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Transcript: Ten Thousand
(soft music plays)
A Female Announcer says WELCOME TO
TVOKIDS
POWER HOUR OF LEARNING.
TODAY'S JUNIOR LESSON:
TEN THOUSAND.
A caption reads "Junio 4-6. Teacher James." James is in his mid-forties, with a graying beard and short graying hair. He wears a blue shirt and earphones.
James says HEY, YOUNG PEOPLE.
WELCOME TO TVO'S
TEACHER POWER HOUR.
I'M TEACHER JAMES,
AND LOOKS LIKE
WE'RE GONNA BE ABLE
TO SPEND SOME TIME TOGETHER.
SO, LET'S LEARN A
FEW THINGS WHILE WE'RE HERE.
RIGHT NOW, I HOPE THAT
YOU ARE SOMEWHERE SAFE,
THAT YOU'RE FEELING HEALTHY,
THAT YOU HAD SOME
GOOD NIGHT'S SLEEP BEFORE
AND A CHANCE TO
GO OUTSIDE TODAY.
ALL THOSE THINGS,
THEY HELP YOU FEEL GOOD,
BUT THEY REALLY
HELP HAVE YOUR MIND...
HELP YOUR MIND
BE READY TO LEARN.
WHAT WILL ALSO HELP YOU TODAY
IS TO GRAB SOME THINGS
TO WRITE WITH AND WRITE ON.
TAKE A MOMENT AND
GO GRAB A PEN, PENCIL,
HIGHLIGHTER,
CRAYON, PENCIL CRAYON,
WHATEVER YOU'RE
COMFORTABLE WRITING WITH,
MAYBE A WHITEBOARD,
WHITEBOARD MARKER,
AND GET SOMETHING TO WRITE ON.
MAYBE YOU'VE GOT A
NOTEBOOK FOR THIS,
MAYBE YOU'VE GOT A WRITING PAD
OR YOU'VE GOT SOME
GOOD ON ONE SIDE,
OR GOOSE PAPER, AS WE CALL IT,
IN MANY CLASSROOMS,
AND YOU CAN RESCUE THAT
FROM THE RECYCLE BIN,
AND WHATEVER YOU NEED TO DO
AND WHATEVER YOU NEED TO KEEP
TRACK OF YOUR THOUGHTS
TO HELP FIGURE THINGS OUT.
YOU GET YOUR THINGS
AND I'LL WAIT RIGHT HERE.
AND WHILE I'M HERE,
I'M JUST GOING TO TAKE SOME TIME
TO TAKE A FEW BREATHS
AND CENTRE MY THOUGHTS
BEFORE GOING INTO
THE LEARNING AT HAND.
IF YOU'RE ANYTHING LIKE ME,
YOU'VE PROBABLY GOT
A LOT OF THINGS ON YOUR MIND,
ESPECIALLY RIGHT NOW.
SO, TAKING A FEW
MOMENTS TO, YOU KNOW,
JUST ACKNOWLEDGE THOSE THINGS,
BUT THEN KIND OF
PUT THEM TO THE SIDE
BECAUSE WE'RE JUST GOING TO
WORK ON OUR LEARNING RIGHT NOW.
He touches his temples and continues THIS CAN HELP US OUT AND GET OUR
MINDS READY FOR LEARNING.
SO, LET'S-- I'M GOING TO TRY
JUST BREATHING IN,
GONNA BREATHE UNTIL
LIKE A COUNT OF FOUR,
HOLD IT, AND THEN RELEASE
IT FOR A COUNT OF FOUR.
LET'S TRY NOW.
SO, JUST...
(inhaling deeply)
(exhaling deeply)
He counts up to four using his fingers.
He says MAYBE ONE MORE TIME.
YEAH.
SO, I GUESS MY QUESTION
FOR YOU NOW IS,
HOW DO YOU FEEL?
I'VE GOT AN ANSWER FOR YOU,
AND SINCE THIS IS GOING
TO BE ABOUT MATH,
IT'S GOING TO
INVOLVE SOME NUMBERS.
LET'S HAVE A LOOK.
SO, HOW ARE YOU FEELING TODAY?
Now, James appears on a small window at the right top corner of the screen. The number 100 pops up.
He says AS FOR ME, I'M FEELING 100.
THERE'S LOTS OF THINGS
THAT ARE ALL RIGHT,
AND I GET TO SPEND SOME TIME
WITH YOU AND THAT'S EVEN BETTER.
IT'S MORE LIKE... 100 100S.
AND THAT MAKES ME
ASK THE QUESTION,
WHAT ARE THESE LARGER QUANTITIES
WHEN WE START SLAPPING EXTRA
ZEROS ONTO THE ENDS OF NUMBERS?
UH, WHAT IS 100 100S?
KEEP THIS QUESTION IN MIND,
ALTHOUGH, RIGHT NOW,
I'M GOING TO ASK YOU
TO USE YOUR IMAGINATION.
A four-column table appears. Each column has a geometric shape. The columns read "Thousands, Hundreds, Tens, Ones."
He says TRY TO IMAGINE, IF YOU CAN,
A LARGE GROUP OF PEOPLE GATHERED
TOGETHER FOR SOMETHING FUN.
I'M NOT TALKING ABOUT
A PARTY OR A FAMILY REUNION.
THINK BIGGER, LIKE
A CONCERT OR A FESTIVAL.
YEAH. YOU KNOW,
THOSE THINGS USED TO HAPPEN.
THOUSANDS OF PEOPLE
WOULD GET TOGETHER,
SOMETIMES IN
LARGE ARENAS OR STADIUMS.
SO, AS CHALLENGING
AS THIS MAY BE RIGHT NOW,
LET'S TRY TO IMAGINE THAT.
LIKE A LARGE-- PROBABLY A LITTLE
UNSAFE AT THIS EXACT TIME,
BUT A LARGE INDOOR GATHERING,
AND LET'S SAY THIS IS A CONCERT
AND IT'S ATTENDED
BY THE BIGGEST NUMBER
THAT WE CAN MAKE WITH-- WITH
THIS PLACE VALUE CHART YOU SEE.
NOW, TAKE A MOMENT
WITH YOUR PEN AND PAPER
AND WRITE THIS NUMBER DOWN.
JUST REMEMBER, YOU CAN ONLY HAVE
A SINGLE DIGIT IN EACH PLACE.
SO, YOUR NUMBER IS GOING
TO BE FROM ZERO TO NINE
IN EACH OF THESE PLACES
IN THE THOUSANDS,
HUNDREDS, TENS AND ONES.
WELL, LET'S...
LET'S THINK THIS OVER,
AND IT'S OFTEN GOOD IN MATH
TO KIND OF START WITH ONES
AND WORK OUR WAY OVER.
SO, FROM THE ONES PLACE,
THE LARGEST VALUE
FROM ZERO TO NINE IS NINE.
AND NEXT IS THE TENS.
THE LARGEST VALUE FROM ZERO,
ONE, TWO, THREE,
FOUR, FIVE, SIX,
SEVEN, EIGHT, NINE IS ALSO NINE.
SIMILAR TO THE HUNDREDS
AND SAME THOUSANDS,
IT'S ALSO GOING TO BE NINE.
SO, HERE'S THE LARGEST
NUMBER AVAILABLE TO US.
The numbers "9000, 900, 90, 9" appear under the table.
He continues IF WE WANT TO
EXPRESS A LARGER VALUE,
WE'RE GOING TO HAVE
TO ADD ANOTHER COLUMN
BECAUSE THAT'S HOW
OUR PLACE VALUE WORKS.
SO, WHAT DO YOU THINK
COMES AFTER THOUSANDS?
WELL, IT'S GOING TO BE,
HEY, TEN THOUSAND!
AND THAT'S ALSO OUR ANSWER THERE
FOR WHAT IS A
HUNDRED HUNDREDS THERE.
SO, IN THIS LEARNING ACTIVITY,
YOU'RE GOING TO COMPARE AND
WRITE NUMBERS UP TO 10,000
IN EXPANDED FORM.
YOU'RE GOING TO
ROUND NUMBERS UP AND DOWN
TO THE NEAREST
TEN, HUNDRED, THOUSAND,
AND YOU'RE GOING
TO SOLVE SOME PROBLEMS
THAT REQUIRE YOU TO ADD
OR SUBTRACT
WHOLE NUMBERS TO A THOUSAND.
AND TO GO BACK FROM WHAT I WAS
SAYING BEFORE,
YEAH, ONE HUNDRED
ONE HUNDREDS HERE.
NOW, WE NEED TO
UNDERSTAND PLACE VALUE
FOR THESE THINGS TO MAKE SENSE,
THAT, YOU KNOW,
DIGITS HAVE A VALUE
DEPENDING ON WHERE THEY
ARE BESIDE OTHER DIGITS.
TO GO BACK TO OUR ANSWER HERE,
IF YOU LOOK DOWN THAT NINE IN
THE THOUSANDS ISN'T NINE,
BUT IT'S NINE THOUSAND.
AND THEN, WE ADD THAT TO NINE
HUNDREDS, NINE TENS, NINE ONES.
BUT, YOU KNOW, FOR THIS...
THIS PLACE VALUE
TO MAKE SENSE,
WE NEED A SPECIAL NUMBER,
A SPECIAL DIGIT
FOR IT TO MAKE SENSE.
ALTHOUGH, THIS
NUMBER ISN'T ANYTHING.
I'M TALKING
ABOUT... ZERO.
LET'S TAKE A LOOK.
WHAT A HIT
IT'S NOT A TRICK,
IT'S MATHXPLOSION
JUST FOR YOU,
COOL AND NEW, MATHXPLOSION!
A clip plays.
(music plays)
An animated clip shows a big orange X on a blue background. It explodes and letters and numbers come out of it in all directions and float around.
Mathematician Eric appears on screen. He's in his mid-twenties. He has short dark brown hair and a beard. He wears a red T-shirt with the show's logo.
The screen turns red and the logo of the show appears next. It reads "MathXplosion." Meanwhile, cones, cubes and dices float around it.
Kids voices sing a song with lyrics that go IT'S NOT A TRICK,
IT'S MATHXPLOSION
JUST FOR YOU,
COOL AND NEW, MATHXPLOSION!
Wearing white glasses, Eric says OH, HI.
(chuckling)
IF I ASKED YOU WHAT
THE MOST IMPORTANT NUMBER WAS,
WHAT WOULD YOU SAY?
YOU MIGHT GUESS 100...
OR MAYBE 1000.
MAYBE EVEN ONE MILLION,
ONE BILLION, OR EVEN A GOOGOL.
BUT WHAT IF I TOLD YOU
THAT THE MOST IMPORTANT
NUMBER IS REALLY...
ZERO?
IT'S TRUE.
He shows a bill and says 10.
Doing a magic trick, he folds the bill, blows it and unfolds it.
He says 1000.
ZERO.
Now, he stands next to a blackboard with animated zeroes of different colours.
He says OKAY, LISTEN UP.
ZEROES CHANGE EVERYTHING.
THEY TELL US
HOW NUMBERS ARE GROWING.
FOR EXAMPLE, ONE ZERO: 10S.
TWO ZEROES: 100S.
THREE ZEROES: 1000S!
LITTLE CIRCLE,
BIG MEANING, BIG NUMBERS.
LET ME SHOW YOU.
SAY YOU WANTED TO MAKE A
FRIENDSHIP BRACELET
FOR YOUR FRIEND,
AND YOU ONLY HAD 10 BEADS.
THERE'S 10 BEADS.
BUT SAY YOU NEEDED MORE.
HMM, LET'S PUT A ZERO HERE
AND IT SUDDENLY BECOMES...
AHH...
In fast motion, he gathers groups of beads.
Eric says WHOA, THAT'S 100 BEADS!
PLACE YET ANOTHER ZERO
AND IT TURNS INTO...
WOW!
THAT'S 1000 BEADS!
WANT TO SEE WHAT
ONE MILLION LOOKS LIKE?
He removes his shoes and gets into a bathtub.
(exhaling sharply)
He pours buckets of beads into it and says ONE MILLION!
THAT IS A LOT
OF FRIENDSHIP BRACELETS.
I GUESS I NEED TO GO
FIND SOME MORE FRIENDS.
CHECK THIS OUT.
On a blackboard, Eric draws a circle and colours it. He taps on it and a clip plays.
An animated calendar appears.
Eric says I WONDER HOW LONG IT TAKES
TO COUNT TO ONE MILLION.
ONE, TWO, THREE, FOUR...
100,001, 100,002...
AND ONE MILLION!
TURNS OUT IT TAKES ABOUT 23 DAYS
TO COUNT TO ONE MILLION,
IF YOU SAY
EACH NUMBER NAME OUT LOUD.
PHEW!
I'M GOING TO BED.
The clip ends.
Eric says ZEROES CHANGE EVERYTHING.
LITTLE CIRCLE, BIG MEANING.
OH, REMEMBER,
IT'S NOT MAGIC; IT'S BATH...
UH, MATH.
IT'S NOT MATH?
OF COURSE IT'S MATH.
IT'S NOT BATH.
I'M SITTING ON A BATH,
BUT BATH ISN'T-- IT'S MATH.
A caption reads "Copyright 2016, GAPC Entertainment (MathPlosion) Inc."
James says WELCOME BACK.
BEFORE WE GET GOING,
IT'S IMPORTANT THAT YOU'RE
FEELING CONFIDENT
ABOUT PLACE VALUE
IN WHAT DIGIT MEANS.
WHAT IF IT'S TENS,
HUNDREDS, THOUSANDS?
SO, LET'S PLAY A
LITTLE GAME.
ON YOUR PAPER,
CAN YOU DRAW FOUR LINES
LIKE THE FOUR YOU SEE HERE?
AND THEN, UNDERNEATH, COULD YOU
JOT DOWN SOME NUMBERS,
LIKE FOUR, SIX, TWO, SEVEN?
SO, WE NEED TO SORT THESE DIGITS
OUT INTO A FOUR DIGIT NUMBER.
BUT THERE'S A FEW CLUES,
AND HERE THEY ARE.
SO, THE NUMBER SEVEN HAS
TO GO IN THE HUNDREDS PLACE.
THE NUMBER FOUR
IS IN THE ONES PLACE.
THE SIX GOES IN THE TENS PLACE,
AND THE TWO IN THE
THOUSANDS PLACE.
TAKE A MOMENT.
SEVEN IN THE HUNDREDS.
FOUR IN THE ONES.
SIX IN THE TENS.
TWO IN THE THOUSANDS.
OKAY, DOES YOUR NUMBER
LOOK A LITTLE LIKE THIS?
2764?
OKAY, VERY GOOD.
LET'S TRY THAT AGAIN.
JOT OUT FOUR MORE LINES AND
THESE FOUR DIGITS HERE -
EIGHT, NINE, FIVE AND FIVE.
NOW, LET'S...
LET'S HAVE SOME CLUES.
THESE ONES ARE GOING TO BE A
LITTLE-- LITTLE BIT HARDER.
OKAY, THE LARGEST DIGIT OF
EIGHT, NINE, FIVE, FIVE,
YOU NEED TO PUT IN TENS.
THEN, THE HUNDREDS
PLACE IS AN EVEN DIGIT,
AND THE THOUSANDS AND ONES
PLACE HAVE THE SAME DIGIT.
IF YOU NEED TO PAUSE THIS,
GO AHEAD AND...
GO AHEAD.
ALL RIGHT, LET'S TAKE
A LOOK AT THE ANSWER.
DO YOU HAVE
THIS NUMBER? 5895.
YOU SEE THE
LARGEST DIGIT
IS THE NINE
THAT GOES IN TENS.
AND WE SEE IT
BEGINS AND ENDS
WITH FIVE IN THE
THOUSANDS AND ONES.
LET'S DO ONE MORE.
YOU MAY NOTICE
A SMALL DIFFERENCE,
THAT WE'VE ADDED AN EXTRA...
AN EXTRA LINE,
SO THIS WILL BE
A FIVE DIGIT NUMBER.
SO, IT'S GOING TO GO
INTO THE TEN-THOUSANDS.
AND HERE'S THE DIGITS
YOU HAVE TO WORK WITH -
ZERO, THREE, TWO, ONE, FIVE.
AND LET'S LOOK AT THE CLUES.
SO, THE ZERO SHOULD GO
IN THE HUNDREDS PLACE,
THE FIVE IN THE TENS PLACE.
THE TEN-THOUSANDS
PLACE IS AN EVEN NUMBER.
THE LARGEST DIGIT SHOULD
GO IN THE ONES PLACE.
AND THEN, THE THREE SHOULD
GO IN THE THOUSANDS PLACE.
OKAY, TAKE A MOMENT AND
TRY TO SORT THOSE DIGITS OUT
AND SEE IF YOU MAKE
THE SAME NUMBER
THAT I'M ABOUT TO SHOW YOU.
ARE YOU READY? LET'S GO.
OKAY, 23,015.
I HOPE THAT-- I HOPE THAT HELPS.
A colourful map of Canada appears.
James says EARLIER, WE WERE TALKING ABOUT
THE IDEA OF 10,000 PEOPLE
BEING AT A SINGLE PLACE
FOR A GAME,
AND YOU CAN GET
10,000 PEOPLE TOGETHER.
IT COULD HAPPEN AT A PARADE,
A SPORTS ARENA, A FESTIVAL.
IF YOU'RE IN A BIG CITY,
THERE'S QUITE A FEW PLACES
WHERE 10,000 PEOPLE OR MORE
CAN CAN GET TOGETHER.
ALTHOUGH, IF YOU GO TO OTHER
PLACES IN THIS COUNTRY,
SOMETIMES 10,000 PEOPLE ARE ALL
YOU'RE GOING TO FIND
LIVING IN A SPOT, FEWER.
IF YOU'RE WATCHING THIS VIDEO,
THERE'S A REALLY GOOD CHANCE
YOU LIVE SOMEWHERE IN
THIS PLACE ON THE MAP.
THINK ABOUT
WHERE YOU LIVE.
ARE THERE 10,000
PEOPLE THERE?
ARE THERE MORE?
ARE THERE FEWER?
WELL, ONE OF
THOSE INEQUALITIES
SHOULD DESCRIBE
WHERE YOU LIVE.
WHAT'S YOUR GUESS?
DO YOU LIVE SOMEWHERE
THAT HAS MORE
THAN 10,000 PEOPLE
OR FEWER THAN
10,000 PEOPLE?
AND HOW
COULD YOU KNOW?
AND IF YOU'RE NOT SURE,
HOW COULD YOU...
HOW DO YOU THINK
YOU MIGHT FIND OUT?
WELL, IF YOU
HAPPEN TO LIVE IN
ONE OF THE TOWNS
I'M ABOUT TO LIST,
YOU'RE IN LUCK BECAUSE I HAVE
SOME STATISTICS
HERE FOR POPULATION.
COMMUNITIES HAVE FEWER
THAN 10,000 PEOPLE.
A list appears. It shows cities and their population.
James says NOW, LIKE OUR EARLIER ACTIVITY
IN THE PLACE VALUE CHART,
WE HAVE TO UNDERSTAND
THAT THE DIGIT
AND WHERE IT IS PLACED
WILL GIVE IT VALUE.
LET'S DECOMPOSE ONE
OF THESE NUMBERS.
LET'S TAKE THE
POPULATION OF IQALUIT.
IT STARTS OFF WITH A SIX AND WE
YOU KNOW IT'S NOT SIX,
BUT 6000 BECAUSE IT'S
IN FRONT OF THREE OTHER DIGITS.
THE ONE IS A 100
BECAUSE IT'S IN FRONT
OF TWO OTHER DIGITS.
AND THEN, THE TWO IS 20
BECAUSE IT'S IN FRONT
OF THE SINGLE ONES DIGIT
AND THE FOUR IS FOUR.
AND WE CAN DECOMPOSE OR WRITE
THIS NUMBER IN EXPANDED FORM,
LIKE SO, 6000 PLUS 100 PLUS 20 PLUS 4.
THE THING WITH PLACE VALUE IS,
IT IS JUST THAT -
DIGITS FROM ZERO TO NINE
HAVE A VALUE AND THEN,
WHEN THEY'RE PLACED
BESIDE OTHER DIGITS,
IT ALLOWS THEM TO
EXPRESS LARGER NUMBERS.
SO, A 6 CAN BE 6000.
The number 6481 appears next to a close-up shot of Perth in the map.
He continues NOW, DO YOU THINK YOU COULD
DECOMPOSE THIS NUMBER
FOR THE POPULATION OF PERTH,
LIKE WE JUST DID BEFORE?
JOT THIS DOWN ON YOUR PAPER
AND HAVE A LOOK AT IT.
SO, START WITH THE SIX.
WHAT IS THAT SIX OF?
A LITTLE TIP - YOU MIGHT WANT TO
COUNT ALL THE DIGITS BESIDE IT
AND WRITE THOSE
AS ZEROS INSTEAD,
AND THEN DO THE SAME WITH
THE FOUR AND THEN THE EIGHT.
YOU SHOULD HAVE SOMETHING
THAT LOOKS A LITTLE BIT
LIKE THIS ON YOUR PAGE -
6000 PLUS 400 PLUS 80 PLUS 1.
NOW, WHEN WE WRITE A NUMBER OUT
LIKE 6481, AS THAT LONGER
ADDITION STATEMENT,
IT'S EXPANDED FORM.
AND NUMBERS WITH LOTS OF DIGITS
ARE A LITTLE LIKE
ACCORDIONS OR SPRINGS -
WE CAN HAVE THEM BUNCHED UP
OR WE PULL THEM APART,
BUT IT'S STILL THE SAME VALUE.
YOU STILL HAVE ONE SPRING,
WHETHER IT'S TIGHTLY TOGETHER
OR WHETHER IT'S PULLED APART.
NOW, THAT WE'RE FEELING
A LITTLE MORE CONFIDENT
ABOUT HOW TO DECOMPOSE AND WRITE
NUMBERS IN EXPANDED FORM.
WELL, LET'S TRY THE SAME THING,
BUT WITH A FEW OTHER
STATISTICS FROM BEFORE.
PICK A TOWN THAT WE HAVEN'T
TALKED ABOUT ALREADY,
FOR ANY REASON YOU LIKE,
COPY THE POPULATION
AND DECOMPOSE THE NUMBERS
AND THEN WRITE THEM
IN EXPANDED FORM.
OH, YOU'RE DONE ALREADY?
OKAY, WELL,
PICK ANOTHER TOWN, DO IT AGAIN,
WHILE EVERYONE ELSE CATCHES UP.
WOW, YOU'RE PRETTY QUICK.
I'M GOING TO GUESS THAT
YOU CHOSE HANCEVILLE
OR MAYBE YARMOUTH.
A red arrow points to Yarmouth in the list.
He continues OKAY? I MEAN, HEY,
THAT'S PRETTY CLEVER
BECAUSE THERE'S JUST
TWO DIGITS YOU HAVE TO DO,
IF YOU PICK YARMOUTH -
IT'S JUST 7000 PLUS 500.
THAT'S A GOOD POINT.
AND THAT BRINGS US TO THE
NEXT PART OF THIS LESSON
AND THAT'S ROUNDING.
LET'S SAY, IT'S...
YOU KNOW, YOU'RE DRIVING THROUGH
A TOWN, LIKE PERTH FROM BEFORE,
AND YOU SEE A SIGN
THAT SAYS THE POPULATION
THAT LIVES IN THAT TOWN.
ODDS ARE IT'S NOT GOING
TO LOOK LIKE THIS.
IT'S NOT GOING TO SAY
PERTH POPULATION: 6481.
AND THEN, THEY COME OUT AND
CHANGE THE POPULATION SIGN
ANY TIME SOMEBODY MOVES
IN OR OUT OF THE TOWN.
IT PROBABLY LOOKS A
LITTLE MORE LIKE THIS.
The sign reads "Perth. Population: 6000."
He continues AND IT'S JUST EASIER
TO GET THIS IDEA ACROSS
BECAUSE SOMEONE HAS JUST A FEW
SECONDS AS THEY'RE DRIVING BY.
YOU KNOW,
WE WANT TO GIVE A FIGURE OF
ABOUT HOW MANY PEOPLE
LIVE IN THE TOWN.
WE CALL THIS ROUNDING
AND WHEN YOU NEED
TO PROVIDE A NUMBER
BUT YOU DON'T HAVE
TO BE TOO PRECISE
BEFORE WE GO FURTHER, THOUGH,
LET'S HAVE A LOOK AT TVO'S
HOMEWORK ZONE EPISODE ON THIS,
WHICH SHOULD GIVE YOU
THE TEMPORARY FEELING
OF BEING BACK
IN THE CLASSROOM.
(bell ringing)
In animation, a teacher in front of a class says CLASS, 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.
It says LET'S SAY YOU NEED
A WHOLE NUMBER
LIKE 6 OR 2
BUT YOU HAVE 7 DECIMAL 6
WHAT ON EARTH CAN WE DO?
WELL, YOU GOTTA ROUND, ROUND
ROUND UP OR DOWN
YOU 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
OKAY
IT WILL TELL YOU TO
ROUND DOWN OR UP
SURE
Animated numbers go up or down through two tubes.
The song continues IF IT'S FROM 1 TO 4
YOU ROUND DOWN
I SEE
IF IT'S FROM 5 TO 9
YOU ROUND UP
OKAY
YOU GOTTA ROUND, ROUND
ROUND UP OR DOWN
YOU 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 PRACTICE!
7 DECIMAL 6 ROUNDS UP TO 8
2 DECIMAL 3 ROUNDS DOWN TO 2
6 DECIMAL 1 ROUNDS DOWN TO 6
YOU GOT IT!
AND 1 DECIMAL 8
ROUNDS UP TO UP TO 2
YOU GOTTA ROUND, ROUND
ROUND UP OR DOWN
YOU 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 TESTS?
(class cheering)
I GUESS SO.
UH, WHAT ABOUT ROUNDING UP?
YOUR GRADES.
I'M STARTING TO SEE
A PATTERN HERE.
HOW ABOUT WE ROUND UP
THE TIME FOR LUNCH?
(school bell ringing)
SOUND GOOD?
The TVO Kids logo appears.
A caption reads "Copyright 2014, The Ontario Educational Communications Authority."
A yellow sign reads "9.99 dollars."
James says HEY, WELCOME BACK.
SO, THE THING WITH ROUNDING IS
THAT THERE'S A GOOD CHANCE
YOU'VE ALREADY BEEN DOING THIS,
BUT YOU DIDN'T REALLY KNOW
IT WAS CALLED "ROUNDING."
LET'S SAY THAT YOU'RE IN A STORE
AND YOU SEE A PRICE TAG
ON SOMETHING YOU LIKE,
AND IT-- IT LOOKS LIKE THIS.
AND YOU ASK THE PERSON YOU'RE
WITH IF THEY CAN BUY IT FOR YOU
AND THEY ASK,
"HOW MUCH DOES IT COST?"
IF YOU SAW THIS,
DO YOU THINK YOU MIGHT
SAY TEN DOLLARS?
AND IF SO, YOU'VE JUST ROUNDED.
IT TAKES A LOT OF WORDS TO SAY
NINE DOLLARS, NINETY-NINE CENTS.
AND THE FACT IS
IT'S JUST A PENNY OFF
FROM BEING TEN DOLLARS,
SO YOU MAY AS WELL SAY TEN.
SO, THE SAME THING HAPPENS WITH
THESE POPULATION NUMBERS,
EVEN THOUGH, SOMETIMES,
WE'LL ROUND DOWN.
IF WE WANT TO
GUESS WHAT THE SIGNS
OUTSIDE OF THESE TOWNS
AND VILLAGES SAY,
MUCH LIKE WE SAW PERTH
WAS PROBABLY 6000,
WE SHOULD PROBABLY ROUND
TO THE NEAREST THOUSAND.
THAT MEANS WE WANT TO LOOK
AT THE HUNDREDS DIGIT.
IF IT IS FOUR OR LESS,
WE ROUND DOWN,
AND IF IT'S FIVE OR GREATER,
WE ROUND UP.
Three blue population signs appear.
James continues SO, LET'S PICK ONE
OF THE
COMMUNITIES HERE
AND TAKE A LOOK
AT THESE SIGNS
AND SKETCH
WHAT YOU THINK
THE ACTUAL POPULATION
NUMBERS MAY LOOK LIKE.
WE'VE GOT BELL'S CORNERS
THAT HAS 9977,
KIRKLAND LAKE
WITH 7775,
AND WILD ROSE WITH
A POPULATION OF 8031.
SO, YOU WANT
TO LOOK AT...
WE'RE ROUNDING
TO THE THOUSANDS,
SO THAT MEANS
LOOK AT THE DIGIT
JUST TO THE RIGHT...
AND IN THAT CASE
IT'S GOING TO BE NINE,
SEVEN AND ZERO EACH.
IF THAT NUMBER
IS ABOVE FIVE,
WE'RE GOING
TO ROUND UP.
IF NOT, WE'RE GOING
TO ROUND DOWN.
ALL RIGHT, HAVE YOU
ALMOST GOT YOUR ANSWERS?
LET'S HAVE A LOOK.
DO YOUR SIGNS LOOK
SOMETHING LIKE THIS?
BELL'S CORNER
SAYS 10,000,
KIRKLAND LAKE 8000
AND WILD ROSE 8000.
AGAIN, WE ROUND
BECAUSE THE POPULATION
IS ALWAYS CHANGING
JUST A LITTLE BIT.
AND YOU'VE ONLY
GOT THOSE FEW SECONDS
AS SOMEBODY DRIVES BY,
SO YOU WANT TO
MAKE IT CLEAR
AND SIMPLE FOR
THEM TO UNDERSTAND.
LET'S TAKE A LOOK
AT TEACHER SHAHANA
AND HER LESSON ON
ROUNDING
FOUR DIGIT NUMBERS.
Shahana stands next to a wall touch screen with colourful numbers. She is in her twenties, with shoulder-length brown hair. She wears a blue T-shirt with a print that reads "Home Work Zone."
She says HI,
TVO KIDS,
I'M TEACHER
SHAHANA
AND I'M HERE
TODAY TO SHOW YOU
HOW TO ROUND
NUMBERS.
LET'S GET
STARTED WITH
A PROBLEM.
She clicks on a top menu and a word problem appears. It reads "This March my family is planning a road trip to a few cities in the United States. The driving distance from Toronto to our first destination, New York City, is 789 kilometers. From there we want to drive to Washington D.C. which is another 367 kilometers. The final stretch back to Toronto is 793 kilometers. About how many kilometers will end up driving in total to get from Toronto to New York City to Washington D.C. and back?"
She continues NOW BEFORE WE
BEGIN TO
SOLVE
THE PROBLEM,
LET'S HIGHLIGHT
SOME OF
THE KEYWORDS
THAT WE SEE.
THE FIRST
IMPORTANT WORD THAT
I SEE IN THIS
PROBLEM
IS TOTAL.
TOTAL TELLS ME
THAT I HAVE
TO USE
ADDITION IN ORDER
TO ADD UP ALL THE
DISTANCES.
I ALSO SEE
THIS WORD OVER HERE,
ABOUT.
NOW, ABOUT MEANS
THAT THEY
DON'T WANT AN
EXACT NUMBER AS
MY FINAL
ANSWER.
THEY WANT A
NUMBER THAT'S
AROUND THAT,
SO HOW DO WE FIND
OUT WHAT THAT
NUMBER IS?
WELL, WE CAN
USE ROUNDING.
LET'S GIVE IT
A TRY.
THE FIRST STEP
IS TO CALCULATE
YOUR ACTUAL
ANSWERS.
SO IF YOU
NOTICE OVER HERE,
WE ADDED UP ALL OF
THE DISTANCES,
AND GOT A TOTAL
1,949 KILOMETRES,
AND THAT'S
THE ACTUAL
OR EXACT
DISTANCE THAT MY
FAMILY WOULD HAVE
TRAVELLED.
OKAY,
BUT THE
PROBLEM TOLD US
THAT WE SHOULD
FIND OUT ABOUT
HOW MANY
KILOMETRES MY
FAMILY TRAVELLED,
SO THAT'S WHERE
WE NEED
TO ROUND.
THERE ARE THREE
DIFFERENT WAYS
WE COULD
ROUND THE NUMBER.
WE COULD ROUND IT
TO THE NEAREST
TEN, NEAREST
100 OR THE NEAREST
1,000.
LET'S START
BY ROUNDING OUR
NUMBER TO THE
NEAREST TEN.
She clicks and a four-column table appears. The columns read "Thousands, Hundreds, Tens, Ones."
She continues FIRST THING
I'LL DO IS WRITE
IN MY NUMBER INTO
MY PLACE VALUE
CHART
OVER HERE.
1,949.
OKAY, AND WHAT
I'LL DO IS
I'M GOING TO
CIRCLE THE DIGIT
IN THE PLACE
VALUE THAT
I'M
ROUNDING TO.
SO IN THIS
CASE,
WE HAVE
TO ROUND IT
TO THE NEAREST
TEN.
SO I'M
GOING TO CIRCLE
THE DIGIT IN THE
TENS PLACE VALUE.
UNDERLINE THE DIGIT
BESIDE IT AND
WE CAN
REMEMBER A LITTLE
ROUNDING RHYME IN
ORDER TO
HELP
US HERE.
IF THE UNDERLINED
DIGIT IS FIVE
MORE,
RAISE THE SCORE.
WHAT THAT MEANS IS
THAT WE HAVE
TO RAISE THE
CIRCLE DIGIT BY ONE,
WHICH MEANS
THIS WOULD
BECOME
A FIVE.
IF THE UNDERLINED
DIGIT IS FOUR
OR LESS, WE
LET THE CIRCLE
DIGIT REST.
IN
OTHER WORDS,
WE JUST LEAVE
IT AS IS.
IN
THIS CASE,
WE'RE GOING TO RAISE
OUR CIRCLE DIGIT
BY ONE,
SO THE FOUR
BECOMES A FIVE,
AND WE REWRITE
THE NUMBER,
EXCEPT
THIS TIME,
EVERYTHING AFTER
THE CIRCLED
DIGIT
BECOMES A ZERO.
SO IF WE ROUNDED
1,949
KILOMETRES TO
THE NEAREST TEN,
WE'D GET
1,950.
LET'S TRY IT
AGAIN BY ROUNDING
TO THE NEAREST
HUNDRED.
The chart clears.
She continues OKAY, THIS
TIME AGAIN,
I'M GOING TO WRITE
MY NUMBER
INTO THE
PLACE VALUE CHART.
NOW WE'RE ROUNDING
TO THE NEAREST
HUNDRED,
SO I'M GOING TO
CIRCLE THE DIGIT
IN THE HUNDREDS
PLACE VALUE,
UNDERLINE THE
DIGIT BESIDE IT.
FOUR MORE, WE'RE
GOING TO
LET
THIS REST.
SO WE LEAVE IT
JUST AS IT IS,
AND THEN
RE-WRITE THE NUMBER,
EXCEPT EVERYTHING
AFTER THE
CIRCLE DIGIT
BECOMES A ZERO.
SO ROUNDING THAT
NUMBER TO THE
NEAREST HUNDRED
BECOMES 1,900.
AND FINALLY,
ROUNDING TO THE
NEAREST
THOUSAND.
THIS IS PRETTY
EASY SO FAR.
WE'RE GOING TO
PUT OUR NUMBER
INTO THE PLACE
VALUE CHART.
ONCE AGAIN,
CIRCLE THE
DIGIT IN THE PLACE
VALUE THAT YOU'RE
ROUNDING TO,
UNDERLINE THE
DIGIT BESIDE IT.
THE UNDERLINED DIGIT
IS FIVE OR MORE,
SO WE'RE GOING
TO RAISE THE SCORE.
WE'RE GOING TO ADD
ONE OVER HERE,
BECOMES A TWO,
AND EVERYTHING
AFTER IT BECOMES
A ZERO.
A conclusion screen appears.
She continues OKAY,
SO TO SUM UP,
THESE ARE THE NUMBERS
THAT WE ROUNDED.
THIS WAS
OUR ACTUAL ANSWER.
IF YOU
NOTICE,
THE HIGHER
THE PLACE VALUE
THAT YOU
ROUND TO,
THE FURTHER
AWAY YOUR ANSWER
GETS FROM THE
ACTUAL ANSWER.
SO IF THE QUESTION
DOESN'T TELL YOU
WHAT NUMBER TO
ROUND TO, YOU DECIDE.
HOW ABOUT
WE CHOOSE,
FOR
OUR PURPOSES,
LET'S CHOOSE TO
ROUND TO
THE
NEAREST TEN.
SO AS MY
ANSWER,
WHAT I CAN
SAY IS THEN THAT:
A blue caption reads "My family will drive about or approximately 1,950 kilometers in total on the trip."
She continues OKAY, SO THANKS FOR
WATCHING TVO KIDS.
I'M TEACHER
SHAHANA AND THE
NEXT TIME YOU
ROUND,
DON'T FORGET
OUR ROUNDING RHYME:
FIVE OR MORE, RAISE
THE SCORE,
FOUR OR
LESS, LET IT REST.
James says WELCOME BACK.
A two-column table reads "Populations larger than 8500. Populations equal to or smaller than 8500."
James says UH, HMM.
ANY IDEA WHAT...
WHAT THIS MEANS?
WELL, IT'S OKAY
IF YOU'RE NOT SURE.
ONE THING I'D LIKE TO SAY ABOUT,
YOU KNOW, THIS, TODAY'S MATH
OR ANY TIME YOU'RE DOING MATH
IS THAT IF YOU COME ACROSS
SOMETHING THAT SEEMS STRANGE
OR DIFFERENT OR
DIFFICULT TO UNDERSTAND,
THAT EVERYTHING YOU DO IN MATH
IS SOME KIND OF
COUNTING OR SORTING.
YOU KNOW, MULTIPLYING AND
ADDING,
THEY'RE JUST TYPES OF COUNTING.
NAMES FOR DIFFERENT SHAPES,
THAT'S SORTING.
WHEN YOU MAKE SURVEYS
WHILE STUDYING
DATA MANAGEMENT IN SCHOOL,
THAT'S OFTEN A TYPE OF SORTING,
WHEN YOU, YOU KNOW,
PUT INFORMATION IN DIFFERENT
CATEGORIES ON A GRAPH OR,
YOU KNOW, WHEN YOU
CONDUCT A SCIENCE EXPERIMENT
AND YOU'RE HAVING TO
SORT OUT DIFFERENT OUTCOMES.
WELL, LET'S CONSIDER
SOME OF THE SORTING
OF NUMBERS WE HAD BEFORE.
THEY WERE THE NUMBERS OF
POPULATIONS OF DIFFERENT TOWNS.
LET'S MAKE A BIT OF
A RULE OR A CRITERIA
FOR SORTING OUT
THESE POPULATIONS,
THAT WE WANT TO SEE THE TOWNS
THAT HAVE LARGER
POPULATIONS THAN 8500
AND POPULATIONS
THAT ARE EQUAL
OR SMALLER THAN 8500.
A slate reads "Bell's Corners: 9977." It shows a green up arrow and a red down arrow.
He says SO, LET'S TAKE BELL'S CORNERS,
AND AT HOME,
I WANT YOU TO POINT UP,
IF YOU SAY,
"YEAH, IT'S GOT MORE THAN 8500,"
OR POINTS DOWN
IF IT'S LESS THAN 8500.
WHAT DO YOU THINK?
OH, IF YOU'RE POINTING UP,
YOU'RE RIGHT.
OKAY, NEXT TOWN.
The slate changes to "Wild Rose: 8031."
James says WILDROSE, IS THIS
MORE THAN 8500
OR LESS THAN 8500?
OH, IT IS LESS.
ALL RIGHT,
HOW ABOUT KAPUSKASING?
9240, IS THIS MORE THAN
OR LESS THAN 8500?
IT'S MORE. OKAY, LET'S GO
A LITTLE FASTER NOW.
The slate changes to "Bracebridge: 8238."
James says HOW ABOUT BRACEBRIDGE?
IS IT GREATER THAN 8500
OR LESS THAN 8500?
AND THAT WOULD BE LESS.
The caption changes to "Mont-Tremblant: 8895."
James says MONT-TREMBLANT,
GREATER THAN 8500 OR LESS?
The green arrow stays, the red one disappears.
James says HOW ABOUT BANFF?
The caption changes to "Banff: 7502."
James says IS THAT
GREATER THAN 8500
OR LESS THAN 8500?
IT'S DOWN. IT'S LESS.
HOW ABOUT
SYDNEY MINES?
The caption changes to "Sydney Mines: 7312."
James says IS THAT
GREATER THAN 8500
OR LESS THAN 8500?
IT'S LESS.
PARRY SOUND,
IS THIS POPULATION
GREATER THAN 8500
OR LESS THAN 8500?
The caption changes to "Parry Sound: 6469."
James says IT'S LESS.
SELKIRK?
GREATER THAN?
LESS THAN?
The caption changes to "Selkirk: 9653." The green arrow stays, the red one disappears.
James says HURON EAST?
GREATER THAN?
LESS THAN?
The caption changes to "Huron East: 9264."
James says GREATER.
SO, HERE'S OUR LITTLE TABLE,
ALL FILLED IN,
AND NOW WE CAN SEE
THIS DATA WE'VE TAKEN
IS ALL SORTED OUT.
ALL THE TOWNS RIGHT ABOVE
THAT ARE OF POPULATIONS
GREATER THAN 8500
AND ALL THE ONES RIGHT HERE
ARE LESS THAN 8500.
RIGHT NOW,
IN THIS PART OF THE TASK,
WE'RE GOING TO PRACTICE
SUBTRACTING SOME NUMBERS
FROM 10,000.
WE WANT TO SEE
FOR EACH OF OUR TOWNS
HOW MANY MORE PEOPLE
WOULD HAVE TO MOVE IN
FOR THE POPULATION
TO BE EXACTLY 10,000.
SO, LET'S TAKE BELL'S CORNERS,
WHERE WE WERE BEFORE.
SO, BELL'S CORNERS HAS 9977.
IT'S GREATER THAN 8500.
SO, WE'RE GOING TO SUBTRACT THAT
POPULATION FROM 10,000.
AND THE KEY WORD IN THIS
QUESTION IS "DIFFERENCE,"
WHICH MEANS TO SUBTRACT.
SO, IN ORDER TO DO THIS,
WE HAVE TO BORROW FROM
THE PLACE VALUE TO THE LEFT
BECAUSE IT'S A LARGER NUMBER
THAN WHAT WE'RE WORKING WITH.
SEVEN IS GREATER THAN ZERO,
SO WE'RE GOING TO HAVE
TO BORROW AND SO ON.
SINCE WE HAVE ZERO ONES,
WE HAVE TO BORROW FROM THE TENS.
BUT SINCE WE HAVE ZERO TENS,
WE MOVE ON TO THE HUNDREDS.
AND SINCE THAT IS ZERO HUNDREDS,
WE MOVE ON TO THE THOUSANDS.
BUT THAT'S ZERO,
SO WE MOVE ON TO TEN-THOUSANDS.
SO, THE FOLLOWING,
ONCE WE BORROW,
WE HAVE TO TAKE THE
10,000 INTO HERE
AND THEN BORROW ONE
FROM THERE TO HERE - 99.
IT LOOKS A LITTLE LIKE THIS.
The subtraction appears. Red lines cross the zeroes in 10,000.
James says AND ONCE
WE DO THE MATH -
SEVEN FROM TEN,
NINE FROM SEVEN,
NINE FROM NINE,
NINE FROM NINE,
WE SEE THE
DIFFERENCE IS 23,
THAT JUST 23
MORE PEOPLE
WOULD HAVE TO LIVE
IN BELL'S CORNERS
FOR THE POPULATION
TO BE 10,000.
SO, LET'S SELECT
ONE OF THESE...
ONE OF THESE TOWNS,
MAYBE ONE YOU
HAVEN'T ALREADY
OR MAYBE ONE YOU'RE
CURIOUS ABOUT,
AND SUBTRACT
FROM 10,000
TO FIND OUT
THE DIFFERENCE
BETWEEN THE
POPULATION HERE
AND THE
NUMBER 10,000.
YOU'RE DONE ALREADY
BECAUSE YOU ARE DOING
HANCEVILLE, AREN'T YOU?
YOU SAID, "OH,
"10000 TAKEAWAY
10,000 IS ZERO."
OKAY,
THAT WAS CLEVER.
BUT WHY DON'T
YOU TRY ONE
THAT DEMONSTRATES
A BIT OF BORROWING?
OKAY, I'LL WAIT.
IF YOU WANT TO KEEP
WORKING ON THAT,
GO AHEAD AND PAUSE.
BUT YOU MAY ALSO FEEL
LIKE WE'VE BEEN...
WE'VE BEEN DOING A LOT OF
LEARNING HERE TODAY,
AND MAYBE IT'S TIME FOR
A BIT OF A BODY BREAK.
SO, MAYBE A CHANCE WE'LL HAVE
SOME
MOVE WITH MICKEY.
AND WHY DON'T YOU STAND UP AND
JUST GET READY TO MOVE OUT
BEFORE WE...
BEFORE WE TAKE THINGS HOME?
ALL RIGHT, I'LL BE HERE.
A clip plays.
(music plays)
Images of a warehouse full of art on its walls appear.
Mickeey pops out of a graffiti art on a wall.
Mickeey is in his twenties, with short puffy black hair and he wears blue jeans, a black and white sweater, a red zip up jacket and red snickers.
Mickeey says HEY, WHAT'S UP?
TODAY WE'RE GONNA BE LEARNING
THE CABBAGE PATCH.
HEY!
ALL YOU GOTTA DO
IS YOU'RE GONNA PRETEND
LIKE YOU'RE GOING
INTO A RUN.
YOU'RE GONNA STEP FORWARD
FOR ONE,
AND TAKE A STEP BACK
FOR TWO,
AND THEN YOU'RE GONNA
DO THIS THING
THAT'S CALLED
A STEP-BALL-CHANGE.
STEP, BALL, CHANGE.
PICK UP THAT KNEE
AT THE END.
LET'S GO FIND OUT
WHAT THE ARMS ARE DOING.
WHEN YOU TAKE
A STEP FORWARD,
YOUR HANDS ARE GONNA GO
INTO A RUNNING POSE.
WHEN YOU TAKE A STEP BACK
YOU'RE GONNA SWITCH YOUR ARMS
TO BACK.
AND THEN ON THE STEP-BALL-CHANGE
YOU'RE GONNA IMAGINE
AS IF YOU'RE STIRRING UP
A BIG POT,
AND THEN YOU'RE
GONNA KICK IT BACK UP
WITH THE RUNNING MAN
POSE AGAIN.
FIVE, SIX, SEVEN, EIGHT.
He does the move and says STEP FORWARD, BACK,
CIRCLE IT UP, FORWARD,
BACK,
AND STIR YOUR POT.
LET'S DO IT WITH MUSIC
AND FRIENDS, SHALL WE?
HERE WE GO!
(upbeat music playing)
LET'S GO, GUYS!
Melissa and Daniel appear.
Melissa is in her twenties, with long straight brown hair with bangs and she wears dark trousers, a yellow woollen hat and a blue and green zip jacket.
Daniel is in his twenties, with short curly brown hair and he wears glasses, black trousers, a yellow shirt and a black cap hat.
They start dancing.
Mickeey says SEVEN, HIT!
STEP, TWO, STEP-BALL-CHANGE.
AND STEP, TWO,
STEP-BALL-CHANGE.
AND DON'T FORGET
TO STIR YOUR POT.
(cheering)
AND GUESS WHAT?
YOU JUST MOVED WITH MICKEEY.
SEE YA!
He jumps back in the graffiti.
The clip ends.
James says HELLO. WELCOME BACK.
IT'S SO GOOD TO HAVE YOU HERE.
SO, WE'RE GOING TO TAKE A BIT OF
TIME AND TRY TO PUT TOGETHER
ALL THE SKILLS
WE'VE WORKED ON TODAY.
SOME OF THIS STUFF
YOU MIGHT WANT...
IT MIGHT TAKE A WHILE
TO DO AFTER THE SHOW.
YOU MAY JUST WANT
TO PAUSE AND DO IT.
IT'S UP TO YOU.
I LEAVE IT TO YOU TO TRY TO
FIND A WAY TO CHALLENGE YOURSELF
AND TAKE YOUR
LEARNING TO THE NEXT LEVEL.
A list reads "Wolfville: 4269. Antigonish: 5002. Lunenburg: 2085. Bridgewater: 8532. Digby: 2060."
James says SO, FIRST OFF,
I WOULD LIKE YOU TO SELECT
A PROVINCE IN ONTARIO
AND FIND FIVE COMMUNITIES THERE
THAT HAVE LESS THAN
10,000 PEOPLE.
YOU CAN DO THIS ONLINE.
THERE'S PLENTY OF ATLAS'
OR MAPS
OR OTHER PLACES WITH DATA
YOU MIGHT WANT TO LOOK.
YOU MAY HAVE THAT INFORMATION
SOMEWHERE AT HOME.
YOU MAY HAVE MIGHT BE ABLE
TO LOOK OUTSIDE
AND SEE THE POPULATION SIGN
OUTSIDE WHERE YOU LIVE.
BUT IN CASE YOU'RE NOT ABLE
TO FIND IT, I HAVE GIVEN YOU
SOME INFORMATION RIGHT HERE.
I PICKED NOVA SCOTIA
AND I'VE GOT FIVE COMMUNITIES
FROM NOVA SCOTIA YOU COULD USE,
IF YOU CAN'T FIND
YOUR OWN RIGHT NOW.
THAT'S YOU KNOW, FOR WOLFVILLE,
THERE'S ABOUT 4269 PEOPLE THERE.
IN ANTIGONISH, 5002 PEOPLE.
THERE ARE 2085
PEOPLE IN LUNENBURG.
8523 IN BRIDGEWATER,
AND 2060 IN DIGBY.
SO, ONCE YOU...
YOU SHOULD MAYBE
WRITE THOSE DOWN,
IF YOU CAN. I'LL WAIT.
OKAY, LET'S KEEP GOING.
ONCE YOU'VE DONE THAT,
TAKE EACH OF THESE POPULATIONS
THAT I'VE GOT OR THE DATA
YOU'VE MANAGED TO FIND
AND WRITE THAT OUT
IN EXPANDED FORM. SO, REMEMBER,
WE'LL TAKE THE THOUSANDS,
PLUS THE HUNDREDS,
PLUS THE TENS, PLUS THE ONES.
AND REPEAT THAT
FOR EACH OF THEM.
SO, WOLFVILLE WILL BE
HOWEVER MANY THOUSAND,
PLUS HOWEVER MANY HUNDRED,
PLUS HOWEVER MANY TENS,
PLUS HOWEVER MANY ONES.
THEN, I'D LIKE YOU TO ROUND
EACH POPULATION TO THE NEAREST
THOUSAND, HUNDRED AND TEN.
SO, IMAGINE WE WERE DOING
THOSE POPULATION SIGNS FOR EACH
OF THESE COMMUNITIES OUTSIDE.
LET'S PUT THAT IN THERE
AND THEN LET'S TRY TO ROUND OUT
BECAUSE THERE ARE
OTHER OCCASIONS
THAT YOU NEED TO ROUND
TO DIFFERENT NUMBERS.
JUST REMEMBER,
IF THE NUMBER YOU'RE ROUNDING
TO GO TO THE NEXT SMALLEST DIGIT
AND YOU LOOK AT THAT -
IF IT'S ZERO TO FOUR,
ROUND DOWN,
IF IT'S FIVE OR GREATER,
ROUND UP.
AND THEN, NEXT, LET'S PRACTICE
SOME OF THAT CARRYING
AND BORROWING THAT WE WERE DOING
BEFORE WITH SUBTRACTION.
YOU WANT TO FIND THE DIFFERENCE
BETWEEN EACH TOWN POPULATION
OF THE FIVE PLACES
AND THE NUMBER 10,000.
SO, TO FIND THE DIFFERENCE,
WE NEED TO SUBTRACT.
WE'LL TAKE THE LARGER NUMBER -
10,000 - AND WE'LL SUBTRACT
THE POPULATION.
SO, IF IT'S FOR DIGBY,
YOU'LL BE TAKING 2060
AWAY FROM 10,000. AND REMEMBER,
IF YOU'VE GOT A WHOLE NUMBER
AND YOU'RE LOOKING
ABOVE AT A ZERO
OR A NUMBER THAT SMALLER,
WE'RE GOING TO HAVE TO GO
BORROW FROM THE NEXT COLUMN.
SO, AFTER YOU'VE
GONE THROUGH ALL THIS,
THINK ABOUT HOW YOU FEEL
AND MAYBE COMPARED TO
WHERE YOU STARTED.
DO YOU FEEL THEY
HAVE AN EXCELLENT
UNDERSTANDING OF ALL THIS?
HAS THIS BEEN MOSTLY REVIEW?
DO YOU THINK YOU HAVE
A GOOD UNDERSTANDING
OF WHERE YOU'RE AT WITH THIS?
DO YOU THINK YOU
HAVE SOME UNDERSTANDING,
BUT MAYBE NEED TO GO BACK, WATCH
THIS AGAIN
OR ASK YOUR TEACHER ABOUT IT
NEXT TIME YOU'RE BACK IN SCHOOL?
OR, YOU KNOW, IS THIS SOMETHING
YOU NEED A LOT MORE WORK ON?
THAT'S-- THAT'S AN ANSWER
FOR YOU TO THINK ABOUT.
The feelings mentioned appear on a bulleted list.
James says BUT THE MORE REAL WE CAN BE WITH
OURSELVES ABOUT WHERE ARE...
WHERE WE'RE AT AND TO ASK THE
NEXT RELEVANT QUESTION,
THAT'S WHAT'S REALLY GOING TO
TAKE THE LEARNING FORWARD.
HEY, WE'VE BEEN TALKING TODAY
ABOUT LARGE NUMBERS OF PEOPLE,
THOUSANDS OR
TEN-THOUSANDS OF THEM.
AND WHILE THAT'S HELPFUL
FOR US TO UNDERSTAND
OR TO ROUND NUMBERS, SO WE CAN
GET A BETTER IDEA IN OUR HEAD,
YOU SHOULDN'T
REALLY FORGET THAT...
OR RATHER, WE SHOULDN'T
LET THAT GET IN THE WAY
FOR US TO STOP CONSIDERING
WHO PEOPLE ARE AS INDIVIDUALS
AND HOW PEOPLE ARE LIVING IN
OTHER PLACES OF THE COUNTRY,
ESPECIALLY IF YOU LIVE SOMEWHERE
IN A BIGGER CITY, LIKE I DO.
SO, LET'S STOP AND TAKE A LOOK
AT ONE OF THE COMMUNITIES
ON OUR WAY OUT THAT DOES HAVE
FEWER THAN 10,000 PEOPLE.
THIS IS A PLACE CALLED
RICHIBUCTO-VILLAGE
IN NEW BRUNSWICK.
AND I'D LIKE TO INTRODUCE YOU TO
MADISON, WHO LIVES THERE
AND WHO'S GOING TO TELL YOU A
BIT MORE ABOUT WHO SHE IS
AND WHERE SHE'S FROM.
ENJOY.
(music plays)
Madison is around 10 years old. She has long brown hair.
A Male Narrator says TODAY,
WE'RE MEETING MADISON.
SHE'S A DANCER.
SHE PLAYS VOLLEYBALL.
SHE GOES CLAM DIGGING
BY THE SHORE.
At the beach, Madison says FOUND ANOTHER ONE.
The Narrator says READY TO HANG OUT WITH
MADISON AND HER FRIENDS?
On a boat, Madison says WE'RE GOING PRETTY FAST.
The Narrator says LET'S GO!
In animation, pictures of several different kids appear hanging on laundry lines. A raven on the lines flies off to the sun and opens his wings as the title of the show appears. It reads "Raven's Quest."
(cawing)
Madison G-DAY.
HELLO. MY NAME IS MADISON.
I'M MI'KMAQ.
I LIVE IN RICHIBUCTO-VILLAGE,
NEW BRUNSWICK.
DO YOU WANNA
SEE OUR FISHING BOAT?
HA-HA! GOT YA.
IT'S NOT IN THE WATER YET,
BUT WE'RE GONNA PUT IT IN LATER.
COME ABOARD.
The caption changes to "Madison cam."
She says I CAN SHOW YOU GUYS INSIDE.
MY MOM AND DAD,
THEY GO LOBSTER FISHING.
THEY BOTH WORK ON THE BOAT.
THAT'S WHERE THE CAPTAIN SITS.
MY DAD WOULD BE DRIVING
AND MY MOM WOULD BE
THROWING SOME LOBSTER TRAPS
OUT OF THE BOAT.
WELCOME TO MY ROOM.
FIRST THING I'M GONNA SHOW
YOU GUYS IS MY CANDY STASH.
I PUT SOME CANDY IN HERE.
I HIDE IT
'CAUSE MY LITTLE BROTHER
REALLY LIKES TO TAKE MY CANDY.
THIS IS A RIBBON
THAT I GOT AT THE
GRAND RIVER POW WOW
CHAMPION OF CHAMPIONS IN ONTARIO
AND I WON 3RD PLACE.
As she films in her bedroom filled with toys, she continues AND OVER HERE...
IS WHERE I PLAY,
MOSTLY ON THIS SIDE.
AND RIGHT HERE IS MY CAMPER
THAT I PLAY WITH MY DOLLS,
LIKE I PUT MY DOLLS IN IT
AND I PRETEND TO DRIVE IT.
AND UP HERE,
I HAVE TWO
DREAM CATCHERS UP THERE.
I FIND THAT
DREAM CATCHERS ARE IMPORTANT,
THAT THEY'RE
AROUND YOUR BED 'CAUSE THEY,
LIKE, TAKE AWAY YOUR BAD DREAMS,
AND I FIND IT HELPS A LOT.
Now, Madison stands next to two girls in a garden.
Madison says HEY, GUYS,
THESE ARE MY TWO BEST FRIENDS.
WE GO TO SCHOOL TOGETHER.
THIS IS...
Chloe says CHLOE.
Madison says AND THAT IS...
Sophie says SOPHIE.
Madison says LET'S GO.
WHAT WE DO TOGETHER,
WE WOULD GO ON THE MONKEY BARS.
WE WOULD CLIMB UP THERE,
HANG OUT AND TALK A LITTLE BIT.
(whooping)
SOMETIMES WE WOULD
PLAY HIDE AND GO SEEK.
Next, Madison stands in a boat.
Madison says HERE WE ARE AT OUR FAVOURITE
CLAM DIGGING SPOT.
HERE WE HAVE A MEASURER.
IF THE CLAMS ARE
SMALLER THAN THIS,
WE SHOULDN'T REALLY TAKE THEM.
THIS IS A TOOL YOU COULD USE
SO IT'LL BE EASIER
TO GET THE CLAMS.
IT'S BASICALLY TO SUCK THEM ALL
IN AND THEN TO POUR THEM OUT.
I SEE IT!
THAT ONE'S TOO SMALL.
ALL RIGHT, LET'S PUT HIM BACK.
THERE YOU GO, LITTLE CLAM.
FOUND ANOTHER ONE.
OOH, THIS IS A BIG ONE.
YUP.
(chuckling)
THAT'S A KEEPER.
OH! AHH!
IT PEED ON ME.
NOT BAD FOR
A FEW MINUTES OF WORK.
Going back on the boat with her dad, Madison says IT'S A LOT OF SPLASHING.
Now, Madison and her friends sit in the dining room.
Madison says THIS IS CALLED A POUTINE RÂPÉE.
THANK YOU.
ONE, TWO, THREE.
INSIDE THE POUTINE
IS MEAT AND ON THE OUTSIDE,
IT'S POTATOES.
IT'S AN ACADIAN KIND OF POUTINE.
THERE'S NO FRENCH FRIES IN IT.
YOU CAN DO IT WITH KETCHUP,
SUGAR, MOLASSES,
AND BROWN SUGAR.
I REALLY LOVE THE POUTINE RÂPÉE.
OH, I'M EXCITED FOR THIS ONE.
A close-up shot shows a totem.
Madison says I'M IN ELSIPOGTOG FIRST NATION,
WHERE MANY OF MY PEOPLE LIVE.
THIS IS THEIR TOTEM POLE.
THIS IS MY
GRANDFATHER NOEL.
She shows a blue card and says THIS IS A SPECIAL WORD
I'M GONNA TEACH YOU GUYS TODAY.
IT SAYS "MITATA."
"MITATA" MEANS
"GRANDFATHER" IN MI'KMAQ.
MITATA.
IT'S REALLY NICE TO WALK
AROUND THE SACRED GROUNDS
BECAUSE IF YOU WALK
IN-BETWEEN THE TREES,
YOU CAN SEE THE SHAWLS
THAT HAVE PRAYERS IN THEM,
AND THERE'S BUFFALO SKULLS.
OUR SCHOOL IS
CALLED SOLEIL LEVANT
WHICH MEANS "RISING SUN."
ON PARLE LE FRANÇAIS!
OUI OUI!
Sophie says OUI OUI!
Madison says NON, NON.
In a classroom, Madison says WE'RE ALL IN THE SAME CLASS.
WE HAVE FRENCH, FRENCH,
MATH, MATH, READING AND SCIENCE.
THAT'S LIKE THE MENU OF THE DAY.
WE ALSO LOVE VOLLEYBALL.
WE GOT TO GET TO PRACTICE.
A smiley ball says HA-HA!
Madison says WE PRACTICE HITTING
THE BALL IN DIFFERENT WAYS.
I LIKE PLAYING VOLLEYBALL
BECAUSE I GET TO SPEND
MORE TIME WITH MY FRIENDS.
In a match, a girl says YEAH!
Madison says PART OF MY MI'KMAQ TRADITION
IS A FANCY SHAWL DANCE.
MY MITATA WOULD BRING ME
AROUND POW WOW GROUNDS
AND THERE WOULD BE MUSIC
AND PEOPLE DANCING,
AND I STARTED DANCING
AND I JUST COULDN'T STOP.
(indigenous singing and drumming)
Back in her bedroom, Madison says AND OVER HERE ARE MY REGALIAS.
THIS ONE IS
ONE OF MY FAVOURITES.
IT'S REALLY COLOURFUL
AND I LOVE COLOURFUL THINGS,
AND IT'S REALLY GLITTERY.
THIS ONE IS
ONE OF MY FAVOURITES ALSO
BECAUSE IT'S REALLY GLITTERY,
THERE'S A LOT OF DESIGNS
AND BECAUSE IT MAKES SOUNDS.
I LIKE WEARING
MY REGALIA BECAUSE I FIND
I'M REALLY PRETTY WITH IT,
AND I HAVE SOME OF
THEM THAT ARE GLITTERY,
AND IN THE SUN, IT SHINES
AND I REALLY LIKE THAT.
IT'S REALLY COOL.
I FEEL HAPPY WHEN I PUT IT ON.
I FEEL LIKE I'M READY TO GO
AND SHOW MY TRADITION TO
EVERYBODY ELSE THAT'S OUT THERE.
Next, Madison stands on a field wearing a traditional outfit.
Madison says AND NOW, GUYS, I'M GONNA SHOW
YOU MY FANCY SHAWL DANCE MOVES.
THIS ONE IS
CALLED THE CRISS-CROSS.
AND NEXT, WE HAVE
THE HEEL-TOE, HEEL-TOE,
AND FINALLY, THE SPIN.
I GOT MY SPIRIT NAME
WHEN I WAS FIVE YEARS OLD
AND IT'S CALLED
"SPOTTED WHITE BUTTERFLY,"
AND IT'S VERY SPECIAL TO ME
BECAUSE MY FANCY SHAWL DANCE
WOULD BE USUALLY
CALLED THE BUTTERFLY DANCE.
WHEN I DO THE MOVES OF THE DANCE
IT LOOKS LIKE A BUTTERFLY.
I'M PROUD OF
HAVING THIS TRADITION
OF FANCY SHAWL DANCING.
NMU'LTES.
SEE YOU LATER.
THANKS FOR VISITING.
Music plays as the end credits roll.
James says WELL, IT'S BEEN QUITE THE
AFTERNOON TOGETHER.
LET'S THINK.
WE STARTED OFF BY THINKING
OF SOME LARGE NUMBERS
AND GROUPS OF PEOPLE TOGETHER.
WE STARTED TO
CONSIDER PLACE VALUE
AND HOW YOU NEED
THAT ZERO IN THERE
AND HOW ZERO WAS A REALLY
SPECIAL NUMBER
THAT LETS US HAVE PLACE VALUE,
SO WE CAN WRITE ALL THE NUMBERS
THAT WE NEED TO WRITE.
AND WE TOOK THOSE NUMBERS AND
SAW HOW WE CAN DECOMPOSE THEM
AND EXPAND THEM IN ORDER TO KIND
OF SEE WHAT THEY'RE MADE OF,
TO UNDERSTAND THAT
PLACE VALUE BETTER.
AND THEN,
WE STARTED ROUNDING NUMBERS,
SO WE CAN GET
AN IDEA OF, YOU KNOW,
HOW THOSE POPULATION SIGNS
IN FRONT OF EACH TOWN
ARE FIGURED OUT.
THEN, WE GOT
INTO ORDERING NUMBERS
AND WHAT'S LARGER OR SMALLER
THAN A CERTAIN NUMBER.
AND THEN, WE GOT
INTO FINDING THE DIFFERENCES
BETWEEN 10,000 AND
SOME OTHER NUMBER.
AND THEN WE GOT TO TAKE A LOOK
AT, YOU KNOW, SOME OTHER LIVES,
LIKE LOOKING AT HOW, REALLY, THE
NUMBER ONE IS PRETTY IMPORTANT
WHEN YOU'RE CONSIDERING PEOPLE.
IN THIS CASE,
OUR NUMBER ONE WAS MADISON
OUT IN RICHIBUCTO-VILLAGE.
SO, OUR TIME TOGETHER
IS WRAPPING UP TODAY.
BUT THAT DOESN'T MEAN THAT
YOU NEED TO STOP LEARNING.
SO, HAVE A GOOD TIME.
BE SAFE. BE HEALTHY.
BE SEEING YOU.
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
TVOKIDS
POWER HOUR OF LEARNING.
TODAY'S JUNIOR LESSON:
TEN THOUSAND.
A caption reads "Junio 4-6. Teacher James." James is in his mid-forties, with a graying beard and short graying hair. He wears a blue shirt and earphones.
James says HEY, YOUNG PEOPLE.
WELCOME TO TVO'S
TEACHER POWER HOUR.
I'M TEACHER JAMES,
AND LOOKS LIKE
WE'RE GONNA BE ABLE
TO SPEND SOME TIME TOGETHER.
SO, LET'S LEARN A
FEW THINGS WHILE WE'RE HERE.
RIGHT NOW, I HOPE THAT
YOU ARE SOMEWHERE SAFE,
THAT YOU'RE FEELING HEALTHY,
THAT YOU HAD SOME
GOOD NIGHT'S SLEEP BEFORE
AND A CHANCE TO
GO OUTSIDE TODAY.
ALL THOSE THINGS,
THEY HELP YOU FEEL GOOD,
BUT THEY REALLY
HELP HAVE YOUR MIND...
HELP YOUR MIND
BE READY TO LEARN.
WHAT WILL ALSO HELP YOU TODAY
IS TO GRAB SOME THINGS
TO WRITE WITH AND WRITE ON.
TAKE A MOMENT AND
GO GRAB A PEN, PENCIL,
HIGHLIGHTER,
CRAYON, PENCIL CRAYON,
WHATEVER YOU'RE
COMFORTABLE WRITING WITH,
MAYBE A WHITEBOARD,
WHITEBOARD MARKER,
AND GET SOMETHING TO WRITE ON.
MAYBE YOU'VE GOT A
NOTEBOOK FOR THIS,
MAYBE YOU'VE GOT A WRITING PAD
OR YOU'VE GOT SOME
GOOD ON ONE SIDE,
OR GOOSE PAPER, AS WE CALL IT,
IN MANY CLASSROOMS,
AND YOU CAN RESCUE THAT
FROM THE RECYCLE BIN,
AND WHATEVER YOU NEED TO DO
AND WHATEVER YOU NEED TO KEEP
TRACK OF YOUR THOUGHTS
TO HELP FIGURE THINGS OUT.
YOU GET YOUR THINGS
AND I'LL WAIT RIGHT HERE.
AND WHILE I'M HERE,
I'M JUST GOING TO TAKE SOME TIME
TO TAKE A FEW BREATHS
AND CENTRE MY THOUGHTS
BEFORE GOING INTO
THE LEARNING AT HAND.
IF YOU'RE ANYTHING LIKE ME,
YOU'VE PROBABLY GOT
A LOT OF THINGS ON YOUR MIND,
ESPECIALLY RIGHT NOW.
SO, TAKING A FEW
MOMENTS TO, YOU KNOW,
JUST ACKNOWLEDGE THOSE THINGS,
BUT THEN KIND OF
PUT THEM TO THE SIDE
BECAUSE WE'RE JUST GOING TO
WORK ON OUR LEARNING RIGHT NOW.
He touches his temples and continues THIS CAN HELP US OUT AND GET OUR
MINDS READY FOR LEARNING.
SO, LET'S-- I'M GOING TO TRY
JUST BREATHING IN,
GONNA BREATHE UNTIL
LIKE A COUNT OF FOUR,
HOLD IT, AND THEN RELEASE
IT FOR A COUNT OF FOUR.
LET'S TRY NOW.
SO, JUST...
(inhaling deeply)
(exhaling deeply)
He counts up to four using his fingers.
He says MAYBE ONE MORE TIME.
YEAH.
SO, I GUESS MY QUESTION
FOR YOU NOW IS,
HOW DO YOU FEEL?
I'VE GOT AN ANSWER FOR YOU,
AND SINCE THIS IS GOING
TO BE ABOUT MATH,
IT'S GOING TO
INVOLVE SOME NUMBERS.
LET'S HAVE A LOOK.
SO, HOW ARE YOU FEELING TODAY?
Now, James appears on a small window at the right top corner of the screen. The number 100 pops up.
He says AS FOR ME, I'M FEELING 100.
THERE'S LOTS OF THINGS
THAT ARE ALL RIGHT,
AND I GET TO SPEND SOME TIME
WITH YOU AND THAT'S EVEN BETTER.
IT'S MORE LIKE... 100 100S.
AND THAT MAKES ME
ASK THE QUESTION,
WHAT ARE THESE LARGER QUANTITIES
WHEN WE START SLAPPING EXTRA
ZEROS ONTO THE ENDS OF NUMBERS?
UH, WHAT IS 100 100S?
KEEP THIS QUESTION IN MIND,
ALTHOUGH, RIGHT NOW,
I'M GOING TO ASK YOU
TO USE YOUR IMAGINATION.
A four-column table appears. Each column has a geometric shape. The columns read "Thousands, Hundreds, Tens, Ones."
He says TRY TO IMAGINE, IF YOU CAN,
A LARGE GROUP OF PEOPLE GATHERED
TOGETHER FOR SOMETHING FUN.
I'M NOT TALKING ABOUT
A PARTY OR A FAMILY REUNION.
THINK BIGGER, LIKE
A CONCERT OR A FESTIVAL.
YEAH. YOU KNOW,
THOSE THINGS USED TO HAPPEN.
THOUSANDS OF PEOPLE
WOULD GET TOGETHER,
SOMETIMES IN
LARGE ARENAS OR STADIUMS.
SO, AS CHALLENGING
AS THIS MAY BE RIGHT NOW,
LET'S TRY TO IMAGINE THAT.
LIKE A LARGE-- PROBABLY A LITTLE
UNSAFE AT THIS EXACT TIME,
BUT A LARGE INDOOR GATHERING,
AND LET'S SAY THIS IS A CONCERT
AND IT'S ATTENDED
BY THE BIGGEST NUMBER
THAT WE CAN MAKE WITH-- WITH
THIS PLACE VALUE CHART YOU SEE.
NOW, TAKE A MOMENT
WITH YOUR PEN AND PAPER
AND WRITE THIS NUMBER DOWN.
JUST REMEMBER, YOU CAN ONLY HAVE
A SINGLE DIGIT IN EACH PLACE.
SO, YOUR NUMBER IS GOING
TO BE FROM ZERO TO NINE
IN EACH OF THESE PLACES
IN THE THOUSANDS,
HUNDREDS, TENS AND ONES.
WELL, LET'S...
LET'S THINK THIS OVER,
AND IT'S OFTEN GOOD IN MATH
TO KIND OF START WITH ONES
AND WORK OUR WAY OVER.
SO, FROM THE ONES PLACE,
THE LARGEST VALUE
FROM ZERO TO NINE IS NINE.
AND NEXT IS THE TENS.
THE LARGEST VALUE FROM ZERO,
ONE, TWO, THREE,
FOUR, FIVE, SIX,
SEVEN, EIGHT, NINE IS ALSO NINE.
SIMILAR TO THE HUNDREDS
AND SAME THOUSANDS,
IT'S ALSO GOING TO BE NINE.
SO, HERE'S THE LARGEST
NUMBER AVAILABLE TO US.
The numbers "9000, 900, 90, 9" appear under the table.
He continues IF WE WANT TO
EXPRESS A LARGER VALUE,
WE'RE GOING TO HAVE
TO ADD ANOTHER COLUMN
BECAUSE THAT'S HOW
OUR PLACE VALUE WORKS.
SO, WHAT DO YOU THINK
COMES AFTER THOUSANDS?
WELL, IT'S GOING TO BE,
HEY, TEN THOUSAND!
AND THAT'S ALSO OUR ANSWER THERE
FOR WHAT IS A
HUNDRED HUNDREDS THERE.
SO, IN THIS LEARNING ACTIVITY,
YOU'RE GOING TO COMPARE AND
WRITE NUMBERS UP TO 10,000
IN EXPANDED FORM.
YOU'RE GOING TO
ROUND NUMBERS UP AND DOWN
TO THE NEAREST
TEN, HUNDRED, THOUSAND,
AND YOU'RE GOING
TO SOLVE SOME PROBLEMS
THAT REQUIRE YOU TO ADD
OR SUBTRACT
WHOLE NUMBERS TO A THOUSAND.
AND TO GO BACK FROM WHAT I WAS
SAYING BEFORE,
YEAH, ONE HUNDRED
ONE HUNDREDS HERE.
NOW, WE NEED TO
UNDERSTAND PLACE VALUE
FOR THESE THINGS TO MAKE SENSE,
THAT, YOU KNOW,
DIGITS HAVE A VALUE
DEPENDING ON WHERE THEY
ARE BESIDE OTHER DIGITS.
TO GO BACK TO OUR ANSWER HERE,
IF YOU LOOK DOWN THAT NINE IN
THE THOUSANDS ISN'T NINE,
BUT IT'S NINE THOUSAND.
AND THEN, WE ADD THAT TO NINE
HUNDREDS, NINE TENS, NINE ONES.
BUT, YOU KNOW, FOR THIS...
THIS PLACE VALUE
TO MAKE SENSE,
WE NEED A SPECIAL NUMBER,
A SPECIAL DIGIT
FOR IT TO MAKE SENSE.
ALTHOUGH, THIS
NUMBER ISN'T ANYTHING.
I'M TALKING
ABOUT... ZERO.
LET'S TAKE A LOOK.
WHAT A HIT
IT'S NOT A TRICK,
IT'S MATHXPLOSION
JUST FOR YOU,
COOL AND NEW, MATHXPLOSION!
A clip plays.
(music plays)
An animated clip shows a big orange X on a blue background. It explodes and letters and numbers come out of it in all directions and float around.
Mathematician Eric appears on screen. He's in his mid-twenties. He has short dark brown hair and a beard. He wears a red T-shirt with the show's logo.
The screen turns red and the logo of the show appears next. It reads "MathXplosion." Meanwhile, cones, cubes and dices float around it.
Kids voices sing a song with lyrics that go IT'S NOT A TRICK,
IT'S MATHXPLOSION
JUST FOR YOU,
COOL AND NEW, MATHXPLOSION!
Wearing white glasses, Eric says OH, HI.
(chuckling)
IF I ASKED YOU WHAT
THE MOST IMPORTANT NUMBER WAS,
WHAT WOULD YOU SAY?
YOU MIGHT GUESS 100...
OR MAYBE 1000.
MAYBE EVEN ONE MILLION,
ONE BILLION, OR EVEN A GOOGOL.
BUT WHAT IF I TOLD YOU
THAT THE MOST IMPORTANT
NUMBER IS REALLY...
ZERO?
IT'S TRUE.
He shows a bill and says 10.
Doing a magic trick, he folds the bill, blows it and unfolds it.
He says 1000.
ZERO.
Now, he stands next to a blackboard with animated zeroes of different colours.
He says OKAY, LISTEN UP.
ZEROES CHANGE EVERYTHING.
THEY TELL US
HOW NUMBERS ARE GROWING.
FOR EXAMPLE, ONE ZERO: 10S.
TWO ZEROES: 100S.
THREE ZEROES: 1000S!
LITTLE CIRCLE,
BIG MEANING, BIG NUMBERS.
LET ME SHOW YOU.
SAY YOU WANTED TO MAKE A
FRIENDSHIP BRACELET
FOR YOUR FRIEND,
AND YOU ONLY HAD 10 BEADS.
THERE'S 10 BEADS.
BUT SAY YOU NEEDED MORE.
HMM, LET'S PUT A ZERO HERE
AND IT SUDDENLY BECOMES...
AHH...
In fast motion, he gathers groups of beads.
Eric says WHOA, THAT'S 100 BEADS!
PLACE YET ANOTHER ZERO
AND IT TURNS INTO...
WOW!
THAT'S 1000 BEADS!
WANT TO SEE WHAT
ONE MILLION LOOKS LIKE?
He removes his shoes and gets into a bathtub.
(exhaling sharply)
He pours buckets of beads into it and says ONE MILLION!
THAT IS A LOT
OF FRIENDSHIP BRACELETS.
I GUESS I NEED TO GO
FIND SOME MORE FRIENDS.
CHECK THIS OUT.
On a blackboard, Eric draws a circle and colours it. He taps on it and a clip plays.
An animated calendar appears.
Eric says I WONDER HOW LONG IT TAKES
TO COUNT TO ONE MILLION.
ONE, TWO, THREE, FOUR...
100,001, 100,002...
AND ONE MILLION!
TURNS OUT IT TAKES ABOUT 23 DAYS
TO COUNT TO ONE MILLION,
IF YOU SAY
EACH NUMBER NAME OUT LOUD.
PHEW!
I'M GOING TO BED.
The clip ends.
Eric says ZEROES CHANGE EVERYTHING.
LITTLE CIRCLE, BIG MEANING.
OH, REMEMBER,
IT'S NOT MAGIC; IT'S BATH...
UH, MATH.
IT'S NOT MATH?
OF COURSE IT'S MATH.
IT'S NOT BATH.
I'M SITTING ON A BATH,
BUT BATH ISN'T-- IT'S MATH.
A caption reads "Copyright 2016, GAPC Entertainment (MathPlosion) Inc."
James says WELCOME BACK.
BEFORE WE GET GOING,
IT'S IMPORTANT THAT YOU'RE
FEELING CONFIDENT
ABOUT PLACE VALUE
IN WHAT DIGIT MEANS.
WHAT IF IT'S TENS,
HUNDREDS, THOUSANDS?
SO, LET'S PLAY A
LITTLE GAME.
ON YOUR PAPER,
CAN YOU DRAW FOUR LINES
LIKE THE FOUR YOU SEE HERE?
AND THEN, UNDERNEATH, COULD YOU
JOT DOWN SOME NUMBERS,
LIKE FOUR, SIX, TWO, SEVEN?
SO, WE NEED TO SORT THESE DIGITS
OUT INTO A FOUR DIGIT NUMBER.
BUT THERE'S A FEW CLUES,
AND HERE THEY ARE.
SO, THE NUMBER SEVEN HAS
TO GO IN THE HUNDREDS PLACE.
THE NUMBER FOUR
IS IN THE ONES PLACE.
THE SIX GOES IN THE TENS PLACE,
AND THE TWO IN THE
THOUSANDS PLACE.
TAKE A MOMENT.
SEVEN IN THE HUNDREDS.
FOUR IN THE ONES.
SIX IN THE TENS.
TWO IN THE THOUSANDS.
OKAY, DOES YOUR NUMBER
LOOK A LITTLE LIKE THIS?
2764?
OKAY, VERY GOOD.
LET'S TRY THAT AGAIN.
JOT OUT FOUR MORE LINES AND
THESE FOUR DIGITS HERE -
EIGHT, NINE, FIVE AND FIVE.
NOW, LET'S...
LET'S HAVE SOME CLUES.
THESE ONES ARE GOING TO BE A
LITTLE-- LITTLE BIT HARDER.
OKAY, THE LARGEST DIGIT OF
EIGHT, NINE, FIVE, FIVE,
YOU NEED TO PUT IN TENS.
THEN, THE HUNDREDS
PLACE IS AN EVEN DIGIT,
AND THE THOUSANDS AND ONES
PLACE HAVE THE SAME DIGIT.
IF YOU NEED TO PAUSE THIS,
GO AHEAD AND...
GO AHEAD.
ALL RIGHT, LET'S TAKE
A LOOK AT THE ANSWER.
DO YOU HAVE
THIS NUMBER? 5895.
YOU SEE THE
LARGEST DIGIT
IS THE NINE
THAT GOES IN TENS.
AND WE SEE IT
BEGINS AND ENDS
WITH FIVE IN THE
THOUSANDS AND ONES.
LET'S DO ONE MORE.
YOU MAY NOTICE
A SMALL DIFFERENCE,
THAT WE'VE ADDED AN EXTRA...
AN EXTRA LINE,
SO THIS WILL BE
A FIVE DIGIT NUMBER.
SO, IT'S GOING TO GO
INTO THE TEN-THOUSANDS.
AND HERE'S THE DIGITS
YOU HAVE TO WORK WITH -
ZERO, THREE, TWO, ONE, FIVE.
AND LET'S LOOK AT THE CLUES.
SO, THE ZERO SHOULD GO
IN THE HUNDREDS PLACE,
THE FIVE IN THE TENS PLACE.
THE TEN-THOUSANDS
PLACE IS AN EVEN NUMBER.
THE LARGEST DIGIT SHOULD
GO IN THE ONES PLACE.
AND THEN, THE THREE SHOULD
GO IN THE THOUSANDS PLACE.
OKAY, TAKE A MOMENT AND
TRY TO SORT THOSE DIGITS OUT
AND SEE IF YOU MAKE
THE SAME NUMBER
THAT I'M ABOUT TO SHOW YOU.
ARE YOU READY? LET'S GO.
OKAY, 23,015.
I HOPE THAT-- I HOPE THAT HELPS.
A colourful map of Canada appears.
James says EARLIER, WE WERE TALKING ABOUT
THE IDEA OF 10,000 PEOPLE
BEING AT A SINGLE PLACE
FOR A GAME,
AND YOU CAN GET
10,000 PEOPLE TOGETHER.
IT COULD HAPPEN AT A PARADE,
A SPORTS ARENA, A FESTIVAL.
IF YOU'RE IN A BIG CITY,
THERE'S QUITE A FEW PLACES
WHERE 10,000 PEOPLE OR MORE
CAN CAN GET TOGETHER.
ALTHOUGH, IF YOU GO TO OTHER
PLACES IN THIS COUNTRY,
SOMETIMES 10,000 PEOPLE ARE ALL
YOU'RE GOING TO FIND
LIVING IN A SPOT, FEWER.
IF YOU'RE WATCHING THIS VIDEO,
THERE'S A REALLY GOOD CHANCE
YOU LIVE SOMEWHERE IN
THIS PLACE ON THE MAP.
THINK ABOUT
WHERE YOU LIVE.
ARE THERE 10,000
PEOPLE THERE?
ARE THERE MORE?
ARE THERE FEWER?
WELL, ONE OF
THOSE INEQUALITIES
SHOULD DESCRIBE
WHERE YOU LIVE.
WHAT'S YOUR GUESS?
DO YOU LIVE SOMEWHERE
THAT HAS MORE
THAN 10,000 PEOPLE
OR FEWER THAN
10,000 PEOPLE?
AND HOW
COULD YOU KNOW?
AND IF YOU'RE NOT SURE,
HOW COULD YOU...
HOW DO YOU THINK
YOU MIGHT FIND OUT?
WELL, IF YOU
HAPPEN TO LIVE IN
ONE OF THE TOWNS
I'M ABOUT TO LIST,
YOU'RE IN LUCK BECAUSE I HAVE
SOME STATISTICS
HERE FOR POPULATION.
COMMUNITIES HAVE FEWER
THAN 10,000 PEOPLE.
A list appears. It shows cities and their population.
James says NOW, LIKE OUR EARLIER ACTIVITY
IN THE PLACE VALUE CHART,
WE HAVE TO UNDERSTAND
THAT THE DIGIT
AND WHERE IT IS PLACED
WILL GIVE IT VALUE.
LET'S DECOMPOSE ONE
OF THESE NUMBERS.
LET'S TAKE THE
POPULATION OF IQALUIT.
IT STARTS OFF WITH A SIX AND WE
YOU KNOW IT'S NOT SIX,
BUT 6000 BECAUSE IT'S
IN FRONT OF THREE OTHER DIGITS.
THE ONE IS A 100
BECAUSE IT'S IN FRONT
OF TWO OTHER DIGITS.
AND THEN, THE TWO IS 20
BECAUSE IT'S IN FRONT
OF THE SINGLE ONES DIGIT
AND THE FOUR IS FOUR.
AND WE CAN DECOMPOSE OR WRITE
THIS NUMBER IN EXPANDED FORM,
LIKE SO, 6000 PLUS 100 PLUS 20 PLUS 4.
THE THING WITH PLACE VALUE IS,
IT IS JUST THAT -
DIGITS FROM ZERO TO NINE
HAVE A VALUE AND THEN,
WHEN THEY'RE PLACED
BESIDE OTHER DIGITS,
IT ALLOWS THEM TO
EXPRESS LARGER NUMBERS.
SO, A 6 CAN BE 6000.
The number 6481 appears next to a close-up shot of Perth in the map.
He continues NOW, DO YOU THINK YOU COULD
DECOMPOSE THIS NUMBER
FOR THE POPULATION OF PERTH,
LIKE WE JUST DID BEFORE?
JOT THIS DOWN ON YOUR PAPER
AND HAVE A LOOK AT IT.
SO, START WITH THE SIX.
WHAT IS THAT SIX OF?
A LITTLE TIP - YOU MIGHT WANT TO
COUNT ALL THE DIGITS BESIDE IT
AND WRITE THOSE
AS ZEROS INSTEAD,
AND THEN DO THE SAME WITH
THE FOUR AND THEN THE EIGHT.
YOU SHOULD HAVE SOMETHING
THAT LOOKS A LITTLE BIT
LIKE THIS ON YOUR PAGE -
6000 PLUS 400 PLUS 80 PLUS 1.
NOW, WHEN WE WRITE A NUMBER OUT
LIKE 6481, AS THAT LONGER
ADDITION STATEMENT,
IT'S EXPANDED FORM.
AND NUMBERS WITH LOTS OF DIGITS
ARE A LITTLE LIKE
ACCORDIONS OR SPRINGS -
WE CAN HAVE THEM BUNCHED UP
OR WE PULL THEM APART,
BUT IT'S STILL THE SAME VALUE.
YOU STILL HAVE ONE SPRING,
WHETHER IT'S TIGHTLY TOGETHER
OR WHETHER IT'S PULLED APART.
NOW, THAT WE'RE FEELING
A LITTLE MORE CONFIDENT
ABOUT HOW TO DECOMPOSE AND WRITE
NUMBERS IN EXPANDED FORM.
WELL, LET'S TRY THE SAME THING,
BUT WITH A FEW OTHER
STATISTICS FROM BEFORE.
PICK A TOWN THAT WE HAVEN'T
TALKED ABOUT ALREADY,
FOR ANY REASON YOU LIKE,
COPY THE POPULATION
AND DECOMPOSE THE NUMBERS
AND THEN WRITE THEM
IN EXPANDED FORM.
OH, YOU'RE DONE ALREADY?
OKAY, WELL,
PICK ANOTHER TOWN, DO IT AGAIN,
WHILE EVERYONE ELSE CATCHES UP.
WOW, YOU'RE PRETTY QUICK.
I'M GOING TO GUESS THAT
YOU CHOSE HANCEVILLE
OR MAYBE YARMOUTH.
A red arrow points to Yarmouth in the list.
He continues OKAY? I MEAN, HEY,
THAT'S PRETTY CLEVER
BECAUSE THERE'S JUST
TWO DIGITS YOU HAVE TO DO,
IF YOU PICK YARMOUTH -
IT'S JUST 7000 PLUS 500.
THAT'S A GOOD POINT.
AND THAT BRINGS US TO THE
NEXT PART OF THIS LESSON
AND THAT'S ROUNDING.
LET'S SAY, IT'S...
YOU KNOW, YOU'RE DRIVING THROUGH
A TOWN, LIKE PERTH FROM BEFORE,
AND YOU SEE A SIGN
THAT SAYS THE POPULATION
THAT LIVES IN THAT TOWN.
ODDS ARE IT'S NOT GOING
TO LOOK LIKE THIS.
IT'S NOT GOING TO SAY
PERTH POPULATION: 6481.
AND THEN, THEY COME OUT AND
CHANGE THE POPULATION SIGN
ANY TIME SOMEBODY MOVES
IN OR OUT OF THE TOWN.
IT PROBABLY LOOKS A
LITTLE MORE LIKE THIS.
The sign reads "Perth. Population: 6000."
He continues AND IT'S JUST EASIER
TO GET THIS IDEA ACROSS
BECAUSE SOMEONE HAS JUST A FEW
SECONDS AS THEY'RE DRIVING BY.
YOU KNOW,
WE WANT TO GIVE A FIGURE OF
ABOUT HOW MANY PEOPLE
LIVE IN THE TOWN.
WE CALL THIS ROUNDING
AND WHEN YOU NEED
TO PROVIDE A NUMBER
BUT YOU DON'T HAVE
TO BE TOO PRECISE
BEFORE WE GO FURTHER, THOUGH,
LET'S HAVE A LOOK AT TVO'S
HOMEWORK ZONE EPISODE ON THIS,
WHICH SHOULD GIVE YOU
THE TEMPORARY FEELING
OF BEING BACK
IN THE CLASSROOM.
(bell ringing)
In animation, a teacher in front of a class says CLASS, 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.
It says LET'S SAY YOU NEED
A WHOLE NUMBER
LIKE 6 OR 2
BUT YOU HAVE 7 DECIMAL 6
WHAT ON EARTH CAN WE DO?
WELL, YOU GOTTA ROUND, ROUND
ROUND UP OR DOWN
YOU 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
OKAY
IT WILL TELL YOU TO
ROUND DOWN OR UP
SURE
Animated numbers go up or down through two tubes.
The song continues IF IT'S FROM 1 TO 4
YOU ROUND DOWN
I SEE
IF IT'S FROM 5 TO 9
YOU ROUND UP
OKAY
YOU GOTTA ROUND, ROUND
ROUND UP OR DOWN
YOU 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 PRACTICE!
7 DECIMAL 6 ROUNDS UP TO 8
2 DECIMAL 3 ROUNDS DOWN TO 2
6 DECIMAL 1 ROUNDS DOWN TO 6
YOU GOT IT!
AND 1 DECIMAL 8
ROUNDS UP TO UP TO 2
YOU GOTTA ROUND, ROUND
ROUND UP OR DOWN
YOU 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 TESTS?
(class cheering)
I GUESS SO.
UH, WHAT ABOUT ROUNDING UP?
YOUR GRADES.
I'M STARTING TO SEE
A PATTERN HERE.
HOW ABOUT WE ROUND UP
THE TIME FOR LUNCH?
(school bell ringing)
SOUND GOOD?
The TVO Kids logo appears.
A caption reads "Copyright 2014, The Ontario Educational Communications Authority."
A yellow sign reads "9.99 dollars."
James says HEY, WELCOME BACK.
SO, THE THING WITH ROUNDING IS
THAT THERE'S A GOOD CHANCE
YOU'VE ALREADY BEEN DOING THIS,
BUT YOU DIDN'T REALLY KNOW
IT WAS CALLED "ROUNDING."
LET'S SAY THAT YOU'RE IN A STORE
AND YOU SEE A PRICE TAG
ON SOMETHING YOU LIKE,
AND IT-- IT LOOKS LIKE THIS.
AND YOU ASK THE PERSON YOU'RE
WITH IF THEY CAN BUY IT FOR YOU
AND THEY ASK,
"HOW MUCH DOES IT COST?"
IF YOU SAW THIS,
DO YOU THINK YOU MIGHT
SAY TEN DOLLARS?
AND IF SO, YOU'VE JUST ROUNDED.
IT TAKES A LOT OF WORDS TO SAY
NINE DOLLARS, NINETY-NINE CENTS.
AND THE FACT IS
IT'S JUST A PENNY OFF
FROM BEING TEN DOLLARS,
SO YOU MAY AS WELL SAY TEN.
SO, THE SAME THING HAPPENS WITH
THESE POPULATION NUMBERS,
EVEN THOUGH, SOMETIMES,
WE'LL ROUND DOWN.
IF WE WANT TO
GUESS WHAT THE SIGNS
OUTSIDE OF THESE TOWNS
AND VILLAGES SAY,
MUCH LIKE WE SAW PERTH
WAS PROBABLY 6000,
WE SHOULD PROBABLY ROUND
TO THE NEAREST THOUSAND.
THAT MEANS WE WANT TO LOOK
AT THE HUNDREDS DIGIT.
IF IT IS FOUR OR LESS,
WE ROUND DOWN,
AND IF IT'S FIVE OR GREATER,
WE ROUND UP.
Three blue population signs appear.
James continues SO, LET'S PICK ONE
OF THE
COMMUNITIES HERE
AND TAKE A LOOK
AT THESE SIGNS
AND SKETCH
WHAT YOU THINK
THE ACTUAL POPULATION
NUMBERS MAY LOOK LIKE.
WE'VE GOT BELL'S CORNERS
THAT HAS 9977,
KIRKLAND LAKE
WITH 7775,
AND WILD ROSE WITH
A POPULATION OF 8031.
SO, YOU WANT
TO LOOK AT...
WE'RE ROUNDING
TO THE THOUSANDS,
SO THAT MEANS
LOOK AT THE DIGIT
JUST TO THE RIGHT...
AND IN THAT CASE
IT'S GOING TO BE NINE,
SEVEN AND ZERO EACH.
IF THAT NUMBER
IS ABOVE FIVE,
WE'RE GOING
TO ROUND UP.
IF NOT, WE'RE GOING
TO ROUND DOWN.
ALL RIGHT, HAVE YOU
ALMOST GOT YOUR ANSWERS?
LET'S HAVE A LOOK.
DO YOUR SIGNS LOOK
SOMETHING LIKE THIS?
BELL'S CORNER
SAYS 10,000,
KIRKLAND LAKE 8000
AND WILD ROSE 8000.
AGAIN, WE ROUND
BECAUSE THE POPULATION
IS ALWAYS CHANGING
JUST A LITTLE BIT.
AND YOU'VE ONLY
GOT THOSE FEW SECONDS
AS SOMEBODY DRIVES BY,
SO YOU WANT TO
MAKE IT CLEAR
AND SIMPLE FOR
THEM TO UNDERSTAND.
LET'S TAKE A LOOK
AT TEACHER SHAHANA
AND HER LESSON ON
ROUNDING
FOUR DIGIT NUMBERS.
Shahana stands next to a wall touch screen with colourful numbers. She is in her twenties, with shoulder-length brown hair. She wears a blue T-shirt with a print that reads "Home Work Zone."
She says HI,
TVO KIDS,
I'M TEACHER
SHAHANA
AND I'M HERE
TODAY TO SHOW YOU
HOW TO ROUND
NUMBERS.
LET'S GET
STARTED WITH
A PROBLEM.
She clicks on a top menu and a word problem appears. It reads "This March my family is planning a road trip to a few cities in the United States. The driving distance from Toronto to our first destination, New York City, is 789 kilometers. From there we want to drive to Washington D.C. which is another 367 kilometers. The final stretch back to Toronto is 793 kilometers. About how many kilometers will end up driving in total to get from Toronto to New York City to Washington D.C. and back?"
She continues NOW BEFORE WE
BEGIN TO
SOLVE
THE PROBLEM,
LET'S HIGHLIGHT
SOME OF
THE KEYWORDS
THAT WE SEE.
THE FIRST
IMPORTANT WORD THAT
I SEE IN THIS
PROBLEM
IS TOTAL.
TOTAL TELLS ME
THAT I HAVE
TO USE
ADDITION IN ORDER
TO ADD UP ALL THE
DISTANCES.
I ALSO SEE
THIS WORD OVER HERE,
ABOUT.
NOW, ABOUT MEANS
THAT THEY
DON'T WANT AN
EXACT NUMBER AS
MY FINAL
ANSWER.
THEY WANT A
NUMBER THAT'S
AROUND THAT,
SO HOW DO WE FIND
OUT WHAT THAT
NUMBER IS?
WELL, WE CAN
USE ROUNDING.
LET'S GIVE IT
A TRY.
THE FIRST STEP
IS TO CALCULATE
YOUR ACTUAL
ANSWERS.
SO IF YOU
NOTICE OVER HERE,
WE ADDED UP ALL OF
THE DISTANCES,
AND GOT A TOTAL
1,949 KILOMETRES,
AND THAT'S
THE ACTUAL
OR EXACT
DISTANCE THAT MY
FAMILY WOULD HAVE
TRAVELLED.
OKAY,
BUT THE
PROBLEM TOLD US
THAT WE SHOULD
FIND OUT ABOUT
HOW MANY
KILOMETRES MY
FAMILY TRAVELLED,
SO THAT'S WHERE
WE NEED
TO ROUND.
THERE ARE THREE
DIFFERENT WAYS
WE COULD
ROUND THE NUMBER.
WE COULD ROUND IT
TO THE NEAREST
TEN, NEAREST
100 OR THE NEAREST
1,000.
LET'S START
BY ROUNDING OUR
NUMBER TO THE
NEAREST TEN.
She clicks and a four-column table appears. The columns read "Thousands, Hundreds, Tens, Ones."
She continues FIRST THING
I'LL DO IS WRITE
IN MY NUMBER INTO
MY PLACE VALUE
CHART
OVER HERE.
1,949.
OKAY, AND WHAT
I'LL DO IS
I'M GOING TO
CIRCLE THE DIGIT
IN THE PLACE
VALUE THAT
I'M
ROUNDING TO.
SO IN THIS
CASE,
WE HAVE
TO ROUND IT
TO THE NEAREST
TEN.
SO I'M
GOING TO CIRCLE
THE DIGIT IN THE
TENS PLACE VALUE.
UNDERLINE THE DIGIT
BESIDE IT AND
WE CAN
REMEMBER A LITTLE
ROUNDING RHYME IN
ORDER TO
HELP
US HERE.
IF THE UNDERLINED
DIGIT IS FIVE
MORE,
RAISE THE SCORE.
WHAT THAT MEANS IS
THAT WE HAVE
TO RAISE THE
CIRCLE DIGIT BY ONE,
WHICH MEANS
THIS WOULD
BECOME
A FIVE.
IF THE UNDERLINED
DIGIT IS FOUR
OR LESS, WE
LET THE CIRCLE
DIGIT REST.
IN
OTHER WORDS,
WE JUST LEAVE
IT AS IS.
IN
THIS CASE,
WE'RE GOING TO RAISE
OUR CIRCLE DIGIT
BY ONE,
SO THE FOUR
BECOMES A FIVE,
AND WE REWRITE
THE NUMBER,
EXCEPT
THIS TIME,
EVERYTHING AFTER
THE CIRCLED
DIGIT
BECOMES A ZERO.
SO IF WE ROUNDED
1,949
KILOMETRES TO
THE NEAREST TEN,
WE'D GET
1,950.
LET'S TRY IT
AGAIN BY ROUNDING
TO THE NEAREST
HUNDRED.
The chart clears.
She continues OKAY, THIS
TIME AGAIN,
I'M GOING TO WRITE
MY NUMBER
INTO THE
PLACE VALUE CHART.
NOW WE'RE ROUNDING
TO THE NEAREST
HUNDRED,
SO I'M GOING TO
CIRCLE THE DIGIT
IN THE HUNDREDS
PLACE VALUE,
UNDERLINE THE
DIGIT BESIDE IT.
FOUR MORE, WE'RE
GOING TO
LET
THIS REST.
SO WE LEAVE IT
JUST AS IT IS,
AND THEN
RE-WRITE THE NUMBER,
EXCEPT EVERYTHING
AFTER THE
CIRCLE DIGIT
BECOMES A ZERO.
SO ROUNDING THAT
NUMBER TO THE
NEAREST HUNDRED
BECOMES 1,900.
AND FINALLY,
ROUNDING TO THE
NEAREST
THOUSAND.
THIS IS PRETTY
EASY SO FAR.
WE'RE GOING TO
PUT OUR NUMBER
INTO THE PLACE
VALUE CHART.
ONCE AGAIN,
CIRCLE THE
DIGIT IN THE PLACE
VALUE THAT YOU'RE
ROUNDING TO,
UNDERLINE THE
DIGIT BESIDE IT.
THE UNDERLINED DIGIT
IS FIVE OR MORE,
SO WE'RE GOING
TO RAISE THE SCORE.
WE'RE GOING TO ADD
ONE OVER HERE,
BECOMES A TWO,
AND EVERYTHING
AFTER IT BECOMES
A ZERO.
A conclusion screen appears.
She continues OKAY,
SO TO SUM UP,
THESE ARE THE NUMBERS
THAT WE ROUNDED.
THIS WAS
OUR ACTUAL ANSWER.
IF YOU
NOTICE,
THE HIGHER
THE PLACE VALUE
THAT YOU
ROUND TO,
THE FURTHER
AWAY YOUR ANSWER
GETS FROM THE
ACTUAL ANSWER.
SO IF THE QUESTION
DOESN'T TELL YOU
WHAT NUMBER TO
ROUND TO, YOU DECIDE.
HOW ABOUT
WE CHOOSE,
FOR
OUR PURPOSES,
LET'S CHOOSE TO
ROUND TO
THE
NEAREST TEN.
SO AS MY
ANSWER,
WHAT I CAN
SAY IS THEN THAT:
A blue caption reads "My family will drive about or approximately 1,950 kilometers in total on the trip."
She continues OKAY, SO THANKS FOR
WATCHING TVO KIDS.
I'M TEACHER
SHAHANA AND THE
NEXT TIME YOU
ROUND,
DON'T FORGET
OUR ROUNDING RHYME:
FIVE OR MORE, RAISE
THE SCORE,
FOUR OR
LESS, LET IT REST.
James says WELCOME BACK.
A two-column table reads "Populations larger than 8500. Populations equal to or smaller than 8500."
James says UH, HMM.
ANY IDEA WHAT...
WHAT THIS MEANS?
WELL, IT'S OKAY
IF YOU'RE NOT SURE.
ONE THING I'D LIKE TO SAY ABOUT,
YOU KNOW, THIS, TODAY'S MATH
OR ANY TIME YOU'RE DOING MATH
IS THAT IF YOU COME ACROSS
SOMETHING THAT SEEMS STRANGE
OR DIFFERENT OR
DIFFICULT TO UNDERSTAND,
THAT EVERYTHING YOU DO IN MATH
IS SOME KIND OF
COUNTING OR SORTING.
YOU KNOW, MULTIPLYING AND
ADDING,
THEY'RE JUST TYPES OF COUNTING.
NAMES FOR DIFFERENT SHAPES,
THAT'S SORTING.
WHEN YOU MAKE SURVEYS
WHILE STUDYING
DATA MANAGEMENT IN SCHOOL,
THAT'S OFTEN A TYPE OF SORTING,
WHEN YOU, YOU KNOW,
PUT INFORMATION IN DIFFERENT
CATEGORIES ON A GRAPH OR,
YOU KNOW, WHEN YOU
CONDUCT A SCIENCE EXPERIMENT
AND YOU'RE HAVING TO
SORT OUT DIFFERENT OUTCOMES.
WELL, LET'S CONSIDER
SOME OF THE SORTING
OF NUMBERS WE HAD BEFORE.
THEY WERE THE NUMBERS OF
POPULATIONS OF DIFFERENT TOWNS.
LET'S MAKE A BIT OF
A RULE OR A CRITERIA
FOR SORTING OUT
THESE POPULATIONS,
THAT WE WANT TO SEE THE TOWNS
THAT HAVE LARGER
POPULATIONS THAN 8500
AND POPULATIONS
THAT ARE EQUAL
OR SMALLER THAN 8500.
A slate reads "Bell's Corners: 9977." It shows a green up arrow and a red down arrow.
He says SO, LET'S TAKE BELL'S CORNERS,
AND AT HOME,
I WANT YOU TO POINT UP,
IF YOU SAY,
"YEAH, IT'S GOT MORE THAN 8500,"
OR POINTS DOWN
IF IT'S LESS THAN 8500.
WHAT DO YOU THINK?
OH, IF YOU'RE POINTING UP,
YOU'RE RIGHT.
OKAY, NEXT TOWN.
The slate changes to "Wild Rose: 8031."
James says WILDROSE, IS THIS
MORE THAN 8500
OR LESS THAN 8500?
OH, IT IS LESS.
ALL RIGHT,
HOW ABOUT KAPUSKASING?
9240, IS THIS MORE THAN
OR LESS THAN 8500?
IT'S MORE. OKAY, LET'S GO
A LITTLE FASTER NOW.
The slate changes to "Bracebridge: 8238."
James says HOW ABOUT BRACEBRIDGE?
IS IT GREATER THAN 8500
OR LESS THAN 8500?
AND THAT WOULD BE LESS.
The caption changes to "Mont-Tremblant: 8895."
James says MONT-TREMBLANT,
GREATER THAN 8500 OR LESS?
The green arrow stays, the red one disappears.
James says HOW ABOUT BANFF?
The caption changes to "Banff: 7502."
James says IS THAT
GREATER THAN 8500
OR LESS THAN 8500?
IT'S DOWN. IT'S LESS.
HOW ABOUT
SYDNEY MINES?
The caption changes to "Sydney Mines: 7312."
James says IS THAT
GREATER THAN 8500
OR LESS THAN 8500?
IT'S LESS.
PARRY SOUND,
IS THIS POPULATION
GREATER THAN 8500
OR LESS THAN 8500?
The caption changes to "Parry Sound: 6469."
James says IT'S LESS.
SELKIRK?
GREATER THAN?
LESS THAN?
The caption changes to "Selkirk: 9653." The green arrow stays, the red one disappears.
James says HURON EAST?
GREATER THAN?
LESS THAN?
The caption changes to "Huron East: 9264."
James says GREATER.
SO, HERE'S OUR LITTLE TABLE,
ALL FILLED IN,
AND NOW WE CAN SEE
THIS DATA WE'VE TAKEN
IS ALL SORTED OUT.
ALL THE TOWNS RIGHT ABOVE
THAT ARE OF POPULATIONS
GREATER THAN 8500
AND ALL THE ONES RIGHT HERE
ARE LESS THAN 8500.
RIGHT NOW,
IN THIS PART OF THE TASK,
WE'RE GOING TO PRACTICE
SUBTRACTING SOME NUMBERS
FROM 10,000.
WE WANT TO SEE
FOR EACH OF OUR TOWNS
HOW MANY MORE PEOPLE
WOULD HAVE TO MOVE IN
FOR THE POPULATION
TO BE EXACTLY 10,000.
SO, LET'S TAKE BELL'S CORNERS,
WHERE WE WERE BEFORE.
SO, BELL'S CORNERS HAS 9977.
IT'S GREATER THAN 8500.
SO, WE'RE GOING TO SUBTRACT THAT
POPULATION FROM 10,000.
AND THE KEY WORD IN THIS
QUESTION IS "DIFFERENCE,"
WHICH MEANS TO SUBTRACT.
SO, IN ORDER TO DO THIS,
WE HAVE TO BORROW FROM
THE PLACE VALUE TO THE LEFT
BECAUSE IT'S A LARGER NUMBER
THAN WHAT WE'RE WORKING WITH.
SEVEN IS GREATER THAN ZERO,
SO WE'RE GOING TO HAVE
TO BORROW AND SO ON.
SINCE WE HAVE ZERO ONES,
WE HAVE TO BORROW FROM THE TENS.
BUT SINCE WE HAVE ZERO TENS,
WE MOVE ON TO THE HUNDREDS.
AND SINCE THAT IS ZERO HUNDREDS,
WE MOVE ON TO THE THOUSANDS.
BUT THAT'S ZERO,
SO WE MOVE ON TO TEN-THOUSANDS.
SO, THE FOLLOWING,
ONCE WE BORROW,
WE HAVE TO TAKE THE
10,000 INTO HERE
AND THEN BORROW ONE
FROM THERE TO HERE - 99.
IT LOOKS A LITTLE LIKE THIS.
The subtraction appears. Red lines cross the zeroes in 10,000.
James says AND ONCE
WE DO THE MATH -
SEVEN FROM TEN,
NINE FROM SEVEN,
NINE FROM NINE,
NINE FROM NINE,
WE SEE THE
DIFFERENCE IS 23,
THAT JUST 23
MORE PEOPLE
WOULD HAVE TO LIVE
IN BELL'S CORNERS
FOR THE POPULATION
TO BE 10,000.
SO, LET'S SELECT
ONE OF THESE...
ONE OF THESE TOWNS,
MAYBE ONE YOU
HAVEN'T ALREADY
OR MAYBE ONE YOU'RE
CURIOUS ABOUT,
AND SUBTRACT
FROM 10,000
TO FIND OUT
THE DIFFERENCE
BETWEEN THE
POPULATION HERE
AND THE
NUMBER 10,000.
YOU'RE DONE ALREADY
BECAUSE YOU ARE DOING
HANCEVILLE, AREN'T YOU?
YOU SAID, "OH,
"10000 TAKEAWAY
10,000 IS ZERO."
OKAY,
THAT WAS CLEVER.
BUT WHY DON'T
YOU TRY ONE
THAT DEMONSTRATES
A BIT OF BORROWING?
OKAY, I'LL WAIT.
IF YOU WANT TO KEEP
WORKING ON THAT,
GO AHEAD AND PAUSE.
BUT YOU MAY ALSO FEEL
LIKE WE'VE BEEN...
WE'VE BEEN DOING A LOT OF
LEARNING HERE TODAY,
AND MAYBE IT'S TIME FOR
A BIT OF A BODY BREAK.
SO, MAYBE A CHANCE WE'LL HAVE
SOME
MOVE WITH MICKEY.
AND WHY DON'T YOU STAND UP AND
JUST GET READY TO MOVE OUT
BEFORE WE...
BEFORE WE TAKE THINGS HOME?
ALL RIGHT, I'LL BE HERE.
A clip plays.
(music plays)
Images of a warehouse full of art on its walls appear.
Mickeey pops out of a graffiti art on a wall.
Mickeey is in his twenties, with short puffy black hair and he wears blue jeans, a black and white sweater, a red zip up jacket and red snickers.
Mickeey says HEY, WHAT'S UP?
TODAY WE'RE GONNA BE LEARNING
THE CABBAGE PATCH.
HEY!
ALL YOU GOTTA DO
IS YOU'RE GONNA PRETEND
LIKE YOU'RE GOING
INTO A RUN.
YOU'RE GONNA STEP FORWARD
FOR ONE,
AND TAKE A STEP BACK
FOR TWO,
AND THEN YOU'RE GONNA
DO THIS THING
THAT'S CALLED
A STEP-BALL-CHANGE.
STEP, BALL, CHANGE.
PICK UP THAT KNEE
AT THE END.
LET'S GO FIND OUT
WHAT THE ARMS ARE DOING.
WHEN YOU TAKE
A STEP FORWARD,
YOUR HANDS ARE GONNA GO
INTO A RUNNING POSE.
WHEN YOU TAKE A STEP BACK
YOU'RE GONNA SWITCH YOUR ARMS
TO BACK.
AND THEN ON THE STEP-BALL-CHANGE
YOU'RE GONNA IMAGINE
AS IF YOU'RE STIRRING UP
A BIG POT,
AND THEN YOU'RE
GONNA KICK IT BACK UP
WITH THE RUNNING MAN
POSE AGAIN.
FIVE, SIX, SEVEN, EIGHT.
He does the move and says STEP FORWARD, BACK,
CIRCLE IT UP, FORWARD,
BACK,
AND STIR YOUR POT.
LET'S DO IT WITH MUSIC
AND FRIENDS, SHALL WE?
HERE WE GO!
(upbeat music playing)
LET'S GO, GUYS!
Melissa and Daniel appear.
Melissa is in her twenties, with long straight brown hair with bangs and she wears dark trousers, a yellow woollen hat and a blue and green zip jacket.
Daniel is in his twenties, with short curly brown hair and he wears glasses, black trousers, a yellow shirt and a black cap hat.
They start dancing.
Mickeey says SEVEN, HIT!
STEP, TWO, STEP-BALL-CHANGE.
AND STEP, TWO,
STEP-BALL-CHANGE.
AND DON'T FORGET
TO STIR YOUR POT.
(cheering)
AND GUESS WHAT?
YOU JUST MOVED WITH MICKEEY.
SEE YA!
He jumps back in the graffiti.
The clip ends.
James says HELLO. WELCOME BACK.
IT'S SO GOOD TO HAVE YOU HERE.
SO, WE'RE GOING TO TAKE A BIT OF
TIME AND TRY TO PUT TOGETHER
ALL THE SKILLS
WE'VE WORKED ON TODAY.
SOME OF THIS STUFF
YOU MIGHT WANT...
IT MIGHT TAKE A WHILE
TO DO AFTER THE SHOW.
YOU MAY JUST WANT
TO PAUSE AND DO IT.
IT'S UP TO YOU.
I LEAVE IT TO YOU TO TRY TO
FIND A WAY TO CHALLENGE YOURSELF
AND TAKE YOUR
LEARNING TO THE NEXT LEVEL.
A list reads "Wolfville: 4269. Antigonish: 5002. Lunenburg: 2085. Bridgewater: 8532. Digby: 2060."
James says SO, FIRST OFF,
I WOULD LIKE YOU TO SELECT
A PROVINCE IN ONTARIO
AND FIND FIVE COMMUNITIES THERE
THAT HAVE LESS THAN
10,000 PEOPLE.
YOU CAN DO THIS ONLINE.
THERE'S PLENTY OF ATLAS'
OR MAPS
OR OTHER PLACES WITH DATA
YOU MIGHT WANT TO LOOK.
YOU MAY HAVE THAT INFORMATION
SOMEWHERE AT HOME.
YOU MAY HAVE MIGHT BE ABLE
TO LOOK OUTSIDE
AND SEE THE POPULATION SIGN
OUTSIDE WHERE YOU LIVE.
BUT IN CASE YOU'RE NOT ABLE
TO FIND IT, I HAVE GIVEN YOU
SOME INFORMATION RIGHT HERE.
I PICKED NOVA SCOTIA
AND I'VE GOT FIVE COMMUNITIES
FROM NOVA SCOTIA YOU COULD USE,
IF YOU CAN'T FIND
YOUR OWN RIGHT NOW.
THAT'S YOU KNOW, FOR WOLFVILLE,
THERE'S ABOUT 4269 PEOPLE THERE.
IN ANTIGONISH, 5002 PEOPLE.
THERE ARE 2085
PEOPLE IN LUNENBURG.
8523 IN BRIDGEWATER,
AND 2060 IN DIGBY.
SO, ONCE YOU...
YOU SHOULD MAYBE
WRITE THOSE DOWN,
IF YOU CAN. I'LL WAIT.
OKAY, LET'S KEEP GOING.
ONCE YOU'VE DONE THAT,
TAKE EACH OF THESE POPULATIONS
THAT I'VE GOT OR THE DATA
YOU'VE MANAGED TO FIND
AND WRITE THAT OUT
IN EXPANDED FORM. SO, REMEMBER,
WE'LL TAKE THE THOUSANDS,
PLUS THE HUNDREDS,
PLUS THE TENS, PLUS THE ONES.
AND REPEAT THAT
FOR EACH OF THEM.
SO, WOLFVILLE WILL BE
HOWEVER MANY THOUSAND,
PLUS HOWEVER MANY HUNDRED,
PLUS HOWEVER MANY TENS,
PLUS HOWEVER MANY ONES.
THEN, I'D LIKE YOU TO ROUND
EACH POPULATION TO THE NEAREST
THOUSAND, HUNDRED AND TEN.
SO, IMAGINE WE WERE DOING
THOSE POPULATION SIGNS FOR EACH
OF THESE COMMUNITIES OUTSIDE.
LET'S PUT THAT IN THERE
AND THEN LET'S TRY TO ROUND OUT
BECAUSE THERE ARE
OTHER OCCASIONS
THAT YOU NEED TO ROUND
TO DIFFERENT NUMBERS.
JUST REMEMBER,
IF THE NUMBER YOU'RE ROUNDING
TO GO TO THE NEXT SMALLEST DIGIT
AND YOU LOOK AT THAT -
IF IT'S ZERO TO FOUR,
ROUND DOWN,
IF IT'S FIVE OR GREATER,
ROUND UP.
AND THEN, NEXT, LET'S PRACTICE
SOME OF THAT CARRYING
AND BORROWING THAT WE WERE DOING
BEFORE WITH SUBTRACTION.
YOU WANT TO FIND THE DIFFERENCE
BETWEEN EACH TOWN POPULATION
OF THE FIVE PLACES
AND THE NUMBER 10,000.
SO, TO FIND THE DIFFERENCE,
WE NEED TO SUBTRACT.
WE'LL TAKE THE LARGER NUMBER -
10,000 - AND WE'LL SUBTRACT
THE POPULATION.
SO, IF IT'S FOR DIGBY,
YOU'LL BE TAKING 2060
AWAY FROM 10,000. AND REMEMBER,
IF YOU'VE GOT A WHOLE NUMBER
AND YOU'RE LOOKING
ABOVE AT A ZERO
OR A NUMBER THAT SMALLER,
WE'RE GOING TO HAVE TO GO
BORROW FROM THE NEXT COLUMN.
SO, AFTER YOU'VE
GONE THROUGH ALL THIS,
THINK ABOUT HOW YOU FEEL
AND MAYBE COMPARED TO
WHERE YOU STARTED.
DO YOU FEEL THEY
HAVE AN EXCELLENT
UNDERSTANDING OF ALL THIS?
HAS THIS BEEN MOSTLY REVIEW?
DO YOU THINK YOU HAVE
A GOOD UNDERSTANDING
OF WHERE YOU'RE AT WITH THIS?
DO YOU THINK YOU
HAVE SOME UNDERSTANDING,
BUT MAYBE NEED TO GO BACK, WATCH
THIS AGAIN
OR ASK YOUR TEACHER ABOUT IT
NEXT TIME YOU'RE BACK IN SCHOOL?
OR, YOU KNOW, IS THIS SOMETHING
YOU NEED A LOT MORE WORK ON?
THAT'S-- THAT'S AN ANSWER
FOR YOU TO THINK ABOUT.
The feelings mentioned appear on a bulleted list.
James says BUT THE MORE REAL WE CAN BE WITH
OURSELVES ABOUT WHERE ARE...
WHERE WE'RE AT AND TO ASK THE
NEXT RELEVANT QUESTION,
THAT'S WHAT'S REALLY GOING TO
TAKE THE LEARNING FORWARD.
HEY, WE'VE BEEN TALKING TODAY
ABOUT LARGE NUMBERS OF PEOPLE,
THOUSANDS OR
TEN-THOUSANDS OF THEM.
AND WHILE THAT'S HELPFUL
FOR US TO UNDERSTAND
OR TO ROUND NUMBERS, SO WE CAN
GET A BETTER IDEA IN OUR HEAD,
YOU SHOULDN'T
REALLY FORGET THAT...
OR RATHER, WE SHOULDN'T
LET THAT GET IN THE WAY
FOR US TO STOP CONSIDERING
WHO PEOPLE ARE AS INDIVIDUALS
AND HOW PEOPLE ARE LIVING IN
OTHER PLACES OF THE COUNTRY,
ESPECIALLY IF YOU LIVE SOMEWHERE
IN A BIGGER CITY, LIKE I DO.
SO, LET'S STOP AND TAKE A LOOK
AT ONE OF THE COMMUNITIES
ON OUR WAY OUT THAT DOES HAVE
FEWER THAN 10,000 PEOPLE.
THIS IS A PLACE CALLED
RICHIBUCTO-VILLAGE
IN NEW BRUNSWICK.
AND I'D LIKE TO INTRODUCE YOU TO
MADISON, WHO LIVES THERE
AND WHO'S GOING TO TELL YOU A
BIT MORE ABOUT WHO SHE IS
AND WHERE SHE'S FROM.
ENJOY.
(music plays)
Madison is around 10 years old. She has long brown hair.
A Male Narrator says TODAY,
WE'RE MEETING MADISON.
SHE'S A DANCER.
SHE PLAYS VOLLEYBALL.
SHE GOES CLAM DIGGING
BY THE SHORE.
At the beach, Madison says FOUND ANOTHER ONE.
The Narrator says READY TO HANG OUT WITH
MADISON AND HER FRIENDS?
On a boat, Madison says WE'RE GOING PRETTY FAST.
The Narrator says LET'S GO!
In animation, pictures of several different kids appear hanging on laundry lines. A raven on the lines flies off to the sun and opens his wings as the title of the show appears. It reads "Raven's Quest."
(cawing)
Madison G-DAY.
HELLO. MY NAME IS MADISON.
I'M MI'KMAQ.
I LIVE IN RICHIBUCTO-VILLAGE,
NEW BRUNSWICK.
DO YOU WANNA
SEE OUR FISHING BOAT?
HA-HA! GOT YA.
IT'S NOT IN THE WATER YET,
BUT WE'RE GONNA PUT IT IN LATER.
COME ABOARD.
The caption changes to "Madison cam."
She says I CAN SHOW YOU GUYS INSIDE.
MY MOM AND DAD,
THEY GO LOBSTER FISHING.
THEY BOTH WORK ON THE BOAT.
THAT'S WHERE THE CAPTAIN SITS.
MY DAD WOULD BE DRIVING
AND MY MOM WOULD BE
THROWING SOME LOBSTER TRAPS
OUT OF THE BOAT.
WELCOME TO MY ROOM.
FIRST THING I'M GONNA SHOW
YOU GUYS IS MY CANDY STASH.
I PUT SOME CANDY IN HERE.
I HIDE IT
'CAUSE MY LITTLE BROTHER
REALLY LIKES TO TAKE MY CANDY.
THIS IS A RIBBON
THAT I GOT AT THE
GRAND RIVER POW WOW
CHAMPION OF CHAMPIONS IN ONTARIO
AND I WON 3RD PLACE.
As she films in her bedroom filled with toys, she continues AND OVER HERE...
IS WHERE I PLAY,
MOSTLY ON THIS SIDE.
AND RIGHT HERE IS MY CAMPER
THAT I PLAY WITH MY DOLLS,
LIKE I PUT MY DOLLS IN IT
AND I PRETEND TO DRIVE IT.
AND UP HERE,
I HAVE TWO
DREAM CATCHERS UP THERE.
I FIND THAT
DREAM CATCHERS ARE IMPORTANT,
THAT THEY'RE
AROUND YOUR BED 'CAUSE THEY,
LIKE, TAKE AWAY YOUR BAD DREAMS,
AND I FIND IT HELPS A LOT.
Now, Madison stands next to two girls in a garden.
Madison says HEY, GUYS,
THESE ARE MY TWO BEST FRIENDS.
WE GO TO SCHOOL TOGETHER.
THIS IS...
Chloe says CHLOE.
Madison says AND THAT IS...
Sophie says SOPHIE.
Madison says LET'S GO.
WHAT WE DO TOGETHER,
WE WOULD GO ON THE MONKEY BARS.
WE WOULD CLIMB UP THERE,
HANG OUT AND TALK A LITTLE BIT.
(whooping)
SOMETIMES WE WOULD
PLAY HIDE AND GO SEEK.
Next, Madison stands in a boat.
Madison says HERE WE ARE AT OUR FAVOURITE
CLAM DIGGING SPOT.
HERE WE HAVE A MEASURER.
IF THE CLAMS ARE
SMALLER THAN THIS,
WE SHOULDN'T REALLY TAKE THEM.
THIS IS A TOOL YOU COULD USE
SO IT'LL BE EASIER
TO GET THE CLAMS.
IT'S BASICALLY TO SUCK THEM ALL
IN AND THEN TO POUR THEM OUT.
I SEE IT!
THAT ONE'S TOO SMALL.
ALL RIGHT, LET'S PUT HIM BACK.
THERE YOU GO, LITTLE CLAM.
FOUND ANOTHER ONE.
OOH, THIS IS A BIG ONE.
YUP.
(chuckling)
THAT'S A KEEPER.
OH! AHH!
IT PEED ON ME.
NOT BAD FOR
A FEW MINUTES OF WORK.
Going back on the boat with her dad, Madison says IT'S A LOT OF SPLASHING.
Now, Madison and her friends sit in the dining room.
Madison says THIS IS CALLED A POUTINE RÂPÉE.
THANK YOU.
ONE, TWO, THREE.
INSIDE THE POUTINE
IS MEAT AND ON THE OUTSIDE,
IT'S POTATOES.
IT'S AN ACADIAN KIND OF POUTINE.
THERE'S NO FRENCH FRIES IN IT.
YOU CAN DO IT WITH KETCHUP,
SUGAR, MOLASSES,
AND BROWN SUGAR.
I REALLY LOVE THE POUTINE RÂPÉE.
OH, I'M EXCITED FOR THIS ONE.
A close-up shot shows a totem.
Madison says I'M IN ELSIPOGTOG FIRST NATION,
WHERE MANY OF MY PEOPLE LIVE.
THIS IS THEIR TOTEM POLE.
THIS IS MY
GRANDFATHER NOEL.
She shows a blue card and says THIS IS A SPECIAL WORD
I'M GONNA TEACH YOU GUYS TODAY.
IT SAYS "MITATA."
"MITATA" MEANS
"GRANDFATHER" IN MI'KMAQ.
MITATA.
IT'S REALLY NICE TO WALK
AROUND THE SACRED GROUNDS
BECAUSE IF YOU WALK
IN-BETWEEN THE TREES,
YOU CAN SEE THE SHAWLS
THAT HAVE PRAYERS IN THEM,
AND THERE'S BUFFALO SKULLS.
OUR SCHOOL IS
CALLED SOLEIL LEVANT
WHICH MEANS "RISING SUN."
ON PARLE LE FRANÇAIS!
OUI OUI!
Sophie says OUI OUI!
Madison says NON, NON.
In a classroom, Madison says WE'RE ALL IN THE SAME CLASS.
WE HAVE FRENCH, FRENCH,
MATH, MATH, READING AND SCIENCE.
THAT'S LIKE THE MENU OF THE DAY.
WE ALSO LOVE VOLLEYBALL.
WE GOT TO GET TO PRACTICE.
A smiley ball says HA-HA!
Madison says WE PRACTICE HITTING
THE BALL IN DIFFERENT WAYS.
I LIKE PLAYING VOLLEYBALL
BECAUSE I GET TO SPEND
MORE TIME WITH MY FRIENDS.
In a match, a girl says YEAH!
Madison says PART OF MY MI'KMAQ TRADITION
IS A FANCY SHAWL DANCE.
MY MITATA WOULD BRING ME
AROUND POW WOW GROUNDS
AND THERE WOULD BE MUSIC
AND PEOPLE DANCING,
AND I STARTED DANCING
AND I JUST COULDN'T STOP.
(indigenous singing and drumming)
Back in her bedroom, Madison says AND OVER HERE ARE MY REGALIAS.
THIS ONE IS
ONE OF MY FAVOURITES.
IT'S REALLY COLOURFUL
AND I LOVE COLOURFUL THINGS,
AND IT'S REALLY GLITTERY.
THIS ONE IS
ONE OF MY FAVOURITES ALSO
BECAUSE IT'S REALLY GLITTERY,
THERE'S A LOT OF DESIGNS
AND BECAUSE IT MAKES SOUNDS.
I LIKE WEARING
MY REGALIA BECAUSE I FIND
I'M REALLY PRETTY WITH IT,
AND I HAVE SOME OF
THEM THAT ARE GLITTERY,
AND IN THE SUN, IT SHINES
AND I REALLY LIKE THAT.
IT'S REALLY COOL.
I FEEL HAPPY WHEN I PUT IT ON.
I FEEL LIKE I'M READY TO GO
AND SHOW MY TRADITION TO
EVERYBODY ELSE THAT'S OUT THERE.
Next, Madison stands on a field wearing a traditional outfit.
Madison says AND NOW, GUYS, I'M GONNA SHOW
YOU MY FANCY SHAWL DANCE MOVES.
THIS ONE IS
CALLED THE CRISS-CROSS.
AND NEXT, WE HAVE
THE HEEL-TOE, HEEL-TOE,
AND FINALLY, THE SPIN.
I GOT MY SPIRIT NAME
WHEN I WAS FIVE YEARS OLD
AND IT'S CALLED
"SPOTTED WHITE BUTTERFLY,"
AND IT'S VERY SPECIAL TO ME
BECAUSE MY FANCY SHAWL DANCE
WOULD BE USUALLY
CALLED THE BUTTERFLY DANCE.
WHEN I DO THE MOVES OF THE DANCE
IT LOOKS LIKE A BUTTERFLY.
I'M PROUD OF
HAVING THIS TRADITION
OF FANCY SHAWL DANCING.
NMU'LTES.
SEE YOU LATER.
THANKS FOR VISITING.
Music plays as the end credits roll.
James says WELL, IT'S BEEN QUITE THE
AFTERNOON TOGETHER.
LET'S THINK.
WE STARTED OFF BY THINKING
OF SOME LARGE NUMBERS
AND GROUPS OF PEOPLE TOGETHER.
WE STARTED TO
CONSIDER PLACE VALUE
AND HOW YOU NEED
THAT ZERO IN THERE
AND HOW ZERO WAS A REALLY
SPECIAL NUMBER
THAT LETS US HAVE PLACE VALUE,
SO WE CAN WRITE ALL THE NUMBERS
THAT WE NEED TO WRITE.
AND WE TOOK THOSE NUMBERS AND
SAW HOW WE CAN DECOMPOSE THEM
AND EXPAND THEM IN ORDER TO KIND
OF SEE WHAT THEY'RE MADE OF,
TO UNDERSTAND THAT
PLACE VALUE BETTER.
AND THEN,
WE STARTED ROUNDING NUMBERS,
SO WE CAN GET
AN IDEA OF, YOU KNOW,
HOW THOSE POPULATION SIGNS
IN FRONT OF EACH TOWN
ARE FIGURED OUT.
THEN, WE GOT
INTO ORDERING NUMBERS
AND WHAT'S LARGER OR SMALLER
THAN A CERTAIN NUMBER.
AND THEN, WE GOT
INTO FINDING THE DIFFERENCES
BETWEEN 10,000 AND
SOME OTHER NUMBER.
AND THEN WE GOT TO TAKE A LOOK
AT, YOU KNOW, SOME OTHER LIVES,
LIKE LOOKING AT HOW, REALLY, THE
NUMBER ONE IS PRETTY IMPORTANT
WHEN YOU'RE CONSIDERING PEOPLE.
IN THIS CASE,
OUR NUMBER ONE WAS MADISON
OUT IN RICHIBUCTO-VILLAGE.
SO, OUR TIME TOGETHER
IS WRAPPING UP TODAY.
BUT THAT DOESN'T MEAN THAT
YOU NEED TO STOP LEARNING.
SO, HAVE A GOOD TIME.
BE SAFE. BE HEALTHY.
BE SEEING YOU.
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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