Lesson video

Hello, I'm Mrs. Cayley and I'm going to be your teacher for today's lesson.

We are going to be learning how to count a set of objects, so let's have a look at today's learning outcome.

Here's the outcome of today's lesson.

So by the end of the lesson, you'll be able to do this.

"I can count a set of objects accurately." That means correctly without any mistakes.

Here are our key words for today's lesson.

Can you say them after me? Count.

One to 10.

Altogether.

The same.

Well done.

We'll be using those words when we are learning how to count a set of objects.

Here's our lesson outline.

We've got three parts of the lesson today.

First of all, we will be counting a set of objects.

Then we will be counting objects in a different order.

Finally, we will be counting objects that have moved.

Let's look at the first part of the lesson.

We'll be counting a set of objects.

Here are some children that are going to help us with today's lesson.

We've got Aisha and Jacob.

Let's say the number words in order.

Can you say them with me? One, two, three, four, five, six, seven, eight, nine, 10.

Well done.

Let's say the number words again in the right order.

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

And this time we've got some cubes to represent the numbers, haven't we? Can you count the cakes? Let's count them together.

One, two, three, four, five.

That's right.

How many altogether? There are five cakes altogether.

How do you know? You count them.

Did you do them the same way as me? Can you count them in a different way? Can you think of a better way to count these cakes? I put the cakes into a line.

This might make it a bit easier.

Let's count the cakes again.

Are you ready? One, two, three, four, five.

How many altogether? That's right.

There are five cakes altogether.

How do you know? How do you know it's five? The last number in our count tells us how many there are altogether.

So the last number that we said was five.

So there are five cakes altogether.

How did you count them? Did you do them the same way as me? It can be easier to count objects when they are in a line.

You find that a bit easier that time? Count the cakes here.

This one's a bit harder, isn't it? They're not in a line.

How many are there all together? There are 10 cakes all together.

How do you know? Was quite tricky, that one, wasn't it? How did you count them? Can you count them in a different way? Can you think of a better way to count these cakes? We could put them in a line, couldn't we? I've put them in a line here.

This might make it easier.

Let's count the cakes.

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

How many altogether? Yes, there are 10 cakes altogether.

The last number in our count tells us how many there are all together.

How did you count them? Did you do it the same way as me? It can be easier to count objects when they are in a line like these cakes are.

Let's check your understanding.

Which set shows six? That's right, it was set C.

They're in a nice line, so it's quite easy to count those ones.

Which set shows seven? This one's a little bit harder, isn't it? It's set B in the middle.

Which set shows eight? That's right, it's set A.

They're in a bit of a muddle though, aren't they? I think it'd be easier to count them if they were in a nice line.

Here's a bowl of fruit.

Can you count the fruit? How many pieces of fruit are there altogether? There are three oranges and five lemons.

Altogether there are eight pieces of fruit.

Did you get that one? They're in a bowl, aren't they? I wonder if there's a better way to count them.

I've put them in a line this time.

That make it a bit easier to count? Let's count 'em together.

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

How many altogether? That's right.

There are eight pieces of fruit altogether.

The last number in the count tells us how many there are altogether.

Aisha said, When they are in a line, it helps me to count each object only once." Jacob said, "When they are in a line, it helps me to count them all." Have you ever made a mistake with your counting? I think Aisha and Jacob have made a mistake sometimes.

Maybe they've counted the same one twice or missed one of them out.

Let's count the fruit here.

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

How many altogether? There are six pieces of fruit altogether.

Remember, the last number in our count tells us how many there are altogether.

When we move objects into a line, it helps us to make sure that we count each object only once and that we count them all and we don't miss any out.

Let's check your understanding.

Jacob is counting the pieces of fruit.

Is he correct? Jacob thinks there are five pieces of fruit.

Do you think he's correct? I think Jacob is not correct.

What mistake could Jacob have made? This is what Jacob did.

He counted them like this.

One, two, three, four, five.

Did you see what he did? He missed one of them out, didn't he? He needs to count them all.

Aisha is counting the pieces of fruit now.

Is she correct? Aisha said there are five pieces of fruit.

What mistake could Aisha have made? This is what Aisha did.

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

Did you notice what Aisha did? That's right.

She said the numbers in the wrong order.

She needs to say the numbers in the right order.

That's why we practise counting in the right order.

Well done.

Aisha and Jacob are counting the pieces of fruit here.

Who is correct? Aisha said there are seven pieces of fruit.

Jacob said there are six pieces of fruit.

Who do you think is correct? That's right, it was Jacob.

There are six pieces of fruit.

What mistake could Aisha have made? This is how Aisha counted them.

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

Did you see what Aisha did? She counted the banana twice, didn't she? She needs to remember to count each object only once.

This is how she should count them.

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

Here's your task.

Can you take a handful of cubes and count them? If you can't find cubes, you can use another object.

When you have counted them, it says, "Now count them in a different way.

Have you counted the same amount?" So try counting your cubes or your objects in different ways and see if you still get the same amount.

So pause the video here and have a go.

How did you get on with the task? Did you count your cubes accurately? You might have tried putting them in a line to count them.

That might help.

Was it the same when you tried it in different ways? Even when objects move, you've still got the same number.

Still got the same total.

Well done.

Let's move on to the second part of the lesson.

We will be counting objects in a different order.

Can you count these cakes? Let's count 'em together.

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

How many altogether? That's right.

There are 10 cakes altogether.

The last number in our count tells us how many there are altogether.

How did you count them? Did you do it the same way as me? Aisha said she started counting from this end.

Can you see where she's pointed? That's where we started, isn't it? Count the cakes in a different way to check.

Can you think of a different way to count them? How many there are altogether this time? Jacob says he's going to start counting from this end.

Should we count with him? Are you ready? One, two, three, four, five, six, seven, eight, nine, 10.

Is it still the same amount? Yes, there are still 10 cakes altogether.

Objects can be counted from any starting point.

Let's check your understanding.

Can the cakes be counted in a different way? Aisha said, "You have to start here." Jacob said, "It doesn't matter where we start counting as long as we count them all." Who is right? Who do you agree with? That's right.

Jacob is correct.

It doesn't matter where we start counting, as long as we count them all and we don't miss any out.

Here's a task for you to have a go at.

Take a handful of cubes or another object and with a partner, "Can you count them in different ways?" See if it is the same.

So Aisha said, "I will start here," and Jacob said, "I will start from this end." Do you think they'll get the same amount? Pause the video and have a go with some counters or another object.

How did you get on with your task? Did you and your partner count the cubes or the object in different ways? And was it still the same? Aisha and Jacob counted these cubes.

Aisha said, "I counted six." Jacob said he counted six too.

Did they get the same amount? Let's move on to the third part of the lesson where we will be counting objects that have moved.

Can you count the cakes? How many are there altogether? That's right, there are four cakes altogether.

How did you count them and how do you know? Can you find other ways to count them? Count the cakes this time.

How many altogether? Did you notice that the cakes have moved? They're more spread out.

Is it still the same? Are there still four cakes? Yes, there are four cakes altogether.

How did you count them this time? The total amount stays the same, even when the objects move.

Count these cakes.

This one's a bit harder, isn't it? Because they're not in a line.

How many altogether? That's right, there are nine cakes altogether.

How do you know? How did you count them? Can you find other ways to count them? I've put them in a line.

That might make it a bit easier.

Let's count 'em together.

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

How many altogether? Is it still the same? That's right, there are nine cakes altogether.

Remember, it can be easier to count the objects when they are in a line.

Let's check your understanding.

Who is correct? Aisha said, "I think the images show the same amount of objects." Jacob said, "I do not think they show the same amount of objects." Who do you think is right? Can you count them and check? That's right, it was Aisha.

They're both showing the same amount of objects.

We've got seven straws on one side and seven straws on the other side.

That's the same.

We are going to see if these amounts are the same or not the same amount.

You can give it a thumbs up if it's the same or a thumbs down if it's not the same.

So look at these two sets of counters.

Are they the same amount or not the same amount? That's right, they were the same amount.

The objects have just moved into a line, but there are still five counters in each set.

Look at these counters.

Are they showing the same amount or not the same amount? That's right, these counters are not the same amount.

Here's a task for you to have a go at.

We've got some pictures of cubes and cakes.

Can you match the cards that show the same amount? You might want to cut them up and match them or draw a line to match the same amount.

So pause the video and have a go.

How did you get on with your task? I found some pictures that were all showing six.

Six cubes or six cakes.

I've put a tick next to them.

Then I found some cards that are all showing four.

Four cubes or four cakes.

I've put a tick next to those ones.

How did you get on? We've got to the end of our lesson.

Well done everyone.

Today we have been counting a set of objects.

This is what we've learned.

Objects can be counted to identify how many there are altogether in a set.

The last number in our count tells us how many altogether.

The order in which items in a set are counted is not important.

You'll still get the same amount.

The number of items in a set is still the same, whether the items are spread far apart or are close together.

Well done everyone, see you next time.