Loading...

Hello mathematicians.

It's Miss Charlton here and Hedwig, my talk partner.

Have you got your talk partner ready with you as well? If not, run and get them now, hopefully they're someone to help you do your mathematical thinking.

Right, let's find out what we're going to do today.

We are going to compare and order three numbers within 20.

A comparison of three numbers today.

We're getting a bit good, aren't we? So we are going to compare and order the three numbers.

Then we'll use the language of tens and ones to help us compare them.

Then you'll do your independent task and an end-of-lesson quiz Today, you're going to need a pencil and some paper, and then if you want to use them to help you, you might want some counting objects.

So you could use buttons.

You could use some counters or cubes if you've got them, maybe pieces of pasta or coins.

I used sultanas or raisins to help me count.

And I even use little breadsticks to help me count as well.

So anything that you can find to help you count would be useful.

I don't know about you, but I need my brain warming up today.

And I think Hedwig does as well.

We are going to do some skip counting in fives.

Hmm, skip counting in fives? That means that we increased by five each time.

So we start at zero.

Can you see that first jump goes to five? Five.

Then the next one is 10, 15, 20.

5, 10, 15, 20.

5, 10, 15, 20.

Can you say that? 5, 10, 15, 20.

Well done.

Have a little think.

If I'm increasing by five, I wonder if you could challenge yourself what number would come next? It's not on the number line.

So have a little think.

5, 10, 15, 20.

Five more than 20 is 25.

Good, it would be 25.

Well done, that was an extra challenge for you all today.

Let's get ready with that star words.

Hands up star words.

Compare.

Order.

Value.

Let's see when we use those in today's lesson.

Now compare, if we think about that a bit more carefully, that means when we look closely at two or more things to see what's similar and what's different about them.

So that's what we're going to be doing in today's lesson.

Having a look at some numbers, two or more numbers, and think what is similar and what's different? So how can we compare? Ooh, that's one of our star words.

How can we compare the numbers 11, 18, and 15? If I compare them, I want to know which one is greater, which one is smaller.

So I want to know their value.

Value, well done.

Value is how much it's worth.

So I've got the numbers, 11, 18, and 15, and I've got the cube representations there.

11 is one group of 10 and 1 one, 18 is one group of 10 and 8 ones.

And 15 is one group of 10 and 5 ones.

So let's have a look.

Now we said that comparing was having a look at what was similar and what was different.

So, what can we see that similar about these numbers? Well, I can see that they've all got a 10.

They've got one 10.

So if I were to show that I could use a breadstick to show that one 10, but with the cubes, I can see one group of 10.

So that's what's the same about them.

So what's different? Well, the difference is that they all have a different number of ones.

11 has got 1 one.

18 has got 8 ones 15 has got 5 ones.

There we go.

1 one, 8 ones, and 5 ones.

Well I want to arrange them now, now that I've compared them, I want to arrange them from smallest to greatest.

So what I have to do is have a look at the ones.

They've all got the same number of 10s.

So I know that that's equal.

That's the same amongst them all.

The difference is the ones.

So the smallest number is number 11 because it's only got 1 one.

Can you see that one red cube? Everyone point to that one red cube.

Good.

Then the next number is 15 because that has five green cubes, 5 ones.

And the greatest number is 18 because it has 8 ones.

So that's the greatest number of ones.

Even though the 10s are all the same, they all have a different number of ones.

So from the smallest to the greatest, 11 is the smallest and 18 is the greatest.

11 is the smallest number.

Can you say that? 18 is the greatest number.

Well done.

We just compared those numbers from smallest to greatest.

But watch what we can do now.

If we can order them from smallest to greatest, we can also order them from greatest to smallest.

So the greatest number, the biggest one, again, they've all got the same number of 10s.

So we need to look at the ones.

18 has got 8 ones.

15 has got 5 ones, and 11 has got 1 one.

So the greatest number is 18 because it has the most number of ones.

11 is the smallest number because it has the least number of ones.

Oh, that's a star word.

18 is the greatest number because it has the greatest number of ones.

Your turn.

Good.

11 is the smallest number because it has the smallest number of ones.

Really fantastic comparison, everybody.

That was brilliant.

Let's have a look at it, just on a number line, the smallest to the greatest.

Now we've taken away the cubes, so you can just see the numbers, now.

Smallest, 11, 15, 18 is the greatest.

Then we can switch it round, and we can show the greatest is 18, then 15, and then the smallest is 11.

Let's have a look at another representation of that.

We've got some children here, and they've got lots of pencils.

And we want to know who has the most pencils, who has the fewest pencils.

Is it easy, looking at that picture, to see how many pencils each of the children have, if we were to count accurately? I think it's a bit tricky.

All those pencils are making my eyes go a bit funny, but what if we group them like that? Is it easier now? Look, I've made a group of 10.

Well done.

We're doing lots of making groups of 10 at the moment, aren't we? So we've made a group of 10 and then there are the ones.

Just like we represented a group of 10 with the cubes.

We've got a group of 10 crayons and one more.

So the first little girl has 10, 11, one group of 10 and one more.

Let's look carefully at the others.

The next little boy down has got a group of 10 and one, two, three, four, five, six, seven, eight.

8 ones.

One 10 and 8 ones is equal to 18.

Then the next girl has got a group of 10.

That's the same again.

And one, two, three, four, five ones.

One group of 10 and 5 ones is equal to 15.

Now what's different about the last one? Hmm.

Well, we were comparing them.

That means looking at things that are similar and things that are different.

The first three children all have a group of 10, but the last child doesn't have a group of 10, which means that he must have the least number, the fewest number of crayons, because he doesn't have any tens.

He just has ones.

The first little girl has got 11, one group of 10 and one more is 11, 18, 15, and 9.

Let's check that on a number line.

Which direction do I travel on the number line for the numbers to become greater? If I want my numbers getting bigger, which way do I go? Can everyone point? Do I go that way on the number line or that way? Let's check.

Are you ready? All the way up there, well done.

The numbers are getting bigger.

They're increasing.

They are becoming greater.

Now, it's time for you to do your independent task, but I'm going to show you how you might like to do it.

So you've got different number lines that you can use to help you.

I'm going to compare the numbers 18, 2, and 9.

So you need to choose three different numbers that you want to compare.

I've chosen the numbers 18, 2, and 9.

Let's have a look at that carefully.

I'm jumping all the way up.

Oh.

Those are your numbers that you can choose from.

So you can use your number line to jump up, or you could do it like this.

Let's watch this carefully.

So I've chosen the numbers 18, 2, and 9.

Let's look at the number 18 first.

There's my one 10 to represent the 10, and I'm using raisings to represent the ones.

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

One 10, and 8 ones.

Now let's look at the number two.

Two doesn't have any tens at all.

It's just got 2 ones.

Now let's separate it out so we don't get confused.

And now let's look at the number nine.

Does that have any tens? No, it's got 9 ones.

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

They were a bit stuck together there, weren't they? Let's separate them out.

Right.

Now we can compare.

I've got 9 ones.

So the number 18, 2, and 9.

18 is the greatest number because it's got one 10 and 8 ones.

Two is the smallest number because it has only got 2 ones.

Now, nine, that made me get a bit stuck.

I got a bit confused for a minute there because I looked at the number 18, and I saw it had eight ones.

Then I looked at the number nine and I saw that it had 9 ones, which made me think, Oh, maybe nine is the greater number, but then I stopped myself and thought: No.

because it's got 9 ones, but it doesn't have any 10s.

So you need to be very, very careful.

Look at the 10s to see how many they've got.

If they've all got a 10, then you can compare the ones.

But with this number, the number nine didn't have any tens, so I knew it must be smaller than the number 18 even though it's got more ones.

It's a bit of a tricky one there.

Pause the video now.

Use the numbers on the screen to help on the worksheet, to help you choose which ones you want to compare, and then come back and we'll have a think about it.

Make sure you use the language of comparison saying which one is greater and which ones are smaller.

Did you all enjoy doing that? Hopefully, you used the language of comparison.

Now, you'll all have used different numbers to compare.

So your answers are all going to be different.

We can't go through every single number, but did you use the language of comparison? Did you say, is greater than, because it has, tens and, ones.

Did you say, is smaller than, because it has, tens and, ones.

The greatest number of the three I compared is, and the smallest number of the three I compared is.

Hopefully you used that language.

If you didn't, why don't you have a look at your numbers now and try and use that language of comparison to explain the numbers that you compared.

I'm so impressed by all of your comparison language today, everybody.

Should we wake up Hedwig and tell her what we did? Because it was quite an exciting lesson.

Well, I enjoyed it, anyway.

Wakey, wakey, Hedwig, wakey, wakey.

Now, today was quite challenging because normally we just look at two different numbers when we do our addition or a comparison, but today we compared three different numbers.

We had to decide which one was the smallest, which one was the greatest.

In order to do that, we identified how many tens and how many ones it had.

We nearly got tricked.

Well, I nearly got tricked when I was counting how many tens and ones the number 9 and the number 18 had.

I nearly got stuck there.

Then we put them in order, depending on which was the smallest and which was the greatest, and we made sure we used the language of comparison.

Do you think you would be able to use the language of comparison, Hedwig? I think she could.

Well done, everybody.

You did a fantastic job.

Go and have a go at your quiz, and I'll see you again soon.

Bye bye.