(bright music) - Hi everybody, and welcome back to "Room Nine", our region's largest classroom.

My name is Miss St. Louis, and I'm a teacher at Rogers Elementary School in the Mehlville School District.

And we are located in South St. Louis County.

Today, I'm here to teach a reading lesson that's geared towards those third graders who are heading on up to fourth.

So, let's dive in and get started.

Now yesterday, we began the process of reading the book, "Hidden Figures".

The story of four black women in the space race.

And we learned that the space race happened in the 1960s.

This is a little bit of background information.

Now the space race happened between the United States and the Soviet Union.

And both countries wanted to the be the first to land on the moon.

They were in a race to get to space.

And so, this story is about four women who helped in that space race, and helped to make our landing on the moon possible.

So, we know that as we read books like this, that may be have some more content-specific language.

Man, we're talking about space after all, there's so many words associated with space we maybe haven't heard before.

So, one thing we can do is when we learn new words, we can use context clues to help us determine the meaning of those words.

Context clues are hints that an author includes that can help to define difficult, or unusual words.

So, the types of clues we might see, definitions.

It's when an author goes right ahead and includes the definition.

We saw a few examples of that yesterday.

Examples, sometimes the author includes examples of that word to kind of give us an idea of what they're talking about.

Antonyms are when we re-phrase that word in the opposite meaning.

And synonyms are when we say a phrase that means the exact same thing.

Now, where do you find these context clues?

Well, you can look at the sentence before and after the word, right?

Sometimes the author goes on to tell you what that word means.

Or they tell you what that word means and then tell you the word.

We can look for phrases before and around the word.

I saw a few of those yesterday.

We can look at word parts, right?

Are there parts that are familiar to us, and sound like other words we know?

Looking at that root word, the base, and then the prefix that can come before, and the suffix that can come after.

We could also look at the part of the speech of the word.

Is it a noun?

Which tells me it's a person, place, or thing.

Is it an adjective?

Which tells me it's a describing word.

Is it a verb?

An action?

That some when we can do?

And lastly, we can practice replacing the word with our guess.

Asking ourselves, does this still make sense?

So today, as we continue to read our book, "Hidden Figures" by Margo Lee Shetterly, with Winifred Conkling, and illustrated by Laura Freeman, we can continue to try to use those context clues that determine the meaning of unknown words.

Are you ready to dive back in?

All right.

So yesterday, we began reading this book, and we know that these lovely women are working really hard.

They're so good at what they do, the math and the engineering.

And they are working so hard to be able top off with the space race.

So let's see what the outcome of this space race is.

"In the 1950s, the Langley Laboratory "bought a machine computer that could do math "faster than human computers."

Remember in this book, sometimes when we say computer, we're actually referring to people.

People were used as computers before computers were even a thing.

"At first, these machines made mistakes.

"Dorothy learned how to program the machines "so that they got the right answers."

She learned how to program.

What do you think that means, to program something?

Yeah, kind of tell it what to do, right?

A program is something that tells you all of those pieces, and how to do something.

So she's programing a computer, she's telling it what to do.

"She taught the woman in her group "how to program the computers, too.

"In 1957, Russia launched a satellite known as Sputnik, "into orbit around the earth.

"The United States started building satellites "to explore space, too.

"For years, the laboratory had used math "to design airplanes.

"Now it would need math to create spaceships, as well.

"The government decided to change the agency's name "from the National Advisory Committee for Aeronautics "to the National Aeronautics "and Space Administration, NASA."

Thumb's up if you've ever heard of NASA before.

Absolutely, it's still around.

"In 1961, President John F. Kennedy, "told Congress, 'I believe that this nation "'should commit itself to achieving the goal "'before this decade is out of landing a man on the moon, "'and returning him safely to earth.'

"A man on the moon!

"But the first step to getting a man on the moon, "was to send an astronaut around the earth.

"NASA was going to need to hire more space experts "and more people who were good at math."

Really good.

"The people at the laboratory had to work together "from morning to night to figure out "how to send Astronaut John Glenn into space, "and bring him back home to earth safely.

"Katherine Johnson knew she could use math to help.

"'Tell me where you want the spaceship to land, "'and I'll tell you where to launch it,' "Katherine told her boss.

"Katherine helped calculate the trajectories."

Trajectory.

What kind of a trajectory be?

That's even a tough word to say, trajectory.

She's calculating a trajectory, she says, "Tell me where you want the spaceship to land, "and I'll tell you where to launch it."

So we're thinking about a starting and and ending.

Maybe kind of like a path?

Let's keep reading.

"Katherine helped calculate the trajectories, "or pathways."

There we go, it was clue, there.

"That rockets traveled through space.

"She had to plan Glenn's exact route "from takeoff in Florida, to splashdown "in the Atlantic Ocean."

There was no room for error.

See here, right?

Trajectory is that pathway.

But they also gave us an example of that, right?

She had to plan Glenn's exact route.

So a route, right?

I'm thinking route, oh, if I take a family vacation, I have to get somewhere, I have to find a root to get there.

A path.

"No one was better than Katherine "at solving these tricky math problems.

"Days before his mission, John Glenn wanted Katherine "to double-check the machine's "computer trajectory calculations "to make sure it hadn't made any mistakes.

"When Katherine said the numbers were correct, "Glenn was ready to go.

"On February 20th, 1962, Glenn blasted off into space, "circled the earth and made his way home, safely.

"Meanwhile the laws began to change "so that black and white students "could go to school together."

Do you remember what it was called when they were separated?

What was that word that we learned yesterday?

That's right, the word segregation meant to be separated.

"Blacks fought for the right to sit "besides whites on buses, "and to drink from the same water fountains.

"At the laboratory, black and white computers "started working together in the same offices, "eating at the same lunch tables, "and using the same bathrooms.

"Black and white movie goers could sit next to each other "in the same theater, "and across the country, people started thinking about ways "to bring equality to all Americans."

Let's think about that word.

Equality, equality.

What do you hear in that word, equality?

Yeah, we hear the word equal, and we know if things are equal, they're the same.

So if we want equality, then we want the same for everyone, right?

We want everyone to be treated as equals, to be treated the same.

"Christine Darden was good at math.

"And she loved electronic computers.

"She started working at Langley in 1967.

"Christine wanted to become an engineer.

"And thanks to Dorothy, Mary, and Katherine, "she knew it was possible.

"Eventually she became an engineer "for supersonic airplanes."

I know what airplanes are, but what's a supersonic airplane?

Super, super means extra.

Sonic, well, hmm, sonic, sonic sometimes refers to sound.

Super sound, let's keep reading.

"Eventually she became an engineer "for supersonic airplanes.

"Planes flying faster than the speed of sound."

There we go.

Super, means extra, right?

Sonic, is sound, so super sound, planes flying faster than the speed of sound.

"But her first job was "to help with NASA's mission to the moon.

"The people at the laboratory prepared for years "to send astronauts to the moon.

"About 238,900 miles away from the earth.

"Finally on July 20th, 1969, "the world watched as three men arrived at the moon "in their Apollo 11 spacecraft.

"'That's one small step for man, one giant step for mankind' "said Astronaut Neil Armstrong, "when he stepped onto the dusty surface.

"But it was also a giant leap "for Dorothy, Mary, Katherine and Christine.

"And all of the other computers and engineers, "who had worked at the laboratory over the years.

"The moon landing was a success from takeoff to splashdown.

"But there was no time to rest.

"Once NASA landed astronauts on the moon, "the people at the laboratory began dreaming of "sending humans to other planets, "such as Mars, or Jupiter, or Saturn.

"They started to imagine hyper-fast space airplanes "that could travel around the earth "at seven times the speed of sound.

"The next adventure wouldn't be easy, "and would require lots of tests, and lots more numbers.

"But Dorothy, Mary, Kathrine and Christine knew one thing.

"With hard work, perseverance, "and a love of math, anything was possible."

And that is the end of this book.

So today, boys and girls, we finished the book "Hidden Figures".

And we were able to use context clues, right?

Those hints or clues that an author can include to help define difficult, or unusual words in a text.

We did a really great job of noticing that sometimes definitions were included.

Looking at examples that the author included, looking at word parts to help us try and figure out what that word might mean.

We just did that with the word supersonic.

So, as you're looking at words, and you come across a word you don't know, I don't want, the first thing for you to say is just be like, "Ah, I don't know that word."

Take a moment, stop, breath, and know that you can use your context clues to get a better idea of what that word might mean.

Now, sometimes we're gonna need to look words up using our dictionaries, or even our glossaries.

But, know that you have the tools in your pocket to help you determine what those words mean.

So, just like these ladies were awesome at math, think it's time we finish up our week, with a little bit of some math of our own.

What do you say?

Off we go.

- Oh, flying.

Well, hello there, and thank you so much, Miss Saint Louis.

My name is Mrs.

Brewer, and I am a third grade teacher at Gordon Bush Elementary School in the East St. Louis School District.

And welcome to the second half of "Teaching in Room Nine"!

Right, boys and girls?

I am so happy to see you.

Hopefully you zoomed in from your rocket ship from Miss St. Louis over here to me.

Because I am ready here to teach you some math, of course, right?

Is there anything better than math?

No, I was just sitting here waiting on you, doing some math, boys and girls.

So I am so happy to see your smiling face here, all right?

So today, are you ready to blast off and have some fun?

Oh you know I'm gonna keep these coming all week, boys and girls.

All week long.

So boys and girls, today we're gonna talk about "Strategies in Space"!

So any time we have a problem and we're stuck on it, what do you think we should we should use, boys and girls?

If you ever felt like you're floating around trying to solve a problem, well, what should we do?

Definitely, use a strategy, right?

Absolutely, we're gonna use a strategy.

So today, we're gonna use a strategy of looking at what we already know, and see if we can try to find a way to solve some problems that might be a little bit harder than what we're used to, or look a little different.

How about that, boys and girls?

They might be more challenging.

Other than harder, let's think of them as more challenging.

Okay, and we can do anything that's challenging if we put our mind to it, right, boys and girls?

Absolutely, we just have to be, we have to think about how we can attack it and approach, okay?

So boys and girls, I'm gonna show you this multiplication table.

And what's one thing you notice right off the bat about this table?

Oh, we are multiplying by what number?

10.

This is our 10 times table, okay?

So let's take a look at our 10 times table.

What do you notice about our answers?

Just what do you notice first off?

We notice that it's a 10, and then what do you notice about our answers?

Right, they are counting by what?

We are counting by 10s, right?

We have 10, or zero, we start off with zero.

10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120, right?

But just focus right now on what number we're multiplying 10 by.

What does our answer look like?

When you multiply one by 10, what happens to our number one in our answer?

Oh, okay.

Let's look at our two.

If we take 10 times two.

What happens to that two in our answer?

Hm?

Now jump down and look at six.

Do we see the same pattern, with 10 times six?

Is what you saw at the top with 10 times one?

And 10 times two?

Hm?

Now jump down.

Do you notice that with 11?

Hm?

What exactly, boys and girls, are we noticing here?

Oh, I heard someone out there say when you take 10 times two, the two is in our, what place is this?

What place value?

This is our ones, this is our 10s, huh?

10 times three, what place do we see three in?

Is it still in my ones?

No, we see it in our 10s.

In fact, what number do I see in the ones place for all of these problems?

For all of these answers, I'm sorry.

All of our products have a zero in the ones place.

Hm?

Now if you have to come up with rule right now, an easy rule to multiply by 10, what could you tell somebody?

Hm?

I heard someone say, well just put a zero after it.

So if we had 10 times eight, I take whatever number I'm multiplying 10 by, which here is eight, and then what do I put in the ones place?

I put a zero.

But, that's an easy solution to tell somebody.

10 times whatever, so if it was 10 times 10, all I had to do is write 10, and put a zero in the ones place, right?

10 times 10 is what?

100.

Would you be wrong in telling somebody that's how you do this?

Well, you probably wouldn't be wrong, because that's the pattern we just saw, wasn't it?

Let's look again, is that the pattern that we saw here?

Yeah, 10 times seven, put seven, add a zero in the ones, right?

Is that like that for all of them?

If you didn't catch that pattern before, do you see that pattern now?

10 times nine, write nine, put a zero in the ones place.

Yeah.

But, why is that, boys and girls?

Hm?

Well think about place value, boys and girls.

And it all comes down to place value why that is.

Because, when we talk about numbers, we work with numbers in our place value system, it is a base 10 system.

Because first I have my ones, right?

Then I have my, what comes next?

10s, right?

And now we have what next?

Then I have my 100s, right?

We have our ones, 10s and 100s, okay?

What do I do to my one here to get 10?

I have what?

One times what equals 10?

Well, let's count by 10s, how many 10s do I count by to get to 10?

10.

So one times 10, equals 10.

So I had to multiply this times 10 to get to 10, okay?

Now, 10, now I'm at my 10s, right?

What do I have to do to my 10s to get to 100?

10 times what equals 100?

Hm?

Well, let's count by 10s, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100.

How many 10s did I count?

Oh, times 10.

Hm?

So to get to my 10s from my 100s, I multiply times 10.

So we have a base 10 system, that as we move here, we increase 10 times, okay.

And then after my 100s, would be one before my 100s, actually.

Would be my 1,000s.

If you count 10 100s, or multiply 100 times 10, it'll give us 1,000, okay?

So if I look here and put my eight here, and I'm gonna multiply 10 times eight, well, I know to multiply by 10, it's actually gonna move over one place value.

Because of that base 10 system, okay.

So when I have eight times 10, my eight is now gonna move to the next place value, because I know the next place value to the, when we're looking at this, to our left, right?

The next place value over is my 10s.

So if I go one times 10, this is 10 times as many.

And then, what would I have here?

Zero.

Okay.

So because of the base 10 system, we're going from ones to 10, we multiply by 10.

10s to a 100, we multiply 10 by 10 to get 100s.

And then 100s to 1,000s, we multiply by another 10 times, each of these keep going up 10 times.

That is how we're able to put a zero behind the number we are multiplying 10 by, it's because of this base 10 system, okay?

So based on what you've learned, let's practice a few of these, boys and girls, okay?

Let's see if you can get this, okay?

So now, what do you think 30 times 100 would be?

Hm?

Let's see here.

Let's go back to my chart here.

What if I have 30 times 10?

There's my 30.

What do I have to do to my eight?

I had to shift it over one more place value, right?

I know this is 10 times.

So now, I have what?

My three, and my zero, here's my 30 I started with, right?

I said what number is gonna go here?

My zero.

'Cause we're gonna shift it over one place value because of the base 10 system.

So what is 30 times 10?

What number do I have now?

300.

So 30 times 10 would equal 300, okay?

Let's try another one real quick, boys and girls.

What would happen if I had 90 times 10?

90 times 10, boys and girls, what do you think?

Hm?

Same thing.

I'm gonna put my 90 here.

Times 10, I can shift it over one place value.

So instead of my nine being in my 10s, it's now gonna go to my 100s.

So 90 times 10 equals what?

900.

Okay.

Boys and girls, what do you think would happen, let's get one more in.

What do you think would happen if I had 45 times 10?

45 times 10 would equal?

45, shift it over one more place value, I would equal what?

450, here at the top, okay.

So boys and girls, if anybody tries to tell you when we multiply by a 10, we just take, put a zero behind that number.

Are they wrong?

No, they're not wrong.

But boys and girls, I want you to know why is it.

It's because of our what system?

Our base 10.

We got ones, 10s, 100s, 1,000s.

Each time we're multiplying by what?

10.

We're getting 10 times bigger.

One times 10 is 10 for our tens.

10 times 10 is 100.

100 times 10 would be 1,000, boys and girls.

Great job today!

Hopefully you learned the reason why were aren't able to just put a zero behind that number, but it's because of our what?

Our base 10 system.

All right, boys and girls, it's time for me to blast off, and I will see you boys and girls next week.

And we are gonna have a really fun and exciting week again next week, boys and girls.

Have a good night, and I'll see you on Monday.

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

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