Applying knowledge of numbers in 10 to solve mathematical problems

Early Years Foundation Stage

Maths

Numbers within 10

﻿Hi, friends. It's Miss. Molnar here and we are going to do some maths learning today. So today, we are going to be applying our knowledge of numbers to ten to solve some tricky problems, but I really think I'm going to need some help. So of course, I brought my favourite problem-solver, Harold the hedgehog. Say hi to everyone, Harold. All right, well, the only thing you're going to need for this lesson today is some paper and a pen, maybe a few colouring pencils, and two different coloured bowls. All right. Pause the video if you need to go grab those things and when you come back, we can get started. All right. So we thought we'd start off with a number game. We're going to play a bit of a guessing game. Okay, you're going to have to try and guess Harold's number. It's going to be a number between one and 10. All right. Are you ready to guess? All right, Harold's going to tell me the first clue. This number is bigger or more than five. So it's a bigger number than five. Okay? This number is one more than eight. One more than eight. So it's bigger than five and this number is one more than eight. Hmm, which number comes after eight? Have you got it? Shout it at the screen. Well done. If you said nine, fantastic! Way to go. That was Harold's number. Okay, we're thinking of another number. Harold's going to give you some clues. All right. Oh, this number is less than five. So it's a smaller number than five. Okay? This number means this number means, oh! This number means the same thing as nothing. Oh, that's a tricky one, Harold. This number means the same thing as nothing. It represents nothing. Have you got it? Did we trick you? Which number represents nothing? If you said zero, well done! That was a really tricky one, friends. All right, let's get into our learning. All right, so, Harold has decided to go fishing today on the lake. Can you see the fish up at the top of the screen? Could you make an estimate? That means a guess. Could you make a guess as to how many fish there are without counting? All right, let's count to see how many there are and let's see if you were close. Ready? One, two, three, four, five, six, seven, eight, nine, 10. There are 10 gold fish on the screen. Is that what you said or was it close to what you guessed? Well done. All right, so, underneath the fish, Harold has decided to sort his fish between a blue bucket and a red bucket. Can you see our blue bucket and our red bucket on the screen? Well done. All right, so Harold's decided to put the fish in the buckets. Okay, so remember, Harold had 10 fish to start with and he's put all of his fish in the buckets. How many fish has Harold put in the blue bucket and how do you know? Did you have to count them to figure it out? So, if you said that Harold put all 10 fish in the blue bucket, you're right. Did you have to count every one to know that it was 10 or how did you know that it was 10 right away? Well, if you said that there were no other fish in the other bucket, we know that all of the fish must be in the blue bucket and we knew that we started with 10. So if there's no fish in the red bucket and all of the fish are in the blue bucket, that means that there's 10 fish in the blue bucket. So let's use our sentence stem to describe what's happened here. So we're going to talk about the red bucket first. Okay? So let's say the sentence out loud. We're going to say, how many fish are in the red bucket? Okay, you ready? There are zero fish in the red bucket. Now let's go to the blue. There are 10 in the blue bucket. There are how many altogether? 10 fish all together. Well done. All right. Now, Harold's decided that, you know what? It is a little bit heavy to carry all 10 of those fish in one bucket. So he's going to split them up between the buckets in a different way. Let's see if Harold can do it a different way. Are we ready? Okay, have a close look this time. Okay, there's some fish in the blue bucket and there's some fish in the red bucket. How many fish are in the red bucket? Can you count them? Well done. There are four fish in the red bucket. How many fish are in the blue bucket? Can you count them now? Way to go. If you said six, well done. So I wonder, do we still have 10 fish all together? Because in the beginning, we had 10 fish in one bucket and zero in the next. Do we still have ten? Shall we count them to make sure? Let's start at the six because that's our biggest number and we're going to count on from six to count the other four, okay? So we'll start on six and then we'll count on the red bucket. Here we go, so we've got six, seven, eight, nine, 10. We still do have 10 fish. They've just been split between the buckets in a different way. Let's use the sentence stems to describe what is in each bucket. Okay, we'll start with the red bucket. Remember how many are in the red bucket? Four, okay? And how many in the blue bucket? Six. All right, let's use those numbers to say our sentences out loud together. There are four in the red bucket. There are six in the blue bucket. There are 10 all together. You can pause the video, if you want to say that again out loud on your own. All right, so, we would like you to have a go now at describing the fish in the buckets. So, what you're going to need to do is either a few things. You could, if you like, you could get a piece of paper and draw two different buckets. So you could do one outlined in blue and the other outlined in red. Okay? Then what you could do is you could get another piece of paper and you could draw some fish. You need how many fish in total? That's right, you need 10 fish in total. Okay? So you could use some drawings of fish and have it parent or carer cut them out for you and then what we want you to do is we want you to split them up between the two buckets in different ways. Okay? So Miss. Molnar did 10 in one and zero in the other and then she did six and four. We're wondering if you can do it in two different ways. Okay? So one option is that you could do it on a piece of paper and you could draw the fish and have a parent or carer cut them out and you could sort them between the buckets. Then you could use the sentence stems to describe. What you could do instead is you could take two bowls, two different coloured bowls, and you could use some objects to represent counting objects, which would represent fish. So if you have something like Lego bricks or marbles or anything like that, that you ask a parent or carer, you could use those to be your fish and you can sort them between the buckets. Okay? So you need to pause the video right now, get the buckets ready or draw the buckets and the fish, get your counting objects, if you need them. Then you're going to sort the 10 of them between the two buckets and we want you to say out loud, how many are in the red bucket, how many in the blue bucket, and how many there are all together. All right, pause the video now. Have a go and then we'll come back together. Okay, so, how did it go sorting the fish between the buckets? Did you find two different ways to sort them? Great job. Well, you know what? Harold was doing this activity, as well, and he was getting a bit confused. He was splitting up the fish the same way over and over again because he didn't have an organised way to figure out how to split them between the bowls. He wasn't keeping track and it was getting a bit confusing. So what we're going to do is we're going to record how to split the fish between the two buckets in a systematic way. So it's going to be organised and then we'll make sure that we find all the possibilities. So what we're going to do is we're going to start with 10 fish in one bucket and then, we're going to do it one by one in order so we make sure we record them all and we're going to see if we find any patterns. Okay, are you ready to help us? So, how many fish are in the red bucket right now? And remember, do I need to count? Because at the beginning, remember, I've got 10 fish. So how many fish are in the red bucket? How many fish are in the red bucket? That's right, I know that there are 10 fish in the red bucket because there are no fish in the blue bucket. So we're going to record this on a table. Do you see the table at the top? One side is labelled blue. The other side is labelled red and those are going to represent the blue and the red bucket. So on my table, I've got the number zero under blue and I've got the number 10 under red. All right. Now, we're going to go in order. So that means we have zero fish in the blue bucket, but now we want one more than zero. We're going to start by putting one fish in the blue bucket. Okay? So, if we move one fish to the blue bucket, remember, we still have to have 10 altogether. So, what's going to happen to my fish in the red bucket? I took one of the fish out and I moved it to the blue bucket. So, how's the number of fish in the red bucket gotten bigger or has it gotten smaller? If you said smaller, well done because there was one less fish in the red bucket. So I'm wondering if we need to count the fish or if we can look at our table to help us. Okay, so let's look at the red section of the table. We had 10 fish originally in the bucket, but now we know there's one less than 10. What number is one less than 10? If you said nine, way to go. Okay, well done. We know that there's now going to be nine fish in the red bucket and how many fish are in the blue bucket? One, that's right. So if we look at our table now, can you see that we had on the blue side, we had zero and now we have one? On the red side, we had 10 and now we have nine. Hmm, I wonder if we're going to spot any patterns. Okay. So now what we need to do is we need to move another fish from the red bucket into the blue bucket. Okay? So I'm going to take one fish and I'm going to move it to the blue bucket. So, what's happened to the blue bucket now? That's right, we've got one more fish. So what is one, add one more fish, give us? That's right, it gives us two fish. Now, I want you to look at that table again under the blue section. So we had zero fish. We had one fish and now we have two fish. Hmm, I'm starting to see some kind of pattern. Now, let's look over at the red bucket. Okay? Now, we've taken a fish away, so that means the fish, the number of fish in the bucket, is getting smaller. So we started with 10 fish, then we took one away and we had nine fish. Now we've taken another one away and we have 10, nine, eight. If you said eight, well done. You're so right. We've got one less. So that means in our table, we have two fish in the blue bucket, eight fish in the red bucket, and 10 in total. Okay? So let's make sure that we still have 10 and we've not mixed it up. So that's count the blue ones first. We've got one, two, and let's count on for the red. Three, four, five, six, seven, eight, nine, 10. We still have 10. So two blue fish plus eight red fish equals 10. Now, before I move the next fish over, I'm wondering if we can use the table to help us predict how many fish is going to be at each bucket next. Okay, remember, so we're going to take one from the red bucket and move it to the blue bucket. So let's look at our table. So we had zero fish in the blue and then one and then two. So if we move one more to the blue bucket, how many are going to be in the blue bucket now? Using our pattern to help us. If you said three, well done. There should be three fish when we move it over. Okay? If we take one fish out of the red bucket and we move it over, how many fish are going to be in the right bucket? Let's look at our table to help us. We had 10 fish in the red and then we took one away and we had nine, then we took another one away and we had eight, and now if we take one more away, one less than eight is going to be? If you said seven, well done. Okay, so let's take that away. We'll move that fish over. So let's see if we're right on our table. We are! There are three fish in the blue bucket, seven fish in a red bucket, and there are 10 fish all together. All right, friends. So, we would like you to have a go at this now for your main task. So, we have recorded, we've been recording the whole way in the table, the amount of fish in the blue side and the red side. Now, what we'd like you to do is continue sorting the fish between your blue and your red bucket. So however you did that before, maybe you had two different coloured bowls. Maybe you drew them on a piece of paper. We want you to continue doing that, But we want you to do it in order so you can find all the possibilities and we would like a parent or carer to help you record down each time how many are in blue and how many are in red. So if you'd like, you can start from where we've left off. Okay, so on the blue side, we've gotten up to three in the blue and seven in the red. So thinking about what's going to happen next. After three, then you'll have four fish in the blue bucket and then figure out how many in the red bucket. Okay? So, we want you to pause the video, have a go at that so you can find all of the different ways to split them between the two buckets. All right. Pause the video and then we'll come back together after. All right. How did it go finding all the possibilities, friends? Were you able to find them all by doing it in order? It was much easier to make sure that we found all the possibilities when we did it in that order, wasn't it? All right, well now, I've got a little bit of a tricky question for you. Okay? So, Harold's filled up the blue bucket all the way to the top with some water. So I can't actually see inside the bucket, but there are some fish in there, but I'm not sure how many. Now remember, our total amount of fish is 10, okay? So knowing that information, I can figure out how many fish are in the blue bucket by counting how many are in the red bucket. So even if I can't see them in the blue bucket, I need to seeker that out according to how many are in the red. So first thing we need to do is colour, or sorry. First thing we need to do is count how many are in the red bucket. Okay, let's count them together. One, two, three, four, five, six, seven, eight, nine. There are nine fish in the red bucket. So remember, there's got to be 10 fish in total. So what does that tell us if there's nine in the red bucket? How many are going to be in the blue bucket? The total has to be 10. Hmm. I wonder how many more to get from nine to 10. If you said one, way to go! Well done. If there's nine fish in the red bucket, that means there must be one in the blue bucket. That was a tricky question. My goodness, we are so impressed, boys and girls. Well done. Well, we are so impressed with all of the hard thinking you've been doing today, boys and girls. We really hope you enjoyed that lesson and using your knowledge of 10 to solve those problems. But unfortunately, that's all we have time for for today, but we're hoping that you've taken some photos of when you were sorting the fish between the buckets and maybe you can share them with your teacher. We're sure they would love to see everything you've been up to today. And if you'd like, Harold and I would love to see what you've been up to, as well. So you could ask a parent or carer to share your learning with us here at Oak on our social media. All right. Well, that's all we have time for, everyone. So we will see you next time.

Applying knowledge of numbers in 10 to solve mathematical problems

Applying knowledge of numbers in 10 to solve mathematical problems

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UnitMaths / Numbers within 10

Maths