(relaxing electronic music) (window squeegeeing) - [Children] Math Mights.

- Welcome, first grade Math Mights, I'm Mrs. Markavich, and I'm so excited that you're here with me today.

I have so many great math activities planned for us.

Speaking of math activities, let's check out our plan for the day.

Today, we'll be doing a numeracy talk and we'll compare data.

Let's warm up our math brain with a numeracy talk with my friend Dotson, here he is now.

Hey, Dotson.

(dramatic soundtrack music) Dotson is a subitizing superhero that lives in Mathville, and he loves dots, that's why he wears a great, big D on his belly.

And subitizing means to tell, without having to count.

I know you'll be great at it.

Let's head over to the red carpet, we're we're going to meet a famous scatter arrangement.

Now I'm going to flash the scatter arrangement, I want you to take a picture of it with your brain camera, and I want you to hold it there.

Don't tell me what you saw, because then I'm going to ask you a secret question.

Are you ready?

Here it comes.

Take that picture.

(camera snapping) Do you remember what you saw?

Let's check out the secret question.

It says, "What is two less than what you saw?"

Do you think you can remember what you saw and then tell me two less?

Well, let's see what my friend Han and Ethan think.

Han says, "I saw a total of six.

So I think two less is eight, six plus two equals eight."

Did you see what Han saw?

Do you think that two less than six is eight?

Well, let's see what my friend Ethan thinks.

Ethan says, "I politely disagree with Han.

I think the answer is four because six minus two equals four."

Hmm, this is interesting.

We have two friends that have different answers.

This can happen when you're subitizing, and you're asked a different question other than what you saw.

I think we should talk about this a little more.

So what we know is that both boys initially subitized the same number of six, but then their answers differed after that.

So let's take a look here.

I have the scatter right here where there were six.

Now Han said six plus two equals eight.

But if you think back to that secret question, I said, "What is two less than what you saw?"

I'm not sure if Han solved it correctly.

I think we need to take a look at the way Ethan solved it.

Ethan said, "I saw six and two less would be four."

So if I covered two of these up like that, you could see one, two, three, four, because when we're talking about less, we're taking away, we're not adding any more to it.

So this time Ethan is right, six minus two equals four.

This was a great discovery.

Sometimes in math, we make a mistake or we're incorrect, but that's okay because we can learn a lot from that incorrect answer instead of just automatically having the correct answer.

I think that Dotson would be so proud of our thinking and the way that we were communicating our thoughts.

Let's check out our I can statement of the day.

It says, "I can solve comparison word problems with data."

All right, let's play a game called true or false.

Here's how it's going to work.

I'm going to read you a statement, you're going to look at the graph.

If you think it's true, you're gonna give me a thumbs up.

If you think it's false, you're going to give me a thumbs down.

Let's check out our first statement.

It says, "More people voted for breakfast than dinner."

Look at that graph, do you think it's true and a thumbs up or false and a thumbs down?

Let's see what Han has to say.

Han says, "False, there were eight votes for dinner and only five votes breakfast.

So more students chose dinner than breakfast."

Did you come up with the same answer as Han?

Do you think it's false?

Let's talk about it a little more.

He said there were eight votes for dinner.

One, two, three, four, five, six, seven, eight, and only five votes for breakfast, one, two, three, four, five.

So more students chose dinner than breakfast.

So if we're looking at just these two, I'm going to grab some cubes that I have right here.

I'm going to use one, two, three, four, five of them to show breakfast, and eight of them to show dinner.

And if we line them up right next to each other, 'cause it's kind of hard to compare from the top to the bottom.

You can see there are more friends that chose dinner, and we could actually bump this apart like this to see three more students chose dinner over breakfast.

So he's right, it is false.

You're getting good at this.

Let's try another statement.

It says, "Fewer students voted for breakfast than lunch."

Do you think this is true and a thumbs up or false and a thumbs down?

Let's see what Ethan says.

He says, "True, there were five votes for breakfast and six votes for lunch.

So fewer students voted for breakfast than lunch."

We can look at those two right here, and we can make the comparison between breakfast and lunch, kind of like we did with our Unifix cubes.

We can see there are less votes just by looking at it.

There's actually one less vote for breakfast than lunch.

So that's right.

It's true.

Did you get that same answer?

Let's try one more.

This time, I want to trick you just a little bit.

It says, "Three more students voted for dinner than breakfast."

Is this true or is this false?

I'm gonna give you just one second to really look at that graph, and then we'll see what our friend has to say.

Are you ready?

"True, there were eight votes for dinner and five votes for breakfast.

So three more students voted for dinner than breakfast."

Let's take a look at that on mine.

We're talking about breakfast and dinner.

Now on this one, let's see, we have one, two, three, four, five friends that voted for breakfast.

Let's go down and count five for dinner.

One, two, three, four, five.

Now, if I wanted to, I could count on to see the difference.

Six, seven, eight.

There were one, two, three friends here, three more friends that chose dinner over breakfast.

This was really great thinking.

You're doing a great job of using the graph to make comparisons, first grade Math Mights.

Speaking of favorite meals, I wonder what your favorite meal is.

My favorite meal of the day is dinner because I can sit down with my family and talk about my day.

Now I surveyed some students and asked them what their favorite meal was: breakfast, lunch, or dinner?

And we got these results.

10 friends chose breakfast, seven chose lunch, and six chose dinner.

I wonder if we can make a visual model to show how many votes each category got.

And then if we could answer some questions about the votes.

Let's do that now.

I'm going to start with a visual model where I'm going to label first, a B for breakfast, an L for lunch, and a D for dinner.

Then I'm going to make my visual model like this.

And I need 10 boxes for lunch, one, two, three, four, five, six, seven, eight.

I'm gonna have to add on, nine, and 10.

Now for lunch, I had seven, so I want it to line up with the one above it like this up to the seven.

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

So my model is gonna stop right about here, and I am going to make them all line up nicely like this.

Then I had six for dinner, so that'll be one less than lunch.

So I'll line this one up just like this, one, two, three, four, five, and that last one is six.

And then I could label at the end of each of them and put 10, I'll put seven here, and six right here.

Now that we have our visual model made, let's take a look at our first question.

It says, "How many more students voted for breakfast than lunch?"

So for this comparison, we're only going to be looking at breakfast and lunch.

Here's our breakfast with 10 and here's our lunch with seven.

How could we solve this?

What do you think we could do?

I'm wondering if we could count on.

I'm going to start with the seven for lunch and make dots and stop when I get to 10.

So I'll say seven, eight, nine, 10.

You can see that one, two, three more students chose breakfast over lunch.

I could write this two ways, I could say seven plus hmm equals 10, and that hmm would be the three.

Or I could subtract, and I could start with that whole number of 10 minus the lunch, which was seven, and that would give me three.

Either way, this would work out great.

First grade Math Mights, let's check out our next question.

It says, "How many fewer students voted for dinner than lunch?"

There's that word "fewer" again.

Remember, when we're talking about fewer, it means going to subtract or take away.

We wanna know how many less there are.

Fewer means less.

Let's take a look at that on my graph.

I'm going to erase the work that I did before.

And this time we're going to be talking about dinner and lunch, just focusing on these two.

How many fewer students voted for dinner than lunch?

I feel like when we look at it, our eye kind of automatically tells us, but since we're working on comparing, let's do a subtraction problem.

Let's take that seven and take away the six, and we can see, because we can see it right here, seven minus six equals one.

That would have been our hmm.

Now, if you wanted to count on, like we did for our other problem, you could try it like that and make a six and then make a dot and count on until you get to seven.

So you would say six, seven, and you would know that six plus one, that was our hmm, equals seven.

So we know that one more student chose lunch over dinner.

Now I have one more question for you.

It says, "How many more students voted for breakfast than dinner?"

I'm going to erase my work down here, and this time, we're just looking at breakfast and dinner.

Now, these ones are kind of far apart on our graph, so let's take a closer look at it on mine down here.

How many more?

Sometimes when we hear "how many more," we can think, "Oh, I need to count on."

Or you could start with that whole number and subtract.

We'll start by counting on.

we'll start with the dinner one, and we'll put six, and we'll count on and make dots until we get to 10.

Six, seven, eight, nine, 10, I made four dots, so I could write six plus hmm, that was my missing part of four, equals 10.

Or I could do it by subtracting.

I could start with the whole number of 10, take away the dinner part of six, equals four.

Again, that was my hmm.

And now I know that four more students chose breakfast over dinner.

It's really hard work to compare using a graph in first grade, and we'll be doing a lot of it.

So I think you did a really great job today of practicing this and using the graph to make comparisons.

Now it's your turn to play "Test Your Luck," and you'll be practicing addition and subtraction, just like we did today.

First grade Math Mights, we worked really hard today on a numeracy talk with my friend Dotson and our famous scatter arrangement, and then we were able to compare data.

Until I see you next time.

(lips smooching) Kiss your brains.

(relaxed atmospheric music) (upbeat electronic jingle) - [Student] sis4teachers.org, changing the way you think about math.

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