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Welcome to your maths lesson with me, Mrs. Harris.

We'll be counting to three today.

One, two, three and we'll be making representations of each of those numbers.

I'll explain what I mean in a few minutes.

Here's what we're going to do in this lesson.

We're going to start with a clapping game.

Then we'll have the new learning where we'll learn what a representation is.

Then you'll have a talk task to do.

After that, we'll deepen your understanding as we develop it a little bit deeper.

That doesn't make sense but well done.

Here's what we're going to do in this lesson.

We're going to start it with a clapping game.

Then we move onto the new learning where we find out what a representation is.

Then you'll have a talk task where your learning will get a little bit deeper as we develop your understanding.

And finally, you'll have some independent learning to do so you can show me everything that you've learnt in this lesson.

You are going to need a couple of things.

You're going to need the printed worksheet.

And it'd be great if you could have some pencils, maybe even colouring pencils.

If you don't have them, pause the video, go and find them and I'll be waiting.

So come back to me.

Let's play a little bit clapping game.

But before we do, let's all give ourselves a big clap.

Is your clap working? Yeah, so is mine.

So I'm going to clap and I'm going to clap a different number of times.

And I want you to copy it.

I'll go like that when it's your turn so you know I've finished.

How many claps did I do? I did one.

Great.

Shall I do that one again? Let me try another one.

Tricky, isn't it? You really have to listen and then process it really quick so you can copy.

I think you did a great job and that's a game you can play again with your friends.

Have a little look at the pictures on my page as we start our new learning.

I'm looking at one of something and I'd like you to guess what it is.

So I'm looking at one of something.

It's all by itself.

There are no other ones of this.

Yeah, I'm looking at the one butterfly, aren't I? There's just one butterfly in the one tree.

Okay.

I'm looking at three of something.

What could I be looking at? I am, I'm looking at the three mice at the top.

I could be looking at their noses.

There's three of them.

Or their tails.

Okay.

I'm looking at two of something.

One, two of something.

Which picture am I looking at? I am, I'm looking at the one down there.

The two little dickie birds sitting on a wall.

I've represented my butterfly.

It's just here.

I know it doesn't look much like a butterfly but I've chosen to represent it with just one peg.

Just here.

I could represent something else.

I could represent the three blind mice by putting three pegs on my board.

One, two, three.

I could also represent the two little dickie birds sitting on a wall using my pegs.

Here they are.

One bird, two bird.

Of course I know they're not birds.

But I didn't have a toy bird, so I just used my pegs instead.

I can pretend, can't I? So I have represented my two birds with my pegs.

I can also represent them well, with anything I can found.

Look, I can use my building blocks.

I've got one, two, three of them.

What have I represented here? I have.

The three blind mice.

Okay, what have I represented here? I've represented the one butterfly, haven't I? I know this isn't a butterfly but I can pretend.

I have one butterfly.

You can pretend as well, can't you? Or I could pretend that these two blocks are my two little dickie birds sitting on a wall.

These LEGO blocks are representing one bird each and together, they're representing my two birds sat on the wall.

Now, I can represent anything I like with anything I like.

There's another way I can represent things though.

This number, oh, this number one represents my one butterfly that was in the tree.

This number two represents my two dickie birds sitting on a wall.

And what am I going to write to represent ♪ My three blind mice ♪ I'm going to write a number three.

So I have represented my pictures of the animals with LEGO, with pegs and with numbers.

I used the things I had around me to represent the things I could see in the pictures.

I used the peg as a butterfly, didn't I? I said I have one peg.

It represents one butterfly.

There are one butterflies, one.

I used the LEGO.

I have two birds.

There are one, two pieces of LEGO.

Two.

But maybe you don't have pegs or LEGO around you.

I didn't ask you to get them, did I? I did ask you to get colouring pencils though, didn't I? But it's not time to draw a picture.

You're going to use your colouring pencils to represent something in your room.

I could say that this, I have three blind mice.

There are one, two, three pencils.

One, two, three, three.

So have a look around your room.

What can you see and can you represent it with your pencils? Pause the video, have a go and come back to me.

I wonder how you got on with representing the objects in your room with your pencils.

I was having a little look around my room and I have three chairs.

I have three pencils.

One, two, three, three.

Did you notice the last number I said? It was the total amount of pencils I had or the total numbers of chairs I had.

I also quite like touching them as I counted one, two, three.

I have three chairs.

Three.

Now, having my pencils to represent them or my LEGO blocks or anything is a little bit easier, isn't it, than trying to carry all three chairs around with me to show somebody else.

The other way I could do it is I could just write the number three, couldn't I? But I could draw the chairs.

I could do a pictorial representation of my chairs.

One, two, three.

There are three chairs.

I could write the number three.

I could even write the word three.

I could do it in joined up in cursive or I could do it not joined up like that.

But if I didn't want to draw the whole chairs, I could draw my three chairs.

One, two, three like that.

I'll know I was thinking of chairs and now you know I was thinking of chairs.

I have represented my three chairs with three pencils, three chairs, three squares, the number three and the word three.

What a lot of ways I can represent real objects.

We've already developed our understanding quite far.

But I think you're ready to step it a step further.

Imagine I gave you the number two and I wanted you to draw two of something.

Could you do it? Yeah, you could, couldn't you? What about if I ask you to draw three of something? I bet you could do that.

What about if I ask you to draw just one of something? Could you do that? Yeah, of course, you could.

You could draw a pictorial representation of a number to help people understand what the number three or two or one actually means.

It means we have one, two or three of something, doesn't it? Have a look at my pictures.

So I drew one moon.

I drew two suns.

And I drew three stars.

I do like drawing stars and actually, I kind of wanted to draw some more.

I was very tempted to but I knew that I could only put three in that circle because I've got the number three underneath and I've got the word three to remind me as well.

So I knew I had to stop after I drew three stars.

So when it's your turn, remember to stop at the right number.

For your independent learning.

For your independent learning, I would like you to do me some pictorial representations.

You'll need the worksheet that you got at the beginning of the lesson and your colouring pencils again.

Each circle needs a different number of objects in it.

And look, I've written the word underneath but I haven't written the numbers.

You're going to have to do that as well.

So pause the video now and have a go at your independent learning and then come back to me.

I'll be waiting.

Welcome back.

So how did you get on? Have you drawn some beautiful pictures to represent the number one, two and three? Did you remember to write the numbers in as well? Now, I've had a go while you were gone as well.

I drew one flower above the word one.

I wonder what you drew to represent one.

I wonder if it was a flower or something that you like.

But I didn't write the number.

I'll do that now.

I've written a number one.

Then I've got my two trees to go with the number two.

But I need to pop a number in.

Is that what you wrote? And then I had three.

And I started to draw my three leaves.

Have I finished my picture yet? No, I need more, don't I? So let me finish my picture.

There and there and there.

Oh, I've got more than three now.

Oh, I forgot to stop again, didn't I? Hang on, I can start again.

So one.

Two.

Three.

And stop.

Fantastic, I got my three leaves but what does that number three look like? Think, think, think, Mrs. Harris.

Oh yes, I remember what the number three looks like.

Brilliant.

Oh.

We've reached the end of our lesson.

I'm a little bit sad.

I've enjoyed working on representations with you, using blocks to represent the three blind mice or maybe my pencils.

I've enjoyed drawing pictures to represent the numbers with you and I haven't had to see any of yours.

Maybe you could ask your parents or carer to share your work on social media.

All the details are on the screen now and then I would get to see some of your representations.

Well, anyway, it's bye from me.