Lesson video

Hello mathematicians, Miss Charlton and Hedrick still wearing her scarf to keep her nice and cosy.

I think she was feeling a bit chilly at the moment.

Already for some more exciting learning.

Now I'm really excited about this lesson.

We are going to be exploring and using loads and loads of different strategies to solve some problems. So today we are going to use mathematical models and strategies for addition.

we are going to identify addition equations in context, and then consider different solutions or different ways of solving the mathematical problem.

Then you'll do your independent task and your end of lesson quiz.

Today, you're going to need a pencil and some paper and a number line, but don't worry if you don't have a number line, because as our brain teaser our warmup activity, we are going to create our own number line right now together.

So I've got my pen and I've got my paper.

Make sure you've got yours as well.

If you haven't got it quickly, go and get it now.

And we are going to create our own number line.

There's one on the screen to help you, but I'm going to draw one now.

I think I might need to put Hedrick over here because she's getting in my way a little bit.

I don't want to draw on her.

Do I? So I'm going to just start creating my own number line so it doesn't have to be neat.

I'm going to get all the way across and I'm going to start at zero.

Are you doing this as well? I hope so.

And I'm going to get all the way to 20, just like the picture in the image all the way to 20.

Now I know that about half way.

Ooh, what is it halfway? What's halfway between zero and 20 From number line its ten I need to put my ten in and then I'm going to fill in my extra numbers.

Are you ready? Five would be about that.

It's good to try and estimate where the numbers would be, because I know my order of numbers now.

So I've got zero and then one, two, three, four, five six, seven, eight, nine, 10.

I might make that bigger for you, so that you can see, and then I'm going up to 20.

So I've got 15, that's going to be approximately there because I know that that's sort of in the middle.

So that's 10, 11, 12 to 14 mine is a bit squishy, but it's okay.

It will still help me count 15, 16, 17, 18, 19, and 20.

Now, like I said, it doesn't have to be perfect, but hopefully you've got something like that now that will help you count in today's lesson or you can use the ones on the screen.

That's absolutely fine.

Right Let's go through our star words now.

Now that our number line is sorted its not on our way Get your hands ready.

Add plus partition make 10 All of those words together in this lesson today.

Now this is a bus, a local bus.

And the problem is that the bus driver says that he cannot keep track of the number of people getting on and off the bus.

So he needs our help.

Do you think we can help him today? Say yes, bus driver we can help you.

So he wants us to help him, figure out how many people are getting on the bus and off the bus so that he can keep an eye on what's going on his special bus.

So we're going to use, a first, then and now story to help us.

First there were six people on the bus, then eight more people got on the bus at the bus stop, can you see the sign there saying the bus stop? Now the bus driver wants to know, how many are on the bus now? First there were six, then eight more got on, now how many are there? If more getting on, I know that my numbers will be increasing up my number line, getting bigger.

So I know the operation that I need to do is, addition.

Addition, the numbers are increasing.

So how could we solve this problem? Wow! That's the exciting thing.

There are lots of different ways that we can solve this problem.

These are all of the things that we talked about.

Here's a can spray.

You could use partition, a number line or a bead string.

I don't have a bead string here to help me.

And that's why I drew up my number line.

But you could draw a bead string, just like the one on the screen, If you wanted to, they turned on the lesson by drawing your beads all the way along.

But we've got a number line to keep us going as well.

So there's lots of different ways that you could explore that equation.

So let's see how we could do it.

First we had six people on the bus, then eight more got on.

So my equation is six plus eight, six plus eight is equal to.

let's start off with our number line.

I started off with six and then eight more got on.

So I need to do.

How many jumps do I need to do? Eight jumps One, two, three, four, five, six, seven, eight.

And those jumps up increasing up the number line because the numbers are getting bigger.

So how many people are now on the bus? My number line tells me, that there are 14 people on the bus and I've shown the same with the bead string underneath as well.

We were right.

Six plus eight is equal to 14.

First there were six people on the bus, then eight more got on and now there are 14.

Six plus eight is equal to 14.

Your turn, great mathematical thinking everybody.

But that's not the only way I could represent that equation.

I could also do it, through making 10 and partitioning.

Let's try six plus eight, mmmh! Instead of taking all that time, doing it on the number line I could make 10.

How do we do that then? when I know that six plus four is equal to 10, so I could take that eight, those eight people that got on and partition them.

I could partition the number eight.

I know that one of the parts has to be a four because I need the four to make 10.

So the other part must also be a four because four plus four is equal to eight, six plus four is equal to 10.

Then 10 plus the remaining four is equal to 14.

Six plus eight is equal to 14.

We did it, that's another strategy.

So we did it on the number line, and then we did it on the partition model.

Now let's see if we could do it on our tens frame.

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

I've made 10 I've made a group of ten.

How many is left? 11, 12, 13, 14.

There's a group of 10 and four ones.

14 is one 10 and four ones.

Can you see that? 14 is one 10, and four ones.

Lots of different ways to solve the same equation and that's, what's so exciting about it, you get to choose your own way.

So let's do it again, with seven plus nine.

This time the bus driver said that, there was seven people on the bus and then nine more people got on at the bus stop.

Now, he really doesn't know how many people are on the bus.

Shall we check with a number line first? Let's start.

Where should we start? What are we starting with? The number.

Show me on your fingers.

Seven Well done with starting at seven because that's how many people we have first.

And then we need to jump up.

How many spaces? Nine One, two, three, four, five, six, seven, eight, nine How many people are on the bus now? There are 16 people on the bus.

Seven plus nine is equal to 16.

Your turn Great Now you know what we're going to do? Let's explore a another way.

This time, we're going to have a little race.

I am going to create the partition on a piece of paper and you will go to as well, are you ready? So the first thing we need to do is to draw the bond, to partition it.

So everybody draw a box like that, it doesn't have to be neat.

And then we're going to split it, just like the one on the screen and draw another box and another box.

So I've got my partitioned model.

Mine's a little bit crooked, but it doesn't matter at all.

Now, the first thing that we need to do is make 10 seven plus nine Let me think.

So my equation is seven plus nine is equal to, Hmm.

What do I need to do to make 10? Let's have a little think.

Seven plus nine.

Uh! am thinking about that I'm going to tell my Seven plus nine.

I know that seven plus three is equal to 10 Oh! I hope the children at home are doing this as well.

Seven plus three is equal to 10.

Have you written that equation as well? Seven plus three is equal to 10.

So now I know that I need to partition this number.

Put nine in your box.

And then we know that we need to partition it.

We know that we need the number three.

Hmm! what do I need to add to three to make nine? Oh I know that three plus.

three, four, five, six, seven, eight, nine Ah three plus six is equal to nine.

So the other part must be six.

I know that seven plus three is equal to 10.

So I just need to add the remaining part.

10 plus six is equal to 16.

So seven plus nine is equal to 16.

Did you get that as well? We've done some incredible maths there and we thought it through as we went, what should we have? Shall we have.

Oh, let's have a rainbow clap today.

Are you ready? Aaaaah Well done everybody.

Let's see if we got that right, shall we? So we knew we have to do seven plus three to equal 10.

We got that right, well done.

So we knew that in order to get that three, we had to partition the number nine.

We partitioned it into the power of three to help us make it that bond to 10 and six.

That was the missing part.

10 plus six is equal to 16.

So seven plus nine is equal to 16.

We did it.

Let's have a look at it on a tens frame.

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

I made a group of 10.

And how many ones are there? One, two, three, four, five, six There six ones.

16 is one 10 and six ones You have done such a fantastic job with that, we have tried so many different strategies for that one same equation.

Now it's your turn to explore by yourself so you can use any strategy you want to do the following equations.

You could use a tens frame, the partition model, the number line or you could draw yourself out a bead string.

And these are your equations to try.

You need to work your way through the equation and choose your favourite strategy to solve them.

If you've tried one strategy for them, maybe you could try another one and see how many different strategies you can use for those equations.

Pause the video now have a go at working through the equations and then come back and we'll chat about them afterwards.

How did everybody get on? These are the answers; Nine plus six equals 15, Four plus seven is equal to 11, Two plus nine is equal to 11, Eight plus seven is 15.

Three plus nine is 12 Five plus six is 11 Six plus eight is 14 Seven plus five is 12 and nine Plus four is 13 but it's good if you got the correct answers.

But what I'm interested in is how many different strategies did you use? Put your hand up If you used the make 10 strategy on a tens frame who drew the dots onto a tens frame? Pop your hand up if you did that.

Who used a number line to help them do the jumps all the way up? Put your hand up if you did that.

Did anyone draw out a bead string maybe? And who super challenged themselves by using the make 10 strategy with partitioning? Did anybody draw out the partitioning boxes and partition their different numbers to make 10 vast? Hopefully you did.

I'm really, really proud of how well you've learned today.

Fantastic job everybody.

Shall we tell Hedrick what we did? Come on Hedrick wakey wakey, wakey wakey.

Here she is all snuggled in her scarf.

Hey Hedrick today was a bit of a different lesson, because we got to try out one equation, but we use loads of different ways to try and solve that equation, which seemed to be like magic to me.

We used a tens frame to draw the dots on, to see how many tens and ones there were.

We used a number line to draw the jumps.

We looked at it on a beat string and we also did the make 10 model with the partitioning.

Do you think you would have enjoyed that lesson? I think she would have really enjoyed it just as much as I did Head on over everyone do your quiz now, and I'll see you again very soon.

Bye bye.