[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 LEARNING MIND.

YO, CHECK THIS OUT.

♪ ♪ 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 IDENTIFY THE OBJECTS THAT ARE AROUND US, DIFFERENTIATE GEOMETRIC SHAPES BY THEIR ATTRIBUTES, FLAT OR SOLID SHAPES.

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 ARE HERE.

ARE YOU READY FOR ANOTHER MATH ADVENTURE TODAY?

SO, LET'S GET STARTED.

TODAY'S MISSION IS TO IDENTIFY OBJECTS AROUND US, DIFFERENTIATING THEM BY THEIR ATTRIBUTES, AS PLANE (FLAT) GEOMETRIC SHAPES OR SOLID GEOMETRIC SHAPES.

BUT TO BEGIN, WHAT DO WE DO FIRST?

VERY GOOD, GREET EACH OTHER.

LET'S START.

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

♪ ♪ HELLO, SUPER LEARNERS, HOW ARE YOU?

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

♪ WE'RE DOING GREAT TODAY, AND WE HOPE YOU ARE TOO.

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

ARE YOU READY?

NOW, SING WITH US.

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

HMM... WHAT COLOR IS THIS?

YES, VERDE.

GREEN.

AND THIS ONE?

YES, CAFÉÉ.

BROWN.

AND THIS ONE?

YES, NEGRO.

BLACK.

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, CÍÍRCULO.

CIRCLE.

AND THIS ONE?

YES, RECTÁÁNGULO.

RECTANGLE.

AND THIS ONE?

YES, ROMBO.

RHOMBUS.

LOOK FOR THESE SHAPES IN THE WORLD TODAY.

GREAT, SUPER LEARNERS.

VERY GOOD, SUPER LEARNERS.

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

LET'S REVIEW WITH OUR SUPER LEARNERS TODAY'S MISSION, AND WITH SPARKLES, TOO.

LET'S SEE... LET'S SEE, LET'S SEE.

YES, SUPER LEARNERS.

THE MISSION FOR TODAY IS TO IDENTIFY THE OBJECTS AROUND US, DIFFERENTIATING THEM BY THEIR ATTRIBUTES, AS PLANE (FLAT) SHAPES AND SOLID SHAPES.

AND TO BEGIN, OUR FIRST MISSION IS TO FIND LOST OBJECTS THAT WE HAVE IN OUR CLASSROOM.

[gasps] DO YOU THINK...?

LET'S SEE, LET'S FIND LOST OBJECTS.

LET'S LOOK FOR OUR FIRST LOST OBJECT.

AND IT'S A SOLID SHAPE.

HMM... WHERE DO YOU SEE A SOLID SHAPE THAT IS SMALL AND RED?

HMM!

LET'S LOOK ALL AROUND.

LET'S SEE, A SMALL, RED SHAPE... [gasps] YES, SUPER LEARNERS!

IT'S THIS BALL.

AND WHY?

BECAUSE IT'S A SPHERE.

VERY GOOD, SUPER LEARNERS.

NOW, THE SECOND LOST OBJECT IS A PLANE (FLAT) SHAPE.

WHERE IS THERE A GEOMETRIC SHAPE THAT HAS RED AND WHITE LINES?

AND IT ALSO HAS STARS.

LET'S LOOK.

YES, SUPER LEARNERS.

IT'S THE FLAG.

AND WHY?

BECAUSE IT'S A PLANE (FLAT) SHAPE.

VERY GOOD.

THE THIRD LOST OBJECT IS ANOTHER PLANE SHAPE.

HMM... WHERE IS THERE ANOTHER PLANE SHAPE?

HMM?

AND IT'S BLACK AND LARGE.

YES, SUPER LEARNERS!

VERY GOOD!

THE PICTURE FRAME IS A PLANE SHAPE.

AND WHY?

YES, BECAUSE IT'S A RECTANGLE.

VERY GOOD.

NOW, OUR FOURTH LOST OBJECT IS A GEOMETRIC SHAPE.

WHERE IS THERE ANOTHER GEOMETRIC SHAPE THAT HAS COLORED STARS?

LET'S LOOK.

VERY GOOD!

YES, SUPER LEARNERS.

IT'S THE RUBIK'S CUBE.

IT'S A GEOMETRIC SHAPE, BECAUSE IT'S A...

IT'S A... WHAT DID YOU SAY?

WHAT IS IT, CLAUDIA?

A CUBE.

A CUBE.

VERY GOOD, SUPER LEARNERS.

OUR LAST LOST OBJECT IS ANOTHER GEOMETRIC SHAPE.

WHERE IS ANOTHER GEOMETRIC SHAPE THAT IS LARGE AND YELLOW?

I'M LISTENING.

YES!

IT'S THIS CONTAINER.

AND WHY?

RIGHT, SUPER LEARNERS.

BECAUSE IT'S A CYLINDER.

[both] WE DID IT!

VERY GOOD, SUPER LEARNERS.

WE FOUND ALL THE LOST OBJECTS.

BUT DO YOU KNOW WHAT?

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

LOOK, YOU'RE GOING TO HEAR AN INSTRUMENT, AND WE'RE GOING TO JUMP THE NUMBER OF TIMES THAT IT SOUNDS.

ARE WE READY?

YES?

LET'S START.

[ding] [ding, ding] [ding] [ding, ding] [ding, ding, ding] VERY GOOD!

WE DID IT, SUPER LEARNERS.

WE FEEL RECHARGED.

LET'S CONTINUE.

YES, WE CAN CONTINUE.

SUPER LEARNERS, THE LAST PART OF OUR MISSION IS TO FILL OUR JARS WITH THESE SHAPES.

BUT WE HAVE TO LISTEN CAREFULLY TO WHAT SHAPES WE'LL PUT IN THE JAR.

THEY CAN'T ALL GO IN THE SAME PLACE.

LET'S START.

TO FILL THE FIRST JAR, WE NEED TO LOOK FOR THE SHAPES THAT HAVE 4 SIDES.

HMM.

LET'S LOOK CLOSELY FOR SHAPES WITH 4 SIDES.

WHICH ONE IS IT?

YES!

THE SQUARE, BECAUSE IT HAS 4 SIDES.

VERY GOOD.

IT GOES INSIDE.

WHAT ELSE?

DID YOU SAY THE RHOMBUS?

RHOMBUS!

VERY GOOD.

AND WHY?

BECAUSE IT HAS 4 SIDES.

VERY GOOD.

IT GOES INSIDE.

LET'S KEEP LOOKING.

WHAT DID YOU SAY, SUPER LEARNERS?

WHICH ONE?

THE RECTANGLE?

WHY?

RIGHT, BECAUSE IT HAS 4 SIDES.

HMM...

INSIDE.

[gasps] WHAT ELSE?

HMM...

VERY GOOD, SUPER LEARNERS.

THE TRAPEZOID.

WHY?

BECAUSE IT ALSO HAS 4 SIDES.

VERY GOOD!

INSIDE.

WHAT ELSE?

THERE'S ONE LEFT.

HELP ME.

YES, RIGHT, THE RECTANGLE.

BECAUSE IT HAS 4 SIDES, 2 SHORT AND 2 LONG.

THANK YOU, SUPER LEARNERS, FOR HELPING ME.

NOW, IT'S MY TURN.

ARE YOU READY TO HELP ME?

LET'S GO, THEN.

IN THIS JAR, WE'LL PUT GEOMETRIC SHAPES WITH ROUND FACES.

LET'S LOOK CLOSELY.

ROUND FACES.

YES, THE CONE HAS A ROUND FACE.

LET'S PUT IT IN THE JAR.

LET'S LOOK FOR ANOTHER ONE.

YES, THE CYLINDER.

IT ALSO HAS A ROUND FACE-- OH!

WAIT.

IT HAS 2 ROUND FACES.

VERY GOOD WORK, SUPER LEARNERS.

ONE MORE.

YES, THIS CONE ALSO HAS A ROUND FACE.

ARE THERE MORE?

NO, CORRECT.

THANK YOU, SUPER LEARNERS, FOR HELPING ME TO FILL MY JAR.

BUT, WAIT.

LET'S COUNT HOW MANY SHAPES WE HAVE.

WHAT DO YOU THINK?

YES, SUPER LEARNERS.

WILL YOU HELP US?

WE'RE GOING TO COUNT MY JAR.

ARE WE READY?

...AND 3 SHAPES.

NOW, MINE.

ARE YOU READY?

WILL YOU HELP ME?

LET'S COUNT.

...AND 5 SHAPES, SUPER LEARNERS.

NOW, WHICH JAR HAS MORE SHAPES?

YES, THIS JAR HAS MORE SHAPES.

MM-HMM.

AND NOW, HOW MANY SHAPES DOES THIS JAR HAVE?

FEWER SHAPES, YES, SUPER LEARNERS.

IT ONLY HAS 3.

THANK YOU, SUPER LEARNERS.

WE FILLED OUR JARS WITH THE RIGHT SHAPES.

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

LET'S SEE... CONGRATULATIONS, SUPER LEARNERS!

YOU USED YOUR MATH POWERS AND COMPLETED THE MISSION.

IT'S TIME TO... REVIEW, VERY GOOD.

WE WERE ABLE TO FIND GEOMETRIC SHAPES AND PLANE SHAPES AROUND US.

AND WE KNOW THAT THEY ARE WHERE?

VERY GOOD, SUPER LEARNERS.

THEY ARE EVERYWHERE.

AND WE DID IT, WE WERE ABLE TO RECOGNIZE THEIR ATTRIBUTES, LIKE THEIR SIDES, FACES, AND VERTICES.

YES, SUPER LEARNERS.

CONGRATULATIONS ON FOLLOWING US ON TODAY'S MISSION.

SPARKLES, THANK YOU, TOO.

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

BYE!

i¡¡ADIÓÓS!

♪ ♪ Y'ALL LIKE MY DANCE MOVES?

Y'ALL LIKE MY DANCE MOVES?

Y'ALL LIKE MY DANCE MOVES?

ALRIGHT, ALRIGHT, ALRIGHT, ALRIGHT.

I MAY NOT BE ABLE TO DANCE, BUT I KNOW MY MAN JOSÉÉ CAN HELP BREAK IT DOWN FOR YOU.

CHECK IT OUT.

HEY, EVERYONE, IT'S YOUR BOY JOSÉÉ HERE, AND TODAY, WE'RE GOING TO BE COVERING ANOTHER HIP-HOP STEP.

TODAY'S MOVE IS CALLED "THE WAVE."

OKAY?

AND WE'RE GOING TO START OFF WITH OUR HANDS UP JUST LIKE THIS, OKAY?

SO, YOU START AND FINISH AT YOUR FINGERTIPS.

SO, STARTING OFF ON THIS END, WE'RE GOING TO COVER IT AT THE FINGERS FIRST.

BEND YOUR FINGERS ON THE 1... GOOD.

NICE WORK.

KNUCKLES-- STRAIGHTEN YOUR FINGERS OUT, AND JUST BEND AT THE KNUCKLES.

GOOD JOB.

JUST LIKE THAT.

TAKE YOUR TIME.

DON'T RUSH IT.

GO TO THE WRIST.

THIS IS 3.

NICE WORK.

NICE WORK.

STRAIGHTEN YOUR WHOLE FINGERS OUT AND THE HAND OUT.

GOOD JOB.

NEXT, BEND YOUR ELBOW UPWARDS.

NICE.

THAT'S 4.

BRING IT UP TO THE SHOULDER AS YOU STRAIGHTEN YOUR ARM OUT.

THAT'S 5.

GOOD WORK.

SWITCH IT TO THE OTHER SIDE.

6.

NICE.

NOW, BRING IT TO THE ELBOW.

7.

GOOD JOB.

NOW, STRAIGHTEN IT OUT TO THE WRIST.

8.

KEEP GOING.

TO THE KNUCKLES.

9.

BEND THE FINGERS-- THIS IS GOING TO BE 10.

GOOD WORK.

AND THEN, FINALLY, YOU JUST LET IT OUT ON 11.

NICE.

YOU CANNOT DO IT SLOW-- YOU CANNOT DO IT FAST, SORRY, IF YOU CANNOT DO IT SLOW.

SO, TRY IT FROM ONE SIDE TO THE OTHER.

1... 2... 3... 4... 5... 6... 7... 8... 9... 10... 11 OUT.

WHEN YOU PUT IT ALL TOGETHER, THAT SHOULD LOOK LIKE THIS.

SAME THING ON THE OTHER SIDE.

[laughs] GOOD JOB, GOOD JOB.

SO, MAKE SURE EVERYONE GOES HOME-- WELL, YOU ARE HOME, SO MAKE SURE THAT EVERYONE IS PRACTICING, PRACTICING, PRACTICING, AND I'LL CATCH YOU GUYS ON THE NEXT ONE.

PEACE.

OKAY, OKAY, OKAY, OKAY.

OKAY, OKAY.

GUESS WHAT.

A "JIFFY" IS AN ACTUAL UNIT OF TIME.

IT MEANS ONE-ONE HUNDREDTH OF A SECOND.

THAT'S LIKE...

FASTER THAN I CAN SNAP.

OKAY, WELL, HERE'S TODAY'S MATH LESSON.

IT'S COMING TO YOU IN, LIKE, 3 OR 4 JIFFIES.

DID YOU CATCH THAT?

♪ ♪ HELLO, MATHEMATICIANS.

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

[beeping] TODAY, WE'RE GOING TO READ A WORD PROBLEM AND THEN FIND A WAY TO SOLVE IT.

CHECK OUT THE WORD PROBLEM.

SO, THE QUESTION THAT NEEDS AN ANSWER IS... CAN WE ANSWER THAT QUESTION?

OF COURSE WE CAN!

WE HAVE PLENTY OF TOOLS IN OUR MATH TOOLBOX TO CHOOSE FROM.

IN MY MATH TOOLBOX, I LIKE TO KEEP A BUNCH OF TOOLS ON HAND, SO I CAN CHOOSE WHICH ONE IS BEST FOR THE TYPE OF MATH I'M DOING.

IN MY TOOLBOX, THERE'S A BAR MODEL, SOME 10-FRAMES, SOME COUNTERS, A HUNDREDS CHART, BASE 10 BLOCKS, A PLACE VALUE MAT, AND AN OPEN NUMBER LINE, TO NAME A FEW.

BESIDES THOSE TOOLS, I LIKE TO KEEP SOME EXTRA SYMBOLS, JUST IN CASE I EVER NEED THEM FOR AN EQUATION, LIKE THE ADDITION SYMBOL AND THE SUBTRACTION SYMBOL.

DO YOU HAVE SOME OF THE SAME STUFF IN YOUR MATH TOOLBOX?

I'M SURE YOU DO.

MAKE SURE YOU KEEP THEM IN A SAFE PLACE.

NOW, LET'S GET BACK TO OUR WORD PROBLEM.

LET'S THINK ABOUT THAT STORY FOR A MINUTE.

MOESHA, HER SISTER, AND JACOB MUST LOVE CLIMBING TREES AT THE PARK.

IT SEEMS LIKE THEY DECIDE TO HAVE SOME SORT OF CONTEST, TO SEE HOW MANY TREES THEY CAN CLIMB, OR WHO CAN CLIMB UP THE MOST.

[beeping] OH, HERE COMES MY FRIEND SPLAT.

SPLAT IS A ROBOT.

DO ANY OF YOU SPEAK ROBOT?

[beeping] WHAT'S THAT, SPLAT?

OH.

SPLAT WANTS TO KNOW IF YOU KNOW HOW WE MIGHT FIGURE OUT THE TOTAL NUMBER OF TREES THE KIDS ARE CLIMBING AT THE PARK.

TELL SPLAT THAT YOU ARE A MATHEMATICIAN WITH LOTS OF MATH TOOLS TO CHOOSE FROM, AND YOU CAN CERTAINLY ANSWER THIS WORD PROBLEM.

SEE, SPLAT?

THEY CAN HELP.

SO, WHAT SHOULD WE DO FIRST?

I HEARD SOMEONE SAY THAT, FIRST, WE SHOULD WRITE AN EQUATION, OR NUMBER SENTENCE, THAT REPRESENTS WHAT'S GOING ON IN THE STORY.

THAT'S RIGHT.

WE NEED A NUMBER SENTENCE TO SOLVE.

LET'S WRITE THAT EQUATION.

HELP ME OUT, MATHEMATICIANS.

WHAT KIND OF EQUATION WOULD IT BE?

LET'S THINK ABOUT THIS FOR A MINUTE.

WHISPER TO ME WHAT TYPE OF EQUATION WE SHOULD HAVE.

OOH.

I HEARD SOMEONE SAY THAT SINCE WE WANT TO KNOW THE TOTAL NUMBER OF TREES THAT THE KIDS CLIMBED, A GOOD WAY TO FIGURE OUT THE TOTAL IS TO ADD THE NUMBER OF TREES MOESHA CLIMBED, HER SISTER CLIMBED, AND JACOB CLIMBED.

THAT'S GREAT THINKING.

LOOKS LIKE WE NEED AN ADDITION EQUATION.

[beeping] WHAT?

[beeping] OKAY.

ALRIGHT.

[beeping] OKAY, SPLAT.

IF YOU DON'T SPEAK ROBOT, I'LL TRANSLATE FOR YOU.

SPLAT JUST TOLD ME THAT HE WISHES HE COULD CLIMB TREES, BUT HIS ROBOT PARTS AREN'T GOOD FOR CLIMBING.

AND THEN HE ASKED HOW WE'RE GOING TO SET UP THIS ADDITION EQUATION.

SO, WHAT SHOULD WE DO?

I HEARD YOU SAY THAT IF IT'S AN ADDITION EQUATION, THAT MEANS THAT WE HAVE TO ADD, OR COMBINE, NUMBERS, AND GIVE A SUM, OR TOTAL.

IN THIS CASE, WE HAVE TO COMBINE, OR ADD, THE NUMBER OF TREES CLIMBED BY MOESHA, MOESHA'S SISTER, AND JACOB.

MOESHA CLIMBED 5 TREES, MOESHA'S SISTER CLIMBED 3 TREES, AND JACOB CLIMBED 4 TREES.

[beeping] YES, I KNOW, SPLAT.

I KNOW.

THEY MUST EAT THEIR VEGETABLES EVERY DAY.

SO, WE'LL ADD THOSE NUMBERS TOGETHER.

AND WE CALL THEM "ADDENDS."

THAT'S THE WORD FOR A NUMBER GETTING ADDED TO ANOTHER NUMBER.

WHAT'S THAT?

OH.

THAT'S RIGHT.

OUR ADDENDS ARE... SPLAT SAYS THAT NOW WE NEED SOME SYMBOLS FOR THE EQUATION, AND YOU, MATHEMATICIANS, KNOW WHAT SYMBOLS WE NEED IN THIS EQUATION.

TELL ME, MATHEMATICIANS, WHAT SYMBOLS DO WE NEED FROM OUR MATH TOOLBOX?

GREAT THINKING.

I HEARD YOU SAY THAT SINCE WE'RE GOING TO FIND A SUM, OR TOTAL, WE NEED AN ADDITION SYMBOL TO SHOW THAT WE'RE ADDING AMOUNTS.

NOW THAT WE HAVE THE EQUATION THAT REPRESENTS OUR STORY, "5 PLUS 3 PLUS 4," THAT'S RIGHT, WHAT OTHER SYMBOL DO WE NEED?

DID YOU SAY AN "EQUALS" SIGN?

YOU'RE RIGHT.

AN "EQUALS" SIGN WILL SHOW US THAT THE ADDENDS JOINED TOGETHER WILL HAVE THE SAME VALUE AS THE SUM.

NOW, WHAT ABOUT THE UNKNOWN NUMBER?

WHAT SHOULD WE USE FOR THAT?

OH, OKAY.

YOU'RE RIGHT, A BLANK LINE WILL WORK JUST FINE.

HEY, I JUST MADE A RHYME.

ALRIGHT, NOW THAT WE HAVE OUR EQUATION SET UP, WHAT SHOULD WE DO?

I HEARD YOU SAY MODEL EACH OF THE ADDENDS WITH COUNTERS IN 10-FRAMES.

GREAT IDEA.

I LOVE USING COUNTERS AND 10-FRAMES TO MODEL NUMBERS.

HMM...

I MIGHT NOT HAVE ENOUGH COUNTERS.

SPLAT, CAN WE BORROW SOME OF YOUR 10-FRAMES AND COUNTERS, SO WE CAN MODEL THE ADDENDS IN OUR ADDITION EQUATION?

[beeping] HEY, I LIKE THESE COUNTERS, SPLAT.

BUT WE COULD HAVE USED ANY KIND OF COUNTERS TO MODEL THE NUMBERS, RIGHT?

[beeping] SO, NEXT TIME I'M SOLVING AN ADDITION EQUATION AND NEED TO MODEL MY ADDENDS, IF YOU'RE NOT AROUND TO BORROW FROM, I COULD USE ANYTHING, RIGHT?

[beeping] OKAY.

[beeping] RIGHT.

JUST AS LONG AS WE ONLY PUT 1 COUNTER IN EACH SQUARE OF THE 10-FRAME.

GOT IT.

OKAY.

LET'S LOOK AT OUR 10-FRAMES.

HERE'S THE 10-FRAME REPRESENTING THE AMOUNT OF TREES MOESHA CLIMBS.

THERE ARE 5 COUNTERS IN THERE, REPRESENTING THE NUMBER 5.

HERE'S THE 10-FRAME REPRESENTING THE AMOUNT OF TREES MOESHA'S SISTER CLIMBS.

THERE ARE 3 COUNTERS IN THERE, REPRESENTING THE NUMBER 3.

AND HERE'S THE 10-FRAME REPRESENTING THE AMOUNT OF TREES JACOB CLIMBS.

THERE ARE 4 COUNTERS IN THERE, REPRESENTING THE NUMBER 4.

GREAT.

WE HAVE ALL 3 ADDENDS MODELED.

NOW, WHAT SHOULD WE DO?

OH.

YOU SEE THAT MOESHA'S 10-FRAME AND JACOB'S 10-FRAME, TOGETHER, ALMOST MAKE A 10.

THAT'S RIGHT, THEY DO.

SHE HAS 5, AND HE HAS 4.

IF WE MOVE THESE COUNTERS TO THIS 10-FRAME, THEN WE'VE ALMOST FILLED UP ONE 10-FRAME, BECAUSE 5 PLUS 4 IS EQUAL TO 9, AND 9 IS ONLY 1 AWAY FROM 10.

GOOD THINKING.

WHAT DID YOU SAY?

I HEARD YOU SAY, NOW, MOVE A COUNTER FROM MOESHA'S SISTER'S 10-FRAME TO MAKE A COMPLETE 10.

GREAT IDEA TO MAKE A 10.

I LOVE FILLING UP A 10-FRAME TO SHOW THE NUMBER 10.

AND NOW, MATHEMATICIANS, WHAT HAPPENS NEXT?

I HEARD SOMEONE SAY WE HAVE 1 FILLED-UP 10-FRAME, WHICH MODELS THE QUANTITY OF 10, AND A 10-FRAME WITH 2 COUNTERS, MODELING THE QUANTITY OF 2.

SO, WE CAN QUICKLY SEE THAT WE HAVE A TEN AND 2 ONES.

AND WHAT NUMBER DOES THAT REPRESENT?

YES, YOU'RE RIGHT.

I HEARD YOU SAY 12.

SO, WE DID IT.

WE FOUND THE SUM, OR THE TOTAL, OF THE ADDENDS JOINED TOGETHER.

ALL TOGETHER, MOESHA, HER SISTER, AND JACOB CLIMBED A TOTAL OF 12 TREES.

THAT WAS SUCH AN EFFICIENT METHOD TO FIND THE TOTAL.

SO, LET'S LOOK BACK AT ALL WE DID TODAY TO SOLVE THE WORD PROBLEM.

FIRST, WE COMPOSED AN EQUATION THAT REPRESENTED THE WORD PROBLEM.

THAT EQUATION IS... THEN, WE MODELED OUR 3 ADDENDS, USING COUNTERS IN 10-FRAMES.

WHEN EACH ADDEND WAS MODELED, WE MOVED COUNTERS, TO MAKE A FULL 10-FRAME.

THEN, WE COMBINED OUR 10 WITH WHAT COUNTERS WERE LEFT AND HAD OUR TOTAL.

THAT WAS A SUPER EFFICIENT WAY TO FIND THE ANSWER.

WOW.

ISN'T SOLVING MATH PROBLEMS SO MUCH FUN TO DO?

WELL, SPLAT HAS TO GET TO HIS ROBOT CONVENTION SOON, AND I SAID I'D GIVE HIM A RIDE, SO, WE BOTH HAVE TO GO FOR NOW.

HOPE TO SEE YOU AGAIN SOON.

BYE.

WOW, TIME SURE DOES FLY WHEN YOU'RE LEARNING AND HAVING FUN.

I WANT TO THANK YOU SO MUCH FOR JOINING US TODAY ON PBS NORTH CAROLINA.

YOU ARE SO SMART, SO SPECIAL, AND SO FUN TO BE WITH.

WISHING YOU PEACE, LOVE, AND LEARNING, MY FRIENDS.

♪ ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com