Lesson video

Hello, I'm Mrs. Cayley and I'm going to help you with your learning today.

In this lesson, we're going to explain what a part-part-whole model is.

Here's the outcome of today's lesson, so by the end of the lesson you'll be able to do this.

I can explain what a part-part-whole model is.

Let's have a look at today's keywords.

We've got whole, part, split, partition, and part-part-whole.

Do you know what these words mean? Let's see if you can repeat them after me.

My turn, whole.

Your turn.

My turn, part.

Your turn.

My turn, split.

Your turn.

My turn, partition.

Your turn.

My turn, part-part-whole.

Your turn.

Well done, do you know what these words mean? So, we've got whole, you might want to make a big circle with your fingers for this one.

Whole means we've got all of it, none of it is missing.

Then we've got part.

This means a small piece of the whole.

This means that we have got some missing.

It's not all there.

Then we've got split and partition.

These both mean the same thing.

We are splitting a whole into parts.

And then we've got part-part-whole, and this is what we're going to be learning about today.

How to partition numbers and put the numbers into a part-part-whole model.

You might have heard of this model.

Sometimes it's called a part-part-whole diagram.

Sometimes it's called a cherry model, 'cause it looks a little bit like a bunch of cherries.

So, we'll see this in today's lesson.

Here's the outline of today's lesson.

We are going to explain what a part-part-whole model is.

We'll start off by learning about partitioning, and then we will move on to using a part-part-whole model.

Let's start on the first part of the lesson.

Here are some children that will help us with today's lesson.

We've got Izzy and Andeep.

Let's start on the learning.

We're going to be learning about partitioning.

What do you notice here? Andeep has noticed there are four cars.

Izzy has noticed two of them are yellow, and two of them are black.

There are four cars altogether.

That's the whole.

The whole group can be split into parts.

This is called partitioning.

So, here you can see we have partitioned the cars into two yellow cars and two black cars.

And Andeep said there are two yellow cars, and Izzy has noticed there are two black cars.

Four is the whole.

Two is a part and two is a part.

So, four can be partitioned into two and two.

Do the parts look the same or different? Well, they're different coloured cars, aren't they? But they're the same size.

We've got two cars in each part.

So, these parts look the same.

What do you notice here? Now we've got three cars.

Andeep said there are three cars.

Izzy has noticed that one of them is big, and two of them are small.

There are three cars altogether.

That's the whole.

A whole group can be partitioned into two parts.

The group can be split into parts.

Andeep said there are two small cars.

Izzy has noticed there is one big car.

Three is the whole.

Two is a part and one is a part.

So, three can be partitioned into two and one.

Do the parts look the same or different? Well, they're different coloured cars, but we've got a different number in each part as well, haven't we? So, these parts look different.

A whole group can be split into parts in different ways.

Andeep has noticed there are two black cars.

Izzy has noticed there are three yellow cars.

The parts might look the same or different.

We're going to split this group into parts.

There we go.

The whole group has been partitioned into two parts.

Andeep said, "I have the black cars." Izzy said, "I have the yellow cars." Five is the whole.

Two is a part and three is a part.

So, five can be partitioned into two and three.

Do the parts look the same or different? Yes, these parts look different, don't they? We've got different colours and a different amount of cars in each part.

A whole group can be split into parts in different ways.

Can you think of a different way that we could partition this whole group? Andeep has noticed that there are two big cars.

Izzy has noticed that there are three small cars.

We could partition them, according to the size of the car.

The parts might look the same or different.

Here we go, we've put them into two parts now.

We've got the big cars.

So, Andeep said, "I have the big cars." And Izzy said, "I have the small cars." Five is the whole.

Two is a part, and three is a part.

Five can be partitioned into two and three.

Do the parts look the same or different? That's right, these parts look different.

We've got a different amount of cars in each part.

And they're different size, aren't they? How could you partition this group into two parts? Hmm, have a look at the fruit here.

Can we split the group, or partition the group into two parts? Andeep has decided that he will collect the apples.

Izzy said she will collect the bananas.

How many will be in each part? I wonder, who will have more pieces of fruit in their part? Here's the parts.

So, the whole group has been partitioned into two parts.

Andeep said, "I have four apples." Izzy said, "I have two bananas." Six is the whole.

Four is a part and two is a part.

So, six can be partitioned into four and two.

Do the parts look the same or different? That's right, these parts look different.

How could you partition this group into two parts? Hmm, I can see we've got some different fruits here.

We've got some lemons, apples and pears, and some bananas.

And they're different colours and different sizes.

I wonder how we could partition this group into two parts.

Andeep has decided that he will collect the green fruit, so that's the pears and the apples.

Izzy said, "I will collect the yellow fruit, the bananas and the lemons." How many will be in each part? I wonder who's going to have the most fruit in their part.

Here we go, the group has been partitioned into two parts.

Andeep said, "I have four pieces of green fruit." So, Andeep has the apples and the pears.

Izzy said, "I have four pieces of fruit too." She's got the bananas and the lemons.

She's got the yellow pieces of fruit.

Eight is the whole.

Four is a part and four is a part.

Eight can be partitioned into four and four.

That means it can be split into those parts.

Do these parts look the same or different? Well, we've got different colours and different sizes of fruit, but the amount of fruit is the same in each part.

They've both got four pieces of fruit, so I think these parts look the same.

How could you partition this group in a different way? So, we've got the same fruit, we've got the lemons, pears, apples, and bananas, but could we partition them in a different way? Last time we split them up according to colour.

We had the yellow fruit and the green fruit.

What could we do this time? Andeep has decided to collect the small fruit, and Izzy's going to collect the big fruit.

I can see that some of the fruit looks bigger.

How many will be in each part? Who's going to have more fruit in their part? Here we go, we've partitioned the fruit into two parts.

I can see that Andeep has six pieces of fruit.

That's the small pieces of fruit.

And Izzy has two pieces of fruit.

That's the big pieces of fruit.

Eight is the whole.

Six is part and two is a part.

Eight can be partitioned into six and two.

Do the parts look the same or different? Yes, these parts look different.

Let's check your understanding.

Have these groups been partitioned correctly? We've got two parts here.

We've got the black cars in one part, and the yellow cars in the other part.

Andeep said, "I have the black cars," and Izzy said, "I have the yellow cars." Have they got the correct parts? Pause the video and think about this one.

Yes, that whole group of cars had been partition correctly.

So, Andeep has got six black cars, and Izzy has got six yellow cars.

Let's check your understanding again.

Have these groups been partitioned correctly? So, Andeep said, "I have the big cars," and Izzy said, "I have the small cars." Have they got the correct cars in their parts? Pause the video and think about this one.

No, that was not correct this time.

I can see that Andeep has only got one big car, but he's also got some small cars in his group.

Izzy has got some of the small cars, but not all of them.

Let's check your understanding again.

Have these groups been partitioned correctly? Andeep said, "I have the small fruit." Izzy said," I have the big fruit." Pause the video and think about whether they've got the right parts.

Yes, this one was correct.

Andeep has got the small fruit in his part, and Izzy has got the big fruit in her part.

Let's check your understanding again.

Have these groups been partitioned correctly? So, Andeep said, "I have the green fruit." So, has he got the pears and the apples? And Izzy said, "I have the yellow fruit." So, has she got the bananas and the lemons? Pause the video and think about this one.

No, this has not been partitioned correctly.

I think Andeep has got a yellow piece of fruit in his part, and he's only meant to have the green pieces of fruit, so that lemon is in the wrong part.

Here's a task for you to have a go at.

Can you cut out the cards, and partition the cars into two groups? You might do it according to size, or you might do it according to colour.

How many ways can you partition the cars? Pause the video and have a go at your task.

How did you get on with your task? You might have tried partitioning the group of cars into two parts.

You might have put them into small cars and big cars.

Is there a different way to partition the cars? You might have tried partitioning the cars according to their colour, so you might have had a part with the black cars in and a part with the yellow cars in.

How many ways did you find to partition the cars? Let's move on to the next part of our lesson.

We will be using a part-part-whole model.

We can use a part-part-whole model to partition objects.

Here we've got our cars again.

There are four cars in the whole group.

I can see we've got two black cars and two yellow cars.

We are going to partition those four cars into two parts.

There we go, and we've put them on the part-part-whole model.

There are two yellow cars in this part, and there are two black cars in this part.

So, the circle at the top is showing the whole group of four cars, and the two circles at the bottom are showing the two parts.

Can you see the part-part-whole model? It looks a little bit like a bunch of cherries, so sometimes it's called a cherry model.

We can use a part-part-whole model to partition objects.

This time we've got three cars in the whole group.

There are three cars in the whole group.

We're going to partition them into two parts.

Can you see there are two small cars in one part, and there is one big car in the other part.

Let's try a different example.

This time, there are five cars in the whole group.

Some of them are big, and some of them are small.

Some of them are black, and some of them are yellow.

I wonder how we're going to partition these cars.

There are five cars in the whole group, and we have partitioned them according to colour.

There are two black cars in this part, and there are three yellow cars in this part.

I wonder if we could have done it a different way.

There are five cars in the whole group.

This time, we've partitioned them according to size.

There are two big cars in this part, and there are three small cars in this part.

How could the fruit be partitioned? I wonder how we could split the fruit into two parts? How many pieces of fruit are in the whole group? There are five pieces of fruit in the whole group.

We are going to split them into parts.

Let's put the oranges in one part, and the apples in the other part.

So, there are three pieces of fruit in this part where the oranges are, and there are two pieces of fruit in this part where the apples are.

We can partition the counters into two parts.

Can you see the part-part-whole model now? It's been turned around, but it's still a part-part-whole model.

There are four counters in the whole.

We're going to partition them into two parts.

We've got the red counters and the blue counters.

Four is the whole.

Three is a part and one is a part.

The parts can be combined to make the whole group, so they can be put back together to make the whole group.

So, we can put them back at the beginning.

We can partition the counters into two parts.

That means we are going to split them into two groups.

Let's have the red counters and the blue counters.

There were five counters in the whole group.

So, five is the whole.

Three is a part and two is a part.

The parts can be combined to make the whole group.

So, let's put them back together to make the whole group.

What does the five represent? What does the three represent? And what does the two represent? So, the five represents the whole group.

The three represents the three red counters, and the two represents two blue counters.

Let's check your understanding.

Have these cars been partitioned correctly? So, I can see we've got four cars in the whole group.

We're going to split them into two parts.

There's one part; there's the other part.

Was that done correctly? Pause the video and think about this one.

No, that was not partitioned correctly.

We had four cars in the whole group, and now I can see we've got too many cars in the parts.

And Andeep agrees.

There are too many cars in the parts.

We've got one, two, three, four, five cars in the parts, and there was only meant to be four cars.

Let's check your understanding again.

Have these cubes been partitioned correctly? Look at how many cubes there are in the whole group.

Let's see if they've been partitioned correctly.

Pause the video, and think about whether this one's right.

That's right, this one was correct.

We have got two cubes in each part, and that makes four cubes in the whole group.

Let's check your understanding again.

Have these cubes been partitioned correctly? Look at how many cubes we've got in the whole group.

And let's see how they're going to be partitioned.

Pause the video and think about whether this one's been partitioned correctly.

This one had not been partitioned correctly, had it? Andeep said, "There are not enough cubes in the part." The whole group had four cubes, and now we've only got three cubes.

So, this has not been partitioned correctly.

Here's a task for you to have a go at.

Can you use the part-part-whole model to partition the counters? So, we've got seven counters here.

Some of them are black, some of them are white.

How many ways can you partition the counters? So, if you've got some real counters, you could try this yourself, or you could draw them on the part-part-whole model, and see if you can split them into two parts.

Here's the second part of your task.

Can you use this part-part-whole model to partition the counters? This time we've got some red and white counters.

Some of them are big and some of them are small.

How many ways can you partition the counters? So, pause the video and have a go at your tasks.

How did you get on with your tasks? Did you use the part-part-whole model to partition the counters? Here's one way that you might have done it.

We had seven counters in the whole group.

You might have partitioned them into four black counters and three white counters.

How many ways did you find to partition the counters? How did you get on with the second part of your task? How did you use the part-part-whole model to partition the counters? We had eight counters in the whole group.

Some of them were big and some of them were small.

You might have partitioned the counters according to size.

We had two big counters and six small counters.

Is there another way of doing it? You might have partitioned the counters according to colour.

So, we had four white counters and four red counters.

How did you do yours? We've got to the end of our lesson.

Well done, everyone.

Today we were explaining what a part-part-whole model is, and this is what we've learned.

A whole group can be partitioned into parts.

The parts might look different; the parts might look the same.

Each part will be smaller than the whole group.

A part-part-whole model can be used to represent the two parts and the whole.

The parts can be combined to make the whole group.

Well done, everyone.

See you next time.