Sparking Curiosity With One- and Two-Digit Multiplication
This task can be used in a variety of ways including:
- building estimation skills;
- building multiplicative thinking using arrays; and,
- many more.
To give you some back-story, I did a workshop with the fine folks at HPEDSB in Belleville recently and Wendy Goodman sent me a Tweet a while later sharing how she and some others modified a task I had done with them:
Great morning with @MrRiversPCB and @PC_dolphins – “Reese-oning in Math” with a 3 Act Math Task… they did a great job persevering with the Peanut Butter Cup Challenge… a spin off inspired by @MathletePearce #hpemath pic.twitter.com/wBH5MP12ys
— Wendy Goodman (@WendyGoodman) October 30, 2018
I was immediately intrigued and realized that THIS VIDEO could have taken the curiosity sparking of the task I had done with the HPEDSB group to the next level. As expected, Wendy was more than happy to share where she found the video and I was off to the races.
Before making edits to the video, I thought it would be wise to reach out to the creator of the video:
@ErikTheElectric Hey Erik! I'm a math geek who was introduced to your Reeses challenge video… I'd love to use some clips to spark curiosity in math class. Please DM me so I can let you know what I'm thinking and hopefully, you'd approve! 🙂
— Kyle Pearce (@MathletePearce) November 4, 2018
He was super quick to respond favourably:
Feel free to use whatever you’d like! Thanks man!
— ErikTheElectric (@ErikTheElectric) November 4, 2018
Act 1: Sparking Curiosity
Ask students to create a chart that says “notice” and “wonder” at the top.
While they watch the following video clip, have them independently rapid write everything they notice and wonder.
Ready? Set. Go!
After giving students time to watch the video and jot down everything they notice and wonder, have them share out with their neighbours. I usually give about 90 seconds for this.
Then, share out to the entire class.
Here are some examples of things they may have noticed or wondered:
- Is the guy swearing?
- He’s loud.
- I think he is going to eat a lot of Reese’s Peanut Butter Cups.
- How many Reeses Peanut Butter Cups is that??
- How many calories is that?
- And many others…
After taking the time to jot down each notice and wonder, as well as respecting each as equally as possible (i.e.: not getting super excited for one and not another), we will try to narrow down to a question such as:
How many Reese’s Peanut Butter Cups Are There?
Give students an opportunity to make a prediction by first thinking independently and then having them share their prediction with a neighbour.
Act 2: Reveal Information to Fuel Sense Making
After students have already made an initial estimate, this is the point where we’ll reveal some more information for students to chew on. In this case, I show them this video.
Or this screenshot.
And then, I’d have them update their estimate based on what they see.
The key here is that students don’t know if they can see all of the Reese’s Peanut Butter Cups, however it should give them a more accurate estimate if they use multiplication strategies.
As students are tinkering and working with different sets of dimensions for each array, I might highlight an “approximate” set of dimensions, however they don’t need to use them…
At this point is when I want to be monitoring students as they work by selecting and sequencing the different strategies I see in the classroom to help inform my consolidation.
This is the portion of the lesson where I want to FUEL SENSE MAKING and help press students for understanding.
Fuel Sense Making: Consolidating the Learning
Once students have been given enough information to now make calculations to improve their predictions, we will use the 5 Practices for Orchestrating Productive Mathematics Discussions to Fuel Sense Making and Consolidate the learning. While we should already be anticipating prior to the lesson to prepare ourselves for what we might see during this stage of the lesson, we are now Monitoring, Selecting, Sequencing and finally Connecting student work to the learning goal for the day.
Interested in seeing a full consolidation of this lesson? Let me know in the comments and I’ll put it together!
Extension #1: How Much Does It Cost for 250 Regular Size Reeses Peanut Butter Cups?
Check out act 1 of this extension:
Students are left to determine how much it would cost for 250 regular size Reese’s Peanut Butter Cups.
After students are given some time to work out the problem using tools and representations to show their thinking, you can show them the act 3 video.
Alternatively, you can show the following image:
After students check their result with the actual cost, they might be left wondering:
Why didn’t the cost I worked out match the cost Erik paid at the store?
Give students an opportunity to discuss with their table groups what might be going on and then share out.
If no students come up with sales tax as the culprit, you can help them out with that.
So now the question is… what must the sales tax rate be in the state/province that Erik is purchasing his Reese’s Peanut Butter Cups in?
Sorry, no special act 3 video or image for this one!
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Download the resources for this task including slide deck, video, and image files that you can use in your class to maximize your chances of Making a Math Moment That Matters for your students!
Extension #2: How Many Calories and How Much Sugar?
In the original video, Erik decides to purchase Snack Size Reeses Peanut Butter Cups instead of Regular Size to save some money.
Show act 1 from this extension.
Then, after letting students make some predictions, give them this act 2 image:
After they solve and share their thinking, you can reveal the act 3 video.
Extension #3: Fractional and Measurement Thinking
Check out this task that can be a great place to go after doing the initial task and/or extensions to try and build in fractional & measurement thinking:
Here is the question:
At a party, guests ate 14 packages of Reese’s Peanut Butter Cups.
There is 1 sixth cups of sugar in each package.
How much sugar is in 14 packages?
While the question might not seem interesting on the surface, there is a TON of sense making to be had here.
Read more about how this task was modified for use in grades 1, 4, and 7 as well as the variety of strategies we can use to access this task on a developmental continuum here.
How’d It Go?
This is a lesson that is pretty simple to orchestrate and lead in your classroom because it Sparks Curiosity and leaves lots of room for students to discuss and make predictions.
Be sure to give him a “thumbs up” and maybe even a subscribe if you want to see him do more competitive eating!
Let me know in the comments how it went in your classroom!
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