[upbeat music] - [Narrator] Ready to learn?

- Hi.

- Hi.

- [Narrator] It's time to share a story.

Read and write.

- Let's read it back.

- [Narrator] Discover science, sing.

♪ Somewhere ♪ - [Narrator] Play, and so much more.

- Cupcake!

- Very good.

- [Narrator] Stay tuned for lessons and activities.

- We're gonna start making some words.

Isn't that fun?

[upbeat music] - [Narrator] Funding for this program was provided by the JPB foundation.

[upbeat music] - Hi, my name is Olisha, and I'm a children's librarian for the New York Public Library.

So what is your name?

Great, so I see that we have some new friends joining us and we have some old friends that have returned.

Wonderful, so great to have you all with us.

So why don't we start off with our welcoming song so we can wave hello to all our new friends.

So let me see you get your waving hands in the air.

All right, here we go.

And this is gonna go.

♪ Hi, hello, and how are you ♪ ♪ How are you ♪ ♪ How are you ♪ ♪ Hi, hello, and how are you ♪ ♪ How are you today ♪ I'm very nice.

So how is everybody doing today?

I see some people are feeling really, really excited, some people are in a great mood, some people are a little grumpy.

Well today, I'm feeling really, really happy and really, really excited, because you guys have joined me for Storytime and that's so wonderful.

So when I get excited, I really, really, really, really, really like to sing.

So why don't we sing together.

Now, parents singing is a great way to help your child learn to break down all of those sounds, which is why I love it so much.

So why don't we get started?

♪ If you're ready for a story clap your hands ♪ ♪ If you're ready for a story, clap your hands ♪ ♪ If you're ready for a story ♪ ♪ If you're ready for a story ♪ ♪ if you're ready for a story ♪ ♪ Clap your hands ♪ [claps] ♪ If you're ready for a story ♪ ♪ Stomp your feet ♪ [stomps feet] ♪ If you're ready for a story ♪ ♪ Stomp your feet ♪ [stomps feet] ♪ If you're ready for a story ♪ ♪ If you're ready for a story ♪ ♪ If you're ready for a story ♪ ♪ Stomp your feet ♪ [stomps feet] ♪ If you're ready for story shout hooray ♪ ♪ Hooray ♪ ♪ If you're ready for a story shout hooray ♪ ♪ Hooray ♪ ♪ If you're ready for story ♪ ♪ If you're ready for a story ♪ ♪ If you're ready for a story shout hooray ♪ ♪ Hooray ♪ ♪ If you're ready for a story sit real still ♪ ♪ If you're ready for a story sit real still ♪ ♪ If you're ready for a story ♪ ♪ If you're ready for a story ♪ ♪ If you're ready for a story sit real still ♪ Well, it looks like you are ready and it looks like I'm ready.

Now, this one is called "Please, Mr. Panda" and it's by Steve Antony, right.

Are you guys ready to get started?

I wonder what you see here on the cover.

Who is this?

That's probably our panda, right?

What's in his hand?

Does anybody know?

What does that look like to you?

Nice and sweet.

Looks like lots and lots of donuts.

All right.

Let's get started.

Would you like a donut?

Give me the pink one.

Now that didn't seem like a polite way to ask, did it?

I don't think so.

No.

You cannot have a donut.

I have changed my mind.

What's our Panda doing?

He is walking away.

Would you like a donut?

I want the blue one and yellow one.

Did that seem very polite?

I don't think so.

Can you guys point out blue ones and the yellow one for me?

I see.

There's the blue one and there's the yellow one, good job.

No, you can not have a donut.

I have changed my mind.

Oh, what's he doing?

He is walking away.

Would you like a donut?

No, go away.

That doesn't seem very nice.

Whoa!

That's a very, very, very big animal.

Does anybody know what animal this is?

A whale.

Very, very good.

And where's our Panda?

Do you see him there?

What's he in?

He's in a very big boat?

Or very small boat compared to our whale.

Would you like a donut?

I want them all!

Then bring me some more.

That still does not seem very polite.

No, you cannot have a donut.

I have changed my mind.

What's our little Panda doing?

He's paddling away.

Would anyone else like a donut?

How about you?

Do you guys want a donut?

Which donut would you pick?

Which one would you pick out?

Me, I would pick out the purple one.

Yeah.

That looks like a good one.

[gasps] what happened to our panda?

He's upside down.

Hello!

May I have a donut, please, Mr. Panda?

Well, that seemed very polite, don't you think?

You can have them all.

Thank you very much.

I love donuts.

You're welcome.

I'm not like donuts.

Our panda is leaving.

Our little Lima has eaten so many donuts that he is [snores], fast asleep.

The end.

Very good.

So when I finish a story I like to give it a nice, big round of applause.

[claps] Now, parents, sharing your love of reading with your child is a great way for your child to learn that reading can be lots and lots of fun.

But, at the end of every story, I get a little antsy.

So what I like to do in between stories is I like to sing another song.

So why don't we do head shoulders, knees and toes but when we start off, can we start off a little slow?

Cause Miss Olisha tends to mix up her head and her shoulders, yes.

Okay.

So here we go.

♪ Head, shoulders, knees and toes, knees and toes ♪ ♪ Head, shoulders, knees and toes, knees and toes ♪ ♪ And eye and ears and mouth and nose ♪ ♪ Head, shoulders, knees and toes, knees and toes ♪ Very good.

Do you guys think that we could do that one a little bit faster?

Yeah?

Okay.

Here we go.

From the top.

♪ Head, shoulders, knees and toes, knees and toes ♪ ♪ Head, shoulders, knees and toes, knees and toes ♪ ♪ And eye and ears and mouth and nose ♪ ♪ Head, shoulders, knees and toes, knees and toes ♪ Very good.

But I think that we can do that even faster.

You guys ready?

Here we go.

♪ Head, shoulders, knees and toes, knees and toes ♪ ♪ Head, shoulders, knees and toes, knees and toes ♪ ♪ And eye and ears and mouth and nose ♪ ♪ Head, shoulders, knees and toes, knees and toes ♪ Oh, my word!

That was really, really fast.

Great job guys.

- Hi friends, Andrew here.

And it's time for a song.

Today we'll sing row, row, row your boat.

I'm guessing you know this one.

If not, just follow along with me.

Ready to sing?

Let's go.

♪ Row, row, row your boat ♪ ♪ Gently down the stream ♪ ♪ Merrily, merrily, merrily, merrily ♪ ♪ Life is but a dream ♪ You all sounded dreamy for sure.

Now, did you notice the words highlighted in yellow and how about what's underlined?

First, let's look at boat, stream and dream.

In boat I underlined the vowels O and A, because they're a team.

The letters work together to stand for a long vowel sound.

What long vowel sound is it?

In stream and dream, I underlined E and A because they are a team too.

In both words, the E A also stands for a long vowel sound.

What sound is it?

Finally, let's look at row and down.

Both have the vowel team O W but does the team stand for the same sound in both words or are they different?

Share your good thinking with a family member and I'll see you again soon.

[upbeat music] - Hello, friends.

My name is Ms. Archie, and I'm a teacher in New York City.

Right now I work in Brooklyn in District 13, supporting kindergarten, first and second grade teachers.

Today, we're going to share reading a poem that I wrote just for you.

And guess what that poem is about.

Plants?

How'd you know that?

Well, it's not exactly about plants.

It's about a person who likes to take care of plants or plant seeds.

What's that person called?

A Gardner.

Yes.

So I wrote a silly poem about a gardener and something that happens with that Gardener's garden.

There's a few things I wanted you to know before we go read the poem on my chart.

There's a few spellings I want you to pay attention to while we're reading.

Some long O and I spellings.

This spelling old as in the word fold, ild as in the word child and ind as in the word kind.

You're gonna see words that have those kinds of spelling.

Two vocabulary words I wanted to make sure you know the meaning of.

This first one, can you say organize?

Yes.

Organize.

Organize means when you put things in a certain way, nice and neat.

It's the opposite of messy.

Another word, emerge.

Can you say emerge?

Right.

Emerge means when something comes out or shows itself.

Okay.

So let's go upstairs and read the poem called My Garden.

Okay friends, before we start reading, I wanted to let you know that I've written the poem in a way that the gardener is telling you a story.

So we're gonna have to stop and visualize and we might have to think about what the gardener means.

There's something we're gonna do called infer.

That means something might not be said exactly but if we think about it, I'll be thinking aloud and modeling for you how to infer, and then we might understand better what the gardener is describing.

Also, don't forget to look out for those spellings old, ild and ind.

All right, here we go.

My Garden.

As we go, we're gonna stop to infer and talk about what we're reading.

You may have studied poetry with your teacher in school or during remote learning.

Here we go.

I want to plant a garden.

I can see it in my mind.

I know how to start it.

There are seeds that I must find.

That means the Gardner, seeds that I must find.

I guess the gardener doesn't know where they left their seeds.

I did see.

Yes.

I did see.

Mind and find, you're a great detective.

Let's keep reading.

I look inside the old shed and it's kind of cold.

I dig to find my seeds, the place smells of mold.

My goodness.

Did you hear that?

It's kind of cold in the old shed and it's stinky.

It smells like mold.

So the Gardener's digging around.

Let's keep reading.

In my mind, I know it's true.

I must organize.

But for now, I can only think this garden will be my prize.

Okay.

So, the gardener realized what?

Their shed is messy and they should probably organize it.

But do they wanna do that right now?

No, probably later because they want to really, really garden.

They wanna plant their seeds.

Let's keep reading.

Early the next morning, I'm ready to start.

I plant a lot of seeds six inches apart.

Okay.

Yes.

You heard early the next morning.

Well, I guess this gardener was digging for a long time.

It doesn't say so but they must've taken a long time to find their seeds because it's the next morning when they're ready to start.

I don't know, but maybe, that is kind of what it seems like.

To you too?

Yes.

All right.

I'm gonna lift this up.

Here we go.

I take care of my garden but I do not know what grows.

I water and wait for plants to emerge while thinking to myself, "Who knows?"

Did you see that too?

Yes.

In my mind, I saw a shrug.

I take care of my garden, but I do not know what grows.

Do you think the Gardner just found mystery seeds and just planted a pile of mystery seeds?

That's what it seems like.

I think so.

And they're just taking care of the plants and waiting for them to come up, to see what they planted.

Time passes and soon there are flowers and peppers too.

The flowers are gold, the peppers are mild and I know just what to do.

Yes.

I know.

I saw gold and I saw mild.

And before we saw old and we saw cold.

So they have emerged.

The plants have come up out of the soil and they have turned into golden flowers and mild peppers.

Mild means they're not what?

Hot.

So they're not hot peppers.

Here we go.

I get a basket and load it up with all that it can hold.

My crop is wild, but I'll go to town to see what can be sold.

Yes, I did.

I saw hold, sold and I saw wild.

We saw those spellings.

Now what just happened?

The gardener did what?

Put everything in a basket and went to town to see what they could sell.

You know what I just realized you probably did too.

Does this gardener live in the city?

Probably not.

If they're gonna go into town, maybe they live in the country, on a farm outside of the city.

Yes.

I could see that in my mind too.

You just did an amazing job inferring along with me while we read.

You figured out that the Gardner's shed was disorganized.

You figured out that the Gardner found a pile of mystery seeds and didn't know what they planted.

You also figured out that the gardener doesn't live in the city but probably outside of the city in the country.

We're gonna read the poem again but this time I'm gonna put it on your screen.

Here we go.

Let's read the poem again, follow me.

My Garden.

I want to plant a garden.

I can see it in my mind.

I know how to start it.

There are seeds that I must find.

I look inside the old shed and it's kind of cold.

I dig to find my seeds.

The place smells of mold.

In my mind, I know it's true.

I must organize.

But for now, I can only think this garden will be my prize.

Early the next morning, I'm ready to start.

I plant a lot of seeds, six inches apart.

I take care of my garden, but I do not know what grows.

I water and wait for plants to emerge while thinking to myself, "Who knows?"

Time passes and soon there are flowers and peppers too.

The flowers are gold, the peppers are mild and I know just what to do.

I get a basket and load it up with all that it can hold.

My crop is wild, but I'll go to town to see what can be sold.

Now, let's share writing a sentence about the poem.

Okay friends, the last thing we're gonna do together today is write a quick sentence.

Make sure you have some paper and anything to write with.

So how about we sum up what happened in this poem?

Some of the things that we inferred.

What did the Gardener's shed look like?

Right?

It was cold and it was messy.

And why didn't the gardener know what they had planted?

Right, because they probably discovered a pile of mystery seeds.

So in the end, the garden came up kind of wild.

Say this sentence with me.

The old shed was a mess and the garden came up wild.

Good.

One more time.

The old shed was a mess and the garden came up wild.

So write along with me and we will tap out certain words together.

The old sh ed, shed.

The old shed was a M ESS, M E SS.

The old shed was a mess and the garden.

G AR D EN.

The old shed was a mess and the garden came up wild.

W ild, and a period.

Read it back and check yours.

The old shed was a mess and the garden came up wild.

Now, the only thing left for you to do is to draw a very detailed drawing to go along with your sentence.

What do you think you might add?

Oh, yes, the shed and the garden.

What was in that garden?

Golden flowers and peppers.

That's right.

What else might you add?

Oh, a basket, a tree.

Anything you can think of but the most important thing is that when you're finished with that detailed drawing, you have to label everything you've drawn, tap it out and try your best.

I'm gonna show you my model drawing to give you an idea.

Check your sentence, label your drawing, put as many things that you can in there.

You can see my labels.

You've done an amazing job today.

You shared reading a poem and writing a sentence and you learned how to infer.

Until next time, have a wonderful learning day.

[soft instrumental music] [upbeat music] - I've always wanted to know.

What would it look like to pass through a solid object with another solid object?

I would imagine it would look something like this.

And even though this is just an illusion I did find a way to make a solid object pass through another solid object and it doesn't have to be a trick.

And I'm about to show you how.

Hey guys, it's Jason Latimer, the world champion of magic.

Now today's topic on Impossible Science is solid objects passing through solid objects.

And what you just saw was a total illusion but that doesn't mean it's impossible.

In fact, I'm gonna show you how to make a solid object pass through a solid object at your house.

And it won't be a trick.

You won't need any magic glassware but you will need a coaster and some paper and an ultimate dimension.

No, seriously, you'll need another dimension to do this.

Check this out.

Okay, take a close look at this one, because we're about to pass this coaster through that tiny square.

And it won't be a trick.

That's right, this coaster, which is larger than the diagonal in this square and larger than the square itself.

We're about to pass this coaster through that square with the help of geometry.

And a few magic folds, I'll show you, we can now take this coaster and we can actually get it to pass through that square hole.

And we never tore the paper.

So how's it work?

There's a few characteristics that come up when you're talking about a circle.

Sometimes you'll hear the term circumference.

Well, that's the distance if you were to travel all the way around a circle.

There's a diameter.

That's the distance you would travel if you went from one side of the circle to the other side of the circle through the center point.

And then there's a radius.

The radius is the distance from the center point to the edge.

It's also good to know that the radius is half the distance of the diameter.

That's gonna come up and just a little bit.

And this square is not just any square.

It's a square that we calculated.

Now, what does that mean?

It means we're going to take measurements from our circle and we're gonna use it to cut that square.

In this case, let's take a measurement of the diameter of our coaster.

If you don't have a coaster, look for a lid to a jar in the kitchen.

All right.

In this case, well, let's take a measurement.

The diameter is four inches, which means the radius is two inches.

Half the distance of the diameter.

And we're gonna use that radius to make our square.

That's right.

Each side, each length and width of this square is gonna be two inches on my square.

Now, if you have a different diameter on your circle at home, your radius will be the distance you will need to make your square.

Okay.

We have our square, we have our circle.

So how's it work?

Well, the cool news is this square is trapped in a two dimensional space.

What does that mean?

Well, it means it only has two dimensions, length and width but we live in a three-dimensional world so we can take advantage of that.

That's right.

See what happens is because it's trapped in 2D, the longest point is the diagonal but we have a trick up our sleeves.

We have the third dimension.

So I'll show you what I mean.

If we take this piece of paper and we fold into the third dimension, that's right, we're giving height.

And we line up that diagonal with our fold.

Now, here comes the tricky part.

We're gonna take these two sides and we're gonna fold them till they're flat.

And what I mean by that is we're gonna take this section right here and we're gonna bow it up into that third dimension, into the height.

And by doing that, we can actually pivot everything around that corner.

See that, and I can fold that right there.

Now, when we made this square, we made the distance from this point to this point, the radius of our coaster.

So when I bend these together, two radius equal the diameter of that coaster.

I fold it over across its side like this.

And you'll look like this.

If you were to open it right now you'd realize this flap is in your way.

So all you have to do is take this flap and move it over so that you get a clear hole with that square.

So I can take the circle, place it inside there.

And it will pass through because square we made, two radius equal the diameter.

And there you have it.

We didn't tear the square at all.

Pretty magical if you think about it.

Well, that's it for today.

We just took an illusion of a solid object passing through a solid object, and we made it real by thinking about geometry and another dimension.

So have fun with it, try out different shapes around the house and never forget about that extra dimension, because it's a tricky one.

And until next time stay curious because the right question changes everything.

- [speaks foreign language] What's your title of the book?

- T R E E S, Trees.

- [speaks foreign language] - Your lungs pull oxygen in.

- [continues in foreign language] - In a space where there's a lot of space and nothing to like block the tree from the ground.

- [speaks in foreign language] What do you breathe?

- You breathe air.

- Air.

[continues in foreign language] - Warm.

[upbeat music] - Hi, friend.

How are you today?

I'm Miss Lauren and today for math, we're going to be focusing on the number 10.

And breaking it down into different groups.

Okay.

Different ways of breaking apart the number 10.

It's called decomposing the number 10.

All right.

So in order to do all of that, you can get some paper and pencil or a board and a marker, just like I have.

So that way, when I do some math on the board you can do it along with me.

All right.

So if you wanna go ahead and grab those materials, I'm gonna give you a few seconds.

I'm gonna put some music on and when the music stops, we will begin.

All right my friends, go ahead.

[upbeat music] Okay, so we are going to begin by doing some fluency practice and that just helps us to warm up our math brains a little bit, right.

Just to kind of get us ready for our math work.

So what we're gonna do is, we're gonna be working with the number nine a little bit.

So that way we can do that to practice before getting to the number 10, right?

So I'm gonna show you a bow.

And on this bow, there are some polka dots.

So we need to count the number of polka dots on the bow.

And then we need to think how many more do we need to make nine?

Okay.

You ready?

Here is one bow.

We'll do this one together.

Okay.

So first we count.

So let's count, one, two, three, four, five.

So there are five polka dots on this bow.

What's another number, how many more do we need in order to make nine?

Well, one strategy I would use I would count the number of dots.

I would say that number in my head and I would count up until I reached nine, right?

So this was five, so five in my head.

Six, seven, eight, nine.

Nine, get four.

So there are four more.

We need four more in order to make nine because five and four is nine, right?

Okay.

You ready for another one?

Let's do another one.

All right.

Let's count.

Ready?

One, two, three, four, five, six, seven.

Seven, so if we have seven dots on this bow how many more do we need to make nine?

Did you get this number?

Did you get two?

Yeah.

Good job.

You need two more.

Seven and two make nine.

Good.

All right.

You ready for another one?

Okay, here we go.

Let's count first.

Ready?

One, two, three, four, five, six.

Okay.

There are six dots on this bow.

How many more do we need to make nine?

Did you get three?

Yeah, six and three make nine.

Good.

All right, let's do one more.

You ready?

Let's count.

Eight.

Eight, there are eight dots on this bow.

How many more do we need to make nine?

We just need one more.

Did you get one?

I hope so.

All right, friends.

Great job with your fluency practice.

Now, what we're going to do is we are going to use our boards.

So go ahead and get your markers ready.

Okay.

And we're going to pretend that we are having a birthday party and there are going to be 10 people all together.

All right.

So in order to have 10 people, we need 10 birthday hats.

And do you know what shape a birthday hat is?

What could it be?

Yeah.

A triangle.

So we're gonna make 10 birthday hats.

Are you ready?

Okay.

One, two, three, four, five, six, seven, eight, nine and ten.

And remember my friends, a math picture, a drawing is really fast, right?

It's like a quick sketch.

We're not gonna spend a lot of time on it.

So for this, what we're going to do is we are going to practice decomposing the number 10 and making it in different groups.

Okay.

So what we're gonna do is we're gonna use a number bond.

And to use a number bond, we need a circle at the top that represents the whole.

So that's gonna represent the number 10.

We're gonna put 10 in there.

Okay.

And then we're going to break it down into two different parts, which is two circles.

So we just need to figure out, what two numbers are gonna go into these two circles?

Well, we're gonna make some birthday hats red.

Well, let's see, you ready?

Follow me for this one.

Let's do this one together.

So by the way that they're on the board, why don't we just do a quick coloring in one, two, three, four and five.

Do you see that?

Yeah.

So we have five hats red and five white.

Okay.

So those are the numbers that we're going to use.

We're going to use five and five because five and five make 10.

Do you get it?

Does that make sense?

Yeah.

Yeah, it does.

All right.

So let's go ahead and make a new number bond with new numbers.

All right.

So I'm gonna go ahead and erase my top row and I need to make five more hats.

So one, two, three, four and five.

Okay.

This time we already did five and five.

So let's do a different number.

Let's do six.

Let's color in six.

Are you ready?

All right.

One, two, three, four, five, six.

All right.

So now we have six which means I could put six in one number bonds.

And how many, what number is gonna go in this one?

Yeah, four.

Four is gonna go on that one.

Do you see?

Yeah, six and four make 10.

That's another set of two numbers together when we decompose 10, these two numbers make 10.

Okay.

Let's keep going.

All right.

So we had five and five, six and four.

Let's go ahead and do some more.

And I rhymed.

All right, let's go ahead and finish, replace our hats.

These are our birthday hats, right?

And remember our birthday hats, it's a quick sketch.

Not gonna take me long.

Let's go ahead, how about we color in only three.

Let's do three hats.

One, two, and three.

So if I only did three that's gonna be one part of my number bond.

What's gonna be on the other side?

Three and what make 10?

Well, we need to count right?

One, two, seven.

Yes.

Three and seven make 10.

There we go.

Yeah.

That's another set of numbers.

Another way of decomposing or breaking down the number 10.

All right, let's do another.

I can just go ahead and erase these, just like that.

Try to save me a little time.

All right.

So now I want to color in only two.

Let's just color in two this time.

So if I have two on this side, how many more do we need to make 10?

Well, let's count.

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

Yeah, two and eight make 10.

Wow, there are lots of different ways of making the number 10.

Yeah.

All right.

Let's erase them and do it one more time.

Are you ready?

This time I think I'm gonna redo my triangles or my party hats.

All right.

There we go.

And you know what, this time I'm only coloring one.

Just one.

So if I have one on this side, how many more do we need to make 10?

Let's count.

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

Yeah, one and nine make 10.

Wonderful job friends.

We're going to continue this work of decomposing and breaking down the number 10 right now.

The screen is going to change.

So go ahead and just listen carefully.

Right?

Follow my voice, follow along.

Cause you're gonna hear me and enjoy breaking down the number 10 again in different ways.

Okay friends, I need you to do a little pretending with me right now.

Let's pretend you are having a party in the garden and it's a picnic and you have some guests coming.

You have some cupcakes and you wanna put some cupcakes on the table for your guests and some on the picnic blanket.

Let's take a look to see how many cupcakes and how many guests you will have.

Are you ready?

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

So if there are 10 cupcakes that means you're having 10 guests.

And so our job right now is to figure out how many different ways we can divide this group of 10 cupcakes into two groups.

We are going to decompose the number 10 into two different groups in many different ways.

So let's get started and see how we can do this.

Go ahead and count with me.

Ready?

One, two, three, four, five.

We could have one group of five.

Second group, one, two, three, four, five.

Yeah, so we could have five cupcakes on the table and five on the picnic blanket because five plus five equals 10.

So that's one way of breaking down the number 10.

Let's see another.

Ready?

Count with me.

One, two, three, four, five, six.

We could have a group of six cupcakes on the table.

Count with me.

One, two, three, four, and four cupcakes on the blanket.

Six plus four equals 10.

This is another way of breaking down the number 10.

All right, let's keep going.

Count with me.

One, two, three, four, five, six, seven.

Here we have seven cupcakes in one group.

Count with me.

One, two, three, and three in another.

So we can have seven cupcakes on the table and three on the picnic blanket.

Seven plus three equals 10.

This is another way of breaking down the number 10 into two groups.

Let's keep going.

Count with me.

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

Eight cupcakes can be in one group.

Count with me.

One, two and two on the blanket.

Eight plus two equals 10.

This is another way of breaking down the number 10 into two groups.

Good job.

Let's keep going.

Count with me.

one, two, three, four, five, six, seven, eight, nine.

Here we have nine cupcakes in one group and just one on the blankets.

So we could have nine cupcakes on the table and one on the picnic blanket.

Nine plus one equals 10.

This is another way of breaking down the number 10.

Ready?

Oh boy.

Let's count.

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

Or we can just have everybody in one group.

Everybody could be at the table and nobody can be on the blanket so we can have all 10 cupcakes on the table.

That would look like this, 10 plus zero equals 10.

Great job decomposing the number 10 in many different ways.

All right, friends.

Wow.

You did such hard work today.

Thank you so much for being here with me and practicing decomposing the number 10 in so many different ways.

If you learnt anything new today, make sure you share it with someone to show off what you know.

All right.

And I hope you come back to continue learning about math with us.

All right.

So I will see you again really soon.

Bye my friends.

[upbeat music] - Today, we're going to learn about colors in Spanish.

Are you ready?

Let's do it.

Now behind me, as you can see, there are no colors.

It's white, blanco, but soon we're gonna fill it up with different colors and I'll teach you how to say them in Spanish.

The first one is, what color is that?

Red, is the same color as my dress.

Can you find something where you are that's the color red.

Yeah.

Point at it.

In Spanish we call it rojo.

Can you point at it and say, rojo.

Rojo.

Rojo.

Very good.

Now let's try, what would the next color be?

Blue.

Azul.

Can you find something near you that is the color azul?

Good job.

Now point at it and say azul, azul, azul.

Nice.

Let's see which color will be next.

Wow, this one is one of my favorites.

Is, you can say it to me in English.

Yellow.

In Spanish we call it amarillo.

Let's try say it together.

Ready?

Amarillo.

Find something near you that is amarillo.

Point at it and say, amarillo.

Nice.

Let's see what color will be next.

Whoa.

I love this color, don't you?

Is the color purple, morado.

Yeah.

That's how you call it in Spanish.

Morado.

Now point at something purple and say, morado.

Let's see what color will be next.

Ooh.

This is the color of frogs.

Is, verde, green.

I got you there.

In Spanish we call it verde.

Can you point at something and say verde.

Verde.

And now let's see if we have another color.

This is the color of a very special fruit, it's citric, orange.

That's right.

Do we call it orange because they're oranges or do we call it oranges because they're orange?

Who knows?

In Spanish we do have the same thing.

We call the fruit naranja and the color naranja or anaranjado.

Can you find something naranja and point at it and say, that's naranja.

Naranja, naranja, naranja, naranja, naranja, naranja.

Nice.

Let's see if we're missing any colors.

which color would you like to see next?

This one is cute.

Pink.

Rosado.

Now it's kind of hard to roll your R. So you're gonna do it with me, rosado.

Can you find something rosado?

It's okay if you don't like it but you're still gonna find something that is rosado.

Here we go.

Rosado.

Rosado.

I think we're done with the colors for now.

There are so many colors in nature, right?

But we've covered our basics.

And now it's time to sing a song.

This song is called "De Colores" which means of many colors and talks about how flowers bloom in the spring time.

And we have so many colors and the birds come back from being cold, they come back from the south and then we see birds of many colors.

And finally in the springtime, it rains a lot and we see rainbows and that has many colors.

That's why the song is called "De Colores", of many colors.

Now, I need you to help me with some body movements.

First, we're going to pretend we have a little flower inside our hands.

Can you pretend you have a flower in there.

Pretty good.

And when I say primavera or bloom, we're gonna open up our flower and go like this.

Let's try again.

Hide it, I open it.

Bloom, primavera.

That means spring in Spanish and in the spring time the flowers bloom.

Very good.

The next body movement I need you to help me with is when I say birds, we're going to make a bird with our hand.

Pajaritos that's the word in Spanish for birds.

So we put one hand like this, the other hand like this we put our thumbs together and we pretend to be a pajarito and it flies.

Can you fly your hands with me and pretend to be a pajarito.

So when I say pajarito, we're going to make our bird fly.

[tweets] Now for the third body movement you're going to make a rainbow.

And how are you gonna do that?

You're gonna go like this.

Can your try it with me.

Very good.

Nice.

You're pretending to be a color, a color of the rainbow.

Are you ready for the song?

Okay.

Now I need my guitarra, my guitar.

Can you help me call for it?

We're going to say it together.

♪ Guitarra ♪ uno, dos, tres, ♪ Guitarra ♪ It worked.

Very good.

Now don't forget your body movements.

[cheerful guitar music] [sings in foreign language] Yeah, open your flower, make it bloom.

[continues singing in foreign language] Make a bird with your hands and make it fly.

[sings in foreign language] One more time, hide your flower.

Make it bloom.

Bloom.

[sings in foreign language] In nature, we have many fruits of different colors.

We have for example, the grapes.

Some grapes are purple just like this.

Can you say morado.

We also have grapes that are green, verde.

Cool.

Right?

They're different colors.

We have oranges, naranjas that are orange, naranja.

That's so funny.

And we have strawberries, fresas that are rojo, red.

We wanna eat them.

Delicioso.

And that's how we find colors in fruit.

[speaks in foreign language] Colors are everywhere.

And with this song you're going to sing them right after me.

So I'll say a color in Spanish and you sing it right after me, just like this.

I'm gonna say, rojo, and you're gonna say, rojo.

I'm gonna say, verde, and you're gonna say, verde.

I'm gonna say, amarillo and you'll say amarillo.

And then I say azul, and you say azul.

Let's do it.

[upbeat guitar music] ♪ I say rojo ♪ ♪ Verde ♪ ♪ Amarillo ♪ ♪ Azul ♪ ♪ Rojo, rojo ♪ ♪ Verde, verde ♪ ♪ Amarillo, amarillo ♪ ♪ Azul, azul ♪ ♪ Rojo like a strawberry ♪ [sings in foreign language] ♪ Green like the grass ♪ ♪ Rojo, rojo ♪ ♪ Verde, verde ♪ ♪ Amarillo, amarillo ♪ ♪ Azul, azul ♪ ♪ Rojo, rojo ♪ ♪ Verde, verde ♪ ♪ Amarillo, amarillo ♪ ♪ Azul, azul ♪ ♪ Amarillo like the sun ♪ ♪ Azul like the ocean ♪ ♪ Rojo, rojo ♪ ♪ Verde, verde ♪ ♪ Amarillo, amarillo ♪ ♪ Azul, azul ♪ ♪ Rojo, rojo ♪ ♪ Verde, verde ♪ ♪ Amarillo, amarillo ♪ ♪ Azul, azul ♪ ♪ Rojo ♪ ♪ Verde ♪ ♪ Amarillo ♪ ♪ Azul ♪ One more time.

♪ Rojo ♪ ♪ Verde ♪ ♪ Amarillo ♪ ♪ Azul ♪ Fun!

Now it's time to identify the colors of the rainbow in Spanish.

Let's do it.

That's a rainbow.

The first color is?

Rojo, red.

What comes after?

Naranja, orange.

And after that?

Yellow, amarillo.

And what happens after that, verde, green.

The next one is?

Azul, blue.

And the last one is?

Morado, purple.

See, you did it.

We learned something today.

Good job.

Thank you so much for joining me today in learning some Spanish.

My name is Flor Bromley until we meet again.

Adios.

- Funding for this program was provided by the JPB Foundation.

[upbeat music]