working as a substitute teacher. I'm a little nervous. What if the kids go wild? I won't know how to handle them! Noooooo!!!
PRINCIPAL: You're fired.
HARRY: Good morning, class. I'm name…name…my name is Mr. Wilson.
STUDENT #1: It's a pleasure to meet you.
HARRY: Why, thank you.
STUDENT #2: Can you tell us a little about yourself?
HARRY: Well, um, I can ride a unicycle.
HARRY: And I can juggle.
STUDENT #3: Show us!
STUDENTS: Yeah, show us!
HARRY: Okay. We need to make some room. Now we need to set up the room so you can take a quiz. Please arrange the desks in rows that have equal numbers of desks in each row. Okay. What's a possibility for arranging these 24 desks?
STUDENT #4: One row of 24.
HARRY: Let's do that. How many people think this is a good way to arrange the desks? Well, what's another possibility?
STUDENT #6: Two rows of twelve.
HARRY: Show me.
HARRY: What do you think?
STUDENTS: No good.
HARRY: Another way?
STUDENT #7: Three rows of eight desks.
HARRY: Let's try it.
STUDENT #8: We should try five desks in each row.
HARRY: Go ahead.
STUDENT #9: This doesn't work.
STUDENT #9: Because one row has only four desks in it.
STUDENT #10: That's because you can't multiply five by a whole number to get 24.
STUDENT #11: The other numbers are factors of 24 and five isn't.
HARRY: You're right! So is there another possibility that'll work?
STUDENT #12: Four rows of six desks.
HARRY: Let's try that.
HARRY: Are there any other factors?
HARRY: Great! Now, it's time for the quiz.
HARRY: Take one and pass it back. For the quiz, write down the factors of 24.
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