12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100. Well done, I can see that you have been practicing counting. forwards from 1 to 100 now I want you to find number 20 on your grid let me see and here is number 20 and we are going to count backwards from 20 to 1 so it means that we’re going to go back if we’re counting backwards back and up so 20, 19, 18, 17, 16, 15

set of dominoes, which you’ll be using for your task following this lesson. But to start off, we are going to start off with a song. I know that little children like songs and they enjoy songs. And today, we are going to listen to the song and sing to the song called 10 Fat Sausages. 10 sausages in the pan, but then they start popping two by two and… there are no sausages left in the pan. Let’s watch it and sing it together. another went pan there were eight fat sausages sizzling in a pan eight fat sausages sizzling in a pan eight fat sausages sizzling in a pan one went pop another went pan there were six fat sausages sizzling in a pan six fat sausages sizzling in a pan six fat sausages sizzling in a pan one went pop another went bang there were four fat sausages sizzling in a pan four fat sausages sizzling in a pan four fat sausages sizzling in a pan One went pop, another went There were two fat sausages sizzling in a pan Two fat sausages sizzling in a pan Two fat sausages sizzling in a pan One went pop, another went There were no fat sausages sizzling in a pan are back. Did you enjoy singing? Well done! Let’s move on. Bring your two plates in front of you because we’re going to work out an addition sum. I want you to use your plates and your counters to work out this sum. We have done this activity many times before so I’m going to give you some time to try it out on your own first. 1 and 5 is what are we going to put in the first plate What are we going to put in our second plate? To work out the total of one and five. I have cubes here. Have you started? Or do you have an answer already? So what does one and five mean? It means that I have one cube.

Hello everyone, today’s lesson is going to be on how to use a calendar, revision of time, subtraction, rounding and also symmetry.These are today’s keywords.Days, months, leap years, past, to, o’clock, difference, edge, face, vertices, lines of symmetry and vertices.Okay, today’s maths lesson as I told you beforeis going to be held in a different environment. Watch this video and let’ssee where the maths play is going to take place. Burgo. Burgo is the oldest of an area in Malta referred to as the three cities, three fortifiedcities built around the Grand Harbor. It’s located right across the water from Valetta,facing Malta capital cities that are inside. After the great siege of 1565, Burgo was awarded thetitle Chitta Vittorioasa, after withstanding the brutal attacks of the Ottoman invi- Burgo was also the headquarters of the Knights of St. John, to whom we owe thecity’s alternative name of Vittoriozza. To carry out this Metastray I believethat it’s a richer experience to work it out on site rather than behind thescreen of the laptop. So here we’re going to go through the questions andthen you might want to try this task, this Metastray with your guardians. Youcan download this Metastray. from today’s lesson, so that you can have it printed out, okay? So fill in themonth’s calendar below and mark the date. So what month is it? Does it have 30 or31 days? If it is February, is it a leap year? What day of the week? Theprevious month and

it is going to give us examples about how to calculate near doubles using two digit numbers.So here we have 42 plus 38. I can see that both numbers are close to 40 and I know that double40, 2 times 40 is 80. 42 is 2 more than 40, 38 is 2 less so I can write 80 plus 2 minus 2 to show that the firstnumber 42 is 2 more than we have doubled and the second number 38 is 2 less so 42 plus 38 Now we have 28 plus 31. Both numbers are close to 30 and we know that double 30 is 60.28 is 2 less than 30 and 31 is 1 more than 30.So we need to take 2 away from what we’ve doubled. then we need to add one and that gives us 59 because 60 take away 2 is 58 andthen 58 plus 1 is 59 so we know that 28 plus 31 is 59. Now what is 62 plus 59? Well both numbers are close to 60 and double 60 is 120, 62 is 2 more than 60 and 59 is 1 less.So we need to take what we’ve doubled, add 2 and then subtract 1. That gives us 121.So 62 plus 59 is 121. So knowing that double 60 is 120 has helped us answer this question morequickly. We can use this for three digit numbers as well. So here we need to add two numberswhich are close to 300. And we know that double 300 is 600.

Hello again students, how are you? Hope you are enjoying and understanding these lessons.Today we are going to continue to learn about the near doubles.But this time we are going to use decimals. We are going to learn how to identify the near doublessuch as 1.5, add 1.5. 1.6. Let’s look at today’s keywords before we start the lesson. Decimal point, tenths,hundreds and number facts. This video is going to show us how to add near doubles by adjustingdecimals. Let’s watch it together. So we need to add 3.3 and 2.9. Now both of the these numbers are close to 3, 3.3 is 0.3 more than 3 and 2.9 is 0.1 less than 3.So what we can do is double 3 but then adjust by adding 0.3 and taking away 0.1.So double 3 is 6 then 6 plus 0 points. 3 is 6.3 and if we take away 0.1 we get 6.2 so that’s our answer. Now you might have spottedhere that what we’re doing to add 3.3 and 2.9 is the same as what we would do if wehad the whole numbers 33 and 29 we would double 30 then add 3 and take away 1. Well here, we’re doing the same thing, except that instead of doubling 30, we’re doubling3, and instead of adding 3 and taking away 1, we’re adding 0.3 and taking away 0.1.This is useful because it means that we don’t need to use column addition, and just aswe wouldn’t use column addition to work out 33 plus 29. because we know a quick mental method, we can also use mental methods when we’re adding decimals.So what is 4.8 plus 5.3?Well, both of these numbers are close to 5, so we can double 5,and then, because 4.8 is 0.2 less than 5, we can take away 0.2,and because 5.3… is 0.3 more than 5, we can add 0.3. So doubling 5 gives us 10, then taking away 0.2 gives us9.8, and then adding 0.3 gives us 10.1, so that’s our answer. Now it might have been easier to addthe 0.3 first, and then take away 0.2, but as long as you add understand what we’re doing here, you’ll be able to add decimals quickly without havingto use column addition.Let’s practice using these near doubles by adjusting decimals.So we’re going to use the same examples as the video to explain it further.So I have three. 0.3 add 2.9 so 3.3 is closer to 3 and 2.9 is closer to 3 as close to 3 as wellbut here I have a 0.3 more and I need 0.1 more to have a tree so I double3 I add the 0.3 here we have and I subtract the 0.1 of here.So 3 multiplied by 2 is 6, I need to add 3 and subtract the 0.1.So 6 add 0.3 is 6.3and I still have to subtract the 0.1.So the answer is

Hello everyone. Today’s lesson is going to be about multiplication. We’re going tolearn how to rehearse the use of rounding strategies when multiplying and alsomultiplication of one decimal place. Number two, a one-digit number mentally by partitioning. These are the keywords.Product, multiply, estimate, units, tenths and tenths.Let’s see this first task.Here we got three counters.One on 30, one on 50 and one on 70.Watch what happens.What has happened to each counter?The blue counter has moved. from 30 to 3. 30 has been divided by 10. So we can say that 30 is 10 times greater than 3.What happened to the to the red counter? 50 has moved from 50 to 0.5. So we can say that 50 has been divided by 100.We can also say that 50 is 100 times greater than 0.5.Now look at the green counter.It has moved from 70 to 0.07.70 has been divided by 1000. 7. We can say that 7 is 1000 times bigger than 0.07. Okay, that was a revision of dividedby 10 divided by 100 and divided by 1000. We can say that multiplication is a way of addinga number to itself, a number of times. For example, 5 plus 5 plus 5 plus 5 plus 5 isequals to 25 already. table fact. So let’s look at my white words. So we can say 1 multiplied by 2 is equal to 2.And what about 1 multiplied by 0.2? So as you can notice, this is 10 times smaller than 2.So we can multiply 1 by 2 which is 2 and then we can divide the answer by 2. so this is 0.2 what about for example 0.2 times 3 we can say 2 multiplied by 3 is 6all right so this is 10 times smaller than 2 so we can divide this by 2 by 10 as well. Let’s do another example. So 0.2 times 5. 2 times 5 is 10 but 0.2 is 10 timessmaller than 2. So we divide by 10 which is 1. Okay let’s try multiplying decimal numbers throughthis game. So here we have 0.4 times 1, which is actually 0.4.What about 0.4 times 2? We can multiply 4 by 2, which is 8.And then we divide by 10, since 0.4 is 10 times smaller than 4, which is 0.8.0.4 times 3.

numerator. During this lesson, we will be changing an improper fraction to a mixed fraction andvice versa. Let’s look at today’s keywords. You have half, quarter, third, eighth, tenth,three quarters, fraction, numerator and denominator. You will also be learning what an improperfraction and the mixed fraction. is. But first, let’s look at this video together. We are going to see what an improper fraction is. Uh, those are mixed nuts, and no thanks.I’m trying to explain mixed numbers.Oh, mixed numbers!You mean, like, when I get a whole bunch of numbers and put them in a bag and shake it up,pull out one to see who wins?Do you want to play?Uh, that’s a raffle, and that’s not what mathematicians mean when they say mixed numbers.Well, you sure are hard to please today.As I was saying, we’re going to learn how mixed numbers relate to improper fractions.But first, we need to make sure that you understand… when an improper fraction really is.To do that, let’s start with a short number linethat counts whole numbers from zero to three,and let’s subdivide the spaces in between each whole numberinto four equal parts or fourths.So a block this size represents the amount onebecause it covers the distance from zero to one.While a block this size representsthe fractional amount one-fourthbecause it only covers the distance from zeroto the first subdivision that we made,which is one out of four. or one fourth. But suppose we add another fourth to the fourth we already have. That would give ustwo fourths, and adding another fourth would give us three fourths, and adding another fourth wouldgive us four fourths. What’s four fourths? Yep, it’s what I like to call a whole fraction,because its value equals one whole. Oh, and by the way, we’re going to be using the termwhole fraction a lot in this video. It’s not an official math term, so your teacher mightnot use it. But just remember that whenever I say whole fraction, I’m talking about any fraction that has the exact same number on the top and on the bottom.Two over two, eight over eight, a hundred over a hundred, those are all what I call whole fractions.Since all whole fractions equal one, you can replace any whole fraction with one, and you can replace one with any whole fraction.And you can see how that works on our number line.The four fourths all combine to cover… the same distance as 1. The fraction 4 over 4 is equivalent to 1 and vice versa.But now, what if we get a little crazy and add one more fourth? Now we have 5 fourthsand we’ve gone past one on the number line. 5 fourths, or 5 over 4, is what we call animproper fraction, because the numerator, the top number, is greater than the denominator,the bottom number. That means its value is greater than 1.In this particular case, how much… greater than one is it? Well, on the number line, we’ve gone past one by the fractionalamount one-fourth. So five-fourths turns out to be equivalent to one and one-fourth.Have a good look at this diagram for a minute, because it shows us something really importantabout how proper fractions, improper fractions, whole fractions, and mixed numbers all relateto each other. First, on this side of the number line, we have five-fourths,which we know is an improper fraction. But notice how we got it. we added a proper fraction to a whole fraction.When we just had four fourths, we had a whole fraction.But when we added one more fourth, it became the improper fraction five over four.So one way to think of an improper fraction is that it’s a combinationof one or more whole fractions and a proper fraction.That’s helpful because we know that all whole fractions can be simplified to the whole number one.And if we did that, we’d get what’s shown on the other side of the number line.We’d get the combination.

and tenths. Let’s start our lesson by practicing multiplying a one decimal number to a wholenumber through this game. So here we have 0.7 multiplied by 3 so as we stated in the previous lesson and we’re going to multiply 7 by 3 which is 21 and as youcan see there 0.7 is 10 times smaller than 7 therefore we’re going to divide the answer by 10so 7 multiplied by 3 is 21 and 21 divided by 10 is 2.1 so let’s see 2.1 here As you can see there on the game, we have 0.7, which is multiplied by 3 exactly, okay?Now it’s back to another question.So please notice the green liquid, alright?So here now we have 0.6 multiplied by 3.So we’re going to multiply these 6 tenths, okay?By 2. So 6 multiplied by 3 is 18 and we’re going to divide by 10 since 0.6 is 10 times smaller than 6.6 by 3 is 18 and 18 divided by 10 is 1.8.So here, notice the green liquid which is going to be multiplied by 3.Okay? And that is 1.8.Let’s do another one. 0.1 multiplied by 4. that one is quite easy okay so one multiplied by four is four and then we’re going to divide by 10since 0.1 is 10 times smaller than 10 than one sorry so zero point and zero point one is going tobe multiplied by four as you can see in the green liquid okay last one so 0.8 multiplied by 2 8 by 2 is 16 and we’re going to divide 16 by 10 since 0.8is 10 times smaller than 8 so 8 times 2 is 16 divided by 10 that is 1.6 and we press okayand we can see 0.8 being shown on the by the green liquid multiplied by two okay you can practice this game at home all right let’s continue with our slidesso what does the whole grid represent so this whole grid represents one unit or one once okaywe’re going to do a bit revision about place value what does one column or one stick from the wholegrid represents the stick you can see represent one tenths or else 0.1 in decimal form, okay? What does onecube from the whole grid represent? The cube represents one hundred or else 0.01,right? In other words, if I color one square, I have colored one hundred ofthe whole, okay? As you can see here. This can be written as 0.01. If on the other hand I color in 10 squares, as you cansee in the second picture, I have colored in 100. This can be written as 0.1. Okay, let’ssee how we can multiply 0.3 by 5 pictorially first. Okay, so here we have 0.

Hello again, how are you?Today we are going to learn how to round decimal numbers.Our aim is to learn how to round a number with one or two decimal places to the nearest whole number.As we usually do, let’s go through today’s keywords.We have decimal number, decimal point, whole number, round up or round down, and the near estimate.Let’s watch this video together about the procedure we will follow to round a number.Well, you know what rounding is and why we do it.For the rest of this video, we’re going to focus on learning the procedure we follow to round off a number.Do you remember how our number system is based on digits and number places?Each digit of a number occupies a particular… and each number place is named according to the amount it represents, or counts.And it’s important to know those names whenever you’re rounding a number,because you’ll usually be asked to round to a specific number place.For example, you may be asked to round a number to the nearest 10, or the nearest 100.Or you might be asked to round a number off to the nearest 10th, or 100th.You may even be asked to round to the nearest whole number,which is another way of asking you to round to the one’s place. Now let’s continue to watch this video, how to round decimals to the nearest whole number. rounded version. Now, to decide what to do with the target digit, we look at the nextdigit to the right. Since that digit is a seven, we’ll round up this time. That meanswe’ll increase our target digit by one. And finally, we keep any digits to the leftof the target digit the same. In this case, that’s just the three. So we’ve roundedthis number off to 33.000, or just 33, since we don’t really need those extrazeros after the decimal point. For one more, let’s round 65.7991 to the nearest hundredth.The first step is to identify the hundredth’s place as our target.That place contains the digit 9.All the digits in smaller number places will just be replaced with zero in the roundedversion.Next, we need to decide if we leave the target digit the same or increase it by one.So we look at the digit to the right of the target.It’s a 9 also, so we’ll definitely be rounding up.But since the target digit… is already a nine, raising it by one is a little more complicated. When you add one to a digit that’salready nine, you need to change it to zero and increase the digit in the next bigger numberplace by one. So that means that our target digit will become zero, and we need to increase thedigit in the next bigger number place. That digit is a seven, so we’ll increase it to an eight.The rest of the digits in the original number will be kept the same in the rounded version.So our rounded version will be 65.80. As you can see, in some cases, rounding can actually change the digits to the left of the target digit also.It’s sort of a domino effect that can happen when rounding numbers.Now here are some decimal numbers to round them to the nearest whole number.Let’s do a few together.Then you pause the video and try to work out the rest as a homework activity.The solutions can be found on the screen. the next slide. So I have the first number 5.7 and I need to round it to the nearestwhole number. So my target is 5. So does 7 round up or down? It is greater than 5so it rounds up. So the answer is 6. Let’s try. the other one I have 2.8 so to the nearest whole number this is my whole number so does 8 round upor does it rounds down it is greater than 5 so it rounds up so the answer is 3 how about the otherone 6.5

Hello everyone. Today’s lesson is going to be the third lesson about multiplication.We’re going to learn how to rehearse the use of rounding strategies when multiplyingand also multiplication of two decimal place numbers to a one-digit numbermentally by partitioning.Okay, so here are the keywords of today’s lesson.Product, multiply, estimate, add, total. units, tenths, tenths and hundreds. First we’re going to start with this taskbuild the numbers with place value counters and state the value of theunderlying digits so as you can see here I chose button caps okay and I wroteones, tenths and also hundreds okay the hundreds are not that visible but that is represented by 0.01 okay so we’re going to represent 2.45 so we havetwo holes for tenths and five hundredths okay so this when we add these up that makes 2.45 okay and four hundreds and these four are the four hundreds okay lastly we have four point four fourso four point four four okay so four ones four tenths and four hundreds okay, and this 4 is the 4 units or 4 ones. Okay, let’s try the next task now. How manytimes must I multiply 0.46 by 10 to get 4 to 6? Okay, so you either have a placevalue chart or else you can use this application. So, we’ll have how many times must I multiply 0.46 by 10 to get 46?Okay, so 0.46, 0.46.And we’re going to multiply by how many times? how many times to get 46 so one two okay as you can see we multiplied this byhundred or else by two tenths okay let’s try the next one the next example herewe have what number is hundred times smaller than four and that is 0.04. As you can see, 4 is shifted 2 times to the right, okay, and that is 0.04.Okay, so back to our slides and this is another task. What do you notice about the orangenumbers on the screen? Did you notice that each number is 100 times smaller than

Hello students, how are you?Today we are going to tackle a new topic about shapes and polygons.In this lesson we are going to be classifying polygons.What are polygons? Let’s see, let’s start the lesson.As we usually do, we are going to go to today’s keywords. We have polygons, we have regular polygon or irregular polygon,we have pentagon. Do you remember what a pentagon is? It is a five-sided shape.How about a hexagon? It is a six-sided shape. While an octagon is aeight-sided shape, we have straight side and we also have the keyword vertices.So, let’s have a look. Have a look at the video first before we start the lesson of polygons. time. Here are some common examples that you might recognize. These shapes are allpolygons. That’s because a polygon just means a multi-sided shape, and theseshapes all have multiple sides. Okay, so that’s a basic definition of a polygon,but to really understand what is a polygon and what is not a polygon, weneed to learn about the specific properties that all polygons have incommon. First we need to know the three parts that make up all polygons. And these parts are sides, vertices, and angles.The sides are just the straight line segments that make up a polygon.And the vertices are the points where the sides intersect.And the angles are formed by the intersecting lines.In fact, in Greek, the word polygon literally meansmany angles. So all polygons have sides,vertices, and angles. This polygon here has five sides,five vertices, and it forms five angles. The next thing we need to know about polygons is that they’re closed shapes.Now what does it mean for a shape to be closed you ask? Well it means that the sides are connectedso that there are no gaps. The area inside the shape is separated from the area outside the shapeand there’s no way to get from the inside to the outside without crossing a line.It might help to think of a closed shape like a cage. If you put an ant inside the cagethen there’s no way for it to get out. without crossing a line. But if the shape is open, then there is a way out. So these are all examplesof closed shapes. And these are all examples of open shapes. And the important thing to rememberis that a polygon must be closed. And the last thing we need to know about polygons is thatthey’re two-dimensional or flat shapes. And that means that all the vertices must lie onthe same plane. If any one of the vertices were to move forwards or backwards so that itwasn’t on the same plane. plane as all the other vertices, then it wouldn’t be a flat shape anymore. Flat shapes are alsocalled planar shapes because all of their points are on the same plane. And even though polygonsthemselves can’t be 3d shapes, you can use polygons to make 3d shapes, like a box for example.The box is not a polygon, but each of its flat sides is a polygon.Alright then, we now have a specific definition of a polygon. A polygon as a multi-sided shape that has sides, vertices, and angles.A polygon is a closed shape,and a polygon is a two-dimensional or a flat shape.And now that you know that,it’s time to play polygon or not a polygon.Now here’s your host, me.Thank you, thank you.All right, now the rules of the game are simple.I’m gonna show you a shape,and you tell me if it’s a polygon or not a polygon.All right. Ready to play?Our first shape is a square.Is a square a polygon?Yes, square has four sides and four vertices,and it’s a closed 2D shape.So it is a polygon.And next we have, hmm, not exactly sure what to call this,but is it a polygon?Nope, it’s close, but because it’s an open shape,it can’t be a polygon.

Hello everyone. Today’s lesson is also going to be about multiplication.We’re going to learn how to rehearse the use of rounding strategies for multiplying and alsomultiplication of two decimal place numbers to a one digit numberBy-routine methods, okay?These are the keywords of today’s lesson.Product, multiply estimate units, tens, tens and hundreds. Okay let’s start today’s lesson with thistask match each description to the correct number. So here as you can seebelow we have four numbers 46.2, 2.64, 46.02 and 40.46 and we’re going tomatch these numbers to what? the children are saying. Let’s start off with Teddy. Teddy is saying my number has the sameamount of 10s and 10s. So look well at those numbers. So we have, let me write them downon my light bar. So we have 46.2, 2.64, 46.02 and 40. 4, 6. Which of these numbers have the same amount of tenths and tenths? All right, this one.Why? Because tenths, this is the units and these are the tenths. These are the tenths.And this is exactly like this. Okay, so this one is steadies. And now we’re going to multiply 0.19 multiplied by 4.Okay, let’s start using diagram at first.Okay, so 0.19 is represented by this.And we are going to multiply this by 4.So that one is 1.That is another 0.19. That is another zero point one nine and that is another zero point one nine. So as you can see herezero point one nine multiplied by fourThat is zero point seven sixIt’s almost a whole but not one whole. OkayLet’s try another oneMultiply zero point of five by five. Sothis one iszero point 0.25 and we’re going to multiply this five times so this is another 0.25 that is another 0.25that is another 0.25 so here we have four 0.25 and we need another one so that is another 0.25so as you can see here 0.25 multiplied by five is one unit or one once and 0.25 so that is one

example one how many more to make ten so I already have one how many more to make ten very good so one and nine makes ten one and nine makes ten what about two and what makes ten ten I already have two two and eight makes ten very good two and eight easy So 5 at 5 is equal to 10. If I have 6, I can look from here, 6 and 4 is 10, 7 and 3 is 10, 8 and 2 is 10, 9 and 1 is 10. Because as we said at the very beginning of our lessons, if in addition we flip the numbers, the total will always be the same. So 1 at 9 is 10, we’re going to focus on making 1,000 or pairs to 1,000 or number bonds to 1,000. They all mean the same thing. The resources, I just used some interlocking cubes, and for making 1,000 we are going to use base 10, hundreds and thousands. We had already used this at the very beginning, this is the base 10. So the green parts, which is divided into 100 squares that will represent our 100 and then we have a cube with 10 tens representing our 1000. So over here you can see 1000 squares. These resources are attached with this lesson. Let’s start by counting in hundreds.

So, making ten, one, add what, make ten, even if I have my entire looking cube, one, add what is ten. You can also use your fingers, this time each finger represents one. If I already have one, it’s nine. In fact, one, add nine, makes ten, so one, add nine, makes ten. What about two? swap the number 6 at 4 is 10. What about 7? 7 at 3 is 10. What about 8? 8 and 2 is 10 and finally 9 at 1 is 10. We have remembered making 10 using numbers from 1 till 9. Now let’s remember making 1000 using multiples of 100. The lesson we just covered before this one so I can 300, 400, 500, 600, 700, so it’s 100, 200, 300, 400, 500, 600, 700, 800, 900, 1000, so 100 add how many 100, very good 100, add 900

lesson today is to read the time to the hour. The vocabulary that you will be hearing and you will be getting used to are the words clock face, hands, minute hand and hour hand and the word o’clock. And the resources that you will be needing it’s very important that for this lesson you would have lock and the worksheet that is attached to this lesson. So let’s start off our lesson with a story. Here I have a book which is called the bad tempered ladybird. It’s about a bit like a ladybird as you can see from its face it is not in a good mood. Welcome to Storytime with the Shakespearees. The Bad Tempered Ladybird by Eric Karl Published by Puffin. It was night and some fireflies danced around the moon. At five o’clock in the morning, the sun came up. A friendly ladybird flew in. from the left. It saw relief with many aphids on it and decided to have them for breakfast. But just then a bad tempered ladybird flew in from the right. It too saw the aphids and wanted them for breakfast. Good morning, said the friendly ladybird. Go away, shouted the bad tempered ladybird. I want those aphids. Well we could share them, suggested the friendly ladybird. No, they’re mine, all mine, screamed the bad tempered ladybird, or do you want to fight me for them?” If you insist, answered the friendly ladybird sweetly, it looked the other ladybird straight in the eye. The bad tempered ladybird stepped back, it looked less sure of itself. Oh, you’re not big enough for me to fight, it said, then why don’t you pick on somebody bigger? Oh, do that. screech the bad tempered ladybird I’ll show you it puffed itself up and flew off at six o’clock it met a wasp hey you sub the bad tempered ladybird want to fight if you insist said the wasp showing its stinger oh you’re not big enough said the bad tempered ladybird and flew off seven o’clock it saw a stag beetle Hey, you, said the bad-tempered ladybird, want to fight? Or if you insist, said the stagger beetle, opening its jaws. Oh, you’re not big enough, said the bad-tempered ladybird, and flew off. At eight o’clock it came across a praying mantis. Hey, you, said the bad-tempered ladybird, want to fight? If you insist, said the praying mantis, reaching out with its long front legs. Oh, you’re not… Big enough, said the bad-tempered ladybird and flew off. At nine o’clock it almost flew into a sparrow. Hey you, said the bad-tempered ladybird, want to fight? If you insist, said the sparrow, opening its sharp beak. Uh oh, you’re not big enough, said the bad-tempered ladybird and flew off. At ten o’clock it saw a lobster. Hey you, said the bad-tempered ladybird, want to fight?

Hello children, welcome back. Are you ready to work with our clocks once again? I would like to remind you that this lesson follows on to our previous lesson. This is lesson 77. If you haven’t done lesson 76, it’s important that you do that lesson first. also because this lesson is going to follow up and we are going to refer again to the story of the bad tempered lady bird which is in that lesson so if you haven’t done that lesson I suggest you go to that one first you see the story and you also the activity that we did and then you come back to this lesson because in the last lesson we learned how to read the time using that story now shows us that it is an o’clock time and we look at the number that the hour hand is pointing at to know the hour but in reality the hour hand doesn’t stay in the same place so let’s look at this real clock. Remember I told you the third hand we’re not going to take any notice of it so we’re going to look at these two hands the hour hand the short hand and the minute hand and at the moment what is the time on this clock? The time is one o’clock because the hour hand is pointing at the one. Now I want to make the clock two o’clock. So if I have my Lady Bird clock and it’s pointing at one o’clock to make it two o’clock what do I do? and you will see that they will both start moving, observe what happens. So the minute hand started moving and the hour hand is moving as well. What time is it now? The time is two o’clock, but did you realize what happened? The hour hand moved. from the 1 to the 2. It moved one hour. It moved one number. But the minute hand in the meantime went round one whole turn and came back to the 12. Let’s watch it again. Go from 2 o’clock till 3 o’clock. So the minute hand started on its journey and the hour hand as well. The minute hand is really fast.

Hello children, welcome for another math lesson. What are we going to learn today? Today it’s back to numbers and as we have been doing lately, we have been learning numbers, which are beyond 10. Numbers which are bigger than 10 and today we’ll be moving on with another two numbers. 17 and 18. So those are the two words that you’ll be hearing a lot today and to follow on with this lesson you would need your number card to 20 or a number line, some blocks and some counters, the two ten frames that we used during these kinds of lessons and your mini whiteboard. So let us look at our number line at our numbers. from 1 to 20 and let us recite them from 1 to 20 and also try to go back all the way to 1. Let’s go 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20. Now all the way back, 19, 18, 17, 16, 15, 14, 13, 12, 11, 10, nine, eight, seven, six, five, four, three, two, one. Now let’s do a little game. I am going to say the numbers from one to 20. Well done! I skipped the number 10. Let’s try it one more time. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, 16, 17, 18, 19, 20. Which number did I skip? I skipped the number 12. Well done! This is a game that you can play. with members of your family to practice your numbers and it can also be a lot of fun as well, especially if you decide to go a bit fast. So let us now move on with our number line and today we are going to continue building on with more numbers and since we have a lot of numbers I am not going to build the numbers from 1 to 10 because we’ve done that a lot of times. So today I’m going to start with the number 10 so that we have an idea of what a 10 looks like. So that is the number 10. Now, to make an 11, I need to put one which is exactly the same as a 10, but it needs to have one more, 11. To make 12 again, this time I’m putting 10 and 2 more and to make 13 I have a tower of 10 and I need to put how many more? I need to put three more and you

because these pairs of numbers are very very important in mathematics. So our learning outcome for today will be one that we have already tackled which is to select two groups of objects to make a given total. Today it’s going to be the number 10. The words that we’ll be using are words that we have been using a lot over the past lessons and is make and total and these are the things we need. We were doing something like this, for example, we have four and how many more to make ten? So we fill up the other squares, so how many orange cubes do we have? We have one, two, three, four. And how many green ones do we have to make the rest all the way up to 10? One, two, three, four, five, six. So that frame shows us that four and six make ten. But there can be other ways to do it. We can take away two green ones or three green ones and put orange ones. instead. So in that case I have how many orange cubes? One, two, three, four, five, six, seven. So seven orange ones and how many green ones? One, two, three, seven and three make ten. We had done this in different ways using pegs, using a bit more challenging. So for example, I have two number 8, I have two 3s, I have two 5s, two from each number. If you are using playing cards, you should know that a letter A is the one. In fact,

Hello children, welcome for another Math lesson. Our Math lesson for today is going to be a bit different because we will go over different things that we have learned so far. Different things all put together in the same lesson. We’re going to do this through a story as you can see. So as I follow up after this lesson as birthday. So we’re going to look at the picture and fill in the blanks according to what we are asked to do. So this is the fish tank but don’t worry you’re going to find the fish tank on each of the pictures on each of the slides that we will meet that we will have later on so you can refer to it. So here is the fish tank. It will be a bit of a bigger number. It is the number after 20. We have been counting to 20 so far but after 20 we have the number 21 and that is how much fish there are in this tank. Now, there are fish with a red color. So we’re going to count the fish that are all red. Not those fish which have a little red. All the fish which are all red. Now on my screen I see three fish that are all red. However one of them might look a bit orange on your screen. So in that case you can have one less. have two. In math sometimes it’s okay to have a different answer as long as we have a reason. I have three fish with a red color but if you tell me I have two because one of them looks more orange than that is fine as well. So our next question asks us there are fish with an orange color. as well. So mine will be three. Now for the next one we will all have the same answer now. There are m, fish, swimming to the right. Do you remember when we learned left and right? Which is the right side? The right side is the side where there is

Spheres, cylinder, pyramid, cube, comb, there are many places to find a sphere like if a tennis ball happens to runeer, you can shoot a sphere playing basketball and you see what in the sky when the moonlight falls, planets and spheres where the red or blue, the fairings and machines are tiny spheres too, marbles are spheres that roll around, spheres are exercise balls that bounce up and down, spheres are shapes Like balls that tend to roll along the ground There is a soup can, they look the same from New York Japan pens can be cylinders we use every day power poles or cylinders that bring power our way toilet paper rolls are cylinders too if the missing bases are added by you some jars might be cylinders as well when it comes to straws it can be hard to tell cylinders have two circular bases that are congruent parallel faces let’s go very tall close umbrellas look like pyramids before rainfall trees can look like pyramids such in the sky a pyramid block of cheese give it a try some house roof tops are pyramids and some perfume bottles with scents that are new pyramid shape paper weights on a desk looking there at the They stand so picturesque With the base and apex and faces Pyramids are found in the most wondrous place ever Let’s go! Then you roll cubes, pirate crystal cubes Can be grown in tubes, blocks are cubes, much of the time Clocks can be cubes, make an hourly charm A box in the mail might be a cube shape Ice cubes can cool your ice cream shake Some cube containers store food in the fridge And some concrete cubes can hold up a bridge Faces of a cube are all a scratch So we can spot them almost any minute Suga! Cure me! Cure! Alpha cones can hold vanilla ice cream Had some witches or cones that might make you scream Orange cones can show dangers in the road Deep bees are cones that make a great up-oh Castle turrets are cones to watch outside A flashlight’s cone of light is a great night guide Cone-shaped cups may hold something to eat Some shoes look like cones when they’re on your feet With a circular base and a pointy vertex Cones are-

Ms. and Mittens by Stuart J. Murphy, illustrated by G. Brian Carras. Farmer Bill was shivering. snow was in the air. He looked out on the stormy day and wondered what to wear. Long underwear, said Bill, in my brand new coat. I’ll get my hat and scarf and earmuffs, but I’m not ready yet. Where are my two mittens? Only one was there. Just one odd mitten by itself. one mittens not a pair, one odd, two even. Bill went out to milk his cow. As cold as she could be, they looked for her four mittens, but there were only three. Only three odd mittens? They couldn’t find one more. Any cow needs more than three, she needs an even four. Three odd, four even. Next, there were his three chickens. They were huddled in their pen. They wished they had six mittens, two mittens for each hen. Bill looked and found five mittens. but they really needed six. Without an even number, one hen was in a fix. Five odd, six even. Bill went to see the horses. Both were shagging in their stall. Each needed four warm mittens. That’s eight mittens in all. But there were only six. Seven, one horse would catch a chill. Seven mittens for eight hooves, how very odd, said Bill. Seven odd, eight even. Where were the missing mittens? How could they be found? A mitten thief has been here. Bill scratched his head and frowned. We must get back our mittens. Hey, what is that goat doing? This is no time for breakfast, but it looks like he is. Now every hand and foot and hoof was snug and toasty warm, and everything was fine again.