Math Tasks- First Grade

[0:03]Go ahead and figure it out. Welcome to my first grade classroom at Trinity Oaks Elementary. Thank you for joining me as I show you how my first grade classroom does a math task. The problem says it takes 23 hops to get across the yard. I see a little girl on a pogo stick. So I'm going to think that that's what they mean when they say hopping, right? 23 hops to get across the yard. Now they want you to figure out how many hops does it take to get across the yard and back? I was looking at this and I want to know who who do you think the problem is about? Who is this problem about? Mason. It's about the little girl hopping over to to the yard and back. What information do we have about the little girl? What information do we have? She's pogoing to the other side of the yard and back and she's wondering how many hops it takes to get to the yard and back. That's right. That's right. Okay, do what you need to to solve the problem. I do want you to show your work and be able to explain how you got your answer. You may start working now.

[1:37]Okay. And then now what is it asking? How did you solve your problem? So I added two more tens and I add six ones and it makes 46 hops to get across the yard and back. So you added two more tens and um these two. Oh, so you added the two tens together. Okay. And the ones together. Okay. Very good. Okay. And what did you end up? How did you do yours? Because I see that she just did hers with numbers. Is that right? And then you use place value. Okay. So what did you do? I used longs and circles. Okay. What was different about the way you solved it? I add numbers and I added longs and circles. Okay. So Aidan, you use the picture to help you and you were able to just use the numbers and think about it. Yeah, in your head, using mental math. Very good. Okay, so just go ahead very nice and loud and tell us what did you do to solve the problem? Um, I know that 30 23 um steps is half to go to one side of the yard and and to come back to the other side it would be 23.

[3:04]And I use longs and tens and added 23 and 23 and it equals 46. I gave you because it's it's more efficient for you. How is it more efficient do you think? What what is more efficient? More efficient is that she she can do it very she can do it fast. Yeah. Can you explain why you did that strategy? It's more efficient and easy to do. Okay. And you were saying that you knew that they had two tens each and so then how does that make it? How's that helpful? Because um, it's 20 and 20 has two tens and if you go to one side of the yards, we know that it's 23 Hops and back, it's 23 hops. So you add those two together, it's more efficient for me than to just draw circles. Ah, definitely. Okay. There you go. I did the tens and I knew that 20 plus 20 is 40. And then I knew that three plus three is six. So then I added those two together and it made 46. Can you explain why you did this strategy? It was more efficient because um, you can you can just you can know it right away by doing the whichever one you want. You can do the tens or the ones first because then you'll know what it would equal in the first place and then you could do the second one and then you would add those two together. knew that 20 plus 20 equals 40 and you can use the three out of both of the twos. 3 + 3 = 6 and 40 plus 46 40 + 6 would equal 46 because you have the you you you equal the 20 plus 20 equals 40 and 3 + 3 equals six and that's how I got 46. I wonder why you didn't draw a picture. Because doing number sentences was a lot more faster than drawing a picture for me. Okay. I thought it went pretty good. I was with the kids and I'm very proud of them anyway. You can probably tell I think they're awesome. But I think that they were very well behaved and they're just a great group of kids. They've they've really blossomed this year as far as being able to do their math and talk about it and interact with each other.