Lesson video

Hello, everybody.

It's another day of maths.

I'm very excited to do some more maths with you today looking at our place value charts.

Now, let's get started.

So, today we're learning to explore the components of number within 100.

So, this is the lesson three of the topic numbers to 100 and beyond.

You will need a paper and a pencil.

There are times when you might need to pause the video and have a go at some of the activities, yourself.

So, let's get started.

Here is what we're going to look at today.

A quick quiz to see what we learned yesterday, some key vocabulary and some star words.

Then we're going to be practising counting in tens and ones, writing numbers up to 100 then independent task and answers.

A final quiz to see what we have learned.

Here, we have our star words.

♪ Star words, star words ♪ Hundreds.

Hundred.

Tens.

Ones.

Groups of 10.

Dienes.

Place value.

I like that we're going to be using lots of star words today.

Yesterday, we looked at our brick machine.

Today's lesson, we're looking at our brick machine again.

Now, let's recap what we did yesterday.

So, I remember the brick machine sorts out the bricks into single bricks to packs of ten.

Ten single bricks is the same as a group of ten.

In our lesson yesterday, we used a place value chart to put in the tens and the ones to find the total amount.

Let's have a look at the place value charts on the screen.

If you look at the first one, how many single bricks are there on the first place value chart? Hmm? Great job! There is one single brick.

So, we write that the number one in the ones column.

Let's have a look at the second place value chart.

How many tens are there? Can you shout it out to the screen? Super! There is one group of ten which means we put one in the tens column.

Let's have a look at our final place value chart.

How many bricks are there? Think about the tens and the ones.

Great job! I heard you nice and clear.

There are three tens and four ones.

So, I write three in the tens column and four in the ones column.

Yesterday we learned how to read the place value chart.

So, I know that three tens and four ones is equal to 34.

There are 34 bricks all together.

As you did super well yesterday, I'm going to make the brick machine work even harder.

I hope you're ready for this super challenge.

Are you ready? Say, "Yes, I'm ready!".

Here we have another place value chart.

What is different about this place value chart? You're right.

There's an extra column on this place value chart.

Hmm, I wonder what it could be.

Let's find out.

Here we have single bricks.

The packs of tens and a box.

I wonder what the box could be.

Have a think.

What come after the tens? Does anyone know? I can't hear you.

Say it nice and loud.

Super! Well done.

The box represents 100s and here I've got 100.

I know that when we count in tens, we go from 80 to 100.

This means there are 100 bricks in the box.

The place value chart is showing us we need to put 100s.

So, it goes ones, tens, hundreds.

Let's explore this a little bit further.

Here, we've got some more bricks that are going in the brick machine.

At the brick factory, bricks are put into packs of ten.

Ten packs fit into one box.

So, ten single bricks become one group of ten.

And ten packs of ten.

So ten groups of ten becomes 100.

A box of 100 bricks.

Ten groups of ten are equal to 100.

How does that work for other things? Like the pears that we got from Mr. Johnson's fruit store.

Let's have a look.

At the fruit store, pears come in bags of ten.

Ten bags fit into one crate.

We started with single pears and then bags of 10.

He's now selling crates of 100 pears.

So, here we've got 100 when looking at the pears this time.

So, ten single pears become one bag of ten.

So, if you look at the green circle, ten single pears becomes one bag of ten.

As you can see, ten bags of pears becomes a crate of 100.

Let's see if this can work for other things or objects.

Here, we've got lots of children in the lunch hall.

In the school lunch hall, ten children sit around a table.

There are ten tables in the hall.

That means that there are 100 children.

Let's see if we can put this onto a place value chart.

So, using the image of the children in the lunch hall, there was ten groups of ten which makes 100.

This is what 100 looks like on a place value chart.

It has one in the hundreds column, zero in the tens and zero in the ones.

Here, we have some dienes.

What number do the dienes represent? How many groups of ten are there? I want you to pause the video and count the dienes.

Pause and freeze, macaroni cheese! Good counting! There are seven groups of ten which makes 70 in total.

Did you get that correct? Super duper! Now, here we have the same seven groups of ten, which are the green dienes.

How many more tens do I need to make 100? There's a clue with the blue! Number bonds.

I know that seven add three is equal to ten.

So, if I use the same number bonds, I know that 70 add 30 is equal to 100.

Shall we check that, all together? Let's count the blue dienes.

One, two, three.

Great counting! There are three more ten dienes so we were correct! Three add seven is equal to ten and ten groups of ten make 100.

I want you now to pause the video and have a go at completing the part, part, whole model.

Did you get the same as me? 70 is a part and 30 is a part which together make the whole 100.

So, 70 add 30 is equal to 100.

Let's try one more.

Here we have another set of dienes.

How many green dienes do we have and how many do they make? Let's count them together.

One, two, three, four, five.

Five groups of ten makes 50.

How many tens do I need to add to make 100? Hmm, remember, there's a clue with the blue.

How many blue dienes do we have and how many do they make? Let's count them together.

One, two, three, four, five.

There are five groups of ten which make another 50.

50 add 50 is equal to 100.

50 and 50, same, same, matchy, matchy.

I know that five add five is equal to ten.

So, if five add five is equal to ten, I know that 50 add 50 is equal to 100.

Oh, very good maths today.

Let's see what our task is today.

Your task today is to have a go at making 100 using the part, part, whole model like these.

You can either print these off or have a go at creating your own.

I had a go at creating one of mine.

You might want to do the same.

So, I've done the whole, the part, part and then I've done the whole and now I need to find the part, part.

Let's see how many different ways you can make 100.

Remember, the whole will always be 100.

So, here, I've got mine.

Remember, if you want some help to count in tens but you don't have any dienes, you can try ten pencils to represent the diene sticks.

Or you can use ten straws to represent the dienes.

Here, I've got ten pens to help me to count instead of the dienes.

Now it's your turn to have a go with the task.

Let me know how you get along.

Great! Now we are going to be looking at the answers.

So, look, check the answers.

Check you've got the part and the part that makes 100 which is the whole.

Great maths today! I hope you had fun.

Now I want you to complete your end of lesson quiz.

Bye!.