Lesson video

Hello everyone.

I'm Mrs. Client, and welcome to today's lesson in today's lesson, we're going to be doing some applying and consolidating about multiples of two, and the relationship that the two times table has with the four times table.

So thinking really carefully about how the two times table relates to the full time stable by using our understanding and knowledge of doubles.

I'll go through exactly what that means in a moment.

In a moment I'll run through any equipment that we'll need for today's lesson.

So don't worry just yet about going to get that, but could you please, if you can't turn off any notifications on your phone tablet or whatever device it is that you're using access today's lesson, and then if you can try and find someone nice and quiet in your home so that we're not going to be disturbed in today's lesson, when you're ready, let's begin.

Okay.

Then let's run through today's lesson agenda.

So we're going to start off by recapping, looking at the link between the two and the four times table.

Then we're going to be matching some equations with some answers.

Then we're going to look at dice arrays, and then it'll be time for your independent tasks today, which is a dice game and a discussion about how we use the different rules in that game.

At the end of it, before we get started, let's have a look at the equipment that you'll need for today.

So you will need a pencil, some paper, and ideally a dice.

If you don't have a dice, then don't worry too much.

You could ask the parent or a carer.

They can have a look online for an interactive dice for you.

Or you could write down the numbers one to six on a piece of paper and just randomly choose them when we come on to that point.

So don't worry too much about that, but if you've got one, you can use that.

There's supposed to be an hour to go and get those things.

If you haven't got them all ready? Okay.

Welcome back.

Right then let's have a Nick.

Firstly, is there a connection? Remember, we're thinking about that too.

And the four times table today.

So what I'd like to do is really quickly pause the video and have a look at the equations that you can see on the screen.

It might be helpful to look at them as one kind of bubble at a time, and then together we'll discuss what you notice.

Is there a connection? Okay, welcome back.

Let's have a look then.

So the first one that I'm looking at, I'm looking at, I can see two under four.

I can also say a two and a full hair and two double hair.

So I can see that there are equations representing the two and the full timetable and each of the bubbles.

And if I look really quickly at the bottom row, I can also see that.

Now I noticed here in this box, the number that two and four being tired by is the same three.

Now, what do I notice about the answer? But I notice the six doubled is 12 or half of 12 is six.

And I know that two doubled is four or half of four is two.

So I can see the same relationship between the two and the four.

The fact that two doubled as equal to four here in my answer, the fact that six doubled is equal to 12.

Is that the same in all of the boxes? I want you to have a really close look and have a think about what you've noticed or let's have a look then.

So this box, again, we know that there were one equation that's T two times something and one equation.

That's four times something.

And this time four is the number that we're multiplying by.

And I answer eight and 16 is eight doubled 16.

Absolutely.

It is, is two doubled for absolutely.

Yes.

Next one.

Then this time we're timesing by five, I answered 10, two doubled is for 10.

Doubled is 20 fantastic.

That's seven as six is then because sometimes if I got the equation four times by six, I would find that quite tricky to answer.

So could the answer to two times by six help me? Well, it could, because if I know it two times by six is 12.

I know that two doubled is four.

So I know that 12 doubled has to be 24.

So I could answer that equation without having to roll my fours six times by just doubling two times by six and the answer 12 to give me 24, because two doubled is four.

So 12 levelled it's 24.

The same happens with seven 14 doubled is 28.

And the same happens with the eight times table 16 doubled is 32.

That's going to come in and really helpful today because I want you to have a look at this image here.

Now we've got two people and they both are saying something we're going to think about.

Do you notice the connection between these equations? What sort of, what do you notice? And is there a connection between these two, not necessarily equations right now, but the two statements that they say, so our friend number one says I have more marbles because I have a greater number of groups.

And number two says, I have more marbles because my groups have a greater value.

Who do you think is right? Who do you think is wrong? I have a really good thing.

Have a look at the marbles that they've got, who has the greater amount.

Do any of them have the greater amount? Well, I can see here that my friend and blog has got one, two, three, four groups of 10, and I can see my friend number two has two groups.

There's four in them.

So do they have the same amount or a different amount of marbles in each? Does each person have the same or different amount of marbles? Well, I can see that both of the people have the same amount of marbles that my friend number two has some grouped into groups of four.

My friend number one has some grouped into groups of two.

So actually neither of them are correct.

None of them have more.

They have the same amount.

So no, one's correct.

Okay.

Then now we're going to do is look at it with numbers.

So we're going to look at the different equations that are on the roofs of our houses here.

If you're feeling super confident with your two and four times table, that's absolutely fantastic.

Pause the video.

Now I'm tapping out solving these equations.

They're not feeling so confident.

Don't worry because we're going to go through them together now.

So let's sort of think about how we can solve these equations.

Sometimes we're going to need to multiply.

Sometimes we're going to need to divide.

So we're going to need to use both our knowledge of multiplying and dividing to help.

Like let's see which we have got filled in for us already.

I can see here, I've got six times by four is equal to 24.

So I already have one of my apps here.

Now let's have a neck 24 divided, not 24.

Sorry.

That clearly says 28, 28, but we're dividing it by four.

How could we solve that? What could we do to solve that equation? Well, I know I could roll my fours until I get to 28.

So how many times four goes into 28? So you're going to count with me.

Let's count it count in our fours.

Four eight, 12, 16, 20, 24, 28.

How many seven.

So my answer would be seven.

This time.

I'm going to do three times by two.

I know that I'm really quickly because I know my three times table I'm at risk.

I might also know my two times table to help me with that one 22 divided by two.

Now, do I need to roll my twos until I guess 22? Don't because I could dig because I know that two times by 10 is equal to 20.

So I know that one more group of two will be 11 groups of two and it will give me 22.

So I know that my answer is that for 11 and my last one is four times by eight.

Now I could have all my fours eight times I could do two times eight and then double it asks could I do, I could do do 10 at times by four, and then take two groups before away.

You might have a different strategy.

You could do that for the moment.

We're going to roll our fours eight times.

So together with me, 4, 7, 12, 16, 20, 24, 28, 32.

So my answer 32, and I can put that in there.

Okay.

Then it's now time for today's talk task, which is matching pairs.

I'll explain what that means to them.

So what I would like you to do, I'm just going to move myself slightly off so that you can see exactly what you've been asked today is you're going to be matching with the correct numbers.

So you've got equations on this side here.

You've got numbers on this side here.

Don't forget to think about that link between the two and the four times table.

What I'd like you to do in a moment is when you're ready, you're going to pause the video and you're going to work out which equation matches with which answer.

Okay.

Please pause the video now to have a go at today's talk tasks.

Okay, welcome back right then what we're going to do now is go through the answers together.

So let's discuss it two times by six, two times by six is 12.

I know that because I know my two times table, and I know my six times table really quick, two times four eight.

It's going to give me the answer.

So I'm going to check and draw a line eight, nine times by four.

I know that 10 times by four is 40.

So I can take one group of four away from 10 times four to six, three times by two going to give me six rolled my three times table twice, seven times by two, or I always find that quite tricky.

So I'm going to roll my twos seven times 2, 4, 6, 8, 10, 12, 14.

So rather than sometimes I might answer was 14, so I can draw my line to 14.

So we've drawn our lines ahead and I'm going to show you exactly how to do the dice games.

So what we need to do is when rollout dice, I'm going to roll my dice.

I've landed on a six.

Now I'm going to choose whether I'm going to multiply my to my six or eight by two or four.

Now I know that four's going to get me the greatest spread on my board.

So I'm going to make sure that my pants, you can see it.

And then I'm going to Mark on my array of six, I'm multiplying by four.

So I'm going to do 1, 2, 3, 4, 5, 6.

And then, because it's an array.

I have to do 4 by 4 now, what I would do is choose between these few different markings.

So I either choose across maybe a zero, a tick and like a smiley face so that you can see.

So now I'm going to roll my dice again.

This time I've got two.

Now I know two times by four is eight.

I could probably fill this row with an array that shows eight.

So I'm going to this time, I'm going to share it with zeros.

So one, two, Oh, I don't want to get that.

But then this time we're going to roll my dice.

I've landed on a three.

Now.

I think I might do three times by four.

So I'm going to do an array of three by four, I think.

And I'm going to use smiley faces for this 1, 2, 3 And I have to do it four times so second time here's my third time, and here's my fourth time So you can see the aim of the game is to fill up this grid with the different roles of your dice.

Timesing the number that you roll by, like either the two or the four, and then thinking really carefully about where you want to fill it in.

You'll notice I started by filling it in, in one quarter and kind of filling the whole grid up.

You could do it random names.

See if it worked better, it's up to you.

You could go and down and then across again, it's completely up to you.

But my challenge to you is how do you fill the whole square up with different rectangular arrays? Okay.

Then let's have a look at your independent task today.

So you're going to be looking at a rain grids.

Now you're going to do what we've just done together.

When I just showed you how I did it using the process of the text or the smiley faces or the circles, or if you've got another little picture that you want to draw quickly into your array grid.

That's absolutely fine.

As I said, the aim of the game is to fill up the square with the rectangular rise of your multiplication calculations.

So one, you roll the dice to you decide if you're going to multiply by two, or if you're multiply by four, the rate you need to draw in your rate into the grid.

And as I said already, the challenge is, can you fill your multiplication grid here? Your grid right here with multiplication rectangular arrays.

My challenge to you today is does it matter which way your rectangular grid is formed? So it doesn't matter which way your grid, sorry, your rectangular array is formed.

So it doesn't matter in your grid which way it is.

Please complete your task.

Remember, don't forget to presume that once you're finished and we can have a bit of a discussion together.

I think that to please ask your parent or guardian.

To share your work from today on Twitter, by tagging at Oak national, and using the hashtag learn with Oak Great work today, I've been super impressed.

Don't forget to go and complete the class and show all of that fantastic learning that you've done today.

Thank you.

And hopefully I'll see you again soon for some more mats.

Bye bye.