(lively music) (sign whooshing) (twinkling music) (characters jumping) (stage creaking) (mirror squeaking) - [Kids] Math Mights.

- Welcome, second grade Math Mights.

I'm so excited that you've joined us for math today.

My name is Mrs. McCartney and we have a lot of fun things planned today.

Let's check out what we're going to do.

We're gonna start off first with a mystery math mistake, and then we're gonna work on one-step word problems.

Let's start off first warming up our brain with a mystery math mistake.

Oh no, what's happened to all of our Math Might friends?

It looks like they got stuck in a cyclone and I don't think they know which way's up.

Today in our mystery math mistake, it's your job to help us.

This is how it works.

You're going to see a problem solved by one of our Math Might characters somewhere and there's probably an error.

So you need to put your magnifying glass on to see if you can detect the mistake.

We'll share out our mistakes that we see and see if we can help turn our Math Might around.

Here we have our friend D.C.

He's adding the number 38 plus 15.

He decided to add it by decomposing the 15 into 3 and 13.

D.C. has shared his strategy with me, so I'm gonna walk you through the way he showed me that he solved it.

Just like you saw there, he decomposed this 15 into 3 and 13.

He put the 3 with the 38 to make a friendly 40, and then added 13 to get 53.

Take a look at this work that we did.

So you think you can find the mystery math mistake?

Let's see what our friends Josiah and Jameson are thinking.

Our friend Jameson said, "I think D.C. got confused.

When you decompose a number, the two parts have to create the total.

13 plus 3 equals 16, not 15."

Did you notice that when D.C. decided to decompose the number he didn't do it correctly?

Let's take a look.

He decomposed 15 into 3 and 13.

13 plus 3 does not equal 15.

This should not be a three.

What do you think it should be?

If we decomposed 15, and we took out our 13, what would be the other part?

That's right, it would be two.

13 and 2 equals 15.

Let's see what our friend Josiah is thinking.

Josiah said, "I agree with Jameson.

Also, 38 plus 3 doesn't equal 40.

D.C. needed to decompose the 15 into 2 and 13.

This way, he could add 40 plus 13 equals 53.

If we go ahead and circle this the way our friends Jameson and Josiah said, it would match.

So in fact, D.C. did have the right answer but when we looked back at his math work, he was confused.

He wasn't using his number sense.

I know D.C. would be so excited that you helped set him straight.

And now we have the strategy the right way.

Let's check out our I can statement for today.

Our I can statement says I can use visual models to solve one-step word problems.

Today, we're going to be talking about what it is we know about word problems.

I want you to think back from kindergarten, first grade, what are the things that you remember about word problems?

I've talked to some of our friends and we've compiled a list of things that we know about word problems or also we call them story problems.

Story problems have things that you can count, and some have questions you must answer.

Word problems and story problems are just making math come alive.

Another one of our friend has an idea and she says that some story problems compare two things.

We definitely do a lot of that in second grade, trying to figure out how many more or how many less or how many fewer.

Another friend has said that when she's thinking of story problems, she knows in some of them you get to add or sometimes things get taken away.

That's correct.

When we're in second grade, usually we're adding or taking away.

Our next friend says that when he thinks of story problems, he knows that you can draw pictures or diagrams of what is happening in the story problem.

I know that that's a great way to help us figure out what the word problems are asking us.

Our last friend says he knows he can write an equation to show a story problem.

We need to equipment ourselves as second graders with some really great strategies.

That's why I'm so excited to introduce one of my favorite word problem, story problem friends, Professor Barble.

(lively music) He goes on lots of different hikes and experiences math in the real world.

He oftentimes pushes on his thinking cap and out comes a visual model to help him slow down and make sure that he's understanding what the problem is doing before he guesses if he should add or subtract.

Our friend Professor Barble uses something called a visual model.

You might not be familiar with our visual model.

It is something that is known as a model drawing, a unit bar, a tape diagram or in some schools, called a bar model.

The idea is it's really a reading comprehension strategy to help us in math.

This is why I love using them.

Drawing a visual model can help you visualize the strategy and think about what the words are asking instead of rushing in to try to solve the problem.

Our friend, Professor Barble, has seven amazing steps that we're gonna learn today as we start to look at word problems.

I think that you'll be able to use this when you're at school so that you can start to slow down and see his steps before guessing if you should add or subtract.

Do you get the idea?

I think we should give it a try.

How many seeds?

Let's take a look at this story problem.

Diego gathered 42 orange seeds.

Jada gathered 16 apple seeds.

How many more seeds did Diego gather than Jada?

Okay, do you think we should add?

Do you think we should subtract?

Is there more than one way?

I don't know.

Let's see if we can use Professor Barble's step-by-step checklist to help us with this problem.

Let's take a look.

Our first step says to read the entire problem and put chunks in.

I've already read our problem one time.

This time, I want you to be listening for new mathematical information.

When we hear new information, we're going to put a chunk in, which is going to tell us it's an important part of the story problem.

Diego gathered 42 orange seeds.

Chunk.

I definitely heard some new information.

Jada gathered 16 apple seeds.

I hear some more information.

Chunk.

How many more seeds did Diego gather than Jada?

Chunk.

We now have three chunks inside of our problem, which will help us later as we check them off.

Step two says to rewrite the question in sentence form, leaving a blank space for the answer.

Sentence form means what is it the problem's asking and how can I repeat it in a sentence form to know exactly what I'm looking for.

Our problem said how many more seeds did Diego gather than Jada?

We're going to say that Diego gathered mhm more seeds than Jada.

We say mhm because we don't know what the answer is.

Now if we look at our step three, it's time to determine the who or the what is involved in our problem.

We know we're talking about two of our friends, and we're talking about their seeds.

Let's get them written down.

We have Diego's seeds.

And then we have Jada's seeds.

When I do my visual model, I like to have a starting line here so when I start to write the unit bars in, it helps me.

Now it's time to draw in the unit bars and go back in the chunks to check them off that we have them in our visual model.

I'm gonna first read to figure out what I should put next to Diego.

Here I have Diego collected 42 seeds.

I'm gonna go ahead and put a bar because I don't have time to write 42 different boxes, and I'm going to label this 42 seeds.

I'm gonna go ahead and put a check up here because I have that information in my visual model.

Now as we start to look at Jada, it says that she has 16 seeds.

Should I make the bar the same exact length?

Should I make it longer?

Should I make it shorter?

We know that 16 is the less than 42.

Quite a bit less.

So I'm gonna give her a smaller bar, and in that bar, we can go ahead and write our total of 16 and check it off.

It says how many more seeds did Diego gather than Jada?

What does that mean?

How many more?

It means when we're comparing, we're trying to look at how much one person has versus how much the other person has.

So if we look at that visual model, it's talking about this space here.

I'm gonna kind of make a bracket here because it wants to know if they, if you can kind of imagine that they had the same amount, how many more did Diego have?

And so we're gonna go ahead and put a question mark here because that's the part that we need to answer.

We've done all this work and we've done no math yet.

The visual model process helps us to slow down as second graders so we know exactly what the word problem is asking.

Let's see now if we can figure out how we should go about solving it.

If I know Diego has 42, and I know that Jada has 16, and we assume that we eventually have these bars the same, I wonder if I take the 42 and add it it the 16.

Will that tell me how many more Diego has?

No, that would tell me how many they have in all.

If I were to take the 42 and subtract the 16 here, it would tell me how many total is here.

Does that make more sense?

I think so.

I think for this problem, we might do 42 minus 16 to solve the problem.

How shall we go about or which strategy should we use to solve that problem?

As a second grader, you have lots of strategies that you can use to apply to these story problems.

I think I have a friend who wants to help us today.

We have our friend Springling.

(upbeat music) (tools clanging) (Springling jumping) She was born with fancy eyelashes and fluffy fur, and this coil-y tail.

She likes to count up or back on the number line in friendly chunks.

I think she could help us solve this story problem.

I'm gonna go ahead and make the open number line start at 16, which is kind of where we are with Jada and we wanna keep counting up until we can get to where Diego is here at 42.

When we're hopping, I know I can go to the friendly number 20 and have Springling hop.

Between 16 and 20, I know that it's four.

I can hop by 10s or you could hop all the way to 40.

Today I'm going to go from 20 to 30 and hop 10, 30 to 40, and hop 10, and then I'll hop two to find that distance between the two numbers.

If I add up how far she's hopped, 10, 20, 24, 26.

This tells me that 42 minus 16 is 26.

If I were to put the 26 in here and add it to the 16, it will total the 42.

You can even check it to make sure.

Now, our last step says that we need to write the answer in our sentence form so we complete it.

Diego gathered 26 more seeds than Jada.

I know if we look back right now at that seven-step process, you'll agree with me that all of those steps that you see here are very helpful for us to be able to go through word problems at a pace that makes sense in second grade.

I wonder if you can show someone how to use Professor Barble's step-by-step process.

Now it's your turn to try a word problem with Professor Barble like we did today.

You're going to use those seven steps all on your own.

Second grade, Math Mights, I've had so much fun hanging out with you today, from our mystery math mistake to learning all about Professor Barble's visual model process.

I sure hope to see you on another Math Might episode soon.

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

Changing the way you think about math.

- [Narrator] The Michigan Learning Channel is made possible with funding from the Michigan Department of Education, the State of Michigan and by viewers like you.

(lively music)