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Transcript: Making Sense of Cents
(soft music plays)
A Female Announcer says WELCOME TO TVO KIDS POWER
HOUR OF LEARNING.
TODAY'S JUNIOR LESSON,
MAKING SENSE OF CENTS.
A caption reads "Junior 4-6. Teacher Cameron." Cameron stands in a living room next to a table. He is in his mid-thirties, with a beard and bald. He wears glasses, and a black and red plaid shirt over a black T-shirt.
Cameron says HI, I'M CAMERON, AND WE'RE
BACK WITH THE TVO POWER HOUR OF
LEARNING.
TODAY WE HAVE AN AMAZING
MATH LESSON AND IT IS GOING
TO BE ALL ABOUT EXPLORING
TENTHS.
WHAT ARE TENTHS?
WELL, YOU'RE JUST GOING TO HAVE
TO WAIT AND SEE.
TODAY WE HAVE THREE SPECIAL
GUESTS WITH US, THE CANADIAN
COWBOY, HE LOVES MATH.
HE'S HERE WITH US AND HE'S GOING
TO RIDE AGAIN AND TEACH US ALL
ABOUT TENTHS.
THERE'S GOING TO BE A WHOLE
BUNCH OF THINGS THAT YOU CAN DO
ON YOUR OWN AT HOME WITH HIM
DO SOME OF THIS LEARNING.
I ALSO HAVE MY DAUGHTERS VERA
AND STELLA.
THEY ARE GOING TO HELP US DO
SOME COUNTING AND EXPLORE HOW WE
CAN USE TENTHS IN OUR OWN HOME
TO PRACTISE AND SOLIDIFY OUR
MATH LEARNING.
SO TODAY ALL YOU'RE GOING TO
NEED IS IF YOU HAVE A PENCIL AND
A PIECE OF PAPER, YOU'RE READY
TO LEARN WITH US.
I REALLY LOOK FORWARD TO THIS
TIME TOGETHER, AND I CAN'T WAIT
TO GET GOING.
ALL RIGHT, LET'S LEARN A LITTLE
BIT ABOUT TENTHS.
A slate reads "Minds On: Making sense of cents."
Canadian Cowboy appears on a small window at the right down corner of the screen. He wears a white cowboy hat, glasses and a moustache.
Canadian Cowboy says WELL, HOWDY,MY FRIENDS, IT IS
THE CANADIAN COWBOY, AND I WANT
TO THANK TEACHER CAMERON BACK
THERE THE RANCH
FOR LETTING ME SHOW YOU HOW
WE'RE GOING TO MAKE SENSE OF
CENTS.
ISN'T THAT A STRANGE SENTENCE?
MAKING SENSE OF CENTS.
WE ARE GOING TO UNDERSTAND MONEY
AND MONEY LESS THAN A DOLLAR,
THE CENTS.
YOU KNOW THOSE DIMES AND NICKELS
WE'RE ALWAYS LOOKING FOR.
THINKING OF THAT, LET'S GET INTO
OUR LEARNING TOGETHER, SO THANK
YOU VERY MUCH FOR JOINING ME
HERE IN MY BASEMENT WHERE WE ARE
GOING TO BE DOING ALL OF OUR
LEARNING TODAY.
SO LET'S LOOK AT SOME MONEY AND
SEE IF WE CAN GET OUR BRAINS
THINKING ABOUT WHAT KIND OF
CENTS THERE ARE AND HOW IT
WORKS.
A three-column table appears. The columns read "Name of Coin. Value as a whole number? Value as a part of $100?"
He continues SO FIRST TRICK WE'RE GOING TO
TRY AND GOING TO SEE
IF WE CAN TRY AND
NAME THAT COIN.
SO--DO YOU THINK WE CAN DO IT?
LET'S LOOK AT THE FIRST ONE.
I'M GOING TO DELETE THIS HERE
AND . . . ANYBODY KNOW WHAT THAT
NAME OF THAT COIN IS?
A black and white coin appears.
He continues LET'S THINK ON IT.
IT'S A NICKEL.
IT'S A NICKEL, AND IT HAS A
BEAVER ON IT.
ONE OF CANADA'S NATIONAL
ANIMALS.
He types NICKEL, N-I-C-K-L-E, NICKEL.
He continues ALL RIGHT, NOW DOES ANYBODY KNOW
HOW MUCH VALUE A NICKEL HAS?
WELL, YOU KNOW WHAT, VALUE IS A
WHOLE NUMBER.
IT SAYS IT RIGHT ON IT.
ITS VALUE IS 5 WHOLE CENTS.
IT HAS A VALUE OF FIVE CENTS,
RIGHT, FIVE WHOLE CENTS, BUT
THERE'S ANOTHER QUESTION HERE.
THIS IS WHERE IT GETS TRICKY.
IF YOU THINK ABOUT A NICKLE AS A
PART OF ONE DOLLAR, SO I'M
THINKING ABOUT A LOONIE, HOW
MANY... A NICKLE IS WORTH LESS
THAN A LOONIE.
WHAT IS THE VALUE OF A NICKLE AS
A PART OF A DOLLAR?
WELL, IF IT'S WORTH FIVE CENTS,
IT'S ACTUALLY... AND I'LL PUT
THE DOLLAR SIGN BECAUSE WE NOW
NOT WORKING IN CENTS.
WE'RE WORKING IN DOLLARS.
IT'S NOT EVEN WORTH TEN CENTS,
NOT EVEN A TENTH OF A DOLLAR,
IT'S WORTH FIVE CENTS OR
5 ONE HUNDREDTHS.
IT'S FIVE PIECES OUT OF THE 100
CENTS YOU WOULD NEED TO HAVE
THAT DOLLAR.
I'M GOING TO TRY AND SPELL
NICKEL PROPERLY FOR YOU AS THAT
WOULD BE A MUCH BETTER IDEA.
REMEMBER, WHEN YOU MAKE
MISTAKES, IT'S NOT A BIG DEAL.
YOU JUST HAVE TO LEARN AND GROW
FROM YOUR MISTAKES.
THAT'S WHAT WE DID THERE.
WE LEARNED AND GREW FROM OUR
SPELLING MISTAKE.
ALL RIGHT, HERE WE GO, NEXT,
THAT'S CALLED A DIME.
THAT'S RIGHT, IT'S CALLED A
DIME, AND IT HAS A SCHOONER ON
IT, THE BLUENOSE, ACTUALLY.
IT'S WORTH 10 CENTS, SO I'M
GOING TO WRITE 10 CENTS.
THAT IS THE VALUE AS A WHOLE
NUMBER.
IT'S 10 WHOLE CENTS.
IT DOESN'T MEAN IT'S WORTH A
DOLLAR.
NOW LET'S THINK ABOUT THIS,
THOUGH.
WHAT IS ITS VALUE AS A PART OF A
DOLLAR?
WELL, IT'S NOT WORTH A WHOLE
DOLLAR.
IT'S LESS THAN A DOLLAR.
IT'S WORTH 1 TENTHS OR 10 CENTS.
SO THAT'S WORTH FIVE CENTS OR
5 ONE HUNDRETHS OF A DOLLAR, 10 CENTS
OR WORTH 1 TENTHS OF A WHOLE
DOLLAR.
NEXT, HERE WE GO, LAST ONE, MY
FRIENDS, THAT'S A QUARTER.
IT'S A QUARTER, SO LET'S WRITE
IN OUR CHART WHERE WE'RE KEEPING
TRACK ON OUR LEARNING, AND IT
SAYS 25 CENTS.
WHAT'S THE VALUE OF A QUARTER AS
PART OF DOLLAR?
WTS NOT A WHOLE DOLLAR.
IT'S TWO DIMES AND ONE NICKEL,
SO 25.
IT'S ACTUALLY 25 ONE HUNDREDTHS OR 25
PARTS OUT OF 100.
IF YOU HAD 25 PENNIES, YOU'D
HAVE YOURSELF A QUARTER.
SO A QUARTER IS 25 ONE HUNDREDTHS.
A DIME IS 1 TENTHS OR TEN
ONE HUNDREDTHS, AND A NICKEL IS
5 ONE HUNDREDTHS.
An animated male teacher stands in a classroom. He wears a white shirt and a striped tie.
The Teacher says WHAT IS A TENTH?
A FRACTION, YES, YOU'RE RIGHT,
OKAY, BUT LET'S SAY YOU HAVE A
WHOLE NUMBER AND YOU DIVIDE IT
UP INTO 10 EQUAL PARTS.
TAKE ONE PART OF THOSE TEN EQUAL
PARTS AND YOU GET?
OKAY, LET'S JUST WATCH THE
VIDEO, THEN.
An animation shows two spiders singing.
They sing WHAT A TENTH
I REALLY NEED TO KNOW
WHAT IS TENTH
I'LL EXPLAIN IT LET'S GO
WELL, YOU TAKE A WHOLE NUMBER
AND DIVIDE IT UP INTO TEN EQUAL
PARTS AND A TENTH IS WHAT YOU'VE
GOT
THE ONE LITTLE PART
IS CALLED ONE TENTH
AND TWO LITTLE PARTS
IS CALLED TWO TENTHS
LET'S TAKE AN EXAMPLE, OKAY,
HERE WE GO, SO YOU HAVE THREE
SHAPES AND ONE PART IS ONE MORE,
ONE, TWO AND THREE, BUT THE
FOURTH LITTLE PART, WHAT WILL
THEY BE
WELL, YOU WRITE DOWN THE FOUR
AND PLACE IT OVER A TEN, WE CALL
THIS A FRACTION, YES, THREE AND
FOUR TENTHS
YOU CAN SHOW IT AS DECIMAL
WITH DOLLARS AND DIMES.
HERE'S MORE EXAMPLES TO FINISH
OFF THIS RHYME
Fractions and coins pop up on the screen.
The song continues WHAT IS A TENTH
WHAT IS A TENTH
WHAT IS A TENTH
WHAT IS A TENTH
WHAT IS A TENTH
WHAT IS A TENTH .
WHAT IS A TENTH
WHAT IS A TENTH
WHAT IS A TENTH, WHAT IS A
TENTH, WHAT IS A TENTH
The Teacher says NOW YOU KNOW WHAT A TENTH IS.
I'VE GOT A JOKE FOR YOU.
SO TWO PARTS OF A WHOLE NUMBER
ARE HAVING A SERIOUS
CONVERSATION.
ONE TENTH WALKS UP AND SAYS,
WHOA, YOU'RE TOO TENSE!
GET IT?
THEY ARE HAVING A TENSE
CONVERSATION, TWO PARTS OF A
WHOLE NUMBER?
OH, COME ON, THAT JOKE IS A FULL
FRACTURE!
[Laughter]
Cameron says ALL RIGHT.
WASN'T THAT EXCITING?
THAT CANADIAN COWBOY, HE'S GOT A
FUNNY LITTLE ACCENT, BUT SOME
DEFIANT GOOD MATH LEARNING
THERE.
SO I HAVE SOME FRIENDS, MY
DAUGHTER STELLA IS WITH US
TODAY, AND SHE'S GOING TO SHOW
US HOW WE CAN COUNT TO TEN USING
MONEY.
SO STELLA, CAN YOU COUNT HOW
MANY DIMES WE HAVE THERE?
COUNT THEM OUT LOUD FOR US.
Stella is around 6 years old. She has two long ponytails and wears a floral dress.
Stella says ONE, TWO, THREE, FOUR, FIVE,
SIX, SEVEN, EIGHT, NINE, TEN.
Cameron says THAT'S RIGHT!
WE HAVE TEN DIMES HERE, AND TEN
DIMES, THAT EQUALS ONE LOONIE.
SO ONE DIME IS ONE TENTH OF A
LOONIE.
THAT'S SO HELPFUL.
THANK YOU VERY MUCH.
WE'RE GOING TO EXPLORE THIS
CONCEPT A LITTLE FURTHER WITH
THE CANADIAN COWBOY WHO HAS A
CHALLENGE FOR YOU.
SO MAKE SURE YOU'VE GOT YOUR
PENCILS AND YOUR PAPER AND
YOU'RE READY TO ROCK AND ROLL.
I'LL SEE YOU BACK HERE WITH
STELLA IN A LITTLE BIT.
A five-column chart with coins appears.
Canadian Cowboy says ALL RIGHT, FRIENDS, WE ARE
BACK IN THE BASEMENT, AND WE ARE
CONTINUING OUR LEARNING ABOUT
TENTHS.
NOW ONCE THAT A HILARIOUS VIDEO?
THAT SONG'S GOING TO BE IN MY
HEAD ALL DAY, THAT "WHAT IS A
TENTH," I JUST LOVE IT.
HOW COULD WE USE THIS THING
CALLED A PLACE VALUE CHART?
WELL, A PLACE VALUE CHART IS A
VERY INTERESTING TOOL, AND I
RECOMMEND ALL MY STUDENTS DRAW
ONE OUT WHEN THEY ARE WORKING
WITH MONEY, BECAUSE IT MAKES
LIFE SO MUCH EASIER.
WHAT YOU DO IS YOU THINK ABOUT
HOW MANY WHOLES DO I HAVE AND
HOW MANY PARTS OF A WHOLE DO I
HAVE IN THE DIFFERENT NUMBERS.
SO LET'S IMAGINE I JUST HAD
THESE TWO, I HAD A DIME AND A
NICKEL, RIGHT?
15 CENTS.
DO I HAVE A WHOLE DOLLAR?
I DON'T, SO I'M GOING TO HAVE
ZERO ONES, AND I'M GOING TO POP
THAT IN THERE.
ZERO ONES.
AND HOW MANY TENTHS DO I HAVE?
WELL, I HAVE ONE TENTH, 10
CENTS, THE DIME, AND I HAVE
5 ONE HUNDREDTHS, LIKE WE TALKED ABOUT
BEFORE, SO WHAT I'VE CREATED
HERE IS I'VE GOT THE DECIMAL
NUMBER, ZERO, AND 15 TENTHS.
IT COULD BE WRITTEN LIKE THIS.
0 AND 15 TENTHS.
He uses a mouse to complete the chart.
He continues THIS IS ALSO... COULD ALSO BE
WRITTEN AS A FRACTION.
THAT'S THE SAME THING AS SAYING
15 ONE HUNDREDTHS OR 15 OUT OF 100.
ISN'T THAT INTERESTING?
WELL, LET'S SEE HOW THAT WORKS,
THOUGH, WHEN WE HAVE A WHOLE
NUMBER.
I'M GOING TO CLEAR MY SCREEN
RIGHT THERE.
HOW DOES THAT WORK IF WE HAVE A
WHOLE NUMBER?
LET'S IMAGINE WE HAVE ALL THESE
COINS IN OUR HANDS.
WE'RE RICH.
YEEHAW, MAYBE WE FOUND SOME
GOLD.
WELL, I'VE GOT A DOLLAR, 25, 35,
40.
I'VE GOT A DOLLAR AND 40 CENTS,
BUT DO I HAVE ANY WHOLE NUMBERS?
WELL, I DO.
I'VE GOT ONE WHOLE DOLLAR AS
WELL AS I HAVE 40 CENTS OR
4 TENTHS.
SO 4 WITH NO HUNDREDTHS.
ONE DOLLAR AND 40 CENTS.
ONE AND FOUR TENTHS.
NOW THAT CAN LOOK LIKE THIS WAY,
LIKE WE JUST SHOWED ON OUR PLACE
VALUE CHART THERE, ONE AND FOUR
TENTHS.
OR 1.40 DOLLARS, AND THAT'S THE SAME AS
SAYING I HAVE ONE WHOLE AND
4 TENTHS, 4 OUT OF 10, SO THAT'S
HOW THAT WOULD LOOK AS A
FRACTION, OKAY?
SO WHEN WE'RE USING THE PLACE
VALUE CHART, WE REALLY CAN SEE
WHICH PARTS OF THE NUMBER WE'RE
WORKING WITH THERE.
VERY WELL DONE.
VERY WELL DONE.
LET'S MOVE ON.
WHAT I'D LIKE US TO DO NOW IS TO
THINK ABOUT SOMETHING DELICIOUS,
SOMETHING CALLED PIZZA.
GOT A LOT OF PIZZA HERE AT THE
RANCH, SO I REALLY WANT TO TALK
ABOUT PIZZA.
A new table appears. The columns read "Number of Slices. Numbers of Tenths. Decimal."
He continues NOW IMAGINE WE HAD ONE PIZZA.
NOT ENOUGH, REALLY, TO BE
HONEST.
ONE IS NEVER ENOUGH, BUT IMAGINE
WE ONLY HAD ONE PIZZA HERE.
WE SPLIT IT UP.
WE SPLIT IT UP INTO PARTS, EQUAL
PARTS, TEN EQUAL PARTS, TO BE
EXACT.
WE SPLIT THIS PIZZA INTO TENTHS.
NOW IMAGINE I HAD EATEN ONE
SLICE, HOW MANY TENTHS HAVE I
EATEN?
WELL, I'VE EATEN 1 TENTHS OF IT.
RIGHT?
I'VE EATEN 1 TENTHS OF THE PIZZA.
WHAT WOULD THAT LOOK LIKE AS A
DECIMAL?
LIKE WE SAW BEFORE AS A PLACE
VALUE CHART, I HAVE ZERO WHOLES
AND ONE TENTH, RIGHT?
THAT'S MAKING SENSE TO YOU?
ALL RIGHT, LET'S DO IT AGAIN.
NOW IMAGINE I WAS A LITTLE BIT
HUNGRIER AND I ATE 2 TENTHS OF
THE PIZZA.
IF I HAD TWO SLICES OF PIZZA,
I'VE EATEN 2 TENTHS OF THAT WHOLE
PIZZA.
IF I WANTED TO SHOW THAT AS A
DECIMAL, WELL, NOW I'VE EATEN 0
WHOLE PIZZAS.
WHO CAN EAT A WHOLE PIZZA?
AND THEN AND 2 TENTHS.
I'M GOING TO GIVE YOU A MINUTE
TO FILL IN THE REST OF THE CHART
ON YOUR OWN AND THEN WE'LL COME
BACK AND TAKE IT UP.
ALL RIGHT, SO AS YOU CAN SEE, I
FILLED IN THE REST OF MY CHART
AND I HOPE YOU DID THE SAME.
IF I ATE THREE PIECES OF PIZZA
YOU WOULD HAVE EATEN 3 TENTHS,
AND AS A DECIMAL IT WOULD LOOK
LIKE 0 AND 3 TENTHS EVERY TIME WE
SEE THAT DECIMAL WE SAY AND.
SO THE PATTERN KIND OF
CONTINUES.
WE CAN SEE ALL THE WAY UP TO
9 TENTHS.
WHAT IF I HAD EATEN 10 PIECES?
THERE ARE ONLY 10 PIECES, SO IF
I ATE ALL 10, I WOULD HAVE EATEN
ALL THE PIZZA.
THAT WOULD LOOK LIKE 10 TENTHS.
YOU CAN SEE THAT FRACTION LIKE
THAT, 10 TENTHS.
ANY TIME WE SEE THAT FRACTION
YOU'VE EATEN ONE WHOLE.
WE ARE NO LONGER IN PARTS OF THE
NUMBER.
WE'VE ACTUALLY EATEN ONE WHOLE
PIZZA.
ONE AND 0 TENTHS.
WE'VE EATEN THE WHOLE THING.
SO THAT'S HOW TENTHS WORK.
I HOPE THAT MAKES SENSE.
WE'LL LOOK AT ANOTHER EXAMPLE IN
A SEC.
ALL RIGHT, MY FRIENDS, IT IS
TIME FOR US TO CONNECT THE MONEY
WITH TENTHS JUST A LITTLE BIT
DEEPER.
SO WE LOOKED AT THAT A LITTLE
BIT WITH OUR LAST SLIDE, SO
LET'S THINK ABOUT IT.
IF I HAVE TEN DIMES, EACH ONE
BEING WORTH A TENTH, TEN TENTHS
WOULD BE THE SAME AS ONE DOLLAR.
SO ONE WHOLE IS THE SAME AS ONE
DOLLAR.
BUT LET'S SAY I HAD 10 PENNIES.
I KNOW WE DON'T HAVE PENNIES
ANYMORE, BUT LET'S PRETEND.
LET'S PRETEND WE HAVE 10
PENNIES.
LET'S COUNT UP ONE, TWO, THREE,
FOUR, FIVE, SIX, SEVEN, EIGHT,
NINE, TEN, GIVES US 10 CENTS
TOTAL.
10 CENTS TOTAL.
WHEN WE LOOK AT THAT, DO WE HAVE
ANY WHOLE DOLLARS?
NO, WE DO NOT.
WE HAVE ZERO WHOLE DOLLARS, BUT
WHAT WE DO HAVE IS A TENTH,
RIGHT?
SO WE'VE GOT ONE TENTH, AND IF
YOU PUT THAT ZERO BEHIND IT,
WE'RE SEEING 10 ONE HUNDREDTHS, WHICH IS
THE EXACT SAME THING AS SAYING
TEN TENTHS, AND I CAN SHOW YOU
WHY THAT IS, ACTUALLY, RIGHT IN
HERE.
LET ME GRAB THIS PEN.
He completes another chart.
He continues SO 1 TENTHS, OR 10 CENTS, IS THE
SAME AS SAYING ONE OUT OF... OR
TEN OUT OF 100, BECAUSE WHAT
WE'VE DONE IS WE'VE USED
EQUIVALENT FRACTIONS.
WE'VE MULTIPLIED THE BOTTOM BY
TEN, TEN TIMES TEN IS 100, AND
WE'VE MULTIPLIED THE TOP BY 10,
1 TIMES 10 IS 10, SO GIVE US A
FRACTION THAT IS THE SAME.
SO WE'RE SAYING 1 TENTHS IS THE
SAME AS 10 ONE HUNDREDTHS.
IT'S THE SAME.
IF I'M THINKING ABOUT IT, I LIKE
MONEY, BECAUSE HUNDRED IS 100
CENTS EQUALS A DOLLAR.
I HOPE THAT MAKES SENSE TO YOU,
AND WE ARE READY TO MOVE ALONG.
COME ON WITH ME TO THE NEXT PART
OF OUR LEARNING.
WELL, THIS IS A CRAZY NEW
CONCEPT.
Another chart pops up. Columns read "Number. Words. Expander Form." Rows read "29.2, 9829.4, 35.3, 27.6, 0.5."
He continues WE CAN WRITE TENTHS AS WORDS?
WHAT DOES THAT MEAN EXACTLY?
WE'VE ACTUALLY BEEN DOING THIS
THE WHOLE TIME, AND ALL I'M
GOING TO DO IS TELL YOU THAT
THERE'S A LITTLE TRICK.
YOU KNOW HOW WE SEE THIS DECIMAL
RIGHT HERE BETWEEN THE 9 AND THE
2?
WHAT WE'RE DOING IS WE ARE
SAYING AND.
DECIMAL, WHEN WE'RE TALKING IN
MATH TERMS, WE ARE SAYING AND.
SO WHAT NUMBER DO WE SEE THERE?
WELL, I KNOW WE SEE 29, AND THEN
WHAT DO WE SAY WHEN WE SEE A
DECIMAL?
AND.
WHAT'S LEFT OVER?
IF YOU THINK OF THAT PLACE VALUE
CHART, TWO, I'LL WRITE IT OUT
FOR YOU, 2 TENTHS.
SO 29 AND 2 TENTHS.
PERFECT.
SO THAT'S WHAT WE'RE USING IT AS
WORDS.
LET'S SEE IF WE CAN DO ANOTHER
ONE HERE.
LET'S GO DOWN AND WE'LL DO THIS
ONE.
THAT NUMBER IS PRETTY BIG AND
I'LL SHOW YOU A DIFFERENT TRICK
WITH THAT ONE.
WHAT NUMBER DO WE HAVE HERE?
WE HAVE 35.
OH, I SEE THE DECIMAL.
AND.
3 TENTHS.
SEE HOW THAT WORKS?
TENTHS, THERE IT IS.
ALL RIGHT.
SO 29 AND 2 TENTHS, 35 AND
3 TENTHS.
LET'S DO THIS, I'M JUST GOING TO
ACTUALLY REMOVE THIS WHOLE THING
BECAUSE WE DON'T NEED TO LOOK AT
THAT AT THIS MOMENT.
SO HERE WE GO.
DELETE THAT ROW, THERE IT IS,
ALL RIGHT.
LET'S LOOK AT THIS ONE.
27, 27 AND 6 TENTHS.
THERE IT IS BECAUSE WE HAVE
6 TENTHS
6 TENTHS.
NOW WE ALSO SEE THIS CRAZY
LITTLE ACCORDION OVER HERE.
WHAT'S THAT ABOUT?
WELL, WE'RE TALKING ABOUT
EXPANDING FORM, AND EXPANDING
FORM IS WHEN WE TAKE A NUMBER
AND WE ADD UP ALL THE PARTS THAT
WE WOULD HAVE SEEN IN OUR PLACE
VALUE CHART.
SO IF YOU THINK ABOUT HOW MANY
ONE TENS, HOW MANY ONES, HOW
MANY TENTHS AND HOW MANY
HUNDREDTHS, AND WE JUST USE THE
ADDITION SIGN TO PUT THEM ALL
TOGETHER.
HOW MANY TENS ARE IN 29?
WE HAVE TWO WHOLE TENS WITH A
VALUE OF 20.
WE WRITE 20.
THAT'S TWO WHOLE TENS.
HOW MANY ONES DO I HAVE AND WHAT
IS YOUR VALUE?
WELL, I'VE GOT NINE ONES, RIGHT?
AND I ALSO HAVE 2 TENTHS, SO I
WRITE THAT, 20 PLUS 9 PLUS
2 TENTHS.
IF I ADDED THOSE UP, IT WOULD
EQUAL 29 AND 2 TENTHS.
HERE WE HAVE 35, THREE TENS WITH
A VALUE OF 30, PLUS I GOT FIVE
ONES, SO THAT IS A VALUE OF
FIVE, SO 30 PLUS FIVE, PLUS WHAT
DO I HAVE THAT'S LESS THAN ONE?
I HAVE 3 TENTHS, SO 0 AND
3 TENTHS, THAT WOULD GIVE ME 35
AND 3 TENTHS.
I'M GOING TO GIVE YOU A SECOND
TO SEE IF YOU CAN DO THIS NEXT
ONE.
DID YOU GET IT?
WELL, LET'S DO IT TOGETHER.
WE'VE GOT 27, SO LIKE BEFORE
WE'VE GOT TWO WHOLE TENS, WHICH
IS A VALUE OF 20, PLUS SEVEN
WHOLE ONES, VALUE OF 7, PLUS
ZERO AND SIX TENTHS GIVES ME 27
6 TENTHS.
THERE IS ALL THIS.
THAT IS THE END OF OUR PART ONE.
I WILL SEE YOU ALL LATER.
Cameron says OKAY, SO NOW WE'VE SEEN WHAT
A TENTH IS AND HOW MONEY CAN
CONNECT WITH TENTHS.
SO STELLA REALLY WANTED TO SHOW
US ONE MORE WAY THAT WE CAN USE
MONEY IN OUR HOUSE TO
DEMONSTRATE WHAT TENTHS LOOK
LIKE.
SO CAN YOU COUNT UP HOW MANY OF
THESE WE HAVE?
YEAH, JUST COUNT THEM.
Stella says ONE, TWO, THREE.
Cameron says WELL, LET'S PAUSE THERE, AND
YOU KNOW WHAT, THAT'S SUCH GOOD
LEARNING.
YOU WERE COUNTING GROUPS OF TWO,
RIGHT?
YOU WERE COUNTING ONE GROUP OF
TWO, TWO GROUPS OF TWO, THREE
GROUPS OF TWO.
CAN YOU COUNT ONE AT A TIME HOW
MANY LOONIES THERE ARE?
Stella says ONE, TWO, THREE, FOUR, FIVE,
SIX, SEVEN, EIGHT, NINE, TEN.
Cameron says IF I HAVE TEN LOONIES, HOW
MANY DOLLARS DO I HAVE?
TEN, YOU'RE RIGHT.
I HAVE 10 DOLLARS, AND SO A LOONIE,
LIKE WE CAN SEE HERE, IS 1 TENTHS
OF 10.
SO A DIME IS 1 TENTHS OF A LOONIE,
AND A LOONIE IS 1 TENTHS OF 10 DOLLARS.
THANKS SO MUCH FOR YOUR HELP,
STELLA.
YOU HAVE A GREAT DAY.
(dramatic music plays)
An animated red popup book opens showing a castle.
Tumbleweed says TUMBLETOWN TALES, STARRING
ME, TUMBLEWEED.
Tumbleweed and Sal are hamsters. Tumbleweed is a brown and Sal is black and white.
In a stand, Sal says ARE YOU SURE YOU CAN RUN THE
FRUIT STAND WHILE I'M OUT?
Eating, Tumbleweed says YEAH, NO PROBLEM.
Sal says YOU KNOW, THERE'S MORE TO
THIS JOB THAN JUST EATING FOOD.
YOU HAVE TO SELL IT TOO.
Tumbleweed says DON'T WORRY.
I'VE GOT IT ALL UNDER CONTROL.
Sal says OKAY.
WELL, CALL ME IF YOU NEED HELP.
Tumbleweed says RIGHT!
HE'S REALLY COUNTING ON ME, SO I
BETTER DO A GOOD JOB.
[Yelling]
Customer 1 says PLEASE, STOP YELLING.
Tumbleweed says OH, SORRY.
SORRY ABOUT THAT.
CAN I HELP YOU?
Customer 1 says YES, SIR, I WOULD LIKE SOME
SUNFLOWER SEEDS, PLEASE.
Tumbleweed says 1.15 DOLLARS PER BAG, PLEASE.
Customer 1 says ONE BAG, THEN.
1.25 DOLLARS.
Tumbleweed says THEN YOU GET 10 CENTS BACK.
The mathematical operation appears on the screen.
Customer 1 says THANK YOU.
Tumbleweed yells SUNFLOWERS, SESAME SEEDS FOR
SALE!
Meanwhile, Sal and a white hamster rehearse at a theatre.
Juliet says ARE YOU READY TO DO THE
THEME?
Sal says YES.
Juliet says OKAY.
ROMEO, ROMEO, WHEREFORE ART
THOU, ROMEO?
Sal says MY NAME IS SAL, NOT ROMEO,
AND I'M RIGHT HERE, IN FRONT OF
YOU, ON THE TABLE.
Back at the seeds stand, Captain says I CAN HEAR YOU YELLING ALL
THE WAY DOWN AT ME BOAT.
YOU'RE SCARING AWAY EVERY LAST
FISH.
Tumbleweed says OH, HELLO, SEA CAPTAIN.
WOULD YOU LIKE TO BUY SOME
SEEDS?
Captain says WELL, SINCE I'M HERE I'LL
TAKE A BAG OF SESAME SEEDS.
Tumbleweed says SESAME SEEDS, 1.22 PER BAG.
Captain says OKAY, ALL I HAVE IS THIS 5 DOLLAR
BILL.
Tumbleweed says OH, I DON'T KNOW HOW TO MAKE
CHANGE FOR THAT MUCH.
I BETTER CALL SAL.
Sal says I'M ON THE TABLE... SORRY,
On the phone, Sal says TUMBLEWEED, I'M BUSY, IS THIS
IMPORTANT?
Tumbleweed says KINDA.
Sal says OKAY, WHAT IS IT?
Tumbleweed says WELL, A CUSTOMER WANTS ONE
BAG OF SESAME SEEDS FOR 1.22 DOLLARS,
BUT HE WANTS TO PAY ME WITH A 5 DOLLAR
BILL.
Sal says OH, THAT'S EASY.
JUST COUNT UP FROM 1.22 UP TO
5 DOLLARS.
Tumbleweed says I DON'T UNDERSTAND.
Sal says WELL, ADD MONEY UNTIL YOU GET
TO 5 DOLLARS.
START ONE CENT AT A TIME.
Tumbleweed says OKAY.
THAT'S 1.22, 23, 24, 25 CENTS.
IF I ADD A QUARTER, THEN I'LL BE
1.50.
TWO MORE QUARTERS MAKES IT 2.
ANOTHER DOLLAR MAKES THREE, THEN
FOUR, THEN 5 DOLLARS!
NOW WHAT?
Sal says YOU'RE DONE.
YOU JUST MADE CHANGE.
Tumbleweed says WELL, LOOK AT THAT.
Sal says AND YOU CAN DO THAT WITH ANY
NUMBER.
Juliet says HELLO.
WE'VE A SCENE TO PRACTISE.
Sal says GOT TO GO, TUMBLEWEED.
OKAY, I COME IN AGAIN.
Tumbleweed says WOW, NOW THAT I KNOW HOW TO
MAKE CHANGE, I CAN...
A hamster says FINALLY, I CAN EAT MY SEEDS.
Now, at the theatre, Tumbleweed says SUNFLOWER, SEEDS FOR SALE.
Customer 2 says OOH, I WOULD LIKE THE SPICY
SEED MIX.
Tumbleweed says THAT WILL BE 4.39 PER BAG.
Customer 2 says I HAVE 5 DOLLARS.
Tumbleweed says HERE YOU GO.
COUNTING UP, 4.39, 40, 4.50,
4.75, AND 5 DOLLARS.
Customer 2 says IT'S SO EXPENSIVE AT THE
THEATRES.
THESE PRICES ARE OUTRAGEOUS.
A hamster says IT'S SHOWTIME!
Customer 2 says OH, I HAVE TO GET TO MY SEAT.
On the stage, Juliet says ROMEO, ROMEO, WHEREFORE ART
THOU ROMEO?
Sal says HEY, EVERYBODY, LOOK, IT'S
SAL.
WHAT'S GOING ON?
LOOK AT ME.
I'M ON THE STAGE.
Juliet says AMATEURS.
Sal says WE ARE ACTING, ACTING!
A caption reads "Copyright 2012. The Ontario Educational Communications Authority."
Cameron says ALL RIGHT, WELCOME BACK.
THAT COWBOY GOT ME HEAD AROUND
TENTHS.
I HOPE YOU GOT A CHANCE TO WORK
THROUGH THOSE CHALLENGES.
I HAVE MY DAUGHTER VERA HERE.
WE ARE GOING TO PUT TOGETHER
SOME OF THAT KNOWLEDGE AND SEE
HOW WE CAN SEE TENTHS AND PUT
THEM IN ORDER WITH JUST COINS
THAT WE HAVE.
DOWN HERE WE'VE GOT SOME DIMES
HERE, AND YOU CAN SEE THAT I'VE
GOT THEM SPLIT INTO THREE
DIFFERENT GROUPS.
I'VE GOT FIVE DIMES HERE.
HOW MANY DIMES DO I HAVE HERE?
Vera is around 8 years old. She has long blond hair. She wears a blue sweater.
Vera says THREE.
Cameron says AND THEN TWO.
WE KNOW THAT DIMES OR ONE DIME
IS 1 TENTHS OF A DOLLAR.
SO TWO DIMES IS HOW MANY TENTHS?
Vera says TWO.
Cameron says EXACTLY, 2 TENTHS OF A DOLLAR.
SO I'VE GOT 5 TENTHS, 3 TENTHS AND
2 TENTHS.
CAN YOU PUT THOSE IN ORDER OF
SMALLEST?
WHAT IS THE LEAST AMOUNT OF
TENTHS THAT ARE THERE?
Vera says TWO.
Cameron says TWO... WHAT DO YOU CALL THEM?
TWO . . .
Vera says 2 TENTHS.
Cameron says ALL RIGHTS, AND THEN WHICH
ONE.
Vera says 3 TENTHS.
Cameron says NICE.
Vera says AND THEN 5 TENTHS.
Cameron says THAT'S RIGHT.
SO EVEN IF YOU'RE AT HOME, CAN
YOU PRACTICE PUTTING TENTHS IN
ORDER.
YOU COULD HAVE A SIBLING OR
GUARDIAN OR PARENT SAY, HEY, PUT
SOME OF THESE COINS IN ORDER AND
I'LL TRY AND PUT THESE TENTHS IN
ORDER, SO IT'S SOMETHING THAT WE
CAN PRACTICE AND PLAY WITH AT
HOME AS WELL.
VERA, THANK YOU VERY MUCH FOR
YOUR HELP.
THAT WAS AWESOME.
HIGH FIVE, PERFECT.
AND WE ARE GOING TO SAY GOOD-BYE
TO YOU AND WATCH THIS VIDEO AND
WE'LL BE RIGHT BACK.
A slate reads "Putting tenths in order: 6.3, 6.7."
Canadian Cowboy says THANK YOU, TEACHER CAMERON,
BACK THERE AT THE RANCH FOR
HANDING IT OFF TO ME.
HERE WE GO AGAIN.
WE ARE GOING TO KEEP LOOK AT
THESE TENTHS AND WE'RE GOING TO
TRY AND FIGURE OUT HOW DO WE
DECIDE WHICH TENTH IS THE BIGGER
ONE?
WELL, LET'S LOOK AT THESE TWO
NUMBERS HERE.
WE'VE GOT SIX AND 3 TENTHS AND
SIX AND 7 TENTHS.
WELL, IF I WAS GOING TO LOOK AT
AND I WAS FEELING CONFUSED, I
WOULD START TO THINK ABOUT IT AS
IF IT WAS MONEY.
SO IMAGINE I HAD 6.30 DOLLARS AND
6.70 DOLLARS.
WELL, LOOK AT THAT.
WE KNOW THAT HAVING SEVEN DIMES
OR 70 CENTS IS DEFINITELY BIGGER
THAN HAVING... SO WE KNOW
THAT... AND WHEN WE'RE DRAWING
OUR GREATER THAN SYMBOL, I
ALWAYS LIKE TO THINK OF IT AS AN
ALLIGATOR, IT'S HUNGRY AND WANTS
TO EAT THE BIGGER NUMBER.
THERE WE GO.
IT'S MY ALLIGATOR TEETH AND IT'S
EATING 6 AND 7 TENTHS.
ALL RIGHT, SO NOW IT'S TIME FOR
A CHALLENGE.
WELL, YOUR CHALLENGE TODAY IS
GONNA BE A DOOZY, BUT LUCKY FOR
YOU WE CAN DO IT TOGETHER.
SO HERE'S THE CHALLENGE.
ORDERING TENTHS, FINDING OUT
WHICH NUMBERS ARE BIGGER AND
WHICH NUMBERS ARE SMALLER WHEN
WE'VE GOT THEM WITH CHUNKS
INVOLVED.
SO THE FASTEST PERSON TO RUN THE
100 METRE RACE AT THE OLYMPICS
IS CONSIDERED THE FASTEST PERSON
TO RUN ON EARTH, AND WE HAD A
CHAMPION FROM CANADA CALLED DON
VAN BAILEY WHO RAN IT FROM 10.8
SECONDS ONCE, AND THAT WAS VERY
EXCITING.
THE FIRST QUALIFYING RACE FOR
THE 100 METRES KICKED OFF AT THE
FIRST OLYMPIC GAMES IN THE
MODERN ERA.
CONSIDER SOME OF THESE OLYMPIC
GOLD MEDAL RACE TIMES FOR THE
100 METRE RACE FROM 1896 TO
1996.
THESE ARE ALL IN SECONDS.
SO WE'VE GOT
9.8, 10.2, 10.3, 12.0, 10.4,
10.5, 11.0, 9.9.
OUR JOB'S GOING TO BE ORDERING
THESE TIMES FROM FASTEST TO
SLOWEST.
AND THEN THINKING ABOUT HOW DID
THAT CONNECT TO THE LARGEST
NUMBER TO SMALLEST NUMBER.
SO I'M GOING TO GIVE YOU A FEW
SECONDS TO FIGURE IT OUT, AND
THEN WE'RE GOING TO WORK THROUGH
A SOLUTION TO THAT PROBLEM
TOGETHER.
A four-column table appears. Columns read "Tens. Ones. Tenths. Fastest to slowest. What does that mean exactly?"
He continues ALL RIGHT, SO WE ARE BACK AND WE
ARE GOING TO SOLVE THIS PROBLEM.
WELL, LET'S DO IT.
LET'S DO IT FASTEST TO SLOWEST.
SO FUR... IF YOU'RE FASTER, IT
MEANS SMALLER NUMBERS.
LET'S LOOK AND SEE IF WE CAN SEE
THE SMALLEST NUMBER, AND THAT'S
LOOKING AT THE TENTHS.
SO I SEE THE NUMBER 9, 11, 10,
12.
WELL WE KNOW THAT 9 IS THE
SMALLEST NUMBER FROM 9, 10, 11
AND 12, AND WE KNOW THAT THE
FIRST NUMBER, THE SMALLEST
NUMBER GOING TO BE THE 9.1, SO
LET'S PUT DOWN 9.1.
SO I'VE GOT 9 AND 9 TENTHS AND 9
AND 8 TENTHS.
WE TALKED ABOUT THAT BEFORE.
WE KNOW THAT 8 IS LESS THAN 9,
SO THE SMALLEST NUMBER IS 9 AND
8 TENTHS.
THEN WE'VE GOT 9 AND 9 TENTHS.
PERFECT.
WE'RE WELL ON OUR WAY TO SOLVING
THIS PROBLEM.
NOW AFTER 9 SECONDS WE HAVE 10
SECONDS.
IN 10 SECONDS WE HAVE 1 TENTHS, 0
ONCE AND LET'S SEE WHICH NUMBERS
WOULD BE THE SMALLEST.
SO I'VE GOT 10 AND 2 TENTHS,
3 TENTHS
3 TENTHS, 4 TENNIS AND 5 TENTHS.
LET'S FILL THOSE IN IN ORDER.
WE CAN SEE ONE, TWO, THREE,
FOUR, FIVE.
WE'RE JUST GOING UP FROM FASTEST
TIME OR SMALLEST NUMBER UP TO
OUR BIGGEST NUMBER.
NOW LET'S LOOK FOR 11S.
WELL, WHERE DO WE HAVE AN 11?
OH, LOOK AT THIS, WE MISSED ONE.
WE MISSED 10 AND 8 TENTHS.
WELL, WE CAN FIX THAT PROBLEM
RIGHT HERE.
WE KNOW THAT 10 AND 8 TENTHS IS
BIGGER THAN 10 AND 5 TENTHS
BECAUSE 8 IS BIGGER THAN 5.
SO NOW WE'RE ON TO THE NEXT ONE.
WELL, THERE'S OUR 11.
11 HAS ONE TEN, ONE ONE AND IN
THIS ONE WE'VE GOT NO TENTHS, SO
IT WAS JUST 11 SECONDS.
AND OUR VERY FINAL ONE THAT
WE'RE GOING TO POP IN, HEY,
THERE IT IS, IT'S 12.
WE KNOW THAT 12 SECONDS IS ONE
TEN, TWO ONES AND NO TENTHS.
THERE YOU HAVE IT, FOLKS.
WE HAVE SOLVED THIS PROBLEM, SO
WHAT WE ARE GOING TO DO NOW,
AMAZING HUMAN BEINGS, IS YOU ARE
GOING TO GET TO WATCH A LITTLE
VIDEO ON ROUNDING.
ENJOY.
(ring bells)
The Teacher says CLASS, LISTEN UP, YES, SO
TODAY WE'RE TALKING ABOUT
SOMETHING VERY IMPORTANT,
ROUNDING.
THIS IS SOMETHING YOU'LL BE
USING FOR THE REST OF YOUR LIFE.
NO, I DON'T MEAN DRAWING
CIRCLES.
ROUNDING HAS TO DO WITH MATH.
HOW?
WELL, I GUESS THAT'S WHAT THE
VIDEO IS FOR.
A song plays. Against a purple screen, an animation shows numbers with decimals.
It says LET'S SAY YOU NEED A WHOLE
NUMBER.
LIKE SIX OR TWO.
BUT YOU HAVE 7.6.
WHAT ON EARTH CAN YOU DO?
WELL, YOU'VE GOTTA ROUND,
ROUND, ROUND UP OR DOWN.
YOU'VE GOTTA.
ROUND, ROUND, ROUND UP OR
DOWN.
HOW DO YOU.
ROUND, ROUND, ROUND UP OR
DOWN.
I'LL TELL YOU.
HOW TO ROUND, HOW TO ROUND.
SO LOOK AT THE NUMBER ON THE
RIGHT.
IT WILL TELL YOU TO ROUND DOWN
OR UP.
IF IT'S FROM ONE TO FOUR, YOU
ROUND DOWN.
IF IT'S FROM FIVE TO NINE, YOU
ROUND UP.
OKAY.
YOU'VE GOTTA ROUND, ROUND,
ROUND UP OR DOWN.
YOU'VE GOTTA.
ROUND, ROUND, ROUND UP OR
DOWN.
HOW DO YOU?
ROUND, ROUND, ROUND UP OR
DOWN.
I'LL TELL YOU.
HOW TO ROUND, HOW TO ROUND.
LET'S PRACTICE.
7.6 ROUNDS UP TO 8.
2.3 ROUNDS DOWN TO 2.
6.1 ROUNDS DOWN TO 6.
YOU'VE GOT IT.
AND 1.8 ROUNDS UP TO 2.
YOU'VE GOTTA ROUND, ROUND,
ROUND UP OR DOWN.
YOU'VE GOTTA.
ROUND, ROUND, ROUND UP OR
DOWN.
NOW WE CAN ROUND, ROUND,
ROUND UP OR DOWN.
WE'LL TELL YOU HOW TO ROUND,
HOW TO ROUND.
The song ends.
The Teacher says THERE WE ARE.
WELL, I HOPE YOU ALL LEARNED HOW
TO ROUND, ROUND, ROUND UP OR
DOWN.
SO LET'S THINK.
WHAT'S SOMETHING WE COULD ROUND
DOWN?
THE NUMBER OF CAPS?
I GUESS SO.
WHAT ABOUT ROUNDING UP?
YOUR GRADES?
I'M STARTING TO SEE A PATTERN
HERE.
HOW ABOUT WE ROUND UP THE TIME
FOR LUNCH?
SOUND GOOD?
Cameron says ISN'T THAT MATH TEACHER IN
THAT VIDEO NOT THE FUNNIEST?
I THINK I WANT TO BE IN HIS
CLASS.
THAT SEEMS AMAZING.
YOU KNOW WHAT ELSE LIKES THAT
TEACHER?
THE CANADIAN COWBOY.
HE IS GOING TO COME BACK AND
HE'S GOING TO GIVE US A
[INDISCERNIBLE] SO THAT WE CAN
WORK ON ROUNDING TOGETHER.
SO MAKE SURE YOU STILL HAVE THAT
PENCIL AND PAPER AND GET
YOURSELF READY FOR A LITTLE
ROUNDING PRACTICE.
WE'LL SEE YOU IN A BIT.
A slate reads "Hey, we can do that! I like to think of a rounding rollercoaster." It shows an arch with numbers from 1 to 9.
Canadian Cowboy says ALL RIGHT.
WELL, I THINK WE CAN DO THAT FOR
SURE.
DID YOU SEE THAT VIDEO?
EDUCATIONAL AND ENTERTAINING.
THAT'S MY FAVOURITE KIND OF
VIDEO.
SO WHEN I THINK ABOUT ROUNDING
AND SOME OF THOSE IDEAS WE JUST
HEARD ABOUT, I LIKE TO THINK OF
THE ROUNDING ROLLER COASTER.
WHAT IS THE ROUNDING ROLLER
COASTER YOU ASK ME?
WELL, THE ROUNDING ROLLER
COASTER IS THIS, AS SUCH.
YOU LOOK AT THE NUMBER THAT
YOU'RE ROUNDING, THE LAST DIGIT,
AND YOU SAY TO YOURSELF, HMM,
WHERE IS IT ON THE TRACK OF THE
ROLLER COASTER GOING UP AND
DOWN?
SO THE NUMBERS 1, 2, 3 OR 4 IT
HASN'T REACHED THE PEAK.
IT HASN'T REACHED THE TOP, SO IT
COMES BACK DOWN TO THE NUMBER
THAT COMES BEFORE IT, WHEREAS
THE NUMBERS 5, 6, 7, 8 OR 9, IT
HAS REACHED THE PEAK AND IT'S
GOING TO RIDE DOWN THE ROLLER
COASTER INTO THE NEXT NUMBER.
LET'S SEE WHAT THAT MEANS IN
ACTION ON THE NEXT SLIDE.
SO LET'S LOOK AT HOW WE CAN
ROUND SOME OF OUR OLYMPIC TIMES
THAT WE HAD FROM BEFORE.
A two-column table appears. The numbers on the first column read "9.8, 10.2, 10.3, 12.0, 10.4, 10.5, 9.9, 10.6."
He continues THE FIRST THING WE'RE GOING TO
LOOK AT IS THE DIGIT THAT WE'RE
ROUNDING, AND FOR US WE ARE
GOING TO BE ROUNDING THE TENTHS
DIGIT, THE TENTHS DIGIT, INTO
THE NEXT ONE, SO FOR US ON THIS
FIRST ONE, IT IS NINE AND
8 TENTHS.
WHERE'S THE 9 AND 8 TENTHS?
WHERE'S 8 ON THE ROUNDING ROLLER
COASTER?
HERE IT IS, SO IT SAYS ROUND UP
TO THE NEXT NUMBER, SO 9 AND
8 TENTHS ROUNDS UP TO 10.
PERFECT.
NOW LET'S LOOK AT OUR NEXT
NUMBER, WHICH IS 10 AND 2 TENTHS.
SO AGAIN, WE LOOK AT THE 2
BECAUSE THAT'S IN THE TENTHS
COLUMN, AND WE'RE GOING TO ROUND
TO THE NEXT WHOLE NUMBER, EITHER
BEFORE OR AFTER, SO WHERE'S THE
TWO?
WELL, HERE IT IS.
IT'S ON THE ROUND DOWN SIDE, SO
IT DOESN'T MAKE IT ALL THE WAY
OVER TO 11.
IT COMES BACK DOWN TO 10.
SO THAT'S KIND OF INTERESTING,
9.8 AND 10.2 WOULD BOTH ROUND TO
THE NUMBER 10.
I'M GOING TO GIVE AWE MINUTE TO
TRY THE REST OF THEM.
ALL RIGHT, SO I HOPE YOU HAD A
CHANCE TO CHECK OUT SOME OF THE
ANSWERS OR THINK IT ALONGSIDE
WITH ME AS WE DECIDE.
3 IS ROUND DOWN, SO THAT MEANS
10.3 ROUNDS DOWN TO THE NUMBER
JUST BEFORE, WHICH IS 10.
12 IS AN EVEN NUMBER, IT'S
ALREADY A WHOLE NUMBER.
THERE'S NO ROUNDING NECESSARY.
HOW ABOUT 10.4?
ONE, TWO, THREE, FOUR, STILL ON
THE ROUND DOWN SIDE, SO IT
BECOMES 10.
LET'S TRY THIS TRICK Y ONE.
10.5, I'M THE ROUND UP, SO
WHAT'S THE NEXT NUMBER AFTER 10?
WELL, HOWDY, THAT'S 11.
9.9, GO ALL THE WAY AROUND,
THAT'S A ROUND UP AS WELL, THAT
ROUNDS UP TO 10.
LAST BUT NOT AT LEAST, 10.6,
MADE IT OVER THE BRIDGE.
WE ARE AT THE PEAK SO WE ROUND
UP TO THE NEXT NUMBER AFTER 10
IS 11.
SO I HOPE THAT MADE SOME SENSE
FOR YOU ABOUT THE ROUNDING, AND
I LOOK FORWARD TO SEEING YOU IN
A LITTLE WHILE.
Hosts say LET'S FIND OUT!
A caption reads "Melissa. Shamus and Ruth."
Melissa is in her mid-twenties, with long straight brown hair and bangs. She wears a white jacket and a pink woollen hat.
In a modern kitchen, Melissa says MONEY PALOOZA IS THIS NEW
GAME WHERE YOU RACE TO COUNT
MONEY.
I JUST PLAYED RUTH, AND THINGS
GOT A LITTLE CRAZY.
Pictures show Melissa and a woman laughing and showing money.
In off, Seamus says WELL, I JUST WANT TO... MY
SIX-YEAR-OLD COUSIN, SO I FEEL
PRETTY UNSTOPPABLE.
Melissa sighs and says THAT'S MY LINE!
On a tablet, she reads ARE YOU CHALLENGING ME TO A GAME
OF MONEY-PALOOZA?
Seamus says YES.
MY PLACE RIGHT NOW.
Melissa says THEN I ACCEPT YOUR CHALLENGE
AND I WILL RISE TO IT!
She stands on her seat and says NOT SAFE.
I'M GOING TO SEAMUS'S HOUSE TO
PLAY MONEY-PALOOZA!
A fast-motion clip shows Melissa running to a house.
Now, in a living room, Melissa says HEY, SEAMUS.
Seamus is in his twenties, clean-shaven with curly black hair. He wears a tall hat, glasses, a plaid shirt and light orange trousers.
Seamus says HEY, MELISSA.
ARE YOU READY TO SEE WHO HAS THE
BEST COUNTING SKILLS?
Melissa says YOU BET I AM, AND WHEN I WANT
TO FIND SOMETHING OUT, I AM
UNSTOPPABLE!
Seamus says RIGHT, OKAY, I'VE DIVIDED THE
MONEY UP.
Melissa says MONEY.
Seamus says NOW I'LL DRAW THE FIRST MONEY
CHALLENGE.
Melissa sings MONEY CHALLENGE.
Seamus says HERE IT IS.
He shows a card.
He says BIG SCHOOL
PROJECT SUPPLIES.
14.55 DOLLARS.
Melissa says WHOEVER COUNTS THE MONEY THE
FASTEST WINS.
Seamus says READY.
Melissa says SET.
They yell GO!
Melissa says OKAY, I CAN DO TWO FIVES...
[talking at the same time]
Seamus says 14.55 DOLLARS.
Melissa says YOU GOT LUCKY THIS TIME,
SEAMUS.
Seamus says IT'S NOT LUCK.
They continue counting money.
Seamus says NEXT MONEY CHALLENGE.
BACK TO SCHOOL CLOTHES, 76 DOLLARS.
Melissa says I DON'T UNDERSTAND WHY YOU
KEEP BEATING ME.
Seamus says BECAUSE YOU'RE NOT COUNTING
IN ANY ORDER.
TO MAKE 76 DOLLARS, YOU START OFF WITH
A 50, THEN WORK YOUR WAY DOWN
TO THE 20 AND THE NEXT SMALLEST
BILL IS . . .
Melissa says THE 5, AND THEN THE SMALLEST
COIN IS THE LOONIE.
76.
Seamus says SEE?
GOT IT.
Melissa says WOW!
HEY, THANKS FOR THE TIPS,
SEAMUS.
I THINK MAYBE NOW I HAVE A
CHANCE OF BEATING YOU.
AND THAT'S CALLED A VICTORY
MOMENT!
NOW I KNOW THAT WHEN I'M
COUNTING MONEY, IT IS SO MUCH
EASIER TO START WITH THE LARGEST
BILL AND WORK YOUR WAY DOWN TO
THE SMALLEST COIN.
I'M A COUNTING MACHINE.
Back in the kitchen, Melissa talks to her tablet.
She says WELL, SEAMUS, I'M IMPRESSED.
YOU REALLY GAVE ME A RUN FOR MY
MONEY THERE.
SEE WHAT I DID THERE?
RUN FOR MY MONEY?
HAH HAH.
Seamus says I THOUGHT I NEEDED TO PUT MY
MONEY WHERE MY MOUTH IS, HAH,
GET IT?
Melissa says YOU MAKE NO CENTS!
SEAMUS!
YAZZA!
Seamus says I'M SO FUNNY.
Cameronsays WELL, WASN'T THAT A LOT OF
LEARNING TODAY?
SOMETIMES WE LEARN A LOT OF NEW
THINGS, LIKE WE DID TODAY WITH
TENTHS, AND ROUNDING, IT'S A
GOOD IDEA TO TAKE THAT LEARNING
AND PUT IT ALL TOGETHER AND
TEACHERS SOMETIMES CALL THAT
CONSOLIDATING.
RIGHT NOW THE CANADIAN COWBOY
GAVE ME A CALL AND HE SAID,
CAMERON, HERE'S WHAT YOU NEED TO
DO.
YOU NEED TO GIVE ME TWO MORE
MINUTES AND I WILL CONSOLIDATE
OR PUT TOGETHER ALL OF THAT
KNOWLEDGE THAT THEY LEARNED
ABOUT ROUNDING AND TENTHS.
THAT'S INCREDIBLE.
I'M EXCITED TO SEE IT ONE MORE
TIME.
I HOPE YOU ARE AS WELL.
WE'LL SEE YOU ALL BACK HERE
AFTER HE CONSOLIDATES YOUR
KNOWLEDGE.
WE'LL SEE YOU IN A MINUTE.
Canadian Cowboy says WELL, THAT'S ALMOST ALL THE
TIME I HAVE WITH YOU ALL TODAY.
IT HAS BEEN A TRUE PLEASURE
WORKING THROUGH TENTHS, ROUNDING
AND THINKING ABOUT MONEY
TOGETHER.
I'VE REALLY ENJOYED OUR TIME.
FOR OUR LAST THREE THINGS I'D
LIKE US TO DO, THE FIRST THING
IS I WANT TO THINK ABOUT, LET'S
THINK ABOUT PULLING ALL OUR
KNOWLEDGE TOGETHER.
SO WHEN WAS THE LAST TIME YOU
USED MONEY?
I KNOW FOR MYSELF I CAUGHT A COW
THE OTHER DAY, AND IT COST ME
14.73 DOLLARS.
THIS... LET'S SEE HOW THAT
NUMBER LOOKED WHEN WE'RE
REPRESENTING MONEY AND TENTHS.
SO IF I BOUGHT A COW FOR 14.73,
WE CAN SEE THAT I HAD ONE WHOLE
TEN, FOUR WHOLE ONES, 14, AND 73
CENTS, 73 PARTS OF A DOLLAR, OR
73 ONE HUNDREDTHS.
HUH.
SO THAT'S HOW WE REPRESENT MONEY
WHEN WE HAVE PARTS OF A DOLLAR.
PARTS OF A DOLLAR ARE
REPRESENTED WITH MONEY AS CENTS.
WE CAN ALSO LOOK AT THEM AS
COMING OUT AS WHOLE NUMBERS.
USUALLY WHEN WE TALK ABOUT CENTS
WE ARE TALKIN ABOUT PART OF A
DOLLAR... TALKING ABOUT PART OF
A DOLLAR.
THAT'S KIND OF HOW WE DID THAT.
I ENCOURAGE YOU NEXT TIME YOU'RE
OUT IN THE GROCERY STORE OR
YOU'RE COUNTING UP
YOUR ALLOWANCE,
YOU SHOULD REALLY LIKE AND SAY
WHAT AMOUNT IS MONEY IS THIS,
AND MAYBE YOU COULD WRITE IT
DOWN AND CHECK IT OUT.
LET'S DO OUR LAST PRACTICE
QUESTION.
I'M GOING TO LEAVE THIS ONE WITH
YOU TO THINK ABOUT AND TRY ON
YOUR OWN.
SO CHECK OUT THESE FIVE NUMBERS,
4.7, 9.3, 3.5, 2.9 AND 7.1.
YOUR CHALLENGE BEFORE YOU GO OUT
IS TO SAY, HMM, COULD I ORDER
THESE NUMBERS FROM GREATEST OR
BIGGEST TO LEAST?
RIGHT?
AND THEN COULD YOU ALSO ROUND
EACH NUMBER TO THE NEAREST WHOLE
NUMBER?
SO THINK ABOUT OUR ROUNDING
ROLLER COASTER.
AS WELL, THE FINAL CHALLENGE IS
COULD YOU WRITE EACH NUMBER IN
EXPANDED, PUBLIC THIS PLUS THIS
PLUS THIS, AND WORD FORM, TO
FOUR AND SEVEN TENTHS.
SO I ENCOURAGE YOU TO DO THAT
BEFORE YOU GO TODAY, AND THEN
YOUR LAST THING IS TO KIND OF
THINK ABOUT HOW DID YOUR LESSON
GO?
HOW DO YOU FEEL ABOUT YOUR
LEARNING ABOUT TENTHS AND
ROUNDING TODAY?
DO YOU HAVE AN EXCELLENT
UNDERSTANDING?
VERY GOOD?
A slate reads "I feel: I have an excellent understanding of the concepts. I have a very good understanding of the concepts. I have some understanding of the concepts. My understanding of the concepts needs a lot more work."
He continues SOME UNDERSTANDING, OR DO YOU
WANT TO WORK A LITTLE HARDER AND
LEARN A LITTLE MORE?
WHILE YOU THINK ABOUT THAT, I'M
GOING TO SEND IT BACK TO
CAMERON, TEACHER CAMERON OVER
THERE IN THE RANCH, AND I'M
GOING TO WISH YOU ALL A
WONDERFUL DAY.
IT'S BEEN A PLEASURE LEARNING
WITH YOU.
WE'LL SEE YOU NEXT TIME.
BYE-BYE.
(music plays)
Olive wears a dark blue jacket, white shirt and red tie. She has long black hair tied-up.
Olive says MY NAME IS AGENT OLIVE.
THIS IS MY PARTNER, AGENT OTTO.
Otto wears the Odd Squad uniform and has black hair with bangs.
She continues THIS IS WHAT I HAD FOR LUNCH
TODAY, BUT THAT'S...
WE WORK FOR AN ORGANIZATION RUN
BY KIDS THAT INVESTIGATES
ANYTHING STRANGE, WEIRD AND
ESPECIALLY ODD.
OUR JOB IS TO PUT THINGS RIGHT
AGAIN.
[Theme music plays]
Fast clips show the agents' adventures.
Olive says WHO DO WE WORK FOR?
WE WORK FOR ODD SQUAD.
The Odd Squad golden shield appears against a black screen.
A file reads "Zero effect."
[clock ticking]
Olive, Otto and a young woman with black hair sit at a table. They look at each other. The woman hiccups and a vase breaks.
Olive says YEP, THOSE ARE EXPLODING
HICCUPS ALRIGHT.
Otto says WE'VE GOT JUST THE THING.
TRY SOME OF THIS.
GETS RID OF THEM?
EVERY TIME.
Otto hands a shiny green liquid to the woman.
The woman sighs and says THANK YOU, ODD SQUAD.
Olive says NOW IF YOU'LL EXCUSE US...
At the headquarters, O'Brian says INCOMING!
Otto and Olive teleport to the headquarters.
O'Brian says GOOD MORNING, AGENTS.
Otto says HEY, OLIVE, I KNOW WE'VE BEEN
WORKING TOGETHER FOR A LITTLE
WHILE NOW, BUT IT'S MY BIRTHDAY
TOMORROW.
Olive opens a card and reads OTTO'S TURNING 10.
She says 10?
Otto says TOO TALL FOR 10.
Olive says TOO SHORT FOR 12.
AND I'D BE HAPPY TO GO.
QUIET DAY AT THE SQUAD.
Agents and different animals fill the main hall.
Otto says HEY.
Miss O yells OLIVE!
OTTO!
IN MY OFFICE, NOW!
Otto says BETTER MOOD THAN USUAL.
Miss O says SOMETHING VERY ODD HAS
HAPPENED.
Otto says QUESTION, WHO'S THAT GUY?
Glen waves at them. He wears a pink shirt, a colourful hat and an apron with cupcakes.
Miss O says OH, THAT'S GLEN.
HE'S OPENING THE NEW CUPCAKE
SHOP IN TOWN.
Glen says I'M GOING TO HAVE 1 MILLION
BILLION TRILLION FLAVOURS.
WE'RE GOING TO HAVE CHOCOLATE
WITH VANILLA FROSTING, CHOCOLATE
BUTTERSCOTCH WITH KETCHUP
CENTRES.
Miss O says THANK YOU, GLEN.
Glen says I'LL JUST LEAVE MY BOX RIGHT
HERE.
Miss O says AS I WAS SAYING . . .
A picture appears on a screen behind her.
She continues THERE'S
A PHOTO OF THE GIANT BALL OF GUM
THE TOWN'S MUSEUM.
IT'S MADE UP OF THOUSANDS OF
WADS OF CHEWED BUBBLE GUM EXCEPT
THIS MORNING IT SHRUNK DOWN TO
ONE WAD.
THERE USED TO BE THREE ZEROS
AFTER THAT ONE.
Otto says WHY DID THE BALL OF GUM
SHRINK FROM A THOUSAND WADS TO
ONE WAD?
Olive says I HAVE A HUNCH WHAT'S
HAPPENING, BUT I NEED MORE
EVIDENCE.
Miss O yells WHAT ARE YOU WAITING FOR?
GO!
I'M GETTING TOO YOUNG FOR THIS.
Olive and Otto stand in magical tubes.
Olive says SEND THIS TO POLYGRAPH.
O'Brian says PREPARING.
Olive and Otto teleport through tunnels into a neighborhood. Holly sells hot chocolate in a stand.
Holly says HEY, OLIVE.
HEY, OTTO.
HERE'S YOUR USUAL.
Olive says THANKS, HOLLY.
Otto says PERFECT.
Olive says SAY, THERE'S SOME ODD STUFF
GOING ON AROUND TOWN.
HAVE ANY GRAPHS THAT MIGHT HELP
US OUT?
Holly says LET'S SEE.
THIS IS A BAR GRAPH SHOWING HOW
MUCH MONEY I MAKE SELLING HOT
CHOCOLATE.
HAVEN'T MADE MUCH TODAY.
I'M NEVER, EVER GOING TO GET
THAT PONY.
Olive says MAYBE BECAUSE THE PRICE OF
YOUR HOT CHOCOLATE HAS GONE
DOWN.
Holly yells 5 CENTS?
BUT IT USED TO SAY 5 CENTS, 5.0.
WHAT HAPPENED TO THE ZERO?
Olive says SAME THING THAT'S HAPPENING
TO ZEROS ALL AROUND TOWN.
THEY'RE DISAPPEARING.
Otto yells NO!
He says WAIT, WHY IS THAT A PROBLEM?
ZEROS STAND FOR NOTHING, SO
NOTHING IS THE MATTER.
Olive says NO, A ZERO ONLY MEANS NOTHING
WHEN IT'S BY ITSELF.
BUT TAKE THE MARSHMALLOWS, FOR
EXAMPLE.
Olive uses a magical gun to project marshmallows as a hologram.
Olive says THIS IS 1,000 MARSHMALLOWS.
RIGHT NOW THERE'S A 1 IN THE
THOUSANDS PLACE AND A 0 IN THE
HUNDREDS PLACE, THE TENS PLACE
AND IN THE ONES PLACE.
TAKE AWAY ONE ZERO . . . THE ONE
MOVES TO THE HUNDREDS PLACE AND
IT BECOMES 100.
BUT LOSE ONE MORE ZERO, THE ONE
MOVES TO THE TENTHS PLACE.
THAT'S 10.
TAKE AWAY THE LAST ZERO, THAT'S
JUST 1, WHICH IS WHY THE GUM
SHRUNK FROM 1,000 WADS TO 1 WAD.
HOW THE ZEROS JUST DISAPPEAR?
Holly says YOU KNOW YOU HAVE TO PAY FOR
THAT, RIGHT?
Back at headquarters,Miss O says SOUNDS LIKE WE'VE GOT
OURSELVES A NUMBER HOG.
Olive and Otto say A WHAT?
Miss O says A NUMBER HOG.
YOU CAN EXPLAIN.
WHERE IS HE!
Oscar slides down a slide. He wears glasses, a green bow tie and a white doctor apron.
Oscar says HEY, GUYS, SO A NUMBER HOG IS
BASICALLY SOMEBODY THAT USES UP
A NUMBER SO MUCH THAT THEY START
SUCKING UP ALL THAT NUMBER.
SO SAY, LIKE, A NUMBER FOUR.
FOUR, FOUR, FOUR, FOUR, FOUR,
FOUR, FOUR, FOUR, AND THEN . . .
[sucking sounds]
Olive says SO IF WE DON'T FIND THE NUMBER
HOG, HE'S GOING TO SUCK UP ALL
THE ZEROS IN THE WORLD?
Otto says WAIT, IF WE DON'T FIX THIS
ZERO PROBLEM, I'M NOT TURNING 10
TOMORROW!
The zero on Otto's birthday card disappears.
Olive says OTTO'S TURNING 1!
Otto says BUT I DON'T WANT TO TURN INTO
A BABY!
NO OFFENCE, AGENT OLSEN.
[baby noises]
Olsen is a baby. He sits playing with a baby mobile.
Olive says AGENT OTTO, LET'S THINK.
SOMEHOW, SOME WAY WE WILL FIND
THAT NUMBER HOG.
IF WE HAVE TO CLIMB THE HIGHEST
MOUNTAIN OR SWIM THE DEEPEST
OCEAN, WE WILL...
Oscar says OR WE COULD JUST USE MY
NUMBER HOG FINDER.
Olive grabs Oscar's device.
Olive says THAT WILL WORK.
COME ON, PARTNER.
Miss O says AGENT AUSTIN, I WANT THAT
REPORT ON MY DESK BY FIVE.
[phone ringing]
Olive and Otto appear on a snowy park.
Olive says HERE WE ARE.
THIS IS WHERE THE GADGET SAYS TO GO.
Otto says IT'S OVER.
TOMORROW I'M GOING TO BE IN
DIAPERS.
Olive says WHAT ARE WE MISSING?
Otto says UNLESS SOMETHING IS MISSING
FROM THE DIRECTIONS.
They say ZEROS!
THE DIRECTIONS ARE MISSING
ZEROS!
BECAUSE ZEROS ARE DISAPPEARING.
STOP TALKING AT THE SAME TIME AS
ME.
YOU STOP!
Otto says SO HOW DO WE FIX THE
DIRECTIONS?
Olive says OTTO, I CAN'T HOLD IT
ANYMORE.
I REALLY HAVE TO GO TO THE MATH
ROOM.
Otto says ME TOO.
They magically appear in a colourful 3D dimension.
Olive says HI, MATH ROOM.
OKAY, SO 8 MAIN STREET WASN'T
RIGHT.
Otto says WHAT IF WE HAD ONE ZERO, THE
8 FROM THE ONES PLACE MOVES TO
THE TENS PLACE AND MAKES 80 MAIN
STREET.
Math Room says DESTINATION 80 MAIN STREET.
Otto says THE TOWN LAKE?
Olive says LET'S SEE WHAT HAPPENS WHEN
WE ADD TWO ZEROS.
THE 8 MOVES TO THE HUNDREDS
PLACE AND IT'S 800.
Math Room says 800 MAIN STREET.
An animated cubic shape opens up to show a store.
Otto says A CUPCAKE SHOP?
Olive says WAIT, REMEMBER THAT CUPCAKE
GUY IN THE OFFICE?
HE WAS GOING TO HAVE 1 MILLION
BILLION TRILLION FLAVOURS?
Math Room says GENERATING THE NUMBER 1
MILLION BILLION TRILLION.
Otto says THAT'S A LOT OF ZEROS.
HE MUST BE THE NUMBER HOG!
Olive says LET'S GO.
At his shop, Glen says SO MANY ZEROS!
Olive and Otto yell ODD SQUAD, ODD SQUAD, STOP
RIGHT THERE, NUMBER HOG!
Glen says NUMBER HOG?
Otto says THERE'S THE ZEROS.
Olive yells GET THEM!
[Yelling]
The agents rip off a long number from a wall.
Otto says PARTNER, PARTNER, THAT'S
ENOUGH!
Otto looks at a cupcake and says MAY I?
Glen says SURE, SURE.
At the headquarters, Oscar says THEY DID IT.
LOOK, EVERYONE, THE ZEROS ARE
COMING BACK!
[Cheers and Applause]
WHOO!
Otto looks at his birthday card and says OTTO'S TURNING 10!
WOO HOO!
Glen says I HAD NO IDEA I WAS A NUMBER
HOG.
I'M SO EMBARRASSED.
Olive says THAT'S OKAY.
IT HAPPENS TO THE BEST OF US.
Glen says HOW AUTOMATIC I GOING TO GET
PEOPLE TO VISIT MY CUPCAKE SHOP
NOW?
Otto says YOU KNOW, I DO NEED CAKE FOR
MY PARTY.
Glen says WHOO!
Later, the agents enjoy Otto's birthday party.
Olive says HAPPY BIRTHDAY, AGENT OTTO.
Otto says THANKS, PARTNER.
Glen says CUPCAKE, FROSTING?
Olive says THAT'S ME.
Otto says LOOKS GOOD.
Oscar says GLAD TO HAVE YOU ON THE
SQUAD, OTTO.
YOU'RE SO MUCH BETTER THAN THE
LAST PARTNER.
Otto says WHO WAS YOUR LAST PARTNER?
Oscar says [INDISCERNIBLE] AS USUAL.
An animated spinning structure reads "Welcome to headquarters. The Break room."
Oscar says GREETINGS, AGENTS.
HAVE YOU GOT TIME BETWEEN CASES
MAKE SURE YOU VISIT THE ODD
SQUAD BREAK ROOM.
IT FEATURES LOTS OF ODD FOOD,
LIKE BAGELS WITH NO HOLES, AND
YOU WON'T BE ABLE TO GET ENOUGH
OF INVISIBLE PIZZA.
DELICIOUS.
HUH, THIS REMINDS ME OF THAT ONE
TIME I LOST THE INVISIBLE TIGER.
[roaring]
He gets scared and runs away.
Oscar says AND THERE'S NO NEED TO GO
BACK FOR SECONDS THANKS TO THE
ZERONATOR LOCATED IN THE
CONDIMENTS TRAY.
AS YOU CAN SEE, 11, 11, THE ONE
IN THE ONES PLACE, BUT WITH THE
PUSH OF A BUTTON, . . . A ZERO
APPEARS IN THE ONES PLACE AND
THE ONE GETS MOVED TO THE TENS
PLACE, MAKING 10 HEADS OF
LETTUCE.
AND WITH ANOTHER ZAP YOU CAN ADD
YET ANOTHER ZERO.
An agent uses a special gadget to multiply lettuces.
Oscar continues NOW THERE'S A ZERO IN THE ONES
PLACE, A ZERO IN THE TENS PLACE
AND THE ONE IN THE HUNDREDS
PLACE, WHICH IS THE NUMBER 100.
WOW.
NOW AT FIRST THIS MIGHT SEEM
LIKE TOO MUCH LETTUCE FOR ONE
PERSON.
BUT WHAT YOU DON'T KNOW IS . . .
THIS AGENT HAS 100 STOMACHS.
BON APPETIT.
In her office, Miss O says HAS SOMETHING ODD HAPPENED TO
YOU AT HOME OR IF YOUR SCHOOL?
HAVE YOU TURNED INVISIBLE OR
BEGUN WALKING ON THE CEILING?
HAVE YOU BEEN REPEATING MOVES
OVER AND OVER AGAIN?
ARE PEOPLE REPEATING THEMSELVES
OVER AND OVER AGAIN?
IF SO, ODD SQUAD CAN HELP.
JUST GO TO THIS WEBSITE, TVO
KIDS.COM.
The end credits roll.
Cameron says ALL RIGHT.
WHAT AN AMAZING DAY WE HAVE HAD.
WE HAVE SPENT AN INCREDIBLE
HOUR.
TODAY WE LEARNED WHAT A TENTH
WAS.
WE LEARNED HOW TO ORDER TENTHS.
WE LEARNED HOW TO ROUND.
WE MET THE CANADIAN COWBOY.
WE MET VERA.
WE MET STELLA.
WE WATCHED HOW THEY COULD PUT
THEIR LEARNING TOGETHER AND
FOUND WAYS WE COULD DO MATH
LEARNING ON OUR OWN.
SO I WANT TO THANK EACH AND
EVERY ONE OF YOU FOR THIS.
THE OTHER THING I WANTED TO
BRING UP IS THIS IDEA OF A
GROWTH MINDSET WITH MATH.
SO WHEN WE WERE WORKING WITH
MATH, WE ALWAYS HAVE TO REMEMBER
THAT, YOU KNOW WHAT, IT'S NOT
ABOUT HOW FAST YOU GO AND IT'S
NOT ABOUT GETTING THE RIGHT
ANSWER.
IT'S ABOUT TAKING TIME TO THINK
DEEPLY ABOUT OUR LEARNING, SO WE
TAKE OUR TIME AND REALIZE THAT
EVERY TIME WE MAKE A MISTAKE,
THAT HELPS US GROW.
SO I KNOW WE SAW THAT WITH THE
CANADIAN COWBOY EARLIER.
WE SAW STELLA MAKE A LITTLE
MISTAKE IN HER COUNTING, AND
THAT ALL HELPS OUR BRAINS GROW.
SO I WANT YOU TO KEEP THAT IN
MIND, MISTAKES HELP KEEP OUR
BRAINS GROW.
KEEP THAT WITH YOU THIS WEEK AS
YOU CARRY ON.
I WANT TO THANK YOU FOR TAKING
YOUR TIME TO COME AND LEARN WITH
US.
IF YOU'RE EVER FEELING STUCK,
LOST, ALONE OR NEED SOMEONE TO
SPEAK TO, YOU CAN GO TO
KIDSHELPPHONE.CA.
THEY HAVE A VARIETY OF DIFFERENT
WAYS TO CONNECT WITH ADULTS TO
HELP YOU WITH WHATEVER KIND OF
TROUBLE YOU'RE GOING THROUGH.
SO REMEMBER YOU'RE NEVER ALL,
ALL ALONE.
KIDSHELPPHONE.CA IS THERE FOR
YOU.
I REALIZE THIS IS A TOUGH YEAR
FOR SO MANY OF US WITH THIS
PANDEMIC AND LEARNING SO
DIFFERENTLY, SO I WANT TO THANK
EACH AND EVERY ONE OF YOU FOR
TAKING THE TIME TO LEARN WITH ME
TODAY, AND I REALLY HOPE
TO SEE YOU AGAIN SOON.
ALRIGHT, BYE BYE.
(music plays)
A final slate reads "TVO Kids would like to thank all the teachers involved in the Power Hour of Learning as they continue to teach the children of Ontario from their homes."
The caption changes to "Copyright 2021. The Ontario Educational Communications Authority."
A Female Announcer says WELCOME TO TVO KIDS POWER
HOUR OF LEARNING.
TODAY'S JUNIOR LESSON,
MAKING SENSE OF CENTS.
A caption reads "Junior 4-6. Teacher Cameron." Cameron stands in a living room next to a table. He is in his mid-thirties, with a beard and bald. He wears glasses, and a black and red plaid shirt over a black T-shirt.
Cameron says HI, I'M CAMERON, AND WE'RE
BACK WITH THE TVO POWER HOUR OF
LEARNING.
TODAY WE HAVE AN AMAZING
MATH LESSON AND IT IS GOING
TO BE ALL ABOUT EXPLORING
TENTHS.
WHAT ARE TENTHS?
WELL, YOU'RE JUST GOING TO HAVE
TO WAIT AND SEE.
TODAY WE HAVE THREE SPECIAL
GUESTS WITH US, THE CANADIAN
COWBOY, HE LOVES MATH.
HE'S HERE WITH US AND HE'S GOING
TO RIDE AGAIN AND TEACH US ALL
ABOUT TENTHS.
THERE'S GOING TO BE A WHOLE
BUNCH OF THINGS THAT YOU CAN DO
ON YOUR OWN AT HOME WITH HIM
DO SOME OF THIS LEARNING.
I ALSO HAVE MY DAUGHTERS VERA
AND STELLA.
THEY ARE GOING TO HELP US DO
SOME COUNTING AND EXPLORE HOW WE
CAN USE TENTHS IN OUR OWN HOME
TO PRACTISE AND SOLIDIFY OUR
MATH LEARNING.
SO TODAY ALL YOU'RE GOING TO
NEED IS IF YOU HAVE A PENCIL AND
A PIECE OF PAPER, YOU'RE READY
TO LEARN WITH US.
I REALLY LOOK FORWARD TO THIS
TIME TOGETHER, AND I CAN'T WAIT
TO GET GOING.
ALL RIGHT, LET'S LEARN A LITTLE
BIT ABOUT TENTHS.
A slate reads "Minds On: Making sense of cents."
Canadian Cowboy appears on a small window at the right down corner of the screen. He wears a white cowboy hat, glasses and a moustache.
Canadian Cowboy says WELL, HOWDY,MY FRIENDS, IT IS
THE CANADIAN COWBOY, AND I WANT
TO THANK TEACHER CAMERON BACK
THERE THE RANCH
FOR LETTING ME SHOW YOU HOW
WE'RE GOING TO MAKE SENSE OF
CENTS.
ISN'T THAT A STRANGE SENTENCE?
MAKING SENSE OF CENTS.
WE ARE GOING TO UNDERSTAND MONEY
AND MONEY LESS THAN A DOLLAR,
THE CENTS.
YOU KNOW THOSE DIMES AND NICKELS
WE'RE ALWAYS LOOKING FOR.
THINKING OF THAT, LET'S GET INTO
OUR LEARNING TOGETHER, SO THANK
YOU VERY MUCH FOR JOINING ME
HERE IN MY BASEMENT WHERE WE ARE
GOING TO BE DOING ALL OF OUR
LEARNING TODAY.
SO LET'S LOOK AT SOME MONEY AND
SEE IF WE CAN GET OUR BRAINS
THINKING ABOUT WHAT KIND OF
CENTS THERE ARE AND HOW IT
WORKS.
A three-column table appears. The columns read "Name of Coin. Value as a whole number? Value as a part of $100?"
He continues SO FIRST TRICK WE'RE GOING TO
TRY AND GOING TO SEE
IF WE CAN TRY AND
NAME THAT COIN.
SO--DO YOU THINK WE CAN DO IT?
LET'S LOOK AT THE FIRST ONE.
I'M GOING TO DELETE THIS HERE
AND . . . ANYBODY KNOW WHAT THAT
NAME OF THAT COIN IS?
A black and white coin appears.
He continues LET'S THINK ON IT.
IT'S A NICKEL.
IT'S A NICKEL, AND IT HAS A
BEAVER ON IT.
ONE OF CANADA'S NATIONAL
ANIMALS.
He types NICKEL, N-I-C-K-L-E, NICKEL.
He continues ALL RIGHT, NOW DOES ANYBODY KNOW
HOW MUCH VALUE A NICKEL HAS?
WELL, YOU KNOW WHAT, VALUE IS A
WHOLE NUMBER.
IT SAYS IT RIGHT ON IT.
ITS VALUE IS 5 WHOLE CENTS.
IT HAS A VALUE OF FIVE CENTS,
RIGHT, FIVE WHOLE CENTS, BUT
THERE'S ANOTHER QUESTION HERE.
THIS IS WHERE IT GETS TRICKY.
IF YOU THINK ABOUT A NICKLE AS A
PART OF ONE DOLLAR, SO I'M
THINKING ABOUT A LOONIE, HOW
MANY... A NICKLE IS WORTH LESS
THAN A LOONIE.
WHAT IS THE VALUE OF A NICKLE AS
A PART OF A DOLLAR?
WELL, IF IT'S WORTH FIVE CENTS,
IT'S ACTUALLY... AND I'LL PUT
THE DOLLAR SIGN BECAUSE WE NOW
NOT WORKING IN CENTS.
WE'RE WORKING IN DOLLARS.
IT'S NOT EVEN WORTH TEN CENTS,
NOT EVEN A TENTH OF A DOLLAR,
IT'S WORTH FIVE CENTS OR
5 ONE HUNDREDTHS.
IT'S FIVE PIECES OUT OF THE 100
CENTS YOU WOULD NEED TO HAVE
THAT DOLLAR.
I'M GOING TO TRY AND SPELL
NICKEL PROPERLY FOR YOU AS THAT
WOULD BE A MUCH BETTER IDEA.
REMEMBER, WHEN YOU MAKE
MISTAKES, IT'S NOT A BIG DEAL.
YOU JUST HAVE TO LEARN AND GROW
FROM YOUR MISTAKES.
THAT'S WHAT WE DID THERE.
WE LEARNED AND GREW FROM OUR
SPELLING MISTAKE.
ALL RIGHT, HERE WE GO, NEXT,
THAT'S CALLED A DIME.
THAT'S RIGHT, IT'S CALLED A
DIME, AND IT HAS A SCHOONER ON
IT, THE BLUENOSE, ACTUALLY.
IT'S WORTH 10 CENTS, SO I'M
GOING TO WRITE 10 CENTS.
THAT IS THE VALUE AS A WHOLE
NUMBER.
IT'S 10 WHOLE CENTS.
IT DOESN'T MEAN IT'S WORTH A
DOLLAR.
NOW LET'S THINK ABOUT THIS,
THOUGH.
WHAT IS ITS VALUE AS A PART OF A
DOLLAR?
WELL, IT'S NOT WORTH A WHOLE
DOLLAR.
IT'S LESS THAN A DOLLAR.
IT'S WORTH 1 TENTHS OR 10 CENTS.
SO THAT'S WORTH FIVE CENTS OR
5 ONE HUNDRETHS OF A DOLLAR, 10 CENTS
OR WORTH 1 TENTHS OF A WHOLE
DOLLAR.
NEXT, HERE WE GO, LAST ONE, MY
FRIENDS, THAT'S A QUARTER.
IT'S A QUARTER, SO LET'S WRITE
IN OUR CHART WHERE WE'RE KEEPING
TRACK ON OUR LEARNING, AND IT
SAYS 25 CENTS.
WHAT'S THE VALUE OF A QUARTER AS
PART OF DOLLAR?
WTS NOT A WHOLE DOLLAR.
IT'S TWO DIMES AND ONE NICKEL,
SO 25.
IT'S ACTUALLY 25 ONE HUNDREDTHS OR 25
PARTS OUT OF 100.
IF YOU HAD 25 PENNIES, YOU'D
HAVE YOURSELF A QUARTER.
SO A QUARTER IS 25 ONE HUNDREDTHS.
A DIME IS 1 TENTHS OR TEN
ONE HUNDREDTHS, AND A NICKEL IS
5 ONE HUNDREDTHS.
An animated male teacher stands in a classroom. He wears a white shirt and a striped tie.
The Teacher says WHAT IS A TENTH?
A FRACTION, YES, YOU'RE RIGHT,
OKAY, BUT LET'S SAY YOU HAVE A
WHOLE NUMBER AND YOU DIVIDE IT
UP INTO 10 EQUAL PARTS.
TAKE ONE PART OF THOSE TEN EQUAL
PARTS AND YOU GET?
OKAY, LET'S JUST WATCH THE
VIDEO, THEN.
An animation shows two spiders singing.
They sing WHAT A TENTH
I REALLY NEED TO KNOW
WHAT IS TENTH
I'LL EXPLAIN IT LET'S GO
WELL, YOU TAKE A WHOLE NUMBER
AND DIVIDE IT UP INTO TEN EQUAL
PARTS AND A TENTH IS WHAT YOU'VE
GOT
THE ONE LITTLE PART
IS CALLED ONE TENTH
AND TWO LITTLE PARTS
IS CALLED TWO TENTHS
LET'S TAKE AN EXAMPLE, OKAY,
HERE WE GO, SO YOU HAVE THREE
SHAPES AND ONE PART IS ONE MORE,
ONE, TWO AND THREE, BUT THE
FOURTH LITTLE PART, WHAT WILL
THEY BE
WELL, YOU WRITE DOWN THE FOUR
AND PLACE IT OVER A TEN, WE CALL
THIS A FRACTION, YES, THREE AND
FOUR TENTHS
YOU CAN SHOW IT AS DECIMAL
WITH DOLLARS AND DIMES.
HERE'S MORE EXAMPLES TO FINISH
OFF THIS RHYME
Fractions and coins pop up on the screen.
The song continues WHAT IS A TENTH
WHAT IS A TENTH
WHAT IS A TENTH
WHAT IS A TENTH
WHAT IS A TENTH
WHAT IS A TENTH .
WHAT IS A TENTH
WHAT IS A TENTH
WHAT IS A TENTH, WHAT IS A
TENTH, WHAT IS A TENTH
The Teacher says NOW YOU KNOW WHAT A TENTH IS.
I'VE GOT A JOKE FOR YOU.
SO TWO PARTS OF A WHOLE NUMBER
ARE HAVING A SERIOUS
CONVERSATION.
ONE TENTH WALKS UP AND SAYS,
WHOA, YOU'RE TOO TENSE!
GET IT?
THEY ARE HAVING A TENSE
CONVERSATION, TWO PARTS OF A
WHOLE NUMBER?
OH, COME ON, THAT JOKE IS A FULL
FRACTURE!
[Laughter]
Cameron says ALL RIGHT.
WASN'T THAT EXCITING?
THAT CANADIAN COWBOY, HE'S GOT A
FUNNY LITTLE ACCENT, BUT SOME
DEFIANT GOOD MATH LEARNING
THERE.
SO I HAVE SOME FRIENDS, MY
DAUGHTER STELLA IS WITH US
TODAY, AND SHE'S GOING TO SHOW
US HOW WE CAN COUNT TO TEN USING
MONEY.
SO STELLA, CAN YOU COUNT HOW
MANY DIMES WE HAVE THERE?
COUNT THEM OUT LOUD FOR US.
Stella is around 6 years old. She has two long ponytails and wears a floral dress.
Stella says ONE, TWO, THREE, FOUR, FIVE,
SIX, SEVEN, EIGHT, NINE, TEN.
Cameron says THAT'S RIGHT!
WE HAVE TEN DIMES HERE, AND TEN
DIMES, THAT EQUALS ONE LOONIE.
SO ONE DIME IS ONE TENTH OF A
LOONIE.
THAT'S SO HELPFUL.
THANK YOU VERY MUCH.
WE'RE GOING TO EXPLORE THIS
CONCEPT A LITTLE FURTHER WITH
THE CANADIAN COWBOY WHO HAS A
CHALLENGE FOR YOU.
SO MAKE SURE YOU'VE GOT YOUR
PENCILS AND YOUR PAPER AND
YOU'RE READY TO ROCK AND ROLL.
I'LL SEE YOU BACK HERE WITH
STELLA IN A LITTLE BIT.
A five-column chart with coins appears.
Canadian Cowboy says ALL RIGHT, FRIENDS, WE ARE
BACK IN THE BASEMENT, AND WE ARE
CONTINUING OUR LEARNING ABOUT
TENTHS.
NOW ONCE THAT A HILARIOUS VIDEO?
THAT SONG'S GOING TO BE IN MY
HEAD ALL DAY, THAT "WHAT IS A
TENTH," I JUST LOVE IT.
HOW COULD WE USE THIS THING
CALLED A PLACE VALUE CHART?
WELL, A PLACE VALUE CHART IS A
VERY INTERESTING TOOL, AND I
RECOMMEND ALL MY STUDENTS DRAW
ONE OUT WHEN THEY ARE WORKING
WITH MONEY, BECAUSE IT MAKES
LIFE SO MUCH EASIER.
WHAT YOU DO IS YOU THINK ABOUT
HOW MANY WHOLES DO I HAVE AND
HOW MANY PARTS OF A WHOLE DO I
HAVE IN THE DIFFERENT NUMBERS.
SO LET'S IMAGINE I JUST HAD
THESE TWO, I HAD A DIME AND A
NICKEL, RIGHT?
15 CENTS.
DO I HAVE A WHOLE DOLLAR?
I DON'T, SO I'M GOING TO HAVE
ZERO ONES, AND I'M GOING TO POP
THAT IN THERE.
ZERO ONES.
AND HOW MANY TENTHS DO I HAVE?
WELL, I HAVE ONE TENTH, 10
CENTS, THE DIME, AND I HAVE
5 ONE HUNDREDTHS, LIKE WE TALKED ABOUT
BEFORE, SO WHAT I'VE CREATED
HERE IS I'VE GOT THE DECIMAL
NUMBER, ZERO, AND 15 TENTHS.
IT COULD BE WRITTEN LIKE THIS.
0 AND 15 TENTHS.
He uses a mouse to complete the chart.
He continues THIS IS ALSO... COULD ALSO BE
WRITTEN AS A FRACTION.
THAT'S THE SAME THING AS SAYING
15 ONE HUNDREDTHS OR 15 OUT OF 100.
ISN'T THAT INTERESTING?
WELL, LET'S SEE HOW THAT WORKS,
THOUGH, WHEN WE HAVE A WHOLE
NUMBER.
I'M GOING TO CLEAR MY SCREEN
RIGHT THERE.
HOW DOES THAT WORK IF WE HAVE A
WHOLE NUMBER?
LET'S IMAGINE WE HAVE ALL THESE
COINS IN OUR HANDS.
WE'RE RICH.
YEEHAW, MAYBE WE FOUND SOME
GOLD.
WELL, I'VE GOT A DOLLAR, 25, 35,
40.
I'VE GOT A DOLLAR AND 40 CENTS,
BUT DO I HAVE ANY WHOLE NUMBERS?
WELL, I DO.
I'VE GOT ONE WHOLE DOLLAR AS
WELL AS I HAVE 40 CENTS OR
4 TENTHS.
SO 4 WITH NO HUNDREDTHS.
ONE DOLLAR AND 40 CENTS.
ONE AND FOUR TENTHS.
NOW THAT CAN LOOK LIKE THIS WAY,
LIKE WE JUST SHOWED ON OUR PLACE
VALUE CHART THERE, ONE AND FOUR
TENTHS.
OR 1.40 DOLLARS, AND THAT'S THE SAME AS
SAYING I HAVE ONE WHOLE AND
4 TENTHS, 4 OUT OF 10, SO THAT'S
HOW THAT WOULD LOOK AS A
FRACTION, OKAY?
SO WHEN WE'RE USING THE PLACE
VALUE CHART, WE REALLY CAN SEE
WHICH PARTS OF THE NUMBER WE'RE
WORKING WITH THERE.
VERY WELL DONE.
VERY WELL DONE.
LET'S MOVE ON.
WHAT I'D LIKE US TO DO NOW IS TO
THINK ABOUT SOMETHING DELICIOUS,
SOMETHING CALLED PIZZA.
GOT A LOT OF PIZZA HERE AT THE
RANCH, SO I REALLY WANT TO TALK
ABOUT PIZZA.
A new table appears. The columns read "Number of Slices. Numbers of Tenths. Decimal."
He continues NOW IMAGINE WE HAD ONE PIZZA.
NOT ENOUGH, REALLY, TO BE
HONEST.
ONE IS NEVER ENOUGH, BUT IMAGINE
WE ONLY HAD ONE PIZZA HERE.
WE SPLIT IT UP.
WE SPLIT IT UP INTO PARTS, EQUAL
PARTS, TEN EQUAL PARTS, TO BE
EXACT.
WE SPLIT THIS PIZZA INTO TENTHS.
NOW IMAGINE I HAD EATEN ONE
SLICE, HOW MANY TENTHS HAVE I
EATEN?
WELL, I'VE EATEN 1 TENTHS OF IT.
RIGHT?
I'VE EATEN 1 TENTHS OF THE PIZZA.
WHAT WOULD THAT LOOK LIKE AS A
DECIMAL?
LIKE WE SAW BEFORE AS A PLACE
VALUE CHART, I HAVE ZERO WHOLES
AND ONE TENTH, RIGHT?
THAT'S MAKING SENSE TO YOU?
ALL RIGHT, LET'S DO IT AGAIN.
NOW IMAGINE I WAS A LITTLE BIT
HUNGRIER AND I ATE 2 TENTHS OF
THE PIZZA.
IF I HAD TWO SLICES OF PIZZA,
I'VE EATEN 2 TENTHS OF THAT WHOLE
PIZZA.
IF I WANTED TO SHOW THAT AS A
DECIMAL, WELL, NOW I'VE EATEN 0
WHOLE PIZZAS.
WHO CAN EAT A WHOLE PIZZA?
AND THEN AND 2 TENTHS.
I'M GOING TO GIVE YOU A MINUTE
TO FILL IN THE REST OF THE CHART
ON YOUR OWN AND THEN WE'LL COME
BACK AND TAKE IT UP.
ALL RIGHT, SO AS YOU CAN SEE, I
FILLED IN THE REST OF MY CHART
AND I HOPE YOU DID THE SAME.
IF I ATE THREE PIECES OF PIZZA
YOU WOULD HAVE EATEN 3 TENTHS,
AND AS A DECIMAL IT WOULD LOOK
LIKE 0 AND 3 TENTHS EVERY TIME WE
SEE THAT DECIMAL WE SAY AND.
SO THE PATTERN KIND OF
CONTINUES.
WE CAN SEE ALL THE WAY UP TO
9 TENTHS.
WHAT IF I HAD EATEN 10 PIECES?
THERE ARE ONLY 10 PIECES, SO IF
I ATE ALL 10, I WOULD HAVE EATEN
ALL THE PIZZA.
THAT WOULD LOOK LIKE 10 TENTHS.
YOU CAN SEE THAT FRACTION LIKE
THAT, 10 TENTHS.
ANY TIME WE SEE THAT FRACTION
YOU'VE EATEN ONE WHOLE.
WE ARE NO LONGER IN PARTS OF THE
NUMBER.
WE'VE ACTUALLY EATEN ONE WHOLE
PIZZA.
ONE AND 0 TENTHS.
WE'VE EATEN THE WHOLE THING.
SO THAT'S HOW TENTHS WORK.
I HOPE THAT MAKES SENSE.
WE'LL LOOK AT ANOTHER EXAMPLE IN
A SEC.
ALL RIGHT, MY FRIENDS, IT IS
TIME FOR US TO CONNECT THE MONEY
WITH TENTHS JUST A LITTLE BIT
DEEPER.
SO WE LOOKED AT THAT A LITTLE
BIT WITH OUR LAST SLIDE, SO
LET'S THINK ABOUT IT.
IF I HAVE TEN DIMES, EACH ONE
BEING WORTH A TENTH, TEN TENTHS
WOULD BE THE SAME AS ONE DOLLAR.
SO ONE WHOLE IS THE SAME AS ONE
DOLLAR.
BUT LET'S SAY I HAD 10 PENNIES.
I KNOW WE DON'T HAVE PENNIES
ANYMORE, BUT LET'S PRETEND.
LET'S PRETEND WE HAVE 10
PENNIES.
LET'S COUNT UP ONE, TWO, THREE,
FOUR, FIVE, SIX, SEVEN, EIGHT,
NINE, TEN, GIVES US 10 CENTS
TOTAL.
10 CENTS TOTAL.
WHEN WE LOOK AT THAT, DO WE HAVE
ANY WHOLE DOLLARS?
NO, WE DO NOT.
WE HAVE ZERO WHOLE DOLLARS, BUT
WHAT WE DO HAVE IS A TENTH,
RIGHT?
SO WE'VE GOT ONE TENTH, AND IF
YOU PUT THAT ZERO BEHIND IT,
WE'RE SEEING 10 ONE HUNDREDTHS, WHICH IS
THE EXACT SAME THING AS SAYING
TEN TENTHS, AND I CAN SHOW YOU
WHY THAT IS, ACTUALLY, RIGHT IN
HERE.
LET ME GRAB THIS PEN.
He completes another chart.
He continues SO 1 TENTHS, OR 10 CENTS, IS THE
SAME AS SAYING ONE OUT OF... OR
TEN OUT OF 100, BECAUSE WHAT
WE'VE DONE IS WE'VE USED
EQUIVALENT FRACTIONS.
WE'VE MULTIPLIED THE BOTTOM BY
TEN, TEN TIMES TEN IS 100, AND
WE'VE MULTIPLIED THE TOP BY 10,
1 TIMES 10 IS 10, SO GIVE US A
FRACTION THAT IS THE SAME.
SO WE'RE SAYING 1 TENTHS IS THE
SAME AS 10 ONE HUNDREDTHS.
IT'S THE SAME.
IF I'M THINKING ABOUT IT, I LIKE
MONEY, BECAUSE HUNDRED IS 100
CENTS EQUALS A DOLLAR.
I HOPE THAT MAKES SENSE TO YOU,
AND WE ARE READY TO MOVE ALONG.
COME ON WITH ME TO THE NEXT PART
OF OUR LEARNING.
WELL, THIS IS A CRAZY NEW
CONCEPT.
Another chart pops up. Columns read "Number. Words. Expander Form." Rows read "29.2, 9829.4, 35.3, 27.6, 0.5."
He continues WE CAN WRITE TENTHS AS WORDS?
WHAT DOES THAT MEAN EXACTLY?
WE'VE ACTUALLY BEEN DOING THIS
THE WHOLE TIME, AND ALL I'M
GOING TO DO IS TELL YOU THAT
THERE'S A LITTLE TRICK.
YOU KNOW HOW WE SEE THIS DECIMAL
RIGHT HERE BETWEEN THE 9 AND THE
2?
WHAT WE'RE DOING IS WE ARE
SAYING AND.
DECIMAL, WHEN WE'RE TALKING IN
MATH TERMS, WE ARE SAYING AND.
SO WHAT NUMBER DO WE SEE THERE?
WELL, I KNOW WE SEE 29, AND THEN
WHAT DO WE SAY WHEN WE SEE A
DECIMAL?
AND.
WHAT'S LEFT OVER?
IF YOU THINK OF THAT PLACE VALUE
CHART, TWO, I'LL WRITE IT OUT
FOR YOU, 2 TENTHS.
SO 29 AND 2 TENTHS.
PERFECT.
SO THAT'S WHAT WE'RE USING IT AS
WORDS.
LET'S SEE IF WE CAN DO ANOTHER
ONE HERE.
LET'S GO DOWN AND WE'LL DO THIS
ONE.
THAT NUMBER IS PRETTY BIG AND
I'LL SHOW YOU A DIFFERENT TRICK
WITH THAT ONE.
WHAT NUMBER DO WE HAVE HERE?
WE HAVE 35.
OH, I SEE THE DECIMAL.
AND.
3 TENTHS.
SEE HOW THAT WORKS?
TENTHS, THERE IT IS.
ALL RIGHT.
SO 29 AND 2 TENTHS, 35 AND
3 TENTHS.
LET'S DO THIS, I'M JUST GOING TO
ACTUALLY REMOVE THIS WHOLE THING
BECAUSE WE DON'T NEED TO LOOK AT
THAT AT THIS MOMENT.
SO HERE WE GO.
DELETE THAT ROW, THERE IT IS,
ALL RIGHT.
LET'S LOOK AT THIS ONE.
27, 27 AND 6 TENTHS.
THERE IT IS BECAUSE WE HAVE
6 TENTHS
6 TENTHS.
NOW WE ALSO SEE THIS CRAZY
LITTLE ACCORDION OVER HERE.
WHAT'S THAT ABOUT?
WELL, WE'RE TALKING ABOUT
EXPANDING FORM, AND EXPANDING
FORM IS WHEN WE TAKE A NUMBER
AND WE ADD UP ALL THE PARTS THAT
WE WOULD HAVE SEEN IN OUR PLACE
VALUE CHART.
SO IF YOU THINK ABOUT HOW MANY
ONE TENS, HOW MANY ONES, HOW
MANY TENTHS AND HOW MANY
HUNDREDTHS, AND WE JUST USE THE
ADDITION SIGN TO PUT THEM ALL
TOGETHER.
HOW MANY TENS ARE IN 29?
WE HAVE TWO WHOLE TENS WITH A
VALUE OF 20.
WE WRITE 20.
THAT'S TWO WHOLE TENS.
HOW MANY ONES DO I HAVE AND WHAT
IS YOUR VALUE?
WELL, I'VE GOT NINE ONES, RIGHT?
AND I ALSO HAVE 2 TENTHS, SO I
WRITE THAT, 20 PLUS 9 PLUS
2 TENTHS.
IF I ADDED THOSE UP, IT WOULD
EQUAL 29 AND 2 TENTHS.
HERE WE HAVE 35, THREE TENS WITH
A VALUE OF 30, PLUS I GOT FIVE
ONES, SO THAT IS A VALUE OF
FIVE, SO 30 PLUS FIVE, PLUS WHAT
DO I HAVE THAT'S LESS THAN ONE?
I HAVE 3 TENTHS, SO 0 AND
3 TENTHS, THAT WOULD GIVE ME 35
AND 3 TENTHS.
I'M GOING TO GIVE YOU A SECOND
TO SEE IF YOU CAN DO THIS NEXT
ONE.
DID YOU GET IT?
WELL, LET'S DO IT TOGETHER.
WE'VE GOT 27, SO LIKE BEFORE
WE'VE GOT TWO WHOLE TENS, WHICH
IS A VALUE OF 20, PLUS SEVEN
WHOLE ONES, VALUE OF 7, PLUS
ZERO AND SIX TENTHS GIVES ME 27
6 TENTHS.
THERE IS ALL THIS.
THAT IS THE END OF OUR PART ONE.
I WILL SEE YOU ALL LATER.
Cameron says OKAY, SO NOW WE'VE SEEN WHAT
A TENTH IS AND HOW MONEY CAN
CONNECT WITH TENTHS.
SO STELLA REALLY WANTED TO SHOW
US ONE MORE WAY THAT WE CAN USE
MONEY IN OUR HOUSE TO
DEMONSTRATE WHAT TENTHS LOOK
LIKE.
SO CAN YOU COUNT UP HOW MANY OF
THESE WE HAVE?
YEAH, JUST COUNT THEM.
Stella says ONE, TWO, THREE.
Cameron says WELL, LET'S PAUSE THERE, AND
YOU KNOW WHAT, THAT'S SUCH GOOD
LEARNING.
YOU WERE COUNTING GROUPS OF TWO,
RIGHT?
YOU WERE COUNTING ONE GROUP OF
TWO, TWO GROUPS OF TWO, THREE
GROUPS OF TWO.
CAN YOU COUNT ONE AT A TIME HOW
MANY LOONIES THERE ARE?
Stella says ONE, TWO, THREE, FOUR, FIVE,
SIX, SEVEN, EIGHT, NINE, TEN.
Cameron says IF I HAVE TEN LOONIES, HOW
MANY DOLLARS DO I HAVE?
TEN, YOU'RE RIGHT.
I HAVE 10 DOLLARS, AND SO A LOONIE,
LIKE WE CAN SEE HERE, IS 1 TENTHS
OF 10.
SO A DIME IS 1 TENTHS OF A LOONIE,
AND A LOONIE IS 1 TENTHS OF 10 DOLLARS.
THANKS SO MUCH FOR YOUR HELP,
STELLA.
YOU HAVE A GREAT DAY.
(dramatic music plays)
An animated red popup book opens showing a castle.
Tumbleweed says TUMBLETOWN TALES, STARRING
ME, TUMBLEWEED.
Tumbleweed and Sal are hamsters. Tumbleweed is a brown and Sal is black and white.
In a stand, Sal says ARE YOU SURE YOU CAN RUN THE
FRUIT STAND WHILE I'M OUT?
Eating, Tumbleweed says YEAH, NO PROBLEM.
Sal says YOU KNOW, THERE'S MORE TO
THIS JOB THAN JUST EATING FOOD.
YOU HAVE TO SELL IT TOO.
Tumbleweed says DON'T WORRY.
I'VE GOT IT ALL UNDER CONTROL.
Sal says OKAY.
WELL, CALL ME IF YOU NEED HELP.
Tumbleweed says RIGHT!
HE'S REALLY COUNTING ON ME, SO I
BETTER DO A GOOD JOB.
[Yelling]
Customer 1 says PLEASE, STOP YELLING.
Tumbleweed says OH, SORRY.
SORRY ABOUT THAT.
CAN I HELP YOU?
Customer 1 says YES, SIR, I WOULD LIKE SOME
SUNFLOWER SEEDS, PLEASE.
Tumbleweed says 1.15 DOLLARS PER BAG, PLEASE.
Customer 1 says ONE BAG, THEN.
1.25 DOLLARS.
Tumbleweed says THEN YOU GET 10 CENTS BACK.
The mathematical operation appears on the screen.
Customer 1 says THANK YOU.
Tumbleweed yells SUNFLOWERS, SESAME SEEDS FOR
SALE!
Meanwhile, Sal and a white hamster rehearse at a theatre.
Juliet says ARE YOU READY TO DO THE
THEME?
Sal says YES.
Juliet says OKAY.
ROMEO, ROMEO, WHEREFORE ART
THOU, ROMEO?
Sal says MY NAME IS SAL, NOT ROMEO,
AND I'M RIGHT HERE, IN FRONT OF
YOU, ON THE TABLE.
Back at the seeds stand, Captain says I CAN HEAR YOU YELLING ALL
THE WAY DOWN AT ME BOAT.
YOU'RE SCARING AWAY EVERY LAST
FISH.
Tumbleweed says OH, HELLO, SEA CAPTAIN.
WOULD YOU LIKE TO BUY SOME
SEEDS?
Captain says WELL, SINCE I'M HERE I'LL
TAKE A BAG OF SESAME SEEDS.
Tumbleweed says SESAME SEEDS, 1.22 PER BAG.
Captain says OKAY, ALL I HAVE IS THIS 5 DOLLAR
BILL.
Tumbleweed says OH, I DON'T KNOW HOW TO MAKE
CHANGE FOR THAT MUCH.
I BETTER CALL SAL.
Sal says I'M ON THE TABLE... SORRY,
On the phone, Sal says TUMBLEWEED, I'M BUSY, IS THIS
IMPORTANT?
Tumbleweed says KINDA.
Sal says OKAY, WHAT IS IT?
Tumbleweed says WELL, A CUSTOMER WANTS ONE
BAG OF SESAME SEEDS FOR 1.22 DOLLARS,
BUT HE WANTS TO PAY ME WITH A 5 DOLLAR
BILL.
Sal says OH, THAT'S EASY.
JUST COUNT UP FROM 1.22 UP TO
5 DOLLARS.
Tumbleweed says I DON'T UNDERSTAND.
Sal says WELL, ADD MONEY UNTIL YOU GET
TO 5 DOLLARS.
START ONE CENT AT A TIME.
Tumbleweed says OKAY.
THAT'S 1.22, 23, 24, 25 CENTS.
IF I ADD A QUARTER, THEN I'LL BE
1.50.
TWO MORE QUARTERS MAKES IT 2.
ANOTHER DOLLAR MAKES THREE, THEN
FOUR, THEN 5 DOLLARS!
NOW WHAT?
Sal says YOU'RE DONE.
YOU JUST MADE CHANGE.
Tumbleweed says WELL, LOOK AT THAT.
Sal says AND YOU CAN DO THAT WITH ANY
NUMBER.
Juliet says HELLO.
WE'VE A SCENE TO PRACTISE.
Sal says GOT TO GO, TUMBLEWEED.
OKAY, I COME IN AGAIN.
Tumbleweed says WOW, NOW THAT I KNOW HOW TO
MAKE CHANGE, I CAN...
A hamster says FINALLY, I CAN EAT MY SEEDS.
Now, at the theatre, Tumbleweed says SUNFLOWER, SEEDS FOR SALE.
Customer 2 says OOH, I WOULD LIKE THE SPICY
SEED MIX.
Tumbleweed says THAT WILL BE 4.39 PER BAG.
Customer 2 says I HAVE 5 DOLLARS.
Tumbleweed says HERE YOU GO.
COUNTING UP, 4.39, 40, 4.50,
4.75, AND 5 DOLLARS.
Customer 2 says IT'S SO EXPENSIVE AT THE
THEATRES.
THESE PRICES ARE OUTRAGEOUS.
A hamster says IT'S SHOWTIME!
Customer 2 says OH, I HAVE TO GET TO MY SEAT.
On the stage, Juliet says ROMEO, ROMEO, WHEREFORE ART
THOU ROMEO?
Sal says HEY, EVERYBODY, LOOK, IT'S
SAL.
WHAT'S GOING ON?
LOOK AT ME.
I'M ON THE STAGE.
Juliet says AMATEURS.
Sal says WE ARE ACTING, ACTING!
A caption reads "Copyright 2012. The Ontario Educational Communications Authority."
Cameron says ALL RIGHT, WELCOME BACK.
THAT COWBOY GOT ME HEAD AROUND
TENTHS.
I HOPE YOU GOT A CHANCE TO WORK
THROUGH THOSE CHALLENGES.
I HAVE MY DAUGHTER VERA HERE.
WE ARE GOING TO PUT TOGETHER
SOME OF THAT KNOWLEDGE AND SEE
HOW WE CAN SEE TENTHS AND PUT
THEM IN ORDER WITH JUST COINS
THAT WE HAVE.
DOWN HERE WE'VE GOT SOME DIMES
HERE, AND YOU CAN SEE THAT I'VE
GOT THEM SPLIT INTO THREE
DIFFERENT GROUPS.
I'VE GOT FIVE DIMES HERE.
HOW MANY DIMES DO I HAVE HERE?
Vera is around 8 years old. She has long blond hair. She wears a blue sweater.
Vera says THREE.
Cameron says AND THEN TWO.
WE KNOW THAT DIMES OR ONE DIME
IS 1 TENTHS OF A DOLLAR.
SO TWO DIMES IS HOW MANY TENTHS?
Vera says TWO.
Cameron says EXACTLY, 2 TENTHS OF A DOLLAR.
SO I'VE GOT 5 TENTHS, 3 TENTHS AND
2 TENTHS.
CAN YOU PUT THOSE IN ORDER OF
SMALLEST?
WHAT IS THE LEAST AMOUNT OF
TENTHS THAT ARE THERE?
Vera says TWO.
Cameron says TWO... WHAT DO YOU CALL THEM?
TWO . . .
Vera says 2 TENTHS.
Cameron says ALL RIGHTS, AND THEN WHICH
ONE.
Vera says 3 TENTHS.
Cameron says NICE.
Vera says AND THEN 5 TENTHS.
Cameron says THAT'S RIGHT.
SO EVEN IF YOU'RE AT HOME, CAN
YOU PRACTICE PUTTING TENTHS IN
ORDER.
YOU COULD HAVE A SIBLING OR
GUARDIAN OR PARENT SAY, HEY, PUT
SOME OF THESE COINS IN ORDER AND
I'LL TRY AND PUT THESE TENTHS IN
ORDER, SO IT'S SOMETHING THAT WE
CAN PRACTICE AND PLAY WITH AT
HOME AS WELL.
VERA, THANK YOU VERY MUCH FOR
YOUR HELP.
THAT WAS AWESOME.
HIGH FIVE, PERFECT.
AND WE ARE GOING TO SAY GOOD-BYE
TO YOU AND WATCH THIS VIDEO AND
WE'LL BE RIGHT BACK.
A slate reads "Putting tenths in order: 6.3, 6.7."
Canadian Cowboy says THANK YOU, TEACHER CAMERON,
BACK THERE AT THE RANCH FOR
HANDING IT OFF TO ME.
HERE WE GO AGAIN.
WE ARE GOING TO KEEP LOOK AT
THESE TENTHS AND WE'RE GOING TO
TRY AND FIGURE OUT HOW DO WE
DECIDE WHICH TENTH IS THE BIGGER
ONE?
WELL, LET'S LOOK AT THESE TWO
NUMBERS HERE.
WE'VE GOT SIX AND 3 TENTHS AND
SIX AND 7 TENTHS.
WELL, IF I WAS GOING TO LOOK AT
AND I WAS FEELING CONFUSED, I
WOULD START TO THINK ABOUT IT AS
IF IT WAS MONEY.
SO IMAGINE I HAD 6.30 DOLLARS AND
6.70 DOLLARS.
WELL, LOOK AT THAT.
WE KNOW THAT HAVING SEVEN DIMES
OR 70 CENTS IS DEFINITELY BIGGER
THAN HAVING... SO WE KNOW
THAT... AND WHEN WE'RE DRAWING
OUR GREATER THAN SYMBOL, I
ALWAYS LIKE TO THINK OF IT AS AN
ALLIGATOR, IT'S HUNGRY AND WANTS
TO EAT THE BIGGER NUMBER.
THERE WE GO.
IT'S MY ALLIGATOR TEETH AND IT'S
EATING 6 AND 7 TENTHS.
ALL RIGHT, SO NOW IT'S TIME FOR
A CHALLENGE.
WELL, YOUR CHALLENGE TODAY IS
GONNA BE A DOOZY, BUT LUCKY FOR
YOU WE CAN DO IT TOGETHER.
SO HERE'S THE CHALLENGE.
ORDERING TENTHS, FINDING OUT
WHICH NUMBERS ARE BIGGER AND
WHICH NUMBERS ARE SMALLER WHEN
WE'VE GOT THEM WITH CHUNKS
INVOLVED.
SO THE FASTEST PERSON TO RUN THE
100 METRE RACE AT THE OLYMPICS
IS CONSIDERED THE FASTEST PERSON
TO RUN ON EARTH, AND WE HAD A
CHAMPION FROM CANADA CALLED DON
VAN BAILEY WHO RAN IT FROM 10.8
SECONDS ONCE, AND THAT WAS VERY
EXCITING.
THE FIRST QUALIFYING RACE FOR
THE 100 METRES KICKED OFF AT THE
FIRST OLYMPIC GAMES IN THE
MODERN ERA.
CONSIDER SOME OF THESE OLYMPIC
GOLD MEDAL RACE TIMES FOR THE
100 METRE RACE FROM 1896 TO
1996.
THESE ARE ALL IN SECONDS.
SO WE'VE GOT
9.8, 10.2, 10.3, 12.0, 10.4,
10.5, 11.0, 9.9.
OUR JOB'S GOING TO BE ORDERING
THESE TIMES FROM FASTEST TO
SLOWEST.
AND THEN THINKING ABOUT HOW DID
THAT CONNECT TO THE LARGEST
NUMBER TO SMALLEST NUMBER.
SO I'M GOING TO GIVE YOU A FEW
SECONDS TO FIGURE IT OUT, AND
THEN WE'RE GOING TO WORK THROUGH
A SOLUTION TO THAT PROBLEM
TOGETHER.
A four-column table appears. Columns read "Tens. Ones. Tenths. Fastest to slowest. What does that mean exactly?"
He continues ALL RIGHT, SO WE ARE BACK AND WE
ARE GOING TO SOLVE THIS PROBLEM.
WELL, LET'S DO IT.
LET'S DO IT FASTEST TO SLOWEST.
SO FUR... IF YOU'RE FASTER, IT
MEANS SMALLER NUMBERS.
LET'S LOOK AND SEE IF WE CAN SEE
THE SMALLEST NUMBER, AND THAT'S
LOOKING AT THE TENTHS.
SO I SEE THE NUMBER 9, 11, 10,
12.
WELL WE KNOW THAT 9 IS THE
SMALLEST NUMBER FROM 9, 10, 11
AND 12, AND WE KNOW THAT THE
FIRST NUMBER, THE SMALLEST
NUMBER GOING TO BE THE 9.1, SO
LET'S PUT DOWN 9.1.
SO I'VE GOT 9 AND 9 TENTHS AND 9
AND 8 TENTHS.
WE TALKED ABOUT THAT BEFORE.
WE KNOW THAT 8 IS LESS THAN 9,
SO THE SMALLEST NUMBER IS 9 AND
8 TENTHS.
THEN WE'VE GOT 9 AND 9 TENTHS.
PERFECT.
WE'RE WELL ON OUR WAY TO SOLVING
THIS PROBLEM.
NOW AFTER 9 SECONDS WE HAVE 10
SECONDS.
IN 10 SECONDS WE HAVE 1 TENTHS, 0
ONCE AND LET'S SEE WHICH NUMBERS
WOULD BE THE SMALLEST.
SO I'VE GOT 10 AND 2 TENTHS,
3 TENTHS
3 TENTHS, 4 TENNIS AND 5 TENTHS.
LET'S FILL THOSE IN IN ORDER.
WE CAN SEE ONE, TWO, THREE,
FOUR, FIVE.
WE'RE JUST GOING UP FROM FASTEST
TIME OR SMALLEST NUMBER UP TO
OUR BIGGEST NUMBER.
NOW LET'S LOOK FOR 11S.
WELL, WHERE DO WE HAVE AN 11?
OH, LOOK AT THIS, WE MISSED ONE.
WE MISSED 10 AND 8 TENTHS.
WELL, WE CAN FIX THAT PROBLEM
RIGHT HERE.
WE KNOW THAT 10 AND 8 TENTHS IS
BIGGER THAN 10 AND 5 TENTHS
BECAUSE 8 IS BIGGER THAN 5.
SO NOW WE'RE ON TO THE NEXT ONE.
WELL, THERE'S OUR 11.
11 HAS ONE TEN, ONE ONE AND IN
THIS ONE WE'VE GOT NO TENTHS, SO
IT WAS JUST 11 SECONDS.
AND OUR VERY FINAL ONE THAT
WE'RE GOING TO POP IN, HEY,
THERE IT IS, IT'S 12.
WE KNOW THAT 12 SECONDS IS ONE
TEN, TWO ONES AND NO TENTHS.
THERE YOU HAVE IT, FOLKS.
WE HAVE SOLVED THIS PROBLEM, SO
WHAT WE ARE GOING TO DO NOW,
AMAZING HUMAN BEINGS, IS YOU ARE
GOING TO GET TO WATCH A LITTLE
VIDEO ON ROUNDING.
ENJOY.
(ring bells)
The Teacher says CLASS, LISTEN UP, YES, SO
TODAY WE'RE TALKING ABOUT
SOMETHING VERY IMPORTANT,
ROUNDING.
THIS IS SOMETHING YOU'LL BE
USING FOR THE REST OF YOUR LIFE.
NO, I DON'T MEAN DRAWING
CIRCLES.
ROUNDING HAS TO DO WITH MATH.
HOW?
WELL, I GUESS THAT'S WHAT THE
VIDEO IS FOR.
A song plays. Against a purple screen, an animation shows numbers with decimals.
It says LET'S SAY YOU NEED A WHOLE
NUMBER.
LIKE SIX OR TWO.
BUT YOU HAVE 7.6.
WHAT ON EARTH CAN YOU DO?
WELL, YOU'VE GOTTA ROUND,
ROUND, ROUND UP OR DOWN.
YOU'VE GOTTA.
ROUND, ROUND, ROUND UP OR
DOWN.
HOW DO YOU.
ROUND, ROUND, ROUND UP OR
DOWN.
I'LL TELL YOU.
HOW TO ROUND, HOW TO ROUND.
SO LOOK AT THE NUMBER ON THE
RIGHT.
IT WILL TELL YOU TO ROUND DOWN
OR UP.
IF IT'S FROM ONE TO FOUR, YOU
ROUND DOWN.
IF IT'S FROM FIVE TO NINE, YOU
ROUND UP.
OKAY.
YOU'VE GOTTA ROUND, ROUND,
ROUND UP OR DOWN.
YOU'VE GOTTA.
ROUND, ROUND, ROUND UP OR
DOWN.
HOW DO YOU?
ROUND, ROUND, ROUND UP OR
DOWN.
I'LL TELL YOU.
HOW TO ROUND, HOW TO ROUND.
LET'S PRACTICE.
7.6 ROUNDS UP TO 8.
2.3 ROUNDS DOWN TO 2.
6.1 ROUNDS DOWN TO 6.
YOU'VE GOT IT.
AND 1.8 ROUNDS UP TO 2.
YOU'VE GOTTA ROUND, ROUND,
ROUND UP OR DOWN.
YOU'VE GOTTA.
ROUND, ROUND, ROUND UP OR
DOWN.
NOW WE CAN ROUND, ROUND,
ROUND UP OR DOWN.
WE'LL TELL YOU HOW TO ROUND,
HOW TO ROUND.
The song ends.
The Teacher says THERE WE ARE.
WELL, I HOPE YOU ALL LEARNED HOW
TO ROUND, ROUND, ROUND UP OR
DOWN.
SO LET'S THINK.
WHAT'S SOMETHING WE COULD ROUND
DOWN?
THE NUMBER OF CAPS?
I GUESS SO.
WHAT ABOUT ROUNDING UP?
YOUR GRADES?
I'M STARTING TO SEE A PATTERN
HERE.
HOW ABOUT WE ROUND UP THE TIME
FOR LUNCH?
SOUND GOOD?
Cameron says ISN'T THAT MATH TEACHER IN
THAT VIDEO NOT THE FUNNIEST?
I THINK I WANT TO BE IN HIS
CLASS.
THAT SEEMS AMAZING.
YOU KNOW WHAT ELSE LIKES THAT
TEACHER?
THE CANADIAN COWBOY.
HE IS GOING TO COME BACK AND
HE'S GOING TO GIVE US A
[INDISCERNIBLE] SO THAT WE CAN
WORK ON ROUNDING TOGETHER.
SO MAKE SURE YOU STILL HAVE THAT
PENCIL AND PAPER AND GET
YOURSELF READY FOR A LITTLE
ROUNDING PRACTICE.
WE'LL SEE YOU IN A BIT.
A slate reads "Hey, we can do that! I like to think of a rounding rollercoaster." It shows an arch with numbers from 1 to 9.
Canadian Cowboy says ALL RIGHT.
WELL, I THINK WE CAN DO THAT FOR
SURE.
DID YOU SEE THAT VIDEO?
EDUCATIONAL AND ENTERTAINING.
THAT'S MY FAVOURITE KIND OF
VIDEO.
SO WHEN I THINK ABOUT ROUNDING
AND SOME OF THOSE IDEAS WE JUST
HEARD ABOUT, I LIKE TO THINK OF
THE ROUNDING ROLLER COASTER.
WHAT IS THE ROUNDING ROLLER
COASTER YOU ASK ME?
WELL, THE ROUNDING ROLLER
COASTER IS THIS, AS SUCH.
YOU LOOK AT THE NUMBER THAT
YOU'RE ROUNDING, THE LAST DIGIT,
AND YOU SAY TO YOURSELF, HMM,
WHERE IS IT ON THE TRACK OF THE
ROLLER COASTER GOING UP AND
DOWN?
SO THE NUMBERS 1, 2, 3 OR 4 IT
HASN'T REACHED THE PEAK.
IT HASN'T REACHED THE TOP, SO IT
COMES BACK DOWN TO THE NUMBER
THAT COMES BEFORE IT, WHEREAS
THE NUMBERS 5, 6, 7, 8 OR 9, IT
HAS REACHED THE PEAK AND IT'S
GOING TO RIDE DOWN THE ROLLER
COASTER INTO THE NEXT NUMBER.
LET'S SEE WHAT THAT MEANS IN
ACTION ON THE NEXT SLIDE.
SO LET'S LOOK AT HOW WE CAN
ROUND SOME OF OUR OLYMPIC TIMES
THAT WE HAD FROM BEFORE.
A two-column table appears. The numbers on the first column read "9.8, 10.2, 10.3, 12.0, 10.4, 10.5, 9.9, 10.6."
He continues THE FIRST THING WE'RE GOING TO
LOOK AT IS THE DIGIT THAT WE'RE
ROUNDING, AND FOR US WE ARE
GOING TO BE ROUNDING THE TENTHS
DIGIT, THE TENTHS DIGIT, INTO
THE NEXT ONE, SO FOR US ON THIS
FIRST ONE, IT IS NINE AND
8 TENTHS.
WHERE'S THE 9 AND 8 TENTHS?
WHERE'S 8 ON THE ROUNDING ROLLER
COASTER?
HERE IT IS, SO IT SAYS ROUND UP
TO THE NEXT NUMBER, SO 9 AND
8 TENTHS ROUNDS UP TO 10.
PERFECT.
NOW LET'S LOOK AT OUR NEXT
NUMBER, WHICH IS 10 AND 2 TENTHS.
SO AGAIN, WE LOOK AT THE 2
BECAUSE THAT'S IN THE TENTHS
COLUMN, AND WE'RE GOING TO ROUND
TO THE NEXT WHOLE NUMBER, EITHER
BEFORE OR AFTER, SO WHERE'S THE
TWO?
WELL, HERE IT IS.
IT'S ON THE ROUND DOWN SIDE, SO
IT DOESN'T MAKE IT ALL THE WAY
OVER TO 11.
IT COMES BACK DOWN TO 10.
SO THAT'S KIND OF INTERESTING,
9.8 AND 10.2 WOULD BOTH ROUND TO
THE NUMBER 10.
I'M GOING TO GIVE AWE MINUTE TO
TRY THE REST OF THEM.
ALL RIGHT, SO I HOPE YOU HAD A
CHANCE TO CHECK OUT SOME OF THE
ANSWERS OR THINK IT ALONGSIDE
WITH ME AS WE DECIDE.
3 IS ROUND DOWN, SO THAT MEANS
10.3 ROUNDS DOWN TO THE NUMBER
JUST BEFORE, WHICH IS 10.
12 IS AN EVEN NUMBER, IT'S
ALREADY A WHOLE NUMBER.
THERE'S NO ROUNDING NECESSARY.
HOW ABOUT 10.4?
ONE, TWO, THREE, FOUR, STILL ON
THE ROUND DOWN SIDE, SO IT
BECOMES 10.
LET'S TRY THIS TRICK Y ONE.
10.5, I'M THE ROUND UP, SO
WHAT'S THE NEXT NUMBER AFTER 10?
WELL, HOWDY, THAT'S 11.
9.9, GO ALL THE WAY AROUND,
THAT'S A ROUND UP AS WELL, THAT
ROUNDS UP TO 10.
LAST BUT NOT AT LEAST, 10.6,
MADE IT OVER THE BRIDGE.
WE ARE AT THE PEAK SO WE ROUND
UP TO THE NEXT NUMBER AFTER 10
IS 11.
SO I HOPE THAT MADE SOME SENSE
FOR YOU ABOUT THE ROUNDING, AND
I LOOK FORWARD TO SEEING YOU IN
A LITTLE WHILE.
Hosts say LET'S FIND OUT!
A caption reads "Melissa. Shamus and Ruth."
Melissa is in her mid-twenties, with long straight brown hair and bangs. She wears a white jacket and a pink woollen hat.
In a modern kitchen, Melissa says MONEY PALOOZA IS THIS NEW
GAME WHERE YOU RACE TO COUNT
MONEY.
I JUST PLAYED RUTH, AND THINGS
GOT A LITTLE CRAZY.
Pictures show Melissa and a woman laughing and showing money.
In off, Seamus says WELL, I JUST WANT TO... MY
SIX-YEAR-OLD COUSIN, SO I FEEL
PRETTY UNSTOPPABLE.
Melissa sighs and says THAT'S MY LINE!
On a tablet, she reads ARE YOU CHALLENGING ME TO A GAME
OF MONEY-PALOOZA?
Seamus says YES.
MY PLACE RIGHT NOW.
Melissa says THEN I ACCEPT YOUR CHALLENGE
AND I WILL RISE TO IT!
She stands on her seat and says NOT SAFE.
I'M GOING TO SEAMUS'S HOUSE TO
PLAY MONEY-PALOOZA!
A fast-motion clip shows Melissa running to a house.
Now, in a living room, Melissa says HEY, SEAMUS.
Seamus is in his twenties, clean-shaven with curly black hair. He wears a tall hat, glasses, a plaid shirt and light orange trousers.
Seamus says HEY, MELISSA.
ARE YOU READY TO SEE WHO HAS THE
BEST COUNTING SKILLS?
Melissa says YOU BET I AM, AND WHEN I WANT
TO FIND SOMETHING OUT, I AM
UNSTOPPABLE!
Seamus says RIGHT, OKAY, I'VE DIVIDED THE
MONEY UP.
Melissa says MONEY.
Seamus says NOW I'LL DRAW THE FIRST MONEY
CHALLENGE.
Melissa sings MONEY CHALLENGE.
Seamus says HERE IT IS.
He shows a card.
He says BIG SCHOOL
PROJECT SUPPLIES.
14.55 DOLLARS.
Melissa says WHOEVER COUNTS THE MONEY THE
FASTEST WINS.
Seamus says READY.
Melissa says SET.
They yell GO!
Melissa says OKAY, I CAN DO TWO FIVES...
[talking at the same time]
Seamus says 14.55 DOLLARS.
Melissa says YOU GOT LUCKY THIS TIME,
SEAMUS.
Seamus says IT'S NOT LUCK.
They continue counting money.
Seamus says NEXT MONEY CHALLENGE.
BACK TO SCHOOL CLOTHES, 76 DOLLARS.
Melissa says I DON'T UNDERSTAND WHY YOU
KEEP BEATING ME.
Seamus says BECAUSE YOU'RE NOT COUNTING
IN ANY ORDER.
TO MAKE 76 DOLLARS, YOU START OFF WITH
A 50, THEN WORK YOUR WAY DOWN
TO THE 20 AND THE NEXT SMALLEST
BILL IS . . .
Melissa says THE 5, AND THEN THE SMALLEST
COIN IS THE LOONIE.
76.
Seamus says SEE?
GOT IT.
Melissa says WOW!
HEY, THANKS FOR THE TIPS,
SEAMUS.
I THINK MAYBE NOW I HAVE A
CHANCE OF BEATING YOU.
AND THAT'S CALLED A VICTORY
MOMENT!
NOW I KNOW THAT WHEN I'M
COUNTING MONEY, IT IS SO MUCH
EASIER TO START WITH THE LARGEST
BILL AND WORK YOUR WAY DOWN TO
THE SMALLEST COIN.
I'M A COUNTING MACHINE.
Back in the kitchen, Melissa talks to her tablet.
She says WELL, SEAMUS, I'M IMPRESSED.
YOU REALLY GAVE ME A RUN FOR MY
MONEY THERE.
SEE WHAT I DID THERE?
RUN FOR MY MONEY?
HAH HAH.
Seamus says I THOUGHT I NEEDED TO PUT MY
MONEY WHERE MY MOUTH IS, HAH,
GET IT?
Melissa says YOU MAKE NO CENTS!
SEAMUS!
YAZZA!
Seamus says I'M SO FUNNY.
Cameronsays WELL, WASN'T THAT A LOT OF
LEARNING TODAY?
SOMETIMES WE LEARN A LOT OF NEW
THINGS, LIKE WE DID TODAY WITH
TENTHS, AND ROUNDING, IT'S A
GOOD IDEA TO TAKE THAT LEARNING
AND PUT IT ALL TOGETHER AND
TEACHERS SOMETIMES CALL THAT
CONSOLIDATING.
RIGHT NOW THE CANADIAN COWBOY
GAVE ME A CALL AND HE SAID,
CAMERON, HERE'S WHAT YOU NEED TO
DO.
YOU NEED TO GIVE ME TWO MORE
MINUTES AND I WILL CONSOLIDATE
OR PUT TOGETHER ALL OF THAT
KNOWLEDGE THAT THEY LEARNED
ABOUT ROUNDING AND TENTHS.
THAT'S INCREDIBLE.
I'M EXCITED TO SEE IT ONE MORE
TIME.
I HOPE YOU ARE AS WELL.
WE'LL SEE YOU ALL BACK HERE
AFTER HE CONSOLIDATES YOUR
KNOWLEDGE.
WE'LL SEE YOU IN A MINUTE.
Canadian Cowboy says WELL, THAT'S ALMOST ALL THE
TIME I HAVE WITH YOU ALL TODAY.
IT HAS BEEN A TRUE PLEASURE
WORKING THROUGH TENTHS, ROUNDING
AND THINKING ABOUT MONEY
TOGETHER.
I'VE REALLY ENJOYED OUR TIME.
FOR OUR LAST THREE THINGS I'D
LIKE US TO DO, THE FIRST THING
IS I WANT TO THINK ABOUT, LET'S
THINK ABOUT PULLING ALL OUR
KNOWLEDGE TOGETHER.
SO WHEN WAS THE LAST TIME YOU
USED MONEY?
I KNOW FOR MYSELF I CAUGHT A COW
THE OTHER DAY, AND IT COST ME
14.73 DOLLARS.
THIS... LET'S SEE HOW THAT
NUMBER LOOKED WHEN WE'RE
REPRESENTING MONEY AND TENTHS.
SO IF I BOUGHT A COW FOR 14.73,
WE CAN SEE THAT I HAD ONE WHOLE
TEN, FOUR WHOLE ONES, 14, AND 73
CENTS, 73 PARTS OF A DOLLAR, OR
73 ONE HUNDREDTHS.
HUH.
SO THAT'S HOW WE REPRESENT MONEY
WHEN WE HAVE PARTS OF A DOLLAR.
PARTS OF A DOLLAR ARE
REPRESENTED WITH MONEY AS CENTS.
WE CAN ALSO LOOK AT THEM AS
COMING OUT AS WHOLE NUMBERS.
USUALLY WHEN WE TALK ABOUT CENTS
WE ARE TALKIN ABOUT PART OF A
DOLLAR... TALKING ABOUT PART OF
A DOLLAR.
THAT'S KIND OF HOW WE DID THAT.
I ENCOURAGE YOU NEXT TIME YOU'RE
OUT IN THE GROCERY STORE OR
YOU'RE COUNTING UP
YOUR ALLOWANCE,
YOU SHOULD REALLY LIKE AND SAY
WHAT AMOUNT IS MONEY IS THIS,
AND MAYBE YOU COULD WRITE IT
DOWN AND CHECK IT OUT.
LET'S DO OUR LAST PRACTICE
QUESTION.
I'M GOING TO LEAVE THIS ONE WITH
YOU TO THINK ABOUT AND TRY ON
YOUR OWN.
SO CHECK OUT THESE FIVE NUMBERS,
4.7, 9.3, 3.5, 2.9 AND 7.1.
YOUR CHALLENGE BEFORE YOU GO OUT
IS TO SAY, HMM, COULD I ORDER
THESE NUMBERS FROM GREATEST OR
BIGGEST TO LEAST?
RIGHT?
AND THEN COULD YOU ALSO ROUND
EACH NUMBER TO THE NEAREST WHOLE
NUMBER?
SO THINK ABOUT OUR ROUNDING
ROLLER COASTER.
AS WELL, THE FINAL CHALLENGE IS
COULD YOU WRITE EACH NUMBER IN
EXPANDED, PUBLIC THIS PLUS THIS
PLUS THIS, AND WORD FORM, TO
FOUR AND SEVEN TENTHS.
SO I ENCOURAGE YOU TO DO THAT
BEFORE YOU GO TODAY, AND THEN
YOUR LAST THING IS TO KIND OF
THINK ABOUT HOW DID YOUR LESSON
GO?
HOW DO YOU FEEL ABOUT YOUR
LEARNING ABOUT TENTHS AND
ROUNDING TODAY?
DO YOU HAVE AN EXCELLENT
UNDERSTANDING?
VERY GOOD?
A slate reads "I feel: I have an excellent understanding of the concepts. I have a very good understanding of the concepts. I have some understanding of the concepts. My understanding of the concepts needs a lot more work."
He continues SOME UNDERSTANDING, OR DO YOU
WANT TO WORK A LITTLE HARDER AND
LEARN A LITTLE MORE?
WHILE YOU THINK ABOUT THAT, I'M
GOING TO SEND IT BACK TO
CAMERON, TEACHER CAMERON OVER
THERE IN THE RANCH, AND I'M
GOING TO WISH YOU ALL A
WONDERFUL DAY.
IT'S BEEN A PLEASURE LEARNING
WITH YOU.
WE'LL SEE YOU NEXT TIME.
BYE-BYE.
(music plays)
Olive wears a dark blue jacket, white shirt and red tie. She has long black hair tied-up.
Olive says MY NAME IS AGENT OLIVE.
THIS IS MY PARTNER, AGENT OTTO.
Otto wears the Odd Squad uniform and has black hair with bangs.
She continues THIS IS WHAT I HAD FOR LUNCH
TODAY, BUT THAT'S...
WE WORK FOR AN ORGANIZATION RUN
BY KIDS THAT INVESTIGATES
ANYTHING STRANGE, WEIRD AND
ESPECIALLY ODD.
OUR JOB IS TO PUT THINGS RIGHT
AGAIN.
[Theme music plays]
Fast clips show the agents' adventures.
Olive says WHO DO WE WORK FOR?
WE WORK FOR ODD SQUAD.
The Odd Squad golden shield appears against a black screen.
A file reads "Zero effect."
[clock ticking]
Olive, Otto and a young woman with black hair sit at a table. They look at each other. The woman hiccups and a vase breaks.
Olive says YEP, THOSE ARE EXPLODING
HICCUPS ALRIGHT.
Otto says WE'VE GOT JUST THE THING.
TRY SOME OF THIS.
GETS RID OF THEM?
EVERY TIME.
Otto hands a shiny green liquid to the woman.
The woman sighs and says THANK YOU, ODD SQUAD.
Olive says NOW IF YOU'LL EXCUSE US...
At the headquarters, O'Brian says INCOMING!
Otto and Olive teleport to the headquarters.
O'Brian says GOOD MORNING, AGENTS.
Otto says HEY, OLIVE, I KNOW WE'VE BEEN
WORKING TOGETHER FOR A LITTLE
WHILE NOW, BUT IT'S MY BIRTHDAY
TOMORROW.
Olive opens a card and reads OTTO'S TURNING 10.
She says 10?
Otto says TOO TALL FOR 10.
Olive says TOO SHORT FOR 12.
AND I'D BE HAPPY TO GO.
QUIET DAY AT THE SQUAD.
Agents and different animals fill the main hall.
Otto says HEY.
Miss O yells OLIVE!
OTTO!
IN MY OFFICE, NOW!
Otto says BETTER MOOD THAN USUAL.
Miss O says SOMETHING VERY ODD HAS
HAPPENED.
Otto says QUESTION, WHO'S THAT GUY?
Glen waves at them. He wears a pink shirt, a colourful hat and an apron with cupcakes.
Miss O says OH, THAT'S GLEN.
HE'S OPENING THE NEW CUPCAKE
SHOP IN TOWN.
Glen says I'M GOING TO HAVE 1 MILLION
BILLION TRILLION FLAVOURS.
WE'RE GOING TO HAVE CHOCOLATE
WITH VANILLA FROSTING, CHOCOLATE
BUTTERSCOTCH WITH KETCHUP
CENTRES.
Miss O says THANK YOU, GLEN.
Glen says I'LL JUST LEAVE MY BOX RIGHT
HERE.
Miss O says AS I WAS SAYING . . .
A picture appears on a screen behind her.
She continues THERE'S
A PHOTO OF THE GIANT BALL OF GUM
THE TOWN'S MUSEUM.
IT'S MADE UP OF THOUSANDS OF
WADS OF CHEWED BUBBLE GUM EXCEPT
THIS MORNING IT SHRUNK DOWN TO
ONE WAD.
THERE USED TO BE THREE ZEROS
AFTER THAT ONE.
Otto says WHY DID THE BALL OF GUM
SHRINK FROM A THOUSAND WADS TO
ONE WAD?
Olive says I HAVE A HUNCH WHAT'S
HAPPENING, BUT I NEED MORE
EVIDENCE.
Miss O yells WHAT ARE YOU WAITING FOR?
GO!
I'M GETTING TOO YOUNG FOR THIS.
Olive and Otto stand in magical tubes.
Olive says SEND THIS TO POLYGRAPH.
O'Brian says PREPARING.
Olive and Otto teleport through tunnels into a neighborhood. Holly sells hot chocolate in a stand.
Holly says HEY, OLIVE.
HEY, OTTO.
HERE'S YOUR USUAL.
Olive says THANKS, HOLLY.
Otto says PERFECT.
Olive says SAY, THERE'S SOME ODD STUFF
GOING ON AROUND TOWN.
HAVE ANY GRAPHS THAT MIGHT HELP
US OUT?
Holly says LET'S SEE.
THIS IS A BAR GRAPH SHOWING HOW
MUCH MONEY I MAKE SELLING HOT
CHOCOLATE.
HAVEN'T MADE MUCH TODAY.
I'M NEVER, EVER GOING TO GET
THAT PONY.
Olive says MAYBE BECAUSE THE PRICE OF
YOUR HOT CHOCOLATE HAS GONE
DOWN.
Holly yells 5 CENTS?
BUT IT USED TO SAY 5 CENTS, 5.0.
WHAT HAPPENED TO THE ZERO?
Olive says SAME THING THAT'S HAPPENING
TO ZEROS ALL AROUND TOWN.
THEY'RE DISAPPEARING.
Otto yells NO!
He says WAIT, WHY IS THAT A PROBLEM?
ZEROS STAND FOR NOTHING, SO
NOTHING IS THE MATTER.
Olive says NO, A ZERO ONLY MEANS NOTHING
WHEN IT'S BY ITSELF.
BUT TAKE THE MARSHMALLOWS, FOR
EXAMPLE.
Olive uses a magical gun to project marshmallows as a hologram.
Olive says THIS IS 1,000 MARSHMALLOWS.
RIGHT NOW THERE'S A 1 IN THE
THOUSANDS PLACE AND A 0 IN THE
HUNDREDS PLACE, THE TENS PLACE
AND IN THE ONES PLACE.
TAKE AWAY ONE ZERO . . . THE ONE
MOVES TO THE HUNDREDS PLACE AND
IT BECOMES 100.
BUT LOSE ONE MORE ZERO, THE ONE
MOVES TO THE TENTHS PLACE.
THAT'S 10.
TAKE AWAY THE LAST ZERO, THAT'S
JUST 1, WHICH IS WHY THE GUM
SHRUNK FROM 1,000 WADS TO 1 WAD.
HOW THE ZEROS JUST DISAPPEAR?
Holly says YOU KNOW YOU HAVE TO PAY FOR
THAT, RIGHT?
Back at headquarters,Miss O says SOUNDS LIKE WE'VE GOT
OURSELVES A NUMBER HOG.
Olive and Otto say A WHAT?
Miss O says A NUMBER HOG.
YOU CAN EXPLAIN.
WHERE IS HE!
Oscar slides down a slide. He wears glasses, a green bow tie and a white doctor apron.
Oscar says HEY, GUYS, SO A NUMBER HOG IS
BASICALLY SOMEBODY THAT USES UP
A NUMBER SO MUCH THAT THEY START
SUCKING UP ALL THAT NUMBER.
SO SAY, LIKE, A NUMBER FOUR.
FOUR, FOUR, FOUR, FOUR, FOUR,
FOUR, FOUR, FOUR, AND THEN . . .
[sucking sounds]
Olive says SO IF WE DON'T FIND THE NUMBER
HOG, HE'S GOING TO SUCK UP ALL
THE ZEROS IN THE WORLD?
Otto says WAIT, IF WE DON'T FIX THIS
ZERO PROBLEM, I'M NOT TURNING 10
TOMORROW!
The zero on Otto's birthday card disappears.
Olive says OTTO'S TURNING 1!
Otto says BUT I DON'T WANT TO TURN INTO
A BABY!
NO OFFENCE, AGENT OLSEN.
[baby noises]
Olsen is a baby. He sits playing with a baby mobile.
Olive says AGENT OTTO, LET'S THINK.
SOMEHOW, SOME WAY WE WILL FIND
THAT NUMBER HOG.
IF WE HAVE TO CLIMB THE HIGHEST
MOUNTAIN OR SWIM THE DEEPEST
OCEAN, WE WILL...
Oscar says OR WE COULD JUST USE MY
NUMBER HOG FINDER.
Olive grabs Oscar's device.
Olive says THAT WILL WORK.
COME ON, PARTNER.
Miss O says AGENT AUSTIN, I WANT THAT
REPORT ON MY DESK BY FIVE.
[phone ringing]
Olive and Otto appear on a snowy park.
Olive says HERE WE ARE.
THIS IS WHERE THE GADGET SAYS TO GO.
Otto says IT'S OVER.
TOMORROW I'M GOING TO BE IN
DIAPERS.
Olive says WHAT ARE WE MISSING?
Otto says UNLESS SOMETHING IS MISSING
FROM THE DIRECTIONS.
They say ZEROS!
THE DIRECTIONS ARE MISSING
ZEROS!
BECAUSE ZEROS ARE DISAPPEARING.
STOP TALKING AT THE SAME TIME AS
ME.
YOU STOP!
Otto says SO HOW DO WE FIX THE
DIRECTIONS?
Olive says OTTO, I CAN'T HOLD IT
ANYMORE.
I REALLY HAVE TO GO TO THE MATH
ROOM.
Otto says ME TOO.
They magically appear in a colourful 3D dimension.
Olive says HI, MATH ROOM.
OKAY, SO 8 MAIN STREET WASN'T
RIGHT.
Otto says WHAT IF WE HAD ONE ZERO, THE
8 FROM THE ONES PLACE MOVES TO
THE TENS PLACE AND MAKES 80 MAIN
STREET.
Math Room says DESTINATION 80 MAIN STREET.
Otto says THE TOWN LAKE?
Olive says LET'S SEE WHAT HAPPENS WHEN
WE ADD TWO ZEROS.
THE 8 MOVES TO THE HUNDREDS
PLACE AND IT'S 800.
Math Room says 800 MAIN STREET.
An animated cubic shape opens up to show a store.
Otto says A CUPCAKE SHOP?
Olive says WAIT, REMEMBER THAT CUPCAKE
GUY IN THE OFFICE?
HE WAS GOING TO HAVE 1 MILLION
BILLION TRILLION FLAVOURS?
Math Room says GENERATING THE NUMBER 1
MILLION BILLION TRILLION.
Otto says THAT'S A LOT OF ZEROS.
HE MUST BE THE NUMBER HOG!
Olive says LET'S GO.
At his shop, Glen says SO MANY ZEROS!
Olive and Otto yell ODD SQUAD, ODD SQUAD, STOP
RIGHT THERE, NUMBER HOG!
Glen says NUMBER HOG?
Otto says THERE'S THE ZEROS.
Olive yells GET THEM!
[Yelling]
The agents rip off a long number from a wall.
Otto says PARTNER, PARTNER, THAT'S
ENOUGH!
Otto looks at a cupcake and says MAY I?
Glen says SURE, SURE.
At the headquarters, Oscar says THEY DID IT.
LOOK, EVERYONE, THE ZEROS ARE
COMING BACK!
[Cheers and Applause]
WHOO!
Otto looks at his birthday card and says OTTO'S TURNING 10!
WOO HOO!
Glen says I HAD NO IDEA I WAS A NUMBER
HOG.
I'M SO EMBARRASSED.
Olive says THAT'S OKAY.
IT HAPPENS TO THE BEST OF US.
Glen says HOW AUTOMATIC I GOING TO GET
PEOPLE TO VISIT MY CUPCAKE SHOP
NOW?
Otto says YOU KNOW, I DO NEED CAKE FOR
MY PARTY.
Glen says WHOO!
Later, the agents enjoy Otto's birthday party.
Olive says HAPPY BIRTHDAY, AGENT OTTO.
Otto says THANKS, PARTNER.
Glen says CUPCAKE, FROSTING?
Olive says THAT'S ME.
Otto says LOOKS GOOD.
Oscar says GLAD TO HAVE YOU ON THE
SQUAD, OTTO.
YOU'RE SO MUCH BETTER THAN THE
LAST PARTNER.
Otto says WHO WAS YOUR LAST PARTNER?
Oscar says [INDISCERNIBLE] AS USUAL.
An animated spinning structure reads "Welcome to headquarters. The Break room."
Oscar says GREETINGS, AGENTS.
HAVE YOU GOT TIME BETWEEN CASES
MAKE SURE YOU VISIT THE ODD
SQUAD BREAK ROOM.
IT FEATURES LOTS OF ODD FOOD,
LIKE BAGELS WITH NO HOLES, AND
YOU WON'T BE ABLE TO GET ENOUGH
OF INVISIBLE PIZZA.
DELICIOUS.
HUH, THIS REMINDS ME OF THAT ONE
TIME I LOST THE INVISIBLE TIGER.
[roaring]
He gets scared and runs away.
Oscar says AND THERE'S NO NEED TO GO
BACK FOR SECONDS THANKS TO THE
ZERONATOR LOCATED IN THE
CONDIMENTS TRAY.
AS YOU CAN SEE, 11, 11, THE ONE
IN THE ONES PLACE, BUT WITH THE
PUSH OF A BUTTON, . . . A ZERO
APPEARS IN THE ONES PLACE AND
THE ONE GETS MOVED TO THE TENS
PLACE, MAKING 10 HEADS OF
LETTUCE.
AND WITH ANOTHER ZAP YOU CAN ADD
YET ANOTHER ZERO.
An agent uses a special gadget to multiply lettuces.
Oscar continues NOW THERE'S A ZERO IN THE ONES
PLACE, A ZERO IN THE TENS PLACE
AND THE ONE IN THE HUNDREDS
PLACE, WHICH IS THE NUMBER 100.
WOW.
NOW AT FIRST THIS MIGHT SEEM
LIKE TOO MUCH LETTUCE FOR ONE
PERSON.
BUT WHAT YOU DON'T KNOW IS . . .
THIS AGENT HAS 100 STOMACHS.
BON APPETIT.
In her office, Miss O says HAS SOMETHING ODD HAPPENED TO
YOU AT HOME OR IF YOUR SCHOOL?
HAVE YOU TURNED INVISIBLE OR
BEGUN WALKING ON THE CEILING?
HAVE YOU BEEN REPEATING MOVES
OVER AND OVER AGAIN?
ARE PEOPLE REPEATING THEMSELVES
OVER AND OVER AGAIN?
IF SO, ODD SQUAD CAN HELP.
JUST GO TO THIS WEBSITE, TVO
KIDS.COM.
The end credits roll.
Cameron says ALL RIGHT.
WHAT AN AMAZING DAY WE HAVE HAD.
WE HAVE SPENT AN INCREDIBLE
HOUR.
TODAY WE LEARNED WHAT A TENTH
WAS.
WE LEARNED HOW TO ORDER TENTHS.
WE LEARNED HOW TO ROUND.
WE MET THE CANADIAN COWBOY.
WE MET VERA.
WE MET STELLA.
WE WATCHED HOW THEY COULD PUT
THEIR LEARNING TOGETHER AND
FOUND WAYS WE COULD DO MATH
LEARNING ON OUR OWN.
SO I WANT TO THANK EACH AND
EVERY ONE OF YOU FOR THIS.
THE OTHER THING I WANTED TO
BRING UP IS THIS IDEA OF A
GROWTH MINDSET WITH MATH.
SO WHEN WE WERE WORKING WITH
MATH, WE ALWAYS HAVE TO REMEMBER
THAT, YOU KNOW WHAT, IT'S NOT
ABOUT HOW FAST YOU GO AND IT'S
NOT ABOUT GETTING THE RIGHT
ANSWER.
IT'S ABOUT TAKING TIME TO THINK
DEEPLY ABOUT OUR LEARNING, SO WE
TAKE OUR TIME AND REALIZE THAT
EVERY TIME WE MAKE A MISTAKE,
THAT HELPS US GROW.
SO I KNOW WE SAW THAT WITH THE
CANADIAN COWBOY EARLIER.
WE SAW STELLA MAKE A LITTLE
MISTAKE IN HER COUNTING, AND
THAT ALL HELPS OUR BRAINS GROW.
SO I WANT YOU TO KEEP THAT IN
MIND, MISTAKES HELP KEEP OUR
BRAINS GROW.
KEEP THAT WITH YOU THIS WEEK AS
YOU CARRY ON.
I WANT TO THANK YOU FOR TAKING
YOUR TIME TO COME AND LEARN WITH
US.
IF YOU'RE EVER FEELING STUCK,
LOST, ALONE OR NEED SOMEONE TO
SPEAK TO, YOU CAN GO TO
KIDSHELPPHONE.CA.
THEY HAVE A VARIETY OF DIFFERENT
WAYS TO CONNECT WITH ADULTS TO
HELP YOU WITH WHATEVER KIND OF
TROUBLE YOU'RE GOING THROUGH.
SO REMEMBER YOU'RE NEVER ALL,
ALL ALONE.
KIDSHELPPHONE.CA IS THERE FOR
YOU.
I REALIZE THIS IS A TOUGH YEAR
FOR SO MANY OF US WITH THIS
PANDEMIC AND LEARNING SO
DIFFERENTLY, SO I WANT TO THANK
EACH AND EVERY ONE OF YOU FOR
TAKING THE TIME TO LEARN WITH ME
TODAY, AND I REALLY HOPE
TO SEE YOU AGAIN SOON.
ALRIGHT, BYE BYE.
(music plays)
A final slate reads "TVO Kids would like to thank all the teachers involved in the Power Hour of Learning as they continue to teach the children of Ontario from their homes."
The caption changes to "Copyright 2021. The Ontario Educational Communications Authority."
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