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.

So in our lesson today, we are going to calculate the total value of a set of two pence coins.

That's the name of our lesson.

And it comes from the unit, "Unitizing and Coin Recognition: Value of a Set of Coins." So in our lesson today, we're going to use our skip counting and we're going to skip count in twos to find the value of two pence coins of a group of those coins.

So our keywords for today then are two pence coins, my turn, two pence coins, your turn.

And value, my turn, value, your turn.

And two p, my turn, two p, your turn.

And twos, my turn, twos, your turn.

Excellent.

Well done.

And those words will be really useful for our learning today.

So the first part of our lesson is where we're going to find the value of two pence coins using two-spot tokens, okay? So let's see what that's all about.

And in this lesson, you will meet Sofia and Jun and they're going to be learning about money with us as well, aren't they? So Jun and Sofia are counting some of the coins they have saved.

Ooh, it looks like quite a lot of coins they've saved up there, doesn't it? They sort the two pence coins and the one pence coins into two groups.

You can see them there, can't you? Sofia's coins and Jun's coins.

Jun says, "I will count the one pence coins.

One p, two p, three p, four p five p.

I have five p." Sofia says, "I will count the two pence coins.

One p, two p, three p, four p, five p.

I have five p too." Hmm, Jun says, "That can't be right." Did you think that? Let's think about why, hmm? What do we already know about money and coins? So here's Sofia's group of coins and Jun tells us, "Five one pence coins cannot be worth the same as five two pence coins because a two p coin is worth more than a one p coin," isn't it? We know they do not have the same value.

Sofia says, "I wonder how we could count the two p coins then." I wonder if you have any ideas about that, hmm.

We know that each two p coin represents a group of two one pennies, and there we can see them there.

We see two p, but we think two pennies.

Each coin can be represented by a two-spot token.

The two-spot tokens remind us of each group of two pennies, so we've got groups of two.

We can count two p coins in two ways.

We see two p, remember, but we think two pennies.

That's right, one two penny, two two pennies, three two pennies, four two pennies, five two pennies.

Let's use the stem sentences to describe the set.

There are mm coins.

Each coin has a value of mm.

That's right, there are five coins, aren't there? Each coin has a value of two p, that's right.

And those two spots remind us of that on each token, don't they? Sofia says, "That means we can also count them in twos," 'cause we know when objects are in groups of two, you can count them in twos.

Two p, four p, six p, 8 p, 10 p.

So we can say this is 10 p, can't we? "The coins I had were worth 10 p," says Sofia, that was their total value.

Sofia finds some more two p coins.

Let's find their total value.

She says, "I will use the two-spot tokens to help me." That's a good idea, isn't it? So there she's found the tokens to represent her two pence coins.

One two penny two two pennies, three two pennies, four two pennies.

There are mm coins.

Each coin has a value of mm.

What do we think? There are four coins, that's right.

Each coin has a value of two p.

That means I can count them in twos, so we see two p, but we think two pennies, don't we? Two p, four p, six p, eight p.

This is eight p.

Okay, so now it is time to check your understanding, okay? So use the two-spot tokens to help you count the groups of two pennies.

Then complete the stem sentences, and there they are below, and find the total value of the coins shown, okay? And it could be a six pence.

Do you think it's six pence? B, three pence or C, 12 pence? So you pause a video now while you have a think about that.

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

Okay, so first of all, let's see how many coins there are.

One two penny, two pennies, three two pennies, four two pennies, five two pennies, six two pennies.

So there are six coins.

Each coin has a value of? Well, we can see there are two-spots in each token.

Each coin has a value of two p.

And we also recognise those as two p coins, don't we? So this is two p, four p, six p, eight p, 10 p, 12 p.

So well done if you spotted that and counted in twos.

We see two p, but we think two pennies.

Well done.

Excellent.

So Sofia and Jun have these coins and then we can see what coins are there.

What can you see? I can see some one p coins and some two p coins.

Jun counts these coins and he says, "This is 12 p." Do you agree? Do you think it is 12 p? Look carefully at those coins.

Let's represent the coins with tokens to check.

That's a good idea, isn't it? So there, let's put them in a line, 'cause that will make them easier to then line up the tokens to represent them.

And there we can see.

So the two p coins are represented with two-spot tokens, aren't they? Because they have a value of two p.

But Sofia says, "I've noticed something important." I wonder if you've noticed anything? Not all the coins are two p coins, so we can't count them all in twos, can we? Because for objects to be counted in twos, they have to be in groups of two.

Hmm, so I wonder what we do here then.

"The one p coins will need one spot token," says Sofia.

She's right, isn't she? Because they represent one penny.

So we would need to put a one-spot token for each of those and then we would count two p, four p, six p, eight p, but then you can't keep counting in twos and you would count on from eight p in ones, 9 p, 10 p.

So well done if you spotted that.

Now let's check your understanding of that.

So which set of coins can you count completely in twos? But completely means count all of them in twos, okay? So we've got three sets of coins here, so look carefully at the coins and think about their value and pause the video while you think about which set will be counted completely in twos.

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

What did you think? That's right, set C.

And the reason is to count the whole set in twos, every coin must be a two p coin, musn't it? So well done if you notice that.

Okay, so here's Sofia and she has a set of coins and she wonders how she can check she has counted the coins accurately, okay? So what coins has she got there? That's right.

And think about their value.

That's right.

She's got some two p coins, hasn't she? And you can see she's used some two-spot tokens to represent them and to help her count.

And she says, "I think this is eight p." Jun says he has an idea to help her check if she has counted accurately, "You could count back to the start." So let's see how she counted first of all.

Let's check, two p, four p, six p, eight p, and then we can check using Jun's method, eight p, six p, four p, two p.

So we know she got back to where she started, so she was right.

So well done if you did that too.

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

Collect the two-spot tokens to represent the two p coins and count them.

Then count back to the start to check you counted them accurately.

Okay, so pause the video now while you do that.

All right, and let's see how we got on.

So first you needed to collect the two-spot tokens, didn't you? There they are.

Look, okay? And they represent the two p coins.

Now let's think about how we count them first of all, two p, four p, six p, eight p, 10 p, 12 p, 14 p.

We knew that they had a value of two p, so we could count them in twos.

Okay, and then we need to check them, so let's see how we did that.

14 p, 12 p, 10 p, eight p, six p, four p, two p.

We're back where we started.

So well done if you did that.

Now it's time for the task for the first part of our lesson today, okay? And it says use real coins to make each card, okay? So there's some cards with some coins on, but you can use real coins or toy coins to represent each card.

Make sure you use the same coins that are on the card, so look carefully at the value of each coin.

Then tick each card that can be counted completely in twos.

Draw the two-spot tokens for the cards that you ticked and then find their total value and those two-spot tokens can help you with that, can't they? Okay, and remember to count backwards to check you were right and then you'll know that you've counted them accurately, won't you? Okay, so pause the video now while you do that.

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

Okay, so let's look at each set of cards.

So there's set A, and if we look carefully at the coins that are there, we can see that they are some two pence coins and some one pence coins.

So they don't all have a value of two, so we can't count them all in twos can we? So we wouldn't give A a tick.

Let's look at B.

What do we think about B? That's right, each coin has a value of two p, so they can be, we see two P and we think two pennies, don't we? We can count them in twos, so that would've had a tick.

Let's look at C.

So we've got, hmm, that's a bit of a tricky one there.

Did you spot it? I can see a one p coin hidin' in the middle of all those two p coins.

So they weren't all two p coins, so we couldn't count them all in twos, could we? So that one would not have had a tick.

And then looking at D here, and if we look carefully there that each coin is a two p coin, so that would've had a tick as well.

And then if we look at E, what do we think about E? That's right, that's also counted in twos because each coin is a two p coin.

And what about F, the final one here? Did you spot it? That's right.

There's two one penny coins hiding in there.

So they would have to be counted in ones, not twos.

So that one wouldn't have had a tick.

And then let's see how we drew those, so how we drew the tokens to count them up and find the total value.

You may have done this.

So there, we can see that there were, ooh, let's see, one, two, three, four, five, six, seven two p coins, so that meant you needed to draw seven two-spot tokens in there.

They are, look.

And then you would count them up, two p, four p, six p, eight p, 10 p, 12 p, 14 p.

And then don't forget to check that you counted them accurately.

We have to count them backwards again, don't we? So we know there's 14 p, so let's check it, 14 p, 12 p, 10 p, eight p, six p, four p, two p.

So well done if you did that.

Okay, and then on the next one, I don't even need to count.

I can see that there are five coins there, because I recognise the shape of the coins, the arrangement.

It looks a bit like a little dice arrangement, doesn't it actually? Okay, so I'm going to draw how many two-spot tokens for that to represent that.

That's right.

Five two-spot tokens.

And then I will count them in twos, two, p four, p, six p, 8 p, 10 p.

So we have 10 p altogether.

And let's just check that we counted accurately.

10 p, 8 p, six p, four p, two p.

We got back to where we started, so we know we were right.

Well done, and then this last set, ooh, I wonder if you can work out how many two p coins there are there.

I'm looking at that arrangement and I can see a four and another four, so I know that that's eight.

There must be eight two p coins.

So let's draw the two-spot tokens to represent those.

We'll need eight, two-spot tokens, okay? And then we can count them in twos, two p, four p, six p, eight p, 10 p, 12 p, 14 p, 16 p.

So there was 16 p, 16 pence altogether there, okay? And then how will we check it? That's right, we will count it backwards again, 16 p, 14 p, 12 p, 10 p, eight p, six p, four p, two p.

So well done, excellent work, and a really good strategy to have to be able to check that you have counted accurately.

So well done.

So now let's look at the second part of our lesson, which is about finding the value of a set of two p coins, okay? And this time we're trying to do it without those two-spot tokens, because you've got really good at counting two p's now, haven't you? So here's Jun and he wants to find out the total value of the coins in his pocket, but this time he has no tokens to help him.

I warned you, didn't I? So we're going to do it without our tokens because you are so good with this now.

So here we are.

We have, that's right, three two p coins, don't we? Okay, and Sofia's saying, I don't think we need them.

She doesn't think we need the two-spot tokens either, because she knows we see two p, we think two pennies.

Let's think about what we know about each of these coins to help us then.

So what is the value of each coin? One two penny, two two pennies, three two pennies.

There are three coins, that's right, and each coin has a value of two p.

Excellent, now Sofia's reminding us, "We know when pennies are in groups of two, we can count them in twos," can't we? Two p, four p, six p.

This is six p, so well done.

And there's Jun just reminding us, "The coins in my pocket are worth six p." The children put their coins together.

What is the total value of their coins now? There are mm coins.

So there are seven coins, that's right.

And each coin has a value of, that's right, two p.

So we can use exactly the same strategy, can't we? So each two p represents two pennies, so we can count them in twos, two p, four p, six p, eight p, 10 p, 12 p, 14 p.

This is 14 p.

Now it's time for another check.

It says, complete the stem sentences.

Then find the total value of the coins shown.

There are mm coins.

Each coin has a value of mm p.

This is mm p.

You can work out the total value, okay? And the options that you have to decide between are, is it five p, is it 10 p, or is it 12 p? Okay, so pause video now while you try that.

So let's see how you got on then.

Okay, so first of all, there are mm coins.

So there are, that's right, five coins.

Each coin has a value of two p, that's right.

So this is, that's right, 10 p.

So you would've ticked 10 p.

Each two p coin represents a group of two pennies.

We know that, don't we? We can imagine the tokens to help us if we need to, so I can count them in twos, so you would say two p, four p, six p, eight p, 10 p.

Well done, so here's Jun and Sofia again.

And each empty their piggy banks.

Who has more money? So the coins aren't particularly easy to count.

They might be able to use what you know about subitizing and the arrangements of coins.

But if it's a bit tricky, then I wonder what we could do.

Sofia thinks, "I will move the coins into a line to help me count.

So she's put them in two lines to help her count them.

Each coin is worth two p, so I will count them in twos: two p, four p, six p, eight p, 10 p, 12 p, 14 p.

And then here's Jun's coins, two p, four p, six p, 8 p, 10 p.

"I have 14 p and Jun has 10 p, so I have more money," says Sofia, so she counted in twos to find out, didn't she? But Jun says, "I knew that.

I didn't need to count." So he knew who had more.

I wonder how he knew? Did you spot anything? How did Jun know? So every coin has the same value.

And so when lined up, we can see that Sofia has more coins than Jun.

So she must have more money.

So even without knowing how much they had, you could tell who had the most, couldn't you? And then when you count them in twos, then you find out exactly how much, so well done if you spotted that.

So now here is another check.

Here are Jun's two p coins.

Tick the set that is worth less than Jun's coins.

So you can see his two p coins at the top there, can't you? Okay, and you have to take a careful look at the other coins to decide which set is worth less.

All right, pause the video now while you try that.

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

What did you think? So if we have a look at Jun's coins there, we can see he has five two p coins, hasn't he? That's right, C, Jun had five two p coins, but set C only had four two p coins.

So that must be worth less than Jun's coins.

Even if you don't know what the total value of their coins is, you do know that four two p's will be less than five two p's.

So well done if you spotted that.

So here, Sofia has nine two p coins in her bag and she wants to know how much money she has to spend at the jumble sale.

Now Jun's feeling a little bit confused.

He says, "I can't see the coins.

How can I find their value?" Hmm, I wonder if you have any ideas what we could do.

Sofia has an idea, "We could represent each two p coin as a step of two on a number line." That's a good idea, isn't it? So we would draw our number line and then we know there are nine coins and each coin has a value of two p.

Each step on our number line would have to represent one two p, wouldn't it? And we would need, how many of them do you think? That's right, nine, because it is representing nine two p coins.

And there's Jun saying every step represents two pennies, so I can count them in twos.

So now we can work out the total value of Sofia's set of coins.

We've got two p, four p, six p, eight p, 10 p, 12 p, 14 p, 16 p, 18 p.

So well done if you spotted that.

Perhaps you could use that strategy to work out the value of some different sets of two p coins.

And there's Sofia.

She's just telling us what we'd already found out, "I have 18 p in my bag." So here's a check for you now.

Use the stem sentences to help you draw the steps on the number line and find their total value.

Okay, so remember there are mm coins, so that's going to help you, isn't it? Each coin has a value of mm p, and then this is mm p.

Okay, and then here is Jun telling us the information we need that will help us draw the number line.

He says, I have four two pence coins in my pocket, okay? Four two pence coins.

So you're going to represent that on a number line to help you find the total value.

So pause the video now while you try that.

Okay, and let's see how you did then.

So first of all, there are four coins.

Jun's already told us that, hasn't he? Each coin has a value of two p, because he told us he had two pence coins, okay? So let's think about our number line.

So we need to start it with zero, 'cause he starts off, he hasn't got anything to start with, but then he needs each coin to have a value of two p.

And he has four coins, so he needs four steps on his number line, doesn't he? And now he's got four steps of two representing each step, representing a two pence coin.

He can find their total value.

Two pence, four pence, six pence, eight pence.

This is eight pence, so well done if you did that.

That's a really useful strategy to be able to use, isn't it? And there's Jun just telling us that what we found out there, total value is eight p.

Ooh, now Jun's been a bit tricky here.

He has hidden some two p coins in a bag, okay? He has eight coins.

Sofia tries to find their total value.

Jun says, "I have an idea.

We could draw the coins." Sofia says, "It will take me a long time to draw the coins, so I have a different idea." I will use my fingers to represent each group of two that I count.

There are eight two pence coins, so I will put up eight fingers.

That's representing those eight two pence coins.

So there are mm coins.

We know it's eight.

Each coin has a value of mm p, so we know they're two pence coins.

So each coin has a value of two p.

This is, so what are we going to do now, do you think then? That's right.

We will count each finger in twos, won't we? Because each finger is a two p coin.

It's representing that: two, four, six, eight, 10, 12, 14, 16.

So it's 16 p.

So well done.

There's another useful strategy there that you can use to help you find the total value of a set of coins, excellent.

So here's another check where you can practise that skill.

Count in twos on your fingers to find the total value of Sofia's coins, okay? And she's telling us how many she's got.

She says, "I have six two pence coins," okay? So there are the stem sentences.

There are mm coins, that's important.

Each coin has a value of mm p.

That's also important.

And then you'll be able to find the total value.

This is mm p.

So pause the video now while you try that.

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

So there are six coins.

She told us that each coin has a value of two p.

So there's her fingers.

And at the moment, she's put up, at the moment, she's put up five fingers, hasn't she? And counted two, four, six, eight, 10.

But then obviously there's six coins, so she actually needed six fingers, so she needs to keep counting.

So she counts on from 10, two more is 12.

This is 12 p.

So well done if you did that.

Okay, so here's our first task, okay? For the second part of our lesson.

Play a game with a partner.

You will need a set of 10 two pence coins between you both.

Okay, then first partner, so that's Jun says, "I will pick up a handful of coins from our set and tell you how many coins I have.

And then the partner two, who is Sofia, says, "I will skip count on my fingers in twos to find the total value of your coins.

And then Jun will count the coins in twos to check that Sofia was right when she counted on her fingers.

Then they both draw the coins and write their total value to prove that they were right.

Okay, and you could count them backwards if you wanted to check that you counted them accurately as well, couldn't you? Okay, so pause a video now while you do that.

Okay, so the second part of your task is here, okay? Here is a bag of two p coins.

Jun and Sofia look in the bag, okay? So we then, we know there's two p coins in there, and they're going to give us some clues.

Jun says there are fewer than 10 coins in the bag.

Sofia says there are more than five coins in the bag.

How much money could be in the bag, okay? So have a think about that and using those clues to work out what you think could be there and work systematically to find out all of the possibilities, okay? So use an order to work in, so you know that you've found all the possible ways.

Then draw the coins to show the amounts.

So pause the video now while you do that.

Okay, so let's look at the first part of our task then.

You may have done this.

So Jun picked up a handful of coins.

He had five coins.

So Sofia put up five fingers and skip counted in twos using one finger for each number counted, okay? So there's her five fingers, okay? And then she went two, four, six, eight, 10, so she worked out that there would be 10 p.

And then to prove it, they drew their five two p coins, okay? And counted them in two, two p, four p, six p, eight p, 10 p.

The total value of your coins is 10 p.

So well done if you did that, excellent.

Okay, so let's look at the second part of our task now.

You may have done this, so we don't know how many coins are in the bag, but we can work systematically to find out how many could be in there.

So we know that there are fewer than 10 coins, but more than five.

So Sofia says, "I will think about which numbers are between 5 and 10." That's sensible, isn't it? Six is between 5 and 10.

There could be six coins.

So she draws her six two p coins and then she finds her total value, two p, four p, six p, 8 p, 10 p, 12 p.

So there could be 12 p in the bag, couldn't there? Seven is between 5 and 10.

There could be seven coins.

So she draws her seven coins.

Two more than 12 is 14, so there could be 14 p in the bag.

So did you notice Jun used a really good strategy there? Instead of counting all those two p coins from the beginning again, he knew that there was just two more than there had been before.

There was an extra coin there.

So he just counted on 2 from 12 and he knew it would be 14, so that was a really efficient strategy, wasn't it? Okay, let's see what Sofia tries next.

She says 8 is between 5 and 10, so there could be eight coins, so she's tried six.

then she's tried seven, so now she's trying eight and she draws her eight coins.

And then I wonder what strategy Jun will use to find their total value? Do you think he'll just count them all from the start? No, he says, "Two more than 14 is 16 p, so there could be 16 p in the bag," wouldn't he? A really good strategy.

So what will Sofia try next do we think? Nine is between 5 and 10, so there could be nine coins.

So she draws her nine coins there.

I wonder if you can predict without counting what their total value is.

Hmm, so Jun has found out, hasn't he? I wonder if you did this.

2 more than 16 p is 18 p, so there could be 18 p in the bag, couldn't there? So well done if you did that, excellent work.

So let's look at what we've learned today.

We can use two-spot tokens to remind us that a two pence coin has the same value as two pennies.

We can skip count in twos to find the total value of a set of two p coins.

We can check we have counted accurately by counting backwards and we can only skip count in twos if all the coins in the set are two p coins, can't we? So well done, so now you know much more about how to find the value of a set of coins and you're using the skills you already have to help you with new learning and finding those efficient strategies that help to make your number work easier.

So well done.

You've worked really hard with that.

And I've really enjoyed our lesson today.