Lesson video

Hello, my name is Mrs. Hopper, and I'm really looking forward to working with you in our maths lesson today.

We're going to be doing some counting, we're going to be looking at numbers, we're going to be thinking about numbers, and I hope we're going to have some fun as well.

So let's make a start.

Hello, and welcome to this lesson, all about explaining the digits in the numbers 11 to 19, and how they express quantity.

And it's from our unit composition of numbers 11 to 19.

So by the end of this lesson, you will be able to explain that the digits in the numbers 11 to 19 express a quantity.

Let's have a look and see what we're going to be learning about.

Well, we've got some keywords, and our keywords are teen numbers, tens, and ones.

So let's have a practise of those.

I'll say it first and then you say it.

My turn, teen numbers, your turn.

My turn, tens, your turn.

My turn, ones, your turn.

Well done.

Look out for those words as we go through this lesson.

So there are two parts to our lesson today.

In the first part, we're going to be thinking about those teen numbers, like one of the key words we've just practised.

And in the second part, we're going to think about 10 and a bit.

So let's get into the first part of our lesson, all about teen numbers.

And we've got Sofia and Jun helping us with our learning today.

Let's start today by counting from one to 30.

So are you ready? Here's one, let's start.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30.

Great counting.

Well done.

What do you notice when you count from one all the way up to 30? I wonder what you noticed.

We're going to have a think about that.

What do I notice? Let's see what Jun and Sofia have seen.

Jun says, some of the numbers have one digit.

So when we count 1, 2, 3, 4, 5, 6, 7, 8, 9, we can represent all of those with just one digit.

Sofia says, some of the numbers have two digits.

So if we look along that top row of our 100 square, we can see the one-digit numbers, and then at the end we get 10, which is our first two-digit number.

And then we've got lots of two-digit numbers all the way up to the last number in our number square, which has three.

So Jun says, one to nine are one-digit numbers.

And Sofia says, 10 to 99 are two-digit numbers.

I wonder if you've ever counted all the way to 99.

Now the numbers we are interested in today are the teen numbers, and the teen numbers come between the decade numbers 10 and 20.

Those numbers when we count in tens that have a zero and the ones, those decade numbers, and the teen numbers come between the 10 and the 20.

So there's 10, what's the number after 10? After 10 is 11.

And I know it doesn't sound very teen, but 11 is the first of our teen numbers, and what comes after 11? After 11 is 12.

Again, it doesn't sound very teen yet, does it? What comes after 12? After 12 is 13.

Ooh, can you hear it there? You can hear the teen.

And what about after 13? After 13 is 14.

Can we say the rest of the teen numbers? Should we say them together from 14? Are you ready? We'll start at 14 and count on.

15, 16, 17, 18, 19.

And remember, the teen numbers come between 10 and 20.

20 is our next decade number.

So we're going to be looking at these teen numbers today, Jun's reminding us.

And there they all are, circled on our 100 square.

Can you say the teen numbers? Shall we say them together? Are you ready? From 11, let's count.

11, 12, 13, 14, 15, 16, 17, 18, 19.

We say them again and really shout out that teen bit on the end once we get to 13.

Are you ready? 11, 12, 13, 14, 15, 16, 17, 18, 19.

That's where they get their name, teen numbers.

So Jun asks, what do you notice? So what do you notice about all of those numbers? Those teen numbers.

The numbers between 10 and 20.

Hmm.

I wonder.

Ah, Sofia's noticed something.

She says they all start with a one.

They do.

They've all got a one as their first digit.

And Sofia says, the numerals all have two digits.

So they're all made from a one and one other digit, aren't they? Hmm.

That's interesting.

And she says lots of them end with a teen sound.

We noticed that when we were counting, don't we? 11 and 12 don't, but after that they do end with a teen sound.

So Jun's gonna give us a test.

What number is this? Hmm.

Sofia says this is 18, it is between 10 and 20, one of our teen numbers.

Jun's gonna ask us again, what number is this? I wonder what number that is.

Do you know what number it is? Maybe you could count on from 10 if you're not sure.

Sofia says this is 15, it is between 10 and 20.

One more turn for Jun to test us with.

What number is this? And Sofia says this is 13, and its numeral is made of a one and a three.

And there it is sitting on our 100 square between 10 and 20.

One more.

Ooh, what number is this? It's an interesting number, isn't it? And Sofia says this is 11, it's the first teen number.

It doesn't have that sound in it, does it? But it's the first number.

It's one more than 10, it's between 10 and 20, and it's 11.

Time to check your understanding now.

What number is circled, and what do you know about it? Pause the video, have a think, and then we'll talk about it together.

I wonder what you spotted about that number.

What do you know about it? Sofia says this is 16, it's between 10 and 20.

You might have said it's a teen number.

You might have said it's got a one and a six of the digits that it's made up from, but it's number 16 and it's one of our teen numbers between 10 and 20.

Ooh, Sofia's also said, this is 16, it comes after 15.

Ah, that's interesting, isn't it? And she's spotted those numerals as well.

This is 16.

Its numeral has a one and a six.

Now we've been looking on 100 square, now we're going to have a look at our teen numbers on a number line.

So here we've got a number line in tens, so those decade numbers.

So zero all the way up to 100.

And we know that the team numbers come between 10 and 20, and we can see them on the number line.

So that's where they fit on the number line.

We can't see the numbers there on that number line, can we? But let's look at the number line underneath, and we can see there's 10 and 20.

It's a number line from zero to 20.

We can see 10 and 20, and our teen numbers are between 10 and 20 on this number line.

And there they are, the teen numbers.

Ooh, now we've got some apples here.

I wonder how many apples there are.

And the number of apples is between 10 and 20.

So how many apples are there? And can we mark it on the number line? Let's have a look.

Jun says, I think there are more than 10 apples.

I think he's right, isn't it? There's a lot of apples there.

So let's count them with him.

Are you ready? 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13.

Hmm.

Sofia says, there are 13 apples.

So Jun was right, there are more than 10.

There are 13 ones.

We counted our apples in ones.

There are 13 ones.

Can we find this on the number line? Can we see where 13 is on the number line? There it is.

It's more than 10, and it's between 10 and 20.

It's one of our teen numbers.

And we can hear that when we say the number 13.

We've got some oranges this time.

This is a number between 10 and 20 as well.

What do we think this time? And Jun says, I can see there are more than 10.

Definitely more than 10, aren't there? Let's count.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15.

So we counted our oranges in ones.

There are 15 oranges.

There are 15 ones.

So can we see our number on the number line? We know it's bigger than 10, and it's between 10 and 20.

So we're looking at that part of our number line.

Can we see it? There it is, number 15.

And it's got that teen on the end, hasn't it? One of our teen numbers.

Some more objects here.

This time we've got pencils.

And again, this number is between 10 and 20.

Jun says, I think there are more than 10 pencils.

I think he's right.

Let's count them.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14.

How many pencils are there? There are 14 pencils, and we counted in ones.

There are 14 ones.

Can we see the number on the number line? I think we can.

There it is.

14.

More than 10, as Jun said.

And between 10 and 20, one of our teen numbers.

So time to check your understanding.

Who is correct? Sofia says, this number is between 10 and 20.

And Jun says, this number is not between 10 and 20.

Who do you agree with? Pause the video and have a look, and then we'll talk about it together.

So who did you agree with, Sofia or Jun? Yes, Sofia was right.

Did you count them as well? Could you see that there were more than 10? So we could count the 10 apples and one more, 10, 11.

So there were 11 apples, so Sofia was right.

The number is between 10 and 20.

Time for you to do some practise.

So you are going to write the numbers to match each picture and find the numbers on the number line.

So how many apples are there, how many pencils are there, how many oranges are there? Write the number and then find the number on the number line.

And for the second part of your task, you're going to find some objects, and try and find between 10 and 20 objects.

Draw the numbers, draw how many things you've got, and then write the numbers and find the number on the number line.

You might find anything that's lying around, so some bricks, some counters, maybe even some pencil, pencils as well.

So pause the video, have a go at your tasks, and then we'll talk through what we found out.

How did you get on? Did you write the numbers to match each picture and find them on the number line? How many apples were there? So I hope you counted and found there were 12 apples, and marked that on your number line.

What about the pencils? How many did you count? Did you count 16? 16 pencils, and there is 16 on our number line.

And what a lot of oranges, how many oranges were there? (gasps) There were 19 oranges.

I hope you counted those carefully, wrote the number, and found it on the number line as well.

So these are some things that I found.

I found some counters.

I counted my counters and there were 11 of them.

I found some pencils.

I found a box of pencils and some extra ones.

And when I counted, I found I had 13 pencils.

And then a lots of apples, it might have been apples for break time today.

So I counted my apples, and there were 18 apples, and I found 18 on the number line as well.

Well done.

I hope you had fun finding, counting, and representing your numbers.

Let's see what's happening in the next part of our lesson.

So in the second part of our lesson, we're going to be thinking about our teen numbers again, but thinking about them as 10 and a bit.

I wonder if you spotted the pencils in that last picture.

Hmm.

Aha, here are some pencils.

So, Jun and Sofia have between 10 and 20 pencils.

They've got more than 10 pencils but not as many as 20.

So what can we see? What can we see in our pack, and how many ones have we got? So let's count the pencils.

Jun says, I have put 10 pencils in a packet.

So we know there are 10 in the packet.

So let's see if we can count the others.

So we've got 10 in the packet, 11, 12, 13, 14 pencils altogether.

So there are 10 pencils and four more, Sofia says.

So if I count my pencils in ones, I know there are 14 ones, but I also know that there is one 10, and then there are four ones.

So I can see my 14 pencils as a group of 10, and four ones.

And can we find it on the number line? There it is on the number line, 14, represented with a one and a four.

So we know that numbers can be partitioned, split up into tens and ones.

And 14 is made of 10 and four, we saw that with the pencils.

So there is one 10 and four ones.

So let's have a think about what those numbers mean.

And we can use a place value chart to show what those numbers mean.

So here it is on a place value chart.

So what does the one mean? Hmm, can you think? Well, the one means we've got one 10, because it's a one in the tens place.

And what about the other digit we've got there? We've got a four.

What does the four mean? The four means we've got four ones.

So our one is for one 10, our four is for four ones.

Think about the pencils.

We had a pack of 10 and four extra pencils, one 10 and four ones.

So we've got apples this time, and the number is between 10 and 20.

And Jun says, we can put a ring around 10 apples.

So let's count 10 and put a ring around them.

Are you ready? 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

There we go.

So we've put a ring around 10 apples.

Jun says, I can see that group of 10.

Can we count on then? Because we've got some more apples, so we know there are 10.

Let's count on.

10, 11, 12, 13.

So, Sofia says we have one 10.

There are 10 apples and three more apples, and we counted on those extra three apples.

So there are 13 apples altogether.

If we count in ones, there are 13 ones, but we can also see that there is one 10 and three ones, and we can record that on our place value chart.

We can see one 10 and three ones.

The one means one 10.

There it is.

And the three means three ones, and there's the three.

And you can see those, the 10 apples in a ring in our picture and the three extra apples.

Let's have another go at that.

Here are some oranges.

And again, the number is between 10 and 20.

This time, we've already counted the top row of oranges, and we can see that there are 10 oranges.

And Jun says, I've put a ring around 10 oranges.

So we know there are 10.

So, Sofia says there are 10 oranges and eight more.

Should we count on to make sure? Are you ready? 11, 12, 13, 14, 15, 16, 17, 18.

We can see eight more oranges, which takes us up to 18 oranges.

So there are 18 ones if we count in ones, but we can also say that there is one 10 and eight ones.

I wonder if you counted the oranges separately, starting from one.

So you could see the eight oranges in the second row.

How are we going to record that then in our place value chart? Well, we can see that we've got one 10 and eight ones.

One group of 10 oranges and then eight extra oranges.

And the one means one 10, and the eight means eight ones.

And we can see the top row of our oranges is our 10 oranges, and the bottom row is our eight extra oranges.

And we counted them, so we know that there are 18 oranges in total.

Ooh, now then, this time we've got our pack of 10 pencils back again.

So again, we know the number is between 10 and 20.

So how many pencils have we got altogether? Jun says, there are 10 pencils in the packet.

And there they are.

So we can count on.

11, 12, 13, 14, 15, 16, 17.

How many extra pencils are there, can you see? Sofia says, there are 10 pencils and seven more pencils.

So we counted all of them, and we counted in one.

So we know that there are 17 ones, 17 pencils.

But we can also see that that is the same as one 10 and seven ones.

And we can see this on the place value chart.

We've got one 10, our 10 pencils in the packet, and seven ones, our seven extra pencils.

Just as Sofia said, there are 10 pencils and seven more.

The one means one 10 and the seven means seven ones.

Time to check your understanding.

Can you complete the stem sentences? Again, they've done the counting for you.

Sofia and Jun have done some work for you, so you need to fill in the gaps.

So pause the video now, and then we'll come back and talk through the answers.

How did you get on? So Jun had already said, there are 10 pencils in the packet, and he'd circled those, and Sofia knew that there were eight more pencils, and they counted them all so that we know that there are 18 ones if we count in ones.

But we can also see one 10 and eight ones.

And we can record that on the place value chart.

And then we know that the one means one 10 and the eight means eight ones.

Well done if you've got all of that right.

One more check.

So who is correct? We've got some oranges here, and I think we've got a circle around 10 oranges there, haven't we? So, Sofia says there is one 10 and six ones.

That makes seven oranges.

And Jun says, there is one 10 and six ones.

That makes 16 oranges.

So who do you agree with? Who's correct? Pause the video and have a think, and then we'll talk about it.

So who did you think was correct? Hmm.

Well, it was Jun, wasn't it? What's the mistake that Sofia has made? She said there is one 10 and six ones, and that makes seven oranges.

Oh, I think I can see what she's done.

Can you? She's got confused, hasn't she? The one is representing 10 oranges and the six is representing the six ones.

So we've got 10 oranges and six more.

And that's not seven, is it? Six and one more would be seven, but we've got 10 and six more or six and 10 more.

And if we see that on our place value chart, we can see that we've got one 10 and six ones for our oranges.

One group of 10 and six extra ones.

Time for you to do some practise.

So you've got a couple of pictures there.

Can you circle the 10 in each picture and complete the stem sentences and place value charts? So you've got some apples in A and you've got some pencils in B.

And then you've got some oranges in part C as well.

Again, circle the 10 in each picture, and then complete the stem sentences and the place value charts.

And for the second part, you're going to draw some pictures to match the place value charts.

So you can see the 10 and the extra ones in the place value chart.

You need to draw a picture and complete the stem sentences to match the place value charts.

So pause the video, have a go at your tasks, and when you're ready, press play and we'll look at the answers together.

So did you circle the 10 in each? Did you see the 10 oranges? So we had one 10 and four ones, 14 apples made of one 10 and four ones.

And there, we can see it in the place value chart as well.

And then for the pencils, we could see the box of 10 pencils and two more.

So there was one 10 and two ones.

So there were 12 pencils altogether, and that's one 10 and two ones on the place value chart.

And for C, we had the oranges.

I wonder where you put your circle.

We've put a circle around two groups of five oranges at the beginning.

You might have put your circle around the oranges in the top row, but there's one 10 and seven ones.

So there are 17 oranges, one 10 and seven ones.

So did you draw some pictures to match the place value charts? So our first place value chart had one 10 and seven ones.

So we're showing it's 17.

So we needed to show a group of 10 and seven ones, and then complete the stem sentence.

And the second place value chart showed a one 10 and nine ones, so 19.

So we want to do one 10 and nine ones.

And so here we've got counters, one group of 10, nine ones, there are 19 counters.

Well done.

You've worked really hard.

We've come to the end of our lesson.

So we've been finding out that the digits in the numbers 11 to 19 tell us about their value.

The teen numbers are between 10 and 20, and we can see those on our 100 square or on our number line.

And the teen numbers can be represented as 10 and a bit.

So we've been looking in that second part of our lesson about 10 and some extra ones.

And so we can say with our teen numbers, there is one 10 and, hmm, ones.

And we've represented that with objects, we've represented it in a part-part-whole model, and in a place value chart.

Gosh, you've worked hard today, and I've really enjoyed working with you.

I hope I get to see you again sometime.

Bye-bye.