### Video Transcript

Counting Forward to 10

In this video, we’re going to be
learning how to count in ones from zero to 10. And we’re also going to use this
skill to help us find missing numbers when we’re counting in a sequence. This cube represents the number
zero. Can’t you see a cube? That’s because there isn’t one. Zero, of course, means nothing. Now, we have one cube. And if we make our line of cubes
one more each time, we can count forwards in ones.

Let’s start with the two numbers
we’ve said already. Zero, one, two, three, four, five,
six, seven, eight, nine, 10. We’ve counted forwards in ones all
the way from zero to 10. We used the cubes to help us
here. We know we can count forwards to 10
without having a set of objects to count. This is a number track. It shows the numbers from zero to
10 in order. And it helps us remember where each
number belongs. And because we know where each
number belongs, we can use what we know to solve missing number problems. Which number is missing? We can see that it’s the number
that comes after five. Zero, one, two, three, four, five —
and what number comes next? — six. Let’s practice using our knowledge
of the counting sequence from zero to 10 and finding out some missing numbers.

Elizabeth counts the steps as
she climbs. Which number will she finish
on? Which number has she missed
out?

In the picture, we can see that
Elizabeth is climbing a set of steps. And we’re told that she counts
the steps as she climbs them. Perhaps this is the sort of
thing you’ve done at home to see how many there are. The first part of this question
asks us, which number will she finish on? In other words, which number
will she say when she reaches the top step? Every step she takes, she says
one more number. Let’s imagine that we’re
climbing these steps. And we’ll count forwards one
for each step that we stand on. One, two, three, four, five,
six, seven, eight. There are eight steps. This means that the number that
Elizabeth will finish counting on is the number eight.

In the picture underneath the
second part of the question, we can see that Elizabeth has missed a number out
as she climbs the steps. Here’s the missing number. What is it? We can use our knowledge of the
counting sequence to count forwards and to work out what the missing number
might be. One, two, three, four,
five. We know the number after five
is six. And then comes seven and
eight. The missing number in the
sequence is the number six. Our two answers are eight and
six.

What number is missing? Four, what, six, seven. We’re given a picture that
shows a sequence of numbers. We can see these numbers shown
as digits, four, six, and then seven. And underneath, we can see the
same sequence shown in blocks, four blocks, six blocks, and seven blocks. But our sequence isn’t all it
seems. There’s a missing number. If we count through the
sequence, we can see four, then a big gap where our missing number belongs, and
then six and seven. And the question asks us, what
number is missing? In other words, what comes
after four in our sequence?

We’re given three possible
answers to choose from. And we can see those over
here. And if we look at these answers
quickly, we can see which number is missing. But let’s work it out for
ourselves. The only two numbers that are
next door to each other that we know already are six and seven. And we know that if we count
forwards in ones, we count from six to seven. Seven is the number that comes
after six. And so, we know that our
missing number must be the number that comes after four when we’re counting in
ones. One, two, three, four. What comes next? Five, our missing number must
be the number five.

But if we look at our three
possible answers, we can see that each one of them shows the digit five. How can we decide which one is
correct? Well, we need to count the
blocks underneath. We need to show five blocks to
match our digit five. Let’s count each group of
blocks. In the first group, we have
one, two blocks. This doesn’t show the number
five at all. Let’s try our second possible
answer. In this one, we have one, two,
three, only four blocks. Again, this is too small.

It looks like our last answer
must be the correct one. Let’s just count to make sure
that there are five blocks. One, two, three, four, five
blocks. Now, we think we’ve found our
missing number. Let’s see whether our sequence
makes sense. Four, five, six, seven. We’ve counted forwards in ones
and we’ve found that our missing number was the number five. The correct answer is the one
that shows the digit five and also five blocks underneath.

Complete the following pattern:
what, what, what, three, four, five, six, seven, eight, nine, 10.

When we listened to that
pattern, it sounded a little bit like we were counting to 10. But there were a few whats at
the start, weren’t there? Some missing numbers. Let’s read our pattern
again. What, what, what, three, four,
five, six, seven, eight, nine, 10. Well, we’ve definitely heard
the last part of our pattern before. These are definitely the
numbers that we say when we’re counting forwards in ones. So our missing numbers must be
the start of this pattern. What can we use to help us
count forwards to 10?

We could use a number track
like this one. It shows all the numbers in
order from zero all the way up to 10. Now, where’s our number pattern
on this number track? Well, here is the number
three. And after it comes the number
four and so on. So we can use the number track
to work out our missing numbers. If we’re counting forwards in
ones, the number that we say before we say three is the number two. Two, three, four, five, and so
on. And the number that we say
before we say two is, of course, the number one. One, two, three, four, and so
on. This means that our first
missing member must be zero.

Let’s check whether our
completed pattern makes sense. And as we say each number,
we’ll move a counter along our number track. Zero, one, two, three. Our first three digits fit
perfectly with our pattern. Let’s finish it off, four,
five, six, seven, eight, nine, and 10. We’ve used our knowledge of
counting forwards to 10 to help us to complete the pattern. Our three missing numbers, in
order, are zero, one, and two.

So what have we learned in this
video? Well, firstly, we’ve learned how to
count in ones all the way from zero to 10. We’ve also learned that each number
has a position where it belongs. And we’ve used things like number
tracks to help us to learn these positions. Finally, we’ve used what we know
about counting forwards to 10 to help find missing numbers.