(playful music) (magic tinkling) (Springling boings) (Subbie squeaks) (T-Pops creaks) (20 creaks) (Dotson whooshing) (cane stomps) (Dotson squeaks) - [Children] Math Mights!

- Hi, kindergarten Math Mights.

My name is Mrs. Gray, and I can't wait to do math with you today.

Today, we are going to be doing a Mystery Math Mistake and we're going to be practicing counting groups 11 to 20.

Get ready, take a look at all of our Math Mights.

Oh, my goodness!

Our Math Mights are all mixed up.

They've mixed up all of their math strategies.

Today, for our Mystery Math Mistake, here's how it works.

I'm going to be reading you a problem and you are gonna help me try to figure out where the problem is and see if you can solve the Mystery Math Mistake.

Make sure that you really think about the problem so you can explain your reasoning.

Let's get ready.

Here's what I have today.

Our friend D.C. helped create some 10 frames and some number bonds to go along with it.

Let's take a look at how D.C. made his number bonds to match the 10 frame.

For the first number bond, he had 10, and he saw four and six.

For the second 10 frame, he saw that there was 10 because he saw seven and three.

For the last one, he saw 10 because he saw seven and two.

Take a look at how D.C. solved that.

What do you think?

Do you see a Mystery Math Mistake?

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

Today, I have Eric.

And Eric said that he thought that the number bonds for four and six, and seven and three looked correct.

And our friend Maki said that he thought that the last number bond might be incorrect.

He said that seven and two does not match what's on the 10 frame.

It should be eight and two to make 10.

Hmm, what did you see?

Did you agree with our friends?

Let's take a closer look to see their thinking.

So let's help D.C. fix his math.

So here, he saw 10 because he saw four, the four red, and he saw the six yellow.

Four and six is 10.

Good job, D.C. Let's look at the next one.

He saw 10 again because the whole 10 frame is filled in.

He saw seven that are red, and three that are yellow.

Seven and three make 10.

Nice job, D.C!

Let's look at the last one.

So D.C. said that there was 10 and there is.

But he said that he only saw seven red.

You're right!

That was our mistake.

There isn't seven red.

There is eight.

It should be eight and two.

So we're gonna cross out this number bond, and we're gonna make a new number bond to match the 10 frame.

So we had 10 total in our 10 frame.

Eight of them were red, and two of them are yellow.

Eight and two make 10.

There it is!

Great job, Math Mights!

Did you help find that Mystery Math Mistake?

Here's our I Can Statement for today.

I can figure out how many objects are in our collection.

Today, I have a collection of counters to show you.

I am going to be practicing different ways to count and making sure that we always get the right amount.

Are you ready to hear what our friends have to say?

Our friend Eric said that we should count these counters by putting them in a line and counting them one at a time.

Our friend Maki said that once we line them up, we should touch and count them all the way down the line until we get at the end.

So here, I have some counters laid out on my mat.

Right now, this is very confusing.

I might, one, two, three, four, five, six, seven.

Oh, this is not organized.

I know if I kept counting right now, I would get the wrong number because right now it's not organized.

I think we should try Eric and Maki's idea.

So let's line them up.

We're gonna take all the counters and we're gonna push them just into a line.

Can you count with me?

One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13.

But now, how could I represent that?

Hmm, I think that we need to call on one of our friends from Mathville.

We're going to call on our friend Value Pak.

(playful music) - Oho.

- Value Pak is one of our friends from Mathville.

They are a family.

They always wear their value on their bellies.

And when they're representing different numbers, they can click together.

That way they can represent the different place value to show the different values.

Let's call on them to help us show the number 13.

Here's our little friend for Value Pak.

And when we show Value Pak, we could show this number as 10 and three more.

Now, as a family, we can click them together to show the number 13.

10 and three more is 13.

Thanks, Value Pak, for all your help.

We did a great job lining up the counters and counting them one by one by touching and counting.

Now, I have a new collection to show you.

I have a collection of pom-poms, and we are going to be counting them another way.

I have a counting mat to share with you today.

How could we use this counting mat to help us count a different collection of objects?

Hmm, what do you think?

Would this tool be helpful to make sure we count the right number?

Let's see what our friend Eric and Maki have to say.

Our friend, Eric, thinks that this is going to be a great tool.

We can put all the pom-poms on one side of the mat.

Then we can move them to the other side as we count.

Maki likes that idea.

He thinks that that will help us make sure that we don't lose count of our pom-poms as we do it.

Let's try using the counting mat.

So I'm gonna take my collection of pom-poms and I'm just going to put them on one side of the mat.

And as I count them, we're going to be moving them over the line.

That way I know anything that's on the left side, we haven't counted yet.

And as we count them, we'll move them to the right.

Are you ready?

Can you help me count?

One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13, 14, 15, 16.

I got 16 pom-poms.

Let's call on our friend Value Pak to help show us how we can represent the number 16.

Today, I have my cards here.

We know that 16 can be also known as 10 and six more.

When we take them, we can click them together to make the number 16.

10 and six more is 16.

Great job, Math Mights!

Thanks, Value Pak, for all your help.

We were able to use the counting mat and count our pom-poms by having them on one side of the mat and moving them over one at a time as we counted.

Now, I have another collection.

I have a collection of teddy bear counters.

Can you think of another way to count these?

Hmm, well, we're going to be using our double 10 frame mat.

How do you think we could use this tool to help us count a collection?

What do you think?

Would this be helpful?

We're gonna take our teddy bear counters and organize them in our double 10 frame.

I think the best thing for us to do is to start on the top 10 frame.

Fill that up first so we have a group of 10, and then we'll go down to the bottom 10 frame and put the rest of them down there.

So we're gonna take our little teddy bears, and we're just gonna put one in every box.

Now, I have a whole 10 frame filled.

I know this is 10 because there's 10 boxes.

Let's take the rest of the teddy bear counters and fill up the bottom box until we run out.

Now, take a look at the double 10 frame, and let's see if we can figure out how many teddy bear counters there are.

So, up here, we have 10, and down here, it looks like we have eight.

I know there's eight because I saw five and three more here.

I also noticed the two empty squares.

So now I know that there's eight.

This means that there are 18 teddy bear counters.

Let's call on our Value Pak and use our place value card to see if we can represent the number 18.

So when we take our cards, we can see that there is 10 for the top frame and there is eight for the bottom 10 frame.

We can take our card 10 and eight more.

Click them together to show 18.

10 and eight more is 18.

Great job, Math Mights.

We were able to count using that double 10 frame mat to find out how many were in that collection.

Let's take a closer look at the three different ways we counted today.

We were able to line up all of our clear counters.

We touched and we counted to find out that there was 13.

We also use the My Counting Mat.

We were able to pick up the pom-poms and move them one at a time to make sure we counted each pom-pom just one time.

And we found that there was 16 pom-poms.

And we use the double 10 frame mat.

We organized our bears into the 10 frame, and we were able to count by seeing the 10 and eight more to see the 18.

What do you think?

Which way did you like the best?

Let's take a look at Eric and Maki.

They have some different ideas of their favorites.

Our friend Eric said that he liked the double 10 frame mat because it was really quick for him to see the number.

I know what Eric's talking about.

He didn't even have to count them each one by one like we do the other counting ways.

He was able to look for groups.

He was able to quickly see the 10 rather than having to count out one, two, three to 10.

He noticed that the whole 10 frame was filled.

So he knew right away that it was 10.

And then he was able to see the eight more because he saw the five and the three.

He might've also noticed the two empty boxes.

Then he was able to quickly put the numbers together to make the number 18.

Our friend, Maki, said that he liked the counting mat.

He sometimes miscounted, but by using the counting mat, he was able to be sure that he only counted the pom-poms one time as he moved them over.

Great job, Math Mights!

Thanks for all your help counting our different collections.

We were able to count our collections in so many different ways.

Today, I used the clear counters and pom-poms and teddy bears, but maybe you don't have those.

Maybe you could use some pennies or some snacks to use to count your different collections.

Now it's your turn to play the game Race and Trace 11 to 20.

Can't wait to find out what number won on your game.

Today, we had so much fun.

We did our Mystery Math Mistake and we practiced counting the collections in so many ways.

I can't wait for you to come back and do more math with me soon.

(playful music) (whimsical music) - [Child] SIS4teachers.org.

(air whooshing) Changing the way you think about math.

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