(playful music) - [Kids] Math Mights!

- Hi, kindergarten Math Mights.

My name is Mrs. Gray, and I can't wait to do math with you today.

Today, we're going to be doing a Mystery Math Mistake and we're going to be making 10.

Now, for our Mystery Math Mistake, take a look at all the Math Mights.

Do you see something?

Oh no, they're all mixed up.

Today when we do our Mystery Math Mistake, I want you to take out your looking glass and really look at my problem.

I want you to see if you can see a mistake.

Are you ready?

Here we go.

Our problem today is, there were 10 fish for sale at the pet store.

Someone bought five fish.

How many fish were left?

I'm gonna solve that problem, and you keep an eye on how I'm doing it.

Are you ready?

Let's go to our double 10 frame mat.

So there were 10 fish at the store.

One, two, three, four, five, six, seven, eight, nine, 10.

Somebody came and bought five fish.

So I'm gonna put five more on my double 10 frame.

One, two, three, four, five.

There it is.

10 and five more is 15.

Now I'm gonna do a quick draw to match my double 10 frame.

There were 10 fish, then someone bought five.

10 plus five equals 15 fish.

Do you agree?

Did you see a mistake?

Let's go to our friends today and see what they have to say.

Today, I have Simon and Orlando.

Simon wonders, why are there more fish if some of them were bought?

Our friend Orlando, he has an idea.

He thinks that maybe I should've subtracted instead of adding.

He thinks that it would be 10 take away five equals five.

What do you think?

Do you think I was right?

Or did I make a mistake?

I think that I made a mistake and I think Orlando was right because what I did doesn't make any sense.

There were 10 fish.

Someone bought five fish.

That means five of them are gone.

That has to be a subtraction problem, not an adding problem.

Let's go back to our mat and try again.

Here are the 10 fish that were in the tank.

Five of them were bought.

So I'm gonna take five of them off of the double 10 frame mat.

One, two, three, four, five.

There were five left.

Now let's see if we can do the quick draw to match.

There was 10 fish.

Now, five of those fish were bought.

So to show that they're gone, I'm just gonna cross them out.

And there were five left.

To make the number sentence, we're going to show it as subtracting to match.

Let's write it.

10 take away five equals five.

Great job, Math Mights.

You were so helpful helping me find the math mistake in the problem.

Remember, when we do math, sometimes we do make mistakes, and it's okay to make a mistake.

It's always nice to go back and check your work to see if you have it right.

And if you did make a mistake, you can always try again.

Let's take a look at our I can statement for today.

Our I can statement says, "I can find numbers that make 10 when added to a given number."

Take a look at this.

There are two hands here.

Some of the fingers are pointed up.

How many do you see?

How do you see them?

How many more do I need to make 10?

Let's go down to our mat, and I'm gonna use my hands to show you.

So this is what was shown on the picture.

Our friend Simon saw that there were six because he saw five on one hand and one on the other to show six.

I'm gonna write the math sentence for that.

Five plus one equal six.

Did you see it the same way that Simon saw it?

Five and one makes six.

Now, my other question was, how many more do I need to make 10?

Let's look at our friend Orlando.

Our friend Orlando said that we need four more to make 10.

Let's take a look back at my hands and see if he was right.

Well, if we look at my hands, we have the five and the one, and then there are four more that were folded down.

I think Orlando is right.

We need four more to make 10.

Do you think we could write a number sentence to match that?

Me too.

Let's do it.

So there were six fingers that were held up plus the four more that we would need, and that would equal 10.

Did you figure it out?

Did you know that there was four more that we needed?

Let's try another problem.

So here is a picture of hands again.

How many fingers do you see?

How do you see them?

How many more do we need to make 10?

Let's take a look down at my hands.

Here is what was shown on the picture.

Our friend Simon has an idea.

He said that there are eight fingers.

He noticed that there was five fingers on one hand and there was three on the other.

He used the strategy called counting up.

He put five in his head and went six, seven, eight.

And that's how he knew that five and three more was eight.

Let's write the number sentence to match.

Five plus three equals eight.

Now, did you think about how many more we needed?

Our friend Orlando did.

Our friend Orlando said that we need two more to make 10 if eight fingers were held up.

Let's take a closer look.

Here are eight fingers that are being held up.

And if you notice, there are two more that are folded down.

If we had eight and two, that would make 10.

Let's try to write that as a number sentence.

Eight plus two equals 10.

Wow, kindergarten Math Mights.

That was so much fun using our fingers to be able to find out what number we needed to make 10.

Now I have a game for you.

We are gonna play a game called Math Fingers.

I have here an example of two hands.

If you notice, there are three fingers up.

Let's build three using our red counters.

One, two, three.

These three show the three fingers that were up.

Now, let's look at the empty boxes.

There are five and two more.

I know that five and two more is seven.

That means we need seven more counters to build to make 10.

We're gonna use the double-sided counters and make them yellow.

Now I can use the 10 frame and build it over here on my recording sheet.

10 equals three plus seven.

Our friend Simon and Orlando think that this game looks pretty fun.

They also would like to try the game.

So Simon is gonna go.

He held up his fingers to his friend, Orlando.

Orlando has an idea of how many more he would need to make 10.

Let's see what he saw.

Orlando said that he saw five, and he knew that that means there would need to be five more to make 10.

Five plus five equals 10.

Let's go do our math to see.

Here, Simon held up five fingers, and these fingers were down.

Let's count them.

One, two, three, four, five.

Now let's try to build it in the 10 frame.

So there were five fingers held up.

So I'm gonna use the red counters to show the five fingers.

Then, there were the five fingers that were down.

Let's build that in yellow.

Five and five did make 10.

Let's write it out on our recording sheet as our number sentence.

10 equals five plus five.

Great job, Math Mights, with that game.

You could even play that game with a friend.

Now we're gonna try something new.

If I had is what we're going to do.

Let's take a look down at my mat.

My problem is, if I had three, then I would need hmm to make 10.

So this is kind of tricky.

We're gonna be using a strategy called counting up.

And as we count up, I'm going to be drawing it on our board.

Let's try it.

So we know that we started with three.

So I want you to think that we already have three in your head.

So we're going to start three, and now we're going to continue counting.

So we're gonna go to four.

Are you ready?

Three, four, five, six, seven, eight, nine, 10.

Stop.

We're gonna stop there because we got to 10.

Now, let's go back and we're going to count how many more did we have to put to make that 10?

There was one, two, three, four, five, six, seven.

We had to put seven more.

Three and seven made 10.

We can write that as a number sentence.

10 equals the three that we had plus the seven.

Let's try another one.

This time, I want you to put the number nine in your head.

Are you ready?

Nine, 10.

If I had nine, that means I would need just one more to make that 10.

Let's label it and make our number sentence.

So we had nine and one made 10.

As our number sentence, 10 equals the nine that we have here and the one more.

Are you ready to try again?

For this one, put six in your head.

We're gonna start with six.

If I had six, how many would I need to get to 10?

Let's try.

So we have six, seven, eight, nine, 10.

Let's count 'em.

One, two, three, four.

If I had six, I would need four to make 10.

Let's write it as our number sentence.

10 equals six plus four.

Great job helping me find those different ways to make 10.

Now it's your turn.

You are going to be making 10 using a counting buddy.

I hope that you guys had a great time with me today, and I can't wait for you to come back soon and do more math.

(bright music) (mellow music) - [Kid] sis4teachers.org.

(air whooshing) - [Kid] Changing the way you think about math.

(bright music) - [Narrator] The Michigan Learning Channel is made possible with funding from the Michigan Department of Education, the State of Michigan, and by viewers like you.

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