[bouncy music] - [Narrator] Ready to learn?

- [Both] Hi!

- [Narrator] It's time to share a story, read and write.

- Let's read it back.

- [Narrator] Discover science, sing.

♪ Some play ♪ - [Narrator] Play, and so much more.

- Cupcake!

- Very good.

- [Narrator] Stay tuned for lessons and activities.

- We're gonna start making some words.

Isn't that fun?

[upbeat music] - [Narrator] Funding for this program was provided by the JPB Foundation.

[upbeat music] - Hi, friends.

My name is Carlton, and I'm so excited to read to all of you today.

Today, we'll be reading "All the Ways to be Smart".

Now, I really think you'll enjoy this book because all of you are smart.

Are you ready?

Let's go.

This book was written by Davina Bell and Allison Colpoys.

Here we go.

I can't wait to share with you how smart you are the whole day through.

Smart at drawing witches hats, smart at gluing wings on bats, smart at rhyme and telling time, climbing trees and making slime, ooh.

Do you see the green gooey slime in the picture?

Smart is not just ticks and crosses; smart is building boats from boxes, painting patterns, wheeling wagons, being mermaids, and riding dragons.

Look how big the dragon is in this picture, it's green and it's orange.

Smart at drawing things with claws, facts about the dinosaurs.

[roars like a dinosaur] Can I hear your loudest dinosaur noise?

[roars like a dinosaur] Good job, friends.

Folding up airplanes for flying.

Smart is kindness when there's crying.

And, oh, look, I think the dinosaur is really sad and he's giving him a hug to make him feel better.

Growing, throwing, bubble blowing.

Smart is knowing where you're going, finding treasures, flower picking, ukulele, finger clicking.

[snaps fingers] Do I see you snapping fingers?

Come on.

Good job, friends.

Smart at sharing, caring, scaring.

Smart at picking what you're wearing.

Smart at saying hi and bye to people when they feel all shy.

It's really polite, friends, to say hi and bye to people.

Crazy dances!

Come on, dance with me.

Good job, friends.

Horsey prances!

[neighs like a horse] Feeling scared but taking chances.

Jumping off so you can fly!

Come on, friends, we're flying.

Come on, we're flying.

Whoo!

Smart at asking how, what, and why?

Smart at building ships to Mars, drawing very pointy stars.

Knowing all the planet names, making space suits that shoot flames.

Smart at matching shapes in pairs, like hexagons and big blue squares.

Counting all the way past 40.

Being sorry when you're naughty.

Friends, this is one of my favorite pages.

I see a triangle.

I see a square.

What other shapes do you see on this page?

Good job.

How about the numbers?

What numbers do you see on this page?

Good job, friends.

Let's move on.

Smart at bugs and squeezy hugs and mixing potions up in mugs.

Making up new games with teams.

Look at all of the different animals on each team.

Let's take a look at the first team.

I see an owl.

It looks like she's riding on a polar bear.

What else do you see?

Good job, friends.

Now, let's take a look at the other team.

I see a turtle.

I see a raccoon.

What else do you see?

Good job, friends.

And floating off on daytime dreams.

She looks so peaceful resting outside on the grass with the flowers.

Smart is reading, writing, spelling, but it's also storytelling.

Kinda like what we're doing right now.

Finding things on all the pages.

Friends, it's very important to look at the entire page and look at all the different things on the page.

For example, there's an owl.

Do you see the frog?

Do you see the butterfly?

Sitting still and quiet for ages.

I think he's just relaxing, taking a moment and thinking.

Sometimes it's okay just to think and sit quiet.

It's okay.

Smart is not just being best at spelling bees, a tricky test, or knowing all the answers ever; other things are just as clever.

And friends, look, look at all of the kids in the classroom, sitting upright, raising their hand, their books are out because they wanna be smart just like you.

Every hour of every day, we're smart in our own special way.

And nobody will ever do the very same smart things as you.

I hope that you all liked this book, friends.

Again, this is "All the Ways to be Smart".

Now, are you ready for an activity?

Yes!

This is my favorite part.

Okay.

So earlier in the book, we talked about knowing shapes, right?

Rectangles, circles, triangles.

So I'm going to tell you a shape and I'm gonna give you a few seconds to go find something in your house, or wherever you are, to find it in that shape, okay?

So let's first start off with a circle.

Can you find something in a circle?

Let's go.

I'll be right back.

I have to go look.

[gentle upbeat music] Okay.

What did you find?

Oh my God!

That is so cool.

Okay.

I found this thing I have in my house of the world.

It's shaped in a circle and it's a map of the world.

Yeah, okay.

Awesome, I think you guys got it.

Now, let's find something in the shape of a rectangle.

Are you ready?

Let's go.

[gentle upbeat music] Did you find something?

Friends, that is so good, that is so good.

I found a shoe box that's in the shape of a rectangle.

Friends, I must say, you are all so smart.

Have a good day.

- Hi, friends, Andrew here, and it's time for a song.

Today, we'll sing "Twinkle Twinkle Little Star".

I'm guessing, you know this one.

If not, just follow along with me.

Ready to sing?

Let's go.

♪ Twinkle, twinkle, little star ♪ ♪ How I wonder what you are ♪ ♪ Up above the world so high ♪ ♪ Like a diamond in the sky ♪ ♪ Twinkle, twinkle, little star ♪ ♪ How I wonder what you are ♪ Forget about the stars in the sky, you are our stars right here.

Now, did you notice the words highlighted in yellow?

And how about what's underlined?

First, let's look at the word star.

Here, I underlined the vowel A plus the consonant R because they're kind of like a team, but it's a team where the R is the boss.

The R tells the vowel what to do.

For AR, We don't hear the A at all; we only hear the letter R's name.

That shows you how bossy R really is.

Let's look at the word "are" next.

Here, even the E can't help because it doesn't stand for any sound.

R is still the boss.

Finally, Let's look at the word "world".

What sound does OR stand for here?

Is it the sound you expect or is it different?

Share your good thinking with a family member and I'll see you again soon.

[upbeat music] - Hello again, learners.

My name is Miss Archie and I'm a teacher in New York City.

Today, we're going to focus in on short O and short U.

The sound for short O, yes, O.

And the sound for short U, yes, U.

Now, we're gonna be working with these two short vowel sounds along with other sounds.

We're going to be working with digraphs.

I know you remember those.

Ch, change.

Sh, ship, /sh/.

Th, thumb, /th/.

Wh, whistle, /wh/.

Ck, suck.

Yes, we're gonna be using blends.

I know you remember those.

There are so many types of blends.

We have /sl/, fr, sm, st, and they go on forever.

So look out for those.

Now, the other sounds we're gonna be looking at today are called welded sounds or glued sounds.

So repeat after me.

Ong, song, /ong/.

Ung, lung, /ung/.

Onk, honk, /onk/.

Unk, junk, /unk/.

So let's look at those sounds with our color tiles over here.

I'm gonna give you some example of words and let's find where we hear some of those sounds.

We'll use some short O and we'll use some short U.

Say chop.

Good, let's tap it.

/ch/, /o/, /p/.

Good, short O was in the middle.

And then you heard what else?

Diagraph at the beginning, /ch/.

Let's try another one.

Say pluck.

Good, let's tap it.

/pl/, /u/, /ck/.

Right, there's a lot going on.

We heard, /pl/, there's a blend.

We heard /u/, short U, at the very end, yes, diagraph, ck.

Let's try another word.

Let's try long.

Tap it.

/o/, /ong/.

Right, we gave one tap because that was one of the glued sounds.

/o/, /ong/.

But you also can still hear the short O sound.

Let's try a short U word that's also a glued sound.

Let's see.

Here we go, sung.

Let's tap it.

/s/, /ung/.

That's right.

You can still hear the short U, /ung/.

All right, let's get started.

Okay, friends, let's tap and blend to read some words that have short O and short U.

Remember, you might see digraphs, blends, or welded sounds.

Here we go.

Follow my pointer.

You can tap your fingers.

/f/, /og/, fog.

/h/, /ot/, hot.

/h/, /ut/, hut.

/m/, /ug/, mug.

Getting more complex.

/ch/, /op/, chop.

/s/, /uck/, suck.

/sh/, /ut/, shut.

/ch/, /uck/, chuck.

/cr/, /op/, crop.

/cl/, /uck/, cluck.

/s/, /ung/, sung.

/h/, /onk/, honk.

Nice work.

Let's build some words with letter tiles.

First, we'll say the word.

Then we'll stretch the word.

Then we'll talk the word.

And then find the letter tile for the sounds we've made.

If you have letter tiles or magnetic letters at your home, then please build along with me.

First word, say dock.

Stretch it, dock.

Tap it, /d/, /o/, /ck/.

Let's find those letters.

/d/, /o/, /ck/, digraph, blended, dock.

Here we go.

Next word, moth.

Stretch it out, moth.

Tap it, /m/, /o/, /th/.

Here we go, /m/, /o/, digraph, /th/, blended, moth.

Next word.

Say, muck.

Stretch it up, muck.

Here we go, oh, tap it, /m/, /u/, /ck/.

Here we go, /m/, /u/, /ck/, muck.

Here we go.

Let's try one that has a blend at the beginning.

Say block.

Stretch it out, block.

Tap it, /bl/, /o/, /ck/.

Here we go, there's the blend, /bl/, /o/, /ck/, block.

Blend it, block.

One more with a blend.

All right.

Say, cluck.

Stretch it out, cluck.

Tap it, /cl/, /u/, /ck/.

All right, let's find those tiles.

Another blend, /cl/, /u/, /ck/, and blend that, cluck.

Excellent work.

Okay, friends.

Let's do dictation.

I hope you have a pencil, something to write on, paper, marker, crayons, anything you have.

Here we go.

I'm gonna say a word.

We'll tap it together.

And then you're gonna write it down.

After that, we'll go over to my table and check what you have.

First word, repeat after me.

Tock, like tick tock, tock.

Stretch it, tock.

Tap it, /t/, /o/, /ck/.

And write it.

Next word, spot.

Good, stretch it yourself.

Tap it yourself.

Write it down.

And are you ready for the next word?

Pluck.

Stretch it out yourself.

Tap it out yourself.

Now, write it down.

Last word, then we'll do a little sentence, sunk.

Stretch it out.

Tap it out.

Now, write it on your paper.

Excellent.

You should have tock, spot, pluck, and sunk.

All right, ready for a little sentence?

Here we go.

It's a silly sentence.

You snuck into my spot.

Repeat the sentence.

You snuck into my spot.

Stretch out the word you need.

Tap out the word you need.

Check your capitalization, check your punctuation.

And you should be almost finished.

All right, one more time I'm gonna say the sentence.

You snuck into my spot.

All right, you should be done.

Let's go check it out.

Okay, friends, let's check our dictation.

We had four words and one short sentence.

The first word was tock, /t/, /o/, /ck/.

Next word, spot, /sp/, /o/, /t/.

Next word was pluck, /pl/, /u/, /ck/.

Last word was sunk, /s/, /u/, oh, /unk/, it was a welded sound.

All right, now we had a sentence, you snuck into my spot.

So here we go.

You, now you moved, so we have space, snuck, /s/, /n/, /u/, /ck/, into, /in/, /to/, my, and we already spelled the word spot, /sp/, /o/, /t/, and a period.

So check yours.

Now, we're gonna read a short little story together.

This is about a duck.

Okay, guys, here we go.

The duck likes his /tr/, /uck/, truck.

It got /st/, /uck/, stuck in the /m/, /uck/, muck.

He was upset.

He did a hop, a flop, a honk, and a cluck.

Now the truck is not stuck.

Excellent job with dictation and excellent job reading.

Okay, friends, you've done a wonderful job today.

You reviewed the short O and short U sound; you tapped and blended to read words; you used letter tiles, did dictation, and read a little bit at the end.

So until next time, have a wonderful day.

[upbeat music] [bouncy music] - [Narrator] He observes!

- Oh, what!

No!

No!

[Super Grover 2.0 shrieks] - [Narrator] He questions.

- How about why?

- [Narrator] He investigates.

- What does this button do?

[Super Grover 2.0 screams] - [Narrator] Super Grover 2.0, he shows up!

[bouncy music] - [Narrator] Somewhere on a raft in the Louisiana bayou, two little piggies are up a creek in more ways than one.

- This little piggy want to mock it?

- Then it's time to go whee!

Whee!

Whee!

all the way home.

- Yeah, good thing, we little piggies have wind in our sail.

- [Both] Whee!

Whee!

Ooh!

- What happened?!

- This little piggies' raft isn't moving.

- This little piggy thinks the wind stopped blowing.

- Oh, this little piggy is up the creek.

[both piggies crying] - Wha... Wha... Who's there?

[Super Grover 2.0 crashes in water] - [Super Grover 2.0] It's... - [Both] Super Grover 2.0!

- You showed up!

- It is what I always do.

Now, little piggies, what are you all doing up the creek?

- We, little piggies, are going nowhere fast!

[both piggies squealing] - Why are you squealing like a stuck pig?

- 'Cause we are stuck pigs.

- We, little piggies, have no wind in our sail.

[both piggies squealing] - Do not cry, little piggies.

I, Super Grover 2.0, can put the wind back in your sail.

- Well, this little piggy wants to know how.

- Simple.

I will unleash the power of super breath.

- [Little Piggy] Okay.

[Super Grover 2.0 breathes heavily] - [Both Little Piggies] Oh!

Our sail!

- It's gone with the wind!

- This little piggy has a question, how do you move a raft without a sail?

- Do not fret, little piggies, I will unleash the power of observation.

[dramatic music] I observe that you are up the creek without something to be up the creek with.

- Oh!

Now this little piggy can't go whee!

Whee!

Whee!

all the way home.

- Then I, Super Grover 2.0, will unleash the power of investigation.

I will try and push your raft down the creek with my super muscles.

[dramatic music] [Super Grover 2.0 giggles] Preparing to de-raft.

[Super Grover 2.0 crashes into the water] Oh, thank goodness for my super water wings.

[giggles] Ah!

This raft is heavier than I thought, someone's been living high on the hog.

- Oh, I told you not to eat so much roast beef.

- Hey!

- Never mind, I will try pulling the raft.

[gentle music] [Super Grover 2.0 swimming] [Super Grover 2.0 breathing heavily] It is not pulling back!

This superhero is sucked, but I am not washed up.

[giggles] I will unleash the power of observation yet again.

Unleash!

But how can I see with all this water in the way?

Out of the way, water.

- Hey, this little piggy saw the raft move a little.

- This little piggy wonders if Super Grover is making it move with his hands.

- Let us find out.

- Yes, it seems I am moving it with my hands.

It is now time to unleash the power of technology!

I'm sure I have a tool in somewhere.

Uh-huh!

I will push the water out of the way with this.

[giggles] - And the pigs, how you will, the tennis racket has holes in it.

- The water is going through the holes.

- This little piggy thinks we need something without holes.

- Well, then, this little super hero will look for another tool without any holes on it.

What's this?

- [Little Piggy] That's it.

That paddle will move the boat.

- Well, of course, it will.

[giggles] Yeah.

[upbeat music] It does not seem to be working.

The raft is not moving.

- This little piggy will show ya how it works.

See, this here's a lever.

- Yes, a lever and you thought it was a paddle.

[giggles] - A paddle is a lever, Super Grover.

- Yeah.

See, the paddle pivots on my hoof.

This little lever goes pivot, pivot, pivot.

- Well, the raft is moving.

- Yeah, sure, the paddle practically does the work for you.

- Now we can go whee!

Whee!

Whee!

all the way home.

- [Both] whee!

Whee!

Whee!

[screaming in joy] - [Narrator] And so our superhero learned that a paddle is a lever and the lever helps get work done.

- Piggies!

Piggies!

Now, it looks like I am up the creek without something to be up the creek with.

Piggies!

Wait for me!

[Super Grover 2.0 swimming] [gentle music] - [Narrator] In a desert covered in sand and dust, one cactus is about to have a very prickly problem.

- [giggles] Oh boy, I'm gonna play with my new ball.

Yeah!

Oh, no!

Oh, no!

What's happening?

My new ball!

Help!

Help!

Somebody help!

[Super Grover 2.0 crashes into the ground] - Oh, oh, what the smack?!

- Super Grover 2.0!

You showed up.

- It is what I do.

Now, what seems to be the problem?

- This.

I was about to play with my new ball, but look what's happening.

- Stand back for I will engage my super power of observation.

[dramatic music] My super eyes see that that ball is shrinking.

[ball hisses] And wait, what is that?

My super ears hear something.

- I hear it too.

It's a [hisses] sound.

I think it's coming from the ball.

- That can only mean one thing.

There is a snake in that ball.

Come on out of there, snake!

Come on, we can hear you!

I feel something.

I think the snake just blew into my ear.

- Super Grover, there's a hole in the ball.

I think the air is leaking out.

Oh, I'll never get to play with the ball now!

- Oh, there there.

[shrieks] I'm now observing that you're covered in sharp little prickly parts.

- Well, yeah, I'm a cactus.

- Oh, right.

- Oh, wait a minute.

Maybe I'm the reason the ball has a hole in it.

Maybe it's because of me.

- Oh, do not blame yourself.

[shrieks] That hurts just as much the second time.

- Don't you see?

I think I'm making the holes in the ball with my prickly parts, my spines.

Oh, I'll never be able to play ball.

Of course, you will.

We just have to answer the question, what kind of ball can a cactus play with?

It is time to unleash the power of investigation.

Be right back.

- Well, that was fast.

- Here is the perfect ball for you.

- A bowling ball?

- Yes.

Look, it already has holes but no air is leaking out.

Here, try it.

- Okay.

Oh!

Oh!

Sure it's heavy.

- But it is not leaking air.

Come on, throw it to me, I'm wide open.

- All right.

[Super Grover 2.0 shrieks] - Super Grover 2.0, are you okay?

- Yes, just feeling a little bowled over.

- Oh, I think I need a lighter ball.

- Then I shall investigate further for you.

Be right back.

[dramatic music] Sorry, I took so long.

I took a wrong turn in Antarctica.

- You went to the South Pole?

- Yes, to get you this ball.

- A snow ball?

- It is lighter than the bowling ball.

- But we're in a desert where it's really hot.

- So?

- So the snowball is starting to melt.

- So?

Well, then, we must play with it quickly before it melts!

- Oh!

Okay!

Okay!

- Just throw it to me fast!

- Okay.

- Where did the ball go?

- Well, it just broke apart.

- Oh, maybe there just isn't a ball that a cactus can play with.

- Oh, they are there.

[Super Grover 2.0 shrieks] I've got to stop doing that.

- I don't suppose you've got anything in that utility sac of yours, do you?

- Good idea, I will check.

No, no, just my lunch.

A meatball hero sandwich.

This superhero needs to take a lunch break and eat this superhero.

- Wait, what is that?

- This?

This is merely the foil from my sandwich, it is nothing.

- But it looks like you could make it into any shape you want.

I wonder if you can shape it into a ball.

- Let me investigate this.

A little [mumbles] here and [mumbles] there.

And [giggles] yes, I can.

Check it out.

- Oh, it's not filled with air, and it's not too heavy, and it's not melting.

It's the perfect ball for me!

[giggles] Heads up!

- [Narrator] And so thanks to his powers of observation and investigation, our here found that a foil ball was the perfect ball for a cactus to play with.

[both laugh] - Give me a hug!

Come here, you!

[shrieks] I think I'm leaking air.

[upbeat music] - Hi, I'm James, and I have three boys: Jayden, Jordan, and Justin.

The most important part of being a father to me is being present with my kids and watching them grow.

Sometimes, these walks, man, I learn so much about you.

I'm always looking for cool ways to hang out with my kids and learn with them.

What's this right here?

[indistinct] I find that there are opportunities everywhere to learn.

Sometimes a simple walk will bring on the best talks with your kids.

If you give them a chance to speak, they will educate you.

They will surprise you.

I don't know, It's a little bit cold.

And you taught me that snakes don't really like the cold, right?

- Yeah.

- Something that I love to do with my kids is to leave an open-ended question.

Instead of giving them a yes or no question, I like to give them questions that they have to actually think about it.

Oh, look, what's this?

Sometimes I just don't know the answer to their questions, and that's okay.

We'll go back home and we will research it.

That just gives us another opportunity to bond and to learn together.

[upbeat music] [bell ringing] - Hello, students.

Today, we're going to work on subtraction problems.

We're going to use a different strategy.

Which strategy?

Using ten frames.

Let's look at today's learning target.

Can you read it with me?

I can subtract using ten frames.

So here's one ten frame, here's two ten frames.

Now, let's work on some problems.

Ready?

Let me show you how to subtract using ten frames.

Let's look at the first problem, okay?

It says 14 minus 5, okay?

So I'm gonna circle 14.

So I know that I need 14 counters using those two ten frames.

Okay.

I'm gonna use counters.

Can you count with me?

1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

Now, if you remember, this is a ten frame, and ten frame can have 10 counters.

You can just fill that in, but if you need to count, you can count from 1 to 10 to make sure you have 10 counters in the ten frame.

Now, it says 14.

So how many more do we need?

Oh, some of you got it.

Okay, so it's four more, right?

So 10, 11, 12, 13, 14.

Okay?

So we've got 14 counters.

Now let's look at the next number.

Minus 5.

Minus 5 means take away or subtract 5.

So that means we're going to take away five counters.

Okay.

Ready?

Count with me.

1, 2, 3, 4, 5.

Okay.

So now we're going to count how many are left?

Then, just like I explained about the counters and ten frame, we can go count like 1, 2, 3, 4, 5, 6, 7, 8, 9 to find out how many are left.

But there's an easier way.

We know this is ten frame, and a ten frame can have 10 counters.

There's only one spot missing.

So 10 take away 1 is?

Yes, so it is nine.

So there's nine counters here.

So the answer is nine.

Here is the second problem.

Let's look at it together.

It says 16 minus 9.

Okay.

So we're gonna think about, how many counters do we need?

Yeah, 16, right?

The first number says 16, so I'm gonna circle it.

Now, we need to put 16 counters on the ten frames.

But instead of using the real counters, we're just going to draw 16 counters, okay?

All right.

Okay, are you ready to count with me?

Let's go.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

Okay, we keep going.

We have to reach to 16, right?

11, 12, 13, 14, 15, 16.

Okay, so now we got 16 counters.

We drew 16 counters.

Now, what do we do next?

We have to circle minus nine that tells us take away nine or subtract nine.

Okay.

Since we can't take away the counters because we drew those counters, what we're going to do is we're going to cross out.

How many are we going to cross out?

Nine, right.

1, 2, 3, 4, 5, 6, 7, 8, 9.

Then we need to count, yes, how many are left?

Now, we can count like this, let's count with me, 1, 2, 3, 4, 5, 6, 7, to get the difference or the answer.

Or we can look at the ten frame.

You know a ten frame can have 10 counters, right?

And then here is we cross it out three on this ten frame.

So we can take away 3 from 10.

And we can think about how many are left, okay?

Or, you know, this row is five.

So it's 5, 6, 7.

So we can use ten frame to find the answer easier, okay?

So this is seven, okay?

Let's work on one more problems.

This one you're going to work on it yourself.

So make sure you have piece of paper, notebook, markers, if you have markers, or crayons, or colored pencil.

If you don't have any markers or crayons or color pencil, you can use pencil, that's okay, too.

Okay, so I give you a few seconds for you to get ready.

[upbeat music] Okay?

Ready?

Okay, so let's look at the problem three.

Okay, so it says 18 minus 6.

What do we do first?

Okay, you said circle the first number.

So we know we need to draw 18 counters.

How many again?

18, all right.

Ready?

You go ahead and do it.

We'll do it together.

You do it on your paper.

I'm gonna do it on mine.

Ready?

1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

We have to keep going, 11, 12, 13, 14, 15, 16, 17, 18.

Right?

We stop at 18, because it says 18, right?

Then what do we do next?

Okay, we look at the next number, says minus 6.

That means take away 6 or subtract 6 okay?

So what do we do on our ten frames?

Or on our counters?

Right, we're going to cross out, we're crossing out six.

Okay, are you ready?

Are you gonna do yours?

Okay, all right, let's go.

1, 2, 3, 4, 5, 6.

Did you get that?

Okay.

Now, what do we do?

Yes, now we're going to count how many are left.

Okay.

But instead of counting 1, 2, 3, 4, we can count easier way.

We can count in an easier way, using a ten frame.

We know this is a ten frame, so it has 10 counters, right?

So instead of counting 1, 2, 3, 4, we know there's 10.

So it's 10.

Then we can count on.

So 10, 11, 12.

Did you get it?

Okay, so this is 10, 11, 12.

So yes, the difference is, or the answer is, 12.

Okay, students, let's recap what we worked on today.

Let's look at this problem, 12 minus 4.

We're using ten frames, right?

The first things you will do is you gonna draw 12 counters, right?

Then, you're looking at minus 4, that means you're going to subtract 4, you're taking away 4.

Let's do that, right?

So we have 12 counters, because we know ten frame you can have 10 counters, so 10, 11, 12.

Now, let's take away four.

1, 2, are you counting with me?

3, 4.

Now, let's count how many are left.

Well, you can count like 1, 2, 3, 4, 5, 6, 7, 8.

That they're eight left.

Or you can take a look at this is ten frame, you're taking away two counters.

So ten frame take away away two, it will be eight.

Either way, it's okay.

So we got, they're eight left.

The answer is eight.

So students, next time when you have a subtraction problem, try to use ten frames.

All right, I'll see you next time.

Bye.

[upbeat music] - Hi, my name is Lori Ann, and I am with the New York City Department of Education's Office of School Wellness Programs.

I know that physical activity is very important for both our bodies and our brains.

So I'm here today to do some physical activity with you.

So make sure that you have plenty of room around you so you don't bump into anything when you're moving around.

Have you ever met a new friend that you really wanted to get to know better?

I know I have.

How do you get to know someone better?

For me, I like to ask questions.

So today, I'm gonna do a move-to-improve activity with you where I ask you some questions to get to know you better.

Sounds good?

Great.

Now, instead of answering yes or no to my questions, you're going to move your bodies around to show me what your answer is.

So let's practice what those movements are going to be for yes and no.

The first movement that we do, for yes is climbing.

So let's climb.

We're climbing up a tall ladder, really reaching up and feeling our bodies move as we feel our side stretching and our knees coming up.

We climb all the way to the top.

We're going to climb for yes.

Now, if I ask you a question today and the answer is no, you're gonna squat.

So you'll sit back in a chair and then you'll come up.

And you're gonna sit back and come up.

Let's do that three times together.

That's one, two.

And then we squat to say no.

So while we're listening for the question, or we're thinking about what our answer might be, we're gonna be in star pose.

We're gonna kind of shape ourselves like a star.

The top of the star, the two points to the side, and our knees bent a little bit, and the bottom points of the star.

Ready?

Show me, before we begin, show me your answer for yes, show me the movement for yes.

[gentle upbeat music] That's right.

If you're climbing, that's yes.

Show me no.

You're squatting for no.

Show me listening.

Star pose for listening.

Okay, first question.

Do you have a pet?

Do you have a pet?

What do you think?

I have a pet.

I have some fish.

So I'm answering yes with my climb.

And listening, do you like to draw?

Do you like to draw?

What do you think?

Show me your answer.

I like to draw.

So I'm climbing and really taking advantage of the movement because it feels really nice.

I'm listening.

Have you ever been in an airplane?

Have you ever been in an airplane?

My answer is yes again.

I've been in an airplane so I can get somewhere really, really fast.

And you know what?

It's pretty fun too.

Maybe some day you'll go in an airplane if you haven't already.

And we're listening.

Do you know how to swim?

What do you think?

Can you swim?

Sadly, I do not know how to swim.

So I'm squatting for my answer.

Maybe someday I can take lessons because I think it's really important to know how to swim.

It's very helpful.

And we're listening.

Do you know how to ride a bicycle?

Show me whether you know how to ride a bicycle.

I know how to ride a bicycle, and it took me a good long while to learn how, so don't give up if you're just learning.

You're gonna get it.

I Know it.

And we're listening.

Do you like pickles?

Do you like pickles?

What do you think?

I am quite fond of pickles myself.

I like dill pickles and I like sweet pickles.

What do you like?

And if you don't like pickles, how come?

And we're listening.

The last question.

Have you ever seen a real rainbow in the sky?

Have you ever seen a real rainbow in the sky?

What's your answer?

Show me.

I've seen a real rainbow.

They're pretty amazing.

Keep your eyes peeled.

I have a feeling you'll see one one day too, or maybe two or three or more.

And listening.

And rest.

Whoo!

Put your hands on your chest and see how you feel.

Do you feel your heart beat a little bit faster?

Are you breathing a little bit more quickly?

I know I am.

So let's take some time to cool down.

And we're going to breathe in.

And as we do, we lift up our hands, our arms, and then as we breathe out, we push your hands just a little bit together, not too much.

As we come down, we inhale, breathe in, and exhale as we go down.

Let's do that one more time.

Inhale, and breathing out, we exhale coming down.

Very nice.

And then touch your thumb to your pinky and you say, "My," and your next finger, "Mind".

Middle finger, "Is," pointy finger, "Calm."

Let's say it together.

My mind is calm.

Let's whisper it.

My mind is calm.

Say it in your brain.

That really does calm my mind.

How about you?

I had so much fun with you today and I hope you have fun, too.

We did some fun physical activities and we thought about questions that we might have when we meet a new friend and we wanna get to know them.

Maybe you can think of some more questions about what you might ask somebody that you wanna get to know better.

And maybe you can show them yes or no so you can do some physical activity and learn more about each other.

Well, that's all for now.

I hope to see you again.

Bye-bye.

[upbeat music] - [Narrator] Funding for this program was provided by the JPB Foundation.

[bouncy music]