# Lesson video

In progress...

Hello everyone, and welcome to today's lesson.

In today's lesson, we're going to be applying and consolidating our knowledge about word problems and bar models.

I'll go through exactly what that means in a moment, when we look at today's lesson agenda.

Don't worry about getting anything for the lesson just yet, I'll explain everything that we need in just a moment.

And then if you can, try and find somewhere nice and quiet in your home so you're not going to be disturbed during today's lesson.

Okay then, let's run through today's lesson agenda.

First, we're going to start off by looking at bar models.

Then we're going to do let's explore by looking at word problems. Then we're going to look at how to interpret a table and your independent test today will be you solving a problem by using the information that you can gather from that table.

So, before we get started, please, could you pause your video now, if you don't have already a pencil and a piece of paper.

Welcome back.

Let's get started then.

So what we're going to do is we're going to recap how we use bar models and word problems. So, my first question today is I've got a bar model and I've got my question here, but I don't know what A, B or C represents.

Let's have a look at the question to see if we can work out what A, B and C represent.

So, a car travels 117 kilometres from London to Calais and then 293 kilometres from Calais to Paris.

How far did the car travel in total? And the answer is 410 kilometres.

So if I look at this, I actually notice and use my answer first so I would put in my answer as 410 for A.

B then, it's going to represent the smaller amount, the amount of 117 kilometres and C, therefore, has to represent the greater amount of 2,000, not 2,000, getting carried away, it's a three digit number, 293 kilometres.

So here alphabet A is 410, B is 117 and to C is 293.

Now, if you're feeling confident, I'd like you to go about pausing your screen and working out what D, E and F represent in this example here.

If you're not feeling so confident and that's okay because we're going to go through it together.

So what do the letters represent? A family budgets £1,400 for a family holiday, £783 of which is spent on a hotel.

How much money do they have left in their budget? And the answer is £617.

Have you worked out? Which numbers are whole and which are a two-part? Well I know my whole, my D, has to be the full budget, which was the £1,400.

Then I know that the slightly larger amount, so my E, has to be the hotel which was £783.

And my F is how much money they have remaining, which is £617.

So I can put that in here.

D is 1,400, E is 783 and F is £617.

Okay then, looking at this word problem, what do you, not this word problem clearly isn't a word problem.

It's a bar model.

Looking at this bar model, what do you think the word problem could be? Can you create a word problem to go over this bar model? If you can, you can pause the video and have a go at writing it down.

If you're not feeling so confident, let's see what I've come up with for my word problem to this.

So, I'm just going to move myself down here.

Mrs. Crane spent £1,327 on her hotel accommodation when she went on holiday, She had budgeted spending £2,594 on the holiday in total.

It was a big holiday.

How much money did she have left as spending money? And her answer is £1,267.

So I've got plenty of money remaining to go and do lots of amazing things on this holiday that I'm budgeting for.

So you could come up with a different word problem for the same numbers.

That means something completely different.

It might be about cars, it might be about food, it might be about the price of something.

Whereas mine, I chose to be about an amazing holiday, but I'm not actually going to go.

Okay then.

For your let's explore today, like we've just looked at, you're going to have a go though this time at writing your own word problem.

So I'm going to just hide myself for a moment so you can see it.

What could the word problem be? Here is your bar model, you've got a missing value in your word problem.

So my challenge today is if you're feeling confident, can you have a go at calculating the answer to this bar model as well.

So the first thing you need to do is create the word problem around this bar model, and then have a go at answering it as my challenge to you.

Pause the video now to have a go at today's let's explore.

Okay, welcome back.

Right, I'm going to put myself here over my challenge because it is me that challenged you.

And I'm going to show you what my word problem was.

So my word problem was Mrs. Crane travelled 2,534 miles on her flight.

When she arrived at her hotel, she had travelled a total distance of 3,795 miles.

How long was the journey from the airport to her hotel? So how long was that journey? That's my missing value today.

My question mark is there.

Now I've worked out, my answer is 1,261 miles.

I had quite a long drive to get from the airport to the hotel.

So what we're going to do next is we're going to have a look at a table.

Now, a table looks a little bit different from the way that we've just been looking at our problems. So I'm just getting myself so I can see the question and then I'll move so that we can see the table.

So on Thursday, 3,572 of the total number of tickets sold were adult tickets.

How many were children's tickets? So let's look at the table before we can answer that question.

So you can see here that on my table, I have Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday, every single day is available on my table.

I have a morning slot and afternoon slot, and we know they're selling tickets for something.

So I want to know on Thursday.

So in order to answer this question, I need to look at the key information that it's asking me.

So I'm told, I can block Saturday off that doesn't matter.

I'm told on Thursday, I've been given the total amount of adult tickets sold, and I want to know how many were children's tickets.

Well, before I answer that, I need to know how many tickets were sold in total.

So I'm going to highlight Thursday because I'm looking at just this column.

Then I'm going to highlight that information because it's both parts of that information that I need to be able to answer that.

I need to add them together.

Then I need to work out the difference between how many tickets are sold in total and how many tickets of those were just adult tickets.

So using my addition, I'm going to use the column method.

I'm going to use step one, I'm just going to cover those two columns because I don't need them for this answer.

So step one, I'm going to add them together.

So I'm going to use the column method to do that.

7 add 3 is equal to 10 6 add 3 is also equal to 10 when I add the 1, 4 add 8 is equal to 12 sorry I have to add that 1, which gives me a 13 then 2 add 2 add 1 is 5.

So my total amount of tickets that were sold on the Thursday is 5,300, So let's go back to this.

I know that in total 5,300 were sold.

I know that's 3,572 of those were adults.

So I need to work something else out to work out how many were children.

So I need to find the difference between 5,300 and 3,572.

So I'm going to take that over to here, and I'm going to use it to do some work on a number line.

So I'm going to start off with 3,572.

I'm going to jump up 8 to 3,580.

Then I'm going to jump up 20 to 3,600 and 400 to jump up 4,000.

Then I can do a step of 1,000 to get me to 5,000 and a step of 300 to get me to 5,300.

Now I just need to do some recombining so I find that difference between them.

Why do you think I've chosen to do it on a number line rather than using the column method? Well, if I use the column method, I know I've got two zeros as placeholders, so I knew I'd have to do a lot of regroup things.

So I've tried to choose an efficient strategy would get me there more quickly.

So let's recombine 1,000 plus 400 is 1,400, 1,400 plus 300, 1,700.

I can do that really quickly using my number facts.

1,700 plus 20 plus 8 is 1,728.

So I know that all of the tickets, 1,728 of them were children's tickets.

So we know how many were adults and how many children and we did actually find out how many tickets were bought in total, on Thursday.

Right then, your independent task today is going to be you using a table to answer some word problems. So using this information and the same table that we just looked at, it's showing the number of tourists who bought the ticket to go on a bus tour in Paris in one week.

We've already looked at it and we knew that each column represented a day and then the rows told us either the morning or the afternoon.

Sometimes you're going to need to combine the two into one, like using morning and afternoon.

Sometimes it might ask you morning, but more than one day.

So you've got to read the questions really, really carefully.

So you've got four questions in total.

Press video to resume once you've finished so we can go through the answers together.

Okay then, I'm going to put myself back here for a moment.

I might have to move depending on what the question is so we can see the information on the table but don't worry for now.

So at the weekend, 2,027 of the morning's tickets were sold before 7 a.

m.

I'm going to have to move because we're talking about weekend, which I know is a Saturday and Sunday.

How many of the morning's tickets were sold after 10 a.

m? So let's look.

Step one, you can see my actual annotations today for solving it.

I've looked at the morning's tickets.

So morning on Saturday was 3,803, morning on Sunday was 3,352 so I've put them both there.

Now I have to add them together to work out how many were sold, and then I can work out how many tickets were sold after 10 a.

m.

afterwards.

So, 3 add 2 is 5, 0 add 5 is 5, 8 add 3 is 11 I'll regroup my 1 here, 3 add 3 add 1 is 7.

I haven't finished there cause that was the total amount of the morning's tickets at the weekend.

Now I know that only 2,027 of those sold before 10 a.

m.

So I need to find that how many results after 10 a.

m, but still in the morning.

So I'm going to take my whole here, the whole amount of tickets, I'm going to take away my part, the amount sold before 10 a.

m.

So 5 subtract 7 I couldn't do, so I had to regroup my five tens took from four tens and 15 ones, 15 takeaway seven is 8.

4 takeaway 2 is 2, 1 takeaway nothing is going to leave me with 1 and 7 takeaway 2 is equal to 5.

So in total, the amount of tickets sold after 10 a.

m.

was 5,128.

Okay then, I'm just going to move myself back over here then.

So on Monday, we can see that column here, there were 4,000 tickets to be sold, so they had them ready to be sold.

How many tickets were unsold? So obviously 4,000 didn't get sold.

How many did they have remaining? How many was spare? So to work that out, step one, I need to add together the amount of tickets from the morning and they amount of tickets in the afternoon.

So in the morning there was 1,628 and then the afternoon there was 2,009 tickets.

So now I can ask them.

8 add 9 is 17, and I need to regroup that 1 by showing it in the tens column.

2 add 1 is 3, 6 add nothing is 6 and 1 and 2 is 3.

Now I need to find the difference between this number, how many were sold in total and how many there were that could have been sold for 4,000.

So step two, I'm going to use, I'll quickly draw a number line to help me.

So I put on 3,637 and made one quick job of 3 to get me to 3,640, I jump up to 60 to get me to 3,700, and I jump up to 300 to get me to 4,000.

Then using these numbers here, I need to recombine them.

So I need to do 300 add 63 is 363.

So they had left unsold 363 tickets.

And now we're going to have a look at this question.

Were more to get salt on Monday or on Tuesday? So I need to add up step one, Monday and step two, Tuesday.

So let's see.

Step one, I'm going to add 1,628 and 2,009, so 8 add 9 is 17.

I'm going to put my 1 here.

2 add nothing at one is 3, 6 add nothing is 6, and 1 add 2 is 3.

Step two then.

I need to add 1,567 and 2,183, 3 add 7 is 10.

So I can put that here, put my 0 as my placeholder here.

So I'm going to put that in here.

So let's see.

Six, that's not six, that's 3.

3,637 or 3,750, which one is greater? Well, I can see that this is a greater number.

So I know that more tickets were sold on Tuesday.

And question four then.

Over the weekend, so I'm going to move myself so you can see the weekend days, which is Saturday and Sunday.

How many more people went on a bus tour in the afternoon than in the morning? So this time I'm looking across the days of the morning or the afternoon.

Now, step one, I'm going to add 8,000, that's not an 8,000.

That's 3,803 and 3,352 together.

3 plus 2 is 5, nothing plus 5 is 5, 8 plus 3 is 11.

So I'm going to put that like so and 3 plus 3 plus the 1 is 7.

Now step two is to add the afternoon amounts.

2 plus 4 is 6 9 plus 4 is 13 nothing plus nothing, don't forget the 1, plus 1 is 1.

and 4 plus 4 is 8.

So I've got the two amounts, but this time I need to do something else to find out how many more people went.

So I'm actually going to add in a step three.

So for my step three, I'm going to take, I'm going to take this number here, the amount that went on the afternoon, of course, and we're going to use that as my whole.

And I'm going to take away this part here 7,155 to find the difference between them to see how many people more went on that bus tour in the afternoon than the morning.

So 6 take away 5 gives me 1 3 take 5 I can't do, so I'm going to need zero in my 100s column and have 13 10s.

13 take away 5 is 8.

I can't do zero takeaway one, so I'm going to regroup from my 1000s, leave me with 7,010 hundreds, 10 take my 1 is 9 and 7 takeaway 7 is 0.

So I know that 981 more people went on the bus tour in the afternoon than did in the morning.