﻿Hi, my name's Mrs. Harris. Welcome to your math lesson. We are going to be looking at developing our conservation of number within six. So let's find out what we're going to do and what we're going to need. We're going to start with our new learning and we'll follow that with a talk task where you get to practise the new learning. Then we'll develop your understanding of the conservation of the number six or even numbers up to six. And then you've got your independent learning and I think it's something you're going to like. So let's find out what you need. I'd like you to have some counters, a dice. Haven't got dice, don't worry, I can't find one today either. So I've made some cards that look a bit like a dice. And I'd like you to have some dominoes. So if you don't have them things right now, pause the video, go and find them and then come back to me with them. I've got some bears here and we're going to use them for our new learning. We're going to count them, and it doesn't matter I don't think if they're big bears or small bears. It doesn't matter if they're blue bears, red bears or purple bears. This is my set of bears and I can count it. The size of the object doesn't matter. Will you count them with me to see how many I have? One, two, three, four, five, six. I have six bears. I wonder if I'd still have six if I moved them apart. Have I still got six? One, two, three, four, five, six. I do still have six. Do I still have six if I put these three together, these two together and this one here? One, two, three, four, five, six. I do. What about if I put them in a circle? I'm going to start with the big red one, then I'll remember where to stop. One, two, three, four, five, six. I have six bears still. We found that it doesn't matter what arrangement or what size we put our objects in. As long as we don't take any away or bring any more in, we still have the same number we started with, and that was six. I've got a little game we can play using our dice and our counters. Now the game's a bit better if there's somebody with you, I'm all by myself. I'm going to turn my cards over. You might have a dice, and I'm going to turn this one over. What number is it? Can you tell quickly without counting? It's number three. So from this big group here, I'm going to take three counters. One, two, three. And now I need to put them in an arrangement. I'm going to put my three like that. I could have copied the one on the card, but I kind of wanted to be different, so I tried a different way, and I've got three as well. Now I'm going to put my card back and give them a muddle up whereas you might just be able to roll your dice. And then my partner is going to take one as well. They're going to take this one. What number's that? It's number one. So how many counters can I take from my pile? One, just one. There's not many arrangements you can make with one, is there? Oh well, maybe they'll get a more exciting one next time. Now, which pile has more counters in? This pile does, doesn't it? And this pile has fewer counters than that pile. I can say three is greater than one. I have more counters than my imaginary friend. Let's play again. I'm going to choose this one. Oh, it's three again. One, two, three. Muddle them up. I'm going to make an arrangement of three. I'm going to, oo, I'm going to put them all in a straight line. My counters are double sided. I think you can see it easier if I have them on the red side. And then my partner gets to have a term and they're going to choose this card. It's number three as well. One, two, three. Now they have a choice. They can make the same arrangement as me or a different one. We've got the same amounts, haven't we? One, two, three. Oh look, mine go that way and there's gay that way. Mine are horizontal, theirs are vertical. But we have the same amount. One more time? One more time. Okay. This one. Six. I get to choose six counters. One two, three, four, five, six. And I can put my six in any arrangement I like, can't I? I quite liked having the circle. There's my six counters. Now my partner, Nick gets to have a go. Five. Show me five on your fingers. Five. One, three, four, five. Oo, one went on the floor. And they can put that five in any arrangement. They can copy the arrangement like we see on dice, or like, can we see on my cards, or they can make their own. I have more counters than my friend. Six is greater than five, and we can check that, in case we're not sure, by putting them in a row. I had six, my partner had five. My partner has fewer counters than me. I do like playing this game. I think I could make lots of arrangements of counters. It's time for you talk task, and for your talk task, I'd like you to play the game I was just playing and say the sentences I was just saying, and look there on the screen now to help you and to help the person you're playing with remember them. Talking is so important. It really helps us remember our learning. So please make sure you use them as you play the game. Pause the video now and come back to me when you've had a go. Welcome back. How was it? Did you make some arrangements that were the same? Did you do some that were different? Did you have more different ones than same ones? Were you trying to be different? Did you count how many were in each person set? Did you know which number was greater or less? Could you say I had more than you or I have fewer than you? I bet you were great at your talk task. I just wish I could have heard it. Let's develop your understanding of the conservation of number here. When we write our numbers, they represent however many we have in the set, don't they? So if I showed you the number one, it represents just one of something. Maybe one counter, one chocolate bar, one teddy, one person, one of anything. And we're starting to understand that actually we can put our counters in any way we like. If there's two of them and they're close together, there's two of them. If there's two of them and they're far apart, there's still one, two. It doesn't matter, does it? As long as we haven't put one away. And we're really getting good at that. What I want us to get really good at now though, is recognising them in different situations. So, I'm going to point to a number on here and I want you on your screen to point to the right dice. Okay. So find this one for me. This one here. That's right, it's number one. And we can represent that with just one spot, can't we? Okay. Find this one for me. Yeah, it's that one down there, isn't it? And I can make that with my counters as well. That's a really well known formation, isn't it? A good way of seeing and subitizing number five. Okay. Find this one for me. You found it? Say what number it is. Is number three. And it looks like this on a dice. Okay. Find number, oh, hang on, let me do it differently. Find that number for me on my numbers. It is number four, isn't it? I think you're a bit too good at that. I think you need more of a challenge. I'm going to use something else. I'm going to use these. One, two, three, four, five, and six. Let me just put them in order. One, two, three, four, five, six. Okay. What's this one? Yes, it's number four. And in fact that one looks it's quite like the one on the dice, doesn't it? Okay. Find this one for me. It's the same number whether it's that way or that way. It's number six. And again, that one looks quite like the number on the dice, doesn't it? See I'm not tricking you today. Okay. What's this one? It's number three. And this one actually looks quite different to the one on the dice, doesn't it? Good job. I got more ways of showing you your numbers, and this time I'm going to use my five frame and I'm a bit tired of counting forwards. I think I might count backwards. I'm going to stop from number six. If you've used one of these before you know that we just put one counter in every square. So we've got one, two, three, four, five. Oh, I've got no room for six. That's because six is greater than five, isn't it? I could put it there or I could trade my five frame in for a tens frame. And I could do one, two, three, four, five, six. I've got six counters. Okay. You pointed to number six on the dice on the screen, have you pointed to number six on my numbers? What about if I did that? What number do I have now? I have five, don't I? One, two, three, four, five. How about now? One, two, three, four. How about now? Didn't you count them that time? Did you just know that one less than four is three? One fewer than four is three? Amazing. How many have I got now? I've got two. You're good at this. What's about now? Oh, I've still got two, haven't I? Okay. How about now? That's right, I've got just one. Let me put my six back on. I've got six counters, haven't I? But it's actually much harder to count them when they're like this. It would be easier to count them if they were like this. Like on the dice, or on the numicon. It was easier to count them when it was five and one more as well. I quite like the way they were like that. It reminded me of how it is on this domino. Dominoes are great for subitizing as well. I'm going to cut my domino with my number six on there. Let me move my tens frame out of the way. And there's another number that I'm covering up with my fingers on my domino. Dominoes usually have two numbers on them. It's a one, that's the same as on the dice as well, isn't it? And I thought that this domino here, I need to find another one that either has a six or a one on it. Okay, I've got this one. It's got a one and a five. I'm going to put that there. Now in my pile of dominoes, I'm looking for a five or a six. I'm not looking for a one anymore because that already has a partner, one that it's matched to. Okay, what have I got? Might use that one. Can I use that one? No. Oh dear. Oo! Can I use this one? Yes, because it's got five on it. And what's its other number? One, two, three, just like the dice. Show me three on your fingers. Write three in the air. Good job. And that goes, there. Now I can put my other three there, then we put one, oo, I can put my six on, but my other side of the six is blank. That doesn't mean I can choose whichever one I like. I need to find another one that's blank. This one's blank. That one's double one, double six, four and three, Oh, three and a blank. Oh, I can put that that there, that means I can put that one there one there. I do like playing dominoes. I thought you would like to play dominoes for your independent learning. So you need somebody else to play with. Each of you can have six dominoes because that's what we've been learning about today. And then you have to try and make a big train of dominates just like I did. And I think as you do so, you're going to get even better at matching your numbers. Now, yes, we could match these ones by colour. They're both blue. But I think you know that that is a three. So you know, on your turn, you might want to put a three there as well. But if you don't have a three, maybe you've got a two. I've got a two. So I can put my two next to it. Have a go at playing dominoes and then come back to me. How was playing dominoes? Did you win? Are you getting really good at subitizing? That's recognising the numbers without having to count them remember. I bet you are. Great work today. We've reached the end of our lesson and just before I say goodbye, I'd like to let you know how you can share some of your work with me if you want to of course. You could ask your parents or carer to share your work on social media for you and then I'll get to see some of your conservation of number within six. That's all now. Bye.

In this lesson, we will develop our subitising skills as we explore numbers up to and including six.

Maths

R Maths

Early Years Foundation Stage

Reception

Develop conservation of number within six

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

Consolidation of counting to 6

Lesson overview:Develop conservation of number within six

Core Content

Numbers within 6: