If I know that 2 + 9 = 11, then I know... (select 1)

If I know that 4 + 5 = 9, then I know (select 1)

If I know that 9 + 7 = 16, then I know (select 1 )

If I know that 2 + 11 = 13,  then I know (select 1)

If I know that 5 + 3 = 8, then I know... (select 1)

If I know that 6 + 2 = 8, then I know... (select 1)

Deriving Facts From Number Bonds

﻿Hi there, and welcome back to your unit on number sense. I'm so looking forward to my lesson today, as we are going to be looking at number names. But before we get started, we need to do a few things. First off, we need to put on our mathematical hats. We need to tighten those ties, and you need to tell your computer, "Now I'm a mathematician." Brilliant. Let's get started. So here is our lesson agenda. We're going to start off looking at number patterns before moving on to a little bit of exploring. Then we're going to practise what we have learnt before doing our independent task and going on to the quiz. Let's get started with our learning. So make sure you have in front of you a pencil, a piece of paper and a ruler. You also need to work somewhere where you won't get distracted. So if you need to move or find any of the resources, please pause the video now and do so. So let's get started. Here we have a chart of numbers ranging from zero all the way up to 29. What do you notice about each column? Pause this video and have a think. I can see that in each column, the numbers end with zero and go all the way up to nine. So we have zero to nine, 10 to 19, and 20 to 29. Well, what's the same is that they all ended zero, one, two, three, four, five, six, seven, eight or nine. And what's different? We'll have a look. In the first column there aren't any 10s, In the second we can see that as one 10s. And in the third column we can see that our two 10s. What do you notice in each row? Pause the video and have a think. What's the same about each row? What's different? On each row I can see, for example, the first row all the numbers add in zero. So we have zero, 10, 20. However, they all have different amounts of 10s. There are no 10s in the first row, one 10 in the middle row and two tens in the third row. How many different digits are there? Having that, can you count them all up? Pause this video. So here we have another column. We've got all of our numbers up to zero to 29, but we also have the written ones. Have a look. Can you see the same patterns in the words as the numerals? When we look at the numbers zero to nine, Is there a pattern there? However, when we get to 10 to 19, we can see there's a pattern, we have 13, 14, 15, 16, 17, 18, and 19. The only ones that don't follow that pattern and ending in ing are 10, 11, and 12. However, have a look the number three. Three, 13, 23. Let's have a look at four. Four, 14, 24. There's a pattern there with their ones, so they all have the word four in the number. But let me look at the number, let's have a look at, for example, 15, the words are the wrong way round. Because with the number 15, we can see there is one 10 and five ones. But let me look at 15, it tells us fifth, as in five, is at the front and the teen is that the end. It's interesting, isn't it? And when we look our numbers 20 up to 29, we can clearly see a pattern of knowing how many 10s and ones that are in there. So we are going to have a look at this again. So we have got zero to 29. However, it's not written as for how we would say it. Have a look at 10. We have 10, 11 is 10 and one, 12 is 10 and two, 13 is 10 and three, 14 is 10 four, 15 is 10 and five. I think you get how it goes now. So we are going to play a little game together. So, we are going to count up from zero, and we're going to represent the number using its numeral. So the number, it's written name and drawing dienes. Let me show you, it's going to be my turn first. So I've chosen the number eight and I would draw eight dienes cubes. Then I would do number nine and draw nine dienes cubes. For 10, oh I wouldn't say 10, I would do one group of ten, and I would draw one diene stick. For 11, it would be 10 and one, so I then draw a 10 and a one. And for 12 it's 10 and two. So you can start absolutely anywhere you would like. You're going to pause this video and see if you can do your first try. It's very, very tricky, especially when you get to these 10s. Good luck. Great job, everybody. Let's keep going with our learning. So, what is it about the way two digit numbers are written in digits? That tells us how many 10s and ones there are. Is it really the same when numbers are written as numerals? Luckily, that's what we're going to be exploring this next part of this lesson. So we have a number here. Now, is it going to be my time. And I can know that this number is the number 70. And I can represent the number 70 using seven 10s dienes. But what does this number mean? Well, when I look at this number, I know that there are seven 10s within this number, and zero once. And we can represent it on a beadstring. Now you may not have a beadstring at home, but you might have to be drawing these. So, here I have my beadstring. one group of 10, two groups of 10, three groups of 10, four groups of 10, five groups of 10, six groups of 10, and seven groups of 10. Here I have 70, which looks like this. Here I have another number, and this number is called? Well done. It is the number 17. I can represent it with dienes using one 10s dienes and seven ones. Therefore there are one 10 on seven ones in the number 17. And I can represent on my beadstring using one group of 10, and one, two, three, four, five, six seven, ones. Your task today is to do exactly the same for these four numbers. You're going to write the number name, you're going to do a representation with dienes, you're going to tell how many, what does it mean, how many 10s and ones there are and how you draw it on a beadstring. Now your challenge today is to make a fifth way to represent each number. How are you going to represent each number? So, once you have finished thinking about this, you're going to pause this video and get started. Good luck. I cannot wait to see what you've produced. Well done, everybody. Let's go through the answers together. Here we have the number 12. And we can represent it with dienes with one 10s stick and two ones. Which means there's one 10s and two ones 12. And we can represent it on a beadstring with one group of 10 and two ones. I'll second number today is 40. This number is 40, is represented with four 10s, which means there are four 10s there, and we can represent it on our beadstring like this. Here we have the number 21. We can represent it with two 10s dienes of one, one. It means there are two 10s of one, one within that number. And we can represent on a beadstring like this. To make sure you have a look. Do your answers match mine? Brilliant. Great job today, everybody. Well done. You've worked really hard. If you'd like to share your work today, please ask your parent or carer to share your work on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnwithOak. But before you leave, please don't forget to fit in the quiz the end of the session. I can't wait to see you again soon. Take care. Bye.

The number 11 can be represented by.... (select 1)

The number 26 can be represented by.... (select 1)

56 is not the same as 5 groups of ten and 6 ones

125 can be represented as ... (select  1)

111 is the same as 11 groups of ten and  one

Number Names

In this lesson, we will investigate the ways in which the names of numbers change as we make adjustments to the digits, and compare written numbers with their names.

Maths

Y3 Maths

Key Stage 2

Year 3

Miss

Number names

Number sense and exploring calculation strategies

Number

THEME

UNIT

Exploring Number Sense

Deriving New Facts From Number Bonds (Part 1)

Recognising the value of each digit in a 2 digit number

Using comparative symbols to compare numbers

Deriving New Facts From Number Bonds (Part 2)

Finding number bonds for numbers up to 20

Applying number bonds within ten to add and subtract

Applying number bonds within twenty to add and subtract

Adding and subtracting using round and adjust

Using round and adjust strategies to subtract and add near doubles

Using an 'adding on' strategy to find the difference

Using bar models to solve word problems (Part 1)

Using bar models to solve word problems (Part 2)

Application Lesson

'One ten and three ones' is a representation of the number... (Select 1)

45 < 46,  True or False?

6 + 2 = 8 - Which equation shows 'one more'

If I know that 6 = 4 + 2 and 5 = 3 + 2, then I can use these facts and say that 65 - 42 = 23.

Using round and adjust and mental strategies, 42+ 46 =

If I have £1 to spend in a shop and I spend 68p- how much change will I receive?

Sharon had £20 to spend in the gift shop. She bought a tea towel for £8 and a mug for £7. How much change did he get?

Which is the greater number?

There will be more number bonds for 7 than 8

Lesson overview:Number names

Core Content

Number sense and exploring calculation strategies: