Angelina Martin

Teaching Video Script

Me: “Today, we are going to start off by talking about multiply matrices. We have already talked
about how to add and subtract matrices and use scalar multiplication. So, what did the matrices
have to look like in order for us to add them?”

Class: “They have to have the same dimensions.”

Me: “Right. So, when we want to multiply matrices we have another rule about their
dimensions.”

(On the Smartboard are two matrices set up to be multiplied. Students were given a slip of paper
with all of the matrices that we would be using during class so that they could just write “CxL”
on their paper instead of writing out both of the matrices to save time.)

Me (pointing to matrix C on the board): “What are the dimensions of matrix C, Student 1?

Student 1: “1x3”

Me: “Right. There is one row and three columns. What are the dimensions of matrix L, Student
2?”

Student 2: “3x1”

Me: “How do you know?”

Student 2: “There are three rows and one column.”

(I have written the dimensions that the students provided below the matrices, so that it looks like
“1x3 3x1.”)

Me: “Good. So, in order to multiply two matrices, the insides have to be the same. So, what I
mean by insides is that the number of columns in the first matrix matches the rows of the second
matrix. If we want to multiply matrix C by matrix L, could we do that? Could we multiply those
two matrices?”

(I allow students time to respond and a few catch on.)

Multiple Students: “Yes.”

Me: “Yes, we could, because the insides match. There are 3 columns in matrix C and 3 rows in
matrix L, so that tells us that we can multiply. Now, when we do multiply our result, our product,
should have the same number of rows as the first matrix and the same number of columns as the
second matrix. So, the outside numbers will tell us what our dimensions should be of the product
when we multiply the two matrices.”
(I pause for a few brief seconds to allow students to process what I just said and write down any
information.)

Student 3: “So, our matrix should be a 1x1?”

Me: “Yes. Why?”

Student 3: “Because matrix C has 1 row and matrix L has 1 column.”

Me: “Right. The inside numbers tell us whether or not we can multiply, and the outside numbers
tell us what the dimensions of the new matrix will be.”

Student 4: “So, if the outsides aren’t the same, it’s okay?”

Me: “Yeah. If the outsides are not the same, that’s fine. We can still multiply.”

(I pause for a few seconds to allow any other students to ask questions before we move on to
actually multiply the two matrices.)

Me: “Alright. So when we actually multiply the two matrices, we are going to multiply Row 1,
Column 1 of the first matrix by R1, C1 in the second matrix so 4 times 4 plus…”

Multiple Students: “Plus?”

Me: “We are going to talk about it just stay with me. Listen. Then, we are going to multiple
R1,C2 in the first matrix by R2,C1 in the second matrix so we have -8 times -3 plus…Then, we
multiply R1,C3 by R3,C1 so -2 times 2. Alright, so now plus. We are going to add all of those
pieces together.”

(A student raised their hand to ask a question.)

Student 5: “Where does the adding come from?”

Me: “That’s how we multiply matrices. We did 4 times 4, R1C1xR1C1, -8 times -3,
R1C2xR2C1, and -2 times 2, R1C3xR3C1. So, we went across the row of the first matrix and
down the first column of the second matrix. So, now we are going to put all of those pieces
together. So, we have 16 plus 24 plus -4 which is 36. Now, what are the dimensions of our new
matrix, Student 6?”

Student 6: “1x1.”

Me: “Right and before we even started multiplying the two matrices, what did we say should be
the dimensions of the matrix?”

Student 6: “1x1.”
(I pause again to let students process the information and finish writing down anything form the
board and ask questions.)

Me: “Alright. Any questions? Are we good with multiplying matrices? Okay. Now, we are going
to multiply L times C. Can we do that?”

Student 7: “Yes because then the 1’s would on the inside, and the insides would still be the
same.”

Me: “Okay. Good. So what would we end up with after we multiplied?”

Student 5: “1x1.”

Me: “Nope, not 1x1 because, remember, those are now on the inside.”

Student 5: “Oh, yeah. Then, 3x3.”

Me: “Right. Good! So, this time when we multiply, since we switched the order of the matrices,
the 1’s on the inside tell us we can multiply and the 3’s on the outside tell us we are going to end
up with a 3x3 matrix after we multiply, but that’s a lot. So, I would just rather put it in my
calculator.”

Multiple Students: “What? We can do that?”

Student 5: “So you are telling me that we could have just put that in our calculator?”

Me: “Yes, I am about to show you how. So, we already multiplied C times L, and now we are
going to multiply L times C. To put matrix C into the calculator, I am going to press ‘2nd’ and
‘Matrix’ which is the same button as ‘𝑥 −1 .’”

(To show students how to use the calculator, I am using TI-Smartview Software so that an
interactive calculator pops up on the Smartboard. This is the first time students will be inputting
matrices into the calculator, so I am describing every step for the students. Prior to the
beginning of class, I had put all of the matrices into the calculator so that beside each of the
names of my matrices, the dimensions are listed.)

Me: “Okay. Right now your screen is going to look a little different from mine. Your calculator
are not going to have the dimensions, the 2x1 and 3x3. None of that is going to be there. You are
just going to have the different letter of the names of the matrices. Is everybody there?”

(One student raised their hand to ask for help. I walked over to them real quick and showed them
how to get to the same screen I was on.)

Me: “Now, we cannot stay under the ‘NAMES’ tab because if we do when we click on a matrix,
it will take us back to the main screen, and we don’t want that. We will use that in a second.”
(I click on one of the matrices while under the “NAMES” tab to show students that, that is what
happens and then return back to the same screen as them to continue.)

Me: “What we do want to do right now is go over to ‘EDIT,’ and to make it easier we can go
down to matrix C, since that is one of the matrices we are working with and press enter. We said
that matrix C was a 1x3 matrix, right? So, we want to press ‘1, ENTER’ and ‘3, ENTER. Now, it
should take you down to the matrix where we can enter in the row. So, we are going to type in
the digits of the matrix. ‘4, ENTER,’ ‘-8, ENTER.’ Make sure you press the negative sign and
not the minus sign. ‘-2, ENTER.’ Then, we are done with matrix C. Are we good with putting
matrix C in the calculator?”

Student 8: “Yeah.”

(Another student asked if they had typed the matrix into the calculator correctly, so I walk over
to their desk and they did. Then, we continued with putting matrix L into the calculator.)

Me: “Alright. So, now we need to press ‘2nd, QUIT’ and go back to ‘2nd, MATRIX’ to type in
matrix L. However, our calculator does not go down to L, so it does not matter where we type
the matrix in at we just need to remember where we put it. So, I am just going to put in for
matrix A, and I just have to remember that I put matrix L in for matrix A.”

(I quickly put matrix L into the calculator, still describing my step as I went, but fast enough to
where I could walk around and make sure everyone was able to put it in their calculator
successfully.)

Me: “Okay. We said we can multiply L times C, so let’s press ‘2nd, QUIT’ to go back to the
main screen, but now we need to go get those pieces, those two matrices, so that we can
multiply. So, I am going back to ‘2nd, MATRIX,’ and this is where we need to be under the
‘NAMES’ tab, and we are multiply L times C. I put matrix L in A. Since A is first, I can just
press ‘ENTER,’ and it places A on the main screen. And we are multiplying, so I press the star to
multiply. Now, I need matrix C, so ‘2nd, MATRIX’ and I scrolled down to C and press
‘ENTER.’ This takes us back to the main scree and it should say AxC, since we put L in A.
Then, we just have to press ‘ENTER’ one more time, and it pops up with a matrix.”

Me: “What are the dimensions of that matrix?”

Student 9: “3x3.”

Me: “And before we multiplied, at the beginning what did we say the dimensions of that matrix
should be?”

Student 9: “3x3.”

Me: “Good. And there it is. When we multiplied LxC, we got a 3x3 matrix. Any questions?”

Student 5: “Will we able to put all of these into our calculator?”

Me: “Yeah. We can put all of these matrices in the calculator and multiply, but be careful, when
will it not work? When can we not multiply two matrices?”

Multiple Students: “When their insides are not the same.”

Me: “Right. So, we could still put them into our calculator. It will just give us an error, and that
is when we would need to go back and look at the dimensions of the matrices that we are trying
to multiply.”

Student 6: “What do we put if the middles aren’t the same? Just not possible?”

Me: “Yes. If the middles are not the same, then we will just right not possible.”

(I paused for a few second to see if anyone had any other questions.)

Me: “Alright. So, I have a question can we square all matrices?”

Student: “Ugh. I don’t know.”

Another Student: “I guess if you really wanted to.”

Another Student: “Yes!”

Another Student: “What?”

Me: “Can we square all matrices? So, if we had a 3x3 matrix, and we wanted to square it. It
would just be a 3x3 times a 3x3. Would that work?”

Student 4: “Well, yeah. Because then the insides would be the same.”

Me: “Okay. Right. So, if we wanted to square a 2x2 matrix, then it would be a 2x2 times a 2x2,
and that one would still work since the middle numbers would be the same. But can we square
ALL matrices?”

Multiple Students: “No.”

Me: “Well, why not?”

Student 11: “Because then the middles would not match.”

Me: “Okay, give me an example.”

Student 11: “A 1x3 matrix.”

Me: “Good. If we try to square a 1x3 matrix, then we have a 1x3 matrix times a 1x3 matrix and
the insides are not the same.”
(I wrote this example out on the board so that all students could clearly see how the insides
where not the same and why we cannot square all matrices.)

Throughout the rest of the lesson we discuss how we go about “dividing matrices” which is
really multiplying by its inverse. We discuss how to find the inverse and what the determinate of
a matrix is and it part in finding the inverse of a matrix. We use the calculator a lot throughout
this, while still understanding the principle and key concepts of matrices.