[cheerful upbeat music] ♪ HOLA, NI HAO, GUTEN TAG, AND GOOD MORNING, MY SUPER LEARNERS.

YOU KNOW ONE GOOD THING ABOUT BEING AT HOME?

IS THAT I GET TO BE RIGHT HERE WITH YOU, LEARNING ABOUT SOME AMAZING TOPICS.

ARE YOU READY?

[clapping] I LIKE THAT.

LET'S SEE WHAT WE'VE GOT TO LEARN IN THE CLASSROOM TODAY.

LET'S CONNECT.

♪ HI!

WE ARE THE SUPER TWIN TEACHERS, GRACE AND CLAUDIA.

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?

LET'S GO, WITH OUR MATH-POWERED WARM-UPS.

AND THEN, OUR MISSION FOR TODAY IS TO IDENTIFY FLAT SHAPES AND SOLID SHAPES, RECOGNIZING THEIR ATTRIBUTES AND THEN CALLING THEM CORRECTLY BY THEIR NAMES.

SO, LET'S START.

[speaking Spanish] HI, SUPER LEARNERS.

WE'RE THE POWER TWINS, CLAUDIA AND GRACE.

[fanfare plays] WE'RE VERY HAPPY THAT YOU'RE HERE.

ARE YOU READY FOR ANOTHER MATH ADVENTURE TODAY?

THEN, LET'S GET STARTED.

TODAY'S MISSION IS TO IDENTIFY PLANE GEOMETRIC SHAPES AND SOLID GEOMETRIC SHAPES, RECOGNIZING THEIR ATTRIBUTES AND CALLING THEM BY THE RIGHT NAME.

SHALL WE START, SUPER LEARNERS?

BUT TO GET STARTED, WE'RE FIRST GOING TO SAY HELLO WITH A SONG.

OKAY?

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

♪ ♪ HELLO, SUPER LEARNERS HOW ARE YOU?

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

♪ WELL, SUPER LEARNERS, WE ARE FEELING GREAT TODAY.

WE HOPE YOU ARE TOO.

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

ARE YOU READY?

HERE WE GO!

GOOD, SUPER LEARNERS.

[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 LISTEN CLOSELY ♪ ♪ 11, 12, 13 LET'S COUNT LOUDLY ♪ ♪ 14, 15, 16 LET'S JUMP ALTOGETHER ♪ ♪ 17, 18, 19 MY HEAD IS MOVING ♪ ♪ AND 20 LET'S COUNT AGAIN ♪ [cheering] VERY GOOD.

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

ARE YOU READY?

WHAT COLOR IS THIS?

YES, BLANCO.

WHITE.

AND THIS ONE?

YES, AZUL.

BLUE.

AND THIS ONE?

YES, NARANJA.

ORANGE.

LOOK FOR THESE COLORS IN THE WORLD TODAY.

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

WHAT SHAPE IS THIS?

YES, CÍRCULO.

CIRCLE.

AND THIS?

YES, RECTÁNGULO.

RECTANGLE.

AND THIS?

YES, CUADRADO.

SQUARE.

LOOK FOR THESE SHAPES IN THE WORLD TODAY.

GREAT, SUPER LEARNERS.

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

LET'S REMIND OUR SUPER LEARNERS WHAT TODAY'S MISSION IS.

MMM, VERY GOOD, SUPER LEARNERS.

TODAY'S MISSION IS... TO IDENTIFY PLANE GEOMETRIC SHAPES AND SOLID GEOMETRIC SHAPES, RECOGNIZING THEIR ATTRIBUTES AND NAMING THEM CORRECTLY.

THAT SOUNDS INTERESTING!

WHAT DO YOU THINK, SUPER LEARNERS?

YES, RIGHT.

ARE WE READY?

YES, LET'S GO.

AND IN THIS BASKET, WE HAVE DIFFERENT SOLID SHAPES, AND WE'RE GOING TO SAY THEIR NAMES ONE BY ONE AND DESCRIBE THEM.

BUT SING WITH ME.

READY?

♪ I HAVE A SPHERE, SPHERE, SPHERE ♪ ♪ I HAVE A SPHERE, AND HERE IT IS ♪ [both gasp] SUPER LEARNERS, WHAT IS THIS SPHERE LIKE?

YES, IT HAS A ROUND FACE.

YES, VERY ROUND.

AND WHAT CAN IT DO?

YES, RIGHT.

IT CAN ROLL.

VERY GOOD, SUPER LEARNERS.

LET'S SING, SUPER LEARNERS.

♪ IT'S ROUND, ROUND, ROUND ♪ ♪ IT'S ROUND, AND IT CAN ROLL ♪ YES!

NOW?

YES, A CUBE.

I HAVE A CUBE.

♪ I HAVE A CUBE, A CUBE, A CUBE ♪ ♪ I HAVE A CUBE, AND HERE IT IS ♪ SUPER LEARNERS, WHAT IS THE CUBE LIKE?

YES, IT HAS 6 FACES, AND THEY ARE... SQUARE.

VERY GOOD.

WHAT ELSE DO YOU SEE?

YES, IT HAS VERTICES AND WHAT?

VERY GOOD, IT CAN STAND.

LET'S SING.

♪ IT HAS 6 FACES, 6 FACES, 6 FACES ♪ ♪ IT HAS 6 FACES, AND IT CAN STAND ♪ BRAVO!

NOW, WHAT ELSE DO WE HAVE?

HMM.

YES, IT'S A CYLINDER, SUPER LEARNERS.

♪ I HAVE A CYLINDER, A CYLINDER, A CYLINDER ♪ ♪ I HAVE A CYLINDER, AND HERE IT IS ♪ SUPER LEARNERS, AND WHAT IS THIS CYLINDER LIKE?

YES, IT HAS 3 FACES.

2 ARE FLAT, AND 1 IS CURVED.

WHAT ELSE DO YOU SEE?

YES!

2 ARE FLAT, AND IT CAN STAND.

AND WITH THE CURVE, WITH THE CURVED FACE, IT CAN ROLL.

VERY GOOD, SUPER LEARNERS.

LET'S SING!

♪ IT HAS 2 FACES THAT ARE FLAT, VERY FLAT ♪ ♪ AND A CURVED FACE SO IT CAN ROLL ♪ NOW, WHAT DO I HAVE HERE?

VERY GOOD, SUPER LEARNERS.

A CONE.

♪ I HAVE A CONE, A CONE, A CONE ♪ ♪ I HAVE A CONE, AND HERE IT IS ♪ WHAT IS THE CONE LIKE, SUPER LEARNERS?

YES, IT HAS A FLAT FACE.

WHAT ELSE DO YOU SEE?

YES, A POINT.

VERY GOOD, SUPER LEARNERS.

LET'S SING.

♪ IT HAS A FACE THAT'S FLAT, VERY FLAT ♪ ♪ AND A POINT TO HOLD ONTO ♪ WOW, IT WAS SO FUN TO PLAY!

YES, SUPER LEARNERS.

WHAT DO ALL THESE GEOMETRIC SHAPES HAVE IN COMMON?

LET'S TAKE A GOOD LOOK.

CORRECT!

THESE GEOMETRIC SHAPES OCCUPY SPACE.

YES, AND THEY HAVE VOLUME.

VERY GOOD.

WE IDENTIFIED SOLID GEOMETRIC SHAPES, RECOGNIZING THEIR ATTRIBUTES.

NOW, IT'S TIME TO MOVE, USING MATH.

ARE YOU READY?

WE'LL PLAY WITH THIS BALL, GRACE.

AND I'LL PLAY TOO, WITH MY IMAGINARY BALL.

I'LL PLAY WITH MY IMAGINARY BALL, AND, SUPER LEARNERS, YOU CAN USE ANY TOY.

ARE YOU READY?

MM-HMM.

LET'S LIFT THE BALL UP.

DOWN.

TO ONE SIDE.

THE OTHER SIDE.

UP.

DOWN.

TO ONE SIDE.

THE OTHER SIDE!

NOW, FASTER, SUPER LEARNERS.

UP... DOWN... TO ONE SIDE...

THE OTHER SIDE... UP... DOWN... TO ONE SIDE...

THE OTHER SIDE... AHH!

AND NOW, WHERE?

BEHIND, BEHIND!

VERY GOOD, SUPER LEARNERS.

NOW WE FEEL ENERGIZED, AND WE CAN CONTINUE.

TO COMPLETE TODAY'S MISSION, LET'S DIFFERENTIATE SOLID SHAPES FROM PLANE SHAPES, AND WE'LL GROUP THEM-- SOLID SHAPES HERE, PLANE SHAPES HERE.

MM-HMM.

ARE WE READY, SUPER LEARNERS?

LET'S START.

LET'S GET THE... YOU SAID THE...

THE GIFT.

WHERE DO WE PUT IT, AND WHY?

YES, HERE.

AND WHY?

BECAUSE IT'S A CUBE, VERY GOOD.

NOW, WE HAVE THE... YOU SAID "TIN"?

AND WHERE DO WE PUT IT?

WHERE DO WE PUT THIS TIN?

HERE?

WHY?

YES, VERY GOOD, SUPER LEARNERS.

BECAUSE IT'S A CYLINDER.

NOW WE GET THE... YOU SAID THE CIRCLE?

HERE IS THE CIRCLE.

WHERE DO WE PUT IT?

YES, HERE.

WHY?

BECAUSE THE CIRCLE IS A PLANE FIGURE.

VERY GOOD.

NOW, LET'S GET THE... YOU SAID, WHAT?

THE BALL.

WHERE IS THE BALL?

OH, GRACE, IT'S HERE.

LOOK.

[laughs] HMM...

I FOUND THE BALL.

AND WHERE DO WE PUT IT?

YES, HERE.

VERY GOOD.

AND WHY?

VERY GOOD, BECAUSE IT'S A SPHERE.

NOW, LET'S GET THE SQUARE.

YOU SAID THE SQUARE?

AND WHERE DO WE PUT IT, AND WHY?

OH, YES, BECAUSE THE SQUARE IS A PLANE FIGURE.

VERY GOOD, SUPER LEARNERS.

HERE.

AND NOW, WHAT'S NEXT... WHAT DID YOU SAY IS NEXT?

THE CONSTRUCTION CONE?

VERY GOOD.

WHERE DO WE PUT IT?

HERE?

YES!

AND WHY?

BECAUSE IT'S A CONE.

VERY GOOD.

THERE ARE NO MORE SHAPES, SUPER LEARNERS.

MM-MM.

AND WHERE-- LET'S LOOK AT THESE GROUPS.

WHERE ARE THERE LESS SHAPES?

VERY GOOD, HERE.

WHY?

VERY GOOD, SUPER LEARNERS.

BECAUSE THERE ARE ONLY 2 SHAPES.

MM-HMM.

NOW, SUPER LEARNERS, LET'S COUNT THE SHAPES IN THIS GROUP, THE SOLID GEOMETRIC SHAPES.

THERE ARE 4 SOLID GEOMETRIC SHAPES.

THEN, GRACE, SUPER LEARNERS, WHERE ARE THERE LESS SHAPES?

RIGHT, IN THIS GROUP, THERE ARE LESS SHAPES, BECAUSE THERE ARE ONLY... AND IN THIS GROUP, YOU COUNTED 4.

VERY GOOD, SUPER LEARNERS.

WE DID IT, SUPER LEARNERS.

WE IDENTIFIED THE OBJECTS, AND WE GROUPED THEM ACCORDING TO THEIR ATTRIBUTES.

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

HMM... LET'S SEE... [gasps] WE DID IT!

CONGRATULATIONS, SUPER LEARNERS.

YOU USED YOUR MATH POWERS AND COMPLETED THE MISSION.

IT'S TIME TO... REVIEW!

WE WERE ABLE TO DIFFERENTIATE AND DESCRIBE SOLID GEOMETRIC SHAPES AND PLANE GEOMETRIC SHAPES, ACCORDING TO THEIR ATTRIBUTES.

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

SPARKLES, THANK YOU, TOO.

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

BYE!

i¡ADIÓS!

I'VE BEEN WAITING FOR THE PERFECT TIME TO SHARE THIS NEXT VIDEO WITH YOU.

CHECK IT OUT.

♪ 123 ANDRÉS PRESENTS OH, PAPA [man] ♪ GIVE ME LOVE ♪ [chorus] ♪ OH, PAPA ♪ ♪ TRUE ♪ [kids] ♪ OH, PAPA ♪ ♪ OUR DREAMS ♪ ♪ WILL COME TRUE ♪ ♪ LET'S LEARN ♪ ♪ OH, PAPA ♪ ♪ A THOUSAND STORIES ♪ ♪ OH, PAPA ♪ ♪ AND LET'S SING ♪ ♪ OH, PAPA ♪ ♪ OUR SONG ♪ ♪ OH, PAPA OH, PAPA ♪ ♪ OH, PAPA OH, PAPA ♪ ♪ OH, PAPA OH, PAPA ♪ ♪ OH, PAPA OH, PAPA ♪ ♪ ♪ SAY MY NAME ♪ ♪ OH, PAPA ♪ ♪ MY SONG ♪ ♪ OH, PAPA ♪ ♪ MELODY ♪ ♪ FROM MY HEART ♪ ♪ OH, PAPA ♪ ♪ LET'S LEARN ♪ ♪ OH, PAPA ♪ ♪ A THOUSAND STORIES ♪ ♪ OH, PAPA ♪ ♪ OUR DREAMS ♪ ♪ WILL COME TRUE ♪ ♪ OH, PAPA OH, PAPA ♪ ♪ OH, PAPA OH, PAPA ♪ ♪ LET'S LEARN ♪ ♪ EVERY NIGHT ♪ ♪ THE STORIES OF HOPE ♪ ♪ AND LET'S SING ♪ ♪ EVERY DAY ♪ ♪ THE SONGS OF JOY ♪ ♪ OH, PAPA ♪ ♪ SAY MY NAME ♪ ♪ GIVE ME STRENGTH IN MY LIFE ♪ ♪ OH, PAPA ♪ ♪ GIVE ME LOVE ♪ ♪ AND MAY MY SONG BE HEARD ♪ ♪ OH, PAPA OH, PAPA ♪ ♪ OH, PAPA OH, PAPA ♪ ♪ OH, PAPA OH, PAPA ♪ ♪ OH, PAPA YA LE HUE ♪ ♪ OH, PAPA YA LE HUE ♪ ♪ OH, PAPA YA LE OH ♪ ♪ OH, PAPA, YA LE OH ♪ ♪ OH, PAPA, YA LE LE LE ♪ ♪ OH, PAPA, YA LE LE LE ♪ ♪ OH, PAPA, YA LE LO ♪ ♪ OH, PAPA, YA LE LO ♪ ♪ YA LE LE LE ♪ ♪ YA LE LE LE ♪ ♪ YA LE LO ♪ ♪ YA LE LO ♪ ♪ YA YA LE LE ♪ ♪ YA YA LE LE ♪ ♪ YA LA LO ♪ ♪ YA LE LO ♪ ♪ OH, PAPA ♪ ♪ OH... ♪ ♪ OH, PAPA OH, PAPA ♪ [repeating] ♪ OH, PAPA OH, PAPA ♪ ♪ OH, PAPA OH, PAPA ♪ ♪ OH, PAPA OH, PAPA ♪ ♪ OH, PAPA ♪ ♪ YA LE OH ♪ [song ends] DID YOU KNOW THAT THERE ARE 293 WAYS TO MAKE CHANGE FOR A DOLLAR?

YEAH.

MATH HELPS YOU MAKE CHANGE FOR A DOLLAR AND COUNT THE COINS YOU MIGHT HAVE FOUND BETWEEN THE COUCH CUSHIONS.

SO, LET'S START YOUR MATH LESSON NOW AND SEE WHAT WE CAN LEARN.

♪ HELLO, MATHEMATICIANS.

MY NAME IS STEPHANIE, AND I'M HERE WITH MY FRIEND SPLAT, THE ROBOT, AND WE LOVE SOLVING MATH WORD PROBLEMS.

TODAY, WE ARE GOING TO READ A WORD PROBLEM, WRITE AN EQUATION THAT REPRESENTS IT, AND THEN CHOOSE AND USE A STRATEGY TO FIND THE ANSWER.

YOUR JOB IS TO HELP US DECONSTRUCT, OR TAKE APART, THE WORD PROBLEM, SO WE CAN MAKE AN EQUATION AND THEN THINK OF A STRATEGY WE CAN USE TO SOLVE IT.

LET'S READ OUR WORD PROBLEM.

WOW, THAT LOOKS FUN.

DO YOU THINK WE CAN FIND THE ANSWER?

OF COURSE WE CAN.

LET'S DO IT.

LET'S SEE.

LET'S THINK ABOUT WHAT HAPPENED IN THIS STORY.

AT THE PARK, THERE WERE SOME STUDENTS ON A FIELD TRIP.

A SCHOOL BUS ARRIVED AND DROPPED OFF 23 MORE KIDS AT THE PARK.

NOW, THERE ARE 74 KIDS AT THE PARK.

HOW MANY KIDS WERE THERE TO BEGIN WITH?

HMM... MATHEMATICIANS, WE WANT TO FIGURE OUT HOW MANY STUDENTS WERE AT THE PARK AT THE START OF THE STORY.

THINK ABOUT WHAT WE SHOULD DO FIRST.

WHEN YOU DECIDE, WHISPER TO SPLAT AND ME.

I HEARD YOU SAY THAT WE SHOULD SET UP A BAR MODEL FIRST, AS A REPRESENTATION OF THE STORY.

GREAT IDEA.

A BAR MODEL IS ONE WAY TO REPRESENT THE RELATIONSHIPS BETWEEN THE NUMBERS IN A WORD PROBLEM.

THEN, WE CAN USE THAT REPRESENTATION TO SET UP AN EQUATION.

LET'S DO IT.

HERE'S OUR BAR MODEL.

LET'S PUT OUR NUMBERS IN THE MODEL.

WHAT NUMBERS GO WHERE?

RIGHT.

YOU SAID WE SHOULD PUT 74 IN THE LARGEST BAR, BECAUSE IT REPRESENTS THE TOTAL AMOUNT OF KIDS THAT ARE HAVING FUN AT THE PARK.

WHAT NEXT?

RIGHT AGAIN.

YOU SAID WE SHOULD PUT 23 IN A BAR ON THE BOTTOM OF OUR MODEL, TO REPRESENT THE NUMBER OF KIDS WHO GOT OFF THE BUS.

GREAT THINKING.

NOW, WE CAN SEE THAT 23 IS PART OF THE WHOLE, 74.

OKAY.

NOW WHAT?

WHAT ABOUT THIS BAR?

THE WORD PROBLEM TELLS US THERE WERE SOME KIDS AT THE PARK.

HOW MANY IS "SOME"?

RIGHT, WE DON'T KNOW HOW MANY "SOME" IS.

SO, THIS BAR IS FOR OUR UNKNOWN NUMBER.

OKAY.

WE'VE GOT OUR BAR MODEL SET UP.

WHAT'S NEXT?

YES, WE SHOULD WRITE AN EQUATION.

LET'S DO IT.

HOW SHOULD WE REPRESENT THE UNKNOWN NUMBER IN OUR EQUATION?

GREAT IDEA.

YOU SAID WE CAN USE A QUESTION MARK.

OKAY.

SO, SOME KIDS WERE AT THE PARK.

NOW, A SCHOOL BUS ARRIVED AND DROPPED OFF 23 NEW CHILDREN.

THAT MEANS WE'RE ADDING 23 TO OUR UNKNOWN NUMBER.

SO, WE NEED AN ADDITION SIGN, AND THEN THE NUMBER 23.

WHAT?

WHAT'S-- UH, YOU'RE RIGHT, SPLAT.

LET'S NOT FORGET OUR EQUAL SIGN BEFORE OUR TOTAL.

AND OUR TOTAL IS WHAT?

WHISPER TO US.

RIGHT, 74.

THERE ARE A TOTAL OF 74 KIDS AT THE PARK.

SO, OUR EQUATION IS: AN UNKNOWN NUMBER PLUS 23 EQUALS 74.

THAT REPRESENTS THIS STORY PERFECTLY.

GREAT WORK WRITING A SITUATION EQUATION.

NO, SPLAT.

THAT DOES NOT MEAN WE HAVE TO SIT WHEN WE DO A "SITUATION" EQUATION.

IT JUST MEANS...

OKAY.

LET'S GET BACK TO SOLVING OUR WORD PROBLEM.

WHAT SHOULD WE DO NEXT, MATHEMATICIANS?

TELL US WHAT WE SHOULD DO TO FIND OUT THE UNKNOWN, THE AMOUNT OF KIDS WHO WERE AT THE PARK IN THE BEGINNING.

WOW.

I HEARD YOU SAY THAT WE SHOULD TURN OUR SITUATION EQUATION INTO A SOLUTION EQUATION.

GREAT THINKING.

WE KNOW THE TOTAL IS 74.

RIGHT?

AND WE KNOW ONE OF THE PARTNERS OF 74 IS 23.

WE KNOW THAT... ...AND THAT THE TOTAL MINUS ONE OF THE PARTNERS TELLS YOU THE OTHER PARTNER!

SO, WE CAN USE OUR TOTAL, SUBTRACT THE PARTNER WE KNOW, TO FIND THE UNKNOWN PARTNER.

THAT MEANS OUR EQUATION IS NOW...

AWESOME!

LET'S SUBTRACT.

WHAT STRATEGY WOULD YOU LIKE TO USE TO DO THE SUBTRACTION?

YOU WANT TO USE A NUMBER LINE?

OKAY.

GREAT IDEA.

I LOVE USING NUMBER LINES.

THEY ARE AN AWESOME TOOL TO HELP WITH ADDITION AND SUBTRACTION.

OKAY.

WE'VE GOT AN OPEN NUMBER LINE.

NOW, WHAT SHOULD WE DO?

I HEARD YOU SAY, "PUT 74 ON THE NUMBER LINE."

GOOD IDEA.

WHERE SHOULD I PUT IT?

I HEARD YOU SAY AT THIS END OF THE NUMBER LINE.

YOU'RE RIGHT.

74 SHOULD BE HERE, BECAUSE WE'RE GOING TO TAKE AWAY FROM IT.

AND WE'LL NEED TO MOVE LEFT ON THE NUMBER LINE, LEADING US TO A SMALLER NUMBER.

WE KNOW NUMBERS ON A NUMBER LINE GO FROM SMALL TO LARGE IN THE SAME DIRECTION THAT WE READ, WHICH IS FROM LEFT TO RIGHT.

OKAY.

SO, NOW THAT WE HAVE 74 POSITIONED ON THE NUMBER LINE, LET'S COUNT BACKWARDS 23 TIMES.

1, 2... [beeping] WHAT?

WHAT'S THAT, SPLAT?

THAT WILL TAKE TOO LONG?

OH.

YEAH, YOU'RE RIGHT.

COUNTING BY ONES JUST ISN'T EFFICIENT WHEN WE'RE WORKING WITH DOUBLE-DIGIT NUMBERS, LIKE 23.

SO, WHAT SHOULD WE DO INSTEAD?

WHAT WOULD BE AN EFFICIENT WAY TO TAKE 23 FROM 74 ON THE NUMBER LINE?

SPLAT, I HEARD SOMEBODY SAY THAT WE SHOULD USE WHAT WE KNOW ABOUT PLACE VALUE AND MAKE JUMPS OF TENS AND ONES.

THAT IS A GREAT IDEA.

IF WE'RE TAKING AWAY 23, THAT'S THE SAME AS 2 TENS AND 3 ONES.

SO, I CAN JUMP BACKWARDS 2 JUMPS OF 10 AND THEN JUMP BACK 3 ONES, AND THAT WILL BE THE SAME AS COUNTING BACKWARDS 23 TIMES.

LET'S NOT FORGET TO LABEL OUR JUMPS, SO WE KNOW HOW MANY NUMBERS EACH JUMP REPRESENTS.

NOW WHAT?

YOU SAID WE HAVE TO IDENTIFY WHAT LANDING POINTS THESE ARE ON THE NUMBER LINE.

GOOD THINKING.

SO, IF I STARTED AT 74 AND CAME BACK 1 JUMP OF 10, WHAT NUMBER IS THIS ON THE NUMBER LINE?

I HEARD YOU SAY 64.

YES!

YOU'RE RIGHT, BECAUSE 74, TAKE AWAY 10, IS 64.

IF I TAKE AWAY 1 MORE 10, WHAT NUMBER WILL THAT BE?

YOU SAID 54.

RIGHT.

NOW, WE'RE GOING BACK BY ONES.

SO, WHAT NUMBER IS THIS?

YES, 53.

AND THIS ONE?

RIGHT, 52.

AND THIS LAST ONE?

YES!

51.

THAT'S IT.

YOU DID IT.

YOU FOUND THE DIFFERENCE BETWEEN 74 AND 23.

IT'S 51.

OUR MISSING PARTNER IS 51!

SO, THERE WERE 51 KIDS AT THE PARK BEFORE THAT SCHOOL BUS ARRIVED AND DROPPED OFF THE 23 KIDS, MAKING A TOTAL OF 74 KIDS RUNNING AROUND THE PARK.

GOOD WORK.

TODAY, WE READ A WORD PROBLEM, MODELED IT, AND WROTE AN EQUATION THAT REPRESENTED IT.

WE CALL THAT THE "SITUATION EQUATION."

THEN, WE USED WHAT WE KNOW ABOUT THE RELATIONSHIP BETWEEN 2 PARTNERS AND A TOTAL TO REWRITE THE EQUATION.

THAT EQUATION LED US TO FIND A SOLUTION EFFICIENTLY.

WE HAD TO FIND THE DIFFERENCE, OR AMOUNT IN BETWEEN 2 NUMBERS: A TOTAL AND ONE OF ITS PARTNERS, WHICH REPRESENTS THE MISSING PARTNER.

WE CHOSE TO USE AN OPEN NUMBER LINE AS A STRATEGY TO HELP US WITH SUBTRACTION, AND WE DID THAT BY PUTTING OUR TOTAL ON THE RIGHT SIDE OF THE NUMBER LINE AND REPRESENTED SUBTRACTION BY JUMPING BACKWARDS, BY THE AMOUNT REPRESENTING THE PARTNER THAT WE KNEW.

THEN, WE IDENTIFIED THE POINTS ON THE NUMBER LINE WHERE WE LANDED, AND THE FINAL LANDING REPRESENTED THE DIFFERENCE, THE UNKNOWN NUMBER.

WOW!

I LOVE SOLVING MATH WORD PROBLEMS.

AND I HOPE YOU DO, TOO.

WELL, WE HAVE TO GO FOR NOW.

BUT WE HOPE TO SOLVE ANOTHER WORD PROBLEM WITH YOU AGAIN SOON.

BYE!

MY NAME IS AUBREY, AND I'M 6 YEARS OLD.

HERE'S A JOKE FOR YOU.

HOW DID THE RAIN TIE ITS SHOES?

[drum roll] WITH A RAINBOW.

[cymbals clash] [giggling] WOW, CAN YOU BELIEVE HOW MUCH WE LEARNED TODAY?

I'M SO GRATEFUL YOU WERE HERE.

AND I KNOW YOU'LL HAVE FUN NEXT TIME.

THANKS FOR STOPPING BY.

WISHING YOU PEACE, LOVE, AND LEARNING.

[cheerful upbeat music] ♪