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Hi.

My name's Miss Robson.

In this lesson we're going to be exploring numbers to 50.

This work will build on our previous lessons, where we've looked at numbers to 30 and numbers to 40.

We're going to look at some different representations of numbers to 50.

We're going to look at how to write those numbers and then we're going to have a practise at counting some quantities.

For this lesson you might want to have 50 things near you, that you can use to count along with me if you think that that will be helpful.

You can have pasta, beads on beads string, counters, whatever you have around.

You also need to be able to see a copy of the big picture, for later when we're doing some counting.

On the screen, you can see 50 straws.

Just like in the previous lessons, we've organised our thinking by grouping them into groups of 10.

So there should be five groups of 10 on the screen.

I'm going to count them in 10s to check.

Ready? 10, 20, 30, 40, 50.

Altogether, there are 50 straws.

We're going to have a look at what that looks like in cubes, and what that looks like in straws in just a minute.

But first, let's try counting from 40 to 50.

Practising saying all of those numbers.

I have a bead string to help me with this.

I'm going to start by counting out 40 and then I'm going to count only ones.

So, each time the colour changes there are 10 beads.

So 10, 20, 30, 40.

Here I have 10, 20, 30 40 beads.

Then to count only ones to get to 50.

So 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50.

This time I'd like to hear you counting along with me.

Are you ready? So, starting with 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50.

Fantastic.

So now, we're going to look at how to write those numbers.

I'm going to use my different representations, to help me with writing those numbers and understanding the place value of which digit goes where.

Watch me use my straws to figure out how to write those numbers.

Have a look at my 50 straws.

Wow.

There are a lot of straws here aren't there? It would really help my counting, if I could organise them.

What do you think I could put them into groups of? I could organise them into groups of twos, groups of five, or even groups of 10.

Groups of 10 would be the fastest for counting and also, would help me with my place value later.

Let's put them into groups of 10 now.

Ready? Here are my five groups of 10.

There's 10 in each bundle, so I can count them in 10s.

10, 20, 30, 40, 50.

Altogether, there are 50 straws, but when they're organised like this, it's a lot easier for me to count than when I have them all over my table, isn't it? I'm going to start off with these four groups of 10.

Four groups of 10 and zero loose straws means 40 altogether.

10, 20, 30, 40.

I'm going to add straws and practise writing each number as I go.

One more would be four lots of 10, and one one which is 41.

Add one more, one more than 41 is 42 four lots of 10 and two ones.

10, 20, 30, 40, 41, 42.

One more one, 43, four lots of 10, and three loose straws.

One more than 43 is 44.

Four lots of.

Four lots of 10 and four ones.

One more is 45.

Four lots of 10, one, two, three, four, five ones, 45.

One more, is 46.

For lots of 10, and six ones.

One more is 47.

Four lots of 10, and seven ones.

One more makes for 48.

Four lots of 10, and eight ones.

One more makes 49.

49.

Four lots of 10, and nine ones, and here we get to the point where I add one more straw, which will make this loose pile of straws, a group of 10 in itself.

So I'm going to tie them together, with an elastic band, so that I know that there are a group of 10 now.

There we go.

So 10, 20, 30, 40, 50.

Now there are five groups of 10.

Five groups of 10, makes 50 like that.

Now that we've had a look at how each of those numbers is written, I'm going to show you some representations and give you three choices to choose from.

It will be your job to count in 10s, and then in loose ones, to figure out what number I'm showing you.

Here I have one, two, three, four lots of 10, and I have one, two, three, four, five, six, seven, eight ones.

Which of these numbers do you think I've represented with my straws? Point to the one on the screen that you think is correct.

It's 10, 20, 30, 40, 41, 42, 43, 44, 45, 46, 47, 48, 48.

Four lots of 10, and eight ones.

Give yourself a big pat on the back, if you spotted that one.

What number have I represented this time? I've got my 10s here and my loose ones here.

10, 20, 30, 40, 41, 42, 43, 44.

Four lots of 10, and four ones.

44.

Lucky last, what number do you think I've represented with my straws here? 10, 20, 30, 40.

Oh, oh I need to swap into ones.

10, 20, 30, 40, 41, 42.

I almost kept counting in 10s.

Here's the number 42.

Four lots of 10 and two ones.

I wonder how many cubes I have here.

I mean, there are so many and they're not organised in any way, so it's probably going to be quite tricky for me to count.

I think I might start by organising them into groups of 10, to figure out how many 10s I have, and then leaving any loose ones leftover afterwards.

Let's have a look and see how many cubes there are all together.

It's a lot easier now that I've organised my cubes to count and find out how many there are.

There are one, two, three, four, five, six, seven, eight, nine, 10.

There's 10 in each of these sticks, so I can count those in 10, and then I'll carry on counting in ones when I get over here.

10, 20, 30, 40, 41, 42, 43, 44, 45.

Altogether that was 45 cubes.

It was a lot quicker and easier for me to count them when I've organised them into groups of 10, and ones leftover.

Now that we've counted to 50, looked at the different representations of those numbers, and also looked at how to write all of those different numbers.

We're going to look at our big picture again, the big picture of "Hey Diddle, Diddle," and we're going to see if we can find anything in that picture that there are 50 of.

Now we've looked at this picture three times and we've done lots of counting, but we're going to try and find today 50 of something.

Here's our big picture.

So far we've counted stars, trees, windows, houses, and a few of the flowers.

Today, I was hoping that we could count characters, eyes, and even maybe shapes on the floor.

Let's start by counting how many characters there are in the story.

I've got my red pointer again.

So one, the cow here.

Two, three, four, five.

There are five characters in the story.

The cow, the cat, the dish, the spoon, and the dog.

So I've counted those and there's five altogether, but that hasn't helped me practise my counting to 50 yet, has it? So, I might need to find something of which there are more to count.

I'm thinking maybe I should count how many eye's there are so, a cow has two eyes, a cat has two eyes.

The dish and the spoon both have two eyes, and the dog has two eyes.

You can only see one here but hopefully he has one on the other side of his head.

So we can count them in twos.

Oh and look, two eyes on the moon here I almost forgot about him.

So, two, four, six, eight, 10, 12.

There are 12 eyes.

There were six pairs of eyes but altogether there are 12 eyes.

That doesn't help me count to 50 either does it? I need to find something of which there are much much more.

This time I might try and count feet and hands or paws and hooves depending on which animal it is.

So there are four on each character.

So four on the dog, five, six, seven, eight with the spoon as well.

Nine, 10, 11, 12 with the dish, 13, 14, 15, 16 with the cat, and 17, 18, 19, 20 with the cow altogether.

So that's 20 hooves or hands or feet or legs or whatever, depending on which of the characters it was.

That's still not enough.

I know from the last time that we counted in one of our previous lessons, that there were 40 stars, so that's close.

If I had a few more stars, they would be enough for me to practise counting to 50.

The only other thing in the picture that I can see that there are loads of is flowers.

So I wonder if maybe I need to count all of the flowers.

I might leave that up to you though as a task.

You could count the flowers and let me know how many there are.

It's time for you now to go and do some counting.

We did a bit of counting together.

We didn't find anything yet that there are 50 of.

That's your task, your challenge.

You need to see in that big picture.

What's there are 50 of.

Pause the video now, to complete your task when you're finished, press play.

Tell me, did you find anything that that were 50 of? I found one thing that there were 50 of in the picture There were 50 flowers.

They were in bunches of 10, so it was really easy for me to count.

Let me show you.

I counted them all to check and see.

If you remember from a few lessons ago, we discovered that they were in bunches of 10, so there are 10 flowers here, and 10 flowers here and 10 red flowers as well.

So let me count them in 10s to find out how many altogether 10, 20, 30, 40, 50.

Altogether, there are 50 flowers.

That was the item that I found in the big picture of which there were 50 altogether.

Did you find anything else of which there were 50? Perhaps if you're looking to do some more counting, you could look at just shapes when you're counting.

You could count all of the circles that you can see in the picture.

All of the squares, all of the hexagons, all of the pentagon's that you can find in the picture.

I can see loads of circles.

I think that might be an interesting challenge, if you're looking to do a bit more counting today, you could try and find all of the circles in this picture.

Thank you so much for joining me for this lesson.

You've done some fantastic counting, and some great learning too.

Why not share your work with us? If you'd like to, please ask your parent or carer to share your work on Twitter by tagging @OakNational and using the #LearnwithOak.

We'd love to see what you've been getting up to.

Thanks again for joining me.

See you next time.