ETAD, Learning, Technology, Three Act Math Videos

Three Act Math Movies- Candy Colours

Concept- Equality

Three Act MathVideo Design by Jennifer Brokofsky and Ryan Banow

Possible Curriculum Connections

Grade 2– P2.3 Demonstrate understanding of equality and inequality concretely and pictorially (0 to 100) by:

• relating equality and inequality to balance
• comparing sets
• recording equalities with an equal sign
• recording inequalities with a not equal sign
• solving problems involving equality and inequality.

[C, CN, R, V]

Indicators

b. Construct two unequal sets using identical objects and verify orally and concretely that the sets are not equal.
c. Analyze the impact of changing one of two equal sets upon the equality of the two sets.
d. Analyze the impact of making changes (equal and unequal) to both of two equal sets upon the equality of the sets.
e. Analyze and sort sets according to equality and explain the reasoning.

Grade 2– N2.2 Demonstrate understanding of addition (limited to 1 and 2-digit numerals) with answers to 100 and the corresponding subtraction by:

• representing strategies for adding and subtracting concretely, pictorially, and symbolically
• creating and solving problems involving addition and subtraction
• estimating
• using personal strategies for adding and subtracting with and without the support of manipulatives
• analyzing the effect of adding or subtracting zero
• analyzing the effect of the ordering of the quantities (addends, minuends, and subtrahends) in addition and subtraction statements.

[C, CN, ME, PS, R, V]

Indicators
c. Model concretely, pictorially, or physically situations that involve the addition or subtraction of 1 and 2-digit numbers (with answers to 100) and explain how to record the process shown in the model symbolically.
d. Generalize and apply strategies for adding and subtracting 1 and 2-digit numbers (with answers to 100).
e. Create, model symbolically (and concretely, pictorially, or physically if desired), and solve addition and subtraction problems related to situations relevant to one’s self, family, or community.

Grade 4– P4.2 Demonstrate an understanding of equations involving symbols to represent an unknown value by:

• writing an equation to represent a problem
• solving one step equations.

[C, ME, PS, R]

Indicators
c. Identify the unknown in a story problem, represent the problem with an equation, and solve the problem concretely, pictorially, or symbolically.

f. Solve a one-step equation using guess and test.

Grade 5– P5.2 Write, solve, and verify solutions of single-variable, one-step equations with whole number coefficients and whole number solutions.

[C, CN, PS, R]

Indicators

a. Identify aspects of experiences from one’s life, family, and community that could be represented by a variable (e.g., temperature, cost of a DVD, size of a plant, colour of shirts, or performance of a team goalie).
c. Solve single-variable equations with the variable on either side of the equation, explain the strategies used, and verify the solution.

Act One- The Problem- Video

Two children are trying to share candies equally. However, they only like to eat certain colours.

Part 1

Part 2

The key questions that arise are:

  • How many bags need to be opened so that the children get an equal amount of candies?
  • How many candies will each child get when they are equal? (The video assumes that each bag contains the same candies as the first bag).

Act Two- Classroom Connections

Key questions that the video will inspire are:

  • How many bags need to be opened so that the children get an equal amount of candies?
  • How many candies will each child get when they are equal? (The video assumes that each bag contains the same amount of candies as the first bag).

What might the students need to acquire as they work to solve this problem?

  • Number and Colours of candies in 1 bag:
    • Red- 10
    • Yellow- 8
    • Purple- 7
    • Orange- 8
    • Green- 8
  • Number of bags in the bowl: 6
  • Possible Equations:

Girl- Red + Yellow + some Green = x
Number of Bags(10 + 8) + some green = x

Boy- Purple + Orange + some Green = x
Number of Bags( 7+ 8) + some Green= x

Act Three- The Solution- Video

The children need to open a second bag to reach equality. Equality is achieved when they each have a total of 41 candies.

Teachers’ Guide

Candy Colours

ETAD, Math, Technology, Three Act Math Videos

Three Act Math Video- Movie Line

Concepts Time and Logical Reasoning

Three Act Math Movies Video Design by Jennifer Brokofsky and Ryan Banow

Possible Curriculum Connections

Grade 3– SS3.1 Demonstrate understanding of the passage of time including:

  • relating common activities to standard and non-standard units
  • describing relationships between units
  • solving situational questions.

[C, CN, PS, R]

Indicator

a. Observe and describe activities relevant to self, family, and community that would involve the measurement of time.

Grade 4– SS4.1 Demonstrate an understanding of time by:

  • reading and recording time using digital and analog clocks (including 24 hour clocks)
  • reading and recording calendar dates in a variety of formats.

[C, CN, V]

Indicator

a. Express the time orally shown on a 12-hour digital clock.

Grade 5– N5.2 Analyze models of, develop strategies for, and carry out multiplication of whole numbers.

[C, CN,ME, PS, R, V]

Indicator

h. Pose a problem which requires the multiplication of 2-digit numbers and explain the strategies used to multiply the numbers.

Act One- The Problem- Video

A man is waiting in line to buy tickets to a movie. The movie is about to start.

Key question:

  • Will he get his tickets before the movie starts?

Act Two- Classroom Connections

Key questions that the video will inspire are:

  • Will he get his tickets before the movie starts?

What might the students need to acquire as they work to solve this problem?

  • Time it takes for one person to purchase tickets- 51 seconds
  • Number of people in the line in front of the man at 5:11- 6

Act Three- The Solution- Video

The man gets to the front of the line after the movie has already started.

Sequels-Extending the Learning

  • What if one person buys tickets for multiple people in the line?
  • What time should have the man have arrived at the theatre in order to make it into the movie before it starts?

Teachers’ Guide

Movie Line