Lesson video

Hello, I'm Mrs. Cayley and I'm going to help you with your learning today.

So in today's lesson we're going to count a set of objects and we will match the spoken number with the written numeral and number name.

So let's have a look at today's lesson outcome.

So here's the lesson outcome for today's lesson.

I can count a set of objects within the number 6 to 10 set and record the numeral to show the quantity in each set.

Here are the key words for today's lesson.

Can you repeat them after me? My turn.

Count.

Your turn.

My turn.

Number.

Your turn.

My turn.

Numeral.

Your turn.

My turn.

Number name.

Your turn.

Do you know what these words mean? So count means to say the numbers in order to find out the total amount in a set.

Number means the count or the measurement that shows that total amount in the set.

A numeral is a symbol or a name that stands for a number.

So it represents the total amount in a set and a number name is the word that we use to represent that number.

Here's today's lesson outline.

So we're going to count a set of objects and match the spoken number to the written numeral and number name.

We'll start off by counting and then we will be matching numbers with number names and numerals.

Let's start on the learning.

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

We've got Sofia and Jun.

Can you say the number names in order with me? Are you ready? One, two, three, four, five, six, seven, eight, nine, ten.

Sofia said, "We always say the number names in the same order." Jun said, "We are going to look at these numbers today." Can you see the numbers with the purple box round?" We've got 6, 7, 8, 9, and 10.

Here are some stones.

Jun said, "Let's count the stones." Sofia said, "I am starting with the little grey one." Can you see where she's going to start? Perhaps you can point to that little grey stone.

And can you count them with Sofia? 1, 2, 3, 4, 5, 6, 7, 8 stones.

There are eight stones.

Jun said, "I'm starting with the big brown one." He's going to start over the other side.

Can you point to the big brown one? Can you count along with Jun? 1, 2, 3, 4, 5, 6, 7, 8.

Sofia said, "There are eight stones again." So here's Jun and Sofia's way of counting the stones.

What do you notice? What's the same and what's different? Jun said, "The stones had different numbers when we counted," Sofia said, "The order doesn't matter as long as we count each stone once." How many leaves are here? Is it easy to count them? Can you see the pile of leaves? I wonder how many there are.

It's difficult to count like this, isn't it? Sofia said, "I don't think I can see them all." Jun said, "Move them into a line to help you count them." Let's move them into a line.

That's better, isn't it? Sofia said, "Now I can count.

Perhaps you can count with Sofia.

You could point to them as we count them.

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

There are 7 leaves.

Moving objects into a line can help you to count them.

Perhaps you could try this with some leaves or some other objects.

Is it easier to count them when they're in a pile or in a line? Here's a song that we can sing.

In the song, "1, 2, 3, 4, 5, Once I Caught a Fish Alive", we do not count objects.

How could we represent the numbers in the song? We can use our fingers as numerals.

Can you sing the song with me and use your fingers when we count? Are you ready? ♪ 1, 2, 3, 4, 5 ♪ ♪ Once I caught a fish alive ♪ ♪ 6, 7, 8, 9, 10 ♪ ♪ Then I let it go again.

♪ ♪ Why did you let it go ♪ ♪ Because it bit my finger so ♪ ♪ Which finger did it bite ♪ ♪ This little finger on my right ♪ There it is.

Can you hold up your right hand with your little finger? Well done.

Do you know any other counting rhymes? Sing them with your friends and represent the numbers with objects or numerals or on your fingers.

Jun said, "I know a song called 'Ten Little Raindrops'." Sofia said, "I know a song called 'One Potato, Two Potato'." Perhaps you could sing some of these with your friends.

Let's check your understanding.

How many stones are here? Is it easy to count them? Jun said, "Can you see all the stones?" What could you do to make sure you count the right number? Jun said, "Put them in a line to make it easy to count them." Let's put them in a line.

That's better, isn't it? Shall we count them together? You could point to them when we count them.

1, 2, 3, 4, 5, 6.

There are six stones.

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

Can you draw the leaves to match the total amount on each tree? So the first tree needs to have 6 leaves, the middle one needs to have 8 leaves, and the last one needs to have 7 leaves.

Can you draw the right amount of leaves on each tree? And how could you check? Here's the second part of your task.

Can you match the numbers with the representations? So think about which representation goes with the number 6, 7, 8, 9 or 10 and draw a line to match them up.

You could get some real objects to try this with as well.

So pause the video and have a go at your tasks.

How did you get on with your tasks? So on the first part of the task, we asked you to draw the leaves to match the total amount on each tree.

Did you draw 6 leaves on the first tree, 8 leaves on the middle tree, and 7 leaves on the last tree? Sofia said you could "Count the leaves in another order to check." So once you've counted them in one order, you could try it a different way to check you've got the right amount of leaves.

How did you get on with that one? How did you get on with the second part of your task? Did you match the numbers with the representations? So we had to find the representation for 6.

There were six red counters.

For 7, there were seven oranges.

For 8, there were eight leaves.

For 9, it was the fingers.

The fingers were showing nine.

Five and four.

And finally 10.

The pencils were representing ten.

How did you get on with that one? Let's move on to the second part of the lesson.

We will be matching numbers with number names and numerals.

How do we say this number and how can we represent it? I wonder what the dots are representing.

Jun said, "I say this as six.

I can represent it with my fingers." Can you represent it with your fingers? You can write the numeral 6.

Write the numeral 6 in the air.

Can you have a go at writing the numeral 6 in the air? Start at the top, curl down and make a loop.

The word six is also a numeral and there's the word six.

Perhaps you can try writing it in the air or on a piece of paper, or on your hand with your finger.

Six.

s-i-x, six.

Here's the number 7.

How do we say this number and how do we show it? Sofia said, "I say this as seven.

7 is the numeral for seven.

Can you write the numeral in the air?" Can you have a go at writing the numeral 7 in the air? Across and down to make the number 7.

And can you show it on your fingers? Five and two.

That makes seven.

We can also write the word seven.

Can you write the word? You could write it on a piece of paper, or draw it in the air, or draw it on your hand with your fingers.

So we've got s-e-v-e-n, seven.

How do we say this number and how do we show it? Jun said, "I say this as eight.

8 is the numeral for eight.

Can you write the numeral in the air?" Can you have a go drawing the numeral 8 in the air? Well done.

And can you show it on your fingers? Five and three.

That makes 8.

We can also write eight as a word.

This has got quite a tricky spelling, hasn't it? Can you write the word? We've got e-i-g-h-t, eight.

How do we say this number? This is the number 9.

Sofia said, "I say this as nine.

9 is the numeral for nine.

Can you write the the numeral in the air?" Can you have a go at drawing the numeral in the air for 9? Can you show it on your fingers? Five and four.

That makes 9.

I wonder how we write the word nine.

Here we are.

We can also write nine.

Can you write the word? You can have a go on a piece of paper or in the air, or on your hand.

N-i-n-eh, nine.

How do we say this number and how do we show it? This is the number 10.

We can show it on our fingers.

Five and five, that makes 10.

Sofia said, "I say this as ten.

10 is the numeral for ten.

Can you write the numeral in the air?" So this time we need two digits to write the number 10.

So we need a one and a zero, that makes the number 10.

I wonder how we write the word.

Here we are.

We can also write ten.

Can you have a go at writing ten? It's t-e-n, ten.

Let's check your understanding.

Which one is the odd one out? Have a look at the numerals and the representations.

Which one is the odd one out here? Pause the video and think about this one.

Jun said, "They all show 8 except for the fingers.

The fingers show 7." Did you spot that? How can we match the numerals and number names with the sets of cubes? Have a look at the cubes here and have a look at the numerals.

Which ones match up with the cubes? Sofia said, "We can count the cubes and find the number that matches." So the first cubes, shall we count them together? 1, 2, 3, 4, 5, 6 cubes.

So there's the numeral for 6.

What about the second one? Should we count the cubes? 1, 2, 3, 4, 5, 6, 7.

Yes, it's got one more than the last one.

So it's 7.

What do you think the next one might be? You could count them to check.

1, 2, 3, 4, 5, 6, 7, 8.

Yes, it's 8.

Had one more than the last one.

What about the next one? Shall we count them to check? 1, 2, 3, 4, 5, 6, 7, 8, 9 cubes.

That one's 9.

One more than 8.

Let's look at the final one.

Shall we count them to check? 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 cubes.

That one is 10.

I wonder if we can find the right word to go with each set of cubes.

We can match the number name to the numerals and cubes.

So we've got six, seven, eight, nine, and ten.

Which numeral matches the representation here? Can you see the counters? Which numeral is correct for the representation? Jun said, "I think there are eight." Sofia said, "I think there are 9.

I can count to check." Should we help Sofia count the counters? Let's try the top row first.

1, 2, 3, 4, 5, let's carry on on the bottom row.

6, 7, 8, 9.

I think Sofia was correct.

Jun said, "Oh, yes, I agree.

I can count 9." So it was 9.

It wasn't ten and it wasn't eight.

Let's check your understanding.

Which numeral matches the representation here? Are the counters showing 9, ten, or eight.

Pause the video and think about this one.

It was ten, the one in the middle.

Jun said, "How do you know?" Sofia said, "I can see 5 and 5 more and I can count to check." So we could count the top row and then the bottom row to check that it's ten.

Do you want to count with me? One, two, three, four, five, six, seven, eight, nine, ten counters.

There are ten counters altogether.

So here's a task for you to have a go at.

Can you count the cubes and write in the number and the number name.

Can you see we've got some different representations of cubes here? And on the top line, can you write the number name, the word for each number? And on the bottom line can you write the numeral, the number for each one? Here's the second part of your task.

Can you draw cubes or counters to show these numbers and write the numbers under the number names? So here we've got eight, six, nine, and seven.

So draw a representation for each number and then write the numbers under the number names.

So pause the video and have a go at your tasks.

How did you get on with your tasks? Did you count the cubes and match the number to the different numerals? So in the first one we had nine cubes.

So we've written the numeral 9 in words and numbers.

Then in the second one we had seven cubes and we've written the word seven and the number 7.

Then we've got six cubes and we've written the the word six and the number 6.

And finally we've got eight cubes and we've written the word eight and the number 8.

How did you get on in the second part of your task? Did you draw cubes or counters to show these numbers? So we had eight, six, nine, and seven.

I've drawn counters for each one.

What did you draw? Did you write the numbers under the number names? Well done, everyone.

We've got to the end of our lesson.

Today we were counting a set of objects and matching the spoken number to the written numeral and number name.

This is what we found out.

Numbers can represent how many objects there are in a set.

We can count objects to find the total amount.

We can count the objects in any order.

Arranging them in a line can help us to make sure we count them all, and don't miss any out or count some twice by mistake.

Finally, we found out that we can represent a number of objects with numerals.

A numeral can be a number or a number name.

Well done, everyone.

See you next time.