Lesson video

Hello, mathematicians, it's me, Miss Charlton and Hedwig.

And we are very excited because we are starting a new unit today all about numbers to 20.

So let's get going and see what we're going to do.

We're going to count from one to 19 and match pictorial and abstract representations of these numbers.

So we're going to look at the numbers from one to 19, and then we're going to match it with different pictures so that we know what it looks like.

We're going to count to 20 and back and then we're going to link the words from one to 19 to different objects and pictures.

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

You're going to need a pencil and some paper, and you could use some items to help you count such as some raisins, or buttons, or counters.

If you haven't got those in your house, that's absolutely fine, you can just use the pictures on the screen.

Let's get going with our star words, ready? Hands up, star words, represent.

Count on! Let's see if we can say those throughout today's lesson.

We've got a big giant here.

Now, I think he looks like quite a friendly giant.

I always thought giants were a bit scary, but he looks pretty happy.

Maybe it's because he's counting all of his money.

Now on this picture, there are lots of different things to count, aren't there? Lots and lots of different objects all over the place.

So we could look at the clouds.

Should we count how many clouds there are? Let's have a look in the sky, are you ready? Let's count together, one, two, three, there are three clouds.

What about the flags? Can you see the little flags on top of the castle? The little yellow flags.

Should we count those carefully together? One, two, three, four, five, six, seven, eight, nine, 10, 11, there's 11 flags.

We could count the bags of money.

Should we look at the bags of money? One, two, three, four, five, six, seven, seven bags of money.

I wonder how much he's got.

Lots and lots of different things to count.

Now we are going to start counting with a cube train.

Everybody go, honk, honk! There's our cube train.

And we are really good now at our numbers up to 10.

So we are going to keep on going.

Can you see all those representations up to 10? We've got zero for zero cubes, and then one, two, three, four, five, six, seven, eight, nine, 10.

And the number 10 is represented with the number, the numeral, and the written word as well.

So let's keep going.

What comes after 10? 11.

Can you see the representation of 11? I've got 10 and one more is 11.

And as a numeral, it looks like this.

10 and one more is 11.

10 plus one is equal to 11.

Then comes 12.

I've got 10 and two more, 12, 12.

10 and two more is 12.

10 plus two is equal to 12.

Now, hopefully you're getting the hang of it now and you're going to see the pattern that's emerging.

So when I read them out, can you read them out with me as well? What comes after 12? It's 13.

Make sure you're saying the word with me, 13, 13.

10 and three more is 13.

10 plus three is equal to 13.

Then 14, 14.

10 and four more is 14.

Can you see we've got 10 and then four more cubes.

10 plus four is equal to 14.

15.

Now 15 is a bit tricky, isn't it? Because it sounds like it should be five teen but we say 15, 15.

10 and five more is 15, 10 plus five is equal to 15.

Now I want you to have a go.

See if you can do 16, have a little think and tell your toy partner.

16, 16.

How did you get on? 16, written in numerals it's like that, 16.

10 and six more is 16.

10 plus six is equal to 16.

17, 17.

10 and seven more is 17.

10 plus seven is equal to 17.

18, 18.

10 and eight more is 18.

There are 10 and eight more cubes on top of that.

10 plus eight is equal to 18.

19, 19.

10 and nine more is 19.

10 plus nine is equal to 19.

Can you see how we've gone all the way up increasing by one each time? Now we're going to challenge ourselves and count backwards all the way down the slope starting up at 19.

Are you ready? We're going to count backwards.

19, 18, 17, 16, 15, 14, 13, 12, 11, 10, nine, eight, seven, six, five, four, three, two, one.

That was some really, really fantastic, accurate counting everybody, well done.

Let's see what we're going to do with those numbers.

Now, Levoy here has got some apples and he wants to know how many apples he has.

Well, he's asking us how many apples he's got.

Now we could just count them like that, but they're a bit mixed up all over the place.

So we want to know, is there a way we could arrange those apples to make it easier to count? Should we have a look? We could count them now and see how long it takes us.

One, two, three, four, five, six, seven, eight, nine, 10, 11, 12.

That took a while.

But what if we did this? It's much easier if we make a group of 10 first.

10, 11, 12.

10 and two more is equal to 12.

Can you say that in a full sentence? 10 and two more is equal to 12.

Lovely mathematical thinking, everybody.

What about these eggs? Let's count them.

One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13, 14.

That took us a long time, didn't it? How could we make it easier? Let's may 10, make a group of 10, like this.

We've got them in an egg box, can you see? There's one group of 10 and four more, 10, 11, 12, 13, 14.

Let's say that as a full sentence.

10 and four more is equal to 14.

Well done.

Now it's your turn to try by yourself.

What I want you to do is make a group of 10 and then see how many more to find the total, like this.

There's a group of 10 spoons, one, two, three, four, five, six, seven, eight, nine, 10, 10 in my group.

And then how many more? One, two, three, four, five, six.

10 and six more is equal to 16.

10, 11, 12, 13, 14, 15, 16.

You need to do that with all of the rest of them, make a group of 10 and then write the total and when you've done that, we come back and we'll check the answers together.

How did everybody get on? Let's count the eggs.

We've got a group of 10, and then 11, 12, 13, 14.

10 and four more is equal to 14.

What about the tea cups with the pink ring around it? A group of 10 and two more, 10, 11, 12.

10 and two more is equal to 12.

Then the jelly beans, 10 and five more jelly beans, 10, 11, 12, 13, 14, 15.

10 and five more is equal to 15.

We did an absolutely brilliant counting today making a group of 10.

Should we wake Hedwig up and tell her what we did? Wakey, wakey, Hedwig.

What did we do? Now we practised counting to 20 and back, we had a look at how the numbers increased by one each time using cubes to help us.

And then we counted backwards as well, which is quite a challenge.

And then we linked those, the numbers to pictures and words by having a look at the different pictures and counting accurately.

Then we learned a strategy to help us count more easily.

Instead of having to count separately, we made a group of 10 and then we counted on.

Do you understand, Hedwig? She does understand.

Do you think she'll want to use that technique when she's counting, counting things that she's found for her dinner, maybe, when she's been flying through the air? Maybe she will.

You have done a brilliant job.

Now you can go into your quiz and I'll see you again very, very soon.

Bye bye.