Lesson video

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Hello everyone.

I'm Miss Molnar and I'm here today to do another multiplication lesson with you.

Let's look and see what our last practise activity was, together.

Last time you were asked to go away and complete Inico's drawing as a practise activity.

He needed to represent the equation by drawing mittens.

The equation was 12 equals six times two.

Hmm, alright, what does the 12 in my number sentence represent? If you said the product well done, you're right.

The product is the total amount of mittens that we're looking to have and represent in this equation.

Now, what does the six represent? Hmm, this is a bit tricky because I can see that there, right now that there's six mittens on the screen.

So I've gotten a little bit confused now.

Hmm, well you know what? I think that's okay because I brought an old friend today to help us figure out how to represent this problem.

It's Harold the hedgehog.

He is back, and he's got his mittens to help us solve this problem today.

So, Harold says we know our product or our total amount is 12 mittens so the six cannot represent the total number of mittens.

Okay, let's hold onto that thought for a minute.

Let's look at the two.

So, I could see that there's two mittens in each group.

The two represents one of the factors and we are grouping into twos.

So that means that the six is the other factor and represents the number of groups of two.

Alright, so there we've got up on the screen, we know that the six and the two are both factors.

We're counting in groups of two and the six tells us how many groups there should be.

Do we have six groups represented? No, we only have three.

So how many more groups of two do we need to draw? We need to draw three more groups of mittens.

There we go.

And now we can see that we've got our total amount.

We've got our product, which is 12 mittens and we've got six groups which represents this factor and our groups are made of two mittens each.

We're going to work systematically today to build our two times tables by counting in twos.

Harold doesn't know what systematically means.

Have you heard that word before? Well, it just means that we're going to record the two times table in an organised manner.

We're going to use the table that you can see in front of you to organise them and record them in order.

On this side of the table, I will record the pairs of shoes or how many groups of two shoes that we see up on the screen.

On the other side of the screen, I'm going to record, sorry, on the other side of the table, I'm going to record the number shoes in total or the product.

Alright, so let's start together.

How many pairs of shoes do we see up on the screen right now? That's right, there are no pairs of shoes.

So I'm going to record in my table, zero pairs of shoes or zero groups of two shoes.

Well done.

So if I've got zero pairs of shoes, what is my product going to be? How many shoes are there altogether? If you said zero, well done.

Zero groups of pairs of shoes equals zero shoes altogether.

Now, I want to represent this in an equation.

So I've written the equation zero times two equals zero.

Let's break that down together.

The zero represents the number of pairs of shoes.

I've got zero pairs of shoes.

The other zero represents how many shoes altogether or the product.

And we said there are zero shoes, zero pairs and zero shoes.

Wow, where did this two come from then? I don't see a two on my table.

Do you remember what the two represents? If you said that two is the other factor, you're right.

We're counting in groups of twos and that's what the two means.

But we don't have any groups of twos.

So that's why our equation is zero times two equals zero.

Alright, let's continue our table.

Okay, I've got some shoes up on the screen.

Remember, I need to record the number of pairs of shoes in the first part of my table.

How many pairs of shoes do I have? That's right.

There is one pair or groups of two shoes.

Only one pair of two.

So, now I can use this to figure out how many shoes there are in total or the product.

There are two shoes altogether.

So the product of one and two is two shoes.

I can represent it in this equation.

One pair of shoes, one pair of two shoes equals two, well done.

Alright, how many pairs of shoes do we have this time, everyone? That's right.

We've got two pairs of groups of two shoes.

That means that there are four shoes in total as our product.

So we can represent this in the equation.

Two pairs of shoes.

So one pair, two pair, times two, groups of two, equals four.

So, the product of two and two equals four.

Alright, this time I would like you to pause the video and have a go at filling in the table for what you can see on the screen now.

How many pairs of shoes will go on this side? And then the total number of shoes or the product will be recorded over here.

Once you've done that, can you record an equation to represent the shoes that you see on the screen? Pause the video and do that now.

Alright, coming back together everyone.

How many pairs of shoes do we see? That's right, there are three groups of two or three pairs of two shoes.

How many shoes are there in total? What is the product? That's right, the product is six.

There are six shoes in total.

As an equation, I would represent it as three times two equals six or the product of three and two is six.

Now, can we use that information that we've just created together, and can we put it into the sentence stem that you can see above? I'm going to read it out loud first, then you can pause the video and say it out loud.

There are hmm pairs of shoes? There are hmm shoes altogether? The product of hmm and hmm is hmm ? Pause the video and have a go at that now.

Alright, let's see if we can say it together.

There are three pairs of shoes.

There are six shoes altogether.

The product of three and two is six.

Fantastic job everyone.

Alright, let's complete our table.

Can you figure out how many pairs of shoes there are now? And then the total number of shoes.

Once you've done that, record the equation and we will say the sentence stem out loud together.

Pause the video if you need to now.

Alright, so we have four pairs of shoes in total.

Altogether, that means there are eight shoes.

Four pairs equals eight shoes and our equation would be four times two equals eight.

So, let's put that in a sentence stem altogether.

There are four pairs of two shoes.

There are eight shoes altogether.

The product of four and two is eight.

Fantastic everyone.

Alright, so we've recorded on our table in a systematic way from zero times two all the way up to four times two equals eight.

We're going to continue our table but something has changed this time.

What are our factors being represented on the screen now? That's right, we've got bicycles.

And on each bicycle there are two wheels.

So on our table this time, on this side of the table, we're representing how many bicycles there are in total.

On the other side, we're representing how many wheels there are altogether, okay? So if I had four bicycles up on the screen, that would mean that there are eight wheels altogether for four times two is eight.

Take a look at the screen.

How many bicycles are being represented? That's right, there are five bicycles being represented.

If there are five bicycles, how many wheels are there altogether? Or what is the product? That's right, there are 10 wheels altogether.

So, five groups of two or five groups of two wheels is equal to 10.

The product of five and two is 10.

Hmm, I wonder, what's going to come next.

Can you look at the pattern that we have of the number of bicycles.

We have zero, one, two, three.

Hmm, how do I know next what number of bicycles are going to show up on the screen? If you said six well done, because you know that we're working in a systematic order.

That means we're recording it in order, well done.

So there are six bicycles.

And how many wheels are there going to be represented this time? Take a look at our table where it shows the number of wheels.

Can you see a pattern? Each time the wheels, the number of wheels increases by two.

So we had zero, two, four, six, eight, 10.

So now we are going to have how many wheels in total? That's right, 12.

So six times two equals 12 or the product of six and two is 12, fantastic.

And to finish it off, we've got seven bicycles which means there are 14 wheels altogether.

Seven times two equal 14 or the product of seven and two is 14.

Alright, now I'd like you to have a go at filling in the rest of our table.

We've been working in a systematic way to start recording the two times tables from zero and we've gotten all the way up to seven.

Do you think you can record all the way up to 12 pairs of shoes? Remember, in our table, this side represents the pairs or the groups of two.

So we had bicycle wheels and we also had shoes, okay? I would like you to record all the way up to 12 pairs or 12 groups of two.

The other side is the total amount or the product.

Pause the video and have a go at that now.

And don't forget to use the patterns.

So, thinking back to what we discussed about, what pattern do you see in this side of the table? Remember we said we were working in a systematic way so the number of pairs of shoes went up or increased by another pair, one more.

On the other side, we spoke about counting in twos and that the two times table, the product increases by two each time.

So knowing that new information, do you think you can record all the way up to 12 groups of shoes? Have a go at that now.

Alright, well done everyone.

So your table should look something similar to what I've got up on the screen.

We've got our number of pairs of shoes recorded all the way up to 12 pairs.

And on the other side we've got the total number of shoes or the product.

Okay, so I'm going to ask you a few questions now to see how well you can use our two times table chart.

Alright, are you ready? If I have 10 pairs of shoes, how many shoes do I have altogether? That's right, that means there are 20 shoes altogether.

What would be the equation to represent that? If you said the product of 10 and two is 20 or 10 times two is 20, well done.

Alright, I think we can get a bit trickier, let's see.

Hmm, if I have 16 shoes how many pairs of shoes are there? My product is 16, so how many pairs of shoes do I have? Well done.

So I can use my chart to see that if my product is 16, that means I've got eight pairs of shoes or eight pairs of two.

Alright, one last question.

Hmm, let me see.

I've got five pairs of shoes and my product is 10.

What would be the equation to represent that? I've got five pairs of shoes and the product is 10.

If you said five times two is 10 or the product of five and two is 10, well done.

So, you were probably wondering what Harold was getting up to while he wasn't on the screen.

He's made a big mess of all of Miss Molnar's socks.

My goodness, but that's okay because I know that socks are usually grouped in twos.

Aren't they? And I'm really good at counting my twos, so they can help me make my own ratio chart at home.

Do you think you could make one at home as well? You could even grab some pairs of socks to help you to go alongside your chart.

Alright, so I'm going to show you how you can make your own ratio chart.

I would like you to try and make a chart up to 12 times two, using paper or maybe a cardboard box.

So, first thing I did was I got 12 pairs of socks.

If you can do that at home, that's great.

You can use it alongside, if not that's okay.

Next, what I'm going to do is get my cardboard box or paper.

If you've got a cardboard box, cut it into two parts and put one part aside for later.

Okay, so on my very first part of my cardboard box, I'm going to start to make my table for my ratio chart.

If you want to see what that looks like, just go back in the video a little bit and you can see the example that we had up.

So, on the one side I'm going to write number of pairs of socks.

On the other side, I'm going to write number of socks to represent the product, okay? If you're going to do all the way up to 12 pairs that means you actually need 13 rows in your chart.

I think an adult might need to help you with that.

But that's because we're going to start at zero, don't forget that.

Once I've made the table, then I'm going to get that other piece of cardboard that I was saving.

And with the help of an adult, I'm going to cut out some small strips.

Okay, so you can see that on the picture.

It doesn't need to be perfect, that's okay.

And on the strips, I'm going to start to record the numbers of pairs of socks that I have.

So remember I said, I've got 12 pairs of socks.

So I've recorded from zero all the way up to 12 on one side.

On the other strips, I'm going to record how many socks there are in total.

So, it's like we're skip counting in our twos.

So I'm going to go all the way from zero to 24.

And that's because there's 24 socks in total.

Alright, so once you've got that made then that's when you can start playing a game.

So you've just made a ratio chart that's kind of like a puzzle.

You could take all of the strips back off the table, mix them all up and see how quickly you can put the table back together again.

Once you've done that, you might want to play with an adult or a friend or a sibling by only putting some of the strips of paper back on the table.

So, then you could play a little bit of a game where your adult might ask you, I've got nine pairs of socks how many socks do I have in total? And then you would find the 18 piece to put back on your chart.

If you finished that, you might even want to go for an extra challenge where you're going to record the equation for each part of your table.

So, I could write zero pairs of socks or zero times two equals zero.

But I can also, remember, from our previous lesson, I can record my equation the other way around where zero equals zero times two.

So, have a go at that and we're definitely looking forward to seeing what all of your ratio charts look like and how they turn out.

And we'll see you next time.

Bye everyone.