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

- Hi.

- Hi.

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

- Shh.

- [Narrator] Read and write.

- Let's read it back.

- [Narrator] Discover science, sing, ♪ Somewhere ♪ 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?

[playful music] - [Narrator] Funding for this program was provided by the JPB Foundation.

[playful music] - Hi friends.

My name's Channing, what's your name?

Thank you for sharing.

I'm excited to know all of your names because today we are going to read a story together about names.

Sometimes our names can be really special because we're named after someone in our family or someone close to us.

Sometimes our names are really special because they hold a really special meaning.

And sometimes our names are really special to us just because they're our name.

And so today we're gonna read a book called "Dear Abuelo".

Abuelo means grandpa in Spanish.

So we're gonna read a book called "Dear Abuelo" where a little girl is writing letters to her grandfather.

And this book is written by Grecia Huesca Dominguez and it's illustrated, so the person that drew all the pictures, is Teresa Martinez.

I'm very excited to read this book with you.

And while I'm reading, let's think about our own names and why our names might be special to us, to you.

Why is your name special to you?

Ready?

"Abuelo, I'm going to miss you so much," I said.

"And I'm going to miss Mexico, too."

"But I promise to write you about New York."

Oh, so in this story, she is writing her grandfather, Abuelo, letters because she is moving from Mexico to New York, which is really far away from each other.

"Dear Abuelo, I haven't reached New York yet and already I have so much to tell you."

"I'm on a plane."

"Can you believe it?"

"Mami let me sit in the window seat, where I can see the tops of the clouds."

"They are so fluffy."

"I imagine walking on them."

"Too bad we can't."

"Love, Juana."

So, Juana is her name.

"Dear Abuelo, we live in an apartment now."

"We don't have a yard, but there is a huge park."

"Mami said it's so close, we can walk there."

"It's snowing, too."

"I hope the snow is so high I can jump in it."

"I'll write you soon."

"Love, Juana."

"Dear Abuelo, finally my first day of school."

"This big yellow bus pulled up in front of our house."

"It was fun until I realized I couldn't understand what people are saying."

"I practiced as many English words as I could, but I was still confused when people talked to me."

So, Juana speaks Spanish and she's going to a school where everybody speaks English and she's having a hard time understanding.

I wonder if you've ever had a hard time understanding what people say.

Even if you speak many languages or if you only speak one, sometimes it's really hard, scary or confusing when we can't understand what someone's saying to us.

"When I got to my class, my teacher took attendance."

"She called out 'Joanna' instead of Juana."

"I wanted to say, 'My name is Juana,' but my mouth wouldn't make a sound."

"This hasn't been a good day."

"Juana."

"Dear Abuelo, I told Mami what happened."

"I asked her why I didn't have a name that was easier to say in English."

"And do you know what I learned?"

"When she was little, she wanted a different name, too."

"There were so many girls named Maria, she didn't feel like her name was special."

"She wanted me to have a special name."

"A name that would stand out."

"After dinner, Mami hung Abuela Juana's picture on my wall."

"She said she wanted me to remember that my name is beautiful, like Abuela."

So Juana is named after her grandmother, her abuela.

Her abuela's name is Juana, just like her.

"Guess what?"

"It's hard to be different, but I feel proud to have the same name as Abuela."

"I got through my first day of school and will get through my second day, too."

"And I will keep learning English."

"Love, Juana."

"Dear Abuelo, Guess what?"

"I made a friend."

"Her name is Elizabeth and her family is from Mexico, just like us."

"She was born in the United States, so she speaks English and Spanish."

"I wish I could speak both."

"The teacher told me Elizabeth would be my class buddy."

"I'm so happy."

"This is what she looks like."

"Love, Juana."

"I told Elizabeth about the teacher pronouncing my name wrong."

"Elizabeth thought I should tell the teacher, but I was too shy."

"So Elizabeth held my hand and we walked right up to the teacher."

"Wow."

"The teacher seemed as happy as I was that she could pronounce my name."

"My name, yay."

"Abrazos, Juana."

"Dear Abuelo, I am going to like this school."

"The other day, the librarian showed me where I could find books in Spanish."

"I even found a book by an author named Juana."

"Maybe someday I'll write a book in English and Spanish."

"Love, Juana."

Did you like that book?

Did you like hearing about Juana?

So, my name is Channing and I know that when I was younger, I often wanted my name to be different, too, because it was hard for people to pronounce Channing and it was hard for people to understand what I was saying when I said, "My name is Channing."

But now that I'm older and I've thought a lot about it, I've realized how special my name really is.

And so, I'm wondering if we can, together, think about how special your name really is.

Hmm, I wonder if you can think of one thing right now and tell me why is your name so special?

That's amazing.

That is a really, that is really a great way to think about your name.

Your name is really special because of that.

Thank you for sharing that with me.

So something else I was thinking about that we could do to help feel that our names are really special is I drew a picture.

You see?

I put my name here in these special letters called bubble letters and I put little designs in it and I was thinking, really, about nice weather and the sun and flowers, so I drew flowers down here, I drew some balloons, sun, another flower, a heart, I drew some water 'cause I really like to go to the beach.

So, here is a picture that I drew to help me remember that my name is really special.

I wonder if you want to draw.

Either write your name or have a trusted adult write your name and then you could draw a picture about your name.

It could either be your name, you can draw a picture about where your name came from, you can draw a picture about something you like to do, there's lots of different things we can do.

This is another idea that I came up with and I wrote Channing at the top, and that's my name, Channing, and I wrote different things that I like about my name.

So I made a list.

I like my name because it's unique, I like the ch sound at the beginning of my name, the "C" and the "H" at the beginning make a ch sound, I like that my name has three N's in it.

You want to count with me?

One, two, three.

I like the fact that my name has three N's in it.

I like the fact that my name has eight letters.

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

My name is really long.

And I just like the way my name sounds.

I wonder if you could think about maybe the letters in your name, the way your name sounds, different things about your name that you really like.

You could either make a list on your own, you could have someone help you make a list.

There's lots of different ways that you can think about why your name is so special.

I wonder if you could ask a trusted adult if they know where your name came from.

How did your name get chosen?

There's lots of stories behind our names, too.

Well friends, I hope that you enjoy learning about your own names and I hope that you enjoyed reading this book, "Dear Abuelo", and learning about Juana and Juana's name and her experience moving from Mexico to New York.

Okay, friends, thanks so much for reading with me today.

Bye.

- Hi friends.

Andrew here and it's time for a song.

Do you know "Old MacDonald Had a Farm"?

Great.

It'll sound a bit different today, but I'll help you follow along.

Ready to sing?

Let's go.

♪ Old MacDonald had a farm, E-I-E-I-O ♪ ♪ And on this farm he had a f, r, o, g, ♪ ♪ What's the word?

♪ ♪ Frog ♪ ♪ E-I-E-I-O ♪ ♪ With a frog, frog here and a frog, frog there ♪ ♪ Here a frog, there a frog, everywhere a frog, frog ♪ ♪ Old MacDonald had a farm, E-I-E-I-O ♪ ♪ And on this farm he had a ch, i, k, ♪ ♪ What's the word?

♪ ♪ Chick ♪ ♪ E-I-E-I-O ♪ ♪ With a chick, chick here and a chick, chick there ♪ ♪ Here a chick, there a chick, everywhere a chick, chick ♪ ♪ Old MacDonald had a farm, E-I-E-I-O ♪ You sounded terrific.

Did you notice what we did?

We put together the sounds and letters that make up frog and chick.

Now, which word has a blend?

What is it?

Which word has two digraphs?

What are they?

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

[playful music] - Ind.

[playful tones] Ild.

[playful tones] Old.

[playful tones] It's magic.

No, it's not magic.

My name is Miss Simmons and I'm a universal literacy coach here in Staten Island and I work with teachers and students to help students just like you become better readers.

And today I want to show you something that you might think is magic, but it really isn't.

So come on to our thinking space and let's learn more about these letter combinations.

This year you've learned a lot about long vowels and short vowels.

And in this case, I-L-D, when these three letters appear together, the "I" will say its long vowel sound and all three letters will keep their sounds, I, l, d, ild.

This will also say its long vowel sound of "I" and the other two consonants will keep their sounds, I, n, d, ind.

The "O" will keep its long vowel sound, O, l, d, old.

When we see a vowel followed by consonants, we think it should be short, but these three vowel/consonant combinations are all closed syllable exceptions.

Let's see if we can hear these sounds in words.

Let's get our ears ready [playful tones] and let's put some words together that have those sounds in them.

So, are you ready?

What you're going to do is you're going to say the first sound, we're gonna say the first sound and everything else, so I'll say it, then we'll put it together.

Are you ready?

Ch, ild.

Child.

Good.

H, old.

Hold.

K, ind.

Kind.

M, ild.

Mild.

Good job.

You're really good at this.

S, old.

Sold.

Good.

Now we're all warmed up and let's look at these letter combinations a little closer.

Okay, here's a typical closed syllable.

We have our vowel here closed in by a consonant.

That's what it means to be a closed syllable.

When the consonant follows the vowel, it normally makes a short sound.

What's the short sound that "O" makes?

Ah, that's right.

So when I read this word, I would read it like this, c, ah, t, that's with me sounding it out.

Cot, okay, it's gonna be the short sound.

But what happens when I read words that have the letter combinations I-N-D, I-L-D and O-L-D. Let's read to find out.

Today we're going to begin to train our brain to put these three letters together.

So when we see them within a syllable, we're going to say this says ild.

Can you say those sounds?

That's right, ild.

Okay.

W, ild.

Can you say the sounds?

W, ild.

Can you put them together?

Wild.

Wild.

I-N-D says ind.

It's a closed syllable exception because we expect it to say ind and it doesn't, okay?

So, let's all say ind.

Good job.

Now, let's make a word with this letter combination in it.

Here's the first word.

B, ind.

Let's put that together.

Bind.

What happens if I change this "B" and I make it a blend?

Check this out.

What's our new word going to be now?

I heard you.

Watch Miss Simmons.

B, l, bl, ind, blind.

That means when you can't see something.

Good job.

Let's look at our last three letter combination that's a closed syllable exception.

This glued sound, O-L-D, says old and it can be its own word.

Like when someone is old, I said it.

But it can also be part of a word, so I'm gonna add some consonants in front of it and we're gonna put it together.

Let's go.

C, old.

Put it together.

Cold.

Brrr.

Let me take that away, I was too cold.

Okay, let's read together.

This is how it's going to work.

Miss Simmons is going to tap under the letters and you will say the sounds and put the word together, then I will tap and say the sounds and put the word together right after you.

This is going to train our brain to look for those very special letter combinations that we've been talking about, I-L-D, I-N-D, and O-L-D. Are you ready?

Let's go.

My turn.

W, ill, will.

Put it all together.

W, ild, wild.

Did you see how I read that?

All together?

Ch, ill, chill.

Your, my turn.

Ch, ild, child.

Read it as a unit.

K, id, kid.

K, ind, kind.

F, ind, find.

M, ind, mind.

Okay, m, ind, mind.

Old.

Did you do that at the same time?

Good job.

Mold.

Mold is something that can grow.

It's a living organism that grows.

H, old, hold.

T, old, told.

- Yay.

- Great job.

Okay.

And now you're realizing that what you thought was magic in the beginning is really just a spelling rule that you have to train your brain to notice.

Now we're going to go ahead, I'm gonna give you some time to grab a paper or something to write on and a pencil or something to write with and come back to Miss Simmons.

While you're doing that, I am going to be making words with my magic wand that's not so magic because now you know the rules.

Are you ready?

Okay.

Go.

[upbeat music] Okay, guys, now we're ready for our dictation practice.

Here's how it works.

I will say a word, you, my friends, will repeat the word and then I will tap the word out.

You can tap with me or you can tap using your arm if you'd like, however you'd like to tap.

Then you will write it and I will write it after you.

Are you ready friends?

Great.

Okay, the first word is mind.

Watch Miss Simmons tap this word.

M, and then our glued sound, ind.

Mind.

Okay?

Go ahead and write that down now.

Good job.

I am ready.

Tell me what to write.

M, that's right, "M", and then we have our glued sound, "I" our closed syllable exception that says "I", n, d. Is this what you wrote?

- [Group Of Kids] Yay.

- Good job.

Let's do one more word.

The last word is child.

Good job.

Let's tap that together.

Ch, ild, child.

Go ahead and write the word child down now.

Good job.

Oh my goodness, your teachers would be so proud of you right now.

Can you tell me what to write?

Ch, is C-H, Miss Simmons, I heard someone say that, ild.

See how it keeps all of its sounds?

I, l, d. Is that what you wrote?

Amazing.

Just so great.

So let's read two sentences together and then I'm going to ask you a follow up question about one of the sentences before we finish for the day.

Okay?

Come on, let's read.

That child is very kind.

Okay.

It is so cold when it snows.

If these two sentences go together, what might make that child kind if it's cold outside?

What might that child do for another child to help them feel better in the cold?

What's that you say?

I was thinking the same thing.

Maybe the child can give the other child some clothes when they're cold or maybe a scarf or a hat.

That would be kind, right?

You guys are so smart and we are all, all of your teachers, including me, are so proud of you.

You did a great job today and see you next time.

Bye.

[playful music] - [Narrator] He observes.

- Oh, look.

No, no, Ahhh.

- [Narrator] He questions.

- How 'bout what?

- [Narrator] He investigates.

- Hm, what does this button do?

[Grover yelling] - [Narrator] Super Grover 2.0, he shows up.

[upbeat music] At a rodent restaurant in Manhawk, a little mouse is about to face a very cheesy problem.

- One wedge of Swiss cheese coming right up.

[mouse humming] Oh no.

Oh no.

How am I gonna get this cheese to my customer?

[Grover yelling] Super Grover 2.0.

You showed up.

- I am available for both takeout and delivery.

So what seems to be the problem?

- I can't get this cheese to my customer in the other room.

- Then it is time to unleash the powers of observation.

Hm.

Mm hm, aha.

My superpowers of observation tell me that you cannot get the cheese to your customer because this door is in the way.

There is only one thing to do.

- What?

- Break down this door.

- Wait, wait, what, no, no, wait.

- [Grover] I think I sprained my super body.

- Super Grover, you don't have to break down this door, it opens.

See?

- Why did you not tell me that in the first place?

In that case, we will simply open the door, get the cheese and carry it out to the customer.

Oh, ow.

My powers of observation now tell me that this door swings shut on its own.

- That's the trouble, it won't stay open.

- So, the question is what can help keep a swinging door open?

Stand back.

It is now time to unleash the power of investigation.

Aha, I got it.

- What?

- We can put something in front of the door to keep it from closing.

- [Mouse] Like what?

- Like this.

- A marshmallow?

- Watch and be amazed.

Da, da, da.

Put this down here and get the cheese and here I come.

Oh, oh.

- Where's my wedge of cheese?

- The marshmallow didn't work.

Your cheese isn't coming - Yes it is.

We just need to investigate some more.

Perhaps this marshmallow was too small and light to hold open the door.

Perhaps what we need is something big and heavy.

Let me check my sock.

Here's something.

- You keep a piano in your sock?

- I buy them one size bigger for that very purpose.

Give me a hand, will you?

[Grover grunting] That's it.

[Grover grunting] This cheese gets heavy after awhile.

Aha, it worked.

- But Super Grover, it's too big.

The piano completely blocks the doorway.

Aw, I might as well just give up.

I should close the restaurant.

- Oh, no, no, no, do not be silly, I know just what to do.

[Grover grunting] Open up.

Ah, oh.

That is it, door, I am tired of being pushed around by you, now stay open.

Ow.

Oh.

- The door didn't hit you, what happened?

- Down there.

- Hey, your foot is wedged under the crack in the door.

Super Grover, you're a genius.

- I am?

I mean, I am, yes.

Why am I a genius exactly?

- Because you found a way to keep the door open.

We need to wedge something underneath it.

- But my super toes cannot take that kind of punishment.

- No, not your toes.

We need to find something else to wedge underneath the door.

- Then it is time to unleash the power of technology.

Let me check my utility sock.

Oh no, I cannot find a tool to wedge under the door.

- Where's my wedge of cheese?

- Where can we find a wedge?

- I want my wedge of cheese.

- The wedge of cheese.

- The wedge of cheese.

Yeah, look, the cheese is thin on one side and thick on the other, the cheese is a wedge.

- Let us give it a try.

- Okay.

[mouse humming] - I will put it under here and ah, ha, ha, ha.

- Uh huh, it works.

The cheese wedged the door open.

Now we can go in and out with no problem.

- That's great, but where's my cheese?

- Oh.

- Oh yes, right.

Be right back.

- [Narrator] And so, Super Grover learned that a wedge is a tool that is shaped just right to hold a door open.

- Ta da, ah, oh.

Perhaps I can interest you in a lovely fruit cocktail instead?

[upbeat music] - [Narrator] Where two trees grow in Brooklyn, a bird family is trying to deal with a very heavy program.

- Oh, it's too heavy.

We'll never get it up into our nest.

- Aw, we need help.

- Look, look in the sky.

- Is that a bird?

- No, we're birds, I don't know what that is.

[Grover yelling] - Watch the laundry.

- It is I, Super Grover 2.0.

- Wow, a real superhero.

- What can I do for you, my fine feathered friends?

- Well, we need to get something into our nest.

- That will be no problem.

What do you cute little birdies need to get up to your nest?

- A grand piano.

- Oh, just a grand piano, wow, that is a big piano.

- Maybe too big.

I don't know if we'll ever get that thing up there.

- Of course you will.

Once I unleash my powers of observation.

I observe this piano is big.

I observe this piano is hard.

I observe this piano is heavy, oh.

- That's the problem.

How will we ever get this heavy piano up to our nest?

- Do not worry, beaked ones, I will now unleash my powers of investigation.

Did you hear that?

He's going to unleash his powers of investigation.

- I appreciate your enthusiasm.

Let me check my utility sock.

Aha.

Aha, this will do the trick.

- A spatula?

- Not just any spatula, this is a super spatula.

I will flip this piano like a pancake.

[Grover grunting] - I don't think that flipping it'll work, Super Grover 2.0, I think you need to lift it somehow.

- Or maybe I need to lift it somehow.

Let me find a different piece of technology.

Let's see.

Ah, but of course, balloons.

[Grover humming] Up, up and away, balloons.

- Oh dear, we're just never gonna get our piano up to our nest.

- Um, do not worry, I will simply try something else.

Uh oh, whoa, I observe that I am being lifted up.

Ahh.

- Hey, you're ruining my laundry.

- Relax, madam, I will not soil your wingback shirts.

- Hey, don't hang on that rope, you'll break it.

- [Grover] Ow.

- Now I have to start all over again.

- [Grover] A little help.

- [Bird] All right.

[Grover grunting] - Okay, Falcon family, I am up now.

Whoa.

- Hey, I wonder if that rope could help.

- Or maybe this rope could help.

- Good thinking, Super Grover 2.0.

Yah, yah, piano, yah.

Get along little doggy, yah, up to the nest.

- No, no, no, not like that, Super Grover, no, no, no.

I was thinking you could use the rope to lift the piano.

You know, just like we lifted you.

- Hey, yeah, we could fly the rope over that branch above our nest.

[wings flapping] - And we can tie this end to the piano.

- I applaud your initiative wee winged ones, but stand clear, this is a job for a superhero.

[Grover grunting] Okay, you can help a little bit.

[Grover grunting] - This was a lot easier when we were pulling Super Grover.

- I wonder why.

Maybe I can unleash my powers of observation.

- Hey, that's my line.

Now let me see.

Ah, we used that wheely part when we were pulling Super Grover 2.0.

- [Bird] You're right, I think that's called a pulley.

- Yeah, hey, and look, there's a pulley right above our nest.

- I wonder what would happen if we put the rope into the pulley and then we tried to lift the piano.

[upbeat music] - Aw, you tiny little birdies cannot figure this out by yourselves, but do not worry, I will think of a way for you.

- One, two, three.

- That's a bungee cord?

What's a kite?

- We did it, we did it.

- We did?

- [Narrator] And so, our furry blue superhero has discovered that pulleys can make it easier to lift up heavy things.

- All in a day's work for Super Grover two point, whoa.

I think we are going to need that pulley again.

Ohh.

[playful music] - Have you ever wanted to possess the power of invisibility?

Well, today, Bryan Cranston and I are gonna show you how to turn an object invisible.

[upbeat music] Today is about refraction.

Welcome to Impossible Science.

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

Now, today's topic is invisibility and I came up with a great experiment for you.

And to help me out, I've got TV's favorite dad, TV's favorite scientist, he's a actor, director, producer, and all around just amazing guy, the one and only Bryan Cranston.

I love these things.

Right now we're gonna learn about refraction by turning something invisible.

We're gonna use a pen and a water bottle.

What we're gonna do is we're gonna take this pen and we're gonna put it into that bottle like this.

Wait a minute, let me put on my safety goggles.

- If I need safety goggles for this, then I've done it horribly, horribly wrong.

[both laughing] We're gonna take this pen and this bottle and we're gonna go one, two, three.

- Wow.

Turn the bottle around, let me see that.

Yeah.

It's inside there all right, look at that.

- Any questions?

- Uh yeah, a few.

[Jason laughing] - Like how the heck did you do that?

Should I just do it, too, so that everybody sees?

- Yeah, give it a shot.

Give it a shot.

- It's no big deal.

Okay, ready?

- And it's gone.

[Jason laughing] - Uh, uh, I don't see any way possible for me to do the same thing that you did.

- But you can.

Well, first, let's go over why we actually see objects.

We see objects because light is bouncing off of everything and it's coming back to our eye.

And if we want to prevent somebody from actually seeing something, all we have to do is prevent that light from reaching our eye.

That means we can either stop it or bend it away.

And in this case, we're gonna bend it using refraction.

Refraction is the term we use to describe the bending of light as it passes from one medium or substance to another.

For example, let's say our two mediums are air and glass.

As light travels in the air, it's traveling in a straight line.

But when it travels from air into glass, it bends.

Then the light travels through the glass and exits the other side, changing mediums once again, now from glass to air, where it bends a second time.

Now, if we curve the surface of that medium, we can actually bend the direction of our light rays even more.

This is how a lens works.

There are two distinct shapes for lenses, one is called concave, the other one's convex.

A concave lens is used to diverge light away, where the shape of a convex lens converges light to a point where the rays will actually cross.

In both cases, these lenses are using refraction to purposely bend light.

Check this out.

We're gonna take a laser and I'm gonna put a convex lens in that path.

And we can see how the light will bend, bend again, and move towards that focus point.

All the light that's over here is passing through this lens and bending down to here.

And because it's symmetrical, we can assume the same thing about this region 'cause all the light is being bent and bent up to here.

That means this region right here, none of this light is exiting over here.

Even if I move the laser around, we can see that the path always goes around that region.

Why is that important?

Because if none of this light reaches our eye over here, that means this region will be invisible.

Now take a closer look at this shape.

Does that look familiar to you?

If I pass a laser on the side of the bottle, all the light that's coming through here is exiting up here.

So this region is invisible.

So that means anybody over here is actually seeing up here and anything that's down here, all the light that's going through is being bent up here.

- Right.

- This region that I was talking about earlier is invisible in this bottle.

And that pen is in that region right now.

And so if I turn the bottle sideways.

- Wow.

- The trick to this is there's two pens.

All right?

The first one is the one you grabbed.

I also mailed you another pen that I've weighted, clipped paper clips in it, so it'll actually just sink.

- Oh, yeah.

- So just open up your bottle and drop the weighted one in.

- Okay, open up the bottle, oh.

- [Jason] No, no, that would be the [Jason laughing].

- That's it.

Open up the bottle, in it goes, down it goes.

- Ta da.

- Ta da, yeah.

[Jason laughing] See?

Not as, maybe not as slick as your trick, but it's in there.

So, now when that pen is like this, you're actually looking at the lens curve this way and this way, but when you turn it sideways, - Yeah.

- that lens - Yeah.

- is now looking like the convex lens.

It's gone.

And to make it appear in there, all you have to do is tilt it up like this.

Now, you can actually see that the light is bending.

If you actually look through it, you'll notice that everything on the other side of the bottle is upside down.

- Yeah.

- That's the light, that's the top becoming the bottom and the bottom becoming the top as she goes through it.

- That's pretty cool.

So I can only see the pen if I put it down here 'cause I, looking through it and straight.

- Right because now the light, that the light's coming through and bending up to your face.

- Right.

Can they see that?

It looks completely disappeared, wow.

That's very cool.

- Now the only thing you need to do for people online to have fun with this one is to use a second pen.

- Right.

- So, if you take the pen like this - Yup.

- and you just swat it like this, - Yeah.

- You can bring your hand down.

Now this, very few people will look at this.

If you want to practice at home and you end up just putting tape on it and you don't have to worry about it at all.

You just slap.

- [Bryan] Right.

- You can bring your hand down and present this.

- So here's your pen, right?

And [deep tone] - Nailed it.

[Jason laughing] - As long as you didn't listen to it rolling on the floor behind me.

[banging] ♪ Hallelujah ♪ - [Jason] Perfect.

- Yeah and then yeah.

- Oh, I saw the little lap action going on there with pulling it off the back of the table, that's.

- You guys saw that?

Maybe you saw that, I don't think other people would see that.

- Okay, I won't call attention to it.

- Hold on, you're supposed to be looking at this.

- But this is now your optics of invisibility.

- That's cool.

That's fun.

[playful music] - Hi learners, I'm Miss Trinette.

- Hi, I'm Laila.

- Hi, my name is Skyla.

- And for today's math lesson, we're going to learn how to add three numbers.

Please ask a trusted adult to help you gather some materials.

You will need a pencil and a sheet of paper.

Gather those things while Laila and Skyla count to 10.

Ready, set, go.

One, two, three, four, five.

- Six, seven, eight, nine, 10.

- Wow, that was some pretty fast counting.

Hopefully you were able to gather those materials.

If not, it's okay.

Put them to the side if you did find them.

Now, we're gonna get started.

Laila and Skyla and I have applesauce.

Let's stack them ladies.

Now, if I wanted to know how many applesauces we had all together, I would have to add the number that Laila has, the number, hold it with two hands, that Skyla has and the number that I have.

Watch and count with me if you can.

Count with me, ladies.

- [All Three] One, two, three, four, five, six, seven, eight.

- So, if I took my three, Skyla's two and Laila's three, that would give us a total of eight jars of applesauce.

Let's try another example.

Ladies, grab your straws.

So, I have some straws, they're orange.

Skyla, what color do you have?

- Green.

- And Laila, what do you have?

- Pink.

- Now, we want to see, and they're twisty straws, so they kind of bend all sorts of ways, if I wanted to know how many straws there were all together, I have to add Laila's straws, Skyla's straws and my straws.

But if I added it the opposite way and I added my straws, then Laila's, I'm sorry, then Skyla's, then Laila's, my sum should be the same.

So hold up your straws.

I have two, Skyla has, let's count, - [All Three] One, two, three, four, five.

- Now stop.

Laila, how many do you have?

- One, two, three, four, five.

- You know what I noticed?

Five plus five are easier numbers to add.

What's five plus five?

- 10.

- 10.

- 10.

So those are 10 and I add two more, 11 and - [All Three] 12.

- Great job counting, learners.

Ladies, let's get the straws and put those to the side.

We're gonna try one more example.

Sometimes when you use a straw, obviously you need something to drink out of.

So, Laila's gonna have green cups, Skyla's gonna have purple and I'm going to have white.

Now, I'm going to tell them how many cups to count out.

You're gonna use two and you're gonna use four.

Okay?

And you're gonna lift them?

Okay.

All right.

Laila's counting out her cups and I'm gonna count out my cups.

No, no, you hold onto those.

Okay, so you're gonna put those here.

No, no, just leave those, nope, we don't need those.

Okay?

Now, Laila, how many cups do you have?

Can you show the learners?

Four.

One, two, three, and four.

- Perfect.

And Skyla, how many do you have?

- One, one, two.

- Two.

And, leave them there for a second, hold on.

And I have one, - One.

- [All Three] Two.

- Whoops.

- [All Three] Three and four.

- So I'm just gonna stack them.

I have four cups, Laila stack your four cups.

Skyla has her two cups stacked.

Let's hold them.

Now, we have to add all the cups together to see what our total amount is.

You know what I think I can do?

- Four plus four.

- Four plus four, those are doubles, so four plus four is eight.

- Eight.

- Eight.

- Plus two more.

That's nine and 10.

- Nine and 10.

- 10.

- Great job, learners.

We're now gonna move on to the next activity where you will gain more practice for adding three numbers.

Learners, here's another example of adding three numbers.

As you can see on the screen, the number pairs that are circled are six and four.

Six plus four equals 10.

10 is placed inside of a box connected to two lines.

Then we will simply add 10 plus six, which is our third number and our sum is 16.

Remember that we circle the numbers so we know which number pairs we added first.

We still have the same three numbers that we can add, six plus four plus six.

But this time, notice how the number pairs selected are doubles fact.

The numbers selected are six plus six, which gives us 12.

We then take 12, which is in the box, and add 12 to the last number, which is four.

12 plus four equals 16.

The sum is the same as the previous example even though we added a different set of number pairs.

For this next activity, we're still going to add three numbers, but we're gonna look for number pairs.

So Skyla's gonna hold up a board.

Read it with me.

- [All Three] Eight plus six plus two.

- Now here's what I'm going to do, hold it for me, Skyla.

No, hold the board.

I'm going to look for a pair of numbers that I'm going to add first.

I'm going to circle eight, watch your face, and two.

Eight plus two gives us what?

- 10.

- 10.

- 10.

- So, I'm going to now put them together and I'm gonna put a box here.

Now the reason why I put circles around the eight and the two is because I want to remember what numbers I added.

Eight plus two gives me 10.

Now, only thing I have left is 10 plus six.

What's 10 plus six?

- 16.

- 16.

- 16.

Now, I'm gonna switch this out.

I have the same problem written down on Laila's board, but this time I'm gonna look for a different number pair.

So, here we had eight and two circled, this time I'm gonna circle six and two.

What's six plus two, learners?

That's right, eight.

So I'm going to draw two lines here and a box and what number am I gonna put inside?

- [All Three] Eight.

- Yes.

Now, look at that.

I see a doubles fact.

I see eight plus eight, which gives me what?

- [All Three] 16.

- Good, so here, my answer would be 16 and, Laila, can I have the other board?

Hold that one.

And 10 plus six would be 16.

So even though I added them different ways, my sum is still 16, but I chose different number pairs.

Let's try another example.

Ladies, can you tell me what numbers we have to add here?

- Three and five.

- Three and five.

- And what else.

- And four.

- Four.

- Four.

So notice I already have a set of number pairs circled.

Laila, what would be three plus five?

- Eight.

- So, since this is a number pair, I'm gonna put eight in this box.

Then I need to add eight plus four.

What would that be?

- That would be 12.

- 12.

So my answer, or my sum, is 12.

Skyla's gonna hold that one.

But I also have the same problem written again on this board, but twice.

Actually, let's do this.

Hold it there.

Notice I have another set of number pairs.

Five and four gives me nine.

What does it give me?

- [All Three] Nine.

- So what should I put in this box, learners?

- Nine.

- Nine.

And nine plus my last number that I'm adding, which is - [All Three] Three, - My answer would still be - [All Three] 12.

- Let's try adding these three numbers using another set of number pairs.

So what do we have circled here?

- [All Three] Three and four.

- So three and four gives me - [All Three] Seven.

- So I'm gonna write my seven in the box.

And seven plus five gives me - 12.

- 12.

- 12.

- So if you look, no matter what, can I see this one, which way I add, I have different number pairs that I selected, but my sum for all of them still equals 12.

So these are different ways where you will be able to add three numbers using number pairs or numbers that you are familiar with.

Learners, take out your sheet of paper and pencil.

You're going to practice adding three numbers and I want you to use that strategy of finding number pairs that Laila and Skyla used earlier.

Here is the word problem for you.

I'm going to give Skyla some books and I'm going to give Laila some books and I will have some, as well.

Let's start with Laila.

Help me count out the books that I'm going to give to her.

- [All Three] One, two, three, four, five, six.

- Learners, take your pencil just like me and I want you to write the number six on your sheet of paper.

Perfect.

Now I'm going to give Skyla some books.

Help me count.

- [All Three] One, - Keep it flat.

- [All Three] Two, three, four.

- So Skyla has how many books?

- [All Three] Four.

- So I'm gonna place those books here and now I want you to write down the number four.

Actually, let's do it this way.

- Can I write down the number four?

- Okay, I'll do the six plus, you're gonna do the four, write the four.

Learners, you write the four, as well.

Okay, perfect.

Do you see the four?

It's a little tiny, but it's there.

Now, I have to count out how many books I have.

Help me count.

- [All Three] One and two.

- So I have two books.

Laila, I'm gonna write the plus symbol, can you fill in a number two?

Learners, you write the number two, as well.

Now, remember we have six plus four- - Plus four.

- [All Three] Plus two.

- Put your equal symbol there.

Now, this is what I want you to do, learners, at home, find a number pair.

What two numbers is easier for you to add?

And then add that third number.

I'll give you some time, I'm gonna find a number pair, as well.

Skyla and Laila, can you count to 10 while I work on this example?

Ready?

Nice and slow, set, go.

- [Skyla And Laila] One, two, three, four, five, six, seven, eight, nine, 10.

- Perfect, stop right there.

Learners, let me see those number pairs.

Excellent, you used the circles, you have the two lines, you have your box, excellent.

And some of you have the same number pairs that I chose.

Take a look.

So I decided to circle - [All Three] Six and four.

- And then I add them together, it gives me - [All Three] 10.

- Then I'm left with two and 10 plus two gives me - 12.

- 12.

- But Mommy, but you have that two and that two, - Yes.

- but it matches the same.

- Yes, so actually what I did was I added the six and the four first and it gave me 10.

Then I know that I have this two left over, so if I wanted to, I could've circled this, but I didn't, and then I added 10 plus two, which gave me 12.

Learners, I hope you had a great time.

Did you guys have a great time today?

- [Skyla And Laila] Yes.

- Until we meet again, see you soon.

- [All Three] Bye.

[playful music] - [Narrator] Funding for this program was provided by The JPB Foundation.

[playful music]