﻿Hi, I'm Mrs. Harris. And I'll be with if your math lesson, we're going to develop our counting to the number four today and have us all the things we're going to do. We're going to have a sound time where we sing a song together. Then we'll do some new learning, have a talk task, where you get to talk about your new learning. Then we'll develop our understanding, so we can even cleverer. And finally, we'll finish with some independent learning where you show me everything you've learned today. So let's find out what we need. I would like you to have the printed worksheet and some blocks, maybe like the Lego ones I've got on the screen. I'm sure you can find something around the house. Even pasta would do if you don't have any blocks. So if you haven't got these things, pause the video and go and find the now. The picture you can see on your screen, it goes with our song. Can you guess what it is? Mostly going to have these box one, two, three, and four. I have four ducks here. I know there's four. Four is the last number I said, representing how many I have altogether. My song is about four ducks, but it's about the little ducks on the screen. There were more than four ducks on your screen and that's cause one of them is mummy duck. So let's see if you know the song, join in if you do. ♪ Four little ducks went swimming one day ♪ ♪ Over the Hills and far away ♪ ♪ Mummy duck said quack quack quack quack ♪ ♪ But only three little ducks came back ♪ One, two, three. ♪ Three little ducks went swimming one day ♪ ♪ over the hills and far away ♪ ♪ Mummy duck said quack quack quack quack ♪ ♪ But only two little ducks came back ♪ One, two ♪ Two little ducks went swimming one day ♪ ♪ Over the hills and far away ♪ ♪ Mummy duck said quack quack quack quack ♪ ♪ But only one little duck came back ♪ ♪ One little duck went swimming one day ♪ ♪ Over the Hills and far away ♪ ♪ Mommy duck said quack quack quack quack ♪ ♪ But only oh, no little ducks came back ♪ Mommy ducks, baby ducks must be having lots of fun over the hill I bet if she swims over there, she'll find them. Can you remember how many ducks mommy duck had before they all swim over the Hill and far away? That's right, she had four. She had one duck, two ducks, three ducks. She had four ducks all together, and we represented them didn't we? With our four little ducklings, one, two, that one wants to go swimming again. Two, three, and four, but I don't always have to use the real thing to represent a number. Maybe you don't have any toy ducks at home. I was lucky to find some today, but I have got lots of Lego bricks. I have got these pegs. Let's pretend these are our ducks. Each one of them is going to represent one duck. How many did we have altogether? We had four didn't we? We had one, two, three, four. We had four ducks all together, but the ducks, they do like swimming and they like swimming around the pond. How many ducks do I have now? Oh, you think I have four still Really? They're so much further apart. Okay. Let me check. One, two, three, four. I do. But the ducks, they still like swimming. How many ducklings do I have now? I've still got four. Haven't I? even though they've moved and they're further apart. There are still four ducks or pegs representing ducks. One, two, three, four. What about now how many ducks are there now? One, two, three, four. We had four ducks. No matter how I arranged them. I could arrange them in a line. I can arrange them in a kind of circle. I can arrange them far apart or close together. As long as I didn't take any ducks away or bring any more in. I had four ducks all the time, didn't I? It didn't change no matter what arrangement I put them in. For your talk task, I need you to have your five frame from the printed worksheet. I've got a five frame here. We'll actually, I've got a tens frame. A five frame is just half of it. So put this half away. You will also, I need four pieces of Lego. The four blocks that you got at the beginning of the lesson. And you're going to put them on to your five frame like this. Can you see there's one space left? We don't need that, because we're counting to four. And we can say a sentence, as we do it. We can say one, two, three, four There are four bricks all together. Not much a talk Task here is it? not yet. I haven't given you the full challenge. Your challenge is defined as many ways as you can of ranging your Lego blocks on the five frame. So there's still one gap because only one block can go in each square. So pause the video. Remember to use the sentences and have a go at your talk task. And then come back to me. Welcome back from your talk task. I wonder how many ways you can arrange four bricks or blocks on your five frame. Take a second to look up all the different ways I found. Did you find any of these? well done. To deepen our understanding, I'm going to use this advocates and the counters on here. Well, there's 10 and 10 make 20 on each row. But I don't need that many. We're counting to four today. Aren't we? One, two, three, four. So I'm going to pop over the back. I quite like the sound it makes remove them as well. Now there's four, if it's this way and if it's this way. Can you count them with me? One, two, three, four as long as I don't pop any over the back, it won't change, from being four. I could have four, like this one, two, three, four I could have four like this one, two, three, four. I could even put four on my other one and show you two different ways at the same time, let's just check if I've put four over. one, two, three, four. I could do this. One, two, three, four, one, two, three, four. I could move one there I could move one right up there. I could move them like that, but because I haven't put any over the other side, although this one's trying to sneak away, there's still four on each row. One, two, three, four, one, two, three, four. If I turn it the other way out, they'll move, but they'll still be four. We can see we have four here and four here. They're the same. Aren't they? Because both of them have four on, so it doesn't matter what arrangement we make. If we have four of something, we have four of it. Whether it's squinched close together, whether it's far apart. In fact, I think if we close our eyes, they'll still be four yellow ones. Ready? Plagiarise. Still four. Yes. There's still four. Well done. In this lesson. We've been thinking a lot about the ways we can present numbers, how we can arrange them if we're representing them with some objects, like our Lego bricks. So for your independent learning, it's not quite independent because it would be great if you could play it with somebody, I would like you and your partner to have how many bricks do you think each? Four, I would like you to have four bricks each. And what you're going to do is you're going to take it in turns, to say a number. You can say the number one, two, three, or, four, and when you say a number you have to quickly arrange your Lego bricks. Sorry, arrange that many Lego bricks in any pattern you like, then when you say ready, you have to see if you and your partner have put them in the same arrangement or different arrangement. Do you want to try and be the same or would you want to try and be different? I wonder, I'll leave that up to you. You can play it for the number one play it for the number two, the number three and the number four. Just check each time that you and your partner have used the right number of bricks each. I wonder, how many different ways you can find of making each number. I bet you can find lots and lots. How did you get on with playing same and different? Did you make any of the same arrangements as your partner or did you make lots and lots of different ones to your partner? Just before we finish our lesson, I felt we'd play a quick game together. Let's have you point to the number one point to the number four. Can you find number three? Okay, your getting this. Okay. Let's change it up a little bit. What number am I pointing to? Oh, I thought I had you there. What number am I pointing to now? What number my pointing to now. Okay. Let's change it again. Show me this number on your fingers. Well done, it was number three. Show me this number on your fingers. Okay. This time new rules. You have to use two hands, but your two hands, they're not going to show the same number. They're just going to show one number but over two hands. Show me this number. We could do that we could do that. We could do that and that. Show me that number. Two hands, well done, well, it is time for us to finish now. I've had lots of fun doing maths with you today, just before I go. I wanted to let of a way that I could get to see some of your brilliant work from today. If you want to, you could ask your parents or carer to share your work on social media. All the details are on the screen and I'll be looking out for some of it too bye.

In this lesson, we will work with a five frame to support our understanding of the number four.

Maths

R Maths

Early Years Foundation Stage

Reception

Develop an understanding about the number four

Numbers within 6

Number

THEME

UNIT

To count four objects reliably

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

Consolidation of counting to 6

Lesson overview:Develop an understanding about the number four

Core Content

Numbers within 6: