(light playful music) (whimsical chiming) (quirky bouncing) (quirky buzzing) - [Children] Math Mights.

- Hi, Kindergarten Math Mites, welcome back.

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

Today, we have a great day planned.

We're gonna be trying something new.

We're gonna be doing a Mystery Math Mistake, and we're gonna be practicing Matching Equations to 10-Frames.

Take a look at all of the math mights.

Oh my goodness.

Do you notice they are all mixed up?

All of their math strategies have gotten confused.

Today in our Mystery Math Mistake, we're gonna see if we can help them figure out their math again.

When we do the Mystery Math Mistake, you are going to be using your magnifying glass as I solve a problem.

And you're gonna be looking for if Mrs. Gray makes a mistake today.

And if I do, I want you to be thinking about how did I make a mistake and explain your thinking of how I should have done it a different way.

Are you ready?

Here's our problem.

There were six cookies on the tray.

Someone ate two.

How many are left?

Hm, well, let's go down to our mat, and I'm gonna show you how I solved it.

There were six cookies on the plate.

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

Then someone ate two of them.

So I'm going to put two more on the mat.

One, two.

Now, I'm gonna do my quick draft for the problem.

There were six cookies, and then someone ate two of them.

The number sentence to go with that would be six plus two equals eight.

That is how I solve the problem.

What do you think?

Did I do a good job?

I'm not sure.

Let's go to our friend Jordan and see what Jordan has to say about how I solved it.

Jordan wonders why that there are more cookies when some of them were eaten.

And our friend Carly is thinking that maybe we needed to subtract, not add.

She thinks that the problem should have been six minus two equals four.

Hm, well that gives me a lot to think about.

What do you think?

I think that Carly and Jordan might have been right.

I think I was supposed to subtract because two of the cookies were eaten.

That means they're gone.

We wouldn't want to add more cookies.

Let's go back to our mat.

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

Now we know well that two of them were eaten.

So we're going to take two of them away.

One, two.

There were four cookies left on the plate.

Let's do our quick draw.

There are our six cookies.

And we know when we take away, we can just cross them off.

Let's cross two cookies off.

One, two.

That means our number sentence would be six take away two equals four.

Did you do it?

Did you solve the Mystery Math Mistake today?

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

I can match equations to 10-frames.

Today, I am going to be showing you a picture of three different kinds of math tools.

Take a look at them and look at the number sentence that goes beneath it.

What does it make you wonder?

What do you notice?

Hmm, there's a lot going on in here.

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

Our friend said that there were pictures and expressions.

They all equal 10.

Our friend, Carly noticed that each expression had different numbers.

Let's take a closer look at their thoughts.

So if we look, Jordan said that she noticed that all of the pictures equal 10.

Here's eight and two that would make 10.

Seven and three would make 10, and five and five would make 10.

Jordan's right.

Hm, let's take a look at Carly's thoughts.

Carly, remember, said that each of them had different numbers and they do.

We have eight and two, seven and three, five and five.

Hm, let's see what they wondered.

When they were looking at the pictures, our friend, Jordan, wondered are there ways to make 10 with the red and yellow counters?

When we're looking here at the 10-frame, we noticed that there is seven and three, and she wanted to know if we could make the 10-frame with different numbers.

Our friend, Carly, wondered what other pictures or objects could we use to show 10?

So if we look at our mat, we use linking cubes.

Here, we use the 10-frame with counters and this is part of our counting body.

I wonder, just like Carly, if there's other things we could use.

I bet we could use other things like Cheerios or pennies or maybe we could even use some rocks to use the help solve some math problems.

Let's take a look at the three pictures again.

What is the same?

What is different?

Let's look closer.

We noticed that each of them have 10, eight and two is 10, seven and three was 10, and five and five was 10.

But there was something that was different.

Each of them used a different manipulative and they made 10 using different numbers.

Take a look.

This one used the linking cubes and they had eight and two.

Here, we use the chips in the 10-frame, and it was seven and three.

And here we use the counting buddy and it was five and five.

Wow, Kindergarten Math Mites, you did a great job helping me notice all the things that were the same and different about the three pictures and their equations.

Now I want you to take a look at this 10-frame.

We are gonna be matching an equation to the 10-frame.

I'm going to need your help to figure out which one matches the picture of the 10-frame.

Let's take a closer look at our mat.

So here is our 10-frame and it's filled with the dots.

Now, we're going to go over here, and we're gonna go down the row, and try to figure out which one matches the picture on the 10-frame.

The first one says 10 equals eight plus two.

Hm, if I go back to the timeframe that means I should see eight of one color and two of another.

Let's take a look to see if that's what we see.

Looking here, no, that can't be right.

'Cause there's not eight and two.

Let's check the next one.

10 equals five plus five.

Do you see five of one color and five of another?

That's not the matching equation.

Let's keep going down the list.

Here, it says 10 equals four plus six.

Let's take a look.

We should have four of one color and six of another.

That one's not right either.

Let's keep going.

This one says 10 equals one plus nine.

Let's take a closer look.

But I think that might be it.

We have one and nine.

And when we look at the 10-frame there is one yellow and nine of the red chips.

And that made 10.

There it is.

That's our equation to match the 10 frame.

You did a great job.

Let's try another one.

Take a look at the 10-frame.

Which equation matches the 10-frame?

Let's go down to our mat.

Here it is laid out on my 10-frame.

Let's go down the list.

This equation says 10 equals eight plus two.

Does this have eight of one and two?

Nope, let's keep going.

10 equals five plus five.

Does this have five and five of different colors?

Nope, that's not it either.

Let's keep going.

10 equals four plus six.

There are four yellow chips and six red chips, that means we found it.

The equation that matched was 10 equals four plus six.

Let's try another problem.

Which equation matches this 10-frame?

Let's go to our mat.

The first equation says 10 equals eight plus two.

It can't be that one because there's not eight and two.

Let's look at the next equation.

It says 10 equals five plus five.

Let's go to our map.

There are five yellow on the top and five red on the bottom.

That's it.

That's our equation.

10 equals five plus five.

Now we're gonna go and look at our counting buddy.

And we're going to be doing the same thing by matching equations to the counting buddy.

And we're going to be building it today.

Let's take a look at our first one.

This is our Counting Buddy Senior on the slide.

Here, we are gonna be representing the equation.

On the first one, we're going to come down to our mat and I'm gonna show you how to build it.

Let's take a look.

Here is our Counting Buddy Senior.

There are 20 beads on our Counting Buddy Senior.

There are 10 of one color and 10 of another.

Today, we're going to be taken the colors and moving them into the middle.

If the beads are left on the outside, we're going to pretend that those are not there.

So the first problem says 10 equals five plus five.

Let's build it.

I am gonna be taking five from this side.

One, two, three, four, five.

And I'm gonna take five from this side.

One, two, three, four, five.

Remember, these ones, we're gonna pretend are not there.

Here is 10 beads.

They're broken into five and five.

Now, let's see if we can color it in on our Counting Buddy drawing.

Today, I'm going to be coloring with green and blue.

Just like the two colors here, even though they don't match the same color.

Then, I'm going to switch colors just like on our Counting Buddy.

Now, let's see if we can write the equation.

There were 10 beads all together, and it was broken into five plus five, just like on our Counting Buddy.

This is so much fun to find the different ways to make 10.

Let's try another one.

This one says 10 equals six plus four.

Let's build it on our counting buddy.

We're gonna pull in six.

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

And we're gonna pull in four from this side.

One, two, three, four.

10 equals six plus four.

Now, let's see if we can color it in on our drawing.

We're gonna show the six with our green, and we're gonna do our four with our blue.

Now, let's see if we can write the number sentence.

10 equals six plus four.

Wow, Math Mites, you did a great job helping me build those equations on the Counting Buddy.

Now take a look at this.

What is similar about these tools?

What is different?

Let's take a closer look.

When we look at the number on the 10-frame and the number on the Counting Buddy, they both show 10.

On the 10-frame, this is called stacked.

That means there's five on the top and five on the bottom, but it's still equals 10.

And when we come down on the Counting Buddy, we're going to pretend that these ones aren't there.

This still equals 10.

It is five and five, but this is shown as a linear.

Linear means that it is shown in one line.

Great job, Math Mites, now it's your turn.

On your paper, you're gonna color in the Counting Buddy to match the different equations.

I hope you had a great time.

We had so much fun and I can't wait to see you soon.

(upbeat playful music) (upbeat whistling music) (fun upbeat music) - [Narrator] Sis4teachers.org.

Changing the way you think about math.

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