Lesson video

Hello, my name's Mrs. Hopper, and I'm really happy that we're going to be working together in our maths lesson today.

We're gonna work hard, we're going to do lots of thinking about our maths, but I'm really looking forward to sharing this learning with you.

So let's see what's in today's lesson.

So today's lesson is all about counting in groups of two and identifying how many groups of two there are.

And this comes from our unit on unitizing and coin recognition and counting in groups of two, five, and 10.

So let's see what's going to be in our lesson today.

We've got lots of key words today, so let's go through those.

I'll say them, and then you can say them back.

So our first one is groups of two, so my turn, groups of two, your turn.

And then we've got twos, my turn, twos, your turn.

And then we've got altogether, my turn, altogether, your turn.

And then we've got accurately, so my turn accurately, your turn.

And finally, we've got the word efficiently, my turn, efficiently, your turn.

Well done.

Now, you may have come across twos and groups of two already, and we might have thought about altogether for when we're adding how many have we got altogether.

But accurately and efficiently, they're two quite interesting words, aren't they? And we'll find out more about what they mean as we go through today's lesson.

So there's two parts to our lesson today.

In the first part, we're going to identify and count groups of two.

And then in the second part, we're going to group objects in twos to count efficiently.

There's one of those keywords.

We'll learn more about that in part two of our lesson.

So let's get into part one.

And we've got Sam and Jacob helping us in our lesson today.

So it can be difficult to count larger groups of objects.

When we've got lots of things to keep track of, it's a bit harder to count them, isn't it? But we can arrange objects into pairs to make them easier to count.

So lots and lots of shoes there, but we've put them into pairs.

Easier to count pairs of shoes, isn't it? So when objects are in pairs, we say they are in a group of two, and we can see that each pair of shoes has two shoes in it.

So a group of two shoes is a pair.

So Jacob says, "How many groups of two are here?" Let's have a look.

We've got one group of two.

two groups of two, three groups of two, four groups of two, and five groups of two.

And Sam says there are five groups of two, five groups of two shoes.

Jacob says, "Now the shoes are in groups of two, I can use skip-counting to count them in twos." So can we skip-count in twos and count the shoes? Let's go, two, four, six, eight, 10.

So Sam says, "There are 10 shoes altogether." Let's have a look at some more objects.

Sam thinks there are seven cherries altogether.

Is she right? So are there seven cherries on this slide? Hmm, let's use our stem sentences to find out.

There are, mm, groups of two cherries, one, two, three, four, five, six, seven.

So there are seven groups of two cherries.

Oh, Sam thought there were seven cherries, didn't she? Hmm, I'm not quite sure she was right.

Ah, Sam says, "The cherries are in groups of two, so I must count them in twos." How many cherries are there altogether? Our stem sentence says, "There are, mm, cherries altogether." So let's help Sam to count them in twos, two, four, six, eight, 10, 12, 14.

So how many cherries are there all together? There are 14 cherries all together.

So Sam's got to remember to count the number of cherries and not just the number of pairs of cherries, not just the number of groups of two.

Time for you to check your understanding here.

Can you count the wheels in the picture and complete the stem sentences? So we've got some bicycles there with some wheels.

And our stem sentences say, "There are, mm, groups of two wheels.

There are, mm, wheels all together." So can you complete those stem sentences and work out how many wheels there are altogether? Pause the video, and then we'll have a talk about it afterwards.

How did you get on? How many groups of two wheels did you see? Let's have a look, one, two, three, four.

So there are four groups of two wheels.

And now we know when we can see that we've got groups of two wheels, we can skip-count in twos to find out how many wheels there are altogether.

So let's do that.

Are you ready? Two, four, six, eight, so there are eight wheels all together.

There are four groups of two wheels.

There are eight wheels altogether.

Jacob says he can use skip-counting to count these apples in twos.

Do you agree? Have a look carefully at what we can see.

We've got some plates with apples on there.

Can we see groups of two apples? And Jacob says, "To skip-count, the amount in each group must be equal." Can we see that there? I'm not sure we can, can we? He says, "To count in twos, there must be two apples in every group." I can see some groups where there are not two apples.

Can you? Yes, the apples are not in groups of two.

Well, they're not all in groups of two, so they cannot be counted in twos.

Can you see that there are two plates there where we've got three apples and not two apples? The teacher wants to count the children in the line.

The children are lined up one by one.

"We can't count them in twos," says Jacob.

But Sam says, "But the teacher could put them into pairs," so should we have a look and put the children into pairs, into groups of two? We could then use our stem sentences.

"There are, mm, groups of two children.

There are, mm, children altogether." So let's have a look.

There's one pair, two pairs, three pairs, four pairs, five pairs.

So we've put the children into five groups of two children, five pairs of children.

Now, we can use our skip-counting to work out how many children there are altogether.

So are you ready to count? Let's count, two, four, six, eight, 10.

So there are 10 children altogether.

Let's say our stem sentences.

Are you ready? There are five groups of two children.

There are 10 children altogether, well done.

Sam is counting the cubes, but she keeps losing count, difficult when there's lots and they're all muddled up together, isn't it? I wonder what she could do to help her to count the cubes and get the right number.

Jacob says, "Why don't you move them into groups of two as you count?" Well, that's a good idea, isn't it? So there's one group of two, two groups of two, three groups of two, four groups of two, five groups of two, and six groups of two.

Sam says, "Now, I can count them more easily." Now she's put them in groups of two, she can use her skip-counting and count in twos, can't she? Let's help her, two, four, six, eight, 10, 12.

So how many cubes are there altogether? There are 12 cubes altogether, aren't there? I wonder how we can check that we've counted them accurately.

Hmm, well, we counted them counting up in twos.

You can check you've counted accurately by also counting backwards.

So let's count them backwards and see if we get back to that first group of two cubes, 12, 10, eight, six, four, two.

And Jacob says, "I counted back to two, so I must be right.

I started with two when I counted up, and I've ended with two when I've counted backwards, so I must be right." Time for you to check your understanding.

Count the pencils.

You can see that they've been arranged into groups of two.

So count the pencils using your counting in twos and then check that you've counted them accurately by counting them backwards as well.

So pause the video, have a go, and then we'll check together.

How did you get on? Did you count them in twos? Let's have a look together, two, four, six, eight, 10, 12, 14, 16 pencils altogether.

There were eight groups of two, 16 pencils altogether, when we counted in twos.

Can we count backwards just to check? Let's count backwards from 16.

Are you ready? 16, 14, 12, 10, eight, six, four, and two.

And we got back to two for our first group of two, so we know we've counted accurately, great counting and using your skip-counting forwards and backwards.

Time for you to do some practise.

You'll need a pot of 20 counters or cubes, or 20 objects, and you're going to take a handful of them, and you're going to move them into groups of two.

So Sam says, "I will count the counters in twos." Jacob says, "If there are any odd ones left over, you must put them back in the pot because we're counting groups of two at this point." "And when you've counted," Jacob says, "I will count back in twos to check that you've counted accurately." See, they're going to work as a pair.

Sam's going to put them into twos and count up, and then Jacob's going to check by counting backwards.

So see if you can find somebody to work with.

Take some counters, arrange them into twos, put any odd ones left over back into the pot.

Count up in twos to work out how many counters you've got.

And then your partner can count backwards in twos to check.

So pause the video, have a go, and then we'll have a look together.

How did you get on? Sam says, "I picked up these counters and moved them into groups of two." So let's look and see what Sam did.

There's one group, two groups of two, three groups of two, four groups of two, and she's got one leftover.

And Jacob says, "Did you remember to put the odd one back in the pot?" There it is, gone back in the pot.

So Sam can now count in twos, can't she? And she says, "Now, I can count the counters in twos." So let's count with her, two, four, six, eight.

So how many counters are there altogether? There are four groups of two counters, and there are eight counters altogether.

And Jacob says, "I counted back in twos to check that you counted accurately." So should we help Jacob do his counting backwards? Eight, six, four, and two for that first group of two.

So Sam had counted correctly, and Jacob has checked as well.

I wonder how many counters you picked.

Did you use the stem sentences to help you? So second part of our lesson is about grouping objects in twos to count efficiently.

So let's have a think about what we're going to be doing.

So how many spots are there? Can you count in groups of two? Sam says, "This reminds me of when I put my counters into groups of two." So there we go.

She might have had counters in groups of two, mightn't she? But we're representing them with spots this time.

So how many spots are there? Can we count in groups of two? One group of two, two groups of two, three groups of two, so we know that there are three groups of two spots.

And there's our stem sentence.

"There are three groups of two spots.

There are three twos." Hmm, so how many twos are there in this image? Let's have a look.

How many twos can we count? One 2, two 2s, three 2s, four 2s, five 2s, six 2s, seven 2s, eight 2s, nine 2s.

There are nine 2s.

How many spots are there altogether, though? How are we going to work that out? We're going to need to count in twos, aren't we? So let's count in twos and find out how many spots there are altogether, two, four, six, eight, 10, 12, 14, 16, 18.

There are 18 spots altogether.

So knowing how many twos there are, we can then count that number of twos and work out how many spots there are altogether.

Jacob's reminding us we can check by counting backwards.

So should we count backwards from 18 just to check that we get down to those first two spots? Let's go, 18, 16, 14, 12, 10, eight, six, four, two.

And yes, we've got back to two spots again.

Time to check your understanding.

You're going to count the spots in two ways to complete the stem sentences.

So you're going to count how many twos there are, there are, mm, twos, and how many spots there are altogether, there are, mm, spots altogether, and then count backwards to check that you've counted accurately.

So pause the video, and then we'll have a look together.

How did you get on? How many twos did you count? Let's count together, one 2, two 2s, three 2s, four 2s, five 2s, six 2s, seven 2s.

There are seven 2s.

And then how many spots altogether? This is where we need to count in twos.

So let's count in twos together.

Are you ready? Two, four, six, eight, 10, 12, 14, there are 14 spots altogether.

And then to check that we've counted accurately, we're going to count backwards.

So let's count backwards.

Are you ready? 14, 12, 10, eight, six, four, and two, and we're back to our first two.

So we checked that we counted accurately, and we've been quite efficient.

Efficient means not doing too much work.

We've organised our dots into groups of two.

We counted the twos, and then we counted in twos to find out how many spots there were altogether.

And Sam says, "Now, I know I was right." Jacob thinks there are five spots.

What mistake has been made? Can you see what's happened here? Hmm, I wonder if Jacob spotted it.

He has.

He says, "I counted the groups of two instead of counting the spots in twos to find the amount altogether." So he's just counted the fact that there are five groups of two.

So we know that there are five 2s, but now we've got to count in twos to find out how many spots there are altogether.

Do you think you could help Jacob to do that? Can we count in twos? Are you ready? Two, four, six, eight, 10, there are 10 spots all together, so we need to make sure that we know how many groups of two there are.

But then to find out how many there are altogether, we have to count in twos.

Time for you to check.

How many spots are there in this picture? So we've got A, are there six spots, B, are there three spots, or C, are there 12 spots? So how many spots are there? Think about the groups of two and then think about counting the twos.

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

How did you get on? Did you spot that there were 12 spots? There are six groups of two, but when we count in twos, we count two, four, six, eight, 10, 12 spots altogether.

Sam wants to count the cakes in her picture.

Gosh, that's a lot of cakes, isn't it? She says, "Counting in twos will be quicker than counting in ones.

I will need to put the cakes into twos to count efficiently." So it'll be easier to count in twos, but she needs to put the cakes into twos, into groups of two, in order to do that.

So she says, "Efficiently means the quickest and easiest way.

I can't move the objects," she says.

"How can I put them into twos?" So she's not allowed to move the cakes.

What could she do instead? Well, let's have a think.

Let's help her.

We've got to find out how many twos there are and how many cakes there are altogether.

I wonder if we could draw around them perhaps to put them into twos.

Let's have a go, one group of two, two groups of two, three groups of two, four groups of two, five groups of two, six groups of two, seven groups of two, eight groups of two, nine groups of two, 10 groups of two.

So we've put a drawing.

We've drawn a shape around our twos.

So how many twos did we count? Now, she says she can count them in twos.

So there are 10 twos.

And now we can skip-count in twos to find out how many we've got altogether, two, four, six, eight, 10, 12, 14, 16, 18, 20.

There are 20 cakes altogether.

Your turn to have some practise.

You're going to put a ring or a shape around each group of two and then count in twos to complete the sentences.

So we've got three images there.

You're going to put a ring around the twos to find out how many twos there are and then how many of each there are altogether.

And you've got the stem sentences to help you.

"There are, mm, twos.

There are, mm, altogether." So can you count the cakes, the apples, and the strawberries? And then in part two, you've got just some counters there, quite a lot of counters, haven't you? So you're going to put a ring around each group of two counters and then count in twos to complete those stem sentences.

"There are, mm, twos.

There are, mm, all together." So pause the video, and have a go at your practise tasks, and then we'll talk through the answers.

How did you get on? Let's have a look at these first groups of things that we can eat.

So let's look at the cakes in A.

Did you put a ring around the twos like this? So one group of two, two groups of two, three groups of two, so there are three twos, and then we can count them, two, four, six.

So there are six altogether, six cakes altogether.

Let's have a look at B.

I wonder how you drew the twos this time.

This is the way I've drawn them, one 2, two 2s, three 2s, four 2s.

You might have drawn yours in a slightly different way, but there should still be four 2s.

So there are four 2s.

Now, we can count in twos to find out how many apples there are.

Are you ready? Two, four, six, eight, so there are eight altogether.

Now, let's look at the strawberries and see.

I wonder how you drew your twos this time.

I've got one 2, two 2s, three 2s, four 2s, five 2s, so there are five 2s.

And now I can use my counting in twos to find out how many strawberries there are altogether, two, four, six, eight, 10.

There are 10 altogether.

Now, there were lots of counters here, and we were going to group them in twos and then count in twos to find out how many counters there were altogether.

So let's have a look.

Lots of different ways to arrange your counters into groups, this is how I did it, one 2, two 2s, three 2s, four 2s, five 2s, six 2s, seven 2s, eight 2s, nine 2s, 10 twos, so there are 10 twos.

So now I can point and count all my groups of twos and count in twos.

And if I count in twos 10 times, I get to 20 altogether.

So there are 20 counters in that picture.

Let's have a look at B, one 2, two 2s, three 2s, four 2s, five 2s, six 2s, seven 2s, eight 2s, so there are eight 2s.

And if I count in twos, I'll count two, four, six, eight, 10, 12, 14, 16.

There are 16 counters altogether.

And then finally for C, how many twos did we find this time? Let's have a look, one 2, two 2s, three 2s, four 2s, five 2s, six 2s, seven 2s, so there are seven 2s.

And if I count in twos, my seven 2s, I count two, four, six, eight, 10, 12, 14.

There are 14 all together.

You've worked really hard in your lesson today, and I've really enjoyed counting efficiently in groups of two, putting things into twos, and then using our counting in twos to find out how many there are altogether.

So what have we learned? We've learned that objects can be put into groups of two to make them easier to count.

Sometimes that's easy with a pair of shoes or something, isn't it? Sometimes we want to put a line of children into two so we can count them more easily and count them more efficiently because we can count in twos instead of ones to help us count more efficiently.

And groups of two can be called twos.

Thank you so much for your hard work today.

I've really enjoyed it, and I hope I get to work with you again soon.

Bye-bye.