Lesson video

Hello, my name's Mrs. Cornwell, and I'm going to be helping you with your learning today.

I'm really looking forward to working with you, I know you're going to work really hard, and together, we'll do brilliantly.

So, let's get started.

So our lesson today is called Count Efficiently in Groups of 5, and it comes from the unit, Unitizing and Coin Recognition: Counting in twos, fives, and tens.

So in our lesson today, we will count in groups of five, and identify how many groups of five that there are.

And by the end of today's lesson, you should feel really confident using your skip counting in fives to help you to count larger groups of objects.

So, let's get started.

So our keywords today are, groups of 5, my turn.

Groups of 5, your turn.

And fives, my turn.

fives, your turn.

Altogether, my turn.

Altogether, your turn.

Accurately, my turn.

Accurately, your turn.

And efficiently, my turn.

Efficiently, your turn.

Well done.

So in the first part of our lesson today, we will identify and count groups of 5.

And here are Sam and Jacob, they're going to be helping us throughout our lesson today with our learning.

So, here's Jacob.

He says, "I wonder how many fingers I can see there." He's wondering, isn't he? And then he starts to count.

"I will count.

1, 2, 3, 4, 5, 6." Oh, that will take a long time, I wonder if that's the best way for him to count? There's Sam.

She says, "Oh, I have noticed that the fingers are in groups of 5.

I wonder if that can help them?" One group of 5, two groups of 5, three groups of 5, four groups of 5, five groups of 5.

Now, when objects are in groups of 5, we can count them in fives, so we can use our skip counting, can't we? So let's try that.

This makes it quicker and easier to count them.

We say it is a more efficient way to count.

It's much quicker than the way Jacob was counting to start with, isn't it? So let's try that.

5, 10, 15, 20, 25.

And there's Jacob, he's realised that that's more efficient, and he says there are 25 fingers all together.

Jacob has been sorting the dice so that they all show the same number, they all show number? 5.

That's right.

Okay, and we can see some stem sentences.

There are mmm groups of 5 spots.

There are mmm spots all together.

How many groups of 5 spots can he see? So, let's see.

One group of 5, two groups of 5, three groups of 5, four groups of 5, five groups of 5, six groups of 5, seven groups of 5.

That's right, there are seven groups of 5 spots.

How many spots are there all together then? I wonder how we can find out? That's right.

The spots on the dice are in groups of 5, so that means we can count them in fives, can't we? 5, 10, 15, 20, 25, 30, 35.

There are 35 spots all together.

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

Okay so, count the slices of pizza in the picture, and complete the stem sentences.

Okay so, there are mmm groups of 5 pizza slices, and there are mmm slices of pizza all together.

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

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

So, how many groups of 5 are there to start with? So we can see one group of 5, two groups of 5, three groups of 5.

four groups of 5.

There are four groups of 5 pizza slices.

And how many pizza slices are there altogether? 5, 10, 15, 20.

There are 20 slices of pizza altogether, aren't there? Because when you count in fives, you can count them much more quickly and efficiently, can't you? So, well done if you did that.

Now here's Jacob again.

He says he can count these apples in fives.

Do you agree? Hmm? What do you think? To count efficiently in fives, there should be five apples in each group.

So you couldn't easily count those apples in fives, could you? They've been placed in groups of two, not groups of five, so they cannot be easily counted in fives.

And there's Jacob saying these apples are in twos, so I would choose to count them in twos instead.

So, here's Sam, and she wants to count her counters.

And she says, "I wonder how I could count them efficiently." I wonder.

Jacob says, "You could put them into groups of 5." Okay, and you can see that Sam's got some 10s frames there to help her to do that.

She's saying, "I will move them onto the 10s frame to arrange them into groups of 5." So, there, one group of 5, and there's another group of 5, and another group of 5, and another group of 5.

So there are mmm groups of 5 counters, how many do we think there are? That's right, there are four groups of 5 counters there, aren't there? And then there are mmm counters altogether, so how will we find out? The counters are in groups of 5, so we can count them in fives.

5, 10, 15, 20.

There are 20 counters altogether.

So, Sam counts see counts in fives, and she says there are 50 counters.

So, 5, 10, 15, 20, 25, 30, 35, 40, 45, 50.

Jacob thinks there may be more, he thinks perhaps she's made a counting mistake, or miscounted.

"I wonder how we can check you have counted them accurately," says Jacob.

Accurately means without any mistakes, or without missing any or counting some twice, doesn't it? So, I wonder how we could check? And Sam has an idea, she says, "Why don't we count back to 5?" So you can count backwards, and see if you get back to 5 where you started, or back to zero if you started at zero, couldn't you? So let's have a look.

We could go 50, 45, 40, 35, 30, 25, 20, 15, 10, 5.

And then you could go back to zero if you wanted to, couldn't you? And then Sam, she says, "There are no counters left.

I was right!" So she obviously took the five off and went back to zero, didn't she? Could you have counted the counters in a different way, I wonder? Jacob's saying, "I noticed that each 10s frame is full, so I could also have counted the counters in 10, because there's 10 on each 10s frame." So let's see what Jacob did.

10, 20, 30, 40, 50.

And then you can check that you'd counted those accurately, and you were correct, by counting backwards again, couldn't you? So you could go 50, 40, 30, 20, 10, and then perhaps back to zero, and you know you've counted them accurately.

Well done.

So now it's time to check your understanding.

The beads on the bead string are arranged in fives.

So can you see, there's 5 red and 5 white, and so on aren't there? So, count the beads, and then check you have counted them accurately by counting them back to zero again, okay? So pause the video now while you try that.

Let's see how you got on with that.

Okay, are you ready? So, 0, and then 5, 10, 15, 20, 25, 30 beads.

And then let's count backwards to check that we've counted them accurately.

30, 25, 20, 15, 10, 5, 0.

So we know we counted them accurately, and we were correct, it was 30 beads.

So now the second part of your check is to have a look at this.

We found out that there were 30 beads altogether.

Could you count the beads in a different way, and then check that you have counted them accurately? So have a think about how you might do that.

What might be another way to count those beads? Pause video now while you have a try at that.

Okay, and let's have a look at how you got on.

What did you think? Did you spot that you could put the 2 fives into a 10, couldn't you? So, let's try.

0, 10, 20, 30.

And then let's check we were right.

30, 20, 10, 0.

So we know that we had counted those beads accurately.

You may have noticed that 30 is a decade number, so it could also be counted in 10s as well as 5s, couldn't it? So, well done if you spotted that.

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

You will need a 1-to-100 bead string, or some different coloured counters to place on some 10 frames to complete the stem sentences.

Move the beads along the bead string, or place the counters on the 10s frame, to show the groups of 5 shown in the question.

For example, three groups of 5 beads would be mmm beads altogether.

So you would say one group of 5, two groups of 5, three groups of 5.

And as you move the beads or counters, remember to say how many groups of 5 you have moved.

Then you count in fives to find out how many beads there are altogether.

So, 5, 10, 15.

So three groups of 5 beads were 15 beads altogether.

Okay, and here are the questions.

Okay, tells you how many groups of 5 beads to move.

And while you're working, have a look and see if you can spot any patterns, and explain what you find, okay? So, pause the video now while you try that.

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

Okay, so two groups of 5 beads were 10 beads altogether.

That's right, 'cause you would move one group of 5, two groups of 5, and then you would count 5, 10 beads altogether.

Four groups of 5 beads would be 20.

And then six groups of 5 beads will be 30 beads altogether.

Three groups of 5 beads, 15 beads altogether.

Five groups of 5 beads, 25 beads altogether.

And seven groups of 5 beads, 35 beads altogether.

Now did we spot any patterns there? Hmm, I wonder.

If we have a look here, when there is an even number of groups of 5, so if you've got two groups, or four groups, or six groups, the amount altogether is a decade number, isn't it? Did you spot that? Well done, if you did.

And when there's an odd number of groups of 5, then the amount altogether ended in 5, didn't it? So, well done, you've worked really hard in our first part of our lesson today.

So, the second part of our lesson then is where we're going to group objects into fives to count them efficiently.

So, here's Sam, and she's wondering how many spots are there.

Okay, we're going to count in groups of five to find out, aren't we? Because we can see, the spots are in groups of five, so we can count them in fives.

And Sam's saying, "This reminds me of when I put my counters into groups of 5 before." There, there they are.

Look.

So, one group of 5, two groups of 5, three groups of 5.

When you see groups of 5, you can call them fives.

There are three groups of 5 spots, So there are 3 fives.

How many fives are there here then? So there are mmm fives, and then there are mmm spots together.

So, let's have a look, how many fives have we got? 1 five, 2 fives, 3 fives, 4 fives, 5 fives, 6 fives, 7 fives, 8 fives, 9 fives, 10 fives.

So there are 10 fives.

And then how will we find out how many there are altogether? That's right, we will count them in fives, won't we? 5, 10, 15, 20, 25, 30, 35, 40, 45, 50.

There are 50 spots all together.

We can check them by counting backwards, can't we? So, we should get back to where we started.

50, 45, 40, 35, 30, 25, 20, 15, 10, 5.

So we've got back to five again, and if we counted back another five, we would get to zero, wouldn't we, if we took that last counter away.

So, well done.

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

Count the spots in two ways to complete the stem sentences.

So, we have to count them in fives.

There are mmm fives, and then we have to count how many altogether, there are mmm spots altogether.

And then, when you've done that, count backwards to check that you've counted them accurately.

Okay so, pause video now while you try that.

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

1 five, 2 fives, 3 fives, 4 fives, 5 fives, 6 fives, 7 fives.

So there are 7 fives.

And then how many were there all together? 5, 10, 15, 20, 25, 30, 35.

So there are 35 spots all together.

And then how will we check that we counted them accurately, that we were right? That's right, we'll count backwards.

So, we'll say 35, 30, 25, 20, 15, 10, 5.

And if we took that 5 away, there will be 0.

So, well done, if you did that.

Jacob thinks there are five spots altogether here.

What mistake has been made so there are mmm fives, there are mmm spots all together? I wonder what he got a little bit muddled with there? Oh, he says, "I counted the groups of 5 instead of counting in fives to find the amount altogether." Can you see? There are five groups of five, and that's what he was counting, and he thought there were five spots.

So there are actually five groups of five, but that's not the amount altogether.

What will we have to do to find the amount altogether? So we'd say 5, 10, 15, 20, 25.

There are 25 spots altogether.

So now let's check your understanding of that.

How many 5 are in the picture? Okay so, pause the video now, and your options are a, are there 6 fives, b, are there 30 fives, or c, are the 3 fives? So pause the video now while you try that.

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

That's right, there were 6 fives in the picture, because there were six groups with 5 in each group, weren't there? That's right.

So, well done, if you spotted that.

Okay, so here's Sam, and she wants to count the cakes in her picture.

There they are, they're a bit muddled up there, aren't they? And Jacob is saying, "Counting in fives will be quicker than counting in ones." We know that now, don't we? But Sam's saying, "I can't move the objects, so how can I put them into fives?" I wonder what she could do? Hmm, do you have any ideas? If objects cannot be moved, we can circle them to show the groups of five.

So, let's have a look.

We could say 1 five, 2 fives, 3 fives, 4 fives.

So there are 4 fives, and now, because they're in fives, we can count them in fives.

We could say 5, 10, 15, 20.

There are 20 cakes altogether.

There's Sam, she's saying, "Now I will check by counting back again." So she would say, 20, 15, 10, 5.

So she got back to five again, didn't she, with one set of five, and if she took that away, she'd get to zero, so she knows she's correct.

So here's your task for the second part of our lesson then, put a ring around each group of 5, then count in fives to complete the sentences.

Okay? So you can see, there's some cakes there, so you have to put drawings around each group of 5 there, and then fill in the stem sentences.

There are mmm fives, there are mmm altogether.

And you do the same with the groups of apples and the groups of strawberries.

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

Here's the second part of your task.

Put a ring around each group of 5 counters, then count in fives to complete the sentences.

Now, those counters are a little bit more muddled up, aren't they? You might have to, when you do your ring, just look carefully to make sure that there are 5 in each group, okay? And then again, you fill in the stem sentences.

There are mmm fives, there are mmm all together.

So pause the video now while you try that.

So, how did you get on? We need to find out how many fives there were, how many groups of 5 in those cakes? So we need to draw a ring or a circle around each group, didn't we? So, are you ready? We had 1 five, 2 fives, 3 fives.

And then to find out how many altogether, the cakes were in groups of five, so we can count them in fives.

5, 10, 15.

There are 15 cakes altogether.

Okay, and then let's look at the apples.

So we've got 1 five, 2 fives.

And then we know that we can count them in fives to find out how many altogether.

5, 10.

So there are 10 apples altogether.

Okay, and then the strawberries, we've got 1 five, 2 fives, 3 fives, 4 fives, 5 fives, 6 fives.

And that means there are 5, 10, 15, 20, 25, 30 strawberries all together.

Well done.

Okay, and now let's see how we got on with our counters.

Okay? This was a bit more tricky to draw the rings around, wasn't it? So, let's have a look.

So there's one group of five there, 1 five, 2 fives, 3 fives, 4 fives, 5 fives, 6 fives.

There were 6 fives, and then if we count those in fives, that's 5, 10, 15, 20, 25, 30 counters altogether there.

So let's look at this next set.

We've got 1 five, 2 fives, 3 fives, 4 fives, 5 fives, 6 fives, 7 fives.

Okay? And then if we count them in fives, that's 5, 10, 15, 20, 25, 30, 35 altogether.

And then the last group here, we've got 1 five, 2 fives, 3 fives, 4 fives, 5 fives, 6 fives, 7 fives, 8 fives.

So we know there were 8 fives, so we count those in fives.

5, 10, 15, 20, 25, 30, 35, 40 counters altogether.

So, well done.

You've worked really hard in our lesson today, haven't you? And hopefully you are feeling much more confident with counting larger groups of objects, and knowing how to count them in fives to make sure that you count them accurately.

And you can check by counting backwards as well, can't you? Perhaps you did that with those counters there.

So, well done.

So let's see what we've learned in today's lesson, then.

Objects can be put into groups of five to make them easier to count, can't they? We can count in fives instead of ones to help us count more efficiently.

Groups of five can be called fives.

And we can check that we have counted accurately by counting backwards to five again, can't we? So, well done, you've worked really hard, and I've really enjoyed our lesson today.

(pen skritching on paper).