# Lesson video

In progress...

Hello, I'm Miss Mia 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.

Lesson, you'll be using known facts from the five times tables to solve problems involving the six times tables.

Your key word is on the screen now and I'd like you to repeat it after me.

Multiple.

Fantastic.

Let's find out what this word means.

So a multiple is the result of multiplying a number by another whole number.

You may have seen this word pop up in other lessons.

We are definitely using this keyword in this lesson today as well.

Lesson is all about using our known facts to help us solve problems in the six times tables.

Specifically looking at our five times tables.

Now we have two lesson cycles here.

Our first lesson cycle is to use known facts and our second lesson cycle is to then solve problems. So let's begin.

In this lesson you'll meet Andeep and Izzy.

Izzy is filling out her tables chart for the six times tables.

She says that she can use her five times tables to help her.

Let's look at this table chart.

So, she's got the six times table chart there.

The missing table fact that she needs to fill out is four times six.

She's got an array on the right hand side, which shows four times five is equal to 20.

Hmm, I wonder how she can use this to help her calculate what four times six is.

Well, she knows that four times five is 20, so, hmm, that's interesting.

What's changed? We've added on another group of four which now shows us what four times six is.

So four times six is 24.

So Izzy's got her array here.

She knows that five times six or five six times is 30 and she's represented this using her array.

Now she says she can use this to calculate what six times six is and here she's done that.

What's changed? Well you've added another group of six to calculate what six times six is, that's 36.

Over to you.

Andeep is filling out the tables chart for the six times tables.

Is he correct? Have a look at the array.

He says he's added on one more group of five.

Andeep is incorrect because he should have added one group of six and not one group of five.

Now you can compare adjacent multiples using knowledge of your five and six times tables.

So here you've got four groups of six and five groups of six and you can immediately see because of the array which is greater? Five times six is greater than four times six because five groups of six, there's one more group of six in five groups of six than in four groups of six.

So this is because you have added one more group of six.

Back to you, which is greater? Six times four or five times six? Justify how you know to your partner.

You could pause the video here.

So, what did you discuss? Now if I were you, instead of looking at the equation like this because I can find it a little bit confusing sometimes to compare when the factors aren't in the same space.

And what I mean by that is, for a, we've got six times four, so I'm going to flip five times six to a six times five.

Six times five has one more group of six compared to six times four.

It's just something I do to make it easier.

So six times five is greater than six times four because it has one more group of six.

Now you can continue to compare adjacent multiples using your knowledge of groups.

So here we've got three groups of six, add six.

So let's get our three groups of six and now we're going to add our six and that's what it looks like.

Now on the other side we've got four groups of six and we are subtracting six.

So on the left hand side our total is 24.

So our product is 24 and on our right hand side our product is 18.

We've recorded this using a mixed operation and we can clearly see which group is greater.

So three times six, add six is greater than four times six, subtract six.

Now immediately I would've thought four times six, subtract six would've been greater.

However, we need to see what's happening with our mixed operation to figure out which is greater.

Let's have a look at another example.

Andeep says that he knows four times six is less than five times six, subtract five.

How? I can show you using an array.

So you've got four groups of six there and you've got five groups of six, subtract five.

Five times six, subtract five means we need to subtract a group of five.

There we are.

So we've got 24 and we've got 25.

So that means four times six is less than five times six, subtract five.

Which is greater? Five times six or five times six, add six? Justify how you know to your partner.

You can pause the video here.

So how did you do? Well, five times six, add six is greater than five times six because you are adding one more group of six.

Onto the main task for this lesson cycle.

For question one, you're going to fill in the missing symbols using the inequality sign.

So greater than, less than, or equal two.

So you've got equations there and I'll read out the equations for you.

So, four times six is something, five times six add six.

Four times six, gap five times six, subtract six.

Four times six, gap three times six.

Four times six, gap three times six, add six.

And four times six, gap three times six, subtract six.

And on the right hand side you've got five times six gap four times six, add six.

Five times six, gap four times six, subtract six.

Five times six, gap five times six, subtract six.

And your penultimate question is five times six, gap three times six, add six.

You can pause the video here.

Off you go.

Good luck.

So what did you get? This is what you should have got.

So four times six is less than five times six, add six.

Four times six is equal to five times six, subtract six.

But when we subtract a group of six, we end up with four groups of six.

Now four groups of six is definitely greater than three groups of six.

Four groups of six is equal to three groups of six, add on another six.

And lastly, four groups of six is definitely greater than three groups of six, subtract six because once you do that you end up with two groups of six and that's less than four groups of six.

Now let's look at the right hand side.

Five groups of six is equal to four groups of six, add six because that gives us five groups of six altogether.

Five groups of six is greater than four groups of six, subtract six because that leaves us with three groups of six and three groups of six is less than five groups of six.

Similarly, five groups of six is greater than five groups of six, subtract six because that would give us four groups of six.

Five groups of six is greater than three groups of six, add six because that gives us four groups of six, which is still less than five groups of six.

And lastly, five groups of six is equal to three groups of six, add six which gives us four groups of six.

And then add your final group of six, which gives us five groups of six altogether, which means both sides are balanced because it will give us the same product of 30.

If you got all of those correct, fantastic work.

Let's move on.

Onto our second lesson cycle.

And this is to do with solving worded problems. Let's go.

Now, when you solve problems, you need to decide what operations to use.

Sometimes there will be more than one step with different operations.

The language in a worded problem can help us decide on the operation.

So sometimes you may come across worded questions which involve multiplication or division.

Now to divide or to multiply, that is the ultimate question.

Let's figure this one out together.

"Equal parts" usually means you need to divide.

"Groups of" usually means you need to multiply.

Halving means dividing by two.

"Double" and "twice" often mean we are multiplying by two.

"Split" and "cut" often means a division question.

"Times" and "lots of" means that you'll be multiplying your factors.

Identifying the key words will help you to find which operations to use.

There are six cans of drink in one multipack.

How many cans does he have altogether? In this example, you will have to multiply and that's because "packs" and "altogether" tells us we are finding the whole or total, which tells us that we are multiplying.

Six packs of four is the same as six times four, which is 24.

So six times four is 24.

So Andeep will have 24 cans.

Now here's another example.

Andeep has 42 metres length of ribbon being used to wrap gifs for a party.

How many six metre lengths could be made? Well, in this example we'll have to divide.

So our division equation is 42 divided by six, which is seven.

Now seeing "how many" usually means you need to divide.

To find how many six metre lengths you can make from 42 means you are dividing by six.

So it also means that you are finding the missing part or quotient.

Now the division equation here is that our dividend is 42 because that's how much length of ribbon we have altogether.

Our divisor is six because that's how many lengths we need to cut into and our quotient would be seven.

That's how many six metre lengths we can have.

We can also use a multiplication factor to help us.

So we know that seven groups of six or seven times six is 42.

So the answer must be seven lengths.

Over to you.

What is the equation you are calculating? A snow leopard jumps six metres with every jump.

If the snow leopard jumps a distance of 24 metres, how many jumps has he completed? You can pause the video here and click play when you're ready to rejoin us.

So how did you do? Now if I were you, I would highlight the key words and the key numbers in this equation.

So we can see that we've got six metres as important key information and 24 metres.

Now you know the whole is 24 metres and the value of the jump is six metres.

So the snow leopards made four jumps because 24 divided by six is four.

So you know that four jumps of six metres is 24 metres.

That is the same as four times six metres, which is equal to 24 metres.

Sometimes you may also come across multi-step problems like this example below.

Bananas come in bags of six.

Izzy buys six full bags of bananas and three extra bananas.

How many bananas does she have? Now for this type of question, there will be two steps.

This means you'll need two equations to solve the problem.

We know that bananas come in bags of six.

Now Izzy's bought six four bags.

So for step one, you'll have to multiply and that's because "packs of" tells us that you're finding the whole or total by multiplying.

So six times six is 36.

The second step is to add, and that's because she's bought an extra three bananas.

So the extra here tells me that I need to add.

So 36 add three is equal to 39.

So Izzy will have 39 bananas altogether.

Let's have a look at this example.

So bananas come in bags of six.

Izzy has 60 bananas altogether and gives 30 to Andeep.

How many bags of bananas does she have altogether? In this example, you'll have to subtract and divide.

So let's look at the question in more detail.

"Gives" tells us that we are subtracting.

60 subtract 30 bananas is equal to 30.

Now we divide 30 bananas equally into six bags.

So 30 divided by six is five, or we could use multiplication to solve this question.

So we know that five times six is 30 or six times five is 30.

Six groups of five is 30 or five groups of six is 30.

So that means Izzy will have five bags of bananas altogether.

Over to you.

What is the equation you are calculating? Apples come in bags of six.

Izzy buys eight full bags of apples and gives Andeep five apples.

How many apples does she have? You can pause the video here and click play when you're ready to rejoin us.

So how did you do? Well, you know that Izzy buys eight bags of six apples.

That is six apples multiplied by eight bags, which is 48 apples altogether.

You also know that she then gives away five apples.

So that's 48 subtract five, which leaves us with 43 apples altogether.

Well done if you got that correct.

So for question one, you will be completing the word problems that you can see on the screen.

So for 1.

a: There are six cans of drink in one multipack.

Andeep needs 36 cans for his party.

How many multipacks must he buy? 1.

b: Pencils are sold in packs of eight.

Andeep wants to buy six packs of eight, but the shop has run out of eight packs.

How many packs of six should he buy to get the same number of pencils? 1.

c: Andeep has 72 metre length of ribbon being used to wrap gifts for a party.

How many six metre lengths could be made? And 1.

d: Bananas come in bags of six.

Izzy buys four full bags of bananas and three extra bananas.

How many bananas does she have? Now some of these questions are one step problems and some of these questions are multi-step questions.

So think carefully as to how you're going to figure out which is which, highlighting keywords and key numbers will help you.

You could pause the video here.

So how did you do? This is what you should have got.

Now for the first question, as we know, there are six cans of drink in one multi-pack and Andeep needs 36.

So we could have used the multiplication equation here to help us.

We know that six times six is 36, so that means he'll need six packs of six cans.

Now pencils are sold in packs of eight.

Packs of six still exist.

So that means we can also use a multiplication equation here to help us.

So we know that six times eight is 48, so that means Andeep will need eight packs of six.

For question c, Izzy can make 12 lengths of six metres, and that's because we know that the whole is 72.

We can divide 72 by six and that's our divisor.

So 72 divided by six is 12.

12 is the quotient.

So 12 lengths of six metres can be made from the ribbon.

And lastly, bananas come in bags of six.

Izzy buys four full bags of bananas and three extra bananas.

So this is a two step problem.

So the first thing I would do for this question is figure out how many bananas there are in total.

So because Izzy buys four full bags of six, that's four six times.

So four times six is 24.

She has 24 bananas at this point.

She then buys an extra three bananas.

So 24 add three gives me 27 bananas altogether.

If you got all of those questions right, well done.

I'm super proud of you.

Let's summarise our learning.

In this lesson, you solved problems involving multiples of six.

You should now understand that if you know five times a number, you can add the number again to work out six times the number.

And that was what we explored in lesson cycle one.

And you should also now hopefully know that five times the number and six times the number are adjacent multiple.

We then looked at solving problems involving multiples of six.

So hopefully you are feeling more confident in solving problems to do with your six times tables.