[cheerful upbeat music] ♪ - 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.

♪ HI.

WE ARE THE SUPER TWIN TEACHERS, GRACE AND CLAUDIA.

[fanfare plays] THIS MATH LESSON WILL BE HELD IN SPANISH AND WILL HAVE ENGLISH CAPTIONS.

WE ARE HAPPY THAT YOU CAN JOIN US TODAY.

HI, SUPER LEARNERS.

WE ARE CLAUDIA AND GRACE, THE SUPER TWIN TEACHERS!

[fanfare plays] WE ARE SO HAPPY THAT YOU ARE HERE.

ARE YOU READY FOR ANOTHER MATH ADVENTURE TODAY?

LET'S GO, WITH OUR MATH POWER WARM-UPS, AND THEN OUR MISSION WILL BE TO FIND GEOMETRIC SHAPES.

AND, SO, LET'S START!

[speaking Spanish] HI, SUPER LEARNERS.

WE'RE SUPER TWINS CLAUDIA AND GRACE.

WE'RE VERY HAPPY THAT YOU ARE HERE.

ARE YOU READY FOR ANOTHER MATH ADVENTURE TODAY?

SO, LET'S GET STARTED.

OUR MISSION TODAY IS TO FIND GEOMETRIC SHAPES.

ARE YOU READY?

LET'S START!

LET'S SING, GRACE, OKAY?

YES!

[both] ♪ HELLO, SUPER LEARNERS HOW ARE YOU?

♪ ♪ HELLO, SUPER LEARNERS HOW ARE YOU?

♪ ♪ WE'RE VERY HAPPY THAT YOU'RE HERE ♪ ♪ AND WE HOPE YOU FEEL THE SAME ♪ ♪ HELLO, SUPER LEARNERS HOW ARE YOU?

♪ WE ARE FEELING GREAT TODAY, AND WE HOPE YOU ARE TOO.

LET'S START WITH OUR MATH WARM-UPS, SINGING AND COUNTING UP TO 20.

ARE YOU READY?

SING WITH US!

[both] ♪ LET'S COUNT, LET'S COUNT ♪ ♪ SUPER LEARNERS, LET'S COUNT ♪ ♪ 1, 2, 3 LET'S MOVE OUR FEET ♪ ♪ 4, 5, 6 OUR HANDS TOO ♪ ♪ 7, 8, 9 WE MOVE OUR BODIES ♪ ♪ AND 10 LET'S BE GOOD LISTENERS ♪ ♪ 11, 12, 13 LET'S COUNT LOUDLY ♪ ♪ 14, 15, 16 LET'S JUMP ALL AT ONCE ♪ ♪ 17, 18, 19 MY HEAD IS MOVING ♪ ♪ AND 20 LET'S COUNT AGAIN ♪ GREAT JOB, SUPER LEARNERS.

NOW IT'S TIME TO REVIEW OUR COLORS IN ENGLISH AND IN SPANISH.

OKAY?

LET'S GO.

WHAT COLOR IS THIS?

YES, ROJO.

RED.

AND THIS ONE?

YES, VERDE.

GREEN.

AND THIS ONE?

YES, AMARILLO.

YELLOW.

IN OUR LAST WARM-UP, WE WILL REVIEW SHAPES IN SPANISH AND IN ENGLISH, OKAY?

READY?

WHAT SHAPE IS THIS?

YES, RECTÁNGULO.

RECTANGLE.

AND THIS ONE?

YES, ROMBO.

RHOMBUS.

AND THIS ONE?

YES, HEXÁGONO.

HEXAGON.

LOOK FOR THESE SHAPES IN THE WORLD TODAY.

GREAT JOB!

WE HOPE YOU'RE READY, BECAUSE IT'S TIME FOR... [both] TODAY'S MATH MISSION!

GREAT, SUPER LEARNERS.

LET'S REVIEW TODAY'S MISSION WITH OUR SUPER LEARNERS.

LET'S SEE, LET'S READ... OH!

OH, YES!

THANK YOU.

TODAY'S MISSION IS TO FIND GEOMETRIC SHAPES.

ARE YOU READY?

LET'S BEGIN.

WE HAVE A LOT OF SHAPES AROUND US!

LOOK!

WOW!

YES!

WOW!

HOW PRETTY!

[gasps] OH!

OH, WHAT HAPPENED?

THEY'RE GONE?

WHERE ARE THEY?

WHERE'S THE CIRCLE?

DO YOU SEE IT, SUPER LEARNERS?

YES!

VERY GOOD!

THE CIRCLE IS ABOVE CLAUDIA'S HEAD.

VERY GOOD!

AND NOW, SUPER LEARNERS, WHERE IS THE TRIANGLE?

LET'S LOOK FOR THE TRIANGLE.

YES, SUPER LEARNERS!

CORRECT!

THE TRIANGLE IS BEHIND GRACE'S HEAD.

VERY GOOD!

LET'S CONTINUE LOOKING.

WHAT SHAPE IS THIS?

WHAT SHAPE IS IN FRONT OF ME?

YES, GOOD JOB!

THE RHOMBUS IS IN FRONT OF GRACE.

BRAVO!

LET'S KEEP GOING.

WHERE IS THE SQUARE?

WHERE IS THE SQUARE?

VERY GOOD!

THE SQUARE IS IN BETWEEN CLAUDIA AND GRACE.

VERY GOOD, SUPER LEARNERS.

AND WHAT SHAPE IS NEXT TO CLAUDIA?

VERY GOOD, SUPER LEARNERS!

THE RECTANGLE IS NEXT TO CLAUDIA.

SUPER, SUPER LEARNERS!

WE WERE ABLE TO FIND ALL THE SHAPES AND THE GEOMETRIC SHAPES THAT WERE LOST.

IT'S TIME FOR US TO MOVE.

WHAT DO YOU THINK, GRACE?

I LOVE IT!

LET'S PLAY WITH MATH.

IT'S TIME TO GET MOVING.

I'M GOING TO SHOW YOU CARDS, AND WE'LL JUMP ACCORDING TO THE NUMBER ON THE CARD.

EACH ONE HAS A NUMBER ON IT.

REMEMBER THAT WE'RE GOING TO JUMP THE NUMBER OF TIMES ON THE CARD.

IF IT HAS A ZERO, WE'LL STAY STILL.

READY?

LET'S START.

OH!

WHAT IS IT?

LOOK, YES!

OH, SORRY.

VERY GOOD.

VERY GOOD.

OH, WE ALREADY FEEL REENERGIZED.

LET'S KEEP GOING, OKAY?

OUR LAST PART OF THE MISSION IS TO PUT OUR BUTTERFLIES IN A VERY SPECIAL PLACE.

ARE WE READY?

LET'S GO!

LET'S PUT A RED BUTTERFLY ON TOP OF THE CAR.

A RED BUTTERFLY ON TOP OF THE CAR.

GRACE.

OH, SUPER LEARNERS, HELP ME.

ON TOP... ON TOP... WHERE IS "ON TOP"?

YES, SUPER LEARNERS.

HERE, ON TOP OF THE CAR.

VERY GOOD, SUPER LEARNERS.

NOW, WHERE DO WE PUT THIS ORANGE BUTTERFLY?

WHERE DO WE PUT IT?

GOOD IDEA!

THE ORANGE BUTTERFLY GOES BEHIND THE CAR.

BEHIND THE CAR.

HMM... COME ON, SUPER LEARNERS, BEHIND...

BEHIND... WHERE IS THAT, SUPER LEARNERS?

HELP ME.

YES, SUPER LEARNERS.

HERE.

BEHIND THE CAR.

VERY GOOD.

SUPER!

NOW, WHERE DO WE PUT THIS OTHER ORANGE BUTTERFLY?

HMM, I'M LISTENING.

OF COURSE!

THE ORANGE BUTTERFLY CAN GO ON ONE SIDE OF THE CAR.

ON ONE SIDE OF THE CAR.

COME ON, SUPER LEARNERS.

ON ONE SIDE... TELL ME, WHERE DO WE PUT IT?

WHERE IS "ON ONE SIDE"?

VERY GOOD, SUPER LEARNERS.

HERE, ON ONE SIDE OF THE CAR.

SUPER!

WHERE ELSE CAN WE PUT THIS RED BUTTERFLY, SUPER LEARNERS?

OF COURSE!

THE RED BUTTERFLY CAN GO BELOW THE CAR.

SUPER LEARNERS, HELP ME.

BELOW THE CAR.

VERY GOOD, SUPER LEARNERS.

THE BUTTERFLY CAN GO HERE, BELOW THE CAR.

SUPER!

VERY GOOD!

WE HAVE ONE BUTTERFLY LEFT.

ONE LAST RED BUTTERFLY.

WHERE ELSE CAN WE PUT IT?

OF COURSE!

IT CAN GO IN FRONT OF THE CAR.

ARE YOU READY?

IN FRONT OF THE CAR.

COME ON, SUPER LEARNERS.

IN FRONT...

IN FRONT... WHERE?

VERY GOOD, SUPER LEARNERS.

HERE, IN FRONT OF THE CAR.

VERY GOOD, SUPER LEARNERS.

VERY GOOD!

GOOD JOB.

NOW, LET'S SEE.

HOW MANY BUTTERFLIES DO WE SEE?

VERY GOOD!

AND WHAT DO THEY LOOK LIKE?

RIGHT, THEY'RE SMALL AND VERY PRETTY.

VERY GOOD, THEY'RE RED AND ORANGE.

ARE THERE MORE RED BUTTERFLIES OR ORANGE BUTTERFLIES?

HMM.

VERY GOOD, SUPER LEARNERS.

THERE ARE MORE RED BUTTERFLIES.

...AND WHERE IS THE OTHER, NUMBER 3?

HERE, BELOW!

BRAVO!

CORRECT!

AND THERE ARE ONLY 2 ORANGE BUTTERFLIES.

VERY GOOD, SUPER LEARNERS.

AND, YES, WE WERE ABLE TO PUT OUR BUTTERFLIES IN A SPECIAL PLACE.

LET'S GO BACK TO SPARKLES THE FISH, TO CHECK IF WE'VE COMPLETED OUR MISSION.

[harp music] CONGRATULATIONS, SUPER LEARNERS.

YOU USED YOUR MATH POWERS AND YOU COMPLETED THE MISSION.

BRAVO, SUPER LEARNERS!

IT'S TIME TO REVIEW.

WE WERE ABLE TO DESCRIBE OBJECTS AROUND US AND USE TERMS THAT INDICATE THEIR POSITION.

WITH YOUR MATH POWERS, LET'S KEEP LOOKING FOR THEM IN OUR HOMES AND EVERYWHERE.

GOOD JOB, SUPER LEARNERS, FOR FOLLOWING US IN TODAY'S MISSION.

SPARKLES, YOU TOO, AND CLAUDIA, THANK YOU ALSO FOR BEING HERE WITH US SUPER LEARNERS, BECAUSE WE DID A GREAT JOB.

[both] AND REMEMBER THAT YOU HAVE THE POWER TO BE SUPER MATHEMATICIANS!

BYE!

i¡ADIÓS!

I AM SO GLAD WE GOT A GOOD DOSE OF MATH FOR TODAY.

I JUST FEEL BETTER NOW, DON'T YOU?

WE HAVE MORE FUN TO GET INTO TODAY, SO GET READY TO ROLL ON AHEAD.

HERE WE GO.

[playing "If I Only Had a Brain"] ♪ HI.

MY NAME IS JOHN ILIKA.

I'M A MUSICIAN WITH THE NORTH CAROLINA SYMPHONY, AND I'M HERE TO INTRODUCE YOU MY FAVORITE INSTRUMENT, THE TROMBONE.

THE TROMBONE IS A MEMBER OF THE BRASS FAMILY.

NOW, THE OTHER MEMBERS INCLUDE THE TRUMPET, THE FRENCH HORN, AND THE TUBA.

MANY PEOPLE THINK THAT WE MAKE A SOUND ON OUR INSTRUMENT SIMPLY BY BLOWING THROUGH THE INSTRUMENT.

LET'S SEE WHAT HAPPENS.

[air whooshing] WASN'T VERY EFFECTIVE, WAS IT?

WHAT WE HAVE TO DO IS FORM SOMETHING CALLED THE "EMBOUCHURE."

NOW, THE EMBOUCHURE HAS TO DO WITH THE WAY THAT WE PRESS OUR LIPS TOGETHER.

SO I WANT YOU TO DO THIS FOR ME.

LICK YOUR LIPS... AND PRESS THEM TOGETHER LIKE YOU'RE ABOUT TO SAY THE LETTER "P." PRESS THEM TOGETHER, HARD, AND BLOW AIR THROUGH THEM, AND YOU GET THIS SOUND.

[buzzing] THAT IS WHAT WE CALL "THE BUZZ."

WHAT HAPPENS IS WE USE SOMETHING CALLED THE "MOUTHPIECE."

THE MOUTHPIECE IS HOLLOW, HAS A HOLE IN IT, IT COLLECTS THAT BUZZING, AND IT SORT OF SOUNDS LIKE THIS.

[buzzes] [buzzing] NOW, WE SEND THAT BUZZING THROUGH THE TUBING OF THE INSTRUMENT.

IN MY CASE, THIS IS CYLINDRICAL TUBING THAT'S CALLED A SLIDE.

THE SLIDE ON THE TROMBONE HELPS US CHANGE NOTES.

IF WE MAKE IT LONGER, THE PITCH WILL GO DOWN.

[note slides downward] IF WE SHORTEN THE SLIDE, THE SOUND GOES UP.

[note slides upward] NOW, IN ONE POSITION, LIKE THE BUGLE, WE CAN PLAY QUITE A FEW NOTES.

[playing "Reveille"] ♪ BUT IF THOSE ARE THE ONLY NOTES WE COULD PLAY, WE COULDN'T PLAY MANY SONGS.

SO, WE MOVE THE SLIDE A LITTLE BIT... [playing "Reveille" in lower key] ♪ [lowers key again] AS YOU CAN SEE, EVERY TIME WE MOVE THE SLIDE, WE PLAY A DIFFERENT SET OF PITCHES.

PUT ALL THOSE PITCHES TOGETHER, AND WE CAN PLAY A SCALE.

♪ THE SLIDE ALSO ALLOWS US TO DO SOMETHING VERY SPECIAL.

IT'S CALLED THE "GLISSANDO."

[note going downward then upward] THAT LEADS US TO SOMETHING CALLED "DYNAMICS."

"DYNAMICS" ARE HOW LOUD AND SOFT WE PLAY.

IF I USE JUST VERY SLOW AIR...

I GET THIS SOUND.

[plays softly] THAT'S CALLED "PIANO."

IF I USE JUST A LITTLE BIT MORE AIR, I GET THIS SOUND.

[plays loudly] THAT'S CALLED "FORTE."

NOW, WE'VE TALKED A LITTLE BIT ABOUT HOW HIGH AND LOW WE PLAY ON THE INSTRUMENT BY CHANGING THE SLIDE AND OUR LIPS.

BUT MOST OF THE RANGE OF THE INSTRUMENT IS REALLY CONTROLLED BY THE EMBOUCHURE.

IF WE TIGHTEN THE EMBOUCHURE, WE CAN PLAY QUITE HIGH.

[notes going upward] ♪ AND IF WE LOOSEN THE LIPS, WE CAN PLAY QUITE LOW.

[notes going downward] [deep note vibrates] THE TROMBONE CAN DO LOTS OF FUN THINGS.

IT CAN PLAY PRETTY MUSIC... [playing "Till There Was You"] ♪ OR I CAN PLAY PRETTY ASSERTIVE MUSIC.

[playing "Ride of the Valkyries"] ♪ SO, IT TURNS OUT THAT TROMBONE IS ACTUALLY A REALLY FUN INSTRUMENT TO PLAY.

THANK YOU FOR MEETING THE TROMBONE WITH ME, AND I CAN'T WAIT TO SEE YOU AT THE NORTH CAROLINA SYMPHONY.

THAT WAS SO COOL.

DID YOU KNOW ABOUT ALL THAT KIND OF MUSIC?

I AM SO GLAD WE GOT TO SEE THAT.

♪ HELLO, MATHEMATICIANS.

MY NAME IS STEPHANIE, AND I LOVE SOLVING MATH WORD PROBLEMS.

THIS IS MY FRIEND, SPLAT THE ROBOT, AND HE ALSO LOVES SOLVING MATH WORD PROBLEMS.

TODAY, WITH YOUR HELP, WE'RE GOING TO READ A WORD PROBLEM, WRITE A MATH EQUATION THAT REPRESENTS IT, THEN CHOOSE A STRATEGY TO SOLVE IT.

ARE YOU READY, SPLAT?

OKAY, LET'S GO.

IT'S A BEAUTIFUL DAY OUTSIDE AT THE PARK.

WHAT A GREAT DAY FOR A FIELD TRIP.

OH, LOOK.

SOME FRIENDS ARE GOING TO THE PARK.

THERE ARE MY FRIENDS, MOESHA AND JACOB.

THE WEATHER HAS BEEN FANTASTIC LATELY, AND SO, IT'S PERFECT TIMING FOR MOESHA AND JACOB'S CLASSES TO GO ON A TRIP TO THE PARK.

THERE ARE SO MANY THINGS TO DO THERE.

AND, LOOK, HERE IS THE WORD PROBLEM WE'LL BE SOLVING.

HMM.

HOW MANY LUNCHES DO THEY NEED FOR ALL THE STUDENTS?

OKAY, SO LET'S THINK ABOUT THIS.

BECAUSE THE KIDS WILL BE AT THE PARK FOR MOST OF THE DAY, THEIR TEACHERS WILL HAVE TO ORDER LUNCHES FOR ALL THE KIDS IN THEIR CLASSES.

BUT FIRST, THE TEACHERS HAVE TO FIGURE OUT HOW MANY LUNCHES THEY HAVE TO ORDER FROM THE CAFETERIA.

CAN WE HELP THE TEACHERS FIGURE OUT HOW MANY LUNCHES TO ORDER FOR THE FIELD TRIP?

OF COURSE WE CAN.

GREAT.

OKAY.

THEN WHAT SHOULD WE DO FIRST?

WHISPER TO ME AND SPLAT WHAT YOU'RE THINKING.

YES!

GREAT THINKING.

I HEARD YOU SAY WE SHOULD FIRST REPRESENT THE WORD PROBLEM WITH AN EQUATION.

LET'S DO IT.

OKAY, WHAT WOULD THAT EQUATION BE?

CAN YOU TELL US?

I HEARD SOMEONE SAY THE AMOUNT OF KIDS IN MOESHA'S CLASS PLUS THE AMOUNT OF KIDS IN JACOB'S CLASS WILL EQUAL THE TOTAL AMOUNT OF KIDS WHO ARE GOING AND NEED LUNCH.

YOU'RE RIGHT.

WELL, IN MOESHA'S CLASS, THERE ARE 24 KIDS.

AND IN JACOB'S CLASS, THERE ARE 32 KIDS.

WHAT KIND OF A SYMBOL WOULD WE NEED?

WHISPER TO ME WHAT YOU'RE THINKING.

OH, YES.

I HEARD YOU SAY THAT IT SHOULD BE AN ADDITION SYMBOL, BECAUSE WE'RE JOINING, OR COMBINING, AMOUNTS.

ANYONE HAVE ONE OF THOSE SYMBOLS?

UH, COULD YOU PLEASE THROW IT TO US OVER HERE, SO WE CAN PUT IT IN BETWEEN THESE 2 AMOUNTS?

GOT IT.

THANKS.

THAT'S AN ADDITION SYMBOL.

AND IT'S THE SYMBOL TO USE WHEN WE'RE ADDING.

AND LET'S NOT FORGET OUR EQUALS SIGN.

IT INDICATES WHAT THE NUMBER OF KIDS IN MOESHA'S CLASS ADDED TO THE NUMBER OF KIDS IN JACOB'S CLASS AMOUNTS TO, OR TOTALS.

OKAY.

WHAT ELSE?

I HEARD YOU SAY WE SHOULD PUT A SYMBOL FOR THE UNKNOWN NUMBER, OR THE NUMBER WE DON'T KNOW YET.

GOOD IDEA.

NOW, WHAT SHOULD WE USE AS A SYMBOL FOR THE UNKNOWN NUMBER?

I HEARD YOU SAY AN EMPTY BOX.

SURE.

THAT'LL WORK.

NOW WE HAVE ALL PARTS OF THE EQUATION WE'LL USE TO SOLVE OUR WORD PROBLEM.

SO, LET'S READ IT.

24 PLUS 32 EQUALS THE UNKNOWN NUMBER.

WE'VE GOT OUR EQUATION!

BECAUSE 24 KIDS PLUS 32 KIDS EQUALS THE TOTAL NUMBER OF KIDS.

YOU ARE TERRIFIC AT REPRESENTING WORD PROBLEMS WITH AN EQUATION.

YOU'VE DONE SUCH A GREAT JOB HELPING US REPRESENT OUR STORY WITH AN EQUATION.

BUT WE STILL NEED YOUR HELP.

NOW WE HAVE TO SOLVE OUR EQUATION.

LET'S FIGURE OUT WHAT THAT UNKNOWN NUMBER IS.

WHAT DO YOU SUGGEST WE DO TO FIGURE OUT THE UNKNOWN NUMBER?

[gasps] SPLAT, DID I HEAR OUR MATHEMATICIANS SAY THAT WE SHOULD USE PLACE VALUE BLOCKS?

THAT'S A GREAT IDEA!

I LOVE USING PLACE VALUE BLOCKS.

OKAY, HERE THEY ARE.

SO, HOW CAN WE USE THESE PLACE VALUE BLOCKS TO HELP SOLVE OUR EQUATION?

TELL A FRIEND OR A TRUSTED ADULT HOW WE USE PLACE VALUE BLOCKS.

I HEARD YOU SAY THAT WE CAN MODEL THE 2 NUMBERS THAT WE'RE ADDING WITH THE PLACE VALUE BLOCKS.

THAT'S RIGHT.

THEN WE CAN COMBINE, OR PUT TOGETHER, THE MODELS TO GET OUR TOTAL.

GREAT THINKING.

OKAY, FIRST.

LET'S MODEL 24.

IT'S OUR FIRST ADDEND, OR NUMBER BEING ADDED TO ANOTHER NUMBER.

HOW DO WE MODEL THE NUMBER 24?

TELL US WHAT YOU'RE THINKING.

[gasps] SPLAT TOLD ME YOU SAID THAT WE SHOULD USE 2 TENS AND 4 UNITS TO MODEL THE AMOUNT 24.

BECAUSE 24 IS 2 GROUPS OF 10 PLUS 4.

THAT'S CORRECT.

NOW, LET'S MODEL THE OTHER ADDEND, 32.

HOW WOULD WE MODEL 32?

YES, YOU'RE RIGHT AGAIN.

3 TENS AND 2 UNITS REPRESENT THE QUANTITY 32.

BECAUSE 32 IS 3 GROUPS OF 10 PLUS 2.

SPLAT, DO YOU THINK THEY KNOW WHAT WE DO NEXT?

OKAY, MATHEMATICIANS.

WHAT'S NEXT?

SPLAT, I HEARD SOMEONE SAY THAT WE SHOULD COMBINE OUR 2 MODELS TOGETHER SINCE THIS IS ADDITION.

THAT'S RIGHT.

ADDITION IS WHEN WE JOIN TOGETHER, OR COMBINE, TO GET A TOTAL AMOUNT, OR SUM.

OKAY.

NOW THAT WE'VE JOINED OUR MODELS, WE CAN COUNT THEM UP TO KNOW WHAT OUR TOTAL IS.

SO, I SEE THAT THERE ARE 4 ONES FROM 24 AND 2 ONES FROM 32.

THAT MAKES A TOTAL OF HOW MANY ONES?

YES, YOU'RE RIGHT.

4 PLUS 2 EQUALS 6, SO WE HAVE A TOTAL OF 6 ONES.

GOOD ADDING.

NOW, FOR THE TENS.

WE HAVE 2 TENS FROM 24 AND 3 TENS FROM 32.

SO, HOW MANY TENS DO WE HAVE IN ALL?

YES, THAT'S RIGHT.

2 TENS PLUS 3 TENS EQUALS 5 TENS.

SO, WE HAVE 5 TENS IN ALL.

YOU ARE REALLY FLUENT IN ADDITION.

SO, NOW, WE KNOW THAT WE HAVE 5 TENS AND 6 ONES IN OUR TOTAL.

WHAT NUMBER DOES THAT REPRESENT?

WHISPER TO A TRUSTED ADULT OR FRIEND THE NUMBER THAT'S BEING REPRESENTED WITH 5 TENS AND 6 ONES.

I HEARD SOMEONE SAY 56.

YOU'RE RIGHT.

5 TENS AND 6 ONES IS A REPRESENTATION OF THE NUMBER 56.

WE CAN CHECK IT BY COUNTING THE VALUES OF THE MODELS.

56!

WOW!

YOU REALLY UNDERSTAND PLACE VALUE.

WE JUST SOLVED OUR EQUATION AND THE WORD PROBLEM.

SO, TO ANSWER OUR WORD PROBLEM TODAY... THAT'S RIGHT.

THE TEACHERS NEED TO ORDER A TOTAL OF 56 LUNCHES FOR THEIR TRIP TO THE PARK.

GREAT WORK, MATHEMATICIANS.

SO, TODAY, WE SOLVED A WORD PROBLEM.

AND HERE'S HOW WE DID IT.

WE STARTED BY REPRESENTING THE STORY WITH AN ADDITION EQUATION.

THEN, WE USED PLACE VALUE BLOCKS TO REPRESENT THE NUMBERS BEING ADDED TOGETHER, WHICH WE CALL "ADDENDS."

AND SINCE OUR ADDENDS WERE 2-DIGIT NUMBERS, WE USED TENS AND UNITS.

ONCE WE HAD BOTH OF OUR ADDENDS MODELED AS TENS AND ONES WITH THE PLACE VALUE BLOCKS, WE JOINED TOGETHER THE MODELS TO FIND THE SUM, OR TOTAL, OF THE 2 ADDENDS.

WOW!

ISN'T MATH SO MUCH FUN TO DO?

WELL, WE'VE GOT TO GO FOR NOW.

WE HOPE TO SEE YOU AGAIN SOON.

BYE.

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.

HI, MY NAME IS ASHLEY, AND I'M AN EDUCATOR HERE AT SYLVAN HEIGHTS BIRD PARK IN SCOTLAND NECK, NORTH CAROLINA.

WE'RE HERE TODAY TO TALK A LITTLE BIT ABOUT SOME OF THE PARK'S BIGGEST CELEBRITIES, OUR FLOCK OF FABULOUS FLAMINGOES.

THE FLAMINGOES ARE INSTANTLY RECOGNIZABLE BECAUSE OF THEIR LONG LEGS, S-SHAPED NECK, AND, OF COURSE, THOSE BEAUTIFUL PINK FEATHERS.

THAT PINK COLORATION IN THEIR FEATHERS COMES FROM THEIR DIET.

FLAMINGOES ARE FILTER FEEDERS.

THEY HAVE SORT OF AN UNUSUAL-SHAPED BEAK, AND THEY'LL PUT THAT BEAK DOWN INTO THE WATER, BRING IN WATER THROUGH THE FRONT OF THE BEAK AND KIND OF EXPEL IT OUT THROUGH THE SIDES.

AND INSIDE THAT BEAK, THEY HAVE LITTLE PLATES THAT HELP TO KIND OF CAPTURE AND TRAP LITTLE BITS OF FOOD, INCLUDING ALGAE, OTHER AQUATIC PLANTS, LITTLE, TINY AQUATIC INSECTS, AND LITTLE CRUSTACEANS LIKE BRINE SHRIMP.

ALL OF THESE FOOD SOURCES ARE RICH IN NUTRIENTS CALLED "CAROTENOIDS."

YOU CAN FIND CAROTENOIDS IN SOME OF YOUR FAVORITE FOODS, SUCH AS CARROTS, SWEET POTATOES, PUMPKINS, AND BEETS.

THE FLAMINGOES ARE EATING A DIET SO HIGH IN CAROTENOIDS THAT THAT PIGMENT STARTS TO TINT THEIR SKIN AND THEIR FEATHERS COMPLETELY PINK.

WHEN FLAMINGOES ARE HATCHED, THEY ARE A SOFT GRAYISH COLOR, AND AS THEY AGE, IT WILL TAKE A LITTLE WHILE FOR THOSE CAROTENOIDS TO BUILD UP IN THEIR SYSTEM AND TINT THEIR SKIN AND THEIR FEATHERS COMPLETELY PINK, SO THEY WILL BE GRAY FOR QUITE A FEW MONTHS.

FLAMINGOES LIKE TO LIVE TOGETHER IN FLOCKS, AND BOTH MALE AND FEMALE WILL WORK TOGETHER TO BUILD A NEST MADE OUT OF MUD.

UH, NESTS ARE OFTEN PLACED REALLY, REALLY CLOSE TOGETHER, SO IF YOU COME HERE AND VISIT SYLVAN HEIGHTS, YOU CAN OFTEN SEE A LOT OF THE MUD NESTS THAT HAVE BEEN MADE BY OUR FLAMINGOES PREVIOUSLY, AND THEY'RE VERY CLOSE TOGETHER.

THEY LIKE TO BE CLOSE NEIGHBORS.

FLAMINGOES ARE FOUND IN MANY PARTS OF THE WORLD, OFTEN LIVING IN SHALLOW-WATER LAGOONS OR VERY HARSH ALKALINE LAKES.

THEY'RE EVEN FOUND IN SOUTH AMERICAN HABITATS, AT HIGH ELEVATIONS IN THE ANDES MOUNTAINS, ABOVE 14,000 FEET IN ELEVATION.

THANKS FOR JOINING US TODAY, AND WE HOPE TO SEE YOU SOON AT SYLVAN HEIGHTS BIRD PARK.

WELL, THAT WAS GREAT.

WE GOT THE BRAIN JUICES FLOWING, AND WE'RE READY FOR ANYTHING.

I'M GRATEFUL FOR MATH, BECAUSE IT CHALLENGES ME TO USE A LOT OF MY BRAIN.

AND I'M ALSO GRATEFUL TO BE LEARNING WITH YOU.

CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com [cheerful upbeat music] ♪