[cheerful upbeat music] ♪ ♪ HEY, MY NAME IS MR. R., AND I CAME TO SAY ♪ ♪ I LOVE CLASSROOM CONNECTION IN A MAJOR WAY ♪ WHAT'S UP, MY SUPER LEARNERS?

AND WELCOME TO ANOTHER DAY TO DO SOME SUPER LEARNING.

HOW'S EVERYBODY DOING?

LET'S SEE THEM THUMBS UP.

THERE IT IS.

I LIKE TO SEE THAT.

NOW, WHAT'S THE BEST THING YOU CAN DO WHILE INSIDE?

LEARN SOMETHING COOL WITH THAT SUPER-LEARNING MIND.

YO, CHECK THIS OUT.

♪ ♪ HI, WE ARE THE SUPER TWIN TEACHERS, GRACE AND CLAUDIA.

[fanfare plays] THIS MATH LESSON WILL BE HELD IN SPANISH, AND WE 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?

SO, LET'S START.

LET'S GO WITH OUR MATH POWER WARM-UPS, AND THEN OUR MISSION FOR TODAY IS TO FIND EACH POSITION BASED ON ITS PLACEMENT.

SO, LET'S START.

[speaking Spanish] HI, SUPER LEARNERS.

WE ARE THE SUPER TWINS, CLAUDIA AND GRACE.

WE ARE VERY HAPPY THAT YOU'RE HERE.

ARE YOU READY FOR ANOTHER MATH ADVENTURE TODAY?

THEN, LET'S GET STARTED.

GREAT, SUPER LEARNERS.

TODAY'S MISSION IS TO FIND THE POSITION OF SHAPES BASED ON THEIR PLACEMENT.

BUT WE'RE GOING TO WARM UP A LITTLE BY SINGING.

LET'S START, OKAY, SUPER LEARNERS?

♪ HELLO, SUPER LEARNERS HOW ARE YOU?

♪ ♪ HELLO, SUPER LEARNERS HOW ARE YOU?

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

♪ VERY GOOD, SUPER LEARNERS.

WE ARE DOING GREAT, AND WE HOPE YOU ARE TOO.

NOW, CAN YOU SING WITH US?

YES?

THE MATH SONG.

READY?

1, 2, 3.

♪ LET'S COUNT, LET'S COUNT ♪ ♪ MY 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 LISTEN AGAIN ♪ ♪ 11, 12, 13 LET'S COUNT LOUDLY ♪ ♪ 14, 15, 16 LET'S ALL JUMP AT ONCE ♪ ♪ 17, 18, 19 MY HEAD IS MOVING ♪ ♪ AND 20 LET'S COUNT THEM AGAIN ♪ 20!

WELL DONE, SUPER LEARNERS.

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

SHALL WE BEGIN?

WHAT COLOR IS THIS?

YES, MORADO.

PURPLE.

AND THIS ONE?

RIGHT, NEGRO.

BLACK.

AND THIS ONE?

YES, GRIS.

GRAY.

LOOK FOR THESE COLORS IN THE WORLD TODAY.

AND OUR LAST WARM-UP IS TO REVIEW SHAPES, IN SPANISH AND IN ENGLISH.

ARE WE READY?

WHAT SHAPE IS THIS?

YES, CÍRCULO.

CIRCLE.

AND THIS ONE?

YES, CUADRADO.

SQUARE.

AND THIS ONE?

YES, TRAPEZOIDE.

TRAPEZOID.

LOOK FOR THESE SHAPES IN THE WORLD TODAY.

GREAT JOB!

WE HOPE YOU'RE READY, BECAUSE IT'S TIME FOR... [both] OUR MATH MISSION OF THE DAY!

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

AND IT IS TO FIND THE POSITION OF OBJECTS DEPENDING ON THEIR PLACEMENT.

VERY GOOD, SUPER LEARNERS.

IN ORDER TO COMPLETE IT, WE HAVE TO LOOK CAREFULLY AT ALL THE OBJECTS THAT ARE ON THE TABLE AND FOLLOW THE CLUES WE GIVE YOU IN ORDER TO FIND THEM.

ARE YOU READY?

LET'S GO!

SUPER LEARNERS, ARE YOU READY?

GOOD.

THEN LET'S FIND THE OBJECT THAT'S BELOW THE DOG.

YES!

VERY GOOD, SUPER LEARNERS.

IT'S THE LEAF.

THE LEAF IS BELOW THE DOG.

VERY GOOD, SUPER LEARNERS.

NOW, LET'S FIND THE OBJECT THAT'S BETWEEN THE HOUSE AND THE TREE.

WHAT DO YOU THINK IT IS?

YES!

IT'S THE BALL.

VERY GOOD.

THE BALL IS BETWEEN THE HOUSE AND THE TREE.

NOW, SUPER LEARNERS, LET'S FIND THE OBJECT THAT'S BEHIND THE HOUSE.

BEHIND THE HOUSE.

YES!

THE TRUCK IS BEHIND THE HOUSE.

BRAVO, SUPER LEARNERS!

NOW, LET'S FIND THE OBJECT THAT'S ABOVE THE HOUSE.

HMM.

ABOVE.

YES!

VERY GOOD!

THE BIRD IS ABOVE THE HOUSE.

VERY GOOD WORK, SUPER LEARNERS, BUT LET'S KEEP GOING.

SO, NOW, WE'RE GOING TO FIND THE OBJECT THAT'S BESIDE THE DOG.

WHAT IS IT?

YES!

VERY GOOD, SUPER LEARNERS.

THE BONE IS BESIDE THE DOG.

BRAVO, SUPER LEARNERS!

AND WHERE IS THE LADYBUG?

DO YOU SEE THE LADYBUG?

GRACE, DO YOU SEE THE LADYBUG?

NO, WE DON'T SEE THE LADYBUG.

WE DON'T SEE THE LADYBUG, SUPER LEARNERS.

LET'S THINK.

HMM.

WHERE MUST IT BE?

WHERE IS IT?

INSIDE?

DID YOU SAY INSIDE THE HOUSE?

LET'S LOOK, SUPER LEARNERS.

OH, YES!

THE LADYBUG IS INSIDE THE HOUSE.

GOOD JOB!

SUPER LEARNERS, WE'VE COMPLETED THE FIRST PART OF OUR MISSION.

WE FOUND THE OBJECTS ACCORDING TO THEIR PLACEMENT.

NOW, SUPER LEARNERS, IT'S TIME TO MOVE!

PLAYING WITH MATH, LET'S MOVE A LITTLE.

HANDS UP!...

DOWN... TO ONE SIDE...

THE OTHER SIDE...

ABOVE YOUR HEADS!

IN FRONT...

BEHIND YOU.

NOW, LET'S DO IT AGAIN, BUT MUCH FASTER.

HANDS UP... DOWN... TO THE SIDE...

THE OTHER SIDE...

ABOVE YOUR HEADS...

IN FRONT... AND BEHIND.

VERY GOOD!

[clapping] VERY GOOD!

NOW WE FEEL MUCH BETTER.

LET'S CONTINUE WITH OUR LAST PART OF THE MISSION.

TO COMPLETE TODAY'S MISSION, WE HAVE TO LINE UP THE OBJECTS THAT HAVE THE SAME SHAPE.

I'M EXCITED, SUPER LEARNERS.

ARE YOU READY?

GREAT.

WHICH OF THESE OBJECTS HAVE THE SAME SHAPE?

LET'S LOOK.

HMM?

YES!

THE CONE AND THE HAT GO TOGETHER.

BRAVO!

NOW, SUPER LEARNERS, LET'S CONTINUE WITH...

YES, THE PIZZA.

AND THE PIZZA GOES WITH...?

VERY GOOD, WITH THE PENNANT.

GOOD JOB, SUPER LEARNERS.

NOW, LET'S CONTINUE WITH...

VERY GOOD, SUPER LEARNERS.

THE CANDLE.

THE CANDLE GOES WITH...

VERY GOOD, WITH THE JAR.

THEY GO TOGETHER.

NOW, LET'S LOOK AT... WHAT'S NEXT?

YES, THE DICE.

AND THE DICE GOES WITH... GREAT JOB!

THE DICE GOES WITH THE PRESENT.

AND WE'RE MISSING ONE.

HMM.

WHICH ONE?

YES, THE CLOCK.

AND IT GOES WITH...

PERFECT!

THE CLOCK GOES WITH THE RAILROAD SIGN.

GREAT JOB!

WE DID IT, THANKS TO YOU, SUPER LEARNERS.

WE GROUPED SIMILAR OBJECTS BY THEIR SHAPE.

YES!

LET'S GO TO SPARKLES THE FISH, TO CHECK THAT WE'VE COMPLETED THE MISSION.

HMM.

LET'S SEE.

[gasps] VERY GOOD!

CONGRATULATIONS, SUPER LEARNERS.

YOU USED YOUR MATH POWERS AND COMPLETED THE MISSION.

IT'S TIME TO... REVIEW!

WE FOUND OBJECTS BY THEIR POSITION AND PLACEMENT.

WE ALSO MATCHED THEM BY THEIR SHAPE.

THANK YOU, SUPER LEARNERS.

CONGRATULATIONS, SUPER LEARNERS, FOR FOLLOWING US ON TODAY'S MISSION.

SPARKLES, THANK YOU, TOO, AND REMEMBER THAT YOU HAVE THE POWER... [both] ...TO BE SUPER MATHEMATICIANS!

BYE!

i¡ADIÓS!

WOW!

THAT WAS FUN.

SOMETIMES I DON'T KNOW IF I'M GOING TO HAVE FUN LEARNING, BUT THEN I ALWAYS FEEL BETTER WHEN THE LESSON IS OVER.

MY BRAIN IS EXCITED TO KEEP ON GOING.

WELL, LET'S KEEP GOING THEN.

[girl] PUT YOUR HANDS UP, 12 O'CLOCK!

♪ ♪ WELCOME TO "IT'S NICE TO BE UNIQUE."

OUR GUEST TODAY IS YELITSA JEAN-CHARLES.

SHE IS THE CEO OF HEALTHY ROOTS DOLLS.

LET'S GET UNBOXING.

DELIVERY MAN!

LET'S GET MY FRIENDS.

HEY, GIRLFRIEND.

[friends] HEY!

WHAT IS THAT?

OH, COOL.

LET ME SEE.

LOOKS LIKE A DOLL.

SHE KIND OF LOOKS LIKE ME.

[laughs] WHAT?

SHE DOES!

OH, MY GOSH!

I'M SERIOUS.

I LOVE HER SHOES.

♪ ♪ THE DOLL IS REALLY PRETTY AND SHE'S, LIKE, VE RY LIFELIKE AND CARTOONISH AT THE SAME TIME.

AND I LOVE THAT SHE HAS, LIKE, HER OWN CLOTHES AND SHOES.

YOU CAN TIE THEM, YOU CAN DO HER HAIR.

I REALLY LIKE THAT SHE HAS CURLY HAIR, LIKE ALL OF US.

IT'S LIKE-- IT'S LIKE A LEARNING EXPERIENCE WITH THIS DOLL.

YOU CAN BRAID IT.

YOU CAN PUT IT IN BUNS.

YOU COULD GIVE HER A PONYTAIL.

YOU COULD TWIST HER HAIR.

SO, I STARTED A TOY COMPANY CALLED HEALTHY ROOTS, AND WE MAKE DOLLS AND STORYBOOKS THAT TEACH NATURAL HAIR CARE.

UM...

I'M...

IN A SPACE WHERE THERE AREN'T A LOT OF BLACK WOMEN, AND I'M PRETTY YOUNG, COMPARED TO A LOT OF PEOPLE IN THE STARTUP SCENE, PEOPLE WHO ARE JUST STARTING THEIR COMPANIES.

THERE ARE SOME GIRLS YOUNGER THAN ME, LIKE YOU, HAVING COMPANIES, TOO.

AND I THINK IT JUST ALLOWS ME TO SEE THINGS DIFFERENTLY THAN A LOT OF PEOPLE.

I WANTED TO BE SO MANY.

[laughs] ANGELINA JOLIE, IF I'M BEING HONEST.

BEYONCÉ.

SHE'S THE QUEEN OF MY EVERYTHING.

I DON'T KNOW IF YOU KNOW THIS, BUT YOU ONLY HEAR ABOUT THINGS IF BEYONCÉ TELLS YOU ABOUT IT.

WHO DID-- WHO DO YOU LOOK UP TO?

'CAUSE YOU'RE STILL YOUNG, SO...

I REALLY JUST LOOK UP TO MY FAMILY AND MY FAMILY'S EXPERIENCE.

SO, LIKE YOUR MOM?

YES.

THAT'S SO COOL.

WHY DO YOU LOOK UP TO HER?

BECAUSE SHE'S MY MOM.

OKAY, WHAT ELSE?

NOT JUST 'CAUSE SHE'S YOUR MOM.

OBVIOUSLY, SHE'S INCREDIBLE.

YEAH, BECAUSE SHE... SHE MAKES EVERYTHING LIGHT UP, UM, THE DAY, AND SHE MAKES IT THAT I'M NOT ALONE.

YEAH?

I LIKE THAT.

I'VE CHANGED MY ANSWER.

I LOOK UP TO MY MOM, TOO.

THAT'S MY WOWO.

THAT'S MY INCREDIBLE WOWO.

JUST ERASE EVERYTHING ELSE.

YES, SO, WHEN I WAS LITTLE, MY PARENTS GOT ME A BLACK BARBIE DOLL, WHICH IS COOL, RIGHT?

YEAH, I DIDN'T THINK SO.

I STARTED CRYING WHEN I OPENED IT, WHICH IS, LIKE, REALLY BAD.

AND I CRIED BECAUSE I DIDN'T THINK THAT THAT WAS THE PRETTY DOLL.

SO, I STARTED MAKING DIFFERENT DOLLS, BECAUSE GIRLS LIKE YOU AND I SHOULD BE ABLE TO FIND DOLLS THAT LOOK LIKE US.

YOU KNOW?

LIKE WHEN YOU GO TO THE TOY STORE, HOW OFTEN DO YOU SEE A DOLL THAT LOOKS LIKE YOU?

NEVER.

NEVER.

I WANT ALL GIRLS TO BE ABLE TO FIND DOLLS THAT LOOK LIKE THEM, THAT MAKE THEM FEEL GOOD ABOUT THEMSELVES, 'CAUSE THAT'S WHAT TOYS SHOULD DO, RIGHT?

YES, DEFINITELY.

I WANT EVERY GIRL TO SEE THEMSELVES.

I ALSO WANT PEOPLE TO LEARN TO LOVE THEIR CURLS, 'CAUSE, YOU KNOW, IT'S REALLY CUTE.

I LOVE YOUR CURLS.

WE COME IN ALL DIFFERENT SHADES, ALL DIFFERENT SKIN TONES.

WE HAVE WIDE NOSES, BIG LIPS, NARROW NOSES, DA-DA-DA-DA.

BUT WHEN YOU DON'T SEE THAT, AND YOU DON'T HAVE TOYS THAT LOOK LIKE THAT, I DON'T KNOW, IT KIND OF MAKES YOU FEEL BAD.

YEAH, IT MAKES YOU FEEL LIKE YOU'RE NOT THERE.

YEAH.

DON'T YOU WANT TO CHANGE THE WORLD?

YEAH.

OKAY, HOW DO YOU WANT TO CHANGE THE WORLD?

I REALLY WANT TO CHANGE THEM... BECAUSE WITH MUSIC, BECAUSE MY DAD, HE SINGS, AND WHEN HE SINGS, IT INSPIRES ME.

YOU WANT TO BE AN ARTIST?

YES.

YES.

OKAY, COOL.

WE'LL TALK ABOUT IT.

♪ ♪ REMEMBER, IT'S NICE TO BE UNIQUE.

BYE!

HEY, EVERYONE, IT'S YOUR BOY JOSÉ HERE, AND TODAY, WE'RE GONNA BE LEARNING ANOTHER HIP-HOP STEP.

TODAY'S STEP COMES FROM BREAK DANCING, AND WE'RE GONNA BE COVERING A BASIC TOP ROCK.

OKAY?

THIS IS A REALLY EASY STEP, SO I WANT EVERYONE TO FOLLOW ALONG.

WE'RE GONNA START OFF BY HOPPING, FEET TOGETHER, HANDS COMING UP IN THIS POSITION ON THE 1.

THEN I WANT YOU TO CROSS-STEP OVER YOUR FOOT.

2.

NOW AS YOU CROSS-STEP, I WANT YOU TO BRING YOUR HANDS UP JUST LIKE THIS.

GOOD JOB.

NICE WORK.

NOW, I WANT YOU TO BRING IT BACK, 1, CROSS-STEP TO THE OTHER SIDE, 2.

2.

NICE WORK.

BRING IT BACK.

AND WE'RE JUST FOLLOWING THE SAME RHYTHM OVER AND OVER.

HERE ON THE 1, STEPPING OUT ON THE 2.

HERE ON THE 1, STEPPING OUT ON THE 2.

IF WE PUT A 1-2 COUNT TO IT, IT'S JUST 1, 2... 1, 2... AND THE DRUMS... KAH, BOOM, KAH, BOOM... KAH, BOOM-BOOM, KAH.

THERE YOU GO.

KAH, BOOM.

KAH.

NICE.

MAKE SURE YOU PRACTICE, PRACTICE, PRACTICE, AND I'LL SEE YOU KIDS ON THE NEXT ONE.

PEACE.

I JUST LEARNED THAT SNAILS CAN TAKE NAPS THAT ARE 3 YEARS LONG.

OKAY, THAT'S MORE THAN A NAP, CAN WE AGREE?

IF YOU SLEPT FOR 3 YEARS, YOU'D MISS, LIKE, 3 BIRTHDAYS.

THAT'S LIKE 3 PIECES OF CAKE.

WELL, KEEP THOSE EYES OPEN NOW, OR YOU MIGHT MISS THIS NEXT MATH LESSON.

♪ ♪ HELLO, MATHEMATICIANS.

MY NAME IS STEPHANIE, AND THIS IS MY FRIEND, SPLAT THE ROBOT.

WE BOTH LOVE SOLVING MATH WORD PROBLEMS.

TODAY, WE'RE GOING TO READ A WORD PROBLEM, REPRESENT IT WITH AN EQUATION, THEN CHOOSE AND USE A STRATEGY TO FIND THE ANSWER.

WHAT'S THAT, SPLAT?

YES, I KNOW THERE ARE MATHEMATICIANS OUT THERE THAT CAN HELP US.

MATHEMATICIANS, SPLAT IS TELLING ME THAT HE THINKS YOU SHOULD USE YOUR MATHEMATICAL THINKING TO HELP US TODAY.

DO YOU WANT TO HELP US SOLVE OUR WORD PROBLEM?

OKAY, GREAT.

LET'S CHECK IT OUT.

HERE IT IS.

HMM.

LET'S THINK ABOUT THIS STORY.

I REMEMBER MY FRIEND MOESHA TELLING ME THAT HER CLASS IS GOING ON A FIELD TRIP TO THE PARK.

THEY'RE GOING TO HAVE LUNCH THERE.

SO, MOESHA'S GRANDMOTHER WANTS TO GIVE HER A PICNIC BLANKET TO SIT ON WHEN SHE HAS LUNCH.

BUT... UH-OH.

THE BLANKET IS TOO SHORT.

IT'S ONLY 28 INCHES LONG.

MOESHA DOESN'T THINK IT'S LONG ENOUGH TO FIT HER, HER FRIENDS AND THEIR LUNCHES.

MOESHA WANTS A BIGGER BLANKET.

SO, MOESHA'S GRANDMA SEWED ON MORE INCHES OF BLANKET.

NOW, MOESHA'S BLANKET IS 48 INCHES LONG.

HOW MANY INCHES OF BLANKET DID MOESHA'S GRANDMA ADD?

HMM.

HOW CAN WE FIGURE THIS OUT?

MATHEMATICIANS, WHAT ARE YOU THINKING?

YES, THE ORIGINAL BLANKET WAS 28 INCHES.

IT WAS TOO SMALL FOR WHAT MOESHA NEEDED.

SO, THEN GRANDMOM ADDED SOME MATERIAL TO MAKE THE BLANKET BIGGER.

YES, NOW MOESHA HAS A BLANKET THAT'S 48 INCHES LONG.

OUR JOB IS TO FIND OUT HOW MANY INCHES MOESHA'S GRANDMA SEWED ONTO THE ORIGINAL BLANKET, OR HOW MANY INCHES LONG THIS PART IS.

WHAT SHOULD WE DO TO FIGURE THIS OUT?

WHISPER TO ME WHAT YOU THINK WE SHOULD DO FIRST.

I HEARD YOU SAY WE SHOULD REPRESENT THIS IN A BAR MODEL.

A BAR MODEL IS A GREAT WAY TO REPRESENT AMOUNTS.

GREAT IDEA.

LET'S DO IT.

WELL, HERE'S MY BAR MODEL, BUT IT'S EMPTY.

I GUESS WE NEED TO PUT SOME NUMBERS IN IT.

CAN YOU WHISPER TO ME WHAT NUMBER GOES IN THE TOP BAR, THE LARGEST BAR?

YES, THAT'S RIGHT, THE TOTAL GOES IN THE TOP BAR, BECAUSE IT'S THE BIGGEST BAR IN THE MODEL.

AND THE TOTAL IS THE BIGGEST PART OF AN EQUATION, ISN'T IT?

AND WE KNOW OUR TOTAL, DON'T WE?

MOESHA'S BLANKET IS NOW A TOTAL OF 48 INCHES LONG.

WELL, WHAT ABOUT THESE 2 BARS ON THE BOTTOM?

WHAT GOES IN THERE?

I HEARD SOMEONE SAY THE PARTNERS, AS IN THE PARTS OF THE TOTAL.

YES!

THE PARTS OF THE TOTAL, OR "PARTNERS."

THAT'S RIGHT, MATHEMATICIANS.

BUT WE ONLY KNOW ONE PARTNER, OR PART OF THE TOTAL, WHICH IS 28, REPRESENTING THE 28 INCHES OF BLANKET SHE HAD AT FIRST.

LET'S PUT THAT NUMBER IN OUR BAR MODEL.

THIS NOW SHOWS ME THAT I HAVE TO FIND THIS MISSING PARTNER, WHICH REPRESENTS THE DIFFERENCE BETWEEN 28 AND 48.

WHAT, SPLAT?

NO, NOT THAT KIND OF A DIFFERENCE.

WHEN I SAY THE "DIFFERENCE," I MEAN THE ANSWER IN A SUBTRACTION EQUATION, OR THE NUMBER THAT'S LEFT AFTER SUBTRACTING ONE NUMBER FROM ANOTHER.

WE CAN THINK OF THE DIFFERENCE AS THE AMOUNT OF SPACE BETWEEN 2 NUMBERS, LIKE THE AMOUNT OF SPACES BETWEEN THEM ON THE NUMBER LINE.

ANYWAY, MATHEMATICIANS, WHAT'S NEXT?

I HEARD YOU SAY THAT NOW WE SHOULD WRITE AN EQUATION THAT REPRESENTS THIS BAR MODEL.

GREAT IDEA.

WHAT WOULD THAT EQUATION BE?

TELL A FRIEND OR TRUSTED ADULT, OR EVEN A STUFFED ANIMAL, WHAT YOU THINK THE EQUATION SHOULD BE.

OH.

I HEARD SOMEONE SAY THAT THE EQUATION SHOULD BE... THAT WILL WORK.

BECAUSE THE BLANKET WAS 28 INCHES TO START, SOME INCHES GOT ADDED ON, AND NOW, IT'S A TOTAL OF 48 INCHES.

WHAT'S NEXT, MATHEMATICIANS?

HOW CAN I FIND OUT WHAT NUMBER WILL COMPLETE OUR EQUATION AND REPRESENT HOW MUCH WAS SEWN ON TO MAKE THE BIGGER BLANKET THAT'S NOW 48 INCHES?

I HEARD YOU SAY THAT WE COULD COUNT UP FROM 28 TO 48.

BECAUSE THE AMOUNT OF COUNTS IT TAKES TO GET FROM 28 TO 48 WILL REPRESENT THE DIFFERENCE BETWEEN THE 2 NUMBERS.

GREAT IDEA.

LET'S DO IT.

LET'S COUNT.

WHAT?

WHAT?

WHY NOT?

WHY NOT, SPLAT?

OH.

SPLAT SAID THERE'S A MORE EFFICIENT STRATEGY TO COUNT UP FROM 28 TO 48.

"EFFICIENT" MEANS THAT WE GET OUR ANSWER WITHOUT WASTING ANY TIME.

DO YOU KNOW A MORE EFFICIENT STRATEGY TO COUNT FROM 28 TO 48?

GREAT THINKING, MATHEMATICIANS.

I HEARD YOU SAY THAT WE CAN SKIP COUNT BY 10s.

DID YOU KNOW THAT WHEN WE MOVE DOWN ONE ROW ON A HUNDRED BOARD WHILE STAYING IN THE SAME COLUMN, THAT'S A REPRESENTATION OF COUNTING ON ONE GROUP OF 10?

WE CAN SKIP COUNT FORWARDS AND BACKWARDS BY 10s JUST BY MOVING UP AND DOWN A COLUMN FROM ANY NUMBER ON A HUNDREDS BOARD.

AND WHEN WE SKIP COUNT, WE ARE SKIPPING NUMBERS, WHICH TAKES LESS TIME.

OKAY, HERE'S 28.

I'LL MOVE DOWN ONE ROW, WHICH REPRESENTS ONE SKIP OF 10, AND THAT TAKES US HERE TO 38.

BUT WE'RE NOT AT OUR TOTAL YET.

LET'S KEEP GOING.

IF WE SKIP COUNT BY 10 AGAIN, WE GET TO 48, AND THAT'S OUR TOTAL, SO RIGHT WHERE WE WANT TO BE.

WE CAN STOP SKIP COUNTING HERE.

WHEN WE MOVE DOWN A ROW, THAT'S ONE 10.

WHEN WE MOVE DOWN 2 ROWS, THAT'S TWO 10s, OR 20.

THAT TELLS US THERE ARE 20 NUMBERS BETWEEN 28 AND 48.

NOW THAT WE KNOW THE DIFFERENCE BETWEEN 28 AND 48 IS 2 GROUPS OF 10, OR 20, THAT MEANS THE MISSING PARTNER IS 20.

MOESHA'S GRANDMA SEWED ON AN ADDITIONAL 20 INCHES OF BLANKET TO THE ORIGINAL BLANKET THAT WAS 28 INCHES, TO MAKE A TOTAL LENGTH OF 48 INCHES.

AWESOME.

THANKS, EVERYBODY, FOR HELPING ME REPRESENT THE WORD PROBLEM IN A BAR MODEL AND THEN IN AN EQUATION.

AND THANKS FOR USING YOUR IDEA OF SKIP COUNTING BY TENS TO GET FROM 28 TO 48 SO WE COULD FIND THE DIFFERENCE BETWEEN THOSE 2 AMOUNTS IN AN EFFICIENT WAY.

THAT WAS SO MUCH FUN.

LET'S HOPE MOESHA AND HER FRIENDS HAVE FUN PICNICKING AT THE PARK.

SO, FOR OUR WORD PROBLEM TODAY, WE HAD TO FIND A "DIFFERENCE", WHICH IS THE AMOUNT BETWEEN 2 NUMBERS.

WE FOUND THE DIFFERENCE BETWEEN A TOTAL AND ONE OF ITS PARTNERS, WHICH IS THE OTHER PARTNER.

FIRST, WE USED A BAR MODEL AS A WAY TO SHOW THE AMOUNTS WE DID KNOW, THE AMOUNT WE DIDN'T KNOW, AND THE RELATIONSHIP THEY HAD TO EACH OTHER.

THEN, WE SET UP AN EQUATION TO SOLVE FOR THE AMOUNT WE DIDN'T KNOW.

NEXT, WITH THE HELP OF A HUNDRED BOARD, WE SKIP COUNTED FROM THE PARTNER WE KNEW, 28, TO THE TOTAL, 48.

THE AMOUNT BETWEEN 28 AND 48 REPRESENTED THE MISSING PARTNER.

SKIP COUNTING FROM ONE PARTNER TO THE TOTAL WAS AN EFFICIENT WAY TO FIND OUR DIFFERENCE.

I JUST LOVE SOLVING MATH WORD PROBLEMS.

AND I HOPE YOU DO, TOO.

WELL, SPLAT AND I HAVE TO GO FOR NOW, BUT WE HOPE TO SEE YOU AGAIN SOON.

BYE!

[electronic beeps] MAYBE YOU DIDN'T KNOW THIS ABOUT ME, BUT I LOVE TO COOK.

IT FEELS SO GOOD TO COMBINE AND PREPARE INGREDIENTS WITH LOVE AND WATCH OTHERS ENJOY WHAT YOU'VE MADE.

WE HAVE A GREAT COOKING VIDEO FOR YOU TO WATCH, AND MAYBE YOU CAN TRY THIS AT HOME.

♪ ♪ [kids] "LALO'S LUNCHBOX!"

HELLO, MY NAME IS LALO.

[lunchbox rattles] WATCH THIS.

HEY, DAISY?

MM-HMM.

WHAT YOU DOIN'?

PATIENTLY WAITING.

PATIENTLY WAITING TO MAKE... BRIE AND JAM SANDWICHES!

[laughing] ♪ ♪ HMM.

DAISY... IS IT TIME?

IS IT TIME?

IS IT TIME?

IS IT TIME?

IS IT TIME?

IS IT TIME?

YES!

[laughing] DON'T JUST STAND THERE, BUST A MOVE.

LET'S WASH OUR HANDS.

♪ ♪ [water bubbling] [bell dings] AND NOW... [Lalo] TO MAKE BRIE AND JAM SANDWICHES, YOU'LL NEED... 4 SLICES OF MULTIGRAIN BREAD... 4 OUNCES OF BRIE CHEESE... 4 OUNCES OF STRAWBERRY JAM... AND 2 TABLESPOONS OF BUTTER.

THIS JAM LOOKS SUPER YUMMY.

I LOVE STRAWBERRIES.

♪ ♪ HAVE A GROWNUP PLACE THE SANDWICHES IN A PAN AND COOK FOR 2 TO 3 MINUTES ON THE FIRST SIDE, OR UNTIL THE BREAD IS BROWN AND CRISPY.

[bell dings] VOILÀ!

BRIE AND JAM SANDWICHES.

CUT AND ENJOY?

CUT AND ENJOY?

YES, CUT AND ENJOY.

MMM!

DAISY, YOU DID SUCH A WONDERFUL JOB PATIENTLY WAITING.

WAS IT WORTH THE WAIT?

IT'S...

OKAY.

JUST OKAY?

JUST KIDDING!

♪ IT'S FABULOUS ♪ STRAWBERRIES LOVE DAISY!

WOW!

TIME SURE DOES FLY WHEN YOU'RE LEARNING AND HAVING FUN.

I WANT TO THANK YOU SO MUCH FOR JOINING US TODAY ON PBS NORTH CAROLINA.

YOU ARE SO SMART, SO SPECIAL, AND SO FUN TO BE WITH.

WISHING YOU PEACE, LOVE, AND LEARNING, MY FRIENDS.

♪ ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com