(Cheerful music) - Math Mights!

- Welcome.

First grade math mites I'm Mrs. Markovich, and I'm so excited that you're here with me today.

I have a ton of 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 match story problems to equations.

Let's warm up our math brains with a numeracy talk with my friend Dotson.

Here he is now.

Hey, Dotson.

Dotson is a subitizing superhero that lives in math ville and he loves dots.

That's why he wears a great big D on his belly.

And remember subitize means to tell without counting.

Now today for our numerous talk, we're going to do a challenging one.

Here's what I'm going to do.

I'm going to flash you a 10 frame.

You are going to take a picture with your brain camera and hold it there.

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

The challenging part is that I want you to build it with a different modality using the counting buddy.

Jr. Are you ready?

Take that picture.

(Camera clicks) Do you remember what you saw?

Let's read the secret question.

It says build one more on your counting buddy.

Jr. Do you think that you can remember what you saw and then take that counting buddy, Jr and add one more?

Let's see what Maeve did Maeve says I built seven on my counting buddy.

Jr. Did you build it the same way that Maeve built it?

Let's see what our friend Kiesha did.

Kiesha says I saw seven on the 10 frame, but I built eight on my counting buddy Jr. Because seven plus one equals eight.

Hm, This is interesting.

We have two friends that have different answers.

This can happen sometimes when you're subtizing.

And you're asked a question other than what you saw.

I think we need to take a closer look at it.

So let's go ahead and do that now.

I have a 10 frame with seven because that's what we saw.

And I also have the counting buddy Jr. Now Maeve said she saw seven.

So I'm going to pull over 1, 2, 3, 4, 5, 6, and seven beads.

But this is where I think she made her mistake.

I think she forgot the secret question, because I said, add one more to your counting buddy, Jr. Where Keisha said, I know that seven plus one more.

Would give me eight And we could write that in an equation and it would look like this, seven plus one more equals eight, but we're not done yet.

We have to add one more counter to our 10 frame and I'm going to make it yellow, just so you can see, we have seven plus one more will give us the total of eight.

Wow.

That certainly was a challenging numeracy talk.

I know that my first grade students are getting so much better at subitizing , especially when they're able to build it while using a different modality showing one more or one less let's check out our, I can statement of the day.

It says I can match story problems to equations.

Take a look at this slide.

It says there are four students and some teachers at the library.

Altogether There are 10 children and teachers at the library.

What do you notice?

What do you wonder?

I noticed that something looks different.

Do you notice it too?

Let's see what the girls are noticing Maeve says there is a box instead of a number and Kiesha says the equation matches the story.

Let's take a look at both of their notices.

I have it in front of me here.

Now Maeve said that there's a box instead of a number.

And that's right here.

This box represents the unknown.

We don't know this part yet.

So we have to figure it out while we're solving the problem.

And then Kiesha says the equation.

This is the equation matches the story.

She's right.

There are four students and we have a four here.

There are some teachers.

This box is representing that some and then altogether, there are 10 children and teachers at the library.

These are great mathematical notices.

Now let's take a look at their wonders.

Maeve wonders is the number that goes in the box, a six and Kiesha wonders.

Can I make a subtraction equation?

These are two great wonders.

And I know that we can work them out together.

First, let's start with Maeve's.

She's wondering if the number in the box is a six and I want to talk about that a little bit more with you.

Let's take a look at mine.

I think that Maeve thinks that the number that goes in the box is a six because I'm thinking she was picturing a 10 frame and her mind.

And she knew that it had to be full because the answer was 10 and there were already four in there.

So she knew that the rest of it would be six.

She wasn't just guessing at the sixth, I'm guessing that she pictured the 10 frame in her head.

And then Keisha said, can I make a subtraction equation?

And you know what?

Yes, you can Keisha this time, what we would do to make this a subtraction equation would be to start with the whole number or the total, which is 10 minus.

The part that we know, which is four equals that part right here.

The unknown, sometimes in my classroom, I like to call it the Hmm, because I don't know what it is yet.

And if you look back up at that 10 frame, if you were subitizing , you would know that 10 minus four equals six.

This is a great start to our show so far.

Today, we're going to be talking more about word problems using the box as the unknown, speaking of word problems.

I think we need to call on professor Barble.

Hey professor Barble can you help us?

(Up beat music) Remember Professor Barble is a math mite that lives in math ville and he loves word problems.

And if he presses on his cap, a bunch of cool tools will come out that will help him to create a picture of what the word problem is asking.

So let's see if Professor Barble can help us with our first problem.

We're going to play a card sort game.

It's called story problems and equations with symbols.

I'll read you the first problem.

It says there are seven students playing hopscotch.

Two more come to play.

How many students are playing hopscotch now.

We need to find the equation or expression that will match this story problem.

So one of the key words that I heard was the word more, which tells me I'm going to need to add.

So I'm also going to look at the numbers because I need the numbers to match up as well.

I happen to have a card here with me already that has an addition sign, and I can see that there are seven students playing hopscotch and it has a seven and two more students come to play.

And then we have that box for the unknown.

So now we could add seven plus two, which would give us a total of nine.

Let's try another problem and see if Professor Barble can help us with that one too.

I'll read you our next problem.

It says there are nine students using the slide, six leave the slide to go inside.

How many students are using the slide now.

This time I made it a little trickier for you because I have three answer choices for us.

But remember Professor Barble wants us to slow down and really think about what the problem is asking.

So let's go back and take a look at the numbers in our problem.

I see that there is a nine and a six.

So when I look at my cards, this one says nine minus six.

So I see a nine and a six.

I think I'm going to keep this card for now.

Let's look at the next card.

The next card says six plus there's that unknown equals nine.

Hmm?

I see a six and a nine again.

So I think I'm going to keep that card too.

Let's take a look at the next one.

It says nine minus four equals the unknown.

Hm.

I don't remember there being a four in our story problem.

So I think I'm going to get rid of that card this time.

I'm just going to set it aside.

And that leaves me with two cards left.

And if I take an even closer, look at them, this one has a subtraction sign and this one has an addition sign.

I'm going to read the question in the story problem again, to see if I can figure out if I need to add or subtract.

Let's do that now.

It says how many students are using the slide now?

Hm.

I better read a little bit more.

If I go one sentence up, it says six, leave the slide to go inside.

Oh, did you hear that?

Six friends left the slide?

So I don't think that we're going to be adding if friends are leaving.

So looking at this, I know that I'm going to subtract.

So I'm going to remove the addition card.

Now I have nine minus six equals the unknown, and I know that nine minus six equals three.

This was a great game.

And I know that Professor Barble would be so proud of us working hard to slow down and think about what the problem is really asking this time.

I'm going to make it a little more challenging for you.

Are you ready?

Let's take a look at this next slide.

I see two friends that are thinking of different math equations.

I think we should try to create a story problem of our own.

Let's see what Maeve comes up with first.

Maeve says I chose four plus three equals seven, and you can see that box around the seven, because that was the unknown.

Now her story problem is this.

There were four candy bars and three suckers.

How many pieces of candy were there in all?

Well, I think we need to go over and use Professor Barble's visual model to help us to see if she solved this word problem correctly, to find the unknown let's do that now.

I have the problem written out for us and I have the equation that may have chose.

We know when we're using professor Barbels step-by-step visual model.

One of the things that we have to do is figure out the who or the what?

So for this the, who were the, what are pieces of candy.

So I'm going to make a C over here.

Then the next part tells me how many pieces of different kinds of candy were there.

So we know that there were four candy bars.

So I'm going to go like this.

I'm going to use the letter B for candy bars, and I'm going to make four B's like this.

One I'm going to draw a line here to separate it.

So we don't get confused.

Two, three, and four.

Then there were three suckers.

So I'm going to use the letter S for the suckers and make three SS 1, 2, 3.

Now the next step that I'm going to do is to figure out how many pieces of candy were there in all, because our unknown, we have the number seven there.

So let's count it and see 1, 2, 3, 4, 5, 6, 7.

I think that may have created a great story problem and solved it correctly.

Did you create a story problem that was similar to Maves?

Let's see what Kiesha thought it looks like Kiesha chose six plus three equals nine.

And you can see that unknown.

There's a three in there.

The problem that she came up with says, I have nine pieces of candy, six are candy bars, and the rest are suckers.

How many suckers do I have?

One thing that's really important is when we're finding the missing add end, we always have to start with that whole number.

So we heard her say that she had nine pieces of candy altogether.

So that nine is going to be first when we're doing our work.

Now the next part that we're going to be doing is creating our visual model.

I put a C here for candy.

Then I'm going to look up here and see that I have six candy bars.

So I'm going to put a B for bars in six of the places, 1, 2, 3, 4, 5, and six.

Now I'm going to just label that like this with a six so that I know I did that part.

Then it says the rest are suckers.

That's the unknown.

The part that I don't know.

So if you look at my visual model, you can see that I have 1, 2, 3 spaces left, and that would give me my total of nine.

This was fantastic work.

Not only were you able to match story problems to expressions, you were also able to take an expression and turn it into your own story problem.

This is such great work.

Now it's your turn to play story problem matchup.

First-grade math mites I had so much fun with you today.

Today we were able to do a numeracy talk with my friend Dotson, and we were able to change the modality and use a counting buddy Jr. To add one more or one less.

Then we were able to match story problems to expressions and equations.

with the help from Professor Barble until I see you next time, kiss your brain.

(Blows kiss) (Happy music) - Sis4teachers.org.

- Changing the way you think about math.

- The Michigan learning channel is made possible with funding from the Michigan department of education, the state of Michigan, and by viewers like you.