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The name of the show appears in colourful letters on an animated sky. It reads "TVO Kids Power hour of learning. Teacher edition."
The caption changes to "Today's primary lesson: Estimation."
The announcer says WELCOME TO
TVOKIDS
POWER HOUR OF LEARNING.
The caption changes to "Primary 1 to 3. Teacher Renée."
Teacher Marcia is in her thirties, with long curly brown hair and wears glasses and a black sweater with lace details.
She sits comfortably at home and has earphones on.
She says HI, EVERYONE.
MY NAME'S RENÉE.
TODAY, WE'RE GOING TO BE DOING
SOME FUN LEARNING TOGETHER
FOR TVO'S
POWER HOUR.
TODAY, WE'RE GONNA DO
SOME MATH TOGETHER.
BEFORE WE DO THE MATH,
WE HAVE TO MAKE SURE
THAT EVERYONE IS READY
TO DO SOME LEARNING.
SO, ARE YOU SOMEWHERE
YOU CAN SEE?
ARE YOU SOMEWHERE
YOU CAN HEAR ME?
DO YOU HAVE A COMFY SPOT
TO SIT IN?
AND ARE YOU SOMEWHERE
THAT DOESN'T HAVE
A LOT OF DISTRACTIONS
SO YOU CAN PAY ATTENTION?
IF YOU SAID YES,
IF YOU'VE GOT THOSE THINGS,
THEN THAT'S AWESOME.
WE'RE READY TO GO.
TODAY, WE'RE GONNA TALK
ABOUT ESTIMATION.
NOW, WHAT'S AN ESTIMATE?
AN ESTIMATE
IS A THOUGHTFUL GUESS.
IT'S A GUESS
YOU'RE GOING TO MAKE
BASED ON THINGS
THAT YOU KNOW,
THINGS YOU'VE SEEN,
OR THINGS
YOU'VE EXPERIENCED.
DO YOU KNOW,
YOU'VE PROBABLY ALREADY
DONE SOME ESTIMATING TODAY?
MAYBE YOU ESTIMATED
HOW LONG IT WAS GONNA TAKE
YOUR SCREEN TO START UP.
OR MAYBE YOU ESTIMATED
HOW LONG IT WAS GOING TO TAKE
TO EAT YOUR MEAL.
YOU CAN ALSO ESTIMATE
THE NUMBER OF THINGS.
MAYBE YOU CAN ESTIMATE
HOW MANY... STUFFIES YOU HAVE.
OR MAYBE YOU CAN ESTIMATE...
HOW MANY DAYS
ARE LEFT OF SCHOOL.
THERE'S LOTS OF THINGS
WE CAN ESTIMATE.
BUT YOU'VE GOTTA REMEMBER,
IT'S NOT JUST A GUESS.
IT'S A THOUGHTFUL GUESS.
IT'S A GUESS THAT YOU THAT
YOU SIT AND YOU THINK ABOUT
AND YOU SAY, "HMM.
DOES THIS SOUND REASONABLE?"
OR, DOES THIS SOUND LOGICAL?
DOES IT MAKE SENSE?
YOU WANNA PRACTICE
TOGETHER?
WE'RE GONNA PRACTICE
TAKING STEPS,
AND WE'RE GONNA PRACTICE
TAKING STEPS
FROM ONE PLACE TO ANOTHER.
NOW,
I HAVE A SPECIAL HELPER
THAT'S GONNA HELP US
TAKE SOME STEPS TOGETHER.
LET'S GO GET RYAN AND
WE'LL ASK HIM FOR SOME HELP.
LET'S GO.
Ryan stands in a backyard. He's around 10, with short brown hair and wears black basketball shorts and a red Flash logo T-shirt.
Teacher Renée says HEY, EVERYONE.
THIS IS RYAN.
Ryan says HI!
Teacher Renée says RYAN'S GONNA BE
HELPING US OUT TODAY.
RYAN, DO YOU KNOW
WHAT AN ESTIMATE IS?
Ryan says YEAH.
Teacher Renée says WHAT'S THAT?
Ryan says IT'S LIKE
A THOUGHTFUL GUESS.
Teacher Renée says THAT'S RIGHT!
SO, WE'RE GONNA ESTIMATE
HOW LONG
OR HOW MANY STEPS
IT'S GOING TO TAKE YOU
TO GET FROM WHERE
YOU ARE TO THE...
TO THE STEP
ON THE OTHER SIDE.
HOW MANY STEPS DO YOU THINK
IT'S GOING TO TAKE YOU?
Ryan says I THINK THAT'S
GOING TO TAKE ME...
MY ESTIMATE IS 13.
Teacher Renée says 13, OKAY.
SO, RYAN, HOW ARE YOU
GONNA TAKE THOSE STEPS?
Ryan says I'M GONNA TAKE THEM WITH
YOUR FOOT TO YOUR HEEL.
YOUR TOE TO YOUR HEEL.
Teacher Renée says THAT'S RIGHT.
SO, YOU SEE RYAN'S FEET?
HIS TOE IS TOUCHING
THE HEEL OF HIS FOOT.
AND NOW WHEN HE TAKES
HIS NEXT STEP...
OOPS!
(CHUCKLING)
THERE WE GO.
HIS TOE IS GOING TO TOUCH
HIS HEEL AGAIN.
OKAY.
SO, LET'S TAKE
YOUR STEPS.
GO AHEAD,
COUNT THEM OUT LOUD.
Ryan says ONE, TWO, THREE,
FOUR, FIVE, SIX,
SEVEN, EIGHT, NINE,
10, 11, 12,
13, 14, 15, 16.
Teacher Renée says 16!
SO, WHAT WAS YOUR ESTIMATE?
DO YOU REMEMBER?
Ryan says 13.
Teacher Renée says 13.
SO, THAT WAS A PRETTY GOOD
ESTIMATE, RIGHT?
YOU WERE CLOSE.
AWESOME.
SO, IT TOOK US 13 STEPS.
I WONDER HOW
THAT WOULD CHANGE
IF YOU TOOK
BIG MONSTER STEPS?
HOW MANY BIG MONSTER STEPS
DO YOU THINK IT WILL TAKE YOU
TO GET FROM WHERE YOU ARE
TO WHERE YOU WERE?
A LITTLE BIT AFTER
THE SECOND POST.
HOW MANY BIG
MONSTER STEPS?
Ryan says UM...
TWO?
Teacher Renée says TWO? ALL RIGHT,
LET'S SEE.
ONE.
TWO!
TWO AND THEN ONE MORE
TO WHERE YOU WERE.
THREE!
THREE BIG
MONSTER STEPS.
OKAY,
LET'S TRY ONE MORE.
RYAN, WHAT ABOUT
BUNNY STEPS?
HOW MANY BUNNY STEPS DO YOU
THINK IT'S GONNA TAKE YOU
TO GET FROM WHERE
YOU ARE TO THE STEP?
Ryan says UM, THREE?
Teacher Renée says THREE?
ALL RIGHT,
LET'S DO BUNNY HOPS.
NOT BIG BUNNY FLIES.
ONE.
TWO.
(GIGGLING)
THREE!
THREE BIG BUNNY HOPS.
THAT'S A BIG BUNNY.
(CHUCKLING)
ALL RIGHT.
UM, AND HOW ABOUT
LITTLE BUNNY HOPS?
WHAT'S YOUR ESTIMATE
FOR LITTLE BUNNY HOPS?
BACK TO WHERE YOU WERE,
LITTLE BIT AFTER
THE SECOND POST.
Ryan says UM...
I THINK IT'S GONNA BE...
FIVE?
Teacher Renée says FIVE.
ALL RIGHT, I LIKE HOW
YOU TOOK SOME THINK TIME
AND THOUGHT
ABOUT THAT.
THINK TIME
IS REALLY IMPORTANT.
ALL RIGHT.
FIVE LITTLE
BUNNY HOPS?
LET'S HEAR,
COUNT THEM OUT LOUD.
Ryan hops and says ONE.
TWO.
THREE.
FOUR.
FIVE.
Teacher Renée says FIVE AND A COUPLE
LITTLE HOPS.
THAT'S AWESOME!
SO, THAT WAS
GREAT ESTIMATING.
SO, AGAIN, AN ESTIMATE...
IT'S NOT A GUESS.
WHAT IS IT, RYAN?
Ryan says IT'S A THOUGHTFUL
GUESS.
Teacher Renée says GOOD JOB.
THAT WAS SUPER HELPFUL!
THANKS, RYAN.
YOU COULD
DO YOUR STEPS INSIDE
OR YOU COULD DO YOUR STEPS
OUTSIDE LIKE RYAN.
THERE'S LOTS OF DIFFERENT WAYS
THAT WE CAN ESTIMATE THINGS.
NOW, NOT ONLY CAN YOU
ESTIMATE STEPS
WITH YOUR FEET.
YOU CAN ALSO
MEASURE SOMETHING ELSE.
SO, LET'S GO WATCH SOME...
WATCH SOME
MATH XPLOSION,
AND SEE HOW YOU CAN BE
SEVEN FEET TALL.
LET'S GO CHECK IT OUT.
(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.
Mathemagician 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, blue jeans and red Tennis shoes.
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
WHAT A HIT
IT'S NOT A TRICK
IT'S MATHXPLOSION
JUST FOR YOU
COOL AND NEW
MATHXPLOSION!
In his workroom, Eric takes a shoe off, tosses it up and says DID YOU KNOW THAT I AM
SEVEN FEET TALL?
(VOICE ECHOING)
YOU MIGHT NOT HAVE NOTICED THIS
ABOUT ME BEFORE, BUT...
(CHUCKLING)
Eric says IT'S TRUE.
IN FACT, MOST OF US
ARE ABOUT SEVEN FEET TALL.
SEVEN OF OUR OWN FEET,
THAT IS.
YOU KNOW,
IT'S ALL ABOUT PROPORTIONS.
AND WE CAN USE
NONSTANDARD MEASUREMENT...
USING ONE THING
TO MEASURE ANOTHER...
TO PROVE IT!
(SNIFFING)
His sniffs his shoe and says UGH.
OOH.
OH!
He finds some cards inside the shoe and says THAT'S WHERE THOSE WERE.
UGH.
YUCK.
GONNA WASH THESE.
Eric traces the shape and size of his foot on a piece of paper and cuts out the silhouette.
He says PEOPLE COME IN
ALL SHAPES AND SIZES,
BUT THE PROPORTIONS
OF OUR BODIES...
THE SIZE OF ONE BODY PART
COMPARED TO ANOTHER...
STAY PRETTY MUCH THE SAME
FROM PERSON TO PERSON.
He traces a base line on the floor and starts drawing silhouettes of his feet vertically, one on top of another. He draws seven of them. Then lies on the floor next to the foot line and measures himself.
He says INDEED, I'M ABOUT...
ONE, TWO, THREE,
FOUR, FIVE, SIX,
SEVEN FEET TALL.
PRETTY HANDY...
NO, FOOTY...
NONSTANDARD MEASURING,
HUH?
EVEN IF YOU AREN'T
SEVEN FEET EXACTLY,
THIS IS A GOOD WAY
TO ESTIMATE HEIGHT.
THE LENGTH
OF AN ADULT'S FOOT
IS ABOUT 15 PERCENT
OF THEIR HEIGHT,
WHICH WORKS OUT TO ABOUT
SEVEN OF THEIR OWN FEET.
(SNIFFING)
He sniffs the cut out against his own foot and says WHEW!
TALKING ABOUT FEET...
THIS ONE SMELLS A LOT BETTER
THAN THIS ONE.
(SNIFFING)
UGH.
WELL.
CHECK THIS OUT.
He draws a button on a chalkboard and pushes it.
A video plays.
Eric says HERE'S A COOL WAY
TO MEASURE FOOT SIZE.
WITH YOUR THUMB
AND INDEX FINGER,
GRAB A TINY BIT
OF THE TOE OF A SOCK.
MAKE A FIST, THEN WRAP THE SOCK
ALL THE WAY AROUND YOUR HAND.
IF THE HEEL
OVERLAPS THE TOE,
THEN THE SOCK
SHOULD FIT YOUR FOOT.
THIS REALLY WORKS.
IT'S BECAUSE THE PROPORTIONS OF
PEOPLE'S HANDS AND FEET
STAY THE SAME.
Back in his workroom, Eric says SO, GIVE IT A TRY!
SEE IF YOU AND YOUR FRIENDS
ARE SEVEN FEET TALL.
IF NOT, IT'S PROBABLY BECAUSE
YOU, MY FRIENDS,
ARE STILL GROWING.
SO, YOU CAN WOW YOUR PARENTS
WITH THIS GREAT TRICK TOO!
BEING SEVEN FEET TALL-
IT'S NOT MAGIC, IT'S...
(IMITATING DRUMROLL)
Eric says MATH.
The episode ends.
Teacher Renée says THAT WAS SOME AWESOME MEASURING
AND ESTIMATING.
SO, I WONDER HOW MANY FEET TALL
ARE YOU?
YOU CAN ESTIMATE
HOW MANY FEET TALL YOU ARE,
AND THEN MAYBE YOU CAN GET
SOMEONE TO HELP YOU OUT
AND FIND OUT
HOW MANY FEET TALL YOU ARE.
OR YOU COULD TRACE YOUR FOOT
ON A PIECE OF PAPER,
AND USE THAT
TO MEASURE YOURSELF.
NOW, WE'RE GONNA TALK
ABOUT ESTIMATING,
AND WE'RE GONNA USE
SOMETHING CALLED MANIPULATIVES.
WHAT'S A MANIPULATIVE?
WHEN WE TALK
ABOUT MATH PROBLEMS,
THERE'S LOTS OF DIFFERENT WAYS
WE CAN LOOK AT A PROBLEM.
WE CAN SOLVE OUR PROBLEM
USING WORDS, NUMBERS,
WE CAN ALSO SOLVE OUR PROBLEM
USING PICTURES.
THE WAY WE'RE GONNA
SOLVE OUR PROBLEM
IS BY USING
MANIPULATIVES.
A MANIPULATIVE IS JUST
SOMETHING YOU CAN TOUCH
AND FEEL AND MOVE.
SOMETHING YOU CAN USE
TO ACT OUT THE PROBLEM.
SO, WHAT WE'RE GONNA USE TODAY
TO ACT OUT OUR PROBLEM,
WE'RE GONNA USE SOME LITTLE
BEARS TO ACT OUT OUR PROBLEM.
She shows a smaller and bigger plastic toy bears.
She says NOW, I HAVE...
DIFFERENT SIZES OF BEARS.
I'VE GOT BIG BEARS,
AND LITTLE BABY BEARS.
YOUR MANIPULATIVES
THAT YOU'RE GOING TO USE,
YOU WANNA MAKE SURE THAT THEY'RE
ALL KIND OF THE SAME SIZE.
SO, I'M NOT GONNA MIX
BIG BEARS AND LITTLE BEARS.
FIRST WE'RE GONNA USE ONE,
THEN WE'RE GONNA USE THE OTHER.
ALL RIGHT.
SO, LET'S LOOK AT A JAR.
OH, THERE'S MY JAR.
I HAVE A SMALL JAR HERE.
She shows a tea cup sized glass jar and says CAN YOU SEE IT?
I HAVE A SMALL JAR
AND A SMALL BEAR.
She shows an around 1 inch tall toy bear and says NOW, MY QUESTION TO YOU
IS HOW MANY LITTLE BABY BEARS
CAN WE PUT IN OUR JAR?
I CAN PUT THEM BESIDE EACH OTHER
SO YOU CAN SEE.
OR I CAN PUT HIM
INSIDE THE JAR,
LIE HIM DOWN.
WHOOP, THERE WE GO.
NOW HE'S LYING DOWN.
I CAN LIE HIM DOWN.
SO, HOW MANY BEARS DO YOU THINK
I CAN PUT IN THIS JAR?
WE'RE GOING TO ESTIMATE.
THAT MEANS MAKE
A THOUGHTFUL GUESS.
WE'RE GOING TO USE WHAT...
WE KNOW.
WE KNOW THE SIZE
OF THIS SMALL JAR.
CAN YOU SEE HOW BIG IT IS?
AND WE CAN KINDA SEE
HOW BIG OUR BABY BEAR IS.
HOW MANY BABY BEARS DO YOU THINK
I CAN PUT IN HERE?
WHAT DO YOU THINK?
LET'S USE SOME THINK TIME.
WHAT'S THINK TIME?
THINK TIME IS TIME
TO ALLOW YOUR BRAIN
TO THINK
ABOUT AN ANSWER.
IT GIVES YOUR BRAIN TIME TO
MAYBE MAKE SOME CONNECTIONS,
COMPARE SOME THINGS.
SO, LET'S USE
OUR THINK TIME.
HOW MANY BABY BEARS
CAN WE PUT IN OUR JAR?
WHAT'S YOUR GUESS?
WHAT IS YOUR ESTIMATE?
GOT IT?
OKAY.
SO, LET'S SEE.
MY ESTIMATE IS...HMM.
BASED ON THE SIZE
OF MY BABY BEAR
AND THE SIZE OF MY CONTAINER,
MY ESTIMATE...
LET'S SAY 10. LET'S SEE.
OH!
ONE.
GET SOME MORE BEARS.
TWO.
THREE.
WIGGLE THEM AROUND A LITTLE.
FOUR.
FIVE.
SIX.
SEVEN, EIGHT.
NINE.
10.
11.
I THINK THERE'S STILL
SOME ROOM.
12, 13.
THERE.
THAT LOOKS ABOUT FULL.
WHAT DO YOU THINK?
SO, WE COULD PUT 13
LITTLE BABY BEARS IN OUR JAR.
NOW, DO YOU REMEMBER
WHAT MY ESTIMATE WAS?
MY ESTIMATE,
OR MY THOUGHTFUL GUESS,
WAS 10.
SO, IS 10 THE SAME AS 13?
NO.
NO, YOU'RE RIGHT, IT'S NOT.
BUT THIS IS AN ESTIMATE.
THAT MEANS
IT'S A THOUGHTFUL GUESS.
WE NEED TO BE CLOSE.
WE DON'T HAVE TO BE
EXACTLY RIGHT ON,
BUT WE'RE GONNA
HAVE TO GET CLOSE.
NOW, IS THE NUMBER 10
CLOSE TO THE NUMBER 13?
WELL, 10, 11, 12, 13.
YEAH,
WE'RE PRETTY CLOSE.
WE'RE ONLY THREE AWAY.
SO, THAT WAS
A REASONABLE ESTIMATE.
WHAT HAPPENS IF WE NOW
USE A BIGGER JAR?
HERE'S A BIG JAR.
She shows a jar about 3 to 3 and a half times as big as the first jar.
She says NOW, LOOK AT THE SIZE
OF THESE TWO JARS.
LOOK AT THE SIZE
OF A LITTLE BABY BEAR...COMPARED...
WHOOPS,
HE'S UPSIDE DOWN.
COMPARED TO A BIG JAR.
DO YOU THINK WE CAN PUT MORE
BABY BEARS IN THE BIG JAR
THAN WE COULD
IN OUR LITTLE JAR?
YES, I THINK SO.
I THINK SO.
I THINK IT'S REASONABLE
THAT OUR ESTIMATE
IS GONNA BE
BIGGER THAN 13.
RIGHT?
I THINK THAT'S PRETTY FAIR.
SO,
HERE IS OUR BIGGER JAR.
AND HERE IS OUR BABY BEAR.
LET'S PUT THE BABY BEAR
IN THE JAR.
WHAT DO YOU NOTICE?
THAT BABY BEAR DOESN'T REALLY
TAKE UP A LOT OF SPACE, DOES HE?
WHAT IS YOUR ESTIMATE?
HOW MANY BABY BEARS
CAN WE PUT IN THIS JAR?
WHAT DO YOU THINK?
NOW, IF I LOOK AT IT,
I SEE HE'S
DEFINITELY BIGGER.
THIS JAR IS DEFINITELY
BIGGER THAN THE SMALL JAR.
SO, IT'S GONNA BE
BIGGER THAN 13.
BUT HOW MUCH BIGGER?
HOW MANY MORE
CAN WE PUT IN?
I'M GOING TO ESTIMATE...
HMM.
LET'S SAY
WE CAN PUT IN... .45.
WHAT DO YOU THINK?
REASONABLE?
IS THAT
A THOUGHTFUL GUESS?
WHAT'S YOUR ESTIMATE?
WHAT'S YOUR
THOUGHTFUL GUESS?
LET'S SEE HOW MANY
WE CAN PUT IN.
ONE,
TWO,
THREE,
FOUR,
FIVE, SIX, SEVEN,
EIGHT, NINE,
10, 11,
12, 13, 14, 15.
16, 17, 18, 19, 20.
21, 22, 23,
24, 25,
26,
27, 28, 29, 30!
THAT'S A LOT
OF BABY BEARS.
31,
32, 33,
34...
ARE YOU COUNTING WITH ME?
35,
30-- WHOOP!
FLYING BEAR.
(CHUCKLING)
36,
37, 38,
39, 40.
41, 42, 43, 44.
45, 46, 47.
WIGGLE THEM AROUND
A LITTLE BIT.
48, 49.
50, 51, 52.
THERE WE GO. ALMOST THERE.
MAYBE A COUPLE MORE.
53, 54, 55.
55 BABY BEARS.
NOW, OUR ESTIMATE WAS 45.
ARE WE CLOSE?
WE'RE TEN AWAY.
BUT THAT'S A LOT OF BEARS,
SO I THINK
IT'S PRETTY REASONABLE.
DID YOU SAY 45? MAYBE 35?
MAYBE 60 OR 70?
EITHER WAY,
THOSE ARE WONDERFUL ESTIMATES.
WELL DONE.
NOW, I THINK IT'S TIME
TO MOVE OUR BODY
A LITTLE BIT.
WHAT DO YOU THINK?
LET'S GET OUT
OF OUR CHAIRS
AND GO BE SUPERHEROES
AND POWER UP.
LET'S GO.
(music plays)
Against a yellow starry backdrop, the name of the show reads "Power up."
A split screen shows Lucas and Laura at their homes wearing superhero capes.
Laura says HEY, TVOKIDS.
LAURA AND LUCAS HERE,
AND WE ARE ABOUT
TO GET INTO POWER UP.
Lucas says THAT'S RIGHT, AND TODAY'S
THEME IS SUPERHEROES,
WHICH IS GONNA
BE SUPER RAD,
BUT I NEED TO FIGURE OUT
A SUPERHERO NAME.
Laura says OH, YEAH, THAT'S
A GOOD IDEA.
WHAT DO YOU HAVE
IN MIND?
Lucas says OKAY, SO I'M TRYING
THIS ONE OUT.
I THINK
IT'S REALLY GOOD.
UH, IT'S...
HOW 'BOUT SUPERMAN?!
WHAT DO YOU THINK?
Laura says UH, LUCAS, THAT
ONE'S ALREADY TAKEN.
SORRY. DO YOU HAVE
ANOTHER IDEA, MAYBE?
Lucas says OKAY. OKAY. UH,
HOW 'BOUT THIS ONE?
I REALLY LOVE BASEBALL,
SO BATMAN!
Laura says OKAY. ALSO TAKEN.
HOW 'BOUT YOU JUST...
Lucas says GRR!
Laura says THINK ABOUT IT
AND PICK ANOTHER ONE...
Lucas says WAIT, WAIT, WAIT!
OPOSSUM MAN! OPOSSUM MAN,
HOW 'BOUT THAT?
Laura says OKAY,
IT'S NOT TAKEN,
BUT I THINK
YOU CAN DO BETTER.
WHILE LUCAS THINKS ABOUT
A NEW SUPERHERO NAME,
TVOKIDS, IF YOU WANNA
JOIN US FOR
POWER UP
MAKE SURE YOU HAVE
LOTS OF SPACE AROUND YOU,
MAKE SURE IT'S NOT SLIPPERY
AND THERE'S NO OBSTACLES
IN YOUR WAY.
AND, MAKE SURE YOU'RE
READY TO HAVE FUN.
Lucas says YEAH! I WAS JUST
GONNA SAY THAT.
PLEASE WELCOME,
ACTIVE ANDREA!
A caption reads "H and PE teacher Andrea."
Andrea is in her twenties, with long straight brown hair in a half do. She wears black tights and a blue T-shirt.
She says GOOD DAY!
LAURA AND LUCAS,
MY SUPERHERO NAME
IS ACTIVE ANDREA,
AND I'M HERE TO HELP YOU
BE THE CONFIDENT SUPERHERO
YOU CAN BE!
LET'S GET STARTED.
HEY, TVOKIDS!
MY NAME IS ACTIVE ANDREA
AND I'M A HEALTH AND
PHYSICAL EDUCATION TEACHER.
AND WHEN I'M NOT
TEACHING KIDS LIKE YOU,
I'M AN AMBASSADOR FOR OPHEA,
HELPING TO SUPPORT
EVERY KID IN ONTARIO
GETTING UP, OUT, AND ACTIVE
AND THAT'S OVER
TWO MILLION KIDS!
SO, FOR ALL OF YOU
WHO ARE JOINING US TODAY,
HERE'S WHAT
WE'RE GONNA DO.
I'M GONNA TAKE YOU THROUGH
FIVE DIFFERENT MOVES,
BUT IF YOU FIND THIS
TOO CHALLENGING,
DON'T YOU WORRY.
YOU'RE GONNA FOLLOW
MY FRIEND LUCAS
AND HE'S GONNA BE DOING
HIS MOVES RIGHT IN THE CHAIR.
SO, CHECK IT OUT.
ARE YOU READY?
Lucas says SO READY.
Laura says YES!
Andrea says OKAY, SO,
TO BE A SUPERHERO, I NEED YOU
TO BE ACTIVE AND AMAZING.
AND THERE'S GONNA BE THREE
THINGS I'M GONNA BE LOOKING FOR.
YOUR HEART BEATING FAST,
YOURSELF BREATHING HARD,
AND A GREAT BIG SMILE.
CAN I SEE
YOUR SUPERHERO SMILES?
Lucas and Laura smile. Lucas chuckles.
(CHUCKLING)
Andrea says HERE WE GO.
FIRST MOVE!
OKAY.
SKY HOP.
SO WHAT I'M GONNA DO
IS I'M GONNA JUMP
FROM SIDE TO SIDE
AND WHILE YOU'RE JUMPING
FROM SIDE TO SIDE,
YOU'RE GONNA BE MOVING
YOUR SUPERHERO ARMS.
IF YOU'RE FOLLOWING
MY FRIEND LUCAS,
YOU'RE GONNA BE MOVING
YOUR SUPERHERO ARMS
AND MOVING IN YOUR CHAIR
LEFT AND RIGHT.
HERE WE GO, READY.
FIVE, FOUR,
THREE, TWO,
ONE!
THUMBS UP IF YOU'RE READY
FOR THE SECOND MOVE.
Lucas says OH, YEAH!
Andrea says OKAY.
SO, THE NEXT ONE IS GONNA GET
YOUR HEART BEATING REALLY FAST,
BUT IN ORDER FOR US
TO DO THE MOVE,
WE ALSO HAVE TO DO
A SQUAT AND A LOOKOUT,
BECAUSE AS SUPERHEROES, WE'RE
GONNA USE OUR SUPERHERO EYES.
SO, CHECK IT OUT.
SQUAT, AND LOOK TO MY LEFT.
Every time she looks to the side, she puts her hand above her eyes.
Andrea says SQUAT,
AND LOOK TO THE RIGHT.
IF YOU'RE
FOLLOWING LUCAS,
MOVE YOUR UPPER BODY.
YOU'RE STILL GONNA USE
YOUR SUPERHERO EYES!
FIVE, FOUR,
THREE, TWO,
ONE!
OUR MOVE NUMBER THREE,
THUMBS UP IF YOU'RE READY!
They give her the thumbs up.
Andrea says AWESOME,
LAURA AND LUCAS.
NEXT ONE, WE'RE GONNA BE
RUNNING ON THE SPOT,
BUT THERE'S A LITTLE
SUPERHERO TRICK TO THIS ONE.
YOU'RE GONNA
MOVE YOUR HEELS
AND MAKE SURE THAT
THEY TOUCH YOUR BOTTOM.
IF YOU'RE FOLLOWING
LUCAS,
LUCAS, CAN YOU DESCRIBE
WHAT YOU'RE DOING
WITH YOUR
SUPERHERO ARMS?
Lucas says TOTALLY! I'M JUST MOVING
THEM FRONT TO BACK,
AS BIG AS I CAN,
JUST LIKE A SUPER
WOULD BE
IF THEY WERE RUNNING
SUPER, SUPER QUICK.
WHAT DO YOU THINK,
ANDREA?
Andrea says AWESOME!
FIVE, FOUR...
GET THAT HEART RATE GOING!
THREE! TWO!
AND ONE!
SUPERHERO THUMBS UP
FOR YOUR NEXT MOVE?
SUPERHERO MOVE
NUMBER FOUR.
WE'RE GONNA DO
AN IN AND OUT HEEL TOUCH.
SO, IF YOU'RE
FOLLOWING LUCAS,
YOU'RE GONNA TOUCH EACH FOOT
LEFT AND RIGHT,
AND IF YOU'RE FOLLOWING
LAURA AND MYSELF,
WHAT WE'RE GONNA DO
IS WE'RE GONNA PUT
OUR HEELS OUT LIKE SO.
YOU CAN EVEN ADD
A LITTLE JUMP IN BETWEEN.
OKAY? HERE WE GO.
ONE, TWO, THREE,
FOUR, AND FIVE!
WHEW!
OUR LAST SUPERHERO
MOVE TODAY
IS FLURRY RUN. YES.
BUT THIS TIME,
WE'RE GONNA RUN ON THE SPOT.
SHOW ME THOSE
SUPERHERO ARMS.
LAURA, LUCAS,
ARE YOU READY FOR THIS RACE?
Lucas says AH, I CAN'T WAIT.
IT'S SO FUN!
Laura says READY!
SO READY!
(LAUGHING)
Andrea says MOVE THOSE
SUPERHERO ARMS!
AND-- FINISH OFF
AT THE FINISH LINE!
(STRAINING)
Andrea says THINK WE CAN YOU DO
AN AIR HIGH FIVE?
Lucas says HIGH FIVE!
Laura says YEAH!
Andrea says WOO!
WHEW! THAT WAS A
GREAT JOB, SUPERHEROES!
SO, DID YOUR HEART
GET BEATING FAST?
ARE YOU BREATHING HARD
LIKE ME?
AND SHOW ME A GREAT BIG
SMILE, EVERYBODY.
SUPERHERO SMILES.
OKAY. THANKS
FOR JOINING US!
FEELING GOOD!
TVOKIDS, GRAB YOUR
WATER BOTTLES, BECAUSE...
IT IS SUPER IMPORTANT
TO STAY HYDRATED.
NUMBER TWO IS ALSO
REALLY IMPORTANT-
TO COOL DOWN AND STRETCH.
LAURA AND LUCAS,
CAN YOU SHOW ME YOUR
NICE STRETCHES FOR ME?
AWESOME WORK.
Lucas says SIDE TO SIDE,
I LOVE IT.
Andrea says SO, FOR NOW,
ACTIVE ANDREA SUPERHERO
IS GONNA FLY OUT.
ENJOY YOUR DAYS!
Lucas says IT'S A BIRD!
IT'S A PLANE!
IT'S ACTIVE ANDREA!
Laura sighs and says WOW, MY HEARTBEAT IS
GOING SO FAST, LUCAS.
THAT WAS AWESOME!
Lucas says I KNOW, TOTALLY.
Laura says HEY, HAVE YOU THOUGHT
ABOUT A SUPERHERO NAME?
Lucas says UH, I DON'T KNOW.
MAYBE SOMETHING LIKE...
ACTIVE ANDREA
WAS PRETTY COOL.
WHAT ABOUT
ACTIVE LUCAS?
Laura says I LOVE IT.
IT'S PERFECT.
Lucas says YOU THINK
IT'S PERFECT?
OKAY, GOOD!
YES, TVOKIDS,
MAKE SURE TO HYDRATE,
MAKE SURE T STRETCH,
AND MAKE SURE TO
HAVE FUN ALWAYS!
SUPERHEROES ALWAYS
HAVE RUN, RIGHT?
Laura says IT'S TRUE.
HEY, SHOULD I BE
ACTIVE LAURA?
Lucas says YEAH, WE SHOULD FORM LIKE
AN ACTIVE SUPERHERO,
LIKE CLUB.
Laura says THE ACTIVE TEAM!
Lucas says THE ACTIVE TEAM!
(LAUGHING)
Lucas says I LOVE IT!
LET'S GO GET READY
FOR THAT.
TVOKIDS,
KEEP HAVING FUN.
WE'LL TALK
TO YOU LATER.
I'M OUTTA HERE.
A caption reads "A special thanks to Ophea, and the Ophea Ambassador Team of H and P.E. teachers for getting us all moving!"
(music plays)
Teacher Renée says WHAT AN AWESOME BODY BREAK.
I FEEL BETTER.
SOMETIMES AFTER OUR BODIES HAVE
BEEN SITTING FOR A WHILE,
WE NEED TO GET UP
AND MOVE OUR BODIES
SO THEN,
WHEN WE SIT BACK DOWN...
WE CAN FOCUS.
IT'S IMPORTANT TO CHECK
ON OUR BODIES.
'CAUSE OUR BODIES
SEND US MESSAGES.
MAYBE OUR BODY'S TELLING US
WE NEED TO GO TO THE BATHROOM,
OR WE NEED TO GET UP AND
GET A SNACK OR WIGGLE AROUND,
AND THAT'S OKAY.
YOU'VE ALWAYS GOTTA MAKE SURE
TO LISTEN TO YOUR BODY.
WE'RE GONNA CHECK
ON OUR LITTLE BEARS AGAIN.
THIS TIME, WE ARE GOING
TO DO SOME MEASURING
WITH OUR BEARS
AND SOMETHING YOU PROBABLY
HAVE AROUND THE HOUSE.
LET'S SEE.
LET'S TAKE A LOOK
AT THIS PENCIL.
NOW, HOW MANY...
BABY BEARS LONG
DO YOU THINK OUR PENCIL IS?
WHAT DO YOU THINK?
IF I LINE UP THE BABY BEAR
RIGHT HERE,
LET'S MAKE AN ESTIMATE.
HOW MANY BABY BEARS LONG DO YOU
THINK OUR YELLOW PENCIL IS?
HMM. SO, LOOKING AT IT,
MY ESTIMATE IS...
LET'S SAY FIVE.
WHAT'S YOUR ESTIMATE?
ALL RIGHT,
I THINK THAT'S A GOOD ONE.
LET'S FIND OUT.
NOW, JUST LIKE...
REMEMBER WHEN
RYAN WAS WALKING
AND HE MADE SURE
THAT HIS HEEL TOUCHED HIS TOE?
WE NEED TO MAKE SURE
THAT THE BABY BEARS
ARE TOUCHING EACH OTHER
WHEN WE LINE THEM UP.
SO, WHAT DO WE GOT?
LET'S SEE HOW MANY...
BEARS LONG OUR PENCIL IS.
ONE, TWO.
THREE.
FOUR.
FIVE.
WHOOPS. SIX.
AND SEVEN!
NOW, WE DIDN'T GET TO EXACTLY
THE TIP OF THE PENCIL,
BUT REMEMBER,
WE'RE ESTIMATING.
SO, ARE WE PRETTY CLOSE?
I THINK WE'RE PRETTY CLOSE.
HOW MANY BEARS
DID IT TAKE US?
ONE, TWO, THREE, FOUR,
FIVE, SIX, SEVEN.
IT TOOK US SEVEN BABY BEARS.
WHAT WAS OUR ESTIMATE?
OUR ESTIMATE
WAS FIVE BABY BEARS.
WHAT WAS YOUR ESTIMATE?
MAYBE YOUR ESTIMATE
WAS FOUR BABY BEARS.
OR MAYBE YOUR ESTIMATE
WAS TEN.
AS LONG AS IT'S REASONABLE
AND LOGICAL...
THAT MEANS IT MAKES SENSE...
IT WAS A GOOD ESTIMATE.
ALL RIGHT.
NOW,
WANNA SEE SOMETHING COOL?
I'VE GOT A MASSIVE PENCIL.
The pencil is twice the length of the regular pencil.
Teacher Renée says LOOK HOW BIG
THAT PENCIL IS.
YOU SEE HOW MUCH BIGGER
THE PENCIL IS
THAN THE SMALL YELLOW ONE?
DO YOU SEE HOW MUCH BIGGER
OUR PENCIL IS
THAN OUR BABY BEARS?
THAT IS GOING TO CHANGE
OUR ESTIMATE, I THINK.
SO...
I'M GONNA MOVE THIS
FOR YOU,
SO YOU CAN GET
A GOOD LOOK AT IT.
ALL RIGHT.
YOU SEE THE PENCIL?
SEE BABY BEAR AT THE END
OF THE PENCIL?
LET'S ESTIMATE HOW MANY
BABY BEARS LONG
IS OUR PENCIL?
WHAT DO YOU THINK?
WELL, WE KNOW
THAT THE SMALLER PENCIL...
WAS...
WE KNOW THAT THE SMALLER PENCIL
WAS SEVEN BABY BEARS LONG.
LET'S CHECK OUT WHAT HAPPENS
WHEN OUR PENCIL GROWS.
SO, IF THIS IS SEVEN...
WHAT IS YOUR ESTIMATE
FOR HOW MANY BABY BEARS LONG
OUR BIG PENCIL IS?
HMM.
WHAT DO YOU THINK?
I THINK MY ESTIMATE,
BASED ON THIS ONE
BEING SEVEN BEARS LONG... .BASED ON HOW LONG
OUR BIG PENCIL IS,
AND BASED ON HOW TEENY-TINY
OUR BABY BEARS LOOK,
MY ESTIMATE IS...
ABOUT NINE.
DO YOU THINK THAT'S
A REASONABLE ESTIMATE?
DO YOU THINK
THAT MAKES SENSE?
LET'S FIND OUT.
SO, LET'S COUNT.
ONE BABY BEAR.
TWO BABY BEARS.
GONNA MAKE SURE
WE LINE THEM UP.
ACTUALLY, LET'S CHOOSE
A DIFFERENT COLOUR,
SO WE CAN SEE HOW
THEY'RE LINED UP NICELY.
THERE WE GO.
SEE HOW THEY'RE
LINED UP NICELY?
THAT'S TWO BABY BEARS.
THREE.
FOUR.
FIVE.
WHOOPS!
LET'S FLIP HIM OVER.
SIX...
SEVEN...
EIGHT...
NINE.
TEN.
11.
12.
13.
JUST GOT A LITTLE BIT LEFT.
YOU THINK WE CAN SQUISH
ANOTHER BABY BEAR IN THERE?
MMM, I THINK SO.
13...LET'S GET A BLUE ONE.
14!
THAT LOOKS
LIKE 14 BABY BEARS.
HERE...
IS EXACTLY HOW MANY BABY BEARS
IT TAKES TO... .GET TO THE END
OF OUR PENCIL.
ONE, TWO, THREE, FOUR,
FIVE, SIX, SEVEN,
EIGHT, NINE, TEN,
11, 12, 13, 14.
WHAT WAS YOUR ESTIMATE?
REMEMBER, OUR ESTIMATE
AT THE BEGINNING WAS NINE?
WAS OUR ESTIMATE
REASONABLE?
WERE WE CLOSE?
I THINK SO. WE WERE CLOSE.
WE WERE WITHIN FIVE,
RIGHT?
MAYBE FIVE UNDER
OR FIVE OVER.
THAT'S OKAY.
AND THAT'S REASONABLE
BECAUSE IT'S AN ESTIMATE.
NOW, CAN YOU THINK OF ANYWHERE
ELSE IN OUR LIFE
WHEN WE ESTIMATE?
HMM.
LET'S GO SEE
HOW WE CAN USE ESTIMATING
OR THOUGHTFUL GUESSES
IN OTHER PARTS
OF OUR LIFE.
LET'S GO VISIT WOLF JOE
AND HIS FRIENDS.
WOLF JOE AND HIS FRIENDS
ARE USING ESTIMATING
IN A DIFFERENT WAY.
LET'S CHECK IT OUT.
An animated show rolls.
The name of the show reads "Wolf Joe."
3 indigenous young friends roam the forests looking for adventures in nature.
Joe has brown hair and a braid and he wears a blue hooded sweatshirt with a paw print on the front and a head piece.
Nina has long brown hair in pigtail braids and wears a yellow hooded sweatshirt with a paw print on the front and a headpiece.
Buddy has short brown hair and wears a green hooded sweatshirt with a paw print on the front.
The kids hood up to turn to their animal spirits.
Joe says I'M JOE.
WOLF SPIRIT, GO!
Nina says I'M NINA!
LYNX SPIRIT, GO!
Buddy tumbles as he walks on a floating lodge and says WHOOA-- OOPS.
Buddy says I'M BUDDY THE BEAR.
BEAR SPIRIT, GO!
They all say SMUDGE!
GO! GO! GO!
Joe says EVERYBODY READY?
They join hands and say
GO! WOLF! JOE!
The name of the episode reads "Making tracks."
(CHUCKLING)
Elder Mishoom walks the kids down the pier to catch the water plane and says YOU KIDS EXCITED
ABOUT YOUR BIG DAY
WITH ADVENTURE SUE?
Joe says I LOVE FLYING
IN HER SEA PLANE!
Nina says I LIKE FLYING,
BUT I LOVE TRACKING!
SEE?
Joe says WOW!
Mishoom says HMM. PRETTY
NICE DRAWINGS,
AND HELPFUL
FOR TRACKING, NINA.
Nina says I DREW ANIMAL PAW PRINTS
SO IF WE FIND TRACKS,
WE CAN SEE
WHAT ANIMAL MADE THEM!
Buddy says COOL!
Joe says I KNOW ALL ABOUT
TRACKING.
Buddy says WHO MADE
THAT FOOTPRINT, JOE?
Joe says UM, YOUR DAD.
CHIEF MADWE.
Nina says HMM.
HEY! IT FITS
MY BOOT PERFECTLY,
BECAUSE
IT'S MY FOOTPRINT.
(CHUCKLING)
I MADE IT WHEN I WALKED
TO YOUR HOUSE THIS MORNING!
Mishoom says REMEMBER THE WISDOM
OF THE BEAVER, JOE,
WHO REMINDS US TO KNOW
OUR OWN SPECIAL SKILLS.
(GULLS SQUAWKING)
As they walk on the pier to get the water plane, Adventure Sue, the pilot, comes along and says COMING THROUGH!
WHOA!
PHEW. THANKS, KIDS.
NOW, WHO'S READY
TO GET TRACKING?
Buddy says ME!
Joe says I CAN'T WAIT
TO FLY!
Mishoom says HAVE FUN!
Adventure Sue says AND AWAY-- WE GO!
(ENGINE BUZZING)
(SIGHING)
Sue lands the plane and they all get off.
Adventure Sue says NOW, THIS IS
A PERFECT SPOT
FOR A LITTLE TRACK...
As she spins the plane keys around her finger it goes flying and she says WHOOPSY!
(GRUNTING)
Joe catches them and says GOT 'EM!
(CHUCKLING)
Adventure Sue says NICE CATCH, JOE!
I'VE GOTTA STOP
DOING THAT.
BETTER KEEP THESE
IN MY POCKET,
SAFE AND SOUND.
Nina says WHICH WAY
SHOULD WE GO?
Adventure Sue says ANY WAY.
AS LONG AS IT LEADS
INTO ADVENTURE!
She skids and lands in the bushes.
(SKIDDING)
She says WHOA!
(ALL GASPING)
Joe says ARE YOU OKAY,
ADVENTURE SUE?
Adventure Sue says WHOOPSY. YOU BET.
WHERE ARE WE GOING?
The kids say INTO ADVENTURE!
They walk in the woods and Sue says THIS IS THE PERFECT SPOT
TO START MARKING OUR TRAIL.
NOW, WHAT CAN WE USE
AROUND HERE TO DO THAT?
Buddy says A BIG ROCK WILL BE EASY TO SPOT
ON THE WAY HOME.
(GRUNTING)
Nina says AND IT'S EVEN EASIER
TO SEE
IF THERE'S A LITTLE
ROCK ON TOP.
DONE.
Adventure Sue says MARKING A TRAIL
IS USEFUL,
BUT IT'S BEST
TO LEAVE THE FOREST
EXACTLY THE WAY
WE FOUND IT.
THAT'S WHY WE ALSO LOOK
FOR NATURAL THINGS
TO HELP US
FIND OUR WAY.
Nina says LIKE THAT
YELLOW BUSH?
Adventure Sue says GOOD EYE, NINA!
THAT'S A GREAT LANDMARK
BECAUSE IT STANDS OUT FROM
THE GREEN PLANTS AROUND IT.
Buddy says WHAT ABOUT
THAT TREE STUMP?
IT KINDA
LOOKS LIKE A BEAR!
IF YOU TILT YOUR HEAD
AND SQUINT LIKE THIS.
Adventure Sue says YEAH!
YOU'RE CATCHING ON,
BUDDY!
Joe says IT TAKES A BEAR
TO SPOT A BEAR!
(ALL LAUGHING)
(GASPING)
Joe spots some animal tracks and says OH, GUYS!
I BET THEY'RE
WOLF TRACKS.
Nina says I'LL CHECK
MY SCRAPBOOK.
HMM.
LOOKS LIKE
RACCOON PRINTS!
Joe says OKAY. BUT LOOK!
THOSE ARE WOLF TRACKS
FOR SURE.
Nina says NONE OF MY DRAWINGS
LOOK LIKE THOSE PRINTS.
Adventure Sue says LET'S TAKE A LOOK.
HMM.
FIVE TOES
WITH ONE CLAW.
TOO SMALL FOR A BEAR.
SO, IT MUST BE
A SKUNK!
They all say SKUNK?
Adventure Sue says WE DEFINITELY DON'T WANNA
FOLLOW THOSE TRACKS.
LET'S USE OUR NOSES
TO KEEP US SAFE.
(SNIFFING)
Buddy says I SMELL SOMETHING
SWEET AND YUMMY OVER HERE!
As he follows the smell track, he bumps into a tree and climbs up to the top where a beehive hangs.
(GRUNTING)
(GASPING)
Adventure Sue says WAIT, BUDDY!
THAT SNIFFER OF YOURS
LED US RIGHT TO...
Sue and Buddy say A BEEHIVE!
Adventure Sue says BACK UP, SLOWLY.
YEAH.
(BUZZING)
Adventure Sue says YOU GUYS ARE
LEARNING FAST!
WHAT DO YOU SAY
WE HAVE SOME FUN?
I'LL HIDE
SOMEWHERE CLOSE,
AND YOU TRACK ME.
BUDDY, DON'T WORRY.
I'LL BE CLOSE AND I'LL
ALWAYS KNOW WHERE YOU ARE.
NOW, SING THE BUTTERFLY SONG
AND LET'S GET TRACKING!
Nina says YOU MEAN THE
MEMENGWAA SONG?
Adventure Sue says THAT'S THE ONE!
(KIDS SINGING)
With their eyes closed they sing MEMENGWAA, MEMENGWAA,
SHOW ME WHERE TO GO
MEMENGWAA, MEMENGWAA,
SHOW ME WHERE TO GO
Buddy says WOW! ADVENTURE SUE'S
REALLY GONE!
Nina says SHE SURE IS
GOOD AT HIDING.
Joe says YEAH,
BUT I'LL FIND HER!
HMM.
AHA!
NO. HMM.
I CAN'T FIND ANY TRACKS!
Nina says I SEE SOME BROKEN
TWIGS OVER THERE!
Joe says OH. RIGHT.
AND THEY LEAD TO A FOOTPRINT!
COME ON, GUYS!
THIS WAY!
Nina says HMM.
THE TRACKS
STOP HERE.
Joe says THEY DO?
I MEAN, YEAH!
THEY DO!
Buddy says IT'S LIKE SHE JUST...
DISAPPEARED.
(RUSTLING)
Adventure sue hangs upside down from up a tree and says NOPE! YA FOUND ME
FAIR AND SQUARE!
(KIDS LAUGHING)
Adventure Sue says GREAT JOB,
TRACKERS!
NOW ARE YOU READY TO USE
EVERYTHING WE LEARNED
TO LEAD US BACK
TO THE PLANE?
They all say YEAH!
YEAH!
Joe says FOLLOW ME!
IT'S THIS WAY!
Nina says ACTUALLY,
IT'S THIS WAY.
WE FOLLOWED THE FOOTPRINTS
AND THE TWIGS, REMEMBER?
Joe says OH, RIGHT.
WE CAN GO YOUR WAY TOO.
Nina says THERE'S THE BEEHIVE!
Buddy says THERE'S THE BEAR
TREE STUMP!
(LAUGHING)
Joe says THERE'S THE YELLOW BUSH!
AND THE SMALL ROCK
ON A BIG ROCK!
WE DID IT!
WE FOUND OUR WAY BACK!
Adventure Sue says TIME TO FLY!
UH-OH.
(SIGHING)
Adventure Sue says I THINK I LOST
MY KEYS AGAIN.
WE CAN'T FLY
WITHOUT THEM!
Nina says MAYBE YOU LOST THEM
ON THE TRAIL.
Adventure Sue says YEAH!
ARE YOU KIDS GOOD
WITH RETRACING OUR TRACKS
WHILE I CHECK THE DOCK?
They all say YEAH!
Joe says DON'T WORRY,
ADVENTURE SUE.
WE'LL FIND YOUR KEYS.
AFTER ALL, WE'VE GOT
THE BEST TRACKER AROUND-
NINA!
IF ANYONE CAN TRACK
THEM DOWN, IT'S YOU.
BUT NOT WITHOUT...
SPIRIT POWER!
HOOD UP.
Joe pulls his wolf hood up and says I'M JOE. WOLF SPIRIT...
LET'S GO!
Nina puts on her lynx ears and says LYNX EARS!
NINA, LEAP!
LYNX SPIRIT...
SO NEAT!
Buddy pulls up his bear hood and says BUDDY'S HERE!
I'M BRAVE.
BEAR SPIRIT...
READY TO SAVE!
Joe says SPIRIT POWER!
Nina spots the yellow bush and says AHA!
LYNX LEAP!
(GRUNTING)
(RUSTLING)
Nina says NO KEYS
BY THE YELLOW BUSH.
Buddy says BEAR PROWL!
(GRUNTING)
He jumps on the bear stomp and says NO KEYS BY THE
BEAR-SHAPED TREE TRUNK!
Joe says WOLF VISION!
(BUZZING)
Joe says NO KEYS AT THE BEEHIVE.
Buddy says BUT LOTS OF BEES!
WAH!
MAYBE THEY'RE IN
ADVENTURE SUE'S HIDING TREE.
Nina says LYNX GLIDE!
(GRUNTING)
She jumps on the tree and says NO KEYS UP HERE.
She drops her scrapbook and says WHOOPS! MY SCRAPBOOK.
Buddy says SO, MAYBE
THE KEYS FELL TOO!
Joe says WHAT DO YOU THINK,
LYNX NINA?
Nina says YOU'RE RIGHT,
BUDDY!
SO,
WHERE ARE THEY?
She pushes away the leaves from a bush down the tree and says MAYBE OVER HERE?
HA! FOUND THEM!
ADVENTURE SUE'S KEYS!
Everyone says YAY!
Back at the pier, Nina says WE FOUND THEM!
Adventure Sue says HOORAY!
WAY TO GO,
SUPER TRACKERS!
NOW, LET'S GET READY
FOR TAKEOFF.
(ENGINE WHINING)
They land back in Turtle Bay.
Mishoom waits for them at the pier.
Nina says MISHOOM!
WE LEARNED TO TRACK!
Buddy says AND FOUND
ADVENTURE SUE'S KEYS!
Joe says WELL,
NINA DID MOSTLY,
BUT WE HELPED.
Mishoom says I'M PROUD OF ALL OF YOU FOR
LEARNING YOUR TRACKING SKILLS.
BUT I'M ALSO PROUD OF JOE,
FOR SHOWING WISDOM BY
RECOGNIZING NINA'S GIFT
OF LEADERSHIP
IN TRACKING,
AND LETTING HER
LEAD THE SEARCH.
THAT'S WHY YOU'VE EARNED THE
TEACHING THE BEAVER BRINGS US
IN THE SEVEN TEACHINGS
WHEEL.
Joe says MIIGWECH, MISHOOM!
HEY, NINA.
MAYBE YOU CAN TEACH ME
HOW TO MAKE
MY OWN TRACKING
SCRAPBOOK?
Nina says SURE!
Adventure Sue spins the keys and says WAY TO GO,
LITTLE TRACKERS.
I CAN'T WAIT
FOR OUR NEXT TRIP.
WHOA-- WHOOPS!
Nina catches them and says I'VE GOT 'EM!
Adventure Sue says PHEW!
THANKS, NINA.
I'VE REALLY GOTTA
STOP DOING THAT.
(ALL LAUGHING)
The episode ends.
Teacher Renée says WOLF JOE AND HIS FRIENDS
USED THEIR ESTIMATING POWERS
TO TRACK.
THEY USED THOUGHTFUL GUESSES.
SO, ESTIMATING ISN'T JUST
FOR COUNTING BEARS.
ESTIMATING
IS ALL AROUND US.
I WANT US TO THINK BACK
TO OUR BEARS FOR A SECOND.
WHAT HAPPENS
IF OUR BEARS GREW?
HERE, I'VE GOT A BIG BEAR.
The big bear is 3 to 4 times the size of the baby bear.
Teacher Renée says AND HERE...IS OUR LITTLE BEAR.
LOOK, LOOK, LOOK.
HE DOESN'T EVEN
WANNA STAND UP.
LOOK.
OUR BEARS GREW IN SIZE.
NOW, DOES OUR
ESTIMATING CHANGE
BECAUSE OUR BEARS GROW?
I THINK SO.
LET'S FIND OUT.
REMEMBER OUR LITTLE JAR?
HERE IS A BIG BEAR
BESIDE THE LITTLE JAR.
NOW, HOW MANY BIG BEARS
DO YOU THINK
WILL FIT
IN OUR LITTLE JAR?
TOSS 'EM IN THERE.
HMM.
HE LOOKS MUCH BIGGER
THAN THE OTHER ONE.
HE TAKES UP MORE SPACE.
SO, DO YOU THINK
WE ARE GOING TO NEED MORE
OR LESS BIG BEARS
THAN LITTLE BEARS?
MORE, I THINK SO.
I THINK YOU'RE RIGHT.
ALL RIGHT. HOW MANY MORE?
SO, HERE'S OUR BIG BEAR.
HOW MANY BIG BEARS
DO YOU THINK WE CAN FIT
IN THIS SMALL JAR?
LET'S ESTIMATE
WITH A THOUGHTFUL GUESS.
GOT IT?
I ESTIMATE...HM.
MAYBE TWO.
THEY'RE PRETTY BIG.
LET'S FIND OUT.
ONE.
OOP-- TWO.
WIGGLE THEM AROUND,
SEE IF WE CAN MAKE SPACE
FOR ONE MORE.
THREE.
AND HOW 'BOUT ONE MORE?
LET'S FIND ANOTHER COLOUR.
FOUR!
YEAH,
THAT LOOKS LIKE IT FITS.
SO, THAT'S A GOOD
ESTIMATING FIT.
SO, HOW MANY BEARS
FIT IN OUR JAR?
ONE, TWO, THREE, FOUR.
WE'VE GOT FOUR BEARS
IN OUR JAR.
WHAT WAS YOUR ESTIMATE?
I THINK
MY ESTIMATE WAS TWO.
WAS THAT REASONABLE?
DOES IT MAKE SENSE?
YEAH, WE'RE PRETTY CLOSE.
WHAT WAS YOUR ESTIMATE?
IF YOUR ESTIMATE WAS TWO, THREE,
FOUR, FIVE, SIX, SEVEN,
SURE.
THAT'S PRETTY REASONABLE.
IF YOU ESTIMATED 100,
NOW, I DON'T THINK
WE COULD PUT 100 IN THERE.
WHAT DO YOU THINK? NO.
WHAT ABOUT IF WE LOOKED
AT OUR BIG JAR AGAIN?
REMEMBER THE BIG JAR?
HM.
HOW MANY BIG BEARS...
LET'S PUT ONE
BESIDE IT TO COMPARE.
HOW MANY BIG BEARS
CAN WE PUT IN THE BIG JAR?
WE'LL PUT ONE IN
AND SEE TO COMPARE?
THERE HE IS.
THERE HE GOES.
HOW MANY BIG BEARS
DO YOU THINK WE CAN PUT IN?
MY ESTIMATE...HMM.
I'M GOING TO ESTIMATE...SEVEN.
LET'S SAY SEVEN.
DO YOU THINK
THAT'S REASONABLE?
YOU THINK THAT'S
A THOUGHTFUL GUESS?
WHAT'S YOUR ESTIMATE?
YOU HAVE YOUR NUMBER?
I'VE GOT...
THERE'S ONE BEAR.
TWO.
THREE.
FOUR.
FIVE.
SIX.
SEVEN, EIGHT.
NINE, TEN.
11.
12, 13.
14.
15.
16.
I THINK 16.
NOW, DO YOU REMEMBER
MY ESTIMATE?
DO I REMEMBER
MY ESTIMATE?
I THINK...
She chuckles and says WITH SOME PROMPTING,
I THINK IT WAS SEVEN.
SO, IS SEVEN REASONABLE?
IS SEVEN REASONABLE?
SEVEN MAY HAVE BEEN
A LITTLE LOW, I THINK.
I THINK SEVEN MAY HAVE BEEN
A LITTLE LOW.
MAYBE A BETTER ESTIMATE
WOULD'VE BEEN 10 OR 12.
BUT THAT'S OKAY.
BECAUSE WE'RE ESTIMATING,
THAT MEANS
OUR THOUGHTFUL GUESS...
MAYBE WE WANNA... CHANGE OUR
THOUGHTFUL GUESS FOR NEXT TIME?
BECAUSE NOW I HAVE
MORE INFORMATION
TO MAKE
MY THOUGHTFUL GUESS.
YOU KNOW WHAT ELSE
YOU CAN ESTIMATE?
WE'RE GOING TO WATCH
SOME
MATH XPLOSION.
AND WE'RE GONNA SEE HOW WE CAN
USE ESTIMATING WITH BIG NUMBERS.
LET'S GO WATCH.
Another episode of Math X-plosion rolls.
(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.
Mathemagician 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, blue jeans and red Tennis shoes.
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
WHAT A HIT
IT'S NOT A TRICK
IT'S MATHXPLOSION
JUST FOR YOU
COOL AND NEW
MATHXPLOSION!
The episode starts with Eric standing in a workroom, playing with a black cap, making it spin on the tip of his finger. On the table he has different clock types.
Eric says HA!
DID YOU KNOW THAT YOU CAN
ESTIMATE HOW MUCH TIME
YOU'LL HAVE SPENT SLEEPING
BY THE TIME YOU ARE 18
YEARS OLD, OR EVEN 100?
IT WOULD BE HARD TO KEEP
TRACK OF THE ACTUAL NUMBER
OF HOURS EVERY NIGHT OF
EVERY YEAR, BUT LUCKILY,
WE DON'T NEED EVERY DETAIL
TO DO AN ESTIMATE.
WATCH AS I REVEAL THE
AMAZING POWERS OF ESTIMATION.
(music plays)
Eric says ESTIMATING IS A CLEVER WAY
TO FIND A NUMBER OR AMOUNT
WHEN YOU HAVE SOME BUT NOT ALL
OF THE INFORMATION YOU NEED.
YOU HAVE TO DO THE
CALCULATIONS, THOUGH,
OR ELSE YOU'RE JUST GUESSING,
WHICH IS NOT THE SAME
AS ESTIMATING.
OKAY, HERE'S HOW TO ESTIMATE
THE NUMBER OF HOURS
YOU COULD SPEND
SLEEPING BY AGE 18.
MANY PEOPLE SLEEP ABOUT
8 HOURS EACH NIGHT.
The blackboard in the back turns into a screen. Eric presses a button and a caption appears. It reads "8 hours." Next, it changes to "8 hours times 365 days equals 2920 hours."
Eric continues
MOST YEARS HAVE 365 DAYS.
SO MULTIPLY THOSE NUMBERS
AND YOU GET 2920 HOURS OF
SLEEPING TIME EACH YEAR.
A small clip plays on the corner of the screen. It shows Eric sleeping.
Eric says OH, THAT'S WHAT I LOOK
LIKE WHEN I'M SLEEPING.
THERE YOU GO, BUDDY.
He throws a bunny bear and Sleeping Eric grabs it and continues to sleep.
Eric says YOU ENJOY THAT.
YEAH.
HA, HA.
AND THAT'S JUST
FOR ONE YEAR.
The caption changes to "1 year." Next, it changes to "2920 hours times 18 years equals 52,560 hours."
Eric continues
TO CALCULATE HOW MUCH
SNOOZING YOU'VE DONE BY THE
TIME YOU'RE 18 YEARS OLD,
MULTIPLY THAT NUMBER BY 18.
YOU GET 52,560
HOURS OF SLEEP.
HA!
The caption changes to "2,920 hours each year."
Eric continues
SO BY OUR ESTIMATION, YOU
SPEND ABOUT 2,920 HOURS OF
SLEEP EACH AND EVERY YEAR.
HA!
Sleeping Eric wakes up and says THERE'S NO WAY I
SLEEP THAT MUCH.
I'M JUST RESTING MY EYES.
Eric giggles and says OKAY.
WELL, SOMETIMES, IF YOU
ASSUME IT DOESN'T TAKE MUCH
TIME TO DO SOMETHING,
ESTIMATING HOW MUCH TIME
IT ACTUALLY TAKES CAN REVEAL
THAT YOUR ASSUMPTIONS ARE...
JUST AN ILLUSION.
I LOOK GOOD WHEN I SLEEP.
(music plays)
Eric draws a circle and colours it inside. He taps on it and a new clip plays. The clip shows a beating heart. The caption next to it reads "115,200" and then "42.048,000."
Eric says IT IS POSSIBLE TO ESTIMATE
THE NUMBER OF HEARTBEATS IN
A CERTAIN PERIOD OF TIME.
IF SOMEONE'S HEART BEATS
80 TIMES A MINUTE, THAT'S
115,200 BEATS IN ONE DAY.
AND ABOUT 42 MILLION,
48 THOUSAND BEATS IN ONE YEAR.
WHOA!
Next, Eric appears back in the workroom holding a soccer ball.
He says SO HOW MANY HOURS DO YOU
THINK YOU SPEND SLEEPING,
WATCHING TV, OR
PLAYING OUTSIDE?
DO SOME ESTIMATING AND
SEE IF YOU WERE CLOSE.
ESTIMATING, IT'S NOT
MAGIC, IT'S MATH.
A big explosion brings the show's logo back on the screen.
(music plays)
The end credits roll.
Teacher Renée says WOW, THOSE WERE
SOME BIG NUMBERS!
DO YOU SEE
HOW ESTIMATING HELPS US
TO LOOK AT BIG NUMBERS
AND TO BREAK DOWN BIG NUMBERS
TO MAKE THEM MAKE SENSE FOR US?
NOW, IT'S YOUR TURN.
WHAT CAN YOU FIND
AROUND THE HOUSE TO ESTIMATE?
CAN YOU FIND A CONTAINER?
MAYBE NOT
A GLASS CONTAINER.
MAYBE YOU HAVE
A PLASTIC CONTAINER
LIKE A CUP
OR A TUPPERWARE.
CAN YOU ESTIMATE HOW MANY THINGS
YOU CAN PUT INSIDE?
REMEMBER, WE LEARNED THAT NEW
WORD TODAY, "MANIPULATIVES"?
SO, WHAT MANIPULATIVES
CAN YOU FIND AT HOME?
MAYBE YOU CAN FIND MARBLES?
LEGOS, POPCORN KERNELS?
YOU CAN USE ANYTHING
AROUND THE HOUSE.
SO, MAKE SURE TO CHECK
WITH AN ADULT FIRST.
WANNA KNOW SOMETHING COOL?
IF YOU USE
SOMETHING REALLY SMALL
LIKE POPCORN KERNELS,
YOU CAN EVEN PRACTICE
SKIP COUNTING.
MAYBE YOU WANT TO GROUP THEM
IN TENS,
MAKE IT EASIER TO COUNT.
MAYBE YOU WANNA GROUP THEM
IN FIVES.
AND YOU CAN EVEN PRACTICE
YOUR SKIP COUNTING.
SO, GO FIND THINGS
THAT YOU CAN ESTIMATE
AND LET ME KNOW
HOW IT GOES.
HAVE A WONDERFUL DAY,
EVERYONE.
BYE!
Now music plays as the end credits for Power Hour of Learning roll.
A caption 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."
Copyright 2021, The Ontario Educational Communications Authority.
The caption changes to "Today's primary lesson: Estimation."
The announcer says WELCOME TO
TVOKIDS
POWER HOUR OF LEARNING.
The caption changes to "Primary 1 to 3. Teacher Renée."
Teacher Marcia is in her thirties, with long curly brown hair and wears glasses and a black sweater with lace details.
She sits comfortably at home and has earphones on.
She says HI, EVERYONE.
MY NAME'S RENÉE.
TODAY, WE'RE GOING TO BE DOING
SOME FUN LEARNING TOGETHER
FOR TVO'S
POWER HOUR.
TODAY, WE'RE GONNA DO
SOME MATH TOGETHER.
BEFORE WE DO THE MATH,
WE HAVE TO MAKE SURE
THAT EVERYONE IS READY
TO DO SOME LEARNING.
SO, ARE YOU SOMEWHERE
YOU CAN SEE?
ARE YOU SOMEWHERE
YOU CAN HEAR ME?
DO YOU HAVE A COMFY SPOT
TO SIT IN?
AND ARE YOU SOMEWHERE
THAT DOESN'T HAVE
A LOT OF DISTRACTIONS
SO YOU CAN PAY ATTENTION?
IF YOU SAID YES,
IF YOU'VE GOT THOSE THINGS,
THEN THAT'S AWESOME.
WE'RE READY TO GO.
TODAY, WE'RE GONNA TALK
ABOUT ESTIMATION.
NOW, WHAT'S AN ESTIMATE?
AN ESTIMATE
IS A THOUGHTFUL GUESS.
IT'S A GUESS
YOU'RE GOING TO MAKE
BASED ON THINGS
THAT YOU KNOW,
THINGS YOU'VE SEEN,
OR THINGS
YOU'VE EXPERIENCED.
DO YOU KNOW,
YOU'VE PROBABLY ALREADY
DONE SOME ESTIMATING TODAY?
MAYBE YOU ESTIMATED
HOW LONG IT WAS GONNA TAKE
YOUR SCREEN TO START UP.
OR MAYBE YOU ESTIMATED
HOW LONG IT WAS GOING TO TAKE
TO EAT YOUR MEAL.
YOU CAN ALSO ESTIMATE
THE NUMBER OF THINGS.
MAYBE YOU CAN ESTIMATE
HOW MANY... STUFFIES YOU HAVE.
OR MAYBE YOU CAN ESTIMATE...
HOW MANY DAYS
ARE LEFT OF SCHOOL.
THERE'S LOTS OF THINGS
WE CAN ESTIMATE.
BUT YOU'VE GOTTA REMEMBER,
IT'S NOT JUST A GUESS.
IT'S A THOUGHTFUL GUESS.
IT'S A GUESS THAT YOU THAT
YOU SIT AND YOU THINK ABOUT
AND YOU SAY, "HMM.
DOES THIS SOUND REASONABLE?"
OR, DOES THIS SOUND LOGICAL?
DOES IT MAKE SENSE?
YOU WANNA PRACTICE
TOGETHER?
WE'RE GONNA PRACTICE
TAKING STEPS,
AND WE'RE GONNA PRACTICE
TAKING STEPS
FROM ONE PLACE TO ANOTHER.
NOW,
I HAVE A SPECIAL HELPER
THAT'S GONNA HELP US
TAKE SOME STEPS TOGETHER.
LET'S GO GET RYAN AND
WE'LL ASK HIM FOR SOME HELP.
LET'S GO.
Ryan stands in a backyard. He's around 10, with short brown hair and wears black basketball shorts and a red Flash logo T-shirt.
Teacher Renée says HEY, EVERYONE.
THIS IS RYAN.
Ryan says HI!
Teacher Renée says RYAN'S GONNA BE
HELPING US OUT TODAY.
RYAN, DO YOU KNOW
WHAT AN ESTIMATE IS?
Ryan says YEAH.
Teacher Renée says WHAT'S THAT?
Ryan says IT'S LIKE
A THOUGHTFUL GUESS.
Teacher Renée says THAT'S RIGHT!
SO, WE'RE GONNA ESTIMATE
HOW LONG
OR HOW MANY STEPS
IT'S GOING TO TAKE YOU
TO GET FROM WHERE
YOU ARE TO THE...
TO THE STEP
ON THE OTHER SIDE.
HOW MANY STEPS DO YOU THINK
IT'S GOING TO TAKE YOU?
Ryan says I THINK THAT'S
GOING TO TAKE ME...
MY ESTIMATE IS 13.
Teacher Renée says 13, OKAY.
SO, RYAN, HOW ARE YOU
GONNA TAKE THOSE STEPS?
Ryan says I'M GONNA TAKE THEM WITH
YOUR FOOT TO YOUR HEEL.
YOUR TOE TO YOUR HEEL.
Teacher Renée says THAT'S RIGHT.
SO, YOU SEE RYAN'S FEET?
HIS TOE IS TOUCHING
THE HEEL OF HIS FOOT.
AND NOW WHEN HE TAKES
HIS NEXT STEP...
OOPS!
(CHUCKLING)
THERE WE GO.
HIS TOE IS GOING TO TOUCH
HIS HEEL AGAIN.
OKAY.
SO, LET'S TAKE
YOUR STEPS.
GO AHEAD,
COUNT THEM OUT LOUD.
Ryan says ONE, TWO, THREE,
FOUR, FIVE, SIX,
SEVEN, EIGHT, NINE,
10, 11, 12,
13, 14, 15, 16.
Teacher Renée says 16!
SO, WHAT WAS YOUR ESTIMATE?
DO YOU REMEMBER?
Ryan says 13.
Teacher Renée says 13.
SO, THAT WAS A PRETTY GOOD
ESTIMATE, RIGHT?
YOU WERE CLOSE.
AWESOME.
SO, IT TOOK US 13 STEPS.
I WONDER HOW
THAT WOULD CHANGE
IF YOU TOOK
BIG MONSTER STEPS?
HOW MANY BIG MONSTER STEPS
DO YOU THINK IT WILL TAKE YOU
TO GET FROM WHERE YOU ARE
TO WHERE YOU WERE?
A LITTLE BIT AFTER
THE SECOND POST.
HOW MANY BIG
MONSTER STEPS?
Ryan says UM...
TWO?
Teacher Renée says TWO? ALL RIGHT,
LET'S SEE.
ONE.
TWO!
TWO AND THEN ONE MORE
TO WHERE YOU WERE.
THREE!
THREE BIG
MONSTER STEPS.
OKAY,
LET'S TRY ONE MORE.
RYAN, WHAT ABOUT
BUNNY STEPS?
HOW MANY BUNNY STEPS DO YOU
THINK IT'S GONNA TAKE YOU
TO GET FROM WHERE
YOU ARE TO THE STEP?
Ryan says UM, THREE?
Teacher Renée says THREE?
ALL RIGHT,
LET'S DO BUNNY HOPS.
NOT BIG BUNNY FLIES.
ONE.
TWO.
(GIGGLING)
THREE!
THREE BIG BUNNY HOPS.
THAT'S A BIG BUNNY.
(CHUCKLING)
ALL RIGHT.
UM, AND HOW ABOUT
LITTLE BUNNY HOPS?
WHAT'S YOUR ESTIMATE
FOR LITTLE BUNNY HOPS?
BACK TO WHERE YOU WERE,
LITTLE BIT AFTER
THE SECOND POST.
Ryan says UM...
I THINK IT'S GONNA BE...
FIVE?
Teacher Renée says FIVE.
ALL RIGHT, I LIKE HOW
YOU TOOK SOME THINK TIME
AND THOUGHT
ABOUT THAT.
THINK TIME
IS REALLY IMPORTANT.
ALL RIGHT.
FIVE LITTLE
BUNNY HOPS?
LET'S HEAR,
COUNT THEM OUT LOUD.
Ryan hops and says ONE.
TWO.
THREE.
FOUR.
FIVE.
Teacher Renée says FIVE AND A COUPLE
LITTLE HOPS.
THAT'S AWESOME!
SO, THAT WAS
GREAT ESTIMATING.
SO, AGAIN, AN ESTIMATE...
IT'S NOT A GUESS.
WHAT IS IT, RYAN?
Ryan says IT'S A THOUGHTFUL
GUESS.
Teacher Renée says GOOD JOB.
THAT WAS SUPER HELPFUL!
THANKS, RYAN.
YOU COULD
DO YOUR STEPS INSIDE
OR YOU COULD DO YOUR STEPS
OUTSIDE LIKE RYAN.
THERE'S LOTS OF DIFFERENT WAYS
THAT WE CAN ESTIMATE THINGS.
NOW, NOT ONLY CAN YOU
ESTIMATE STEPS
WITH YOUR FEET.
YOU CAN ALSO
MEASURE SOMETHING ELSE.
SO, LET'S GO WATCH SOME...
WATCH SOME
MATH XPLOSION,
AND SEE HOW YOU CAN BE
SEVEN FEET TALL.
LET'S GO CHECK IT OUT.
(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.
Mathemagician 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, blue jeans and red Tennis shoes.
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
WHAT A HIT
IT'S NOT A TRICK
IT'S MATHXPLOSION
JUST FOR YOU
COOL AND NEW
MATHXPLOSION!
In his workroom, Eric takes a shoe off, tosses it up and says DID YOU KNOW THAT I AM
SEVEN FEET TALL?
(VOICE ECHOING)
YOU MIGHT NOT HAVE NOTICED THIS
ABOUT ME BEFORE, BUT...
(CHUCKLING)
Eric says IT'S TRUE.
IN FACT, MOST OF US
ARE ABOUT SEVEN FEET TALL.
SEVEN OF OUR OWN FEET,
THAT IS.
YOU KNOW,
IT'S ALL ABOUT PROPORTIONS.
AND WE CAN USE
NONSTANDARD MEASUREMENT...
USING ONE THING
TO MEASURE ANOTHER...
TO PROVE IT!
(SNIFFING)
His sniffs his shoe and says UGH.
OOH.
OH!
He finds some cards inside the shoe and says THAT'S WHERE THOSE WERE.
UGH.
YUCK.
GONNA WASH THESE.
Eric traces the shape and size of his foot on a piece of paper and cuts out the silhouette.
He says PEOPLE COME IN
ALL SHAPES AND SIZES,
BUT THE PROPORTIONS
OF OUR BODIES...
THE SIZE OF ONE BODY PART
COMPARED TO ANOTHER...
STAY PRETTY MUCH THE SAME
FROM PERSON TO PERSON.
He traces a base line on the floor and starts drawing silhouettes of his feet vertically, one on top of another. He draws seven of them. Then lies on the floor next to the foot line and measures himself.
He says INDEED, I'M ABOUT...
ONE, TWO, THREE,
FOUR, FIVE, SIX,
SEVEN FEET TALL.
PRETTY HANDY...
NO, FOOTY...
NONSTANDARD MEASURING,
HUH?
EVEN IF YOU AREN'T
SEVEN FEET EXACTLY,
THIS IS A GOOD WAY
TO ESTIMATE HEIGHT.
THE LENGTH
OF AN ADULT'S FOOT
IS ABOUT 15 PERCENT
OF THEIR HEIGHT,
WHICH WORKS OUT TO ABOUT
SEVEN OF THEIR OWN FEET.
(SNIFFING)
He sniffs the cut out against his own foot and says WHEW!
TALKING ABOUT FEET...
THIS ONE SMELLS A LOT BETTER
THAN THIS ONE.
(SNIFFING)
UGH.
WELL.
CHECK THIS OUT.
He draws a button on a chalkboard and pushes it.
A video plays.
Eric says HERE'S A COOL WAY
TO MEASURE FOOT SIZE.
WITH YOUR THUMB
AND INDEX FINGER,
GRAB A TINY BIT
OF THE TOE OF A SOCK.
MAKE A FIST, THEN WRAP THE SOCK
ALL THE WAY AROUND YOUR HAND.
IF THE HEEL
OVERLAPS THE TOE,
THEN THE SOCK
SHOULD FIT YOUR FOOT.
THIS REALLY WORKS.
IT'S BECAUSE THE PROPORTIONS OF
PEOPLE'S HANDS AND FEET
STAY THE SAME.
Back in his workroom, Eric says SO, GIVE IT A TRY!
SEE IF YOU AND YOUR FRIENDS
ARE SEVEN FEET TALL.
IF NOT, IT'S PROBABLY BECAUSE
YOU, MY FRIENDS,
ARE STILL GROWING.
SO, YOU CAN WOW YOUR PARENTS
WITH THIS GREAT TRICK TOO!
BEING SEVEN FEET TALL-
IT'S NOT MAGIC, IT'S...
(IMITATING DRUMROLL)
Eric says MATH.
The episode ends.
Teacher Renée says THAT WAS SOME AWESOME MEASURING
AND ESTIMATING.
SO, I WONDER HOW MANY FEET TALL
ARE YOU?
YOU CAN ESTIMATE
HOW MANY FEET TALL YOU ARE,
AND THEN MAYBE YOU CAN GET
SOMEONE TO HELP YOU OUT
AND FIND OUT
HOW MANY FEET TALL YOU ARE.
OR YOU COULD TRACE YOUR FOOT
ON A PIECE OF PAPER,
AND USE THAT
TO MEASURE YOURSELF.
NOW, WE'RE GONNA TALK
ABOUT ESTIMATING,
AND WE'RE GONNA USE
SOMETHING CALLED MANIPULATIVES.
WHAT'S A MANIPULATIVE?
WHEN WE TALK
ABOUT MATH PROBLEMS,
THERE'S LOTS OF DIFFERENT WAYS
WE CAN LOOK AT A PROBLEM.
WE CAN SOLVE OUR PROBLEM
USING WORDS, NUMBERS,
WE CAN ALSO SOLVE OUR PROBLEM
USING PICTURES.
THE WAY WE'RE GONNA
SOLVE OUR PROBLEM
IS BY USING
MANIPULATIVES.
A MANIPULATIVE IS JUST
SOMETHING YOU CAN TOUCH
AND FEEL AND MOVE.
SOMETHING YOU CAN USE
TO ACT OUT THE PROBLEM.
SO, WHAT WE'RE GONNA USE TODAY
TO ACT OUT OUR PROBLEM,
WE'RE GONNA USE SOME LITTLE
BEARS TO ACT OUT OUR PROBLEM.
She shows a smaller and bigger plastic toy bears.
She says NOW, I HAVE...
DIFFERENT SIZES OF BEARS.
I'VE GOT BIG BEARS,
AND LITTLE BABY BEARS.
YOUR MANIPULATIVES
THAT YOU'RE GOING TO USE,
YOU WANNA MAKE SURE THAT THEY'RE
ALL KIND OF THE SAME SIZE.
SO, I'M NOT GONNA MIX
BIG BEARS AND LITTLE BEARS.
FIRST WE'RE GONNA USE ONE,
THEN WE'RE GONNA USE THE OTHER.
ALL RIGHT.
SO, LET'S LOOK AT A JAR.
OH, THERE'S MY JAR.
I HAVE A SMALL JAR HERE.
She shows a tea cup sized glass jar and says CAN YOU SEE IT?
I HAVE A SMALL JAR
AND A SMALL BEAR.
She shows an around 1 inch tall toy bear and says NOW, MY QUESTION TO YOU
IS HOW MANY LITTLE BABY BEARS
CAN WE PUT IN OUR JAR?
I CAN PUT THEM BESIDE EACH OTHER
SO YOU CAN SEE.
OR I CAN PUT HIM
INSIDE THE JAR,
LIE HIM DOWN.
WHOOP, THERE WE GO.
NOW HE'S LYING DOWN.
I CAN LIE HIM DOWN.
SO, HOW MANY BEARS DO YOU THINK
I CAN PUT IN THIS JAR?
WE'RE GOING TO ESTIMATE.
THAT MEANS MAKE
A THOUGHTFUL GUESS.
WE'RE GOING TO USE WHAT...
WE KNOW.
WE KNOW THE SIZE
OF THIS SMALL JAR.
CAN YOU SEE HOW BIG IT IS?
AND WE CAN KINDA SEE
HOW BIG OUR BABY BEAR IS.
HOW MANY BABY BEARS DO YOU THINK
I CAN PUT IN HERE?
WHAT DO YOU THINK?
LET'S USE SOME THINK TIME.
WHAT'S THINK TIME?
THINK TIME IS TIME
TO ALLOW YOUR BRAIN
TO THINK
ABOUT AN ANSWER.
IT GIVES YOUR BRAIN TIME TO
MAYBE MAKE SOME CONNECTIONS,
COMPARE SOME THINGS.
SO, LET'S USE
OUR THINK TIME.
HOW MANY BABY BEARS
CAN WE PUT IN OUR JAR?
WHAT'S YOUR GUESS?
WHAT IS YOUR ESTIMATE?
GOT IT?
OKAY.
SO, LET'S SEE.
MY ESTIMATE IS...HMM.
BASED ON THE SIZE
OF MY BABY BEAR
AND THE SIZE OF MY CONTAINER,
MY ESTIMATE...
LET'S SAY 10. LET'S SEE.
OH!
ONE.
GET SOME MORE BEARS.
TWO.
THREE.
WIGGLE THEM AROUND A LITTLE.
FOUR.
FIVE.
SIX.
SEVEN, EIGHT.
NINE.
10.
11.
I THINK THERE'S STILL
SOME ROOM.
12, 13.
THERE.
THAT LOOKS ABOUT FULL.
WHAT DO YOU THINK?
SO, WE COULD PUT 13
LITTLE BABY BEARS IN OUR JAR.
NOW, DO YOU REMEMBER
WHAT MY ESTIMATE WAS?
MY ESTIMATE,
OR MY THOUGHTFUL GUESS,
WAS 10.
SO, IS 10 THE SAME AS 13?
NO.
NO, YOU'RE RIGHT, IT'S NOT.
BUT THIS IS AN ESTIMATE.
THAT MEANS
IT'S A THOUGHTFUL GUESS.
WE NEED TO BE CLOSE.
WE DON'T HAVE TO BE
EXACTLY RIGHT ON,
BUT WE'RE GONNA
HAVE TO GET CLOSE.
NOW, IS THE NUMBER 10
CLOSE TO THE NUMBER 13?
WELL, 10, 11, 12, 13.
YEAH,
WE'RE PRETTY CLOSE.
WE'RE ONLY THREE AWAY.
SO, THAT WAS
A REASONABLE ESTIMATE.
WHAT HAPPENS IF WE NOW
USE A BIGGER JAR?
HERE'S A BIG JAR.
She shows a jar about 3 to 3 and a half times as big as the first jar.
She says NOW, LOOK AT THE SIZE
OF THESE TWO JARS.
LOOK AT THE SIZE
OF A LITTLE BABY BEAR...COMPARED...
WHOOPS,
HE'S UPSIDE DOWN.
COMPARED TO A BIG JAR.
DO YOU THINK WE CAN PUT MORE
BABY BEARS IN THE BIG JAR
THAN WE COULD
IN OUR LITTLE JAR?
YES, I THINK SO.
I THINK SO.
I THINK IT'S REASONABLE
THAT OUR ESTIMATE
IS GONNA BE
BIGGER THAN 13.
RIGHT?
I THINK THAT'S PRETTY FAIR.
SO,
HERE IS OUR BIGGER JAR.
AND HERE IS OUR BABY BEAR.
LET'S PUT THE BABY BEAR
IN THE JAR.
WHAT DO YOU NOTICE?
THAT BABY BEAR DOESN'T REALLY
TAKE UP A LOT OF SPACE, DOES HE?
WHAT IS YOUR ESTIMATE?
HOW MANY BABY BEARS
CAN WE PUT IN THIS JAR?
WHAT DO YOU THINK?
NOW, IF I LOOK AT IT,
I SEE HE'S
DEFINITELY BIGGER.
THIS JAR IS DEFINITELY
BIGGER THAN THE SMALL JAR.
SO, IT'S GONNA BE
BIGGER THAN 13.
BUT HOW MUCH BIGGER?
HOW MANY MORE
CAN WE PUT IN?
I'M GOING TO ESTIMATE...
HMM.
LET'S SAY
WE CAN PUT IN... .45.
WHAT DO YOU THINK?
REASONABLE?
IS THAT
A THOUGHTFUL GUESS?
WHAT'S YOUR ESTIMATE?
WHAT'S YOUR
THOUGHTFUL GUESS?
LET'S SEE HOW MANY
WE CAN PUT IN.
ONE,
TWO,
THREE,
FOUR,
FIVE, SIX, SEVEN,
EIGHT, NINE,
10, 11,
12, 13, 14, 15.
16, 17, 18, 19, 20.
21, 22, 23,
24, 25,
26,
27, 28, 29, 30!
THAT'S A LOT
OF BABY BEARS.
31,
32, 33,
34...
ARE YOU COUNTING WITH ME?
35,
30-- WHOOP!
FLYING BEAR.
(CHUCKLING)
36,
37, 38,
39, 40.
41, 42, 43, 44.
45, 46, 47.
WIGGLE THEM AROUND
A LITTLE BIT.
48, 49.
50, 51, 52.
THERE WE GO. ALMOST THERE.
MAYBE A COUPLE MORE.
53, 54, 55.
55 BABY BEARS.
NOW, OUR ESTIMATE WAS 45.
ARE WE CLOSE?
WE'RE TEN AWAY.
BUT THAT'S A LOT OF BEARS,
SO I THINK
IT'S PRETTY REASONABLE.
DID YOU SAY 45? MAYBE 35?
MAYBE 60 OR 70?
EITHER WAY,
THOSE ARE WONDERFUL ESTIMATES.
WELL DONE.
NOW, I THINK IT'S TIME
TO MOVE OUR BODY
A LITTLE BIT.
WHAT DO YOU THINK?
LET'S GET OUT
OF OUR CHAIRS
AND GO BE SUPERHEROES
AND POWER UP.
LET'S GO.
(music plays)
Against a yellow starry backdrop, the name of the show reads "Power up."
A split screen shows Lucas and Laura at their homes wearing superhero capes.
Laura says HEY, TVOKIDS.
LAURA AND LUCAS HERE,
AND WE ARE ABOUT
TO GET INTO POWER UP.
Lucas says THAT'S RIGHT, AND TODAY'S
THEME IS SUPERHEROES,
WHICH IS GONNA
BE SUPER RAD,
BUT I NEED TO FIGURE OUT
A SUPERHERO NAME.
Laura says OH, YEAH, THAT'S
A GOOD IDEA.
WHAT DO YOU HAVE
IN MIND?
Lucas says OKAY, SO I'M TRYING
THIS ONE OUT.
I THINK
IT'S REALLY GOOD.
UH, IT'S...
HOW 'BOUT SUPERMAN?!
WHAT DO YOU THINK?
Laura says UH, LUCAS, THAT
ONE'S ALREADY TAKEN.
SORRY. DO YOU HAVE
ANOTHER IDEA, MAYBE?
Lucas says OKAY. OKAY. UH,
HOW 'BOUT THIS ONE?
I REALLY LOVE BASEBALL,
SO BATMAN!
Laura says OKAY. ALSO TAKEN.
HOW 'BOUT YOU JUST...
Lucas says GRR!
Laura says THINK ABOUT IT
AND PICK ANOTHER ONE...
Lucas says WAIT, WAIT, WAIT!
OPOSSUM MAN! OPOSSUM MAN,
HOW 'BOUT THAT?
Laura says OKAY,
IT'S NOT TAKEN,
BUT I THINK
YOU CAN DO BETTER.
WHILE LUCAS THINKS ABOUT
A NEW SUPERHERO NAME,
TVOKIDS, IF YOU WANNA
JOIN US FOR
POWER UP
MAKE SURE YOU HAVE
LOTS OF SPACE AROUND YOU,
MAKE SURE IT'S NOT SLIPPERY
AND THERE'S NO OBSTACLES
IN YOUR WAY.
AND, MAKE SURE YOU'RE
READY TO HAVE FUN.
Lucas says YEAH! I WAS JUST
GONNA SAY THAT.
PLEASE WELCOME,
ACTIVE ANDREA!
A caption reads "H and PE teacher Andrea."
Andrea is in her twenties, with long straight brown hair in a half do. She wears black tights and a blue T-shirt.
She says GOOD DAY!
LAURA AND LUCAS,
MY SUPERHERO NAME
IS ACTIVE ANDREA,
AND I'M HERE TO HELP YOU
BE THE CONFIDENT SUPERHERO
YOU CAN BE!
LET'S GET STARTED.
HEY, TVOKIDS!
MY NAME IS ACTIVE ANDREA
AND I'M A HEALTH AND
PHYSICAL EDUCATION TEACHER.
AND WHEN I'M NOT
TEACHING KIDS LIKE YOU,
I'M AN AMBASSADOR FOR OPHEA,
HELPING TO SUPPORT
EVERY KID IN ONTARIO
GETTING UP, OUT, AND ACTIVE
AND THAT'S OVER
TWO MILLION KIDS!
SO, FOR ALL OF YOU
WHO ARE JOINING US TODAY,
HERE'S WHAT
WE'RE GONNA DO.
I'M GONNA TAKE YOU THROUGH
FIVE DIFFERENT MOVES,
BUT IF YOU FIND THIS
TOO CHALLENGING,
DON'T YOU WORRY.
YOU'RE GONNA FOLLOW
MY FRIEND LUCAS
AND HE'S GONNA BE DOING
HIS MOVES RIGHT IN THE CHAIR.
SO, CHECK IT OUT.
ARE YOU READY?
Lucas says SO READY.
Laura says YES!
Andrea says OKAY, SO,
TO BE A SUPERHERO, I NEED YOU
TO BE ACTIVE AND AMAZING.
AND THERE'S GONNA BE THREE
THINGS I'M GONNA BE LOOKING FOR.
YOUR HEART BEATING FAST,
YOURSELF BREATHING HARD,
AND A GREAT BIG SMILE.
CAN I SEE
YOUR SUPERHERO SMILES?
Lucas and Laura smile. Lucas chuckles.
(CHUCKLING)
Andrea says HERE WE GO.
FIRST MOVE!
OKAY.
SKY HOP.
SO WHAT I'M GONNA DO
IS I'M GONNA JUMP
FROM SIDE TO SIDE
AND WHILE YOU'RE JUMPING
FROM SIDE TO SIDE,
YOU'RE GONNA BE MOVING
YOUR SUPERHERO ARMS.
IF YOU'RE FOLLOWING
MY FRIEND LUCAS,
YOU'RE GONNA BE MOVING
YOUR SUPERHERO ARMS
AND MOVING IN YOUR CHAIR
LEFT AND RIGHT.
HERE WE GO, READY.
FIVE, FOUR,
THREE, TWO,
ONE!
THUMBS UP IF YOU'RE READY
FOR THE SECOND MOVE.
Lucas says OH, YEAH!
Andrea says OKAY.
SO, THE NEXT ONE IS GONNA GET
YOUR HEART BEATING REALLY FAST,
BUT IN ORDER FOR US
TO DO THE MOVE,
WE ALSO HAVE TO DO
A SQUAT AND A LOOKOUT,
BECAUSE AS SUPERHEROES, WE'RE
GONNA USE OUR SUPERHERO EYES.
SO, CHECK IT OUT.
SQUAT, AND LOOK TO MY LEFT.
Every time she looks to the side, she puts her hand above her eyes.
Andrea says SQUAT,
AND LOOK TO THE RIGHT.
IF YOU'RE
FOLLOWING LUCAS,
MOVE YOUR UPPER BODY.
YOU'RE STILL GONNA USE
YOUR SUPERHERO EYES!
FIVE, FOUR,
THREE, TWO,
ONE!
OUR MOVE NUMBER THREE,
THUMBS UP IF YOU'RE READY!
They give her the thumbs up.
Andrea says AWESOME,
LAURA AND LUCAS.
NEXT ONE, WE'RE GONNA BE
RUNNING ON THE SPOT,
BUT THERE'S A LITTLE
SUPERHERO TRICK TO THIS ONE.
YOU'RE GONNA
MOVE YOUR HEELS
AND MAKE SURE THAT
THEY TOUCH YOUR BOTTOM.
IF YOU'RE FOLLOWING
LUCAS,
LUCAS, CAN YOU DESCRIBE
WHAT YOU'RE DOING
WITH YOUR
SUPERHERO ARMS?
Lucas says TOTALLY! I'M JUST MOVING
THEM FRONT TO BACK,
AS BIG AS I CAN,
JUST LIKE A SUPER
WOULD BE
IF THEY WERE RUNNING
SUPER, SUPER QUICK.
WHAT DO YOU THINK,
ANDREA?
Andrea says AWESOME!
FIVE, FOUR...
GET THAT HEART RATE GOING!
THREE! TWO!
AND ONE!
SUPERHERO THUMBS UP
FOR YOUR NEXT MOVE?
SUPERHERO MOVE
NUMBER FOUR.
WE'RE GONNA DO
AN IN AND OUT HEEL TOUCH.
SO, IF YOU'RE
FOLLOWING LUCAS,
YOU'RE GONNA TOUCH EACH FOOT
LEFT AND RIGHT,
AND IF YOU'RE FOLLOWING
LAURA AND MYSELF,
WHAT WE'RE GONNA DO
IS WE'RE GONNA PUT
OUR HEELS OUT LIKE SO.
YOU CAN EVEN ADD
A LITTLE JUMP IN BETWEEN.
OKAY? HERE WE GO.
ONE, TWO, THREE,
FOUR, AND FIVE!
WHEW!
OUR LAST SUPERHERO
MOVE TODAY
IS FLURRY RUN. YES.
BUT THIS TIME,
WE'RE GONNA RUN ON THE SPOT.
SHOW ME THOSE
SUPERHERO ARMS.
LAURA, LUCAS,
ARE YOU READY FOR THIS RACE?
Lucas says AH, I CAN'T WAIT.
IT'S SO FUN!
Laura says READY!
SO READY!
(LAUGHING)
Andrea says MOVE THOSE
SUPERHERO ARMS!
AND-- FINISH OFF
AT THE FINISH LINE!
(STRAINING)
Andrea says THINK WE CAN YOU DO
AN AIR HIGH FIVE?
Lucas says HIGH FIVE!
Laura says YEAH!
Andrea says WOO!
WHEW! THAT WAS A
GREAT JOB, SUPERHEROES!
SO, DID YOUR HEART
GET BEATING FAST?
ARE YOU BREATHING HARD
LIKE ME?
AND SHOW ME A GREAT BIG
SMILE, EVERYBODY.
SUPERHERO SMILES.
OKAY. THANKS
FOR JOINING US!
FEELING GOOD!
TVOKIDS, GRAB YOUR
WATER BOTTLES, BECAUSE...
IT IS SUPER IMPORTANT
TO STAY HYDRATED.
NUMBER TWO IS ALSO
REALLY IMPORTANT-
TO COOL DOWN AND STRETCH.
LAURA AND LUCAS,
CAN YOU SHOW ME YOUR
NICE STRETCHES FOR ME?
AWESOME WORK.
Lucas says SIDE TO SIDE,
I LOVE IT.
Andrea says SO, FOR NOW,
ACTIVE ANDREA SUPERHERO
IS GONNA FLY OUT.
ENJOY YOUR DAYS!
Lucas says IT'S A BIRD!
IT'S A PLANE!
IT'S ACTIVE ANDREA!
Laura sighs and says WOW, MY HEARTBEAT IS
GOING SO FAST, LUCAS.
THAT WAS AWESOME!
Lucas says I KNOW, TOTALLY.
Laura says HEY, HAVE YOU THOUGHT
ABOUT A SUPERHERO NAME?
Lucas says UH, I DON'T KNOW.
MAYBE SOMETHING LIKE...
ACTIVE ANDREA
WAS PRETTY COOL.
WHAT ABOUT
ACTIVE LUCAS?
Laura says I LOVE IT.
IT'S PERFECT.
Lucas says YOU THINK
IT'S PERFECT?
OKAY, GOOD!
YES, TVOKIDS,
MAKE SURE TO HYDRATE,
MAKE SURE T STRETCH,
AND MAKE SURE TO
HAVE FUN ALWAYS!
SUPERHEROES ALWAYS
HAVE RUN, RIGHT?
Laura says IT'S TRUE.
HEY, SHOULD I BE
ACTIVE LAURA?
Lucas says YEAH, WE SHOULD FORM LIKE
AN ACTIVE SUPERHERO,
LIKE CLUB.
Laura says THE ACTIVE TEAM!
Lucas says THE ACTIVE TEAM!
(LAUGHING)
Lucas says I LOVE IT!
LET'S GO GET READY
FOR THAT.
TVOKIDS,
KEEP HAVING FUN.
WE'LL TALK
TO YOU LATER.
I'M OUTTA HERE.
A caption reads "A special thanks to Ophea, and the Ophea Ambassador Team of H and P.E. teachers for getting us all moving!"
(music plays)
Teacher Renée says WHAT AN AWESOME BODY BREAK.
I FEEL BETTER.
SOMETIMES AFTER OUR BODIES HAVE
BEEN SITTING FOR A WHILE,
WE NEED TO GET UP
AND MOVE OUR BODIES
SO THEN,
WHEN WE SIT BACK DOWN...
WE CAN FOCUS.
IT'S IMPORTANT TO CHECK
ON OUR BODIES.
'CAUSE OUR BODIES
SEND US MESSAGES.
MAYBE OUR BODY'S TELLING US
WE NEED TO GO TO THE BATHROOM,
OR WE NEED TO GET UP AND
GET A SNACK OR WIGGLE AROUND,
AND THAT'S OKAY.
YOU'VE ALWAYS GOTTA MAKE SURE
TO LISTEN TO YOUR BODY.
WE'RE GONNA CHECK
ON OUR LITTLE BEARS AGAIN.
THIS TIME, WE ARE GOING
TO DO SOME MEASURING
WITH OUR BEARS
AND SOMETHING YOU PROBABLY
HAVE AROUND THE HOUSE.
LET'S SEE.
LET'S TAKE A LOOK
AT THIS PENCIL.
NOW, HOW MANY...
BABY BEARS LONG
DO YOU THINK OUR PENCIL IS?
WHAT DO YOU THINK?
IF I LINE UP THE BABY BEAR
RIGHT HERE,
LET'S MAKE AN ESTIMATE.
HOW MANY BABY BEARS LONG DO YOU
THINK OUR YELLOW PENCIL IS?
HMM. SO, LOOKING AT IT,
MY ESTIMATE IS...
LET'S SAY FIVE.
WHAT'S YOUR ESTIMATE?
ALL RIGHT,
I THINK THAT'S A GOOD ONE.
LET'S FIND OUT.
NOW, JUST LIKE...
REMEMBER WHEN
RYAN WAS WALKING
AND HE MADE SURE
THAT HIS HEEL TOUCHED HIS TOE?
WE NEED TO MAKE SURE
THAT THE BABY BEARS
ARE TOUCHING EACH OTHER
WHEN WE LINE THEM UP.
SO, WHAT DO WE GOT?
LET'S SEE HOW MANY...
BEARS LONG OUR PENCIL IS.
ONE, TWO.
THREE.
FOUR.
FIVE.
WHOOPS. SIX.
AND SEVEN!
NOW, WE DIDN'T GET TO EXACTLY
THE TIP OF THE PENCIL,
BUT REMEMBER,
WE'RE ESTIMATING.
SO, ARE WE PRETTY CLOSE?
I THINK WE'RE PRETTY CLOSE.
HOW MANY BEARS
DID IT TAKE US?
ONE, TWO, THREE, FOUR,
FIVE, SIX, SEVEN.
IT TOOK US SEVEN BABY BEARS.
WHAT WAS OUR ESTIMATE?
OUR ESTIMATE
WAS FIVE BABY BEARS.
WHAT WAS YOUR ESTIMATE?
MAYBE YOUR ESTIMATE
WAS FOUR BABY BEARS.
OR MAYBE YOUR ESTIMATE
WAS TEN.
AS LONG AS IT'S REASONABLE
AND LOGICAL...
THAT MEANS IT MAKES SENSE...
IT WAS A GOOD ESTIMATE.
ALL RIGHT.
NOW,
WANNA SEE SOMETHING COOL?
I'VE GOT A MASSIVE PENCIL.
The pencil is twice the length of the regular pencil.
Teacher Renée says LOOK HOW BIG
THAT PENCIL IS.
YOU SEE HOW MUCH BIGGER
THE PENCIL IS
THAN THE SMALL YELLOW ONE?
DO YOU SEE HOW MUCH BIGGER
OUR PENCIL IS
THAN OUR BABY BEARS?
THAT IS GOING TO CHANGE
OUR ESTIMATE, I THINK.
SO...
I'M GONNA MOVE THIS
FOR YOU,
SO YOU CAN GET
A GOOD LOOK AT IT.
ALL RIGHT.
YOU SEE THE PENCIL?
SEE BABY BEAR AT THE END
OF THE PENCIL?
LET'S ESTIMATE HOW MANY
BABY BEARS LONG
IS OUR PENCIL?
WHAT DO YOU THINK?
WELL, WE KNOW
THAT THE SMALLER PENCIL...
WAS...
WE KNOW THAT THE SMALLER PENCIL
WAS SEVEN BABY BEARS LONG.
LET'S CHECK OUT WHAT HAPPENS
WHEN OUR PENCIL GROWS.
SO, IF THIS IS SEVEN...
WHAT IS YOUR ESTIMATE
FOR HOW MANY BABY BEARS LONG
OUR BIG PENCIL IS?
HMM.
WHAT DO YOU THINK?
I THINK MY ESTIMATE,
BASED ON THIS ONE
BEING SEVEN BEARS LONG... .BASED ON HOW LONG
OUR BIG PENCIL IS,
AND BASED ON HOW TEENY-TINY
OUR BABY BEARS LOOK,
MY ESTIMATE IS...
ABOUT NINE.
DO YOU THINK THAT'S
A REASONABLE ESTIMATE?
DO YOU THINK
THAT MAKES SENSE?
LET'S FIND OUT.
SO, LET'S COUNT.
ONE BABY BEAR.
TWO BABY BEARS.
GONNA MAKE SURE
WE LINE THEM UP.
ACTUALLY, LET'S CHOOSE
A DIFFERENT COLOUR,
SO WE CAN SEE HOW
THEY'RE LINED UP NICELY.
THERE WE GO.
SEE HOW THEY'RE
LINED UP NICELY?
THAT'S TWO BABY BEARS.
THREE.
FOUR.
FIVE.
WHOOPS!
LET'S FLIP HIM OVER.
SIX...
SEVEN...
EIGHT...
NINE.
TEN.
11.
12.
13.
JUST GOT A LITTLE BIT LEFT.
YOU THINK WE CAN SQUISH
ANOTHER BABY BEAR IN THERE?
MMM, I THINK SO.
13...LET'S GET A BLUE ONE.
14!
THAT LOOKS
LIKE 14 BABY BEARS.
HERE...
IS EXACTLY HOW MANY BABY BEARS
IT TAKES TO... .GET TO THE END
OF OUR PENCIL.
ONE, TWO, THREE, FOUR,
FIVE, SIX, SEVEN,
EIGHT, NINE, TEN,
11, 12, 13, 14.
WHAT WAS YOUR ESTIMATE?
REMEMBER, OUR ESTIMATE
AT THE BEGINNING WAS NINE?
WAS OUR ESTIMATE
REASONABLE?
WERE WE CLOSE?
I THINK SO. WE WERE CLOSE.
WE WERE WITHIN FIVE,
RIGHT?
MAYBE FIVE UNDER
OR FIVE OVER.
THAT'S OKAY.
AND THAT'S REASONABLE
BECAUSE IT'S AN ESTIMATE.
NOW, CAN YOU THINK OF ANYWHERE
ELSE IN OUR LIFE
WHEN WE ESTIMATE?
HMM.
LET'S GO SEE
HOW WE CAN USE ESTIMATING
OR THOUGHTFUL GUESSES
IN OTHER PARTS
OF OUR LIFE.
LET'S GO VISIT WOLF JOE
AND HIS FRIENDS.
WOLF JOE AND HIS FRIENDS
ARE USING ESTIMATING
IN A DIFFERENT WAY.
LET'S CHECK IT OUT.
An animated show rolls.
The name of the show reads "Wolf Joe."
3 indigenous young friends roam the forests looking for adventures in nature.
Joe has brown hair and a braid and he wears a blue hooded sweatshirt with a paw print on the front and a head piece.
Nina has long brown hair in pigtail braids and wears a yellow hooded sweatshirt with a paw print on the front and a headpiece.
Buddy has short brown hair and wears a green hooded sweatshirt with a paw print on the front.
The kids hood up to turn to their animal spirits.
Joe says I'M JOE.
WOLF SPIRIT, GO!
Nina says I'M NINA!
LYNX SPIRIT, GO!
Buddy tumbles as he walks on a floating lodge and says WHOOA-- OOPS.
Buddy says I'M BUDDY THE BEAR.
BEAR SPIRIT, GO!
They all say SMUDGE!
GO! GO! GO!
Joe says EVERYBODY READY?
They join hands and say
GO! WOLF! JOE!
The name of the episode reads "Making tracks."
(CHUCKLING)
Elder Mishoom walks the kids down the pier to catch the water plane and says YOU KIDS EXCITED
ABOUT YOUR BIG DAY
WITH ADVENTURE SUE?
Joe says I LOVE FLYING
IN HER SEA PLANE!
Nina says I LIKE FLYING,
BUT I LOVE TRACKING!
SEE?
Joe says WOW!
Mishoom says HMM. PRETTY
NICE DRAWINGS,
AND HELPFUL
FOR TRACKING, NINA.
Nina says I DREW ANIMAL PAW PRINTS
SO IF WE FIND TRACKS,
WE CAN SEE
WHAT ANIMAL MADE THEM!
Buddy says COOL!
Joe says I KNOW ALL ABOUT
TRACKING.
Buddy says WHO MADE
THAT FOOTPRINT, JOE?
Joe says UM, YOUR DAD.
CHIEF MADWE.
Nina says HMM.
HEY! IT FITS
MY BOOT PERFECTLY,
BECAUSE
IT'S MY FOOTPRINT.
(CHUCKLING)
I MADE IT WHEN I WALKED
TO YOUR HOUSE THIS MORNING!
Mishoom says REMEMBER THE WISDOM
OF THE BEAVER, JOE,
WHO REMINDS US TO KNOW
OUR OWN SPECIAL SKILLS.
(GULLS SQUAWKING)
As they walk on the pier to get the water plane, Adventure Sue, the pilot, comes along and says COMING THROUGH!
WHOA!
PHEW. THANKS, KIDS.
NOW, WHO'S READY
TO GET TRACKING?
Buddy says ME!
Joe says I CAN'T WAIT
TO FLY!
Mishoom says HAVE FUN!
Adventure Sue says AND AWAY-- WE GO!
(ENGINE BUZZING)
(SIGHING)
Sue lands the plane and they all get off.
Adventure Sue says NOW, THIS IS
A PERFECT SPOT
FOR A LITTLE TRACK...
As she spins the plane keys around her finger it goes flying and she says WHOOPSY!
(GRUNTING)
Joe catches them and says GOT 'EM!
(CHUCKLING)
Adventure Sue says NICE CATCH, JOE!
I'VE GOTTA STOP
DOING THAT.
BETTER KEEP THESE
IN MY POCKET,
SAFE AND SOUND.
Nina says WHICH WAY
SHOULD WE GO?
Adventure Sue says ANY WAY.
AS LONG AS IT LEADS
INTO ADVENTURE!
She skids and lands in the bushes.
(SKIDDING)
She says WHOA!
(ALL GASPING)
Joe says ARE YOU OKAY,
ADVENTURE SUE?
Adventure Sue says WHOOPSY. YOU BET.
WHERE ARE WE GOING?
The kids say INTO ADVENTURE!
They walk in the woods and Sue says THIS IS THE PERFECT SPOT
TO START MARKING OUR TRAIL.
NOW, WHAT CAN WE USE
AROUND HERE TO DO THAT?
Buddy says A BIG ROCK WILL BE EASY TO SPOT
ON THE WAY HOME.
(GRUNTING)
Nina says AND IT'S EVEN EASIER
TO SEE
IF THERE'S A LITTLE
ROCK ON TOP.
DONE.
Adventure Sue says MARKING A TRAIL
IS USEFUL,
BUT IT'S BEST
TO LEAVE THE FOREST
EXACTLY THE WAY
WE FOUND IT.
THAT'S WHY WE ALSO LOOK
FOR NATURAL THINGS
TO HELP US
FIND OUR WAY.
Nina says LIKE THAT
YELLOW BUSH?
Adventure Sue says GOOD EYE, NINA!
THAT'S A GREAT LANDMARK
BECAUSE IT STANDS OUT FROM
THE GREEN PLANTS AROUND IT.
Buddy says WHAT ABOUT
THAT TREE STUMP?
IT KINDA
LOOKS LIKE A BEAR!
IF YOU TILT YOUR HEAD
AND SQUINT LIKE THIS.
Adventure Sue says YEAH!
YOU'RE CATCHING ON,
BUDDY!
Joe says IT TAKES A BEAR
TO SPOT A BEAR!
(ALL LAUGHING)
(GASPING)
Joe spots some animal tracks and says OH, GUYS!
I BET THEY'RE
WOLF TRACKS.
Nina says I'LL CHECK
MY SCRAPBOOK.
HMM.
LOOKS LIKE
RACCOON PRINTS!
Joe says OKAY. BUT LOOK!
THOSE ARE WOLF TRACKS
FOR SURE.
Nina says NONE OF MY DRAWINGS
LOOK LIKE THOSE PRINTS.
Adventure Sue says LET'S TAKE A LOOK.
HMM.
FIVE TOES
WITH ONE CLAW.
TOO SMALL FOR A BEAR.
SO, IT MUST BE
A SKUNK!
They all say SKUNK?
Adventure Sue says WE DEFINITELY DON'T WANNA
FOLLOW THOSE TRACKS.
LET'S USE OUR NOSES
TO KEEP US SAFE.
(SNIFFING)
Buddy says I SMELL SOMETHING
SWEET AND YUMMY OVER HERE!
As he follows the smell track, he bumps into a tree and climbs up to the top where a beehive hangs.
(GRUNTING)
(GASPING)
Adventure Sue says WAIT, BUDDY!
THAT SNIFFER OF YOURS
LED US RIGHT TO...
Sue and Buddy say A BEEHIVE!
Adventure Sue says BACK UP, SLOWLY.
YEAH.
(BUZZING)
Adventure Sue says YOU GUYS ARE
LEARNING FAST!
WHAT DO YOU SAY
WE HAVE SOME FUN?
I'LL HIDE
SOMEWHERE CLOSE,
AND YOU TRACK ME.
BUDDY, DON'T WORRY.
I'LL BE CLOSE AND I'LL
ALWAYS KNOW WHERE YOU ARE.
NOW, SING THE BUTTERFLY SONG
AND LET'S GET TRACKING!
Nina says YOU MEAN THE
MEMENGWAA SONG?
Adventure Sue says THAT'S THE ONE!
(KIDS SINGING)
With their eyes closed they sing MEMENGWAA, MEMENGWAA,
SHOW ME WHERE TO GO
MEMENGWAA, MEMENGWAA,
SHOW ME WHERE TO GO
Buddy says WOW! ADVENTURE SUE'S
REALLY GONE!
Nina says SHE SURE IS
GOOD AT HIDING.
Joe says YEAH,
BUT I'LL FIND HER!
HMM.
AHA!
NO. HMM.
I CAN'T FIND ANY TRACKS!
Nina says I SEE SOME BROKEN
TWIGS OVER THERE!
Joe says OH. RIGHT.
AND THEY LEAD TO A FOOTPRINT!
COME ON, GUYS!
THIS WAY!
Nina says HMM.
THE TRACKS
STOP HERE.
Joe says THEY DO?
I MEAN, YEAH!
THEY DO!
Buddy says IT'S LIKE SHE JUST...
DISAPPEARED.
(RUSTLING)
Adventure sue hangs upside down from up a tree and says NOPE! YA FOUND ME
FAIR AND SQUARE!
(KIDS LAUGHING)
Adventure Sue says GREAT JOB,
TRACKERS!
NOW ARE YOU READY TO USE
EVERYTHING WE LEARNED
TO LEAD US BACK
TO THE PLANE?
They all say YEAH!
YEAH!
Joe says FOLLOW ME!
IT'S THIS WAY!
Nina says ACTUALLY,
IT'S THIS WAY.
WE FOLLOWED THE FOOTPRINTS
AND THE TWIGS, REMEMBER?
Joe says OH, RIGHT.
WE CAN GO YOUR WAY TOO.
Nina says THERE'S THE BEEHIVE!
Buddy says THERE'S THE BEAR
TREE STUMP!
(LAUGHING)
Joe says THERE'S THE YELLOW BUSH!
AND THE SMALL ROCK
ON A BIG ROCK!
WE DID IT!
WE FOUND OUR WAY BACK!
Adventure Sue says TIME TO FLY!
UH-OH.
(SIGHING)
Adventure Sue says I THINK I LOST
MY KEYS AGAIN.
WE CAN'T FLY
WITHOUT THEM!
Nina says MAYBE YOU LOST THEM
ON THE TRAIL.
Adventure Sue says YEAH!
ARE YOU KIDS GOOD
WITH RETRACING OUR TRACKS
WHILE I CHECK THE DOCK?
They all say YEAH!
Joe says DON'T WORRY,
ADVENTURE SUE.
WE'LL FIND YOUR KEYS.
AFTER ALL, WE'VE GOT
THE BEST TRACKER AROUND-
NINA!
IF ANYONE CAN TRACK
THEM DOWN, IT'S YOU.
BUT NOT WITHOUT...
SPIRIT POWER!
HOOD UP.
Joe pulls his wolf hood up and says I'M JOE. WOLF SPIRIT...
LET'S GO!
Nina puts on her lynx ears and says LYNX EARS!
NINA, LEAP!
LYNX SPIRIT...
SO NEAT!
Buddy pulls up his bear hood and says BUDDY'S HERE!
I'M BRAVE.
BEAR SPIRIT...
READY TO SAVE!
Joe says SPIRIT POWER!
Nina spots the yellow bush and says AHA!
LYNX LEAP!
(GRUNTING)
(RUSTLING)
Nina says NO KEYS
BY THE YELLOW BUSH.
Buddy says BEAR PROWL!
(GRUNTING)
He jumps on the bear stomp and says NO KEYS BY THE
BEAR-SHAPED TREE TRUNK!
Joe says WOLF VISION!
(BUZZING)
Joe says NO KEYS AT THE BEEHIVE.
Buddy says BUT LOTS OF BEES!
WAH!
MAYBE THEY'RE IN
ADVENTURE SUE'S HIDING TREE.
Nina says LYNX GLIDE!
(GRUNTING)
She jumps on the tree and says NO KEYS UP HERE.
She drops her scrapbook and says WHOOPS! MY SCRAPBOOK.
Buddy says SO, MAYBE
THE KEYS FELL TOO!
Joe says WHAT DO YOU THINK,
LYNX NINA?
Nina says YOU'RE RIGHT,
BUDDY!
SO,
WHERE ARE THEY?
She pushes away the leaves from a bush down the tree and says MAYBE OVER HERE?
HA! FOUND THEM!
ADVENTURE SUE'S KEYS!
Everyone says YAY!
Back at the pier, Nina says WE FOUND THEM!
Adventure Sue says HOORAY!
WAY TO GO,
SUPER TRACKERS!
NOW, LET'S GET READY
FOR TAKEOFF.
(ENGINE WHINING)
They land back in Turtle Bay.
Mishoom waits for them at the pier.
Nina says MISHOOM!
WE LEARNED TO TRACK!
Buddy says AND FOUND
ADVENTURE SUE'S KEYS!
Joe says WELL,
NINA DID MOSTLY,
BUT WE HELPED.
Mishoom says I'M PROUD OF ALL OF YOU FOR
LEARNING YOUR TRACKING SKILLS.
BUT I'M ALSO PROUD OF JOE,
FOR SHOWING WISDOM BY
RECOGNIZING NINA'S GIFT
OF LEADERSHIP
IN TRACKING,
AND LETTING HER
LEAD THE SEARCH.
THAT'S WHY YOU'VE EARNED THE
TEACHING THE BEAVER BRINGS US
IN THE SEVEN TEACHINGS
WHEEL.
Joe says MIIGWECH, MISHOOM!
HEY, NINA.
MAYBE YOU CAN TEACH ME
HOW TO MAKE
MY OWN TRACKING
SCRAPBOOK?
Nina says SURE!
Adventure Sue spins the keys and says WAY TO GO,
LITTLE TRACKERS.
I CAN'T WAIT
FOR OUR NEXT TRIP.
WHOA-- WHOOPS!
Nina catches them and says I'VE GOT 'EM!
Adventure Sue says PHEW!
THANKS, NINA.
I'VE REALLY GOTTA
STOP DOING THAT.
(ALL LAUGHING)
The episode ends.
Teacher Renée says WOLF JOE AND HIS FRIENDS
USED THEIR ESTIMATING POWERS
TO TRACK.
THEY USED THOUGHTFUL GUESSES.
SO, ESTIMATING ISN'T JUST
FOR COUNTING BEARS.
ESTIMATING
IS ALL AROUND US.
I WANT US TO THINK BACK
TO OUR BEARS FOR A SECOND.
WHAT HAPPENS
IF OUR BEARS GREW?
HERE, I'VE GOT A BIG BEAR.
The big bear is 3 to 4 times the size of the baby bear.
Teacher Renée says AND HERE...IS OUR LITTLE BEAR.
LOOK, LOOK, LOOK.
HE DOESN'T EVEN
WANNA STAND UP.
LOOK.
OUR BEARS GREW IN SIZE.
NOW, DOES OUR
ESTIMATING CHANGE
BECAUSE OUR BEARS GROW?
I THINK SO.
LET'S FIND OUT.
REMEMBER OUR LITTLE JAR?
HERE IS A BIG BEAR
BESIDE THE LITTLE JAR.
NOW, HOW MANY BIG BEARS
DO YOU THINK
WILL FIT
IN OUR LITTLE JAR?
TOSS 'EM IN THERE.
HMM.
HE LOOKS MUCH BIGGER
THAN THE OTHER ONE.
HE TAKES UP MORE SPACE.
SO, DO YOU THINK
WE ARE GOING TO NEED MORE
OR LESS BIG BEARS
THAN LITTLE BEARS?
MORE, I THINK SO.
I THINK YOU'RE RIGHT.
ALL RIGHT. HOW MANY MORE?
SO, HERE'S OUR BIG BEAR.
HOW MANY BIG BEARS
DO YOU THINK WE CAN FIT
IN THIS SMALL JAR?
LET'S ESTIMATE
WITH A THOUGHTFUL GUESS.
GOT IT?
I ESTIMATE...HM.
MAYBE TWO.
THEY'RE PRETTY BIG.
LET'S FIND OUT.
ONE.
OOP-- TWO.
WIGGLE THEM AROUND,
SEE IF WE CAN MAKE SPACE
FOR ONE MORE.
THREE.
AND HOW 'BOUT ONE MORE?
LET'S FIND ANOTHER COLOUR.
FOUR!
YEAH,
THAT LOOKS LIKE IT FITS.
SO, THAT'S A GOOD
ESTIMATING FIT.
SO, HOW MANY BEARS
FIT IN OUR JAR?
ONE, TWO, THREE, FOUR.
WE'VE GOT FOUR BEARS
IN OUR JAR.
WHAT WAS YOUR ESTIMATE?
I THINK
MY ESTIMATE WAS TWO.
WAS THAT REASONABLE?
DOES IT MAKE SENSE?
YEAH, WE'RE PRETTY CLOSE.
WHAT WAS YOUR ESTIMATE?
IF YOUR ESTIMATE WAS TWO, THREE,
FOUR, FIVE, SIX, SEVEN,
SURE.
THAT'S PRETTY REASONABLE.
IF YOU ESTIMATED 100,
NOW, I DON'T THINK
WE COULD PUT 100 IN THERE.
WHAT DO YOU THINK? NO.
WHAT ABOUT IF WE LOOKED
AT OUR BIG JAR AGAIN?
REMEMBER THE BIG JAR?
HM.
HOW MANY BIG BEARS...
LET'S PUT ONE
BESIDE IT TO COMPARE.
HOW MANY BIG BEARS
CAN WE PUT IN THE BIG JAR?
WE'LL PUT ONE IN
AND SEE TO COMPARE?
THERE HE IS.
THERE HE GOES.
HOW MANY BIG BEARS
DO YOU THINK WE CAN PUT IN?
MY ESTIMATE...HMM.
I'M GOING TO ESTIMATE...SEVEN.
LET'S SAY SEVEN.
DO YOU THINK
THAT'S REASONABLE?
YOU THINK THAT'S
A THOUGHTFUL GUESS?
WHAT'S YOUR ESTIMATE?
YOU HAVE YOUR NUMBER?
I'VE GOT...
THERE'S ONE BEAR.
TWO.
THREE.
FOUR.
FIVE.
SIX.
SEVEN, EIGHT.
NINE, TEN.
11.
12, 13.
14.
15.
16.
I THINK 16.
NOW, DO YOU REMEMBER
MY ESTIMATE?
DO I REMEMBER
MY ESTIMATE?
I THINK...
She chuckles and says WITH SOME PROMPTING,
I THINK IT WAS SEVEN.
SO, IS SEVEN REASONABLE?
IS SEVEN REASONABLE?
SEVEN MAY HAVE BEEN
A LITTLE LOW, I THINK.
I THINK SEVEN MAY HAVE BEEN
A LITTLE LOW.
MAYBE A BETTER ESTIMATE
WOULD'VE BEEN 10 OR 12.
BUT THAT'S OKAY.
BECAUSE WE'RE ESTIMATING,
THAT MEANS
OUR THOUGHTFUL GUESS...
MAYBE WE WANNA... CHANGE OUR
THOUGHTFUL GUESS FOR NEXT TIME?
BECAUSE NOW I HAVE
MORE INFORMATION
TO MAKE
MY THOUGHTFUL GUESS.
YOU KNOW WHAT ELSE
YOU CAN ESTIMATE?
WE'RE GOING TO WATCH
SOME
MATH XPLOSION.
AND WE'RE GONNA SEE HOW WE CAN
USE ESTIMATING WITH BIG NUMBERS.
LET'S GO WATCH.
Another episode of Math X-plosion rolls.
(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.
Mathemagician 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, blue jeans and red Tennis shoes.
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
WHAT A HIT
IT'S NOT A TRICK
IT'S MATHXPLOSION
JUST FOR YOU
COOL AND NEW
MATHXPLOSION!
The episode starts with Eric standing in a workroom, playing with a black cap, making it spin on the tip of his finger. On the table he has different clock types.
Eric says HA!
DID YOU KNOW THAT YOU CAN
ESTIMATE HOW MUCH TIME
YOU'LL HAVE SPENT SLEEPING
BY THE TIME YOU ARE 18
YEARS OLD, OR EVEN 100?
IT WOULD BE HARD TO KEEP
TRACK OF THE ACTUAL NUMBER
OF HOURS EVERY NIGHT OF
EVERY YEAR, BUT LUCKILY,
WE DON'T NEED EVERY DETAIL
TO DO AN ESTIMATE.
WATCH AS I REVEAL THE
AMAZING POWERS OF ESTIMATION.
(music plays)
Eric says ESTIMATING IS A CLEVER WAY
TO FIND A NUMBER OR AMOUNT
WHEN YOU HAVE SOME BUT NOT ALL
OF THE INFORMATION YOU NEED.
YOU HAVE TO DO THE
CALCULATIONS, THOUGH,
OR ELSE YOU'RE JUST GUESSING,
WHICH IS NOT THE SAME
AS ESTIMATING.
OKAY, HERE'S HOW TO ESTIMATE
THE NUMBER OF HOURS
YOU COULD SPEND
SLEEPING BY AGE 18.
MANY PEOPLE SLEEP ABOUT
8 HOURS EACH NIGHT.
The blackboard in the back turns into a screen. Eric presses a button and a caption appears. It reads "8 hours." Next, it changes to "8 hours times 365 days equals 2920 hours."
Eric continues
MOST YEARS HAVE 365 DAYS.
SO MULTIPLY THOSE NUMBERS
AND YOU GET 2920 HOURS OF
SLEEPING TIME EACH YEAR.
A small clip plays on the corner of the screen. It shows Eric sleeping.
Eric says OH, THAT'S WHAT I LOOK
LIKE WHEN I'M SLEEPING.
THERE YOU GO, BUDDY.
He throws a bunny bear and Sleeping Eric grabs it and continues to sleep.
Eric says YOU ENJOY THAT.
YEAH.
HA, HA.
AND THAT'S JUST
FOR ONE YEAR.
The caption changes to "1 year." Next, it changes to "2920 hours times 18 years equals 52,560 hours."
Eric continues
TO CALCULATE HOW MUCH
SNOOZING YOU'VE DONE BY THE
TIME YOU'RE 18 YEARS OLD,
MULTIPLY THAT NUMBER BY 18.
YOU GET 52,560
HOURS OF SLEEP.
HA!
The caption changes to "2,920 hours each year."
Eric continues
SO BY OUR ESTIMATION, YOU
SPEND ABOUT 2,920 HOURS OF
SLEEP EACH AND EVERY YEAR.
HA!
Sleeping Eric wakes up and says THERE'S NO WAY I
SLEEP THAT MUCH.
I'M JUST RESTING MY EYES.
Eric giggles and says OKAY.
WELL, SOMETIMES, IF YOU
ASSUME IT DOESN'T TAKE MUCH
TIME TO DO SOMETHING,
ESTIMATING HOW MUCH TIME
IT ACTUALLY TAKES CAN REVEAL
THAT YOUR ASSUMPTIONS ARE...
JUST AN ILLUSION.
I LOOK GOOD WHEN I SLEEP.
(music plays)
Eric draws a circle and colours it inside. He taps on it and a new clip plays. The clip shows a beating heart. The caption next to it reads "115,200" and then "42.048,000."
Eric says IT IS POSSIBLE TO ESTIMATE
THE NUMBER OF HEARTBEATS IN
A CERTAIN PERIOD OF TIME.
IF SOMEONE'S HEART BEATS
80 TIMES A MINUTE, THAT'S
115,200 BEATS IN ONE DAY.
AND ABOUT 42 MILLION,
48 THOUSAND BEATS IN ONE YEAR.
WHOA!
Next, Eric appears back in the workroom holding a soccer ball.
He says SO HOW MANY HOURS DO YOU
THINK YOU SPEND SLEEPING,
WATCHING TV, OR
PLAYING OUTSIDE?
DO SOME ESTIMATING AND
SEE IF YOU WERE CLOSE.
ESTIMATING, IT'S NOT
MAGIC, IT'S MATH.
A big explosion brings the show's logo back on the screen.
(music plays)
The end credits roll.
Teacher Renée says WOW, THOSE WERE
SOME BIG NUMBERS!
DO YOU SEE
HOW ESTIMATING HELPS US
TO LOOK AT BIG NUMBERS
AND TO BREAK DOWN BIG NUMBERS
TO MAKE THEM MAKE SENSE FOR US?
NOW, IT'S YOUR TURN.
WHAT CAN YOU FIND
AROUND THE HOUSE TO ESTIMATE?
CAN YOU FIND A CONTAINER?
MAYBE NOT
A GLASS CONTAINER.
MAYBE YOU HAVE
A PLASTIC CONTAINER
LIKE A CUP
OR A TUPPERWARE.
CAN YOU ESTIMATE HOW MANY THINGS
YOU CAN PUT INSIDE?
REMEMBER, WE LEARNED THAT NEW
WORD TODAY, "MANIPULATIVES"?
SO, WHAT MANIPULATIVES
CAN YOU FIND AT HOME?
MAYBE YOU CAN FIND MARBLES?
LEGOS, POPCORN KERNELS?
YOU CAN USE ANYTHING
AROUND THE HOUSE.
SO, MAKE SURE TO CHECK
WITH AN ADULT FIRST.
WANNA KNOW SOMETHING COOL?
IF YOU USE
SOMETHING REALLY SMALL
LIKE POPCORN KERNELS,
YOU CAN EVEN PRACTICE
SKIP COUNTING.
MAYBE YOU WANT TO GROUP THEM
IN TENS,
MAKE IT EASIER TO COUNT.
MAYBE YOU WANNA GROUP THEM
IN FIVES.
AND YOU CAN EVEN PRACTICE
YOUR SKIP COUNTING.
SO, GO FIND THINGS
THAT YOU CAN ESTIMATE
AND LET ME KNOW
HOW IT GOES.
HAVE A WONDERFUL DAY,
EVERYONE.
BYE!
Now music plays as the end credits for Power Hour of Learning roll.
A caption 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."
Copyright 2021, The Ontario Educational Communications Authority.
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