Lesson video

Hello, my name's Mrs Cornwell and I'm going to be helping you with your learning today.

I'm really looking forward to working with you.

We're going to use lots of the things we already know to help us with some new learning, and I know you're going to do really well.

So let's get started.

So, welcome to today's lesson which is called understanding addition as increasing an amount and it comes from the unit additive structures, addition and subtraction.

So in our lesson today, we'll describe addition stories, which involve increasing an amount, and we'll write equations to represent them, and by the end of today's lesson you'll have found out about a new way to add.

Okay, so let's get started.

So our keywords today are first, my turn, first, your turn.

And then, my turn, then, your turn.

And now, my turn, now, your turn.

And increase, my turn, increase, your turn.

Well done, excellent.

So, in the first part of our lesson today we will describe addition using first, then, now stories.

Okay.

And in our lesson, we will meet Aisha and also Alex and they will be helping us with our learning today.

Alex and Aisha are acting out some first, then, now stories.

Try and act out their story with your friends.

First, there are three children standing on the mat.

Then, two more children come to stand on the mat.

Now, there are five children standing on the mat.

Can you act that out? Tell the story again.

First, there are three children standing on the mat.

There they are, you can see them there.

Then, two more children come to stand on the mat.

Now, there are five children standing on the mat.

At the end of the story, what is different from the start? What has changed? The number of children increased when more children stood on the mat, didn't it? So the number became more, it became greater, it increased.

Now, collect some pencils and act out this story.

First, there were four pencils in the pot.

Then, two more pencils were placed in the pot.

There they are, look.

Now, there are six pencils in the pot.

How many pencils were there at the start of the story? That's right, first there were four pencils in the pot.

How many pencils were there at the end of the story? That's right, now, there are six pencils in the pot.

At the end of the story, what is different from the start? What has changed? That's right, two more pencils were placed into the pot, weren't they? The number of pencils increased when more pencils were placed into the pot.

Now, collect some coins and act out this story.

First, there were three coins in my piggy bank.

Then, I put three more coins in my piggy bank.

Now, there are six coins in my piggy bank.

How many coins were there at the start of the story? That's right, first, there were three coins in my piggy bank.

How many coins were at the end of the story? Now there are six coins in my piggy bank, that's right.

So at the end of the story, what is different from the start? What has changed? That's right, I've put three more coins in my piggy bank.

The number of coins increased when more coins were put in the piggy bank.

Let's use the pictures to retell the story together.

First, there were three coins in my piggy bank, you can see them there.

Then, I put three more coins in my piggy bank, there they are ready to be added.

And now there are six coins in my piggy bank, that's right.

So now it's time to check your understanding.

Use the stem sentences to tell this story and also look at the pictures to help you.

So pause the video now while you try that.

Okay, let's see how we got on.

First there were two children standing on the mat, that's right.

Then, two more children came to stand on the mat.

Now, there are four children standing on the mat, that's right, well done.

Okay, the second part of your check is here then.

So explain how many children there were at the start and end of the story.

Okay, pause the video while you think about that.

Okay, let's see.

First there were two children standing on the mat, so that's the start of the story.

Now there are four children standing on the mat, so that's the end of the story, isn't it? Okay, so now time to think about what changed between the start and the end of the story.

Pause the video while you think about that.

Okay, so what changed? Two more children came to stand on the mat, that's right.

The number of children increased when more children stood on the mat.

Well done.

So now use the stem sentences to tell the story.

We've got some buses there, haven't we? So first, there were, we're thinking about the children on the bus.

First, there were five children on the bus.

Then, two more children got on the bus.

Now, there are seven children on the bus.

That's right, well done.

We can use numbers to represent each part of the story.

The five represents the number of children on the bus at the start of the story.

I wonder what number we'll put next.

The two represents the number of children that were added to the bus, so it's those extra two children there.

The seven represents the number of children at the end of the story.

Well done.

Okay, so let's tell each story and say how many have been added each time.

So first there were four apples on the plate.

Then, three more apples were added to the plate.

Now, there are seven apples on the plate.

So the number that have been added, you need to look at the then part of the story, and we can see that tells us what's changed, three have been added so the number has increased.

Now let's tell this story.

First, there were two birds on the wire.

Then, one more bird jumped on the wire.

Now, there are three birds on the wire.

So think about what was added, it was one bird was added, wasn't it? Now we've got cookies.

First, there were three cookies on the tray.

Then, two more cookies were added to the tray.

And now, there are five cookies on the tray.

So thinking about what was added in that then part of the story, we can see two cookies were added to the tray, weren't they? Well done.

So now it's time to check your understanding again.

Match each picture to show how many have been added.

So, we can only see one picture at the moment, but you've got to look at the different options there and decide how many have been added in that picture.

So pause the video now while you try that.

Okay, so let's have a look.

So first there were three apples.

Then, four more apples were added.

And now there are, so how many were added? That's right, four have been added.

Okay, so now let's look at the next picture.

Okay, so pause the video now while you decide how many have been added.

Okay, so, did you remember to look at the then part of the picture? And if you look at that, you can see that three have been added, that's right.

Okay, and then the last picture.

Have a look at the cookies and see how many have been added.

Pause the video now.

Okay, and let's have a look.

If you look at the then part of the picture, we can see one has been added.

So well done, excellent work.

Alex and Aisha are building towers with their bricks.

Let's put them together, says Alex.

We are combining two parts to make the whole, says Aisha.

And there they put both their parts together, haven't they, and they've made the whole amount.

This is addition, says Alex.

They try adding them in the same way as they did in their first, then, now story.

First, I have my tower of four bricks.

There they are.

Then, I add my tower of three bricks.

And there they are, added to the first tower.

Now, we have a tower of seven bricks.

This is a first, then, now story, says Alex.

This is also addition.

There are two types of addition.

We can combine two parts to make the whole.

And there they are.

Or we can increase the first part by adding another part to make the whole.

And that's what's happened there with the bricks, hasn't it? What's the same about them both, I wonder? That's right, they both have parts that make the whole amount, don't they? What's different about them both then? That's right, when we combine two parts, we can combine them in any order, can't we? We're just putting them together.

But, when we increase one part by adding another part, the order is important.

The first part is increased, so that must be represented first.

Let's use the stem sentences to tell the story and fill in the missing numbers.

First, there were, so let's have a look at the pictures.

First, there were three bricks in the tower.

Then, one more brick was added to the tower.

Now, there are four bricks in the tower, that's right.

And there we can see the number.

We represent this as an addition equation.

This is a first, then, now story.

When we add, we will increase the amount in the first part of the story.

So three plus one is equal to four.

This plus sign represents the number of bricks that have been added.

What does each part of the equation represent then? Let's think about the numerals we've used.

The three represents the number of bricks in the tower at the start of the story, doesn't it? The one represents the number of bricks that were added to the tower.

And the four represents the number of bricks in the tower at the end of the story.

And we know the plus sign shows that some bricks have been added.

We have increased the amount at the start of the story to make the whole.

So, now it's time to check your understanding again.

Tell the story, then fill in the missing numbers to complete the equation.

Okay, pause the video now while you try that.

Okay, let's see how we got on.

First, there were four balls in the box.

Then, oh, and there's the four.

Then, three more balls were added to the box.

And there, so four plus three, and what's it equal to when we have increased that first part? Now, there are seven balls in the box, that's right, so four plus three is equal to seven.

Right, the second part of your check now.

Explain what each part of the equation represents.

Pause your video and have a try.

Okay, so what did we find? The four represents the number of balls at the start of the story.

The three represents the number of balls that were added to the box.

And the seven represents the balls at the end of the story, doesn't it? The plus sign shows that some balls have been added.

We have increased the amount at the start of the story to make the whole.

So well done.

Use the pictures to tell this story.

Mm, something a bit different about this one.

So, first there were no cakes on the plate, that's right.

Then, I put three more cakes on the plate.

Now, there are three cakes on the plate.

What is different about this story? That's right, there were no cakes at the start of the story, were there? Fill in the missing numbers to complete the equation.

So we would have zero plus three is equal to three.

What does each number represent? The zero represents the number of cakes on the plate at the start of the story.

The three represents the number of cakes that were added to the plate.

And the other three represents the number of cakes at the end of the story.

The plus sign shows that some cakes have been added.

We have increased the amount at the start of the story to make the whole.

What did you notice about the part that was added and the amount at the end of the story? The amount at the start of the story was increased, but the amount at the end of the story was equal to the part that was added, wasn't it? When our story starts with zero, the whole amount at the end of the story is equal to the part that was added.

So now it's time to check your understanding again.

Which of these stories must have started with zero? So think about that and think about how you know that that story started with zero.

Pause your video now while you try.

Okay, so what did you think? Which one started with zero? That's right, it was that one, wasn't it, at the end.

And how did we know? When the story starts with zero, the whole amount at the end of the story is equal to the part that was added.

So we can see that's the only story where the part that was added and the end of the story are the same, they're equal, aren't they, they both have two.

Let's use the stem sentence to tell this story.

First, there were three birds on the branch.

Remember, the then part of the story tells us how many were added, so look carefully at the then part.

Then, no more birds jumped on the branch, so no birds were added this time.

Now, there are three birds on the branch.

So what is different about this story? There were no birds added, so the number at the start of the story does not increase, does it? When we add zero, the amount at the start of the story does not increase, it remains the same.

Let's fill in the missing numbers to complete the equation that will show that.

Three plus zero is equal to three, that's right.

What does each number represent? The three represents the number of birds on the branch at the start of the story.

The zero represents the number of birds that were added to the branch.

And the three represents the number of birds on the branch at the end of the story.

The plus sign shows that some birds have been added, but in this case it was zero.

When we add zero, the amount at the start of the story does not increase, it stays the same.

So now let's check your understanding.

Which of these stories shows zero has been added? Think about how you know you're right.

Okay, pause the video while you try that.

Okay, so what did you think? That's right, that story shows that no balls have been added.

When zero is added to the start of the story, the amount does not increase, so all parts of the story look the same.

Well done.

We can use counters to represent a story on a first, then, now board.

Let's try together.

Look at each part of the story and think about how many counters we will need.

First, there are two cats on the cushion.

Then, two more cats sit on the cushion.

Now, there are four cats on the cushion.

How many cats were there at the start of the story? That's right, two.

How did the number of cats change? That's right, two plus two, because we added two.

And how many cats were there at the end of the story? There were four cats at the end of the story.

Fill in the boxes to write the equation.

Two plus two is equal to four, that's right.

So your task for this first part of today's lesson is to use a first, then, now card and 10 counters, and Aisha's saying, I will listen to the stories read to me and represent them with my counters.

Then, I will complete the equations.

Remember to retell the story, saying what each part represents.

And then try and make up a first, then, now story of your own.

Can you make up a story where the amount does not increase? Have a try.

Pause the video now.

Okay, so let's see how you got on.

You may have done this, here's an example.

First there were three children on the bench.

And we write three to represent that.

Then, six more children came to sit on the bench, there's six more.

Three plus six.

Now there are nine children on the bench.

So three plus six is equal to nine.

And there we can fill it out underneath as well, can't we? To make up a story where the amount did not increase, you needed to add zero to the number at the start of the story, didn't you? So you could've said, first there were three children on the bench.

Then no more children came to sit on the bench.

And now there are three children on the bench.

And we can see the equation there, three plus zero is equal to three.

Well done with that, excellent.

So the second part of our lesson today is where we're going to look at making links between addition stories and equations.

Let's write an equation to represent this story.

Okay, so we must remember to tell the story to help us.

First there were four drinks on the tray.

This represents the four drinks at the start of the story.

Then six more drinks were served.

Plus six.

The six represents the six drinks that were added.

We must use the plus sign to show the number of drinks was increased.

Now there are 10 drinks on the tray.

So four plus six is equal to 10.

The 10 represents the 10 drinks at the end of the story.

So let's check your understanding.

Write an equation to represent this story.

Remember to tell the story to help you.

Pause the video now while you try that.

So let's see how you got on.

First there were three balls in the box, so we have to write three, don't we? That's the number at the start of our story.

Then two more balls were put in the box, so we write plus two.

Now there are five balls in the box, so three plus two is equal to five.

Well done.

Aisha and Alex both write an equation to represent this story.

Who is right? And explain how you know.

So Aisha's saying I think it's four plus three is equal to seven, and Alex is saying, I think it's three plus four is equal to seven.

First there were four cakes, so four must be written first in the equation.

That's right, so, four, the plus sign represents that some cakes have been added.

It shows we have increased the amount at the start of the story, so we will write four plus three cakes have been added, so three must come after the plus sign.

Four plus three is equal to, and we know there was seven at the end of the story.

So it will be seven.

Okay, so we can see that Aisha was right, wasn't she? So now time to check your understanding again.

Aisha writes an equation to represent the story shown.

What is her mistake? And she says, I think it is six plus three is equal to nine.

So pause the video while you think about that.

Okay, so, what did we think? She represented the six first, didn't she, and then added three, which would mean there were six balls at the start of the story and three balls were added, but we know that it should have been three plus six is equal to nine, because at first there were three balls and then six balls were added.

That's right, well done.

And there, three plus six is equal to nine, that's the correct equation for that story.

Alex has written an equation to represent a story.

Let's think about which story his equation represents.

So he says my story can be represented as one plus four is equal to five.

So which story will that be? The first number in the equation is one, so this represents the number at the start of the story.

The four is the second number in the equation.

The plus sign tells us it is the amount to be added.

Plus four.

And then we can see that the end of the story has five eggs there doesn't it, so one plus four is equal to five.

That is the correct story, isn't it, well done.

So now it's time to check your understanding again.

Okay, so look at each equation and match each equation to the story that represents it.

Okay, pause the video now while you try that.

Okay, so let's have a look.

Six plus two is equal to eight, so it must have six at the start of the story and two added to reach eight at the end of the story.

So it will be that one, won't it? And four plus two is equal to six, so that will be there, won't it? And then two plus six is equal to eight.

Well done if you spotted those.

Okay, so the second part of your check is here.

Select the correct picture to represent the equation two plus four is equal to six, and then explain how you know.

So pause the video while you try that.

Okay, so let's see how you got on.

The first number in the equation is two, so this represents the number at the start of the story, doesn't it? There we can see it there.

Four is the second number in the equation, it represents the amount to be added, so we have two and then we have four, plus four.

And then we can see that two plus four is equal to six, that's the amount at the end of the story.

So that one was the correct picture, wasn't it? We can use counters to represent equations as well as stories, let's try.

The five represents the five objects at the start of the story.

The three represents the three objects that were added.

The eight represents the eight objects at the end of the story.

We can draw counters to represent what we have done.

And there they are, look.

Okay so here is the first part of your task for this part of the lesson.

Write an equation to match each first, then, now story.

Okay, so you can see them there, can't you? So pause the video now while you try that.

The second part of your task is to draw counters to show the first, then, now story for each equation there, then tell your story to your partner.

Remember, you can use counters to help you then draw them afterwards.

And when you've done, look at both stories, and think about what's the same about them both and what's different.

So pause the video now while you do that.

Okay, so let's see how you got on.

So here are our stories.

And we could write five plus two is equal to seven there because we can see five represents the number of balls at the start of the story, then we added two, plus two, and there were seven at the end of the story, weren't there? And then we can see the equations for the following two stories as well, so well done if you got that.

Okay, and then for the second part, you may have done this.

So we've got two plus three is equal to five.

So you need two counters at the start of the story, and then you need to add three counters, and you would have five counters at the end, wouldn't you? And you could draw those like that, couldn't you? Okay, and then you can see, again, for the next part of the story, you use counters to represent the numbers in the equation and then afterwards you could draw them, couldn't you? So well done if you did that.

So what's the same about those stories and what's different? Well Alex notices that what's different is the order of the addends has changed, meaning the story looks different, doesn't it? But what's the same is actually it's the same numbers, it's the same addends, but just in a different order.

A different number was increased, wasn't it, at the start of the story.

So well done if you spotted that.

So let's think about what we learnt in today's lesson.

In addition, we can increase one part by adding another part to make the whole.

We increase the first part, don't we? This type of addition can be represented as a first, then, now story and also as an equation.

And the first amount in a first, then, now story must be written first in an equation because this is the amount that is increased.

So well done, you've worked really hard in today's lesson, haven't you, and I've really enjoyed it, excellent.