Lesson video

Hi, my name is Mr. Tasman, and I'm very excited to be learning with you today.

If you are ready, then we can get started.

Here's the outcome for the lesson.

By the end, we'd like you to be able to say, "I can identify a whole, and the parts that make it up." Here are the key words that we are going to see, use, and understand.

I'm going to say them, and I want you to repeat them back to me, so I'll say my turn, say the word, your turn, and you repeat it back.

Ready? My turn.

Whole.

Your turn.

My turn.

Part.

Your turn.

Alright, let's see what these words mean.

The whole is all the parts or everything.

The total amount.

A part is some of the whole, and at the bottom of the screen there you can see a bar model has been drawn to illustrate this.

On the top row, you can see the whole.

It's not been split into any different parts, whereas the bottom row has two parts, both unequal.

Both those parts together make the whole above.

Here's the outline of today's lesson then.

Identify a whole and the parts that make it up.

To begin with, we're gonna look at identifying the part and the whole.

Then we're gonna look at the whole in different contexts.

Let's get started with the first part.

Ready? Okay then.

Here's two friends that are gonna help to guide us through this lesson, by discussing some of the prompts on screen, and also by giving us some feedback and some answers where we need it.

This is Lucas, and this is Andeep.

Lucas and Andeep are discussing ice creams. Yum, yum.

They're deciding which part they like the most.

Lucas says, "My favourite part is the sauce.

Yum, yum, yum." Andeep says, "My favourite part is the flake.

It's crumbly and delicious." Which part is your favourite? Have a think.

The ice cream has different parts.

We've got the sauce, we've got the flake, we've got vanilla ice cream, and we've got the cone.

Lucas says, "Isn't it strange that one of the parts is also called ice cream?" Andeep replies, "Yeah.

It means different things in different contexts." Lucas says, "The whole thing is an ice cream, and part of it is ice cream too." Andeep replies, "So four parts make up this whole ice cream." You can see them on screen there.

"We could draw that as a bar model." Good thinking, Lucas.

And there it is.

You can see the bar at the top is the whole, and it's just labelled "ice cream", and then underneath, the whole has been split into four parts.

Flake, sauce, vanilla ice cream, and cone.

Now they think about a cupcake.

More delicious food.

Lucas says, "Let's make a bar model of the cupcake." He draws the top row, but he doesn't draw any of the parts, and Andeep says, "Okay, what are the parts?" Icing.

We've labelled it at the top, but also drawn it as a part underneath the whole in the bar model.

Cake.

Andeep says, "There's the tasty cake itself." And case.

Lucas says, "There's also the stripy case that it comes in." You've got a bar model there with cupcake as the whole, and icing, cake, and case as the parts.

That's what Andeep summarises there.

So the cupcake is the whole and the icing, cake, and case, are parts of the whole.

Okay, it's time to check your understanding of what we've learned so far.

Fill in the missing part in the bar model below.

The whole is a milkshake.

You can see the milkshake's been labelled there.

Straw, vanilla milkshake, and glass.

The glass that it comes in.

There's a bar model at the bottom, but it's got a question mark in it.

What do you think should go in where the question mark is? Pause the video here, have a think, maybe discuss it with somebody else, and I'll be back in a moment to reveal the answer.

Welcome back.

What do you think went into the box with the question mark in? Let's see.

Straw.

You can see that the other parts had already taken up a space in the parts row at the bottom of the bar model.

Lucas and Andeep discuss a map of Europe.

How well do you know Europe? Well, they're gonna discuss it.

Let's have a look at what they thought about Europe with parts and wholes.

Lucas says, "Europe is the whole here, but there are too many parts to bar model." "I agree," says Andeep.

"But we can make statements.

If Europe is the whole, then Denmark is part of the whole." "I like that," says Lucas.

"It gives us something to practise." "You have a go," says Andeep.

"If Europe is the whole, then Czechia is part of the whole." "Brilliant," says Andeep.

"What about this? If the UK is the whole, then Europe is part of the whole." "Hmm.

I'm not sure about that one," says Andeep.

What do you think about Lucas' statement? Hmm.

What do you think? Andeep says, "I think that's incorrect because Europe is larger than the UK.

You have switched round a part and a whole." "You're right," says Lucas.

"The UK is a part of Europe, not the other way round." Okay, let's check your understanding again.

I'd like you to complete the sentence in three different ways.

"If Europe is the whole, then.

" And that's where you can put something.

"Is part of the whole." Can you think of three different ways to complete that? Pause the video here.

Have a chat with somebody near you, or have a good think about it, and I'll be back in a moment to reveal the answers that we came up with.

Welcome back.

Let's see what we came up with.

We said, "If Europe is the whole, then Romania is part of the whole." "If Europe is the whole, then Spain is part of the whole." "If Europe is the whole, then Albania is part of the whole." Andeep gives us a little hint here though.

He says, "You might have chosen different countries.

As long as they're in Europe, they will be correct." How did you get on? Did you think of three different countries that were part of Europe? Alright, it's time for us to move on.

Lucas and Andeep discuss a map of the UK.

"If Europe is the whole, then the UK is part of the whole." Andeep replies and says, "Yes, but on this map, the whole is the UK." If you look at the map, we can't see the rest of Europe.

Our whole has changed.

It's now the UK.

Lucas says, "We've changed the whole and zoomed in." "If the UK is the whole, then England is part of the whole." So Andeep's using that stem sentence again to state some facts about what he can see using parts and wholes.

"If the UK is the whole, then Northern Ireland is part of the whole." "If the UK is the whole, then Scotland is part of the whole." "If the UK is the whole, then Wales is part of the whole." "We could do that as a bar model like the ice cream," says Andeep.

And there it is.

The UK is the whole on the top row, and all the parts have been written below.

Wales, Northern Ireland, England, and Scotland.

Lucas and Andeep think about other parts.

"How about cities? If the UK is the whole, then Nottingham is part of the whole." "That works.

Shall I try? If the UK is the whole, then Cardiff is part of the whole." "What about this? If the UK is the whole, then Paris is part of the whole." "No," says Lucas.

"I don't think that works." What do you think about Andeep's statement? Hmm.

Let's see what they think.

Lucas says, "I think that's incorrect because Paris is part of France, not the UK." "You're right," says Andeep.

"Paris is a city, and it's smaller than the UK, but it's not in the UK.

It is part of a different whole, France." Okay, let's check your understanding again.

Similar to last time, I'd like you to complete the sentence in three different ways.

This time, try and have a think about cities or countries.

Pause the video here, and I'll be back to give you some feedback in a little while.

Welcome back.

What did you come up with? Here's what we came up with.

If the UK is the whole, then Belfast is part of the whole.

If the UK is the whole, then Scotland is part of the whole.

If the UK is the whole, then London is part of the whole.

And Andeep says again, "You might have chosen different cities or countries.

As long as they are in the UK, they will be correct." How did you get on? How's your knowledge of the UK? Okay, we're ready to move on.

Lucas and Andeep think about their school.

They each make a statement about it using the keywords "whole" and "part".

Lucas says, "If our school is the whole, then class 3T is part of the whole." Andeep says, "If our school is the whole, then the playground is part of the whole." Who do you agree with? Who do you think is correct here? Hmm.

Well, let's see what they thought.

Well actually, both of them could be right here.

It depends on how you treat the whole.

Lucas is thinking about the whole being more about the people in the school, whereas Andeep's thinking about the whole being more about the building itself, and the surrounding parts.

Okay, let's check your understanding.

Same task again.

Complete the sentence in three different ways.

This time the sentence says, "If our school is the whole, then 'something' is part of the whole." Pause the video here, and have a go.

Welcome back.

Here's what we came up with.

If our school is the whole, then my class is part of the whole.

If our school is the whole, then the playground is part of the whole.

If our school is the whole, then our teacher is part of the whole.

Andeep again, helps us out here by saying that, "You might have chosen other rooms, objects, or people.

They just need to be part of your school." Lucas and Andeep play a game.

One chooses a whole, and the other has to name three parts of the whole.

Lucas says, "The whole is a jacket potato." And Andeep replies, "The parts could be cheese, butter, and potato." "My turn.

The whole is your pencil case." Lucas says, "The parts are my pencil sharpener, rubber, and colouring pencils." "This shows us that the whole can be anything." "Yes," says Andeep, "But you have to know the whole before you name the parts." "You're right." Lucas says, "What if I'd have answered cheese, butter, and potato as well?" "Ha! Some very strange parts to keep in your pencil case," says Andeep.

Okay, another check for your understanding here.

Have a go at playing the same game.

One person says the whole, and the next person has to think of three parts of the whole.

Pause the video here, play the game, and I'll be back in a little while for some feedback.

Welcome back.

How was the game? Was it fun? Here's what Lucas and Andeep did.

Lucas said, "The whole is a laptop." And Andeep said, "The parts might be a keyboard, screen, and track pad." There's one example, but yours might have been completely different to that.

Okay, ready to move on? Let's go.

Here's your first practise task.

For number one, I'd like you to draw a bar model to represent the whole and parts of the whole for this birthday cake.

So look at the picture, look at the parts, and turn it into a bar model like the ones we've seen earlier.

For number two, we've got the wholes and parts of a whole below, but they've been muddled up.

Rearrange the parts so they match the whole.

You can see on the left hand side there we've got a jam sandwich, the solar system, train station.

Those three are the wholes.

And the second, third, and fourth column, show us the parts that make up those wholes.

But they sound very strange when you put them together in rows.

Jupiter, bread, and platform.

Rails, Mars, and jam.

Trains, butter, and Earth.

Strange combinations.

Can you sort them out so that they match their whole? Then number three, I'd like you to create a puzzle for a friend to solve.

So similar to the puzzle in number two.

Lucas says, "Start by thinking of four or five wholes and write them on some blank cards." And Andeep gives us the next instruction.

He says, "Then write down three or four parts for each whole on cards too.

Lastly, muddle them up." Should be a fun game.

Pause the video here, go through each of those tasks, and I'll be back in a little while to give some feedback.

Good luck.

Welcome back.

Let's see how you all did.

The first question asks you to draw a bar model.

Here it is.

The whole is represented at the top, and you should have written into that, "birthday cake", because that was our whole.

And then you had some different parts.

Icing, filling, candles, and cake.

It's important to note that it doesn't actually matter which order you wrote those parts in, because they all counted as parts that made the whole.

Number two, we had our muddled up parts that mismatched with their whole.

You should have rearranged them into the following order.

Jam sandwich was made of bread, butter, and jam.

The solar system has parts Jupiter, Earth, and Mars.

Obviously there are many more parts that make up the solar system, but those were the three that matched that as a whole.

And then we had train station.

Rails, trains, and platform.

Again, there are other parts that make up a railway station, but these were the ones that were listed down.

Number three here, well, I can't necessarily give you answers for this, 'cause this was about your own creations.

But here's what Lucas got on with.

He said here were two matching sets of our cards.

They had a cricket set, was made of balls, stumps, and bails.

And they had a car, with doors, bumper, and a bonnet.

What did you come up with? I hope you enjoyed it.

Okay, it's time to move on to the next part of the lesson.

We're gonna look at the whole in different contexts.

Wholes and their parts can change.

Andeep and Lucas explore different contexts starting with flags.

If the French flag is the whole, then there are blue, white, and red parts of the whole.

If the Colombian flag is the whole, then there are yellow, blue, and red parts of the whole.

What do you notice? Hmm.

Lucas says, "I've noticed that the stripes in the French flag are vertical.

In the Colombian flag, they are horizontal.

Does that matter?" Andeep says, "That's true! Also, in the Colombian flag, they are different sizes, whereas in the French flag, they're of equal size." Some really good observations there.

Lucas goes on to answer his own question.

He says, "I don't think the orientation of the stripes matters.

The coloured stripes are still parts of the whole." And Andeep says, "I also don't think it matters if they're different sizes.

The stripes are still parts of the whole." Let's check your understanding.

Below are some different flags.

Describe a flag to somebody by completing the sentence below.

What do you notice? We've got the following flags.

Germany, Costa Rica, Jamaica, and the UK.

And we have to complete the sentence at the bottom.

"If the 'something' flag is the whole, then there are 'something', 'something', and 'something' parts of the whole." We're looking for colours there.

Okay.

Pause the video here.

Have a go at that with somebody near you, and I'll be back in a moment to discuss what you found.

Welcome back.

Here's what Lucas said.

"The Costa Rica and the UK flag can be described in the same way." Andeep said, "If the UK or Costa Rica flag is the whole, then there are red, white, and blue parts of the whole." Did you notice that when you were playing? Okay, let's go to the next part.

Next, they think about the walk to school.

What are the parts and what is the whole? We've got a little representative map here.

We've got Andeep's house, Lucas' house, Jun, another friend of ours' house, and then they've got school.

Andeep says, "If the walk to school is the whole, the walk from my house to Lucas' house is part of the whole." Lucas says, "I'm not sure that's right for my walk to school." What do you think? Have a look at the map.

Imagine walking to school from Lucas' house.

Would you be able to describe it in the same way? Hmm.

Okay, let's see what they thought.

Andeep says, "No, it isn't right for you.

You don't need to come to my house first, because it's not on the way." Lucas says, "We can describe the same whole, but it's different for each of us.

The whole is the walk to school, but that's shorter for me.

If the walk to school is the whole, the walk from my house to Jun's house is part of the whole." "That's also true for me," says Andeep.

"We both go past Jun's house on the way, so that is part of the walk." Okay, time to check understanding again.

Imagine you were Andeep.

Describe a part of the walk to school by completing the sentence below.

"If the walk to school is the whole, the walk from 'something' to 'something' is part of the whole." Pause the video.

Have a go at completing that sentence, and I'll be back in a moment to give you some answers.

Welcome back.

Okay, here's what we came up with.

Lucas says, "If the walk to school is the whole, the walk from Jun's house to school is part of the whole." Next, they consider a week.

Saturday, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday.

Andeep says, "This is tricky.

I can't see a week, not like I can a journey, flag, building, or map." Lucas says, "No, but you know which days make a week.

If the week is the whole, then the weekend is part of the whole." "Ah, I see! This is about time.

If the week is the whole, then September is part of the whole." "I'm not sure about that," says Lucas.

What do you think? Have a look at Andeep's statement.

Is there something there that could be incorrect? Hmm.

Lucas says, "September is a month, and that is a bigger unit of time than a week.

A part can't be bigger than the whole." "Okay then," says Andeep.

"How about this? If the week is the whole, then Monday is part of the whole." "You've got it! Well done," says Lucas.

Andeep and Lucas consider the school day.

If the school day is the whole, then break time is part of the whole.

If the school day is the whole, then a maths lesson is part of the whole.

How about this? If the school day is the whole, then brushing my teeth is part of the whole.

What do you think? Do you think Lucas' statement is correct? Let's have a look.

Does his part match the whole? Andeep says, "I'm not sure that works, because you don't brush your teeth in the school day.

It's normally something you do before and after school." "That's true," says Lucas.

"So it has to happen within the whole if the whole is a set amount of time." Okay.

Spot the incorrect statement below.

I'll read all three, and then I'll give you some time to have a think.

If the school day is the whole, lunchtime is part of the whole.

If the school day is the whole, having a bath is part of the whole.

If the school day is the whole, an English lesson is part of the whole.

Which of those do you think is incorrect? Pause the video here whilst you have a think.

Welcome back.

Which do you think was incorrect? Andeep says, "I have a bath in the evening, normally.

Not in the school day." Here's your practise task for the second part of the lesson, task B.

To begin with, I'd like you to complete the sentences below.

"If the Irish flag is the whole, then there are 'something', 'something', and 'something' parts of the whole." "If the week is the whole, then 'something', 'something', and 'something' are parts of the whole." "If the journey to school is the whole, then 'something' is part of the whole." Remember, for some of these, there could be some different answers, so don't be too worried if you see that you've got a slightly different answer to somebody near you.

Number two, spot the only correct statement below.

Again, I'll read them all out.

"If my face is the whole, then my toes are part of the whole." "If Europe is the whole, then the USA is part of the whole." "If the Earth is the whole, then the moon is part of the whole." "If the classroom is the whole, then my desk is part of the whole." For number three, you're gonna take your puzzles from last time, and add in some imposter cards by including parts that don't match.

Then play it with somebody else, and see if they can find the imposters.

And here's the example.

If we take the jam sandwich from last time, that was made of bread, jam, and butter parts.

But I've added in chocolate spread as an imposter, because chocolate spread wouldn't be part of a jam sandwich.

So now you've got an extra layer on your puzzle, in which the person trying to complete it has to discover the imposter parts as well.

Okay, pause the video here, have a good go at those tasks, and I'll be along for some feedback shortly.

Good luck, and enjoy.

Welcome back.

Let's see how you all got on.

Complete the sentences below.

Here they are.

"If the Irish flag is the whole, then there are green, white, and orange parts of the whole." It doesn't matter what order you put the colours in.

We just decided to put them in the order that they appear on the flag from left to right.

"If the week is the whole, then Monday, Tuesday, and Friday, are parts of the whole." You might have had some different answers here, though.

There are seven days in a week, and each of those days would be a valid part, but of course you've also got the working week and the weekend to consider as well.

They could be valid parts, too.

"If the journey to school is the whole, then the walk to the shop is part of the whole." This one could be very different for everybody, because we all take different routes to school, and we all have different markers on those routes that we might know, and we might have used in this question.

Number two, spot the only correct statement.

They were all incorrect except for.

The bottom one.

"If the classroom is the whole, my desk is part of the whole." "For the incorrect ones, the part wasn't part of the whole." That's Andeep helping us out there by explaining why those first three were incorrect.

And number three, we had our imposter cards to include in our puzzle from the first task.

Here's what Andeep and Lucas did.

They had one about cars in the last task, which had bumpers, bonnets, and doors, but they included "letterbox" as an imposter.

And there's Andeep saying, "This was our imposter." Okay, I've really enjoyed that lesson.

Here's a summary of all the things that we've learned about.

A whole is made up of parts.

Identifying a whole helps you to identify the parts that make the whole.

A whole can be lots of different things in different contexts.

Sometimes it is an object, thing, or place.

Sometimes the whole is something you can measure.

Sometimes it's something you can't see or touch, such as time.

In all of these contexts, the whole is made up of parts.

My name's Mr. Tasman.

I've thoroughly enjoyed learning with you today, and I hope to see you again in another maths lesson.

Thanks very much.