(cheerful music) (energy twinkles) (spring boings) (floor creaks) (glass squeaks) - [Kids] Math Mights!

- Hi, kindergarten Math Mights, my name is Mrs. Gray, and I can't wait to do math with you today.

Today, I have some very exciting activities planned.

Let's take a look at what I have planned for today.

Today, we're going to do a Mystery Math Mistake, and then we're gonna talk about comparing images and numbers.

(mysterious music) Oh, no, they're all mixed up.

All of the characters have mixed up their math strategies.

Our friend T-Pops is holding DC's hammer.

DC has Abracus's wand.

I hope we can help solve the Mystery Math Mistake so all of the Math Mights remember their rights strategies.

Take a look at how we're gonna do this today.

The Mystery Math Mistake is going to work because Dotson is going to show us a problem.

He is gonna show us how he solved the problem, then we are gonna be using our close magnifying glasses and see if we can spot any math mistakes.

If we spot a math mistake, we're gonna have to fix it so that we can help Dotson have the right answer to the problem.

Here comes Dotson now.

Dotson today was given a number.

He was given the number six.

He was asked to build the number six on a 10-frame, he had to build it on our counting buddy and he had to find the matching scatter card.

Take a closer look.

What do you think?

Did Dotson do it right?

Did he make a Mystery Math Mistake?

Hmm, our friend Sunshine is here to help us.

Sunshine thinks that the 10-frame with the six matches Dotson's counting collection.

Let's take a closer look at Sunshine's thinking.

Sunshine said that she saw the number six, and she thinks that the 10-frame matches.

Let's see.

Well, I know at the top that would be five 'cause there's five boxes on the top of a 10-frame.

And one more, so five, six.

That does say six, just like our number.

That is a match.

Great observation, Sunshine.

Let's hear from our other friend Mirah.

She thinks that Dotson needs to check the scatter and the counting buddy because they don't match the number six.

Hmm, let's take a closer look and hear what Mirah has to say.

So Mirah said that when she saw the counting buddy, she doesn't think it's six.

Well, I notice here, there's five, six, seven.

Oh, I think Mirah was right.

Let's get out our counting buddy and see what we can build.

So the number was supposed to be six.

Let's see, if I wanted to build six on our counting buddy, I could count them one by one, or I know that there's five in one color and five in another, so here I can move five and move over one more.

Five, six.

Remember, the beads that we leave up here by our counting buddy had, we pretend are invisible and pretend they're not there.

So this, five and one more would be six.

Hmm, that's not what we have here.

This one has five and two more, that's the number seven.

I think we're gonna cross off one of these beads because if we were really building six, it would be five and one more.

Great observation, Mirah.

Mirah also said that Dotson had a problem with the scatter card.

She said that that wasn't six either.

Let's take a closer look.

Here is the scatter card.

This one has two and three.

One, two, three, four, five, that's only five.

Here's some more scatter cards I have.

Let's look at them and see what we think.

Hmm.

Do you see one that might be showing the number six?

Well, I don't think it can be that one 'cause I only see three and one more, that's only four.

That one doesn't match.

Take a look at this one.

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

Here it is.

Here is a scatter card that would match the number six.

Now we have six, six on the 10-frame, six on our counting buddy, and six on our scatter card.

Dotson would be so proud of us, Math Mights.

We were able to figure out the Mystery Math Mistake.

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

I can compare images and numbers.

Take a look at this picture.

Which has more?

Our friends were given two pictures and they had to figure out who had more.

Let's take a closer look at the pictures.

The first picture was this group of stars, and the second group was a picture of moons.

Hmm.

Just by looking at them, I'm having a hard time figuring out which one has more.

What could we do to figure out which one has more?

I think you're right.

I think we should start by counting them.

That way we know which one has more.

Now, if you're not sure what more means, think of it like candy.

If you had two groups of candy, the one that would have more would probably be the one you want to eat.

It would be the group that has a greater number of pieces.

That is the group that would have more.

Let's see if we can figure out which group of images has more.

So the first group is the stars.

As I count, I'm gonna put a polka dot.

That way I know I counted them once.

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

The first group had eight.

Let's take a look at our second group.

The second group looks like it might be on a 10-frame.

I noticed that there's five on the top and one on the bottom.

Five, six.

Let's double check by counting.

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

It does have six.

So we have one group that has eight and one group that has six.

Which has more?

Remember, it's probably the group that you would want to eat if there was candy.

That's right, it's the number eight.

Eight has more because eight is greater than six.

Math Mights, we have been working so hard with coming up with things that are less and more.

I think we should play one of Dotson's favorite games to keep going with this idea.

We're going to be playing a game called Less, Same, and More.

The way it's gonna work is I have my Deck o' Dots here.

We're gonna be using the yellow deck because on the yellow deck, every number is built in a 10-frame.

I'm going to flip over one card.

That is gonna be our target number.

After we have our target number, we can flip through the rest of our deck.

Each time we flip a card, we have to decide if the number that we flipped is less than our target number, is the same as our target number, or if it is more, and then we'll put it on our game board.

Are you ready to try?

Let's see what our target number is.

Our target number today is six.

So each time I flip, we have a number.

Do you see how many?

This is the number eight.

Is that number less, meaning smaller or has less numbers, is the same, meaning they're exactly the same number, or has more, that means it has greater?

This is the number eight.

That has more.

Let's add it to our recording sheet.

So we're gonna put six up top for our focus number, and then our first card that we turned was eight, and we decided that eight is more than six.

Let's try the next card.

The next card is the number six.

Is six, is it less, is it the same, or is it more?

That's right, it was the same, so we'll put it here.

Six is the same as six.

We can add that on our focus sheet.

Six is the same as six.

Let's try the next card.

Here I have three.

Three is definitely less because it is smaller than the number six.

We can put three under Less.

Great job, Math Mights.

Let's keep going.

Our next card is this one.

How many dots?

There's zero.

Zero definitely has less number of dots than the six.

We can add zero here for zero is less than six.

Let's try the next card.

Now we have this card.

Hmm, this one I see is just one empty.

That means that's a nine.

Does nine have less, the same, or more dots?

You're right.

Good job, Math Mights.

Nine has more dots than six.

We'll put it there and put a nine under More.

Let's try the next card.

Now we have this number, that's two.

Does two have less, the same, or more dots than the six?

Hmm, I think it definitely has less dots.

And we can write two under here.

Two has less than six.

Great job, Math Mights.

You're working so hard.

Let's do another one.

This one, take a look.

Oh, it's 10.

I know it's 10 right away 'cause every box had a dot.

10 has more dots than 6.

Let's put it on our board.

10 is more than 6, and we can write it on our Accountability Sheet.

10 is more than 6.

Great job, Math Mights.

When you play, you can keep going until you use up all of your cards and match all of them to where they belong on the board.

Now we get to do one of my favorite things.

It's called a mathlib.

The way it's gonna work is we're going to roll and draw and then we're gonna figure out which one has more.

Are you ready to help me?

Let's go do our mathlib.

I am gonna take a dice and I'm gonna roll it to figure out how many cows were in the pasture.

Let's try.

I rolled a one, so I am going to draw one cow in our pasture.

There is our one cow.

Now we're going to be rolling again, and this time we're gonna figure out how many pigs go in our pasture with our cow.

Let's see.

Take it, give it a roll.

Five, five pigs.

There's pig one, pig two, pig three, pig four, and pig five.

If I had one cow and five pig, which has more?

Hmm, so if we had one and five, which has more, Math Mights?

That's right, the pigs.

Because five is more than one.

Now it's your turn.

You are going to do an activity like we did earlier.

You're gonna get groups of objects, count them up, and figure out which has more.

Great job, Math Mights.

You were able to do a Mystery Math Mistake and figure out which group had more.

I hope you had a great time and I can't wait for you to come back soon.

(cheerful music) (bouncy music) - [Kid] sis4teachers.org.

- [Kid] Changing the way you think about math.

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

(light music)