[cheerful upbeat music] ♪ WHAT'S GOOD, MY GOOD PEOPLE?

I'M MR. R., AND I'M GOING TO BE YOUR GUIDE ON TODAY'S LEARNING JOURNEY.

THERE'S GOING TO BE SOME TWISTS AND SOME TURNS, BUT MOSTLY, WE'RE GOING TO HAVE SOME FUN.

♪ ♪ 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 POWER WARM-UPS.

AND THEN, OUR MISSION FOR TODAY IS TO RECOGNIZE THE ATTRIBUTES FOR EACH GEOMETRIC SHAPE AND BUILD BIG SHAPES WITH 2 OR MORE PIECES.

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'RE HERE.

ARE YOU READY FOR ANOTHER MATH ADVENTURE TODAY?

YES?

SO, LET'S GET STARTED.

TODAY'S MISSION IS TO IDENTIFY THE ATTRIBUTES OF EACH GEOMETRIC SHAPE AND BUILD LARGER SHAPES WITH 2 OR MORE PIECES.

ARE WE READY?

YES?

LET'S GET STARTED.

BUT REMEMBER THAT, FIRST, WE SAY HI, RIGHT, CLAUDIA?

YES, LET'S SAY HI.

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

♪ ♪ HELLO, SUPER LEARNERS, HOW ARE YOU?

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

♪ I HEAR YOU.

VERY GOOD!

WE ARE ALSO FEELING GREAT TODAY.

AND WE HOPE YOU ARE TOO.

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

ARE YOU READY?

READY?

SING WITH US.

[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 WE MOVE OUR BODIES ♪ ♪ AND, 10 WE LISTEN CAREFULLY ♪ ♪ 11, 12, 13 WE COUNT LOUDLY ♪ ♪ 14, 15, 16 WE JUMP ALL AT ONCE ♪ ♪ 17, 18, 19 MY HEAD MOVES ALL AROUND ♪ ♪ AND, 20 WE COUNT ALL OVER AGAIN ♪ NOW, IT'S TIME TO REVIEW OUR COLORS IN ENGLISH AND IN SPANISH.

HMM... WHAT COLOR IS THIS?

YES, AZUL.

BLUE.

AND THIS ONE?

YES, VERDE.

GREEN.

AND THIS ONE?

YES, BLANCO.

WHITE.

LOOK FOR THESE COLORS IN THE WORLD TODAY.

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

WHAT SHAPE IS THIS?

YES, CUADRADO.

SQUARE.

AND THIS ONE?

YES, TRIÁNGULO.

TRIANGLE.

AND THIS ONE?

YES, CÍRCULO.

CIRCLE.

LOOK FOR THESE SHAPES IN THE WORLD TODAY.

GREAT, SUPER LEARNERS.

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

LET'S REVIEW WITH OUR FRIENDS AND OUR SUPER LEARNERS AND OUR FRIEND SPARKLES TODAY'S MISSION.

SUPER LEARNERS, TODAY'S MISSION IS TO IDENTIFY THE ATTRIBUTES OF EACH GEOMETRIC SHAPE AND BUILD LARGER SHAPES WITH 2 OR MORE PIECES.

AND TO COMPLETE THIS MISSION, OUR FIRST MATH GAME IS A RIDDLE.

AND WHAT IS A RIDDLE?

WE'RE GOING TO DESCRIBE DETAILS OF OBJECTS, AND YOU'RE GOING TO TELL US WHAT OBJECT IT IS.

YES!

IT'S A RIDDLE.

AND HERE WE HAVE SEVERAL SHAPES ON THE TABLE.

AND, SUPER LEARNERS, YOU WILL TELL US WHICH ONE IT IS AND WHAT IT IS CALLED WHILE WE TELL YOU WHAT IT LOOKS LIKE.

HMM... LET'S START.

I HAVE 3 SIDES.

3 SIDES AND 3 VERTICES.

GUESS WHICH SHAPE I AM.

I HEAR YOU, SUPER LEARNERS.

WHAT DID YOU SAY?

YES!

THE TRIANGLE.

VERY GOOD!

SUPER GREAT!

NOW, LET'S LISTEN.

I HAVE 4 EQUAL SIDES, AND I HAVE 4 VERTICES.

GUESS WHAT SHAPE I AM.

NOW I'M LISTENING TO YOU, SUPER LEARNERS.

WHAT SHAPE IS IT?

YES, VERY GOOD.

THE SQUARE, GRACE.

BRAVO!

ANOTHER ONE, ANOTHER ONE.

HMM.

LET'S GO.

I HAVE 6 SIDES.

SUPER LEARNERS, 6 SIDES.

AND I HAVE 6 VERTICES.

GUESS WHICH SHAPE I AM.

SUPER LEARNERS, LET'S LOOK CLOSELY.

YES!

THE HEXAGON.

YES, SUPER LEARNERS.

IT'S THE HEXAGON.

AND, LASTLY, WE HAVE A CURVED, CLOSED, ROUND LINE.

GUESS WHICH SHAPE I AM.

I'M LISTENING.

YES, SUPER LEARNERS.

IT'S THE CIRCLE.

WE DID IT, SUPER LEARNERS.

WE IDENTIFIED GEOMETRIC SHAPES, AND WE CALLED THEM BY NAME.

SPARKLES IS VERY HAPPY ABOUT THAT.

CLAUDIA, SUPER LEARNERS, IT'S TIME TO MOVE OUR BODIES, PLAYING WITH MATH.

LET'S MOVE A LITTLE.

YEAH?

OKAY.

ARE WE READY?

GET THE SHAPES.

SO, WHEN I SHOW 1 SHAPE, YOU'RE GOING TO JUMP 1 TIME.

AND WHEN I SHOW 2 SHAPES, YOU'LL JUMP 2 TIMES.

PERFECT.

SHALL WE START?

MM-HMM.

OKAY.

NOW WE FEEL MUCH BETTER, RIGHT, SUPER LEARNERS?

LET'S CONTINUE.

FOR THE LAST PART OF OUR MISSION, HMM... WE'RE GOING TO JOIN SOME SHAPES THAT WE HAVE HERE.

OOH, HOO HOO!

HOW EXCITING.

PERFECT.

A LOT OF THINGS, SUPER LEARNERS.

MMM... FIRST, WE'RE GOING TO JOIN THESE 2 SHAPES, SUPER LEARNERS.

MM-HMM.

HOW CAN WE JOIN THESE SHAPES?

LET'S SEE... LET'S SEE... [gasps] WOW, SUPER LEARNERS.

WHAT DID WE MAKE?

VERY GOOD, A RHOMBUS, WITH 2 SHAPES.

VERY GOOD, SUPER LEARNERS.

GOOD JOB.

NOW WE HAVE THESE 4 SHAPES.

WHAT CAN WE MAKE WITH THESE 4 SHAPES?

VERY GOOD, WE CAN JOIN THEM TO FORM ANOTHER SHAPE.

AND WHAT WOULD THAT SHAPE BE?

WILL YOU HELP ME?

I'LL MOVE THEM LIKE THIS... LIKE THIS... AND LIKE THIS.

WHAT DO YOU THINK?

WE JOINED THEM, AND WHAT DID WE MAKE?

YES, A RECTANGLE, SUPER LEARNERS.

WE DID IT.

NOW, SUPER LEARNERS, LOOK.

I HAVE A LOT OF SHAPES HERE.

14.

HMM.

HOW CAN WE JOIN THEM AND FORM ANOTHER SHAPE?

WE CAN MOVE IT, MOVE IT... LET'S THINK, SUPER LEARNERS.

LET'S SEE... [gasps] GRACE, LET'S SEE... LET'S SEE WHAT WE DO WITH ALL THESE SHAPES.

PLEASE.

MM-HMM... COME ON, SUPER LEARNERS, LET'S THINK.

WHAT DO YOU SEE?

UH-OH.

OH, LOOK WHAT WE'RE MAKING.

HOW FUN!

UH-OH... OH, I WANT TO PUT THIS ONE HERE.

[squeals] SUPER LEARNERS, LOOK AT THE SHAPE.

WHAT DID WE MAKE?

YES!

A FLOWER.

NOW, LET'S LOOK.

HMM.

HOW MANY YELLOW HEXAGONS DID WE USE TO MAKE THE FLOWER?

VERY GOOD!

WHAT ELSE?

WE USED SQUARES.

HOW MANY SQUARES?

SUPER LEARNERS, ARE THERE MORE HEXAGONS OR SQUARES?

LET'S THINK.

YES!

GOOD JOB.

THERE ARE MORE HEXAGONS.

VERY GOOD JOB!

WE DID IT, SUPER LEARNERS.

WE JOINED THE SHAPES THAT LOOKED ALIKE.

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

LET'S SEE... WOW!

CONGRATULATIONS, SUPER LEARNERS.

YOU USED YOUR MATH POWERS AND COMPLETED THE MISSION.

IT'S TIME TO... REVIEW.

TODAY, WE GUESSED GEOMETRIC SHAPES ACCORDING TO THEIR SIDES AND POINTS, AND WE CALLED THEM BY THEIR CORRECT NAMES.

AND FROM 2 OR MORE SHAPES, WE BUILT ONE LARGER ONE.

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

SPARKLES, THANK YOU, TOO.

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

BYE!

i¡ADIÓS!

THESE ARE SOME FRIENDS OF MINE WHO KNOW ANIMALS.

LIKE, REALLY, REALLY KNOW ANIMALS.

I'M SO EXCITED TO SEE WHAT THEY'RE GETTING INTO TODAY.

LET'S WATCH.

HELLO.

MY NAME IS JESSICA.

I'M ONE OF THE AVICULTURISTS HERE AT THE AVIAN BREEDING CENTER.

[bird chirping] THIS VERY LOUD BIRD-- I'M GOING TO HOLD HIM AWAY FROM THE MICROPHONE-- THIS VERY LOUD BIRD IS A COSCOROBA SWAN.

THIS GUY'S ONLY ABOUT A WEEK OLD.

SO, IF YOU'LL SEE HERE, HE'S GOT REALLY INTERESTING PATTERNS ALL ALONG HIS BACK.

THAT IS VERY UNIQUE FOR SWANS.

TYPICALLY, ALL THE OTHER SPECIES OF SWANS ARE A SOLID COLOR.

THEY'RE EITHER GRAY OR WHITE.

THIS IS ONE OF THE THINGS THAT MAKES COSCOROBA SWANS UNIQUE.

SO, WHEN HE'S AN ADULT, HE'S ACTUALLY SHAPED RATHER LIKE A GOOSE.

PEOPLE-- SCIENTISTS BELIEVE THAT THIS MIGHT BE ONE OF THE CONNECTIONS BETWEEN DUCKS, GEESE, AND SWANS.

THEY HAVE LEGS DIRECTLY UNDER THEIR BODY, AND THEY'RE VERY GOOD AT WALKING, UNLIKE OTHER SWANS, WHICH SORT OF WADDLE WHEN THEY'RE ON THE LAND, VERY AWKWARDLY.

COSCOROBA SWANS ALSO HAVE A FULLY-FEATHERED FACE, WHICH IS UNIQUE FOR SWANS.

WHEN THEY'RE ADULTS, THEY'RE PURE WHITE, AND THEY LOOK LIKE A GIANT PEKIN DUCK.

THEY'RE VERY AGGRESSIVE, BUT THEY ARE THE SMALLEST OF THE SWANS, SO NOT VERY THREATENING.

SO, SPANISH EXPLORERS BELIEVED THAT IT SOUNDED LIKE THE WORD "COSCOROBA!"

WHEN THEY CALLED.

I BELIEVE IT SOUNDS MORE LIKE "DUN-DADADA!"

WHICH IS A VERY INTERESTING SOUND, IF YOU ASK ME.

THE BABIES ALSO MAKE INTERESTING SOUNDS.

SO, THE NOISES THAT HE WAS MAKING, THEY'RE NOT LIKE ANY OTHER SWAN SPECIES.

BLACK SWANS MAKE, LIKE, A SORT OF TRILLING WHISTLE.

THIS GUY ACTUALLY PEEPS, SORT OF LIKE A DUCK.

AND HE ALSO COCKS HIS HEAD TO THE SIDE TO LOOK AT THINGS, VERY MUCH UNLIKE ANY OTHER SWANS.

AND I'VE NOTICED THAT WITH ALL OF THE ONES WE'VE RAISED, BY THE WAY.

SO, THESE GUYS ARE FROM SOUTH AMERICA.

WHEN THEY BREED, THEY MAKE HUGE MOUNDS ON THE SWAMPS.

IF YOU'RE A LITTLE BIT ABOVE THE WATER LEVEL, YOU CAN ACTUALLY LOOK ACROSS AND SEE HIGH MOUNDS UP ABOVE ALL THE WATER, WITH LITTLE WHITE DOTS IN THEM.

THAT'S ALL THE FEMALES SITTING ON THEIR EGGS.

IT'S VERY INTERESTING.

THEY ACTUALLY SWAP BREEDING AREAS EVERY YEAR WITH SOUTHERN SCREAMERS.

SO, SCREAMERS AND THEM, THEY'LL BUILD MOUNDS, AND THEN THEIR BREEDING SEASONS DON'T REALLY OVERLAP, SO, WHEN THE COSCOROBAS AREN'T USING THEIR MOUNDS, THE SCREAMERS MOVE IN, AND THEY'RE LIKE, "WOW, THIS IS A NICE, PRE-MADE HOME.

I'M JUST GOING TO SETTLE ON IN HERE."

AND THEN THEY LEAVE WITH THEIR CHICKS, AND THE COSCOROBAS ARE BACK AT THEIR TURN.

SO, THESE GUYS ARE VERY LIGHT.

AS YOU CAN SEE, I'M HOLDING IT LIKE THIS.

HE WEIGHS ALMOST NOTHING.

THAT'S BECAUSE BIRDS HAVE HOLLOW BONES.

THIS HELPS THEM WITH FLIGHT.

AND THIS IS ACTUALLY-- THE SWAN'S ACTUALLY A REALLY GOOD FLIER.

SO, OTHER SWANS ARE SORT OF THICK AND HEAVY.

IT TAKES THEM A LONG, RUNNING START TO TAKE OFF, OFF OF PONDS AND LAKES.

THIS GUY, THOUGH, THEY CAN TAKE OFF STRAIGHT OUT OF THE WATER AND STRAIGHT OFF OF THE GROUND.

THEY DON'T NEED A RUNNING START.

THEY'RE NOT HEAVY.

SO, THEY CAN JUST LIFT STRAIGHT INTO THE AIR.

LATELY, SCIENTISTS HAVE BEEN DOING GENETIC TESTING, AND THEY FOUND THAT COSCOROBA SWANS ARE MORE RELATED TO TREE DUCKS, WHICH IS A SPECIES OF DUCK THAT'S KNOWN FOR PERCHING IN TREES AND WHISTLING-- WHICH, THEY'RE RATHER TALL, AND THEY SORT OF LOOK LIKE COSCOROBA SWANS-- INSTEAD OF BEING CLOSELY RELATED TO SWANS.

SO, TAXONOMISTS HAVE BEEN HAVING A HARD TIME DECIDING WHERE THEY WANT TO PUT THEM.

THEY'VE BEEN PREVIOUSLY GROUPED WITH GEESE AS WELL, BUT, AT THE MOMENT, WE'RE GOING TO KEEP CALLING THEM SWANS.

AGAIN, I'M JESSICA, THIS IS A COSCOROBA SWAN, AND I HOPE EVERYBODY HAS A GOOD DAY.

I GOT A REALLY IMPORTANT QUESTION FOR YOU.

HOW DO YOU KNOW THAT THE OCEAN IS FRIENDLY?

IT WAVES.

THAT'S RIGHT, YOU GOT IT.

WE'RE GOING TO GET INTO ANOTHER MATH LESSON RIGHT NOW, SO, GET READY.

♪ ♪ HELLO, MATHEMATICIANS.

MY NAME IS STEPHANIE, AND I LOVE SOLVING MATH WORD PROBLEMS.

[beeping] TODAY, WE'RE GOING TO READ A WORD PROBLEM, WRITE AN EQUATION THAT REPRESENTS IT, AND THEN USE OUR MATHEMATICAL SKILLS TO SOLVE THE EQUATION.

LET'S TAKE A LOOK AT THE WORD PROBLEM.

HMM... LET'S THINK ABOUT THAT WORD PROBLEM AS IF IT IS TELLING A STORY.

WE CAN EVEN IMAGINE THAT WE'RE IN THE STORY, AND WE'RE LOOKING AT THAT POND.

IT'S A BEAUTIFUL DAY AT THE PARK.

AT THIS PARK, THERE'S A SMALL POND AND A BIG POND.

OH, LOOK.

THERE ARE OUR FRIENDS MOESHA AND JACOB.

THEY'RE SITTING BY ONE OF THE PONDS IN THE PARK.

LOOKS LIKE MOESHA AND JACOB ARE SITTING BY THE SMALL POND, LOOKING AT ALL OF THE DIFFERENT FISH SWIMMING AROUND.

WOW!

LOOK AT ALL THOSE FISH!

IT'S REALLY CROWDED IN THERE.

OH, LOOK.

WHILE MOESHA AND JACOB ARE LOOKING AT THE FISH AND TRYING TO COUNT THEM ALL, A PARK ATTENDANT COMES OVER TO SAY THAT THERE ARE TOO MANY FISH IN THE POND, AND SOME OF THEM NEED TO BE MOVED TO ANOTHER POND.

THE ATTENDANT GATHERS 25 FISH FROM THIS POND TO MOVE THEM TO THE OTHER POND.

NOW, MOESHA AND JACOB CAN COUNT THE FISH IN THEIR POND.

THEY COUNT 25 FISH.

SO, HOW MANY FISH WERE IN THE POND WHEN IT WAS TOO CROWDED?

WOW.

WHAT A WORD PROBLEM.

AT FIRST, THE POND WAS TOO CROWDED.

THERE WERE TOO MANY FISH IN IT.

WE WANT TO KNOW HOW MANY THAT "TOO MANY" ACTUALLY IS.

LET'S WORK TOGETHER TO FIGURE THIS OUT.

WHAT SHOULD WE DO FIRST?

OH, THIS IS MY FRIEND SPLAT.

HI, SPLAT.

WE'RE SOLVING A WORD PROBLEM.

WOULD YOU LIKE TO JOIN US?

SPLAT IS ASKING WHERE OUR EQUATION IS.

WE DON'T HAVE ONE YET, SPLAT.

WE WERE JUST ABOUT TO... SPLAT IS SUGGESTING THAT WE SHOULD FIRST WRITE AN EQUATION THAT REPRESENTS THE WORD PROBLEM.

DO YOU AGREE?

YES, I AGREE ALSO.

WE NEED AN "EQUATION," OR NUMBER SENTENCE, TO REPRESENT THE SITUATION HAPPENING IN THIS WORD PROBLEM.

GOOD THINKING, EVERYONE.

SO, WHAT WOULD OUR EQUATION BE?

HMM... LET'S SEE.

THERE WAS A POND CROWDED WITH FISH, BUT WE DON'T KNOW HOW MANY FISH.

IT'S A LITTLE TRICKY TO START OFF, WHEN WE DON'T KNOW WHAT AMOUNT WE'RE STARTING WITH, ISN'T IT?

WHAT'S THAT?

OH.

I HEARD SOMEONE SAY LET'S LOOK AT WHAT AMOUNTS WE DO KNOW.

GOOD THINKING.

THANKS.

YES, 'CAUSE WE DO HAVE SOME INFORMATION TO WORK WITH.

MATHEMATICIANS, WHAT INFORMATION DO WE KNOW?

WHISPER TO ME WHAT AMOUNTS WE DO HAVE ABOUT THE FISH.

THAT'S RIGHT.

WE KNOW HOW MANY FISH ARE IN THE GROUP BEING MOVED OR TAKEN AWAY.

THAT'S 25 FISH.

WE KNOW THAT 25 FISH ARE IN THE GROUP LEAVING THIS POND AND MOVING TO ANOTHER POND.

OKAY.

GREAT.

WHAT ELSE DO WE KNOW?

YES.

THAT'S RIGHT.

I HEARD YOU SAY WE KNOW HOW MANY FISH ARE IN THE GROUP THAT WERE LEFT IN THE POND.

25 FISH ARE LEFT BEHIND IN THE POND.

SO, THESE 25 FISH ARE A PART OF THE ORIGINAL GROUP, AND THESE 25 FISH ARE A PART OF THE ORIGINAL GROUP TOO.

THAT SOUNDS TO ME LIKE A PART-PART-WHOLE RELATIONSHIP.

DOESN'T IT?

ONE WHERE THE TOTAL IS MADE UP OF ITS PARTS.

YES, IT IS A PART-PART-WHOLE RELATIONSHIP.

WHAT'S THAT?

I HEARD SOMEONE SAY A PARTNER PLUS ANOTHER PARTNER EQUALS THE WHOLE, OR THE TOTAL.

YES.

YOU'RE RIGHT.

PARTNER PLUS PARTNER DOES EQUAL THE TOTAL.

WHAT'S THAT?

I HEARD SOMEONE ELSE SAY IF PARTNER PLUS PARTNER EQUALS TOTAL, THEN IF WE TAKE AWAY EITHER ONE OF THOSE PARTNERS FROM THE TOTAL, THE OTHER PARTNER IS WHAT'S LEFT.

YES.

THAT'S RIGHT.

TOTAL MINUS ONE OF THE PARTNERS EQUALS THE OTHER PARTNER.

WOW.

YOU REALLY UNDERSTAND PROPERTIES OF ADDITION AND SUBTRACTION.

THAT'S VERY HELPFUL WHEN WE'RE OPERATING ON NUMBERS.

SPEAKING OF OPERATING ON NUMBERS, LET'S GET BACK TO WRITING THAT EQUATION.

WHAT CAN WE PUT WHERE?

I HEARD YOU SAY WE KNOW BOTH PARTNERS.

RIGHT!

25 IS ONE PARTNER, AND 25 IS THE OTHER PARTNER, BECAUSE BOTH SETS OF FISH ARE PARTS OF A TOTAL AMOUNT.

AND IT'S THE WHOLE AMOUNT, OR TOTAL NUMBER OF FISH, THAT WE DON'T KNOW.

SO, IF A TOTAL MINUS A PARTNER EQUALS THE OTHER PARTNER, THEN BOTH PARTNERS JOINED TOGETHER EQUAL THE TOTAL.

OUR EQUATION COULD BE: BLANK MINUS 25 EQUALS 25, AND OUR EQUATION COULD BE: 25 PLUS 25 EQUALS BLANK.

THAT IS SO COOL, HOW PARTS AND TOTALS ARE RELATED.

NOW THAT WE HAVE AN EQUATION, IS THERE A STRATEGY THAT WE CAN USE TO SOLVE FOR THIS UNKNOWN NUMBER?

HOW CAN WE FIND THE TOTAL?

WE WANT TO KNOW HOW MANY FISH TOTAL WERE IN THE POND IN THE BEGINNING.

WHAT'S THAT?

YOU SAID THAT WE SHOULD USE WHAT YOU KNOW ABOUT DOUBLES?

GREAT IDEA!

"DOUBLES" MEANS WE HAVE 2 OF THE SAME, AND THAT'S WHAT WE HAVE HERE.

2 PARTNERS THAT ARE THE SAME: 25 AND 25.

THAT SOUNDS LIKE A VERY EFFICIENT STRATEGY TO USE TO SOLVE THIS.

WHAT DO YOU KNOW ABOUT DOUBLES, OR DOUBLE TWENTY-FIVES THAT WILL HELP US SOLVE THIS EQUATION?

I HEARD SOMEONE SAY DOUBLE 25s ARE EQUAL TO 50.

WOW.

HOW DID YOU KNOW THAT?

OH, YES, YOU'RE RIGHT.

25 AND 25 ADDED TOGETHER MAKE A TOTAL OF 50, JUST LIKE WHEN YOU HAVE 2 QUARTERS, EACH OF WHICH IS WORTH 25 CENTS.

YOU HAVE 50 CENTS TOTAL, BECAUSE 2 QUARTERS HAVE A VALUE OF 50 CENTS.

GREAT CONNECTION.

SO, 25 PLUS 25 IS EQUAL TO 50, WHICH MEANS THAT 50 TAKE AWAY 25 IS EQUAL TO 25.

THAT MEANS THERE WERE 50 FISH IN THAT POND BEFORE THE ATTENDANT MOVED SOME OUT, TO MAKE MORE ROOM.

WE DID IT.

WE SOLVED THE WORD PROBLEM.

GREAT WORK.

TODAY, WE READ A WORD PROBLEM ABOUT FISH SWIMMING IN A POND.

AT FIRST, WE DON'T KNOW HOW MANY FISH ARE SWIMMING IN THE POND.

BUT WE DO KNOW HOW MANY ARE TAKEN AWAY.

WE KNOW A GROUP OF 25 FISH MOVED TO A DIFFERENT POND.

AND WE ALSO KNOW HOW MANY FISH REMAIN.

WE KNOW A GROUP OF 25 FISH REMAIN IN THE FIRST POND.

WHAT WE DIDN'T KNOW AND HAD TO FIGURE OUT WAS HOW MANY FISH WERE IN THE POND TO START.

WE RECOGNIZED THAT WE WERE WORKING WITH A PART-PART-WHOLE RELATIONSHIP.

WE REPRESENTED THIS WITH THE EQUATIONS: AN UNKNOWN NUMBER MINUS 25 EQUALS 25.

THEN, USING WHAT WE KNOW ABOUT THE PART-PART-WHOLE RELATIONSHIP, 25 PLUS 25 EQUALS THE UNKNOWN NUMBER.

THEN YOU RECOGNIZED THAT WE HAD DOUBLE, OR 2 OF THE SAME, ADD-INS, AND YOU KNEW THAT DOUBLE 25s ARE EQUAL TO 50, BECAUSE YOU MADE A CONNECTION TO WHAT YOU KNOW ABOUT VALUES OF QUARTERS.

THAT'S HOW WE SOLVED THE EQUATION AND DISCOVERED THAT 50 FISH WERE IN THE POND TO START WITH.

WE USED MENTAL MATH TO SOLVE OUR WORD PROBLEM.

WOW!

THAT WAS SO MUCH FUN TO DO.

WELL, I HAVE TO GO, AND I THINK SPLAT DOES TOO.

I HOPE TO SEE YOU AGAIN, TO SOLVE ANOTHER WORD PROBLEM.

BYE!

♪ ♪ HOLA, I'M CRISTINA.

Y YO SOY ANDRÉS.

AND WE ARE SO PROUD TO BE LEARNING AND SINGING WITH YOU, ALL ACROSS NORTH CAROLINA.

¿LISTOS?

VAMOS.

[both singing] YEAH!

ES TU TURNO, HEY!

♪ VAMOS A APRENDER ♪ IT'S YOUR TURN, NORTH CAROLINA!

WELL, FRIENDS, TODAY WAS SUCH A GREAT DAY.

CAN YOU THINK OF YOUR FAVORITE PART?

MY FAVORITE PART WAS SHARING THIS TIME WITH YOU.

SEE YOU NEXT TIME, AND SENDING YOU PEACE, LOVE, AND LEARNING.

BYE.

♪ ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com