Practising addition and subtraction

Early Years Foundation Stage

Maths

Addition and subtraction within 6

﻿Hi friends. It's Miss Molnar here, and we're going to do some Maths learning today. All right. We are going to look at addition and subtraction today. Let's see what you're going to need to get ready for this lesson. So for this lesson today, you will need some objects to count with. I'm going to use some counters, but you can ask a parent or carer what you can use as well to help you count. You're also going to need a part whole model. You can find one attached on the resources, but don't worry, if you don't have one, you can also make one like I have. I just took a piece of card and I took something that was circular shaped to trace around. So I just used a cup from my kitchen. But again, make sure you ask a parent or care for help. All right, everyone let's get started. Okay, I thought we'd start with some counting first. And I brought a friend who absolutely loves to play counting games. It's the Harold the hedgehog, say hi everyone. All right, so Harold, I was thinking we could start off by playing some ping pong. So what we're going to do is we've got the number track above you here to help you out. We're going to count back and forth from zero all the way up to the number six. So we'll go first, so we'll say zero, and then we'll ping pong over to you, and you'll say one next. All right. Are we ready everyone? Okay. Zero, three, five. Well done everyone. All right, this time we want you... Ooh, let me see. Let's go backwards this time. So this time we're going to say six, and then you're going to say five next. So we're going to go back and forth in the ping pong. All right, everyone get ready to ping pong. Let's see how quickly we can do it. Are we ready? Alright, here we go. Six, four, two, zero. Absolutely great job everyone. Well done. All right. This time, we're going to play one less than a number. So Harold is going to pick a number he's going to whisper in my ear, and then we're going to have to tell him what number is one less than that number. So it's the number that comes before it on our number check. Alright, here we go. All right, Harold wants to know what is one less than three. So if I look at my number track and I go back, one jump back, one less would be two. One less than than three is two. Well done. All right, Harold wants to give you a go. So he's going to tell me another number. Okay, Harold wants you to tell us what one less than six is, have a go. So what you're going to do is look at your number track to help you, which member comes before six or is one less than six? That's right. If you said five, way to go friends. Well done. All right. Let me see if we're going to try one more. Oh, we are. Okay, Harold wants us to find out what is one less than the number one. Have a think. Which number is one less the number one? That's right. If you said zero, you are so right. Zero is one less than one. It means we've got nothing left, way to go friends. All right, that was fantastic counting everyone. I think we should do a blast off into our new learning for today. Let's start on six and we're going to do a countdown to blast off our rocket ships to get into our new learning. All right, we're ready everyone, get your rocket ships ready. And we'll start on six counting back, here we go. Six, five, four, three, two, one. Blast off. Oh, goodness Harold. Well it seems like Harold has found some food. He's landed in a big bowl of fruit. Oh my goodness, we've got lots of fruit here today. I think that that could help us with our adding today. We're going to use some of this fruit. All right, Harold. Let's see, pull out some snacks here. What would you like to have a snack of or what would you like to have? Okay, so let me see. He's got some bananas here. Oh goodness. How many bananas do we have here everyone? Well done. We've got one, two bananas. All right, what else is Harold going to pull out here for a snack? He's got one apple. That surely that's enough, right? Oh, he's going back for more. Okay. Two apples. Okay, I think that's enough. Okay, three apples. All right, are we done now? Okay. So Harold has gotten two bananas and three apples. I wonder if we can find out how many, how much fruit there is all together. We want to combine those two parts and see how much fruit Harold is trying to have for his snack. I think we can use our part whole model to help us. All right. So I want to find out how many apples and bananas there are all together, how much fruit. But you know what, I don't think that my fruit is going to fit in my part whole model. So I'm going to use some counting objects to represent them. So I'm going to use some double sided counters. So I've got red on one side, and I've got yellow on the other side. You can use whatever objects you have at home to help you represent as well. So I'm going to use the yellow side to represent the number of bananas. How many bananas did we say Harold got altogether? That's right. There were two bananas. So I've got one banana, two bananas. So that means that two is a part. Can we say that all together everyone? Two is a part. Fantastic. Now how many apples did Harold want to eat? That's right. Harold wanted three apples, so I'm going to take my red side of my counters and let's count out three altogether, ready? One apple, two apples and three apples. Well done. So that means three is my other part. Let's say that altogether. Three is my other part. So we've got two, and we've got three and we need to combine them all together to find our whole. So what we're going to do is we're going to take our two, move it into our whole, and we're going to take our three and move it to our whole. And now we need to count them all together. So I knew that I already have two bananas. So instead of starting from counting all the way back at one, I'm going to try counting on this time. So I know there's two bananas, and then I'm going to start counting on from there. Are we ready? So I've got two, three, four, five. Five is my whole. There are five pieces of fruit all together. I could also say two plus three is equal to five. Fantastic effort, everyone. Well, that was certainly a lot of fruit for Harold to have a snack. So let's see where he's gotten up to now. Oh my goodness, Harold, more snacks! It looks like he's still hungry. All right, let's see how much fruit or what fruit he's going to have this time. Let's see. Ready everyone? Alright. We've got how many oranges everyone? We've got one orange. Okay, what else do we have? Oh, goodness, me Harold. We've got two oranges. Okay, I think that's it for the oranges. And let's see what else he has. So we have two oranges, and this time Harold's got how many lemons? One lemon. All right. What we would like you to do is we want you to have a go, can you represent the amount of fruit that Harold has this time using your part whole model and some counting objects. So you need some counting objects to represent two oranges and one lemon. How many are there all together? Have a go, see if you can tell us what the different parts are, and add them together to find the whole. And then come back and let us know how much fruit Harold is having now. All right, everyone. How did it go? Representing the oranges and the lemon with your counting objects. Did you find out what the parts were and what the whole was? Let's try and do it together. So how many oranges did we say Harold had? Two, that's right. So we can put one, two counters to represent two. Two is a part. How many lemons did Harold have? That's right, just one. So we can put one in our other part and we can say all together, two is a part, one is a part. Alright. Now we need to combine them together to find our whole. So we're going to move two into our whole and one into the whole. Now let's count on from two, because we don't need to start at beginning, all right? Here we go. So we've got two, three. Three is our whole or there are three pieces of fruit all together. Two plus one is equal to three. Well done everyone. All right, everyone. We think that you're ready to have a go at our talk task. So what you're going to do is you're going to pause the video so you can see the screen. You're going to look at one of the boxes on the screen. So one of them has a fish and some frogs. You need to use the sentence stem to help you talk it through out loud. So you're going to say what the parts are, and you're going to count them all together to find your whole. If you'd like to, you can use a part whole model to represent them as well. All right, pause the video. Have a go at solving both of these number sentences. All right, everyone. I hope you've given yourself enough time to go and say some of these sentence stems out loud to solve the number sentences. Let's do the first one together. All right. What is our first part going to be? How many fish do we see in the box? That's right, there's one. So we can say one is a part. How many frogs were there? Let's count, one, two, three, four. So that means that four is the other part. Now we need to count them all together to find our whole. Did you use your part whole model? That's great. Let's count how many there are all together. Ready? Starting from one cause we already know that there's one fish. So we're going to count on from one. So we've got two, three, four, five. Five is the whole, way to go everyone. There are five animals in that box. All right. Let's move down to the one below with the trees and the nest. How many trees are there all together? That's right, there's two. How many nests are there? There's only one. Well done. So let's say what our parts are. There are two trees. So that means two is a part, and one is the other part. If we count on from two, for one more than two is three, we know that three will be our whole. Fantastic job, everyone. Alright. So Harold told me about a story about how him and his friends went to the cinema. Let's see how many of Harold's friends are at the cinema? Let's count, ready? One, two, three, four, five. Five of Harold's friends went to the cinema. Now he said that halfway through the film, that one, two, three, four of Harold's friends fell asleep at the cinema. My goodness, it must've been a boring film. So, four of Harold's friends fell asleep. That means that four is a part. How many of Harold's friends did not fall asleep? If you said one, you're right. One of Harold's friends is still awake. They did not fall asleep. So one is our other part. We started with five as our whole. Five was the whole, and then four of Harold's friends fell asleep. So that means that there's only one friend who's not asleep. We could also say that five subtract or five take away four is equal to one. Four is a part and one is a part, and five was a whole. Now out of Harold's five friends at the cinema, Harold told me that two of his friends got popcorn. So that would mean two is a part. Five was the whole, two of Harold's fans had popcorn. How many friends did not have popcorn? What is our other part? That's right, there are one, two, three friends who did not have popcorn. Three is the other part. So we could say that five take away two is equal to three. Well done everyone. Alright. We would like you to have a go now at some of these cards, you can find them in your resources in the worksheet. So what you're going to do is you need to get your counting objects. Remember I had my counters or my teddy bears. You can use any of the things that you have at home as long as you ask your parent or carer. What you need to do is we would like you to represent the whole. So maybe you're going to start with the one with the shirts and the hats. You would say that there is one, two, three, four, five, six, there's six items to be your whole. Then what you're going to do is you're going to tell me what the parts are. So six is the whole, how many shirts are there for one part? How many hats are there for the other part? Then, maybe you're going to have a go at another one. All right. So we would like you to use the language of part and whole, your counting objects and your part whole model to get talking. Alright, take a minute for that. Pause the video, get what you need and we'll come back together when you're finished. All right, everyone. We hope you had a chance to use the language of part and whole to do some adding and subtracting stories. Now Harold's found this one a little bit tricky to do as a subtraction one. So let's go through it together and see if we can help him out. Alright, let's start with our whole first counting. How many apples are there all together? One, two, three, four, five, six. So that means six is our whole, so we could have represented that in our part whole model as the whole, six. Now, are there any bananas? Are there any oranges and lemons? No. Hmm, are any of the apples eaten or taken away? Did you get hungry? No. Hmm, I wonder what that number is that we use to represent to mean nothing. That's right, it's zero. That's what it is. So we've got six as our whole, take away zero as a part, there's no part. And that will leave us with six still. If we don't take any away, that means our other part is six. So six is the whole, zero is no part. And then our other part is six. Well done everyone. You have done such a fantastic job with your Maths learning today. So fantastic that we hope that you really want to share your learning with your teacher cause they would be so impressed. And if you'd like to as well, we'd love to your learning shared on Oak on our social media. All right. Well, that's it for today, everyone. We hope you had a great time and had lots of fun and maybe we'll see you next time.

Practising addition and subtraction

Practising addition and subtraction

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UnitMaths / Addition and subtraction within 6

Maths