♪ ♪ HELLO, FRIENDS, AND WELCOME TO CLASSROOM CONNECTION.

I'’M MR. R., AND I AM SO GLAD YOU'’RE HERE WITH US.

THIS IS A SPECIAL PLACE, WHERE TEACHERS AND STUDENTS GET TO TALK ABOUT FUN SUBJECTS, LIKE MATH AND READING.

AND WE ALSO GET TO LEARN ALL SORTS OF COOL STUFF ABOUT ARTS, SCIENCE, AND NATURE.

DO YOU LIKE NATURE?

I DO.

WE HAVE SO MUCH FUN TO GET TO, SO, LET'’S JUMP RIGHT IN.

HELLO, SUPER LEARNERS.

I'’M MS. L., AND I AM SO GLAD YOU'’RE JOINING ME.

ARE YOU READY FOR A MATH ADVENTURE TODAY?

WELL, LET'’S GET STARTED WITH A SONG.

♪ HELLO, SUPER LEARNERS, HOW ARE YOU?

♪ ♪ HELLO, SUPER LEARNERS, HOW ARE YOU?

♪ ♪ I'’M SO GLAD YOU'’RE HERE TODAY ♪ ♪ AND I HOPE YOU FEEL THE SAME ♪ ♪ HELLO, SUPER LEARNERS, HOW ARE YOU?

♪ WELL, I'’LL TELL YOU, I FEEL GREAT TODAY, AND I REALLY, REALLY DO HOPE YOU DO TOO.

NOW, IT'’S TIME FOR SOME MATH POWER WARM-UPS.

WE'’RE GOING TO COUNT TO 20.

ARE YOU READY?

HERE WE GO.

[singing numbers to tune of "Frère Jacques"] ♪ THAT WAS FUN ♪ GREAT JOB.

SO, LET'’S COUNT UP TO 20 AGAIN, BUT THIS TIME, LET'’S SNAP COUNT, ALRIGHT?

READY?

[snapping] LET'’S KEEP GOING...

YES, SUPER LEARNERS ARE THE BEST!

I'’M GETTING WARMED UP.

ARE YOU?

AWESOME.

SO, HOW ABOUT WE COUNT TO 20 ONE MORE TIME?

BUT THIS TIME, LET'’S DO IT IN SPANISH.

READY?

UNO, DOS, TRES, CUATRO, CINCO, SEIS, SIETE, OCHO, NUEVE, DIEZ, ONCE, DOCE, TRECE, CATORCE, QUINCE, DIECISÉIS, DIECISIETE, DIECIOCHO, DIECINUEVE, ¡VEINTE!

20!

AWESOME.

WE COUNTED TO 20 THREE DIFFERENT WAYS.

NOW, LET'’S REVIEW OUR COLORS.

LET'’S SAY THEM IN ENGLISH AND IN SPANISH.

ROJO, RED.

NARANJA, ORANGE.

AMARILLO, YELLOW.

VERDE, GREEN.

AZUL, BLUE.

MORADO, PURPLE.

CAFÉ, BROWN.

NEGRO, BLACK.

BLANCO, WHITE.

GRIS, GRAY.

LOOK FOR THESE COLORS IN THE WORLD TODAY!

ONE MORE WARM-UP.

LET'’S PLAY THE SHAPE GAME.

YOU'’LL SEE A SHAPE, AND THEN YOU SAY ITS NAME.

AND YOU CAN SAY IT IN ENGLISH OR IN SPANISH.

ALRIGHT, HERE WE GO.

CUADRADO, SQUARE.

CÍRCULO, CIRCLE.

TRIÁNGULO, TRIANGLE.

RECTÁNGULO, RECTANGLE.

ROMBO, RHOMBUS.

TRAPEZOIDE, TRAPEZOID.

HEXÁGONO, HEXAGON.

CUBO, CUBE.

CONO, CONE.

CILINDRO, CYLINDER.

ESFERA, SPHERE.

AWESOME JOB.

ARE YOU ALL WARMED UP NOW?

ME TOO!

NOW, IT'’S TIME FOR OUR MATH MISSION OF THE DAY!

SO, YOU KNOW WHO WE NEED TO CHECK IN WITH... SPARKLES THE FISH.

LET'’S SEE WHAT OUR MISSION IS TODAY.

HEY, SPARKLES.

DO YOU HAVE A SPECIAL MISSION FOR US?

[bubbles] YOU DO?

OH, LET'’S SEE WHAT IT SAYS.

THIS SAYS... WELL, SUPER LEARNERS, I KNOW WE CAN DO THIS ONE.

WE'’VE GOT TO PUT OUR CAPES ON, AND THEN WE CAN GET STARTED.

CAN YOU PUT ON YOUR INVISIBLE CAPE?

I'’LL GET MINE.

I LOVE MY SUPER CAPE!

WHENEVER I WEAR THIS CAPE, I'’M PRETTY SURE I CAN DO ANY MATH SUPER MISSION, ESPECIALLY WITH YOUR HELP.

ALRIGHT, CAPE'’S ON.

READY?

MATH POWER UP!

LET'’S GO!

[laughs] OH!

OH, LOOK.

WE HAVE A SPECIAL MATH MISSION TIP.

[gasps] LET'’S STOP AND TAKE A LOOK TO SEE WHAT KIND OF TIP SPARKLES HAS LEFT FOR US.

IT SAYS... HMM.

"'’TO SORT'’ IS TO GROUP THINGS TOGETHER, TO SHOW HOW THEY ARE THE SAME AND HOW THEY ARE DIFFERENT."

SPARKLES SAYS, "IT'’S LIKE PUTTING ANIMALS WITH THEIR ANIMAL GROUPS.

HERE, YOU CAN SEE THAT ALL OF THE FISH ARE TOGETHER.

AND HERE, ALL OF THE DOGS ARE TOGETHER.

AND OVER HERE, ALL OF THE CATS ARE TOGETHER.

THESE ARE SORTED BY THEIR ANIMAL TYPE."

SO, THAT'’S HOW YOU SORT AND GROUP.

VERY GOOD.

SO, LET'’S SEE WHAT WE'’LL BE SORTING TODAY.

HMM.

IT LOOKS LIKE WE WILL BE SORTING THESE SHAPES!

AWESOME.

SO, IT LOOKS LIKE WE HAVE DIFFERENT SIZES, DIFFERENT COLORS OF TRIANGLES, SQUARES, AND CIRCLES.

MMM.

THESE THINGS WILL CHANGE, BUT WE NEED TO PUT THEM WITH THEIR SHAPE GROUP.

ALRIGHT?

SO, WE'’RE GOING TO PUT ALL OF OUR TRIANGLES TOGETHER, ALL OF OUR SQUARES TOGETHER, AND ALL OF OUR CIRCLES.

EVEN IF THEY'’RE A DIFFERENT SIZE OR COLOR, THEY'’LL STILL GO WITH THEIR SHAPE.

SO, LET'’S START BY TAKING A LOOK AT EXACTLY WHAT WE HAVE TO DO HERE.

HMM.

WE'’RE GOING TO START WITH THIS SHAPE FIRST.

CAN YOU TELL ME WHAT SHAPE THIS IS?

THAT'’S RIGHT, THIS IS A TRIANGLE.

SO, IT WILL GO WITH THE TRIANGLE THERE.

ALRIGHT, HERE'’S OUR NEXT SHAPE.

CAN YOU TELL ME WHAT SHAPE THIS IS?

IT'’S A CIRCLE, THAT'’S RIGHT.

SO, WE'’RE GOING TO PUT IT WITH THE CIRCLE.

HMM.

HERE'’S OUR NEXT SHAPE.

WHAT SHAPE IS THIS?

IT IS A SQUARE.

WOW!

WE WILL PUT IT WITH THE SQUARES.

AND NEXT, I WANT TO KNOW, WHAT SHAPE IS THIS?

[gasps] IT'’S A TRIANGLE!

YOU'’RE RIGHT.

THIS ONE IS IN ANOTHER DIRECTION, BUT, GUESS WHAT?

IT'’S STILL A TRIANGLE.

IT HAS 3 POINTS.

NOW, WHAT ABOUT THIS ONE?

THIS IS A BIG SHAPE.

WHAT SHAPE IS THIS?

A CIRCLE!

AWESOME JOB.

WE'’LL PUT IT RIGHT THERE.

IT'’S SO BIG, IT COVERS UP THE OTHER CIRCLES.

OH, MY GOODNESS.

NOW, WHAT ABOUT THIS SHAPE?

HMM.

IT'’S A TRIANGLE, YOU'’RE RIGHT.

IT HAS 3 POINTS.

WE'’LL PUT IT RIGHT THERE.

AND THEN, WHAT ABOUT THIS SHAPE?

[gasps] IT'’S A SQUARE.

THAT'’S RIGHT.

WE'’LL PUT IT WITH THE OTHER SQUARES.

AND THEN, HOW ABOUT THIS SHAPE?

HMM, THIS LOOKS DIFFERENT.

WELL, IT HAS 3 POINTS, SO IT MUST BE A TRIANGLE!

OH, MY GOODNESS, WE DID IT, SUPER LEARNERS!

WE PUT ALL OF THE TRIANGLES TOGETHER, ALL OF THE SQUARES, AND ALL OF THE CIRCLES.

WOW!

YOU ARE SO SMART, SUPER LEARNERS.

NOW THAT WE'’VE SORTED THEM, LET'’S COUNT HOW MANY WE HAVE OF EACH ONE.

LET'’S SEE, WE HAVE 1 TRIANGLE... WE HAVE 5 TRIANGLES.

OH, MY GOODNESS.

ALRIGHT, LET'’S SEE HOW MANY SQUARES WE HAVE.

READY?

[gasps] ONLY 3.

WOW!

ALRIGHT, LET'’S SEE HOW MANY CIRCLES.

[gasps] BOTH THE SQUARES AND THE CIRCLES HAVE 3.

SO, WE'’LL KEEP THEM BESIDE EACH OTHER.

THEY ARE ALIKE.

THEY BOTH HAVE 3.

AND WE SAID THAT THERE ARE HOW MANY TRIANGLES?

THERE ARE 5!

OH, MY GOODNESS.

WOW, WE HAVE A LOT OF SHAPES.

I WONDER, CAN WE COUNT ALL OF OUR SHAPES?

LET'’S SEE.

OH, MY WORD!

THAT'’S A LOT OF SHAPES.

GREAT JOB, SUPER LEARNERS.

WE COMPLETED OUR FIRST MATH MISSION.

GREAT WORK.

SO, FOR OUR NEXT MISSION, I NEED YOUR HELP TO CLEAN UP MY BUTTONS.

THEY ARE ALL DIFFERENT SIZES AND COLORS, AND, GUESS WHAT?

THEY'’VE SPILLED ON THE TABLE.

WHAT A MESS!

BUT, YOU KNOW WHAT?

I'’M GLAD YOU'’RE HERE TO HELP ME.

WE CAN SORT THEM BACK INTO THEIR CUPS BY COLOR.

SO, I HAVE A CUP FOR MY BLUE ONES, A CUP FOR MY PINK ONES, AND A CUP FOR MY GREEN ONES.

SO, WHENEVER I HOLD UP THE BUTTON, CAN YOU TELL ME WHAT COLOR THEY ARE?

LET'’S START WITH THIS ONE.

WHAT COLOR?

IT'’S BLUE, RIGHT.

AND WHAT COLOR'’S THIS ONE?

IT IS GREEN, THAT'’S RIGHT.

AND WHAT ABOUT THIS ONE?

IT'’S PINK.

AWESOME.

ALRIGHT, I'’M GOING TO GO A LITTLE FASTER.

CAN YOU SAY THE COLORS FAST, AS I PUT THEM IN?

READY?

WHAT COLOR?

BLUE.

OOH, WHAT COLOR IS THIS SMALL ONE?

IT'’S GREEN, THAT'’S RIGHT.

WHAT COLOR IS THIS SMALL ONE?

IT IS PINK.

AWESOME.

WHAT ABOUT THIS BIG BUTTON?

WHAT COLOR?

BLUE.

AWESOME.

WHAT COLOR IS THIS BIG ONE?

GREEN.

GREAT WORK.

ALRIGHT, WE'’RE GOING TO GO A LITTLE FASTER.

OOH, THESE BUTTONS ARE SO SMALL.

OOH, TRICKY TO PICK UP.

WHAT COLOR'’S THAT?

[gasps] GREEN, AWESOME.

WHAT COLOR IS THIS ONE?

PINK, YES.

AND THIS ONE?

GREEN, AWESOME!

WHAT COLOR?

BLUE.

I'’M SO GLAD YOU'’RE HELPING ME.

AND WHAT ABOUT THIS LITTLE ONE?

[gasps] IT'’S GREEN.

GREAT.

AND THEN...

THIS LITTLE ONE IS PINK.

AND THIS LITTLE ONE... UH-OH!

HE FELL IN THE WRONG CUP.

THAT'’S NOT PINK.

THAT'’S GREEN.

THAT'’S RIGHT.

AND WHAT ABOUT THIS SMALL ONE?

BLUE.

[gasps] AND THIS ONE?

BLUE AGAIN.

YOU'’RE DOING GREAT.

WHAT COLOR'’S THIS?

PINK.

GREAT.

AND THIS ONE.

[gasps] PINK.

AND THIS ONE... THAT'’S PINK, TOO.

WHAT ABOUT THIS BUTTON?

YEAH, IT'’S BLUE.

[gasps] OOH, WE HAVE ONE MORE OF THESE, AND IT'’S GREEN, RIGHT?

ANOTHER BIG ONE.

PINK.

ANOTHER SMALL ONE.

WHAT COLOR IS THIS LITTLE ONE?

PINK, THAT'’S RIGHT.

AND THIS LITTLE ONE... IS PINK, TOO.

[laughs] AND WHAT COLOR IS THIS SMALL BUTTON?

BLUE.

AND ONE MORE IS... BLUE!

GREAT JOB.

YOUR ATTENTION TO DETAIL WAS AWESOME, SUPER LEARNERS!

SUPER WORK!

LET'’S CHECK BACK WITH SPARKLES TO SEE IF WE'’VE COMPLETED OUR MISSIONS TODAY.

SPARKLES, HAVE WE COMPLETED THE MISSIONS?

[gasps] IT LOOKS LIKE WE HAVE.

YES!

CONGRATULATIONS, SUPER LEARNERS.

YOU USED YOUR MATH POWERS AND COMPLETED THE MISSION.

SO, WHAT IS IT TIME TO DO NOW?

IT'’S TIME TO REVIEW, THAT'’S RIGHT.

SO, TODAY, WE SORTED OBJECTS INTO THEIR CORRESPONDING CATEGORIES AND TALKED ABOUT THEIR SIMILARITIES AND THEIR DIFFERENCES.

YOU CAN PRACTICE SORTING TODAY, AND YOU CAN EVEN SHARE YOUR MATH POWERS BY SHOWING IT TO SOMEONE.

THANK YOU, SUPER LEARNERS, FOR GOING ON THIS MATH MISSION WITH ME TODAY.

SPARKLES... [bubbles] I'’VE GOT TO THANK YOU, TOO.

THANKS FOR YOUR HELP.

HAVE A SUPER DAY, FRIENDS.

¡ADIÓS!

BYE!

WOW!

WHAT A DAY SO FAR.

SO MUCH GREAT LEARNING GOING ON.

NEXT, WE'’RE GOING TO WATCH A VIDEO ABOUT NATURE THAT I KNOW YOU'’LL LOVE.

♪ ♪ I HAVE ALWAYS KNOWN THAT I WANTED TO BE A ZOOLOGIST, MEANING, I WANTED TO BE SOMEBODY WHO WAS ALWAYS AROUND ANIMALS AND ESPECIALLY ANIMALS THAT, YOU KNOW, OCCURRED IN PLACES FAR AWAY, BECAUSE I KNEW THERE WAS JUST SUCH INCREDIBLE DIVERSITY OUT THERE.

[Jeff Beane] WHEN I WAS BORN, I DIDN'’T KNOW WHAT A HERPETOLOGIST WAS.

I WAS A LITTLE BIT SHELTERED FROM SCIENCE IN MY VERY EARLY YEARS.

I LOVED ALL LIVING THINGS FROM DAY ONE.

AS SOON AS I LEARNED THERE WAS A THING CALLED A SCIENTIST, I WANTED TO BE ONE, AND REPTILES AND AMPHIBIANS AND OTHER ASPECTS OF NATURAL HISTORY ARE TO ME MORE OF A CALLING THAN A JOB.

A LOT OF THE RESEARCH THAT I CONDUCT ON AMPHIBIANS AND REPTILES PERTAINS TO WHAT WE CALL TAXONOMY, MEANING THE SCIENCE OF IDENTIFYING AND DIFFERENTIATING AND NAMING DIFFERENT SPECIES.

I USE A WHOLE VARIETY OF TOOLS TO STUDY VARIATION WITHIN AND AMONG POPULATIONS, TO TRY TO FIGURE OUT WHAT MIGHT BE ONE SPECIES AND WHAT MIGHT BE ANOTHER.

MOST IMPORTANTLY, TO ME, ARE THE NATURAL HISTORY SPECIMENS, AND THAT MEANS WE COLLECT NATURAL HISTORY SPECIMENS.

AND WE HAVE A COLLECTION HERE AT THE MUSEUM THAT DATES BACK TO THE 1800s OF PRESERVED SPECIMENS THAT DOCUMENT WHEN AND WHERE AN INDIVIDUAL SPECIMEN WAS COLLECTED.

AND SO, WE USE THOSE PRESERVED SPECIMENS FOR ALL KINDS OF THINGS, BUT ONE THING I ESPECIALLY USE THEM FOR IS TO LOOK AT THEIR MORPHOLOGY, THEIR EXTERNAL APPEARANCE-- THEIR SIZE, THEIR SHAPE, THEIR COLORATION, AND OTHER CHARACTERISTICS OF THE ANIMAL.

[Jeff] I CARE FOR THE COLLECTION, SO, YOU KNOW, WE USE MANY DIFFERENT TYPES OF CONTAINERS-- JARS WITH AIRTIGHT OR NEAR-AIRTIGHT LIDS.

WE USE FORCEPS, WE USE SCALPELS, WE USE SCISSORS, WE USE SYRINGES.

WE USE FORMALDEHYDE AND ETHYL ALCOHOL AND SEVERAL OTHER DIFFERENT KINDS OF CHEMICALS.

MICROSCOPES, RULERS, CALIPERS, TAPE MEASURES.

ALL SORTS OF THINGS FOR TAKING DATA ON SPECIMENS.

[Bryan] AND DNA SEQUENCE DATA CAN BE A VERY POWERFUL TOOL FOR TELLING YOU THE EVOLUTIONARY HISTORY OF A GROUP OF ORGANISMS AND SEEING IF THESE THINGS HAVE BEEN EXCHANGING GENES OR NOT, WHETHER THEY'’RE REPRODUCTIVELY ISOLATED OR NOT, AND WHETHER THEY'’VE EVOLVED INTO 2 SEPARATE SPECIES.

I WILL ALSO USE, OFTEN, RECORDINGS OF FROGS, AND WE LISTEN TO THE DIFFERENCES, AND WE CAN ANALYZE, USING OUR COMPUTER, THE DIFFERENCES IN CALLS AMONG DIFFERENT POPULATIONS.

AND WE CAN DETERMINE WHETHER ONE POPULATION IS USING THE SAME KIND OF CALL TO ATTRACT ITS MATE AS ANOTHER.

[frog calls playing] WOW!

I HOPE YOU LIKED THAT AS MUCH AS I DID.

WHAT WAS YOUR FAVORITE PART?

WELL, LET'’S NOT STOP THE PARTY NOW, '’CAUSE I'’M READY TO LEARN SOME MORE.

HI, FRIENDS.

I AM VERY HAPPY TO BE HERE WITH YOU TODAY.

MY NAME IS DAWN, AND I BROUGHT MY FRIEND SPLAT WITH ME, TOO.

[beeping] DO YOU LIKE PLAYING SPORTS?

I LOVE TO PLAY BASKETBALL AND SOCCER.

TODAY, WE ARE GOING TO SOLVE A PROBLEM ABOUT SPORTS BALLS.

[meow] BEFORE WE BEGIN, LET'’S TAKE SOME TIME AND GET A FEW SUPPLIES.

WE NEED TO FIND SOMETHING TO WRITE WITH, PAPER OR A WHITEBOARD AND MARKER, AND A STUFFED ANIMAL OR TRUSTED ADULT TO TALK TO.

I'’LL WAIT HERE WHILE YOU GRAB YOUR SUPPLIES.

♪ ♪ WELCOME BACK.

LET'’S GET STARTED.

I HAVE A FRIEND, MOESHA, WHO ALSO LOVES SPORTS.

SHE HAS A LOT OF SPORTS BALLS.

TODAY, WE ARE GOING TO READ A MATHEMATICAL STORY ABOUT MOESHA AND HER SPORTS BALLS.

BEFORE WE GET STARTED, LET'’S EXERCISE OUR BRAIN AND GET IT READY TO DO SOME MATH WORK, SO WE CAN BE FIT MATHEMATICIANS.

WILL YOU JOIN ME?

LET'’S STAND UP, AND LET'’S PRETEND TO SHOOT 3 BASKETBALLS INTO THE BASKETBALL HOOP.

ARE YOU READY?

NOW, LET'’S SHOOT ONE MORE.

AWESOME.

SO, WE STARTED WITH 3 SHOTS, AND THEN WE DID 1 MORE.

SO, HOW MANY SHOTS DID WE DO ALL TOGETHER?

THAT'’S RIGHT, WE DID 4, BECAUSE 3 SHOTS PLUS 1 MORE SHOT EQUALS 4.

NOW, LET'’S STAY STANDING, AND LET'’S DO ONE BASEBALL THROW.

ARE YOU READY?

NICE WORK.

NOW, LET'’S DO 7 MORE BASEBALL THROWS.

GREAT WORK.

SO, WE STARTED WITH 1 BASEBALL THROW, AND THEN WE DID 7 MORE.

AND WE DID 8 BASEBALL THROWS ALL TOGETHER, BECAUSE 1 PLUS 7 EQUALS 8.

I FEEL REALLY ENERGIZED AND READY TO FOCUS ON HELPING MOESHA WITH HER SPORTS BALLS.

YOUR JOB TODAY IS GOING TO BE TO FIGURE OUT HOW MANY BALLS MOESHA HAS.

LET'’S READ A LITTLE TO FIND OUT ABOUT MOESHA'’S STORY.

ARE YOU-- WHAT ARE YOU PICTURING IN YOUR MIND?

I'’M PICTURING MOESHA WITH BASKETBALLS AND SOCCER BALLS ALL OVER THE GRASS.

HOW MANY BASKETBALLS DO YOU THINK MOESHA HAS?

YES, SHE COULD HAVE 12 OR 7 OR EVEN 20 BASKETBALLS.

NOW, TELL SOMEONE OR A STUFFED ANIMAL, HOW MANY SOCCER BALLS COULD MOESHA HAVE?

THAT'’S RIGHT.

SHE COULD HAVE 5, 3, OR 19 SOCCER BALLS.

LET'’S READ A LITTLE MORE ABOUT MOESHA.

WHAT DO WE KNOW NOW THAT WE DIDN'’T KNOW BEFORE?

YOU'’RE EXACTLY RIGHT.

NOW WE KNOW THAT MOESHA HAS 9 BALLS.

SOME OF THEM ARE BASKETBALLS, AND SOME OF THEM ARE SOCCER BALLS.

CAN YOU USE YOUR FINGERS AND SHOW ME HOW MANY BASKETBALLS THAT MOESHA COULD HAVE?

OH, YES, MOESHA COULD HAVE 3 OR 5, AND I SEE SOMEONE PUT UP 8 FINGERS.

YES, SHE COULD HAVE 8 BASKETBALLS.

SPLAT, MAKE A PREDICTION, AND TELL US, HOW MANY SOCCER BALLS COULD MOESHA HAVE?

YOU'’RE RIGHT.

MOESHA COULD HAVE 2 SOCCER BALLS OR 5 SOCCER BALLS.

LET'’S KEEP READING.

WHAT DO WE KNOW NOW THAT WE DIDN'’T KNOW BEFORE?

THAT'’S RIGHT.

WE NOW KNOW THAT MOESHA HAS 4 BASKETBALLS ON THE GRASS.

WHAT QUESTION COULD WE ASK ABOUT THIS MATH STORY?

LET'’S THINK OF A QUESTION ABOUT MOESHA AND HER SPORTS BALLS IN THE GRASS.

I WANT YOU TO SHARE YOUR QUESTION WITH A TRUSTED ADULT OR STUFFED ANIMAL, AND THEN WHISPER IT TO SPLAT AND ME.

OKAY, I'’M LISTENING FOR THE WHISPERS.

I HEAR A WHISPER THAT SAYS WE COULD ASK... THAT'’S A REALLY GREAT QUESTION.

LET'’S READ A LITTLE MORE ABOUT MOESHA.

WHAT IS THE QUESTION IN THIS STORY?

YES!

YOU ARE RIGHT.

THE QUESTION IS ASKING HOW MANY SOCCER BALLS MOESHA HAS ON THE GRASS.

DO YOU THINK YOU HAVE ALL THE INFORMATION YOU NEED TO ANSWER THAT QUESTION?

YOU'’RE RIGHT, YOU DO HAVE ALL THE INFORMATION YOU NEED.

I'’D LIKE FOR YOU TO THINK OF A WAY YOU COULD SOLVE THE NUMBER OF SOCCER BALLS MOESHA HAS ON THE GRASS.

TELL A TRUSTED ADULT OR STUFFED ANIMAL HOW YOU WOULD SOLVE THIS PROBLEM.

[beeping] MY FRIEND SPLAT IS REALLY GOOD AT HIS DOUBLES.

HE SAID HE CAN SOLVE THIS PROBLEM USING DOUBLES.

ADDING DOUBLES IS WHEN YOU HAVE A NUMBER SENTENCE THAT HAS THE SAME 2 NUMBERS.

HMM.

MOESHA HAS 4 BASKETBALLS ON THE GRASS.

I KNOW THE DOUBLE OF 4.

DO YOU KNOW THE DOUBLE OF 4?

TELL YOUR STUFFED ANIMAL THE DOUBLE OF 4.

YES!

THE DOUBLE OF 4 IS 8.

4 PLUS 4 IS 8.

THAT MEANS THAT MOESHA COULD HAVE 4 BASKETBALLS AND 4 SOCCER BALLS.

LET'’S WRITE THAT NUMBER SENTENCE.

YOU CAN WRITE ALONG WITH ME ON YOUR PAPER OR WHITEBOARD.

BUT, WAIT.

IS MOESHA'’S TOTAL NUMBER OF BALLS ON THE GRASS 8?

NO!

SHE HAS 9 BALLS ALL TOGETHER ON THE GRASS.

BECAUSE WE KNOW THAT 4 PLUS 4 EQUALS 8, IF WE ADD 1 MORE BALL, WE WILL HAVE 9.

1 MORE BALL WILL BE 9 BALLS ON THE GRASS.

WE KNOW MOESHA ONLY HAS 4 BASKETBALLS.

THAT MEANS I SHOULD ADD 1 MORE TO THE GROUP OF SOCCER BALLS.

HOW MANY SOCCER BALLS WOULD MOESHA HAVE ON THE GRASS NOW?

USE YOUR FINGERS AND SHOW SPLAT AND ME HOW MANY SOCCER BALLS MOESHA WILL HAVE.

WATCH AS I ADD ON 1 MORE SOCCER BALL.

DID YOU SEE THAT?

YOU WERE RIGHT!

WE HAVE 5 SOCCER BALLS.

NOW, LET'’S WRITE THIS AS A NUMBER SENTENCE.

4 BASKETBALLS PLUS 4 SOCCER BALLS AND 1 MORE SOCCER BALL EQUALS 9.

LET'’S WRITE THAT EQUATION.

SO, 4 SOCCER BALLS AND 1 MORE SOCCER BALL ARE 5 SOCCER BALLS ON THE GRASS.

AWESOME.

I COULD WRITE MY EQUATION TO REPRESENT 4 BASKETBALLS AND 5 SOCCER BALLS.

CAN YOU HELP ME REWRITE THE EQUATION?

REWRITE THE EQUATION AND SHOW IT TO A FRIEND OR TRUSTED ADULT.

GREAT WORK.

WATCH ME, AS I WRITE MY EQUATION.

WE FIGURED OUT MOESHA HAS 5 SOCCER BALLS ON THE GRASS.

WOW!

THAT WAS REALLY GREAT WORK USING DOUBLES TO SOLVE THE PROBLEM.

IN JUST A BIT, WE WILL SOLVE THIS PROBLEM USING ANOTHER STRATEGY.

BUT, FIRST, LET'’S TAKE A MATH MOVEMENT BREAK TO GIVE OUR BRAINS A REST.

I'’D LIKE TO INVITE YOU TO STAND UP FOR THIS MOVEMENT BREAK.

A NUMBER WILL APPEAR ON THE SCREEN.

THAT NUMBER IS THE NUMBER OF JUMPS WE SHOULD DO.

ARE YOU READY?

HERE WE GO.

NEXT IS 4.

GREAT JOB.

NOW, LET'’S DO 2.

FANTASTIC.

LET'’S DO 7.

NOW, IT'’S 5.

AND, FINALLY, LET'’S DO 3.

THAT WAS SOME GREAT JUMPING.

NOW THAT WE'’RE REENERGIZED, SPLAT AND I WILL SHOW YOU ANOTHER WAY TO SOLVE OUR PROBLEM.

REMEMBER, OUR PROBLEM IS... SPLAT SAYS ANOTHER WAY TO SOLVE THE PROBLEM WOULD BE TO USE AN OPEN NUMBER LINE.

YOU CAN DRAW A NUMBER LINE ON YOUR PAPER OR WHITEBOARD WHILE I DO MINE UP HERE.

FIRST, LET'’S DRAW A LINE.

NEXT, ADD "4" TO THE LEFT SIDE OF THE NUMBER LINE.

WE ARE BEGINNING AT 4, BECAUSE WE KNOW MOESHA HAS 4 BASKETBALLS.

NEXT, WE NEED TO PUT "9" ON THE OTHER END OF THE NUMBER LINE.

WE END AT 9, BECAUSE WE KNOW MOESHA HAD 9 BALLS IN ALL.

THEN WE JUMP FROM 4 TO 9, TO HELP US FIGURE OUT HOW MANY SOCCER BALLS MOESHA HAD.

CAN YOU HELP ME?

BE SURE TO MAKE JUMPS AS WE GO.

WE BEGIN AT 4, AND THEN WE JUMP TO... ...AND END AT 9.

LET'’S COUNT THE NUMBER OF JUMPS WE MADE BETWEEN 4 AND 9.

THE NUMBER OF JUMPS IS HOW MANY SOCCER BALLS MOESHA HAD.

WRITE THE NUMERALS ON TOP AS WE COUNT THE JUMPS.

READY?

SO, MOESHA HAD 5 SOCCER BALLS.

AND LIKE WE SAID BEFORE, AN EQUATION WE CAN WRITE TO MATCH IS... YOU DID SUCH A GREAT JOB THINKING ABOUT MORE THAN ONE WAY TO SOLVE A PROBLEM.

SPLAT AND I WOULD LOVE FOR YOU TO TELL US WHAT YOU LEARNED TODAY.

I HAVE SOME SENTENCE STARTERS TO HELP US WITH OUR THINKING.

THEY SAY...

SO, IF I WERE TO DO THIS, I MIGHT SAY SOMETHING LIKE THIS.

"TODAY I LEARNED HOW TO SOLVE A MATH STORY WITH A MISSING NUMBER."

"I CAN USE MY DOUBLES PLUS 1 FACT AND AN OPEN NUMBER LINE TO HELP ME FIGURE OUT MISSING NUMBERS IN MATH STORIES."

NOW IT'’S YOUR TURN.

LET'’S READ THE SENTENCE TOGETHER, AND THEN YOU CAN FINISH IT.

OKAY, OUR NEXT SENTENCE IS... WHAT GREAT TALKING ABOUT YOUR MATH LEARNING!

SPLAT AND I LOVED HEARING YOU TALK.

FRIENDS, SPLAT AND I HAVE TO GO NOW, BUT YOU DID SUCH A GREAT JOB OF SOLVING HOW MANY SOCCER BALLS MOESHA HAS ON THE GRASS.

TO SOLVE THIS, WE USED THE STRATEGY OF ADDING WITH DOUBLES TO FIND OUT HOW MANY SOCCER BALLS MOESHA HAS.

SPLAT AND I HOPE YOU ENJOYED TODAY, AND WE HOPE TO SEE YOU SOON.

[beeps] WELL, IT'’S TIME TO GO, BUT I CAN'’T WAIT TO SEE YOU NEXT TIME.

HOPE YOU LEARNED A LOT TODAY, AND EVERY DAY.

WISHING YOU PEACE, LOVE, AND LOTS OF LEARNING.

♪ ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com