Lesson video

Welcome to your lesson on estimating just within the number three though.

No, don't worry if you don't know what estimating is yet.

We'll get there, together.

Here's what we're going to do today.

But I might have forgotten to tell you my name.

My name is Mrs. Harris.

I wish I could hear yours.

Maybe you could say really loud for me now, and I might get it.

Well, you may, we're going to sing a song together, but don't worry.

My singing voice isn't great.

I found a video, then we'll do some new learning that will be about our estimating.

Then we'll have a talk task.

You get to do lots of talking.

After that, I'd like to develop your understanding of estimating a little bit more before you do some independent learning.

To help you in the lesson, you're going to need a few things.

You're going to need a paper and pencil or a pen.

I'd like you to have some building blocks, maybe like the LEGO ones on my screen, but any you've got around your house.

If you haven't got LEGO blocks or building blocks, you could always use a piece of keister or something else.

You'll understand when you know what it's for.

It'd be great if you could have a pair of scissors, but be sure to ask your parent or carer first, and it'd be great if they could keep an eye on you while you're using them as well.

And then you're going to need one sock, two sock, three socks.

Three socks, clean ones of course would be great but tell your parents or carer not to worry the scissors are not going near the socks.

If you haven't got the things, pause the video and go and find them now.

Our song is about the three blind mice.

Let's listen to it now and sing along if you know it.

♪ Three blind mice ♪ ♪ Three blind mice ♪ ♪ See how they run ♪ ♪ See how they run ♪ ♪ They all ran after the farmer's wife ♪ ♪ Who cut off their tails with a carving knife ♪ ♪ Did you ever see such a thing in your life ♪ ♪ As three blind mice ♪ ♪ Three blind mice ♪ ♪ Three blind mice ♪ ♪ See how they run ♪ ♪ See how they run ♪ ♪ They all ran after the farmer's wife ♪ ♪ Who cut off their tails with a carving knife ♪ ♪ Did you ever see such a thing in your life ♪ ♪ As three blind mice ♪ Here are three blind mice.

And look they have some numbers on them.

Can you recognise those numbers? We have the number one and look the mouse under the one, how many pieces of cheese does he have? He has just one.

Then we have number two and look how many pieces of cheese are under him.

There's two.

And then we have mouse number three.

Can you show me on your fingers how many pieces of cheese he has underneath him? That's right.

He has one, two, three pieces of cheese under him.

Now we know the numbers that are on the screen, but I thought it might be nice if I showed you how to write them as well.

So I've got my pen and my whiteboard here and I'm going to write a number one.

And when I write a number one, it's not as fancy as the one on the screen it is a lot easier.

So when I write a number one, I just go straight down.

Now I need to write number two.

When I write a number two, it has this lovely curve to it down and straight across.

After that, I'm going to write what number? Yes.

Number three.

Now it starts little bit like a number two and we go round in, out out again.

Can you see my one, two and three? Now the three blind mice.

They've got a little problem.

They've muddled up their bags, their bags of cheese.

And they don't know whose is whose, but they know that number one only has one bag of cheese and they know that number two has two loads of cheese.

And number three, well he has three pieces of cheese.

So I think because they're blind, they're going to rely on touch.

So let's have a look at this bag.

Okay.

If we shake that doesn't help us know how many is in there.

Does it? What about if I start feeling around.

There's something there and there's something there.

How many pieces of cheese do you think are in here? I think there's one, two.

We could get them out to check.

I think we might have been right.

There are one, two cheeses.

So we found mouse number two, his lunch.

Okay.

Now let's feel in this one.

Okay.

Let me see.

I can, I can feel this.

And this is all I can feel.

How many pieces of cheese are in here? I think so too.

There's just one.

But to be sure we could check by getting it out anyway.

There is, there's just one cheese in there.

Mouse number one.

Don't worry we found your lunch.

And look I could put that with my number one.

Just there.

Okay.

That leaves me one bag left.

I'm really hoping this is mouse number three's lunch.

Otherwise he's going to be very hungry.

So, okay I think I've got a piece of cheese just there.

I think I've got a piece of cheese just there and just there.

We can't see them.

Can we? But I can feel them.

I can feel one piece of cheese.

Just here.

I can feel another piece of cheese just here and I can feel another piece of cheese just here.

I can feel one, two, three pieces of cheese.

But we'll check just like we did before.

Okay.

One, two, three.

We found mouse number three's lunch.

Do you remember that word I told you right at the beginning of the lesson.

It was a long word.

And when I said you might not know what it means yet, that word was estimating.

And I was just estimating how many pieces of cheese were in my bags.

And then I checked by counting.

So now in your talk task, I would like you to get your blocks and your socks.

Blocks and socks it rhymes.

And I'd like you to put in one of the socks, three bricks.

In another sock I'd like you to put two bricks.

And in the last sock, just one, because what I'd like you to do is muddle them up.

And then by feeling in the socks estimate how many pieces of cheese.

These we'll pretend these are cheese.

How many pieces of cheese are in the sock? And then check by counting.

Pause the video now and have a go and then come back to me.

How did you get done? Was it hard to estimate? I found it a little bit tricky because I couldn't see.

I had to do it all by touch.

I find it a lot easier to know how many pieces were in the sock.

When I could count the cheese, the estimating, I kind of like doing it.

The three blind mice, are helping us to develop our understanding.

And they've been busy in the doll's house, labelling things they could find.

I wonder though, if they've got the labels quite right.

They've put a number one here.

They think there's one dolls' house.

Are they right? Is there just one doll's house? They are only.

Here is just one doll's house.

Okay.

What number shall we do next? Let's do number two because that comes after one.

Maybe it was two people upstairs.

Are there two people upstairs? There are, aren't they? And we can check.

One two.

There are two people upstairs.

So we've done number one.

We've done number two.

What comes next? Number three.

We did number three that's upstairs.

The three blind mice.

They think there are three beds upstairs.

Can you see three beds upstairs? I can feel blind mice, they've got this right as well.

Maybe it's their beds.

There's one bed.

Two beds.

Three beds.

Okay.

Let's move downstairs.

We've got a little man at the barbecue and they've put this number.

What's this number? It's number two.

Isn't it? Show me two on your fingers.

Number two.

Are there two people at the barbecue? No, there's not.

There's just one.

Oh dear.

We'll put this number two away.

Okay.

All the three blind mice they were doing so well with their counting.

But they are just learning, so it's okay.

Okay.

The next thing is they popped number, three.

Show me three on your fingers.

Well done.

One two three.

We could also do it like that.

They think these three chairs in here.

Are there three chairs in here?.

No, there's three things.

One, two, three, but only two of them are chairs.

One chair, two chairs.

Oh dear, three blind mice.

That label's wrong as well.

I think they might've got the next one right though.

Have a look.

How many people are playing on the bridge? There's just one.

Isn't there? And look what label? The three blind mice.

Right.

They got this one right, but they haven't quite finished.

They want to know how many chairs let's move the stairs.

How many chairs are in here? How many chairs are in this room? That's right.

There's two, one two.

And if we put the people to bed, one, two, how many people have a bed? That's right.

We have three beds with three people.

Do we have enough beds for him? We don't.

Do we? So there's some things we haven't used.

We haven't used our paper or pencil and our scissors, but you're going to use them now for your independent learning.

I'd like you to write some labels and the labels aren't going to have words on.

They're going to have numbers on.

The numbers.

One, two, and three.

Let me just remind you how to write them if you're not too sure.

For number one, we just go straight down.

Number two, we start at the top, we go round down and across.

And then for number three, it's nice and curly.

It looks like that.

When you've written your labels, you can cut them up so that you have just one number on each label.

Then I'd like you to go round the room you're in and put them with things.

Now you can't put the number three with one apple in the fruit bowl.

That doesn't go.

Does it? But you could put it with the three bananas or with the three spaces on the sofa.

Maybe you could put the number two, but with your feet, I wonder how many things you can find to label with ones, twos, and threes.

Then pause the video now and go and label your room.

Thanks for coming back to me after labelling your room, I bet it looks great.

And I also think you've got better at writing your number one, two, and three, But that's all we've got time for in this lesson.

Now, if you'd like to share any of your work with me, your parents or carers could do it on social media.

All the details are on the screen now.

I'd love to see some photos of the labelled rooms, Bye.