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The Gradual Release of Responsibility in Action | Learning with Mr. Lee | YouTubeToText
YouTube Transcript: The Gradual Release of Responsibility in Action
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Video Summary
Summary
Core Theme
This content is a transcript of a math lesson focused on introducing and explaining the commutative property of multiplication to young students. The teacher emphasizes active participation, understanding, and the practical application of this property as a "cheat code" to learn multiplication facts more efficiently.
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I'm ready to go who's ready to go with me
me [Music]
[Music]
oh we ready to go are you a little bit
nervous because there's so many people
in here it's a bit weird isn't it yeah
all right now um yeah my name is Mr Lee
and today I'm really Keen to not just
teach you guys but also learn from you
as well in order for me to learn from
you I need you to make sure that you're
being open and honest with what you know
okay I'm going to find out what your
friend knows from them but if if I'm
asking you for um an answer or a
response I want you to show me what you
know or tell me what you know even if
you don't know do you know why because
that actually helps me as a teacher I
don't really know if I'm doing well or
if I'm not doing well if you don't tell
me how you're going so it's really
important that when I'm getting you to
show um you know if I say chin I want
you to show me what you know on your
whiteboard oh some of you are already
super Keen to show me um if I ask
you to give me an answer and and say it
to the group I want you to try to tell
me everything you know about that
question um because that's going to
really help me with understanding yeah
what you actually understand so um
wherever possible have a go okay do your
best if you don't know things that helps
me if you do know things that helps me
but where it doesn't help me is if you
don't try and it doesn't help me if you
just copy what someone else is doing
does that make sense yeah because I need
to know what all of you know cool and I
well we're going to do a quick bit of
activating PR knowledge so this is where
I help you figure out what we're about
to learn about today now um just before
we do so can I just have everyone Park
their whiteboards and whiteboard
equipment so nothing in your hands right
now so just pop it down in front of you
just so it's not a distraction um
because I need your full attention on
the board and focus on what I'm saying
in a moment we're going to use those
whiteboards but for now um yeah I'm just
going to get you to focus here so this
when you see this icon this tells us
that we're going to do a Coral response
so that means everyone's going to say it
together so I want you to not yet when I
say go I want you to skip count by twos
to 20 now what's important here is is
that we say it together Coral response
means it should sound like a choir all
right so I don't want one student going
2 4 I want all of you saying it together
so we need to get a nice Rhythm to how
we do it okay so I'm going to count down
3 2 1 and then when I point to you we're
going to start we're going to start with
two we're going to go from two to 20
ready 3 2 1 2 4 6 8 10 12 14 16 18 20
nice work can I just have third row can
you guys go by yourselves go 2 4 6 8 10
12 14 16 18 20 and front row go 2 4 6 8
10 12 14 16 18 thank you all right have
a look at this have a look at this 5 * 3 =
=
8 I'm thinking there is that correct no
no it's all right so what I want you to
do in a moment is you're going to turn
to your partner and you're going to say
I'm going to only give you 20 seconds
and you're going to discuss what did
they do wrong what did they do wrong so
have a look at this think about it does
everyone know who their partner is okay
so when I'm going to say 3 2 1 and then
I need you to turn and talk and you got
seconds three two one thank you all eyes
back this way okay so think again I'm
just going to ask a couple of different
students to tell me what you and your
partner spoke about so what did they do
wrong so hands down what did they do
wrong what did you want your partner
talk about um they mied up the and the
times ah they mixed up the plus and the
times did anyone else want to add to
that what did you guys talk about me and
spash was talking
about 5 * 3 is 15 yeah not
a CU X is just a rotated plus 4 I think
a Dee and it's a time so it's 15 it
should be 15 so what did they do wrong
they added oh they should say five and
three instead of multiplying them okay
here we're going to use our mini
whiteboards all right now when you do
this can I BR your one is it Maisy yeah
okay when you do this I want you to make
sure that you set your an and you don't
have to write the answer you don't have
to write everything I want you to have
it in two columns so the First Column
going to start on the left side the
second column is going to start around
the middle if you need to do exactly
that have a line can I BR your board y
have a line straight down the middle so
you know column one answers column two
answers I'm going to give you 30 seconds
here to do as many as you can if you do
go Jesse answers
yeah Jesse
answers so you should have five answers
column remember it's okay if you haven't
finished but you got 10 more seconds 10 more
seconds so when I say chin it I want you
all to say chin it with me 3 2 1 and Chin
it all
right here are our answers you can tick
it or fix it as we go through yep so you
don't need to call out if you got it
right or wrong just check yourself are
and can once you have checked your work
can you just bend it for me now I'm
going to give you 3 seconds 3 2 1 and
your what do you guys say wipe it wipe it
it
okay okay for this next one I want you
to draw the array for three multiples of four
four
three multiples of four have we got that
draw the array so for those of you it
should look a bit like that with circles
yeah you're drawing circles three
3 2 one and Chin should look a bit like
that should look a bit like that okay I
did it backwards now if you did it
backwards that's actually okay because
that's going to be f um bit of our Focus
for today's
lesson now we're going to do the
opposite so now I want you to write the
number sentence that matches this array
okay so wipe your boards and now you
just need to write down what number
sentence matches this array don't call
it out just write it on your board
yeah nice nice and clear on your board
array three two one and Chin
it should have something like this written
written
down yeah and again if you write down 5
* 4 = 20 I'm not too concerned about
that either that's okay can everyone
just wipe their
1 next one we're going to do a turn and
talk again okay so I'm just park your
board so nothing in your
hands and this time I want you to talk
to your partner about what does it mean
to multiply something okay and this is
how you're going to start your
conversation so um do you have partner a
and partner
B no okay uh the person if you're in
Partners the person who is closest to me
you're going to start okay the person
who is closest to me you're going to
start and you're going to start your um
sentence with to multiply something it
means to and then you're going to say
what you think and then your partner is
going to have a chance to do it as well
okay so ready 3 2 1 turn and
mean okay but if so pretend I know
nothing about multiply what do I have to
can you add to that can you help her
have we go I already know the answer to
don't not the answer but what does it
mean to multiply
seconds 3 2
one okay just facing back this way again
I'm going to ask a few people to tell me
what you discuss with your partner when
you start this can you just
say my partner whoever their name is so
it might be Isabelle my partner Isabelle
and I we spoke about that to multiply
something it means
two okay so think about what you're
going to say because I might pick you
think yeah your two partners can you yep
I double the number double the number
sometimes y yeah sometimes it just means
to double the number now um the next
person I I pick can you try to add to
that see if you can add to what um what
they both spoke about girls at the back
there yep can you go what's your name
Phoenix Phoenix yep so my partner and
say her [Music]
[Music]
name now can I get a wopop for
Phoenix do you know why we're doing a
for Phoenix firstly because I
can see that she was really nervous
before she said that so thank you for
contributing to the class secondly she's
definitely on the right track there okay
where she's talking about multiplication
can talk about repeated addition okay
which is what you're saying there we
keep going until we've done that the
number of times that the number says
which is what you're saying yeah so well
done to both of you um because you're
definitely on the right track I'm going
to let one more person see if they can
add to that definition remember I don't
want you tell me how to do it I want you
to tell me what does it mean to multiply
something do you think that you can question
question
I oh of
course I don't want anyone uh wearing
their pants on camera all right now
um does anyone think they can add to
that definition
just that's pretty good as well can we
get a whoop for what's your name Matthew
whoop for
Matthew all right here we go this is my
definition to multiply something it
means to apply repeated addition or show
how many groups of can you read this
with me now ready to multiply something
it means to apply repeated Edition or
show how many groups of which is what
both of our Phoenix and Matthew that's
what they both spoke about then repeated
addition and how many groups of all
right that was just the start of the
lesson okay I know now what are we going
to learn about today um Matthew actually
started to talk about the main focus of
today's lesson which is going to be on
to understand commutativity it's a funny
tricky word to say commutativity can
everyone say that with me
yes um so that's what we're trying to
learn so that it can help us use known
facts and strategies such as Community
for multiplication and so you're all
wondering what is that that's what I'm
going to try to teach you
today before we get there okay there's a
few things that I want you to know right
firstly factors a number that you
multiply with another number to get the
product factors that's what it is so a
number so I might have three and then
you need to multiply that with another
number which could be four to get the
product which would be what we might
call the answer okay so if we're going 3
* 4 the product would be would
be 12
yeah here's our example so 2 * 8 = 16 2
and 8 they are the factors here now the
non example is this 16 is not the factor
that is the
product so have a look at this one and
on your mini whiteboards I want you to
write down what are the factors in this
number sentence what are the factors and
I've given you a little example there if
you're not sure so just write down the
two factors there's two numbers that you
down yep just hover your boards when
you're done I'm going give you five more
2 and six our factors well done I can
see almost everyone got that correct
excellent wipe it 3 seconds three two
one now product I've already just spoken
about product so quickly product is the
result of multiplying two or more
factors like this so This Time 16 is our
product okay two and eight they're not
the product product they are what
factors that's what we just learned um
what is the product in this number
sentence 12 okay so when I use that
language later on this in this lesson
that's what it means okay um can
everyone just give me their full
attention with parking their whiteboards
because we're now going to move into our
lesson um and I'm going to go through things
things
here and I'm going to let you in on a
bit of a secret okay I'm going to give
you a bit of a cheat code today okay
understanding community is like a cheat
code right where it's really going to
help you and you're probably wondering
this probably thinking why why is this
guy teaching us to
cheat who is this teacher flying in from
us South hours and and teaching us to
cheat you know what I'm like I'll teach
you guys to cheat and then I'm out of
here so I don't have to deal with it
afterwards I don't want to
cheat it's not really cheating it's
actually just a trick okay Che it's a
cheat code yeah it's not it's not
cheating in the way that if you do this
at school you're going to get in trouble
it's cheating in the way that you don't
have to think as hard anymore right and
so if you know stuff it's actually going
to help you in the future you can use
what you know to help you with things
that you don't know Isn't that
cool so here we go my turn this is my
turn so all eyes on the board fully
focused so that you can learn how to
cheat here we go two groups of
three all right this is what it can look
like you guys have shown me that you get
this so two groups of three this is what
it can look like 2 * 3 =
6 we also know this all right 3 * 2 is also
also
six right we've got three here three two
two two three groups of six two groups
of sorry three groups of two and two
groups of three it's the same
thing it's the same thing can everyone see
see
that I'm going to show you another
example on a number line this is what it
can look like all right if we're using
that repeated
addition and we're going up in fives
we're going to do that three times so
we're going five 10
10
15 15 15 we're not going to go go to 20
because we're only doing it three times
three lots of five now here we have five
lots of three but that also gives us
15 it's the same answer different
problem this is why it's a cheat code
because if if you know that or if you
know that you know the other one as well
you actually know you get two for
one you know when you go shopping and
they have like discounts you can buy two
for one this is like what you're getting
here if you learn one fact you actually
learn two facts once do you have a
question or
comment I was going to
say it was
count we could count by fives right but
what I'm trying to teach you today is
that you don't have to count by fives
because if you already know one of these
facts so if put your hand up if you're
good with your five times table yeah a
lot of us already ask hands down so that
means that if you know what 5 * 3 is all
of a sudden you're starting tick the Box
off for what your three times table as
well if you know what 5 * 3 is you also
know what 3 * 5
is you know both okay there the same
answer this is what it looks like it's
the same
answer so if I know 2 * 9 = 18 then I
also know 9 * 2 = 18 the same answer the
same answer we're going to have a go of
this together now yellow
slide yellow
slide so community property what
actually what actually is it you're
going to get it go in a moment just keep
your whiteboards where they
are the community property of
multiplication says that you can
multiply numbers in any order and the
answer will always stay the
same can you read this out with me now
property of multiplication of
multiplication says that you can
multiply numbers say that you can
multiply numbers
in any order in any order and the answer
will always be the same and the answer
will always be the same read it study it
I'm going to give you 10 seconds to read
it and study it and get it into your
it this is what it looks like yeah we've
just been doing this how it's the same 2
* two lots of six and 6 * 2 six groups
of two both equal 12 2 for one remember
we're getting 2 for one this is not it
okay 2 * 6 = 12 and 12 * 2 does not equal
equal
6 here I want you to show me underneath
your chin which definition is correct so
if you're going for a you're going to
show me one finger underneath your chin
if you're going to go for B two fingers
underneath your chin C three
fingers what does community property of
multiplication mean does it mean
multiplying numbers in different orders
gives different results does it mean the
community property only works for
addition not multiplication or does it
mean you can multiply numbers in any
order and the answer will always be the
same a b c 3 2 1 show me your answer go
chin nice work C is
correct all right
now let's do this again what does
community property of multiplication
mean let's read this out together again
go community property of multiplication
means you can multiply numbers in any
order and the answer will always be the
same we got that in your heads all right
say it to your partner now go turn turn
[Applause]
here's a hint can you guys remember
hint 3 2 one facing the
front all right let's see if we can say
this together without me showing you 3 2
1 go [Music]
we
can we can multiply numbers in any order
and the answer will always be the same
okay can um can I get you just to put
your whiteboards down again we're going
to do this one together I'm going to
quickly show you um what this can look
like um what I'm going to show you here
is a we've got a worked example right
and so what this means is this is what
we've done before okay you don't have to
do this but you can use it to help you
work out the answer for this side so see
here how we've got 2 * 3 = 6 and then I
put um two groups of three is six and
then over here I've got three groups of
two is six I need you on your mini
whiteboards you're going to draw the
same thing and write the same answer you
don't have to do this that's just to
help you work out what to do but you're
going to answer this question here so
what does 2 * 4 look like and then what
go so can you right see over here see
how I've drawn up the
circle yeah so and then how many should
go in
yeah I want you to not just write it I
want you to draw it guys so you can show
me how it looks different show me how it
looks different draw it up like this
right I want to see your circles and in groups
groups
y like that and then make sure that you
show me what one links up to what so
which one is showing 2 * 4 which one is
2 here's a little
hint here's a little hint for some of
you okay so that's how our two groups should
should look
yeah have a look
look check
check
good see how you going if you if you
weren't able to work out the first part
have a look on the board now and see if
seconds 3 2 1 and Chin it all right so
your board should look like
this okay without the color your board
should look like this well you've got
two groups of four and then you can even
write down two groups of four is eight
and then four four * 2 we should have
eight okay can we wipe our boards again 3
3
seconds 3 2 1 Let's have another go
let's have another go at
this okay so now do the same thing this
is to help you out right but I want you
to show me how this can be
represented show me two ways that it can
3 2 one and Chin
it so it should look something like this
should look something like this cuz
we're getting the same answer aren't we
yeah yeah same answer for both nice work
show me two
ways you could represent 4 * 3 = 12 so
I've got
um sorry I've given you yeah I've got
one way there um I want you to show me
the other way that you could represent
um 4 * 3 = 12 so I've given you a little
bit of a hint there what's the other way
that we could represent it the other way
it just make sure your whiteboards are
way so we've already got three groups of
four I want you to show me four groups of
of
three yeah show me four groups of three
what does that look like four groups of three
yeah so we're doing four groups of three
that's one group four groups of
three here one group two groups of
three three groups of three what's what
do we have to do
next one more group yeah what's that
show four groups of three can you show
3
it okay so that that's what I should be
seeing now I should be seeing this one
this representation all right some of
you also showed the first way as well
again wipe your boards Park your boards
Park your boards nothing in your
hands so we've been learning about this
idea of communitive property I want you
now to explain it to your partner so why
do we get the same answer for 7 * 8 = 56
and 8 * 7s 56 why do we get the same
answer I'm going to give you 20 seconds
you're going to do turn and talk and
then I'll come back to you and find out
yeah you guys talking why do we get the same
[Music]
all
right why do we get the same answer
hands down I'm just going to ask a few
people you need to tell me what you
discussed with your partner uh can I go
with yeah you you guys y can you speak
you just walking the numers around and
same the same yeah and so does it matter
what order they're in doesn't matter
does it does anyone want to add to that
answer that was a pretty good answer
anything else that we can say no we get
the same answer because you can multiply
numbers in any order and the answer will
always be the
same so if 2 * 8 equ 16 what does 8 * 2
equal can you write that on your
whiteboards just the answer just give me
the answer on your whiteboard nice and clear
clear
if 2 * 8 = 16 what does 8 * 2 equal 3 2
one and Chin
it just need the answer I don't need the
whole thing well done nice work 16 is
it again nice and quick if 9 * 6 = 54
what does 6 * 9 equal on your ybs go
I'm not going to give you much time here
3 2 1 chin
it oh what's going on with your
whiteboard I just it up I know I'm going
to be really quick now all right correct
out same thing again show me really
quickly this should be fast yeah if 9 *
18 is correct we're on
fire if 7 * 6 = 42 what does 6 * 7
equal call it out 42 42 yes nice work
all right now question question here um
Park your boards again Park your
boards H does the product change if the
factors change
order H what does product mean again the
result of multiplying two or more
factors what is a factor a number that
you multiply with a number another
number to get the product so think about
it look at the definition if you've
forgotten what product and factor means
and when I point to you I want you to
call out yes or no that's all you have
to say yes or no does a product change
if the factors change order think
think
no no is correct well done on on
remembering what these words meant um I
know they're a bit tricky but product
and factor and they'll keep popping up
in maths as well all right how could you
write this as a number sentence now show
me how you could write this as another
well some of you are going a bit ahead
which is um cool to
see yeah so some of them are actually generalizing
already we could have written this down
yeah we could have written this down so
remember we're trying to look at
multiplication today that's correct but
we're looking at multiplication what
else does this tell us and some of you
as I said some of you already gone ahead
what else does this tell us just turn
and talk to your partner some of you
have already worked it out what else
us 3 2 one I back this way I didn't give
you long then because I can already see
that most of you have already got this
okay so um what is it so it's not just 4
* 3 = 12 but what is it can you just
call it Out 3 * 4 3 * 4 = 12 and and
four yeah it tells us both things
doesn't it we know both things off that
one idea because we're super clever and
we've worked out the trick that if we
know one fact we actually know two facts
don't we all
right show me this one both ways show me
yeah how could you write this as a
number sentence show me both of those
um can you recount it recount it cuz
close 3
it nice work 6 * 3 does equal 18 and 3 *
18 is this
correct guess what guys that is correct
can I please get to the
office not in here not cool that is
correct Okay so when you see this equal
sign that actually just tells us
whatever is on the other side is the
same okay so 7 * 6 is the same as 6 * 7
isn't it yes yeah okay so if you see
that that is actually the
same all right we're getting towards the
time when I'm going to give give out
these worksheets but we're just going to
do some like a bit of a rapid fire
around here where I'm going to use get
you to use the stuff that you already
know in your head so I know that you've
been doing lot practice on your two
times table on your five times tables on
your 10 times tables so I'm going to um
put some questions up here that require
you to use what you already know okay so
whiteboards down whiteboards down have
them ready to write on have them ready
to write on because you're going to do
quickly with these answers just write
them down one underneath the next okay I
think we've got about five or six of
them coming up so start at the top left
side and you're going to work your way
down if you need more room move to the
second half of your board but I'm not
going to give you a lot of time here
because I want you to use your known
fact knowledge so if you know that 2 * 8
= 16 then you know that 8 * 2 equal 16
so use that knowledge all right ready
here's the first one using the facts you
know 8 * 2 write it down write it down
nice and quick just write down the
answer not the whole thing just the
answer okay next one needs to be quicker
next one needs to be quicker using the
facts you know using the facts you
know answer is 70 there using the facts
two 18 is the correct answer there using
5 using what you
know we're now up to this worksheet and
I'm going to hand out this to um a bunch
of you now if I give you the
worksheet um you're going to go back to
your desk okay and you're going to work
on it independently so that means that
you're not going to um talk to anyone if
you have a question or you're not sure
what to do you're going to come back
down with me at the front I'm just going
to have a few students I'm just going to
um talk to them and explain to them
again exactly what they need to do so if
you feel like that's what you need stay
down here um but if I give you a work
sheet you can take your whiteboard
equipment back with you um make sure you
got a pencil or a pen and then you're
going to fill out this work sheet so
when I come to you and I'll give it out
that's what you're going to be doing all right
that you could represent 4 * 6 remember
if you're not sure about anything you
come back down here no questions should
be asked no talking back there yeah P
okay you have pencil are you allowed to use
use
pens are you allow to use P huh do you
have a there's a pencil there use that
one so show me two ways that you could
4 * 6 how can we sh remember it should
this this is what I should be seeing guys
yeah yeah this is what we need to be
doing to start with how many times do we
it how many times you need to do do that
how many dots you
doing how many six yeah how many times
yeah yeah if you got a question you come
over here you go to the
Flor them
how many times are you doing
that four times yeah and then how what's
the other way that you can shot so you
part so the first part y should look like
like
that just write the answer y use what you
you
know number sentence how could you write
this as a number sentence what else can
you show me yeah what's number sentence
yeah how many times right so how many
times do we need to draw what you have
to draw up how many
circles why' you Cress
out okay what do you have to do four
lots of
six Phenix good we're about to wrap up
our lesson can you um
just can you quickly check each other's
yeah just compare each other's way and
then we're going to I'm going to get you
yeah if you're finished hold on to your
sheet hold on to your sheet with you
yeah oh you're not sure you got a
question me because it's already a
number so how could you write this as a
number sentence
how can you write this as a number sentence
yeah if you finish your worksheet just
hold on to it and then you're going to
sit back on the floor cuz we've almost
finished our lesson and um we'll collect
your worksheets at the end of the lesson
all right so um teachers usually what we
would do is I would make sure that
everyone's had time to to um get through
it go through the answers here um if
they haven't finished it then they can
also see um how it's going but we're
just going to do our review of the
lesson okay so what is communitive
property let's read this out again
community property means that you can
multiply numbers [Applause]
[Applause]
all right that's what we've been
learning about today so if we look at
this this is what we trying to learn
about today to understand
Community have we learned about that
today yeah so can can everyone do this
with me I want you to do this right I
can I can I can let's do it again I can
I can use known facts and strategies
such as commuity for multiplication can
you read that out with me now yes use
know facts and strategies such as
commity or
multiplication well done thank you for
having me today um yeah I think you've
done a great job um almost all of you
got really close to not just finishing
your worksheet but developing your
understanding of that today as well so
um give yourselves a pat on back yeah
thank you for having me today and uh
yeah look forward to to seeing you guys
future thank
you well done and can you guys um also
just say thank you to your teacher cuz I
can see that your teacher has been
well who's your
teacher you say it to him don't say it
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