Lesson video

Hello, my name's Miss Robson.

In this lesson we are going to be working on counting sets, by counting on.

We're going to start by counting on using a number track.

Then we're going to do a talk task together, before counting on and practising writing equations to represent counting on.

And finally it will be time for you to complete a quiz.

For this lesson you will need a pencil, some paper and a die.

Pause the video here to collect the resources that you need and when you're ready press play.

We're going to start by describing these number bonds.

The first one is five plus zero is equal to five.

The second one is one blue cube and four red cubes.

One plus four is equal to five.

Pause the video here and continue explaining, just verbally, the number bonds that you can see.

If you'd like to record them as equations too, you can do that using your pencil and paper.

Pause the video here to practise your number bonds and press play when you're finished.

Let's go through them verbally together.

The first one is zero and five makes five.

The second one is one and four makes five.

Then two and three makes five.

Then three and two makes five.

Then four and one makes five.

And lucky last is five and zero makes five.

In our previous lesson we looked at this big picture and we told lots of different math stories.

I told you a math story about elves who were wearing hats and elves who were not wearing hats.

I've noticed something else that's different about the elves too, another way that I could make some groups.

I can see that some of the elves are sitting down and some of the elves are standing up.

We're going to see how we can use counting on to figure out how many elves there are all together and looking at the different parts.

So, I noticed that there were five elves standing up, here they are in one big group together.

Five.

And then there were some elves sitting down.

We're going to add those elves as we count on.

Five, six, seven.

All together there are seven elves.

We started with the five elves that we knew were standing up and then counted on, six, seven, including the elves that were sitting down.

All together there are seven elves.

Five plus two is equal to seven.

I'll repeat that sentence and then I'd like you to have a turn at copying it back.

Five plus two is equal to seven.

Excellent, remember whenever we're talking about our maths using full sentences is the best way to describe what we're doing.

Here is a number track.

You can see the number five is circled.

That was how many elves we knew were standing up.

Five, six, seven, we jumped on two more to get to seven.

Two more than five is seven.

Excellent, I've counted on from five, two more, and I've landed on seven, I've jumped on twice.

Here are some glasses of orange juice.

This juice was on the table in the kitchen.

I think, maybe, Snow White had been setting up for lunch.

First there are three empty glasses, then there are six more glasses that have juice in them.

We start at three and we hop on six times.

Ready, so we're starting at three, one, two, three, four, five, six.

Three plus six is equal to nine.

I've even written that as an equation down here.

Three plus six is equal to nine.

I've used the number track starting at the first number in my story about orange juice.

And I know that there are three empty glasses, so I've started at three.

And six that have juice in them, so I've counted on six.

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

I hop along the number line to find out how many there are all together, this is counting on.

I can also be a more efficient counter by starting with the bigger number.

So I can still see that there are two groups here, three empty and six full.

So instead I'm going to start at six and jump on three.

So starting at six, one, two, three.

Six more than three is nine.

Now it's time for us to try the talk task.

On the screen are six jars, they all already have four sweets inside of them and on them is written the target of how many we would like to able to fit inside.

What you need to do is roll your dice, so here's mine.

I'm going to give it a roll and I've landed on the number four.

So I know that there are already four sweets inside of the jar, so I'm going to start on the number four on the number track, and because I rolled four, I'm going to count on four.

One, two, three, four.

I've landed on the number eight, which means that this jar here is the jar that I get.

Then, I roll the dice and see if I can get one of the other jars.

It would be interesting to see if you were able to collect all of the jars.

So let me try one more to see if I can find another jar.

I'll roll, this time I have landed on three.

So, I'm going to start on the number four, because all of the jars have four sweets in them already.

And I'm going to count on three.

One, two, three, this time I've landed on the number seven.

I've landed on the number seven, which means that this is the jar that I get to take this time.

So I've collected this jar and I've collected this jar and there are four jars let for me to get.

So I'm going to keep rolling my dice to see if I can collect all of the jars.

Pause the video here to complete your talk task.

You will need your dice and everything else that you need is on the screen in front of you here.

When you're finished press play.

So we can also count on using our fingers and our heads.

We don't always need to use a number line.

The questions on the screen are, how many dwarves are standing and how many dwarves are sitting.

Can you count for me? How many dwarves are standing? There are five dwarves standing up.

Excellent, I put that into a full sentence, I hope that you did too.

So, one part is five.

I put that number into my part whole model.

How many dwarves are sitting? In a full sentence, two dwarves are sitting down.

Excellent, so my other part is two.

That is the other part in the part whole model.

What I'm going to do, is I'm going to put five in my head and two on my fingers.

Five, I like to say the number that's in my head as I tap my head, that helps me to remember.

Five, six, seven.

Can you do that with me? Five in your head, two in your fingers, ready? Five, six, seven, the whole is seven.

There we go, that's counting on by using our head and our fingers.

The equation that we could write to express what we've just done is five plus two is equal to seven.

You can see that written at the bottom.

Five plus two is equals seven.

Now it's your turn.

How many dwarves have beards? How many dwarves do not have beards? Have a go at describing it using the sentences, one part is, the other part is.

How many dwarves have beards? Three, three dwarves have beards.

One part is three.

How many dwarves did not have beards? Four dwarves did not have beards.

The other part is four.

Let's put those into the part whole models.

So three is a part, four is a part.

I'm going to start with the first part that I thought of, that's three, and put that in my head.

And my other part was four, I'm going to put four on my fingers.

So, tapping my head to say three and counting on the other four, ready? Three, four, five, six, seven.

The whole is seven.

Three and four more is equal to seven.

Three plus four equals seven.

If you got that correct give yourself a really big pat on the back.

Here's one more for you to have a turn at.

How many of the plates are round? How many of the plates are oblong? One part is, the other part is.

I put mm in my head and I put mm on my fingers to count on.

Pause the video here to have a turn, and when you're finished press play and we'll go through the answer together.

So, how many of the plates were round? Four, four of the plates are round.

One part is four.

How many of the plates are oblong? Two of the plates are oblong.

The other part is two.

So I have four as a part and two as a part.

I'm going to put four in my head and two on my fingers.

Four, five, six.

Four, five, six.

Whole is six.

So, six, oh sorry, four plus two is equal to six, or six is equal to four plus two, or six is equal to two plus four.

There are lots of different ways that we can express that part whole model.

For your independent task you're going to have a go at the talk task again.

You're going to use your die and roll it, adding however many you land on to the sweets that are already in the jar.

Remember all of the jars are starting with four sweets inside of them.

You're going to count on either using the number track at the bottom or using your head and your fingers if you feel confident doing that.

And then trying to write that as an equation.

So, let me do one with you.

If I roll the dice and I land on this number here.

What's this number? Three, we can summarise that and look at really quickly at the spots, can't we? Three, starting on the number four, because there are always four sweets in the jars to start off with, and I'm counting on three.

One, two, three, I've landed on the number seven.

So, here is the number seven, that's the jar I get to keep.

Or, I could do that in my head.

Four in my head, three on my fingers.

Four, five, six, seven.

Four plus three is equal to seven.

Let's try one more together and I'll show you how to record.

Here is the number four, so I'm going to start on the number four and count on four.

Four, one, two, three, four.

Four more than four is eight.

I'm also going to put it in my head to check, so four in my head and four on my fingers.

Four sweets already in the jar, four more that I'm adding from my dice roll.

Four, five, six, seven, eight.

I get to keep the jar with the eight on it.

So, four plus four is equal to eight.

Four plus four is equal to eight, super.

You're going to have a go at rolling the dice, adding using your head or your number track, and recording your equations on a piece of a paper with your pencil.

Pause the video now to complete your independent task.

When you're finished press play.

Did you manage to fill the jar with the number 10 on it? What was the equation that you came up with? Have a look at your sheet and see.

I managed to fill the jar that had the number 10 written on it, so it already had to have four inside, so four was a part.

And I rolled a six.

Four is a part, six is a part, the whole is 10.

Four, five, six, seven, eight, nine, ten.

Four plus six is equal to ten.

I could also swap those around, 'cause six is quite tricky to fit on my fingers, and I could put six in my head, that's the number that I rolled on my dice, so six in my head and four, the amount already in the jar, on my fingers.

Six, seven, eight, nine, ten.

Six plus four is equal to ten.

Either way that we move those parts around, all together there are still going to be 10 sweets in the jar.

Where we're adding things together, whichever part we have first, doesn't really matter, it's always going to have the same total.

But we can use the biggest number in our head that might be easiest, so that we can have a little number on our fingers to count on.

Thank you for joining me today for our lesson on counting on why not share your work with us.

If you'd like to, please ask your parent or carer to share your work on Instagram, Facebook or Twitter by tagging @OakNational and using the hashtag LearnwithOak.

We'd love to see what you've been getting up to.

Don't forget to go and complete the quiz.

Thanks so much for joining me and I'll see you next time.

Bye!.