﻿Welcome to maths lesson, with me, Mrs. Harris. We're going to be finding out all about, counting to six in this lesson. Here's our lesson agenda, We're going to start the lesson with some New Learning. Then we'll have a Talk task, after the Talk task, we'll develop our understanding of numbers to six and then to finish with, we've got some Independent learning to do. Let's find out, what we need. Well, today we need some counters, some pencils, a pair of scissors, under the supervision of your parents or carer of course, and, the printed worksheet. If you don't have any of those things, press pause, go and find them and then press play, when you're back. Do you like counting? Then we're going to do lots of it, in our new learning. I've got lots of different things to count. Some of them you might even have, as well. I'm going to start with my vehicles. I've got one, two, three, four, five, six. And now my basket is empty, I had six vehicles in my basket. Will you just check with me, one, two, three, four, five, six. Did you notice, to count them, I've put them all in a line. And as I counted them, I touched each one. As I said, a number watch again, one, two, three, four, five, six. What was the last number I said? It was six, wasn't it? And that six represents, the whole group, of vehicles, I have six vehicles. I'm not sure I want to play with them today. So I'm going to put them away. I could count backwards as I put them away. Here we go, six, five, four, three, two, one. And I have no vehicles left. I just have some mud from their wheels. So I'm not going to play with them today. Maybe, I could play with my dinosaurs, but we're only playing with, six of them, maybe you could help me, one, two, three, four. Have I got six dinosaurs? No. The last number I said was four. I have four dinosaurs. Four is less than six. Now where did I get to, one, two, three, four, my favourite, five, six. I don't need this one, do I? I was just counting to six. It's a little tricky because, look I've got all these dinosaurs. I had to count six, from a much larger group. I hope I chose the ones I really wanted. I have got six, and I could play with them really nicely. One, two, three, four, five, six. Okay, I think you're quite big, you can go there. Have I still got six? Have I still got six? Well, I haven't put any away, and I haven't got any more out. I think I still have six. So I can count to check one, two, three, four, five, six. Does it matter, that this one, is a lot bigger, than this one? No. It doesn't matter when we're counting, size does not matter when we're counting. We're still counting, each one, as one. But it is time to put my dinosaurs away. Shall we count backwards again? Six, five, four, three, two, and one. No, dinosaurs left. Got something else to count, with this beautiful rainbow. How many colours can you see, in my rainbow? Is it hard, when they're all together like this? What if I separated them? And they've gone from big to small, but we know size doesn't matter, when we're counting. Shall we count them, together, One, two, three, four, five, six. I could count them this way, couldn't I? One, two, three, four, five, six. Whichever way I counted I have six and I can put my rainbow back together, and count as I do one, two, three, four, five, six. Wait, do you like my rainbow? I think I'm going to leave it there. Now, I've got these, one, two, three four, five, six, I have six logs. I've put them in a line again. I do like things in a line when I count. And I'm going to give them each, a little bug, but I haven't got any bugs. I'm going to pretend my counters are bugs. They can be a representation, and I know I have six logs. So I'm not actually going to count these. I'm going to put them out, because I know if I give each one of my logs, a bug, a counter I'll have six counters. Am I right? Do I have six counters? I do don't I? One, two, three, four, five, six. But my logs, our special logs, they have numbers on. Say the number, as I show you it, two, three, six, five, one, four. I like the numbers, they're just not in the right order, are they? When we count, which number comes first? Number one, comes first. What comes after number one, number two, one, two, three. We've got three numbers, in the right order. What comes after number three? Maybe you just know, or maybe you could start from one again. If you're unsure, one, two, three, four, this isn't a number four. This is a number six, let's swap it over. One, two, three, four, five, six. We've got all our numbers, in the right order. Fantastic. We've counted real things, we've counted, representations of things. It's a bit more abstract. We've counted just using the numbers. We haven't counted sounds though, have we? I want you to count, how many bangs I do on the drum? Ready? Show me on your fingers, how many did I do? Three. Okay, good listening, let's do it again. That time? Four. Okay let me do it again then, you're so good at this. That was tricky, or wasn't it? I did it faster. That was six. Now it's good to count things, that we can't see that we could hear or things that have gone. Maybe you could do, three jumps or six jumps, because we can't check them. Can we, when we counted the rainbow, it's still here. We could count it again, if we forgot. When we counted our counters, we can check them. They're still there, but our sounds, have gone. We're checking, we're counting things that we can't see. Now, the only thing we haven't counted, is pictures. And I think we should do that, now. What a lovely picture. There are so many things to count in this picture. Just spend a second, having a look at everything. Now you might have this picture, in black and white, if you have the printed download. But, it's not like when we were counting a few minutes ago is it. Where we can move them, as we count. Here, we could maybe point them or touch them if you have the printed worksheet, but I'm going to use my counters. Let me show you, I'm going to count the ducks. Can you see the ducks? Let's count them. One, two, three, there are three ducks. Did you hear how I counted it? I said one, two, three, there are three ducks. Remember the last number I say, means the total number I have. Think I might count the flowers next, they're nice and bright and at the front. Okay, I'll use my counters again. One, two, three, four, I have four flowers. There are more flowers than there are ducks. Oh, I can look at this picture for ages. I bet you went to 10. So for your talk task, I would like you to look at your picture and count things in your picture. And if you like, you can use your counters to put on top of things that you've counted. Remember to count one, two, three, four, and then say, I can see four flowers. If it was the flowers you was counting. Pause the video and come back to me, when you had a go. Are you back? Did you find the bugs? Did you find the two little Dickie birds? The two mice? Did you find the grubs? I've got a way, we could make this a little trickier. Let me show you. To challenge you, I'd like you to find the things on the worksheet that I've put underneath it. Did you notice I put a blank box next to it? That's because I'd like you, to write the number of them things, in the picture. So let me show you, how to write the numbers quickly. You might need a number one and that's just a line straight down. You might need a number two, like that. Maybe you might count something, and have three of them. And we can represent that with the number three. Maybe you'll need a number four or a number five down round put on the hat, or perhaps you need a number six. So here's your numbers. I'd like you to pause the video, and look for the things that are underneath it. Remember to write your numbers in to, see you in a minute. Welcome back. Did you find the tree, the mouse, the duck? Did you find the flowers? Did you find the frogs and the bugs, the grubs? Let me show you how many of each of them, I found. I found one tree, then I found two mice, three ducks, four flowers, five frogs sat on a log, and I found six grubs. What'd you mean there's not six grubs? I counted them one, two, three, four, Oh, there were only four. I got it a bit wrong. I should have written this number, shouldn't I? Thanks for helping me with my learning. It's time for your independent learning. And what I'd like you to do, is cut out all the things on your worksheet, the dice, pictures, the words, the numbers, the circles, and I'd like you to match them up. So you'd have to put the dice five, with the word five and with the number five. And then I'd like you to put it with a circle, but that circle, you're going to need to draw five things in that circle, maybe five frogs or flowers or whatever you like. And I'd like you to do that for every number. And if you want to challenge yourself, try and put them in order of one to six as well. So pause the video, and have a go now. How did you get on? Let me show you my answers. Well, I started by putting my numbers in order. Then I decided, I start with number one, because, well, that was the easiest I thought. I knew the word and I knew what it looked like on the dice, I could draw one butterfly. Then, I chose the number two, cause that came after one, so it seemed to make sense. So I drew, two, butterflies. Then I did the number six. I knew that was the last number. I knew what it looked like on the dice, and I could sound out six, I could read it. So I put them together, so I decided to draw six, eyes. Then I did the number that was one less than six. I did number five, and for five, I drew a hand. Cause a hand has five fingers. After that I had two numbers left three and four. So I decided I do, well, the dice first. Cause I found them two words a bit tricky. I could do the dice, because I could count the spots. I did my pictures as well. I did three smiles and I did, four rainbows. And then I worked the words out. I found out that the three word had the E sound on the end, three. So, I put that there with the number three. After that, I just had one word left, the word four, so I put that in. Well done. If you completed your independent learning, just like that. I've got one last, really little challenge for you. I don't think it will take too long. You remember the picture we were working on? Well, there wasn't six of anything, there wasn't six ducks, six birds, six trees, there wasn't six flowers or six mice. And I thought it was a shame, because, we've been counting to six all this lesson, haven't we? So what I'd like you to do in a minute is, put something else in the picture. I don't want you to put in some sheep in the background, you need to use something that's already there. And I want you to make sure, that when you're finished, there are six of them, no more. So if I wanted to do that for the flowers, I have four flowers. I would need to draw, two more to make six flowers. You can choose anything you like though, but think carefully about how many more you'll have to draw, to make six, pause the video and have a go, now. welcome back. How did you get on, what did you choose to draw? Oh, so you've now got six of them. I chose to draw another frog. We already had five frogs. So I knew I just needed to draw one more. I took the easy option, say let's find my new frog and there he is, well done. It was a little bit tricky just to stop myself and draw just one frog, so I had six altogether. Thank you for joining me for your lesson on consolidating, counting to six. I think we're great at it now. If you'd like to share any of your work with me or everybody Oak National, you could ask a parent or carer to pop some work on social media. All the details are on the screen now. Bye.

In this lesson, we will focus on the numbers 4, 5 and 6. We will briefly recap one more, one less, ordering, conservation of number and introduce counting out a specified number of items from a larger group.

Maths

R Maths

Early Years Foundation Stage

Reception

Consolidation of counting to 6

Numbers within 6

Number

THEME

UNIT

To count four objects reliably

Develop an understanding about the number four

To count five objects reliably

To count six objects reliably

Explore conservation of numbers within 6

Explore one more within six

Explore one fewer within six

To place numbers 1-6 in order

Develop conservation of number within six

Lesson overview:Consolidation of counting to 6

Core Content

Numbers within 6: