[cheerful upbeat music] ♪ HI, FRIENDS.

WELCOME TO ANOTHER AWESOME DAY OF CLASSROOM CONNECTION.

I'M MR. R., AND I AM SO GLAD TO SEE YOU TODAY.

DID YOU KNOW THAT THIS SPACE RIGHT HERE, THIS SPACE RIGHT HERE IS MAGICAL?

YEAH, IT'S TRUE.

AND YOU KNOW WHY?

BECAUSE THIS IS WHERE LEARNING HAPPENS.

AND LEARNING IS THE MOST MAGICAL THING EVER.

I LOVE LEARNING NEW THINGS.

DO YOU?

I KNOW YOU DO.

TODAY IS GOING TO BE SO MUCH FUN.

WE'RE GOING TO LEARN ABOUT MATH, AS WELL AS ARTS AND SCIENCE.

BUT, MOSTLY, WE'RE GOING TO HAVE SOME FUN.

SO, LET'S JUMP 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-POWERED WARM-UPS, AND THEN OUR MISSION FOR TODAY IS TO CALL THE SHAPES BY THEIR CORRECT NAMES AND FIND THEM IN OUR SURROUNDINGS.

SO, LET'S START.

[speaking Spanish] HI, SUPER LEARNERS.

WE ARE CLAUDIA AND GRACE, THE POWERFUL TWINS!

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

ARE YOU READY FOR ANOTHER MATH ADVENTURE TODAY?

YES?

THEN, LET'S START.

DEAR SUPER LEARNERS, TODAY'S MISSION IS TO CALL SHAPES BY THEIR CORRECT NAMES AND FIND THEM IN OUR SURROUNDINGS.

SHALL WE START?

BUT, FIRST, LET'S SING TO SAY HELLO.

YES?

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

♪ ♪ HELLO, SUPER LEARNERS HOW ARE YOU?

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

♪ MM, SUPER LEARNERS, WE ARE DOING GREAT TODAY, AND WE HOPE YOU ARE TOO.

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

ARE YOU READY?

NOW, SING WITH US.

YES, LET'S SING AGAIN!

[both] ♪ LET'S COUNT, LET'S COUNT ♪ ♪ SUPER LEARNERS, LET'S COUNT ♪ ♪ 1, 2, 3 WE MOVE OUR FEET ♪ ♪ 4, 5, 6 OUR HANDS TOO ♪ ♪ 7, 8, 9 OUR BODY MOVES ♪ ♪ AND 10 WE LISTEN CAREFULLY ♪ ♪ 11, 12, 13 WE COUNT OUT LOUD ♪ ♪ 14, 15, 16 WE JUMP ALL AT ONCE ♪ ♪ 17, 18, 19 MY HEAD IS MOVING ♪ ♪ AND 20 WE COUNT ALL OVER AGAIN ♪ WE DID IT!

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

OKAY?

WHAT COLOR IS THIS?

YES, MORADO.

PURPLE.

AND THIS ONE?

YES, ROJO.

RED.

AND THIS ONE?

YES, AMARILLO.

YELLOW.

LOOK FOR THESE COLORS IN THE WORLD TODAY.

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

WHAT SHAPE IS THIS?

YES, ROMBO.

RHOMBUS.

AND THIS ONE?

YES, CÍRCULO.

CIRCLE.

AND THIS ONE?

YES, HEXÁGONO.

HEXAGON.

[both] LOOK FOR THESE SHAPES IN THE WORLD TODAY.

GREAT, SUPER LEARNERS!

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

LET'S REVIEW THE MISSION OF THE DAY.

HMM... SUPER LEARNERS, THE MISSION OF THE DAY IS TO CALL GEOMETRIC SHAPES BY THEIR CORRECT NAMES AND FIND THEM IN OUR SURROUNDINGS.

HOW FUN!

SUPER LEARNERS, ARE WE READY?

YES, PERFECT.

I HAVE A LIST OF ARTICLES THAT WE NEED TO BUY.

SUPER LEARNERS, YOU'RE GOING TO HELP GRACE TO FIND THEM.

THESE ARTICLES ARE ON THIS SHELF.

SHALL WE START?

YES?

LET'S GO!

FIRST, WE NEED A CYLINDER THAT IS NEXT TO THE GIFT BAG.

SUPER LEARNERS, LET'S LOOK.

WHAT IS IT?

IT'S NEXT TO THE GIFT BAG...

VERY GOOD!

CORRECT!

IT'S THE SOUP CAN.

GOOD JOB!

YOU FOUND IT.

NOW, WE NEED A LARGE TRIANGLE THAT IS ABOVE THE BOX.

LET'S LOOK AGAIN.

WHAT DO YOU THINK IT IS, SUPER LEARNERS?

YES!

ABOVE THE BOX IS THIS PENNANT.

LET'S BRING IT HERE.

VERY GOOD!

YOU DID IT!

NOW, WE NEED A CUBE THAT IS BEHIND THE APPLE.

SUPER LEARNERS, HELP ME.

WHERE IS THE CUBE?

BEHIND THE APPLE.

DID YOU SEE IT?

YES!

VERY GOOD, SUPER LEARNERS.

HERE IS THE CUBE.

GOOD JOB!

NOW, WE NEED A RECTANGLE THAT IS IN FRONT OF THE BASKET.

LET'S TAKE A GOOD LOOK.

WHAT IS IT?

SUPER LEARNERS, HELP ME.

I'M LISTENING.

CORRECT!

THE PIECE OF PAPER IS IN FRONT OF THE BASKET.

VERY GOOD, SUPER LEARNERS.

YOU FOUND IT!

NOW, WE NEED A SPHERE THAT IS BETWEEN THE CUP AND THE CLOCK.

HMM.

LET'S LOOK.

HELP ME, PLEASE, SUPER LEARNERS.

WHAT IS IT?

YES, THE BALL!

IT'S BETWEEN THE CUP AND THE CLOCK.

VERY GOOD!

WE DID IT.

WE HAVE ALL THE ARTICLES WE NEEDED.

SO, IT'S TIME TO MOVE, USING MATH AND RECHARGING OUR POWERS JUMPING AND TRYING TO GRAB THE STARS UP ABOVE, WHILE THE TAMBOURINE IS PLAYING.

WHEN THE TAMBOURINE STOPS, WE HAVE TO FREEZE.

ARE WE READY?

READY, SUPER LEARNERS?

GOOD.

♪ [silence] ♪ [silence] ♪ [silence] ♪ [silence] WOO HOO!

WE FEEL GREAT NOW!

WE'RE RECHARGED.

WE'RE READY FOR THE LAST PART OF THE MISSION, AND IT CONSISTS OF FINDING A DIFFERENT SHAPE, THE ONE THAT'S NOT LIKE THE OTHERS IN EACH GROUP.

SUPER LEARNERS, WE HAVE 3 GROUPS.

IN THIS FIRST GROUP, WE'RE GOING TO PUT A RING AROUND THE DIFFERENT SHAPE.

WE'RE GOING TO FIND THAT SHAPE USING OUR MATH POWERS, OKAY?

AND WE'LL FIND THAT DIFFERENT SHAPE.

SHALL WE LOOK?

YES!

CORRECT.

THE SQUARE IS THE DIFFERENT SHAPE.

AND WHY?

VERY GOOD, BECAUSE IT'S A PLANE SHAPE.

AND THE CONE IS...

THE CYLINDER AND THE SPHERE ARE GEOMETRIC SHAPES.

VERY GOOD, SUPER LEARNERS.

BRAVO!

NOW, LET'S GO TO THE SECOND GROUP, SUPER LEARNERS.

LET'S USE OUR MATH POWERS AGAIN TO FIND THE DIFFERENT SHAPE AND PUT THE RING AROUND IT THAT WE HAVE HERE.

MM-HMM.

WHICH IS THE DIFFERENT SHAPE?

THE CONE?

YES, AND WHY?

YES!

BECAUSE IT'S A GEOMETRIC SHAPE.

AND THE OTHERS ARE...?

VERY GOOD, THEY'RE TRIANGLES, AND THEY'RE PLANE SHAPES.

VERY GOOD, SUPER LEARNERS.

NOW, OUR THIRD GROUP.

IT ALSO HAS A DIFFERENT SHAPE, AND WE'RE GOING TO PUT THIS RING AROUND IT.

LET'S LOOK CAREFULLY TO SEE WHICH IT IS.

YES, CORRECT!

THE CIRCLE.

AND WHY?

VERY GOOD, SUPER LEARNERS.

BECAUSE IT'S A PLANE SHAPE.

WE DID IT, SUPER LEARNERS!

WE FOUND ALL THE DIFFERENT SHAPES.

LET'S GO BACK TO SPARKLES TO SEE IF WE COMPLETED THE MISSION.

MM... [fanfare plays] BRAVO!

CONGRATULATIONS, SUPER LEARNERS.

YOU USED YOUR MATH POWERS AND COMPLETED TODAY'S MISSION.

IT'S TIME TO... REVIEW!

WE WERE ABLE TO IDENTIFY THE GEOMETRIC SHAPES IN DIFFERENT POSITIONS AND CALL THEM BY THE CORRECT NAMES.

REMEMBER THAT THESE SHAPES ARE ALL AROUND US, AND WE CAN SEE THEM EVERYWHERE AND SAY THEIR NAMES.

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

SPARKLES, THANK YOU, TOO.

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

BYE!

i¡ADIÓS!

OH, JEEZ.

JEEZ.

HOLD ON, HOLD ON, HOLD ON.

HELLO?

UH-HUH.

THEY'RE RIGHT HERE, YEAH.

HEY, THIS JUST IN.

WE GOT A REALLY COOL VIDEO HEADING STRAIGHT FOR US.

♪ ♪ AMARILLO IS THE COLOR OF THE SUN ♪ ♪ ALL DAY LONG ♪ ♪ IT'S SO AMARILLO ♪ ♪ AMARILLO IS THE COLOR OF THE SUN ♪ ♪ ALL DAY LONG ♪ ♪ IT'S SO AMARILLO ♪ ♪ TELL ME WHY ♪ ♪ WHEN I SEE YOU ♪ ♪ THE SUN TURNS AMARILLO ♪ ♪ ♪ VERDE IS THE COLOR OF THE GRASS ♪ ♪ OF THE TREES ♪ ♪ THAT ARE SO VERDE ♪ ♪ VERDE IS THE COLOR OF THE GRASS ♪ ♪ OF THE TREES ♪ ♪ THAT ARE SO VERDE ♪ ♪ TELL ME WHY ♪ ♪ MOTHER NATURE ♪ ♪ LIKES TO WEAR ALWAYS VERDE ♪ ♪ ♪ AZUL IS THE COLOR OF THE OCEAN ♪ ♪ OF THE SKY ♪ ♪ THAT IS SO AZUL ♪ ♪ AZUL IS THE COLOR OF THE OCEAN ♪ ♪ OF THE SKY ♪ ♪ THAT IS SO AZUL ♪ ♪ TELL ME WHY ♪ ♪ WHEN I THINK OF YOU ♪ ♪ THE BROAD SKY SEEMS TO TURN AZUL ♪ ♪ ♪ ROJO IS THE COLOR OF MY HEART ♪ ♪ THAT BEATS SO FAST ♪ ♪ WHEN I'M HAPPY ♪ ♪ ROJO IS THE COLOR OF MY HEART ♪ ♪ THAT BEATS SO FAST ♪ ♪ WHEN I'M HAPPY ♪ ♪ TELL ME WHY ♪ ♪ WHEN THEY BLOSSOM ♪ ♪ ALL MY ROSES ARE SO ROJO ♪ ♪ AMARILLO IS THE SUN ♪ ♪ VERDE IS THE GRASS ♪ ♪ AZUL IS THE OCEAN ♪ ♪ ROJO IS MY HEART ♪ ♪ AMARILLO IS THE SUN ♪ ♪ VERDE IS THE GRASS ♪ ♪ AZUL IS THE OCEAN ♪ ♪ ROJO IS MY HEART ♪ ♪ AMARILLO ♪ ♪ AZUL IS THE OCEAN ♪ ♪ ROJO IS MY HEART ♪ ♪ AMARILLO IS THE SUN ♪ ♪ VERDE IS THE GRASS ♪ ♪ AZUL IS THE OCEAN ♪ ♪ ROJO IS MY HEART ♪ - 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 I LOVE SOLVING MATH PROBLEMS.

TODAY, WE'RE GOING TO READ A WORD PROBLEM, WRITE AN EQUATION THAT REPRESENTS IT, AND THEN USE OUR SUBTRACTION SKILLS TO FIND THE ANSWER.

ARE YOU READY?

GREAT.

LET'S GO.

HMM.

LET'S THINK ABOUT THIS.

SOMEONE NAMED MOESHA SAW A GARDEN WITH 35 FLOWERS.

SHE MUST HAVE THOUGHT THE FLOWERS WERE PRETTY, BECAUSE SHE WANTED TO PICK SOME TO TAKE HOME.

SHE PICKED 16 FLOWERS.

WE WANT TO FIND OUT HOW MANY FLOWERS MOESHA LEFT IN THE GARDEN.

MATHEMATICIANS, CAN WE FIGURE OUT HOW MANY FLOWERS ARE STILL IN THE GARDEN?

SURE WE CAN.

SO, WHAT SHOULD WE DO FIRST?

YES, OF COURSE.

YOU'RE RIGHT.

WE SHOULD FIRST SET UP AN EQUATION THAT REPRESENTS THIS STORY.

WHAT DO YOU THINK THE EQUATION SHOULD BE?

WHISPER TO ME WHAT THE EQUATION SHOULD BE.

WOW!

I HEARD YOU SAY, "35 MINUS 16 EQUALS BLANK."

RIGHT.

GREAT THINKING.

THE TOTAL NUMBER OF FLOWERS MINUS THE ONES MOESHA PICKED EQUALS THE AMOUNT THAT'S LEFT.

NOW, WHAT SHOULD WE DO?

I HEARD YOU SAY WE SHOULD DECIDE ON A STRATEGY TO USE TO SOLVE FOR THE DIFFERENCE.

YES, THAT'S RIGHT.

WE NEED TO THINK ABOUT STRATEGIES WE KNOW THAT WILL HELP US GET THE DIFFERENCE, OR THE ANSWER, TO THE SUBTRACTION PROBLEM.

THE DIFFERENCE WILL REPRESENT HOW MANY FLOWERS ARE LEFT IN THE GARDEN.

WHAT STRATEGY SHOULD WE USE TO SOLVE FOR THE DIFFERENCE?

I HEARD YOU SAY TO DRAW PLACE VALUE BLOCKS.

GREAT IDEA.

I LOVE DRAWING MODELS FOR NUMBERS.

OKAY.

IF I'M GOING TO DRAW MODELS AS REPRESENTATIONS FOR OUR NUMBERS IN THE STORY, WHAT SHOULD I DRAW FIRST?

I HEARD SOMEONE SAY 35.

YES.

THAT IS CORRECT, BECAUSE 35 IS THE TOTAL NUMBER OF FLOWERS AND THE NUMBER FROM WHICH WE ARE TAKING AWAY.

WHAT?

SOMEONE JUST SAID THAT 35 IS THE MINUEND?

WELL, THAT'S A FANCY WORD.

WHAT IS A MINUEND?

OH, YES.

IT'S THE NUMBER I'M SUBTRACTING FROM, THAT'S RIGHT.

AND IN THIS EQUATION, THE MINUEND IS 35, BECAUSE THERE WERE A TOTAL OF 35 FLOWERS IN THE GARDEN.

HOW SHOULD I DRAW A MODEL FOR THIS MINUEND, THE NUMBER 35?

WHISPER TO ME WHAT I SHOULD DRAW.

THAT'S RIGHT.

I CAN DRAW 3 TENS TO REPRESENT 30, AND 5 UNITS TO REPRESENT 5.

LET'S COUNT THESE TO MAKE SURE WE'RE MODELING 35 CORRECTLY.

SINCE THESE ARE TENS, I CAN USE MY SKIP COUNTING KNOWLEDGE TO COUNT BY TENS.

[electronic beeps] OH, LOOK.

HERE'S MY FRIEND SPLAT.

HE LOVES SOLVING WORD PROBLEMS TOO, SO, I THINK HE WANTS TO HELP.

LOOK AT OUR MODEL FOR THE NUMBER 35, SPLAT.

TEN, TWENTY, TH-- [beeping] WHAT'S THAT?

OH.

YES.

THANKS FOR REMINDING ME.

HE SAID NOW I SWITCH FROM COUNTING BY TENS TO COUNTING BY ONES.

SO...

YES, YOU WERE RIGHT.

3 TENS AND 5 UNITS MODEL THE NUMBER 35.

GREAT THINKING, MATHEMATICIANS.

OKAY.

NOW THAT WE HAVE MODELED THE MINUEND, 35, WHAT DO WE DO?

WHISPER TO ME OR TELL A TRUSTED ADULT, OR EVEN A STUFFED ANIMAL, WHAT'S NEXT.

THAT'S RIGHT.

I SHOULD SHOW THE SUBTRACTION OF THE SUBTRAHEND.

WHAT'S A "SUBTRAHEND" AGAIN?

[beeping] OH, RIGHT, SPLAT.

THE "SUBTRAHEND" IS THE AMOUNT WE'RE TAKING AWAY FROM THE MINUEND.

SO, NOW, HOW WILL I MODEL THAT?

GREAT IDEA.

I HEARD YOU SAY WE CAN REPRESENT WHAT WE'RE TAKING AWAY FROM THIS TOTAL BY CROSSING OUT WHAT WE'RE TAKING AWAY.

SO, IF I'M TAKING AWAY 16, WHAT SHOULD I CROSS OUT?

YOU SAID TO CROSS OUT 1 TEN AND 6 ONES.

YES.

BECAUSE 16 IS 1 GROUP OF 10 AND 6 ONES.

BUT WHICH FIRST?

WHISPER TO ME WHERE I SHOULD START CROSSING OUT.

THAT'S RIGHT.

THE ONES.

WE SHOULD START WITH THE ONES, BECAUSE YOU NEVER KNOW WHEN WE MIGHT NEED TO DECOMPOSE A 10.

OKAY.

I HAVE TO CROSS OUT 6 ONES.

AND, LOOK.

I ONLY HAVE 5 ONES.

HOW AM I GOING TO CROSS OUT 6, IF I ONLY HAVE 5?

YOU'RE RIGHT.

I CAN'T.

TELL A FRIEND OR A TRUSTED ADULT OR EVEN A STUFFED ANIMAL WHAT I SHOULD DO.

WOW!

I HEARD YOU SAY "DECOMPOSE" ONE OF THE TENS.

GREAT THINKING.

BECAUSE 1 TEN IS EQUAL TO 10 ONES.

THEY HAVE THE SAME VALUE.

YOU'RE RIGHT.

10 ONES HAVE THE SAME VALUE AS 1 TEN.

OKAY.

SO, SINCE 1 TEN IS EQUAL TO 10 ONES, LET'S SHOW THAT BY CROSSING OUT 1 OF OUR TENS AND DRAWING 10 ONES TO REPRESENT THAT 10.

WE'RE STILL MODELING THE NUMBER 35, RIGHT?

LET'S CHECK TO MAKE SURE WE HAVEN'T CHANGED THE VALUE AND THAT WE'RE STILL MODELING 35.

[whispering, counting quickly] YES.

THE VALUE HASN'T CHANGED.

WE'RE STILL MODELING 35, ONLY, THIS TIME, OUR MODEL IS 2 TENS AND 15 ONES.

IT'S STILL A MODEL OF 35, JUST IN A DIFFERENT FORM.

THIS IS AWESOME.

NOW, I DO HAVE ENOUGH ONES TO TAKE AWAY THE 6 THAT I NEED TO TAKE AWAY.

LET'S DO IT.

OKAY.

WE'VE CROSSED OUT THE 6 ONES OF THE 16 I'M TAKING AWAY.

NOW, I JUST HAVE TO CROSS OUT A 10.

THERE!

I'VE CROSSED OUT 1 TEN AND 6 ONES TO REPRESENT THE SUBTRACTION OF 16.

WHAT SHOULD I DO NOW?

YES, MATHEMATICIANS.

YOU'RE RIGHT.

NOW I JUST LOOK TO SEE WHAT HASN'T BEEN CROSSED OUT AND COUNT IT UP.

THAT WILL SHOW ME THE DIFFERENCE BETWEEN THE MINUEND AND THE SUBTRAHEND.

I SEE WE HAVE 1 TEN AND 9 ONES LEFT.

WHAT DO 9 ONES AND 1 TEN REPRESENT?

I HEARD YOU SAY 19.

RIGHT!

SO, WE'RE LEFT WITH 19, AFTER WE TOOK AWAY 16 FROM OUR TOTAL OF 35.

WHAT DOES THAT TELL US?

RIGHT!

IT TELLS US THAT 19 IS THE DIFFERENCE.

19 FLOWERS WERE LEFT IN THE GARDEN.

WE DID IT!

WE FOUND THE ANSWER TO THE WORD PROBLEM.

THANKS FOR HELPING ME SOLVE THIS WORD PROBLEM.

SO, IN OUR STORY PROBLEM TODAY, WE HAD TO FIND THE DIFFERENCE BETWEEN 2 NUMBERS, WHICH ARE CALLED THE MINUEND AND THE SUBTRAHEND.

TO DO THAT, FIRST, WE SET UP AN EQUATION THAT MATCHED THE STORY.

THEN, WE CHOSE A STRATEGY TO USE TO SOLVE THAT EQUATION.

WE CHOSE TO MODEL OUR NUMBER, BY DOING A QUICK DRAW OF PLACE VALUE BLOCKS.

SINCE WE CHOSE TO DRAW PLACE VALUE BLOCKS TO MODEL OUR TOTAL, AND OUR TOTAL IS A 2-DIGIT NUMBER, WE USED TENS AND ONES.

LET'S NOT FORGET WE HAD TO DECOMPOSE ONE OF THOSE TENS INTO 10 ONES.

AND WE KNOW WE CAN DO THAT, BECAUSE WE KNOW THAT 10 ONES AND 1 TEN HAVE THE SAME VALUE.

THEN, WE MODELED THE SUBTRACTION BY CROSSING OUT WHAT WE'RE TAKING AWAY.

FINALLY, WE COUNTED WHAT WAS LEFT AND FOUND THE SOLUTION TO OUR EQUATION.

WOW.

DOING MATH IS SO MUCH FUN.

WELL, I'VE GOT TO GO FOR NOW.

BUT I HOPE WE CAN GET TOGETHER AGAIN SOON TO SOLVE ANOTHER WORD PROBLEM.

BYE!

[electronic beeps] 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.

THERE ARE MANY SPECIES OF BEES IN THE WORLD, AND SOME, LIKE THE HONEY BEE, ARE MUCH APPRECIATED BY HUMANS, BUT THAT'S NOT TRUE OF ALL BEE SPECIES.

TAKE, FOR INSTANCE, THE CARPENTER BEE.

IN FRONT OF ME HERE, WE HAVE 2 BEES THAT LOOK VERY SIMILAR TO EACH OTHER.

NOW, YOU MAY NOTICE THAT THE CARPENTER BEE LOOKS VERY SIMILAR TO A BUMBLE BEE.

BUT THE BUMBLE BEE HAS A FUZZY REAR END, OR ABDOMEN, AND THE CARPENTER BEE HAS A SHINY ABDOMEN.

NOW, CARPENTER BEES LIKE TO WORK WITH WOOD.

OKAY?

IF YOU HAVE A WOODEN STRUCTURE AT HOME, LIKE A DECK OR A FENCE, OR EVEN IF YOUR HOUSE IS MADE OF WOOD, YOU MAY HAVE NOTICED ONE OF THESE HOLES DRILLED IN THERE, AND WONDERED, "HEY, WHAT IS UP WITH THAT?"

THIS IS THE WORK OF THE CARPENTER BEE.

IF YOU OPEN IT UP, YOU'LL BE AMAZED TO SEE HOW MUCH DAMAGE IS GOING ON IN THERE.

NOW, FROM THE PERSPECTIVE OF THE FEMALE CARPENTER BEE, THIS IS NOT DAMAGE; THIS IS SIMPLY A NURSERY, WHERE SHE RAISES HER YOUNG.

AND WHAT SHE DOES IS, SHE'LL GO OUT INTO THE GARDEN, SHE GATHERS UP POLLEN FROM FLOWERS, AND SHE'LL ROLL THAT POLLEN UP INTO, LIKE, A LITTLE SOCCER BALL, WHICH SHE ROLLS DOWN TO THE END OF THIS TUNNEL.

SHE'LL LAY A SINGLE EGG ON IT, SEAL IT SHUT.

SHE GOES OUT AND GATHERS MORE POLLEN, ROLLS IT UP INTO A BALL, ROLLS IT DOWN HERE, LAYS AN EGG, SEALS IT SHUT-- AND SHE KEEPS DOING THAT IN SEQUENCE, UNTIL SHE GETS TO THE ENTRANCE.

SHE SEALS THAT UP, AND THEN SHE FLIES AWAY.

IN THE MEANTIME, THE BABIES HAVE HATCHED.

THEY'RE FEEDING ON THAT POLLEN BALL.

THEY UNDERGO COMPLETE METAMORPHOSIS INTO AN ADULT FORM, AND THEN THEY ARE GOING TO EMERGE, FLY AWAY, AND MAYBE DRILL MORE HOLES IN YOUR HOUSE.

NOW, AS DAMAGING AS THE CARPENTER BEE IS, YOU'VE GOT TO APPRECIATE THEIR INCREDIBLE WOODWORKING SKILLS.

FROM THE NORTH CAROLINA MUSEUM IN NATURAL SCIENCES, THANK YOU FOR OBSERVING A MOMENT OF SCIENCE.

[clock ticking] [popping noises] ♪ DODO DO DO DO DO ♪ ♪ DO DO DO DO DO ♪ [birds calling] [Ms. Shakemia] ONCE UPON A TIME, AN IMAGIFRIEND FELT DIFFERENT FROM HIS PEERS.

SO HE BEGAN TRYING TO BE LIKE THE OTHER IMAGIFRIENDS, [Hawaiian music] HOPING TO FIT IN.

[rock music] BUT HE WAS NEVER REALLY HAPPY.

[classical music] ONE DAY, SUPERHERO FRIEND NOTICED HIM LOOKING UPSET AND WENT TO TALK TO HIM.

AFTER HEARING HIS STORY, SUPERHERO FRIEND REMINDED HIM OF ALL OF THE GREAT THINGS THAT EVERYONE LOVES ABOUT HIM, INCLUDING THE QUALITIES THAT MAKE HIM DIFFERENT.

SUPERHERO FRIEND IS VERY ENTHUSIASTIC AND KIND.

HE'S ALWAYS THERE TO REMIND HIS FRIENDS TO LOVE THEMSELVES AND BE WHOEVER THEY WANT TO BE.

IT'S BEEN ANOTHER WONDERFUL DAY, AND I'M SO GLAD WE GOT TO SPEND IT TOGETHER.

PEACE, LOVE, AND LEARNING, HOMIES.

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