﻿Welcome to a maths lesson with me, Mrs. Harris. We're going to be learning how to count to one and how to count to two in this lesson. In this lesson we'll start by singing a song, then we'll look at the new learning of how to count to one and how to count to two. After that there'll be a little job for you to do with some talking, and then we'll develop your understanding. So, now we know what we're going to do let's find out what we're going to need. I'd like you to have the printed worksheet and some counters or some cubes. I find that chocolate buttons work well as counters. I've also found that LEGO bricks, they work quite well as cubes. So if you don't have these things now, pause the video, go and find them, and then come back to me. Here's our new learning. Let's count to one. How many birds do I have on my finger? One. I touched it as I counted it and I said one. I didn't say any other numbers, and the last number I said means how many I have. I have one bird. Let's have a look if I bring another bird. How many birds do I have now? I have one, two birds. Two was the last number I said, so that represents how many birds I have altogether. I have one, two birds. I have two birds. But look, Peter and Paul, they're waiting on the wall, for us to do some counting with them. So let's count with Peter and with Paul. Let's see, we've got one bird and we've got another bird. How many birds have we got altogether? We've got one, two birds. But look, one of them has blown away. How many have we got on our wall now? That's right! We've just got one bird on our wall. But look, he's flown away as well. We've got no birds on the wall, have we? But I remember the rhyme. Come back Peter. How many birds are on the wall? One. Come back Paul. How many birds are on the wall? Two. We have two birds on the wall. It's time for your talk task, and for your talk task you're going to use this picture that you printed out earlier. It's a picture of Peter and Paul sat on their wall. Now, in the picture, sometimes there's two of something like we've got two little dickie birds sitting on the wall and other things there's just one of. What I'd like you to do is to see what you can see one of and to see what you can see two of. When you find something I'd like you to pop one of your counters or your cubes, maybe your LEGO bricks, on top of it. I'm going to use the apples to show you. There are one, two apples. There are two apples. Did you see how I covered them up as I counted them? And how I said, at the end, how many there were? There are two apples. I think you could find quite a lot of things in this picture. What is there one of and what is there two of? Remember to cover them up with your cubes or your counters when you've counted them. So pause the video now and come back to me when you've done your talk task. See you in a few minutes. ♪Two little dickie birds sitting on a wall ♪ ♪ One named Peter ♪ ♪ One named Paul ♪ I've just had a think. How do I write the number one? And how do I write a number two? I think I might be able to see a clue somewhere. Can you see a clue how I could write the number one and how could I write the number two? Yes, it's on my wall, isn't it? Well, I thought I would show you quickly how to write a number one and how to write a number two. Now I have a lovely number one on here, and it's kind of like the number one you might see when you're doing some reading in a book, or maybe on the telly or something, but I have a much easier way of writing a number one and I just go straight down. So number one is quite a nice easy one. Did you notice how I started at the top and I just went straight down? Number two is a little bit trickier because we have to make sure we get it the right way around, but let me show you how to write a number two. It does look like this. So, let's see. We start at the top again we go round, down, and across. There's my number two. Have you seen that number somewhere before? Let me show you again, round, down, and across. Did you see when I went down, I didn't go straight down. I went diagonally down. We'll have lots of time to practise this as you learn maths. So don't worry if you can't do just yet, but it's something worth practising . Now I've got a little game for you. To help you practise counting to one and counting to two. And I've brought my friend to help me. His name is Vel, Vel Crow, and Vel Crow, he doesn't like the two little dickie birds wall, but it's kind of in the wrong place for you Vel, isn't it? So we're going to take it down, and he wants to make a bit of a game of it. So, we're going to be able to take one brick, show me one finger, or two bricks, show me two fingers. One, two. Two fingers. It's a bit like Vel. He's got two feet. He's got one wing, two wings, but one beak. And me and Vel, when we play are game, we're allowed to take one brick away from the wall or two bricks away from the wall, but the winner is the person who takes the last brick from the wall. Would you like to go first, Vel? He would. So let's help him. He's going to take how many bricks? I would like two bricks. So Vel is going to take two bricks from our wall. Well, I'm going to take fewer bricks. I'm just going to take one from the wall. One brick please. Vel is taking one. Look, can you see our wall getting shorter? Well we'll continue playing this whilst you have a go at your independent learning. Me and Vel thought that you would like to play take down the wall for your independent learning. It'll be a great way for you to practise your counting to one and your counting to two. Now, you've got a picture of the wall, just like the one on the screen now, in your printed worksheets. What I'd like you to do is play with partner, just like I played with Vel, to take down the wall. Now as you take down the wall, you might like to put a LEGO block or one of your other blocks, or one of your counters on any bricks that you've taken out of the wall, or if you've got a pen to hand you could cross them off, but at least with the counters you could play again. And on your turn you can choose to take one block away or two blocks away. And remember, the winner is the person who takes the last brick away. Have a go and come back to me when you're finished. Pause the video now. Welcome back! How did you get on with playing take down the wall? Me and Vel, we like this game, don't we? And we've been talking about some tactics, about who usually wins. Is it the person that goes first? Do they usually win? What did you notice? And is it better to take two bricks away or one brick? Vel likes taking two bricks. He says two is more than one, so he's more likely to win. I think he might be right. Two blocks is more than one block, isn't it? Great work counting to one in this lesson and counting to two in this lesson. So, just before I say goodbye, I would like to let you know that if you want to share your work, you could ask your parents or carer to share your work on social media, and you can use all the links below. The birds would really like to see your tweet. So, it's bye from me, Mrs. Harris, bye from Vel, bye from Peter, and bye from Paul. Bye!

In this lesson, we will learn to count reliably to one and to two, with the rhyme 'Two Little Dicky Birds' as inspiration. An early concept of subtraction as reduction will also be touched upon.

Maths

R Maths

Early Years Foundation Stage

Reception

Count one and two objects reliably

Pattern and Early Number

Number

THEME

UNIT

Recognise, describe and copy colour and size patterns

Recognise, describe and copy and extend colour and size patterns

Create and describe colour and size patterns

Create colour or size patterns

Count one, two and three objects reliably

Count one, two and three reliably using abstract materials

To estimate a number of objects and check by counting: Within three

Count one, two, and three objects reliably and create representations for each number

Consolidation of pattern and early number

Lesson overview:Count one and two objects reliably

Core Content

Pattern and Early Number: