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, Find and Make Values Within 10 p, 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 to calculate and make given amounts within 10 p, and that will be really useful to you when you're using money, won't it? So, let's get started with that.

So our keywords for today are total value, my turn, total value.

Your turn.

And efficiently.

My turn, efficiently.

Your turn.

Well done.

Excellent.

So, for the first part of our lesson, we're going to add 1 and 2 p coins, and use them to pay for items. And in this lesson, you will meet Sophia and John, and they're playing lots of games with money as well in our lesson.

So, the children make a toy shop, and they give each toy a price, and you can see them there, can't you? John notices that all the prices have even numbers.

Did you notice that? That means you can make each price using only 2 p coins, he says.

But Sophia's being a bit tricky, she changes some of the prices to odd numbers.

I wonder if you'll spot which ones? Hmm.

"I wonder what coins we will need to pay for items with the new prices," she says.

Sophia wants to buy the unicorn, which coin should she use? So the unicorn costs 3 p doesn't it? "I know I can't buy it using only 2 p coins," she says, 'cause when you count in twos, you don't say 3 p, do you? I must have to use one-pennies.

And so there she uses 3 one-pennies, doesn't she? But John has a different idea.

I wonder if you can think of a different way to make 3 p? "We know that 3 p is a 1 more than 2 p, so we could use a 2 p and a 1 p coin." Oh, that's a good idea.

So he swaps 2 of his one-pennies for a 2 p coin.

They have the same value, don't they? Could we use 2 p and 1 p coins to pay for the dinosaur? Let's find out.

So, John's telling us the dinosaur costs 5 p.

It has the same value as five one-pennies, doesn't it? I know that 5 p is one more than 4 p.

So, there's 4 p.

And you could use 2 p coins to make 4 p, couldn't you? "Then add 1 p," says Sophia.

So we could swap those four 1 p coins for two 2 p coins, because they have the same value.

So you've got 2, 4, and then one more would be 5 p.

So now it's time to check your understanding of that.

Sophia uses 2 p and 1 p coins to pay for the robot.

Which set of coins did she use? Okay, so the robot costs 7 p, doesn't it? So, think about that.

So pause the video while you try that now.

Okay, and what did you think? Did you think b? There you go, we can see, Sophia knew that 7 p is one more than 6 p.

So she used 2 p coins to make 6 p, 2, 4, 6, and then added one more to reach 7.

What a good strategy.

Well done, if you did that.

And there you can see the 2 p coins making 6 p there.

Sophia changes the prices of the teddy, and John uses these coins to pay for it.

How much did it cost? Oh, so how can we find out, I wonder? We know there are four 2 p coins, so we can count these in twos can't we? 2 p, 4 p, 6 p, 8 p.

We know that adding one is the same as one more, So if we add 1 p, the total value will be one more than 8 p, won't it? So 9 p.

So well done, if you did that.

The teddy costs 9 p.

So, Sophia runs out of 2 p coins, so she pays for the teddy using different coins.

Has she paid the correct price? Oh, so she hasn't got as many 2 p coins there.

I wonder how we can find out if that's the correct price? "I feel a bit confused," says Sophia, "The coins are muddled up and aren't very easy to count." "Why don't you move them as you count," says John.

That's a good idea.

So, we could put them into a line.

"That has made it easier, but I still didn't find them easy to count," says Sophia.

Hmm, is there a different way, or could we do something else, as well as that, to help? "I think it would be more efficient to count the 2 p coins first, then count on in ones," says Sophia.

Hmm, I agree.

So, she puts the 2 pence coins together, doesn't she? And then she can count those in twos first, and then count the 1 ps, that seems like a really good idea.

2 p, 4 p.

So we can't count in twos anymore now, can we, So we have to count on in one.

So we're at 4 p, 5 p, 6 p, 7 p, 8 p, 9 p.

Excellent.

So, well done, if you did that.

And then Sophia's saying, "I can now see I have paid the correct price for the teddy." Okay, so now it's time to check your understanding again.

Collect the coins shown, and move them into a line to count them efficiently.

Then you've got to decide what their total value is.

So, is the total value 7 p, 11 p, or 14 p? What is their total value? So pause the video now while you have a try and work that out.

Remember, you can use real coins to help you.

Okay, and then let's see what we thought.

So, 11 p, so to count efficiently, we must count the 2 p coins first, then count on in ones, moving each coin as we count.

So you would put the 2 pences in a line first, and then add on the 1 ps, wouldn't you, and then you could count the twos, and then on in ones.

2 p, 4 p, 6 p, 8 p, 9 p, 10 p, 11 p.

So, well done, if you did that.

So, John has only 2 p and 1 p coins, and he wonders how many ways he can pay for this knight.

The knight costs 5 p, doesn't he? Let's help him find out.

And Sophia has a good idea, she says we can work systematically so we find all the possibilities.

So we're going to work in order.

So we can start with five one-pennies.

So, that's one way we could use.

Two-pennies have the same value as one two-pence, so we can swap these coins.

So, that is two ways.

We found a different way, haven't we? That means we can swap another two pennies for a 2 p coin.

Does it matter which pennies you swap, you think? No it doesn't, does it? But it makes sense to swap the next two.

So, there we are.

And so we now have three ways of making five pence.

Are there any other ways, I wonder? So we know that we can't swap that one pence for any more two pences, can we? So we know we found all the ways.

And Sophia is saying, "I worked systematically, so I know I have found all the possibilities." So, well done, if you did that too.

Okay, so here's the task for the first part of our lesson.

John gives the unicorn a new price, he gives it a price of 7 pence, doesn't he? 7 p.

Find all the ways you can pay for it using only 2 p and 1 p coins.

Count the coins to check you are correct, then draw them.

Remember to work systematically, in an order, so that you can find all the possibilities.

And there's John, saying, "I will remember to move the coins, and to count the 2 ps first when I check." 'Cause that's the most efficient way, isn't it? And Sophia's just reminding us, "When I see two pennies, I will think two pence," and that will give us a bit of a clue.

So, pause the video now while you try that.

Okay, so let's see how you got on with that, you may have done this.

So, Sophia's saying, "I work systematically, so I started with seven one-pennies." So that's one way, you might want to write that down somewhere, one.

And then John is thinking, "When I saw two pennies, I thought 2 p," so that reminded him that two pennies can be swapped for a 2 p coin.

So that is another way, isn't it? "I noticed there were another two pennies, so I changed these for a 2 p coin," said Sophia.

So there is a different way again, so we've got three ways so far.

John said, "I could still see another group of two pennies, so I changed these for 2 p coin." Okay, so that's another way there as well.

Can you swap any more pennies for 2 p coins? No you can't, can you, because you need two 1 p coins to make a 2 pence, so we found all the possibilities.

"There are no more groups of two pennies, I know I have found all the possibilities," says Sophia.

So there were four different ways, weren't there? So, well done, if you've found that.

So now we're going to look at the second part of our lesson, where we will add 1 p, 2 p, and 5 p coins, and use them to pay for items. So the children collect some coins to spend in their shop, this time they also have some 5 p coins.

Let's see how much money they each have.

So John says, "I will move my coins into a row to make them easier to count." And there he puts them into a row, doesn't he? Sophia says, "I will start with the greatest value coin and put coins of the same value together." So she puts her 5 p first, because it had the greatest value, but she put her two two-pence coins together to make them easier to count.

Let's see how much money John has first.

"I know how to add on a number line.

I will think of each coin as a step on a number line," he says.

So he draws a number line, and then he does one step to represent the 5 p coin, and then he does another step to represent the 2 p coin, and he knows that five plus two is equal to seven.

And then what you think he does next? That's right, he draws another step to represent the 1 p coin, and 7, and one more will be 8 pence, so he knows he's got 8 pence.

Well done, if you did that.

"The total value of my coins is 8 p." Sophia says, "I would've found it easier to add them in a different order." So she decided to add 5 p first, and then put one more penny on.

5 p, add 1, is 6 p.

And then add 2 to 6 p to make 8 p.

Okay, so you can add the coins in a different order, and you will still get the same total value.

Different people find different ways easier to add sometimes, don't they? It does not matter which order the coins are added together, the total value will be the same.

Now let's see how much money Sophia has.

So, she's drawing a number line too.

So she draws a step to be her 5 pence coin, that's representing her 5 pence.

Okay, and what do you think she will do next? That's right, she does her 2 pence coin, she draws a step to represent that.

Five plus two is seven, and then she draws a step for her other 2 p coin, and so seven plus two is nine.

We know that when we add two to an odd number, we will get the next odd number won't we? So we knew it must be 9.

"So the total value of my coins is 9 pence," says Sophia.

"I would rather have put my twos together first," says John.

So he would've done it a different way.

He would've said, "I know double 2 is 4 p, and then put four plus five is a near-double.

Using 5 plus 5, I can see the total value is 9 p." Because we know it's a near-double.

So, well done, if you spotted that and used that strategy.

That was a very efficient strategy, wasn't it? It does not matter which order the coins are added, the total value will be the same.

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

Collect the coins shown and find their total amount.

Remember, you can draw a number line, or use the strategies you already know to help you.

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

Okay, let's see what you did.

So you could have added the coins in any order, but one efficient way would be to add them like this.

I know double two is four, so I can put these coins together.

So there we go, that's four pence.

Five and one more is equal to six pence, so I can put these together.

And then 4 and 6 is a number pair to 10.

So I know 4 p add 6 p has a total value of 10 p.

So, that was a very efficient strategy.

So, well done, if you spotted that one.

Sophia adds some 5 p coins to the till.

So she's got the same shop, but she's put some 5 pences in this time.

She wonders if she can pay for items using 5 p coins.

"There are definitely two items I can pay for using 5 p coins," she says.

And can you spot what they are? That's right, the knight is 10 p, and the unicorn is 5 p.

And we know, we say 5 and 10 when we count in fives.

"I wonder if we could pay for the dinosaur using a 5 p plus some other coins," says John.

The dinosaur costs 6 p.

So there, we could use 6 one-pennies, couldn't we? 5 pence has the same value as 5 pennies.

We can change 5 pennies for a 5 p coin.

We can use a 5 p and a 1 p to make 6 p, so, yes, we can.

Okay, so Sophia has the robot here, and she's wondering what coins we could use to pay for the robot.

The robot costs 7 p, doesn't it? So, John says, "7 p is 1 p more than 6 p.

I will make 6 p, then add 1 p more." So he uses 2 p coins to make 6 p, and then adds 1 p more, doesn't he? Which is one way of making 7 p.

But Sophia says, "I think there is a more efficient way," because she knows she's just made 6 p using a 5 p and a 1 p, doesn't she? So I think she's thinking about using the 5 p coin.

Let's see what she does, let's explore this using a bar model.

So, if 7 p is the whole amount, and we wanted to use a 5 p, 5 p would be a part, what would the other part of the whole be? So we've got 7 p, the whole amount, and if we used a 5 p, what else would we need to be the other part? And John's saying, "I know when 7 is the whole, 5 is a part, and 2 is a part." So it would be 2 p.

"So I must need a 2 p coin," says Sophia.

Now John wants to buy the teddy, which is 9 p.

So he's remembered that you can work efficiently and use fewer coins, so he's going to use a 5 p coin.

9 p is more than 5 p, so I know I can use a 5 p coin.

So there it is there, look.

I'll use a bar model to help me.

So, 9 p is the whole amount, and 5 p is a part.

So what is the other part? So there's 9 p, and 5 p.

When 9 is a whole, and 5 is a part, 4 is the other part, isn't it? That's right.

4 p.

So John says, "I will use a 4 p coin." Hmm.

"We have a problem," says Sophia.

What's the problem, do you think? A 4 p coin does not exist, does it? We'll have to make 4 p in another way.

We could use two 2 p coins, couldn't we? That would be the most efficient strategy here.

We could have also used a 2 p and two pennies to make the 4 p, couldn't we, and still had the 5 p there.

Or we could have used four pennies.

Okay, so there were lots of different ways to make 4 p, but we found the most efficient strategy first, didn't we? So, well done, if you did that.

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

Sophia has 8 p in her pocket, and one of her coins is a 5 p coin.

Which set is in her pocket? So, remember, her set has a total value of 8 p.

So pause the video now while you work that out.

What did you think? That's right, it was b, wasn't it? Sophia must have one 5 p coin and another 3 p.

The only set that has 5 p and 3 p is b, where they've made 3 p from a 2 p and a 1 p, haven't they? So, well done, if you spotted that.

So now it's time for the task for the second part of your lesson.

Sophia and John put all of their coins together, and they have a total value of 10 p.

"We could have any of the coins above, and we may have more than one coin of the same value." So they don't have to be all different coins each time.

So they could have 5 p, 2 p, or 1 p coins.

Collect the coins, and find all the possible combinations they could have with a total value of 10 p.

And draw each combination of coins, or write their value.

And John's reminding us, "Remember, you can work systematically, following an order," and that way you'll know when you've found all the possibilities.

So, pause the video now while you try that.

Okay, so you may have done this, you may have found 10 1 p coins would have a value of 10 p.

You may have swapped two of your one-pennies for a 2 p, and so one 2 p and eight 1 pence coins.

You may have had two 2 p coins and six 1 pence coins.

You may have had three 2 ps and four 1 ps, or four 2 ps and two 1 ps, or five 2 p coins.

And that was all the possibilities using 2 ps and 1 ps, wasn't it? But then you could have used 5 ps as well, couldn't you? So, let's look at that.

You could have had one 5 p and five 1 p coins.

You could have had one 5 p, one 2 p, and three 1 p coins.

You could have had one 5 p, two 2 ps, and a 1 p coin, or you could have had two 5 p coins.

So, well done, you've worked really hard.

You've used some really efficient strategies to help you work really quickly and easily when you're calculating with money, and you've also found out some more about working systematically, and finding all of the possibilities.

So, well done.

You've worked really hard.

So, let's think about what we've learned in today's lesson.

Coins can be added in any order, and the total value will be the same.

It can be easier to add coins if you move them, group coins of the same value together, or start with greater value coins.

When adding coins, you can use strategies you already know to help you count efficiently.

And when using coins to make a value, it is more efficient to use greater value coins when you can.

Well done.

You've done lots and lots of learning today, and I hope that you'll be able to use that when you are playing with money or using money in the shops.

So, well done.

Excellent work.