(playful music) (bright sound) - 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.

Today we'll be solving a mystery math mistake and then we'll be doing story problems with lengths.

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

Oh no, all of our Math Mights have gotten their strategies all mixed up and they need your help to solve the mystery math mistake.

Here's how it works.

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

Not a real magnifying glass, you can make one with your hand just like this and be a math detective.

Then I want you to make sure you can explain your reasoning.

Let's check out the problem.

Look, here's our friend Professor Barble.

He's upside down and all turned around.

I think he got his strategy all mixed up.

Our problem says Jane has 14 lollipops.

She gave away 10 of her lollipops.

How many lollipops does she have left?

Let's work that out together on my whiteboard.

We're going to start with our who or our what and we have some lollipops.

Then I'm going to make my visual model and I need to make sure that I label all my parts just like Professor Barble would want us to.

So we know it starts with Jane has 14 lollipops.

I know that's the total or the whole number so I'm going to put my 14 here.

Then it says she gave away 10 of her lollipops.

So I'm gonna mark that part like this, put a 10 here and I'm going to label it with a G because she gave those away.

The next part says how many lollipops does she have left?

I'm going to label this part with an L and put the question mark right here because this is the part that I don't know.

Then I'm going to take the whole number 14.

I'm going to add 10.

And I know that 14 plus 10 equals 24.

Were you able to find my mystery math mistake?

Let's see what my friends have to say about this.

Nora says how come she has more lollipops than she started with if she gave some away?

And Layla says it looks like you added instead of subtracting.

It should be 14 minus 10 equals four.

Did you find the same mistake that Layla found?

Let's head over and make that correction together.

It says 14 plus 10 equals 24, but Layla said no, you're giving some away.

So we need to cross that part off, which reminds me I have to subtract.

So now I'll take the whole number 14 minus the part I gave away, which is 10 and it equals four.

14 minus 10 equals four and that is my hmm.

Thanks for helping Layla and I hope you found the same mystery math mistake.

Great work, first graders.

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

Our I can statement says I can solve story problems with measurement and comparing links.

Let's see which one of our Math Mights is here to help us today.

I wonder who it is.

Here comes Professor Barble!

Do you remember Professor Barble?

Professor Barble loves word problems.

And if you slow down and really think about what the problem is asking and he presses on his hard hat, out come all of these tools that will help you to create a picture of what the problem is asking.

You might be wondering what is a visual model?

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

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

Additionally, it's a reading comprehension strategy for word problems.

Professor Barble really wants us to use his step-by-step model drawing process to solve the problem.

So let's make sure as we do the problem, we use all of his steps.

Let's get started.

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

I'm gonna read it through one time for you.

Then we'll go back and chunk it together.

The problem says Kiran's pencil is nine paperclips long.

Elena's pencil is six paperclips long.

Noah's pencil is five paperclips long.

What is the total length of their pencils and paper clips?

Now we're going to go through and chunk it for information.

I'm gonna read it and add the chunks.

If you can, just read along with me.

It says Kiran's pencil is nine paperclips long.

I heard some information so I'm going to add a chunk.

Elena's pencil is six paperclips long.

I heard some more information, let's chunk it.

Noah's pencil is five paperclips long.

There's more information so I need to chunk it.

The last part says what is the total length of their pencils and paperclips?

And then we put in our last chunk, let's check out step two.

For step two, we rewrite the question in sentence form with a blank space for the answer.

So you can see in first grade I wrote it for you.

It says the total length of their pencils and paperclips was hmm.

Step number three, we are going to determine the who or the what is involved in the problem.

And you can see here, the who or the what are the paperclips.

Step number four is to draw the unit bar and I went ahead and drawn it for you right here.

Step number five is my favorite part.

We're going to go back and add the information and check it off as we go.

Are you ready, let's do it together.

When we take a look on my visual model, I know that I have one, two, three, four pieces of information.

Let's start with the first one.

Kiran's pencil is nine paperclips long.

I'm going to go down here in my visual model and I'm going to draw a line to show the part that shows nine.

And I'm going to label it with a K, add in the nine and go back up and check that off.

Then I need to add Elena's part.

She has six paper clips.

We're going to add another line, put in the six, label it with an E and then check it off.

Now we have two check marks, let's get our third one.

It says Noah's pencil is five paperclips long.

So we're going to add that five, label it with an N, check it off.

We have one more part to add.

I've added all my spots here.

I know, I need the total.

So right down here, I'm gonna put a line and add my hmm, my question mark.

I don't know the total length and I made sure to check it off.

Let's do step number six.

It's time for us to correctly compute and solve the problem.

Hmm, compute, that's a big word.

That means we need to figure out the answer.

So let's take a look at what I have.

It says what is the total length of their pencils and paperclips?

If I want the total, I know I have to add so I am going to add nine plus six plus five and I'm going to write that right down here.

I'm going to put nine plus six plus five equals and I like to go like this for my question mark, hmm.

Nine plus six plus five equals hmm.

Now, I bet you're thinking that's a lot to add, but you know what?

I think I can use my friend DC to decompose the numbers to get a friendly number.

Do you think DC could help us, let's ask him.

Hey DC, can you give us a hand?

And I brought DC right here to help us.

And I think we can use DC to decompose that six.

When I decompose it, I am going to decompose it into a one and a five.

Now I know nine plus one equals 10 and five plus five equals 10.

Now I can add 10 plus 10 to give me the hmm, which is 20.

Great work, Math Mights.

DC was really helpful.

Now I have one more step that I don't want to forget.

The last thing I need to do for step number seven is to write my answer back in the sentence.

So let's do that together.

I'm going to put the 20 here and I'm going to say the total length of their pencils and paperclips was 20.

Wow, you did a great job of solving that word problem with Professor Barble and with DC.

Awesome work, Math Mights.

Look who's back, it's Professor Barble and he's wanting us to figure out his word problem.

He already made the visual model drawing for us and he wants us to determine exactly what his question is.

Let's see if we can do it together.

So you can see I have Diego's bracelet and Maya's bracelet.

And it looks like if I start with Maya, Maya's bracelet is one, two, three, four, five beads long.

So I'm going to write a five.

Then it looks like Diego's bracelet is longer.

So we know there are five, let's keep counting.

Six, seven, eight, nine, 10, 11, 12.

I'm gonna write the number 12 right here.

Then I can see that the question mark, the hmm is all the way at the end.

So I think it's telling me I need to add the two sets of beads together.

Let's put a plus here and then add our equal.

Put our hmm and I know that five plus 12 equals 17.

So the hmm is 17, great work.

Now, do you think that maybe some of our friends thought of it a different way?

I think we can try it one more way.

Let's take a second look at this.

This time, I see Diego's bracelets and he still has 12.

Maya's bracelet, she still has five, but if you take a closer look, Diego's bracelet is longer or he has more beads on his bracelet, but we don't know how many more beads he has so that will change the way that our problem works.

This time, I think we're going to start with the number 12 and I'm gonna do it over here this time.

I'm gonna start with the number 12.

And to find the difference, I need to subtract Maya's bracelet.

So I'm gonna say minus five equals hmm.

And the difference is the part in blue.

And we can count that together, let's do it.

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

So Diego's bracelet is seven beads longer than Maya's bracelet.

I think it's really cool that we have this visual model and we could look at it one way and think we needed to add it or we could look at it a different way and have to subtract.

That's some really great thinking, Math Mights.

Now it's your turn to solve word problems with Professor Barble.

Remember, use the seven step model drawing process to help you through the word problem solving.

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

We solved a mystery math mistake with my friend Professor Barble and we solved story problems with lengths.

You learned a lot today, and I know that you can put all that information to great use.

I definitely think you need to kiss your brains.

See you next time.

(playful music) - [Boy] Sis4teachers.org.

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

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