[cheerful upbeat music] ♪ - HEY, EVERYONE.

I'M REALLY GLAD YOU'RE HERE TODAY, BECAUSE I NEED YOUR HELP.

I'M TRYING TO WRITE THIS SONG, BUT I KEEP GETTING STUCK.

HERE, LET ME SHOW YOU.

ALL RIGHT, HERE GOES.

♪ 1, 2, 3, 4 ♪ ♪ PUT ON MY SHOES AND WALK OUT THE DOOR ♪ ♪ I SAID, 5, 6, 7, 8 ♪ ♪ THE SUN IS SHINING, AND I'M FEELING... ♪ FINE?

THAT DOESN'T RHYME.

HOLD ON, HOLD ON, HOLD ON.

♪ 5, 6, 7, 8 ♪ ♪ THE SUN IS SHINING, AND I'M FEELING... ♪ GOOD.

NO, NO.

THAT'S NOT RIGHT EITHER.

UHH!

Y'ALL, WHAT'S A WORD THAT RHYMES WITH "EIGHT" AND MEANS SUPER GOOD?

WAIT, HOLD ON...

I THINK I HEARD SOMETHING.

NO, SAY THAT AGAIN.

"GREAT"!

YES, THAT'S IT.

THAT'S IT!

♪ 5, 6, 7, 8 ♪ ♪ THE SUN IS SHINING, AND I'M FEELING GREAT!

♪ WOW!

WHOO!

THANK GOODNESS YOU'RE HERE, OR I WOULD HAVE NEVER FINISHED THAT SONG.

LOOKS LIKE I COULD USE SOME MORE PRACTICE WITH MY READING AND MY NUMBERS.

YOU WANT TO PRACTICE, TOO?

OKAY, LET'S DO IT TOGETHER, STARTING NOW.

♪ - HI, MATHEMATICIANS.

MS. NABORS HERE.

I'M SO EXCITED TO LEARN MORE ABOUT FRACTIONS WITH YOU.

TODAY, WE'RE GOING TO COMPARE FRACTIONS.

WE'RE GOING TO LOOK AT FRACTIONS THAT HAVE A COMMON NUMERATOR BUT DIFFERENT DENOMINATORS.

DO YOU REMEMBER WHAT "NUMERATOR" AND "DENOMINATOR" MEAN?

IN CASE YOU FORGOT, THE DENOMINATOR IS...

IN THE NUMBER 2/8, THE SIZE OF OUR PIECES ARE CALLED EIGHTHS.

WE'LL USE THAT AT THE END TO COMMUNICATE THAT WE'RE WORKING WITH PART OF A WHOLE, SO, WE SAY "EIGHTHS."

8 IS OUR DENOMINATOR.

2 IS THE NUMERATOR, OR COUNTING NUMBER.

THIS COMMUNICATES THAT 2 EIGHTHS HAVE BEEN COUNTED.

THE NUMERATOR DOES NOT ALWAYS TELL US THE AMOUNT THAT IS SHADED OR COLORED IN A MODEL.

LOOK AT THIS LENGTH MODEL.

WHAT AMOUNT DO YOU SEE SHADED IN?

SHOW ME ON YOUR FINGERS.

HOW MANY EIGHTHS ARE SHADED?

YEP, 6 EIGHTHS ARE SHADED IN.

SO, HOW MANY EIGHTHS ARE NOT SHADED IN, THEN?

CORRECT.

2 EIGHTHS ARE NOT SHADED IN.

THAT TIME, WE WERE COUNTING THE EIGHTHS THAT WERE NOT SHADED IN.

WE STILL COUNTED AN AMOUNT, BUT IT WAS NOT THE AMOUNT THAT WE SEE SELECTED OR SHADED IN.

BUT 2 IS STILL THE NUMERATOR, BECAUSE WE COUNTED 2/8 TO DETERMINE THE AMOUNT NOT SHADED IN.

OKAY.

NOW THAT WE'VE REVIEWED WHAT THE NUMERATOR AND DENOMINATOR ARE, LET'S LOOK AT OUR PROBLEM FOR TODAY.

LEVI, JORDAN, AND LARA HAVE LEARNED ABOUT HEALTHY LIFESTYLE PRACTICES IN P.E.

ALL OF THE STUDENTS AT THE SCHOOL WERE GIVEN THE SAME WATER BOTTLE TO ENCOURAGE THEM TO DRINK MORE WATER.

THEY WERE ALSO TOLD TO TRACK HOW MUCH WATER THEY DRINK EACH DAY.

ON TUESDAY, LEVI, JORDAN, AND LARA WANTED TO COMPARE HOW MUCH WATER THEY EACH DRANK THAT DAY.

LEVI DRANK 2/3 OF A WATER BOTTLE.

JORDAN DRANK 2/4 OF A WATER BOTTLE.

LARA DRANK 2/6 OF A WATER BOTTLE.

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

THAT'S A LOT OF INFORMATION AT ONCE.

LET'S LOOK AT THIS PROBLEM IN PARTS.

SO, FIRST, WHO IS IN OUR PROBLEM?

LEVI, JORDAN, AND LARA ARE IN OUR PROBLEM.

WHY DO THE 3 OF THEM HAVE WATER BOTTLES?

THE TEXT SAYS THAT... WHAT'S SPECIAL ABOUT THE WATER BOTTLES LEVI, JORDAN, AND LARA HAVE?

WOULD THEIR WATER BOTTLES LOOK LIKE THIS?

WHY WOULD THESE NOT BE THE WATER BOTTLES THE STUDENTS WERE GIVEN?

RIGHT.

THE TEXT SAYS ALL OF THE STUDENTS WERE GIVEN THE SAME WATER BOTTLE.

SO, THE WATER BOTTLES WILL LOOK SOMETHING LIKE THIS.

THIS IS IMPORTANT TO REMEMBER IN OUR PROBLEM, BECAUSE LEVI, LARA, AND JORDAN ARE COMPARING THE AMOUNT OF WATER THEY DRINK.

IF THE SIZE OF THEIR WATER BOTTLES ARE DIFFERENT, IT'S NOT A FAIR COMPARISON.

IF LEVI'S WATER BOTTLE LOOKED LIKE THIS, AND LARA'S WATER BOTTLE LOOKED LIKE THIS, ONE-HALF OF ONE WATER BOTTLE IS NOT THE SAME AS ONE-HALF OF THE OTHER WATER BOTTLE.

REMEMBER, FRACTIONS ARE SPECIAL IN MATH, BECAUSE TO COMPARE THEM, THE WHOLES HAVE TO BE THE EXACT SAME SIZE, SO WE HAVE A FAIR COMPARISON.

OKAY, SO WE KNOW THAT THERE ARE 3 STUDENTS, LEVI, LARA, AND JORDAN, AND THEIR SCHOOL'S ENCOURAGING THEM TO DRINK MORE WATER.

WE KNOW THAT ON TUESDAY, LEVI DRANK 2/3 OF THE WATER BOTTLE, JORDAN DRANK 2/4 OF THE WATER BOTTLE, AND LARA DRANK 2/6 OF THE WATER BOTTLE.

THEY THINK THEY EACH DRANK THE SAME AMOUNT OF WATER.

WHY MIGHT THEY THINK THAT?

WHAT'S THE NUMERATOR IN EACH OF THEIR AMOUNTS?

RIGHT.

THE NUMERATOR IS 2 IN EACH FRACTION, SO, I BET THEY THINK THEY EACH DRANK THE SAME AMOUNT BECAUSE OF THAT FACT.

IS THE DENOMINATOR THE SAME IN EACH OF THEIR FRACTIONS?

THE DENOMINATOR IS DIFFERENT IN EACH OF THEIR FRACTIONS.

WHAT'S THE DENOMINATOR IN LEVI'S FRACTION?

SHOW ME ON YOUR FINGERS.

RIGHT.

3.

AND WE CALL THOSE PARTS THIRDS, SO WE SAY THAT FRACTION AS 2 THIRDS.

HOW ABOUT FOR JORDAN'S FRACTION?

WHAT IS THE DENOMINATOR IN THEIR FRACTION?

RIGHT AGAIN.

4 IS THE DENOMINATOR, AND WE CALL THOSE PARTS FOURTHS, SO, WE SAY THAT FRACTION AS 2 FOURTHS.

HOW ABOUT LARA'S FRACTION?

HOW WOULD YOU SAY THAT FRACTION?

CORRECT AGAIN.

YOU ARE JUST ON A ROLL.

LARA'S DENOMINATOR IS 6, AND WE CALL THOSE PARTS SIXTHS, SO, THE FRACTION IS SAID AS 2 SIXTHS.

OKAY, WE SEE THAT THE NUMERATOR IS THE SAME AMOUNT, BUT THE DENOMINATORS DIFFER.

LET'S USE SOME LENGTH MODELS TO HELP US COMPARE THESE AMOUNTS.

A LENGTH MODEL IS SIMILAR TO AN AREA MODEL.

A LENGTH MODEL SHOWS FRACTIONS LIKE A NUMBER LINE, EXCEPT WE USE BARS TO REPRESENT THE AMOUNTS RATHER THAN INTERVALS.

LOOK AT THIS LENGTH MODEL FOR LEVI'S AMOUNT OF WATER HE DRANK.

WE KNOW HE DRANK 2/3 OF THE WATER BOTTLE.

WE CAN SEE THAT THE LENGTH MODEL HAS 3 EQUAL PARTS.

WHAT AMOUNT DOES EACH INDIVIDUAL PART EQUAL?

THE PIECES ARE CALLED THIRDS, AND WHEN WE TALK ABOUT INDIVIDUAL PARTS, WE'RE TALKING ABOUT ONE PART, SO, EACH PART IS 1/3 OF THE WHOLE.

HOW MANY THIRDS DID LEVI DRINK?

YES, HE DRANK 2 THIRDS.

SO, TO SHOW THAT AMOUNT, WE NEED TO SHADE IN 2 OF THE THIRDS IN THE MODEL.

WE CAN USE THIS LENGTH MODEL TO COMPARE 2/3 TO LARA AND JORDAN'S AMOUNTS.

SO, LET'S LOOK AT A LENGTH MODEL FOR JORDAN'S AMOUNT.

WE KNOW THE DENOMINATOR IS 4, AND I CAN SEE 4 EQUAL PARTS IN TOTAL.

SO, LET'S COUNT THEM TOGETHER, AND, REMEMBER, WHEN WE COUNT, WE'LL COUNT BY FOURTHS, BECAUSE THESE ARE PART OF A WHOLE.

JORDAN DRANK TWO-FOURTHS OF HER WATER BOTTLE, SO, TWO-FOURTHS ARE SHADED IN THIS LENGTH MODEL.

TWO-FOURTHS ARE ALSO UNSHADED.

WHY DO YOU THINK THAT IS?

WHEN WE LOOK AT THE LENGTH MODEL, WE CAN SEE THERE ARE 2 FOURTHS SHADED AND UNSHADED.

2 IS HALF OF 4, SO 2/4 IS EQUIVALENT TO 1/2.

IF YOU LOOK AT THE SHADED AMOUNT, IT STOPS RIGHT IN THE MIDDLE OF THE LENGTH MODEL.

IN MATH, WE CALL THIS THE HALFWAY POINT, OR HALFWAY MARK.

2/4 ALSO SHOWS 1/2, JUST USING MORE PARTS.

WITHIN 2/4, THERE ARE HALVES.

SO, WHO DRANK MORE BETWEEN LEVI AND JORDAN?

WHEN WE COMPARE 2/3 AND 2/4, WE CAN SEE THAT 2/3 IS LONGER THAN 2/4, SO IT HAS GREATER VALUE.

IF WE THINK OF THESE AMOUNTS ON A NUMBER LINE, 0 WOULD BE AT THE START, AND 1 AT THE FINISH.

WHICH AMOUNT IS CLOSER TO 1?

2/3 IS CLOSER TO 1, SO, IT HAS GREATER VALUE.

SO, RIGHT NOW, WHO HAS DRUNK THE MOST WATER, LEVI OR JORDAN?

RIGHT.

USING THE LENGTH MODELS, WE CAN SEE THAT 2/3 IS GREATER THAN 2/4.

LASTLY, LET'S LOOK AT A LENGTH MODEL FOR LARA'S AMOUNT THAT SHE DRANK.

ACCORDING TO THE TEXT, LARA DRANK 2/6 OF THE WATER IN HER WATER BOTTLE.

HOW MANY PARTS SHOULD HER LENGTH MODEL BE PARTITIONED INTO?

REMEMBER, "PARTITION" MEANS TO CUT INTO EQUAL PARTS.

RIGHT.

THE DENOMINATOR IN LARA'S AMOUNT IS 6, SO, WE NEED 6 EQUAL PARTS.

OF THOSE 6, WE NEED TO SHADE IN 2, TO SHOW THE AMOUNT OF WATER LARA DRANK.

OKAY, NOW WE HAVE A MODEL TO USE TO COMPARE LEVI, JORDAN, AND LARA'S AMOUNTS.

WHAT DO YOU NOTICE WHEN YOU LOOK AT THESE MODELS AND AMOUNTS?

WHO DRANK THE LEAST AMOUNT OF WATER?

SO FAR, LARA HAS DRUNK THE LEAST AMOUNT OF WATER.

OUT OF ALL OF THE AMOUNTS, 2/6 IS CLOSEST TO 0, WHICH MEANS IT HAS A SMALLER VALUE THAN THE OTHER 2 AMOUNTS.

SO, RIGHT NOW, WE KNOW THE 3 STUDENTS HAVE NOT DRUNK THE SAME AMOUNT.

WE ALREADY COMPARED THE AMOUNT OF WATER JORDAN AND LEVI DRANK, SO, WHO DRANK THE MOST WATER ON TUESDAY?

LEVI HAS DRUNK THE MOST WATER.

2/3 IS GREATER THAN 2/4 AND 2/6.

WE KNOW THE STUDENTS DID NOT DRINK THE SAME AMOUNT, BECAUSE THEIR AMOUNTS HAVE DIFFERENT DENOMINATORS.

WHY IS 2/6 NOT THE GREATEST AMOUNT?

THE DENOMINATOR IS 6, SO, WHY IS THAT FRACTION NOT THE GREATEST?

HMM.

THINK ABOUT IF YOU SHARE A CAKE WITH JUST YOU AND ONE FRIEND.

YOU EACH COULD GET ONE-HALF.

BUT NOW, THINK ABOUT IF YOUR FRIEND INVITED 2 OF THEIR FRIENDS.

HOW MANY PEOPLE ARE SHARING CAKE NOW?

YOU HAVE YOU, YOUR FRIEND, AND THEIR 2 FRIENDS, MAKE 4 PEOPLE.

YOU ALL WANT TO BE FAIR AND MAKE SURE EVERYONE HAS THE SAME AMOUNT, SO WHAT WILL HAPPEN TO THE SIZE OF THE PIECE YOU WILL EACH GET?

YEP, THE SIZE OF YOUR PIECE IS GOING TO GET SMALLER, BECAUSE YOU ARE SHARING WITH MORE PEOPLE.

SO NOW, INSTEAD OF 1/2, YOU WILL GET 1/4 OF THE CAKE.

ALSO, REMEMBER FRACTIONS DESCRIBE PARTS OF A WHOLE.

WHEN WE READ THEM, WE SAY 2 "SIXTHS" OR 2 "FOURTHS."

WHEN WE SAY "SIXTHS" OR "FOURTHS" RATHER THAN "SIX" AND "FOUR," WE'RE SAYING WE HAVE PART OF A WHOLE, SO, THE NUMBER 6 AND THE DENOMINATOR 6 DO NOT SHOW THE SAME VALUE.

THE NUMBER 6 SHOWS 6 WHOLES.

A DENOMINATOR OF 6 SHOWS WHOLES PARTITIONED INTO SIXTHS.

I BET THAT'S ALSO WHERE THE STUDENTS GOT MIXED UP.

THANKS FOR YOUR HELP WITH THAT PROBLEM.

I ALWAYS LEARN SO MUCH WHEN I HAVE YOUR HELP.

TODAY... 2/3, 2/4, AND 2/6 ALL HAVE THE SAME NUMERATOR, BUT THEIR DENOMINATOR TELLS US THE AMOUNTS ARE DIFFERENT VALUES.

NEXT TIME, WE'LL LOOK AT FRACTIONS WITH THE SAME DENOMINATOR AND DIFFERENT NUMERATORS.

UNTIL THEN, SEE IF YOU CAN COMPARE 3/4 AND 3/6.

WHICH FRACTION IS GREATER?

SEE YOU!

WE'VE BEEN HAVING SO MUCH FUN TODAY LEARNING FROM TEACHERS AND EACH OTHER.

AND NOW, WE HAVE A VERY SPECIAL VIDEO OF SOMEONE ABOUT YOUR AGE READING ONE OF THEIR FAVORITE BOOKS.

I JUST LOVE THIS ONE, AND I KNOW YOU WILL, TOO.

MY NAME IS ISABEL, AND I'M GOING TO READ "QUIET BUNNY."

♪ "QUIET BUNNY LOVES THE SOUND OF THE FOREST.

HE LOVES THE MORNING SOUNDS OF HAPPY BIRDS SINGING."

"HE LOVES THE AFTERNOON SOUND OF THE BREEZE WRESTLING WITH THE LEAVES."

[breeze blowing] "BUT IN THE EVENING, THE SUN SINKS LOW, "AND SHADOWS FROM THE TREES GROW LONG, "AND ALL OF THE BUNNIES HOP TO THE MEADOW "TO LISTEN TO THE NIGHT SONG.

"THIS IS THE TIME QUIET BUNNY LOVES MOST.

"TONIGHT, QUIET BUNNY DID NOT SIT UP TALL AND STILL "LIKE THE OTHER BUNNIES.

"INSTEAD, HE LAY BACK IN THE SOFT GRASS, "CLOSED HIS EYES, AND SPREAD HIS EARS WIDE TO LISTEN "AS THE ANIMALS STARTED TO SING.

"FIRST, THE CRICKET.

'CH-CHEET, CH-CHEET, CH-CHEET.'"

[cricket singing] "THEN THE OWL.

'HOOOOT!

HOOOOT!'"

[owl hooting] "THE SNAKE.... "'SSsSssSSssss...' "AND THE TINY MOSQUITOES.

"'nnNNNnnnnNNnnnn'... "HE COULD HEAR THE BULLFROGS BY THE POND.

"'CROAK CRO-CROAK,' "AND THE WOLF HOWLING AT THE MOON.

'OUUUUUUUUUU!'"

[wolf howling] [owl hooting] [snake hissing] "QUIET BUNNY LONGED TO JOIN IN, "BUT WHENEVER HE OPENED HIS MOUTH, "NO SOUND CAME OUT.

"WHEN THE FIRST STAR TWINKLED IN THE NIGHT SKY, "QUIET BUNNY THOUGHT, 'TONIGHT, I'll MAKE A WISH.

I WISH FOR A SOUND, SO THAT I CAN SING IN THE NIGHT SONG.'"

[owl hooting] "THE NEXT MORNING, QUIET BUNNY WOKE UP EARLY "TO THE BIRDS SINGING.

"HE OPENED HIS MOUTH TO JOIN IN AND HE WAS AS QUIET AS EVER.

"'IF ONLY MY WISH HAD COME TRUE,' HE THOUGHT, "AS HE SET OFF HOPPING THROUGH THE FOREST.

"AT THE EDGE OF THE POND, "QUIET BUNNY WATCHED AN ENORMOUS BULLFROG "PUFF UP HIS THROAT.

"QUIET BUNNY TRIED TO DO THE SAME.

THE BULLFROG BELLOWED."

[bullfrog croaking] "QUIET BUNNY WAS SILENT.

"ACROSS THE POND, WADING IN THE RUSHES, "WAS A TALL LOON WITH HIS HEAD THROWN BACK AS HE SANG..." [loon singing] "QUIET BUNNY THREW HIS HEAD BACK TOO, "OPENED HIS MOUTH, AND SANG... "NOTHING.

"DOWN THE PATH, QUIET BUNNY SAW A SNAKE "CURLED UP ON A ROCK, BASKING IN THE SUN.

"THE SNAKE LIFTED HER HEAD, AND WITH A FORKED TONGUE, SHE HISSED."

[snake hissing] "QUIET BUNNY COULD LIFT HIS HEAD AS HIGH AS THE SNAKE, "BUT HIS LITTLE PINK BUNNY TONGUE MADE NO SOUND.

"ALL DAY LONG, QUIET BUNNY HOPPED AROUND THE FOREST, "TRYING TO HUM LIKE THE HUMMINGBIRDS, "GROWL LIKE THE BEAR CUB, "AND BUZZ LIKE THE BEES.

"AS THE DAY FADED TO DUSK, "A SAD QUIET BUNNY TURNED "TO HEAD FOR THE MEADOW.

"ZOOM!

OVERHEAD FLEW A BAT.

"STARTLED, QUIET BUNNY LOOKED UP.

THE SOUND WAS COMING FROM THE LITTLE BAT'S WINGS."

[wings flapping] "QUIET BUNNY FLAPPED HIS PAWS.

NO SOUND.

"HE FLAPPED HIS EARS.

NO SOUND.

"HE FLAPPED HIS PAWS AND HIS EARS, "BUT THERE WAS NO 'WHA WHA WHA WHA!

"WHA WHA WHA WHA!'

"FROM THIS SOFT, FUZZY BUNNY.

"QUIET BUNNY NOTICED A CRICKET "SITTING ON A LONG BLADE OF GRASS, "HAPPILY RUBBING HIS HIND LEGS TOGETHER.

"QUIET BUNNY WAS SURE HE COULD DO THIS.

"HE HELD UP HIS BIG, FURRY FEET "AND STARTED TO RUB THEM TOGETHER.

HE RUBBED AND RUBBED AND RUBBED AND RUBBED."

[owl hooting] "QUIET BUNNY STOPPED RUBBING.

"ABOVE HIM SAT A LARGE OWL.

"'I'VE BEEN WATCHING YOU, QUIET BUNNY,' SAID THE OWL.

"'IT DOESN'T MATTER HOW HARD YOU RUB YOUR FEET TOGETHER "'OR FLAP YOUR EARS OR PUFF UP YOUR CHEEKS, "'YOU WILL NEVER MAKE THE SOUND OF A CRICKET, "'OR A BAT, OR A FROG.

"'YOU ARE A QUIET BUNNY.

"'BE WHOOOOOO YOU ARE, "AND YOU WILL FIND YOUR OWN BUNNY SOUND.'

"'WHO AM I?'

QUIET BUNNY WONDERED.

"THE WIND WHISPERED.

"QUIET BUNNY WIGGLED HIS EARS.

"'I AM A BUNNY WITH LARGE, FLOPPY EARS "WHO LOVES TO LISTEN TO THE FOREST SOUNDS.'

"QUIET BUNNY BLINKED.

"'I AM A BUNNY WITH CURIOUS EYES "WHO LOVES TO WATCH THE SUN SET.'

"QUIET BUNNY TWITCHED HIS NOSE.

"'I AM A BUNNY WHO LOVES TO SNIFF "THE SWEET SCENT OF HONEYSUCKLE.'

"QUIET BUNNY WIGGLED HIS TOES.

"'I AM A BUNNY WITH BIG, FURRY FEET "'WHO LOVES TO HOP, "'AND RIGHT NOW, I MUST HOP TO THE MEADOW, "OR I WILL MISS THE START OF THE NIGHT SONG.'

"BUT RIGHT IN QUIET BUNNY'S WAY WAS A BIG, HOLLOW LOG.

"WITH A RUNNING START, QUIET BUNNY LEAPED ONTO THE LOG "LANDING WITH A...

"'THUMP!'

"HAD QUIET BUNNY MADE A SOUND?

"HE TAPPED HIS FOOT ON THE LOG AGAIN.

"'TAP-TAP-TAP!'

"AND AGAIN, A LOUD 'THUMP-THUMP-THUMP' CAME OUT.

"HE HAD MADE A SOUND.

"QUIET BUNNY LEAPED WITH JOY AND STARTED TO DANCE.

"'THUMP-THUMP-THUMP!'

"HE STARTED TO TAP A BEAT.

"'THUMP-DA-DUM, THUMP-DA-DUM, "THUMP-THUMP-DA-DUM, THUMP-THUMP!'

"SOON QUIET BUNNY WAS SURROUNDED BY THE OTHER ANIMALS "COMING TO SEE WHO HAD STARTED THE NIGHT SONG "WITH SUCH A WONDERFUL BEAT.

"ONE BY ONE, THEY STARTED TO JOIN IN, "AND A SWEET MELODY FILLED THE MEADOW.

[howling] "NEXT TIME YOU GO OUTSIDE ON A WARM SUMMER NIGHT, "LISTEN CLOSELY.

YOU MIGHT JUST HEAR QUIET BUNNY BEATING THE NIGHT SONG."

[loon singing] [owl hooting] [crickets chirping] TODAY'S AFFIRMATION IS... SAY IT WITH ME.

♪ WOW!

DID YOU KNOW THERE ARE 86,400 SECONDS IN A DAY?

HOW DO WE KNOW THIS?

MATH!

THANKS FOR SPENDING 1,800 OF THEM WITH US.

HERE'S TODAY'S MATH LESSON.

♪ HELLO, SUPER LEARNERS.

I'M MS. L. I AM SO GLAD YOU'RE JOINING ME.

ARE YOU READY FOR A MATH ADVENTURE TODAY?

WELL, LET'S GET STARTED.

WE'LL START WITH A SONG.

♪ HELLO, SUPER LEARNERS HOW ARE YOU?

♪ ♪ HELLO, SUPER LEARNERS HOW ARE YOU?

♪ ♪ I'M SO GLAD YOU'RE HERE TODAY ♪ ♪ AND I HOPE YOU FEEL THE SAME ♪ ♪ HELLO, SUPER LEARNERS HOW ARE YOU?

♪ I FEEL GREAT TODAY, AND I HOPE YOU DO TOO.

I'M REALLY GLAD YOU'RE HERE.

IT'S TIME NOW FOR US TO DO SOME MATH POWER WARM-UPS, COUNTING TO 20.

ARE YOU READY?

HERE WE GO.

[sings to tune of "Frère Jacques" ] ♪ THAT WAS FUN ♪ AWESOME JOB.

ALL RIGHT, LET'S COUNT TO 20 AGAIN, BUT THIS TIME, WE'LL SNAP COUNT.

[snaps] CAN YOU SNAP WITH ME?

[snapping] LET'S KEEP GOING.

YES, SUPER LEARNERS ARE THE BEST!

AWESOME!

I'M GETTING WARMED UP.

ARE YOU?

GREAT!

WELL, HOW ABOUT ONE MORE TIME COUNTING TO 20, BUT THIS TIME, LET'S DO IT IN SPANISH.

READY?

UNO, DOS, TRES, CUATRO, CINCO, SEIS, SIETE, OCHO, NUEVE... DIEZ, ONCE, DOCE, TRECE, CATORCE, QUINCE, DIECISÉIS, DIECISIETE, DIECIOCHO, DIECINUEVE, i¡VEINTE!

TWENTY!

GREAT JOB.

WE COUNTED TO 20 THREE DIFFERENT WAYS.

NOW, LET'S REVIEW OUR COLORS.

LET'S SAY THEM IN ENGLISH AND IN SPANISH.

READY?

ROJO, RED.

NARANJA, ORANGE.

AMARILLO, YELLOW.

VERDE, GREEN.

AZUL, BLUE.

MORADO, PURPLE.

CAFÉ, BROWN.

NEGRO, BLACK.

BLANCO, WHITE.

GRIS, GRAY.

LOOK FOR THESE COLORS IN THE WORLD TODAY!

AWESOME JOB.

ONE MORE WARM-UP.

LET'S PLAY THE SHAPE GAME.

YOU'LL SEE A SHAPE, THEN YOU SAY ITS NAME.

YOU CAN SAY IT IN ENGLISH OR IN SPANISH.

HERE WE GO.

CUADRADO, SQUARE.

CÍRCULO, CIRCLE.

TRIÁNGULO, TRIANGLE.

RECTÁNGULO, RECTANGLE.

ROMBO, RHOMBUS.

TRAPEZOIDE, TRAPEZOID.

HEXÁGONO, HEXAGON.

CUBO, CUBE.

CONO, CONE.

CILINDRO, CYLINDER.

ESFERA, SPHERE.

AWESOME JOB!

ARE YOU ALL WARMED UP?

'CAUSE I AM.

ALL RIGHT, YOU KNOW WHAT IT'S TIME FOR?

IT'S TIME FOR OUR MATH MISSION OF THE DAY.

SO, WHO DO WE CHECK IN WITH?

WE CAN CHECK IN WITH OUR FRIEND SPARKLES THE FISH TO SEE WHAT OUR MISSION IS TODAY.

HI, SPARKLES!

ARE YOU READY?

[gasps] DO YOU HAVE A MISSION FOR US?

IT LOOKS LIKE YOU DO!

HERE'S OUR MATH MISSION.

LET'S SEE WHAT IT SAYS.

OOH.

WHAT IS ADDITION?

WOW.

OKAY, OUR MISSION IS ADDITION.

I KNOW WE CAN DO THIS, SUPER LEARNERS.

FIRST THINGS FIRST, WE HAVE TO PUT ON OUR CAPE.

CAN YOU PUT ON YOUR MATH POWER CAPE?

LET'S SEE.

HERE'S MY SUPER CAPE.

I LOVE MY SUPER CAPE.

ALL RIGHT.

LET'S GO.

LET'S GET STARTED WITH OUR FIRST CHALLENGE FOR TODAY.

NOW, FIRST I WANT FOR YOU TO LISTEN FOR THIS MISSION, OKAY?

I'M GOING TO CLAP, AND I WANT TO KNOW, CAN YOU KEEP TRACK OF HOW MANY TIMES I CLAP?

READY?

LISTEN CLOSELY.

HMM.

I HEARD 3 CLAPS, AND THEN I HEARD 1 CLAP.

HMM.

3 AND 4.

THAT WAS 4 CLAPS.

NOW, LET'S SAY THE NUMBERS AS I CLAP THE PATTERN AGAIN.

READY?

[gasps] THAT'S RIGHT!

SO, 3 CLAPS PLUS 1 EQUALS 4.

WHEN I LISTEN, I CAN HOLD NUMBERS IN MY HEAD.

AND YOU KNOW WHAT?

YOU CAN DO IT, TOO.

HOLDING A NUMBER IN YOUR HEAD IS A POWERFUL SUPER LEARNER SKILL.

LISTEN AND WAIT, AS I CLAP A NEW PATTERN.

READY?

ALL RIGHT.

LISTEN AGAIN.

HOW MANY CLAPS DID YOU HEAR?

THAT'S RIGHT, I HEARD 2 CLAPS.

AND THEN I HEARD 2 MORE.

THAT EQUALS 4 CLAPS.

2 PLUS 2 EQUALS 4!

AWESOME JOB, SUPER LEARNERS.

ALL RIGHT.

LET'S MOVE ON TO OUR NEXT CHALLENGE.

ARE YOU READY?

READY, SET, MATH POWER UP.

ALL RIGHT.

I LOVE TO COUNT STARS IN THE SKY.

AND I ESPECIALLY LOVE TO COUNT MY STARS.

THESE ARE MY SUPER STARS.

I HAVE 4 GOLD SUPER STARS.

SEE?

1, 2, 3, 4.

AND SPARKLES HAS SOME MORE TO SHARE WITH US TODAY.

AHH!

THANK YOU, SPARKLES.

THESE ARE BEAUTIFUL.

LOOK.

SHE HAS GIVEN US 3 PINK STARS.

LET'S COUNT THEM.

AWESOME!

SO, I WONDER HOW MANY STARS WE HAVE NOW.

SINCE MY STARS ARE ALREADY ON THE 10 FRAME, WE CAN JUST ADD TO IT.

SO, WE HAD 4 GOLD STARS.

AND NOW, WE'RE ADDING 3 PINK STARS.

LET'S SEE, HOW MANY DO YOU THINK WE HAVE NOW?

HMM.

HOW MANY?

I THINK THERE ARE 7, TOO.

LET'S COUNT TO CHECK OUR WORK.

LET'S COUNT.

WE WERE RIGHT!

4 AND 3 EQUALS 7!

WE HAVE 7 STARS TOTAL.

BUT YOU KNOW WHAT?

I THINK SPARKLES HAS SOME MORE STARS FOR US.

WE'RE GOING TO HAVE TO ADD TO THIS.

[gasps] LOOK WHAT SHE HAS.

SHE HAS MORE STARS.

IT LOOKS LIKE 1, 2, 3 BLUE STARS.

HOW NICE!

LET'S FIND OUT HOW MANY WE HAVE TOTAL NOW.

SO, WE KNOW THAT WE HAVE 7, SO, YOU KNOW WHAT?

I THINK I'M GOING TO WRITE THAT NUMBER, SO I CAN REMEMBER IT.

SO, WE HAVE 7 STARS, AND WE'RE GOING TO ADD 3.

LET'S MAKE THIS A LITTLE BIT DARKER.

SOMETIMES, MY MARKER ISN'T QUITE DARK ENOUGH.

OH, MY GOODNESS.

MUST BE RUNNING OUT OF INK.

THAT IS SO SILLY.

ALL RIGHT, SO WE HAVE 7 AND 3.

HERE'S OUR 3.

3 BLUE STARS.

BEAUTIFUL.

[gasps] Y'ALL, WE JUST FILLED UP THE WHOLE 10 FRAME.

THAT MEANS THAT WE HAVE 10 STARS TOTAL!

[gasps] SO WE WENT FROM 7 TO 10.

SO, YOU KNOW WHAT I'M GOING TO DO?

I'M GOING TO WRITE OUR NEW NUMBER.

WE NOW HAVE 10.

THIS TELLS ME THAT 7 AND 3 IS 10.

GREAT WORK!

WE DID IT, WE HAVE SO MANY BEAUTIFUL STARS!

THAT WAS SO FUN ADDING UP ALL OF THESE BEAUTIFUL STARS WITH YOU.

SO, I GUESS NOW, IT'S TIME TO CHECK BACK WITH SPARKLES TO SEE IF WE'VE DONE EVERYTHING WE WERE SUPPOSED TO.

SPARKLES, DID WE FINISH OUR MISSION?

[Sparkles blowing bubbles] [gasps] LOOK!

SPARKLES SAYS, "MISSION COMPLETE"!

CONGRATULATIONS, SUPER LEARNERS.

YOU USED YOUR MATH POWERS AND COMPLETED THE MISSION WITH ME.

SO, I THINK, NOW, IT'S TIME FOR US TO REVIEW WHAT WE LOOKED AT TODAY.

TODAY, WE SAW THAT WE CAN ADD 2 GROUPS OF OBJECTS TO FIND A TOTAL.

WE LEARNED THAT THIS IS CALLED "ADDITION."

WE KNOW THAT ADDITION IS WHEN THINGS COME TOGETHER, JUST LIKE THE STARS DID.

AND WE SAW WE CAN USE MATH TOOLS, LIKE OUR 10 FRAME, TO HELP US.

PRACTICE ADDING NUMBERS TODAY.

YOU CAN SHARE YOUR MATH POWER BY SHOWING IT TO SOMEONE.

THANK YOU, SUPER LEARNERS, FOR YOUR HELP AND COMING ON THIS MATH MISSION WITH ME TODAY.

AND YOU KNOW WHAT, WE NEED TO THANK SPARKLES, TOO.

THANK YOU, SPARKLES.

[Sparkles bubbling] REMEMBER, YOU HAVE THE POWER TO BE SUPER AT MATH.

ADIÓS, FRIENDS.

BYE!

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] ♪