(bright music) - [Children] Math Mights.

- Hey, Math Mights.

Welcome back.

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

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

Let's check out our plan for the day.

Today, we'll be solving a mystery math mistake.

And then we'll be solving story problems and equations.

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

Oh no.

All of our Math Mights got their strategies all mixed up and I need your help to see if we can figure out where they made their mistake.

Here's how it works.

I'm going to act out a problem with a concept that you're already familiar with.

And then your going to use your magnifying glass to see if you can find my mistake.

Not a real magnifying glass, one like this.

You can make it with your fingers, and you can be a math detective.

And then I want you to be able to explain your reasoning.

All right, here's my equation.

Ooh, hey, look, I have two Math Mights.

They are mixed up, upside down, and all confused.

We have DC and ValuePak here.

And their equation is 29 plus 14.

We'll start with my friend DC.

And remember, DC likes to decompose numbers to make a friendly number.

So let's do that first.

DC is going to decompose the 14 into a one and a 13.

He's going to grab that 29 and one and get 30 plus the 13 which will give us 30 plus 13 equals 43.

Now let's check out ValuePak and how he is going to solve the problem.

Remember, ValuePak likes to click apart and solve with the tens and the ones.

So we're going to decompose our 29 into 20 and nine.

Then we're going to decompose the 14 into 10 and four.

We're going to add the 20 and the 10 to get 30.

Then we're going to add the nine and the four to get 13.

And I know that 30 plus 13 equals 33.

Were you able to find the mystery math mistake?

Was it by my friend DC, or was it by ValuePak?

Well, let's see what my friends Aidan and Rocco have to say.

Rocco says, "It looks like DC did a great job making the 29 into a 30 and adding in the leftover 13 to get 43."

Great thinking, Rocco.

DC did do a good job.

And I don't think that there are any mistakes in DC's problem.

Aidan says, "I think ValuePak got confused and forgot to add in the second 10 from the 14.

It should be 29 plus 14 equals 43, not 33."

Ooh, good catch Aidan.

I'm glad you caught that.

Math Mights, did you catch that math mistake?

We better head over to my board and fix it right away.

So you can see right here, I have 30 plus 13 equals not 33.

I'm just going to erase that and make it a 43.

Great work Math Mights helping DC and ValuePak solve the problem 29 plus 14.

And we have to remember when we're solving, even though someone tells us an answer, we always want to double check it because it might not be right.

Sometimes we do make mistakes in math, and that's why we always double check our work.

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

It says I can think about story problems and write equations.

Let's see who our Math Might is today.

Okay.

It's Professor Barble.

Professor Barble loves word problems.

And if he slows down to think about what the problem is really asking and he presses on his cap, all of these really cool tools come out that help him to create a picture of what the problem is asking.

Now, you might be wondering what is a visual model?

Well, a visual model is sometimes known as a model drawing, unit bar, tape diagram, or bar model.

Drawing a visual model helps us visualize the strategies and understand what the word problem is asking.

It is also a reading comprehension strategy for word problems.

Professor Barble wants you to make sure that you use his seven-step visual model process when solving those word problems.

So he's here to help us today.

Professor Barble's first step is to read the entire problem and put it into chunks.

We'll do that together.

I'll read it one time to you, then we'll read it together and chunk it.

It says, "Mia made nine paper frogs.

Diego made 15 paper frogs.

How many fewer frogs did Mia make than Diego?"

All right.

Now, read along with me as we chunk it.

Mia made nine paper frogs.

We're adding our first chunk.

Then it says Diego made 15 paper frogs.

We'll add our second chunk.

How many fewer frogs did Mia make than Diego?

We've added our third and final chunk.

Now it's time for step two.

Step two is when we write a sentence with a blank in it, like this.

I have Mia made, hmm, fewer frogs than Diego.

Step three is when we determine the who or the what.

So if we take a look at mine, you can see I'm going to make a line here first like this.

Then I know that the who or the what is going to be Mia and our friend Diego.

Our next step, step number four, is to draw the unit bar or the visual model.

So let's do that now.

When I think about this, I have the number nine and the number 15.

Hmm.

Which number is bigger?

15 is the bigger number.

So, I am going to make sure that this visual model is longer than Mia's visual model.

Our next step, step number five, my favorite step, is when it's time for us to add the information into our visual model and check it off as we go.

And then finally, we'll add our question mark.

Let's do that now.

So when we look at this, Mia made nine paper frogs, we're going to put a nine in Mia's visual model.

Then we're going to check it off.

Diego made 15 paper frogs.

So in Diego's visual model, we're going to add 15 and make sure we check it off.

Finally it says, how many fewer frogs did Mia make than Diego?

This is our hmm.

We don't know this part.

So we're going to do right here is go like this and put our question mark.

We don't know how many fewer Mia has than Diego.

Let's make sure that we don't forget to make those check marks.

We're going to go back and check our last one off.

We just added our question mark, so now we'll put in our check mark.

Check.

Now it's time for us to do step number six to correctly compute and solve the problem.

Let's do that together.

How many fewer frogs?

Right there, that's a key word for me.

Fewer means less.

And I know if there are less, I'm definitely not going to add.

I'm going to subtract.

So let's do that now.

I'm going to start with the number 15 and subtract or take away the nine.

So I have 15 minus nine equals, hmm.

Now I have to figure out, well, how should I subtract that?

And I think I could count on.

I'll start with the nine, make some dots, and stop when I get to 15.

Then I'll count the dots.

It looks like this.

Nine, 10, 11, 12, 13, 14, 15.

Let's count those dots.

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

So, I know 15 minus nine equals six.

I have one last step for us.

On step number seven, we want to make sure that we take our answer and put it back into our sentence in the blank space.

Let's do that now.

I'm going to take the six and put it up there.

And it says Mia made six fewer frogs than Diego.

Great work, Math Mights.

You did an awesome job of solving Professor Barble's word problem using his step-by-step visual model process.

Let's look at it a little bit differently.

This time my problem says, "Kiran has 19 bracelets.

He gave some to a sister.

Now he has 11 bracelets left.

How many bracelets did Kiran give to his sister?"

My question to you is which equation matches the story?

And there are three equations.

11 plus 19 equals, hmm, 19 minus 11 equals, hmm, or 19 minus, hmm, equals 11.

I have it laid out for us on our white board.

Here you can see I started with step two.

Kiran gave his sister, hmm, bracelets.

I put in our who are what, which are the bracelets.

You can see I drew the visual model with the total of 19.

He gave 11 to his sister.

And how many are left?

Let's add that question mark together.

Then I wrote the three equations.

Let's see if we can figure out which equation is the right one to match our visual model.

We'll start with the first one.

It says 11 plus 19 equals, hmm.

Well, you can see my whole number is 19.

11 is one of my parts.

And the question mark is another part.

So I don't think that I can add 11 plus 19 to get the whole number because I already have the whole number.

So this equation isn't the right one.

I'm going to x it out.

Then the next equation says 19 minus 11 equals, hmm.

When I look at it, you can see the whole number is 19.

And I started with the 19.

I'm taking away 11.

And if you look at my visual model, you can see that I've crossed 11 off, which tells me I need to subtract, equals, hmm.

And here is my question mark.

I'm thinking this is the right equation.

19 minus 11 equals eight.

But I'm not done yet.

I have one more equation.

So even though I got the answer correct and solved and found the correct equation, I'm still not done.

I don't want to forget about the last one.

It says 19 minus hmm equals 11.

It does start with a whole number, but this time, it's taking away my hmm and it's giving me 11 here.

But I gave 11 away.

So we have to remember, I don't want to wind up with what I gave away.

I need to wind up with what the hmm is.

So this equation can't be correct either.

Now that we figured out our correct equation, let's take step seven and fill in our hmm in our sentence.

So we're going to take this eight and put it right up here.

And it says, "Kiran gave his sister eight bracelets."

Great job.

You're getting so much better at solving word problems.

Now it's your turn to solve Professor Barble puzzles.

All right, Math Mights.

Let's try and solve one of these altogether.

Let's take a look at the first two equations.

I have two problems.

A dog has 12 bones.

He ate five of them.

How many bones were left?

And then I have another problem here.

I think I'm just going to start with this first problem and set the other one aside.

Now, it says he ate five of them.

Hmm.

If he ate them, then that means some are taken away.

So I know that it's going to be subtraction.

When I look at my visual model, I have two of them.

You can see that there's a line through this visual model and not through this one.

So I know that this one is the subtraction one.

I'm going to set the other one aside and I'm going to put the first piece in my puzzle.

Now I have an equation.

And I know that since it's subtraction, 12 minus five equals seven, that will be the last part of my equation, and I'll set the other one aside.

First grade Math Mights, I had so much fun with you today.

We were able to solve a mystery math mistake, and we also solved more story problems with equations.

I definitely think you need to kiss your brains.

(bright music) (gentle music) - [Narrator] 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.

(gentle music)