(bright music) - [Kids] Math Mights.

- Hi kindergarten Math Might, welcome back.

My name's Mrs. Gray and today, we are gonna be learning some math together.

We are gonna be changing the way that we think about math.

Today, we are going to be doing a numeracy talk with our friend Dotson.

We're also going to be doing some subtraction word problems.

Get ready, we're gonna warm up our brains with our friend Dotson.

Here he comes now.

(upbeat music) Today on the red carpet, we are not gonna be seeing our famous 10 frame.

Today, we're gonna be seeing something new.

It's our counting buddy, Junior, our counting buddy, Junior, has 10 beads on it.

Let's take a closer look at our counting buddy.

Here is our counting buddy.

We have his cute face here and he has some cute little feet down here.

On his body, there are some beads.

There are 10 beads.

Five beads are on one color and five beads are the other color.

When the beads are moved up towards his head, we pretend that those ones are not there.

If I want to use my counting buddy to count, I'm going to slide the beads to his feet.

Let me build a number so we can see and practice.

So looking at our counting buddy, there are five beads at his feet and there are five beads up here.

But remember, we pretend that these ones are not there.

How many beads do I show on the counting buddy?

There are five beads.

Let's take another look at another number.

I'm gonna slide some more beads towards his feet and show a new number.

This is the number eight.

I know there is eight because there is five beads in the black and there is three more.

And I know that five and three more is eight.

When I want to clear my counting buddy to go back to zero, we just take the beads and we slide the beads back up towards his head.

And when they are there, we pretend when thereby his head, that they're not there and now the counting buddy shows us zero.

Get ready, we are going to see a counting buddy come on the screen.

When see it, I want you to take a picture with your brain and try to remember how many beads you see without counting.

Here it comes now.

Hmm, there was a lot of beads on there, I wonder how many you saw.

Let's talk to some of our friends and see what they saw.

Our friend Anderson saw eight beads on the counting buddy.

Our friend Tenshi saw seven beads on the counting buddy and our friend Lysha saw six beads on the counting buddy.

Hmm, that was a couple of different answers.

Lysha's idea seemed a little different than what Tenshi said.

Let's go back to what Tenshi said about the counting buddy.

Tenshi saw seven because she thought she saw five and two more.

Let's take a look at the counting buddy to see what Tenshi was thinking.

Tenshi saw five and two more.

This is what Tenshi thought she saw.

But what did the counting buddy actually say?

Let's take a look one more time at our counting buddy to see who we agree with.

The counting buddy looked like this.

The counting buddy was five and one more.

Lysha was correct.

Let's hear what Anderson has to the say.

Anderson, oh, he would like to change his answer from eight to six.

He must have really been listening to his friend's explanations and it helped him change his answer to make the right one.

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

Can you say it with me?

I can use objects or drawings to show that I can solve subtraction word problems up to 10.

Let's take a look at a picture that I have to show you.

Look at this picture of donuts.

Don't they look delicious?

I love all the sprinkles on them.

I wonder what would happen if you had these donuts on your counter at home.

I know what would happen at my house.

Now, you look at the donut plate again and now it looks like this.

What does it make you wonder?

What do you notice?

Hmm, I wonder what is happening to the donuts.

I noticed that on the donut plate, there was four donuts to start with, but then later when we looked at our donut plate, some of them were gone.

It looks like somebody was hungry and might've been eating our donuts.

They have been taken away.

There was four and now there's only two left on the plate.

That means that two donuts are gone and are missing.

We started talking about taking away with our donuts.

Now we're gonna be learning some more about the concept of taking away, which is also known as subtraction.

We are gonna get ready to play a game with some garbage men and the garbage men are gonna come and help to take away, just like they would come and take away your trash from your home.

Get ready, we're gonna be playing our game.

Here are the materials that we need to play the game.

We're gonna need our 10 frame subtraction mat.

We're gonna need our cards.

We're gonna need some chips and we are going to need a die to play the game.

Get ready, we're gonna play.

I hope you enjoy it as much as I do.

So what we're going to do do is we're gonna take our cards.

I'm gonna flip over one card.

I flipped over the number 10.

The first thing we're gonna do is we're going to build the number 10 in our 10 frame.

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

I built 10 in our 10 frame, just like the card that I flipped over.

Now, I'm gonna roll the dice to see how many need to be taken away into the trash can.

We're gonna grab our die, give it a nice roll, three.

I rolled three, which means I'm gonna take three away.

One, two, three.

Now looking at our 10 frame, I wonder what 10 take away three was.

When we look at our 10 frame, we can see five and two more.

I know that five and two more is seven, which means that 10 take away three is seven.

We also have our recording mat.

On our recording mat, we can write down what we just did on our 10 frame subtraction mat.

So I started with 10 on my 10 frame one, two, three, four, five, six, seven, eight, nine, 10.

When I rolled the die, I had to take three of them away.

Well, I can't really take it away on my mat.

So what I could do, is I could put a line through the chips to show that those are gone and X them out of my 10 frame.

Let's do that.

So here's my 10 frame.

I'm gonna get rid of three, one, two, three.

I had 10 to start with and I took three away, which means 10 take away three was seven.

I'm gonna write a seven here.

I hope you liked that, let's try another one.

We have to always make sure that we clear our board before we start a new problem.

Let's clear our board of our chips and get ready to flip over another card.

Now, I have the number six.

The first thing I'm gonna do is build it in my 10 frame.

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

That is six on our 10 frame.

Now we're gonna roll our dice and see how many we have to take away.

Grab your dice, give it a good roll.

It was six.

So now, I have to take six off of my 10 frame.

Here we go.

We're gonna move them to the trash, one, two, three, four, five, six.

On our 10 frame I notice there's none left.

That means that there is zero.

Let's try to record it on our recording mat.

There was six to start with, one, two, three, four, five, six.

Then I had to take six away.

Remember, you can show that by just drawing a line through the chips.

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

Six is what I had to start, and I took six of them away.

When those six were taken away, there was zero left.

Six minus six equals zero.

Wasn't that so much fun playing trash can subtraction?

Now, we're gonna take this concept and try to apply it to word problems.

Let's take a look at this bucket of apples.

In my apple bucket at the store, there were seven apples.

Someone bought three of the apples, how many are left?

Let's act it out on my mat and see what we notice.

In my bucket, there were seven apples at the store.

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

Someone bought three of those apples.

How could we show that?

Oh, that's right, we could just move them off the mat.

Let's take three apples out of the bucket.

One, two, three.

How many apples are left in the bucket?

Can you count with me?

One, two, three, four.

There were four apples left in the bucket.

Math Mights, you are doing a great job with subtraction word problems.

Now, let's try another one.

This one is gonna be about a bucket of chili peppers.

There are nine chili peppers in the bucket.

Five of those peppers are rotten.

When something gets rotten, we don't wanna keep it anymore, so we need to take them out to get rid of them.

How many chili peppers are left in the bucket after we take away the rotten ones?

There were nine chili peppers in the bucket.

In that bucket, five of those got rotten, so we wanna take them out.

How many chili peppers are left?

Can you count with me?

One, two, three, four.

There were four chili peppers left in the bucket.

Now get ready, we're gonna do our organized quick draw.

There were nine peppers in the bucket.

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

Five of those peppers were rotten, so we're gonna cross them out to take them away.

One, two, three, four, five.

How many peppers were left?

There were four left in the bucket.

Now let's try to draw our number sentence to match our drawing.

There were nine peppers in the bucket.

We took five of them away.

Remember, when we say that we subtract something, it means that we take it away.

Nine take away five equals four.

Math Mights, you are doing great job with these word problems.

You are going to get the trash can subtraction game to play with a friend.

I hope you have a lot of fun with it.

You have done such a great job today, we have had so much fun.

We got to meet our new friend, the counting buddy, and we practiced with lots of different word problems for subtraction.

I can't wait for you to come back soon and I hope you had as much fun as I did today.

(bright music) (whistling rhythmically) - [Kid] sis4teachers.org, changing the way you think about math.

(bright music) - [Lady] This program is made possible with funding from the Michigan Department of Education Governor's Education Emergency Funds, the state of Michigan, and by viewers like you.

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