Lesson video

Hi, everybody.

My name is Miss Hughes, and welcome to today's session.

Today, we are going to be looking at representing two digit numbers by writing them in words.

Let's get started.

For today's lesson, you will not need very much equipment, but you will need a pencil and some paper.

Pause the video now to get this equipment if you have not got these things already.

Okay, let's look at our lesson agenda for today, guys.

Our new learning begins with writing the numbers 10 and 20 to 100 in words, then you're going to practise that in a talk task.

As part of your develop learning, we're going to look at specifically the numbers 11 to 19 in words, because there are some funny rules there with the spellings, and then we're going to have an independent task and answers, and finally, you've got your final quiz where we can see everything that you've learned today and put it into practise.

I want to begin our lesson today with a question, which is on the board.

What's the same about the way we write tens and ones numbers in words? For example, we have the word ninety and the word nine, eighty and eight, and seventy and seven.

I'm going to give you a few seconds to think about this question.

Can you also think of any other tens and ones numbers that follow the same pattern? Okay, let's have a look then.

For all these tens and ones numbers, you might have noticed that the front of the tens number is exactly the same as the ones number on this side.

Nine becomes ninety with a T-Y on the end, eight becomes eight, T on the end, seven becomes seven, T on the end.

There is one more tens and ones number that follows this pattern.

Did you get it? It's six and sixty.

It follows the same pattern in that the ones number is spelt exactly the same as the start of the tens number.

And it just has a T-Y on the end.

Now I want you to have a think about what's different about the way we write our tens and ones, because not all of our tens and ones numbers follow the same pattern.

For example, we have fifty and five.

You can see that the word five, or the number five, is not in the word fifty.

Forty and four is another example.

You can see the word four is spelled differently to the beginning of forty.

And another example is twenty and two.

You do not see the word two in the word twenty.

We're going to think now about how we can write numbers to 100 in words.

For example, how can we write the number 23 in words? Well, we're going to need this to help us.

Remember that 23 is made up of tens and ones.

It has two tens, which is 20, and three ones, which is three.

I can partition the number 23 like this in a part-whole model.

We can see that the digit two represents one part, which is 20, and we can see that the digit three represents three ones.

When I'm writing my number as words, I need to make sure that I'm writing both of these parts in my word.

Let's have a look for this digit two then, which represents 20.

That's how I would write twenty.

This word twenty represents the digit two in my number 23.

And now I need to think about this part, which is just three.

The number three is represented by the word three.

To write 23, the number 23, as a word, I would need the words twenty three.

What about this one? How can we write the number 42? Well, I first want to partition my number into tens and ones.

42 is the whole, and we know that the digit four represents 40, which is four tens, and the digit two represents two, which is two ones.

I need to find 40 first.

Our four digit represents 40.

That's the first word that I'm going to use to write the number 42 like that.

And I'm going to need the number two, as well, to represent the digit two.

The words forty two represent the number 42.

Let's do one more.

We're looking at the number 87.

First, let's partition it into its tens and ones.

80 has eight tens, which is 80.

Sorry, 87 has eight tens, which is 80, and seven ones, which is seven.

My digit eight represents 80, which is spelt like this, and the number seven is written like this.

There we go.

The words eighty seven represents the number 87.

Hmm, something actually doesn't look quite right.

I know, I've accidentally spelt the word eighty incorrectly.

That is not the correct spelling.

If I look down here, I can see that I've missed out a G and a H.

It's really important that I get my numbers spelt correctly.

Let's change that mistake now.

There we go, much better.

The words eighty seven represent the number 87.

Okay team, I think it's time for your talk task where you're going to have a go at representing some two digit numbers in words.

I'm going to have a go at the first one for you and I want you to notice how I'm using these sentence structures to help structure my explanation of how I'm writing out my number in words.

I'm also going to pop this up on the screen to help us.

I'm going to do this first number now.

I have the number 65.

It has six tens, which is 60, and five ones, which is five.

The number 60 is written as sixty and the number five is written as five.

The word sixty five represent the number 65.

Okay, I would like you to pause the video now and have a go at doing each of these two digit numbers that are left in the sequence.

Good luck! Welcome back, team.

Let's see how you got on with the talk task.

The first one, 65, was done for you.

Let's look at the next one.

The number 73 is written as seventy three.

The number 81 is written as eighty one.

The number 36 is written as thirty six.

The number 40 is written as forty.

And the number 57 is written as fifty seven.

Excellent job if you got all of those.

Now we'll move on to our develop learning.

There are still some numbers that we haven't looked at yet, and these are the numbers between 10 and 20.

We're going to look at these as part of part of our develop learning.

I'm going to give you a few seconds of thinking time to think about my question.

What is the same and what is different about the way we write our numbers from 11 to 19? Can you notice any patterns? You can pause the video here if you need a little more thinking time and play the video when you are ready to continue.

You might have noticed in your thinking time that some of these numbers have the same ending.

13, 14, 15, 16, 17, 18, and 19 all end in the suffix -teen that I've highlighted on the screen.

However, 11 and 12 do not, so they are different to our numbers here.

Did you swap those similarities and differences? Well done if you did.

That is some great detective work.

We're going to have a go now at spelling some of these numbers.

How do I write the number 15 in words? Well, let's look at our list.

15 is here.

I write 15 like this.

Be very careful not to write the word fifteen as fiveteen, because that is incorrect.

As you can see, the number 15 does not have the word five in it.

Let's look at this next one.

How do we write the number 14 in words? Well, let's find it on our list first.

Here it is.

We write it like this.

We write the number four and then add teen.

Don't let the spelling of the word forty, or the number 40, confuse you.

Spelling 14 like this is incorrect.

It's really important that you have the word four in the number 14.

Let's have a go at spelling 13 now.

Okay, it's going to look a bit like this.

I have my 13, it looks just like the number 30, but instead of a T-Y ending, it has a teen ending on the end.

Okay team, it is now your turn and you're going to have a go at writing some two digit numbers in words using a part-whole model and the list of words to guide you.

And I'm going to have a go at this first one to model to you exactly what I'd like you to do and then you're going to have a go at the rest of them on your own.

The number is 35.

That is the number that I want to represent in words, but first, I'm going to represent it as a part-whole model.

35 is my whole.

The number 35 is made up of three tens, which I've represented here in teens, and five ones.

My two parts are three tens and five ones and I can write this in this equation.

35 is equal to three tens, add five ones.

That is going to help me to when I come to write my number.

Three tens is worth 30, and we know that five ones has the value of five.

Those two numbers in my part-whole model are going to help me to know what numbers I need to write in words.

First off, I need a 30, which is here, so I spell that as 30, and five.

The number 35 is represented with the words thirty five.

Okay, it is your turn now to do the rest of these numbers on this sheet.

Pause the video now to complete your task and once you're finished, you can resume the video and we'll go through the answers.

Well done, team.

Let's go through those answers, then, for your independent task.

Now remember, the first one I modelled, so we're not going to go through that one.

We know that the words thirty five represent the number 35.

The number 53 is made up of five tens, which is 50, and three ones, which is three, so I need the words fifty three to represent the number 53.

The number 17 is made up of one 10, which is 10, and seven ones, which is seven, so that together makes 17.

It's not going to be 10, seven.

That's not how I write the number 17.

71 is made up of seven tens, which is 70, and one one, which is one, so I need the word seventy one to represent the number 71.

15 here is made up of one 10 and one five, so the number here is 15.

Remember, we spell that F-I-F-T-E-E-N.

It's got that teen ending, but it does not begin with a five, it begins with a fift- beginning.

The next one, 51, is made up of 50 and one, so I need those words to represent the number 51.

Really well done if you've got all of those, team.

Super hard work today.

I'm really, really impressed.

Excellent job, team.

We've now reached the end of our session, unfortunately, but I have been so impressed with the fantastic spotting of patterns and differences that you noticed in our two digit numbers to 100.

Really well done on your hard work today.

I'm very excited to see all that you have remembered in today's session in the quiz.

Good luck with it, and I'll see you very soon.

Bye, bye! When the video's ended, it is time for you to complete your quiz to recap all of your fantastic learning from today's session.

If you would like to, please ask your parent or carer to share your work on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnwithOak.