♪ ♪ YO, WHERE MY SUPER LEARNERS AT?

IT'’S ANOTHER GREAT DAY IN THE PLACE TO LEARN AND PLAY, AND, BOY, DO I HAVE AN EXCITING DAY FOR YOU TODAY.

LOOK, WHO'’S READY?

BECAUSE I KNOW I AM.

WHY?

BECAUSE LEARNING IS FUN...DAMENTAL.

SO, IT'’S TIME TO ADD A LITTLE BIT OF FUN TO THAT MENTAL WITH TODAY'’S CLASSROOM CONNECTION.

Y'’ALL READY FOR SOME LEARNING?

[chuckles] LET'’S GET IT.

HI, EVERYONE.

IT'’S ME, MS. ALTMAN, AND IT'’S AMAZING TO SEE YOU.

DO YOU LIKE TO RUN?

I LOVED RUNNING WHEN I WAS YOUNGER, AND I'’M EXCITED TO GET STARTED AGAIN.

BUT I'’M GOING TO START WITH WALKING FIRST.

DO YOU THINK YOU COULD HELP ME CREATE A WALKING PLAN?

GREAT!

DON'’T FORGET TO GRAB SOME PAPER AND A PENCIL SO WE CAN CREATE THIS PLAN.

I'’LL GO AND GET MINE TOO.

SEE YOU IN A LITTLE BIT!

♪ ♪ OKAY, I HAVE MY MATERIALS, AND I'’M READY TO GO.

I HOPE THAT YOU ARE TOO.

HERE'’S WHAT I WAS THINKING FOR MY WALKING PLAN.

HMM...

I WANT TO WALK 28 MILES IN ONE WEEK.

I THINK THAT'’S AN ACHIEVABLE GOAL FOR ME, AND I'’M SUPER-DUPER EXCITED TO GET STARTED.

SO, IF I WANT TO WALK 28 MILES IN ONE WEEK, HOW MANY MILES SHOULD I WALK EACH DAY?

I WONDER IF WE CAN WRITE AN EQUATION TO REPRESENT THIS PROBLEM.

CAN YOU HELP ME?

GREAT!

LET'’S GET STARTED.

HMM...

I'’M WONDERING WHICH EQUATION WE SHOULD WRITE TO REPRESENT THIS PROBLEM.

LET'’S THINK ABOUT WHAT IS HAPPENING IN THE PROBLEM TO HELP US WRITE AN EQUATION.

WHAT IS ONE THING THAT WE KNOW IN THIS PROBLEM?

TALK TO A FRIEND OR A TRUSTED ADULT ABOUT YOUR THINKING.

WHAT'’S THAT?

OH!

THAT'’S TRUE.

I HEARD SOMEONE SAY THAT IN ONE WEEK, WE KNOW I WANT TO WALK 28 MILES.

THAT'’S RIGHT, I SURE DO!

I WANT TO WALK ALL 28 OF THOSE MILES.

[laughs] WHAT ELSE DO WE KNOW?

YES!

WE KNOW THAT I WANT TO WALK 28 MILES EACH WEEK.

THAT MEANS WE CAN ALSO SAY THAT 7 DAYS IS THE SAME AMOUNT OF TIME AS 1 WEEK.

THAT'’S PRETTY IMPORTANT FOR US TO KNOW.

I AGREE WITH YOUR THINKING COMPLETELY.

BUT, WAIT, THERE'’S ALSO SOMETHING THAT WE DON'’T KNOW YET.

THERE'’S ANOTHER WAY OF SAYING THAT THERE'’S SOMETHING IN THE PROBLEM THAT WE ARE TRYING TO FIGURE OUT.

WHAT IS THE UNKNOWN IN THIS PROBLEM?

WHISPER IT TO ME.

THAT'’S RIGHT, WE DO NOT KNOW HOW MANY MILES THAT I NEED TO WALK EACH DAY IN ORDER TO MEET MY GOAL OF 28 MILES FOR THE ENTIRE WEEK.

OH!

I NOTICED SOMETHING.

THE NUMBER OF MILES THAT I NEED TO WALK EACH DAY IS REPRESENTED WITH A QUESTION MARK.

DO YOU KNOW WHY?

YOU DO?

GREAT!

PLEASE TELL ME.

YES, IT'’S BECAUSE WE DON'’T KNOW HOW MANY MILES I WOULD HAVE TO WALK EACH DAY YET, SO WE CAN USE A SYMBOL TO REPRESENT THE UNKNOWN VALUE.

IN THIS CASE, THE UNKNOWN VALUE IS THE NUMBER OF MILES I NEED TO WALK EACH DAY OF THE WEEK.

OH!

YOU WANT TO USE ANOTHER SYMBOL BESIDES A QUESTION MARK?

THAT'’S FINE.

WE CAN USE ANY SYMBOL THAT WE WANT TO REPRESENT THE UNKNOWN.

FOR EXAMPLE, WE CAN USE A BOX, A QUESTION MARK, A TRIANGLE, OR SOME OTHER SYMBOL.

ALL OF THESE SYMBOLS REPRESENT AN UNKNOWN.

THERE'’S A VALUE THAT WE ARE TRYING TO FIGURE OUT, AND WE DON'’T KNOW WHAT IT IS YET.

FOR THIS PROBLEM, LET'’S JUST USE A TRIANGLE TO REPRESENT THE UNKNOWN.

YOU KNOW, FANCY IT UP A BIT.

SO, NOW THAT WE KNOW THE TOTAL MILES I WANT TO WALK FOR THE NEXT 7 DAYS, AND WE HAVE A TRIANGLE TO REPRESENT THE UNKNOWN, OR THE NUMBER OF MILES I NEED TO WALK EACH DAY, HOW CAN WE WRITE AN EQUATION USING THIS INFORMATION?

TURN AND TALK TO A FRIEND OR A TRUSTED ADULT ABOUT YOUR THINKING.

WOW!

THAT'’S GREAT THINKING.

SOMEONE SAID THAT WE CAN REPRESENT THIS PROBLEM WITH THE FOLLOWING EQUATION: THAT MAKES SENSE TO ME.

28 MILES DIVIDED BY 7 DAYS WOULD TELL US HOW MANY MILES I SHOULD WALK EACH DAY IN ORDER TO REACH MY WALKING GOAL.

AND THE TRIANGLE REPRESENTS HOW MANY MILES I SHOULD WALK EACH DAY, WHICH IS WHAT WE DON'’T KNOW.

SO, LET'’S SOLVE THIS PROBLEM.

WHAT IS 28 DIVIDED BY 7?

OH!

WHAT'’S THAT?

YOU REMEMBER FROM SCHOOL THAT WE CAN ALSO USE THE INVERSE OPERATION AND CREATE A MULTIPLICATION PROBLEM TO HELP WITH DIVISION?

THAT'’S A FANTASTIC IDEA.

CAN I SHARE YOUR THINKING WITH ALL OF YOUR FRIENDS?

AWESOME!

WHEN USING AN INVERSE OPERATION APPROACH, WE CAN SOLVE THIS PROBLEM WITH THE EQUATION: BOTH OF OUR EQUATIONS SHOW THE SAME PROBLEM, BECAUSE MULTIPLICATION IS THE INVERSE OPERATION OF DIVISION.

CAN WE USE ONE OF THE EQUATIONS TO HELP ME FIGURE OUT HOW FAR I NEED TO WALK EACH DAY TO MEET MY GOAL?

I'’LL WAIT SO YOU CAN SOLVE THIS PROBLEM ON YOUR PAPER.

THAT'’S RIGHT.

I NEED TO WALK 4 MILES EACH DAY, BECAUSE 4 TIMES 7 IS 28, AND 28 DIVIDED BY 7 IS 4.

THANKS FOR HELPING ME WITH THAT PROBLEM, EVERYONE, AND HELPING ME CREATE MY WALKING PLAN.

NOW THAT WE ARE ON A ROLL, DO YOU THINK YOU CAN HELP MY FRIEND MIKE WITH HIS RUNNING PLAN?

EXCELLENT!

I KNEW MY MATHEMATICIANS WOULD BE WILLING TO HELP.

MIKE IS ALREADY AN AVID RUNNER BUT NEEDS HELP WITH HIS PLAN.

HIS PLAN IS A LITTLE MORE COMPLICATED THAN MINE, BECAUSE IT INVOLVES 2 STEPS, BUT WE CAN STILL WRITE AN EQUATION AND USE A SYMBOL TO HELP US REPRESENT THE UNKNOWN.

OKAY, MATHEMATICIANS, LET'’S FIGURE OUT HOW TO HELP MIKE.

LET'’S START BY WRITING THE INFORMATION THAT WE KNOW ON OUR PAPER.

SO, WHAT IS ONE THING THAT WE KNOW ABOUT THIS PROBLEM?

THAT'’S RIGHT, WE KNOW THAT MIKE RUNS 2 MILES A DAY.

WHAT ELSE DO WE KNOW?

YES!

HIS GOAL IS TO RUN 25 TOTAL MILES.

WHAT ELSE DO WE KNOW?

OH!

I HEARD SOMEONE SAY THEY'’RE NOT SURE.

NO WORRIES.

LET'’S RE-READ THE PROBLEM.

MIKE RUNS 2 MILES A DAY.

CHECK.

HIS GOAL IS TO RUN 25 TOTAL MILES.

CHECK.

AFTER 5 DAYS, HOW MANY MILES DOES MIKE HAVE LEFT TO RUN IN ORDER TO MEET HIS GOAL?

OH!

WE LEFT THAT LAST PART OUT.

LET'’S ADD THAT NOW.

LET'’S WRITE AN EQUATION TO HELP MIKE CREATE HIS PLAN.

AND, REMEMBER, WE CAN USE A SYMBOL TO REPRESENT THE UNKNOWN.

MIKE RUNS 2 MILES A DAY.

PLEASE WRITE "2 X" ON YOUR PAPER.

HIS GOAL IS 25 MILES.

LET'’S WRITE THAT ON OUR PAPER AS WELL.

FRIENDS, PLEASE NOTICE THAT I LEFT SPACE AFTER "2 X," BECAUSE WE STILL NEED TO REPRESENT THE ADDITIONAL INFORMATION IN THE PROBLEM-- 5 DAYS AND THE AMOUNT.

I'’LL WAIT SO YOU CAN WRITE THIS INFORMATION ON YOUR PAPER.

2 X (SPACE) = 25.

LET'’S REPRESENT THE REMAINING INFORMATION.

AFTER 5 DAYS, HOW MANY MILES DOES HE HAVE LEFT TO RUN?

ON YOUR PAPER, PLEASE WRITE "5" AFTER "2 X" IN THAT SPACE.

DON'’T FORGET, WE STILL HAVE TO REPRESENT THE UNKNOWN IN THAT SPACE AS WELL.

YOUR PAPER SHOULD LOOK LIKE MY EXAMPLE ON THE SCREEN.

"2 X 5 (SPACE) = 25."

HOW DO YOU THINK WE SHOULD REPRESENT THE MILES LEFT IN ORDER TO REACH HIS GOAL?

THAT'’S RIGHT!

WE CAN USE A SYMBOL TO REPRESENT THE UNKNOWN.

LET'’S USE A QUESTION MARK FOR OUR SYMBOL.

SO, OUR EQUATION FOR THIS PROBLEM IS: "2 TIMES 5 PLUS AN UNKNOWN EQUALS 25."

LET'’S SOLVE THIS 2-STEP PROBLEM SO MIKE CAN START RUNNING.

HE RAN 2 MILES A DAY FOR 5 DAYS.

WHAT IS 2 MILES A DAY FOR 5 DAYS, OR WHAT IS 2 TIMES 5?

CORRECT.

2 TIMES 5 IS 10.

IN MY EQUATION, I CAN REPLACE "2 X 5" WITH "10."

NOW, MY EQUATION READS: "10 + ?

= 25."

THAT WAS A GREAT QUESTION, AND I WILL SHARE IT WITH OUR FRIENDS.

ONE OF OUR FRIENDS ASKED, WHY DID I REPLACE "2 X 5" WITH "10"?

DO YOU KNOW WHY?

WHISPER YOUR ANSWER TO ME.

YOU ARE ABSOLUTELY CORRECT.

THIS IS A 2-STEP PROBLEM, AND WE COMPLETED THE FIRST STEP, SO, I PLACED THE 10 THERE AS A REMINDER THAT WE SOLVED "2 X 5."

AND 10 IS THE NUMBER OF MILES HE RAN IN 5 DAYS.

PLEASE WRITE "10 + ?

= 25" ON YOUR PAPER.

NOW WE NEED TO FIGURE OUT THE VALUE OF THE QUESTION MARK, OR THE UNKNOWN.

HOW MANY MILES DOES MIKE HAVE LEFT TO RUN TO MEET HIS GOAL OF 25?

HOW CAN WE FIND THE UNKNOWN MILES?

THAT'’S RIGHT, WE CAN EITHER ADD OR SUBTRACT.

LET'’S PUT THAT ON OUR PAPER.

"10 + ?

= 25" OR: "25 - 10 = ?"

WHAT'’S THE ANSWER?

15!

GREAT JOB, MATHEMATICIANS.

AFTER 5 DAYS OF RUNNING, MIKE STILL HAS TO RUN 15 MILES TO COMPLETE HIS GOAL.

SO, LET'’S RECAP.

WE LEARNED HOW TO REPRESENT A ONE OR TWO-STEP PROBLEM WITH AN EQUATION.

WE ALSO LEARNED THAT SYMBOLS CAN BE USED TO HELP REPRESENT THE UNKNOWN IN A PROBLEM, SO THAT WE MAY SOLVE IT.

THE RELATIONSHIP BETWEEN ADDITION AND SUBTRACTION OR MULTIPLICATION AND DIVISION CAN ALSO HELP US SOLVE THE UNKNOWN IN AN EQUATION.

THANKS FOR JOINING ME TODAY.

I HAD SO MUCH FUN.

JOIN ME NEXT TIME TO LEARN MORE MATH STRATEGIES.

BYE, MATHEMATICIANS!

THESE ARE SOME FRIENDS OF MINE WHO KNOW ANIMALS.

LIKE, REALLY, REALLY KNOW ANIMALS.

I'’M SO EXCITED TO SEE WHAT THEY'’RE GETTING INTO TODAY.

LET'’S WATCH.

TARGET.

[rattling] [whistles] GOOD JOB.

♪ ♪ WHEN WE TALK ABOUT TRAINING ANIMALS, A LOT OF PEOPLE GET THE IMPRESSION THAT WE'’RE TRAINING ANIMALS TO DO TRICKS, BUT HERE AT THE NORTH CAROLINA ZOO, IT'’S A COMPLETELY DIFFERENT STORY.

COME ON!

WE WORK WITH OUR ANIMALS WITH POSITIVE REINFORCEMENT- BASED TRAINING, AND WHAT THIS IS, IS WE GET THE ANIMALS TO COOPERATE IN THEIR DAILY CARE BY REINFORCING THE BEHAVIORS THAT WE WOULD LIKE FOR THE ANIMALS TO DO.

TARGET.

SO, WHAT I DO IS, UM, HAVE HER NOSE TARGET MY HAND.

I WANT HER TO BE AS STILL AS POSSIBLE.

SO, WE'’RE TAKING KELLY FOR A WALK, AND SOMETIMES SHE GOES WHERE SHE SHOULDN'’T GO.

SO, WE HAVE THIS TARGET STICK.

KELLY, TARGET.

[rattling] [whistles] GOOD JOB.

TRAINING IS ONE OF THE MOST REWARDING PARTS OF OUR JOB, BECAUSE IT REALLY HELPS US BUILD POSITIVE RELATIONSHIPS WITH AN ANIMAL.

AN ANIMAL LOOKS FORWARD TO SEEING US WHEN WE COME, THEY TRUST US, AND THEREFORE, IT'’S JUST A WONDERFUL PARTNERSHIP BETWEEN US, AS THE KEEPERS, AND THE ANIMALS.

KELLY!

[host] THE TRUST AND BOND BETWEEN THE KEEPERS AND THE ANIMALS IS VERY IMPORTANT, AND ALSO ABSOLUTELY NECESSARY IN SEVERAL WAYS.

FOR EXAMPLE, BY BUILDING A STRONG TRUST, MANY MEDICAL CHECK-UPS AND PROCEDURES CAN BE PERFORMED BY THE TRAINERS OR, WHEN NECESSARY, PREPARE THE ANIMALS FOR PROCEDURES THAT WOULD REQUIRE THE ATTENTION OF THE ZOO VETERINARIAN.

THE KEEPERS WILL-- WHAT YOU OFTENTIMES DON'’T SEE-- IS THEY'’RE TRAINING THE ANIMALS TO PARTICIPATE IN THEIR OWN HEALTHCARE.

KELLY THE CAPE PORCUPINE IS BEING TRAINED TO PARTICIPATE IN A SALINE FLUSH OF HER MOUTH, USING A SYRINGE.

THIS IS DONE TO PREVENT AN INFECTION AFTER TOOTH EXTRACTION.

AND IN A DIFFERENT PART OF THE PARK, TWIX THE KUDU IS GETTING TRAINED TO HANDLE NEEDLES.

HOLD.

POKE.

[whistles] GOOD GIRL.

AND SO, MY THING IS, WHAT I'’M WORKING ON IS, SLOWLY JUST GETTING MORE AND MORE PRESSURE, SO, WHEN SHE ACTUALLY DOES GET A BLOOD DRAW, IT WON'’T BE NEW TO HER.

TAKING A BLOOD SAMPLE IS NOT ALWAYS THE EASIEST THING TO DO, BUT IMPORTANT IN ORDER TO UNDERSTAND THE HEALTH OF THE ANIMALS.

THROUGH TRAINING, TWIX IS LEARNING TO STAND STILL AND ALLOW THE TRAINERS TO PRACTICE THE BLOOD DRAW.

SIMILARLY, THE RED RIVER HOG IS TRAINED TO ALLOW THE TRAINER TO EXAMINE HER AND TO GET ON THE SCALE WHEN IT'’S TIME TO MEASURE THE WEIGHT.

THE APPRECIATED BELLY SCRATCH IS THE REINFORCER FOR THE BEHAVIOR.

BUT FOR SOME OF THE ANIMALS, BASIC MEDICAL PROCEDURES LIKE THIS COULD BECOME MORE THAN DIFFICULT, IF IT WASN'’T FOR THIS TYPE OF TRAINING.

[Jb] TAKE NICK, FOR EXAMPLE.

NICK IS OUR LARGE MALE POLAR BEAR.

WE DON'’T WANT TO DO ANESTHESIA EVERY YEAR, BECAUSE THERE'’S A RISK ASSOCIATED WITH ALL ANESTHETIC PROCEDURES.

SO, IF WE CAN GET BLOOD FROM HIM WITHOUT HAVING TO PUT HIM UNDER ANESTHESIA, HEY, THAT'’S GOOD FOR ME, IT'’S GOOD FOR HIM.

AND THAT'’S NOT AN ANIMAL YOU WANT TO BE IN THERE WITH.

HE IS 1,200 POUNDS OF PURE MUSCLE.

[host] THE POLAR BEARS HAVE BEEN TRAINED TO PARTICIPATE IN ALL KINDS OF EXAMINATIONS, LIKE PRESENTING THEIR PAWS, STAND UP STRAIGHT, AND SUCH THINGS AS ALLOWING KEEPERS TO TAKE A BLOOD SAMPLE WHEN NECESSARY, PROCEDURES THAT, WITHOUT TRAINING, WOULD OTHERWISE HAVE REQUIRED ANESTHESIA.

AND, BESIDES DAILY CARE AND MEDICAL EXAMINATIONS, BEHAVIORAL TRAINING ALSO HAS EDUCATIONAL IMPORTANCE, ALLOWING VISITORS TO THE ZOO A CHANCE TO MEET SOME OF THE ZOO ANIMALS UP-CLOSE.

THESE CONURES ARE TRAINED TO VOLUNTARILY KENNEL SO THEY CAN BE TAKEN TO VARIOUS LOCATIONS AROUND THE PARK TO INTERACT WITH GUESTS.

[Erin] WELL, WE LIKE TO INSPIRE VISITORS TO BE MORE PASSIONATE ABOUT BIRDS, ALSO EDUCATE THEM.

I ENJOY JUST THE MOMENT OF AWE PEOPLE SEE, WHEN THEY SEE THE BIRDS COME OUT AND FLY, AND WE TAKE IT FOR GRANTED, THE COOL THINGS WE GET TO SEE EVERY DAY, BUT PEOPLE REALLY GROW A NEW APPRECIATION FOR BIRDS WHEN THEY SEE THEM IN AN AREA THAT WOULD BE LIKE THEIR NATURAL HABITAT.

AND I ALSO LOVE IT WHEN THE KIDS PARTICIPATE, AND GETTING TO INSPIRE THAT.

[Holly] TRAINING IS ALL ABOUT CHOICE.

THE KEEPERS CAN ASK AN ANIMAL TO DO A BEHAVIOR, AND IF THE ANIMAL CHOOSES TO DO THE BEHAVIOR, THEY GET REWARDED FOR IT.

IF THEY CHOOSE NOT TO DO THE BEHAVIOR, NOTHING HAPPENS.

SO, IT DOESN'’T TAKE OUT OF THAT TRUST BANK AT ALL.

OLLIE, NIGEL!

THIS HAS BEEN A REALLY FUN DAY HERE AT THE ZOO.

THANKS, EVERYONE, FOR WATCHING.

SEE YOU IN ANOTHER VIDEO.

DID YOU KNOW AN OSTRICH'’S EYE IS BIGGER THAN THEIR BRAIN?

YOU KNOW WHAT'’S BIGGER THAN YOUR BRAIN?

YOUR BRAIN AFTER THIS MATH LESSON.

LET'’S GET INTO IT.

HI, FRIENDS.

MY NAME IS DAWN.

THIS IS SPLAT.

[beeping] AND WE ARE SO HAPPY TO BE HERE WITH YOU TODAY, TO WORK ON FUN MATH.

WE ARE GOING TO HAVE SOME FUN WITH SUBITIZING.

REMEMBER THAT "SUBITIZING" IS QUICKLY SEEING HOW MANY OF AN OBJECT, SUCH AS DOTS.

I AM SO EXCITED TO DO THIS WITH YOU TODAY, AND SO IS SPLAT.

WE HAVE A TOOL WE ARE GOING TO USE TO HELP US ORGANIZE THE DOTS WE SEE TODAY.

WE ARE GOING TO USE A TEN-FRAME TO HELP US THINK ABOUT NUMBERS THAT ARE 10 PLUS SOME MORE.

SOMETIMES, WE MIGHT EVEN BREAK APART NUMBERS TO MAKE 10.

WHEN WE BREAK APART NUMBERS, THAT IS CALLED "DECOMPOSING."

WHEN WE DECOMPOSE NUMBERS, WE CAN USE THE SMALLER NUMBERS TO HELP US MAKE A 10.

THEN, WE CAN ADD ON TO 10 TO FIND BIGGER SUMS OR ANSWERS.

YOUR JOB TODAY IS TO SAY HOW MANY DOTS YOU SEE WITH EACH PICTURE THAT FLASHES ON THE SCREEN.

THEN, YOU GET TO EXPLAIN OR SHOW HOW YOU SAW THE DOTS TO A FRIEND OR STUFFED ANIMAL.

[meow] YOU CAN TELL THIS TO A TRUSTED ADULT, STUFFED ANIMAL, OR EVEN SPLAT.

[beeping] BEFORE WE GET STARTED, CAN YOU GO FIND A STUFFED ANIMAL OR ADULT TO TALK TO DURING OUR SUBITIZING?

YOU ALSO MIGHT WANT TO GET SOME BEANS OR PASTA TO SHOW THE DIFFERENT NUMBERS YOU SEE ON THE SCREEN.

AND YOU MIGHT WANT TO GET PAPER AND PENCIL OR A NOTEBOOK TO WRITE IN, TO EXPLAIN WHAT YOU LEARNED TODAY.

WE'’LL WAIT FOR YOU TO GET EVERYTHING.

♪ ♪ WELCOME BACK!

I HOPE YOU FOUND EVERYTHING THAT YOU NEEDED.

[meow] THIS IS GOING TO BE SO MUCH FUN.

OH, I'’M ALL READY.

ARE YOU, SPLAT?

[beeping] OKAY, LET'’S GO.

WATCH THE SCREEN!

THAT WAS SUPER QUICK.

TELL AN ADULT OR EVEN A STUFFED ANIMAL HOW MANY DOTS YOU SAW.

YES!

SPLAT AND I SAW 11 ALSO.

HOW DID YOU SEE THOSE 11 DOTS?

WILL YOU WHISPER TO SPLAT HOW YOUR BRAIN SAW THOSE DOTS?

SPLAT SAID HE SAW 1 GROUP OF 10 DOTS AND 1 DOT LEFT OVER, AND HE KNOWS THAT 1 PLUS 10 EQUALS 11.

DID YOU SAY THAT TOO?

THAT'’S REALLY GREAT THINKING.

WHAT IF I TOOK AWAY THE 1 DOT ON THE SIDE?

HOW MANY DOTS WOULD I HAVE THEN?

WHISPER TO YOURSELF HOW MANY DOTS I'’D HAVE IF I TOOK 1 AWAY.

DID YOU SAY 10?

THAT'’S RIGHT!

WE KNOW THAT 11 MINUS 1 EQUALS 10, AND OUR PICTURE WOULD LOOK LIKE THIS.

GREAT JOB THINKING ABOUT THE TEN-FRAME.

I THINK WE ARE READY FOR ANOTHER ONE.

ARE YOU READY?

WATCH THE SCREEN!

WOW, SPLAT!

DID YOU SEE THAT?

IT WAS SUPER FAST.

FRIENDS, CAN YOU TELL SPLAT HOW MANY DOTS YOU SAW?

13?

THAT'’S RIGHT!

GREAT THINKING.

NOW, CAN YOU TELL SPLAT HOW YOUR BRAIN SAW THOSE DOTS?

FRIENDS, I WANT TO SHARE WITH YOU HOW SPLAT AND I SAW THOSE GROUP OF DOTS.

I SAW 4 DOTS ON THE SIDE, AND I TOOK 1 DOT AND FILLED UP THE TEN-FRAME TO MAKE A 10.

THEN, I HAD 3 LEFT OVER, AND I KNOW THAT ONE 10 AND 3 ONES MAKES 13.

SO, I BROKE APART THE 4 DOTS AND USED 1 DOT TO MAKE A FULL TEN-FRAME, THEN ADDED THE 3 DOTS I HAD LEFT OVER.

ARE YOU READY TO TRY SOME MORE?

SPLAT IS.

WATCH THE SCREEN FOR A NEW IMAGE.

WHOA!

DID YOU SEE THAT?

HOW MANY DOTS WERE THERE?

TELL AN ADULT OR STUFFED ANIMAL HOW MANY DOTS THERE WERE.

DID YOU SAY THAT YOU SAW 14 DOTS?

SPLAT AGREES.

HOW DID YOU KNOW THERE WERE 14 DOTS?

TELL SPLAT HOW YOUR BRAIN FIGURED THAT OUT, OR MAKE THE DOTS WITH YOUR BEANS OR PASTA.

SPLAT SAID HE TRIED TO BREAK APART OR DECOMPOSE THE EXTRA 6 DOTS AND SLID 2 OF THEM INTO THE TEN-FRAME.

THEN, HE HAD 4 LEFT OVER, AND HE KNOWS THAT 10 AND 4 MAKES 14.

OH!

THAT'’S RIGHT, SPLAT.

YOU COULD ALSO SEE THAT THERE ARE 8 DOTS IN THE TEN-FRAME AND 6 ON THE SIDE, AND KNOW THAT 8 PLUS 6 EQUALS 14.

THERE ARE SO MANY WAYS TO FIGURE OUT HOW TO MAKE 14.

I HAVE ONE MORE QUESTION ABOUT THIS TEN-FRAME AND DOTS.

WHAT WOULD I HAVE IF I TOOK AWAY A 10?

THINK TO YOURSELF HOW MANY DOTS I'’D HAVE IF WE TOOK AWAY ONE WHOLE 10.

WHISPER TO A FRIEND OR STUFFED ANIMAL WHAT YOUR ANSWER IS.

THAT'’S RIGHT!

WE'’D HAVE 4 LEFT IF WE TOOK AWAY A 10.

TELL SPLAT HOW YOU GOT YOUR ANSWER OF 4.

I HEARD SOMEONE SAY THAT IF WE HAVE ONE 10 AND 4 ONES, AND WE TAKE AWAY A 10, WE ARE LEFT WITH 4 ONES.

THAT'’S CORRECT.

14 MINUS 10 EQUALS 4.

OKAY, FRIENDS, SPLAT AND I HAVE TIME FOR ONE MORE IMAGE.

ARE YOU READY?

WATCH THE SCREEN.

WOW!

SPLAT WAS SO SURPRISED.

DID YOU SEE THAT?

THERE ARE 2 TEN-FRAMES!

TELL SPLAT HOW MANY DOTS YOU SAW.

15!

YES!

GREAT WORK.

NOW, TELL SPLAT HOW YOU KNEW THERE WERE 15 DOTS.

SPLAT SAID HE SAW ONE GROUP OF 10 AND ONE GROUP OF 5, AND HE KNOWS THAT 10 PLUS 5 EQUALS 15.

DID YOU SEE THAT TOO?

BUT, WAIT, I HAVE ONE MORE QUESTION.

HOW MANY DOTS WOULD WE NEED TO MAKE 20?

I KNOW, THAT'’S A BIG NUMBER.

WHISPER TO YOURSELF HOW MANY, AND HOW YOU WOULD KNOW.

SPLAT AND I HEARD YOU SAY 5.

THAT'’S RIGHT!

IF WE ADDED 5 DOTS TO THE BOTTOM ROW, WE'’D HAVE 2 TEN-FRAMES FULL OF DOTS, OR 20 DOTS, BECAUSE WE KNOW THAT 10 PLUS 10 EQUALS 20.

THAT IS GREAT THINKING ABOUT NUMBERS AND USING YOUR DOUBLES FACTS TO HELP YOU.

SPLAT AND I HAVE HAD SO MUCH FUN HERE WITH YOU TODAY.

WE LOVE SUBITIZING WITH YOU AND DECOMPOSING NUMBERS.

WHEN WE SUBITIZE, WE SEE THINGS, SUCH AS DOTS, QUICKLY.

WHEN WE DECOMPOSE NUMBERS, WE BREAK APART A NUMBER INTO SMALLER NUMBERS.

WE CAN USE THE SMALLER NUMBERS TO HELP US ADD ON TO MAKE A NEW NUMBER.

BEFORE WE GO, SPLAT AND I WOULD LOVE TO HEAR YOU SAY WHAT YOU LEARNED TODAY, IN YOUR OWN WORDS.

I HAVE THESE SENTENCE STARTERS, AND I'’M HOPING YOU CAN FINISH THESE SENTENCES WITH ME.

THEY SAY...

SO, I MIGHT SAY, "TODAY IN MATH, I LEARNED HOW TO SUBITIZE WITH NUMBERS IN TEN-FRAMES."

"I CAN DECOMPOSE NUMBERS INTO SMALLER NUMBERS AND HELP ME ADD ON TO FIND A TOTAL."

NOW, IT'’S YOUR TURN.

READ THIS WITH ME, AND FINISH IT BY TELLING AN ADULT OR STUFFED ANIMAL.

[meow] "TODAY IN MATH, I LEARNED..." GREAT, NOW, LET'’S READ OUR NEXT SENTENCE, AND YOU CAN FINISH IT.

"I CAN..." WHAT A GREAT JOB YOU ARE DOING, TALKING ABOUT YOUR MATH LEARNING.

NEXT, YOU COULD ALSO WRITE THIS ON PAPER OR IN YOUR NOTEBOOK AND START A MATH JOURNAL.

SPLAT AND I MUST GO NOW.

BUT YOU DID A LOT OF HARD THINKING ABOUT NUMBERS AND HOW THEY COMBINE TO MAKE NEW NUMBERS.

YOU ALSO DID A GREAT JOB OF TALKING ABOUT YOUR LEARNING AT THE END.

GREAT WORK, AND WE HOPE WE SEE YOU SOON.

[beeps] HI, EVERYONE.

I'’M MISS RAVEN.

WE ARE GOING TO BE STRETCHING TODAY.

IF YOU WOULD, JUST OPEN YOUR LEGS UP ABOUT HIP-WIDTH APART.

WE'’RE GOING TO STRETCH OUR LEGS, SO THAT WE ARE NICE AND LIMBER FOR OUR MOVEMENT.

WE'’RE GOING TO START WITH REACHING OVER TO THE LEFT... AND TRY TO REACH THE WALL ALL THE WAY TO THE SIDE OF YOU.

REACH AS FAR AS YOU CAN.

AND WE'’RE GOING TO OPEN BACK UP.

AND WE'’LL SHIFT TO THE RIGHT.

AGAIN, YOU'’RE GOING TO WANT TO REACH AS FAR AS YOU CAN TO THE RIGHT AS POSSIBLE.

GOOD JOB.

THIS TIME, WE'’RE GOING TO TAKE OUR HANDS AND BEND TO OUR LEFT, AND TOUCH OUR LEFT SET OF TOES.

GET A GOOD STRETCH IN YOUR LEGS.

AND WE'’LL COME BACK TO CENTER, AND REACH TO OUR RIGHT SET OF TOES.

YOU SHOULD FEEL A NICE PULL IN THOSE LEGS.

ALRIGHT.

BACK TO CENTER.

WE'’RE GOING TO REACH UP REALLY HIGH... AND TOUCH BOTH SETS OF TOES.

GOOD JOB.

AND HERE, WE'’LL MEET WITH A PLIÉ.

SO, YOU'’LL JUST BEND AT THE KNEES... AND COME UP... AND BEND AT THE KNEES... AND BACK UP... AND WE'’LL BEND ONE MORE TIME, BUT WE'’LL HOLD...

THIS TIME, WE'’RE GOING TO PUSH OUR RIGHT KNEE BACK.

GOOD JOB.

AND WE'’LL SWITCH AND PUSH OUR LEFT KNEE BACK.

AWESOME!

THANK YOU FOR STRETCHING WITH ME, AND I'’LL SEE YOU NEXT TIME.

WHAT A COOL MATH LESSON.

I CANNOT WAIT FOR THE NEXT LESSON.

"PRACTICE MAKES PERFECT," THEY SAY.

BUT, REALLY, I JUST LIKE GETTING BETTER ONE DAY AT A TIME.

EACH DAY IS A NEW OPPORTUNITY TO LEARN AND GROW, AND I'’M GLAD WE GOT TO DO IT TOGETHER.

♪ ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com