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Hello everybody.

It's Mrs. Khaira here and my wonderful assistant, Lemony the Lamb.

Now today, we are going to be looking at adding and subtracting, using a number track to help us.

We are so excited to get on.

I hope you are too.

Let's begin the lesson.

For this lesson you will need the following items: you will require a number track, which is available in today's lesson resources; cubes, or counters or manipulatives of two different colours; and then also, you'll need some number cards which are available again in today's resources.

If you haven't got these things to hand, please press the pause button now, please go and collect them, and then resume the video once you're ready.

Great work everyone.

Now let's start with our maths brain teaser to get our maths brains nice and warmed up.

We're going to practise our counting on, and counting back, using our number track.

Are you ready? Get your counting finger ready? And you're going to help me with these questions.

Let's start on the number four on the number track.

Could you point to the number four for me? That's right.

Here it is.

Now, I want you to count on four more.

Should we have a go together and see where we end up? Let's do it now.

One, two, three, and four.

What number do we end up on, could you shout it at the screen? Fantastic.

That's correct.

We end up on the number eight.

Brilliant.

Now again, to start on another number, and do some counting back.

Can you point at the number nine for me on the number track? Good work, everyone.

There it is.

Now, what I want us to do, is we're going to count back five spaces.

Are you ready to help me count back five? Get you counting finger ready.

Off we go.

One, two, three, four, and five.

Can you tell me what number we end up on? Shout it out at the screen.

That's right, we end up on the number four.

Great work, everybody.

Great work, everyone.

Let's have a look at our new learning for today.

So, today we're going to be looking at the big picture, and we know that it's for the nursery rhyme, Mary had a Little Lamb.

And if you look really carefully, in the background of the picture, you might spot a little red bus travelling off into the distance.

And here it is a little bit bigger.

Now, this red bus it's very special.

It has room for 10 people to get on, and the driver has his own special seat.

So, we are going to have a look at some "fist, then, and now" stories, looking at this red bus.

Here's the first one.

I wonder if you can help me.

First, there were five people on the bus.

Then, three more people got on.

Now, we want to know, how many people are on the bus all together? Well, I wonder what we could use to help us find the answer.

Perhaps Lemony knows Lemony you are very clever.

He is right.

We can use our number track and our cubes to help us.

First, there were five people on the bus.

So, how many cues should I put onto my number track? Can you shout out the answer? That's right! I'm going to put five cubes onto my number track.

One, two, three, four, and five.

First, there were five people on the bus.

Then, three more people jumped onto the bus.

I wonder how we can represent them on the number track.

I know.

Let's use our cubes.

Can you help me count three more? One, two, and three.

So, first there were five people on the bus.

Then three more people jumped on.

Now, how many people are there all together on the bus? Well I know.

Let's use our counting on to help us.

I know that first, there were five people on the bus.

So, I'm going to put a ring, around those five cubes.

We're going to count on from five.

Can you help me? Five, six, seven, eight.

Now, there are eight people on the bus.

That's because five plus three more, is equal to eight.

Great work, everyone.

But I wonder, do we always count on, or count forward on a number track? I think we need to look at another question to find the answer.

This time, first, there were eight people on the bus.

Then, six people jumped off.

Now, how many people are left on the bus? So, let's use our cubes and the number track to help us.

First, there were eight people on the bus.

So I think we'll represent them using eight cubes on the number track.

Here they are.

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

First, there were eight people on the bus.

Then six people jumped off.

So, I think we need to take six of our cubes away.

This time we're counting backwards towards one.

Can you help me take six cubes away? Let's count together.

One, two, three, four, five, and six, Then, six people jumped off the bus.

Now, how many people are left on the bus? Well, I think that there are two kids left on the number track.

That must mean there are two people left on the bus.

That's because eight take away six is equal to two.

This time, we counted backwards.

Well done everyone.

Great work, everyone.

Now it's your turn to have a go.

So, for today's talk task, you're going to need your number tracks, some number cards, your cubes, and the help of your talk partner.

So, the first thing we will all do is put five cubes on the number track, and they represent the five people already on the bus.

One, two, three, four, five.

First, there were five people on the bus.

Then, your talk, partner's going to pick a number card.

Let's see what Lemony has chosen.

The number two.

And, they're going to tell me whether that represents the people coming onto the bus, or leaving the bus.

Lemony says that's two people joining the bus.

So, let's have a look at our first then announce instance.

First, there were five people on the bus.

Then, two more people join.

Now, how many people are there all together? So, let's use our cubes to help us.

First there were five people on the bus.

Then two more people join in.

Let's add two more cubes.

One and two.

Great.

Now, how many people are there all together? I think we can use our counting on to help us.

So, first, there were five people.

I'm going to put the ring around those.

And let's count on from five.

Five, six, seven.

Now, there are seven people on the bus.

Because five plus two more is equal to seven.

Great work Lemony.

Now, it's your turn to have a go.

So, using all the equipment in front of you, I wonder if you can come up with your very own "first, then, and now" problems to do with either addition or taking away.

Once you're done, resume the video and we'll carry on with the rest of our learning.

Great work, everyone.

Now, for our next activity we're going to have a look at the direction that we move on a number track.

When we are heading on a number track, which direction do we move in? Do we move towards number 10, or towards the number one? Because you point at 10, if you think we move towards 10.

Could you point at one? If you think we move towards one.

Well done.

Those of you that pointed at the number 10, you are absolutely correct.

When we are adding, the value of our numbers get bigger.

We move towards a 10.

That must mean that when we are taking away, we move towards the one, because the value of our numbers gets a bit smaller.

Good work, everyone.

We're going to have a look at some questions today that involve us counting on, and counting back.

And you have lots of practise of that in today's lesson, haven't you.

Let's have a look at this question here.

First, there were two people on the bus.

I am going to put two kids onto my number track to represent this.

One and two.

First, there were two people on the bus.

Lemonys nodding.

He agrees.

Great work.

Then, two more people get on the bus.

So, that must mean I have to count on two more cubes.

I have to add two more cubes onto the number track.

One and two.

Now, how many people are on the bus all together? Well, I know I started with two people on the bus first, and then two more people joined in.

Two plus two more, is equal to four.

Now, there are four people on the bus.

But, then something strange happens.

Some people get off the bus.

So, first, there are four people on the bus.

Then, three people get off the bus.

Now, if people are getting off the bus, and I think that means I will have to take some cubes away.

So, three people get off the bus.

I will have to take away three of the cubes.

Could you help me count them? One, two, and three.

So first, there were four people on the bus.

Then, three people leave.

Now, there is one person on the bus, because I have one key left.

Four take away three is equal to one.

Great work, Lemony.

Now, I'd like you to have a go.

So please, pause the video here, and using the number card questions that are available in today's resources, I'd like to see if you can help count on, and count back, using your cubes and the number track.

Once you've completed the activity, resume the video so we can finish up our learning for today.

Great work with your independent task, everyone.

Now, let's have a look at a problem question.

I want you to see if you can spot what's the same, and what's different in the two stories that I tell you now.

Let's have a look and see.

First, there were five children on the playground.

They are my five cubes to represent them on the number track.

Then, two children had to go inside.

Let's say goodbye to two of them.

One and two.

Let's take away two of the cubes on my number track.

One and two.

Now, there were three children left in the playground.

One, two, three children in the picture.

One, two, three cubes in my number track.

Five cubes, take away two cubes left me with three cubes.

Five, take away two, is equal to three.

Great work, everyone.

Let's have to listen to the second story.

This time, first, there were three children on the playground.

One, two and three.

I put three cubes on my number track to show them.

Then, two more children come out to play.

One and two, come out to play.

Let's also put two cubes onto the number track.

To show that.

Now, there are five children in the playground altogether.

One, two, three, four, and five cubes on my number track.

That's because three plus two, more is equal to five.

So, did you spot what was the same and what was different? Well, you might've noticed that they were both "first, then, and that" stories, and that they both had the numbers three, two, and five in them.

What you might've noticed was different, was that one story was about subtraction, and the other was about addition.

Great work, everyone, if you spotted that.

Fantastic mathematicians.

Brilliant learning from you today, as always.

And if you'd like to, please ask your parent or carer to share your work on Twitter.

Tagging @OakNational, and #LearnWithOak.