Lesson video

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Hello, everybody.

Welcome to another day of exciting maths.

We have Frodo the frog here to help us with some jumping on a number line.

Today we're going to be learning to compare numbers within 100 using a number line.

This lesson is lesson six for the topic Numbers to 100 And Beyond, you will need a paper and a pencil.

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

Now let's get started.

Here is what we are going to be doing for the lesson.

We are going to look at quick starting quiz to remember what we did the lesson before.

Some key vocabulary which is our star words, counting with numbers up to 100, counting using a number line.

Writing numbers up to 100, an independent task and answers and finally a quiz to see what we have learned.

So let's have a go.

Here is our star words, star words.

When I do it's my turn then it will be your turn, greater than, less than, equal to, value, most, least, compare.

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

Once you have finished, I want you to restart the video.

Let's begin today's lesson by warming up our brains.

Here we have part of a number square but some of the numbers have been hidden by some smiley faces.

Everyone show me your smiley face.

Super, we need to find out what numbers are behind the faces.

I want you to pause the video and find out which numbers are hidden behind the faces.

I want you to pause.

Think what are the missing numbers.

And I want to say it with a big smile.

Have a look at the number square again.

Check if you got all of them correct.

Did you manage to find all of the missing numbers? Good job, give yourselves a double click.

I think we've all warmed up for today's lesson using our brains.

Now let's quickly recap what we're going to learn today.

We are going to be learning to compare numbers within 100 using a number line.

Here we have a number line.

Can you give me a multiple of 10? Remember a multiple of 10 must end with a zero, zero the hero.

If you can shout out all of the multiples of tens that you can see on the number line.

I'll try and hear them.

Wow, you are so good.

I think I heard the number 40.

Can we all put our finger on the number 40, oh nearly, well done.

Now we're going to count up in tens all the way to the number 70 but first thing, we need to circle the number 40 because that's what we're going to count from first.

Then we need to circle the number 70 because that is where we're going to stop.

Let's count how many jumps we have to make.

Frodo the frog is going to help us.

One, two, three.

Now let's try that again.

Remember to stop after three jumps to make sure we've landed on the number 70.

One, two, three, great jumping everyone.

So there are three jumps from the number 40 to the number 70.

How many tens are there in three jumps? Use the number line to help you work that out.

I know that each jump you made had the value of 10 and I know we made three jumps.

That means if I count in tens three times then I will know what we need to add to 40 to make 70.

Let's hold up three fingers for our three jumps and let's count in tens.

10, 20, 30, great job.

I know that 40 add 30 is equal to 70.

Now let's see if we can try another one.

This time we're going to be practising counting in tens and jumping all the way to zero.

So let's start at 100 and make each number 10 less than the previous one.

How many jumps do you think I'm going to take from a 100 all the way to zero? Let's get Frodo the frog to help us.

I want you to think.

Shall we see if you were correct? Okay, fingers ready everyone.

I would like you to put your fingers on the 100 and we're going to jump 10 less each time whilst counting.

One, two, three, four, five, six, seven, eight, nine, 10 we made 10 jumps from 100 to zero whilst jumping in tens.

Great work everyone and super-duper jumping.

I think you did so well.

So let's throw in a challenge.

Now we are going to count up in tens still but this time starting on the number five.

So let's start at five and make each number 10 greater than the one before.

we are going to go all the way to the number 95.

But first we need to circle the number five.

Can you find the number five on the number line? Super, let's put a circle around it and write the number five, now because we can't do all the way to 95.

Can you find the number 95 for me? Ooh, it's nearly by a 100.

Wow, that was super fast pointing.

Now I've drawn a circle.

I need to write the number 95 so we know when to stop jumping.

Okay, are you ready? Now let's get ready to jump one, two, three, four, five, six, seven, eight, nine.

Wow, what great counting.

There were nine jumps from the number five to the number 95, super work everyone.

Nine jumps is the same as nine tens which is the same as 90, well done.

Now let's have a look at this.

We've used the words greater and less than in our math before.

So I already know that you know what it means but let's have a recap again.

When we have a number line the further a number is from zero, the greater its value.

When we have a number that's closer to the number zero, the less it's value.

Now let's have a look at the number line.

So for the number 63, it has a greater value then the number 23 because 63 is further away from zero.

Therefore it has a greater value.

The closer we get to zero, the lesser of a value it has.

For example, 23 is closer to zero than 63 which means 23 has a lesser value.

Now let's explore this further.

Here we have the numbers 13 and 31.

Which number has the greater value? I want you to pause the video and use the number line to help you find out which number has the greater value, pause and freeze, macaroni cheese.

How did you get on? Let's have a look together.

I know that the number 13 has one 10 and three ones.

It's number has only one 10 which means it's closer to zero.

I also know that the number 31 has three tens and one, one that must mean it is farther away from zero.

So it has a greater value than the number 13.

So 31 has a greater value than 13.

Good job, if you got it correct too.

Now, let's try one together.

Here we have the numbers 42 and 47.

Which number is the greatest number now? Let's recap what we've already learned.

The closer a number is to zero, the less value it has and the further away it is from zero the greater value it has.

Looking at the numbers 42 and 47.

I can see that 42 is closer to zero than the number 47.

I also know that both the numbers have this same tens.

They both have four tens, same, same matchy-matchy.

But one of them has two ones.

And the other has seven ones.

I know that two is smaller than the number seven.

So the number 47 has a greater value than the number 42.

What do you think? Am I correct? I want you to pause the video and think if 47 is greater than 42.

Good job, now here we have our three little pigs.

They're very famous.

I know that they've been helping us and we've been helping them in our maths.

We need to help the three little pigs again.

They keep losing count of their materials.

So we need to help to count all of the materials, the bricks, the sticks and oh, some more bricks.

Can you pause and count the materials? How did you get on? Did you get the same as I did? Let's see the first little pig had 46 bricks.

The second little pig had 35 sticks and the third little pig had 35 bricks which pig has the greatest value.

What do you think? Tell me your thoughts by shouting them out to the screen.

I hope I can hear you.

Well done everyone.

The first little pig has the greater value.

I know that 46 is a bigger number than 35 because 46 has four tens and 35 only has three tens.

I also know that 46 is the greater number because it is further away from zero on the number line then 35, the second pig and the third pig both have 35.

They are the same amount, same, same matchy-matchy.

Now let's use all of the information to do our independent task today.

We need to count the bricks.

And then we will compare who has the most bricks and who has the fewest bricks.

For our second task, you need to count the sticks, put them on the number line and then tick which statements are true.

So make sure you read the statements and think if they are true or false, only tick the true ones.