Lesson video

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Hello my wonderful mathematicians, its me, Ms Charlton and my wonderful talk partner, Hedwig, all ready to do some more maths with you.

Now I know you decided yesterday that the strawberries I had grown in my garden, that I could eat them all by myself but since we've been learning about division and division is sharing.

I thought that it would be really kind of me if I took them into school and I shared them.

So that's what I did and I felt really good about the sharing.

I wonder if you've shared anything this week with any of your friends or family.

Can you tell me what you've shared? Oh, that's a lot of sharing that went on.

Really really well done.

You're all very very kind.

Should we find out what we're learning today? So we are going to continue with our learning of groupings and we are going to add in equal groups together.

This is lesson number three with the topic of multiplication and division.

And you're going to need some paper and a pencil.

And there will be times when you need to pause the video to have a go at some of the activities yourself Let's get started.

We'll go through our key vocabulary We'll need to use our knowledge of numbers to help us understand equal amounts.

We're going to explore adding groups together of equal amounts.

Then you're going to do an independent task and check your answers and then a quiz at the end to show all your wonderful learning.

Are you ready to print out your star words? Hands up, star words! E - qual groups Groups of Lots of Repeated addition Al - to - gether Those are all the words you're going to have to use for today's lesson.

Let's get ourselves warmed up with a brain teaser! Now this is Kim.

Kim thinks that she has got fifteen oranges.

She's counting her groups.

Five, Ten, Fifteen.

Do you agree with what Kim thinks? Do you agree? Or do you disagree? Pause the video now and see if you can decide if you agree or disagree.

Let's check together.

We need to count carefully.

Have a look at the first bag, the first group 1, 2, 3, 4, 5.

There are five oranges in that bag, in that group.

The next one, 1, 2, 3, 4, 5, 6.

There are six oranges in that group, or that lot.

1, 2, 3, 4, 5.

There are five oranges in the final group, the final bag.

So do we agree, or do we disagree? Now I know that five plus five is equal to ten Five plus five is equal to ten, and then I have a bag of six more.

Six more than ten is equal to sixteen.

So actually there are sixteen oranges.

So I disagree with Kim.

I think that she's not counted correctly.

What do you think? Brilliant.

Now that we're all warmed up, we're going to try that with some pens.

I want to know how many pens are there in each group.

Have a look at all of the separate groups and count the pens.

Can you see there are three, three, three, three, and three.

There are three pens in each of their groups.

And how many groups are there? Can you show me on your hand how many groups? One, two, three, four, five.

There are five groups and there are three pens in each of those groups.

But I want to know how many there are altogeher.

So what's the best way we could work that out? Hmm, three, three, three, three, three.

I could use repeated addition! Let's try that together, shall we? We need to add up the pens altogether.

So I've got three plus three plus three plus three plus three is equal to Hmmm.

It's a bit tricky adding all of those together.

But there is a special way to do it.

Now you might have learned how to do this before.

But if not, don't worry, because I am going to teach you a little song on how to do it.

Now, we are going to count in threes, because we have got three in each group so we need to count in threes.

Watch carefully, and then you can join in.

Are you ready? Three, six, nine, twelve, fifteen eighteen, twenty-one, twenty-four, and twenty-seven, thirty! We know our threes, we're so great, now it's time to celebrate! Do you think you can try that with me? It'll help you learn to count in threes.

Are you ready? Let's go together.

Three, six, nine, twelve, fifteen, eighteen, twenty-one, twenty-four, and twenty-seven, thirty! We know our threes, we're so great.

Now it's time to celebrate! I think we should probably do a little celebration for that.

Should we do two claps and a woo? Ready? Woo! I think we deserved that.

So let's see if we can use that new learning to do our repeated addition of threes.

Three plus three plus three plus three plus three Three, six, nine, twelve.

Fifteen! It's fifteen! Well done! You counted in threes.

Now let's try that again with a different example This time, I've got some elves and they are going to the biscuit store Do you remember in our market? So they will go into the biscuit store on the market to buy two biscuits each.

How many elves are there? Four, show me on your fingers.

Show me your four elves on your fingers.

Now they're going to the market store and they're going to buy two biscuits each.

So that's two biscuits for this elf, two for this elf, two for this elf, and two for this elf.

And we need to know how many biscuits do they buy altogether? If I added up all of the biscuits that they bought I think that there are several different ways that I can represent this.

Look carefully.

These four elves go to the biscuit store and they buy their biscuits.

They buy two each.

How many biscuits did they buy altogether? Have a look at the representations on the screen.

I've got different representations and all of them can represent this.

But I need you to explain to your partner or somebody in your house, or you can whisper it to yourself.

Can you explain all of these representations? You might use star words that we've done today such as groups, equal.

You might use the words repeated addition.

You might use the words whole part model.

Have a think about all of those wonderful mathematical words that we learned to explain the representations that you see in front of you.

Pause the video now and see if you can explain it.

Should we go through those together? So let's have a look at the first one.

Now I had a chat with Hedwig, but she's fallen back asleep again now.

Oh Hedwig Let's have a look at the first one.

The blue one.

I can see that I've got one, two, three, four.

There's four groups.

Just like I've got four elves! So those are my four elves.

And I've got two dots in each group.

Those dots represent the biscuits.

Two biscuits for this elf, two for this one, two for this one, and two for this one.

So I can go two plus two plus two plus two.

Two, four, six, eight.

I've got four groups of two.

Four groups with two in each group is equal to eight.

Did you come up with the same explanation? Now let's look at the bead string together.

I can see the beads are grouped together, look, in little groups each.

There are one, two, three, four.

Four groups.

Just like the blue representation.

Four groups.

How many beads in each group? Two in this one, two, two, and two.

So they are just like my four elves with the two biscuits in each.

Two plus two plus two plus two.

Four groups of two is equal to two, four, six, eight.

Eight again! Now should we have a look at the number representation at the bottom.

That one is repeated addition.

Two plus two plus two plus two is equal to eight.

I've got two and I've got it four times.

Can you see? One, two, three, four.

And then finally, we can look at our whole part model.

The whole is eight.

The parts are two, two, two, and two.

They're are an equal number of parts in each of them.

So there's my whole, as eight, and I've got my four little elves, with two biscuits for each elf.

That was some fantastic explaining everybody.

Really well done.

I think you're ready for your independent task.

So here it is.

Your task is to work this out.

You've got some apples which come in bags of four.

So can you see those four apples in that first bag? Now Goldilocks buys three bags of apples and you've already got your three groups to represent the bags.

How many apples does she have in total? There's already the equation filled in for you to help.

And you can draw on the apples into each of the groups, if you like, or you can use objects like pasta or little bits our fruit yourself.

Maybe you've even got some apples in your house to be able to put them into groups and add up how much you've got altogether.

Then, you've got another task here with flower pots.

I've got a very pretty flower pot there and there are three flowers in each of the pots.

So again, you can draw on the flower pots and put the flowers in them or you can draw numbers or you can draw dots or use any objects in your house to help you count.

We need to know how many flowers there are altogether.

So draw the flowers on and then you need to complete the repeated addition by yourself.

Pause the video now, and see how you get on.

Don't worry if you get stuck.

We'll check together afterwards.

How did you do? Should we check together? Did you draw these apples on just like this? So I've got three groups and I have four in each group.

Three groups of four.

Four plus four plus four is equal to twelve! Should we double check that by counting all the apples? One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve! We did get the total right.

Really well done.

Let's check the next one.

This one with the flower pots.

I bet your drawings of your flower pots are so beautiful.

I'd love to see them sometime.

So I've got four flower pots and my four groups, and I have three flowers in each group.

Four groups of three.

Three plus three plus three plus three is equal to twelve! I wonder if any of you used your new little song to work that out.

Three, six, nine, twelve! I don't know if anyone can remember that song but it will be great if you practised it.

You have been such fantastic mathematicians today.

Really really well done.

There is a quiz now for you to complete to see how you got on with your learning.

Just before you go and do your quiz, could you please explain to this sleepy, sleepy, Hedwig, what you learned today? Let's have a think.

Now the first thing we needed to do was to make sure that we identified how many.

Groups! That's it, well done.

We needed to identify how many groups there were.

Then what did we do? Once we'd spotted how many groups there were we.

Counted! Yes, we counted how many things there were in each of the groups.

Then what we did is that we had to add them altogether using repeated addition and we also learned a special song with our threes.

I wonder who's going to go away and practise that song.

Do you understand, Hedwig? She doesn't? She was just tricking us! I think she enjoyed the maths just as much as I did today.

I hope you did as well.

Really well done everybody.

See you soon.