(upbeat music) One, two, three, four, five, six, seven, eight.

Front two, back two.

Front.

Back.

Side.

Up.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, three, four.

Well, hey, everybody.

What are you all working on there?

- We're working on our dance that we've been practicing for a long time.

Well, it looks like y'all have been practicing because y'all have that down.

You know what that reminds me of?

A sequence.

Do you know what a sequence is?

No.

A sequence is really just a pattern of steps or an order of things that we can do the same thing over and over again.

Right.

And so a sequence has actually what our math lesson is about today.

You all want to help me out with this math lesson?

- Yeah.

- Let's do it.

Okay, so we have an activity, and what we're going to need is we're going to roll this dye that's here behind you.

And then we're going to start with a number and follow that pattern and complete the sequence and see what the new number is.

Okay.

But you know, what we need?

Our handy dandy chalkboard.

Chalkboard!

(claps) (whimsical sound) There we go.

Now we're ready.

Okay, so, Emerson, go ahead and grab that dye.

And, Chloe, why don't you give me a number to begin with?

Let's go with a random number.

You're thinking of.

- 70.

- 70.

We're going to start with the number 70.

Okay.

So now what we're going to do is this dye is going to tell us either to add ten, subtract ten, add one, subtract one.

It's going to tell us something and we're going to do it four times.

And that's going to be the sequence that we create.

Okay, so Emerson, go ahead and roll it twice and then Chloe, you can roll it twice as well.

- Plus ten.

- Plus ten.

Okay.

So the first thing in our sequence is to add ten.

Okay, roll it again.

Let's see what we get.

- Minus ten.

- Minus ten.

Okay.

All right, now, Chloe, roll it a couple of times and we'll complete our sequence, and then we'll figure out the new number.

- Minus ten.

- Minus ten.

Okay.

And then we need one more and it's .. - Minus ten.

- Minus ten.

Okay.

We got a lot of minus tens here.

(girls laugh) Okay.

So we're starting with the number 70 and now we've got to figure out our new number based on the sequence we have to follow.

So if we're at 70 and we add ten to it, where would we be?

- At 80.

At 80.

We had seven groups of ten, which is 70, and then we add another group of ten, that's 80.

Okay, so we're now at 80, but we got to keep going with our sequence.

So now we have to subtract ten.

So where would we be if we take away a 10?

- 70.

- We'd be back to 70 because we just added ten.

Now we took away a ten.

So we're at 70.

We've got to take away another ten.

What do you think would be at there?

If we're at 70, take away 10.

- 60.

- We're down to 60.

Okay.

And then one more to complete our sequence and then we have our new number.

60 take away ten.

Where are we now?

- 50.

- We're down to 50.

Good job.

Okay.

So we started with 70.

We went through our sequence and now we're down to 50.

That was awesome.

Think we can do one more?

- Yeah.

- I bet we can.

Okay, so this time, Emerson, give me a number, and Chloe, you go ahead and roll that dye.

- 50.

- We're going to start with 50 this time.

Okay.

That's kind of where we ended last time, right?

So now we're going to start with 50 and we're going to create our sequence.

What did we land on?

- Plus ten.

- Plus ten.

Okay, plus ten.

Roll it one more time.

Let's see what we land on.

- Plus one.

- Plus one.

Okay, Emerson, why don't you go ahead and roll it twice.

- Minus one.

- Minus one.

Okay.

And we need one more to complete our sequence.

- Plus ten.

- Plus ten.

Okay, so let's go ahead and figure this one out.

We're starting with 50 and let's add that first ten.

What happens?

- 60.

- We'd be at 60.

Okay.

Now we got to add one.

So from that 60 and I add one, where am I now?

- 61.

- 61.

Right.

Okay.

And then we've got to take away one.

Well, we just added one.

So now if we take away one, where are we going to be?

- 60.

- We're back down to 60.

Okay.

And the last part of our sequence was to add ten more, so 60 and then add 10.

- 70.

- We're at 70.

Okay.

So now that we're at 70, we've got our new number.

Let's look at that, this kind of crazy.

We didn't even plan for this, but we started at 70 in our first one and then we ended at 50 and then we started at 50 and ended at 70.

That's kind of just crazy, but this is really what a sequence is.

A sequence is just a pattern of things, an order of things to do it in.

And you can follow that order just like you were with your dance.

So you know what I think we should do to end our lesson today?

Our dance.

Can I dance with you guys?

And we can work on our sequence here.

Let's do it.

Three, two, one and go.

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

Front two, back two.

Front.

Back.

Side.

Up.

One, two, three, four.

(all clap) One, two, three, four.

(all clap) One, two, three, four.

One, two, three, four.

(upbeat music)