(upbeat music) - [Students] Math Mights.

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

Today, we are gonna be doing a mystery math mistake and we're going to be counting with 10 and some more.

Are you ready for our math mistake?

Take a look at all of our math build characters.

Oh my goodness, they're all mixed up.

All of their math strategies have gotten confused.

Here's how our math mistake works.

For the mystery, I am going to be doing a problem the way D.C. figured out a problem.

And then you are gonna be using your magnifying glass and really watching to see if there's a mistake that happens.

If you see a mistake, you're gonna have to help me correct it so we can move on in math.

Today, D.C. has made different number bond to show the number seven.

He represented the number seven decomposed in many different ways.

Here's what D.C. did.

D.C. first took the number seven and he represented it as five and one more.

Then he took seven and he represented it with one and six more.

Then he saw seven as four and four more.

Then he saw seven as seven and zero more.

He also saw seven as two and five more.

Then he saw seven as five and three.

Lastly, he saw seven as three and four.

What do you think?

Did D.C. get it right?

Or did you see any math mistakes along the way?

Let's take a look at what our friends saw.

Our friend Nora said that she saw a few number bonds that were correct, but there were some that were not correct.

Our friend Laila saw that there were three number bonds that a mistake from D.C. Five and one doesn't make seven.

Five and three doesn't make seven, and four and four doesn't make seven.

I think we should take a closer look at their thinking on our board.

So here we have five and one more.

Hey, wait a minute, five and one more would only be six.

That can't be right.

Our friend Laila was right, we have to break it differently.

Seven could be five and it would have to be two more because five and two make seven.

I think this one was right.

One and six made seven, here was another one Laila noticed.

She said that four and four could not make seven, four and four makes eight.

Laila found another mistake.

Did you?

Let's change it so it's right.

So if we had four, that means we would have to have three because four and three make seven.

This one was right, seven and zero make seven.

This one was also right, two and five makes seven.

Oh, here's our other one that Laila noticed.

Five and three make eight.

Wait a minute, we have to change this because five would have to go with two.

Five and two make seven.

Three and four also make seven.

Did you notice the math mistakes along the way?

Now that we corrected all of the number bonds, D.C. can be right side up because there's no more math mistakes.

Wow Math Mights, great job helping D.C. find the number bond and helping us fix the mystery math mistake.

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

I can count pictures with 10 and some more to answer how many.

Today I am gonna be talking to you about estimating.

Now, estimating is a little different for us.

It's not counting.

When we see a group of linking cubes in a minute, I don't want you to count them.

What I want you to do is try to estimate.

Estimate means to take a good guess at how many.

Now, when we estimate in a minute, we're gonna be guessing how many cubes there are.

We're gonna come up with an estimate that is too low, one that is too high, and one that might be just about right.

Are you ready to give it a shot?

Take a quick peak at this.

Our friend Nora took a look and she made her estimate.

She made an estimate that was too low of two.

Let's take a look.

When she looked at this, she said two would be way too low.

And I think that's a good estimate for too low because we can definitely see there's more than two.

She also said that an estimate that would be too high is 50, let's look.

Just by a quick picture at this, we can see that there is nowhere near 50, 50 is way too high.

And her just right estimate was about 10.

And when we take a quick look, yeah that looks like it could be just about 10.

Now let's take a look at the same number of cubes but they're organized in a different way.

When you see it, take a quick estimate, make a guess that is too low, too high, and just about right.

How many cubes do you think you see?

Our friend Laila made her estimate.

She said that, "I guess they would be too low if 10."

We can see that on her mat, she quickly noticed the 10 frame and there was more.

So definitely 10 was a too low estimate because there was clearly more than 10 out of the 10 frame.

Then she said that her too high estimate was 20.

That was also a good too high estimate because we can clearly see that there is not two 10 frames that are filled up because that would have been 20.

Her just about right estimate was 14.

And I think she got it because she quickly saw the 10 and four more.

She was able to see the number 14 without even counting.

When you saw the second arrangement, did you revise your estimate?

I know I did because when we went from this arrangement, where they were just scattered everywhere, and this arrangement, you have a 10 frame built-in as a structure to organize.

Using an organized picture of different objects, it's much easier to make better estimates and guesses to figure out how many there are.

When they're scattered everywhere, it can be a bit confusing.

We're gonna continue looking at numbers as 10 and some more.

We're gonna be using the counting buddy senior next.

The counting buddy senior, has 20 beads on his body.

There are 10 beads in one color, and 10 beads in another color.

As we want to count the beads, we move them towards his feet.

Any beads that we leave up towards his head, we pretend are invisible and are not there.

So what we're going to do is we're going to build a number on the counting buddy, and you're gonna see if you can tell me how many beads there are.

Take a look.

Remember these ones are invisible.

How many beads do you see?

Here, there is 10 of one color and one of another color, that means we could use our value pack and our place value strips to show 10 and one more.

Then we could click it together to show there are 10 and one more is 11.

There are 11 beads on the counting buddy.

You did so good, let's try another number.

I'm gonna slide some more beads over and see if you can figure out how many beads are on the counting buddy.

Now, I'm noticing, remember there are 10 of one color and 10 of another color.

So if one bead was over here, that means one bead was gone, that means there must be nine.

10 of one color and nine of another color.

Let's use our place value strips, 10 of one color and nine of another color.

And when we click them together, that means there was 19.

Let's double check, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19.

Our guess was right.

There was 19 on the counting buddy.

Great job using the counting buddy.

Now we're gonna try using another tool that I like, it's the double 10 frame.

Take a look at the double 10 frame.

How many dots are on it?

Is there 12, 14 or 15?

Let's take a closer look.

So if we look at the double 10 frame, the first number I'm going to check is 15.

If there was 15, then that means there would be 10 and five more.

Well, that doesn't look right, because if there was 10, then there would have to be five more like that.

That would be 15.

But that's not what was on my double 10 frame.

So I know 15 is not the right answer.

Let's take a look at the next number 12.

If there was 12, that means there would have been 10 and two more.

Looking over here, that means I would have to hide these to show 10 and two more.

That would be the number 12, but that's not what was on the double 10 frame either.

Let's take a look at the last number 14.

If there is 14, that means there would be 10 and four more.

Let's take a look.

There is a full 10 frame at the top and there's four more.

I know there's four because I saw two and two.

Or maybe you saw the five on the top and notice the one was missing and that's how you saw four.

Great job using the double 10 frame to help see our different team numbers.

Now we're gonna be using a number bond to also be able to decompose the number.

Now, when we do this, we're gonna be trying to say it the 10 way.

What that means, is we're always going to be saying, it's 10 and how many more?

Let's try it.

So the first number I have for you is 14.

Can you say that with me?

Say 10 and four, is 14.

Here is the number 14.

We can say it with 10 and four, 10 and four, make 14.

Great job helping me take the two numbers and break it up to say it the 10 way.

Today, you're gonna get to play a game called guess then count.

What you're going to do, is you can take any collection that you have.

Today, I grabbed some two-sided counters.

What you're gonna do is you're just gonna grab a handful and you're gonna practice estimating.

Remember, estimating is not counting yet, it's taking a good guess.

Maybe you wanna guess what number would be way too low, what number would be too high, and what number might be just about right?

Wow, kindergarten Math Mights.

We worked so hard today.

We did the mystery math mistake and we practice counting our numbers the 10 way.

Great job.

I can't wait for you to come back and see me soon.

(upbeat music) - [Narrator] sis4teachers.org.

Changing the way you think about math.

- [Narrator] The Michigan learning channel is made possible with funding from the Michigan Department of Education, the state of Michigan, and by viewers like you.

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