# Lesson video

In progress...

Hello everyone! It is Mrs. Khaira and it is Tristan, my very intelligent mathematical fox and friend.

Now in this lesson we're going to be exploring different combinations of coins to give a total of up to 20 pence.

I hope you're ready for today's learning.

We certainly are.

Let's get started.

Now, for this lesson, you're going to need the following items: You'll need a selection of the coins you can see on the screen in front of you and some counting objects.

I have some counters.

You will also need a number tracker from one to 20 and the activity sheets which are available in today's lesson resources.

If you haven't got these things ready, please press the pause button now, go and collect what you need and then resume the video.

Okay.

So let's start the lesson by having a look at some coins.

We have a selection of coins you might have seen before.

We've got a one penny coin, a two pence coin, a five pence coin, a 10 pence coin, a 20 pence coin, and a fifty pence coin.

Tristan is going to help me put the coins into two groups.

I want you to see how we have arranged the coins.

Come on then, Tristan.

Okay.

So Tristan has put the one penny coin, the two pence coin, the five pence coin, and the 10 pence coin together into one group.

He's put the 20 pence coin and the 50 pence coin into a separate group.

I wonder if you can have a chat with the person next to you.

How has Tristan organised the coins? Hrm.

These four coins all have something in common.

They are all round coins.

They are perfectly round.

The 20p coin and the 50p coin, however, they are not round coins.

They have each got seven sides on them.

We call these coins the shape of a heptagon.

A seven-sided shape.

Well done, everyone! Perhaps you can try this game out later with a partner.

Could you organise the coins into different groups and see if your partner can guess how you've done it.

Let's have a look at our new learning for today.

Here is the big red bus from the nursery rhyme The Wheels on the Bus.

Today the cost of a ticket is 13 pence.

Now, in this activity we're going to need our number tracks, some counters and also your coins to help you.

I have represented the 13 pence ticket using 13 counters and here they are.

We want to decide how we can pay for the 13 pence ticket.

We're going to use our coins to help us decide.

We could pay for the ticket using 13 one penny coins, but perhaps there is another way to pay.

Our 10 pence coin can be represented by 10 of our counters.

We're going to put them onto the number track now.

10 one pence counters.

We'll start with one counter on one penny, two counters on two pence, three counters for three pence, four counters for four pence, five counters for five pence, six counters for six pence, seven counters for seven pence, eight counters for eight pence, nine counters for nine pence, and 10 counters for 10 pence.

We have paid using our 10 pence coin to begin with.

The 10 counters represent the 10 pence coin on our number track.

Now this is only worth 10 pence, but we need to pay for a 13 pence ticket.

That means that we've still got one, two, and three pence to pay.

Let's have a look at what other coins we could use to help us.

Perhaps we could use a two pence coin next to help us.

We can represent our two pence coin using two counters.

Let's put these onto the number track.

One and two pence.

Now, all together we have paid for 12 pence worth of our ticket.

We still have to pay for one more penny.

I think that means we could use our one penny to pay for the last part of the ticket.

One penny is going to be represented by our final counter.

Now all together we have paid 13 pence and I can see that I have got up to 13 counters on my number track.

We have paid for our ticket using a ten pence coin, a two pence coin, and a one penny coin.

Let's have a look at the talk task activity.

For this activity you're going to need the pictures and the prices on the screen in front of you, your number track to 20, your counters and your coins.

In this activity, your talk partner is going to start by picking one of the items. Tristan has very helpfully decided that he would like to buy the pack of four coloured pencils.

These cost 11 pence.

It's my turn to represent the 11 pence using 11 counters.

Let's count to make sure I've got the right number.

One, two, three, four, five, six, seven, eight, nine, 10, 11.

There are my eleven counters and they represent 11 pence.

I'm going to have a think about which coins I could use to pay for the four coloured pencils.

We could use one penny coins.

11 of them.

But perhaps there is another way to work out the cost.

I might start again with a 10 pence coin because I know that 11 pence is more than 10 pence.

I'm going to represent my 10 pence with 10 coloured counters.

I'm going to put them on to my number track like this.

One, two, three, four, five, six, seven, eight, nine, and 10.

I have represented the 10 pence coin using 10 coloured counters on my number track.

I can see that I have still got one penny left to pay.

One more than 10 is equal to 11.

Is there a coin I could use to represent my one penny? Yes, there is! We could use a one penny coin.

I'm going to represent the one penny using my one counter.

That brings me up to a total of 11.

I have been able to pay for the 11 pence pencils using a 10 pence coin and a one penny coin.

Now it's your turn to have a go with your talk partner.

Using the resources on the table in front of you, have a go at selecting one of the objects from the shop and have a go at representing the cost using counters.

Can you decide the best way to pay for the item you want to buy? Once you and your partner have had a go, you can resume the video and then we'll continue with our learning.

In the shop there has been a new delivery of items. These items cost more than 15 pence.

Let's have a look at this item.

It is a bunch of balloons and it costs 17 pence.

Now I have represented my 17 pence using 17 counters.

Let's count to make sure I've got the correct number.

One, two, three, four, five, six seven, eight, nine, 10, 11, 12, 13, 14, 15, 16, 17.

Those are my 17 counters.

They represent the 17 pence I need to spend to buy these balloons.

Is there a 17 pence coin? Unfortunately, not.

We can't use a 17 pence coin to pay for these balloons.

Let's have a look at some of the other coins we have.

It might be a good idea to start with our 10 pence coin because we know that 17 is greater than 10.

Let's start by choosing our 10 pence coin.

We're going to represent the 10 pence coin on our number track using counters.

Let's do that now.

One, two, three, four, five, six, seven, eight, nine, and 10.

I have represented my 10 pence coin using 10 counters on my number track.

We're at the number 10, but we need to make 17 pence.

That means we still have got one, two, three, four, five, six, and seven pence to make.

I wonder what other coins we could use to help us pay? Perhaps we could also use a five pence coin.

We definitely have enough to pay for five more pence.

Let's put five counters onto the number track.

Let's see where that gets us.

One, two, three, four, and five.

I have represented the five pence using five more counters.

That brings us up to 15 pence.

Now we still have two pence left to pay.

I wonder, is there a two pence coin that we could use? Yes! Yes, there is! Let's represent the two pence coin using our two last counters.

One and two.

All together I have made 17 pence.

I have used my 10 pence coin, my five pence coin and my two pence coin to pay for the balloons.

So now it is your turn to have a go at the activity.

You're going to need the activity two cards from today's resources, you'll need your number track, you'll need some counters, and a selection of coins to help you.

Have a go at choosing an item and seeing how many coins you need to make up that total.

Once you've had a go at the activity, resume the video and we'll carry on with our learning for today.

For the last little bit of our lesson, we're going to have a look at finding the least number of coins that we could use to pay for an item.

Here you can see there is a book.

Can you shout out at the screen how much this book costs? That's correct! It costs 12 pence.

Now we want to find the least number of coins that we could use to pay for the book.

We're going to work backwards using our number track.

Let's start off with the number 12 because the book costs 12 pence.

Is there a 12 pence coin? No, there isn't.

How about an 11 pence coin? No, there isn't! What about a 10 pence coin? Yes, that's right! There is a 10 pence coin and here it is! We could use a 10 pence coin to pay for the book.

There, 10 pence is here.

How many more pence do we need to get to 12 pence? Let's use some jumps on the number track to help us.

One and two.

We would need another two pence to make up 12 pence.

Do we have a two pence coin? Yes, we do! You're right! So we could use a 10 pence coin and a two pence coin to pay for the book.

10 pence plus two pence is equal to 12 pence.

Amazing learning for today everyone.

Now, in Lesson four we will be exploring giving change from 10 pence.

Tristan and I look forward to seeing you there! Bye for now.