(jolly music) (bells and chimes) - [Children] Math Mights.

- Welcome, first grade Math Mights, I'm Mrs. Markavich, and I'm so excited that you're here with me today.

I have so many fun math activities planned for us.

Speaking of math activities, let's check out our plan for the day.

Today, we'll be doing a numeracy talk and word problems with addition and subtraction.

Let's warm up our math brains with a numeracy talk with my friend Dotson.

Here he is now.

Hey, Dotson.

Dotson is a subitizing superhero that loves dots.

He wears a great big D on his belly, and subitize means to tell without counting.

Now, let's head over to the red carpet, where we're going to meet a famous scatter arrangement.

I'm going to flash you the scatter, and I want you to take a picture of it with your brain camera and hold it there.

Don't tell me what you saw, because then I'm going to ask you a secret question.

Are you ready?

Take that picture.

Do you remember what you saw?

Let's check out our secret question.

It says, "What is two more than what you saw?"

Do you remember what you saw?

Do you think you can tell me what two more would be?

Let's see what my friend Han and Ethan have to say.

Han says, "I saw a total of seven, so I think two more is five.

Seven minus two equals five."

Did you come up with what Han came up with?

Do you think that two more than seven is five?

Let's see what our friend Ethan has to say.

Ethan says, "I politely disagree with Han.

I think the answer is nine, because seven plus two equals nine."

Well, this is interesting.

We have two friends that came up with two different answers.

This can happen when you're subitizing and you're asked a question other than what you saw.

Let's take a closer look at that.

I have the scatter here in front of me.

Now, we know that both boys originally saw the number seven on the scatter, but then what happened next was Han subtracted and Ethan added.

Now, remember, I asked you to tell me what is two more than what you saw.

So when we're talking about it here, Han said, "I saw seven, and two more would be five."

That means we covered two up and took two away.

But that's not really what I asked.

I asked for two more.

So, for example, if I wanted you to put two more there, it might look like this.

Now you can see where you have seven, eight, nine.

So this time, I think Ethan is correct.

Seven plus two equals nine.

These are great discoveries, first grade Math Mights.

Sometimes in math, we are incorrect and that's okay, because we can learn more from an incorrect answer sometimes than we do for the correct answer.

I think Dotson would be so proud of our thinking and the way that we communicated our thinking.

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

It says, "I can solve word problems with addition and subtraction equations."

Let's take a look at this first problem.

Do you see the glue sticks and the scissors?

It says there are eight glue sticks and three scissors at the art station.

How many fewer scissors are there than glue sticks?

Hmm, this is a great question, but it seems kind of complex.

I'm wondering if we can call on my friend, Professor Barble, to help us out.

Hey, Professor Barble, can you give us a hand?

(upbeat music) Remember, Professor Barble is a Math Might that lives in Mathville and he loves word problems, and if he slows down and presses on his cap, out comes some really cool math tools that will help him to create a picture of what the problem is asking.

And Professor Barble has seven really easy steps that will help us to solve word problems.

Let's take a look at them.

Now, here's what we're going to do.

I'm gonna read the question again one more time, and then we're going to talk about step number one.

It says there are eight glue sticks and three scissors at the art station.

How many fewer scissors are there than glue sticks?

Professor Barble's first step is for us to read the entire problem, which we just did, and then chunk it.

So we're going to chunk it into important parts of information.

I have it blown up in front of me here.

So let's chunk it together.

It says there are eight glue sticks.

That's important information, so I'm going to make a line and chunk it right there.

Then, it says, "And three scissors at the art station."

This is more important information, so I'm going to make another line and chunk it here.

How many fewer scissors are there than glue sticks?

More important information, so we're going to make one last chunk in our problem.

Han and Ethan are getting so excited about solving the problem.

Han says, "I think we should add," and Ethan says, "Or wait, should we subtract?"

Let's hold on a minute, boys.

Remember, we have to use Professor Barble's seven steps, and step number two is for us to rewrite the question in sentence form with a blank space for the answer.

So let's take a look at mine.

I have it right here.

It says there are mm fewer scissors than glue sticks.

Now we can move on and talk about the rest of our steps.

Step number three is for us to determine the who, or the what is involved in our problem.

I have that right here in our visual model.

Glue sticks and scissors are our who and our what.

Step number four is for us to draw the unit bars.

Now, at this point in first grade, I've gone ahead and done that for you.

So our unit bars are right here next to our glue sticks, and here next to our scissors.

Step number five is when we get to start looking at the problem and we get to check when each of the chunks are added to our visual model.

So we're going to do that part now.

Let's start here.

It says there are eight glue sticks, and you can see I have one, two, three, four, five, six, seven, eight.

I could put Gs in there if I wanted to, like this, and then I'm going to go back up and check it off that I added it.

And then it says, "And three scissors at the art station."

So I can put an S for scissors right here.

One, two, three, and I wanna make sure I check it off.

I don't wanna use the information twice, or forget something, so that's why I'm checking it off.

Now, the next part says, "How many fewer scissors are there than glue sticks?"

Hmm, that's the part I don't know, so that's where I need to add my question mark, and I'm going to do that right here in this space.

This is the part that I don't know.

So I'll put my question mark here, and then I can go back up and just check any part of that.

I think maybe I'll put it right here like that.

Now, step number six is for us to correctly compute and solve the problem.

This is the part that the boys were really excited about before.

So now we get to solve the problem.

I can look at it and see all of my information and know exactly what I have to do, and I'm going to solve the problem down here in this rectangle.

So I'm going to take my eight glue sticks and put that right here.

And you can see that there are less, and they also said how many fewer?

And fewer means we need to subtract.

So I'm going to put a minus sign here and subtract my scissors of three, and that's going to give me my hmm, my question mark right there.

Now, if I'm not sure, I can go and count this part like this, one, two, three, four, five.

There are five more glue sticks and scissors.

So that means how many fewer scissors are there than glue sticks?

There are five fewer scissors than glue sticks.

Now, the last step, step number seven is when I'm going to take that answer and put it back up into my question like this.

There are five fewer scissors than glue sticks.

Wow, Professor Barble would be so proud of us using his seven steps to complete these word problems, but you know what?

I wanna talk a little more about his seven steps.

Why do you think it's so important that we use them?

If you think back to Han and Ethan, when they were so excited about the problem and they wanted to add or subtract before they really chunked the problem, we have to chunk the problem to find the information that we're looking for, otherwise we would just be guessing.

I have another problem for us.

It says there are five red squares and three blue squares on the reading rug.

How many more red squares are there than blue squares?

Then I wanna know which of these equations represents the problem?

You can see that I have four equations on the left side of the screen.

Now, this is where Professor Barble comes in and we need to use his seven steps to slow down and figure out what the problem is really asking, instead of guessing, should I add, or should I subtract?

So I have it all written out for us.

Let's go through the steps together and see if we can determine which equation is correct.

Let's do it.

So the first thing we're going to do is read the entire problem and chunk it as we go.

There are five red squares.

That's an important part, so we're going to chunk it, and three blue squares on the reading rug, more important information, so we'll chunk again.

How many more red squares are there than blue squares?

One more chunk.

Now, step two is to put it in sentence form.

There are mm more red squares, then we have our who, or what, which is red squares and blue squares.

I've gone ahead and made the visual model for us that shows one, two, three, four, five red squares, and one, two, three blue squares.

Now, the next part is when we're going to check and add our information to our visual model.

So we've got five red squares.

I'll go ahead and put R, R, R, R, and R for red and check that off.

Three blue squares, B, B, B for blue, and check it off.

Then we have to add that question mark, and that's where we're going to put that right here.

How many more red squares are there than blue squares?

I'll put that question mark there and check that part off.

Now, step number six is when I can correctly compute and solve my problem.

So let's look at it again.

I have five red squares and three blue squares, and I need to know this part, how many more red than blue?

So when I'm looking at my equations, the first one says five plus three.

So that means I would go five, six, seven, eight.

Well, I'm not asking how many there are in all, so this can't be the right equation.

I'm gonna go ahead and X that one out.

My next one says I have five, one, two, three, four, five, plus some blue maybe would equal three.

Hmm.

That doesn't make sense.

I don't think five plus anything would ever equal three, so that can't be the right equation.

Now, the next part says I have five red minus the three blue would equal two red.

Ooh, I think we could be on to something.

This could be the correct answer.

I'm going to put a two here, because five minus three equals two.

I have one more equation.

This one says three plus some more could give me that five red at the top.

So three plus one, two would give me five.

So this one could also work.

First grade Math Mights, this was a lot of work, but we still have one more step.

We need to go ahead and put that answer up here in the top.

I'm going to put two.

There are two more red squares.

than there are blue squares.

I hope that you continue to use Professor Barble's seven-step process when you are solving word problems.

First grade Math Mights, now it's your turn to try this on your own.

It's time to play add or subtract with word problems.

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

We were able to do a numeracy talk with my friend Dotson and meet the famous scatter arrangement, and we were also able to have Professor Barble help us with a seven-step visual model process in order to solve all of these word problems.

Until I see you next time, kiss your brains.

(gentle music) (jolly music) - [Boy] Sis4teachers.org.

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

- [Presenter] 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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