[cheerful upbeat music] ♪ ♪ HEY, MY NAME IS MR. R., AND I CAME TO SAY ♪ ♪ I LOVE CLASSROOM CONNECTION IN A MAJOR WAY ♪ WHAT'S UP, MY SUPER LEARNERS?

AND WELCOME TO ANOTHER DAY TO DO SOME SUPER LEARNING.

HOW'S EVERYBODY DOING?

LET'S SEE THEM THUMBS UP.

THERE IT IS.

I LIKE TO SEE THAT.

NOW, WHAT'S THE BEST THING YOU CAN DO WHILE INSIDE?

LEARN SOMETHING COOL WITH THAT SUPER LEARNER MIND.

YO, CHECK THIS OUT.

♪ ♪ HI, MATHEMATICIANS.

MS. NABORS HERE.

I'M GLAD YOU'RE HERE TO LEARN ABOUT EQUIVALENT FRACTIONS WITH ME.

EQUIVALENT FRACTIONS ARE MY FAVORITE TYPES OF FRACTIONS.

DO YOU KNOW WHAT IT MEANS IF 2 FRACTIONS ARE EQUIVALENT?

HERE'S A HINT.

THINK ABOUT THE WORD "EQUIVALENT."

WHAT OTHER WORD DOES IT SOUND LIKE?

"EQUIVALENT" SOUNDS LIKE "EQUAL."

SO, WHEN 2 FRACTIONS ARE EQUIVALENT, THAT MEANS THEY HAVE THE SAME OR EQUAL VALUE.

EQUIVALENT FRACTIONS WILL BE REPRESENTED IN DIFFERENT WAYS BUT STILL SHOW THE SAME AMOUNT.

LET'S THINK ABOUT WHOLE NUMBERS TO HELP US UNDERSTAND THIS CONCEPT.

WHAT ARE SOME WAYS TO MAKE THE NUMBER 10?

THERE ARE MANY WAYS TO MAKE 10.

HERE'S A FEW I HEARD.

7 AND 3, 2 AND 8, 5 AND 5, 9 AND 1, AND 6 AND 4.

ALL OF THOSE ARE DIFFERENT REPRESENTATIONS OF 10.

BUT THEY REPRESENT THE SAME TOTAL VALUE.

THE SAME IS TRUE FOR EQUIVALENT FRACTIONS.

DIFFERENT FRACTIONS SHOW DIFFERENT REPRESENTATIONS OF THE SAME AMOUNT.

IN MATH, WE LEARN TO REPRESENT THE SAME AMOUNTS IN MANY WAYS.

EQUIVALENT FRACTIONS ARE IMPORTANT TO LEARN, BECAUSE THEY HELP US TO DEVELOP OUR THINKING ABOUT NUMBERS.

WE NEED TO BE ABLE TO THINK FLEXIBLY ABOUT NUMBERS AND SEE THAT ONE NUMBER IS NOT REPRESENTED IN ONE WAY.

JUST LIKE WHOLE NUMBERS, THIS IS TRUE FOR FRACTIONS.

SOMETIMES WHEN WE'RE FOLLOWING A RECIPE, WE MAY NOT ALWAYS HAVE THE EXACT MEASURING CUPS WE NEED, SO, KNOWING EQUIVALENT FRACTIONS AND BEING ABLE TO FIGURE THOSE OUT IS A HELPFUL SKILL.

TODAY, WE'RE GOING TO EXPLORE EQUIVALENT FRACTIONS IN 2 RECIPES.

DO YOU AND SOMEONE YOU KNOW BOTH HAVE THE SAME FAVORITE FOOD?

MY BEST FRIEND, MS. McKAY, AND I LOVE MACARONI AND CHEESE.

WE WERE LOOKING AT RECIPES FOR MACARONI AND CHEESE.

WE LIKE FOR OUR MAC AND CHEESE TO BE SUPER CHEESY, SO WE WANTED A RECIPE WITH LOTS OF CHEESE.

WE EACH FOUND 2 DIFFERENT RECIPES ONLINE.

THE RECIPE MS. McKAY FOUND ASKED FOR 2/4 OF A CUP OF CHEDDAR CHEESE.

THE RECIPE I FOUND ASKED FOR 1/2 OF A CUP OF CHEDDAR CHEESE.

WHICH RECIPE SHOULD WE USE IF WE WANT THE MAC AND CHEESE TO BE SUPER CHEESY?

WHICH RECIPE USES MORE CHEESE?

THAT IS WHAT WE'RE GOING TO FIND OUT TODAY.

SO, LET'S USE A MODEL TO REPRESENT THE AMOUNTS OF CHEESE EACH OF OUR RECIPES REQUIRE.

DOES THIS PROBLEM TALK ABOUT DISTANCE?

ARE WE COMPARING 2 DISTANCES IN THIS PROBLEM?

NO.

SO A NUMBER LINE MAY NOT BE THE BEST FIT.

WE COULD USE A NUMBER LINE IF WE WANTED, THOUGH.

I'M THINKING WE COULD USE A LENGTH MODEL.

MS. McKAY AND I ARE BOTH USING 1/2 AND 2/4 OF 1 CUP, SO, OUR WHOLES ARE THE SAME SO WE CAN FAIRLY COMPARE THE AMOUNTS.

WHEN WE DRAW OUR LENGTH MODELS, IT'S IMPORTANT THAT THEY ARE THE SAME SIZE.

WHEN WE COMPARE FRACTIONS, THE WHOLES HAVE TO BE THE SAME SIZE SO IT'S A FAIR COMPARISON.

IF I SAID YOU COULD ONLY HAVE 1/2 OF ONE OF THESE CANDY BARS, WHICH ONE WOULD YOU CHOOSE?

WELL, IF YOU LIKED CANDY, YOU'D PROBABLY CHOOSE THE LARGER CANDY BAR, BECAUSE YOUR HALF WOULD BE LARGER, BECAUSE THE WHOLE CANDY BAR ITSELF IS LARGER.

MS. McKAY AND I ARE USING THE SAME MEASURING CUPS, SO OUR WHOLE IS THE SAME, SO, WE'RE MAKING A FAIR COMPARISON.

LET'S MODEL NOW.

MS. McKAY'S RECIPE REQUIRES 2/4 OF A CUP OF CHEDDAR CHEESE.

WHAT'S THE DENOMINATOR IN 2/4?

CORRECT.

4 IS THE DENOMINATOR, MEANING THE SIZE OF OUR UNITS ARE CALLED "FOURTHS."

REMEMBER, WE SAY "FOURTHS," WITH "TH" ON THE END, TO COMMUNICATE WE'RE TALKING ABOUT PART OF A WHOLE.

IF MS. McKAY'S USING A MEASURING CUP THAT'S 1/4 OF A CUP, HOW MANY SCOOPS OF CHEDDAR CHEESE WILL SHE NEED?

ONE SCOOP WOULD BE 1/4.

IF WE ADDED ANOTHER SCOOP, THAT WOULD BE 2/4.

SO, SHE WOULD NEED 2 SCOOPS.

LET'S MAKE SURE OUR LENGTH MODEL SHOWS 2/4.

THE WHOLE'S PARTITIONED, OR EQUALLY SPLIT, INTO 4 PARTS.

2 OF THOSE FOURTHS ARE COUNTED.

WE CAN SEE FROM OUR MODEL THAT EACH PART OF THE WHOLE REPRESENTS 1/4, AND WE NEEDED 2 OF THOSE FOR MS. McKAY'S RECIPE.

WE CAN SEE THAT WHEN WE ADD 1/4 AND 1/4 TOGETHER, WE HAVE 2/4.

OUR UNIT DOES NOT CHANGE.

WE STILL HAVE FOURTHS, BUT INSTEAD OF 1/4, WE HAVE 2/4.

NOW, LET'S SHOW MY AMOUNT, SO WE CAN COMPARE IT TO MS. McKAY'S.

MY RECIPE CALLS FOR 1/2 OF A CUP OF CHEDDAR CHEESE.

WHAT'S THE DENOMINATOR IN 1/2?

1 OR 2?

THE DENOMINATOR'S 2, MEANING I HAVE 2 EQUAL PARTS.

WHEN WE HAVE 2 PARTS, WE DO NOT CALL THOSE PIECES "TWOS" OR "TWO'THS."

WE CALL THOSE "HALVES."

WHEN WE CUT SOMETHING IN HALF, WE SPLIT IT RIGHT IN THE MIDDLE.

AND SOMETIMES, THAT'S CALLED THE HALFWAY POINT OR MARK.

EVEN THOUGH WE'RE CUTTING SOMETHING INTO 2 PIECES, WE CALL THOSE PARTS HALVES, NOT "TWO'THS."

SO, WHEN YOU SEE A FRACTION LIKE 2/2, WE CALL THIS 2 HALVES, NOT 2 "TWO'THS."

SO, FOR MY LENGTH MODEL, I NEED TO JUST SPLIT THE WHOLE IN HALF, OR 2 EQUAL PARTS.

HOW MANY HALVES DO I NEED TO COUNT?

WHAT DOES MY NUMERATOR TELL US?

THE NUMERATOR IN 1/2 IS 1, SO I COUNT 1 OF THOSE HALVES.

NOW THAT I HAVE A MODEL FOR EACH AMOUNT, LET'S COMPARE THEM.

HMM.

WHAT DO YOU NOTICE ABOUT OUR AMOUNTS?

WHAT?

YOU THINK THEY'RE THE SAME AMOUNT?

LET'S LOOK CLOSER AT OUR MODELS.

WHEN WE LOOK AT THE AREA THAT EACH AMOUNT COVERS, IT'S THE EXACT SAME.

I CAN TELL THIS BECAUSE 1/2 AND 2/4 END AT THE SAME PLACE.

NEITHER AMOUNT IS SHORTER OR LONGER THAN THE OTHER.

ALSO, IF I USED A NUMBER LINE, I COULD SEE THAT THE DISTANCE FROM ZERO AND 1 IS THE EXACT SAME.

BOTH AMOUNTS STOP RIGHT AT THE HALFWAY POINT.

THAT MAKES SENSE FOR 1/2, BECAUSE THAT NUMBER REPRESENTS HALFWAY, OR THE MIDDLE OF SOMETHING.

WHAT DOES THIS INFORMATION TELL ME ABOUT 2/4, THEN?

IS 2/4 EQUIVALENT TO 1/2?

WELL, WHAT DO YOU NOTICE ABOUT THE NUMBERS 2 AND 4?

2 IS HALF OF 4, AND 4 IS TWICE AS MUCH AS 2.

BECAUSE THE NUMERATOR IS HALF OF THE DENOMINATOR, THAT MEANS THE FRACTION IS EQUIVALENT TO 1/2.

WE CAN ALSO SEE THIS IN THE MODEL.

WHAT DO YOU THINK WOULD HAPPEN IF WE CUT OUR HALVES IN HALF?

LET'S LOOK.

WHAT DO YOU SEE?

HOW MANY PARTS DO WE HAVE NOW?

BY CUTTING EACH HALF IN HALF, WE MADE FOURTHS.

WE STARTED WITH 2 EQUAL PARTS.

WHEN WE CUT BOTH OF THOSE IN HALF, WE NOW HAVE 4 EQUAL PARTS.

THE MODEL SHOWS US THAT 2/4 AND 1/2 ARE EQUIVALENT FRACTIONS, BECAUSE THEY COVER THE SAME AMOUNT OF AREA.

WHAT DOES THIS MEAN ABOUT THE AMOUNT OF CHEDDAR CHEESE MS. McKAY AND I USED IN EACH OF OUR RECIPES?

YEAH, LOOKS LIKE MS. McKAY AND I MIGHT HAVE BEEN USING A SIMILAR RECIPE.

2/4 AND 1/2 SHOW THE SAME AMOUNT, BUT IN A DIFFERENT WAY.

SO IF MS. McKAY WAS MAKING MY RECIPE BUT ONLY HAD A HALF MEASURING CUP, SHE COULD STILL ADD THE SAME AMOUNT OF CHEESE, AND IF I WAS MAKING MY RECIPE BUT ONLY HAD 1/4 OF A CUP, I COULD ALSO USE THE SAME AMOUNT IN MY RECIPE.

JUST LIKE HOW WE TALKED ABOUT DIFFERENT WAYS TO MAKE 10-- 5 PLUS 5 EQUALS 10, AND 4 PLUS 6 EQUALS 10-- THEY BOTH SHOW THE SAME TOTAL AMOUNT BUT IN A DIFFERENT REPRESENTATION.

THE SAME IS TRUE FOR 2/4 AND 1/2.

FRACTIONS EQUIVALENT TO 1/2 ARE SUPER COOL AND EASY TO FIGURE OUT.

IF THE NUMERATOR IS HALF OF THE DENOMINATOR, THEN THE FRACTION IS EQUIVALENT TO 1/2.

THE NUMERATOR AND DENOMINATOR IN FRACTIONS CAN TELL US ABOUT THE NUMBER ITSELF, WHICH IS PRETTY INTERESTING.

LET'S LOOK AT SOME EXAMPLES.

WHICH OF THESE FRACTIONS IS EQUIVALENT TO 1/2?

THINK ABOUT THE RELATIONSHIP BETWEEN THE NUMERATOR AND DENOMINATOR.

WHICH FRACTION'S NUMERATOR IS HALF OF THE DENOMINATOR?

AN EASY WAY TO FIND HALF OF A NUMBER IS TO DIVIDE IT BY 2.

REMEMBER, CUTTING SOMETHING IN HALF OR THE HALFWAY POINT JUST MEANS WE'RE MAKING 2 EQUAL PARTS, OR SPLITTING SOMETHING INTO 2 EQUAL PARTS.

WHEN WE DIVIDE BY 2, WE'RE DOING THE SAME THING, TRYING TO MAKE 2 EQUAL GROUPS, WHICH IS WHY DIVIDING BY 2 CAN TELL US WHAT HALF OF A NUMBER IS.

WHEN WE LOOK AT 4/6, IS SIX DIVIDED BY TWO 4?

IS HALF OF SIX 4?

NOPE.

IT'S 3, WHICH IS CLOSE BUT NOT EXACT, SO, 4/6 IS NOT EQUIVALENT TO 1/2.

WE CAN ALSO SEE IN OUR MODEL THAT 4/6 AND 1/2 DO NOT COVER THE SAME AMOUNT OF AREA.

ONE BAR'S LONGER THAN THE OTHER, MEANING IT'S CLOSER TO 1 WHOLE.

SO, WHICH FRACTION'S GREATER?

WHICH FRACTION IS CLOSER TO 1 WHOLE?

USING THE MODEL, WE CAN SEE THAT 4/6 COVERS MORE AREA THAN 1/2, MEANING IT'S CLOSER TO 1 WHOLE, SO IT HAS A GREATER VALUE.

IF WE WANTED TO KNOW HOW MANY SIXTHS ARE EQUIVALENT TO 1/2, WE COULD LOOK AT OUR MODEL.

HOW MANY SIXTHS ARE EQUIVALENT TO 1/2?

YEAH, 3/6 IS EQUIVALENT TO 1/2.

WE CAN SEE THEY COVER THE SAME AMOUNT OF AREA, MEANING THEY HAVE EQUAL VALUES.

ALSO, IF WE LOOK AT THE NUMERATOR AND DENOMINATOR, WE CAN SEE THAT 3 IS HALF OF 6, BECAUSE 6 DIVIDED BY 2 IS 3.

LET'S LOOK AT 2 MORE FRACTIONS.

HOW ABOUT 4/8 AND 1/2?

ARE THEY EQUIVALENT?

WHAT'S 8 DIVIDED BY 2?

SO, WHAT'S HALF OF 8?

4, EXACTLY.

SO 4/8 IS EQUIVALENT TO 1/2 BECAUSE THE NUMERATOR IS HALF OF THE DENOMINATOR.

ALSO, WHEN WE LOOK AT THE MODEL, WE CAN SEE THAT 4/8 COVERS THE SAME AMOUNT OF AREA AS 1/2, MEANING THEY BOTH SHOW THE SAME VALUE.

LASTLY, LET'S COMPARE 4/4 AND 1/2.

IS 4/4 EQUIVALENT TO 1/2?

WHAT'S 4 DIVIDED BY 2?

4 DIVIDED BY 2 IS 2.

AND WE JUST LEARNED THAT 2/4 IS EQUIVALENT TO 1/2, NOT 4/4.

BUT WHAT NUMBER DO WE KNOW 4/4 IS EQUIVALENT TO?

HERE'S A HINT.

WHEN THE NUMERATOR AND DENOMINATOR ARE THE SAME NUMBER, THE FRACTION EQUALS...?

DID YOU SAY 1?

YOU'D BE CORRECT.

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

THE SIZE OF THE PIECES ARE CALLED "FOURTHS."

OUR NUMERATOR TELLS US WE'RE COUNTING 4 FOURTHS, WHICH IS ALL OF THE FOURTHS, SO WE'VE COUNTED 1 WHOLE.

I'M SO GLAD WE GOT TO WORK ON EQUIVALENT FRACTIONS TODAY, MATHEMATICIANS.

FRACTIONS ARE SIMILAR TO WHOLE NUMBERS.

WE CAN SHOW THE SAME AMOUNTS IN DIFFERENT WAYS, BECAUSE FRACTIONS ARE NUMBERS.

WE CAN SHOW THE NUMBER 1/2 IN DIFFERENT WAYS JUST LIKE HOW WE CAN SHOW THE NUMBER 10 IN DIFFERENT WAYS.

IT'S ALMOST TIME TO SAY "SEE YOU LATER," BUT THINK ABOUT THIS BEFORE WE GO.

WHICH FRACTION IS EQUIVALENT TO 1/2?

3/6 OR 4/6?

REMEMBER, IF THE NUMERATOR IS HALF OF THE DENOMINATOR, THE FRACTION IS EQUIVALENT TO 1/2.

TRY TO EXPLAIN YOUR THINKING TO SOMEONE WITH YOU, AND I'LL SEE YOU NEXT TIME.

WHEW!

THAT WAS A LOT OF WORK ON MY BRAIN.

BUT I FEEL GOOD NOW, LIKE MY BRAIN JUST RAN A MILE.

WELL, WE GOT MORE FUN IN STORE FOR TODAY, BUT I'M EXCITED TO SHARE WITH YOU, SO DON'T GO ANYWHERE.

♪ ♪ [in Spanish] ♪ EVERYTHING I SAY SH OULD MAKE SENSE ♪ ♪ MY WORDS HAVE STRENGTH, DIRECTION AND CONTENT ♪ ♪ WHAT I EMIT IN THIS VERSE GOES OUT TO THE UNIVERSE ♪ ♪ AND LIKE A BOOMERANG GOES AROUND AND RETURNS ♪ ♪ HERE IT COMES, HERE IT COMES ♪ ♪ THE BOOMERANG ♪ ♪ HERE IT COMES, HERE IT COMES ♪ ♪ THE BOOMERANG ♪ ♪ I LOOK BACK AT THE PAST I REALIZE I'VE ERRED ♪ ♪ BUT THAT'S WHAT IT'S ABOUT TO SAY "I MADE A MISTAKE" ♪ ♪ I SPEAK FROM MY HEART IT'S WORTH IT TO SAY SORRY ♪ ♪ WE HAVE TO FIX MISTAKES AND TRY TO BE BETTER ♪ ♪ SEND POSITIVE ENERGY OUT INTO THE WORLD ♪ ♪ WHAT YOU GIVE, YOU GET BACK ♪ ♪ LIFE IS A BOOMERANG ♪ ♪ OH...

IT'S COMING, HE RE IT COMES, IT'S RETURNING ♪ ♪ THE BOOMERANG, THE BOOMERANG GOING ROUND ♪ ♪ LISTEN TO WHAT I SAY, MAKE FRIENDS WITH YOUR WORDS ♪ ♪ IT'S LIFE'S LESSON ♪ ♪ SEND OUT POSITIVE ENERGY ♪ ♪ LIFE IS A BOOMERANG ♪ ♪ 1, 2, 3 ANDRÉÉS SAID ♪ ♪ SINCE I'M FROM SANTIAGO, I' LL TELL IT TO YOU LIKE THIS ♪ ♪ THE BOOMERANG ♪ ♪ THE BOOMERANG ♪ ♪ HERE COME YOUR WORDS ♪ ♪ WHAT I EMIT WITH MY SOUND ♪ ♪ IS BEAUTIFUL, LOOK, NOT UGLY ♪ THAT WAS SO COOL.

DID YOU KNOW ABOUT ALL THAT KIND OF MUSIC?

I AM SO GLAD WE GOT TO SEE THAT.

♪ ♪ HI, FRIENDS.

MY NAME IS DAWN, AND I AM SO HAPPY TO BE HERE WITH YOU TODAY.

THIS IS MY FRIEND SPLAT, AND HE IS GOING TO HELP ME TODAY WITH SOME MATH FUN.

HE AND I ARE SO EXCITED TO DO SOME FUN MATH WITH YOU.

ARE YOU READY?

BEFORE WE GET STARTED, LET'S TAKE SOME TIME AND GET SOME SUPPLIES.

YOU MIGHT WANT TO GET SOMETHING TO WRITE WITH, SOME PAPER OR WHITEBOARD, AND A STUFFED ANIMAL OR TRUSTED ADULT TO TALK TO.

I'LL WAIT RIGHT HERE WHILE YOU GET WHAT YOU NEED.

♪ ♪ WELCOME BACK.

LET'S GET STARTED.

TODAY, WE ARE GOING TO SOLVE A PROBLEM ABOUT ONE OF MY FAVORITE FOODS, APPLES.

I LOVE TO EAT THEM.

I HAVE ANOTHER FRIEND NAMED MOESHA WHO ALSO LOVES APPLES.

SHE LOVES THEM SO MUCH THAT SHE COLLECTS THEM ON HER TABLE.

HERE'S A PICTURE OF MOESHA'S APPLES.

TALK TO A FRIEND ABOUT WHAT YOU NOTICE ABOUT THE APPLES.

SPLAT NOTICES THAT THERE ARE RED AND GREEN APPLES.

TODAY, WE'RE GOING TO READ A MATHEMATICAL STORY ABOUT MOESHA AND SOME APPLES THAT SHE HAS COLLECTED ON HER TABLE.

BEFORE WE GET STARTED, LET'S EXERCISE OUR BRAIN AND GET IT READY TO DO SOME MATH WORK SO WE CAN BE FIT MATHEMATICIANS.

WILL YOU JOIN ME?

LET'S GET ON OUR FEET, AND LET'S DO 2 ARM CIRCLES.

NICE JOB.

NOW, LET'S DO 3 MORE ARM CIRCLES.

AWESOME.

SO, WE STARTED WITH 2 ARM CIRCLES, AND THEN WE DID 3 MORE, SO, HOW MANY DID WE DO ALTOGETHER?

RIGHT, 5, BECAUSE 2 ARM CIRCLES PLUS 3 ARM CIRCLES EQUALS 5.

NOW, LET'S STAY ON OUR FEET AND DO 4 HOPS.

ARE YOU READY?

NICE JOB.

NOW, LET'S DO 3 MORE HOPS.

AWESOME.

SO, WE STARTED WITH 4 HOPS, AND THEN WE DID 3 MORE HOPS.

SO, WE DID 7 HOPS ALTOGETHER, BECAUSE 3 PLUS 4 EQUALS 7.

WOW, I FEEL ENERGIZED AND READY TO FOCUS ON HELPING MOESHA FIGURE OUT HOW MANY APPLES SHE HAS.

YOUR JOB TODAY IS TO FIGURE OUT HOW MANY APPLES MOESHA HAS ON HER TABLE.

SO, LET'S READ A LITTLE BIT TO FIND OUT ABOUT MOESHA AND HER APPLES.

WHAT ARE YOU PICTURING IN YOUR MIND?

HMM.

I'M PICTURING MOESHA WITH RED APPLES AND GREEN APPLES ON HER TABLE.

HOW MANY RED APPLES DO YOU THINK MOESHA HAS?

RIGHT.

SHE COULD HAVE 12, OR 7, OR EVEN 20 RED APPLES.

NOW TELL SOMEONE, OR YOUR STUFFED ANIMAL, HOW MANY GREEN APPLES COULD MOESHA HAVE?

MOESHA COULD HAVE 5, 3, OR EVEN 99 GREEN APPLES.

LET'S READ A LITTLE MORE ABOUT MOESHA.

WHAT DO WE KNOW NOW THAT WE DIDN'T KNOW BEFORE?

THAT'S RIGHT.

WE NOW KNOW THAT MOESHA HAS 14 RED APPLES.

LET'S KEEP READING.

WHAT DO WE FIND OUT NOW THAT WE DIDN'T KNOW BEFORE?

YOU ARE SO RIGHT.

WE NOW KNOW THAT MOESHA HAS 6 GREEN APPLES.

WHAT QUESTION COULD WE ASK ABOUT THIS MATH STORY?

LET'S THINK OF A QUESTION ABOUT MOESHA AND HER APPLES, AND SHARE YOUR QUESTION WITH A TRUSTED ADULT OR FRIEND, AND THEN WHISPER IT TO MR. SPLAT AND ME.

OKAY, I'M LISTENING.

LET ME LISTEN IN FOR THE WHISPERS.

OH, I HEAR A WHISPER THAT SAYS WE CAN ASK, "HOW MANY MORE RED APPLES THAN GREEN APPLES DOES MOESHA HAVE?"

THAT'S A GREAT QUESTION.

SPLAT SAYS THAT WE CAN ASK, "HOW MANY APPLES DOES MOESHA HAVE ON THE TABLE?"

LET'S READ A LITTLE MORE ABOUT MOESHA.

WHAT IS THE QUESTION IN THIS STORY?

YES, YOU ARE RIGHT.

THE QUESTION IS ASKING THE TOTAL AMOUNT OF GREEN AND RED APPLES MOESHA HAS ON THE TABLE.

DO YOU THINK YOU HAVE ALL THE INFORMATION YOU NEED TO ANSWER THAT QUESTION?

YOU'RE RIGHT.

YOU DO HAVE ALL THE INFORMATION YOU NEED.

I WANT YOU TO THINK ABOUT HOW YOU COULD SOLVE THIS PROBLEM.

TELL A TRUSTED ADULT OR FRIEND HOW YOU WOULD SOLVE THIS PROBLEM.

SPLAT ALWAYS HELPS ME SOLVE MATH STORIES.

SPLAT JUST TOLD ME A WAY THAT I CAN SOLVE THIS PROBLEM.

SPLAT SAYS WE CAN USE A TOOL CALLED A 10 FRAME.

LET'S TRY IT OUT.

WE CAN USE TWO 10 FRAMES TO FIND HOW MANY APPLES MOESHA HAS ON HER TABLE.

WE ARE GOING TO USE THE RED COUNTER FOR THE RED APPLES AND THE GREEN COUNTER FOR THE GREEN APPLES.

MOESHA HAD 14 RED APPLES.

I'M GOING TO PUT 14 COUNTERS ON THE 10 FRAMES.

I KNOW THAT WHEN I FILL ONE UP, I HAVE USED 10 COUNTERS.

WATCH AS I COUNT THE 14 RED COUNTERS ONTO THE 10 FRAMES.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

I HAVE FILLED UP ONE 10 FRAME.

HELP ME COUNT THE REST OF THE COUNTERS AS I PUT THEM ON THE OTHER 10 FRAME.

READY?

THIS IS 11... 12, 13, 14.

ALL 14 APPLES ARE REPRESENTED IN THE 10 FRAMES.

NOW, LET'S PUT 6 GREEN APPLES USING THE GREEN COUNTERS ON THE 10 FRAME.

I'M GOING TO START PUTTING THE GREEN COUNTERS ON THE SAME ROW I LEFT OFF WITH THE RED COUNTERS.

COUNT WITH ME.

1, 2, 3, 4, 5, 6.

WE PUT 14 RED COUNTERS AND 6 GREEN COUNTERS ON THE 10 FRAMES.

TELL A FRIEND WHAT YOU NOTICE.

AWESOME.

I NOTICED THE SAME.

BOTH 10 FRAMES ARE FILLED UP.

THAT MEANS THAT MOESHA HAS 20 APPLES ALTOGETHER.

WHEN BOTH 10 FRAMES ARE FILLED UP, IT MEANS I HAVE 2 GROUPS OF 10, WHICH HAS THE SAME VALUE AS 20.

WE FIGURED OUT THAT MOESHA HAS 20 APPLES.

AWESOME, FRIENDS!

LET'S TAKE A BRAIN BREAK AND EXERCISE OUR NUMBERS, COUNTING DOWN FROM 10, FOR INSPIRATION.

ARE YOU READY TO MOVE YOUR BODY TO EACH NUMBER?

LET'S GO.

LET'S DO 10 TWISTS.

LET'S DO 9 HOPS.

GOOD JOB.

LET'S DO 8 ARM CIRCLES.

NEXT, LET'S DO 7 KNEE BENDS.

GOOD JOB.

LET'S DO 6 ARM STRETCHES.

LET'S DO 5 KNEE RAISES.

NEXT, LET'S DO 4 SIDE BENDS.

OOH, LET'S DO 3 TOE RAISES.

2 HEAD NODS.

AND, FINALLY, 1 BIG JUMP.

WHEW!

THAT WAS FUN EXERCISING OUR MATH MINDS BY COUNTING DOWN FROM 10.

NOW THAT WE'VE MOVED SOME, WE CAN THINK OF ANOTHER WAY TO SOLVE THIS PROBLEM.

REMEMBER THAT OUR PROBLEM IS THAT MOESHA HAS 14 RED APPLES AND 6 GREEN APPLES.

HOW MANY DOES SHE HAVE ALTOGETHER?

TAKE SOME TIME TO SOLVE THIS ANOTHER WAY, AND THEN SHOW SPLAT AND ME.

♪ ♪ I SEE SOME GREAT STRATEGIES TO SOLVE THIS PROBLEM.

ANOTHER WAY SPLAT SAYS WOULD BE TO DRAW A PICTURE.

YES, LET'S DRAW A PICTURE.

LET'S DRAW A PICTURE OF 14 RED APPLES.

NOW, LET'S ADD MOESHA'S 6 GREEN APPLES.

NEXT, COUNT UP ALL OF HER APPLES.

YES, WE HAVE 20.

AN EQUATION WE COULD WRITE TO MATCH THE STORY WOULD BE 14 PLUS 6 EQUALS 20.

THAT IS SOME GREAT THINKING ABOUT MATH AND DIFFERENT STRATEGIES FOR SOLVING ADDITION PROBLEMS.

FRIENDS, YOU DID SUCH A GREAT JOB OF SOLVING THE MATHEMATICAL STORY OF HOW MANY APPLES MOESHA HAS ALTOGETHER.

WE USED 10 FRAMES AND PICTURES TO SOLVE THAT MOESHA HAS 20 APPLES ALTOGETHER.

SPLAT AND I WOULD LOVE TO HEAR YOU SAY WHAT YOU LEARNED TODAY.

I HAVE THESE 2 SENTENCE STARTERS TO HELP US TALK ABOUT WHAT WE LEARNED.

THEY SAY, "TODAY I LEARNED..." AND "I CAN..." SO, I MIGHT SAY... "TODAY I LEARNED HOW TO SOLVE ADDITION PROBLEMS.

"I CAN SOLVE ADDITION PROBLEMS USING 10 FRAMES AND BY DRAWING PICTURES."

NOW, IT'S YOUR TURN.

"TODAY I LEARNED..." OKAY, OUR NEXT SENTENCE... "I CAN..." I HEARD SOME GREAT ANSWERS.

GREAT JOB TALKING ABOUT YOUR MATH LEARNING.

YOU WORKED SO HARD TODAY.

FRIENDS, SPLAT AND I HAVE TO GO NOW.

YOU DID A GREAT JOB USING ADDITION STRATEGIES TO SOLVE STORY PROBLEMS.

SPLAT AND I HOPE YOU ENJOYED TODAY, AND WE HOPE TO SEE YOU SOON.

WOW!

WHAT A DAY SO FAR.

SO MUCH GREAT LEARNING GOING ON.

NEXT, WE'RE GOING TO WATCH A VIDEO ABOUT NATURE THAT I KNOW YOU'LL LOVE.

THIS IS A PAINTED TURTLE, ONE OF NORTH CAROLINA'S MORE ATTRACTIVE AQUATIC TURTLES.

HOWEVER, IT'S GOT A PRETTY UNATTRACTIVE WAY OF BREATHING, AT LEAST IN THE WINTERTIME.

DURING THE SUMMER, YOU'RE LIKELY TO FIND THIS TURTLE BASKING IN THE SUN ON LOGS IN LAKES AND PONDS, BUT IN THE WINTERTIME, IT SUBMERGES.

IT GOES TO THE BOTTOM OF THAT LAKE OR POND, AND IT HIBERNATES.

AND IT SLOWS ITS METABOLISM DOWN, AND IT DOESN'T USE A LOT OF OXYGEN.

HOWEVER, IT DOES NEED SOME OXYGEN, AND IT GETS THAT OXYGEN THROUGH A PROCESS CALLED CLOACAL RESPIRATION.

THAT IS, IT BREATHES IN WATER, NOT FROM THIS END, BUT FROM THIS END.

LET ME EXPLAIN.

LET'S SAY THAT THIS TURKEY BASTER IS THE OTHER END OF THE TURTLE, THE CLOACA.

AND THIS COLORED DYE WILL REPRESENT THE OXYGENATED WATER.

HERE'S HOW IT WORKS.

THE OXYGENATED WATER IS PULLED INTO THE CLOACA AND THEN EXPELLED.

IT'S PULLED IN... AND THEN THE OXYGEN IS EXTRACTED.

AND ALTHOUGH IT MAY SEEM LIKE AN UNUSUAL WAY FOR A TURTLE TO BREATHE, IN THE END, FOR THE TURTLE, IT TURNS OUT TO BE A PRETTY EFFECTIVE WAY OF GETTING THROUGH THE WINTER.

IT'S BEEN ANOTHER WONDERFUL DAY.

AND I'M SO GLAD WE GOT TO SPEND IT TOGETHER.

PEACE, LOVE, AND LEARNING, HOMIES.

THIS IS YOUR CAPTAIN SPEAKING.

YOU READY FOR LIFTOFF?

♪ AT HOME LEARNING... ♪ ♪ YEAH, FROM THE CLASSROOM ♪ ♪ THROUGH HISTORY AND OUTER SPACE ♪ ♪ TO DINOSAURS AND HABITATS FROM ANOTHER PLACE ♪ ♪ TO THE BIG BANG AND MATTER IN EVERY STATE ♪ ♪ THANK GOODNESS FOR THIS TIME RIGHT AT HOME ♪ ♪ AT HOME LEARNING ♪ ♪ ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com