﻿Hello, everyone. It's Mrs. Khaira and it's Patch the dog, my wonderful mathematical assistant. Now in today's lesson, we're looking to identify one fewer than any given number in 15. Patch and I, we practised this for our breakfast this morning. Shall I show you what we mean? Now, here is Patch and here is his breakfast cereal. Now, Patch normally likes to eat six pieces of cereal for breakfast. One, two, three, four, five, and six. But today, poor Patch wasn't feeling too well. He was feeling a bit poorly. He asked for one fewer piece of cereal. I'm going to take one away. How many pieces of cereal does he have now? One, two, three, four, five. One fewer than six is equal to five. Now for this lesson, you're going to need the following items. You're going to need some countable resources, so I'll be using cubes, but perhaps you can use bead, string, or some counters. Whatever you have handy. You'll also need the number cards and the picture cards that are provided in today's resources. Now, please remember to ask a parent or a carer to help you to cut out the picture cards and the number cards if you're using scissors. Now, if you haven't got these things handy, please press the pause button now, go and get what you need, find a quiet spot to sit in, and then resume the video when you're ready. Well, let's have a look at our big picture for this unit. Do you remember which nursery rhyme it comes from? That's right, it comes from Old Mother Hubbard, and there is Old Mother Hubbard in the picture and Patch sitting next to her, looking very sad. That's because of the nursery rhyme. Shall we sing the first verse together? Are you ready, Patch? I think Patch is ready. ♪ Old Mother Hubbard went to the cupboard ♪ ♪ To fetch her poor doggy a bone ♪ ♪ But when she got there, the cupboard was bare ♪ ♪ And so the poor doggy had none ♪ Well, that explains a lot, don't you think? Let's cheer Patch up with some questions about the big picture. Here's the first one. I wonder if you can help me count up the number of white balls you can see in the picture? Have a moment now to find out where those white balls are. How many can you see? Well, let's count them together. I can see one and two. There are two white balls in the big picture. Now I wonder if you can help me to represent those balls using beads on a bead string. Let's have a go now. Well, let's represent the number of white balls using white beads on our bead string. Let's count two beads out together. One and two. These two beads represent the two white balls. Great work, everyone. Now at this time, I want you to see if you can help me count up another object in the big picture. Let's see what it's going to be. Ooh, chairs. I wonder how many chairs there are in the big picture. Can you count really carefully? Let's see if you're correct. Using your careful counting finger to help you. One and two. There are two chairs in the big picture. Now this time, I wonder if you can help me represent those chairs using some lolly sticks. This time, let's represent the number of chairs using some lolly sticks. One and two. There are two chairs in the big picture. Let's bring back our bead string. What do you notice about the number of white balls in the big picture and the number of chairs in the big picture? That's right. The number of chairs is equal to the number of balls. There are two white balls and there are two coloured chairs. Well, in our lesson today, we want to find out what one fewer than a given number within 15 looks like. Let's look at an example together. Here, we have the number 13 on the number card. I want to represent that number using my cubes. Do you think you can help me to count out 13 cubes? Let's have a go together. One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, and 13. There are my 13 cubes representing the number 13. Now, I want to find out what one fewer than 13 cubes might look like. I think, Patch, that I have to take one of my cubes away. Let's do that now. I wonder how many cubes that leaves me with. Can you help me count them up carefully together? One, two, three, four, five, six, seven, eight, nine, 10, 11, and 12. That must mean that one fewer than 13 is equal to 12. Patch is nodding. I must have got that correct. Well now it's your turn to have a go. Now in today's talk task, you're going to need your number cards, your cubes, and the help of your talk partner. Are you ready to have a go? Patch, you're going to help me. Patch is going to start by picking a number card. Let's see what he has chosen. He has picked the number 10. Now it's my go. I'm going to represent the number 10 using my manipulatives. I have got cubes, but you can use whatever you have handy. Can you help me count out 10 cubes? Ready? One, two, three, four, five, six, seven, eight, nine, and 10. Well there are my 10 cubes representing the number 10. Now I want to find out what one fewer than 10 is. Do you remember what we need to do? Well, Patch is nodding. Patch, can you remind me? That's right, we have to take one of the cubes away. Let's do that now. I wonder how many cubes that leaves us with. Using your careful counting fingers, we're going to have a look to see. One, two, three, four, five, six, seven, eight, and nine. That means that one fewer than 10 is equal to nine. Great work. Now it's your turn to have a go. Using the equipment that you have in front of you, press the pause button and have a go at the activity, finding one fewer than any given number within 15. Once you've had a go and your talk partner's had a go, please resume the video and we'll carry on with our learning for today. Great work, everyone. Now, let's explore the idea of one fewer than in a bit more detail. Let's do one more example together. Here, I have the number card 14. Let's represent the number 14 using my cubes. Help me count them out carefully. One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13, and 14. There are my 14 cubes representing the number 14. Now, we could also show the number 14 using a number line. And here it is, the numbers one to 14. Can you spot the number 14? Point it out on the screen in front of you. That's right! I've put a circle around it to help you see it really clearly. Now, if I wanted to find one fewer than the number of cubes in my tower, I would just have to take one of them away. Let's do that now. Off it goes. I can see really clearly that one fewer than 14 cubes is equal to 13 cubes. Great! Now, if I wanted to look on my number line, I would use slightly different language. I would use the words one less than. Now, looking again at our number line, I can see that one less than 14 is the number just before it. One less than 14 is equal to 13. Great listening, everyone. Let's have a look at your independent task this day. Patch is here to help me do some counting. For today's activity, you're going to need the picture cards provided in today's lesson resources and your cubes or manipulatives to help you count. Let's have a look at an example together. Here is a picture card. Now, I wonder how many cups you can see on that card. Maybe we can count them out together. One, two, three, four, five, six, seven, eight, and nine. I can see that there are nine cups on the card. I'm going to represent them using my cubes. Are you ready to help me count, Patch? One, two, three, four, five, six, seven, eight, and nine. There are my nine cubes representing the nine cups. Now, I want to find out what one fewer than nine might be. I'm going to cross out one of those cups and I'm going to take away one of the cubes in my tower. I can see, really carefully counting, that one fewer than nine is equal to eight. One, two, three, four, five, six, seven, eight. That's because nine take away one is equal to eight. Great. Now it's you're turn to have a go at the activity. Taking your picture cards and your manipulatives, press the pause button and have a go at the activity. Once you've completed it, please resume the video and we'll finish off with our learning for today. Now, let's revise our learning for today looking at one more example. Here is the number card seven. I'm going to represent seven using my cubes. Can you help me count seven cubes out? One, two, three, four, five, six, and seven. There are my seven cubes representing the number seven. And I can also show this using a number line. Here it is. Can you see where the number seven is? That's right! There it is, just underneath the seventh cube. Now, when I want to find out what one fewer than the number of cubes I have is, all I need to do is take one of them away. Off it goes. Can you see that one fewer than seven cubes is equal to six cubes? It's right above the number six on the number line. Now, when we're looking at a number line, we use the language of one less. Can you see the number seven on the number line? One less than seven on our number line is going to be the number just before it. I can see that one less than seven on the number line is the number six. Great understanding, everyone. Now, in lesson six, we will be looking at applying our knowledge of one more and one fewer within 15. Patch and I look forward to seeing you then. Bye for now!

In this lesson, we will explore identifying one fewer than a number within 15 using concrete manipulatives to support understanding.

Maths

R Maths

Early Years Foundation Stage

Reception

Knowing one fewer than a number within 15

Numbers within 15

Number

THEME

UNIT

Counting up to 15 objects and putting them in order (Part 1)

Counting up to 15 objects and putting them in order (Part 2)

Counting up to 15 objects and putting them in order (Part 3)

Knowing one more than a number within 15

Applying knowledge of one more and one fewer (Part 1)

Applying knowledge of one more and one fewer (Part 2)

Using the guess and check strategy for problem solving

Ordering and exploring numbers within 15

Consolidating learning of numbers within 15

Lesson overview:Knowing one fewer than a number within 15

Core Content

Numbers within 15: