[cheerful upbeat music] ♪ HELLO, FRIENDS, AND WELCOME TO CLASSROOM CONNECTION.

I'M MR. R., AND I AM SO GLAD YOU'RE HERE WITH US.

THIS IS A SPECIAL PLACE WHERE TEACHERS AND STUDENTS GET TO TALK ABOUT FUN SUBJECTS LIKE MATH AND READING.

AND WE ALSO GET TO LEARN ALL SORTS OF COOL STUFF ABOUT ARTS, SCIENCE, AND NATURE.

DO YOU LIKE NATURE?

I DO.

WE HAVE SO MUCH FUN TO GET TO, SO LET'S JUMP RIGHT IN.

♪ ♪ HI, MATHEMATICIANS.

MS. NABORS HERE.

I'M SO EXCITED TO SEE YOU AGAIN.

I'VE LOVED LEARNING ABOUT FRACTIONS WITH YOU, AND, TODAY, WE'RE GOING TO COMPARE FRACTIONS WITH THE SAME DENOMINATOR.

DO YOU KNOW THE DIFFERENCE BETWEEN THE DENOMINATOR AND NUMERATOR?

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

"PARTITION" JUST MEANS TO CUT INTO EQUAL PARTS.

THE NUMERATOR IS THE COUNTING NUMBER.

IN THE NUMBER 3/8, WHICH NUMBER IS THE DENOMINATOR?

CORRECT.

8 IS THE DENOMINATOR, MEANING THE UNITS IN THE WHOLE ARE CALLED "EIGHTHS," AND 3 IS THE NUMERATOR, MEANING WE COUNTED 3 OF THOSE EIGHTHS.

REMEMBER, THE NUMERATOR IS NOT ALWAYS THE NUMBER SHADED IN IN A MODEL.

IT COULD REPRESENT A DISTANCE OR THE AMOUNT NOT SHADED IN.

LOOK AT THIS NUMBER LINE.

IT'S PARTITIONED INTO SIXTHS, MEANING WE HAVE SIX EQUAL PARTS.

WHAT FRACTION IS AT THE LOCATION OF THE STAR?

LET'S COUNT BY SIXTHS TO CHECK YOUR ANSWERS THAT I HEARD.

REMEMBER THAT OUR DENOMINATOR IS 6, SO WE'RE COUNTING SIXTHS.

WE HAVE TO INCLUDE THAT PART WHEN WE COUNT, BECAUSE WE'RE COUNTING PART OF A WHOLE, NOT WHOLE NUMBERS LIKE 1, 2, OR 3.

SO, 1/6, 2/6.

DID YOU SAY "B," 2/6?

GOOD THINKING.

NOW, LET'S SEE IF WE CAN FIGURE OUT THE DISTANCE FROM 2/6 TO 5/6.

HOW MANY MORE SIXTHS WOULD WE NEED TO COUNT TO REACH 5/6?

LET'S COUNT AND FIND OUT.

WE'RE COUNTING THE NUMBER OF SIXTHS, SO, WHEN WE COUNT, WE WILL START WITH 1/6, LIKE IF WE WERE COUNTING WHOLE NUMBERS.

WE WANT TO KNOW HOW MANY MORE SIXTHS WE NEED TO TRAVEL TO REACH 5/6.

SO, WE'RE JUST COUNTING THE UNITS, WHICH ARE SIXTHS.

DID WE LAND ON 3/6 ON THE NUMBER LINE?

NO, WE DIDN'T, SO, WHAT DOES THE NUMBER 3/6 REPRESENT?

3/6 REPRESENTS THE DISTANCE BETWEEN 2/6 AND 5/6.

THE NUMERATOR 3 REPRESENTS HOW MANY MORE SIXTHS WE NEED TO COUNT FROM 2/6 TO REACH 5/6.

3/6 DOESN'T REPRESENT A SHADED AMOUNT OR A SPECIFIC POINT ON THE NUMBER LINE, BUT WE DID COUNT 1/6 THREE TIMES, TO REACH 5/6.

SO, SEE?

THE NUMERATOR IS NOT ALWAYS THE AMOUNT SHADED IN.

NOW THAT WE'VE REMINDED OURSELVES OF FRACTIONS, NUMERATORS, DENOMINATORS AND NUMBER LINES, LET'S LOOK AT A PROBLEM TOGETHER.

THE PROBLEM WE'RE GOING TO LOOK AT TODAY IS ABOUT 2 SIBLINGS.

DO YOU KNOW WHAT THE WORD "SIBLINGS" MEANS?

"SIBLINGS" IS JUST ANOTHER WORD FOR BROTHERS AND SISTERS.

SHAQUANDA AND NEYMAR, 2 SIBLINGS, WERE COMPETING TO SEE WHO COULD RUN FURTHER WITHOUT STOPPING.

NEYMAR THOUGHT, SINCE HE WAS OLDER, HE COULD RUN FARTHER THAN SHAQUANDA.

THIS NUMBER LINE SHOWS WHEN EACH OF THEM STOPPED.

WHAT DO YOU NOTICE ABOUT THE NUMBER LINE?

I NOTICED THOSE THINGS, TOO.

THERE ARE SOME WHOLE NUMBERS AND SOME FRACTIONS.

THE NUMBER LINE STARTS AT ZERO AND ENDS AT 1.

THE THING I NOTICED FIRST, THOUGH, WAS THAT SOME NUMBERS ARE MISSING.

I BET WE CAN FIGURE OUT THE MISSING NUMBERS USING THE NUMBERS WE HAVE, THOUGH.

OKAY, HMM.

I WONDER WHAT NUMBER'S MISSING BETWEEN 1/4 AND 3/4.

LET'S THINK ABOUT WHOLE NUMBERS TO HELP US.

IF WE JUST COUNTED BY ONES, WE COULD FIGURE OUT THE MISSING NUMBERS, SO, LET'S DO IT.

WHAT WAS THE FIRST MISSING NUMBER WE SAID?

CORRECT.

2 WAS MISSING.

SO, NOW, LET'S LOOK BACK AT OUR NUMBER LINE THAT SHOWS SHAQUANDA AND NEYMAR'S DISTANCES.

IF 2 IS BETWEEN 1 AND 3, WHAT NUMBER IS BETWEEN 1/4 AND 3/4?

HOW MANY FOURTHS?

DID YOU SAY 2/4?

YOU'D BE CORRECT.

LOOKING AT THE NUMBER LINE WITH OUR DISTANCES, WHAT FRACTION DO YOU THINK WOULD BE RIGHT AFTER 3/4?

IF WE LOOK AT THE NUMBER LINE FOR WHOLE NUMBERS AND COUNT BY WHOLE NUMBERS, 4 COMES AFTER 3, SO, WHAT NUMBER WOULD COME AFTER 3/4?

HOW MANY FOURTHS?

4/4.

HMM.

I'VE SEEN NUMBERS LIKE THIS BEFORE.

LOOK AT THE NUMBER LINE.

WHAT OTHER NUMBER IS 4/4 EQUAL TO?

1, OR ONE WHOLE, IS EQUAL TO 4/4.

WE CAN SEE THEY'RE AT THE SAME PLACE ON THE NUMBER LINE, WHICH MEANS THEY HAVE EQUAL VALUES AND ARE THE SAME DISTANCE FROM ZERO.

SEE?

I KNEW WE COULD FIGURE OUT THE MISSING NUMBERS.

NOW THAT WE HAVE OUR NUMBER LINE COMPLETELY FILLED IN, LET'S FIGURE OUT WHO RAN FURTHER BEFORE STOPPING.

SHAQUANDA RAN 4/4 OF A MILE BEFORE STOPPING.

LET'S MARK HOW FAR SHE RAN WITH A STAR.

NEYMAR RAN 2/4 OF A MILE BEFORE STOPPING.

LET'S MARK HOW FAR HE RAN WITH A TRIANGLE.

WHO DO YOU THINK RAN FURTHER BEFORE STOPPING?

HMM.

LOOKING AT THE NUMBER LINE, SHAQUANDA RAN A DISTANCE CLOSER TO 1 THAN NEYMAR.

I WONDER IF SHE RAN FURTHER.

LET'S THINK ABOUT HOW WE CAN PROVE THIS.

NUMBER LINES SHOW THE DISTANCE BETWEEN NUMBERS.

WHAT'S THE DISTANCE BETWEEN NEYMAR'S DISTANCE, 2/4, AND ZERO?

IF WE COUNT BACKWARDS TO ZERO, WE CAN FIGURE OUT THE DISTANCE.

REMEMBER, WE'RE COUNTING BY FOURTHS, SO, WHEN WE COUNT, WE WILL SAY "FOURTHS," NOT JUST 1, 2, OR 3.

1/4, 2/4.

INTERESTING.

THE DISTANCE FROM ZERO IS THE SAME AS THE DISTANCE NEYMAR RAN.

WHY DO YOU THINK THAT IS?

WHEN WE COUNT A NUMBER, WE'RE SAYING ITS DISTANCE FROM ZERO.

FOR EXAMPLE, IF WE LOOK BACK AT WHOLE NUMBERS, THE NUMBER 4 IS 4 JUMPS AWAY FROM ZERO.

THE NUMBER'S NAME TELLS US ITS DISTANCE FROM ZERO.

THAT'S TRUE IN FRACTIONS, TOO.

THE DISTANCE BETWEEN 2/4 AND ZERO IS 2/4.

SO, HOW ABOUT 4/4?

WHAT WOULD THE DISTANCE FROM 4/4 TO ZERO BE?

THINK ABOUT THE DISTANCE FROM 2/4 TO ZERO TO HELP YOU.

RIGHT.

WE DON'T EVEN NEED TO COUNT TO FIGURE THIS ONE OUT.

THE NUMBER ITSELF TELLS US THE DISTANCE FROM ZERO.

SO, THE DISTANCE BETWEEN ZERO AND 4/4 ON THIS NUMBER LINE IS 4/4.

BECAUSE SHAQUANDA'S DISTANCE IS FURTHER FROM ZERO, THAT MEANS SHE RAN A FURTHER DISTANCE BEFORE STOPPING.

SO, IF SHAQUANDA'S DISTANCE, 4/4, IS FURTHER FROM ZERO, WHICH DISTANCE IS CLOSER TO ZERO?

CORRECT.

NEYMAR'S DISTANCE TRAVELED IS CLOSER TO ZERO.

LET'S THINK ABOUT A DISTANCE OF ZERO.

WHAT DOES A DISTANCE OF ZERO MEAN?

HAS SOMEONE TRAVELED ANY DISTANCE YET?

IF SOMEONE'S TRAVELED ZERO MILES OR ZERO FOURTHS OF A MILE, THAT MEANS THEY HAVE NOT TRAVELED ANY DISTANCE YET.

SINCE NEYMAR'S RUNNING DISTANCE IS CLOSER TO ZERO, THAT MEANS HE RAN A SHORTER DISTANCE BEFORE STOPPING.

HMM.

WONDER WHAT A DISTANCE OF 1 MILE WOULD BE.

WE KNOW SHAQUANDA RAN 4/4 OF A MILE.

WHAT'S ANOTHER WAY TO NAME THE DISTANCE SHE RAN?

RIGHT.

4/4 AND 1 ARE AT THE SAME PLACE ON THE NUMBER LINE, WHICH MEANS THEY HAVE EQUAL VALUES.

ALSO, THERE'S A WAY TO KNOW IF A FRACTION'S EQUAL TO ONE WHOLE.

HAVE YOU FIGURED IT OUT?

HERE'S A HINT.

WHAT DO YOU NOTICE ABOUT THE NUMERATOR AND DENOMINATOR?

WHEN A FRACTION'S EQUAL TO 1, THE NUMERATOR AND DENOMINATOR ARE THE SAME NUMBER, LIKE IN 4/4.

CAN YOU THINK OF ANOTHER FRACTION EQUAL TO 1?

THERE'S AN ENDLESS AMOUNT OF POSSIBILITIES.

BUT IF YOU WERE THINKING 5/5, 2/2, 3/3, 6/6, 10/10, OR EVEN 100/100, YOU'RE CORRECT!

THE NUMERATOR BEING THE SAME AS THE DENOMINATOR MEANS WE'RE COUNTING ALL OF THE UNITS IN OUR WHOLE, WHICH WOULD MEAN WE'VE COUNTED THE ENTIRE WHOLE.

SO, SHAQUANDA RAN A FURTHER DISTANCE THAN HER BROTHER BECAUSE SHE RAN ONE WHOLE MILE, OR 4/4 OF A MILE, BEFORE STOPPING, AND HE ONLY RAN 2/4.

NICE.

WE COMPARED 2/4 AND 4/4 AND LEARNED THAT 4/4 IS GREATER THAN 2/4, WHICH ALSO MEANS THAT 2/4 IS LESS THAN 4/4.

WHEN WE COMPARE FRACTIONS WITH THE SAME DENOMINATOR, IT'S FAIRLY EASY TO COMPARE THEM, BECAUSE WE'RE JUST COMPARING THE NUMERATOR, OR COUNTING NUMBERS.

COMPARING FRACTIONS WITH COMMON DENOMINATORS IS SIMILAR TO COMPARING WHOLE NUMBERS.

LET'S PRACTICE ONE MORE TOGETHER.

LOOK AT THESE MODELS.

WHAT 2 FRACTIONS ARE REPRESENTED?

FIRST, LET'S FIGURE OUT HOW MANY PARTS EACH WHOLE HAS BEEN PARTITIONED INTO.

THINK ABOUT EACH WHOLE AS SEPARATE FROM THE OTHER.

DO NOT COMBINE THE TOTAL PARTS.

I'LL GIVE YOU SOME TIME TO THINK.

IN EACH WHOLE, THERE ARE 3 EQUAL PARTS.

WE CALL THESE "THIRDS."

HOW MANY THIRDS ARE NOT SHADED IN THE FIRST MODEL?

TRIED TO TRICK YOU, BUT YOU WERE BEING A GOOD LISTENER.

IN THE FIRST MODEL, 1/3 IS NOT SHADED.

HOW ABOUT IN THE SECOND MODEL?

HOW MANY THIRDS ARE NOT SHADED?

2/3 ARE NOT SHADED IN THE SECOND WHOLE.

WHICH MODEL HAS MORE UNSHADED PARTS?

MODEL 1 OR MODEL 2?

MODEL 2 HAS MORE UNSHADED PARTS.

WE CAN SEE IN THE MODEL AND BY COMPARING THE FRACTIONS.

2/3 AND 1/3 HAVE THE SAME DENOMINATOR, SO, WE CAN JUST COMPARE THE NUMERATOR, OR COUNTING NUMBER.

WHICH FRACTION COUNTS MORE THIRDS?

YOU REALLY KNOW YOUR FRACTIONS.

IN 2/3, WE COUNT 2 THIRDS, AND IN 1/3, WE ONLY COUNT 1 THIRD.

SO, WE CAN SAY 2/3 IS GREATER THAN 1/3.

WE CAN ALSO SAY 1/3 IS LESS THAN 2/3.

BOTH EXPRESSIONS SHOW THAT ONE AMOUNT IS LARGER THAN ANOTHER AND ONE AMOUNT IS SMALLER THAN THE OTHER.

WE LEARNED SO MUCH ABOUT FRACTIONS, SO, LET'S REVIEW WHAT WE TALKED ABOUT TODAY.

THE LARGER THE COUNTING NUMBER, THE GREATER THE VALUE, AS LONG AS THE FRACTIONS HAVE THE SAME DENOMINATOR.

SOMETIMES ONE MODEL WORKS BETTER IN CERTAIN SITUATIONS.

IN THE PROBLEM WITH SHAQUANDA AND NEYMAR, A NUMBER LINE WAS APPROPRIATE, BECAUSE WE WERE LOOKING AT DISTANCE.

WHEN WE COMPARED 2/3 AND 1/3, WE DID NOT HAVE A STORY WITH OUR PROBLEM, SO, WE COULD USE WHICHEVER MODEL WE PREFERRED.

AND LASTLY... LIKE WHEN WE USED OUR KNOWLEDGE OF WHOLE NUMBERS TO FIND OUR MISSING FRACTIONS ON THE NUMBER LINE.

I CAN'T WAIT FOR US TO WORK TOGETHER AGAIN.

NEXT TIME, WE'LL LEARN ABOUT EQUIVALENT FRACTIONS, WHICH ARE MY FAVORITE.

SEE YOU!

JUST AS IMPORTANT AS LEARNING MATH AND LITERACY IS LEARNING TO EXPRESS YOURSELF THROUGH ART.

WHEN I'M FEELING FRUSTRATED OR DISAPPOINTED, I CAN ALWAYS FEEL BETTER IF I WRITE DOWN A SONG OR PAINT A PICTURE.

DO YOU HAVE A FAVORITE TYPE OF ART THAT YOU LIKE TO MAKE?

IT COULD BE MAKING UP A DANCE OR TAKING A PICTURE WITH A CAMERA, OR SINGING.

WE HAVE A SUPER-COOL VIDEO ABOUT MAKING ART THAT I THINK YOU'RE GOING TO LOVE.

HI, KIDS, WELCOME TO ANOTHER EPISODE OF "PAINT N SIPPY CUP."

I AM YOUR HOST, AUNTIE GEM, AND TODAY, WE ARE PAINTING A BIRD.

AND WHILE I'M PAINTING A BIRD, I WILL BE SIPPING ON MY JUICE, WHICH, TODAY, I HAVE ORANGE JUICE.

WHAT KIND OF JUICE ARE YOU SIPPING ON TODAY?

SO, TODAY, WE ARE PAINTING A BIRD, WHICH I WILL SKETCH ON MY CANVAS FIRST.

IF YOU DON'T HAVE CANVAS, THAT'S OKAY.

YOU CAN USE PAPER OR CARDBOARD.

SO, I HAVE MY BIRD SKETCHED.

AND NOW, I'M GOING TO WORK ON MY BACKGROUND, WHICH, TODAY, I'M GOING TO BE USING A LIGHT PURPLE, BUT YOU CAN USE WHATEVER COLOR YOU WANT TO CHOOSE.

OKAY, NOW THAT I HAVE MY BACKGROUND COMPLETE, I CAN START ON MY BIRD.

TODAY, I'LL BE MAKING A BLUEBIRD, BECAUSE, WHO DOESN'T LOVE A BLUEBIRD?

I'M GOING TO TAKE THE SAME BLUE THAT I'VE BEEN USING-- I'M GOING TO MIX IT WITH A LITTLE BIT OF WHITE SO THAT I CAN PAINT THE BELLY OF THE BIRD A LITTLE LIGHTER.

OKAY, NOW THAT I HAVE THE BELLY DONE, I WILL MOVE ON TO THE BEAK.

I WILL USE THE SAME ORANGE TO COLOR IN THE FEET.

OKAY.

NOW THAT I HAVE THE BEAK AND THE FEET DONE, I'M GOING TO DO ONE MORE LAYER JUST TO CLEAN UP MY BACKGROUND BEFORE I GO AND DO MY OUTLINE.

OKAY, NOW THAT I HAVE MY BACKGROUND CLEANED UP, I'M GOING TO GO BACK AND OUTLINE AND ADD SOME EYES.

TO DO THE OUTLINE, I'LL BE USING BLACK.

SO, THANK YOU FOR JOINING ME ON THIS EPISODE OF "PAINT N SIPPY CUP," WHERE YOU WATCHED ME PAINT THIS BEAUTIFUL BLUEBIRD.

I CAN'T WAIT TO SEE WHAT YOU CREATED.

THANKS FOR JOINING.

WHAT UP, COOL CATS?

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.

♪ ♪ HI, MATHEMATICIANS.

IT'S ME, MS. ALTMAN, AND IT'S AMAZING TO SEE YOU.

BEFORE WE GET STARTED, LET'S TAKE A MOMENT TO GRAB SOME SUPPLIES THAT WE WILL NEED FOR OUR TIME TOGETHER TODAY.

YOU WILL NEED PAPER, A PENCIL, A FEW INDEX CARDS OR STICKY NOTES.

NO MORE THAN 10.

I'M GOING TO GO AND GET MINE.

WHY DON'T YOU GO AHEAD AND DO THE SAME?

SEE YOU IN A LITTLE BIT.

♪ ♪ I LOVE THAT MY MATHEMATICIANS ARE BACK TO HELP ME SOLVE ANOTHER PROBLEM.

TODAY, I WANT TO BUILD A FENCE FOR MY DOG.

BUILDING A FENCE WILL STOP HIM FROM RUNNING IN MY GARDEN OR TRYING TO SWING ON THE SWING SET AGAIN.

I HAVE A CERTAIN AREA IN MY BACKYARD THAT I CAN USE TO BUILD THE FENCE.

YOU MAY BE WONDERING WHAT I MEAN BY THE WORD "AREA."

IF YOU THINK ABOUT MY YARD, ITS AREA CAN BE THOUGHT OF AS THE SURFACE COVERED BY ALL OF THE BLADES OF GRASS WITHIN THE YARD.

COUNTING THE BLADES OF GRASS DOESN'T SEEM LIKE AN EFFICIENT WAY TO DETERMINE THE AREA.

THERE HAS TO BE A BETTER WAY.

WE CAN USE SQUARE UNITS TO FIND THE AREA OF MY YARD.

ACTUALLY, I ONLY WANT TO MEASURE THE AREA OF ONE PART OF MY YARD FOR NOW.

AHA!

HERE WE ARE.

I WANT TO PLACE MY DOG'S FENCE IN THIS GRASSY AREA NEAR HIS HOUSE.

ONE WAY TO FIND THE AREA OF A SURFACE IS TO COVER THE AREA WITH SQUARE UNITS.

LOOK AT THAT.

WE COVERED THE AREA THAT WE WANT TO MEASURE WITH SQUARE UNITS.

NOW LET'S COUNT THE SQUARE UNITS TO MEASURE THE AREA WHERE WE WILL BUILD THE FENCE.

CAN YOU HELP ME TO USE THE SQUARE UNITS TO MEASURE THE AREA?

GREAT.

TALK TO A FRIEND OR TRUSTED ADULT ABOUT YOUR MEASUREMENTS.

HOW MANY SQUARE UNITS IS THE AREA?

HOW DID YOU FIGURE IT OUT?

WHEN YOU'RE READY, WHISPER IT TO ME.

OH, YOU'VE ALL COME UP WITH DIFFERENT WAYS TO FIND THE AREA.

AWESOME!

LET'S TALK THROUGH A FEW OF THEM.

ONE WAY THAT I HEARD WAS TO JUST COUNT THE NUMBER OF SQUARE UNITS THAT WE COVERED THE GRASS WITH.

LET'S DO THAT.

WOW!

WE HAVE 20 SQUARE UNITS.

OH, DID YOU NOTICE SOMETHING?

I NOTICED THAT THE SQUARE UNITS THAT WE COVERED THE YARD WITH MADE A RECTANGLE.

THAT SEEMS CONNECTED TO A WAY THAT I HEARD SOMEONE ELSE COUNTING.

I HEARD SOMEONE ELSE SAY THAT THEY NOTICED THAT THE TOP ROW OF OUR RECTANGULAR AREA MEASURED 5 SQUARE UNITS.

THAT HELPED THEM TO SKIP COUNT BY FIVES TO DETERMINE THE TOTAL AREA.

COUNT WITH ME.

20 SQUARE UNITS.

WHAT'S THAT?

YOU COUNTED A SIMILAR WAY BUT YOU COUNTED GROUPS OF 4 INSTEAD?

OH, I SEE.

THE FIRST COLUMN OF OUR RECTANGULAR AREA MEASURES 4 SQUARE UNITS.

LET'S COUNT THE COLUMNS.

20 SQUARE UNITS.

GREAT!

THE RECTANGULAR AREA IS 5 UNITS LONG AND 4 UNITS WIDE, OR 20 SQUARE UNITS OF AREA FOR OUR FAITHFUL FRIEND.

THAT'S ONE HAPPY DOG.

SPEAKING OF AREA, I WONDER HOW I CAN USE SQUARE UNITS TO MEASURE THE AREA OF MY GARDEN.

CAN YOU HELP ME?

GREAT!

CAN YOU USE ONE OF OUR METHODS FROM BEFORE TO DETERMINE THE AREA OF MY GARDEN?

WHISPER TO TELL ME HOW YOU COUNTED.

OH, THAT'S AN AWESOME STRATEGY.

YOU COVERED THE GARDEN WITH UNIT SQUARES.

LET'S COUNT THEM TOGETHER.

THAT'S RIGHT, MY GARDEN HAS AN AREA MEASUREMENT OF 9 SQUARE UNITS.

OH!

SOME OF YOU ARE SAYING THAT MY GARDEN IS SHAPED LIKE A SQUARE?

I AGREE.

CAN WE COUNT THE UNIT SQUARES ANOTHER WAY?

YES, WE CAN.

WE CAN COUNT BY THE MEASUREMENT OF THE SQUARE'S SIDE LENGTHS.

COUNT WITH ME.

THE GARDEN HAS AN AREA MEASUREMENT OF 9 SQUARE UNITS.

CAN YOU HELP ME MEASURE ONE MORE AREA IN MY YARD?

AWESOME!

WHAT IS THE AREA OF MY SWING SET, AND HOW CAN WE FIGURE IT OUT?

THAT'S RIGHT, WE CAN COUNT THE SQUARES.

THE SWING SET IS 10 SQUARE UNITS.

WHAT'S THAT?

OH, YOU NOTICED THAT WHEN WE WERE PARTITIONING, OR BREAKING APART THE AREA INTO UNIT SQUARES, THAT IT LOOKED LIKE A RECTANGLE OR AN ARRAY.

THAT HELPS US COUNT ANOTHER WAY.

OR... 10 SQUARE UNITS.

THAT'S A GREAT STRATEGY AND A GREAT OBSERVATION ABOUT ARRAYS THAT WE MAY EXPLORE FURTHER AT A LATER TIME.

WOULD YOU LIKE TO PRACTICE FINDING AREA USING INDEX CARDS OR STICKY NOTES?

GREAT.

LOOK FOR AN ITEM NEXT TO YOU.

IT CAN BE A BOOK, THE REMOTE CONTROL, YOUR CHROMEBOOK, OR SOMETHING ELSE OF YOUR CHOICE.

WHEN CHOOSING YOUR ITEM, REMEMBER, YOU ONLY HAVE A FEW INDEX CARDS OR STICKY NOTES, SO THE ITEM YOU SELECTED SHOULDN'T BE LARGER THAN YOUR 10 INDEX CARDS OR STICKY NOTES.

I'M GOING TO GIVE YOU A FEW SECONDS TO SELECT YOUR ITEM.

♪ ♪ GREAT!

I CAN SEE MOST OF MY FRIENDS CHOSE A BOOK.

BEFORE WE MEASURE OUR BOOK, WHAT IS THE ESTIMATED AREA OF YOUR BOOK?

HOW MANY SQUARE UNITS DO YOU THINK YOUR BOOK WILL BE?

NOW, LET'S ACTUALLY MEASURE THE AREA, OR THE AMOUNT OF SPACE THE BOOK OR ITEM YOU SELECTED TAKES UP.

USE INDEX CARDS OR STICKIES.

WHICHEVER YOU PICK, REMEMBER, YOU HAVE TO USE THE SAME UNIT OF MEASUREMENT, EITHER THE INDEX CARDS OR THE STICKIES, BUT NOT BOTH TOGETHER.

THIS HELPS US TO MAKE SURE THAT THE SQUARE UNITS ARE EQUAL IN SIZE.

ALSO, WHEN YOU MEASURE, PLACE YOUR STICKY NOTES OR INDEX CARDS EDGE-TO-EDGE UNTIL THE ENTIRE ITEM IS COVERED.

OKAY?

READY?

LET'S MEASURE.

I WILL DO MINE ON THE SCREEN SO WE CAN ALL SEE THE MEASUREMENT.

I WILL GIVE YOU A FEW SECONDS TO DO YOURS.

DID YOU HAVE A CHANCE TO FINISH?

GREAT!

NOW COUNT THE NUMBER OF STICKIES OR INDEX CARDS USED.

HOW MANY SQUARE UNITS IS YOUR BOOK OR ITEM?

MY BOOK OR ITEM IS 12 SQUARE UNITS.

WHAT'S THAT?

YOU NOTICED WHEN YOU WERE MEASURING YOUR BOOK THAT YOUR INDEX CARDS OR STICKIES COVERED TOO LITTLE OR TOO MUCH OF THE AREA OF THE BOOK?

IN THAT CASE, WE MAY NEED TO USE PARTS OF OUR STICKIES OR INDEX CARDS TO GET THE PRECISE AREA.

BUT THAT'S ANOTHER LESSON.

FOR NOW, THINK, DID YOUR ESTIMATION COME CLOSE TO THE AMOUNT OF WHOLE SQUARE UNITS THAT YOU COVERED YOUR BOOK OR ITEM WITH?

DID YOU ENJOY THIS ACTIVITY?

AW, MATHEMATICIAN, THAT MAKES ME SO HAPPY THAT YOU ENJOYED THIS ACTIVITY.

AFTER THIS LESSON, MAYBE YOU CAN GRAB SOME MORE STICKIES OR INDEX CARDS AND FIND THE AREA OF ANOTHER ITEM OF YOUR CHOICE.

OR ASK A TRUSTED ADULT TO DOWNLOAD THE EXTENSION PAGE FOR ADDITIONAL ACTIVITIES.

SO, LET'S REVIEW, MATHEMATICIANS.

THANKS FOR HELPING ME FIND AN AMAZING AREA TO BUILD A FENCE FOR MY DOG AND FINDING THE AREA OF SOMETHING IN OUR HOME OR SCHOOL.

JOIN ME NEXT TIME TO LEARN MORE MATH STRATEGIES.

BYE, MATHEMATICIANS!

YO, WHOA, WHOA, WHOA, WHOA, WHOA.

WHOA.

I GOT ANOTHER VIDEO COMING UP FOR YOU.

YOU CAN OFTEN TELL WHAT A BIRD DOES FOR A LIVING SIMPLY BY LOOKING AT ITS BEAK.

TAKE, FOR INSTANCE, THE NORTH CAROLINA STATE BIRD, THE NORTHERN CARDINAL.

TAKE A LOOK AT THAT BEAK.

IT'S SHORT, IT'S STOUT, IT'S VERY POWERFUL.

ALL ABOUT CRUSHING SEEDS.

OR, HERE I'VE GOT THE SKULL FROM A BALD EAGLE.

LOOK AT THAT SHARPLY-HOOKED BEAK.

IT'S ABSOLUTELY PERFECT FOR TEARING THE FLESH FROM OTHER LIVING CREATURES.

AND OVER HERE, WE'VE GOT THE WOODPECKER.

NOW, EVERYBODY KNOWS WHAT A WOODPECKER DOES WITH ITS BEAK-- IT USES IT LIKE A CHISEL.

CHISELING IN DEAD WOOD, SEARCHING FOR INSECT LARVAE, LIKE A BEETLE GRUB, FOR INSTANCE.

NOW, THE BEETLE GRUB DOESN'T COOPERATE.

IT DOESN'T WANT TO GET EATEN.

SO, IT TRIES TO PUSH ITSELF FURTHER BACK INTO THE HOLE.

AND IF THE WOODPECKER IS UNABLE TO REACH THE BEETLE GRUB WITH ITS BEAK, IT PULLS OUT A SECRET WEAPON, AND THAT SECRET WEAPON IS THE WOODPECKER'S TONGUE.

IT IS SHAPED JUST LIKE A HARPOON, YOU KNOW, LIKE A SPEAR WITH HOOKS ON IT.

AND YOU'VE GOT TO REALLY SEE THIS UP CLOSE TO APPRECIATE IT.

NOW, HERE, I'M PULLING DOWN THE TONGUE FROM THIS RED-BELLIED WOODPECKER, AND AS YOU CAN CLEARLY SEE, THERE ARE HOOKS THERE.

AND LOOK WHICH DIRECTION THEY'RE GOING-- THEY'RE GOING UP AND TO THE BACK, UP AND TO THE BACK.

SO, WHEN IT SPEARS THE BEETLE GRUB, THERE'S NO WAY IT'S GOING TO WRIGGLE OFF.

IT'S LIKE A FISH ON A FISH HOOK.

IT JUST PULLS IT RIGHT OUT.

ABSOLUTELY AMAZING.

SO, THE NEXT TIME YOU SEE BIRDS IN YOUR BACKYARD, TAKE A LOOK AT THE BEAK AND SEE IF YOU CAN DETERMINE WHAT THEY DO FOR A LIVING.

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

[clock ticking] THAT'S ALL FOR TODAY, BUT BEFORE YOU LEAVE, I NEED THAT P-L-L, THAT PEACE, LOVE, AND LEARNING.

THERE IT IS.

I LIKE THAT.

ALL RIGHT, SUPER LEARNER.

STAY SAFE.

I'LL SEE YOU NEXT TIME.

♪ ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com