- Well, good morning, everybody.

Rise and Shine.

Let's go.

It's time for math.

Come on, you know.

I was over here trying to work on my juggling skills and it's, oh, no, it's kinda hard, because there's three of these, so you know what?

Our problem today, it uses three double digit numbers.

It's gonna be a little bit tricky, It's gonna be a little bit tough, but we can do hard things and I hope that you're ready, 'cause I'm ready to problem solve with you.

So let me set up the scenario, okay?

So the other day, I had my daughter at my house and there was two other kids too and they each had a different amount of crayons.

So they were playing with their crayons, right?

And they counted up how many each of them had, and Chloe counted hers and she said, "Well, I've got 13 here," okay?

Kate counted all of her crayons and she had 12, almost the same number, but one less.

And then Trey counted his and Trey had 21 crayons, but you know what they wanted to know?

How many crayons do we have altogether?

And so what they did is they started thinking, "How can we figure out this problem?

How many do we have by adding all of these together?"

All right, now there's different ways to solve problems and I want you to know that.

So you're thinking through, "Okay, what do we know about this problem?

Chloe has 13, Kate has 12, and Trey has 21.

How are we gonna add these numbers together?"

Now, you may do it a little bit differently than somebody else, your friend, your parents, and all of that's okay.

So let's think through a couple of ways that we could solve this problem.

But first, we've got to start with what do we know about this problem?

Okay, we know how many each person had, right?

And so Chloe has 13 crayons, Kate, 12, Trey, 21.

So what they've got to do is figure out, together, how many do we have?

Now, some of you love to draw.

Am I right?

Who loves to draw out there?

I know I enjoy drawing.

And so if you do, we could represent this problem by actually drawing pictures and drawing this out.

And so I've kind of done that here.

Let's think about it a little bit.

If I break down the number 13, that's how many crayons Chloe has, right?

And I can decompose that number.

That's a big, fancy word.

Decompose means we're gonna break apart.

Well, if I break apart the number 13, I know that 13 is made up of one 10, so I can draw out a little 10 stick here, okay?

So this represents 10, but then I know that it also needs three ones, right?

10 and three make 13.

So 10, and then we have one, two, three, there is 13.

Okay, now let's think about Kate's numbers, how many crayons she has.

So she has 12.

So if I look at Kate's number 12 and I decompose, I break that apart too.

All right, well, 12 is made up of one 10, and then two ones.

So 10 and two make 12, so we can draw that out.

Now, what about Trey?

Trey's a little bit different, he had 21.

He has more.

How many tens do we need to represent 21?

Well, we need two, right?

'Cause 10, 20.

So we need to 10 sticks plus the one that we have to make 21.

All right, so how does this help us?

Well, now we can count by tens first.

Let's start counting.

How many tens do we have?

Well, if I just count the 10 sticks, now we're gonna count by tens.

You count with me, all right?

You ready?

We've got 10, 20, 30, 40, right?

Because we had four 10 sticks.

So that makes 40.

And now we're gonna add up those individual pieces too.

So 40, if I count on from there, I've got 41, two, three, four, five, six ones.

Now, let's think about how we could write that as a little equation.

All right, 40 Plus six equals 46.

That means that Chloe, and Kate, and Trey, if they added all their crayons together, they've got 46 crayons.

Now, some of you may not wanna draw it out, and that's totally fine.

Let's think about how we could do this by writing out the numbers.

We can still decompose or break apart our numbers, all right?

But this time we're gonna write these out.

So 13, if I break that down, I'm just writing the numbers this time, I have 10 and three, right?

10 and three made 13, but I'm breaking those apart.

For Kate, I had 12.

So I have 10 and two.

I'm just gonna write those numbers.

And then for Trey, remember, he had two groups of 10, so 20 and one.

And now we can add these up together.

So let's start with our tens place.

Let's use that tens place.

So we have 10, 20, and then we're gonna add 20 onto that, so 30, 40.

Well, there's 40.

Now, let's go over to the ones place.

We had three plus two, three and two make five, and if I add one more, five, six.

40 plus six equals 46.

Look at that, it's the same equation that we had from our first one when we drew it out, when we represented it by drawing our picture.

Isn't that amazing?

See, there's different ways of solving problems.

And I hope that you found a way to solve it and you keep learning, keep being a problem solver, and I'll see you again real soon.