Lesson video

Hello, I'm Miss Miah and I'm so excited to be apart of your learning journey today.

I hope you enjoy this lesson as much as I do.

Today, you'll be able to represent counting in fours as the four times tables.

And these are your key words, so I'd like you to repeat them after me, factor, product, multiple.

Well done.

So we're now going to move on to finding out what these mean.

Numbers we can multiply together to get another number are known as factors, and in this example we can see that we've got the equation two multiply by three, or two times three is equal to six.

Our factors here are two and three.

The answer when two or more place values are multiplied together is known as a product.

So in this example, six is the product.

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

This lesson is all about representing counting in fours as the four times table, and we have two cycles.

In the first cycle we will be looking at counting in fours, and in the second lesson cycle we will be looking at multiples of four.

Let's get started with lesson cycle one.

I want you to think about what might you see that comes in groups of fours as this will really help you in this lesson.

In this lesson, you will meet Andeep and Izzy.

So Andeep and Izzy are counting in fours.

Andeep says, "Counting in fours means adding four to the number before in the sequence." And we can use a number line to help us.

Let's chant it together.

So we are going to start off by beginning at zero.

So let's begin.

Zero, four, eight, 12, 16, 20.

Over to you.

Andeep is counting in fours.

What comes after four? So you've got three options here, it can either be six, eight or 12.

Now remember, because he's counting on in fours, we are going to be adding four.

You can pause the video here and click play when you're ready to rejoin us.

So what did you get? If you got eight, you are correct, and that's because eight comes after four.

Four add four is eight.

So remember, if you are counting on in fours, you are always adding four.

Good job.

Well done if you got that.

Let's move on.

Now let's count back in fours.

Counting back in fours means that you will be subtracting in fours.

Again let's chant together.

We're going to begin by starting at 20.

20, 16, 12, eight, four, zero.

Over to you.

Andeep is counting backwards in fours.

What will he say after 16? You can pause the video here and click play when you're ready to join us again.

So how did you do? Well, you should have got 12, and that's because 12 comes before 16.

16 subtract four is equal to 12.

Now by counting on in fours, you are actually saying the multiples of four.

A multiple is the result of multiplying a number by a whole number.

For example, let's zoom into the number 16.

16 is a multiple of four because four times four is 16.

15 however is not a multiple of four.

So Andeep is counting in multiples of four.

Will he count then number 18? So he says I'll start with zero and count in multiples of four.

I'd like you to justify your thinking to your partner.

Here we go, zero, four, eight, 12, 16, 20.

So Andeep did not count 18 because it is not a multiple of four.

Now Izzy kept counting on in fours.

She's counting in the multiples of four on our a 100 square.

So I'd like you to think about what patterns do you notice if there are any? Well, these numbers are also multiples of four.

Our multiples of four do not stop at 20, nor at 48 because that's what we learn at school, we know that 12 times four is 48, we can keep going.

The rest of these numbers are multiples of four.

Over to you.

I'd like you to identify which numbers are multiples of four and which are not.

So you can see the numbers 43, 26, 20 and four.

You can pause the video here and click play when you're ready to join us.

So how did you do? For multiples of four, you should have got 20 and four, and for multiples that are not four, you should have got 43 and 26, and we are going to look into why that is.

So let's look at 20 and four.

If we start at zero and count on four, we get four.

So we know that that's a multiple of four and if we carry on counting on in fours, so let's do that together, four, eight, 12, 16, 20.

So 20 is a multiple of four.

Now let's look at 43 and 26.

Well, I know that 20 is a multiple of four.

Now if I count on in fours, I should say 26 if that's a multiple of four.

Let's try it together.

So 20, 24, 28, oh, I did not say 26, so 26 is not a multiple of four.

Let's look up 43 and count on in fours.

If we don't say 43, that means it's not a multiple of four.

So let's go, 40, 44.

I did not say the number 43, so that means it is not a multiple of four.

If you got that correct, really good job, well done, let's move on.

Onto your main task for this lesson cycle.

For question one, you're going to be looking at what comes next, which means you'll be counting on in four.

So for question one, you've got four, 20, 24 and 32.

Let's look at the first example together.

So we know that four is the number that we are counting on in, in four.

So let's do it together, zero, four, eight.

That means eight is the next multiple of four, so I would write eight in the first box.

Now for question two, what comes before? We've got the numbers four, 16, 24 and 32.

When we are looking at what comes before, we need to count back in four.

So think about the first number, which is four.

Now if you're counting back in four, what might come next? For question three, you are going to be completing the following sequences.

Let's have a look at this together.

There are gaps within the sequences in different positions, so if we look at the first one, we've got four, eight and there's a gap.

And then the second one, 16, gap, 24.

What I'd like you to do is think about which multiple comes next by counting on in fours or in some examples counting back.

So think carefully as to whether you're counting on or counting back.

You can pause the video here, and when you're ready to join us, click play.

So how did you do? For question one, this is what you should have got, so after four comes eight, and after 20 is 24, after 24 is 28, and after 32 is 36.

Now when it comes to counting back in fours, this is what you should have got, zero, 12, 20, and 28.

If you got all of those correct, well done, you are one step closer to learning your four times tables.

For question three, this is what you should have got.

You can pause the video here to mark your work, and then when you're ready, click play so that we can carry on.

Let's move on.

For this next lesson cycle, we're going to be looking at the multiples of four in more detail.

Now it is so important that we learn our times tables because times tables form the basis to us learning other units in maths and actually they do help us in real life.

It could be that you are out shopping one day and you need to figure out how much four oranges cost roughly, or it could be that you are buying a bulk of items and you need to quickly calculate in your head what the total would be.

Sometimes, and I know you are thinking, "Oh, but we might have phones on us and we can use our phones to do this", but what if you don't have your phone? It's a key skill that you'll definitely need throughout life and having this knowledge really does help.

Right, we've got some otters here.

What I'd like you to do is think about how many legs these otters have altogether, and I'd like you to do this by counting in groups of four.

We're going to do this together.

Let's go.

So we've got zero, four legs, eight legs, 12 legs, 16 legs.

What did we do there? We counted in groups of four, or multiples of four.

So there are 16 legs altogether.

Now what we want to avoid is counting each leg individually because it's not efficient.

If we know how to count in fours, we definitely should do that.

So if you've got 16 legs, well done.

Now there are four, four times, which means there are 16 altogether.

This time we've got otters and puppies, my two favourite animals.

So how many legs are there? And I'd like you to count in groups of four.

Let's do it together, so four, eight, if you said 12, well done.

16.

If you said 20, well done.

So there are 20 legs altogether.

So what we can see here is that there are four five times, so there are 20 altogether.

Now how would we represent this as a times table fact? Well, I know that there are four, five times.

So this can be represented like this.

So if we look at our equation to the right first, we can see that we've got four multiplied by five or four times five, which is 20.

Now if we look to the left, we've got five times four.

So if we are thinking about what that five represents, the five represents the five animals and the four represents the four legs.

Five is a factor, four is a factor.

So what is 20? Have a think.

Well, the product of five and four is 20.

So that's how many legs we have altogether.

Over to you, how many legs are there? And I'd like you to count in groups of four.

You can pause the video here, off you go, good luck, and click play when you're ready to join us again.

So what did you get? Well, there are four legs and there's five animals.

So there are four, five times, that means there are 20 legs altogether.

What does the five represent? You can pause the video here and I'd like you to have a think.

When you're ready, click play.

So how did you do? Well, the five represents the number of animals.

If you got that, well done, good job.

Back to you, how many legs are there? I'd like you to count in groups of four.

You can pause the video here and click play when you're ready to join us.

So how did you do? Well, there are four, seven times.

So that means there are 28 legs.

And if you also wrote the multiplication equation for that, which would've been four times seven or seven times four, well done, that is fantastic, you are connecting the dots and counting on in fours and relating it back to multiples of fours.

Over to you.

So we've got some missing words here that we need to find and fill in.

Four is a hmm, three is a hmm.

The product of three and four is hmm.

What do you think those words could be? You can pause the video here now to have a think and click play when you're ready to rejoin us.

So how did you do? So you should have got that four is a factor, and you also should have got that three is a factor.

The product of three and four is 12, and we can see that because when you're counting on in four, three times you end up with 12.

So 12 is our product, three and four are our factors.

If you've got that, well done.

Let's move on.

Onto our final task for this lesson cycle.

So for question one, each animal has four legs.

How many legs are in each set of animals below? So what we do know is that each animal has four legs, you now need to calculate how many legs there are together in each box.

And for question two, each animal has four legs.

How many legs are in each set of the animals below? So this time you're going to be filling in the blanks and then also writing down what the product is for the first one, what the factors are for the second and third box.

You can now pause the video here, off you go, good luck, and click play when you're ready to join us again.

So how did you do? Let's have a look at question one.

So let's look at the first box, we've got two puppies there.

One puppy has four legs, so that means two puppies will have eight legs because four, two times is eight.

For the second box, we've got four animals there, and they've got four legs.

So four, four times is 16.

And for the last box we've got six animals there, we know each animal has four legs, so four six times is 24.

If you've got all of that correct, well done, good job.

For question two, again, we can see that each puppy has four legs and there are three puppies.

So four, three times is 12.

So the product you should have got is 12.

For the second box, each animal has four legs again, and this time there are six animals altogether.

So four, six times is 24.

The products here are four and six.

And for our last box, we know that each animal has four legs.

So that means one of our factors is four, and there are eight animals altogether, which means the other factor is eight.

So four eights are 32.

If you've got all of that correct, well done because not only have you identified the products and factors correctly, but you've also been able to use your knowledge of multiples of four to be able to solve these questions.

Fantastic work.

We've made it to the end of this lesson, and I really hope that you found it useful.

So to summarise our learning, you represented counting in fours as the four times tables.

I hope you now understand that counting in fours is the pattern of the four times tables.

You also should now know that counting in fours can be represented in different ways.

Thank you so much for joining me in this lesson, and I hope to see you in the next one.