﻿Hi, everyone. Thanks for joining me, Mrs Harris, for your math lesson. Let's find out what you're going to need and what we're going to do. As we learn to count to three, reliably, This lesson has four parts. We're going to start with some New Learning and then we'll do a little Talk task. We get to talk about our learning. Then we'll Develop the understanding, we build on what we already know. And then, it's going to be time for you to finish the lesson with some learning of your very own. Well, we know what we're going to do. So now let's find out what you need and it's here on the screen. You need the worksheet printed out and it would be great if you could have a pencil or a pen and some paper. So, if you don't have them things right now, pause the video, go and find them. And then come back to me. For our New Learning, we're going to count things that we can't see. Now that does sound a little bit strange. Doesn't it? Count things that we can't see? But, maybe we can see them or hear them for a little bit. We just can't check them because they've gone. Let me show you what I mean. I'm going to clap and I want you to count how many claps I do. Ready? Its gone, how many claps did I do? That's right, I just did one. Let me do some clicks. Can you count how many clicks I do? Remember, you have to count them as I do them. You can't count them afterwards because, they've gone. They're not going to be on this screen to check they'll have happened and they'll be in the past. So are you ready to count my clicks, Ready? Let me do it again. I did, how many? I did three, clicks. Can you show me three on your fingers? Well, done, you doing quite good at your listening. Listen to how many pops I do with my mouth. I did one, two. There were two pops with my mouth. Okay, you're quite good at this. But you could see my claps. You can see my clicks and you can see my mouth move. I'm going to put some coins in my jar. Got a very pretty jar here. And, I'd like you to count how many I put in. Remember, you can't see them and well, you can't see inside my jar. So you're going to have to listen really carefully. Ready? How many coins did I put in the jar? I put three coins in the jar. Now, I know I said we can't check, but I want to prove it to you. I had one, two and three. Well done. Now I can't have all the fun right now. So I'd like you to do, two claps. Well done. Hmm, I'd like you to do, three jumps. I'd like you to tap your nose, one time. Hmm, I'd like you to clap, two times. Well done. Now, can you, oh, the challenge. Can you clap once? So one clap, don't do it yet, one clap, two blinks, this is a blink, both eyes. So one clap, two blinks. Your talk task is very much like our new learning today. Based on things that you can't see to check. So, you're going to have to pay attention. Really well as they happen. You're going to work with somebody else in your house, and they're going to make some sounds for you to count. They can make any sounds, they like. But the most they can make is three of them. Let me just give you an example. The person you're working with, is going to make some sense. You are going to say there are two whistles, one, two. I had two whistles and then you're done. But maybe the person in your house, might like to make some more noises as well, for you to count. Or maybe even do some actions. Pause the video now. Have a go at the talk task and then come back to me. You're great at counting things that can't be checked. But now I want us to think about how we can record how many things we've counted. And we do that by writing the numbers. Maybe you think you already know how to write the numbers and that's great cause you might've seen them all around or even had a go, before. I'm going to show you how to write a number one. And then I want you to have a go. Even if you already know, cause we can always get better at things. So, for a number one, we just start at the top, and go, straight down. That doesn't live very straight, does it? Hmm, let me try again. Straight down. Oh, that's a better number one. Could you have a go at writing a number one now? Well done, give yourself one, pat on the back. What number comes after one? One, seven, one, eight, one, two. So we're going to write a number two now. We're going to start here, go round down and across. I quite like writing a number two. And we start near the top again, don't we? Not at the bottom. Have a go at writing a number two, now. Well done. Give yourself two pats on the back. After two, we need to write number three. Because maybe, you heard three sounds or saw three jumps. So a number three starts near the top, again. Would you really start numbers from the bottom? So, there is my number three. Can you write a number three now? And give yourself three pats on the back. When you're done Now that we know how to write our numbers, we should write them, after some counting. Let me show you some objects. I got, one heart and another heart. I'd like you to write down how many hearts I have all together. That's right. I had two. If you write the number two, you're correct. I had to count both of them, I had to say one, two. I have two hearts all together, so I wrote the number two. Well done, so you're quite good at that. I think you need another challenge. Let me just rub these off. Remember what they looked like, one, two, and three. I'm going to start showing you a number, but not going to show you it all. I want you to guess what it is from what we already know. So here is the first number. You can't see it all at once, that'll give it away. Start to see the top of it. Could it be a number one? Hmm. Let's have a look for a bit more. Do you think it could be a number two or a number three? Could it be the number one? Why not? Yeah it cant be the number one, cause we know that is straight down. This has a curve to it. What number is it? Could it be the number two? It's the number, three, so, I've got some other numbers there. What's this number, I wonder? Ohh. It looks kind of straight. It's going straight down. It's the number, one. It is the number, one. Okay, that leaves me one number left. Let's slowly reveal it. But this time, I'm going to get it from the bottom. Could it be a number one? Could it be a number three? What number do you think it is? Number, two. Good job, you're really good at recognising your numbers. Now I've got some objects. We're doing a lot as we're developing our learning about the number three. Aren't we? Let me just show you them. One of them does not represent the number three. I've got this. I've got, these, and I've got, this. Which one of these does not represent, the number three? I have to hold them all do, do, do, there. Which one of these does not represent three? Oh, there's no tricking you, is there? It's a pen lid. We have three coins, one, Two, Three. We have a three, here. one, two, three. But my pen lid, it's just one. Wow. You're amazing. I got quite a challenge for you now. And in this challenge, you're going to practise writing your numbers some more. so I know you can do it. Now, your challenge is to write your numbers in my grid. And I have a little rule, but let me show you my first line. I decided to write the number one first. Then I wrote the number two. Can you just show me a number two? Aha lovely. And then what number comes after two? That's what I will write. But now I have a little problem. Underneath my number one, I can't write another number one. Underneath my number two, I can't write another number two. Do you think I can write a number three, underneath my number three? No, so I need to think of another number. Just using one, two and three to write under my number one. Ah. Let me show you what I'll write, maybe you can say it. Oh, write a number one. That's wrong, Isn't it? Oh dear, maybe I write a three instead. Cause I couldn't have put a number one there, could I? But three is not the same as one, so that can go there. Oh I said this was your work. It looks much like my work, doesn't it? So that's all I'm going to show you for now. Here is your grid. You need to pause the video and try and fill it in, with the numbers, one, two or three. But making sure you don't have the same numbers next to each other or underneath each other. I'll show you my answers When you come back. Make sure you have a go. And really, really, think about the number formation, as you do it, see you in a minute. Okay. Did you have a go? I'm sure there are probably a few answers. But, let me show you mine. So I had my numbers one, two and three, underneath that, I decided to put a number two. I didn't keep it the same as what I showed you. Just proving that they can be more than one answer. This is my way, yours might be a little bit different. Then I've decided to put a three. Oh look, I've got one, two, three, going across the top. But I've got one, two, three going down the side. I was working quite systematically. Next I decided I'd put a one all the way on the end. Then I put a three in the middle and I did that because the three, well, it couldn't go underneath the other three, could it? So I had to put a one there, that leaves me two squares to fill in. I went with a one there and a two there. That was the only number I had left. So well done. If you completed this challenge and if your numbers look fantastic. What a great way to practise our number formation. I feel like you've got a really good understanding of the number three now. So it's just about it's time to say goodbye. But before I do, I want to let you know that if you want to share your work with me, and Oak National, you could ask your parent or carer to share your work on social media. All the details are down there. Just remember it's your parents' job, not yours. Bye.

The focus of this lesson is counting upto and including three. Children will count sounds, as these cannot be seen and checked and work with numerals.

Maths

R Maths

Early Years Foundation Stage

Reception

Count one, two and three reliably using abstract materials

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 and two objects reliably

Count one, two and three objects reliably

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, two and three reliably using abstract materials

Video

Presentation

Worksheet

Transcript

10 lessons in Pattern and Early Number: