Lesson video

Hello everyone and welcome to today's lesson.

I'm Mrs. Crane and today we're going to be looking at a unit on multiplication and division.

And today's objective will be looking at the multiplication table of four.

For this lesson you'll need a pencil and some paper.

Please pause the video now to go and get these things if you haven't got them already.

I thought I'd start today with a dog fact.

So I've got a dog of my own, his name is Allo.

And Allo is a Cockapoo, he's not a Newfoundland.

But Newfoundlands are a breed of dog that are used as lifeguards.

This here is a picture of a Newfoundland.

You can see this dog here, they are a very large dog indeed.

So, moving on from dog facts, started with today's agenda.

So we're going to be learning how to recall the four times table by using something called skip counting.

We'll start off with a quiz to test your knowledge.

Then we'll look at some star words that are our words for today.

We'll be identifying numbers in the four times table and seeing how we can use skip counting to help us.

Then it will be time for your talk task.

Then we'll come back together and develop our understanding of our star words and apply our four times table to answer equations.

Then it will be time for you to have a go at your independent task and we'll review the answers together.

And finally, there'll be a quiz at the end to see what you've remembered.

So, pause the video now to complete your starter quiz.

Welcome back.

Let's get started then with today's star words.

We're going to use my tanual terms for the star words.

We'll start with multiply.

Four.

Skip counting.

Number line.

Bead string.

Whole.

Multiple.

Product.

Part.

Brilliant.

Let's have a look then at today's new learning.

So we have a picture here of a plane and we've got a zoomed in section here of some of the dials of that plane.

I want you to have a think then.

How could we find out how many dials there are in total in this section here without counting them individually.

Have a think.

You got five seconds thinking time.

How could we work it out? Okay then.

What we could do is think of this as if it was an array.

We could use the columns or the rows to help us out.

So I can see that in one column, goes down, there's four.

And I can see there are one, two, three, four, five of those.

Now we're going to have to imagine here that I've got a bead string.

This is what it would look like if I grouped my array onto my bead string.

Or we can imagine it on a number line.

A number line we can all use at home.

So I've provided number lines on the slides today so you can use those to help you.

So don't worry if you don't have a bead string, okay.

I don't have a bead string with me either.

So, let's have a look then.

We've got one, two, three, four, five groups of four.

So we know that we've got five groups of four.

Now let's count and use our skip counting to count out our number line in our fours, five times.

Ready, count along with me.

Four, eight, 12, 16, 20.

We've counted along five times.

have think then.

How many parts are there? What is the value of each part? And what is the whole? Let me give you five seconds thinking time on those three questions.

Okay.

I've got five parts.

One, two, three, four, five parts.

And in each part I've got one, two, three, four beads.

So I've got five parts each with a value of four.

They give me a whole so in total I've got 20 parts.

So my answer to how many dials there would be here is 20.

And I know that because I've done four times by five.

If I had to write the equation, it would give me four times by five is equal to 20 here cause I've got four, five times.

We're going to look at another example then.

This time where looking a zoom in of these seats here, you see they're here.

It's going to take me some time to count those.

I'm not going to count them.

So we're going to find out how many dials there are in total in a different way.

I can see that each row of seats holds four and I can see there is one, two, three, four, five, six, seven rows of sitting.

So on my interactive number line, I have grouped four seven times.

Under my number line, I've still counted four seven times.

Together with me, you're going to do the skip counting on our number line.

Let's go.

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

So my answer would be 28, there are 28 seats here.

I got to the answer much quicker than going one, two, three, four and potentially making an error in my counting.

So I know my answer is 28.

Now again, we're going to consider these three questions.

How many parts are there? What's the value of each part? And what is the whole? Give yourselves five seconds thinking time to consider these three questions.

Okay.

There are seven parts here.

One, two, three, four, five, six, seven.

Each of those parts has a value of one, two, three, four.

I know my whole is 28 cause in total I have 28.

If I wanted to write as an equation, I could write four times by seven is equal to 28.

Here's my equation.

Four times by seven is equal to 28.

One more example then.

This time we're going to look at just a section of these seats.

Again, we want to find out how many seats there are here.

We've got one, two, three, four in one row and we've got one, two, three rows of that.

So I've made that on my bead string.

I've got one, two, three sections.

On each section holds one, two, three, four.

Going to use skip counting then to work it, ready.

Four, eight, 12.

Let's have a look then at these three questions.

How many parts are there? What is the value of each part? And what is the whole? So how many parts are there? Well, there are three parts.

One, two, three, each with a value of four.

One, two, three, four.

My whole is therefore 12.

If I wanted to write it down, I could write four multiplied by three is equal to 12.

Okay then.

Let us have a look at your talk task today.

You've got two equations, two questions here and here.

You've got a number line here that you can use to help you.

And you've got say it out loud.

I'll read through the questions so that you know what you're doing.

There are four biscuits in each jar, how many biscuits are there in five jars? You've got an empty multiplication equation here where you need to put in the numbers here and the answer here.

You got some pictures here to help you.

There are four children sitting at each table, how many children are sitting at three tables? Again, you've got some empty, an empty equation here and you've got some pictures to help you here.

Here you can use this for skip counting.

So you use this to count along in your fours to help you answer these equations that are here.

And don't forget to use your say it out loud.

I will start at zero on my number line and skip count times.

The equation is because there is a group of four times.

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

Okay then.

Let's have a look at an example together.

So we're going to look at the top example.

There are four biscuits in each jar.

You can see here, one, two, three, four and there are five jars here, one, two, three, four, five jars.

Now I want to work out how many biscuits there are in total and I don't want to go through and count all of those biscuits.

So, my equation's going to be four times by five.

And I'm going to use my skip counting to help me.

I'm going to come down here to my number line and I'm going to skip count in my fours, five times to get my answer.

So, four, eight, 12, 16, 20.

I've skip counted in my fours.

One, two, three, four, five times.

You'll notice I've also drawn it on.

That's just to help me and to show you how visually we can see that I've counted in my four five times.

And my answer, well done, is 20.

So my answer to my equation is 20.

That is much quicker than counting all of those biscuits and maybe making a mistake.

Well done to those of you who worked really hard on that.

Okay.

So what we're going to look at next today is our develop learning.

And we're going to be recapping our star words.

Just particularly at the moment, we're going to focus on the word product.

Now we didn't look at what the word meant when we did it in our star words this morning, earlier in this session.

So the word product means the result of multiplying.

So what we're going to do is look at this column together and then I'm going to have a chance for you to have a look at the second column, okay.

So the product here in five multiplied by four is equal to 20.

Our product is 20 because it's the result of five being timesed four times.

We look at four multiplied by one is equal to four, our product here is four.

Cause again it's the result of two numbers being multiplied together.

Next then we have nine multiplied by four is equal to 36.

Our product is 36 here.

What I'd like you to do is have a look at the next column here and have a think about which numbers you think are the product and then you're going to read them out with me.

So I'll give you about five seconds thinking time to read through this column and work out where you think the product is.

Okay, welcome back everyone.

is I'm going to read out the equation and I would like you to repeat back the product and then I will confirm which the product is.

So, two multiply by four is equal to eight.

Eight is our product.

10 multiply by four is equal to forty.

Forty is our product.

28 is equal to seven multiply by four.

28 is our product.

Let me spot something a little bit different with one of the equations on this column.

Well done to those of you that noticed this equation here.

Seven multiply by four is equal to 28 is the same as saying 28 is equal to seven multiply by four.

Next then.

Our word is multiple.

The result you get when you multiply a number by another number.

So we're looking now at these numbers here and we're wanting to work out which numbers are multiples of four here.

We each all must think how could we prove that? How could we work out which numbers are multiples of four? Now I know when I look at this, I can skip count four, eight.

I'm pretty certain eight is a multiple of four.

But to prove it, I'm going to need to use something.

So we're going to our number line today.

Now what I've done is I've marked on my multiples of four onto my number line so that when were counting, and skip counting together, we can see really clearly which once are multiples of four, okay.

Now let's start off with eight.

We thought it was a multiple of four, lets check.

Four, eight, indeed it is.

Six then.

We've just done four and eight so we know we've skipped past six so it can't be multiple of four, so no it's not.

20, let's get counting and see if 20 is a multiple of four.

Four, eight, 12, 16, 20.

Absolutely.

Yes it is.

Let's see 12.

We've just skip counted 12.

Double check.

Yeah, 12 is definitely a multiple of four.

17.

Well I know I skipped counted 16, 20.

So 17 can't be a multiple of four, no.

We just skip counted to 16, so yes.

And 10, let's have a look.

Four, eight, 12.

No, we skip count past 10.

10 isn't included, so no 10 isn't a multiple.

And we proved it by using our number line and our skip counting to help out.

Now it's time for your independent task.

For your independent task today, I would like you to find the product for each equation here and then match it to the correct pictures here.

So you've got missing numbers.

Your product boxes are here.

Then once you've worked that out, you've got your pictures here to match with.

You also got your number line here for your skip counting.

So don't forget to use that if that would be helpful.

You've also got two short equations here.

I'd like you to work out the product or the answer to.

Remember you can use these boxes here for some drawings if that's helpful.

And again, you got your skip counting box here to help.

Please pause the video now to complete your task.

Okay, welcome back.

Lets have a look then.

We have to find the products for each equation and match it to the correct picture.

So start with four multiplied by four is equal to.

My answer is 16.

You can skip count with me on our number line.

So we've got four, eight, 12, 16.

Now we need to match it with the correct picture.

I can see here, I've got one, two, three, four nests and each nest contains one, two, three, four.

So this shows four nests with four eggs in them, there's 16 eggs in total.

Next then.

Three multiplied by four is going to give us 12.

Let's check it by doing our skip counting in our fours together.

Four, eight, 12.

Fantastic.

Now we need to match it with the correct pictures.

You can see here that I've got four seats.

And I've got that one, two, three times.

So three times four.

Next then.

Four multiply by 10.

Now I know that's 40.

Lets skip count in our fours all the way up to 40.

Four, eight, 12, 16, 20, 24, 28, 32, 36, 40.

Up to 10 times, that shows me my answer is 40.

Now I'm going to match it with my correct picture.

Each table has four legs and there are one, two, three, four, five, six, seven, eight, nine, 10 tables.

Next.

Two multiply by four.

I need to do two, lots of four.

So I know here I can do four, eight.

Then my answers stands to be eight.

And here I can say, I've got two sheep with four legs on them.

Next and last but not least, four times by six is going to give me 24.

Let's check it.

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

Fantastic.

And it must therefore match with my candles and my boxes.

Let's check.

We've got four candles and one, two, three, four, five, six boxes.

Or we can imagine they were cakes, that's probably better than boxes.

Last two questions then.

Five times by four is going to give me 20.

I can use this to help me to prove it.

And four times by eight is going to give me 32.

Again, you can prove it using your number line but you don't have to.

Well done everyone for working so hard today.

Please pause the video now to go and answer the final few questions.

Thank you and hopefully see you again soon.

Goodbye.