(upbeat music) Hey, everybody.

I'm just out here trying to figure out which rocks would be the best for my skipping rocks.

Have you ever been to a creek or a pond?

And maybe you've tried to throw rocks and skip them across the water where they bounce across?

You know, I don't think this rock is going to be very good.

It's really heavy and really big.

But maybe there's another one.

How about this one?

This one is kind of smaller, and it's really flat and smooth on the bottom.

So as I throw it, I bet this rock will just fly across that water and hop along.

So our problem today, our math lesson has to do with a story problem about rocks.

And one of the things I want to talk about is how we can we can count things, especially numbers that are a little bit bigger than ten.

As they get a little bit more complicated, what are some ways that we could use to solve these problems?

So let's get to our story problem.

I had ten rocks and then I found six more by the lake.

How many rocks do I now have?

OK, now for this problem, it would be really great if I could draw this out, right?

I wish I had a board, board!

(claps) (jingle sound) Well, how about that?

There we go.

Now we're ready to solve this problem.

OK.

So like I was saying, I had ten rocks, and then I found six more by the lake.

So how many now do I have in total?

Well, we can figure this out in a few ways, right?

There's a lots of ways to solve different problems.

I'm going to show you one strategy you could use to kind of visually represent this.

And what I'm going to show is a tool that's called a ten frame.

Now, a ten frame is a way that just organizes our thoughts.

Right.

It kind of helps us visually see these numbers.

So if I had ten rocks to begin with, I could draw that out.

I could draw circles.

I could I could do it in this grid, though.

And this is my ten frame.

And so I could say a ten frame is is two rows and it has ten boxes in it.

So I could draw this and say, OK, I know ten to begin with.

So I'm just going to fill those in and then say there's four, five, and keep going.

Six, seven, eight, nine, ten.

And now my ten frame is full because there was ten rocks at the beginning.

But then remember I added some more and we're trying to figure out how many I now have altogether.

So I've got to add six more.

Well, if I could do that, I could just draw those out beside this and say, you know, maybe six more circles or six lines to represent that.

I could also use another ten frame.

Except, do you think it's going to be full this time?

If I add six, I know that I can fill it in.

There's three, four, five and six.

It's not full because six is less than ten.

But I can see here visually that I have ten rocks at the beginning.

I added those six and I could count them up to get my total.

And you could count them, add on from from ten, 11, 12, 13, 14, 15.

Or I can say, you know what?

That's a whole row of five.

Ten, if I add five to that, it's ten, then 15.

Then don't forget about that last one, I'm up to 16.

So I had 16 rocks all together and we have solved our first problem.

Now there's one more I want us to look at.

Let's think about my friend Chris.

My friend Chris, he also had some rocks and he had 20 of them to begin with.

OK, our numbers are getting bigger.

This is getting more difficult.

And then he even found more.

He found four more by the lake.

How could we represent that one?

If we want to figure out how many he has in total we could also use a ten frame.

Even though the number is bigger than ten.

We know that he started off with 20.

But what do you know about the number 20?

Well, 20 is just two groups of tens.

Right.

So I could take my ten frames, fill those in, and it would be two of them that would be completely full to represent his 20 that he started with.

But then remember, he added on four more.

So we could draw that out.

Here we go.

So we've got our drawing now and we've got 20 plus the four and we're up to 21, two, three and 24.

So Chris actually has more rocks than I had.

He's up to 24 and I had 16.

Thanks for helping me solve that.

Let's do one last little exercise.

Let's see if we can match these numbers up.

So you're going to see there's, there's numbers we have the numbers 13, eight and 17, and then we have these representations, different representations.

Can you match the number with the correct representation?

OK, let's think about the number 13.

We know that 13 is made up of ten and three ones, right?

Three more.

So can you find the representation that would be ten and three more.

Great job.

(bell ringing) That was awesome.

OK, now we know the number eight.

Well, that's actually less than ten right?

So can you find that representation, the one that is less than ten?

Good job again.

(bell ringing) All right.

So we've got our two.

We have one left at 17, it's this last representation (bell ringing) because it's ten and seven more.

You all did awesome work today.

Thank you so much for helping me solve these problems.

Remember our ten frame.

That's a great way to represent these numbers.

And we'll see you again real soon.

Let's go to class.

It's a blast!

You're a great student so we know that you can do it.

Rise and shine.

Get up off your feet.

Ah, ooo, ooo.

It's time to rise and shine.