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Teacher (offscreen): So close your eyes,
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and as you take some deep breaths in
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and deep breaths out
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fill your brains with numbers
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and the symbols we have been learning in math
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Make sure those eyes are closed because you can only do it with your eyes closed
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and as you open your eyes in three seconds, you will keep those numbers and strategies
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Take one more deep breath, it is a strawberry flavored breath, breathe it out, in 3, 2, 1 let's get our math on!
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so last time we did a number string, we talked about multiplication on the number line
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And we had two strategies that you might want to keep in your mind for today.
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One thing was that Sam, Sam's strategy was to think about equivalence. He thought about 8 x 3 as equal to 6 x 4.
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Equivalence. Can we find another problem, that helps us solve a problem in multiplication?
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Another thing that will help today is what Dakota, [students talking] strategy, piece by piece
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Student: I thought it was mine.
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Oh, that was cool. maybe it was both of yours. Good ideas, almost always come from two, three people at once. In the history of the world.
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Dakota's strategy was thinking about jumps on a number line, and she doubled the jumps.
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: so that might help you today.
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Our first problem is 2 times 50. Give me a thumb when you have it.
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[student in grey shirt], what did you get? [student in grey shirt]: 100.
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RL And how did you get that? [student in grey shirt]: because you are doubling 50. RL: Because you are doubling 50. Alright, let me draw a picture of that.
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So if you remember some of the work I did with the number line before, you can think how is she going to draw this?
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If this is 0, you take one jump of 50 [student: then another], then another, and you get to 100. Now, the second problem is 4 x 25. Give me a thumb when you have it. 4 x 25.
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What did you get? Student: 100. RL: And how did you get that? Student: Cause if you do 2 small jumps of 25, that equals 50.
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RL: if you do 2 small jumps of 2, that equals 50? And how did that help you?
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Student: Cause if you have 2 25s, if you have 4 25s and two of them equal 50, 50 plus 50 equals 100.
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RL: So put these together and 50 plus 50 equals 100? Oh! Another 25 and another 25.
