(uplifting music)
- Hi friends, welcome back
to Teaching in Room 9,
our region's largest classroom.
My name is Julia and I'm on
the second grade teachers
at the Soulard school.
Here for Reaching in Room 9,
I focus all my lessons
on math for second grade,
but everyone's always
encouraged to join.
Welcome back friends,
I'm glad that you were able
to join me here again today.
I'm so excited to
be here with you
as we're starting
a new school year.
I know that it's a
really strange time
and it looks a little
bit different these days,
but I'm excited to be here
with you guys doing math
and learning here together.
All right, so I like
to start our lessons
with our mindfulness activities,
whether it's yoga or a
deep breathing exercise.
We like to start our lessons
by relaxing our body,
loosening our muscles,
trying to get rid of
any of that tension,
taking some deep breaths.
We like to try to take
these deep breaths
and focus our mind and
our body and our hearts.
So that way we are able to
be present in the moment,
slow down, appreciate
what's going on around us
in our five senses.
And that helps us to
recenter and focus our body.
And then I know that we'll
be ready to learn afterwards.
Okay so again, we're gonna
do three deep breaths
here together to loosen
up those muscles,
get rid of some of that tension,
and then we're going to
do some more clock yoga.
You guys ready?
Take a deep breath
in through your nose.
Sit nice and straight and tall.
Or if you're standing,
you can stand
nice and straight
and tall as well.
Okay, I'm gonna make sure my
back is nice and straight,
my shoulders are down and
breathe in, count to three.
(inhales heavily)
Two, three.
And breathe out.
(exhales heavily)
One, two, three.
Breathe in.
(inhales heavily)
Two, three.
And breathe out.
(exhales heavily)
One, two, three.
Breathe in through your nose.
(inhales heavily)
One, two, three and breathe
out through your mouth.
(exhales heavily)
One, two, three.
I don't know about you friends,
but I'm already starting
to feel more relaxed and calm.
So again, for our clock yoga,
we're gonna take a deep
breath in through our nose.
And as we do, we're
gonna reach our arms
high above our head and make
a circle, just like a clock.
And then as we exhale,
slowly bring your hands
back down together again.
You guys ready to breathe in?
(inhales heavily)
And breathe out.
(exhales heavily)
Again, breathe in.
(inhales heavily)
And out.
(exhales heavily)
Again, breathe in.
(inhales heavily)
Slowly let this one out.
(exhales heavily)
Slowly bringing your
hands back down together.
I like to think that
my hands are just like
the hour and minute
hands on the clock here,
moving slowly around the clock.
All right, friends,
how are we feeling?
Did that help you to
recenter and focus your body?
All right, nice job guys.
Let's go ahead and get started
with our I can statement.
Our I can statement for all
of our lessons this week
or our learning goals is
I can tell and write time
on analog and digital clocks.
Okay, so all of our
lessons this week
have been focusing on time,
about reading a clock,
looking at an analog clock,
figuring out the hour,
the shorthand, we
look at that first,
and a minute, the long hand,
we look at that second.
And then we know too down
here on our digital clock
on this side, we
learned yesterday
that these two dots
are called a colon
or maybe you've already
heard that before.
But on this side here,
you're gonna see the hour
and on the other
side of the colon
will show you the minutes.
All right, so before we review
some of our telling time
on our charts, I would like
to sing our song together.
You remember?
So it's just the tune
of Yankee Doodle.
Okay, I'd like to see my friends
starting to sing
along with me at home.
I want this to get
stuck in your brain
so that you always
remember how to tell time.
You know the different
units of time,
24 hours in a day, 60
minutes in an hour,
60 seconds in a minute.
You know it goes
around the clock twice.
So 12 hours for a.m.
and 12 hours for p.m.
And then we know that
looking at the clock,
our short and long hand.
We can hear all of
that in our song.
So hopefully it
sticks in your brain
and helps you to remember.
Are you ready?
Okay, let's go.
♪ 24 hours in a day 
♪ 60 minutes in an hour 
♪ 60 seconds in one minute 
♪ That's how we measure time 
♪ Then there's after
noon at night ♪
♪ It's judged by a.m., p.m. 
♪ Midnight to noon
would be a.m. ♪
♪ Noons and night is p.m. 
♪ When you look
right at a clock ♪
♪ You'll see a long
and short hand ♪
♪ Short will tell
you what's the hour ♪
♪ The long will
show the minutes ♪
♪ Until the short
reaches the next ♪
♪ It's still within the hour 
♪ The long hand
you'll start at 12 ♪
♪ And just skip
count by fives. ♪
Yay!
Nice job.
I can tell you guys are
really starting to pick it up
and singing along
with me at home.
That's awesome friends.
So again, we talked
about those units of time
in the beginning.
24 hours in a day.
It goes around once
12 hours for a.m.
Goes around again
12 hours for p.m.
And then in just one hour,
there are 60 minutes, right?
And we know that we
can see the 60 up here.
We know we start at the
12, we skip count by fives.
And when it reaches
that 60 minutes,
that short hour hand
will go to the next hour.
And then we've talked a lot
about the a.m. and the p.m.
A.m., midnight to noon,
it's first 12 hours
and p.m., noon to midnight.
And we had put some
here on our chart.
And we also heard
yesterday in our story,
we started reading these
time word problems yesterday,
and it talked about this as well
about adding some activities
that you guys do at home
to help you remember
in your brain
which one is a.m.
and which one is p.m.
So we put under a.m.,
eat breakfast, get
ready for school.
I also told you, maybe
think about your school day.
What are some of the activities
or the learning that
you do in the morning
versus what do you do in
the afternoon after lunch?
And then to the p.m., eat
dinner, get ready for bed,
brush your teeth, sleep, right?
These are all things that you're
going to do in the evening.
I also mentioned to you
maybe if you do any
activities after school,
maybe you don't
do them right now
because of everything
that's going on,
but that can maybe help
you think of that too.
Because growing up, I
always played softball,
I was in the orchestra,
and a lot of those activities
happened after school.
All right, so that
helps us there.
We sing our song together.
So now I want to
continue moving along
in our time word problems.
So yesterday, we had gone
through clocks and practice,
this activity.
Matching the analog and
the digital clock times.
We talked about a.m. and p.m.
I also wanted to
mention to you too.
You might have heard,
especially if you
have any friends that
are in the military,
when you were on military time,
they do not use a.m. and p.m.
I know that might seem
a little bit tricky,
but you maybe have heard
someone saying, 07:00.
Remember we talked about
how on the digital clock,
it'll say the zero
before the number,
until it starts to get up
to those double digits.
You also may hear afternoon,
you'll get to one o'clock,
but instead of one
o'clock they would say 13,
all the way up to 24.
So just so you guys know that
if you were in military time,
they do not use a.m. or p.m.,
they just go through
the full 24 hour day,
as opposed to 12 and 12, like
we've been talking about.
And then we started
talking about,
this is where we
landed yesterday.
We started going through
these time word problems.
We talked about
how there are lots
of different word problems,
and we're gonna use
kind of the same steps,
no matter which topic in
math we are learning about.
So whether we're
doing measurement,
addition, subtraction, maybe
you're working with money
or in this case time,
you're gonna follow
the same set of steps.
So I wrote down
these steps here.
So I thought we could
review them together.
We got to about number
three yesterday.
So let's go ahead and go
through all of these steps.
These five steps are the
steps you're gonna use
when you're dealing
with any word problem.
So the first one says
here, what is it asking?
What is the word
problem asking of you?
What are you trying to find out?
And what are maybe some clues
that you might look for?
Something that I always do
when I come to a word problem
is I either circle or underline
the important information.
So then I can just look
right to that number
that I know that I need in
order to figure out my answer.
But since we're
working with time,
we're also gonna need to know
whether or not it's a.m. or p.m.
Then number two, are we
going to add or subtract?
And I had mentioned too, once
we get a little bit older,
you'll start doing
multiplication and division.
So you'll have the option
of adding, subtracting,
multiplying or dividing.
But here today, we're focusing
on adding and subtracting.
Then number three,
where we left off, is we're
going to look at the clock.
Are we gonna use our clock
to figure out our answer?
Could we use a number line
to figure out our answer?
Or could we use a
number sentence?
A number sentence is another
way of saying like an equation.
So one plus two equals three
is an example of a number
sentence or an equation.
Then number four, this is my
favorite step, do math, right?
Once you figured out what it's
asking, what are your clues.
Since we're dealing with
time, is it a.m. or p.m.?
Are we adding or subtracting?
Which way are we going
to figure it out?
Which strategy are
we going to use
to figure out this problem?
And then what's left?
Yeah, we just have
to do the math.
And then this is a really
important step too,
'cause a lot of my friends,
I've seen like to try
to rush, rush, rush
through these steps.
When you rush, rush,
rush through these steps
of any type of word problem,
that's how mistakes are made.
Right?
Can I get a me too if
you've maybe made a mistake
on a word problem before,
just by rushing through
or maybe even made a
mistake in an activity
or a learning task
that you had at school
just because you rushed through.
It definitely happens
friends and that's okay.
I make mistakes
all the time, too.
That's why we wanna check
our answer, that's step five.
So after the math, we
figured out our answer,
but then we wanna
check our answer.
Does our answer make sense?
So these are all the
different strategies,
one, two, three, four, five,
that we're going to use
every time we encounter
or come to a new word problem.
That's what we're focusing on
with our time word problems.
All right, so that was what we
had focused on on this page.
Then, we come over
to here and it says
Malcolm and Piper make
a list of clue words
to help them solve
word problems.
This is where some of
that math vocabulary
is really gonna come into play.
Maybe your brain is feeling
kind of rusty, right?
It's been a while
since we've been inside
the actual classroom.
So maybe we're
forgetting some of these.
So here's just a quick reminder,
and you can see the way that
it is set up right here.
We've got addition on this side
and we have subtraction
on this side.
This is what you call
a T chart, right?
Because we see it
as broken into a T
with two sides that we
are comparing, okay?
So let's look at our
addition side here.
So if you hear some
of these words,
we know that we're going to add.
Now again, I asked
this yesterday,
let's see if my friends
remember again today.
When I'm adding, am I
putting two numbers together
or am I taking something away?
You got it, nice job.
When you add, you are
putting two numbers together.
When you subtract,
you are taking away.
So when we're adding, we're
putting two numbers together.
You're going to hear
words like in all,
altogether, in total, later,
the time will be and longer.
So the answer to an addition
problem would be our sum.
Now on this side, subtraction.
So we're gonna to be listening
for some of these key
words, these clues,
to help us decide whether
we're going to add,
put two numbers together,
or subtract and take
two numbers away.
So here it says how many left?
That's a big one.
How many more, how many less,
how many fewer, earlier
before and the time was.
Okay, so again, that's
just trying to figure out
whether we are adding
or subtracting,
addition, altogether, in
total, in all, that's your sum.
In subtraction, how many
are left, how many less,
how many fewer, that is when
you are finding the answer
to a subtraction problem
is called the difference.
So addition, put together, sum.
Subtraction, take
away, difference.
Let's move on friends.
You guys are doing a great job.
So now this is talking
about using a number line
to measure time.
Can I get a me too if you've
ever used a number line
to measure time.
Yeah, maybe some of you have,
maybe some of you haven't.
That's okay.
It's a good idea when
we're learning math
to give us a lot of
different strategies
to use in your toolbox,
'cause what maybe
makes sense in my brain
might not make
sense in your brain,
and maybe a different
strategy might make more sense
to your brain and that's okay.
But when we learn
different strategies,
that way we can figure
out what makes sense
in our own brain for us to know
how we are going to best
figure out the problem.
So let's just try this
one here together.
Even if it feels tricky or
maybe you don't understand,
that's okay, we're going
to just keep trying,
keep pushing through
and practicing together.
All right, it says Piper
sees the clue words in total.
So what does that mean friends?
Did you listen?
In total, are we
adding or subtracting?
You got it.
She knows they need to
add to solve the problem.
Malcolm says the
problem will be tricky.
The store opens
in the a.m. hours
and closes in the p.m. hours.
Mr. Tucker thinks a number line
will help the children
figure out the answer.
Then, you can see in
this little picture here,
it just says clocks for
sale, find the time here.
And then we see up here.
Here's our word
problem number one.
A store opens at 10:00 a.m.
It closes at p.m.
5:00 p.m., I'm sorry.
How many hours in total
is the store open?
So in total, we know
that we're going to add.
We're gonna come right
over here, friends.
Piper draws the number line.
She starts at the
left at 10:00 a.m.
Then, she makes a mark for
each hour until 5:00 p.m.
She labels the line 10:00 a.m.,
11:00 a.m., 12:00 p.m.
Now we switch over to the p.m.,
1:00 p.m., 2:00 p.m., 3:00
p.m., 4:00 p.m., 5:00 p.m.
So it says here,
when she reaches 12,
she starts again with one,
because Piper is also very smart
and she remembers that
when you get to 12,
when you started at 10:00 a.m.
So here we are at 10:00 a.m.,
11:00 a.m., 12:00 p.m.
Now we're gonna
start going around
and we're in that p.m. side.
Okay, so next the
children count the hours.
They start at 10:00 a.m.
They are adding.
So they go from left
to right as they count.
If you were subtracting,
you would start here
and go backwards
to find the difference.
They stopped counting
at the 5:00 p.m. mark.
'Cause that's what we're
trying to figure out, right?
The store opens at 10:00 a.m.,
it closes at 5:00 p.m.
How many hours in total
is the store open?
So again, that's the problem
we're trying to figure out.
All right, so I'm gonna
try to draw this for you
so you can see it
really nice and big.
Okay, I think too why Malcolm,
I'm sorry, Mr. Tucker
suggested for them
to use a number line?
It's because a number line
can be a really
good visual for you,
especially because this
time goes from 10:00 a.m.
and then it goes
into the p.m. hour.
So it can get a little
bit tricky in our brain.
So I think that Mr. Tucker
was absolutely right
in choosing to
make a number line.
So we start opening at
10:00 a.m., 11:00 a.m.
12 is now?
You got it, p.m.
Then, we have one, two, three,
four, five, six, and seven.
All right, we know that
it closes at 7:00 p.m.
My number line maybe doesn't
look quite as beautiful
as the one in the book,
but maybe you can see it
a little bit easier.
So here's 10:00
a.m. when they open
and 7:00 p.m. when they close.
Okay, so I'm gonna go ahead and
make the humps or the jumps.
That's what I always
like about number line
is this sort of hopping
from one number to the next.
And you're gonna help me count.
I also sometimes,
as I'm making those
jumps on a number line,
I will write the number above.
Oh, I'm sorry, it
closes at 5:00 p.m.
I'm confused.
I will write the number
above the number of jumps
that it makes.
Okay, so I had
too many on there.
I'm sorry about that.
So here is our number line.
We start at 10:00 a.m.
and it closes at 5:00 p.m.
I was trying to make
this clock store
stay open later and
that's not right.
We start at 10:00 a.m.
You guys ready to count
along with me at home
to see how many hours
until it gets to the p.m.?
Ready?
One, two, three, four,
five, six, seven.
And I can stop because
I'm at 5:00 p.m.
So how many hours is
that clock store open?
You count the amount
of jumps we made.
And since I wrote
it right up here,
we can see the clock store
is open for seven hours.
Nice job.
Maybe this number
line was a nice visual
for you guys to help understand
how many hours the
clock store was open.
Maybe this number line doesn't
make a lot of sense to you.
And that's okay.
Again, we just
want to try to put
a lot of different strategies
in our math brain toolbox
so that we can figure out
what works best for us.
All right, so now we've
got another activity
in the activity box
and I wanna try using
a number line one more time,
since we've been
practicing so nicely
with our number lines.
Okay, so it says here in our
little green activity box.
Malcolm goes to school
from 8:00 a.m. to 3:00 p.m.
Already, my math brain
is thinking, hmm,
I think those numbers
are gonna be important.
Let's read on.
How many hours in total does
he go to school each day?
And then it tells us
to use the number line.
So I know those
numbers are important.
Again, he goes to
school at 8:00 a.m.,
and he leaves at 3:00 p.m.
So 8:00 a.m., 9:00 a.m.,
10:00 a.m., 11:00 a.m., 12.
Yeah, p.m., nice job.
I was trying to trick you,
but you guys are too smart.
1:00 p.m., 2:00
p.m., and 3:00 p.m.
And that is when he leaves
school for each day.
All right, so here's what our
number line looks like here.
8:00 a.m. to 3:00 p.m.
Now we have to make our
jumps to see how many hours,
and you guys are gonna help me.
Count along with me at home.
And I'm gonna write my little
numbers above it again,
just in case I don't want
to make any mistakes.
Math is a very easy thing
to if we just make
one little mistake,
our numbers and our
answers can get very off
and give us a very wrong answer.
All right, ready to count
the jumps with me at home?
All right, let's do it.
Eight, nine is one,
10 is two, to 11 is
three, to 12 is four,
to one is five, to two is
six, to three is seven.
How many hours is he at school?
Yeah, you got it, seven hours.
Nice job, friends.
I love that you are so flexible
and able to try a new
math strategy with me
in order to figure out
this time word problem.
You guys are such rock stars
when it comes to telling time.
All right, so we're gonna get
into this new word
problem tomorrow.
You can see there's a lot of
different information here,
and I really wanna
to take our time,
going through each piece
so that we can go through
those five steps
of the word problem
to figure out what
is it asking for us.
What clues can we find?
Are we talking
about a.m. or p.m.?
Do we want to add or subtract?
How are we gonna solve our
problem by using a clock,
a number line, or a number
sentence or equation?
Then, we do our math and
then we check our answer
to see if it made sense.
Okay, so, but I
wanna take our time
going through that tomorrow.
So we're gonna go through
that again tomorrow together.
So I just wanna
review again today
by coming back to our
little clock here.
So I'm gonna see if
I can trick you guys
with the number on the clock.
So I'm gonna put a
time on the clock.
I'm gonna see how you guys do.
And hopefully it doesn't
move too much on me.
I know how it likes
to move sometimes.
Okay.
Here we go, friends.
I think I'm gonna
for sure trick you.
What do you guys think?
So when we solve for
time, we start with what?
The long hand or the short hand?
The long hand being the minutes,
the short handing the hour.
'Cause you're so smart, we
always start with the hour.
Say it after me.
We always start at the hour.
Nice job.
Oh, it moved.
So our hour is right here.
Now, is it on three?
No, it's not.
It's a little bit past.
Is it on four?
Not yet.
♪ So until the short
reaches the next ♪
♪ It's still within the hour 
So we know it is still?
Yeah, three o'clock, nice job.
So we know the hour is three.
Now let's look at our minutes.
So we're gonna start at the
top and skip count by fives.
Five, 10, 15, 20, 25,
30, 35, 40, 45, 50.
But then I see
it's a couple past.
51, 52, 53.
Nice job.
So what time is it?
3:53, nice job.
I'm gonna put it on our thing
so we can see what
it would look like
if it was a digital clock.
3:50, oops.
(chuckles)
53.
And we talked about again
to how it is going to
when it's a digital clock,
you'll see the zero
in front of the three
until it gets to, um,
until it gets to the next or
the double digits for the hour.
So you can see here three,
it's not quite to the four,
so it's still within the hour,
so we know it's three and we
counted by fives up to the 10
to get 50 and then up
three more to get 3:53.
You guys are getting so good
at this, I'm so impressed.
Thank you guys for working so
hard along with me at home.
Thank you guys.
I hope you have a
great rest of your day.
Bye!
(uplifting music)
- [Narrator] Teaching in
Room 9 is made possible
with support of Bank of America,
Dana Brown Charitable Trust,
Emerson and viewers like you.
(uplifting music)
