(joyful music) (magic wand sound) (spring bouncing) (cane creaking) (glass squeaking) - [Kids] Math Mights!

- Welcome, Kindergarten Math Mights.

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

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

Today, we're going to do a numeracy talk with our friend, Dotson, and then we're gonna be talking about more and fewer.

Dotson's getting ready to come to help us warm up our brain.

When Dotson comes to warm up our brain, we're gonna be taking a picture.

Remember, when you see the scatter, you are gonna be taking a picture and trying to remember how many dots there are.

Just like last time, the dots are not gonna be in a structure of a five frame.

They're what we call a scatter, so they might be anywhere on the page.

Get ready, here comes Dotson now.

(dramatic music) Dotson is our subitizing superhero.

He always has a D on his cape because he loves dots.

Get ready, Dotson's bringing our famous scatter now.

(camera taking a picture) Did you see it?

Did you see the dots on the scatter?

Remember, today we have a tricky question.

Today I want to know if you saw the dots, how many did you see if there was one less?

Today, our friends Ethan and Han are here to share their thinking about what they saw.

Our friend, Ethan, said he saw five, and he knows that one less is six.

Hmm, what do you think about Ethan's thought?

Let's take a closer look.

Ethan said that he saw five dots and he knew if there was one less, that would be six.

Hmm.

That seems a little confusing.

Remember, less means we have to take one away.

Let's see what our friend Han says, if he agreed or disagreed.

Our friend Han said that he politely disagreed.

He saw five, but if you had one less, that means there would be four.

Let's go take a closer look at Han's thought.

So Han said if there was five dots and if we took one away, I'll hide it under my hand.

That means there would be four left, not five.

What do you think?

Do you agree with Ethan or Han?

I think Han was right in this case because when we take something away means we need to pretend it's not there, to make one less.

Now let's make a number bond to go with Han's thought, we'll start up here to show the whole, and then we'll break it apart to show the two parts.

So Han said that all together, he saw that there were five dots, but Han said if we took one of them away.

So we'll show that here, here's the one that we're gonna take away.

Then there would be four left.

We can write the four here.

If we had one as a part and four as a part, when they get put back together, it would make five.

Hey, let's act that out!

One and four, if you put them together, it's five.

Can you do it with me?

One and four, put it together.

That's five!

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

"I can figure out what we have more of or what we have fewer of."

Take a look at this picture.

What do you notice?

What do you wonder?

Our friend Ethan is here to tell us what he noticed.

He saw that there are six students and some apples at the table.

Our friend Han has a wonder.

He wondered if there were enough apples for each student.

Hmm.

Let's take a closer look at their thinking.

So here is that picture with all the friends at the table and the apples.

They noticed that there were friends and apples, and they wondered if there would be enough apples for each friend to get one.

Well, I noticed that there are one, two, three, four, five, six friends, and I can clearly see in the picture, there are more than six apples.

One, two, three, four, five, six, and some more.

So you tell me, could each friend get at least one apple sitting at the table?

Yes!

They could, because there was more apples than there were friends.

Because there were fewer friends, there would be enough apples for each friend to get at least one.

Let's keep going with that idea.

Take a look at this picture.

Are there enough muffins for each student?

Hmm.

I wonder if there was enough muffins.

Let's take a closer look.

Here is the picture of the friends and the muffins, and we want to know if each friend could have a muffin.

Hey, these are kind of lined up.

The friend could be right above the muffin.

Let's connect them and then we can see if there is enough.

So we're gonna pretend that this friend is gonna eat this muffin.

This friend will eat this muffin.

This friend will eat this muffin and this friend will eat this muffin.

And uh-oh!

There's no muffin.

Was there enough muffins for each friend to have one?

No, there was not.

One friend would have been very sad because they did not get a muffin.

How many muffins would we have to add so that each friend could have one?

That's right!

We need to have one more muffin.

If we had one more muffin, then this friend would also have a muffin to eat.

You are doing a great job helping me match to see if we have an equal group.

Let's take a look at another picture.

In this picture, I have some feet, and down here I have some shoes.

We need to see if there is enough shoes to go on each of the feet.

Are you ready?

How could we do that?

That's right!

We could use the same strategy and draw a line to match a foot to a shoe.

So let's see, if this foot goes in that shoe that would match.

We could put this foot in this shoe, this foot in this shoe, this foot in this shoe, this foot in this shoe, and this foot in this shoe.

Uh-oh.

What do you notice?

Are there fewer feet than there are for the shoes?

Are there more shoes?

Hmm, let's take a closer look.

So if we look at the feet, let's count, one, two, three, four, five, six.

Here we had six feet.

Let's see how many shoes we had.

One, two, tree, four, five, six, seven, eight.

There was eight shoes.

Hmm, if there was eight shoes, but only six feet, I think we had fewer number of feet.

We needed more feet so that there would be the same and each foot would have one shoe in it.

Take a look at the last picture.

Here, I have some friends and I have some hats.

I wonder, are there enough hats for each friend to have a hat on their head?

What strategy could we do to figure that out?

Yes!

Maybe we could draw the line to connect a head to a hat.

Let's take a look.

So if we were able to draw a line, now I notice, each friend is not right on top of a hat.

So we have to be very careful to only draw one head to one hat.

Let's do it.

So this hat could go on this friend's head, this hat could go on this friend, this hat here, and we're just gonna keep matching them up.

So each friend would have a hat.

Uh-oh, are there enough hats for each friend?

No!

Let's look.

There are two friends that did not have a match.

There were fewer hats than there were for the friends.

Wonderful job, Math Mights, you really were able to help me figure out if there was enough in the two groups to have an equal amount, so that each group would have the same.

Now we get to play a new game.

This is a cover-up game.

In this game, we are going to be using a game board, some number cards and chips to help us cover on the board.

The goal of the game is to get four in a row.

You could get four going vertical, up and down.

You could get four in a row being horizontal, meaning across, or you could get four in a row diagonal, going corner to corner, almost like on a slide.

Are you ready to play cover up?

Here we go!

So I'm gonna take my card and I'm gonna flip it over.

I flipped over the number one, so looking on the game board, we're looking for the number one.

There it is!

It's here!

They're holding one finger.

So we're gonna put a chip on to cover it up.

Let's flip the next card.

Now we have the number nine.

Hmm, do you see it?

Do you see nine?

There it is!

Nine is here!

Five on the top and four on the bottom.

We're gonna take a chip and cover up nine.

Let's do the next number.

We have the number 10.

Take a look, do you see 10?

There it is!

10 could be here.

Five in a five frame and five extra on the bottom.

That's 10.

Let's cover it up.

Oh, we're getting closer.

We have two in a row.

Let's flip.

Now we have the number eight.

Do you see the number eight?

There it is!

It's here like a scatter, four and four.

Let's cover up eight.

Flip the next card.

Now we have the number seven.

Hmm, take a look.

There's seven!

Five and two more, seven.

Cover it up.

Let's do the next one.

The next number is two.

Let's look, we're looking for the number two.

There it is!

Two and three empty boxes on our five frame.

Two!

Let's see what the next number is.

Now we have six, let's take a look.

There it is!

On his hands.

We have five and one, that's six.

Cover it up.

Math Mights.

Did you see it?

We got four in a row.

We were able to win the game.

Great job, Math Mights, we were able to get four in a row by matching the numeral to the different number represented on the mat.

Now it's your turn, Math Mights.

You are gonna put your ideas to the test, you are going to get to play "Are there enough?"

This will be similar to what we did earlier, where you are going to match one group of objects with another group of objects to see if there was enough to have an even match.

Math Mights, you worked so hard today.

We did our numeracy talk with Dotson and we were able to figure out if there was enough in different groups.

I am so proud of how hard you worked today, and I can't wait for you to come back soon.

(joyful music) - [Boy] sis4teachers.org.

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

(joyful music) - [Announcer] 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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