(upbeat music) - [Kids] Math Mights!

- Hey, math mights!

Welcome back.

And if it's your first time, I'm Mrs. Markavich.

And I'm so excited that you're here with me today.

Let's check out our plan for the day.

First, we'll be solving a mystery math mistake, and then we'll be measuring length longer than 100.

Let's warm up our math brain with the mystery math mistake.

Oh no!

All of my math mights have gotten their strategies all mixed up and I need your help to solve the mystery math mistake.

So here's how it works.

I'm gonna act out a math problem with a concept that you're already familiar with, and you're going to use your magnifying glass to see if you can find my mistake.

Not a real magnifying glass.

You can make one with your hand, just like this, and be a math detective.

And then I want you to make sure that you can explain your reasoning.

All right, let's check out the problem.

My problem says Rocco had 12 bags of fruit snacks.

Jack gave him three more bags.

How many did Rocco have in all?

And look who's here with us.

It's Professor Barble.

He's upside down and all turned around.

So we're going to start like Professor Barble likes us to start with a visual math drawing.

So I'm gonna start like this and I'm going to put the word fruit snacks.

Then I'm going to draw my visual model, and we're going to make sure that we label it.

We know that Rocco had 12 bags of fruit snacks.

So I'm gonna put an R for Rocco here and put 12.

Then we know that Jack gave him three more.

We're going to label it with a J and put a three.

Then it says how many did Rocco have in all?

That's the part that I don't know yet.

So I'm going to put a question mark there.

Now I'm gonna take the two numbers.

12 minus three equals nine.

So I think that Rocco has nine fruit snacks in all.

I'm wondering, did you find the mystery math mistake?

Let's see what our friend Nora and Laila found.

Nora says, "Jack didn't take any fruit snacks from Rocco."

And Laila said, "Instead of subtracting "I think you should have added.

"12 plus three equals 15."

Hmm.

Now I think I know where the mistake is.

Let's go ahead and fix it together.

So you can see that Laila told us we shouldn't have subtracted, 12 minus three equals nine.

We should have added the two parts together to get the whole number.

So 12 plus three equals 15.

Great catch there, Laila.

I hope you found the mystery math mistake just like Laila did.

Now let's check out our 'I can' statement of the day.

I can measure lengths longer than 100 cubes.

We're going to be talking about long lengths with small cubes.

My friend Clare took a string to measure the length of her body.

She discovered she is 112 cubes long.

Wow.

That's really long.

I'm going to grab a piece of string to kind of show you what that would look like.

If you took a piece of string and you started at the top of your head and went all the way to your feet, that's how long Clare is.

And then she took some of these cubes like this.

She took 112 of them, and lined them up with the string.

I think that's going to take Clare a really long time and she's going to have to go all the way across the room to do that.

Do you think there is a faster or more accurate way that we could do that?

How can we represent Clare's 112 cubes?

Nora says, "That is a lot of cubes to count.

"Maybe we can put them into 11 groups "of 10 cubes and two single cubes."

Well, I think that's a good idea.

Let's take a look at it.

Nora said we could use 11 groups of 10 and two single cubes.

So let's start by counting by tens.

10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 111, 112.

So now let's group them into a group of 100.

I know that 10 tens make 100.

So I'm going to go 10, 20, 30, 40, 50, 60, 70, 80, 90, 100.

And I'm going to grab my place value strip that shows 100.

Then I have 10.

So I'm going to grab my place value strip that shows 10.

Then I have two ones, and I have a place value strip that shows two ones.

Now I'm going to hide those zeros and you can see I have the number 110.

I'm gonna move that over.

I'm gonna hide this zero and you can see I have 112.

I'm gonna add my two ones to see the number 112.

That was a lot of work, first grade math mights.

But I think you did a great job.

Now each student in the class did the same thing as Clare to measure the length of their bodies in cubes.

Jada tried just like her friend Clare.

And this is what she came up with.

Let's take a look at it.

She came up with, we're going to count by tens again, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 101, 102, 103, 104.

Again, I have those place value strips.

And we're going to take a look at what this looks like because it looks a little bit different than what Clare's looked like.

Here I have 100, and remember 10 tens make 100.

10, 20, 30, 40, 50, 60, 70, 80, 90, 100.

We can put them all together.

100.

And then I have one, two, three, four ones.

I don't have any more tens.

So what I'm going to do is add the place value card that looks like this.

So that it shows that there are zero more tens.

Then I'm going to grab my place value strip that shows four ones.

And I'm gonna slide my four ones over.

And now you can see I have 104.

Now everyone in Clare's class did the exact same thing that she did.

They all took the string and measured themselves and then used the cubes.

I have in front of me all of their measurements.

And what we're going to do is take their measurements and match them from the tens and ones to the number.

We'll start with the first card right here.

And you can see that I have groups of 10.

So let's start by counting by tens and see if we can match the tens to the number.

Count with me.

10, 20, 30, 40, 50, 60, 70, 80, 90.

Let's see if we can find the number 90.

Here it is.

So you can see that nine tens is the same as the number 90.

Great work, math mights.

Let's try another one.

This one has tens and ones.

So we need to count by tens and then stop and continue counting by ones.

Let's do it together.

10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 101, 102, 103.

Let's find that matching number.

I see 108.

Here's 103.

So you can see that 10 tens and three ones makes the number 103.

Let's keep going.

This one, I have tens and ones again.

Let's count by tens.

10, 20, 30, 40, 50, 60, 70, 80, 90, 91, 92, 93, 94, 95, 96.

And you can see right here I have the number 96.

Nine tens and six ones makes the number 96.

Let's keep working.

On this one I have 10, 20, 30, 40, 50, 60, 70, 80, 81, 82, 83, 84, 85, 86, 87.

And I can find that number right, yep, it's right here.

Eight tens and seven ones makes the number 87.

We have a few more friends to count their measurements.

We'll start here.

This one looks like a big number.

10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 101, two, 103, 104, 105, 106, 107, 108.

And look at that.

They're right next to each other.

10 tens and eight ones makes the number 108.

I have three left.

On this one I don't have any ones.

I only have tens.

So this one will be easy to count.

Let's count it together.

10, 20, 30, 40, 50, 60, 70, 80, 90, 100.

Can you help me find that 100?

Here it is right here.

So you can see 10 tens makes the number 100.

We have two more to try.

Let's count by tens.

You're getting really good at counting by tens.

10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 101, two, three, four, five, six, seven.

I have 107.

And I have two numbers left.

Can you find the one that says 107?

Yep, you're right.

It's right here.

You can see that 10 tens and seven ones makes the number 107.

And now we only have one left.

It looks pretty obvious.

You can see it says 109.

Perfect match.

Great work, math mights.

The kids were so excited with measuring their bodies that they decided they wanted to measure some animals.

So they measured the lengths of animals with cubes and created a poster.

On this one you can see the dog was 11 groups of 10.

How many cubes long is the dog?

Laila says, "I think the dog "is eleventy-ten cubes long."

Do you agree or do you disagree?

Eleventy-ten?

I haven't heard that number before.

I know that Laila said there were 11 groups of 10.

So I think maybe she could have gotten that confused and said eleventy-ten.

Let's take a look at what I have here.

You can see that I have some tens.

And then I have the number 100 and I have the number 10.

So if I counted by tens, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110.

You can see that I have 110.

My friend Nora says, "I disagree because there are 11 groups of 10, "which is 110.

"Remember you have to use "Value Pak to hide the zeros."

Ooh, good thinking!

I have Value Pak right here.

And he says, "Don't forget, "we need to hide those zeros."

And we don't say eleventy-ten.

We say 110.

Great job doing that, math mights.

That's really hard.

And I've heard a lot of first graders say eleventy-ten, eleventy-twenty.

Or I've heard things like twelve-teen.

It's easy to think that that's how they say those things.

But we have to remember when we're counting we say 110 or the number 12.

There's not really a number called eleventy-ten or eleventy-twenty or twelve-teen.

So we just have to stop and think kind of like how Professor Barble likes us to slow down and think about word problems.

We have to think about the numbers and know exactly what it is that we're trying to say.

Now it's your turn to play Value Pak Match-Up.

And just like what we did earlier, you'll get to use Value Pak to match the tens and ones to the number.

I had so much fun with you today, math mights.

We solved a mystery math mistake and we worked with numbers over 100 using cubes.

You definitely worked hard and earned a kiss your brain.

Until next time, friends.

Have a great day!

(upbeat music) - [Kid] Sis4teachers.org.

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

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