# Lesson video

In progress...

In today's lesson we are going to be learning to apply knowledge of number bonds.

In this lesson we are going to be looking at counting in tens and ones using a place value chart, dienes and number lines, and Frodo the frog is going to be helping us with our number lines.

This lesson is lesson four for the topic numbers to 100 and beyond.

You will need paper and a pencil.

There are times when you will have to pause the video to have a go at some of the activities yourself.

Now let's get started.

Today we're going to look at a quick starting quiz of things that you learnt yesterday, some key vocabulary with our star words, practising previously learnt number bonds, writing numbers up to 100 and an independent task and then looking at the answers.

And a final quiz to see things that you have learnt.

Now let's do our star words.

With our star words I will use my star wand and it will be my turn and your turn.

Star words! Star words! Number bonds, groups of 10, multiple of 10, tens, ones, part-whole model.

Now I want you to pause the video to complete your start of lesson quiz.

Once you've finished your start of lesson quiz I want you to carry on watching the video.

Here we have a big picture of the three little pigs.

You can see that they are trying to build their own houses.

They have lots of different materials to use.

Lets help them by counting how many sticks, hay and bricks we can see.

Only count the materials that haven't been used yet.

They are on the floor.

Not the ones they've already used.

Remember the skills you've previously learnt about counting in tens and then carrying on in ones.

How many pieces of hay, sticks and bricks are on the floor ? Now we're going to start our counting.

I want you to pause the video to complete your counting task.

Making sure you count all of the bricks, hay and sticks that are on the floor.

How many did you count? Let's have a go together.

How many pieces of hay are there ? Let's count the hay.

So one, two, three.

There are three groups of 10 and one ,two , three, three single pieces of hay.

So that's three groups of 10 and three single pieces of hay.

There are 33 pieces of hay all together.

How many sticks are there on the floor ? I can see a bundle of sticks hiding behind the stick house.

Can you see it to ? Let's count the sticks.

Can you count with me ? One, two, three, four groups of 10 and one, two, three single sticks.

Four groups of 10 and three single sticks is equal to 43.

There are 43 sticks all together on the floor.

Now how many bricks are there ? Let's have a go at counting the bricks.

One, two, three, three groups of 10.

And one, two, three, single bricks.

There are 33 bricks all together on the floor.

33 pieces of hay and 33 pieces of bricks.

That's the same! Same same matchy matchy.

The pig with the sticks has the most.

Now let's have a look at it in a part-whole model.

Here we have a part-whole model and we have got the number 62.

I want you to think about how many tens are there in the number 62.

How do you know ? I know if I write the number 62 there are six tens in the tens column and two in the ones column.

Lets have a look if you agree with me.

62 good job everybody well done.

Were you correct as well ? And now we need to look at how many are in our part-whole model.

Let's see what it will look like.

Here we've got 60 which is the same as six tens.

And then the other part we have is two, which is the same as two ones.

60 add two is equal to 62 and that is how we write it in our part-whole model.

Now let's have a look on our number line.

I know as soon as we have a number line we need Mr Frodo the frog to help us.

If we are looking at a number line we need to count in tens on a number line.

So I want everybody to get up and get ready to jump with our tens counting on the number line.

Are you ready ? 10, 20, 30, 40, 50, 60, 70 80, 90, 100.

Well done.

Now I want you to pause the video to complete your counting task and I want you to count again without my help.

How did your practise go ? I hope you managed to jump like the frogs on the number line.

Let's work on this together.

I know that when I am counting in tens on a number line I need to jump in tens as well.

That way my counting doesn't take me too long to do.

Let's do our jumps all the way to 60.

10, 20, 30, 40, 50, 60.

Good job, thank you for counting with me and helping Frodo the frog.

But our number wasn't 60 it was 62.

Oh that's it I now need to carry on in ones until I reach 62.

Lets do two little jumps.

One, two, number 62 is now on the number line.

Good job everybody now lets try another one.

Here we have the number 54.

How many tens are there in the number 54 ? I want you to pause, think and tell the person next you.

Well done.

How many ten dienes would I need to put on the place value chart so it is the same as for the number 54 ? And how many ones ? Shall we have a look and see If you were correct? There's our tens and ones.

There are five tens and four ones.

Give yourself a pat on the back if you got it correct.

Good job.

We also have our part-whole model.

I have put the dienes in the part-whole model to make the number 54.

And now Frodo the frog wants to have a look at the number line.

Here we have the number 54 on the number line.

The first jumps have been made in tens just like counting in tens.

10 ,20, 30, 40, 50, and we've carried on in ones until we reach the number 54 as there are four ones.

One, two, three, four.

The number is 54 on the number line Now let's see if we can help with some other problems using our work that we've just learnt.

Here we have our friend who needs some help.

Don't you just love his nice stripy top ? He said "you have been doing such amazing work," so he wants you to help him to count.

And I know you can count in tens and ones.

He said he has 95 sticks.

Is that true or false ? Can you show me on the screen ? How do you know ? I want you to pause, think and explain to the person next to you.

Let's see if he does have 95 sticks.

I know we need to start counting the tens first.

Let's count the group of tens.

One, two, three, four, five.

Five groups of 10 is 50 Now let's count the ones.

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

There are nine single sticks.

I know that five tens and nine ones makes the number 59.

Now let's make sure that's correct.

Here I've got five tens and nine ones on my place value chart.

Five tens and nine ones make the number 59.

Good job.

I like that you remembered.

I would like you to have a go at doing some of these for yourself on your independent task today.

I want you to have a look at the tens and the ones, write the numbers in the part-whole model and then write them in the place value chart.

Have a go and make sure you check your work.

Well done.

Have you finished your work now ? Good job.

Now let's have a look at the answers.

Make sure you check the parts and the whole and the place values and that you've got them in the right places.

Well done, we've done some super duper maths today.

Give yourselves a whoop whoop.

Well done I hope you had lots and lots of fun.

Now I want you to complete your end of lesson quiz.