Multiply & Move! Teacher Script

Warm-Up: Compare & Connect (10 minutes)

"Alright everyone, let's get our bodies and brains ready! Today we're going to start with a 'Compare & Connect' warm-up. You each have a card [refer to Warm-Up: Compare & Connect Cards]. Your job is to move around the room and find someone else with a card. When you find a partner, you're going to compare what's on your cards using the phrase 'times as many'."

"For example, if my card has 2 apples and your card has 4 apples, I might say, 'You have 2 times as many apples as I do!' Then, you'd respond, 'Yes, and you have half as many as me!' But for now, let's focus on 'times as many'."

"Ready? Go! Move around, find a partner, compare your cards, and then find a new partner!"

(Circulate, listen to comparisons, and provide guidance. Prompt students who are struggling to form statements.)

Introduction: What's the 'Times' Truth? (10 minutes)

"Fantastic energy, everyone! Let's bring it in and find a spot where you can see the screen. We were just comparing things using 'times as many'. Who can tell me what 'times as many' means to them? Shout it out!"

(Allow a few responses. Use Slide Deck: Multiply & Move! Slide 2.)

"Exactly! When we say 'times as many', we're talking about one amount being a certain number of groups of another amount. Look at this example: [read example from Slide 2]. If I have 2 pencils, and you have 3 times as many, how many do you have?" (Pause for answer - 6)

"Show me with your hands how many that is! Let's do some physical examples. [Use Slide Deck: Multiply & Move! Slide 3.] If I take 1 jump, and my friend takes 2 times as many jumps, how many jumps does my friend take?" (Wait for students to shout '2' and maybe even jump twice.)

"Great! What if my friend takes 5 times as many jumps? How many jumps?" (Wait for '5' and demonstration.)

"Awesome! This idea of comparing amounts using multiplication has a fancy math name: Multiplicative Comparison! [Use Slide Deck: Multiply & Move! Slide 4.] We use it all the time without even thinking. Can anyone give me an example of 'times as many' right here in our classroom?"

(Guide responses, e.g., "The board is twice as wide as the door.")

Activity: Comparison Challenge Stations (30 minutes)

"Alright, now for some team challenges! I've set up a few 'Comparison Challenge Stations' around the room [refer to Activity: Comparison Challenge Stations]. You'll work in small groups at each station. Each station has a different activity, and you'll need to use 'times as many' to solve the problems. Remember to collaborate and use your movement to help you think!"

"I'll divide you into groups now. When I say 'Go', quietly move to your assigned station. Every 7-8 minutes, I'll call out 'Switch!' and you'll rotate to the next station. Let's go!"

(Circulate, assist groups, and keep time for rotations.)

Game: Multiplication Movement Maze (20 minutes)

"Excellent work at the stations, everyone! You've earned a game! We're going to play the 'Multiplication Movement Maze' [refer to Game: Multiplication Movement Maze]. I've set up a pathway or 'maze' here. To move through the maze, you'll need to solve multiplicative comparison problems."

"Here's how it works: I'll give you a problem. When you correctly solve it, you can take the number of steps or actions indicated by the answer. For example, if the answer is 3, you might take 3 big steps forward. If the problem is 'What is 2 times as many as 4?', and you say '8', you'll take 8 steps!"

"The goal is to reach the end of the maze by solving problems. Work together as a team! Let's clarify the rules and then get started!"

(Explain game rules thoroughly. Facilitate the game, keeping it energetic and fair.)

Discussion: Reflect & Relate (10 minutes)

"Let's gather back in our discussion space. Amazing participation today, everyone! I saw so much great thinking and moving. Now, let's reflect on our activities. [Refer to Discussion: Reflect & Relate.]

"What was your favorite activity today and why? How did moving around help you understand 'times as many' better?"

"Can you think of a time outside of math class where you might use multiplicative comparison?"

"What's one new thing you learned or understood more clearly about 'times as many' today?"

(Facilitate a lively discussion, ensuring all students have a chance to share. Connect their physical experiences to the math concepts.)

Cool-Down: Exit Ticket Sprint (5 minutes)

"Alright, last quick challenge before we finish up! I'm handing out an 'Exit Ticket Sprint' [refer to Cool-Down: Exit Ticket Sprint]. This is your chance to show me what you've learned on your own. You have 5 minutes to complete these 1-2 problems. When you're done, please turn it in as you leave."

"Good luck, and excellent work today, mathematicians!"

(Distribute and collect exit tickets.)

Warm-Up: Compare & Connect Cards

Instructions:

1. Each student receives one card.
2. Move around the room and find a partner.
3. Compare the items/numbers on your cards using the phrase "___ times as many as___".
4. Once you and your partner have made a comparison, find a new partner and repeat!

Card 1: 2 Circles

Card 2: 4 Circles

Card 3: 6 Circles

Card 4: 3 Triangles

Card 5: 9 Triangles

Card 6: 5 Squares

Card 7: 10 Squares

Card 8: 12 Stars

Card 9: 3 Stars

Card 10: 8 Hearts

Card 11: 2 Hearts

Card 12: 15 Dots

Card 13: 5 Dots

Card 14: 18 Lines

Card 15: 6 Lines

Card 16: 7 X's

Card 17: 14 X's

Activity: Comparison Challenge Stations

Instructions: Work in your small group at each station. Read the challenge, discuss it with your teammates, and solve it together. You will have 7-8 minutes at each station before rotating.

Station 1: Block Tower Challenge

Materials: Building blocks (e.g., LEGOs, Jenga blocks)

Challenge:

1. Build Tower A: As a group, build a small tower with a certain number of blocks (e.g., 3 blocks).
2. Build Tower B: Now, build a second tower (Tower B) that is 3 times as tall as Tower A. How many blocks did you use for Tower B?
3. Build Tower C: Build a third tower (Tower C) that is 2 times as tall as Tower B. How many blocks did you use for Tower C?
4. Compare: Write down your comparisons: "Tower B is ___ times as tall as Tower A." "Tower C is ___ times as tall as Tower B."

Station 2: Jump & Compare

Materials: Space to jump, white board or paper to record.

Challenge:

1. Student 1 Jumps: One student does a set number of jumps (e.g., 4 jumps).
2. Student 2 Jumps: Another student does 2 times as many jumps as Student 1. How many jumps did Student 2 do?
3. Student 3 Jumps: A third student does 3 times as many jumps as Student 1. How many jumps did Student 3 do?
4. Create Your Own: As a group, create your own "jump and compare" problem. One student jumps, and another student jumps "times as many." Record your problem and solution.

Station 3: Object Scavenger Hunt & Compare

Materials: Small objects hidden around the station area (e.g., erasers, paper clips, crayons), paper and pencil.

Challenge:

1. Find Objects: Designate one type of object as "Group A" (e.g., find all the erasers). Count how many are in Group A.
2. Find Group B: Now, find another type of object (e.g., paper clips) that is 3 times as many as Group A. If you can't find exactly 3 times as many, find as many as you can and write down what you found.
3. Find Group C: Find a third type of object (e.g., crayons) that is 2 times as many as Group B. Record your findings.
4. Write Comparisons: Write multiplicative comparison statements about the groups of objects you found.

Game: Multiplication Movement Maze

Objective: To navigate through the classroom "maze" by correctly solving multiplicative comparison problems.

Materials:

• Designated "Start" and "Finish" lines/areas in the classroom.
• Index cards or small pieces of paper with multiplicative comparison problems written on them (e.g., "2 times as many as 3", "4 times as many as 5", "What is 6 times 2?").
• Optional: Cones or tape to mark pathways/obstacles for the maze.

How to Play:

1. Set Up the Maze: The teacher will designate a "Start" line and a "Finish" line in the classroom. The space in between is your "maze." You can also create pathways or obstacles using classroom furniture or tape.
2. Team Up: Students will play in small teams (2-3 students).
3. The Challenge: Teams will stand at the "Start" line. The teacher will present a multiplicative comparison problem (either verbally or by showing a problem card).
4. Solve to Move: Teams must collaborate to find the correct answer. Once they agree on an answer, they shout it out.
5. Movement is Key:
   • If the answer is correct, the team takes that many steps forward into the maze. For example, if the problem is "2 times as many as 4?" and the answer is 8, the team takes 8 steps.
   • If the answer is incorrect, the team stays in place and the teacher provides a hint or a simpler problem.
6. Obstacles (Optional): The teacher can introduce "obstacle zones" where teams might need to do a different action (e.g., "hop 3 times" if the answer is 3) or solve two problems to pass.
7. First to the Finish: The first team to correctly solve problems and reach the "Finish" line wins!

Teacher Tips for Active Behavior Kids:

• Keep the problems quick and focused.
• Encourage energetic but controlled movement.
• Have clear boundaries for the maze to prevent running around aimlessly.
• Celebrate effort and teamwork, not just winning.
• Vary the type of movement (steps, hops, arm stretches) if students are getting too wild.

Discussion: Reflect & Relate

Instructions: Let's come together and share our thoughts and discoveries from today's activities. Listen respectfully to your classmates and be ready to share your own ideas.

Discussion Prompts:

1. Favorite Activity & Movement Connection:

   • What was your favorite activity today (Warm-Up, Challenge Stations, or Movement Maze)? Why did you enjoy it the most?
   • How did moving your body or working in different spaces help you understand the idea of "times as many" better?
     
     
     
     
     
     
     

2. Real-World Connections:

   • Can you think of any real-life situations where you might use "times as many" or multiplicative comparison? (Think about toys, food, sports, animals, or anything else!)
     
     
     
     
     
     
     

3. New Learning/Clearer Understanding:

   • What is one new thing you learned about multiplicative comparison today, or something that became much clearer to you after our activities?
     
     
     
     
     
     
     

4. Challenging Moments:

   • Was there anything that was challenging for you today? How did you overcome that challenge or get help from your teammates?
     
     
     
     
     
     
     

Cool-Down: Exit Ticket Sprint

Name: ________________________

Instructions: Quickly complete the following questions to show what you learned about "times as many" today. This is a sprint!

1. Create & Solve: Write one multiplicative comparison problem using the phrase "times as many." Then, solve your own problem.

   My Problem:
   
   
   
   

   My Solution:
   
   
   
   

2. Match the Equation: Circle the equation below that means "5 times as many as 2 is 10."

   A) 5 + 2 = 10

   B) 2 x 5 = 10

   C) 10 - 5 = 2

   D) 10 / 2 = 5

3. Draw and Compare: Draw a picture where one group of objects is "3 times as many" as another group. Label your groups.