[playful upbeat music] - [Instructor] Ready to learn.

- Hi?

- [Instructor] It's time to share a story.

- Shh!

- [Instructor] Read and write.

- Let's read it back.

- [Instructor] Discover science, sing.

♪ Some play ♪ - [Instructor] Play and so much more.

- Cupcake.

- Very good.

- [Instructor] Stay tuned for lessons and activities.

- We're gonna start making some words, isn't that fun?

[playful upbeat music] - [Instructor] Funding for this program was provided by the JPB Foundation.

[playful upbeat music] - Hi?

My name is Selina Alko And I'm the author and illustrator of this book called "One Golden Rule at School" A counting book.

I'm gonna read to you, from my book today, and then after we're gonna do some counting of some objects and art supplies and things that I have in my studio where I make the art for the books that I work on.

And these are very simple objects that you can find around your house, some of them anyways.

And then I'm also gonna do a little drawing with you at the end.

So let's get to the reading of the book.

This is the main character by the way, I name her Carmen and the end papers have all the numbers, numbers from one to 10 and back down again.

And here's the title page.

And this is our little girl named Carmen.

And she's going to school.

One backpack, two teachers, three posters on the wall.

And by the way, on every page there are more things that you can count.

So for example, here's three books and three hands up, her hand is up.

Her hand is up, and his hand is up and even more.

Four stories, five plants, five small plants.

Six blocks stacked up tall.

There are also six toy cars and six paper airplanes, seven colors.

So Carmen is painting seven stripes on this tiger.

Eight letters, nine buttons click and chime.

10 chip kids line up all set for snack time.

So we just counted to 10 now we're gonna go back down again.

Nine round balls, eight puppets, seven stars on the chart.

Also seven days of the week, six puzzles, five poses four bins filled with art.

It's cleanup time, getting towards the end of the school day three quick claps, two shoes on.

One golden rule do to others as you would have them do to you.

As so we are one community.

One backpack, one zip up, one great day at school.

Now Carmen is ready to go home.

And at the back of the book, how high can you count?

You can practice counting from 11 to 20 and there are other objects found in the school classroom like glue sticks, scissors, paper clips, paint brushes, buttons, crayons, and more.

So that is "One Golden Rule at School."

And now will you please count with me?

Let's start with one roll of tape.

Two scissors, one, two, three glue sticks.

One, two, three glue sticks four oops!

Four erasers, one, two, three and four a little watermelon shaped eraser or erasers.

Five big bottles of paint.

One, two, three, four, five big bottles of paint.

Six, I have six small tubes of paint here, maybe for when I'm traveling outside of my studio.

One, two, three, four, five, six, small tubes of paint.

Seven pencils.

One, two, three, four, five, six, seven, seven pencils.

Next eight, eight paint brushes.

I love to paint, one, two, three, four, five, six, seven eight.

Some paint brushes are thin and some are thick.

I have nine little paper clip wooden clothing line clips.

So there are nine of these one, two, three, four, five, six, seven, eight, nine, nine paperclips.

And finally, 10 colored markers.

Who likes to draw with colored markers?

One, two, three, four, five, six, seven, eight, nine, 10 10 colored markers.

So we could go back down again but maybe instead of counting them all, we'll just review.

There were 10 colored markers.

There were nine of these wooden paperclips, eight paint brushes.

Seven pencils for writing and drawing.

Six smaller tubes of paint, six smaller tubes of paint and five of the bigger tubes of paint and four different erasers including one little watermelon eraser on the top.

And three glue sticks.

One, two, three.

two scissors, two scissors.

And one roll of tape.

Lots of these supplies are things you can use in the classroom or at home to make art with and write stories and to play around.

Now I'm gonna draw for you.

Let's see if you can guess what I'm drawing.

Okay I've got my paper here I've got a colored... A marker.

Let's see if you can guess.

Do you know what that is yet?

Now maybe you'll know better once I put something inside, somethings inside.

Starting to get an idea of what it is yet?

It's a cookie jar, with cookies inside.

Let's see if we can count how many cookies are inside the cookie jar, okay?

Count along with me.

Let's use, maybe I'll use a paintbrush to point to the cookies.

One cookie with one chocolate chip, two cookies with two chocolate chips, three cookies with three chocolate chips, four cookies with one, two, three, four chocolate chips five cookies, with one, two, three, four, five chocolate chips.

And the sixth cookie has guess how many chocolate chips?

One, two, three, four, five, six.

Yay!

So we have one, two, three, four, five, six cookies in the cookie jar.

And that is our counting exercise and the special drawing activity.

So I hope you enjoyed my reading of "One Golden Rule at School: A Counting Book."

And thank you so much for joining me today.

Have a wonderful day.

- Hi, movers and shakers.

This is Violet and this is my sister Ivy.

- Hi?

- And today we're gonna be singing the song with you called the "Itsy Bitsy Spider."

Do you know this one?

If you do, or if you don't follow along with us doing the motions and singing along, ready?

- Hmm.

- Ready?

Okay.

♪ The itsy bitsy spider ♪ ♪ Climbed up the water spout ♪ ♪ Down came the rain ♪ ♪ And washed the spider out ♪ ♪ Out came the sun ♪ ♪ And dried up all the rain ♪ ♪ And the itsy bitsy spider went up the spout again ♪ That was fun, should we do it again?

- Sure.

- Okay, are you ready to sing along with us this time?

Okay.

♪ The itsy bitsy spider went up the water spout ♪ ♪ Down came the rain ♪ ♪ And washed the spider out ♪ ♪ Out came the sun ♪ ♪ And dried up all the rain ♪ ♪ And the itsy bitsy spider went up the spout again ♪ Thanks everyone.

- Thanks.

[playful upbeat music] - Hello learners?

My name is Trinette.

- Hello learners?

My name is Skyler.

- Hi learners?

My name is Layla.

- And we're so excited to be joining you all for today's lesson.

Before we begin and discuss what we will be learning Skyler, can you please tell the learners what materials they will need for today's lesson?

- Something to write with and something to write on.

- So please ask a trusted adult to help you find something to write with and something to write on.

While Layla, Skyler and I count from one to 20.

You have 20 seconds to go gather those materials.

Ready?

Set, go.

And we'll count.

- [All] One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 Great job learners you've got back just in time.

Take those materials and put them to the side.

We'll use them later within our lesson.

For today's lesson, we will segment and count the syllables and words.

And we will also work with words that have contractions.

So let's get started.

At the bottom of your screen or maybe at the top you'll see some pictures appear.

Here's the first example.

You see a picture of a puzzle.

Now Layla, Skyler and I are going to try to segment that word and we're gonna count the syllables in the word puzzle.

Watch us as we do the first one.

Ready girls?

- [Both Girls] Yes.

- We are gonna clap up puzzle, ready?

Go.

- [All] Puzzle.

- So how many syllables are in the word puzzle?

- [All] Two syllables.

- So we have 'puz' and 'zle' here's the next one.

You see a picture that appears to be a violin.

Let's clap it up and not too loud, let's go.

- [All] Violin.

- One more time.

- [All] Violin.

- Skyler how many syllables are in the word violin?

- Three syllables.

- Three syllables great.

So this is what you're going to do.

More pictures will appear on your screen and I want you to segment the words and then count the syllables.

Let's do one together.

On your screen you should see an image of slippers.

Let's do it together.

Ready?

Begin.

- [All] Slippers.

- One more time at home learners.

- [All] Slippers.

- Now learner's notice that we clapped our hands two times.

So Skyler, how many syllables are in the word slippers?

- Two.

- Two great job.

So now we're gonna move a little faster.

So Skyler and Layla we're going to allow more pictures to appear on the screen and our learners are going to tell us how many syllables are in the word.

Here's the next one, you repeat after me?

Whale.

- [Both Girls] Whale.

- Learners at home.

How many syllables are in the word whale?

Don't tell them just yet.

How many syllables in the word whale?

Great.

You said one?

You're correct.

Repeat after me, girls this is the next word.

Elephant.

Can you say that?

- [Both Girls] Elephant.

- Learners, how many syllables in the word elephant?

- Three.

- Great.

Did you say three like Skyler.

- Three syllables.

- Great job.

Okay, take a seat, here's the next one, here's the next one.

Repeat after me.

Comb - [Both Girls] Comb.

- Let's give the learners a chance to count the syllables in the word comb.

Did you say one?

Great job.

Here's the next example?

Uniform.

Repeat after me?

- [All] Uniform.

- Learners, how many syllables are in uniform?

That's right.

No, not two.

Let's clap it out.

- [All] Uniform.

- One more time.

- [All] Uniform.

- Well, listen to mommy.

Uniform.

How many syllables?

- Three.

- Three.

- Three.

- Great job.

Learners here's the next example?

Pillow.

Repeat.

- [All] Pillow.

- Let's clap it out.

- [All] Pillow.

- How many syllables?

- [All] Two.

- Good job.

Next one.

Repeat after me.

You too at home.

Iguana.

- [Both Girls] Iguana.

- One more time, iguana.

- [Both Girls] Iguana.

- Let the learners tell us how many syllables.

That's right, three.

Here's the last one, repeat after me spoon.

- [Both Girls] Spoon.

- One more time, spoon.

- [Both Girls] Spoon.

- Learners how many syllables do you hear in the word spoon?

- One.

- No, don't tell them.

How many?

That's right.

- [All] One.

- Great job.

Now we're gonna make it a little more challenging.

We're gonna try to count the syllables and segment the words using word pairs.

So I'm gonna do the first example.

Repeat after me, bush.

- [Both Girls] Bush.

- How many syllables are in the word bush?

Bush, how many syllables?

- [All] One.

- But what if I said bushes.

Clap it with me.

- [All] Bushes.

- How many syllables do you hear now?

- [All] Two.

- Good, now let's try one together.

Repeat after me learners and you as well.

Delight.

- Delight.

- One more time.

- Delight.

- Delight.

- [Both Girls] Delight.

- Let's clap it out.

- [All] Delight.

- How many syllables?

- [All] Two.

- But here's the next word pair are you ready?

Delightful.

- [All] Delightful.

- How many syllables?

- [All] Three.

- Great job, here's our last word pair.

Could, repeat.

- [Both Girls] Could.

- How many syllables?

- One.

- One, good, let's clap it out for Skyler to be sure.

- [All] Could.

- Do you hear it?

One syllable.

Repeat after me learners.

Couldn't.

Let's clap it.

- [All] Couldn't.

- How many syllables?

- [All] Two.

- Learners great job with this activity.

Now we'll move on to the next one.

Learners for this next activity I'm going to say a word and I want you to tell me the final sound that you hear in the word.

We're gonna do some examples first.

What's the final sound girls that you hear on the word you've.

- [Both Girls] 'Ve.

- Great, what's the final sound that you hear on the word will.

- [Both Girls] 'll.

- Very good, let's give the learners at home a chance to try it out.

Learners, what's the final sound in the word, I'm?

That's right, mm.

Can you say that?

- [All] 'mm.

- What's the final sound in the word, I've Can you tell them what's the final sound in the word I've.

- [All] 've.

- Great, here's two more.

Learners what's the final sound in the word give?

Don't say anything yet.

What's that?

Ve, great job.

Here's the last one and we can all do it together.

What's the final sound and the word has ss, great job learners.

Now let's move on to contractions.

Do you know what contractions are?

- No.

- Yes.

- You do, but you don't.

Okay, so let's tell the learners at home.

A contraction is a shorter way of forming or writing a word.

We usually take away one or more letters and replace those letters with an apostrophe.

Apostrophe is a symbol that kind of looks like this.

So Skyler is gonna slide over Layla.

Let's give our learners some examples.

Can you read this line here?

- I have.

- So read it with us learners.

- [All] I have.

- Now I have an apostrophe, but I wanna change.

I have into a contraction.

Layla, please explain to us which cards or which letters we should take away.

- We should take away h and a.

- So Layla is gonna take away the h and a.

We'll just put them off to the side.

Skyler I want you to take the apostrophe and put it right here next to the I.

Slightly on the side with that.

And now what happens is, we then take the letters that we have left and put them close together.

So now I'm going to slide over what letter Skyler?

What letter is that?

- V. - And what letter is this?

- E. - Now the contraction is I've, can you say that?

- [All] I've.

- Now we have some more examples.

Can you read this Layla.

- You're.

- You're.

So now scoot over so learners can see.

I have the word you, then I have an apostrophe then I have an re.

Layla, if I let's say I didn't have the apostrophe here, do you know what letter would have been there?

- It will be a because it will be you are.

- Excellent, so originally it would have been, you are but if we take away the a replaced it with a what?

- [All] Apostrophe.

- It'll move over the r and and the e the word is you're.

We have one more example.

Skyler, what word is this right here?

- You.

- You and now the contraction is you've.

Let's do it again slowly.

- [All] You've.

- Now if I did not have the apostrophe, Skyler is gonna hold the apostrophe and I have the v e. Layla where's the h and a that you had?

- Right here we put those together and it would make you have.

- That's so let's just put it there and then show the learners at home.

Okay scoot over I'm gonna slide this down.

- It's not the same color though.

- No that's okay.

So let's read it Skyler.

What's that word?

- You have.

- You have, now if mommy takes away the h and the a, Skyler can you put the apostrophe back there?

And remember we have to put them close together.

And remember I said that we could take away one or two letters.

I'm taking away the two, but we put them close together.

Let's read the contraction slowly.

- [All] You've.

- One more time.

- [All] You've.

- Now I want you to take out the materials that Skyler asked you to gather earlier, which is something to write with and something to write on and I will do the same.

I would like for you to write down the following words.

I what's the word?

- [All] I.

- So Skyler write down the uppercase I and then the word will.

Good, now let's spell will.

W- I - L - L Okay.

Okay.

So Skyler wrote it this way.

I'm just gonna rewrite it because Skyler, make sure we use lowercase letters but your I is correct, but I'm just going to make these all lower case.

Okay?

Now I want so bend so learners can see.

I wanna take, I will and turn it into a contraction.

So there's some letters we have to take away.

So can you hold the marker?

Don't get it on your clothes.

No, don't put the cap on.

I'm going to erase the w and the i.

Can you put an apostrophe right here?

[Skyler mumbles] Just like this one.

So let me show you the first one I'll have you do the next one.

I'm going to put an apostrophe right here after the I.

Can you do that as well?

Yes.

And then I'm going to take my l- l and put it here.

Repeat after me I'll.

One more time.

- [All] I'll.

- Great, take your sheet of paper, and flip it over, or if you're using a board, like I am erase the board.

Skyler, can you erase the board for us?

Use the tissue not your hand.

And we're gonna write another set of words and then turn them into a contraction.

Okay, great.

Now Layla's going to write out.

I have, you do the same.

I have.

What's the first word I Skyler and what's the second word our learners need?

- [All] Have.

- Okay, great job learners.

I see you working so hard.

Now we wanna change, I have into a contraction.

So [mumbles] Skyler, Layla, what letters should we take away?

- H and a .

- Do you agree?

Yes, so I'm going to, instead of erasing I'm just gonna go down here.

I'm gonna rewrite the I. Layla said take away the h and the a.

What two letters are left Skyler.

- V and e. - Good.

- So it will be I've.

- Very good, so I'm gonna put v and e. And what is it that we need learners?

- I can't [mumbles].

- Good, remember what that's called?

- [All] Apostrophe.

- Great job.

- Oh, oh , oh!

- It's okay.

Great job, working with those contractions.

We have one final activity.

Skyler's gonna erase the board for us.

- Where's the tissue?

- There you go and you can put your materials to the side.

Now behind us, we have a set of lines.

So Skyler, can you scoot close to Layla and Layla can I use the pointer?

Okay, scoot that with Skyler.

Nope, nope, nope that way, that way, there we go.

There we go.

- Now I can see.

- So this is for our learners at home.

I want you all to read the lines that I have behind me.

Now I have them color coded.

So let's look at the purple line first.

You guys can help me read it and then we're gonna talk about it.

Let's go.

- [All] You've, you're, I've - Learners at home, do you notice anything about you've, you're and I've?

That's right, all three of them are contractions.

They each have an apostrophe, which means that some letters are taken away an apostrophe was added and a new word was formed.

Let's go to the blue line.

Let's read it.

- [All] Farm, fork, card, cord.

- What do you notice?

Do you notice anything about farm and fork learners?

That's right.

They both have a beginning sound of ff.

Can you say that?

- [All] Ff.

- And then with card and cord take a seat so learners can see.

They both have a beginning sound of an k and ending sound of d. Excellent let's move on to the brown line.

- [All] Should've, could've.

- That's right, they both have contractions.

- They both have the-- - Apostrophe.

- Apostrophe.

- And a v- e. - It also has.

This is same and it' still here.

- Oh yes the O- U- L- D in here and here, excellent.

Now we'll move on to the last example, which is green.

I want you to read it as I point to each word.

- [All] We've got chores to do more for mom.

- One more time.

- [All] We've got chores to do for mum.

- What do you notice about that sentence?

Do you see anything that we learned today?

- We have this is similar to what we've been doing.

- Yeah, so we have a contraction.

- And we have number one purple, two blue three brown, four green.

- Thank you.

- And this is we have-- - No, let's do it again.

- [All] We've got chores to do for mum.

- And I think you do, I think our lesson's come to the end cause you both have chores to do for me.

Learners I hope you were able to learn something new today with us.

We had a great time working with you all, it's so we meet again.

- [All] Bye, bye see you soon.

[playful upbeat music] - Hello students?

This is Miss Yasuko.

Today we're going to practice adding numbers using a ten frame.

Let's look at today's learning target.

Can you read with me?

I can make 10 to add numbers to 20.

So like I said we're going to use a ten frame to add numbers.

Okay students, let me show you how to add using a ten frame.

Okay.

This problem says, draw counters to make 10 then write the sums.

Okay, the sum means a total.

You're gonna find how many all together, okay.

Let's look at the first problem.

It says a eight plus six.

Now for this problem, I'm gonna use a counters.

I'm gonna use red counters and a yellow counters.

Let's look at the first number.

It says, yep, eight.

So I'm gonna put the eight counters.

Are you ready to count with me?

One, two, three, four, five, six, seven, eight.

Okay, let's look at the next number.

It says, right, six.

Okay, I'm gonna use yellow counters for six.

Get ready to count with me.

Yep, One, two, three, four, five, six.

Now I know students normally what you would do is you're going to count all the counters starting from one to find out the sum, the total.

Remember today we're using the ten frame.

So let's use a ten frame to find out the sum.

So this is ten frame.

And do you notice there are two spots left, right?

So what I'm going to do is I'm going to put two yellow counters in there.

One, two, to make 10, right?

It says make 10.

So I made 10.

Do you see the ten frame is filled with 10 counters.

And then let's look at how many yellow counters are left.

One, two three, four left, right?

That's four yellow counters left 'cause now ten frame can have 10 counters in there.

Right?

So 10.

So instead of counting one, two, three, four, five we know this is 10.

So we're gonna have 10, now we gonna count on 10.

What numbers come after 10, 11, 12, 13, 14.

Right?

So that's like 10 plus four makes 14.

So that means we're gonna go back to the original problem.

Eight plus six.

So eight plus six is also 14 Do you understand?

I know this might be a little tricky and confusing.

Let me show you again.

So we look at the first number.

It was eight.

So we put eight counters, right?

I'm gonna do a little fast.

One, two, three, four, five, six, seven, eight.

And then we add.

Okay.

Six yellow counters.

One, two, three, four, five, six.

Okay, since we're using a ten frame and there are two spots empty we are going to put those two yellow counters inside and that filled up the 10 frame.

So we know this is 10, right?

Because ten frames can have, yup 10 counters.

So that's 10 and look at those yellow counters.

There're only four left, right?

So 10 and you add in four?

Yes, makes 14.

Or if you're not sure, let's count out.

This is 10 count on 11, 12, 13, 14.

So that makes 14.

And the original problem we're doing is eight plus six.

So eight plus six is 14.

That's how we use the ten frame.

Let's move onto the next problem.

Number two says four plus nine.

Okay, so again, I'm going to use a red and a yellow counters.

First I'm going to put yes four counters.

Okay, that's red.

Are you ready to count with me?

One, two, three, four.

Then we're gonna look at the next number.

It says plus nine.

Right?

So that means how many counters do we need?

Nine counters.

Okay.

One, two, three, four, five, six, seven, eight, nine.

Now look at the ten frame.

There's a lot of spots left.

So I'm going to put those yellow counters in the ten frame.

Okay I'm gonna put one, two, three, four, five, six.

Okay now ten frame is filled up with 10 counters and then there are.

Yes three counters left.

So this ten frames has 10 counters, right?

Let's write 10 that's why we're making 10.

And then there are three yellow counters left and we're gonna add it together makes yes 13.

Okay , so four plus nine equals?

Hmm, okay.

This spot is confusing right?

So what we understand 10 plus three is 13 but how could a four plus nine 13?

Let me do this again.

Okay, now again, the first number is four.

So I put four red counters.

For nine we're gonna use yellow counters.

Now, instead of I'm gonna line up nine yellow counters I'm gonna fill in nine counters.

Okay.

I mean, not all nine counters.

Just fill in the ten frames and whatever doesn't go into the ten frames I'm gonna leave it there.

Okay, are you ready to count with me?

Remember it's nine, one, two.

That's right next one, three, four, five, six.

Okay, we have to keep going because it's nine.

What comes after six, yeah seven, eight, nine.

So we're still adding four plus nine, right?

Four red counters and nine yellow counters.

But I filled up the ten frames and whatever leftover comes outside of the ten frame.

Okay?

So the three yellow counters outside of the ten frame and the ten frame is filled with 10 counters.

So four plus nine is same as a 10 plus three because we're using the ten frame and we are making the 10 to add.

So once we figured it out, 10 plus three is 13 so that we know four plus nine is also 13.

Today, we worked on making 10 numbers to add numbers to 20.

So next time when you have addition problems try using this strategy.

All right.

Have a good day.

See you next time.

Bye.

[playful upbeat music] ♪ Maybe it's sunny ♪ ♪ Maybe it's not ♪ ♪ Maybe your on top of the world ♪ ♪ Or maybe you are in a rut ♪ ♪ But I'm happy ♪ ♪ Happy ♪ ♪ To spend time with you ♪ ♪ Yes I'm happy ♪ ♪ Happy ♪ ♪ To spend time with you ♪ [ukulele twangs] - Hi everybody?

My name is Mr. John with the Third Street Music School and I thought we could make some music together today.

One of my favorite things to do is learn about different kinds of instruments.

They're so fun to play and they make such different sounds.

But even when I look at all the different kinds of instruments, I realized that there are only two big groups that you can put all of them into.

There are instruments that can play different notes and melodies like my ukulele here.

[ukelele twangs] And instruments that can play different notes.

Like maybe these claves.

[claves clicks] It looks like I can play some pretty fun rhythms with them but they're not changing any notes that go ♪ higher or lower ♪ Hmm, I thought today we could take a look at some different instruments and figure out which of those two groups they belong in.

We already talked about my ukulele.

You can play chords on it.

[ukelele twangs] Which is a lot of different notes all at the same time.

Or you could play one note at a time.

[ukelele twangs] But you can play lots of different notes.

So I think that belongs in the group that can play different notes.

We also talked about our claves.

These are wooden sticks that you can do some really cool rhythms with.

[claves clicks] You hit them together and they make a really, really fun sound.

And you can kind of groove with them but I don't think I can play different notes on them.

So I guess they go in the other group.

[John laughs] Woo, this is a shaker.

And it's really fun, [shaker rattles] to shake.

You kind of get to dance when you play.

[shaker rattles] But I don't think you can play [shaker rattles] any melodies on it or some different notes but it does make a cool shaking sound.

[shaker rattles] I think it goes in the same group as the claves.

Hmm, whoa!

This is a xylophone and you hit it like this.

[xylophone ticks] It looks like every different bar that you play, makes a different note.

That means you could make some melodies.

♪ La la la ♪ ♪ La la la ♪ I guess that puts it in the first group with my ukulele.

Instruments that can make different pitches or notes.

Hmm, ooh!

This is a recorder and you actually play it by blowing into it.

Let's see if I can make it make any notes.

[recorder whistles] Wow!

So when you blow into it the air goes through it and it makes different notes.

It sounds like you can play some melodies with it.

[recorder whistles] Yeah, [laughs] so even though I'm not playing it with strings or hitting it with a stick I'm blowing through it you can make different notes with it.

So it goes in that first group.

Hmm, ooh!

This looks a lot like my ukulele but instead of having four strings, this has one, two, three, four, five.

[guitar twangs] Six different strings.

It's also a little bit bigger.

This, [guitar twangs] [John laughs] is a guitar it's also made out of wood [wood bonks] and hollow and has a big hole in it.

Just like my ukulele, but it can definitely make some different sounds.

I really like it because you can play some different [guitar twangs] notes on it like that, or you can also play different [guitar twangs] cords on it.

[guitar twangs] Mmh seems like you can play different notes on it.

It goes in our first group.

Oh!

This is super fun.

This is called a vibraslap and it makes the coolest sound in the world, ready?

[vibraslap rattles] [John laughs] I love it.

It's just so fun.

[vibraslap rattles] Kind of sounds like you would hear it in a cartoon.

It has all kinds of different parts that rattle around when you hit it.

[vibraslap rattles] It makes it very funny sound but it doesn't have different notes.

I guess it goes into our second group.

Wow!

[Mark tree chimes] Take a look at this.

[John laughs] This is called a Mark tree and you can already hear it a little bit but watch what happens when I go like this.

[Mark tree chimes] Whoa!

I think that sounds magical.

Listen to it one more time.

[Mark tree chimes] [John laughs] It kind of makes some different sounds that are a little higher and a little lower.

[Mark tree chimes] But I don't know if you could really play a melody on it.

So I think I'm gonna more put it in the group with my claves and my shakers and my vibraslap.

[John laughs] Whoa!

Have you ever seen one of these?

It's made out of plastic and you actually kind of have to hummed into it to make sounds.

[kazoo buzzes] [John laughs] This is a kazoo and I think it's pretty silly and I think you can definitely play different notes on it, low notes, [kazoo buzzes] All the way up to some high notes, [kazoo buzzes] [John laughs] You can play different notes and you can play melodies.

So I think it goes in our first group along with our xylophone and our guitar and our ukulele.

Yeah.

Hoo I've got one more.

Actually, I have two more but take a look at these.

These are called finger cymbals and they make a cool sound.

Ready?

[finger cymbals chinks] Yeah, listen to that ringing sound one more time.

[finger cymbals chinks] Wow!

But I think you can only display that one note on it.

I don't think you can play any other notes on it.

[finger cymbals chinks] That's it, so I'm gonna put it in our second group.

Wow!

Ready for this?

[John laughs] This looks a little bit like a piano, but it actually makes electronic sounds.

[synthesizer buzzes] Wow!

Take a listen to this.

[synthesizer buzzes] [John laughs] This is called a synthesizer and you can use different settings to make different sounds.

[synthesizer clangs] Wow!

Sounds like you can definitely play melodies on it.

[synthesizer clangs] So I think I'm gonna put it into my group that plays different notes.

[John laughs] That's just a handful of different instruments and the different sounds they make, but there are hundreds of different instruments that exist all over the world.

Taiko drums, and djembes and violins.

Sometimes it kinda blows my mind.

Somebody had to invent every single one of those instruments.

In fact, it took hundreds of different people, thousands of years to make all the instruments that we know today.

Unfortunately, every instrument that's ever existed or is ever going to exist has already been invented.

- [Dr. Theremin] What?

No!

That's a lie.

[Dr. Theremin laughs] - It's Dr. Theremin, the mad scientist.

- Yes it is I Dr. Theremin the mad scientist.

[laughs] Actually I'm quite nice, but they called me mad because I think there are still hundreds of thousands of instruments that we haven't invented yet.

I think just about anything can be made into an instrument even themes in your own home.

[Dr. Theremin laughs] For example this is just a funnel and this is a little of tube but what happens if I put them together like this?

[funnel blows] A brand new instrument.

[Dr. Theremin laughs] I wonder what else we can turn into instruments.

Let's find out.

Take a look at this.

Some people might see a takeout container and some are rubber bands.

[Dr. Theremin laughs] But I see an elastic cofinizer.

[rubbers vibrate] You could also make a mini one out of a yogurt container and some rubber bands.

[rubber bands vibrate] Remember that funnel and tube earlier.

Well what would happen if you took a balloon?

[ballon inflates] [ballon deflates] Some might see some empty bottles but I see my pair of water blowers.

[bottles blows] Is it a can or a balloon and a pair of chopsticks?

Or is it a three in one rhythm machine?

[ballon bangs] [can clinks] Rice and takeout box or a shaker shake boom?

[takeout box rattles] But Dr. Theremin, what does it sound like all together.

Music.

[rubber bands vibrates] [musical instruments vibrate] [musical instruments rhyme] [Dr. Theremin laughs] Do believe me now?

There are still plenty of new instruments to be invented.

Maybe you invent one.

- Wow!

I had never thought about making my own instrument before.

Maybe after this is over, I'll give my ukulele a break and go make something new myself.

But before then it's time to sing ♪ Bye bye ♪ ♪ So long farewell ♪ ♪ Go and be strong ♪ ♪ Go and be brave ♪ ♪ Find your way ♪ ♪ Your place in the sun ♪ ♪ Shining brightly just for you ♪ ♪ Bye bye so long ♪ ♪ So long farewell ♪ [John laughs] Bye everybody.

[playful upbeat music] - [Instructor] Funding for this program was provided by the JPB Foundation.

[playful upbeat music]