Lesson video

Hello everyone! It's Miss Charlton here and my wonderful taught partner, Hedwig, ready for some more learning with you.

Now, before we get started, I've got some more exciting news.

News from the garden.

This time, it's not strawberries that I've grown.

Do you want to see what I've grown? Look! I grew some roses! And they smell amazing! And actually, they match what I'm wearing don't they? I'm very very proud of them.

Hopefully you've done lots of things that you're proud of this week as well.

So before I distract you any more from your learning, should we check what we're doing? Today, you are going to learn a new word.

We're going to explore arrays.

You'll start it today, and then you'll continue into the next lesson.

This lesson 8 for the topic of multiplication and division and you're going to need some paper and a pencil.

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

We'll go through our key vocabulary, with that new word that we just heard about.

You're going to begin to learn what an array is, you're going to explore different arrays, and then you'll complete your independent task and check your answers.

Let's get going with our star words! Get those hands ready.

Hands up, star words! Equal groups, row, column, array.

There's our key word for the day.

Now here, I've got some apples.

Now can you see that the apples are all a little bit jumbled up and it's quite tricky to count them? But we need to know how many there are altogether.

Now it's easier to count them if we put them into rows of five.

So let's check how many there are together for a start.

One, two, three, four, five, six, seven, eight, nine, ten.

There are ten apples altogether.

But if I do this.

I've put them into two rows.

Can you see how that's much easier to identify and count how many there are? Double check that there are still ten.

One, two, three, four, five, six, seven, eight, nine, ten.

I've got two rows.

One row, and another row.

And that is called an array.

Can you say 'array'? Array.

Now an array is an arrangement of objects or pictures in columns or rows.

And this one has been put into rows if you can see.

So I have got two rows of five apples.

The whole is ten and the parts are five and five.

Five in the top row and five in the bottom row.

And that's called an array.

Now let's have a look at these apples and see if we can arrange them in a different way.

Count the apples carefully first.

One, two, three, four, five, six, seven, eight, nine, ten.

So I've still got ten apples, and they're all jumbled up a little bit.

Now we just put them into rows of five and now I want to put them into columns of five going down.

Look, I've now arranged them in a different way but they're the same number of apples.

This one, has five rows of two.

One, two, three, four, five, and there are two in each of the rows.

The whole is ten, the parts are five and five.

So the whole is the same, the parts are the same, but they are arranged differently into arrays.

Can you see them both together now? We've got the same amount of apples in each.

But up here, we've got five columns, each column has two apples going down.

One, two, three, four, five.

And there are two in each.

In the second representation, there are two rows going across.

And each row, has five apples.

The whole is the same, but they are arranged differently.

Now can you have a go at this? Look very, very carefully.

Count the cubes.

And I want you to see what's the same and what's different between the two pictures.

Pause the video now, and have a go.

Let's count together.

So we've got one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen.

We've got fifteen in both of them.

So the thing that's the same is that they both have the same total altogether.

But in the first group, I can see that there are three groups going down in columns.

One, two, three.

Can you point to the columns for me? One, two, three.

And how many are in each of those columns? one, two, three, four, five, one, two, three, four, five, one, two, three, four, five.

There are three groups of five.

That's one array, one arrangement.

Now let's have a look at the other picture.

This time I can see there's the same number of cubes but they're arranged differently.

This time there are five groups with three in each group.

Five groups of three.

Can you count the groups? one, two, three, four, five.

Now count how many in each group, one, two, three.

Five groups of three.

So three groups of five, and five groups of three, are the same! They are equal.

But they are different arrays.

They are arranged differently.

Now it's over to you.

This is what you need to do.

Can you figure out other arrays that you can create for three groups of five and five groups of three.

You can draw pictures, and you can label them.

See how many different ways you can find of making them.

Pause the video now, have a go, and then we'll check together.

How did you get on? Did you find this one? I can see this way I've got three groups of five.

I've got one, two, three rows of one, two, three, four, five.

Five dots in each row.

Three groups of five! You can also do represent it like this.

Five groups of three.

Let's count the groups.

one, two, three, four, five.

And how many in each group? One, two, three.

Five groups of three.

The whole is the same, but the arrays are different.

You did so well with that introduction to arrays! It was a bit tricky wasn't it? But don't worry, you'll get some more practise tomorrow.

I think Hedwig's been asleep this whole time and she's missed our new word and she really, really shouldn't miss out on that special mathematical language.

Let's wake her up, are you ready everyone? Wake up Hedwig! Oh! She's woken up.

Now, Hedwig, do you want to hear what we learned today? First of all, we learned the word 'array'.

Our new word, array.

We needed to understand that it's an arrangement of different objects or pictures in columns or rows.

Then we needed to identify the same number of pictures or objects that could be arranged differently.

So we counted the total and then we just moved them around to arrange them differently in different arrays.

We needed to use the language of division to say how many groups of how many in each group.

Do you understand? I think she loved learning our new word today.

Really, really well done everybody you did fantastic work! See you very soon, bye!.