Intro Quiz: To identify numbers to 20 by counting ten and then counting on

Video: To identify numbers to 20 by counting ten and then counting on

﻿Hello mathematicians, it's me, Miss Charlton and Hedwig and we are back with some more learning with you. Let's find out what we're going to do today. So we are going to identify numbers to 20 by counting 10 and then counting on. We have to identify a group of 10 to help us count and then we're going to count on by identifying the numbers to reach a teen number. So 13, 14, 15, that kind of thing. And then you're going to do an independent task and your end of lesson quiz. You're going to need a pencil and some paper and you might need some items to help you count if you want to practise counting them out. So you could use buttons, you could use coins, you could even use sultanas if you wanted to. But if you just want to use the pictures on the screen then that is fine. Let's get going with our star words. Get your hand ready! We're going to punch them out! Hands up star words! Represent. Count on. Let's see how many times we use those in today's lesson. We have our giant again. He looks quite happy today, because he's still counting his money. There are so many things that we could count on this picture. But I want to draw your attention to the tree with apples in. The one with the circle around it. Now, if we wanted to know how many apples were there, we could start counting. But it's a bit tricky to see them isn't it? Should we try? One, two, three, four, five, six... Oh I've lost count already because they're all jumbled up. I might make an estimate. An estimate is a sort of guess of how many I think there are. So I definitely think there are more than 10. But I think there are probably fewer than 20. So maybe somewhere around 15, 16, 17, something like that. But if we wanted to do accurate counting, we'll learn a strategy to do it now. Are you ready? The best way to do it is to make a group of 10. Can you see now that there's apples on the tree are represented in a tens frame? So I've got a whole group of 10 and then I've got seven more. One 10 and seven ones. And it's represented with the cubes as well. There's one group of 10 and seven ones. 17. And here it is on a number bond. If I have a group of 10 and seven ones, then the whole is 17. The paths are 10 and seven. 10 plus seven is equal to 17. Should we use some full sentences to say that together? The whole is 17 the parts are 10 and seven. Wonderful! 10 plus seven is equal to 17. You're using some fantastic mathematical sentences here today. Can you see how it's much easier than to count when we put something into a group of 10? Let's try again with the bananas shall we? How many bananas do you think there are? Well they're all in different size bunches aren't they? So they're quite difficult to count. I can see one, two, three, one, two, three, four, there all a bit jumbled up. But if we put it like this into a tens frame, it's much easier now to count. I've got a group of 10 and four more. 10, 11, 12, 13, 14. 10 and four more is equal to 14. 10 and four more is equal to 14. Can you say that? 10 plus four is equal to 14. Really well done! 14 is equal to 10 plus four. 10 and four more is 14, 14 is four more than 10. 10 and four is equal to 14. There are so many ways that we can say that number representation, that equation aren't there? Look at how many ways we can say the same thing! Here we try with chocolate. Oh this is making me hungry now! How many pieces of chocolate do you think there are? Well let's have a little estimate. I definitely think there is more than 10 don't you? Do you think there are fewer than 20? Probably. But it's hard to tell isn't it? What should we do to count them accurately? Let's have a think! Make a group of... Should I hold up fingers? 10! Well done! Let's make a group of 10. There. Is that easier to count now? So I've got two groups of 10 there because I filled both of my tens frames. 10 and 10 more is equal to 20. 10 plus 10 is equal to 20. Two groups of 10 are equal to 20. 10 and 10 more makes 20. 20 is made of 10 and 10. Did you see how many different ways you could say that one expression? Absolutely wonderful! Should we have a celebration? Hmm, I think maybe we should have a firework clap today. Are you ready? We go pew! Choo choo choo choo choo choo choo. Ah! All the fireworks. I love fireworks. Right, now it's your turn to see if you can have a go. We've got several different independent tasks today. Now the important thing is is that yo make a group of 10 first. Now I've made it a little bit trickier for you by switching up the equations. So this one for example says 11 is equal to 10 plus mm. So I've already told you the answer of it, and I've told you the group of 10, but you need to see if you can group the apples into 10 and see how many ones are left over. One group of 10, one 10 plus how many ones? And then with the yoghourts, how many plus four is equal to 14? See if you can identify the group of 10. If you want to draw out your own pictures you can do that. Or if you want to use objects to count it out you can. But you might just be able to count them carefully and do it like that. Once you've done your independent task one, you can do it again with the eggs and then with the biscuits. Now this time I've made it even trickier because I've missed out loads more. But remember, the most important thing is to identify your group of 10 and see how many ones are left to then find your answer. Only you can do independent task three with the oranges and if you have time and if you want to challenge yourself why don't you see if you can create pictures to go with this last one. 13 is equal to 10 plus three. I wonder what you could draw? Maybe you could draw a cake with some candles on. Or maybe you could draw your favourite thing to eat. And put a group around 10 and then have three left over afterwards. Have a go at that now and then come back and we'll check the answers together. Let's see how you got on. Did you find a group of ten with the apples? I had a group of 10 and then there was one more apple outside. 10 plus one is equal to 11. Can you say that as a full sentence? 10 plus one is equal to 11. Can you say it a different way as well? Try readinG the equation on the screen. I'm going to whisper it to my talk partner. I said to Hedwig "11 is equal to 10 plus one". That's another way of saying it. What about the yoghourts? I made a group of 10 and then I had four left over. 10 plus four is equal to 14. You could say one group of 10 and four more is equal to 14. There are lots of ways to say it, remember? Now let's look at the eggs. I had a group of 10 and then six outside of the group of 10. 10 plus six is equal to 16. You're doing lovely full sentences today everybody. And then finally the biscuits. My favourite! Here was a bit clever because we got two groups. I put a circle around one group of 10 and I put in my part that there was 10 so I could see that there were 10 plus 10. You might have put a circle around the other group of 10 as well. Which would have been correct, because you're making two groups of 10. 10 plus 10 is equal to 20. And the last one with the oranges. 10 plus seven is equal to 17. I made a group of 10 oranges and then there were seven outside. Now that ones a tricky one because none of the answers were filled in on that one were they? 10 plus seven is equal to 17. You've done such a fantastic job today at making a group of 10. Should we wake Hedwig up and tell her all about our learning? Wakey wakey Hedwig! I know I just disturbed you a minute ago but I needed my talk partner to share my ideas. So hopefully you Learned a little bit when I was able to share my ideas with you. But let's have a think about what we did. Well we needed to identify a better way of counting because there were so many apples on the tree that we couldn't count them all. So we decided to make a group of 10 and that made it much easier to count. So first of all we identified a group of 10. Then we counted carefully to identify the teen number depending on how many objects or items were left outside of that group of 10. And we counted on really carefully to find our answers. Do you think you understood that Hedwig?

She did understand! Thank you for such wonderful learning today everybody. I'll see you again very soon. Now you can go and do your quiz. Bye!

Worksheet: To identify numbers to 20 by counting ten and then counting on

Exit Quiz: To identify numbers to 20 by counting ten and then counting on

Completed: To identify numbers to 20 by counting ten and then counting on

In this lesson you will see how a tens frame is used to count a group of ten and then count how many more there are to make a teen number.

Maths

Y1 Maths

Key Stage 1

Year 1

Miss

To identify numbers to 20 by counting ten and then counting on

Numbers to 20

Number

THEME

UNIT

To count from 1 to 19 and match pictorial and abstract representations of these numbers

To position numbers to 20 on a number line

To identify one more and one less than a number within 20

To compare numbers to 20

To compare and order three numbers within 20

To identify, complete and continue number patterns, adding and subtracting 1 or 2

To find double and half within 20

To understand even and odd as 'fair' and 'unfair' numbers

To consolidate learning

Maths

To identify numbers to 20 by counting ten and then counting on

Introductory Quiz

Video

Worksheet

Final Quiz

Lesson Complete