[cheerful upbeat music] ♪ YO, WHERE MY SUPER LEARNERS AT?!

IT'S ANOTHER GREAT DAY IN THE PLACE TO LEARN AND PLAY, AND, BOY, DO I HAVE AN EXCITING DAY FOR YOU TODAY.

LOOK, WHO'S READY?

BECAUSE I KNOW I AM.

WHY?

BECAUSE LEARNING IS FUN-DAMENTAL.

SO, IT'S TIME TO ADD A LITTLE BIT OF FUN TO THAT MENTAL, WITH TODAY'S CLASSROOM CONNECTION.

Y'ALL READY FOR SOME LEARNING?

HUH, LET'S GET IT.

♪ ♪ 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 COMPARE AND FIND DIFFERENCES BETWEEN FLAT SHAPES AND SOLID SHAPES, FROM 2 OR 3 DIMENSIONAL.

AND WE'LL BE ABLE TO DESCRIBE THE ATTRIBUTES.

SO, LET'S START.

[speaking Spanish] HI, SUPER LEARNERS.

WE'RE CLAUDIA AND GRACE, THE POWERFUL TWINS.

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

ARE YOU READY FOR ANOTHER MATH ADVENTURE TODAY?

THEN, LET'S START.

OUR MISSION IS TO COMPARE AND FIND DIFFERENCES BETWEEN PLANE AND GEOMETRIC SHAPES, THROUGH EXPLORATION OF 2 AND 3 DIMENSIONS, AND BE ABLE TO DESCRIBE THEIR ATTRIBUTES.

SHALL WE START?

BUT, FIRST, WHAT DO WE HAVE TO DO?

GREET EACH OTHER.

VERY GOOD, SUPER LEARNERS.

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

♪ HELLO, SUPER LEARNERS, HOW ARE YOU?

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

♪ HMM!

VERY GOOD.

WE'RE DOING GREAT TODAY.

WE HOPE YOU ARE TOO.

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

ARE YOU READY?

SING WITH US.

[both] ♪ LET'S COUNT, LET'S COUNT ♪ ♪ LET'S COUNT, SUPER LEARNERS ♪ ♪ 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 AROUND ♪ ♪ AND 20 WE'LL COUNT AGAIN ♪ IT'S TIME TO REVIEW OUR COLORS IN ENGLISH AND SPANISH.

WHAT COLOR IS THIS?

YES, GRIS.

GRAY.

AND THIS ONE?

YES, ROJO.

RED.

AND THIS ONE?

RIGHT, MORADO.

PURPLE.

LOOK FOR THESE COLORS IN THE WORLD TODAY.

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

WHAT SHAPE IS THIS?

YES, TRAPEZOIDE.

TRAPEZOID.

AND THIS ONE?

YES, ROMBO.

RHOMBUS.

AND THIS ONE?

YES, CUADRADO.

SQUARE.

LOOK FOR THESE SHAPES IN THE WORLD TODAY.

GREAT!

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

LET'S REVIEW WITH OUR SUPER LEARNERS THE MISSION OF THE DAY.

AND WITH SPARKLES.

TODAY'S MISSION IS TO COMPARE AND FIND DIFFERENCES BETWEEN PLANE AND GEOMETRIC SHAPES THROUGH EXPLORATION IN 2 AND 3 DIMENSIONS, AND BE ABLE TO DESCRIBE THEIR ATTRIBUTES.

ARE YOU READY, SUPER LEARNERS?

YES!

SO, LET'S LOOK CLOSELY AT THESE PICTURES WE HAVE HERE, SUPER LEARNERS.

DO YOU KNOW WHAT WE CALL THESE SHAPES THAT WE HAVE HERE?

VERY GOOD, YES.

THEY'RE CALLED "GEOMETRIC SHAPES."

HMM.

WHY ARE THEY CALLED "GEOMETRIC SHAPES," SUPER LEARNERS?

I UNDERSTAND, SUPER LEARNERS.

THEY'RE CALLED "GEOMETRIC SHAPES" BECAUSE THEY TAKE UP A PLACE IN SPACE AND THEY HAVE VOLUME.

VERY GOOD, CLAUDIA.

NOW, LET'S LOOK AT THE SHAPES ONE BY ONE.

LET'S LOOK.

WHAT IS THIS GEOMETRIC SHAPE?

YES, VERY GOOD.

IT'S A SPHERE.

AND ON THESE CARDS, WHICH ONE IS A SPHERE?

RIGHT!

VERY GOOD, SUPER LEARNERS.

THE WORLD MAP AND THE ORANGE.

VERY GOOD, SUPER LEARNERS.

SUPER LEARNERS, DO YOU SEE A SPHERE IN OUR CLASSROOM?

OH, YES!

HERE IT IS.

AND IT'S A...?

BALL.

AND WHAT CAN THIS BALL DO?

YES, ROLL.

AND WHY?

BECAUSE IT HAS A FACE THAT'S ROUND.

VERY GOOD, SUPER LEARNERS.

NOW, LET'S LOOK FOR ANOTHER GEOMETRIC SHAPE.

YES, THIS GEOMETRIC SHAPE.

AND WHAT IS IT CALLED?

YES, "CUBE."

LET'S LOOK FOR CUBES ON THESE CARDS.

YES, OF COURSE.

THERE'S A TOY CUBE AND A DIE.

A TOY CUBE... AND A DIE.

SUPER LEARNERS, DO YOU SEE A CUBE IN OUR CLASSROOM?

OH, YES!

HERE IT IS.

AND IT'S THE BOX.

WHAT CAN THIS CUBE DO?

VERY GOOD, SUPER LEARNERS.

IT CAN STAND, AND WHY?

CORRECT, BECAUSE IT HAS 6 FLAT SIDES-- UH-HUH, WITH A SQUARE SHAPE.

VERY GOOD.

LET'S GO TO ANOTHER GEOMETRIC SHAPE.

LET'S SEE THIS ONE.

AND IT'S CALLED...?

"CONE," VERY GOOD.

LET'S LOOK FOR CONES ON THESE CARDS.

LET'S LOOK.

VERY GOOD!

THE TEEPEE IS ONE, AND THE... CONE NEXT TO IT IS ANOTHER.

VERY GOOD, SUPER LEARNERS.

SUPER LEARNERS, DO YOU SEE A CONE IN THIS CLASSROOM?

WHAT IS IT?

YES, RIGHT, IT'S HERE.

IT'S A PARTY HAT.

AND WHAT CAN THIS CONE DO?

I'M LISTENING.

VERY GOOD, SUPER LEARNERS.

IT CAN STAND.

AND WHY?

RIGHT!

BECAUSE IT HAS A FLAT, CIRCULAR FACE.

VERY GOOD.

VERY GOOD, SUPER LEARNERS.

AND NOW, WE'RE GOING TO ANOTHER GEOMETRIC SHAPE.

WHAT IS THIS ONE?

VERY GOOD, A CYLINDER.

WE'RE GOING TO LOOK FOR CYLINDERS ON THESE CARDS.

VERY GOOD, SUPER LEARNERS.

YOU SAID THAT IT WAS THE CANDLE AND THE BUILDING BLOCK.

THESE SHAPES ARE READY.

SUPER LEARNERS, DO YOU SEE ANY CYLINDER IN OUR CLASSROOM?

VERY GOOD, HERE IT IS.

AND IT'S A COOKIE TIN.

WHAT CAN THIS CYLINDER DO?

VERY GOOD, IT CAN STAND.

AND?

VERY GOOD, ROLL.

AND WHY?

RIGHT, BECAUSE WITH ITS FLAT SIDES, IT CAN STAND, AND WITH ITS CYLINDRIC BODY, IT CAN...

ROLL, VERY GOOD.

NOW WE'RE GOING TO SEE HOW MANY CARDS EACH SHAPE HAS.

LET'S COUNT.

THE CUBE HAS 1, 2.

THE CYLINDER HAS 1, 2.

THE SPHERE, 1, 2.

AND THE CONE HAS 1, 2.

SUPER LEARNERS, WHERE ARE THERE MORE CARDS?

NOWHERE.

THEY ARE ALL EQUAL.

BECAUSE THEY ALL HAVE... 2 CARDS.

VERY GOOD, SUPER LEARNERS.

WE DID IT, THANKS TO YOU, SUPER LEARNERS.

YOU DID A GREAT JOB TODAY.

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

SHALL WE START?

SO...

HERE WE ARE.

WHEN I PLAY THE TAMBOURINE, CLAUDIA WILL SAY THE NAME, WITH YOUR HELP, OF THE SHAPE SHE HAS IN HER HAND.

SHALL WE START?

♪ ♪ [gasps] WHAT SHAPE IS THIS?

YES, VERY GOOD, SUPER LEARNERS.

CIRCLE.

LET'S CONTINUE.

WHAT SHAPE IS THIS, SUPER LEARNERS?

VERY GOOD, SQUARE.

LET'S CONTINUE.

SUPER LEARNERS, WHAT SHAPE IS IT?

VERY GOOD, RECTANGLE.

WE'RE READY, SUPER LEARNERS.

WE ALREADY SAID ALL THE SHAPES, AND WE'RE DOING GREAT.

VERY GOOD.

WE FEEL MUCH BETTER.

LET'S CONTINUE WITH TODAY'S MISSION.

TO DO THAT, WE HAVE TO CHOOSE 2 GEOMETRIC SHAPES THAT ARE HERE IN THIS BASKET.

AND WE'RE GOING TO COMPARE THEM.

HMM... SUPER LEARNERS, WHICH GEOMETRIC SHAPES DO WE TAKE?

DID YOU SAY THE CUBE?

AND THE CYLINDER?

THE CUBE AND THE CYLINDER.

HERE THEY ARE.

WHAT SIMILARITIES DO THEY HAVE?

THAT MEANS, HOW ARE THEY THE SAME, THE CYLINDER AND THE CUBE?

HMM, LET'S LOOK AT THEM VERY CLOSELY.

MMM... YOU'RE RIGHT, SUPER LEARNERS.

BOTH HAVE BODY AND VOLUME.

AND THEY ALSO HAVE FACES.

MM-HMM.

NOW, LET'S DESCRIBE THE DIFFERENCES, IN OTHER WORDS, HOW THE CYLINDER AND THE CUBE ARE NOT ALIKE.

MMM...

VERY GOOD, SUPER LEARNERS.

YOU FIGURED IT OUT.

THEY ARE DIFFERENT BECAUSE THE CUBE HAS 6 FACES, AND THE CYLINDER ONLY 3.

MM-HMM.

VERY GOOD.

NOW, SUPER LEARNERS, LET'S CONTINUE.

WE'LL TAKE 2 SHAPES.

WHAT DID YOU SAY?

THE TRIANGLE AND THE HEXAGON?

LET'S SEE.

WHAT SIMILARITIES DO THEY HAVE?

HOW ARE THEY ALIKE?

RIGHT, SUPER LEARNERS.

THE TRIANGLE AND THE HEXAGON HAVE STRAIGHT SIDES AND VERTICES.

VERY GOOD.

AND WHAT ABOUT THEIR DIFFERENCES?

DO YOU REMEMBER?

HOW ARE THEY NOT ALIKE?

OF COURSE.

THE TRIANGLE HAS 3 STRAIGHT SIDES AND 3 VERTICES, AND THE HEXAGON HAS MORE SIDES.

IT HAS 6 STRAIGHT SIDES AND 6 VERTICES.

VERY GOOD, SUPER LEARNERS.

BRAVO!

WE DID IT, SUPER LEARNERS.

THANKS TO YOU, WE WERE ABLE TO COMPARE GEOMETRIC SHAPES.

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

MM... LET'S GO.

SPARKLES!

WOW!

WE'VE COMPLETED TODAY'S MISSION.

CONGRATULATIONS, SUPER LEARNERS.

YOU USED YOUR MATH POWERS AND COMPLETED THE MISSION.

IT'S TIME TO... REVIEW!

TODAY, WE COMPARED GEOMETRIC SHAPES, FINDING THEIR SIMILARITIES AND DIFFERENCES, AND WE DESCRIBED THEIR ATTRIBUTES.

AND DO YOU KNOW WHAT THE BEST PART IS?

THAT WE CAN FIND THEM ANYPLACE.

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

SPARKLES, THANK YOU, TOO.

AND YOU, SUPER LEARNERS.

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

BYE!

i¡¡ADIÓÓS!

MM, MM, MM!

MEALTIME IS MY FAVORITE TIME OF THE DAY, AND I JUST LOVE EATING HEALTHY, YUMMY FOOD.

WE FOUND SOME VIDEOS THAT TEACH YOU HOW TO COOK THAT WE THOUGHT YOU WOULD ENJOY.

HAVE FUN WATCHING.

AND IF YOU LIKE WHAT YOU SEE, ASK A TRUSTED ADULT IF YOU CAN MAKE THIS AT HOME TOO.

♪ ♪ [kids] LALO'S LUNCHBOX!

HELLO, I'M LALO.

I'M HERE WITH MY LUNCHBOX.

[ding ding] MY NAME IS ♪ DAISY ♪.

AND I'M FREDDIE, FROM FREAKY, FAST, AND FRESH FOOD DELIVERY SERVICE.

AND I'M HERE TO PICK UP-- AND WE'RE HERE TO MAKE... MAY I BE OF SERVICE?

OH, YOU BETCHA.

BUT, FIRST, LET'S WASH OUR HANDS.

♪ ♪ [rubber ducky squeaks] [water gurgling] AND NOW... [Lalo] TO MAKE THESE MINI MARGHERITA PIZZAS, FIRST, YOU'LL NEED... YOU'LL ALSO NEED...

...CHOPPED.

[Freddie] STEP 1: SPREAD THE TOMATO SAUCE OVER THE ENGLISH MUFFINS.

[Daisy] STEP 2: SPRINKLE ON YOUR MOZZARELLA CHEESE.

YUMMY, CHEESY GOODNESS.

[Lalo] STEP 3: HAVE A GROWN-UP CUT THE CHERRY TOMATOES, AND YOU CAN SPRINKLE THEM ON.

DON'T FORGET THE BASIL LEAVES.

I WAS JUST ABOUT TO SAY THAT.

HAVE A GROWN-UP PREHEAT THE OVEN TO 375 DEGREES, AND BAKE FOR 10 MINUTES, OR UNTIL THE EDGES ARE NICE AND BROWN.

PRESTO!

CUTE MINI MARGHERITA PIZZAS.

♪ ♪ MMM!

ENGLISH.

ENGLISH!

AH!

I'M SO GLAD YOU TRAINED LUNCHBOX NOT TO GIVE US ENGLISH MUFFINS EVERY TIME WE SAY "ENGLISH."

ME TOO.

HOW'D YOU DO IT, LALO?

OH, IT WAS SIMPLE.

I JUST TOLD IT TO STOP.

[ding, ding] AH!

[rapid boings] STOP THE MUSIC!

STOP THE MUSIC!

WAIT A MINUTE.

WHY DID THAT JUST HAPPEN?

OH, WOWZERS.

NOW LUNCHBOX IS LAUNCHING ENGLISH MUFFINS EVERY TIME WE SAY THE WORD... [all] STOP!

THE FASTEST RECORDED RAINDROP WAS 18 MILES PER HOUR.

THAT WOULD HURT IF IT FELL ON YOUR HEAD.

HOW DO YOU RECORD THE SPEED OF RAIN ANYWAY?

MATH HELPS US CALCULATE SPEED AND TIME.

ISN'T THAT COOL?

GET READY FOR OUR NEXT MATH LESSON, 'CAUSE IT'S STARTING NOW.

♪ ♪ HELLO, MATHEMATICIANS.

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

TODAY, WE'RE GOING TO READ A WORD PROBLEM, WRITE AN EQUATION THAT REPRESENTS IT, AND DECIDE ON A STRATEGY TO SOLVE IT.

LET'S READ OUR WORD PROBLEM.

FOLLOW ALONG WITH ME AS I READ.

WHAT'S THAT?

I HEARD YOU SAY THAT THIS SOUNDS LIKE WE ARE COMPARING AMOUNTS.

YOU'RE RIGHT.

WE ARE.

WE ARE COMPARING THE AMOUNT OF BUTTERFLIES AT MOESHA'S HOUSE WITH THE AMOUNT OF BUTTERFLIES AT THE PARK BUTTERFLY HOUSE.

SO, LET'S GET STARTED.

LET'S USE OUR IMAGINATION, AND IMAGINE THAT WE'RE AT THE PARK, LOOKING AT THE BUTTERFLIES.

HAVE YOU SEEN ANY BUTTERFLIES LATELY?

I'VE SEEN MANY COLORFUL BUTTERFLIES FLYING AROUND OUTSIDE, JUST LIKE THESE.

I JUST LOVE LOOKING AT NATURE.

MY FRIEND MOESHA LOVES NATURE ALSO.

SHE ACTUALLY HAS A BUTTERFLY BUSH NEAR WHERE SHE LIVES.

AND SHE SAYS THAT SHE COUNTS 38 BUTTERFLIES THAT FLY AROUND THERE.

AND SHE KNOWS THAT AT THE PARK, THERE'S A BUTTERFLY HOUSE WITH 60 BUTTERFLIES.

SOUNDS LIKE WE'RE COMPARING 38 AND 60.

WHAT DO WE KNOW ALREADY?

YES, YOU'RE RIGHT.

60 IS A BIGGER NUMBER THAN 38.

BUT HOW MUCH BIGGER?

THAT'S WHAT WE NEED TO FIGURE OUT.

MOESHA WISHES SHE HAD THE SAME NUMBER OF BUTTERFLIES AS THE PARK HAS, BECAUSE SHE LOVES WATCHING BUTTERFLIES.

CAN WE HELP HER FIGURE OUT HOW MANY MORE BUTTERFLIES THEY HAVE THAN HER, SO SHE WILL KNOW HOW MANY MORE SHE WOULD NEED TO HAVE THE SAME AMOUNT OF BUTTERFLIES AS THE PARK?

OF COURSE WE CAN.

LET'S DO IT.

HOW CAN WE HELP MOESHA FIGURE OUT HOW MANY MORE BUTTERFLIES SHE NEEDS TO HAVE THE SAME NUMBER OF BUTTERFLIES AS THE PARK HAS?

I HEARD YOU SAY, "LET'S START BY WRITING AN EQUATION."

YES.

A GREAT WAY TO SOLVE A WORD PROBLEM IS TO FIRST REPRESENT IT WITH AN EQUATION, OR NUMBER SENTENCE.

OKAY, SO, WHAT WOULD THE EQUATION BE THAT REPRESENTS THIS WORD PROBLEM?

I HEARD SOMEONE SAY "38 PLUS HOW MANY MORE EQUALS 60."

THAT REPRESENTS THIS WORD PROBLEM VERY WELL.

MOESHA HAS 38, AND THE PARK HAS 60, AND WE KNOW THAT 60 IS MORE THAN 38, BUT WE DON'T KNOW HOW MANY MORE.

WE'RE OFF TO A GREAT START.

WHAT SHOULD WE DO NEXT?

I HEARD YOU SAY WE SHOULD ALSO REPRESENT THE STORY WITH A PICTURE.

GREAT THINKING.

IT ALWAYS HELPS ME TO DRAW A PICTURE WHEN I'M SOLVING A WORD PROBLEM.

OKAY.

YOU SIT TIGHT THERE, AND GIVE ME A MINUTE OR 2.

I WILL DRAW THE 38 BUTTERFLIES THAT MOESHA HAS AND THE 60 BUTTERFLIES THAT ARE AT THE PARK.

AND THEN, WE CAN COMPARE THE AMOUNTS, OR SEE HOW MANY MORE THERE ARE IN 60 THAN 38.

HERE'S 1, HERE'S 2... [beeping] OH.

HI, SPLAT.

WHAT'S THAT, SPLAT?

THIS IS MY FRIEND SPLAT.

HE LOVES SOLVING WORD PROBLEMS TOO.

OH.

SPLAT IS TELLING ME HE HEARD YOU SAY THAT IT WILL TAKE TOO LONG TO DRAW ALL THOSE BUTTERFLIES.

YOU'RE RIGHT.

DRAWING A PICTURE OF ALL THE BUTTERFLIES ISN'T AN EFFICIENT WAY TO REPRESENT THIS WORD PROBLEM.

SO, WHAT'S A BETTER WAY TO REPRESENT THIS WORD PROBLEM?

I HEARD YOU SAY "REPRESENT THE NUMBERS ON A NUMBER LINE."

THAT'S A VERY SMART IDEA.

A NUMBER LINE IS AN EFFICIENT WAY TO REPRESENT THE NUMBERS IN AN EQUATION.

LET'S DO IT.

GREAT.

WE HAVE AN OPEN NUMBER LINE TO USE.

NOW, WHAT SHOULD WE DO?

I HEARD YOU SAY THAT WE SHOULD PUT THE NUMBERS FROM OUR EQUATION ON THE NUMBER LINE.

YES.

YOU'RE RIGHT.

OUR NUMBERS FROM THE EQUATION ARE 38 AND 60.

WHICH NUMBERS GO WHERE?

I HEARD YOU SAY 38 GOES ON THE LEFT SIDE OF THE NUMBER LINE, AND 60 ON THE RIGHT SIDE OF THE NUMBER LINE.

GREAT THINKING.

WE SHOULD PUT 38 ON THE LEFT AND 60 ON THE RIGHT.

AND THEN, WE CAN SEE THE DIFFERENCE, OR AMOUNT OF SPACE BETWEEN THE 2 NUMBERS.

ALRIGHT.

SO, HOW DO WE FIGURE OUT HOW MUCH THIS IS, THE DIFFERENCE BETWEEN THESE 2 NUMBERS?

THIS AMOUNT WILL REPRESENT HOW MANY MORE BUTTERFLIES THERE ARE AT THE PARK.

I HEARD YOU SAY THAT WE CAN USE ADDITION TO FIND THE DIFFERENCE TO SOLVE OUR PROBLEM, BY COUNTING UP FROM 38 TO 60.

HOW MANY TIMES I COUNT UP TO GET TO 60 WILL REPRESENT THE DIFFERENCE BETWEEN THE 2 NUMBERS.

THAT'S GREAT THINKING.

LET'S GO.

1, 2, 3-- WHAT?

WHA-- OH.

I HEARD YOU SAY THERE'S A MORE EFFICIENT WAY TO COUNT UP FROM 38 TO 60?

OKAY.

WHAT IS A MORE EFFICIENT WAY TO COUNT UP FROM 38 TO 60?

I HEARD YOU SAY THAT WE SHOULD FIRST COUNT UP TO A FRIENDLY NUMBER, LIKE 40.

GREAT IDEA.

38 IS SO CLOSE TO 40.

38 AND 40 ARE JUST 2 SPACES APART.

1, 2.

OKAY.

WE'RE AT 40 ON THE NUMBER LINE.

NOW WHAT?

SPLAT, DO YOU HEAR SOMETHING FROM OUR MATHEMATICIANS?

SPLAT SAID HE HEARD YOU SAY TO NOW SKIP-COUNT BY TENS TO GET TO 60.

GREAT IDEA.

LET'S SEE.

HOW MANY TENS DOES IT TAKE TO GET FROM 40 TO 60?

10, 20... THAT'S RIGHT.

YOU SAID 2 JUMPS OF 10 GETS US FROM 40 TO 60, BECAUSE 1 JUMP OF 10 GETS US TO 50, AND 2 JUMPS OF 10 GETS US TO 60.

SO, FIRST, WE JUMPED 2 SINGLE SPACES, AND THEN, WE MADE 2 JUMPS OF 10.

2 TENS AND 2 ONES IS OUR NUMBER OF JUMPS.

SO, WHAT NUMBER IS REPRESENTED BY 2 TENS AND 2 ONES?

THAT'S RIGHT.

22.

THE AMOUNT BETWEEN 38 AND 60 IS 22, WHICH MEANS 60 IS 22 MORE THAN 38.

AND 22 IS THE DIFFERENCE BETWEEN 38 AND 60.

YOU WERE RIGHT.

USING THE NUMBER LINE IS A SUPER EFFICIENT WAY TO FIND THE DIFFERENCE BETWEEN 2 NUMBERS.

SO, SINCE THERE IS A DIFFERENCE OF 22 ON THE NUMBER LINE, BETWEEN 38 AND 60, THAT MEANS THE PARK HAS 22 MORE BUTTERFLIES THAN MOESHA.

MOESHA NEEDS 22 MORE BUTTERFLIES TO HAVE AS MANY BUTTERFLIES AS THE PARK.

WE DID IT!

WE SOLVED OUR WORD PROBLEM.

MOESHA HAS 38 BUTTERFLIES.

THE PARK HAS 60 BUTTERFLIES.

THE PARK HAS 22 MORE BUTTERFLIES THAN MOESHA.

[sighs] WOW.

TODAY, WE SOLVED A WORD PROBLEM WHERE WE HAD TO COMPARE 2 AMOUNTS AND FIND OUT HOW MANY MORE THE LARGER AMOUNT IS THAN THE SMALLER AMOUNT.

WE KNEW THAT MOESHA HAS 38 BUTTERFLIES, BUT MOESHA WANTS TO HAVE 60 BUTTERFLIES, LIKE THE PARK DOES.

SO, WE COMPARED THE AMOUNTS OF BUTTERFLIES TO SEE HOW MANY MORE BUTTERFLIES ARE AT THE PARK.

WE REPRESENTED THIS WORD PROBLEM WITH THE EQUATION "38 PLUS BLANK EQUALS 60."

THEN, WE USED A NUMBER LINE TO REPRESENT THOSE AMOUNTS AND THE SPACE THAT'S BETWEEN THEM.

THEN, WE USED SOME MENTAL MATH TO FIGURE OUT HOW MUCH SPACE IS BETWEEN THE 2 NUMBERS, OR WHAT WE CALL THE "DIFFERENCE."

WE FIRST WENT TO A FRIENDLY NUMBER, AND THEN, WE SKIP-COUNTED UP BY TENS.

THE AMOUNT WE JUMPED ON THE NUMBER LINE TO GET FROM ONE NUMBER TO THE OTHER REPRESENTS THE DIFFERENCE.

WOW!

SOLVING MATH WORD PROBLEMS IS SO MUCH FUN.

WELL, I HAVE TO GO FOR NOW.

AND IT LOOKS LIKE SPLAT ALREADY LEFT.

BUT I REALLY HOPE TO SEE YOU AGAIN SOON, SO WE CAN SOLVE MORE WORD PROBLEMS LIKE THESE.

BYE!

TODAY'S AFFIRMATION IS... NOW IT'S YOUR TURN.

SAY IT A LITTLE LOUDER.

WELL, THAT'S ALL THE TIME WE HAVE FOR TODAY.

I CAN'T WAIT TO SEE YOU NEXT TIME.

IN THE MEANTIME, BE KIND TO EACH OTHER.

WISHING YOU PEACE, LOVE, AND LEARNING.

♪ ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com