Video: Applying knowledge of one more and one fewer (Part 1)

﻿Hello everyone. It's Mrs. Khaira and my trusty maths assistant Patch. Now in this lesson, we're going to be looking at applying our knowledge of one more and one fewer. Sounds really exciting, doesn't it? I think Patch and I are ready to begin. Let's get started. Now for this lesson, you're going to need the following items. You're going to need colour pencils in two different colours, or you can use two sets of coloured counters, and you'll also need the number line that's been provided in today's lesson resources. Now, if you haven't got these things handy, please press the pause button now, go and collect them, find somewhere quiet to sit down and then resume the video. Well, let's have a look at our big picture for this unit. Can you remember which nursery rhyme it comes from? That's right. It comes from "Old Mother Hubbard." Now I wonder if you can sing the first verse along with me. Are you ready? ♪ Old Mother Hubbard went to the cupboard ♪ ♪ To fetch her poor doggy a bone ♪ ♪ But when she got there, the cupboard was bare ♪ ♪ And so the poor doggy had none ♪ Poor Patch. He is left hungry again. I know, we'll cheer him up with some maths. Can you help me with my questions? I want you to look really carefully at the big picture and see if you can help me count some of the objects. Now, the first thing I'd like you to count, ooh, is how many bowls can you see? So how many blue bowls can you see? I put a circle around one of them to help you spot one blue bowl. I'll give you a moment to have a good look. Great. Let's see if you're correct, shall we? Using your careful counting finger, help me to count the number of blue bowls you can see. One, two, three, four, five, six, seven, eight, and nine. There are two sneaky blue bowls hiding behind Old Mother Hubbard. There are nine blue bowls. Now I wonder if you can help me to represent those nine blue bowls onto a 10 frame using some counters. Well, here is my 10 frame. Let's represent those nine blue bowls using my coloured counters. Can you help me count out nine counters? Off we go. One. Two. Three. Four Five. Six. Seven. Eight. And nine. There are my nine coloured counters. They represent the nine coloured bowls. Good work team. Now this time I'd like you to count something different. Let's see what it's going to be. The square yellow plates. I wonder how many square yellow plates there are in the picture. Have a good look now. Oh, I wonder if you spotted them as quickly as Patch and I did. Use your careful counting finger, let's count how many square yellow plates there are. One, two, three. There are three square yellow plates. Now I wonder if you can help me to represent those plates using a bead string. Can you help me count three beads out? One. Two. And three. These are my three beads. They represent the three yellow square plates. Now for today's new learning, we're going to be playing a game to apply our knowledge of one more and one fewer. Let's have a look at what we'll need. We're going to need your number track, which is available in today's lesson resources. You're going to need either two sets of coloured counters or two different colouring pencils. You're going to need a coin, and you're going to need some cubes. So to play, you'll also need a partner to help you. So I've got Patch here on hand to give me some help. Patch is going to go first in the game. Let's see what we have to do. So Patch is going to choose a number on the number line. Let's see which one he picks. Oh, I think he's picked the number five. Great choice, Patch. So Patch is going to now build a tower of five cubes. I might have to help him with this bit. Let's build a tower of five cubes. Let's count them out now. We've got one, two, three, four, and five. Patch chosen the number five, and he built a tower of five cubes, great work Patch. Now Patch is going to throw the coin. I might help him with this a little bit as well. Okay, so he has thrown a heads, and there is a special rule if you throw a heads. If you throw a head on your coin, then you need to add one more to your tower. So we already have one, two, three, four, five cubes. Patch needs to add one more cube. Can you do it for me Patch? Great work. Now how many cubes do we have all together? One, two, three, four, five, and six. One more than five is equal to six. Great work Patch. Now Patch is going to put his coloured counter onto the number six. If you're using coloured pencils then your partner will colour in their number with the colour that they've chosen. Great work Patch. Now it's my turn to have a go. Let's clear away your cubes. I think I'm going to pick the number eight. So my turn to build a tower of eight cubes. Can you help me count them? One, two, three, four, five, six. Seven and eight. There is my tower of eight cubes. I picked the number eight. Time for me to flip the coin. So let's see what I get. Great I have tossed the coin, and I have got a tails. So the rule about tails: If I toss a tail, then I need to take away one cube, so I have one fewer. So here is my tower of eight cubes. I'm going to take one of them away. How many cubes do I have left now? Let's count and check. One, two, three, four, five, six, and seven. One fewer than eight is equal to seven. Now I've chosen the yellow counter. So I'm going to put my yellow counter onto the number seven. Then it will be your partner's turn again. So you're going to need to have a go at this activity with a partner and you will need all the resources that you can see on the table in front of you. Once you've had to go at the activity, please resume video and we'll carry on with our learning for today. Welcome back everyone. I wonder if you've had as much fun as Patch and I have playing this game. Let's have a look and see who is winning so far. So I have the yellow counters, and I've got one, two, three, four, and five numbers filled in on my number line. Patch has been playing with the green counter and he has got one, two, three, four, and five spots coloured in too. We are both equal at the moment. So it's my turn to have a go again. I think I'm going to pick the number one. Here is my one cube to represent the number one. Now let's have a look at what happens if I'm going to throw a head or a tail. So I'm going to toss the coin and I have thrown a head. So the rule says, if I throw a head, then I need to add one more cube to my tower. Let's do that now. Here we are. Now, can you see that one more than one is equal to two? So that means I can put my counter onto there, number two. Oh, wait, hold on a moment. No, I can't. Patch has already taken the number two spot. That's not going to help me win the game. I'm going to have to try it again. So I picked the number one. What happens if I throw a tail? Here's my tail. Now the rule for tails says that you need one fewer than the number you have already. So I picked one, here is my one cube. If I were to have one fewer, that means I would have to take the one cube away. One few of than one is equal to zero. Now let's have a look. Can I put my counter on the number zero? Yes, I can. Patch has not taken that space and it's free. I am able to put my yellow counter there. Now, it's Patch's turn. Patch, which number would you like to pick? Okay, Patch. Patch has picked the number three. Let's see what happens if we throw the coin. So let's toss it for Patch. He has got a head. Let's build Patch's tower. So he picked the number three, one, two, and three cubes represent the number three. And then he threw a head, which means that he needs to add one more cube. One more than three is equal to one, two, three, and four. Patch, are you able to put your counter onto the number four? Great work, yes you are. Let's do that now. I think I'm going to have one more go. I am going to pick the number five. Let's build my tower of five cubes. One, two, three, four, and five. I have picked the number five. Now, if I were to throw my coin, and I get a tails, that means I need to take away one cube, so I'd have one fewer. So let me do that now. One fewer than five is equal to one, two, three, and four. So can I put my yellow counter onto the number four? Wow, I can't because Patch has already got that spot. I'm going to have to try again. So I picked the number five. Here are my five cubes. One, two, three, four, five. I throw the coin. And this time, I get a heads. Now the rule says, if I have a head, I can add one more cube to my tower. Let's see what happens if I add one more cube to my tower. How many do I have altogether now? Let's count and check. One, two, three, four, five, and six. One more than five is equal to six. Can I put my counter on the number six? Yes, yes I can because it was free. Patch hasn't taken that spot and neither had I. Great understanding everyone. Now what I'd like you to do is continue playing the game with your partner to see who ends up winning. Can you spot any patterns with throwing a heads or a tails? Once you finish the activity, please resume the video, and we'll carry on with today's learning. Great learning today, everyone. Now to finish off today's lesson, we're going to play a game of guess my number. I'm going to give you some clues. Let's see if you can identify which number I'm talking about. Here's your first clue. My number is greater than zero, but less than six. What could it be? Here's your next clue? My number is the same as the number of sides on a rectangle. Or, if you still don't know, I'm going to give you one last clue. My number is one less than the number five. That's right. My number is the number four. Great learning today, everyone. Perhaps you can play this game with a partner when you have a moment to spare. Now in lesson seven, we will continue to look at applying our knowledge of one more and one fewer within 15. Patch and I look forward to seeing you then. Bye for now.

Worksheet: Applying knowledge of one more and one fewer (Part 1)

Completed: Applying knowledge of one more and one fewer (Part 1)

In this lesson, we will begin to apply knowledge of one more and one fewer using a numberline to support understanding.

Maths

Applying knowledge of one more and one fewer (Part 1)

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