[upbeat music] - [Announcer] Ready to learn?

- [Both] Hi!

- [Announcer] It's time to share a story, read and write.

- Let's read it back.

- [Announcer] Discover science, sing, play, and so much more.

- Cupcake!

- Very good.

- [Announcer] Stay tuned for lessons and activities.

- We're gonna start making some words.

Isn't that fun?

[upbeat music] - [Announcer] Funding for this program was provided by The JPB Foundation.

- Hello, my name is Alma Flor Ada, and I'm very happy to read to you one of my books, Abuelita's Secret.

The book is about a boy, Gabriel, who is very nervous and concerned and unhappy about going for the first time to a new school.

"Abuelita had a secret.

A secret I would not find out about until much later.

I could smell Abuelita's breakfast as soon as I walked into the kitchen.

Mom said, 'Are you excited for your first day at your new school?'

'No, I'm not.'

I didn't want to eat, but Abuelita's breakfasts are so good.

'All the kids will talk about themselves,' Mom said.

'You will get to know everyone.'

'I won't know anyone there,' I said.

'I am not saying a thing.'

Everyone was looking at me, except Abuelita.

She was humming in the kitchen.

Her purple shawl wrapped around her shoulders.

I dragged myself upstairs to get dressed.

'You have a lot to say, Gabriel,' Rosa said following me.

'Just tell them all about me, or Alphonso, or Mom, or Abuelita, you can take my pictures of Carnela and Manchilito.'

'What's so interesting about a sister, or a brother, or pets?

I am not talking about my family,' I said.

Suddenly, Abuelita whispered in my ear, 'I'm gonna tell you a secret, and you must remember this.'

'What is it, Abuelita?'

Abuelita had good secrets.

'When your teacher asks you to talk, open your backpack,' she said.

'That's it?'

'Yeah, that's it.'

This wasn't the secret I was hoping for."

You can see he's not convinced at all.

"When I got outside, Alphonso threw a ball to me.

'I got it, you can tell them we went to Cuba to see our family,' said Alphonso.

'They'll like hearing about that.'

'They won't even know where Cuba is,' I said.

'Forget it, I'm definitely not telling them about the trip.'

In class, everyone told stories about themselves.

Then my teacher said to me, 'Your turn, Gabriel.

What are you going to share with us today?'

What was I going to say?

All the other kids had interesting stories, Maria adopted a dog, Jason went to a big amusement park.

I looked down at my backpack.

Something purple was sticking out of it.

Then I remembered Abuelita's secret.

I pulled it out.

All of the stuff came tumbling out.

Seashells went clank, clank, clank.

A map of Cuba unfolded by itself.

And there was Carnela, Manchilito, and my whole family looking up at me.

But where was the secret?

I held my breath a long time.

I thought I would turn purple.

Then everyone began picking my things.

'Gabriel, these shells are cool.'

'Who are the people in this picture?'

'Oh, what a soft shawl.

It's my favorite color.'

And there was Abuelita's purple shawl.

I looked around at my new friends.

Maybe I did have something to say.

'This is my Abuelita Lupe, my dad's mom.

She's Mexican, and she always wears a purple shawl.

It's her favorite color.

And this is my mom, she's Cuban and she took us to meet her family in Cuba.

When we were there, I found these seashells at the beach.'

Abuelita's secret was good, it was very good.

I wonder what other secrets she may have for me."

Will she?

Let's see.

"Dad!"

You can see that the father has come from a long travel.

And that was another of Abuelita's secrets.

- Hi friends, Andrew here, and it's time for a song.

Today we'll sing "The Itsy-Bitsy Spider."

I'm guessing you know this one.

If not, just follow along with me.

Ready to sing?

Let's go.

♪ 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 ♪ ♪ Climbed up the spout again ♪ What a great effort.

You kept going, just like our spider here.

Now, did you notice the words highlighted in yellow?

And how about what's underlined?

First, let's look at the words spout and out.

I underlined the vowels O and U, because they're a team.

The letters work together to stand for a special vowel sound.

What special vowel sound is it?

Let's look next at the word 'all'.

Here, the vowel A has a special sound too.

It's not short or long, and it's not the same sound as the O-U team stands for in the words spout and out.

What is it?

Do you know another spelling that stands for this sound?

Share your good thinking with a family member and I'll see you again soon.

[upbeat music] [xylophone music] - Hi, guys.

It's Miss Simmons, our universal literacy coach right here in Staten Island and I work with teachers and students to help students just like to become better readers.

And today we're gonna be talking about suffixes.

Those are letters or letter combinations that we add to the end of the word that changes its meaning.

And today, we're going to be adding the letter S or -sss -zzz to nouns: people, places and things, or verbs: action words, to change their meaning.

And we're going to be adding I-N-G and E-D. 'ing', and E-D has three sounds, did you know that?

- id, - d, and -t. We're going to be adding -ing and E-D: - id, -d, -t, to verbs to change their meaning.

When we add I-N-G to a verb, it means we're doing it right now, and if we add E-D to a verb, it means we've already done it.

So are you ready to play with words and become a better reader?

Great.

Come on, let's go to our thinking space.

[xylophone music] Hi guys.

So, for this activity, this listening activity or phonemic awareness activity, we're going to take a base or root word, the suffix and then when we put our hands together, we're going to say the whole word.

So I want you to hold out your hands at the same time I hold out my hands.

But before we do that, I want us to tune up our ears.

[xylophone music] Beg - ing, begging!

Good job!

Run - ing, running!

Jump - sss, jumps!

Watch - t, watched!

Grab - d, grabbed!

Trade - id, traded!

Did you notice, those were all three sounds that E-D can make?

Pencil - sss, pencils!

Good job, we're all warmed up.

When we add the -S to the end of a noun, it lets us know that we have more than one of that thing.

So I have three nouns written here and I want us to look and see how we read a word with the suffix and without the suffix.

Are you ready?

C-u-p, what's this word?

Right!

Cup!

Now let's add the -sss.

Cups.

Good job!

I'm going to move my suffix.

When we're reading, we read the base word and then the base word and the suffix together.

This is training our brain to be able to look into bigger words and take them apart.

We start with smaller words first.

Okay.

H-a-t, hat.

Hats.

Say the word with me, hats.

Let's go to the next one.

L-i-p, lip.

What's the whole word?

Yes!

Lips!

Good job.

Every time we add the suffix -s to a noun, it tells us that we have more than one.

How else can we use the suffix -s?

Can you help me read this word?

I heard you.

j-u-m-p, jump!

Well, I know that jump is a verb, it's something that we do.

Can you jump right now?

[harmonica twanging] I'm sitting down, so it's hard for me.

So let's see, if I add the -s to jumps, I may be talking about someone else, one person, who jumps right now, okay?

What's this word?

Let's say the base word together, jump.

Let's add the suffix, jumping.

Great job!

Jumping!

That means it's something I'm doing right now.

Read the base word first, and the suffix.

Jumped.

Oh, it makes the -t sound at the end, even though it's E-D.

So tricky!

Jumped.

That means we've already done it.

Here I have another word.

Do you know what this word is?

S-t-o-p, stop!

You were right!

So what happens when I add my suffixes to this word?

Well, good news, if I add a consonant suffix like -s to the word stops, nothing changes.

Stop, stops.

But, if I add my vowel suffixes - I-N-G and -E-D to this word, something special has to happen.

I need to look closely at this word to figure out why.

If the word ends in a vowel and one consonant only, it can only be one consonant at the end.

- [Voice] Don't forget, this works for one syllable words with a short vowel.

- Then, I actually have to double this consonant.

It's called the doubling rule.

I double this consonant before I add my suffixes.

So that means I have to add an extra p. Now...

This word will say stopping.

Can you read the word with me?

The base word first, stop.

And everything together, stopping.

Good job!

The same thing will happen with my E-D ending.

Stop, stopped, -t. Oh, it says -t at the end.

Stopped.

Today, we're going to be looking at base or root words and what happens when we add our suffixes.

You're going to be reading, then I'm going to read right after you.

We'll sound out the base word, say it together, then say base word, suffix, put it together.

Okay?

Are you ready?

Let's go.

S-w-i-m, swim.

Swim-zzz.

Swims.

Did you see how sometimes the -s can say -zzz?

Swim-ing.

Swimming.

See the double consonant?

T-r-i-p, Trip.

Trip-sss, Trips.

Trip-ing.

Tripping.

Trip-t. Tripped.

Did you get that -t?

N-e-e-d.

Need.

Need-zzz.

Needs.

Need-ing.

Needing.

Need-id.

Needed.

Great Job!

[music] So, Miss Simmons is going to dictate some words to you today.

Here is your first word, tapping.

Say that word for me?

Good!

Now I want you to first think, what's the suffix you first heard at the end of that word?

- ing.

What's the word without the suffix?

The base word.

Tap.

T-a-p. Oh-oh, I notice that that ends in one consonant and the vowel is short.

So that means we have to?

You got it.

Write the word tapping now.

Good.

Is this what you wrote?

[Miss Simmons gasps] Excellent!

Let's try another word.

The word is grabs.

What's the suffix at the end of grabs?

That's right.

Sometimes it says -zzz at the end, -s. What's the word by itself?

The base word?

Grab.

G-r-a-b, grab.

Grabs.

Go ahead and write that now.

[Miss Simmons gasps] Is that what you wrote?

Great job!

So, we've been learning all about suffixes and that's gonna help us read the instructions for the game so we can figure out what we're supposed to be playing.

A game we play.

First you tap a person.

Then he or she stops.

Next, you start running.

Someone else taps you.

Then when you have all been tapped, start all over again.

[Miss Simmons gasps] Help me with this.

I tap someone and then they stop.

Then I run and someone taps me and I stop.

And we do this til everyone is...

Frozen!

Freeze tag, yeah!

- [Children] Yeah!

- Thank you so much for helping me learn more about the suffixes S, I-N-G, and E-D. Have a great day guys.

Thank you.

Bye.

[upbeat music] [school bell rings] - Hello students.

This is Miss Yasuko.

Today we're going to add and subtract to find the missing number.

Let's look at today's learning target.

Are you ready?

Read it with me.

I can find the missing numbers to make the equations true.

Let's talk about the word equations.

Okay, what is equation?

Let's look at this example.

10 minus something equals 14 minus 7.

This is one example of equations.

Any number sentences for addition and subtraction are equations.

Okay, let's talk about the word true.

What do you mean 'make the equations true'?

So, for this example, 10 minus something, this is a missing number, equals 14 minus 7.

Because there is equal sign between the left side and right side, left side and the right side should be the same, should be equal, have the same answer.

So 14 minus 7, and 10 minus something, should have the same answer.

Okay?

All right, so let me show you how to find a missing number to make the equations true.

Okay, let me show you how to find a missing number to make the equation true.

Let's look at the first problem or the first equation, okay?

It says 5 plus 4 equals 7 plus something.

Okay, so this is the missing number.

Now, remember the equal sign, it means the left side of the equation and the right side of the equation, they have the same value, okay?

So that means we need to take a look at the left side.

5 plus 4.

Can you do 5 plus 4?

Okay, some of you already did in your head or some of you know the maths facts, so you can quickly give me the answer for the 5 plus 4.

Others, you might need to use your fingers or draw counters to find what is 5 plus 4.

So, lots of my students actually like to draw counters to find the left side of the equation, so let's draw the counters, okay?

Are you ready?

Count with me.

Okay, go ahead.

1, 2, 3, 4, 5.

Okay, so we did that 5.

Now we need to do next number.

It says, yes, 4.

Okay, ready?

1, 2, 3,4.

Okay, now we can count it all together.

1, 2, 3, 4, 5, 6, 7, 8, 9.

How many did we get?

Okay, 9.

Okay, let me show you a little bit easier way to count this.

This we know, the orange counters, we have 5, so we can count up.

5, 6, 7, 8, 9.

That's okay, right?

That's actually a little faster.

Okay, so now we know 5 plus 4 is 9.

So we're gonna bring that down here, 9.

Now, before we move on, just check this 5 plus 4 because some of you might have used your fingers.

So let's say 5.

Show me 5, right, and show me 4.

Okay, now that we can count all the fingers, right?

1, 2, 3, 4, 5.

6, 7, 8, 9.

So that's 9, okay?

So we have the same answer.

Now we have to look at this.

It's 9.

7 plus something makes 9 So how many more do we need to make 9?

Okay, we can use fingers.

We can count up from 7.

Okay, 7, right?

So count up, 8, 9.

How many fingers up?

2.

Or we can draw counters, counting on from 7.

7, 8, 9.

How many?

1, 2.

So the missing number is 2.

So did you see that?

We looked at left side of equation, we did 5 plus 4 first and we got 9.

Then we looked at the right side of the equation.

We know that 7 plus something makes 9, then we counted on from 7.

8, 9.

And we got the missing number, it is 2.

All right, let's look at number two.

Okay, let's look at this equation.

Ready?

12 minus 4 equals 6 plus something.

Okay, make sure you're gonna do this problem with me.

We're gonna work it together.

So 12 minus 4.

Unfortunately we can't use our fingers because we don't have 12 fingers.

So what could we do?

All right, let's draw counters.

So we're gonna draw how many?

12 counters!

Okay.

Can you help me?

Okay, ready?

Count with me.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12.

Okay, now what do we do next?

Okay, look at next number says minus 4, so that means take away 4, right?

Subtract 4.

We are going to cross out 4.

Ready?

1, 2, 3, 4.

Now what do we do?

Yes, we're gonna count how many are left, okay?

1, 2, 3, 4, 5, 6, 7, 8.

How many do we get?

8.

Right, so there are 8 left.

Did you notice that actually I drew counters 5 in each row.

So if you do that, instead of counting 1, 2, 3... You can just count on.

This is 5, 6, 7, 8.

That makes it a little easier to find how many are left.

Okay, now we got how many left?

8.

Now, let's look at the right side of the equation.

It says 6 plus something.

6 plus something makes, yes, 8.

Or we can use our fingers.

Yeah, so we can count on.

So it says 6, all right, ready?

So we're gonna say 6, 7, 8.

How many fingers?

2.

Oh, so...

The missing number is 2.

Now, if you don't use the fingers, if you likes to draw the counters, you can do same thing, but you're going to count on.

So 6, what comes after 6?

Yes, 7, 8.

Now, remember we have to stop 8 because it says 12 minus 4 was 8.

So the missing number...

Okay here, forgot to write that.

Missing number is 2.

Okay students, please go get your notebook or piece of paper with a pencil and markers so that you can work on this problem yourselves.

I'm going to give you five seconds so please go get your materials.

[silence] Okay, are you ready?

All right.

Let's look at the problem number three.

Okay, it says 10 minus something equals 14 minus 7.

What do we need to do first?

Yes, we need to do 14 minus 7, okay?

So, how are we gonna do 14 minus 7?

Oh, some of you said I can do it in my head.

Okay, yes.

Or you notice something else?

Okay.

For others, you might want to draw counters so let's draw counters, okay?

How many are we going to draw?

Yes, 14 counters.

All right, go ahead, do it.

Ready?

1, 2, 3, 4, 5.

I'm making 5 in each row.

You can do that too.

5.

6, 7, 8, 9, 10.

Remember you have to go up to 14.

11, 12, 13, 14.

Okay, what do we do next?

Yes, look at the next number.

I'm gonna circle minus 7.

Did you do that?

Okay, what does it mean?

Yes, take away 7 or subtract 7.

So we're going to cross it out.

Okay, we're going to cross 7 counters.

Ready?

Go ahead.

1, 2, 3, 4, 5, 6, 7.

The what do we do next?

Yes, we can count how many are left, yes.

Okay, let's do that.

1, 2, 3, 4, 5, 6, 7.

Did you get 7?

Okay.

Now if you drew your counters 5 in each row, then you know this is 5.

So instead of counting 1, 2, 3, 4, 5, you can just say 5, 6, 7.

You can just count on to find 7.

Now we know 14 minus 7 is 7, right?

So now we're going to find the missing number.

Oh, somebody said 7 plus 7 makes 14.

Yes, you're right.

7 plus 7 makes 14. and you mentioned doubles fact.

Yes, it's doubles fact because 7 and 7 are the same numbers.

You add same numbers, makes 14.

So if you had the maths fact or the doubles fact, Yes, you knew that 14 minus 7 was 7.

That's great too.

Okay, thank you of mentioning that.

Now let's look at the left side of equation.

So we know this 10 minus something makes 7.

So how are we gonna find the missing number?

Oh, we can count up.

Okay.

Let's try using the fingers?

Okay.

So it's 7, so we're going to count up from 7.

7, okay.

What numbers come after 7?

8.

9.

10.

We had to go to 10 because this says 10, right?

Let's count it again.

7.

8, 9, 10.

How many fingers up?

3.

So 3 fingers up.

So the missing number is 3.

Okay.

And if you're not sure about using the fingers, you can use drawing the counters.

But you can count on it, right?

So we know 7, so then what comes after 7?

It's 8, 9, 10.

How many counters?

1, 2, 3.

So 3.

So we found the missing number is 3.

All right.

So students, let's recap.

How to find a missing number.

Remember that equal means the same value.

So the left side of the equation, and the right side of the equation, have to be the same value.

So for this problem we did 14 minus 7, okay?

Some of you know the doubles fact, so 7 plus 7 is 14, so we got to 7.

Or others, we need to draw the counters, that's okay.

So we draw 14 counters, we take away 7, we crossed it out 7.

Then we counted how many are left.

Either way, we got 7.

Then, we were trying to figure out 10 minus something makes 7, so we count on, right?

From 7 to 10.

8, 9, 10.

And we got the missing number.

The missing number is 3.

Okay, students.

Today we practiced finding the missing number to make the equation true.

Remember, when you have equation with a missing number, the left side of the equation has the same value as the right side of the equation.

Just like today, we did 14 minus 7 to find 7 to find out the missing number here.

So when we knew the 7, We knew that 10 minus something is going to make 7 to find out the missing number 3.

So now you know how to solve the problems that has a missing number.

See you next time.

Bye.

[upbeat music] ♪ Ba ba ba ba shi ba ba oh ♪ ♪ Oh shi ba ba ♪ ♪ Ba ba ba ba shi ba ba oh ♪ ♪ Oh shi ba ba ♪ ♪ Ba ba ba ba shi ba ba oh ♪ ♪ Oh shi ba ba ♪ ♪ Ba ba ba ba shi ba ba oh ♪ ♪ Oh shi ba ba ♪ ♪ Ba ba ba ba shi ba ba oh ♪ ♪ Oh shi ba ba ♪ ♪ Ba ba ba ba shi ba ba oh ♪ ♪ Oh shi ba ba ♪ ♪ Ba ba ba ba shi ba ba oh ♪ ♪ Oh shi ba ba ♪ ♪ Ba ba ba ba shi ba ba oh ♪ ♪ Oh shi ba ba ♪ ♪ Shi ba ba ♪ ♪ Oh shi ba ba ♪ ♪ Ba ba ♪ ♪ Oh shi ba ba ♪ ♪ Oh oh oh oh oh ♪ ♪ Oh oh oh oh oh ♪ ♪ Ba ba ba ba shi ba ba oh ♪ ♪ Oh shi ba ba ♪ ♪ Ba ba ba ba shi ba ba oh ♪ ♪ Oh shi ba ba ♪ ♪ Ba ba ba ba shi ba ba oh ♪ ♪ Oh shi ba ba ♪ ♪ Ba ba ba ba shi ba ba oh ♪ ♪ Oh shi ba ba ♪ ♪ Oh oh oh oh oh ♪ ♪ Oh oh oh oh oh ♪ ♪ Oh oh oh oh oh ♪ ♪ Oh oh oh oh oh ♪ [drum sounding] - Hi, my name is Amos from Ghana, West Africa.

I teach music at Fair Street Music School.

Today I'm going to teach you a song performed in Ghana, West Africa, and it's called Kpanlogo.

Can I hear you say Kpanlogo?

Kpanlogo.

Again.

Kpanlogo.

Kpanlogo.

And this Kpanlogo music or this Kpanlogo song is a song performed in West Africa, Ghana, by one of the tribe, called the Ga-tribe.

We have different ways playing this Kpanlogo drum.

We have a special Kpanlogo drum that we use to play the Kpanlogo music.

And this Kpanlogo drum, related to this Konka.

The Konka was copied from this Kpanlogo drum.

We have, you can play three, four, eight drums at the same time, but today I have choose to use this drum, this Konka drum because it has a perfect sound that I'm looking for and also it's related to Kpanlogo drum.

Before we play the Kpanlogo drum, we sing a song and I will be teaching you the song.

After we sing the sing, we will scream a call.

After we scream a call, we will pray a bridge on the drum then we play the basic rythym.

And this song that I'm about to teach you, after we all learn the song, we all know how to sing, I have this instrument that I would like to play when you are singing.

So please repeat this after me.

♪ La, la, la, he, la, la.

♪ ♪ La, la, la, he, la, la.

♪ Again after me.

♪ La, la, la, he, la, la.

♪ ♪ La, la, la, he, la, la.

♪ Wow, you are doing very good.

Now repeat this after me.

♪ La, he, la, la, he, la, la.

♪ ♪ La, he, la, la, he, la, la.

♪ ♪ La, he, la, la, he, la, la.

♪ ♪ La, he, la, la, he, la, la.

♪ These are the words.

Very easy, right?

Now we'll be combining all together and if we combine these two words together, this is how it will sound.

♪ La, la, la, he, la, la.

♪ ♪ La, la, la, he, la, la.

♪ ♪ La, he, la, la, he, la, la.

♪ ♪ La, he, la, la, he, la, la.

♪ Now, we're about to sing the whole thing one more time and I'll be playing this instrument to support you when you are singing.

So let's go.

After counting of three, we all sing together.

♪ La, la, la, he, la, la.

♪ ♪ La, la, la, he, la, la.

♪ Four times, then we go... ♪ La, he, la, la, he, la, la.

♪ ♪ La, he, la, la, he, la, la.

♪ Also four.

Ready?

Let's go.

One, two, three, sing.

♪ La, la, la, he, la, la.

♪ ♪ La, la, la, he, la, la.

♪ Two more.

♪ La, he, la, la, he, la, la.

♪ ♪ La, he, la, la, he, la, la.

♪ You did very good by singing.

I'm about to stop playing my instrument.

One, two, three, four, stop.

I know you are looking at this instrument.

This instrument is also a game.

When I was growing up in Ghana, this musical instrument, I played it as a game and this is how I played it.

[instrument sounding] Thank you.

It can be complicated and complicated.

But you know what?

We have something to do on this drum.

I want you to scream this call, after me.

♪ [call in foreign language] ♪ One more time.

♪ [call in foreign language] ♪ Thank you.

So that is the call.

That we will scream the call before we play the bridge.

Before we will play the bridge on the drum, we scream the call, but we always play the bridge two times.

How many times?

Two times.

And this is the bridge.

♪ [drum sounding] Bede, bede, bede, bede, bede, bede, be.

♪ So can you sing after me?

♪ [drum sounding] Bede, bede, bede, bede, bede, bede, be.

♪ Four times, but we will repeat it two times.

Okay, so sing after me.

♪ Bede, bede, bede, bede, bede, bede, be.

♪ Again.

♪ Bede, bede, bede, bede, bede, bede, be.

♪ Now I know, those of you who have drums should play it on the drum.

If you don't have drums, you can play it on your lap or a table.

On a big plastic bowl.

So, ready?

After counting of four, we all play the bridge.

Two times.

One, two, three, four.

♪ [drum sounding] Bede, bede, bede, bede, bede, bede, be.

♪ Again.

♪ [drum sounding] Bede, bede, bede, bede, bede, bede, be.

♪ Very good.

Now, we're about to learn the basic rhythm.

Before we drum, you sing.

Please sing after me.

♪ Bede, bede, boom, bede, boom.

♪ Again.

♪ Bede, bede, boom, bede, boom.

♪ Thank you.

That is the basic rhythm.

So I want you to join me by playing the basic rhythm on your lap, on your table or on your drum.

Okay?

One, two, three, four.

♪ [drum sounding] Bede, bede, boom, bede, boom.

♪ Join me, let's drum.

♪ [drum sounding] Bede, bede, boom, bede, boom.

♪ We're about to stop after counting of four.

One, two, three, four, stop!

Now, I want you to keep this basic rhythm going and I will play a different beat to support you then along the line, I will give you a counting of four sorry, counting of three, then we scream the call.

Then we end with the bridge.

Two times.

♪ Bede, bede, bede, bede, bede, bede, ♪ One.

♪ Bede, bede, bede, bede, bede, bede, ♪ Two.

So ready.

After counting on four, we all keep drumming.

♪ Bede, bede, boom, bede, boom.

♪ Ready?

One, two, three, four.

♪ [drum sounding] Bede, bede, boom, bede, boom.

♪ Keep going, do not stop.

This is your basic rhythm.

♪ [drum sounding] Bede, bede, boom, bede, boom.

♪ I will keep going as well.

♪ [drum sounding] Bede, bede, boom, bede, boom.

♪ Keep going.

Now I'm about to change my rhythm, I will bang different beat to support you.

♪ [drum sounding] ♪ keep drumming, let's go.

We're about to end.

After counting of four, we will scream the call then we end with the bridge two times.

One, two, One, two, three, four.

♪ [calling in foreign language] ♪ Then we end.

♪ [drum sounding] Bede, bede, bede, bede, bede, bede, be.

♪ Thank you, thank you.

You did very good job.

Keep that beautiful smile on your faces.

Bye-bye.

[bright upbeat music] - Hi, my name is Mary Greenan and I'm with the department of education's office of school wellness programs right here in New York City.

I know that physical activity is important for both our minds and our bodies, so today I invite you to do some physical activity with me while we review some math by counting some shapes.

So, I love doing movement and I love doing math, so we're going to combine a couple things together.

To do that, first we're going to warm up our bodies.

Let's warm up our bodies by counting while we run in place.

So if you can get to a safe space to move and if you're standing, you're gonna run in place by pumping your arms and if you are going to stay seated, you're still gonna move your arms and you can move your feet as well.

We are going to count from one to ten, running in place to warm up our bodies.

Ready?

Go!

One, two, three, four, five, six, seven, eight, nine, ten, and rest.

Okay, we're gonna run in place again.

Only this time, we're gonna count back from ten to one.

A little tricky.

Here we go, ready?

Ten, nine, eight, seven.

Pump your arms.

Six, five, four, three, two, one, and rest.

Okay, before we get into our math and our counting, I wanna introduce you to the movements we're gonna do today.

One of the movements is arm circles.

When we do arm circles, you're gonna bring your arms out like the letter 'T' and you're just gonna pretend you're making small circles with your hands or maybe you make those circles even bigger.

So these are our arm circles.

Great.

Another movement we are going to do is called an overhead press.

You're going to bring your hands up next to you, almost like above your shoulders, you're gonna reach your arms up and then back down.

Up and back down.

Yeah, so your elbows are in line with your shoulders.

Up and back down.

Good.

Our next movement is we're gonna jump.

When we jump, we are on both of our feet.

We jump up and back down on both feet.

We go up and down.

We land on two feet, we jump.

Let's jump to the count of five.

So five jumps.

One, two, three, four, five.

Amazing.

If you're doing that seated, you can bring your feet off the floor at the same time and back down.

Great.

All right.

Next movement is called ski jumps.

When we do ski jumps, you bring your elbows right up next to your ribs like you're holding onto ski poles and then when we ski jump, we're just gonna jump with both of our feet again.

Only this time, we're gonna do it side to side, like we're skiing.

And again, if you're doing that seated, you're gonna do those arm movements and just twist your body a little side to side.

So, let's do five ski jumps, ready?

Go!

One, two, three, four, five.

Wonderful.

Our last movement that we're gonna do is bicep curls.

When we do our bicep curls, we start with our arms straight and then we bring our arms up to our shoulders.

Yup.

Up and down.

And up and down.

We're curling that bicep muscle.

Let's do five of them.

One, two, three, four, five.

Wonderful.

All right.

Now here's what's gonna happen.

I'm gonna show you a shape and ask you a question about it that involves counting.

And you're gonna say or use your fingers to tell me how many you counted of that thing.

Let's go.

So, first shape I have here is a square.

Square.

So in our square, how many sides does a square have?

How many sides does a square have?

Yes.

A square has four sides and they are four equal sides.

Show me four overhead presses.

Here we go.

One, two, three, four.

Great.

Now, how many corners does a square have?

How many corners does a square have?

Four corners there too, right?

Okay.

Give me four ski jumps.

One, two, three, four.

Wonderful.

Next shape, here it is.

A triangle.

Now, how many sides does a triangle have?

Yup, you're telling me a triangle has three sides.

One, two, three.

Lets add the movement to it.

Let's do three bicep curls.

One, two, three.

Wonderful.

Now, how many corners does a triangle have?

How many corners does a triangle have?

[gasps] Also three.

Great, let's do three jumps.

One, two, three.

Amazing.

All right, one more shape.

We've got our square and our triangle here.

And this one, a circle.

How many sides does a circle have?

[gasps] You're right.

A circle doesn't have any sides, because a circle is perfectly round.

Well, let's do arm circles for the count of ten.

We'll count from one to ten, here we go.

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

Wonderful.

Now, I'm going to show you a bunch of shapes and ask you a question.

I have them right here.

Here we go.

Here's another shape, and another shape, and another shape, and another shape.

Now, who can tell us how many circles you see?

How many circles do you see?

One, two, three, four.

Four circles.

All right, let's do four ski jumps.

One, two, three, four.

Great.

Let's cool down our bodies by doing take five breath.

We're going to count again in our cool down.

You're going to take a deep breath in, capture your breath in your hand.

And as we breath out we're going to count to five.

One, two, three, four, five.

And on the other side, take a deep breath in.

Capture your breath in your hand, and breath out.

One, two, three, four, five.

Both hands, take a deep breath in, reach your arms out and up, capture your breath, and breath out.

One, two, three, four, five.

Thanks so much for taking some time to do physical activity today with me while we reviewed some shapes, and did some counting.

Physical activity is important for both our minds and our bodies so don't forget to get some physical activity every day.

Thanks everybody.

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