Lesson video

Hello, my name is Ms. Coe, and I am so excited to be learning with you today.

I know that we are going to do brilliantly together.

Welcome to today's lesson from the unit counting, recognising and comparing numbers within 10.

This lesson is called Counting Objects within 10, and I hope that you have brought your extra special counting voices, because we are going to do a lot of counting today.

By the end of this lesson, you will be able to count objects one by one and know how many there are altogether.

We are going to work really hard today, but I am here, and we can learn together.

In our lesson today, we are going to use the following words.

I'm going to say them and I want you to say them back to me.

Are you ready? Altogether.

Count.

Number word.

Group.

Fantastic job.

See if you can spot how we use these in the lesson.

In our lesson today, we're going to really focus on counting objects within 10 and we're going to think about how we tag each object with a number word.

We're going to think about how we can move and arrange objects to make them easier to count, and we're going to think about the idea of altogether and knowing that the last number tells us how many altogether.

Let's get started by thinking about tagging each object with one number word.

When we count a group of objects, we tag each object with a number word.

Let's count the apples together.

You're going to count with me.

Are you ready? We start our count at one, and we count, 1, 2, 3, 4.

We pointed at every apple, and we tagged each apple with a number word.

We made sure we tagged each object, and we made sure that we counted all of the apples.

We can start our count at any of our objects as long as we make sure that we tag each of the objects.

So this time, we are going to count the apples, but we're going to start where the finger is.

Can you point at the apple that we are going to start on? Great job.

So we start our count at one, and we count 1, 2, 3, 4.

So this time we started with a different apple, but we still tagged each apple with one number word, and we were really careful to make sure that we had tagged each apple with a number word.

Great job.

Sometimes we might have different objects, so here we have apples and oranges, or we can say that we have pieces of fruit.

So we can count these as well.

We need to make sure that we tag each object with a number word.

Let's count together.

Are you ready? We start our counts at one, and we count 1, 2, 3, 4, 5.

Great job.

Even though the objects look a bit different, we have tagged each object with a number word, and we counted carefully to make sure that we hadn't missed any of our objects out.

Well done.

Now I'd like you to have a check for yourself.

I would like you to point at each orange, and I would like you to count the oranges.

Remember, you need to tag each orange with a number word.

Pause the video now and have a go.

Great job.

Shall we count together? Remember, we start our count at one, and we count 1, 2, 3, 4, 5.

Well done.

Did you point at each orange to make sure you'd only tagged one orange with a number word and to make sure you'd counted them all? Great job if you did.

Now I'd like you to have a go on your own.

So you have three different groups here with pieces of fruit.

I would like you to count the pieces of fruit in each group, and remember, we need to tag each one with a number word.

So think about pointing or using a pencil or using a counter to make sure that you have tagged each piece of fruit in the group with a number word.

Pause the video now and have a go.

How did you get on? Let's have a look at the first group.

I decided to start with the apple, so I started my count at one, and I counted 1, 2, 3.

I made sure that I pointed at each piece of fruit and tagged each one with a number word.

You might have started with one of the oranges.

In the second example, I started with an apple.

You might have started at a different place, but you should have tagged each object with a number word.

Let's count those together.

1, 2, 3, 4.

Great job.

In the last group, I started with one of the apples.

You might have pointed to one of the oranges first, but you counted and you tagged each object with a number word.

Well done.

Now we're going to move on to the second part of our lesson and we're going to think about how we can move or rearrange objects to make sure that we have tagged every single object and that we don't miss an object in our account.

When we count objects, we can move them to help us tag each object with a number word.

So we've seen these pieces of fruit before, but we can move them into a different arrangement, so that when we look at them, they are easier to count.

Let's count together.

Are you ready? We start our count at one, and we count 1, 2, 3, 4, 5.

Great job.

I know that I have tagged each of my objects with a number word, and can you see how I've moved all the pieces of fruit into a nice, neat line? Having a nice, neat line really helps to make sure that we have tagged each object with a number word, and we haven't accidentally counted one twice or missed an object in our account.

It looks much easier to count when they're in a line.

So let's think about Alex.

Alex has some pens in his classroom, and he is trying to count the pens in his classroom.

As you can see, his pens are all jumbled up together in a pile, but we can move one object at a time to check that Alex has tagged all of the objects with a number word.

Should we help him out with our counting? Are you ready? 1, 2, 3, 4, 5, 6, 7.

We've ordered the pens into a nice, neat line.

They're so much easier to count than his group at first.

We've made sure that we have tagged each object with a number name.

I think we've helped Alex out there.

Just take a moment to look at the two groups of pens.

The first group of pens are all muddled up together, and the second group of pens are in a nice, neat line.

Think, which makes it easier to tag each pen with a number word? Well, the nice, neat line means that we won't count any pen twice.

We can make sure that we know which pen we are tagging with a number word.

And we also know that we've counted them all.

I'm not sure in Alex's big group of pens that I will have counted all the pens, but if I put them in a nice, neat line, well, now I know that I have counted all of the pens, and I've tagged each pen with a number name.

Now it's your turn.

I'd like you to find a group of objects to count.

I want you to move every object to make sure that you've tagged each one with a number word.

You might want to put them in a nice, neat line like Alex did with his pens.

You could try any group of object that you have around you.

You might want to try pens of your own, or you could use buttons or straws, or anything that you have around you.

Pause the video now and have a go.

How did you get on? Did you organise your items into a nice, neat line in order to count them, like Alex did with his pens? Great job.

Now I'd like you to have a go at moving objects to help you tag all of your objects.

If you have a partner, I'd like you to work with your partner, and if not, you can talk to me.

I'd like you to find a group of objects to count.

You don't need any more than 10 objects.

I have chosen blocks, but you might choose buttons or pencils or teddies, or anything that you have a group of.

Partner A should move each object, tagging each one with a number word.

My blocks are not very well organised, and it's making it hard for me to count.

I'm going to put them in a nice, neat line and count them.

Remember, we start our count at one, and we count 1, 2, 3, 4.

Partner B, your job is to check that partner A has counted correctly.

Have I counted all of my blocks? Have I tagged each block with a number word? Swap roles and try again with a different group.

So I've done my blocks.

I'm now going to try some toy cars.

Pause the video now and have a go.

How did you get on? Now remember, you might have counted something different to me.

I counted blocks.

So I counted blocks and I put them in a nice, neat line, and I counted 1, 2, 3, 4.

I made sure that I had tagged each object with a number word.

I bet you did the same.

I also found some cubes, and when I put the cubes in a nice, neat line, it made it much easier to tag one object with a number word.

Shall we count the cubes together? Remember, we start our count at one, and we count 1, 2, 3, 4, 5, 6, 7.

It was so much easier to tag each object with one number name when they're in a nice, neat line.

And I did the same with my toy cars.

I lined them all up so that I could carefully count them.

Let's count the toys cars together.

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

I know you will have done a great job with whatever objects you were counting.

Well done.

For the last part of our lesson, we're going to think about the word altogether, and we're going to look at the fact that the last number that we say tells us how many there are altogether.

Let's go.

We've seen our pieces of fruit before, and we know that we can count them more easily when they're in a nice, neat line.

When we count our objects, the number word that we give to the last object tells us how many there are altogether.

Let's count the pieces of fruit again.

Remember, we start our count at one, and we count 1, 2, 3, 4, 5.

Hmm.

The last number I said was five.

So there are five pieces of fruit altogether.

The last number I say is how many there are altogether.

There are five pieces of fruit altogether.

So let's have a think.

How many leaves are there altogether? Well, I've put them in a nice, neat line so that I know I can tag each one with a number name, and the last number I say will tell us how many leaves there are altogether.

Let's count together.

Are you ready? We start our count at one, and we count 1, 2, 3, 4, 5, 6, 7.

The last number I said was seven, so there are seven leaves altogether.

Great job.

Well done.

Now it's your turn to have a go.

This time, we're going to count some conkers.

I would like you to pause the video, count the conkers, and then tell your partner, or tell me, how many conkers are there altogether, and we're going to use the sentence, "There are, mm, conkers altogether." Pause the video and have a go.

Great job.

I know you will have counted the conkers really carefully.

1, 2, 3, 4.

And I know that you know that the last number that you say tells us how many there are altogether.

The last number we said was four, so there are four conkers altogether.

Well done if you told your partner that sentence.

Let's have another go.

This time we have some bananas, so I'd like you to count the bananas.

Remember, the last object that we tag tells us how many there are altogether.

I would like you to tell your partner there are, mm, bananas altogether.

Pause the video and have a go.

Great job.

Let's count the bananas together.

Are you ready? We start our account at one, and we count 1, 2, 3, 4, 5, 6, 7, 8.

Hmm.

The last number I said was eight.

So my sentence, shall we say it together, there are eight bananas altogether.

Fantastic job.

Well done.

Now Alex has looked at these conkers, and Alex has said, "There are two conkers altogether." Has Alex counted correctly? Have a little think.

Wow.

Has Alex counted correctly? Actually there are three conkers altogether.

If we count the conkers carefully, 1, 2, 3, the last number we say tells us how many there are altogether.

There are three conkers altogether.

What mistake could Alex have made? Well, Alex might have only counted the two conkers that are close together.

If he'd put the conkers in a nice, neat line, then Alex would've known that there were three conkers altogether.

So it's really important to order your objects before you start counting.

Now, I would like you to have a go at this task.

It's very similar to what you have just done.

I would like you to find a group of objects to count.

You might have counted teddies or buttons earlier, and you can use the same objects again.

That's fine.

This time I have chosen some pebbles to count.

Partner A is going to move each object and tag each with a number word.

Let's see how many pebbles I have altogether.

1, 2, 3, 4.

I've carefully aligned them so that they're in a nice, neat line to make it easier for me to count.

Partner B is going to say how many altogether.

They are going to say, "There are, mm, mm, altogether." So I would say there are four stones or pebbles altogether.

Swap rolls and try again with a different group.

Pause the video now and have a go.

You might have gone outside and found some sticks to count.

Let's count the sticks together.

Are you ready? 1, 2, 3, 4.

How many sticks are there altogether? You might have told your partner, "There are four sticks altogether." Great job.

You might have also found some leaves while you were outside.

Let's count the leaves together.

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

Can you tell me how many leaves there are altogether? That's right.

There are five leaves altogether.

Great work on this task.

Well done.

So let's think about the end of our lesson.

You know that when you count objects, you can tag every one with a number word, and we also know that we can move our objects around to make sure that we've tagged every object.

Moving them into a nice, neat line really helps us make sure that we have tagged every object with a number word.

And we also know that the number word that was given to the last object tells us how many objects there are altogether.

The last number we say tells us how many altogether.

Well done for your learning today.

I know you have done so much counting, and I am so impressed with your efforts.

Great job.