Christopher and Kate draw a diagram to solve the problem from Episode 1. Then they connect each number and operation in their number sentences to their meaning in the speed diagram.
For use in a classroom, pause the video and ask these questions:
1. [Pause video at 1:12] Try your own diagram. Carefully label your diagram.
2. [Pause video at 3:04] What does it mean to multiply by 20? What is being multiplied?
Invite your students to consider the varied student work in the room on the diagrams from Focus Question #1:
1. As students work, find two different ways that the students are expressing their work and ask the students if they would be willing to share their work with the class.
2. As students share their work, ask other students in the classroom to compare what they heard. For example: “Can someone say how Selena’s and Alma’s diagrams are different? How are they similar?”