Lesson video

Hello there, maths whizzes.

It's Mrs Khaira, and it's Patch the dog.

Now today, we will continue to apply our knowledge of one more and one fewer.

Now I hope you're ready to begin.

We are very excited to start, so let's get cracking.

So for today's lesson, you'll need the following items. You will need some number cards and a number track, both of which are available in today's lesson resources.

You will need two different colour pencils or two sets of coloured counters, and you will also require a bead string.

Now please ask a parent or carer if you need help with cutting out either the number cards or number track.

And then if you haven't got any of these items to hand, please press the pause button now, go and collect what you need, find a quiet spot to sit in, and then resume the video.

So let's have a look at our big picture for this unit.

Can you remember which nursery rhyme it comes from? That's right.

It comes from Old Mother Hubbard, and Patch is there in the picture sitting next to her looking very sad.

And we know that's because there was no bone for him.

I wonder if you can sing the first three verses of the nursery rhyme with me.

♪ Old Mother Hubbard, she went to the cupboard ♪ ♪ To fetch her poor doggie a bone.

♪ ♪ But when she got there, the cupboard was bare.

♪ ♪ And so the poor doggie had none.

♪ ♪ She went to the baker's to buy him some bread ♪ ♪ But when she came back, the poor doggie was dead.

♪ ♪ She went to the joiner's to buy him a coffin.

♪ ♪ But when she got back, the poor doggie was laughing.

♪ What a strange set of events.

Wow.

I think perhaps you can help me with our big picture today.

I have some questions that I would like to ask you.

So let's have a look at our first one.

Ah, hmm.

I can see a circle around a cup of orange juice.

I wonder if you can tell me how many cups of orange juice there are in this picture.

I'll give you a moment to have a look.

Let's see if you're correct.

Can you use your careful counting finger to help me count? Let's go together.

One, two, three, four, and five.

There are five cups of orange juice.

Patch is nodding.

It must be correct.

Can you help me represent those glasses of orange juice on a ten frame using our counters? So here is my ten frame.

Let's represent the five cups of orange juice using some counters.

Help me count five counters out.

One, two, three, four, and five.

These are my five counters, and they represent my five cups of orange juice.

Great counting, everyone.

Let's see what we're going to be counting next in the big picture.

Ah, the stripey mugs.

How many stripey mugs can you see in the picture? Take a moment to have a look now.

Let's see if you're correct.

I think patch might have an idea too.

Let's use your careful counting fingers to find out the answer.

One, two, three, and four.

There are four stripey mugs in the picture.

Can you help me to count them out using lolly sticks? So let's count out four lolly sticks together.

One, two, three, and four.

These are my four lolly sticks.

They represent the four stripey mugs.

Now in our learning today, we're looking at applying our knowledge of one more and one fewer.

Now for this activity, you're going to need the following things.

You'll need a number track or a number line, a bead string, and a selection of number cards.

You'll also need the help of a trustee volunteer.

So I'm going to have Patch to give me a helping hand.

Now, Patch is going to start by picking one of the number cards.

Let's see which one he chooses.

He has picked the number 12.

So we can put the other ones away.

I want to represent the number 12 using my bead string.

I can do this by counting out 12 beads.

Can you help me to count them out? One, two, three, four, five, six, seven, eight, nine, 10, 11, and 12.

There are my 12 beads.

They represent the number 12.

I can also find the number 12 using a number track or number line.

Let's count along from zero until we find the number 12.

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

There it is.

I'm going to pop a counter on it so I can see it clearly.

Now let's see if we can find one more or one greater than the number 12.

Now, when we use a bead string or other manipulatives, we want to find one more than 12.

Here are my 12 beads.

I want to find one more, and I can do this by adding one more bead.

So let's do that now.

Do you think you know how many beads I have now? Let's count to make sure you're correct.

One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, and one more makes 13.

One more than 12 is equal to 13.

When we use a number track or a number line, we use the language of one greater.

So let's find out what one greater than 12 is.

Let's count along from zero until we find out the answer.

Zero, one, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13.

One greater than 12 is 13.

That's because 13 is the number that comes after 12.

Now what about if you wanted to find one less or one fewer than 12? So here are my 12 beads.

If I wanted to find one fewer than 12, I would just take one bead away.

So one fewer than 12, let's remove one bead.

How many beads do you think we have left? Let's see if you're correct.

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

One fewer than 12 is equal to 11.

And what about on our number line or number track? To find one less than 12, we would take one jump back.

Let's see what the number before 12 would be on our number track.

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

One less than 12 is equal to 11.

That's because it's the number that comes just before it.

Great work, everyone.

Now it's your turn to have a go for your talk task.

So using your number cards, your bead string, and a number track or number line, have a go at practising the language of one more or one greater and one fewer or one less.

Once you've had a go at the activity with a partner, resume the video, and we'll carry on with our learning.

Now for our independent activity today, we're going to play a game that helps us to apply our knowledge of one more or one fewer.

You are going to need the following things.

Your bead string, your number track or number line, two different sets of coloured counters or two different coloured pencils, and a coin.

You'll also need the help of a partner.

So as usual, I have Patch here to lend a hand.

Now Patch is going to go first in the game.

He is going to pick one of the numbers on the number track.

Let's see which one he chooses.

Patch has picked the number seven.

Good choice, Patch.

Now Patch is going to help me make the number seven using our bead string.

Let's count out seven beads.

Can you help me? One, two, three, four, five, six, and seven.

There are our seven beads that represent the number seven.

Now Patch has done that, I'm getting to help him flip a coin.

Let's see what he gets.

He has a tail.

Now there's a special rule for whether you land on a head or tail.

If you flip a coin and get the tail, then you need to take one bead away and find one fewer.

So let's remove one of the beads from our bead string.

Let's see if we can find out what one fewer than seven is.

Let's count out together and find out.

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

One fewer than seven is equal to six.

Patch is going to be green today.

So he's going to put his counter on the number six.

Now it's my turn to have a go.

So let's see which number I'm going to pick.

Hmm, I think I want a double digit number.

I am going to pick the number 10.

So my turn to make the number 10 on a bead string.

Could you please help me count out 10 beads? One, two, three, four, five, six, seven, eight, nine, and 10.

There are my 10 beads.

They represent the number 10.

My turn to flip the coin.

Let's see what I get.

I have tossed the coin, and I have landed on a head.

If I get heads, then I need to add one more bead.

So here are my 10 beads.

I am going to add one more.

How many beads do I have all together now? Let's count and check.

One, two, three, four, five, six, seven, eight, nine, 10, and 11.

One more than 10 is equal to 11.

I have a number 11.

So I am going to put my counter, I am yellow today, on the number 11.

And then it's going to be Patch's turn again.

Now you're going to carry on playing the game with your partner.

The winner will be the person that has the most of their colour on the number line once they finish the game.

Once you have finished your game, resume the video, and we'll have a look at the last part of the lesson.

Well done, everyone.

I wonder if you had as much fun as Patch and I did playing the game.

In the end, Patch won, but it's all about the taking part.

And we had fun together.

Now for the last little bit of the lesson, we're going to play another game called Guess My Number.

On the screen in front of you is a number track from one to 15.

I'm going to give you some clues, but I wonder if you can find out what my hidden number is.

Are you ready to have a go? Well, here's my first clue.

My number is greater than one, but less than 15.

Hmm.

What could it be? I know.

I'll give you one more clue.

My number has the same number of sides as a pentagon.

Hmm.

All right, I'll give you one last clue in case you haven't figured it out.

My number is one greater than four, but one less than six.

I think you must know by now what my number is.

Patch certainly does.

My number is the number five.

Great work, everyone.

Now in lesson eight, we will begin to use the guess and check strategy for problem solving.

Patch and I look forward to seeing you then.

Bye for now.