Lesson video

Hello there, maths whizzes, it's Mrs. Khaira, and it's my most wonderful assistant Patch.

Now in this lesson, we're consolidating our learning of numbers within 15.

That means we're going to look at all the things we've that learned this unit and we're going to do but of revision.

Sounds exciting, doesn't it? I think we're ready to start.

Shall we begin? Now for this lesson, you're going to need the following items. You will require some counting objects, so I've got some cubes, but perhaps you can use some counters if you have them handy.

You'll also need number cards and a number track, and they're available in today's lesson resources.

And please ask a parent or carer if you require any help with cutting out the cards.

Now, if you haven't got these things handy, please pause the video now, go and collect what you need, find a quiet spot to sit in and then resume the video.

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

That's right, it's Old Mother Hubbard, the nursery rhyme.

Can you remember the first verse? We're going to sing it together.

Are you ready? ♪ Old Mother Hubbard went to the cupboard ♪ ♪ to fetch her poor doggy a bone, ♪ ♪ but when she got there, the cupboard was bare, ♪ ♪ And so that poor doggy had none.

♪ Poor Patch, he's in the picture looking very sorry for himself.

I think we're going to be able to cheer him up with some maths questions, though.

Let's see what the first question is.

Well, I'm looking very carefully at the big picture and I can see something of which there is two.

I wonder if you know what I might be talking about? Have a look at the picture and see what you can spot.

Well, if you said perhaps the taps, or the white bowls, or chairs, you would be correct because there are only two white bowls, two taps, and two chairs.

Great work, everyone.

Now I'm looking very carefully at the big picture and I can see something else.

I wonder if you can spot it too.

I am looking at something and there is only one of these in the big picture.

What could it be? I think Patch knows.

Well, if you perhaps said the flower pot with a pink flower, or Patch in the picture, then you would be correct because there is only one Patch in the picture, and there is only one flowerpot.

Great work, everyone.

Last question to challenge you.

Now, I wonder if you can help me with some counting.

I would like you to help me count up the number of glasses you can see, and it doesn't matter if they are full of orange juice or they are empty.

How many glasses are there in total in the picture? Have a good now.

Well, Patch thinks he knows how many there are.

Let's see if he's correct.

Using your careful counting fingers, can you help me to count up the number of glasses? Are you ready? One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13, 14, 15.

Isn't that convenient? We're looking at numbers of 15, and there are 15 glasses.

Now I wonder if you can help me to represent those 15 glasses using beads on a bead string.

Let's have a go now.

So here is my bead string.

I want to count out 15 beads to represent the 15 glasses.

Let's do that together now.

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

There are my 15 beads.

They represent the 15 glasses in Old Mother Hubbard's kitchen.

Great counting, everyone.

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

So in this lesson, we're going to practise our language of one fewer and one more.

Let's have a look at what we're going to do.

You and a partner are going to need to do this activity in the moment, so pay good attention.

Patch is going to help me by picking a number card first.

Let's see which one he's chosen.

He has picked the number 13, great choice Patch.

Now I am going to have a go at representing the number 13 using my cubes.

Can you help me to count 13 cubes out really carefully? You could use your careful counting finger, If that's helpful.

Let's go.

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

Great counting, everyone.

There are my 13 cubes and they represent the number 13.

Now, I would like to find one more than my 13 cubes.

Can you remember what we need to do? Patch, you are so clever.

I wonder if all the children out there remember too? To find one more than my 13 cubes, I need to add one more cube to my tower.

Let's do that now.

There we are.

So one more than 13 cubes is equal to 14 cubes.

Great work, everyone.

One more than 13 is equal to 14.

Now let's take a step back.

There are my 13 cubes.

This time, I want to find out one fewer than 13.

Hmm.

Can you remember what we need to do to find one fewer than 13? Hmm, I think you might be right, Patch.

Patch says to find one fewer than 13, you have to take a cube away.

Well, that sounds like a very sensible thing to do.

Let's do that together now.

And off it goes.

I wonder if you can count up the number of cubes leftover? That's right, there are 12 cubes left behind.

That must mean that 13 take away one is equal to 12.

12 is one fewer than 13.

Great work, everyone, and thank you, Patch.

Now it's your turn to have a go.

You're going to use your number cards and your cubes or counting objects to help you.

You're all going to have a go at finding one more and one fewer than the representation on your card.

Once you've finished having a go at the activity, then please resume the video, and we'll carry on with our learning.

Now for this part of our learning, we are going to focus on the language of one more and one greater than.

You might choose to do the activity in a moment with a partner, so Patch is here to help me out.

Patch just picked a number card.

He has chosen the number 14.

I think it's time to represent that number using cubes.

So here we go.

Can you help me count 14 cubes out together? Let's go now.

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

Now, I want to find one more than my 14 cubes.

I remember that that means I have to add one more cube.

Let's do that now.

Now I know that 14 plus one more is equal to 15.

That must mean that 15 is one more than 14.

I think that's correct.

Now we can also use the language of one greater than, and we use one greater than when we look at numbers on a number line or a number track.

So there's a number track below.

I wonder if you can look carefully and spot the number 14.

Can you point to it on the screen? That's right, there it is.

I've put the circle around it so you can see it really clearly.

Now, to find one greater than 14 on a number track, we look at the number that comes directly after it.

Can you shout at the screen and tell me what number comes after 14 on a number track? That's correct.

The number that comes after 14 on a number track is 15.

That must mean that 15 is one greater than 14.

Great work, everyone.

Great, now it's your turn to have a go.

Using your number cards, your number tracks, and you're counting objects, have a go at finding one more than and one greater than the number on your number cards.

Once you've had a go at the activity, please resume the video and we'll finish off with our learning for today.

Now to finish off our learning for today, we're going to have a look at the language of one fewer and one less.

Let's have a go at this activity.

I have picked a number card.

Can you tell me what number is on the card? That's right, it's number seven.

Patch is going to help me to represent the number seven using some cubes.

You ready, patch? I think he is.

Let's count together.

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

We could also find the number seven using a number track.

Can you look really carefully and spot the number seven on the number track? That's right, there it is.

I've put a big circle around it so you can't miss it.

Now, if we wanted to find one fewer than the number seven using our blocks, we would have to take a block away.

Taking one block away would give us one fewer than seven.

So let's do that, now.

There we are.

Can you count the blocks to see how many are left behind? One, two, three, four, five, and six.

Six is one fewer than seven.

Now we can also use a language of one less, and we use the language of one less when we're referring to a number line or a number track.

To find one less than seven, we would look on the number track and look at the number that comes just before it.

Can you point to the number that comes just before seven on a number track? That's right.

The number that comes to just before it is the number six.

That must mean that six is one less than the number seven.

Good understanding, everyone.

Great work, everyone, today.

Now, if you'd like to, please ask your parent or carer to share your work on Twitter tagging @OakNational and hashtag #LearnwithOak.