Lesson video

Hello everyone.

Welcome back to another math lesson with me, Mrs. Pochciol.

As always, I can't wait to learn lots of new things and most importantly, have lots of fun.

So let's get started.

Today's lesson is called Counting and Comparing, and it comes from the unit Solving Problems in a Range of Contexts.

By the end of this lesson, you should be able to use your knowledge of counting forwards and backwards to and from 100 and comparing numbers within 20 to help you to solve problems. Let's have a look at this lesson's keywords, strategy, more than, greater than, less than.

Let's practise.

My turn, strategy.

Your turn.

My turn, more than.

Your turn.

My turn, greater than.

Your turn.

And finally my turn, less than.

Your turn.

Well done, now we know how to say these words.

Let's use them.

Let's have a look at the lesson outline.

So the first part of our learning, we're going to be focusing on counting within 100.

And in the second part of our learning, we're going to be comparing numbers within 20.

So let's get started with the first part, counting within 100.

In this lesson, you're going to meet all of our Oak children, Izzy, Laura, Lucas, Sofia, Aisha, Sam, Andeep, Jacob, Alex and Jun.

What a fun lesson this is going to be.

The reason we're going to meet all of our Oak children today is because we're going to join our classmates to explore the math they encounter during a wonderful day at Oak Academy.

It's currently the children's morning break time and they're enjoying some time outside in the fresh air.

Let's see what they're getting up to.

Oh, Laura, Andeep and Jun are all having a running race.

Have you had a running race before? I'm sure you have.

So let's see what they're doing.

Laura's going to count how long it takes Andeep to run around the track.

Ready, steady, go! One, two, three, four, five.

Join in with me.

6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46.

Well done, Andeep.

46, Laura counted to.

Yes, that was super speedy.

Well done Andeep.

Laura says that she counted to 46.

So Andeep has scored 46.

Jun, do you think you can run faster? Oh I don't know.

Do you think Jun could run faster than that? Absolutely.

He thinks he can do this.

So are we ready? It's now Juns turn.

Jun, ready, steady.

Are you going to count with me? Go.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25.

Oh no, Jun's had to give up halfway around.

He's got to go and see Mr. Acorn.

Laura suggests that they can carry on counting when he gets back, so we'll have to wait to see what score Jun gets.

Oh, it's Laura's turn now.

Right Laura, are you ready? We're gonna see how fast Laura can do it.

Let's see if she can beat Andeep.

Oh, Laura's suggesting a different way of counting.

She's suggesting that when she starts to run Andeep should count backwards from 46.

I wonder why she's suggesting that.

Oh, I see Laura.

That's because if she gets back before Andeep gets to zero, that means that she must have beaten his time.

Good idea Laura.

I like the sound of that.

Are you ready? We're going to help Andeep counting.

Remember, we're gonna count from 46 and we're going to count backwards this time.

So our number is going to get smaller.

Ready, steady, go! 46, 45, 44, 43, 42, 41, 40, 39, 38, 37, 36, 35, 34, 33, 32, 31, 30, 29, 28, 27, 26, 25, 24, 23, 22, 21, 20, 19, 18, 17, 16, 15, 14, 13, 12, 11, 10, 9, 8, 7, 6, 5, 4, 3.

Wow.

Yes, well done Laura.

Your score was less than 46, so that means you were faster, you beat Andeep.

Well done to you.

Do you think you could beat Andeep's score? Jun finally comes back to join the children from his meeting with Mr. Acorn and he's decided that he wants to continue his run from where he left off.

Do you think we can help Andeep and Laura to continue his count? Jun paused his race at 25, so that's where we're going to start our count from.

Here is Jun's score.

Now I'm not gonna help you to count this one.

What I would like you to do is to see if you can work out what is Jun's score? So you can see that we started our count from 25.

We'll set Jun off and then I'd like you to pause the video to see if you can work out what his score is.

Are we ready? Ready, steady, go Jun.

Welcome back.

Right, I'm very eager to see whether Jun has gone faster or slower than the other two children.

So let's have a look.

What score did you think that Jun got? Tell me now.

Well, let's see if you are correct.

Jun managed to score 50.

Well done Jun.

So that wasn't enough to be the fastest child.

I wonder if you could beat Jun, Laura or Andeep's score.

You might like to play this game with your friends at playtime.

Let's have a check of that learning them.

So can you help the children to complete their counts in ones? So you can see we've got A, B, and C.

We've got three sequences for you to complete.

There are missing parts on each one.

Make sure to check what the pattern is.

Look really carefully at the first few numbers to see whether you're going forwards or backwards.

Little tip there, pause this video and then come on back to see how you've got on.

Welcome back.

Let's look at A.

I can see that the first three numbers are 38, 37 and 36.

So I can see that my number is getting smaller, so that means I am counting backwards.

So 38, 37, 36.

It really helps me to count it out loud.

35, 34 and 33.

Well done if you've got those three correct.

Now let's have a look at B.

16, 17.

Oh, my number has got larger.

It's got bigger, hasn't it? 16, 17.

So I know that I'm going forwards.

16, 17, 18, 19 oh this is a tricky bridge, 20, 21.

Well done if you've got that because 20 sometimes catches a few people out.

And finally, let's have a look at C.

64, 65.

I can see that my count has gone one more, 64, 65.

So let's have a look at what the rest of them are.

64, 65, 66, 67, 68.

Well done.

How did you get on, Laura? Oh, Laura said that she struggled a little bit with C, but she noticed that the 60 stayed the same and there was one more each time.

64, 65, 66, 67, 68.

Oh, I like that tip.

So then actually you're just counting up in your ones because that 60 stays the same.

Well done Laura.

Thank you for that tip.

In another area of the playground, Sam, Aisha and Sofia are completing their class challenge of clearing up leaves.

The children collect all the leaves and decide to count how many leaves they've collected each.

They take it in turns to count how many leaves they have.

Sofia's going to go first.

Sofia's going to count hers in twos because she thinks that that will be more efficient.

Do you agree with Sofia? Let's have a look.

2, 4, 6, 8, 10, 12, 14.

Hmm.

Do we agree with Sofia's counting? Aisha's noticed that one leaf didn't have a pair so she couldn't have counted that in twos.

Look, can you see that extra one leaf there? But Sofia has counted that as a two.

What does she need to do? Sam suggests that she needs to add one more to 12.

Sofia has realised her mistake one more than 12 is 13, so she has 13 leaves.

Well done Sofia, and thanks for your help Aisha and Sam.

It's Aisha's turn to count her leaves now.

She thinks that it's a great idea to skip count, so she's gonna borrow that idea from Sofia.

Aisha decides that it'll be more efficient to count in her fives, so she's going to count her leaves in groups of five.

Are we ready? 5, 10, 15 (gasps) and just like Sofia, she has one more.

One more than 15 in 16.

So Aisha has 16 leaves.

Lovely counting there Aisha, well done.

Finally, it Sams turn to count her leaves.

I wonder how she's going to count hers.

Ooh, Sam can say that she has three large leaves and two spiky leaves and she knows that two plus three is equal to five.

Well done Sam, I love how you're using your learning.

She's then going to count the brown leaves and she knows that 5 and 5 combine to make 10.

So she pops five of her brown leaves and she knows that she now has 10.

Then she still has two more leaves left.

So 10 and 2 more is 12 she thinks.

Do you agree with Sam? Yes.

Counting in twos two more than 10 is 12.

Sofia has agreed that she is correct, so Sam has 12 leaves.

Lovely counting there girls.

Well done.

Aisha just congratulating Sam because she loves how she used her number pairs knowledge to help rather than her skip counting.

Lots of different ways to count the same amount of objects.

I wonder how you would count your leaves if you had some.

You might like to think about that.

Right, let's have a practise of our skip counting then.

Aisha has decided she wants to count all the brown leaves that the girls have collected.

She's going to practise skip counting in her twos.

Aisha says that she has 20 small leaves altogether.

Is she correct? Pause this video and have a look for yourself.

Do you agree with Aisha? Does she have 20 small leaves? Or has she made a little mistake that you might like to help her fix? Pause the video and come on back when you've had a chance to think.

Welcome back.

Did you manage to help Aisha out? Let's have a look.

Sofia had a quick look at her counting and she noticed that Aisha had missed the number here.

Two, four, eight.

(gasps) Did you notice that? A very easy mistake to make there, Aisha.

Oh, she's realised she's missed the number six.

So Aisha decides that she's going to count them again.

Let's see how she gets on this time.

2, 4, 6, 8, 10, 12, 14, 16, 18.

Aisha's realised that she actually had 18 leaves.

Well done if you spotted that mistake and thank you to you and Sofia for pointing out Aisha's mistake and helping her to correct her answer.

Remember, it's okay to make mistakes.

Right then over to you.

Task A part one, is to practise your counting skills.

Choose an activity for you and your friends to complete and time it using your counting skills.

You might like to recreate the running race that we did at the start of this lesson or you might be able to create your own, here's a few ideas.

You might time how long it takes for you to complete a jigsaw.

Build a tower, do your running race or you might like to throw something or hit a target, maybe.

The possibilities are endless as long as you're counting and timing your team.

Don't forget, you can also count backwards to see if you beat a target time.

So you might set yourself a target to complete it in so long and count backwards to see who in your team can finish it within the time.

Part two is to then go out and collect some objects just like the girls did with their leaves.

Can you count how many objects you have? What strategies can you use to count your objects? The girls you'd skip counting in twos and fives and also use their knowledge of number pairs.

There are lots of things that you could collect.

I suggest going outside and finding some things in the fresh air, but you can count whatever you wish.

You might collect stones, you might use cubes, you might have some straws lying around.

You might also want to recreate the girls' task and count some leaves.

The possibilities are endless.

Don't forget to try to use different counting strategies each time that you count your objects.

Share these with your friends and see if they use the same or different strategies.

Pause this video, go and have a go at task A part one and part two and come on back when you're ready to continue the lesson, enjoy your counting.

Welcome back, I hope you had lots of fun counting and working with your friends.

Let's see how the Oak children got on with their tasks.

Let's have a look at what Lucas and Jacob did for task A part one.

Lucas and Jacob decided to count how long it took each of them to build a tower of 12 blocks.

Are you ready Lucas? We're going to start counting as soon as you start building and we're gonna keep counting no matter what.

Are you ready? Steady, go.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29.

Hooray.

Well done Lucas, you scored 29.

Jacob, it's over to you.

Do you think you can beat 29? Okay then Jacob, are you ready? Lucas, are you ready to count? Oh, Lucas is suggesting that he's going to count back from 29 to see if Jacob can beat him.

That's a lovely idea, Lucas.

Are we ready? Jacob, are you ready? Steady, go! 29, 28, 27, 26, 25, 24, 23, 22, 21, 20, 19, 18, 17, 16, 15, 14, 13, 12, 11, 10, oh, 9, 8, 7, 6, 5, 4, 3, 2, 1.

Oh time's up, Jacob.

You didn't build your tower in time.

All that falling over, so unlucky.

That means that Lucas was slightly quicker so that means that Lucas was the winner of your task.

Well done to Lucas and Jacob.

I hope you had as much fun as the boys did building their towers and counting.

So let's have a look at what Alex and Izzy did for their part two task.

So remember they're counting different objects using different strategies.

Alex and Izzy decided to collect some stones from their playground and they're going to count them to see how many they've collected.

Alex is going to count his stones in twos.

He's going to skip count.

Are we ready? 2, 4, 6, 8, 10, 12, 14, 16, 18, 20.

Alex has 20 stones.

Some beautiful counting there Alex.

Well done.

Izzy's decided that she's going to skip count in her fives.

Are we ready? 5, 10, 15, 20.

Oh, she also has 20 stones.

What are the chances of that? Well done guys.

Some really good skip counting there.

I hope you use lots of different strategies to count your objects.

Let's move on to the second part of our learning, comparing numbers within 20.

Are we ready? Let's go.

More children come along and join in the running races.

So Jun, Andeep and Laura decide to change it up a little bit to make sure that everybody can join in.

They decide to shorten the distance to see who can run the fastest.

Laura's going to count to make it fair for everybody.

The children complete all their races and Laura records their times.

So we can see Alex has scored 19.

Jun scored 12, Andeep scored 14.

Laura scored 11 and Izzy scored 9.

Well done guys.

Some really quick times there.

Laura's recorded all of the times but she's not sure who is the fastest.

How could she work out who has taken the least amount of time? Andeep suggests that they could put their scores on number line like they did in class the other day.

So he grabs a number line for the children to use.

Izzy suggests that this will really help them to see and visualise where their scores are so they each decide to put their scores on the number line.

19.

Whose score was that? Can we remember? That was Alex's.

12, that was Jun.

14 was Andeep.

11 was Laura, and 9 was Izzy.

Now we can see all the children's scores on the number line.

Izzy is suggesting that now we can see them, we can compare them.

The children now use the number line to work out who was the fastest child to run around the track.

Who do you think the fastest was? Laura thinks that Alex is the winner because he has the largest number.

Jun thinks that Izzy is the winner because she has the smallest number.

Hmm.

Who do we agree with? Laura or Jun, who is the winner of their race? Hmm.

Have a think.

The winner will be the person who finished in the least amount of time.

So that means that Jun was correct.

Izzy had the smallest number so it took her less time.

Laura's also pointing out that she scored less than Jun so that means she was faster than Jun.

There's no need to gloat, Laura.

The other children now decide to compare their scores.

Andeep scored 14 and he writes his score.

Jun scored 12, so he writes his score Andeep can see that 14 is more than 12.

So that means that he was slower than Jun.

Jun really likes that stem sentence.

So he's going to borrow that.

Hmm is more than, hmm, let's practise that.

My turn, hmm is more than hmm.

Your turn.

Now let's use the boys' numbers.

14 is more than 12.

Your turn.

Jun and Andeep now put their scores in order from smallest to largest.

12 is more than 14.

Hmm.

That stem sentence doesn't work now.

So what could they say instead? Andeep suggests that we can say that 12 is less than 14.

So Jun was faster than Andeep.

Well done, Andeep.

Let's take that stem sentence and practise it.

Hmm is less than hmm.

Your turn.

Fantastic.

Now let's put it with our numbers.

12 is less than 14.

Your turn.

Well done.

So some really good stem sentences that we can borrow there for our learning later on.

Hmm is more than hmm, and hmm is less than hmm.

So let's have a practise at using these stem sentences.

You can see that you've got the children's scores all at the bottom.

Can you create some of your own stem sentences using the numbers of the scores? So you might suggest just like Jun, that 14 is more than 12 or 12 is less than 14.

See if you can create some of your own and make sure you're sharing them with your friends.

So pause this video and come on back once you've created some of your own facts using those stem sentences.

Welcome back.

Let's have a look at some of the facts that you might have said.

You might have said 19 is more than 11, which is Alex and Laura's scores.

So we can say that Alex was slower than Laura.

Let's have a look, is less than.

We can say that 9 is less than 12.

And that's Izzy and Jun's score.

So we can say that Izzy was faster than Jun.

Jun now reminds the children that they can use the symbols that they used in maths last week to compare their numbers.

Hmm, remind us Jun.

We can use symbols to compare numbers.

These ones, do you recognise those symbols? Jun's going to explain them for us.

When we see this symbol we can think hmm is greater than hmm, also a new keyword there.

So we know that greater than means the same as more than, but this symbol specifically means greater than.

We can use the symbol like this.

Three is greater than one.

When we see this symbol we can think hmm is less than hmm.

We can use this example one is less than three.

What symbol do we use when something is equal? So it's not less than and it's not greater than.

How do we show that something is equal or the same? When we see this symbol we can think hmm is equal to hmm.

So we use equal signs all of the time and it just means that they are equal or they are the same.

We might say three is equal to three.

Thank you for reminding us of those symbols, Jun.

Now let's try and use them.

The children now use these symbols to compare their scores.

Andeep has scored 14 and we know that 14 is more than 12.

To show more than we can use this symbol.

Can you remember what that symbol is called? It shows more than, but we call it the greater than symbol.

So we're going to use that language from now on.

14 is greater than 12.

Laura and Alex now compare their scores using this symbol.

What does this now show? Hmm, what's that symbol? Alex has remembered that this symbol shows less than and it is our stem sentence, hmm is less than hmm.

So we can read this fact as 11 is less than 19.

Well done Alex and Laura, you're correct.

Now it's over to you.

Can you use those symbols to compare the scores over here? Laura and Andeep, Alex and Jun, and Andeep and Izzy.

Can you put the correct symbol into the box? There's the number line at the bottom for to help you if you need it.

And Andeep has also reminded us of our stem sentences that you might like to use, hmm is greater than hmm and hmm is less than hmm.

These are gonna help you to compare the scores.

Pause this video, fill in those missing symbols and come on back to see how you get on.

Welcome back.

I hope you enjoyed using those stem sentences and hopefully working out what those missing symbols were.

Let's have a look.

So Laura Andeep's score.

We have 11 and we have 14.

Let's use that stem sentence.

We know that 11 is less than 14, so I know that in that gap I need the less than symbol, which is that one.

That now reads 11 is less than 14.

Well done if you've got that one.

Let's have a look at the next one.

So we have Alex and Jun 19 and 12.

We know that 19 is greater than 12.

It's a larger number, it's a bigger number.

So 19 is greater than 12.

So I need the greater than symbol.

We know that the greater than symbol is that one there, well done.

That now reads 19 is greater than 12.

And finally, we have 14 and 9.

Andeep and Izzy scores.

We know that 14 is greater than 9.

So I need the greater than symbol again, just like the last one, which is that symbol.

So now that shows us that 14 is greater than 9.

Well done if you've got those correct.

Okay, then over to you with task B.

We're going to use the scores or the counts that you recorded in task A.

And just like the children, you're going to compare your scores or your results.

So you might use the time that it took you to run your track and compare that with somebody else or from part two, you might compare how many stones you collected compared to somebody else.

I would like you to use the greater than, less than, and equal to symbols to show your results.

You might also like to create a class score sheet so that you can see who the winner might be of a single activity.

Pause this video, get comparing and come on back once you've compared some scores using the symbols to see how you've got on.

Welcome back.

I hope you enjoyed finding out all those different scores and comparing them with your friends.

Let's see how Andeep his friends got on.

Andeep and his friends times how long it took them to complete a jigsaw in part one.

So they are going to compare their final scores.

We can see that Andeep scored 15.

Alex scored 18.

Jacob and Sam scored 17.

Izzy scored 13 and Sofia scored 10.

Let's compare their scores.

Andeep has noticed that 15 is less than 18.

So in that missing space he's going to place a less than symbol.

Let's have a look at Jacob and Sam.

Both of their scores were 14.

They are equal.

So what symbol does he need? He needs an equal symbol to show that they are the same or that they are equal.

And finally, Izzy and Sofia.

13 is greater than 10.

So Andeep decided that he needed the greater than symbol.

So let's pop that in.

Andeep now looks at all of the scores that he has collected to see who was the fastest.

Sofia scored 10, so she completed the task in the least amount of time.

So that means that she was the fastest and the winner of that activity.

Well done Sofia.

I've really enjoyed our lesson today.

This lesson has been filled with lots of different activities, easy activities that you can complete to practise your counting.

So let's get counting.

Break times, lunchtimes, exploring times.

The more you count, the more confident you will become.

So let's have a look at what we've learned today.

When we count a number of objects, we can use a range of strategies to find the total.

We can start a count from any number and count forwards or backwards.

We can use greater than, less than, and equal to to compare numbers.

And we can represent these using the mathematical symbols greater than, less than, and equals.

That is the end of our lesson.

I hope you've had a wonderful time and remember, get counting whenever you can because it's a really important skill.

I can't wait to see you all again soon for some more maths learning.

Goodbye.