I have one fewer than 32 sticks. I have one more than 30 sticks. How many sticks do I have?

I have one more than 13 books. I have one less than 15 books. How many books do I have?

I have ten fewer than 47 sticks. I have ten more than 27 sticks. How many sticks do I have?

Practising finding one more and one fewer and ten more and ten fewer

Key Stage 1

Maths

Numbers within 100

Is this set of numbers in increasing or decreasing order?

If these numbers were put in increasing order, which number would come first?

﻿Hello everybody, my name is Miss Hughes and welcome to today's math session. Today, we're going to be looking at parts of a unit, called numbers within 100. And our lesson objective for today is going to be finding one more and one fewer than a number, and 10 more and 10 fewer than a number. So let's get started. For today's lesson, You are going to need a pencil, and rubber, some paper and you will also need some countable objects to represent 10s and ones. If you don't think you have any countable objects at home, then that's absolutely fine. You can always draw out your 10s and ones. Please pause the video now to go and get these things, If you haven't gotten them already. Let's have a look at our lesson agenda for today. We're going to start off by looking at one more and one fewer than a number within 100. And you're going to have a talk task on this. Next, we're going to be introducing finding 10 more and 10 fewer than a number within 100. You'll then have an independent task on this. And finally, you will have your quiz at the end, where you can have a look at everything that you have learned so far. We're going to start off today by looking at this picture. And I want you to tell me how many pencils there are. So after three, you can shout it out. One. Two. Three. Great job. There are 13 pencils. We have one group of 10 and three single pencils. So that's 10 ,11, 12, 13 pencils. Now I've added more pencil. And I want you to tell me how many pencils there are by completing this sentence. 13 pencils add one more is mmh pencils. Your turn. Don't forget to fill in that blank. Great. 13 pencils add one more is 14 pencils. Let's count them just to make sure. 10 11 12 13 14 So altogether I now have 14 pencils. 14 is one more than 13. 13 is one fewer than 14. Okay now I've added another pencil. And what I would like you to do, is complete this sentence again. Off you go. Great. 14 pencils add one more is 15 pencils. 10, 11, 12, 13, 14, 15. So 15 is one more than 14. And 14 is one fewer 15. Let's add another pencil. So now I have 10 , 11, 12, 13, 14, 15, 16. So 15 pencils add one more is 16 pencils. That means that 16 is one more than 15 and 15 is one fewer than 16. I'm going to add one more pencil now. And I want you to have a go at completing all three sentences on the board. Off you go, I'm going to give you a little bit of time for this. Okay, let's count these pencils. 10, 11, 12, 13, 14, 15, 16, 17. So 16 pencils add one more is 17 pencils. That means that 17 is one more than 16, and 16 is one fewer than 17. We can also see this on a number line. Here's my number line. Let's start on 13 here. Okay, so I start on 13 and if I jump one on, so if I add one more jump, then I'm on 14. So we can see here that one more than 13 is 14, and one fewer than 14 is 13 if I jumped backwards. Let's add on one more. Okay. So if I add on one more jump from 14 I get to 15. So we know that one more than 14 is 15 and one fewer than 15 takes us back down to 14. Let's add another. Great. If I add another jump to 15, I get to 16, which tells me that one more than 15 is 16 and one fewer than 16 is 15. If I add one jump to 16 I get to 17. So one jump. So one more than 16 is 17. And one fewer than 17 is 16. I want you to have a look now at my numbers that have been represented in place value charts with dienes. And I want you to decide what numbers are being represented here. So there's three numbers being represented. Once you've figured that out, can you make any more than, and fewer than sentences about these numbers? Pause the video here to have a go at this task, and play the video when you're ready to move forward. Brilliant. So I can see my first number here that's been represented is 51. Let's count them just to check. 10, 20, 30, 40, 51. The number 52 is being represented here. 10, 20, 30, 40, 50, 51, 52. And the last number 10, 20, 30, 40, 50, 51, 52, 53. So that is the number 53 being represented. Now that I know which numbers we have being represented on this slide, I can use them in our more than and fewer than sentences. So I can see that one more than 51 is 52. And one fewer than 52 is 51. Because if I take one one of my dienes away, I get 51. I can also see that one more than 52 is 53. So if I was to add one more one to 52 I'd end up with 53 and one fewer than 53 is 52. You might have noticed that looking at my represent representations from this one here, going up, each of my representations or numbers increases by one each time. They are getting one more each time and going backwards, they're getting one fewer each time. Okay, let's look at these new numbers now that I have on my slide. I'm going to give you a bit of time now to decide which numbers have been represented. And then I would like you to come up with some one more than one, fewer than sentences using these numbers. So pause the video here and have a go at this task, and play the video when you're ready to continue. Okay, so I can see that the first number we have here is the number 56. So I've got 10, 20, 30, 40, 50, 51, 52, 53, 54, 55 and 56. The next number over here is 10, 20, 30, 40, 50, 51, 52, 53, 54, 55. And the next number is 10, 20, 30, 40 50, 51 52, 53, 54. So I have the numbers 56, 55 and 54. And I can tell straight away that they are in an order that's decreasing. They're getting smaller by one each time. So 56 takeaway one is 55. If a takeaway one more I get 54. So I can use these numbers in my one more than and one fewer than sentences. I can see that one more than 54 is 55, and one fewer than 55 is 54. I can also see that one more than 55 is 56, and one fewer than 56 is 55. Well done if you figured out those sentences. Just before we move on team. I want you to have a think about this new question on my board. Do you notice any patterns, similarities and differences between these images and numbers that you can see on the screen? I'm going to give you about five seconds for this. Well done if you noticed that all of the 10s numbers are exactly the same and they stay the same throughout. And the only change is that my ones are getting less each time as I go along. So it's only my ones that have changed in this instance. Using our knowledge of one more and one fewer. We need to find the numbers that are missing on our number grid now. The first number that I can see is missing, is this one behind the star here. And it comes between the numbers 57 and 59. To work out what this number is, I need to find one more than 57 or one less than 59. I'm going to start by making the representation of the number 57. So let's get out of my place value chart, and I'm going to use dienes for this. So 57 has five 10s. 10, 20, 30, 40, 50. and seven ones 51, 52, 53, 54, 55, 56, 57. So now I need to add one more which makes 58. So this number underneath the star must be 58. So one more than 57 is 58. And one fewer than 59. Oh, sorry. One fewer than 58 is 57. So if I was to take away that one diene, I know that I'll be left with 57. Great, so my answer is 58 and there it is there on my grid. Let's look at the next mystery number here, which comes between 59 and 61. So I need to either find one more than 59. So if I jump on one more than 59, I'll get that number. Or I can find one less than 61 by making this number. Let's find one less than 61 by making the number 61. So here's my place value column also, my place value chart. And I'm going to need six 10s to make the number 61. So that's 10, 20, 30, 40, 50, 60 and one lot of one. So remember if I wanted to find this mystery number, I need to find one less than 61 because it comes before the number 61 it comes one place before it. So now I need to take away one to find one fewer. So let's take that away. And I'm left with just six 10s. So let's count them. 10, 20, 30, 40, 50, 60. So one fewer than 61 is 60. Which tells me that one more than 60 is 61. So this mystery number is 60. Let's look at the next one here then. So our mystery number is between, sorry, here, our mystery number is between 62 and 64. So it's either one more than 62, or I could find one less than 64. One more than 62, I know that if I count on, I will have 63. So my number missing is 63. Now it's your turn team for this talk task today. Using the sentence structures down below to guide you. I want you to try and find all of the mystery numbers on this number grid. I'm going to go through one example and then it's going to be your turn. So I'm going to start off with this number here 52, which is sandwiched between two mystery numbers. Okay? So, 52 has five 10s and two ones. One more than 52 is 53. 52 is five 10s and two ones. One less than 52 is 51. Okay. Pause the video here to have a go at the rest of this task and play the video when you're ready to continue. Let's look at those answers then and see if you got them. So we already established that one less than 52 was 51 and one more than 52 is 53. The next mystery numbers were, 55, 57, 71, 73, 75, 77, 95 and 97. Huge well done. If you've got all of those numbers and found out, which was one more, which was one less. Right team,we're on to our develop learning now. And in the beginning of the lesson, you were looking at finding one more and one fewer than a number. And we're now going to start thinking about, finding 10 more and 10 fewer than a number. So I want to begin this by having a look at these pencils on the screen. How many pencils are there all together? Mmh, how can we work this out? I'll give you a few seconds to work it out yourself, how many pencils there are. Okay. Have you got an answer? Let's count them together now. 10, 20, 30, 31, 32, 33, 34, 35, 36. There are 36 pencils all together. I've three groups of 10 pencils and six single pencils. Okay. What has changed to my pencils now? Can you notice what is different? Well done If you noticed that there was an extra pack of 10 pencils. So I no longer have 36 pencils. I now have 46 pencils. Let's count them to double check. I've got four groups of 10. 10 20 30 40 And six single pencils. 41, 42, 43, 44, 45, 46. Notice that when we added one pack of 10, my single pencils, my ones didn't change. We're going to use this sentence now to help us to explain what has happened and I will answer. And we're going to do this with a my turn, your turn. So my turn first. 36 pencils add 10 pencils, makes 46 pencils. 10 more than 36 is 46. 36 is 10 fewer than 46. Your turn reading out that sentence now. Great job team. Let's move on. Let's have a look at this number on the screen now. So I have 41 dienes here. I've got four 10s which is 40. 10, 20, 30, 40 and one one, which is one so 41. Something has changed with my number now. So if you have a look at it at the bottom, something has changed and I want you to have a think now. Can you figure out what has changed from the representation of the number 41 to the representation of 51 below? You might have noticed that one 10 has been added to this representation here. So instead of 41, I now have 51. 10, 20, 30, 40, 51. Let's have a go at putting an explanation of this, into the sentence structure now on the slide. So 41 add 10 makes 51 10 more than 41 is 51. 41 is 10 fewer than 51. So I made 41 with four 10s and one, one. But then I added another 10 stick to make 51. Did you notice that the 10s changed? But the ones stayed the same? Good job. I'm starting to notice a pattern here. Let's have a look at the next one. So I have the number 45 here, have a look at the representation below and decide what has changed. Have a quick think. Fantastic. I started off with four 10s which is 40, and five ones. And then one of my 10s you might have noticed, was taken away. So now I only have three 10s down here and I still have my five ones. So now my number is 35. 10, 20, 30, 31, 32, 33, 34, 35. Now I would like you to use this sentence structure on the board to have a go at explaining this change. Pause the video now to have a go at this and play the video when you're ready to continue. Okay. So your sentences should have sounded something like this. 45 subtract 10 makes 35. 10 fewer than 45 is 35. 10 more than 35 gives us 45. The ones have stayed the same the whole time. The only thing that has changed is my 10s, but I'm getting 10 more and 10 fewer. For your independent tasks rating, you're going to have the chance to practise what you've learned about finding one more on one fewer, and 10 more and 10 fewer than a number. This is the first part of your independent learning. So in this first task, you are going to start by making the numbers in the centre of this structure. So you'll be making 63, 43 and 46. Making them with countable objects or dienes if you've got them. And then you're going to writing down what one more and one fewer is, and 10 more and 10 fewer of the number is. And this first one has been done for you. The next thing you're going to do once you've completed that task, is complete these sentences by filling in the blanks with the vocabulary below. So it's either going to have one more than, 10 more than, one fewer than, or 10 fewer than, fit into these blanks. I want to encourage you to make each number either by drawing your dienes or by using countable objects so that you can make sure you compare these numbers really accurately. Pause the video now to have a go at your two independent tasks and play the video when you are ready, to resume your learning. Well done team. Let's have a look through these answers then. So the first one was done for you. Let's move on to 43. So one fewer than 43 is 42. One more than 43 is 44. 10 fewer than 43 is 33. 10 more than 43 is 53. Notice that when my 10s are getting fewer and more, it's just my 10s that are changing. Where my ones are getting one fewer and one more, It's just my ones that are changing. My 10s stay the same one. One fewer than 46 is 45. One more than 46 is 47. 10 fewer than 46 is 36. And 10 more than 46 is 56. Notice again how my 10s are changing when I'm getting 10 more and 10 fewer, but it's my ones that are changing, when I'm getting one more and one fewer. Let's look at the next task then. So you're needed to make these numbers using dienes, and then complete the sentences. 98 is 10 more than 88. 78 is 10 fewer than 88. 89 is one more than 88. And 87 is one fewer than 88. Great job. If you've got all of those. Well done team, now that you have completed your independent tasks and gone through the answers, all that's left for you to do now is complete the quiz to think or to look at everything that you have remembered. And to recap your learning from today's lesson, I'm really excited to see how much you have remembered from today's session. Good luck. I just wanted to jump on at the end today team to say a massive well done on your hard work and excellent learning. As you were finding one more and one fewer and 10 more and 10 fewer than a number. I look forward to seeing you on another session very soon. Bye bye. If you'd like to, please ask your parents or carer to share your work on Instagram, Facebook or Twitter, tagging @OakNational and #LearnwithOak

Practising finding one more and one fewer and ten more and ten fewer

Practising finding one more and one fewer and ten more and ten fewer

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UnitMaths / Numbers within 100

Maths