Lesson video

Hello, and welcome to our lesson today.

We're gonna be comparing and ordering the numbers from zero to 20 practically.

So by the end of this lesson, you'll have done lots of comparing and ordering the numbers from zero to 20 using different resources.

There are three parts to our lesson today.

In the first part, we're gonna comparing two numbers practically.

In the second part, we're gonna be comparing three numbers practically.

In the final part, we're gonna be ordering the numbers from zero to 20.

Let's make a start.

So in this first part, we're comparing those two numbers practically.

So let's look at these two rows of cubes.

Or you may prefer to copy these two rows and use cubes in front of you, or use other objects to represent them.

So what do you notice about those two rows of cubes? What else do you notice? We could count them to begin with.

How many cubes are on the top row? Let's count together.

One, two, three, four, five, six, seven, eight.

There are eight cubes on the top row.

Let's have a look at the bottom row.

How many are on bottom row? One, two, four, five, six, seven, eight, nine, 10, 11, 12, 13, 14.

So we can see they are not the same.

That'll be our first thing that we can notice, really, that row one is not the same as row two.

We could use those words more and less.

We could say row two has more cubes than row one.

Or row one has fewer cubes than row two.

In fact, we could be more exact, we say how many more? You can see the extra cubes on the end.

So we can say the second row has one two, three, four, five, six cubes more than the first row.

And the first row has six cubes less than the second row.

Now have a look at these two rows of cubes.

What do you notice? What else do you notice? Let's count them up so we can see how many are in the top row.

Are you ready? Can you count with me? One, two, three, four, five, six, seven, eight, nine, 10.

10 blue.

Let's carry on, 10, 11, 12, 13, 14, 15, 16, 17, 18.

There are 18 cubes on the first row.

That means how many cubes underneath? You might have known, you might be able to spot how many there are, but let's count just to make sure.

Ready? One, two, three, four, five, six, seven, eight, nine, 10.

There are 10 cubes in the bottom row.

So we can see that they're not the same.

We can see there are more cubes on the top row, there are fewer cubes on the bottom row.

We could be more exact, we could say the first row has eight cubes more than the second row.

What else could we say? Yes, we could say the other way around.

We could say the second row has eight cubes less than the first row.

Now let's have a little look at these cubes here.

What do you notice about these cubes? How many cubes have you got on the first row? Let's count them together.

One, two, three, four, five, six, seven.

And how many cubes are on the bottom row? You probably can see this one.

There are one, two, three, four cubes on the bottom row.

Can you use the amounts in a comparative sentence and you say a sentence using more or less? What could you say? Yes, you could say four is less than seven.

You could also say seven is more than four.

Let's look at these ones here.

The first thing you need to do is count how many cubes are in each row.

How many cubes are in the top row? Can you count them? How many cubes are in the second row? Can you count them too? Pause the video now so that you can count them.

How many cubes are in the top row? Yes, there were 10 cubes in the top row.

And how many cubes are in the bottom row? Yes, there were 12 cubes in the bottom row.

So let's see.

Can you make up a comparative sentence for both of these? Yes, you could say 10 is less than 12, or 12 is more than 10.

Well done.

So now we're gonna do task number one, which is comparing numbers.

So if you're doing this at home, you'll need a lot of objects and a big pot, or you could use LEGO cubes, something like that.

If you're in the classroom, you could use counters or cubes.

So every person needs to take a handful of objects from the pot.

I want you to count your objects.

Then I want you to find out who has more.

Who has less? Or do you have the same? All right, pause the video now so that you can have a go at playing the activity.

How did you get on? Were you able to count your objects? Did you find out who had more and who had less? And were you able to find anyone who had the same number of objects as you? Well done.

If I had 15 counters and my partner had 12, we could say that 15 is more than 12.

12 is less than 15.

We could also say that 15 and 12 are not the same number.

Well done.

You can play that a few more times.

Now we've finished this first part of our lesson.

Let's move on to the second part of our lesson.

In this part of the lesson, we're gonna be comparing three numbers.

To do this, we're gonna be using the tens frames.

So if you've got tens frames in your classroom, you could be using these now alongside the slides, or you can follow the slides.

So we've got three sets of tens frames here.

So how many are represented on each of these three sets? So how many are in the first one? Let's count them and find out.

So one, two, three, four, five, six, seven, eight, nine, 10, 11, 12.

So the first set of tens frames represents the number 12.

How many are in the middle one? Let's count and find out.

One, two, three, four, five, six, seven, eight.

So eight in the middle set.

What about the set on the other side? Let's count up and see.

One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13, 14, 15, 16.

There are 16 counters in the final tens frame.

So now we know how much each tens frame is representing.

We can see they're representing 12, eight, and 16.

Now we can use some of that comparative language.

We can use the words more than, greater than, and less than to compare these three amounts.

Here we go.

So when I've put them out with just the numbers.

So what could we say to compare these three? We could say that 12 is greater than eight, but it's less than 16.

Can you think of another sentence? Yes, you could say 16 is greater than eight and 12.

And you could also say eight is less than 12 and 16.

Well done.

We could also put these onto a number track and compare the numbers in that way.

So we can see we've got our eight, our 12, and our 16.

So we can look to see where they appear on the number track.

And we'd see that the first one we count to would be eight.

So that's the first number if we were counting on the number track.

Then we can see we come to 12, then we come to 16.

So eight would be the first number.

12 would be the second number.

And 16 would be the third number.

Well done.

You can try this out with some different numbers that came up on your number track.

Okay, we're now gonna do the same kind of activity, but this time we're gonna use some bead string images.

We're gonna compare to see which is the greatest, which is the least, and which one is in between.

So the first thing we need to do is work out how many beads are in each bead string.

Pause the video now so you can work out how many beads are in each bead string line.

So how did you get on? Did you manage to count how many beads were in each bead string? You could probably see by looking that the beads string on the top had the most and the bead string at the bottom had the least.

But we need to know how many.

So let's see how many you counted.

So on the top, which was the greatest, there were 14.

Did you count 14? And the bead string at the bottom, there were seven.

Did you count seven? And the one in the middle, there were 12.

And this is in between, 'cause we know the 12 comes in between 14 and seven.

So we've put the bead strings in order here.

We can see a 14 is the greatest, seven is the least, and 12 comes in between these two numbers.

So the least number of beads shown is seven, the greatest number of beads shown is 14, and the number 12 is in between seven and 14.

Well done.

Now look at these three beads string images.

Compare to see which is the greatest, which is the least, and which is in between.

Pause the video now so that you can count how many beads are in each bead string.

If you managed to count the beads on each of the bead strings, you could probably see by looking that the bead string in the middle had the greatest number of beads, and which one had the least number, which one was in between? Let's see what the numbers were when you counted them.

So the one at the top when you counted the beads, how many beads were in the one at the top? Yes, there were 10.

And we can see that 10 is gonna be the in between number.

And the one at the bottom only has three, so we know that's the least.

So that means the one in the middle, which had 15, is the greatest.

Did you manage to get those numbers when you counted? So we now can see that the smallest number of beads shown is three, greatest number of beads shown is 15, and the number 10 is in between seven and 14.

So those are the key words you need to be using, smallest greatest, and in between.

Okay, now then we're gonna look at task number two.

You're gonna be comparing three numbers.

Your teacher or your adult will have a set of cards that have been cut up for you.

You need to have a little look at the cards and pull out three images, and you're going to look at those three image and find out which one has the smallest amount, or the least, which one has the greatest amount, which number is in between.

So the cards are gonna look like these.

So you'll be able to pick out one of those cards to choose and then pick out two more and then you'll put them in front of you and order them.

So you'll find out which is the least, which is the greatest, and which number comes in between.

Pause the video now so that you can play the game.

How did you get on? Did you choose three cards? Were you able to see which was the greatest, which was the least or the smallest, and which one came in between? Here's an example that I used.

So let's have a look at the three cards I chose.

So I chose this one, which represents 18, this one that represents one, and this one that represents 13.

So the three sentences that I was saying were 18 is greater than one and greater than 13, which is the greatest number.

And I looked at 13.

So 13 is between 18 and one, and finally, one is smaller than 13 and smaller than 18, it is the smallest number.

Well done.

We've now finished the second part of our lesson and we're moving on to the final part where we're gonna be ordering the numbers from through to 20.

For this part of the lesson, we're going to be using the bead stringers again.

On the screen you can see quite a lot of bead strings.

If you look at the top one, there are no beads on it, and this one represents the number zero.

And then the second one, there's one bead on there, which represents one.

Then right at the bottom of the screen, you've got a bead string with lots of beads on, and that represents the number 20.

So these bead strings represent all the numbers from zero through to 20.

So when we look at a number, we can see that there's a number that is one more than that number and one less than that number.

For example, if we look at a bead string representing five, you can say that five is one more than four, and five is one less than six.

Every number that we have, you can find a number that's one more than or one less than.

If you have a bead string in front of you, you can actually pull it out in front of you.

You can look, choose a number, something like five or six, and you can move the bead across to six and then you can see what would be one more than six.

And then you can move back and see what is one less than six.

Now then, on the screen in front of you, you can see there's a selection of bead strings.

Here's part of the bead string number track.

A.

So first I want you to work out what do each of the bead strings represent? So really you just need to look at the top bead string to see how many beads are on the top bead string.

Let's count them together.

Ready? One, two, three, four, five, six, seven, eight, nine, 10, 11, 12.

So if we know there's 12 on the top bead string, the second one has got one more.

So one more than 12 would be, yes, it'd be 13.

The next one would be 14, 15, 16, 17.

And then the one at the bottom here is 18, represents the number 18.

So which number is one more than 17? So one more than 17 would be, yes, it'd be 18.

Which number is one less than 14? So one less than 14 would be, yes, it'd be 13.

So we can see the numbers go up.

They go up in one.

So 12, 13, 14, 15, 16.

And one more than 17 is 18, one less than 14 is 13.

So here's another part of the track, another bit of the track.

So let's work out what's the first number at the top? What does that represent? Can you count the beads? Let's count together.

One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13, 14, 15.

So there's 15 beads on the top bead string.

So how many on the second one? Remember, it's gonna be one more.

So the number after 15 is? Yes, it'd be 16 and 17, 18, 19.

And the number at the bottom is gonna represent 20.

So we've worked out what each of the bead strings represent.

So now then let's have a little think and use those bead strings.

So which number is one more than 19? One more than 19 is 20.

Well done.

What number is one less than 16? So one less than 16 is? Yes, that would be 15.

So we can see, we can count down from 15, 16, 17, 18, 19, 20.

And then we've got one more than 19 is 20, and one less than 16 is 15.

We've got another track.

So let's work out what the top number represents here.

So the top number, if you count the beads, it's gonna be one, two, three, four, five, six, seven.

So what does the next one represent? Yes, it'll be one more.

So it's gonna be eight, nine, 10, 11, 12.

So which number is one more than 11? So one more than 11 is? Yes, it's 12.

What number is one less than eight.

So one less than eight would be? Yes, it would be seven.

So there's our number, seven, eight, nine, 10, 11, 12.

One more than 11 is 12, and one less than eight is seven.

Now then we've got some more bead strings here.

Here is part of a bead string number track.

Can you see there's a bead string in the middle that's missing? It's got no beads on it.

So let's have a little look.

How many are on the top one? Let's count it out.

So we've got one, two, three, four, five, six, seven, eight, nine, 10, 11.

There's 11 on the top one.

So we know the top one represents 11.

So the second one's gonna represent one more than 11.

So one more than 11 is? Yes, it's 12 and it's 13.

So the missing number is going to be? Yes, it's gonna be 14.

Now we can think about some other questions.

So what number is one less than 13? So the number before 13 or one fewer than 13 is? Yes, it's 12.

Well done.

So we can count up, 11, 12, 13, and the missing number track, which is 14, 15, 16.

And the missing number is 14, and one less than 13 is 12.

Well done.

Now we're gonna move on to do some practise.

So for task number three, your teacher or your adult is gonna give you some bead stringing cards.

These represent the numbers from zero through to 20.

When you get the cards, I want you to shuffle them up and then I want you to lay them out on the table in front of you.

Then I'd like you to see if you can order them to represent the numbers from zero through to 20.

Pause the video now to give you a chance to play the game.

How did you do? Did you manage to order them all the way through to 20? If you did, you should end up with something that looks a bit like this.

So you'll have a great big (indistinct), it's like mountain, side of a mountain.

You can show the numbers that are going one more each time.

So well done.

So in today's lesson, we've been ordering those numbers from zero to 20 practically and we found out that we can compare and order any number, and we can use these words to help us describe the numbers.

So we can say one more than, one less than, greater than, and less than.

And we can also use manipulatives like the bead strings, the cubes, or the tens frames to help us when we're comparing and ordering numbers.

Well done.

You've worked really hard today.

I look forward to working with you again soon.

Bye.