[cheerful upbeat music] ♪ WELCOME TO CLASSROOM CONNECTION.

I'M YOUR HOST, MR. R., AND I'M ALSO A TEACHER.

I HOPE YOU'LL JOIN ME IN THE CLASSROOM AS WE LEARN FROM TEACHERS ALL ACROSS THIS BEAUTIFUL STATE OF NORTH CAROLINA.

♪ ♪ HI, MATHEMATICIANS.

WELCOME.

I'M SO EXCITED TO SEE YOU HERE.

MY NAME IS MS. NABORS.

TODAY, I NEED YOUR HELP TO SOLVE A DISAGREEMENT BETWEEN A FRIEND AND ME.

A DISAGREEMENT IS WHEN 2 PEOPLE THINK DIFFERENTLY ABOUT SOMETHING.

MY FRIEND AND I WERE TALKING ABOUT FRACTIONS.

DO YOU KNOW WHAT A FRACTION IS?

A FRACTION IS WRITTEN USING A NUMERATOR AND A DENOMINATOR.

HAVE YOU EVER HEARD THOSE WORDS?

DO YOU KNOW WHAT THEY MEAN?

HERE IS THE FRACTION TWO-FOURTHS.

HOW MANY PARTS HAS THIS WHOLE BEEN PARTITIONED INTO?

"PARTITION" MEANS TO CUT INTO EQUAL PARTS.

THE WHOLE'S BEEN CUT INTO 4 EQUAL PARTS.

SO, IN THE FRACTION TWO-FOURTHS, THE DENOMINATOR IS 4, BECAUSE THAT IS THE NUMBER OF SAME-SIZE UNITS WE PARTITIONED THE WHOLE INTO.

WE HAVE 4 EQUAL PARTS, AND THESE ARE CALLED FOURTHS.

HOW MANY PARTS ARE SHADED IN THIS MODEL?

HOW MANY SHADED PARTS CAN WE COUNT?

LET'S COUNT THE FOURTHS THAT ARE SHADED.

BEFORE WE COUNT, IT'S IMPORTANT TO KNOW THAT FRACTIONS CAN REPRESENT PART OF A WHOLE.

SO, WHEN WE COUNT, WE'RE GOING TO SAY THE UNIT WE'RE COUNTING.

IN THIS CASE, THE UNITS ARE CALLED FOURTHS, SO WHEN WE COUNT, WE WILL SAY "FOURTHS," NOT JUST 1, 2, OR 3.

SO 1 FOURTH, 2 FOURTHS.

WE COUNTED 2 FOURTHS.

THE NUMERATOR IS THE NUMBER OF UNITS WE'VE COUNTED, SO, IN 2 FOURTHS, THE NUMERATOR IS 2.

SO, TO SUMMARIZE...

THE NUMERATOR IS THE NUMBER OF UNITS COUNTED.

THE DENOMINATOR IS THE AMOUNT OF SAME-SIZE UNITS THE WHOLE WAS PARTITIONED INTO.

OKAY.

KNOWING THOSE WORDS ARE GOING TO BE VERY HELPFUL WITH SOLVING THIS DISAGREEMENT.

SO, NOW THAT WE HAVE AN UNDERSTANDING OF FRACTIONS AND SOME IMPORTANT WORDS, LET'S LOOK AT THIS PROBLEM MY FRIEND AND I ARE HAVING.

MY FRIEND CARLIE THINKS 1/2 IS GREATER THAN 1/3.

I THINK 1/3 IS GREATER THAN 1/2.

WHAT ABOUT YOU?

WHAT DO YOU THINK?

WELL, I KNOW 3 IS GREATER THAN 2, WHICH IS WHY I THINK 1/2 IS SMALLER THAN 1/3.

DO YOU AGREE OR DISAGREE WITH ME?

GIVE A THUMBS-UP IF YOU AGREE AND A THUMBS-DOWN IF YOU DISAGREE.

INTERESTING.

I SAW SOME THUMBS-UP AND SOME THUMBS-DOWN.

LET'S LOOK AT AN EXAMPLE WITH SOME PEOPLE SHARING A CAKE TO HELP US SOLVE THIS DISPUTE.

WHAT IF 2 PEOPLE WANT TO SHARE 1 CAKE?

THEY WANT TO BE FAIR, SO THEY WANT THE SHARES EACH PERSON GETS TO BE EQUAL IN SIZE, MEANING EACH PERSON GETS THE EXACT SAME AMOUNT.

THAT IS SOMETHING UNIQUE ABOUT FRACTIONS.

WHEN WE SAY 1/2 OR 1/3 OR 1/4, EACH PART OF THE WHOLE MUST BE THE SAME SIZE, MEANING WE HAVE EQUAL PARTS.

THESE ARE THIRDS, BECAUSE EACH PART IS THE SAME SIZE.

THESE ARE NOT THIRDS, BECAUSE ALL OF THE PARTS ARE NOT THE SAME SIZE.

JUST BECAUSE SOMETHING IS CUT UP OR DIVIDED INTO A CERTAIN NUMBER OF PARTS DOES NOT MEAN WE CAN CALL IT A FRACTION.

SO, BACK TO OUR PROBLEM.

WE HAVE 1 WHOLE CAKE AND 2 PEOPLE.

HOW CAN WE CUT IT SO EACH PERSON HAS A FAIR SHARE?

REMEMBER, A FAIR OR EQUAL SHARE IN FRACTIONS MEANS EACH PERSON GETS THE EXACT SAME AMOUNT.

HMM.

WHAT IF THE CAKE WAS CUT LIKE THIS?

CAN WE CALL THESE PIECES HALVES?

WHY NOT?

REMEMBER, EACH UNIT HAS TO BE THE SAME SIZE.

IF 2 PEOPLE SHARED THIS CAKE, ONE PERSON WOULD GET A WAY BIGGER AMOUNT THAN THE OTHER, AND IT WOULD NOT BE FAIR.

FRACTIONS ALWAYS SHOW 2 EQUAL AMOUNTS.

WHAT'S ANOTHER WAY THE CAKE COULD BE SHARED SO EACH PERSON GETS THE SAME AMOUNT?

RIGHT.

WE CAN CUT THE CAKE EXACTLY IN THE MIDDLE.

IN MATH, WE CALL THIS "HALF."

OKAY, SO EACH PERSON WILL GET ONE PIECE OF CAKE.

WHAT CAN WE NAME EACH OF THESE PIECES?

HERE'S A HINT.

IF WE CUT THE CAKE IN HALF, WHAT COULD WE CALL THOSE PIECES?

REMEMBER, IN FRACTIONS, WE HAVE A NUMERATOR AND DENOMINATOR.

WHEN WE SAY 1/2, WE'RE COMMUNICATING THAT THE SIZE OF EACH PIECE IS A HALF OF THE WHOLE, AND WE'VE COUNTED ONE OF THOSE HALVES.

EVEN THOUGH WE CUT THE CAKE INTO 2 PARTS, WE CALL THOSE PIECES "HALVES," BECAUSE THE WHOLE WAS CUT IN HALF.

SO, WHEN YOU SEE A FRACTION WITH A DENOMINATOR OF 2, YOU SAY "HALVES," NOT "TWOS" OR "TWOTHS."

I WOULD SAY THESE FRACTIONS AS 2 HALVES, 1 HALF, AND 3 HALVES.

OKAY, SO LET'S GO BACK TO OUR PROBLEM.

NOW THAT WE KNOW WHAT 1/2 LOOKS LIKE, LET'S COMPARE IT TO 1/3.

IF WE WANTED TO SHOW THIRDS, HOW MANY PEOPLE WOULD BE SHARING A CAKE?

WHEN A CAKE IS SHARED WITH 2 PEOPLE, OUR DENOMINATOR IS 2.

SO, WHEN THE SAME CAKE IS SHARED WITH 3 PEOPLE, OUR DENOMINATOR CAN BE 3.

LET'S SEE WHAT 1/3 FOR EACH PERSON WOULD LOOK LIKE.

WE CAN SEE THAT EACH PERSON STILL GOT ONE PIECE OF CAKE.

BUT I WONDER WHAT HAPPENED TO THE SIZE OF EACH PIECE, SINCE WE'RE NOW SHARING A CAKE WITH ONE MORE PERSON, 3 INSTEAD OF 2.

THINK ABOUT A TIME WHEN YOU SHARED FOOD WITH A SIBLING, A FRIEND, A COUSIN OR A CLASSMATE.

USUALLY, WHEN WE SHARE, WE WANT TO BE FAIR, SO THINK ABOUT EACH PERSON HAVING TO RECEIVE THE SAME AMOUNT.

SOMETIMES FAIR MEANS SOMEONE GETS MORE THAN THE OTHER IF THEY REALLY NEED MORE OF SOMETHING, SUCH AS MEDICINE OR WATER.

FOR TODAY'S PROBLEM WITH FRACTIONS, WHEN WE SAY "FAIR," WE MEAN EQUAL.

EVERYONE GETS THE SAME AMOUNT.

SO, THE MORE PEOPLE THE CAKE IS SHARED WITH, WHAT HAPPENS TO THE AMOUNT EACH PERSON GETS?

LET'S LOOK AT MODELS OF 1/2 AND 1/3 TO ANSWER THAT.

WHAT DO YOU NOTICE?

LET'S LOOK AT 1/2 AND 1/3 APART FROM THE WHOLE CAKE.

WHAT DO YOU NOTICE ABOUT THE SIZE OF 1/2 COMPARED TO 1/3?

WHOA!

DO YOU NOTICE WHAT I NOTICE?

1/2 IS GREATER THAN 1/3.

THE PART IS LARGER.

DO YOU KNOW WHY?

1/2 IS GREATER THAN 1/3 BECAUSE THE 2 IN 1/2 DOES NOT REPRESENT 2 WHOLES.

WHEN WE THINK OF THE NUMBER 2, THIS IS A WHOLE NUMBER REPRESENTING 2 WHOLES, WHICH IN THIS SITUATION WOULD MEAN WE HAVE 2 CAKES.

THE 2 IN 1/2 REPRESENTS HALVES OR PARTS.

1 WHOLE CUT INTO 2 PARTS.

SO, THESE ARE SMALLER THAN 2 WHOLES.

THINK BACK TO THE EXAMPLE OF SHARING CAKE.

WHAT IF, AT FIRST, THE CAKE WAS SHARED WITH 3 PEOPLE, THEN 3 MORE PEOPLE CAME OVER, AND NOW IT HAS TO BE SHARED WITH 6 PEOPLE?

WHAT DO YOU THINK WOULD HAPPEN TO THE SIZE OF THE PIECE OF CAKE EACH PERSON WOULD GET?

WELL, THIS IS WHAT THE CAKE WOULD HAVE ORIGINALLY LOOKED LIKE, PARTITIONED INTO THIRDS.

THE PIECES ARE CALLED THIRDS, BECAUSE THERE'S 3 EQUAL PARTS.

NOW, LOOK WHAT HAPPENS WHEN WE SHARE WITH 6 PEOPLE.

EACH INDIVIDUAL PIECE GETS SMALLER, SO THAT EACH PERSON GETS AN EQUAL AND FAIR SHARE.

WHAT IS THE AMOUNT CALLED THAT EACH PERSON WOULD GET IF A CAKE WAS SHARED WITH 6 PEOPLE?

RIGHT.

1/6, BECAUSE THE PIECES ARE CALLED SIXTHS, AND WE COUNTED 1 SIXTH FOR EACH PERSON.

ALTHOUGH THE DENOMINATOR LOOKS LIKE A LARGER NUMBER, THE VALUE'S ACTUALLY SMALLER BECAUSE THE SIZE OF OUR PIECE GETS SMALLER THE MORE TIMES WE PARTITION THE WHOLE.

LET'S LOOK AT ONE MORE EXAMPLE TOGETHER.

I KNOW THAT THIS CAN BE A TRICKY THING TO UNDERSTAND.

WHAT IF 4 PEOPLE SHARED 1 CAKE?

WHAT'S THE AMOUNT THAT EACH PERSON WOULD GET?

BRILLIANT.

EACH PERSON WOULD GET 1/4, BECAUSE THERE ARE 4 EQUAL PARTS, CALLED "FOURTHS," AND EACH PERSON GETS ONE OF THOSE FOURTHS.

SO, NOW, WHAT HAPPENS IF WE SHARE WITH 8 PEOPLE INSTEAD OF 4?

WHAT'S GOING TO HAPPEN TO THE SIZE OF THE INDIVIDUAL PARTS?

EXACTLY.

THE AMOUNT OF PEOPLE WE SHARED WITH INCREASED FROM 4 TO 8.

SO, TO MAKE SURE EVERYONE GOT AN EQUAL SHARE, THE SIZE OF THE INDIVIDUAL PIECES GOT SMALLER.

SO, WHICH IS GREATER, THEN, 1/4 OR 1/8?

WHICH FRACTION REPRESENTS A LARGER AMOUNT?

REMEMBER, 4 IN 1/4 REPRESENTS THE SIZE OF THE UNITS, NOT THE WHOLE NUMBER 4.

WE CANNOT COMPARE 4 AND 8 LIKE WHOLE NUMBERS, BECAUSE WE'RE NOT COMPARING 4 WHOLE OBJECTS TO 8 WHOLE OBJECTS.

WE'RE COMPARING 2 WHOLES, ONE PARTITIONED INTO FOURTHS AND ONE PARTITIONED INTO EIGHTHS.

WHEN WE'RE COMPARING 1/4 AND 1/8, WE'RE COMPARING PARTS OF A WHOLE RATHER THAN A WHOLE NUMBER.

LOOKING AT THE MODEL, WE CAN SEE THAT 1/4 IS LARGER THAN 1/8, MEANING 1/4 IS GREATER THAN 1/8.

THIS ALSO MEANS THAT 1/8 IS LESS THAN 1/4.

ALL RIGHT, DISAGREEMENT SOLVED.

SEEMS LIKE I WAS WRONG, BUT THAT'S OKAY, BECAUSE I LEARNED SOMETHING.

LEARNING ABOUT HOW FRACTIONS CAN BE DIFFERENT FROM WHOLE NUMBERS CAN BE TRICKY AT FIRST.

LET'S REVIEW WHAT WE LEARNED.

WHEN WE WORK WITH FRACTIONS, IT'S IMPORTANT TO REMEMBER THAT WE'RE WORKING WITH PART OF A WHOLE, AND SOMETIMES WE'RE WORKING WITH NUMBERS THAT ARE LESS THAN 1.

THIS IS WHY 1/2 IS LARGER THAN 1/3.

WHEN WE USUALLY THINK OF 2 AND 3, WE THINK THAT 3's GREATER, BUT BECAUSE WE'RE WORKING WITH FRACTIONS, WE'RE WORKING WITH AMOUNTS THAT ARE LESS THAN 1.

3 AND 2 ARE WHOLE NUMBERS, WHILE THE FRACTIONS WE WORKED WITH TODAY ARE LESS THAN 1 WHOLE.

THIS MIGHT HELP YOU UNDERSTAND.

IMAGINE IF YOU AND A FRIEND SHARED THIS PIZZA.

YOUR SHARES MIGHT LOOK LIKE THIS.

NOW, WHAT IF YOU HAD TO SHARE THAT ONE PIZZA WITH AN ENTIRE CLASS, AND THERE WERE 16 PEOPLE IN YOUR CLASS?

NOW LOOK AT THE SIZE OF YOUR PIECE.

YOU HAD TO MAKE SURE THAT EACH PERSON GOT A PIECE, SO THE INDIVIDUAL PARTS GOT SMALLER.

PRACTICING HELPS YOUR BRAIN TAKE IN THESE NEW IDEAS.

SEE IF YOU CAN COMPARE THESE FRACTIONS AND DEVELOP YOUR UNDERSTANDING OF FRACTIONS ON YOUR OWN.

1/4 AND 1/6.

WHICH FRACTION WOULD BE GREATER?

WHICH AMOUNT'S LARGER?

WHICH FRACTION WOULD GIVE YOU A LARGER AMOUNT?

KEEP THINKING, AND I'LL SEE YOU NEXT TIME.

I HOPE YOU LOVE NUMBERS EVEN MORE NOW AFTER THAT AWESOME LESSON.

DO YOU HAVE A FAVORITE NUMBER?

I LIKE 8.

WHY?

BECAUSE IT'S THE CHINESE NUMBER FOR GOOD FORTUNE.

NUMBERS CAN BE BEAUTIFUL, JUST LIKE WORDS.

♪ ♪ HI, I'M GRACE.

TODAY WE'RE READING "YOU ARE ENOUGH."

OKAY.

"NO TWO PEOPLE ARE EXACTLY THE SAME.

"WE ARE ALL UNIQUE-- AND THAT'S GREAT!

"BEING DIFFERENT IS WHAT MAKES YOU SPECIAL.

"YOU ARE JUST RIGHT EXACTLY AS YOU ARE.

"BEING DIFFERENT CAN BE LONELY.

"YOU MAY FEEL LIKE YOU DON'T BELONG, "BUT WE'RE ALL IN THIS TOGETHER.

"EVERYONE NEEDS A FRIEND.

"FRIENDS HELP ONE ANOTHER.

"FRIENDS LEARN FROM ONE ANOTHER.

"FRIENDS KNOW THAT NO TWO PEOPLE ARE ALIKE.

"A FRIEND WILL CELEBRATE YOU JUST AS YOU ARE!

"BUT SOME PEOPLE DON'T UNDERSTAND.

"THEY THINK BEING DIFFERENT IS SCARY.

"TRY TO BE GOOD AND BRAVE AND STRONG.

"LET PEOPLE SEE THE REAL YOU!

"SOMETIMES THINGS MIGHT SEEM BIGGER THAN YOU.

"BUT YOU ARE STRONGER THAN YOUR FEARS.

"THAT'S WHY YOU HAVE COURAGE.

"COURAGE IS WHEN SOMETHING IS SCARY, "BUT YOU CAN DO IT ANYWAY.

"DON'T LET ANYONE TRY TO STOP YOU FROM TAKING A CHANCE "OR TRYING SOMETHING NEW.

"SURROUND YOURSELF WITH PEOPLE WHO LOVE YOU.

"THEY ARE YOUR CHEERLEADERS!

"LISTEN TO THEM WHEN THEY SAY, 'YES, YOU CAN!'

"WHEN YOU FALL DOWN, GET BACK UP.

"STAY FIERCE: YOU KNOW YOU'VE GOT THIS!

"DON'T STAY ON THE SIDELINES.

"IT'S YOUR STORY-- "SO BE THE STAR!

"BE YOU WHEREVER YOU ARE.

"IF PEOPLE STOP AND STARE, "JUST KEEP GOING!

"REMEMBER, NOT EVERYONE MAY UNDERSTAND YOU.

"BUT THAT DOESN'T MEAN YOU CAN'T STILL BE HAPPY, "JUST THE WAY THAT YOU ARE.

"NEVER SAY NO TO BEING YOURSELF.

"FEEL YOUR OWN BEAUTY, "INSIDE AND OUT.

"WHEN YOU LET YOUR LIGHT SHINE, "YOU WILL BRIGHTEN THE WORLD.

"WOULDN'T IT BE BORING IF EVERYONE WAS THE SAME?

"BEING DIFFERENT IS BEAUTIFUL.

"JUST BE YOU!

BECAUSE YOU ARE ENOUGH.

"BEING ENOUGH MEANS YOU ARE FULL OF LOVE.

"YOU HAVE PURPOSE.

"YOU AREN'T PERFECT (NO ONE IS!).

"BUT YOU ARE OKAY BEING PERFECTLY YOURSELF.

"YOU ARE ENOUGH, AND YOUR FRIEND IS ENOUGH.

"YOUR TEACHER AND NEIGHBOR ARE ENOUGH, TOO!

"REMEMBER THAT WE ALL BELONG.

"LOOK FOR THE GOOD IN THE WORLD.

"START BY LOOKING IN THE MIRROR.

"LOVE WHAT YOU SEE THERE.

BECAUSE JUST LIKE ME... YOU ARE ENOUGH!"

THE END.

THIS IS WILD.

LISTEN TO THIS.

FROM ZERO TO ONE THOUSAND, THE ONLY NUMBER THAT HAS THE LETTER "A" IN IT IS ONE THOUSAND.

THAT'S LIKE A MATH FACT AND A READING FACT.

DO YOU GET EXTRA CREDIT FOR LEARNING THESE AMAZING FACTS?

I'M JUST JOKING, BUT...

BUT WE'RE GETTING STARTED WITH TODAY'S MATH LESSON, RIGHT NOW, SO DON'T GO ANYWHERE.

♪ ♪ 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.

DO YOU LIKE BUBBLEGUM?

MY FRIEND SPLAT LOVES BUBBLEGUM.

TODAY, WE ARE GOING TO SOLVE A PROBLEM ABOUT BUBBLEGUM.

BEFORE WE GET STARTED, LET'S TAKE 20 SECONDS AND GET A FEW SUPPLIES.

YOU MIGHT WANT TO GET SOMETHING TO WRITE WITH, GET SOME PAPER OR A WHITEBOARD AND A MARKER, AND A STUFFED ANIMAL OR TRUSTED ADULT TO TALK TO.

I'LL WAIT HERE WHILE YOU GET WHAT YOU NEED.

♪ ♪ WELCOME BACK.

I HOPE YOU WERE ABLE TO FIND ALL THAT YOU NEEDED.

LET'S GET STARTED.

MY FRIEND MOESHA LOVES TO CHEW BUBBLEGUM ALSO.

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

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

WILL YOU JOIN ME?

LET'S GET ON OUR FEET AND DO 3 HAND CLAPS.

BUT WE'RE GOING TO COUNT BY 10s.

ARE YOU READY?

NICE JOB.

NOW LET'S DO 4 MORE HAND CLAPS, AND WE'RE STILL GOING TO COUNT BY 10s.

READY?

AWESOME JOB.

LET'S PUT IT ALL TOGETHER.

NICE JOB.

SO WE STARTED WITH 3 HAND CLAPS, WHICH EQUALED 30, AND THEN WE DID 4 MORE, WHICH WAS 40.

SO, HOW MANY DID WE DO ALTOGETHER?

WHAT IS 30 PLUS 40?

THAT'S RIGHT, IT'S 70.

BECAUSE 30 PLUS 40 IS 70.

NOW LET'S STAY ON OUR FEET, AND LET'S DO 2 JUMPING JACKS, AND WE'RE GOING TO COUNT BY 10s AGAIN.

ARE YOU READY?

GOOD JOB.

NOW WE'RE GOING TO DO ONE MORE JUMPING JACK, AND WE'RE STILL GOING TO COUNT BY 10.

LET'S DO IT.

NOW, LET'S DO ALL OF IT TOGETHER.

ARE YOU READY?

SO, WE STARTED WITH 2 JUMPING JACKS, WHICH EQUALED 20, AND THEN WE DID ONE MORE, WHICH WAS 10, AND THAT GAVE US 30.

SO, 20 PLUS 10 IS 30.

WOW!

I FEEL REALLY ENERGIZED AND READY TO FOCUS ON HELPING MOESHA FIGURE OUT ABOUT HER BUBBLEGUM.

YOUR JOB TODAY IS GOING TO BE TO FIGURE OUT HOW MUCH BUBBLEGUM MOESHA HAS.

LET'S READ A LITTLE TO FIND OUT ABOUT MOESHA AND HER BUBBLEGUM.

WHAT ARE YOU PICTURING IN YOUR MIND?

HMM.

I'M PICTURING MOESHA WITH A BIG BUCKET OF BUBBLEGUM.

I ALSO SEE HER GIVING AWAY SOME OF HER GUM.

HOW MANY PIECES OF BUBBLEGUM DO YOU THINK MOESHA HAS?

YES, SHE COULD HAVE 30, 40, OR MAYBE EVEN, LIKE, 70 PIECES OF GUM.

NOW, TELL AN ADULT OR YOUR STUFFED ANIMAL HOW MANY PIECES OF GUM YOU THINK SHE COULD HAVE GIVEN AWAY.

THAT IS SO TRUE.

MOESHA COULD HAVE GIVEN AWAY 10, 20, OR MAYBE EVEN 90 PIECES OF GUM.

LET'S READ A LITTLE MORE ABOUT MOESHA.

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

YES, YOU ARE RIGHT.

YOU AND SPLAT SAY THAT WE KNOW THAT MOESHA HAS 60 PIECES OF BUBBLEGUM IN HER BUCKET.

HOW MANY PIECES OF BUBBLEGUM DO YOU THINK SHE GAVE AWAY?

WRITE IT DOWN QUICKLY, AND SHOW SPLAT AND ME.

OH, WHAT GREAT GUESSES!

YES, MOESHA COULD HAVE GIVEN AWAY 10, OR 5, OR EVEN 20 PIECES OF GUM.

WELL, LET'S KEEP READING TO FIND OUT ABOUT MOESHA'S BUBBLEGUM.

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

THAT'S RIGHT, WE NOW KNOW THAT MOESHA GAVE 30 PIECES OF HER GUM AWAY.

WHAT QUESTIONS COULD WE ASK ABOUT OUR MATH STORY?

THINK OF A QUESTION ABOUT MOESHA AND HER BUBBLEGUM.

AND THEN, WILL YOU SHARE IT WITH A TRUSTED ADULT OR A STUFFED ANIMAL?

AND, FINALLY, WILL YOU WHISPER IT TO SPLAT AND ME?

LET ME LISTEN IN FOR THE WHISPERS.

OH, I HEAR A WHISPER THAT SAYS WE COULD ASK, "HOW MANY PIECES OF BUBBLEGUM DOES MOESHA HAVE?"

THAT'S A GREAT QUESTION.

LET'S READ A LITTLE MORE ABOUT MOESHA.

WHAT IS THE QUESTION IN THIS STORY ASKING US?

YES, THE QUESTION IS ASKING HOW MANY PIECES OF GUM MOESHA HAS LEFT IN HER BUCKET.

LET'S THINK OF A WAY YOU COULD SOLVE FOR THE PIECES OF GUM MOESHA HAS LEFT IN HER BUCKET.

TAKE SOME TIME AND TRY AND SOLVE THE PROBLEM.

MY FRIEND SPLAT IS REALLY GOOD AT USING 10 FRAMES TO HELP HIM SOLVE PROBLEMS.

WE USE 10 FRAMES TO SOLVE OTHER STORIES ABOUT MOESHA.

TODAY, WE CAN SOLVE THIS PROBLEM USING MULTIPLE 10 FRAMES.

LET'S GIVE IT A TRY.

I WILL USE SIX 10 FRAMES BECAUSE WE KNOW THAT A FULL 10 FRAME HAS THE VALUE OF 10, SO WE CAN COUNT BY TENS.

SO, IF WE HAVE SIX 10 FRAMES, THAT EQUALS 60.

LET'S COUNT THE VALUE OF OUR 10 FRAMES.

REMEMBER, WE'RE COUNTING BY TENS.

NOW, I AM GOING TO "X" OUT THREE 10 FRAMES, BECAUSE THREE 10 FRAMES EQUALS 30, AND MOESHA GAVE 30 PIECES OF GUM AWAY.

COUNT WITH ME AS I CROSS THEM OUT.

GOOD WORK.

WE COUNTED THE 30 PIECES OF BUBBLEGUM THAT MOESHA GAVE AWAY.

NOW, LET'S COUNT OUR REMAINING 10 FRAMES AND SEE HOW MANY PIECES OF GUM MOESHA HAS LEFT.

WOW!

MOESHA HAS 30 PIECES OF GUM LEFT IN HER BUCKET.

WE FIGURED IT OUT!

GREAT JOB USING THE 10 FRAMES TO COUNT BY TENS.

IN A BIT, WE'RE GOING TO TALK ABOUT ANOTHER WAY TO SOLVE THIS PROBLEM.

BUT LET'S TAKE A MATH MOVEMENT BREAK BEFORE WE DO.

I WOULD LIKE TO INVITE YOU TO STAND UP FOR THIS MOVEMENT BREAK.

LET'S EXERCISE USING OUR NUMBERS AND COUNTING DOWN FROM 10 FOR INSPIRATION.

ARE YOU READY TO MOVE YOUR BODY TO EACH NUMBER?

LET'S GO.

LET'S START WITH 10 TWISTS.

NICE WORK.

LET'S DO 9 HOPS.

NEXT, WE'RE GOING TO DO ARM CIRCLES.

LET'S DO 8 OF THEM.

NOW, WE HAVE 7 KNEE BENDS.

ARE YOU READY?

NICE WORK.

NEXT, WE'RE GOING TO DO 6 ARM STRETCHES.

NOW, WE'RE GOING TO DO 5 KNEE RAISES.

LET'S DO 4 SIDE BENDS.

NOW, LET'S DO 3 TOE RAISES.

NOW, LET'S DO 2 HEAD NODS.

AND, FINALLY, 1 BIG JUMP.

THAT WAS FUN, EXERCISING OUR MATH MINDS BY COUNTING DOWN FROM 10.

NOW THAT WE'RE ENERGIZED, 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 A BAR MODEL TO HELP US ORGANIZE OUR THINKING AND SOLVE OUR PROBLEM.

FIRST, WE NEED TO DRAW A BAR MODEL.

YOU CAN DRAW ONE ON YOUR PAPER LIKE I HAVE ON MY CHART.

REMEMBER, THOUGH, MAKE THE TOP BAR BIG ENOUGH TO REPRESENT OUR WHOLE, OR OUR TOTAL.

THEN, MAKE 2 BARS ON THE BOTTOM.

THE 2 BARS REPRESENT OUR PARTS.

NEXT, LET'S FILL IN OUR BAR MODEL.

WE KNOW FROM OUR STORY THAT MOESHA HAS 60 TOTAL PIECES OF GUM.

THAT'S OUR WHOLE, OR THE TOTAL, SO, 60 GOES IN THE TOP BAR.

NOW WE KNOW THAT SHE GAVE AWAY 30 PIECES OF GUM.

SO, 30 GOES IN ONE OF OUR SMALLER BARS, BECAUSE IT'S PART OF OUR WHOLE.

NEXT, WE WANT TO FIGURE OUT THE PART THAT WE HAVE LEFT.

BECAUSE WE DON'T KNOW THAT NUMBER OR THE VALUE YET, WE'RE GOING TO PUT A QUESTION MARK IN THIS PART OF THE BAR.

NOW, WE CAN LOOK AT OUR BAR MODEL TO FIGURE OUT THE EQUATION THAT MATCHES.

MOESHA HAD 60 PIECES OF GUM.

MOESHA GAVE 30 PIECES AWAY.

SO, WE HAVE 60 MINUS 30.

NOW, WE JUST HAVE TO FIGURE OUT HOW TO SOLVE 60 MINUS 30.

WE KNOW THAT 60 IS 6 TENS AND 0 ONES.

AND 30 IS EQUAL TO 3 TENS AND 0 ONES.

SO, WE BEGIN BY SUBTRACTING IN THE ONES PLACE.

NEXT, WE WOULD SUBTRACT THE TENS PLACE.

SO, WE WOULD SUBTRACT 3 TENS FROM THE 6 TENS.

AND THAT WOULD LEAVE US WITH 3 TENS.

SO, NOW, WE ADD OUR 2 ANSWERS.

WE ADD OUR 3 TENS TO OUR 0 ONES, AND WE HAVE 3 TENS AND 0 ONES, ALSO KNOWN AS 30.

GREAT JOB THINKING ABOUT BAR MODELS AND BREAKING APART NUMBERS TO HELP MAKE SUBTRACTION EASIER.

FRIENDS, SPLAT AND I HAVE TO GO NOW, BUT YOU DID SUCH A GREAT JOB, AND WE HAD SO MUCH FUN TODAY.

WE SOLVED THE MATHEMATICAL STORY OF HOW MANY PIECES OF GUM MOESHA HAS LEFT IN HER BUCKET.

WE USED MULTIPLE 10 FRAMES AND DOUBLES AND BAR MODELS TO FIGURE OUT HOW MANY PIECES OF GUM SHE HAD IN HER BUCKET AFTER GIVING SOME AWAY.

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

[electronic beeps] MY GOOD PEOPLE, WE LEARNED A LOT, AND I'M SURE THAT YOUR BRAIN IS GETTING BIGGER AND STRONGER EVERY DAY.

LEARNING IS SO IMPORTANT.

WITHOUT IT, YOU COULD NEVER GET BETTER AT THINGS LIKE RUNNING, READING, MAKING UP STORIES.

WITHOUT LEARNING, WE'D BE THE SAME PERSON EVERY DAY, AND WE'D NEVER GROW UP.

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