Lesson video

Hello, my name's Mrs. Cornwell, and I'm going to be working with you today and we're going to be finding out all about money, okay? So I would imagine you already know quite a lot about money because we see it all around us every day, don't we? All different types of coins and notes.

So we're going to find out how we can use money in different ways.

We can use it to pay for items, we can add up how much money we've got.

And so the learning we do today is going to be really useful for us, isn't it? So I'm really looking forward to working with you.

I know you'll work really hard, so let's get started.

Okay, so our lesson today is called Calculate Amounts Up To 20 P, okay? And it comes from the unit: Unitizing and Coin Recognition Value of a Set of Coins.

So in our lesson, we're going to learn different strategies to calculate amounts up to 20 p.

So using different value coins and to combine them and add them to find out how much money we've got, okay? And that will be really useful to you, won't it, when you are in the shops or counting coins up that you might have saved, and you should feel much more confident with that by the end of this lesson.

So let's get started.

So only one keyword today and it is efficiently.

So my turn, efficiently.

Your turn.

Well done, excellent.

So the first part of our lesson is when we're going to calculate the total value of sets of coins up to 15 p first of all.

And in this lesson, we'll meet Sophia and Jun, and they will help us with our learning and they'll be learning how to combine and add coins up to 15 p too.

So the children decide to set up a fruit stall in the hall.

And there you can see, hmm, lots of healthy fruit there.

Which one would you choose? I think I would choose that juicy melon.

And they've given each piece of fruit a price, haven't they? We can see the prices there.

Jun collects the money to buy an apple, but he's finding it tricky to count.

There's his money, and there are rather a lot of coins.

So that would be hard to count wouldn't it? "I think I will move the coins into lines so they're easier to count," he says.

Does that arrangement remind you of anything, I wonder? Hmm, interesting.

So eleven 1 p coins have a value of 11 p, okay? And that's the price of the apple, isn't it? And Jun says, "I can imagine my coins on a tens frame to show this." Hmm, that arrangement reminded me of a tens frame as well.

So we can put 10 of our 1 penny coins on a tens frame and we will have one extra 1 p there as well, won't we? And that can help you to count it up and to see that we've got a 10 and a 1, which is 11 pence.

So well done if you thought of that.

So here's Sophia and she says, "I think I have 12 p.

I want to buy the orange." Also, her coins are a little bit muddled up as well, aren't they? Wonder how we could make those easier to count.

Sophia wonders if she could also move her coins into the shape of a tens frame to help her count them.

"I wonder how many coins I would have on the tens frame and how many I would have left over," she says.

"I will think of a part-part-whole model to help me." So there's a part-part-whole model, and we can see that it's got 12 p as the whole amount.

And 10 p would be the amount to go on a ten frame, wouldn't it? There they are.

And so I wonder what the other part would be, how many extra coins there would be? That's right, it would be an extra 2 p.

We know 12 is 10 and 2 more.

And there we can just see it on a place value chart here, can't we? There's 10.

If we put 2 more in the ones, then we know it is equal to 12.

So here are some coins, and Sophia says, "I think I will bring some different coins to pay today." So she hasn't brought all 1 p coins today.

How much money has Sophia brought? "I exchanged my 1 p coins for one 10 p coin," she says.

And there we can see, there were her ten 1 pennies on the tens frame and she exchanged them for a 10-pence coin because we know they have the same value.

They both have the same value, but the 10 p is much easier to count.

So that's a more efficient way for her to make 12 p, isn't it? Jun brings these coins to the shop.

Hmm, I wonder how much he's got.

Which item do you think he wants to buy? So he's brought the exact money for one of the items. Which item do we think it is? "There are three coins," say Sophia, "but I know it is not 3 p." Let's imagine each coin as a step on a number line, that might help us.

That can help us to find their total value.

It is often easier to add the greatest value coins first.

So here's our number line starting at zero and then we know the greatest value coin is 10 p.

So it's much easier to start with the 10 p, isn't it? "My first step represents a 10 p coin," says Jun.

And there we can see it on a place value chart there, can't we? "Which coin should I add next," I wonder.

Hmm, which one would you add next? "I will add 2 p," he says, and there it is.

We know 10 and 2 more is 12 p, isn't it? We saw that on the place value chart.

We know that if 10 is a part and 2 is a part, the whole will be 12.

We know adding 1 gives one more, so the total value is, that's right, 13 p.

Well done if you did that.

Okay, so now, it's time to check your understanding.

So what is the total amount of the coin shown? So we've got some coins there, haven't we? And they each have a different value, or they don't all have the same value.

So, is the total value, A, 4 p; B, 13 p; or C, 14 p.

Okay, so remember you can draw a number line to help you with that, can't you, as well.

And that could help prove that you are right.

So pause the video now while you have a try at that.

Okay, and let's see how you got on with that.

Did you say 14 p? That's right, okay, and let's look at why.

So here's our number line, okay? And first, we have a step of 10 p to represent the 10 pence coin, don't we? So 10 p is the highest value coin so I added that first.

And then, there it is on a place value chart.

I wonder what you would add next.

Hmm, that's right.

I would add the 2 p.

10 p plus 2 p more is equal to 12 p.

And we can see if you add 2 more ones onto 10 P, you can see on the place value chart, it becomes 12 p, doesn't it? Then we know adding two to an even number gives the next even number.

So adding two more would be equal to 14 p.

So can you see how those two 1 pences have been grouped together? Because we know two 1 pences will be 2 pences, just added those together.

12 p add 2 p is equal to 14 p.

So well done if you spotted that.

The next day, Jun brought some more coins to buy fruit, there they are, look.

How much did he bring? "Remember, we can put coins at the same value together to add them more easily," says Sophia.

"I know double 5 is 10 p," says Jun.

So he spotted the two 5 pences, hasn't he? I wonder if you spotted those.

And he adds them together 'cause he knows that they will be equal to 10 p.

And then, "I know 10 and 2 will have a total value of 12 p." So he adds a 2 p next, doesn't he? And so there we can see on the place value chart, 10, and 2 more ones is equal to 12 p.

And then finally, "We know adding one gives one more, so the total value is 13 p." That's right, excellent.

So now, it's time to check your understanding.

Again, arrange the coins to add them in the most efficient way.

So think about what we've found out and learned so far to help you, and then find their total value.

So pause the video now while you do that.

Okay, and let's see how you got on.

So we've got a number line there to help us, haven't we? And we can put the two 5 p coins together because double 5 p will be 10 p.

And then we can add those first.

That will be the highest value, 10 p.

Then I wonder what we do next.

That's right, we can put the 2 p coins together because double 2 p will be 4 p.

And there they are.

And then we can think, 10 p and another 4 p, we know 10 add 4 is equal to 14.

So the total value must be 14 p.

And we can see it on the place value chart, when we had 10 and we put 4 more ones on, it was equal to 14 p.

So well done.

Here's a task for the first part of our lesson.

It says find the total value of the coins on each card.

When you have finished, use two sets of the cards to play snap, where you find the cards that have an equal value.

Think about the most efficient way to add the coins.

So think about what we've learned so far in our lesson and try to add the coins in the way that we'll make the maths most easy for you.

So the most efficient way.

So pause a video now while you try that.

Okay, and let's see how you got on.

You may have done this.

So we can see the value is there.

So let's just have a look at a few of them to see the most efficient strategy for calculating the total value.

If we look at the first card there that says 14 p, we can see that grouping the highest value coins together first would be a good strategy.

So we've got double 5 p, which we know will be 10 p.

And then we can also double the 2 p, which will be 4 p.

So 10 p add 4 p will be 14 p.

And then if we look at the next card, we can see that we've got a 10.

So we would add the greatest value coin first, 10 pence, and then we've got a 2.

So two more will be 12 and then a 1, so that's 13 p.

Now you may have used that to help you with the next example because if you have a look, it's the same value, isn't it? But what's different about it? That's right, the 10 pence has been split or partitioned into two 5 pence coins, hasn't it? So we know it will have the same value because we've got the two 5 pence coins, which is equal to 10 pence, and then the 2 pence and 1 pence are the same, aren't they? So those are some of the strategies you can use.

And you can see the other coins, you would use those same strategies again to find the total value, wouldn't you? So well done with that.

Okay, so now let's look at the second part of it, your task here when you were playing snap.

So you may have done this.

Here's Jun and Sophia, they're playing snap, and we've got a card there, okay? Ooh, what's the total value of the card, I wonder.

So we can double the 5, can't we? And 5 p and we can double the 2 p, so that will be 14 pence, that's right.

Oh, and then we can see Sophia's card doesn't have 14 pence, does it? It has, that's right, 13 pence.

So let's look at the next pair.

So we've got double 5 is 10 and another one will be 11 p.

Then we've got a 10 and a 1.

Oh, Sophia's noticed, "Snap!" They have the same value.

They both have a value of 10 p and 1 p on the card, but the two 5 p's have been exchanged for 10 p on the other card, haven't they? So well done if you notice that.

So Sophia gets to keep that set of cards, doesn't she? Let's look at the next example.

So we've got a 10 and 2 ones, so 10 and 2 is 12 pence.

And then we've got two 5's and a two 5, double 5 is 10, and a two.

Oh, Jun notices it this time.

Well done, "Snap!" They have the same value, don't they, again, 12 p.

So well done if you notice that.

And hopefully, by playing that game you'll become quicker and more confident at using and finding those efficient strategies to calculate.

So well done.

Okay, so now, we're looking at the second part of our lesson where we're going to calculate the total value of sets of coins up to 20 p.

So here's Jun, the prices in the shop increase, so Jun brings more money today.

Let's find out how much money Jun has brought.

So there he puts a number line to help him calculate.

And then he adds a highest value coin first, 10 p.

And there it is on a place value chart.

Hmm, which coin should he add next, I wonder? He decides to add the 5 p, the next highest value coin.

So 10 and 5 more will be 15 p.

That's right, and you can see when you add 5 ones to the 10 on the place value chart, it becomes 15, doesn't it? And then when we add the 1 on 15 and one more, we know adding 1 gives one more, so that will be 16 p.

Sophia brought these coins, "I don't need to calculate.

I know how much money I have," she says.

How does Sophia know? Hmm, I wonder.

"I have the same coins as Jun, but I have a 2 p in place of his 1 p," she says.

So she's been using the strategy of thinking about what's the same and what's different.

And she notices that she has a 10 p coin and a 5 p coin just like Jun did.

And the only thing that's different is she has a 2 p coin instead of a 1 p coin.

Oh, so that was a really good mathematical thinking for Sophia, wasn't it? Excellent, and so she's worked out, "I must have 1 p more than him." And if we look at it on a number line, so he had 15 there, didn't he? And then he added 1 p to make 16.

She has 15 with the 10 and the 5, and she adds 2 p to make one more, which is 17 p.

1 p more than 16 p is 17 p.

So perhaps that's a strategy you can use to help you when you are calculating coins as well, looking at what's the same and what's different.

So well done.

The children count these coins in different ways, okay? So they're a bit muddled up at the moment.

I wonder what they could do to help them to count them more efficiently.

June counts them like this.

So he puts 'em in a line which helps, doesn't it? And then he goes, "1 p add 1 p is 2 p, add 5 p is 7 p, add 2 p is 9 p, add 5 p.

." It's getting a bit tricky there.

Now, it's 14 p.

"Add another 2 p is 16 p, and then add another 2 p is 18 p." Oh, there was a lot of hard thinking going on there.

Sophia decides to count 'em like this.

So she draws a number line.

And then, have you noticed what Sophia did to work more efficiently? That's right, she's grouped the coins with the same value together, hasn't she, to help her.

So she says, "I know double 5 is going to be 10 p, and then I can see I've got three 2's there, so that's two, four, six." So we know 10 p add 6 p will be 16 p.

And then she knows she's got two 1's which will be another 2 p.

So when you add two to an even number, it will be the next even number.

So 16 p add 2 will be 18 p.

So whose way is more efficient, do you think? That's right, Sophia's method was what made the maths much quicker and easier, didn't it? And so that was the most efficient method.

We can count more efficiently if coins of the same value are grouped together.

Sophia counted more efficiently.

She took the fewer steps to find the total value, didn't she? And there she put her 5's together, her 2's together, and her 1's together.

The children are counting their coins.

Jun says, "You have far more coins, you must have more money." Let's count to see if Jun is right.

We can group coins of the same value together.

We know that, don't we? So he puts his 5 pence coins together and then he adds on his 1 p and his 2 p.

We know we can count in fives to calculate the value of the 5 pence coins.

So 5 p, 10 p, 15 p.

And then one more will be 16 p.

And then we add two to an even number, it will be the next even number.

So 18 p is the total value.

And then Sophia puts her coins into groups where the coins of the same value are together, doesn't she? So she puts all the 1 p coins together and all of her 2 p coins together, okay? And we can see her 1 p coins are in the arrangement of a ten frame and we can see that there are 10 of them, so that's 10 p.

And then we can count in twos for her 2 p's, can't we? 2 p, 4 p, 6 p, 8 p.

So she has another 8 p.

So she knows if she's got 10 and she adds 8 more, it will be 18 p.

So they both have 18 p even though Jun has fewer coins.

He has made 18 p in a more efficient way, hasn't he? So well done if you notice that.

Match the groups of coins that have the same total value.

So if you have a look at the groups on the left here, we can see what the total value is and you find the group that has the same value, okay? So pause the video now while you try that.

Let's see how you got on.

So the first one had a 10 and then it had five 1 pence coins.

So we know 10 and 5 more is 15.

So we need another set of coins with a value of 15.

Can you spot one? That's right, we know that when we count in fives, we say 15, 5 p, 10 p, 15 p.

Then if we look at the next set, how many have we got there? So we could see, I think I would group my 5 p coins together and count those first even though they're not arranged together.

So I can see I've got 5 p, 10 p, 15 p, and then my double 2 will be 4.

So I've got 15 p add 4 p, which will be 19 p.

Can we see another group with 19 p there? That's right, if we have a look, we can see 10 add 5 will be 15.

And then if we add our double 2 on, that's 15 add 4, again, isn't it, which is 19.

Okay, and then finally, we have got three 5, and we've got 5, 10, 15 p, and another 2 will be 17 p.

And if we look at this last group, let's just check that's 17 p.

So we'll start with the greatest value coin there, 10 p.

And then we know, we can add our 2's with 2 pence, 4 pence, 6 pence.

So 10 p add 6 p is 16 p and another 1 p is 17 p.

So we know they have the same value.

So well done if you use those strategies.

So now, let's look at the task for the second part of our lesson, and then we are saying let's play bingo.

Oh, that sounds like fun, doesn't it? So Jun is telling us, "I will choose six cards and place them in front of me." And Sophia says, "I will do the same.

When the teacher says an amount, I will turn over the card that shows that amount if I have it." The teacher can choose to say any amount from 11 p to 20 p.

And it doesn't have to be a teacher, it can be any adult in the classroom or you could perhaps play with a friend.

The winner is the person who turns over all their cards first.

Okay, and then here are the cards that you need to be cut up for your game of bingo.

Oh, that sounds like lots of fun, doesn't it? So pause the video now while you try that.

So let's see how you got on.

So can you see that Jun and Sophia have both chosen six cards and arranged them like that so they can easily see them, and then they have an adult or teacher or perhaps a friend saying total values up to 20 p.

So 15 p, so can we spot a 15 p anywhere? That's right, Jun had 15 p there, so he turns that card over.

12 p, can we spot a 12 p anywhere? Hmm.

That's right, we can see Jun also had a 12 p there, didn't he? So he turned that over.

Oh, and Sophia had it as well, so she could also turn it over.

19 p, hmm, can we see a 19 p anywhere? Sophia had 19 p, so she's turned that one over.

20 p, can we spot a 20 p? Oh, that's right.

Sophia has 20 p there so she turns that over.

Oh, come on, June, you're a bit behind here, aren't you? Let's have to try and catch up.

So 16 p, let's have a look.

Look carefully about total value of 16 p on a card.

Oh, it's Sophia again, isn't it, who has 16 p.

So she's doing really well here.

Jun didn't have any 16 pence cards, did he? Oh, Sophia has suddenly noticed that she also has another card with a value of 16 p so she can turn that one over as well.

She's been very lucky today in this game, isn't she? And then 11 p.

Oh, can you see.

Jun has an 11 p there, maybe he's catching up.

But also Sophia had 11 p, didn't she? So she can turn that over.

And can you see, because she's turned over all her cards, she shouts, "Bingo." So perhaps they can play again, and this time, swap some of the cards around or choose some different cards, and this time perhaps Jun will get a chance to win.

So I hope you enjoyed that and you could perhaps play that game a few more times, and that will help you to be able to calculate the values of those sets of coins much more quickly and efficiently.

You'll feel much more confident with that, won't you? So well done, you've worked really hard in today's lesson.

I've really enjoyed it.

So let's think about what we've learned today then.

Coins can be added in any order, but it is more efficient to group coins of the same value together.

Usually, it's more efficient to add the greatest value coins first or find coins that will help you use a mental strategy.

When adding coins, you can use strategies you already know to help you add efficiently, and you can use a number line to help you keep track of the coins you add as well, can't you? That can be useful.

So well done, you've worked so hard today, and you should be feeling much more confident with calculating sets of coins and being able to find the most efficient strategies.

So well done.

Excellent.