(soft music) - [Kids] Math Mights!

- Hi, kindergarten Math Mights.

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

Today, I am so excited to show you all the fun activities I have planned.

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

Today, we're going to do a mystery math mistake, and we're gonna practice putting shapes together.

Do you notice something?

All of our Math Might characters have all of their math strategies all mixed up.

Our friend D.C. is holding onto Abracus' wand, and T-Pops has D.C.'s hammer.

The strategies need to be fixed.

Here's how it's going to work.

Our friend Dotson is here, and Dotson had a problem.

He tried to solve the problem, and we're gonna see how he solved it.

When we look at it, we're gonna have to decide if he did it right, or if he made a mystery math mistake.

If there's a mistake, we have to try to help him to fix it.

Let's take a look at Dotson's problem.

Dotson today was given a focus number on the top 10-frame.

Then he was asked to build three different numbers that would be more than his focus number.

Let's take a closer look at what Dotson did.

Dotson had this as his focus number.

Do you know how many that is?

Let's count.

Five, and one more, that's six.

Dotson's focus number was six.

Then he had to build three numbers that he thought were more than the number six.

Let's hear from our friends today.

Today, Fariah is here.

Fariah said that she agreed that the very first 10-frame was more than six, because it had eight on it.

Let's take a closer look at what she noticed.

She looked here at the first 10-frame.

She saw the five and three more, and said that that was eight.

Eight is more than six.

If you notice, we could hide these, and there's the six, but to get to eight, we have to have more.

Great observation, Fariah.

Let's hear from our other friend today.

Today we have Dawson.

Dawson said that the second 10-frame has five, but that means it's not more, it's less.

Dotson would need to add more counters to show it to be more than six.

Let's take a closer look at Dawson's thinking.

So Dawson said that this one had five, and five is less than six.

To make six, we would have to add another counter.

Now they're the same, but remember, he was supposed to add more.

Let's add one more chip, so that it has more.

If we add another chip, now we have seven.

Seven is more than six.

Seven would be a good number to show more than six.

What do you guys think about the last one?

Let's take a closer look.

This was the last one.

Does that show more than six?

Hm, well, I noticed that in order to have six, I would have to do this, and put on more.

And since those weren't there, that means that had less.

Let's see if we can fix it to make it more.

So now we have six, which means they're the same.

Let's add a couple more chips on.

We'll add three more.

Now look at it.

Now we have the six, and look, three more.

That makes nine.

Nine is more than six.

Awesome job, Math Mights.

You were able to help me fix the mystery math mistake.

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

I can put together shapes to form larger shapes.

Take a look at this picture.

What do you wonder?

What do you notice?

Hmm, our friends Fariah and Dawson are here to share what they noticed.

Dawson said that he noticed a train made up of shapes.

And our friend Fariah said she saw different colors.

She saw red, blue, and yellow.

Let's take a closer look.

Dawson noticed that on our train, there's all different shapes.

He's right.

Here's a triangle, and there's a circle.

Here's a square, and a rectangle.

What do you see, Math Mights?

I see lots of shapes, and Fariah was right.

Shapes are all different colors.

I wonder what they wondered.

Let's take a look.

Our friend Dawson wondered how many rectangles are there.

And our friend Fariah, she wondered how many red shapes were in the picture.

Let's see if we can come up with some answers for them.

Dawson wanted to know how many rectangles.

I noticed, here's a rectangle on the train, there's one.

Here's one, two.

Do you see any more?

There's one, three.

Don't forget the top, four, five.

I see five rectangles.

How about you, Math Mights?

Our friend, Fariah, she really wanted to know about the red shapes.

Let's see if we can find out how many there are.

Looking on here, I noticed right away that there were three red wheels.

And do you see any more?

There's one, that makes four, and the front of the train, that makes five.

There are five red shapes on this train.

Wow, Math Mights, that train had so many different shapes.

Thanks for all your help helping me find all the shapes, and the different sizes.

Let's take a look at this picture.

We are going to be doing a project.

This is pattern block fun.

When we count out our pattern blocks on our list, we're gonna try to make a picture out of them.

Let's start by grabbing nine orange squares.

Let's see if we can count them out.

One, two, three, four, five, six, seven, eight, nine.

Nine orange squares.

Now we need four yellow hexagons.

Can you count with me?

Here we go.

One, two, three, four.

We got four yellow hexagons.

Onto the five green triangles.

Let's count out five.

One, two, three, four, five.

Now we need the last thing, two blue rhombuses.

Here we go.

One, two.

Wow, Math Mights, that's a lot of shapes.

I wonder if we can put them all together, and come up with a picture.

Hm, what do you think we should make?

I have an idea.

Let's see if you can figure it out.

I'm gonna start with the yellow hexagons, and put 'em together.

Hm, there we go.

Now I'm gonna do the orange squares.

Do you know what it's gonna be yet?

Let's add on the green triangles.

Last we have our blue rhombuses.

What do you see, Math Mights?

I tried to make a flower.

It has a really big top on the pedals and the pollen.

And then it has a short little green stem on the blue ground.

I kind of thought it was by the water.

Now let's take a closer look to see which shape we used more of, and which shape we used less of.

Well, I noticed right away how much orange there was.

Remember, we used nine orange squares.

Now looking here, I noticed that we only used a little bit of blue at the bottom.

There's only two, two blue rhombuses.

If we fill out our sentence stem, we could say I used more, and I could put the shape, orange squares than blue rhombuses, because remember, we had nine of these, and only two of these.

And if we had nine and two, nine is more than two.

That was so much fun, Math Mights.

Let's see if we can make another picture.

So for this picture, we will need 10 orange squares.

Let's grab 'em, and count them out.

One, two, three, four, five, six, seven, eight, nine, 10.

Let's check our list.

Now we need five blue rhombuses.

Let's count 'em out.

One, two, three, four, five.

What do we need next?

Now we need eight green triangles.

Let's grab 'em.

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

Last on our list is two yellow hexagons.

Let's grab 'em.

One, two.

Wow, Math Mights.

That's a lot of shapes.

Do you think we can make a picture out of all those shapes?

Let's see what we can make.

Hmm.

I think I'm gonna start with the orange.

Let's put that together.

Now I think I'm going to use the green triangles.

Let's see what we can make.

When we make shapes, we have to make sure all shapes are touching.

Now let's use the two yellow hexagons.

Can you see a picture starting to come together?

Let's see what it's gonna be.

Now we're gonna add, let's add some of these blue rhombuses.

And lastly, we can add on our two green triangles.

Do you see it?

Math Mights, that's a silly man wearing a very tall orange hat.

Now let's take a closer look at the number of shapes we used.

I noticed we used a lot of orange squares.

We can take one of those squares, and put it here.

I used more orange squares than, hm, well, I think, Math Mights, we could choose any of the other shapes.

Let's get a green triangle.

We used 10 of the orange squares, which was more than the eight green triangles, because 10 is more than eight.

We're getting really good at knowing our shapes, and the names, and all the different attributes.

Let's see if we can do a shape puzzle.

We're gonna be using our pattern blocks.

On here, I have a picture, now we're gonna build it.

So I noticed that at the very top, there was a triangle.

And then I saw a couple hexagons.

One, there they go.

And then I noticed, here it looked like two wings.

I think that's some sort of an insect flying to find his dinner.

Now it's your turn.

You are going to get to us shape pattern puzzle.

You're gonna be using cutouts of the different shapes, like I did.

Put 'em together to make the shape, and try to count how many of each shape you use.

Awesome job today, Math Mights.

Today, we did our mystery math mistake, and we practiced putting together shapes to make a bigger picture.

I hope that you had a great time with me today, and I can't wait for you to come back soon.

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

- [Girl] 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.

(soft music)