Lesson video

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

So in today's lesson, we will identify a part of the whole group.

Here's the outcome of today's lesson.

I can identify a part of a whole group.

Here are our keywords for today's lesson.

We've got whole, part, and whole group.

Can you repeat them after me? My turn, whole.

Your turn.

My turn, part.

Your turn.

My turn, whole group.

Your turn.

Well done.

Do you know what these words mean? So the first word is whole and you could make the action of a whole circle, and it's showing that we've got the whole object or the whole set of objects.

We've got all of them, none are missing.

And then we've got part, and you might want to make a small part with your fingers.

This shows that we've just got a piece of the whole, so we have not got all of it.

Some of it is missing.

Then we've got whole group, and this is talking about the whole set of objects.

So you might have a whole group of sweets or a whole group of eggs or a whole group of toys.

It means you've got all of them and none are missing.

So look out for these keywords in today's lesson.

Here's the outline of today's lesson.

So first of all, we will look at part of a whole group and then we will look at part or whole.

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

Here are some children that are going to help us in today's lesson.

We've got Aisha and Lucas.

Let's start on the lesson.

Here are some pencils.

How many pencils are in the whole group? Lucas said, "There are four pencils in the whole group." Can the whole group be split into parts? What do you think? Yes, the whole group can be split into parts.

So there are four pencils in the whole group and I have put a ring around part of the group.

There are three pencils in the part of the group that has been ringed.

Lucas said, "There are three pencils in this part." Can the whole group be split into parts in a different way? Yes, they can.

So there are four pencils in the whole group.

Now I've put a ring round two of them.

There are two pencils in the part of the group that has been ringed.

Lucas said, "There are two pencils in this part." Can the whole group be split into parts in a different way? Here's our whole group again.

There are four pencils in the whole group.

Now I've put a ring around one of the pencils.

There is one pencil in the part of the group that has been ringed.

Lucas said, "There is one pencil in this part." We can split the whole group into parts in different ways.

So you saw the different ways there, didn't you? We could have a ring around one pencil or two pencils or three pencils or four pencils.

Let's try this together.

There are six pencils in this whole group and Lucas is asking a question: "Can you split the whole group into parts in different ways?" So let's try this one together.

If you find six pencils or draw six pencils and we can try this together.

So pause the video while you find six pencils or draw them.

Now we're going to try to split the whole group into parts in different ways.

First of all, draw around the whole group.

There are six pencils in the whole group, so I've drawn a ring around the six pencils and you could do the same.

Now we're going to split the six pencils into parts.

Draw around part of the whole group.

I've drawn around five of the pencils.

Can you draw a ring around five of the pencils? And this is part of the whole group.

There are five pencils in this part.

Now I'm going to draw around a different part of the whole group.

This time I've drawn a ring around four of the pencils.

Can you do the same? Now I'm going to draw around a different part of the whole group.

This time, I've drawn around three pencils.

Can you do the same? There are three pencils in this part.

Now I'm going to draw around a different part of the whole group.

This time I've drawn around two of the pencils.

Can you draw a ring around two of the pencils? There are two pencils in this part.

I wonder if there's a different way to do it.

Right, I've tried a different way and I've drawn a ring around one of the pencils.

Can you do the same? There is one pencil in this part.

So, we did manage to split the whole group into parts in different ways.

What is the largest number of pencils you could have in one part? Lucas said, "The largest part I made had five pencils." What is the smallest number of pencils you could have in one part? Lucas said, "The smallest part I made had one pencil." Let's look at some fruit.

Aisha and Lucas have a whole group of fruit.

Aisha said, "I will have the apples." Lucas said, "I will have the oranges." They're going to split the whole group into two parts.

There are 10 pieces of fruit in the whole group.

I wonder how many they will have in each part.

They will split the whole group of fruit into two parts.

Aisha and Lucas have split the whole group into parts.

Aisha said, "This is my part." Lucas said, "This is my part." So Aisha has got the apples and Lucas has got the oranges.

Aisha and Lucas each have a part of the whole group.

The parts might be the same or different.

What do you think these ones are? That's right.

They look the same, don't they? They're different fruits, but they've got the same amount.

Aisha has got five apples and Lucas has got five oranges.

There are five apples in this whole group and I can see two plates.

How many different ways can you split the group of apples into two parts? How many apples could be in this part and how many apples could be in this part? Let's have a go.

We could split up the apples into one apple and four apples.

There is one apple in this part.

There are four apples in this part.

Is there a different way we could do it? We could split the apples up into two apples and three apples.

There are two apples in this part.

There are three apples in this part.

Is there a different way we could do it? We could swap them round and have three apples and two apples.

There are three apples in this part and there are two apples in this part.

Is there a different way we could do it? We could have four apples on the first plate and one apple on the second plate.

There are four apples in this part.

There is one apple in this part.

We did it in different ways, didn't we? There are five apples in the whole group.

There are different ways of splitting the group into parts, and here are some of the ways that we did.

We had four apples and one apple.

We had two apples and three apples.

We had three apples and two apples.

And we had one apple and four apples.

Some of them look similar, don't they? But they've been swapped round.

Let's check your understanding.

There are five apples in the whole group.

Which pictures are showing part of the whole group? Pause the video and think about this one.

Which of these pictures are showing part of the whole group? That's right.

We've got four apples and one apple.

Together they make the whole group.

The parts have to be smaller than the whole, so the plate with six apples and seven apples, they're not part of the whole group of five apples, because there's too many apples on there.

Let's check your understanding again.

There are six cakes in the whole group.

Which pictures here are showing part of the whole group? Pause the video and think about this one.

What did you think about this one? Which pictures are showing part of the whole group of six cakes? That's right.

We could have the top two pictures.

They're both showing a part of the whole group.

Four is a part and two is a part of the whole group.

We could also have the bottom two pictures.

They're also showing a part, aren't they? We could have three cakes in a part and three cakes in a part.

So all of these were showing part of the whole group.

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

Can you match the parts to their whole group? So on the left hand side we've got the parts, we've got white counters, red counters and black counters, and on the right hand side we've got the whole group.

Can you match the part on the left with the correct whole group on the right? Here's the second part of your task.

There are four counters in the whole group and you might want to get four counters or four objects or draw four counters for this task.

How many different ways can you split the group of counters into two parts? You could draw your parts on a table like this one.

Use counters or draw the parts.

So pause the video and have a go at your tasks.

How did you get on with your tasks? Did you match the parts to their whole group? So first of all, we had five white counters and that is part of the bottom picture, which has also got five white counters.

Then we had five red counters and that was part of the top group, which also had five red counters.

Then we had three black counters and that was part of the group in the middle, which also had three black counters.

How did you get on with the four counters? Did you split the four counters into different parts? There are different ways to split the whole group of counters into two parts.

Here's some ways that I tried.

I had one counter in one part and three counters in the other part.

Then I tried it the other way round.

I had three counters in one part and one counter in the other part.

Then I tried it with two counters and two counters.

Did you find any other ways? Let's move on to the second part of our lesson part or whole.

Sometimes we can only see part of a whole group.

Here's part of a whole group of six eggs.

I can see some of them are missing.

Aisha said, "Here are some of the whole group of six eggs." This is not the whole group of eggs because we do not have them all.

Some of them are missing.

Lucas said, "This is part of the whole group." They will need more eggs to make the whole group.

Let's put some more eggs in to make the whole group.

There we are.

Now we've got the whole group because we have got all of them.

None of them are missing now.

Aisha and Lucas have a group of 10 cars.

Is this their whole group of cars? Aisha said, "Here are some of our 10 cars." This is not the whole group of cars because we do not have them all.

Some of them are missing.

Lucas said, "This is part of the whole group." They will need more cars to make the whole group.

Let's give them some more cars to make the whole group of 10 cars.

There we are.

Now we've got the whole group because I can see all of them.

None of them are missing now.

Aisha and Lucas are making a group of 10 pencils.

Aisha said, "We both have five pencils." I wonder if that makes the whole group.

Lucas said, "We can put our parts together to make the whole group." Do you agree with him? The parts can be combined to make the whole group.

There we go.

The two parts have been put together or combined to make the whole group of 10 pencils.

There are six cakes in this whole group.

Is this a part or the whole? So look at the cakes on the plate.

Is that part of the whole group of six cakes or is it the whole group of six cakes? That's right.

This is part of the whole.

How many more cakes would we need to make the whole group of six cakes? That's it, we will need three more cakes to make the whole group.

There are six cakes in the whole group and three cakes in each part.

Is there another way the group of cakes can be split into two parts? There are six cakes in the whole group.

Is this a part or the whole group of six cakes? Yes.

This is a part.

This is a part of the whole group of six cakes.

How many cakes could be in this part to make the whole group of six cakes? Two more cakes can make the whole group.

There are six cakes in the whole group.

There are four cakes in one part and two cakes in the other part.

Is there another way the group of cakes can be split into two parts? There are six cakes in the whole group.

Is this a part or the whole group of six cakes? This is a part of the whole group.

How many cakes could be in this part to make the whole group of six cakes? One more cake will make the whole group of six cakes.

There are six cakes in the whole group.

There are five cakes in one part and one cake in the other part.

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

Let's check your understanding.

Is this the whole group? So Aisha said, "I have six cubes in my whole group." So is that picture showing the whole group of Aisha's six cubes? Pause the video and think about this one.

Yes.

This is the whole group of Aisha's six cubes.

This is the whole group of cubes because we have all of them.

None of them are missing.

Let's check your understanding again.

Is this the whole group? So Aisha said, "I have eight cubes in my whole group." Is this showing the whole group of Aisha's eight cubes? Pause the video and think about this one.

Lucas said, "No, this is not the whole group.

This is part of the whole." This is not the whole group of cubes because we do not have all of them.

Some of them are missing.

I wonder how many more cubes she needs to make the whole group.

Which part will complete the whole group? So here's Aisha's cubes.

So Aisha has eight cubes in her whole group and I can see that she's only got 1, 2, 3, 4, 5, 6 cubes.

So how many more cubes will she need to make her whole group? Pause the video and decide which one of those three groups of cubes will complete the whole group.

That's right, she needs two more cubes to make the whole group.

There they are.

Now she's got the whole group of eight cubes.

Let's check your understanding again.

Is this the whole group? So Aisha said, "I have seven beads in my whole group." Is this showing her whole group of beads? Pause the video and think about this one.

This is not the whole group of beads because we do not have them all.

Some of them are missing.

I wonder how many more beads Aisha needs to make the whole group of seven beads.

Have a look here.

Which part will complete the whole group of seven beads? Pause the video and think about which one of the white beads will make the whole group of seven beads.

That's right, Aisha needs two more beads to make the whole group of seven beads.

There we are.

Now she's got the whole group of seven beads.

I can see all of them.

None of them are missing.

Let's check your understanding again.

Is this showing the whole group of cars? Aisha said, I have 10 cars in my whole group.

So pause the video and think about whether she has got the whole group of 10 cars.

That's right.

This was not showing the whole group of Aisha's 10 cars.

Some of them are missing.

This is not the whole group of cars because we do not have them all.

Some of them are missing.

I wonder how many more cars she needs to make the whole group of 10 cars.

Which part will complete the whole group? So Aisha said, "I have 10 cars in my whole group." How many more cars will she need to complete the whole group? Pause the video and think about which part will make the whole group.

That's right, Aisha needs two more cars to make the whole group.

Let's give her two more cars.

There we are.

Now she has the whole group.

I can see all of them and none are missing.

Let's check your understanding again.

Is this the whole group of 10 pencils? Pause the video and see if we have got the whole group of 10 pencils.

That's right.

This is not the whole group of 10 pencils.

I cannot see all of them.

I think some are missing.

This is not the whole group of pencils because we do not have them all.

Some of them are missing.

This is a part of the whole group.

Let's check your understanding again.

Is this the whole group of 10 pencils? Pause the video and think about this one.

That's right.

This one is showing the whole group, and Lucas said, "Yes, this is the whole group." This is the whole group of pencils because we have all of them.

None are missing.

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

Can you see the pictures that we've got here? Some of them are showing the whole group and some of them are showing a part of the whole group.

Can you sort the pictures into part or whole? So you might want to cut them out or draw them on a piece of paper and see if you can work out which ones are a part and which ones are a whole group.

Here's the second part of your task.

Can you add the correct part to make the groups whole, so you can see what we need for each group to make it whole.

I need eight pencils.

I need seven cubes and I need 10 counters.

Can you work out which part will make the group whole? So pause the video and have a go at your tasks.

How did you get on with your tasks? Did you sort the objects into part or whole? So I found some parts.

I found two eggs that looks like a part of the whole group.

I found four counters that was a part of the whole group of six counters, and I found five pencils that was a part of the group of 10 pencils.

Then I found some whole groups.

I found six eggs, five bricks, and 10 pencils, and they were showing the whole group.

How did you get on with the second part of your task? Did you find the parts to make the groups whole? So first of all, I need eight pencils and we only had four pencils in the first part, so we need four more pencils.

Now we have the whole group of eight pencils.

Then we needed seven cubes.

I can see there are only three cubes there, so we need four more cubes to make the whole group of cubes.

Then finally, we needed 10 counters.

I can see there are four counters and we need six more counters to make the group whole.

How did you get on with that one? Well done.

We've got to the end of our lesson day.

We were identifying a part of a whole group and this is what we've learnt.

You can identify a part of a whole group.

If none of the objects in the group are missing, it is the whole group.

We have all of it.

If some of the objects in the group are missing, it is not the whole group.

It is part of the group.

Well done, everyone.

See you next time.