Lesson video

Hello, I'm Miss Miah, and I'm so excited to be a part of your learning journey today.

I hope you enjoy this lesson as much as I do.

In this lesson, you'll be representing counting in nines as the nine times tables, and your key words are on the screen now.

I'd like you to repeat them after me.

Factor.

Product.

Multiple.

Fabulous.

Let's find out what these words mean.

Now, numbers we can multiply together to get another number are known as factors.

And on the screen now you can see an example.

So we've got two multiplied by three is equal to six.

Our factors are two and three.

Now, the next key word definition that we've got is for product.

The answer when two or more values are multiplied together gives us our product.

So we can see here that the product is six.

And our final keyword is multiple.

And the definition for multiple is that a multiple is the result of multiplying a number by another whole number.

So for example, a multiple of six can be 36 because six times six is 36.

It's in the six times tables.

Can you think of a multiple for five? Well, if you said any number that ends in zero or five, that's a multiple of five, because remember, all numbers that end in zero or five are multiples of five.

Now this lesson is all about our nine times tables.

So we've got two lesson cycles here.

Our first lesson cycle is to do with counting in nines, and our second lesson cycle is to do with multiples of nine.

And I'm here to also talk you through some more strategies to do with the nine times tables and how we can calculate them.

Now remember, learning your nine times tables at home or even in your spare time is always best.

The more we practise, the better we will be at it.

Now to help us with our learning, we have Andeep and Izzy.

They're really going to test us sometimes, and they might even get confused.

So they will be joining us in our journey.

Let's go.

Andeep and Izzy are counting in nines.

Andeep says, "Counting in nines means adding nine to the number before in the sequence." Izzy says, "Let's chant together." So are you ready? We are going to begin by starting at zero.

Zero, nine, 18, 27, and we're going to carry on, 36, 45, 54, 63.

Now we could continue with this sequence, but we're going to stop there.

Over to you.

Andeep is counting in nines, what comes after 36? Is it, A, 27, B, 9, or C, 45? You can pause the video here and click Play when you're ready to rejoin us.

So how did you do? Well, if you got C, 45, you are correct.

And that's because 45 comes after 36.

36 add nine is 45.

Well done if you got that correct.

Now we're going to count back in nines.

So counting back in nines means subtracting nine, which actually means the number is going to be getting smaller.

Izzy says, "Let's chant together." So are you ready? We are going to begin by starting at 27.

Now remember, you are subtracting nine each time.

Are you ready? 27, 18, 9, 0.

Well done if you manage to subtract nine each time.

Over to you.

Now Andeep is counting backwards in nines.

What will he say? So is it, A, 90, B, 99, or C, 72? You could pause the video here and click Play when you're ready to rejoin us.

So what did you get? Well, if you got, A, 90, you are correct.

And that's because 90 comes before 99 because 99 subtract nine gives us 90.

If you got that, fantastic job.

Let's move on.

Now did you know by counting in nines, you are actually saying the multiples of nine, which means these numbers are in the nine times tables.

And we can see here four highlighted multiples of nine, 0, 9, 18 and 27.

A multiple is the result of multiplying a number by a whole number.

So Izzy says, "For example, 27 is a multiple of nine because nine times three equals 27." Can you think of any other multiples of nine knowing this? Or you may have said 36, and that's because four times nine is 36.

You may have also said 54, and that's because six times nine is 54.

Now, 26 is not a multiple of nine, and that's because there aren't any equal groups of nine to make 26.

Let's move on.

Andeep is circling in multiples of nine.

Do you think he'll circle the number 41? Hmm.

I'd like you to justify your thinking to your partner.

You can use the hundred square to help you.

Well, Andeep says he will start with zero and then he's going to count on in multiples of nine.

In other words, he's going to be adding nine to the previous number each time.

0, 9, 18, 27, 36, 45.

Hmm, so Andeep did not circle 41 because it is not a multiple of nine.

Now I can see a bit of a pattern forming there.

I wonder if you can too.

Now, Izzy says she kept on counting in nines and actually this is what she got.

What do you notice? Now you may have said something along the lines of this: Well, these numbers are all multiples of nine.

Some of these numbers are also multiples of three and six.

You can definitely see a diagonal pattern.

I can see a diagonal pattern from nine all the way down to 81, and then it's kind of restarting again from 90, but it stops at 99.

And that's because our a hundred square only goes up to a hundred.

So I'm assuming it would've carried on if we had more numbers.

The pattern in the ones goes nine, eight, seven, six, five, four, three, two, one and zero.

So decreasing by one each time.

Now when the 10s digit increases, the ones digit decreases.

I wonder if you notice that too.

Over to you.

Identify which numbers are multiples of nine and which are not.

So you've got the numbers 55, 36, 27, 18, 9 and 39.

You can pause the video here and click Play when you're ready to rejoin us.

So what did you get? Let's have a look.

This is what you should have got.

Now what I would've done was started at zero and counted on in multiples of nine, and each time I said a number, I would've placed it under the multiples of nine.

Let's count together just to double check.

So zero, nine, well, we've got nine in our multiples of nine.

18 and we've got that there.

27, yes, that's a multiple of nine.

36.

Yes, that's also a multiple of nine.

Now, let's carry on.

45, 54.

Oh, I said 45.

That means 39 is not a multiple of nine.

Let's carry on from 45.

54, 63.

Now I didn't say 55, it is not a multiple of nine.

Let's move on.

Onto your main task.

So for question one, you are going to be counting on in multiples of nine.

Now remember when you're counting on, you are adding nine to the previous number in the sequence.

So your numbers should be getting bigger.

Then for question two, you are going to be counting back.

So doing the opposite.

For question three, you are going to be identifying what comes next.

So for example, you've got nine in the first box.

What is the next multiple of nine? Hmm, it's the number that's coming next.

So that means I need to add.

What do you think that is? And then for question four, you are going to be identifying what comes before.

So that means you are going to be subtracting from the number that you see on the screen.

And for question five, you are going to be completing the following sequences.

So what you are going to do is identify the number that comes before and that comes after the number in the box.

So that means you'll be subtracting nine or adding nine to find the next multiple of nine.

You can pause the video here.

Off you go.

Good luck.

So how did you do? Well, for question one, this is what you should have got.

And I'm going to say the multiples in sequence for you.

Get ready to mark and actually you can join in with me.

Remember, all the practise we get will help us secure our knowledge of the nine times tables.

Are you ready? 0, 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99, and 108.

Well done if you've got all of those correct.

Are you ready? So let's start from 108.

108, 99, 90, 81, 72, 63, 54, 45, 36, 27, 18, 9 and zero.

Well done if you managed to get all of that correct.

Now what comes next? So this time what you had to do was add nine to the number that you saw.

So let's start off with our first question, 9, 18, 27, 36, 45, 54.

And I love how the numbers swap there.

Don't worry, we'll talk about that later on in the lessons that we've got.

54, 63, 36, 45, 18, 27, 72, 81, 99, 108.

And then for question four, we were subtracting nine from the multiple that you saw on the screen.

Are you ready? Let's go.

9, 0, 27, 18, 36, 27, 54, 45.

Let's move on to the next column.

So 72, 63, 99, 90, 90, 81, 108, 99.

If you managed to get all of those correct, well done.

Let's move on to question five.

So this is what you should have got for question five.

I'm going to leave the answers here on the screen for you so you can mark them and then we can move on.

So hope you've marked them.

If you manage to get all of those questions correct, well done.

Let's move on to our second lesson cycle.

Now, this lesson cycle is all to do with our multiples of nine.

Now that we know what a multiple of nine is and how to identify one, we can use that knowledge for this lesson cycle.

Let's go.

Now I've got two images on the screen.

One is of a flower and the other is a lovely box or minus the box, pizza slices.

And I want you to think about what's the same, what's different? Well, this flower has nine petals, and this pizza, well, it has nine slices.

Now what's the same? Both of them show one group of nine.

This is going to be really important.

I want you to remember this.

Now, I've got four flowers here, but what I'd like you to think about is how many petals there are altogether.

And to help us do this, we are going to be counting in groups of nine.

Are you ready? We're going to start with zero.

And remember when we're counting in groups of nine, we are adding nine each time to the number before.

Ready? 0, 9, 18, 27, 36.

That means four flowers have 36 petals.

There are 36 petals altogether; there is nine, four times, which means there are 36 altogether.

Great.

Let's move on to another example.

This time, I've got five flowers.

How many petals are there? We are going to be counting in groups of nine.

Why are we counting in groups of nine? Ah, it's because one flower has nine petals.

So we need to find out how many five flowers have.

The number of petals stay the same.

So let's start with zero.

Are you ready? 0, 9, 18, 27, 36, 45.

There are 45 petals altogether.

There is nine, five times; there are 45 petals altogether.

Now you can write this as a multiplication equation.

You can write nine times five, which is 45, or you can swap the factors five times nine, which also gives you 45.

Now in this example, five is a factor.

The five represents how many flowers there are.

Nine is a factor, and that's because nine represents how many individual petals there are altogether.

The product of nine and five, or five and nine, is 45.

Over to you.

How many pizza slices are there? I'd like you to count in groups of nine.

You can pause the video here and click Play when you're ready to rejoin us.

So how did you do? Well, there are nine, six times, which means there are 54 pizza slices altogether.

If you manage to get that, well done.

Back to you.

Now you've got on the screen three pizzas, each with nine slices.

I'd like you to fill in the blanks.

So nine is a.

Three is a.

Nine times three is equal to.

And the product of nine and three is.

You can pause the video here and click Play when you're ready to rejoin us.

So how did you do? Well, nine is a factor because that's how many pizza slices there are.

Three is a factor because that's how many pizzas we have altogether.

So that means nine times three is equal to 27.

The product of nine and three, or three and nine, is 27.

Well done if you've got that correct.

Let's move on.

How many petals are there? Count in groups of nine.

Well, 9, 18, 27.

Now Andeep and Izzy are also going to count along.

They have a different way of representing this.

Let's have a look.

Nine.

One group of nine is nine, that's nine once.

18.

Two groups of nine is 18, that's nine, two times.

27.

Three groups of nine is 27, that's nine, three times.

Over to you.

How many petals are there? I'd like you to count in groups of nine.

You can pause the video here and click Play when you're ready to rejoin us.

So how did you do? Wow, now that's a lot of flowers.

So let's have a look.

There are nine petals and there are eight flowers, which means our factors were nine and eight, and the product of nine and eight is 72.

So there are 72 petals altogether.

Now back to you.

What does the eight represent in this equation? Have a think.

So what did you get? Well, just from looking at this, I can see that the nine represents how many petals there are on each flower, which means that eight represents how many flowers there are.

And I can double check this because I can see that there are eight flowers on the screen.

Just to summarise, the eight represents the number of flowers.

It also represents the number of groups.

Over to you for your final task for this lesson cycle.

So for question one, you're going to be completing the questions.

1a, each flower has nine petals.

How many petals do three flowers have? 1b, how many petals do six flowers have? 1c, how many petals do eight flowers have? 1d, how many petals do 10 flowers have? And lastly, how many do 12 flowers have? For question two, each pizza has nine slices.

How many slices are in each set of pizzas below? You can pause the video here and click Play when you're ready to rejoin us.

So how did you do? Well, for question one, you should have got 27 petals, and that's because our factors were nine because that's how many petals there are and three because that's how many groups of flowers there are.

So the product is 27.

For question b, 54 was your product, because your factors were six and nine.

Question c, 72 is the product, and that's because your factors are nine and eight.

Question d, your product is 90 and that's because your factors were nine and 10.

And lastly, question e, 108 should have been your product and that's because your factors were nine and 12.

Massive well done if you've got all of those questions correct.

Let's look at question two.

Now remember, each pizza has nine slices, so we already know that one of our factors is going to be nine.

The other factor is going to be the amount of groups there are.

So this will always change.

So for the first question, you should have got 27 slices because your factors were nine and three and the product is 27.

For question b, I can see that there are six pizzas there.

So our factors are nine and six, which means our product is 54.

And lastly for question three, I can see nine pizzas there.

So nine times nine is equal to 81.

81 is our product.

Well done if you manage to get all of those questions correct.

I'm super proud of you.

Let's summarise our learning.

So in this lesson, you were representing counting in nines as the nine times table.

You should now understand that counting in nines is the pattern of the nine times tables and that the nines can be represented in different ways.

You should also understand that counting in nines can help you to solve problems. Well done.

I'm so pleased we've made it to the end of the lesson, and I really hope you enjoyed that.

I look forward to seeing you in the next one.

Bye.