Learn about counting (11-20)
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| INTRODUCTION |
| Natsuko: ナツコです。(Natsuko desu.) |
| Megumi: めぐみです。(Megumi desu.) |
| Fujimoto: 藤本です。(Fujimoto desu.) |
| Peter: Peter here. Now we are back with, again, Natsuko-san, the Math class. |
| Natsuko: Again… |
| Peter: You guessed it. Now Megumi-san, we are teaching language through math and today we are continuing on with multiplication and today we have Fujimoto-sensei in the studio. |
| Megumi: 先生、ようこそ！(Sensei, yōkoso!) |
| Natsuko: こんにちは。(Kon’nichiwa.) |
| Peter: よろしくお願いします。(Yoroshiku onegai shimasu.) |
| Natsuko: よろしくお願いします。(Yoroshiku onegai shimasu.) |
| Fujimoto: よろしくお願いします。(Yoroshiku onegai shimasu.) |
| Peter: Sensei, how are you today? |
| Fujimoto: 元気ですよ！ピーターさんは？(Genki desu yo! Pītā-san wa?) |
| Peter: あ、おかげさまで元気ですよ。(A, okage-sama de genki desu yo.) |
| Fujimoto: めぐみさんは？(Megumi-san wa?) |
| Megumi: あ、すごく元気です。(A, sugoku genki desu.) |
| Fujimoto: よかった。(Yokatta.) |
| Megumi: ありがとうございます。(Arigatō gozaimasu.) |
| Peter: Now Natsuko-san, how do you say multiplication in Japanese? |
| Natsuko: かけ算 (kakezan) |
| Peter: So we are working on multiplication today. With that said, let’s get into today’s lesson. Here we go. |
| DIALOGUE |
| 先生 (Sensei):今日はかけ算です。(Kyō wa kakezan desu.) |
| 清さん、問題を言ってください。(Kiyoshi-san, mondai o itte kudasai.) |
| 清 (Kiyoshi):は〜い。７かける６は？(Hāi. Nana kakeru roku wa?) |
| 智子 (Tomoko):４２です。(Yon-jū ni desu.) |
| 先生 (Sensei):はい、そうですね。(Hai, sō desu ne.) |
| 次は智子さん、問題を言ってください。(Tsugi wa Tomoko-san, mondai o itte kudasai.) |
| 智子 (Tomoko):１２かける６は？(Jū ni kakeru roku wa?) |
| 清 (Kiyoshi):７２です。(Nana-jū ni desu.) |
| 先生 (Sensei):違います。(Chigaimasu.) |
| ６０です。(Roku-jū desu.) |
| 清 (Kiyoshi):ええー。先生、違います！(Eē. Sensei, chigaimasu!) |
| 先生 (Sensei):あら！そうですね。失礼しました。７２ですね。(Ara! Sō desu ne. Shitsurei shimashita. Nana-jū ni desu ne.) |
| 清＆智子 (Kiyoshi&Tomoko):先生、頑張ってください！(Sensei, ganbatte kudasai!) |
| もう一度お願いします。ゆっくりお願いします。(Mō ichi-do onegai shimasu. Yukkuri onegai shimasu.) |
| 先生 (Sensei):今日はかけ算です。(Kyō wa kakezan desu.) |
| 清さん、問題を言ってください。(Kiyoshi-san, mondai o itte kudasai.) |
| 清 (Kiyoshi):は〜い。７かける６は？(Hāi. Nana kakeru roku wa?) |
| 智子 (Tomoko):４２です。(Yon-jū ni desu.) |
| 先生 (Sensei):はい、そうですね。(Hai, sō desu ne.) |
| 次は智子さん、問題を言ってください。(Tsugi wa Tomoko-san, mondai o itte kudasai.) |
| 智子 (Tomoko):１２かける６は？(Jū ni kakeru roku wa?) |
| 清 (Kiyoshi):７２です。(Nana-jū ni desu.) |
| 先生 (Sensei):違います。(Chigaimasu.) |
| ６０です。(Roku-jū desu.) |
| 清 (Kiyoshi):ええー。先生、違います！(Eē. Sensei, chigaimasu!) |
| 先生 (Sensei):あら！そうですね。失礼しました。７２ですね。(Ara! Sō desu ne. Shitsurei shimashita. Nana-jū ni desu ne.) |
| 清＆智子 (Kiyoshi&Tomoko):先生、頑張ってください！(Sensei, ganbatte kudasai!) |
| 次は英語が入ります。(Tsugi wa Eigo ga hairimasu.) |
| 先生 (Sensei):今日はかけ算です。(Kyō wa kakezan desu.) |
| Teacher:Today's topic is multiplication. |
| 先生 (Sensei):清さん、問題を言ってください。(Kiyoshi-san, mondai o itte kudasai.) |
| Teacher:Kiyoshi, read the problem. |
| 清 (Kiyoshi):は〜い。７かける６は？(Hāi. Nana kakeru roku wa?) |
| Kiyoshi:Okay. What is 7 times 6? |
| 智子 (Tomoko):４２です。(Yon-jū ni desu.) |
| Tomoko:42. |
| 先生 (Sensei):はい、そうですね。(Hai, sō desu ne.) |
| Teacher:Yes, that's right. |
| 先生 (Sensei):次は智子さん、問題を言ってください。(Tsugi wa Tomoko-san, mondai o itte kudasai.) |
| Teacher:Next is Tomoko. Read the problem. |
| 智子 (Tomoko):１２かける６は？(Jū ni kakeru roku wa?) |
| Tomoko:What is 12 times 6? |
| 清 (Kiyoshi):７２です。(Nana-jū ni desu.) |
| Kiyoshi:72. |
| 先生 (Sensei):違います。(Chigaimasu.) |
| Teacher:Incorrect. |
| 先生 (Sensei):６０です。(Roku-jū desu.) |
| Teacher:It's 60. |
| 清 (Kiyoshi):ええー。先生、違います！(Eē. Sensei, chigaimasu!) |
| Kiyoshi:What?! You're wrong! |
| 先生 (Sensei):あら！そうですね。失礼しました。７２ですね。(Ara! Sō desu ne. Shitsurei shimashita. Nana-jū ni desu ne.) |
| Teacher:Huh? Wow. That's right. Pardon me. 72. |
| 清＆智子 (Kiyoshi&Tomoko):先生、頑張ってください！(Sensei, ganbatte kudasai!) |
| Kiyoshi &Tomoko: Teacher, do your best! |
| POST CONVERSATION BANTER |
| Peter: Now in Japan, elementary school kids have a very interesting way of remembering the multiplication table. Sensei, can you tell us about that? |
| Fujimoto: 9×9＝81 これを、くくはちじゅういち、と覚えます。(Kyū kakeru kyū wa hachi-jū ichi. Kore o, kuku hachi-jū ichi, to oboemasu.) |
| Peter: 先生、もう一度お願いします。ゆっくりお願いします。(Sensei, mō ichi-do onegai shimasu. Yukkuri onegai shimasu.) One more time, slowly please. |
| Fujimoto: 9×9＝81 (kyū kakeru kyū wa hachi-jū ichi) |
| Natsuko: 9 x 9 is 81. |
| Fujimoto: くくはちじゅういち、と覚えます。(Kuku hachi-jū ichi, to oboemasu.) |
| And they memorize it as 9,9, 81. You omit the multiplication sign as well as the equal sign. |
| Peter: Yeah, and it also plays on the fact that 9 in Japanese can be pronounced く (ku) or きゅう (kyū) both ways. So くく (kuku), 9, 9, はちじゅういち (hachi-jū ichi), 81. Now this method has a lot to do with the rhythm of the sentence. The teacher provides the kids with these special sentences to help them memorize the multiplication table. For example, we had |
| Fujimoto: くくはちじゅういち (kuku hachi-jū ichi) |
| Natsuko: 9 x 9 = 81. |
| Peter: Sensei, can we have another one? |
| Fujimoto: ししじゅうろく (shishi jū-roku) |
| Natsuko: 4 x 4 = 16. |
| Peter: 先生、もう一度お願いします。ゆっくりお願いします。(Sensei, mō ichi-do onegai shimasu. Yukkuri onegai shimasu.) One more time, slowly please. |
| Fujimoto:ししじゅうろく (shishi jū-roku) |
| Natsuko: 4 x 4 = 16. |
| Peter: It’s the rhythm inside of these sentences that makes that connection from memorization for the Japanese students. |
| Megumi: Right it’s almost like a song that allows for ease of memorization. |
| Peter: Yeah, so, with that said, let's take a look at today's vocabulary. |
| VOCAB LIST |
| Megumi: The first word. |
| Natsuko: 今日 (kyō) |
| Megumi: Today. Break it down. |
| Natsuko: きょう (kyō) 今日 (kyō) |
| Megumi: Next word. |
| Natsuko: かけ算 (kakezan) |
| Megumi: Multiplication. And break it down. |
| Natsuko: かけざん (kakezan) かけ算 (kakezan) |
| Peter: Next, we have. |
| Natsuko: 問題 (mondai) |
| Megumi: Problem, question. Next we actually have a phrase. |
| Fujimoto: 問題を言ってください。(Mondai o itte kudasai.) |
| Megumi: Please read the problem. |
| Fujimoto: もんだいをいってください。(Mondai o itte kudasai.) 問題を言ってください 。(Mondai o itte kudasai.) |
| Peter: Now there are two points of interest in this phrase. First, we have the word for problem. Sensei? |
| Fujimoto: 問題 (mondai) |
| Peter: Then this is marked by the object marking particle |
| Fujimoto: を (o) |
| Peter: Followed by |
| Fujimoto: 言ってください (itte kudasai) |
| Peter: Now 言って (itte) is actually what verb, Sensei? |
| Fujimoto: 言う (iu) |
| Peter: Which is the verb to say. Here it’s in its te-form, which is Sensei? |
| Fujimoto: 言って (itte) |
| Peter: And it’s followed by |
| Fujimoto: ください (kudasai) |
| Peter: Now again Japanese, the verb comes at the end. So literally this phrase is problem, say, please. The exact opposite of English, please say the problem. Okay, next. |
| Natsuko: かける (kakeru) |
| Megumi: Times to multiply by. |
| Natsuko: かける (kakeru) かける (kakeru) |
| Megumi: The next word you’ve just learned. |
| Fujimoto: 言う (iu) |
| Megumi: To speak, to say |
| Fujimoto: いう (iu) 言う (iu) |
| Megumi: Next word. |
| Natsuko: 先生 (sensei) |
| Megumi: Teacher |
| Natsuko: せんせい (sensei) 先生 (sensei) |
| Peter: Now the name of the teacher comes before the word for teacher in Japanese. So in English, we would have Ms. Fujimoto but in Japanese, we have |
| Natsuko: Fujimoto Sensei. |
| Megumi: Next we have another phrase |
| Fujimoto: 失礼しました (shitsurei shimashita). |
| Megumi: Excuse me, pardon me. |
| Fujimoto: しつれいしました (shitsurei shimashita) |
Lesson focus |
|---|
| Megumi: Now let’s move on to the focal point of the lesson which is the numbers from 20 to 100. 先生、お願いします。(Sensei, onegai shimasu.) |
| Fujimoto: にじゅう (ni-jū) |
| Megumi: 20 |
| Fujimoto: さんじゅう (san-jū) |
| Megumi: 30 |
| Fujimoto: よんじゅう (yon-jū) |
| Megumi: 40 |
| Fujimoto: ごじゅう (go-jū) |
| Megumi: 50 |
| Fujimoto: ろくじゅう (roku-jū) |
| Megumi: 60 |
| Fujimoto: ななじゅう (nana-jū) |
| Megumi: 70 |
| Fujimoto: はちじゅう (hachi-jū) |
| Megumi: 80 |
| Fujimoto: きゅうじゅう (kyū-jū) |
| Megumi: 90 |
| Fujimoto: ひゃく (hyaku) |
| Megumi: 100 |
| Peter: In the previous lesson, we covered the numbers 11 through 19 and we formed those numbers by taking 10 and following it with 1, 2, 3, 4, 5, 6, 7, 8, 9. So for example, in the case for 11, we actually had the number 10 followed by the #1. |
| Natsuko: じゅういち (jū ichi) |
| Peter: There it is. Now for these numbers, you take the numbers 2 through 9 and we simply put them in front of the 10. In the case of 20, we have |
| Megumi: にじゅう (ni-jū) |
| Peter: In the case of 30, we have |
| Megumi: さんじゅう (san-jū) |
| Peter: Yeah, just taking that number and putting it in front. It’s that easy. Now a couple of key points. The number 40, as there is two numbers for the number 4, し (shi) andよん (yon), can we have しじゅう (shi-jū) for 40? |
| Megumi: No, no. |
| Peter: No, no only one which is |
| Megumi: よんじゅう (yon-jū) |
| Peter: And how about 70? |
| Megumi: ななじゅう (nana-jū) |
| Peter: Can we have しちじゅう (shichi-jū)? |
| Megumi: If you want to sound weird. |
| Peter: Yeah, so that’s a no and how about for 90? |
| Megumi: きゅうじゅう (kyū-jū) |
| Peter: Can we have くじゅう (ku-jū)? |
| Megumi: Nope. |
| Peter: Yeah, so those three, 40, 70 and 90, those are the only kind of pitfalls you kind of have to watch out for. Can we just get those one more time, Megumi-san? |
| Megumi: よんじゅう (yon-jū) |
| Peter: 40 |
| Megumi: ななじゅう (nana-jū) |
| Peter: 70 |
| Megumi: きゅうじゅう (kyū-jū) |
| Peter: 90. |
Outro |
| Peter: All right, now be sure to stop by japanesepod101.com and pick up the PDF. Inside the PDF, we have a detailed explanation about forming numbers. All right, that’s going to do for today. じゃあ藤本先生、今日どうもありがとうございます。(Jā Fujimoto-sensei, kyō dōmo arigatō gozaimasu.) |
| Fujimoto: どういたしまして。(Dōitashimashite.) |
| Megumi: 色々習いました。(Iroiro naraimashita.) |
| Fujimoto: 皆さんも頑張ってください。(Mina-san mo ganbatte kudasai.) |
| Megumi: じゃあまた明日ー！(Jā mata ashitā!) |
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Comments
HideMina-san, Does anybody have their calculator out yet? :wink: Yoroshiku onegai shimasu!
Denisさん
こんにちは！
Thank you for the question.
Yes, it would be more appropriate to say "please say the problem" for the English translation😅
If you want to say "please read the problem", it's もんだいをよんでください.
Please let us know if you have any further question:)
Sincerely,
Miho
Team JapanesePod101.com
mondai o itte kudasai, i dont quiet understand how it becomes please read the problem instead of please say the problem
Mikeさん
こんにちは！
コメントどうもありがとうございます。
You’re right. To be exact, "Please read the problem" should be 問題を読んでください in Japanese.
However, it could be also 問題を言ってください in the situation of the dialogue😊
Thank you for learning Japanese with us:)
Sincerely,
Miho
Team JapanesePod101.com
Hello
The vocabulary section gives: 問題を言ってください [もんだいをいってください] Please read the problem.
Shouldn't that be - Please say the problem.
Enjoying the various online lessons
Thanks
Mike
Diane さん,
こんにちは。Thank you for your words.😄
どういたしまして。お役（やく）に立（た）てて良（よ）かったです！
I am glad I could help! And I hope your friend is doing better too!
If you have any questions, please let us know.
Sincerely,
Yoshimi
Team JapanesePod101.com
Yoshimi さん,
Thank you for the reply. That will make me sound so advanced 😄 やった!
こんにちは Diane さん,
質問ありがとうございます。That is so nice of you to care about her and be there for her.
Probably you can say, “大変（たいへん）だろうけど、あきらめないで頑張（がんば）って！ (Taihen darōkedo akiramenai de ganbatte!)”😄
It’s like, “I can imagine it’s tough but keep fighting, hang in there!”
I hope this helps you to cheer her up!
Sincerely,
Yoshimi
Team JapanesePod101.com
こんにちは。
質問があります。
My close friend had a spine surgery three years ago. Since then, she's been doing rehab and exercise every day. It's a long and painful process. How do I use the word 頑張る to cheer her up and convey the meanings like "Hang in there! Keep fighting! You can do it!" etc.
どうもありがとうございます。
Module higishikataさん
コメントありがとうございます😄
そうでしたか😅
いっしょに がんばりましょう！
Please let us know if you have any question :)
Sincerely
Ryoma
Team JapanesePod101.com
2:50 is terrifying
Filip Hudcovicさん
質問（しつもん）ありがとうございます😄
In the dialogue, it's explained how you add single digit to tens.
89 will be はちじゅうきゅう and 112 will be ひゃくじゅうに.
Zero is listed here:
https://www.japanesepod101.com/japanese-vocabulary-lists/numbers
Please let us know if you have any question :)
Sincerely
Ryoma
Team JapanesePod101.com
おはよう guys,
just wanted to let you know this one and the previous lesson on numbers is better than the first one because you actually touch the numbers! However, I think we're still missing two things:
a) how do you create complex numbers like 89 or 112? An explanation on this would be great!
b) also, I have to say you forgot about the most important number and that's 0! :D
Have a good one,
Filip
こんにちは ヴィンセント
Thank you for the comment. Glad to know you are enjoy learning with us!
You can see explanations and also able to find some lessons which covers te-form from following link. https://www.japanesepod101.com/learningcenter/reference/grammar/134
Hope you will enjoy learning about this part of Japanese! 😉 Feel free to ask us any questions!
Sono
Team JapanesePod101.com
こんばんわ!
I've really enjoyed the lessons so far and learned a lot of new things!
I don't really understand the "te" form and why/how/when it should be used. Will there be a more indept lesson later on, or have I not been listening too well?
Hi Robin,
Thanks for leaving a comment!
日本語の勉強を頑張ってくださいね！
If you have questions, please let us know in the comment.
Sincerely,
Miki H
Team JapanesePod101.com
頑張ってください！笑。頑張ります！
Hi Juliana,
Thank you for the comment!
色々習えました。 could be translated as "I learned many kinds of things."
Please note that 色々(な) is one of na-adj and it means "many kinds". Hope this helps you👍
Keep studying with JapanesePod101.com
Cheers,
Miki(美希)
Team JapanesePod101.com
I was wondering about what Megumi said in the end... "色々習えました". What does it mean?
Hello Dexter,
Glad to know that you enjoyed the lesson!
Feel free to let us know if you have any questions.
Sincerely,
Cristiane (クリスチアネ)
Team JapanesePod101.com
This episode is so funny! :)