Lesson video

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

We are 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 on our unit on the composition of numbers 11 to 19.

In this lesson we're going to identify the quantity shown in a representation of the numbers 11 to 19.

So we're going to think about representing those numbers and working out what that representation means.

We've got three keywords in our lesson today: partition, tens and ones.

So let's practise those together.

I'll take my turn then it'll be your turn.

Are you ready? My turn: partition.

Your turn: My turn: tens.

Your turn: My turn: ones.

Your turn.

Well done.

You may well know those words already, but they're going to be really useful so watch out for them in the lesson.

We've got two parts to our lessons.

The first part is called Teen numbers and the second part is about Partitioning.

So let's have a look at those teen numbers.

And we've got Andeep and Izzy helping us in our lesson today.

So what are these numbers called and what do you know about them? Let's just say those numbers that are circled.

We've got 11, 12, 13, 14, 15, 16, 17, 18, 19.

Andeep's reminding us these are called the teen numbers.

And from 13 onwards you can really hear that "teen" at the end of it, can't you? And Izzy says, "The teen numbers are between 10 and 20." And we can clearly see that on our number line.

Andeep says they all start with a digit 1.

They do.

They all have a 1 representing the 10.

And Izzy says, taking that idea, "They can be made of 1 ten and some ones." And we're going to be thinking about that today.

So, Andeep and Izzy are collecting straws and we can tap to represent the numbers they collect on the Gattegno chart.

So our Gattegno chart shows us tens and ones.

So let's have a think about how many straws they've collected.

So can we see they've collected one group of 10 and one 1.

So they've collected a group of 10 straws and one straw.

And we can see that with the 10 and the 1 on our Gattegno chart.

And Izzy says we say 11 'cause 10 and one more is 11.

And we tap the 10 and the 1 to show that we've got a 10 and one 1.

So count and tap to show the number of straws.

So here we've got 11.

Now we've got 12, 10, and two more.

13: a 10 and three more.

14: 10 and 4 more.

15: a 10 and 5, 16: 10 and 6, 17: 10 and 7, 18: 10 and 8, 19: 10 and nine straws.

What number would we say after 19? Oh, it's 20, isn't it? That's right.

But we are thinking about those numbers between 10 and 20 for today.

So we can tap to represent the numbers on the Gattegno chart and we can count in a slightly different way.

So let's have a look at a different way of counting.

So there are our straws.

So a 10 and one more.

And we know that's 11.

So we can tap the 10 and the 1, but this time we're going to say it as one ten 1.

So 11 is 1 ten and one 1.

So we're going to say it as one ten 1.

So let's count our straws in a different way.

So we're going to use that 1 ten hmm to count our straws 'cause we know that the teens numbers are all made up of 1 ten and some ones.

So, one ten 1, one ten 2, one ten 3, one ten 4, one ten 5, one ten 6, one ten 7, one ten 8, one ten 9.

And what would we say after 1 ten 9? Two tens.

That's right.

Because we'd have two bundles of straws this time, we'd have 20.

And that can sometimes help us saying that one ten 8, one ten 9.

Thinking about the way that we write those teen numbers.

So Andeep and Izzy are tidying up pencils in the classroom.

That's very helpful of them.

I hope you are just as helpful when you're tidying up.

Each box holds 10 pencils and there are some extra pencils in ones.

So what can we see here? So Andeep says "This number is 10 and a bit," and Izzy says "There is one group of 10 and one extra one." How many pencils have they collected? 1 ten and 1 one.

So we can think of that one ten 1.

But we know that there are 11 pencils.

How many pencils are there here? And we've got some stem sentences to help.

There are hmm pencils.

There is hmm, 10 and hmm ones.

And we've got our place value chart there to help us to record our teen number.

Andeep says "There are 10 pencils in the box." So there they are.

And then let's count on: 11, 12, 13, 14.

And Izzy says "There are 10 pencils and 4 more" And we've counted them on there.

You might have counted 1, 2, 3, 4.

We counted 11, 12, 13, 14.

So now we know that there are 14 pencils, but we also know that there is 1 ten and 4 ones.

And we can see this on the place value chart, 1 ten and 4 ones.

The 1 means 1 ten and the 4 means 4 ones.

So what is this number and what do we know about it? So we've seen it written in digits and we've seen it represented with objects.

We're seeing it written in words now, fourteen.

And you can really see the teen now, of the teen number, can't you? So what do we know about this number? Well it's got part of it says four and part of it is teen or ten.

It's a sort of long version of ten, isn't it? It's a four and a ten.

This number is 14 and this number is 1 ten and 4 ones.

And we can see that on the Gattegno chart as well.

A 10 and a 4 that we'd have to tap to make the number.

This number we can also think of as 10 and a bit, 1 ten and an extra bit.

And our extra bit is our 4 ones.

But what's strange is that we say the 4 ones first and then the ten.

So we say four-teen.

So the ten bit comes afterwards.

So let's have a look.

How many pencils are there? Andeep says "There are 10 pencils in the box." So we know there are 10.

And let's count the others.

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

Izzy says "There are 10 pencils and there are six more pencils." Counting in ones we know there are 16 pencils.

We also know that there is 1 ten and there are 6 ones.

So we can see that 10 and a bit.

And we can see this on the place value chart as well.

1 ten and 6 ones.

The one means 1 ten, the six means 6 ones.

But if we think about the way we say it, sixteen.

Hmm.

So let's have a think.

So we say sixteen.

So what do we know about this number? There's a six, the 6 ones and there's a ten, that teen for 10 bit.

But again it's the other way round, isn't it? So this number is 16, this number is one ten and six ones.

The number is 10 and a bit more, but we say the six ones first and then the ten.

So we say sixteen.

But we know that the "six" refers to the number of ones and the "teen" tells us that it's got one 10 in it.

And we can see that also on the Gattegno chart.

So as you're saying the numbers, think really carefully about which bit of the word you're saying relates to the number of ones and which bit relates to the number of tens.

So let's have a think about eighteen.

So teen numbers are made of one ten and some ones.

So the eight and our ten bit, which way round are they? Is it? How are we thinking about this? So the number is 18, this number is 1 ten and 8 ones.

So the number is 10 and a bit more, but we say the eight ones first and then the ten.

Eighteen.

So the 8 represents the eight ones, the teen, the 10, represents our one ten.

8 ones and 1 ten.

So we can say there is 1 ten and 8 ones, we write it as a 1 and an 8 and we say eighteen.

So what do you notice about these numbers? Can you see we've there got 11, 12, 13, 14, 15, 16, 17, 18 and 19 are teen numbers.

The numbers between 10 and 20.

Let's look at the words as well.

Eleven, twelve, thirteen, fourteen, fifteen, sixteen, Seventeen, eighteen, nineteen.

So what do you notice? Andeep says "I can see teen at the end of most of the number words." Not quite all of them.

So there we go.

Thirteen onwards.

We can see that teen at the end.

Izzy says, "I can see the ones at the start of the numbers." So we can see fourteen and then sixteen, seventeen, eighteen, nineteen.

And you can see those numbers relate to the number of ones, not to the number of tens, the number of ones in our number.

So teen numbers are made of one ten and some ones.

11 is made of 10 and 1.

But the word eleven doesn't really help us with that, does it? It's one we just have to learn.

How many tens? 1 ten.

How many ones? 1 one.

What about 12? 12 is made of 10 and 2.

How many tens? 1 ten.

How many ones? 2 ones.

So let's have a look.

13.

So we've got the 13 bit there.

So we've got 10 and 3, 1 ten and 3 ones.

14, 1 ten and 4 ones, 15, 10 and 5.

1 ten and 5 ones, 16, 10 and 6.

1 ten and 6 ones.

17, 10 and 7.

1 ten and 7 ones 18, 10 and eight.

1 ten and 8 ones.

and 19.

Ten and nine.

1 ten and 9 ones.

11 and 12 are ones that we just have to remember.

They don't really help us particularly with the number of ones that we've got.

Thirteen.

13, 3, there's a little bit there.

It's not quite perfect though, is it? But after that we get a bit better.

So who is correct? Andeep says this number is 15 and Izzy says this number is 51.

So who's correct? Pause the video and then we'll have a talk about it together.

Who did you think was correct? Is this the number 15 or is this the number 51? It's the number 15 isn't it? That teen tells us it's one of those numbers between 10 and 20.

And the "fift" bit tells us that we've got a five in there, but it's not five tens, it's five ones.

1 ten and 5 ones.

What about this one? Who's correct? This is number 70 or this is number 17.

Pause the video, have a think and then we'll talk about it together.

Who's right this time? It's Izzy this time, isn't it? We have to be careful when we say these numbers 'cause seventeen, we have to be really careful that we say the "teen" bit, 'cause if we say it too quickly, we might make it sound a bit like seventy.

So we've got to think carefully.

Is it a 17, so it's a 1 ten and 7 ones or is it seventy? Which is 7 tens, a very different number.

So to think carefully and make sure we say the word very carefully and think about what the word means as we say it.

Time for you to do some practise.

You're going to play a matching game and you're going to have a set of cards to do this with, and you're going to turn over two cards, and if they show the same number, you can keep the cards but if they don't match you're gonna put them back.

And remember to explain how you know if they match.

Let's have a look at some of the cards.

So Andeep and Izzy are playing the game and Izzy turns over these cards.

So she's turned over a card showing a Gattegno chart with a ten and a two and she's turned over some pencils but that shows a pack of 10 pencils and 6 other pencils.

And she says, "My cards do not match.

There are more than two extra ones." So in her picture there are six extra ones and not just two extra ones.

So she'd have to put those cards back.

Andeep turns over these cards.

He's turned over a card that says 1 ten and 8 ones and a card showing the number 18 and he says, "Great, my cards match.

The 1 in the 18 means 1 ten and there are 8 ones." So he can keep those cards.

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

How did you get on? So your game might have looked like this.

So Izzy picked up a card that said 1 ten and 6 ones and a picture of a pack of 10 pencils and two more.

And she says, "My cards do not match.

There are two extra pencils." But in the card there are six extra ones.

And this was Izzy's turn.

So she picked up the Gattegno chart showing a 10 and an eight and she picked up a picture of a pack of 10 pencils and eight more pencils.

And she said, "My cards match.

18 is 10 and 8 and there is 1 group of 10 pencils and 8 more." I wonder if your cards matched or not? Okay, second part of our lesson.

This time we're going to think about partitioning, and you might remember partitioning is about breaking a number up and we're going to break our number into 10 and ones.

So let's have a look.

So how many counters are there? Are there more than 10? What do you think? I think, I think there are more than 10 counters.

We can represent the counters on 10 frames.

So will we need more than one ten frame? Well if we've got more than 10 counters, we will, won't we? Let's have a look.

So there's a 10 frame and we're going to move some of the counters.

So more of the counters.

We filled that 10 frame now, so we're going to need another 10 frame to put the rest of the counters in.

Andeep says, "There are 15 counters.

I can see 1 ten and 5 ones." We've got one full 10 frame and then five extra ones in the second 10 frame.

One ten frame is full.

So this is the 10.

The other ten frame is not full.

So this is the ones.

Ah.

So he's thinking about how he can think about recording the number with the 10 and the ones.

So he's partitioned 15 counters, one part is 10 because the 10 frame is full and there are five extra counters.

So this is the 5 ones.

So he's using a part-part-whole model to show this.

The whole is 15, one part is 10 and the other part is 5.

15 can be partitioned into 1 ten and 5 ones.

15 = 10 + 5.

We can show it as an equation as well.

So what number is shown here and how do you know? Think about the tens frames, the full ones and the not so full ones.

And how would you record that in the part-part-whole model? Pause the video, have a go and then we'll talk about it together.

How did you get on? Did you spot that this was a full ten frame with 10 and two more, and 10 and two more is equal to 12.

And we can finish a stem sentence here.

12 can be partitioned into 1 ten and 2 ones.

And we can write this as an equation.

12 = 10 + 2.

So the teen numbers can be represented using counters on two ten frames because we know the teen numbers are between 10 and 20, so they're going to be 1 ten and hmm ones.

So here we've got 11, which is 1 ten and 1 one.

12: 1 ten and 2.

13: 1 10 and 3.

And what will come next? So time for you to check.

So what will come next? Partition the next number in the pattern onto two ten frames and say how you partitioned it.

Pause the video, have a go and then we'll talk about it together.

How did you get on? Did you realise that 14 was the next number and we can partition it into a 10 and 4 ones? Excellent.

So the partition teen numbers can be shown on a part-part-whole model and as an addition equation as well.

So here we've got 11, 10 and 1, and we can show that as a part-part-whole model.

Our whole is 11, one part is 10 and the other part is 1.

And our equation is 11 = 10 + 1.

So now we've got 12.

12 is the whole, 10 is a part and 2 is a part, and 12 = 10 + 2.

Can you see a pattern here? We've got some part-part-whole models and we've got some equations, but we've got a gap.

Can you see a pattern that would help us to fill this in? Let's have a look.

So first we've got 11.

10 is a part, 1 is a part, 11 = 10 + 1.

Then we've got 12 as a whole, 10 is a part and two is a part.

12 = 10 + 2.

Then we've got 13 is the whole, 10 is a part and hmm is a part, and 13 = 10 + hmm.

So the 10 numbers can be partitioned into 1 ten and some ones as the ones part increases by one each time on these pictures.

So 13 must be 1 ten and 3 ones.

It's one more than 12.

So there must be one more 1.

So what number is shown here and how do you know? Look at the tens frame and see if you can complete that whole on the part-part-whole model.

Pause the video, have a go and then we'll talk about it together.

How did you get on? Did you spot that our whole is 19? 1 ten and 9 ones.

You might also have known that it's one less than 20.

If we filled in the second tens frame, we'd have 20 counters.

So then we've got our stem sentence and our equation, 19 can be partitioned into 1 ten and 9 ones.

And that 19 = 10 + 9.

Time for you to do some practise.

So can you complete the tens frames to show each number? So you've got an equation there showing you your whole and you've got the 10.

We know 10 is a part 'cause we're thinking about teens numbers.

So can you complete the ten frames, the stem sentences and the equations to show each of those numbers? So we've got 15 equals, 17 equals, and 13 equals.

And then for the second parts we're thinking about those number names as well.

So we've got a table to complete showing our teen numbers with their name with the digits and with an addition showing the whole is equal to 10 + hmm.

The idea of partitioning our numbers into ten and some ones.

So pause the video, have a go at your practise and then we'll look at it together.

How did you get on? Gosh, what a lot of counters we've got there.

Did you complete the ten frames to show the numbers? So in this first one, we had 15 and 15 is made of 1 ten and 5 ones.

So we needed five in the second tens frame.

The second one was 17 = 10 + hmm.

And we know that 17 is made of 1 ten and 7 ones.

17 = 10 + 7.

So we needed seven counters in the second tens frame.

And finally we've got 13.

13 is made of 1 ten and 3 ones.

13 = 10 + 3.

So we need three counters in our second ten frame.

And for the second part of your task, you were completing the table.

How did you get in with writing those words in? Did you remember the teen on the ends of lots of them? Apart from 11 there, which doesn't have the teen in it, does it? So how about completing these additions? We know that eleven is 1 ten and 1 one.

10 + 1.

12 is 10 + 2, 13: 10 + 3, 14: 10 + 4, 15: 10 + 5, 16: 10 + 6, 17: 10 + 7, 18: 10 + eight and 19: 10 + nine.

And can you spot that all those numbers that we added are the ones digit of our two digit numbers, the way we record our teens using numbers.

Well done for working hard on all of that.

And we've come to the end of our lesson.

So we've been learning today that the numbers 11 to 19 can be formed by combining a ten and ones.

The numbers 11 to 19 can be partitioned, broken apart into a ten and some ones.

And tens frames can be used to represent the numbers 11 to 19.

Thank you for all your hard work today.

I hope you've enjoyed working on your teen numbers.

I've certainly enjoyed working with you and I hope I get to see you again soon.

Bye-Bye.