Lesson video

Hello, everyone.

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

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

So let's get started.

Today's lesson is called "Use a 'First, then, then, now' story to add three addends." And it comes from the unit "Calculating within 20." By the end of this lesson, you should be able to use a "First, then, then, now" story to add three addends.

Let's have a look at this lesson's keywords.

Addends.

First, then, then, now.

Let's practise.

My turn, addends.

Your turn.

My turn, first, then, then, now.

Your turn.

Wonderful.

Let's get started then.

Let's have a look at this lesson's outline.

First, we're going to tell a "First, then, then, now" story, and then we're going to represent a "First, then, then, now" story using a number line.

So let's get started with the first part.

Let's tell some "First, then, then, now" stories.

Laura and Andeep are here to help us with our learning today.

Are you ready, guys? Let's get started.

So, let's tell a "First, then, then, now" story.

Are we ready? First, there were five children on the bus.

Then, two more children got on the bus.

There they are, look, waiting patiently.

Then, three more children got on the bus.

Izzy, Laura, and Sam then got on the bus.

Hmm.

Now, there are 10 children on the bus.

All of those seats are full.

Can we see them all? This is a "First, then, then, now" story.

You might like to recreate this story in your classroom.

So let's represent this "First, then, then, now" story on our ten frame to see the maths behind our story.

First, there were five children on the bus.

So first, we're going to put our five red counters.

Then, two more children got on the bus, so let's add those onto our ten frame.

There they are, two yellow counters.

Then, three more children got onto the bus, so let's add three more counters, our blue counters, and we can see that there are now 10 children on the bus.

And we now have 10 counters on our ten frame, so now let's retell this story using our ten frame.

First, there were five children on the bus.

Then, two more children got on the bus.

Then, three more children got on the bus.

Now, there are 10 children on the bus.

Can you see it? Each part, we were adding our counters onto our ten frame.

And finally, we ended with 10 counters on our ten frame.

Let's have a look at another one.

First, there were three children on the bus.

Then, four more children got on.

Then, two more children got on the bus.

Now, there are nine children on the bus.

So there's our "First, then, then, now" story.

Can you recreate this story using your ten frame? Remember to tell the story out loud as you're adding on your counters.

Pause this video, have a go at retelling this story, and come on back once you've got your completed ten frame.

Welcome back.

I hope we heard lots of amazing stories there.

So let's see how you got on, and let's see if your ten frame looks the same as mine.

You might have done this.

First, there were three children on the bus, so you can see my three counters.

Then, four more children got on the bus, so I need my four yellow counters.

Then, two more children got on the bus, so my two blue counters.

And finally, now, we can see that there are nine children on the bus and nine counters on our ten frame.

Well done if your ten frame looks like mine, Laura and Andeep now decide to represent this story as a part-part-whole model.

First, there were five children on the bus, so five must be a part.

There we go.

Well done, Andeep.

Then, two more children got on the bus.

So what does that mean? Two is a part.

Let's add that to our part-part-whole model.

Then, three more children got on the bus, so three is another part.

Let's add that to our part-part-whole model.

Now, there are 10 children on the bus.

Where does this information go on my part-part-whole model? Hmm.

10 is the sum of the three addends, so 10 must be the whole, so let's pop the whole onto our part-part-whole model.

10.

There we go.

We can see that five, two, and three are our parts, and 10 is our whole, or the sum.

Now let's explain what each part of this part-part-whole represents.

The five represents the starting number of children on the bus.

Remember, there were five on the bus at the start of our story.

The two represents the first two children getting on the bus.

The three represent the next three children that got on the bus.

And we know that 10 represents the end number of children on the bus, so that is our whole, the amount of children at the end of our story.

10 is the whole or the sum of the three addends.

Can you create a part-part-whole model for the story that you just retold? Let's remind ourselves of your story.

First, there were three children on the bus.

Then, four more children got on the bus.

Then, two more children got on the bus.

Now, there are nine children on the bus.

Pause this video and complete the part-part-whole model.

Welcome back.

I'm hoping you've now got your finished part-part-whole model.

Let's see if yours looks like Andeep's.

Three is a part.

That is the number of children at the start of our story on the bus.

So let's pop that in there.

Then, four more children get on the bus, so four is our next part.

Let's pop that onto our model.

And then two more children got onto the bus, so that's another part for our part-part-whole model.

Just there, look.

So three, four, and two are the parts of our story.

What's the final part missing from our part-part-whole model? We know that nine is the sum of the three addends.

Nine is the amount of children at the end of our story, so nine is the whole.

Well done if your part-part-whole model looks like Andeep's.

Some good thinking there.

Andeep now represents the children in the story as an equation.

Hmm.

First, we start with five children, so that's the first number in our equation.

Then, two more children get on, so we know that that means we are adding two, so we've now got 5 + 2.

Then, three more children get on, so we're now adding three more, so we now have 5 + 2 + 3.

Now, there are 10 children on the bus, so 10 is the sum of the three addends.

So how do we show that that is the sum of these three addends? You're correct.

We need an = 10.

So this story can now be represented with the equation 5 + 2 + 3 = 10.

Well done, Andeep.

A lovely equation there.

So, over to you.

Can you represent your story as an equation? So remember, how many are on at the start of the story? Then how many do we add? Then how many do we add? And now how many are there on the bus? Pause this video, and come on back once you've got your equation to represent this story.

Welcome back.

Let's have a look how you got on.

First, there were three children, so that is the starting number of children on the bus, so that's the first number in our equation.

Then, four more children get on, so that's adding four, so we've now got 3 + 4.

Then, two more children get on, so that's adding two, 3 + 4 + 2.

Now, we know there are nine children on the bus, so nine is the sum of the three addends.

So the equation to represent the children in this story would be 3 + 4 + 2 = 9.

Well done if you got that correct.

Okay then, over to you for task A.

Part one is to create your own "First, then, then, now" stories for these ten frame representations.

You can see you've got A and B ten frame representations, and underneath, you can see our stem sentence for telling our story.

Throughout this lesson, we've used children getting on the bus for our lesson today, but for this task, you can have a go at creating your own stories using whatever you want as long as it represents the ten frame representation.

And for part two, can you represent each story as an equation? So again, using the same ten frames, what would be the equation to represent the story? Pause this video, have a go at creating your story and equations, and then come on back to see how you've got on.

Welcome back.

I hope you enjoyed creating your stories and equations there.

Shall we see what I've written? For the first one, I've decided to use cats on a wall.

So first, I can see that there were five counters, so that means there were five cats on the wall.

Then, one more cat joined them because I can see that one yellow counter.

Then, two more cats sat at the other end, so we can see those two blue counters there, those two cats sitting on that wall.

I'm hoping that you can visualise that story in your head.

Now, we can see that there are eight cats on the wall because I have eight counters on my ten frame.

Well done if your story was similar to mine.

Remember, it doesn't have to be about cats, but as long as the numbers are the same.

Let's have a look at B.

I've used books on a shelf for this story.

First, there were two books on the shelf, those two red counters.

Then, how many books were added? Sofia put six books on the shelf because I can see six yellow counters.

Then, she stacked two more books on top.

Now, there are 10 books on the shelf.

We can see that there are 10 counters on our ten frame at the end of our story.

Let's have a look at part two.

So now we've told our stories, let's represent these as equations.

So we can see that there are five counters, we are adding one more counter, and then we're adding two more counters, so that must be 5 + 1 + 2.

At the end of this, we can see that we have eight counters, so that must be the sum of the three addends.

So the equation for A should be 5 + 1 + 2 = 8.

Well done if you got that one.

Let's have a look at B then.

We can see two counters.

Then, we're adding six more.

Then, we're adding two more, and the sum is 10.

So the equation to represent this story would be 2 + 6 + 2 = 10.

Well done for completing task A.

Let's move on to the second part of our learning, representing a "First, then, then, now" story using a number line.

Laura now tells her own "First, then, then, now" story.

First, there was one book on the shelf.

Then, five more books were put on.

Then, two more books were put on.

Now, there are eight books on the shelf.

Instead of a ten frame, Laura now wants to represent her story on a number line.

So let's have a look.

First, there was one book, so we're going to start at one on our number line.

Then, five more books are put on, so we're going to add five.

Can you see how Laura's shown that on her number line? Then, two more books, so we need to add on two more.

There's another jump, look, adding two.

Now, there are eight books on the shelf, so eight is the sum of the three addends.

Let's retell the story using the number line just as our representation.

First, there was one book on the shelf.

Can we see? Then, five more books were put on.

Six is the sum of the first two addends.

We now need to add the third addend.

Then, two more were put on, so we added two more.

Now, there are eight books on the shelf, so we know that eight is the sum of all three addends.

Can we see that on the number line? We can also show this as an equation, 1 + 5 + 2 = 8.

Can you see that on the number line? We started on one, we added five, then we added two, which equaled to eight, the final number on the number line.

Okay then, over to you.

Can you represent this story on a number line? Remember, just like Laura, tell your story out loud as you're showing it on your number line.

First, there were three books on the shelf.

Then, two more books were put on.

Then, four more were put on.

Now, there are nine books on the shelf.

Pause this video and have go at representing this story on a number line.

Remember to tell your story out loud because it's going to help you remember what you're doing next.

Come on back once you've got your finished number line to see how you've got on.

Welcome back.

So, let's see if your number line matches Laura's.

First, there were three books on the shelf, so let's start at three.

Then, two more books were put on the shelf, so we're going to add two.

Can you see Laura's jump there of two on her number line and she's labelled it + 2? Then, four more books are put on, so now we're going to add four more.

Again, that jump, and we've labelled it as + 4.

Now, there are nine books on the shelf, so this is the sum of the three addends.

We ended on nine on our number line, so nine is now the sum.

Laura now wants to represent this story as an equation.

So there's the number line that we've just created.

Can you pause this video and write the equation that would match Laura's story? Welcome back.

Let's have a look at the equation that would represent this story.

First, there were three books on the shelf, so we're going to start with three.

Three is our first addend.

Then, we add two more because two more books were put on, so let's show that on our equation, 3 + 2.

Then, four more books were put on, so we add four more, 3 + 2 + 4.

Now, what's the last bit of our equation that we need? The sum.

The sum of these three addends is nine, so we need to show that using our equals sign because 3 + 2 + 4 = 9.

Well done if you got the same equation as Laura.

Andeep and Laura now want to represent this problem on their number line.

How many books will be on the shelf at the end? We know that we can start with two and add three because there were two books on the shelf and three more were put on.

What should we do next? Zero more books were added.

Hmm.

How are they going to show this on their number line? No more books were added.

When we add zero to a number, it doesn't change.

So that means that there will be five books on the bookshelf because that final addend of zero, it is there, it is a three addend addition, but it has not changed what has happened previously.

So we know that there must be five books on the shelf at the end of this story.

First, there were two books on the shelf.

Then, three more books were added.

We can see that jump, three.

Then, no more books were added, so we've written + 0, but there is no jump because it doesn't change.

Now, we can see that there are five books on the shelf at the end of the story.

Okay then, over to you.

What has been represented on this number line, A, B, or C? Once you've decided which one is representing this number line, can you find the sum of the three addends? Pause this video, find which one is being represented, and then find the sum.

Come on back once you've done those two things.

Welcome back.

Let's have a look then.

Which of these is being represented on this number line? Well done if, like Laura, you noticed that it was B.

Zero is our starting amount.

Then, we're adding seven, and then we're adding one more, so it must be 0 + 7 + 1.

So, what would be the sum of these three addends? We know that the sum is eight because the final number that we arrive at on our number line, if you look, is eight.

So 0 + 7 + 1 = 8.

Well done if you spotted that, and well done if you got the correct sum.

Okay then, now you've done that, can you now help Andeep and Laura to decide whose number line correctly shows 2 + 7 + 1? Pause this video and have a think, and come on back when you think you know who's correct.

Welcome back.

I hope you had some really good thinking time there, maybe even shared your thoughts with somebody else.

So let's have a look at what the children noticed.

Andeep notices that they both started at two, which is correct because the first addend is two, so well done to Laura and Andeep for that part.

Let's have a look at what happens next.

Then, Andeep and Laura both arrive at different numbers after this first step.

Andeep arrives at nine, but Laura arrives at seven.

Hmm.

So who is correct? We can see that in the equation, we needed to add seven because it's 2 + 7 first, so we're adding seven to two.

But Laura actually only added five, so that's where her mistake must have come.

We can see that we needed to add seven, which would have arrived at nine, not at seven.

Laura arrived at seven rather than adding seven.

Finally, we can see that they've both added one as their final step, which is correct, but because Laura arrived at seven rather than nine, that means her final sum is incorrect.

So we can say that Andeep is correct.

Well done, Andeep.

2 + 7 + 1 = 10.

Well done, guys.

Okay then, over to you with task B.

The first part of task B is to create your own "First, then, then, now" stories, just like you did in task A, but this time, it's for the number line representations.

We used books on a shelf during this second part of our learning, but remember, you can use any story that you want as long as it is representing these number lines.

Once you've done your stories, can you then represent it as an equation using the number line to help you? And finally, part three is to explain who has written the correct equation to show this number line.

Have a think at how you know who is correct.

Once you've had a go at part one, two, and three, come on back to see how you get on.

Welcome back.

I hope you had lots of fun there with that final task.

Let's see how we got on.

Creating our own "First, then, then, now" stories.

Let's have a look at my example.

First, there was one coat in the cloakroom because we started our number line on one.

Then, we can see that we've added four, so then four more coats were hung up.

Then, I can see that we've added two, so then two more coats were hung up.

Now, there are seven coats in the cloakroom because that's the number that we arrive at at the end.

In B, we can see that first there were six birds in a tree.

Then, two more birds joined them because I've added two.

Then, we can see that one more bird joined them.

And we know that now there are nine birds in the tree.

Well done if your story is similar to mine.

Part two then, we're going to represent these as equations.

We know that in A, we started on one, so that must be our first addend.

Then, we can see that we have added four, so that must be the next addend, 1 + 4.

And finally, we've added two.

So we know that two is our third addend, 1 + 4 + 2.

We can see that after all of this, we arrive at the number seven, so seven must be the sum of this equation.

1 + 4 + 2 = 7.

Well done if you got that one.

Now let's have a look at B.

We started on six, so that must be our first addend.

We added two, so that's our second addend.

And then we added one more, so that must be our third addend.

6 + 2 + 1.

We can see that we arrived at nine, so 6 + 2 + 1 must be equal to 9.

Now let's have a look at part three, who has written the correct equation shown on this number line? We can see that first we have four.

Then, we add two.

Then, we add four more.

So that should represent 4 + 2 + 4 = 10, which we can see that Andeep is correct.

We can see that Laura has written that six has been added.

Hmm, where has she got six from? Oh, I see.

The six that has been circled because that's the sum of four and two.

That's the first step that we did, wasn't it? But six isn't an addend, so Laura's is incorrect.

Well done if you spotted that, and well done for completing task B.

Let's have a look at what we've covered today.

Adding three addends can be represented using a "First, then, then, now" story.

We can represent the addition of three addends as three different objects on a ten frame.

We can represent the addition of three addends as three steps on a number line.

We can represent the addition of three addends as an equation.

Well done for all of your hard work today.

I hope you've enjoyed telling some "First, then, then, now" stories today.

I hope to see you all again soon to continue this amazing maths learning.