[cheerful upbeat music] ♪ WHAT'S UP, MY SUPER LEARNERS?

IT'S ANOTHER GREAT DAY TO LEARN AND PLAY, BUT BEFORE WE GET STARTED, LET ME SEE YOU RIDE THAT WAVE.

COME ON.

THERE IT IS.

I LIKE THAT.

I'M SO EXCITED YOU'RE TUNED INTO CLASSROOM CONNECTION.

THIS IS THE WORLD BEYOND THE CLASSROOM, WHERE WE CONNECT TO THE WORLD RIGHT AT HOME.

WE GOT SOME MATH, WE GOT SOME READING, BUT ALSO WE GOT SOME OF THE DOPEST CORNERS IN THE WORLD COMING TO YOU ALL IN THE NEXT 30 MINUTES.

YOU READY?

ME TOO.

LET'S SEE THAT WAVE ONE MORE TIME.

YEAH, THERE IT GO.

LET'S DO IT.

♪ ♪ HI, MATHEMATICIANS, SO GLAD TO SEE YOU.

IT'S MS. NABORS.

TODAY, WE'RE MOVING AWAY FROM FRACTIONS, AND INSTEAD, WE'RE GOING TO WORK ON HOW TO WRITE NUMBERS IN EXPANDED FORM.

HAVE YOU HEARD THAT BEFORE?

WHAT DOES "EXPANDED FORM" MEAN?

WHEN WE WRITE A NUMBER IN EXPANDED FORM, WE'RE WRITING THE NUMBER SHOWING ITS ACTUAL VALUE.

WHEN WE WRITE THE NUMBER 132, FOR EXAMPLE, EACH DIGIT HAS ITS OWN VALUE BASED ON WHERE IT IS IN THE NUMBER.

WHEN WE WRITE A NUMBER LIKE THIS, THIS IS CALLED "STANDARD FORM."

LET'S LOOK AT THE NUMBER IN EXPANDED FORM.

THE 2 IS IN THE ONES PLACE, SO IT REPRESENTS JUST THE NUMBER 2.

THE 3 IS IN THE TENS PLACE.

HOW MUCH DOES THE 3 REPRESENT?

WHAT IS ITS ACTUAL VALUE?

THE 3 IS IN THE TENS PLACE, MEANING WE HAVE 3 TENS.

IF WE COUNT BY TENS 3 TIMES, WHAT NUMBER WOULD WE END AT?

WE HAVE 3 TENS, SO WE CAN COUNT BY TENS 3 TIMES.

10, 20, 30.

SO, THE 3 IN THE TENS PLACE REPRESENTS 30.

HOW ABOUT THE 1 IN THE HUNDREDS PLACE?

THE 1 IN THE HUNDREDS PLACE TELLS US WE HAVE 1 HUNDRED, OR THE NUMBER 100.

WHEN WE WRITE NUMBERS IN EXPANDED FORM, WE USE THEIR ACTUAL VALUE TO REPRESENT THE NUMBER.

IN 132, WE WOULD WRITE IT AS 100, PLUS 30, PLUS 2.

IMAGINE IF WE WROTE OUT THE VALUE OF EACH DIGIT AS THE ENTIRE NUMBER.

132 WOULD BE WRITTEN AS 100302.

AS THE NUMBERS GOT LARGER, IT WOULD BE DIFFICULT FOR OUR BRAINS TO PROCESS.

SO, WE USE PLACE VALUE TO HELP US CONDENSE NUMBERS AND UNDERSTAND THEM BETTER.

TODAY, WE'RE GOING TO LOOK AT A PROBLEM WHERE 2 FRIENDS ARE TRYING TO MAKE A SWING FOR THEIR TREEHOUSE USING ROPE.

I KNOW THAT'S A LOT OF INFORMATION, SO, LET'S BREAK IT DOWN INTO PARTS AND ORGANIZE IT.

FIRST, WHAT DO WE KNOW ABOUT JOSÉÉ?

WE KNOW 2 THINGS ABOUT JOSÉÉ FROM THE TEXT.

1, THEY'RE TRYING TO MAKE A SWING FOR THEIR TREEHOUSE, AND, 2, THEY HAVE 75 INCHES OF ROPE.

IT'S IMPORTANT TO REFER BACK TO THE TEXT WHEN WE'RE WORKING WITH WORD PROBLEMS.

THE TEXT TELLS US IMPORTANT INFORMATION ABOUT THE SITUATION.

NEXT, WHAT DO WE KNOW ABOUT MAGGIE?

SIMILAR TO JOSÉÉ, WE KNOW MAGGIE IS TRYING TO MAKE A SWING.

AND MAGGIE HAS 127 INCHES OF ROPE.

WHO HAS MORE ROPE?

LET'S THINK ABOUT HOW WE CAN COMPARE THE AMOUNT MAGGIE AND JOSÉÉ HAVE.

LET'S THINK ABOUT THESE NUMBERS IN EXPANDED FORM.

HOW WOULD WE WRITE THE AMOUNT JOSÉÉ HAS IN EXPANDED FORM?

5 IS IN THE ONES PLACE, SO IT REPRESENTS 5 ONES.

THE 7 IS IN THE TENS PLACE.

WHAT NUMBER DOES THE 7 REPRESENT?

7 IN THIS NUMBER REPRESENTS 7 TENS.

IF WE COUNT BY TENS, WHAT NUMBER WILL WE SAY?

SO, THE 7 REPRESENTS 70, SO, 75 CAN BE WRITTEN AS "70 + 5" IN EXPANDED FORM.

LET'S LOOK AT THE NUMBER 127.

THE 7 IS IN THE ONES PLACE, SO THE 7 JUST REPRESENTS THE NUMBER 7.

HOW ABOUT THE 2?

THE 2's IN THE TENS PLACE.

WHAT'S THE VALUE OF 2 TENS?

COUNT BY TENS 2 TIMES IF YOU'RE STUCK.

YEP, YOU'VE GOT THE IDEA.

2 TENS IS EQUAL TO THE NUMBER 20.

HOW ABOUT THE 1?

WHAT NUMBER DOES 1 REPRESENT?

THE 1 IS IN THE HUNDREDS PLACE.

YEP, WE HAVE 100 IN THE HUNDREDS PLACE, SO THE AMOUNT IS 100.

OKAY, NOW LET'S COMPARE THE NUMBERS.

WHEN WE COMPARE THE ONES PLACE, WHICH IS GREATER, 7 ONES OR 5 ONES?

YEP, 7's GREATER.

HOW ABOUT THE TENS PLACE?

70 OR 20?

70 IS GREATER THAN 20.

BUT THAT DOES NOT MEAN 75 IS GREATER THAN 127.

DOES 75 HAVE A DIGIT IN THE HUNDREDS PLACE?

NO, SO WE KNOW 75 IS LESS THAN 100, BECAUSE THERE'S NOT A DIGIT IN THE HUNDREDS PLACE.

SO, WE KNOW 127 IS LARGER THAN 75.

SO, MAGGIE HAS MORE ROPE.

NOW, WE NEED TO THINK ABOUT IF TOGETHER THEY HAVE ENOUGH ROPE.

HOW DO WE KNOW THEY'RE GOING TO PUT THEIR ROPES TOGETHER?

WHAT WORD IN THE TEXT TELLS US THIS?

RIGHT.

"CONNECTED" MEANS TO JOIN 2 THINGS TOGETHER.

HOW MUCH ROPE DO MAGGIE AND JOSÉÉ NEED FOR THE SWING?

LOOK BACK AT THE TEXT.

ACCORDING TO THE TEXT, JOSÉÉ AND MAGGIE NEED 200 INCHES OF ROPE.

HOW CAN WE FIGURE OUT IF THEY HAVE ENOUGH ROPE?

WHAT OPERATION COULD WE USE TO DETERMINE IF TOGETHER THEY HAVE ENOUGH ROPE?

YES.

ADDITION REPRESENTS COMBINING 2 AMOUNTS, WHICH IS EXACTLY WHAT WE NEED TO DO.

WHAT WOULD OUR EQUATION BE FOR THIS PROBLEM?

REMEMBER, AN EQUATION REPRESENTS 2 QUANTITIES THAT HAVE THE SAME VALUE.

FOR EXAMPLE, "5 + 8 = 13" IS AN EQUATION, BECAUSE ON BOTH SIDES OF THE EQUAL SIGN, WE HAVE THE SAME VALUE.

13 IS THE SAME VALUE AS "5 + 8."

IT'S IMPORTANT TO KNOW THAT AN EQUAL SIGN DOES NOT JUST MEAN AN ANSWER IS ON ONE SIDE.

AN EQUAL SIGN IS SOMETHING WE USE IN MATH TO SHOW THAT 2 VALUES REPRESENT THE SAME AMOUNT.

SO, I COULD WRITE THE EQUATION THIS WAY TOO.

13 = 5 + 8.

BOTH OF THESE EQUATIONS SHOW THAT "5 + 8" AND 13 ARE THE SAME VALUE.

THEY'RE JUST SHOWN IN DIFFERENT WAYS, SIMILAR TO HOW, WHEN WE USE EXPANDED FORM, WE'RE SHOWING THE SAME VALUE, JUST IN A DIFFERENT WAY.

SO, BACK TO OUR PROBLEM.

TO SHOW THAT WE'RE COMBINING THE ROPES, WE COULD WRITE OUR EQUATIONS A FEW WAYS.

WE COULD ALSO WRITE THE EQUATIONS AS...

THE ORDER OF THE ADDENDS DOES NOT MATTER WHEN WE'RE ADDING BECAUSE OF THE COMMUTATIVE PROPERTY.

THE COMMUTATIVE PROPERTY JUST MEANS THAT WE CAN CHANGE THE POSITION OF OUR NUMBERS WITHOUT CHANGING THE VALUE.

IN THE EXAMPLE OF 5 + 8 = 13, WE CAN WRITE 5 + 8 = 13, "13 = 8 + 5," OR "8 + 5 = 13."

BECAUSE I'M COMBINING AMOUNTS, THE VALUE DOES NOT CHANGE.

YOU ALSO MAY HAVE BEEN WONDERING WHAT THE RED TRIANGLE MEANS IN OUR EQUATION.

THE RED TRIANGLE STANDS FOR THE TOTAL AMOUNT OF ROPE.

SINCE THAT NUMBER IS AN UNKNOWN RIGHT NOW, I USED A SYMBOL TO REPRESENT IT.

NOW THAT WE KNOW OUR EQUATION, LET'S TRY TO SOLVE IT.

SO, FIRST, LET'S TRY TO ESTIMATE.

WHEN WE ESTIMATE, WE WANT TO USE FRIENDLY NUMBERS THAT ARE EASY TO WORK WITH.

USUALLY THESE NUMBERS END IN A 0 OR 5, BECAUSE IT'S EASY TO ADD AND SUBTRACT WITH THOSE NUMBERS.

SO, NUMBERS LIKE 10, 25, 65, 85 OR 100.

WHAT'S A FRIENDLY NUMBER THAT'S CLOSE TO 127?

130 IS SUPER CLOSE TO 127 AND EASY TO WORK WITH.

75's ALREADY A FRIENDLY NUMBER SINCE IT ENDS IN A 5.

SO LET'S THINK ABOUT HOW WE CAN ADD THESE NUMBERS, 130 AND 75.

REMEMBER, WE CAN BREAK NUMBERS APART INTO EXPANDED FORM TO MAKE ADDING EASIER.

HOW DID WE WRITE 75 IN EXPANDED FORM BEFORE?

YEAH, WE SHOWED 75 AS "70 AND 5."

BUT WE CAN WRITE IT IN OTHER WAYS, TOO, DEPENDING ON THE PROBLEM.

I COULD BREAK APART 75 INTO "70 AND 5," "50 AND 20 AND 5," "30 AND 45," AND MANY MORE WAYS.

I WANT TO BREAK 75 INTO 70 AND 5.

DO YOU KNOW WHY I CHOSE THIS WAY?

HERE'S A HINT.

WHAT'S 3 PLUS 7?

WELL, I KNOW "3 PLUS 7" IS 10, SO "70 PLUS 30" WOULD MAKE 100.

SINCE I HAVE 130 PLUS 70, THAT WOULD MAKE ANOTHER HUNDRED, WHICH WOULD BE 200.

THEN I CAN ADD 5, SO, WHAT'S 200 PLUS 5?

YEAH, 205.

AWESOME THINKING.

JUST BY ESTIMATING, I CAN SEE THAT JOSÉÉ AND MAGGIE HAVE ENOUGH ROPE.

WHEN WE MADE 127 INTO A FRIENDLY NUMBER, THOUGH, WE ACTUALLY MADE THE NUMBER LARGER THAN THE AMOUNT WE HAD.

SO, NOW, WE NEED TO ADJUST OUR TOTAL.

HOW MUCH MORE IS 130 THAN 127?

YEAH, 3 MORE.

TO MAKE 127 A FRIENDLY NUMBER, WE ADDED 3, SO, NOW, WE NEED TO TAKE THAT 3 AWAY SO OUR TOTAL IS ACCURATE AND MATCHES OUR ORIGINAL EQUATION.

SO WHEN WE LOOK AT THE ANSWER WE GOT WHEN ESTIMATING, 205, WE NEED TO SUBTRACT 3 TO MAKE UP FOR THE 3 WE ADDED TO 127.

SO, DO JOSÉÉ AND MAGGIE STILL HAVE ENOUGH ROPE?

WELL, WHAT'S 205 MINUS 3?

THINK ABOUT 5 MINUS 3, TO HELP YOU.

YEAH, "5 MINUS 3" IS 2, SO "205 MINUS 3" WOULD BE 202.

ALL WE'RE DOING IS SUBTRACTING FROM THE ONES PLACE, SO THAT'S THE ONLY NUMBER THAT WOULD CHANGE.

"205 MINUS 3" IS 202, AND 202 IS MORE THAN 200, SO THEY JUST BARELY HAVE ENOUGH ROPE.

HOW MUCH ROPE WOULD THEY HAVE LEFT OVER IF THEY USED EXACTLY 200 INCHES?

YEAH.

IF THEY USED 200 INCHES OF ROPE, THEY WOULD ONLY HAVE 2 INCHES LEFT, NOT MUCH LEFT TO MAKE ANYTHING ELSE.

WOW, THAT WAS SO MUCH FUN, AND I'M ALWAYS LEARNING SO MUCH WITH YOU.

EXPANDED FORM JUST SHOWS US THE VALUE OF EACH DIGIT IN THE NUMBER.

SOMETHING IMPORTANT WE TALKED ABOUT THAT I WANT YOU TO REMEMBER IS THAT AN EQUAL SIGN DOES NOT MEAN TO JUST WRITE AN ANSWER NEXT TO IT.

SO, IF YOU SAW A PROBLEM LIKE THIS: "8 PLUS 2" EQUALS "BLANK PLUS 5," THINK ABOUT WHAT THAT ACTUALLY IS SHOWING US.

WE WANT TO SHOW THAT 2 AMOUNTS ARE EQUAL, SO, WHAT NUMBER WOULD GO IN THE BLANK?

SEE IF YOU CAN SOLVE IT WITH SOMEONE AROUND YOU.

BEFORE I GO, I JUST WANT TO SAY, YOU ALL ARE INCREDIBLE MATHEMATICIANS, AND I HAVE LOVED LEARNING WITH YOU.

THANK YOU SO MUCH FOR WORKING WITH ME, THIRD GRADERS.

WAIT A SECOND, WAIT A SECOND.

DROP EVERYTHING YOU'RE DOING, AND CHECK OUT THIS SUPER-COOL VIDEO.

[Cristina, speaking Spanish] AND NOW, A CHALLENGE!

THIS IS THE FIRST ACTIVITY IN THE CHALLENGE.

YOU HAVE TO... HULA HOOP AND KEEP IT IN THE AIR 10 LOOPS.

LET'S GO TO THE SECOND PART.

LOOK, IT'S A SMALLER RING.

YOU THROW THIS RING IN THE AIR, AND YOU CATCH IT WITH THE OTHER HAND.

10 TIMES.

AND LET'S GO TO THE THIRD PART.

IN THIS PART OF THE CHALLENGE, ANDRÉÉS HAS TO THROW THE RINGS AROUND MY ARMS.

AND THIS IS THE LAST RING.

LOOK, IT'S THE SMALLEST.

ANDRÉÉS WILL TAKE THESE 3 RINGS, AND HE HAS TO THROW THEM IN THAT LITTLE BUCKET.

OH!

YES!

LET'S SEE IF ANDRÉÉS CAN DO IT TOO.

FIRST RING CHALLENGE.

I HAVE TO SPIN THE HULA HOOP 10 TIMES.

LET'S SEE IF I CAN.

READY?

LET'S GO.

ONE-- AH!

[laughter] LET'S SEE, SECOND ATTEMPT.

1, 2, 3-- LET'S SEE.

GO.

ONE, TWO-- [boing] OKAY.

[sound winding down] I DID IT!

I FORGOT HOW TO DO IT!

[boing] COME ON.

[electronic beeps] [rapid beeping] AH!

[cheering] "AGAIN!"

[electronic beeps] TEN!

OKAY.

ONE!

TWO-- AH!

ONE.

TWO... THREE... FOUR... FIVE... [boing] COME ON.

ONE... TWO... THREE, FOUR... FIVE, SIX...

SEVEN...

EIGHT... NINE...

TEN.

OKAY, READY.

WE HAVE 2, 3... 7 RINGS.

LET'S SEE HOW MANY WE CAN PUT ON CRISTINA.

OKAY, COME ON.

[electronic beeps] ONE!

TWO!

TWO!

"AGAIN!"

TWO!

TWO!

[boing] THREE.

DON'T MOVE.

[boing] [laughs] I STARTED OFF WELL.

[both yell] "AGAIN!"

[both yell in slow motion] AAH!

SLAM DUNK!

NICE!

[laughing] [yelling in slow motion] SLAM DUNK!

LET'S GO TO THE LAST CHALLENGE.

I DID 2!

OKAY.

LAST CHALLENGE.

AND HERE IS THE LAST RING CHALLENGE.

I HAVE TO GET IN AT LEAST 2 RINGS.

[Andrés] OKAY, LET'S SEE.

READY?

AND... [boing] OOH, IT WAS CLOSE.

OH!

[sound winding down] OH, THAT ONE WAS CLOSE!

WE'RE GOING TO GET IT.

WE'RE GOING TO GET IT.

SECOND ROUND.

[sound winding down] [boing] I HAVE TO PRACTICE.

[boing] OKAY, LET'S REEVALUATE.

IF I GET ONE RING IN, I PASS THE TEST.

[sound winding down] [boing] AHH!

OKAY, AT LEAST 2 FELL ON THE TABLE.

LET'S SEE IF I CAN DO IT.

I DON'T EVEN KNOW HOW MANY TRIES I DID.

WE'RE GOING TO DO IT.

[boing] AAH!

AAH!

[electronic beeping] [cheering] "AGAIN!"

[beeping] [rapid beeping] [cheering] IT ONLY TOOK ME 27 TRIES, BUT YOU CAN DO IT TOO.

'EY.

DID YOU KNOW AN OSTRICH'S EYES IS BIGGER THAN THEIR BRAIN?

YOU KNOW WHAT'S BIGGER THAN YOUR BRAIN?

YOUR BRAIN AFTER THIS MATH LESSON.

LET'S GET INTO IT.

♪ ♪ HELLO, SUPER LEARNERS, I'M MS. L., AND I AM SO GLAD YOU'RE JOINING ME.

ARE YOU READY FOR A MATH ADVENTURE TODAY?

WELL, LET'S GET STARTED WITH A SONG.

♪ HELLO, SUPER LEARNERS, HOW ARE YOU?

♪ ♪ HELLO, SUPER LEARNERS, HOW ARE YOU?

♪ ♪ I'M SO GLAD YOU'RE HERE TODAY AND I HOPE YOU FEEL THE SAME ♪ ♪ HELLO, SUPER LEARNERS, HOW ARE YOU?

♪ WELL, I'LL TELL YOU, I FEEL GREAT TODAY, AND I REALLY, REALLY DO HOPE YOU DO TOO.

NOW IT'S TIME FOR SOME MATH POWER WARM-UPS.

WE'RE GOING TO COUNT TO 20.

ARE YOU READY?

HERE WE GO.

[ sings to tune of "Frère Jacques" ] ♪ THAT WAS FUN ♪ GREAT JOB.

SO, LET'S COUNT UP TO 20 AGAIN, BUT THIS TIME, LET'S SNAP COUNT.

ALL RIGHT?

READY?

[snapping] LET'S KEEP GOING.

YES, SUPER LEARNERS ARE THE BEST!

I'M GETTING WARMED UP.

ARE YOU?

AWESOME!

SO, HOW ABOUT WE COUNT TO 20 ONE MORE TIME?

BUT THIS TIME, LET'S DO IT IN SPANISH.

READY?

UNO, DOS, TRES, CUATRO, CINCO, SEIS, SIETE, OCHO, NUEVE... DIEZ, ONCE, DOCE, TRECE, CATORCE, QUINCE, DIECISÉÉIS, DIECISIETE, DIECIOCHO, DIECINUEVE, i¡¡VEINTE!

TWENTY!

AWESOME!

WE COUNTED TO 20 THREE DIFFERENT WAYS.

NOW, LET'S REVIEW OUR COLORS.

LET'S SAY THEM IN ENGLISH AND IN SPANISH.

ROJO, RED.

NARANJA, ORANGE.

AMARILLO, YELLOW.

VERDE, GREEN.

AZUL, BLUE.

MORADO, PURPLE.

CAFÉÉ, BROWN.

NEGRO, BLACK.

BLANCO, WHITE.

GRIS, GRAY.

LOOK FOR THESE COLORS IN THE WORLD TODAY!

ONE MORE WARM-UP.

LET'S PLAY THE SHAPE GAME.

YOU'LL SEE A SHAPE, AND THEN YOU SAY ITS NAME.

AND YOU CAN SAY IT IN ENGLISH OR IN SPANISH.

ALL RIGHT, HERE WE GO.

CUADRADO, SQUARE.

CÍÍRCULO, CIRCLE.

TRIÁÁNGULO, TRIANGLE.

RECTÁÁNGULO, RECTANGLE.

ROMBO, RHOMBUS.

TRAPEZOIDE, TRAPEZOID.

HEXÁÁGONO, HEXAGON.

CUBO, CUBE.

CONO, CONE.

CILINDRO, CYLINDER.

ESFERA, SPHERE.

AWESOME JOB!

ARE YOU ALL WARMED UP NOW?

ME TOO.

NOW, IT'S TIME FOR OUR MATH MISSION OF THE DAY.

SO, YOU KNOW WHO WE NEED TO CHECK IN WITH.

SPARKLES THE FISH.

LET'S SEE WHAT OUR MISSION IS TODAY.

HEY, SPARKLES, DO YOU HAVE A SPECIAL MISSION FOR US?

[bubbling] YOU DO?

OH, LET'S SEE WHAT IT SAYS.

THIS SAYS... WELL, SUPER LEARNERS, I KNOW WE CAN DO THIS ONE.

WE'VE GOT TO PUT OUR CAPES ON, AND THEN WE CAN GET STARTED.

CAN YOU PUT ON YOUR INVISIBLE CAPE?

I'LL GET MINE.

I LOVE MY SUPER CAPE.

WHENEVER I WEAR THIS CAPE, I'M PRETTY SURE I CAN DO ANY MATH SUPER MISSION, ESPECIALLY WITH YOUR HELP.

ALL RIGHT, CAPE'S ON.

READY?

MATH POWER UP, LET'S GO!

[laughs] OH!

OH, LOOK, WE HAVE A SPECIAL MATH MISSION TIP.

[gasps] LET'S STOP AND TAKE A LOOK TO SEE WHAT KIND OF TIP SPARKLES HAS LEFT FOR US.

IT SAYS... TO "SORT" IS TO GROUP THINGS TOGETHER, TO SHOW HOW THEY ARE THE SAME AND HOW THEY ARE DIFFERENT.

SPARKLES SAYS IT'S LIKE PUTTING ANIMALS WITH THEIR ANIMAL GROUPS.

HERE, YOU CAN SEE THAT ALL OF THE FISH ARE TOGETHER.

AND HERE, ALL OF THE DOGS ARE TOGETHER.

AND OVER HERE, ALL OF THE CATS ARE TOGETHER.

THESE ARE SORTED BY THEIR ANIMAL TYPE.

SO, THAT'S HOW YOU SORT AND GROUP.

VERY GOOD.

SO, LET'S SEE WHAT WE'LL BE SORTING TODAY.

HMM.

IT LOOKS LIKE WE WILL BE SORTING THESE SHAPES.

AWESOME.

SO, IT LOOKS LIKE WE HAVE DIFFERENT SIZES, DIFFERENT COLORS OF TRIANGLES, SQUARES, AND CIRCLES.

HMM!

THESE THINGS WILL CHANGE, BUT WE NEED TO PUT THEM WITH THEIR SHAPE GROUP.

ALL RIGHT, SO WE'RE GOING TO PUT ALL OF OUR TRIANGLES TOGETHER, ALL OF OUR SQUARES TOGETHER, AND ALL OF OUR CIRCLES.

EVEN IF THEY'RE A DIFFERENT SIZE OR COLOR, THEY'LL STILL GO WITH THEIR SHAPE.

SO, LET'S START BY TAKING A LOOK AT EXACTLY WHAT WE HAVE TO DO HERE.

HMM.

WE'RE GONNA START WITH THIS SHAPE FIRST.

CAN YOU TELL ME WHAT SHAPE THIS IS?

THAT'S RIGHT, THIS IS A TRIANGLE, SO IT WILL GO WITH THE TRIANGLE THERE.

ALL RIGHT, HERE'S OUR NEXT SHAPE.

CAN YOU TELL ME WHAT SHAPE THIS IS?

IT'S A CIRCLE, THAT'S RIGHT.

SO, WE'RE GOING TO PUT IT WITH THE CIRCLE.

HMM.

HERE'S OUR NEXT SHAPE.

WHAT SHAPE IS THIS?

IT IS A SQUARE.

WOW, WE WILL PUT IT WITH THE SQUARES.

AND NEXT, I WANT TO KNOW, WHAT SHAPE IS THIS?

[gasps] IT'S A TRIANGLE, YOU'RE RIGHT.

THIS ONE IS IN ANOTHER DIRECTION, BUT GUESS WHAT?

IT'S STILL A TRIANGLE.

IT HAS 3 POINTS.

NOW, WHAT ABOUT THIS ONE?

THIS IS A BIG SHAPE.

WHAT SHAPE IS THIS?

A CIRCLE!

AWESOME JOB.

WE'LL PUT IT RIGHT THERE.

IT'S SO BIG, IT COVERS UP THE OTHER CIRCLES.

OH, MY GOODNESS.

NOW, WHAT ABOUT THIS SHAPE?

HMM...

IT'S A TRIANGLE, YOU'RE RIGHT.

IT HAS 3 POINTS.

WE'LL PUT IT RIGHT THERE.

AND THEN, WHAT ABOUT THIS SHAPE?

[gasps] IT'S A SQUARE.

THAT'S RIGHT, WE'LL PUT IT WITH THE OTHER SQUARES.

AND THEN, HOW ABOUT THIS SHAPE?

HMM, THIS LOOKS DIFFERENT.

WELL, IT HAS 3 POINTS, SO IT MUST BE A TRIANGLE.

OH, MY GOODNESS.

WE DID IT, SUPER LEARNERS.

WE PUT ALL OF THE TRIANGLES TOGETHER, ALL OF THE SQUARES, AND ALL OF THE CIRCLES.

WOW!

YOU ARE SO SMART, SUPER LEARNERS.

NOW THAT WE'VE SORTED THEM, LET'S COUNT HOW MANY WE HAVE OF EACH ONE.

LET'S SEE, WE HAVE ONE TRIANGLE... WE HAVE 5 TRIANGLES.

OH, MY GOODNESS.

ALL RIGHT, LET'S SEE HOW MANY SQUARES WE HAVE.

READY?

[gasps] ONLY 3.

WOW.

ALL RIGHT, LET'S SEE HOW MANY CIRCLES.

[gasps] BOTH THE SQUARES AND THE CIRCLES HAVE 3.

SO, WE'LL KEEP THEM BESIDE EACH OTHER.

THEY ARE ALIKE.

THEY BOTH HAVE 3.

AND WE SAID THAT THERE ARE HOW MANY TRIANGLES?

THERE ARE 5.

OH, MY GOODNESS.

WOW, WE HAVE A LOT OF SHAPES.

I WONDER, CAN WE COUNT ALL OF OUR SHAPES?

LET'S SEE.

OH, MY WORD.

THAT'S A LOT OF SHAPES.

GREAT JOB, SUPER LEARNERS.

WE COMPLETED OUR FIRST MATH MISSION.

GREAT WORK.

SO, FOR OUR NEXT MISSION, I NEED YOUR HELP TO CLEAN UP MY BUTTONS.

THEY ARE ALL DIFFERENT SIZES AND COLORS AND, GUESS WHAT, THEY'VE SPILLED ON THE TABLE.

WHAT A MESS!

BUY YOU KNOW WHAT, I'M GLAD YOU'RE HERE TO HELP ME.

WE CAN SORT THEM BACK INTO THEIR CUPS BY COLOR.

SO, I HAVE A CUP FOR MY BLUE ONES, A CUP FOR MY PINK ONES, AND A CUP FOR MY GREEN ONES.

SO, WHENEVER I HOLD UP THE BUTTON, CAN YOU TELL ME WHAT COLOR THEY ARE?

LET'S START WITH THIS ONE.

WHAT COLOR?

IT'S BLUE, RIGHT.

AND WHAT COLOR IS THIS ONE?

IT IS GREEN, THAT'S RIGHT.

AND WHAT ABOUT THIS ONE?

IT'S PINK.

AWESOME.

ALL RIGHT, I'M GOING TO GO A LITTLE FASTER.

CAN YOU SAY THE COLORS FAST, AS I PUT THEM IN?

READY?

WHAT COLOR?

BLUE.

[gasps] OOH, WHAT COLOR IS THIS SMALL ONE?

IT'S GREEN, THAT'S RIGHT.

WHAT COLOR IS THIS SMALL ONE?

IT IS PINK.

AWESOME.

WHAT ABOUT THIS BIG BUTTON?

WHAT COLOR?

BLUE.

AWESOME.

WHAT COLOR IS THIS BIG ONE?

GREEN.

GREAT WORK.

ALL RIGHT, WE'RE GOING TO GO A LITTLE FASTER.

OOH, THESE BUTTONS ARE SO SMALL.

OOH, TRICKY TO PICK UP.

WHAT COLOR IS THAT?

[gasps] GREEN.

AWESOME.

WHAT COLOR IS THIS ONE?

PINK, YES.

AND...

THIS ONE?

GREEN.

AWESOME!

WHAT COLOR?

BLUE.

I'M SO GLAD YOU'RE HELPING ME.

AND WHAT ABOUT THIS LITTLE ONE?

[gasps] IT'S GREEN.

GREAT.

AND THEN, THIS LITTLE ONE IS PINK.

AND THIS LITTLE ONE... UH-OH, HE FELL IN THE WRONG CUP.

THAT'S NOT PINK, THAT'S GREEN, THAT'S RIGHT.

AND WHAT ABOUT THIS SMALL ONE?

BLUE.

[gasps] AND THIS ONE?

BLUE AGAIN.

YOU'RE DOING GREAT.

WHAT COLOR IS THIS?

PINK.

GREAT.

AND THIS ONE?

[gasps] PINK.

AND THIS ONE?

THAT'S PINK TOO.

WHAT ABOUT THIS BUTTON?

YEAH, IT'S BLUE.

[gasps] OOH!

WE HAVE ONE MORE OF THESE, AND IT'S GREEN, RIGHT?

ANOTHER BIG ONE.

PINK.

ANOTHER SMALL ONE.

WHAT COLOR IS THIS LITTLE ONE?

PINK, THAT'S RIGHT.

AND THIS LITTLE ONE IS PINK, TOO.

AND WHAT COLOR IS THIS SMALL BUTTON?

BLUE.

AND ONE MORE IS... BLUE!

GREAT JOB!

YOUR ATTENTION TO DETAIL WAS AWESOME, SUPER LEARNERS.

SUPER WORK.

LET'S CHECK BACK WITH SPARKLES TO SEE IF WE'VE COMPLETED OUR MISSIONS TODAY.

SPARKLES, HAVE WE COMPLETED THE MISSIONS?

[gasps] IT LOOKS LIKE WE HAVE!

YES, CONGRATULATIONS, SUPER LEARNERS.

YOU USED YOUR MATH POWERS AND COMPLETED THE MISSION.

SO, WHAT IS IT TIME TO DO NOW?

IT'S TIME TO REVIEW, THAT'S RIGHT.

SO, TODAY, WE SORTED OBJECTS INTO THEIR CORRESPONDING CATEGORIES AND TALKED ABOUT THEIR SIMILARITIES AND THEIR DIFFERENCES.

YOU CAN PRACTICE SORTING TODAY, AND YOU CAN EVEN SHARE YOUR MATH POWERS BY SHOWING IT TO SOMEONE.

THANK YOU, SUPER LEARNERS, FOR GOING ON THIS MATH MISSION WITH ME TODAY.

SPARKLES... [bubbling] I'VE GOT TO THANK YOU, TOO.

THANKS FOR YOUR HELP.

HAVE A SUPER DAY, FRIENDS.

ADIÓÓS.

BYE!

AH, SHOOT!

THAT'S ALL THE TIME WE HAVE FOR TODAY, Y'ALL, BUT I'LL SEE YOU RIGHT BACK HERE IN NO TIME.

LET'S SEE THOSE THUMBS-UP.

DOPE.

I'LL SEE YOU SOON.

PEACE, LOVE, AND LEARNING, SUPER LEARNERS.

BYE.

♪ ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com