Lesson video

Hello everyone.

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

So in today's lesson we're going to explore the numbers 6 to 10 using a number line.

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

Here's the outcome of today's lesson.

I can identify the whole, and the parts of the numbers 6 to 10 using a part-part- whole model, and a number line.

Here are the key words for today's lesson.

Can you repeat them after me? My turn, partition.

Your turn.

My turn, whole.

your turn.

My turn, part.

Your turn.

My turn, bar model.

Your turn.

My turn, number line.

Your turn.

Do you know what these words mean? So partition means we're going to split a whole into parts, and it could be partitioned into two or more parts.

Whole, means you've got all of it.

You've got everything.

It's complete, and none is missing.

Part means you've got a piece of the whole, so some of it is missing.

A bar model is a representation showing the whole, and the parts.

And a number line is a line with numbers written in the correct position.

Here's the lesson outline for today's lesson.

We will be exploring the numbers 6 to 10 using a number line.

First of all, we will use a bar model, and then we will use a number line.

Let's start on the first part of the lesson.

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

We've got Jacob and Laura.

Numbers can be partitioned into two or more parts.

A bar model can be used to represent the parts, and the whole.

The parts can be combined to make the whole, so they can be put back together to make the whole.

Here's a bar model with the whole, and two parts.

You could partition into more than two parts, but this one's just showing two parts.

We can represent partitioning as a part-part-whole model, or a bar model.

Can you see the part-part-whole model at the top there, and the bar model below? Laura is asking what is the same, and what's different? Have a look at them, see what you think.

Jacob said, "They both show the whole, and the parts, even though they look different." So they're both showing the whole, and two parts that it's been partitioned into.

But you can see that the bar model at the bottom is showing it in a rectangle, and sometimes it shows that one part is bigger than another.

Jacob and Laura are counting birds.

Can you count the birds here? Laura said, "I can see 5 red birds." Jacob said, "I can see 1 white bird." Do you agree? Laura said, "I can see 5 and a bit." Jacob said, "I can see 6 birds in total." So 5 and 1 more, that makes 6 birds.

6 is the whole.

5 birds are red, and 1 bird is white.

So there's our 6 birds.

We could represent it as cubes.

We've got 6 cubes here.

What do the cubes represent? Laura said, "The cubes represent the red, and the white birds." Can you see we've got 5 red cubes, and 1 white cube? They represent the red, and the white birds.

We can show this on a bar model as well.

The birds can be represented as a bar model.

What do the bars represent? Laura said, "The bars represent the 5 red birds, and the 1 white bird." And can you see the whole is 6? A bar model can show the whole and its parts.

So here we've got the 5 red cubes and 1 white cube, and it's been represented on a bar model.

Laura is asking, "What can we see?" Jacob said, "We can see 6 is the whole.

5 red cubes is a part, and 1 white cube is a part." Here it is on a part-part-whole model.

What can we see here, and what is the same? Jacob said, "The bar model shows the same as the part-part-whole model.

Both models show 6 being partitioned into 5, and 1.

So the two parts are 5 and 1.

A bar model can show the whole and its parts.

Here I can see we've got 5 red cubes, and 2 white cubes.

So we've got 7 cubes.

Here's the 7 cubes in the bar model, they make up the whole.

So 7 is the whole.

There are 7 cubes in total.

5 of the cubes are red, so 5 is a part.

2 of the cubes are white, so 2 is a part as well.

So 7 has been partitioned into 5 and 2 more.

What do you notice here? The bar model is showing that we've got 5 red cubes, and no white cubes.

Now we've got 6 cubes.

5 of them are red and 1 is white.

Now we've got 7 cubes, 5 red cubes, and 2 white cubes.

What do you notice with the bar models? Laura has noticed that the whole is going up by 1 each time.

Each bar model has 5 as one of the parts.

That was the 5 red cubes.

The other part is going up by 1 each time.

So that was the white cubes.

What do you notice here? We've got 8 cubes.

It's been partitioned into 5 and 3, because we've got 5 red cubes and 3 white cubes.

What do you notice now? We've got 9 cubes now.

5 of them are red and 4 of them are white.

What do you notice now? That's right, we've got 10 cubes now.

5 red cubes and 5 white cubes.

So 10 has been partitioned into 5 and 5.

What do you notice about the bar models? Laura has noticed that the top bar shows the whole each time.

The whole is going up by 1 each time.

Each bar model has 5 as one part.

That was the 5 red cubes.

Jacob has noticed that the other part is going up by 1 each time.

That was the white cubes.

Let's check your understanding.

Which bar model represents the beads? Pause the video while you think about it.

That's right, it was the middle bar model.

I can see there are 7 beads, and 7 has been partitioned into 5 and 2 more.

The 5 is showing the red beads, and the 2 is showing the white beads.

The whole is 7 beads, 5 is a part and 2 is a part.

Let's check your understanding again.

What is the whole? Pause the video, and think about this one.

That's right, the whole is 9.

5 is a part.

What is the other part? That's right, the other part is 4.

The whole is 9, 5 is a part, and 4 is a part.

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

Can you colour the cubes, and complete each bar model to show the missing parts? So we've got 5 as a part each time and you've got to try to work out the other part.

So can you colour the cubes showing 5 and a bit, and then complete the bar models? Pause the video while you have a go at your task.

How did you get on with your task? Did you colour the cubes and complete each bar model? So I've coloured the cubes showing 5 and a bit more.

I've coloured 5 cubes red, and then I've done the other part in white cubes.

So the first one I've got 5 red cubes, and 1 white cube.

That makes 6 cubes.

The next one I had 5 red cubes, and 5 white cubes.

That makes 10 cubes in the whole.

Then I've got 5 red cubes, and 3 white cubes.

That makes 8 as the whole.

And finally I've got 5 red cubes, and 4 white cubes.

That makes 9 as the whole.

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

We will use a number line.

This is a number line from 0 to 10.

Which number has been circled? Look closely at the number line.

Which number's been circled? That's right, it's 5.

5 is made of 5 and 0.

So I've got 5 red cubes, and no white cubes.

Which number has been circled this time? That's right, it's 6 cubes.

Because 6 is made of 5 and 1.

So we've got 5 red cubes and 1 white cube.

The whole is 7.

Here we've got a bar model showing 7.

It's been partitioned into 5 and 2.

We can show this on a number line.

So 7 is the whole, the first part is 5, and the next part is 2.

So 7 has been partitioned into 5 and 1 more.

7 is the whole, 5 is a part and 2 is a part.

It looks like jumps on the number line, doesn't it? So we've got a jump of 5, and then a jump of 2, and that makes 7.

This time the whole is 10.

Can you see 10 on the number line? One part is 5 and the other part is 5.

So 10 is the whole.

5 is a part and 5 is a part.

Again, it looks like hops on the number line, doesn't it? This time the whole is 9.

So we're going to end up at 9 on the number line.

One part is 5 and the other part is 4.

Can you see the hops on the number line? 9 is the whole.

5 is a part, and 4 is a part.

Jacob partitions 6 on the number line.

6 is the whole.

So he's going to end up at the number 6.

5 is a part.

So Laura has drawn the first jump of 5.

What does he have to do now to get to the number 6? Laura said, "6 is made of 5 and a bit." I wonder what that bit's going to be? Jacob said, "I need to show a part of 1." So we need a jump of 1.

6 is the whole.

5 is a part and 1 is a part.

Laura and Jacob are clapping 10 times.

You could try this with them.

Laura claps 5 times.

Can you clap 5 times? One, two, three, four, five.

So let's show that on the number line.

She's done a jump of 5.

Now remember they're going to clap 10 times altogether.

So 10 is the whole.

So that's where we need to get to on the number line.

How many claps will Jacob do? So remember he's got to get to the number 10 on the number line.

We're already at number 5.

Laura said, "10 is the whole.

5 is a part." I wonder what the other part's going to be? It's going to be 5.

Jacob said, "I need to do 5 more claps." So 10 is the whole.

5 is a part, and 5 is a part.

Let's check your understanding.

8 is the whole.

5 is a part.

What is the missing part? Look at the number line there.

You can see 8 is the whole, and 5 is a part.

So what is the missing part? Pause the video and think about this one.

Laura said, "8 is 5 and a bit.

8 is 5 and 3 more." So we need to do a jump of 3 to get to 8.

So we need 3 more to make 8.

8 is the whole, and 5 is a part.

The missing part is 3.

Well done.

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

We're going to be using a number line to show 5 and a bit.

Look at the cubes and work out how many cubes there are.

The cubes are being coloured to show 5 and a bit more.

Can you see how many cubes there are each time? Use the number lines to show the whole and the parts, and show 5 and a bit more.

You could use real cubes to check.

Here's the second part of your task.

Can you colour the beads, and use the number lines to show 5 and a bit? And complete the stem sentences to show the whole, and the parts? So we've got two examples here with some beads.

Can you work out what the whole is, and what the two parts are? So remember that one of the parts is 5.

We've got another example here for you to have a go at.

So you need to colour the bead showing 5 and a bit, and show it on the number line, and the stem sentence as well.

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

How did you get on with your tasks? Did you use the number lines to show the cubes? So first of all, we had 6 cubes, and that is 5 and 1 more.

Then we had 8 cubes, and that is 5 and 3 more.

And finally we had 10 cubes, and that is 5 and 5 more.

Did you check with real cubes? Here's the second part of your task.

Did you colour the beads, and use the number lines to show 5 and a bit? So first of all, we had the number 5.

So the whole is 5.

5 is a part and 0 is a part.

Then we had the number 7.

We had 5 red beads and 2 white beads.

So the whole is 7.

5 is a part and 2 is a part.

Finally, we've got 9 beads.

We've got 5 red beads and 4 white beads.

So the whole is 9.

5 is a part and 4 is a part.

How did you get on with those? Well done everyone.

We've got to the end of our lesson where we were exploring the numbers 6 to 10 using a number line.

This is what we found out.

A variety of representations including a number line can be used to explore the 5 and a bit structure.

So 6 is 5 and 1 more.

7 is 5 and 2 more.

8 is 5 and 3 more.

9 is 5 and 4 more, and 10 is 5 and 5 more.

Remember we can use our fingers to check.

Well done everyone.

See you next time.