(bright upbeat music) - Hi, friends.

Welcome to "Teaching In Room 9," the area's largest classroom.

I'm Mrs.

Forth from the Rockwood School District.

I hope you're joining me from yesterday, ready to jump into our book that we read and think about the words that the authors used to put this story together.

And if you weren't with me yesterday, that's okay.

You're gonna love talking about the words in this book, "Paper Planes."

This was written by Jim Helmore and Richard Jones, and published by Peachtree.

And, as we read it yesterday, we really thought about the words that the authors were using, right?

This story is about Mia and Ben.

And these two characters are the very best of friends.

And they find out that one day, Ben has to move.

That's right, Ben has to move really far away and it makes them feel sad and angry, worried, frustrated.

These are all beautiful words you're using to describe these characters' feelings.

And then they found out that even though they're far away, it didn't change their friendship, did it?

They could still do what they did as best friends, which was make paper airplanes, make planes, because they wanted to fly a plane across the lake, right?

And so, Ben made a plane without wings and mailed it to Mia.

And Mia built the wings.

And then the plane actually ended up going all the way across the lake.

That's right.

What great memories you have of remembering what happened in this story?

Okay, so today, instead of really focusing on what happened in the story, I wanna focus on what words were in the story.

I'm gonna need you to stand up.

Yeah, I need you to stand up.

I'm gonna show you some words that I pulled out of the story.

And I want you to show me what those words would look like.

So you can use your body to show me those words.

Are you ready?

Okay, so here we go.

One word that I saw was "Fly.

"Fly."

Let me see you fly.

Oh, you look like you're about to jump off the ground.

Look at you go.

Fly, look at your arms.

Okay, freeze.

Let's try another one.

How about "Soar?"

This word was in the story.

"Soar "Soar."

Oh, your arms are flapping this big.

Some of you are kind of moving a little bit differently.

Interesting.

Okay, how about "Swoop?"

"Swoop.

"Swoop."

Yeah, it's almost like you're like dipping down.

Look at you guys all swooping.

Swoop.

Swoop.

Swoop.

How about "Skim?"

"Skim.

"Skim."

Yeah.

Kinda makes me feel like the plane was going really low, right?

Like bending down.

Yeah, "Skim."

"Glide."

"Glide."

Can I see you glide?

Awesome.

Readers.

Wow!

So you did a great job acting out those words.

But what I noticed is, although you were kind of doing the same thing with your arms, for most of those words, it still looked a little different.

Sometimes you were moving your arms, sometimes you were dipping down.

Yeah.

Although all these words kind of mean the same thing, they're a little bit different, aren't they?

You wanna take a peek at these words again.

Okay, so I'm gonna show you these five words again.

And I want you to really think about what's the same and what's different.

We've got "Fly," we've got "Soar, "glide, "swoop," and "Skim."

"Fly, soar, swoop, glide, skim."

They do kind of mean the same thing.

It's a way to describe how the planes were moving, right?

The plane was flying or soaring or swooping or skimming or gliding.

In each of those, the plane's up in the air, right?

But it's a little bit different, isn't it?

Yeah, that's the cool thing about words.

That there's so many words that can mean the same thing, but you can use them in different ways.

And the authors chose to do just that.

Instead of always saying, "Fly, fly, fly, fly fly," the authors thought about other ways to describe what the airplanes were doing as they were flying.

They were soaring or gliding, or swooping or skimming.

I have some other words that kind of mean the same thing.

And I want you to take a look at.

And what we're going to do, is put them in order, from least to most intense.

Yeah, intensity is to describe how big the feeling is, right?

So I have three words right here that kind of mean the same thing.

And I want you to think about those words.

And I want you to help me put them in order from least intense to most intense.

So I've got "Gorgeous."

"Gorgeous."

That castle is gorgeous.

I've got "Pretty."

Oh, that dress is really pretty.

And I've got "Beautiful."

That field of flowers is beautiful.

I need to say these words.

Let them get inside your mouth a little bit.

"Pretty, "gorgeous, "beautiful."

When you think about how big the feeling is, what would you think?

Which would be the smallest, and which would be the biggest of describing how something is?

You think "Pretty" would be the smallest?

Okay, I'm gonna put "Pretty" right here.

(indistinct) which one?

"Beautiful, gorgeous."

"Beautiful?"

Why do you think that?

Because it feels a little bit bigger than "Pretty," but not as big as "Gorgeous?"

Okay, let's see.

That's pretty.

That's beautiful.

That's gorgeous.

Oh, I can even feel it in the way that I'm saying that.

You wanna say these words with me again.

All right, let's just say, "That is," and then the word.

Ready?

That is pretty.

That is beautiful.

That is gorgeous.

Did you notice even though these words kind of mean the same thing, they're a little bit different in how big the feeling is.

Let me do it again.

Okay.

I've another set of words for you.

Here we go.

Let's do...

Okay.

How about "Little?"

And "Tiny."

And "Small."

And "Teeny."

I was describing something.

Teeny and tiny, and small and little.

How can I order these on how they feel?

Oh, you feel like "Teeny" is like the smallest of those?

I kind of agree, right?

So I'm gonna leave "Teeny" right here.

I think that is... Yeah.

Teeny, teeny, teeny.

I'm imagining it's just like the smallest it can be.

Teeny, teeny.

You think "Tiny" should go with "Teeny?"

Okay, "Tiny."

If I said "Oh, that's tiny, "that's teeny," which one feels smaller?

Yeah, "Teeny" feels a little bit smaller when you describe.

So that's a bigger feeling, right?

That's so teeny.

I even like wanna say something with my mouth changed.

"Teeny," right?

That's tiny, that's teeny.

Little, small, tiny, teeny.

You think then small, little.

Oh, some of you wanna switch these, little, small.

Think about it.

There's no right or wrong.

That's pretty small, that's little.

I think you're right.

I feel like "Little, small."

Let's see.

That's small.

That's little.

That's tiny.

That's teeny.

Oh, yeah, that felt pretty good.

You wanna say that with me?

That's small.

That's little.

That's tiny.

That's teeny.

I love this game.

I just love playing with words.

All right, let's do another one.

How about (indistinct)?

Okay, we've got "Frightened."

We've got "Scared."

We've got "Spooked."

We've got "Terrified."

Let's say these words.

And kind of pay attention to how you're feeling as you say them.

Scared, terrified, frightened, spooked.

What do you think?

I agree.

I really think "Terrified" is the biggest one.

Kind of like it makes me feel scared when I say, "Terrified."

That's a big one, I agree.

I'm gonna put that one right on this side.

Okay, what else?

"Scared?"

I was scared.

I was spooked.

Yeah, "Spooked" is like a little bit scared.

Like, oh.

Like kind of just a little freaked out a little bit.

I agree, I think this might be the smallest one.

"Spooked."

And then "Scared," and "Frightened."

Okay, let's see how this feels.

I was spooked.

I was scared.

I was frightened.

I was terrified.

Would you say it with me?

Okay, ready?

I was spooked.

I was scared.

I was frightened.

I was terrified.

You're noticing the shades of meaning.

How big the words feel.

All right, I've got one more set of words for us.

You ready?

I've got "Spectacular, "great, "good."

Yeah, and you might like...

If somebody asks you, "Oh, how was it?"

Like maybe you went somewhere just like a fair or a concert or a movie.

How was it?

You might say, "It was great, "it was good, "it was spectacular."

You tell me what to do with the words.

Which one do you think is the smallest feeling and which one feels the biggest when describing?

Okay.

What about you?

What do you think?

Okay, so this is what I'm hearing.

I heard you guys tell me, "Good," then "Great," then "Spectacular."

So let's pretend somebody asked you, "How was it?"

Let's see how we can describe.

Ready?

"How was it?"

It was good.

It was great.

It was spectacular.

Oh, I can really feel how big that feeling was here.

Very different than if I say, "It was good."

So this is exactly what authors do, when writing their stories.

They play around with words.

And they even find words that kind of mean the same thing.

And they choose the words that feel just right.

So I found a page in our "Paper Planes" book that had some words that had some shades of meaning.

So I wanna see if we can figure out the shades of meaning and maybe think about why the author chose the words that they did.

So let's read this page here.

We've got "Ben had bad news."

Now, obviously that is not what the author said, I changed that out.

"Ben had bad news.

"He was leaving."

How does that make you feel?

"Ben had bad news.

"He was leaving."

Kind of a little bit sad.

Okay, you ready for me to unveil what word the author chose instead?

"Terrible."

Listen again as I read it this way.

"Ben had terrible news.

"He was leaving."

It made it sound worse, didn't it?

Yeah, even though "Bad" and "Terrible" kind of mean the same thing, changing the word from "Bad" to "Terrible," made it feel bigger, right?

It made it feel like it was a worse situation.

"His family was moving to a new home, "a long way away.

"Mia and Ben were sad."

Aw!

"Mia and Ben were sad."

Let's try another word.

"Mia and Ben were upset."

Yeah, that feels a little bit bigger, right?

Still not big enough for these authors.

Look at what they chose.

"Crushed.

"Mia and Ben were crushed."

Oh, yeah, you can really feel how devastated.

Oh, that would have been a good word, right?

Yeah, they wanted to make sure that we really felt how truly sad these characters were.

That's what's amazing about being an author.

When you're writing, you can do the same thing.

You're writing and you see words like "Good," you can stop and think, "Is there another word "that kind of means the same thing "but shows a bigger feeling?"

Like "Spectacular" or "Amazing, "tremendous."

Play around with words as a writer, and notice words as a reader.

Thanks so much for joining me again today.

Have fun at math, and I hope to see you tomorrow.

Bye.

- Oh my gosh!

I really need my "Teaching In Room 9" friends.

I can't figure out what this number is.

(sighs) Oh, there you are.

I've been waiting for you guys.

I'm having a really hard time counting and figuring out this number.

I keep getting a different answer every single time.

Can you help me?

Will you count this number for me and figure it out.

I can't do it.

Well, I know I can eventually, but I'm trying to persevere and I just really need some help.

Okay.

(sighs) I'll give you a second.

Hopefully, you can help me out.

You try and count it first.

And then can we count it together?

Okay.

(sighs) Yeah man.

Oh, yeah.

Oh my gosh!

Thanks so much for your help.

Let's count this together.

I think I remember now.

Here we go.

10, 20, 30, 40, 50, 51, 52, 53, 54.

Yes!

I thought that it was 54, but I kept confusing myself.

And I kept getting 90.

And then I was getting nine.

And I was just so confused.

So I have 54, right here.

I have five groups of 10, and four ones.

Five groups of 10 and four ones.

And that makes the number 54.

Let me show you this pretty little paper that I have.

And I'm going to write this number that we just discovered and we just figured it out.

This number is 54.

(sighs) I had to write that down before I forgot.

Man, hey there.

I hope you had a great time with Mrs.

Forth.

I'm so glad you're with me though now because I was sitting there and just like waiting for you guys.

'Cause I could not figure it out.

I couldn't even stop to say hello.

I just needed to figure that out.

So let's go over our objectives today while we stretch.

So everybody stand up, reach up really, really, really high, and then bend over, touch your toes.

Reach up really, really high again.

Touch your toes on the other side.

And I want you to keep doing that while read the objectives, okay?

All right, so I can model with mathematics.

What we're doing.

I can show how 10 ones is the same as one group of 10.

I can represent numbers using place value understanding.

And we added an objective.

I can represent numbers in standard form, word form and expanded form.

Okay?

All right, so let's also review.

If you don't have a sandbox at home, which you probably don't, run and grab something to write on and something to write with, so that you can follow along with me today.

Okay?

Here is how you can represent numbers in place value by drawing at home.

If I wanted to represent the number 54, like we just did with our blacks.

Right here, 54.

I would draw 10s like this, and ones like this.

Okay?

So I need five 10s.

One, two, three, four, five, and four ones.

One, two, three, four.

All right.

54.

Awesome work.

Okay.

There's something I wanted to review.

Well, actually, you know what?

Let's wait.

Let's wait to review that.

Let's review.

We know that this is a form.

And we know we can represent numbers in standard form, word form and expanded form.

But do you guys remember which form I'm showing you right here?

Yes.

Good job.

This is standard form, because standard form, you just write the digits.

Okay.

Let's flip this around because I can't write standard form upside down.

Standard... Form.

Okay?

Then, we have two more forms.

Two other forms.

Oh, that's right.

Word form.

Thanks for the reminder.

Word form.

I'm gonna write this in word form.

I'm gonna write the number 54.

54.

And this is expanded form.

No, it's not.

It's word form.

Silly me.

And our last form is expanded form.

You guys remember what expanded form is?

I said this one was personally the one I thought was the most important.

And, expanded form is when you write the value.

So what is the value of five 10s?

The value of five 10s.

Yep, it's 50.

And then I'm going to add...

So 50 plus the ones.

How many ones are there?

Four.

So 50 plus four equals 54.

Expanded form is when you write the value.

I'm gonna stick this here so that we can remember it.

There we go.

Okay.

Now, are you ready to get started?

I am.

I'm really excited.

I love place value.

I hope you can tell.

It's my favorite thing.

Okay.

So I have a 10s chart.

Oh, not a 10s chart.

A place value chart.

And on this place value chart, I am going to have a 10s place and a ones place.

Now, we're going to build five.

Can you build five?

Go ahead, you can build five.

I believe in you.

Go ahead, build five.

You can do it.

Remember, draw five dots.

Good.

One, two, three, four, five.

Okay, five.

Yeah, you're right.

It's just five ones.

How many more, until we make a 10?

Until we make a group of 10.

We have five ones.

How many more until we make a group of 10?

Yeah, five more.

So let's add five more.

One, two, three, four, five.

So, five and five makes 10.

We have 10 here.

We have 10... A group of 10?

Well, we kinda have a group of 10.

But really we have 10 ones, right?

We have 10 ones.

But since we have 10 ones, we can regroup our 10 ones, for... You guessed it.

One group of 10.

Because 10 ones is the same as one group of 10.

Yes!

Good job.

So now we have one group of 10.

Let's go ahead... Let's really build 20.

Can you build 20?

Go build 20, you can do it.

Okay, I'm gonna build, you build it, okay?

10, 11, 12, 13.

13, that's 13.

14.

I hope my "Teaching In Room 9" kids are doing good.

I know they are.

10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20.

About 20.

All right, are you guys ready?

Did you build... Oh my gosh!

Whoa!

So some of you guys... Whoa, I gotta show this!

This is crazy cool.

Some of you friends built 20 in the same way that I did.

One 10, and then I just added ones until I got to 20.

But some of you built it like this.

Some of you built it like this.

Okay, so here is what I built.

I had 10 and I just counted up.

And the ones, I added a one, until I got to 20.

But some of you did this.

Is this the same number?

Yeah, some of you are saying, "It is the same number."

Well, let's count.

I don't know.

I'm not sure.

10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20.

So this has one 10, and 10 ones.

Which makes 10 plus 10.

That's expanded form.

Makes 20.

Yeah, it does.

Okay.

Now, over here, we have two 10s.

And expanded form is 20 plus zero ones, which makes 20.

So this is the same number.

It's the same number represented in two different ways.

Wow!

Math and numbers are pretty cool.

I'll see you back here tomorrow for some more place value.

Bye.

(bright upbeat music) - [Voiceover] "Teaching In Room 9" is made possible with support of Bank of America, Dana Brown Charitable Trust, Emerson, and viewers like you.

(bright upbeat music)