# Lesson video

In progress...

Hello my wonderful mathematicians.

It's me again, Miss Charlton and my talk partner Hedwig, all ready for some more exciting maths with you.

Let's get started.

So today we're going to continue with our learning of sharing a total equally between a set number of groups.

So you've got some extra practise on that.

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

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

We'll go through our key vocabulary and we're going to need to investigate which numbers can be shared equally between different groups, and then check to see if there are any leftover after sharing, and then you're going to complete an independent task and some answers.

There are lots of independent tasks today, so make sure your brains are really switched on.

Hands up, star words.

Equal, equally, share, fair, groups.

Make sure you use that vocabulary in today's lesson.

Let's get ourselves warmed up and switch those brains on with our brain teaser.

You have got some number patterns in front of you and your job is to try and figure out which numbers should go in the missing boxes.

I'll give you a little clue.

Check to see whether the number patterns are increasing, getting bigger, or if they are decreasing getting smaller.

Pause the video now and then we'll check together.

How did you get it on? Did you spot that in the first number pattern, the numbers were decreasing, they were getting smaller, and they were getting smaller by two each time.

So you needed to use your knowledge of your two times tables for that one.

And in the second number pattern, the numbers were increasing, they were getting bigger, and they were increasing by five each time.

So you needed to use your five times table to figure that one out.

Hopefully our brains are all switched on now and we are ready to go.

So we've been learning to multiply and divide, and we've been doing this by making equal groups.

Now here, we've got three children and we need to share the coins equally between them.

What do I mean by equally? What do we need to remember to do? Can you tell your talk partner? That's right.

We need to make sure that they have the same number of coins each.

That's what equally means because we don't want these children falling out, do we? So let's first of all, check how many coins we've got altogether.

Can you count with me? One, two, three, four, five, six, seven, eight, nine, 10, 11, 12.

There are 12 coins all together.

And I need to share those 12 between three children.

That's like the same as saying three groups.

Three children, three groups.

Let's share them carefully one at a time.

So we'll give one to the child on the end, and when we do that we need to make sure we cross it off the total so that we know which ones we've used and which ones we haven't so that we don't get confused.

So there's one and another one and another one.

So they've got one each now.

They've got an equal number and we've crossed off three coins.

Let's keep on sharing.

Cross it off.

Share another.

Cross it off.

Share another.

Cross it off.

So they've got two each now and we're crossing off as we go.

Have they got an equal number each so far? Yep, they've got two.

Let's keep going.

Three each, making sure we've crossed them off.

How many have we got left? Cross those off.

Four each and cross them off.

Double check.

Have they all got the same number of coins? One, two, three, four.

One, two, three, four.

One, two, three, four.

And have I crossed off all of the coins that we have? So we have shared all 12 coins.

Now we needed to see if we could share them equally between three children or three groups.

So we have shared 12 there are three groups of four coins, three groups of four.

Can you say that with me? Three groups of four.

Really well done.

Let's try again.

Now this time, we need to figure out what this word problem is asking us.

So we'll read it carefully and then figure out the maths.

I want to give each child four pens.

How many children can receive pens? So I've got the pens there, but I don't know how many groups I need to do.

I know that we need to give them four pens, four pens each.

So we'll put them into groups of four and then we'll be able to figure out how many pens, how many children will receive those four pens.

We do it like this.

There's a circle around one group, so there's one group of four.

Now I need to count another four, can you count with me? One, two, three, four.

Put a circle around those.

And the next ones.

One, two, three, four.

And put a circle around those.

So how many children receive those pens? They've got four each.

How many groups of four? One, two, three.

Three groups of four pens.

Can you say that with me? Three groups of four pens, three groups of four.

Really, really great sharing everybody.

I think we should have a celebration.

Should we do two claps and a whoop? Ready? Whoo.

I think we can do it even better next time.

Now I've got some pencils in each pot.

How many pots will I need if I put five pencils in each one? So again, we're going to put them in groups of five.

Let's count carefully together.

In my first group, I've got one, two, three, four, five.

So I've made one group of five.

Now let's count another group of five.

One, two, three, four, five.

Put the group around them.

Can you put the circle around them? Should we see if we can do it again? One, two, three, four, five.

Look, there's another group of five.

So how many groups have I managed to make? One, two, three.

There are three groups of five pencils.

Can you say that? Tell your talk partner.

Three groups of five.

There are three groups of five pencils.

Now we got apples to share.

Let's put the apples into groups of three.

How many groups can we make? Do you think you could pause the video and look really carefully and see if you could figure that out.

We need to put them in groups of three.

So think carefully, groups of three.

See how we would do it.

Pause the video now and see if you can figure it out.

Let's check together.

Are you ready? One, two, three.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

They've all got three in each, but how many groups are there? Let's count the groups.

One, two, three, four, five.

There are five groups of three.

Now we've got some bananas.

We've got lots of fruit today.

How many bananas are there? There are 18.

We need to put some circles around them to put them in groups of three.

There are three in each group, but I wonder how many groups we can make.

Let's draw the circles.

There's one group of three, another group of three, another group, another group, another group, and another group.

How many groups can you see? One, two, three, four, five, six.

There are six groups and each group has three bananas in it.

There are six groups of three.

Can you say that? There are six groups of three.

Tell your talk partner just to be extra sure.

There are six groups of three.

Really well done everybody.

Great grouping.

Now we've got carrots.

Who likes carrots? We need to put rings around them.

There are 16 carrots and we need to put them in groups of four.

How many carrots are there? 16, and we need to group them with four in each group.

So how many groups will that be? Let's count them carefully.

One, two, three, four, there's one group.

There's another group of four, another group of four, and another group of four.

Each of the groups have an equal number of carrots.

They all have four and we put circles around them to make our groups.

How many groups are there? One, two, three, four.

There are four groups of four carrots.

Now this time you need to look very carefully because you don't just have one independent task, you don't have two, you don't have three, but you have four independent tasks because you are so good at doing your sharing.

On this independent task, you've got some sweets to share.

And there are eight sweets and you need to put them in groups of two.

So you're sharing between two.

And you've got biscuits.

This is a lot more unhealthy than the last one, wasn't it? That was all fruit and now we're on to sweets and biscuits.

So on this one, you've got 21 biscuits and you need to put them in groups of three.

On task three, you've got bumblebees.

There are 20 bumblebees and you need to show them in groups of four.

And finally there are logs, just like when we were at the market on the last lesson.

There are 40 logs and you need to show them in groups of five.

You need to pause the video now and see if you can figure out how many go into each group.

Make sure you count them carefully.

Now for this activity, you can draw the pictures and you can draw the groups.

You could use coins if you want to, or pasta, or buttons, or any other objects to help you count carefully.

Or you could just draw the dots to help you figure it out or put circles around the groups.

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

How did you get on? Let's see.

So independent task one, we've got them groups and we found that there were four groups.

Each of those groups have two.

Four groups of two.

Then the biscuits.

There were seven groups with three in each.

There are seven groups of three.

There were 20 bumblebees and we could share them between five groups.

There are five groups of four.

And finally the logs.

The logs, there were eight groups and there were five in each group.

There are eight groups of five.

Really great sharing everybody.

You did a fantastic job.

I hope you've had fun today.

I really enjoyed the maths.

Now finally, we need to make sure that we wake Hedwig up.

Are you ready? Whisper wakey, wakey, Hedwig.

She needs to know all of the learning that she's missed out on.

So let's have a think.

What did we need to do today? Well, we had some word problems today Hedwig.

And so we needed to make sure that we read them really carefully to figure out the maths that we needed to do.

Then we needed to make sure that we counted really, really accurately to make sure that we knew how many groups there were, and how many objects we could put into each group because we needed to share them equally.

And then finally, we use a lot of mathematical language today.

We needed to say things like three groups of two.

Do you think she understood? I think she's really interested in you.

She wanted to come right the way up to the screen.

Well done everybody, fantastic math.

See you soon.