Lesson video

Hello everyone, I'm Miss Hughes and welcome to today's session.

In today's lesson, we're going to be looking at part of a unit called numbers within 100.

And as part of that, our objective today is going to be identifying tens and ones in two digit numbers, so let's get started.

For today's lesson, you are going to need a pencil and rubber, some paper, and some counters that you can count with.

If you haven't got counters, and you've got Dienes blocks, they would actually work really well as well.

But if you haven't got either of those, don't worry, you can use anything that you can find around the house to count with.

So something like Lego blocks, or if you have some bits of pasta, you can use those, but it's something that you can count with will be really useful.

Just make sure you ask an adult before you go snooping around the kitchen cupboards.

And something else that will be useful is a bead string, so if you have a bead string as well, that will be great.

But again, do not worry if you haven't got that.

Pause this video now and get the equipment that you need, if you've not got these things already.

Right team, I think we're all ready to start our learning today, so let's have a look at our lesson agenda for today.

I'm just going to get myself up on the screen for that bit, it's going to take a couple of seconds.

Here we go, brilliant, okay, so we're going to start off today's lesson by recognising different representations of two digit numbers as part of our new learning, then it's your talk task, next, you will develop the new learning you will have done by representing two digit numbers in different ways.

Then it's your independent task, and of course, we're going to go through the answers all together.

And then finally it's your quiz where you can see all of the amazing learning that you've done, and you can see exactly what you've remembered from today's session.

So let's get going.

Right team, let's get started.

So I want to begin on you learning by having a think about this big picture that you can see on the screen.

And specifically, I want you to have a look at the big boxes of fruit that you can see at the back of the stool.

You'll notice that the fruit in these boxes is organised into really lovely, neat rows, and the reason the market seller has done this is because it's a lot easier and more efficient for the market seller to count his fruit.

So looking at this picture and looking specifically at these boxes of apples over here, I want you to think about these questions I've got on my slide.

And I'm going to give you a few seconds thinking time for this.

So the first question is asking you, "How many apples do you think there are in each row?" And the second question is, "How many apples are in each box?" And when you're thinking about those questions, I also want you to have a think about explaining your answer.

So why do you think that you've come up with that answer? To help you, I've put useful sentence down at the bottom of my slide here.

And I'd like you to use that when you're kind of coming up with your answer.

So your answer should sound something a little bit like this, I think there are "mm" apples because "mm".

You can pause the video now if you think you're going to need a little bit longer for your thinking time, otherwise I'm just going to put my hand up and show you the timer, you've got five seconds.

Time's up, did you get an answer? Let's go through it.

So we're going to have a look at our apples first at the back, I think, and I want to just count them to double check that we've all got a similar answer.

So let's count those apples at the back, you can count with me one, two, three, four, five, six, seven, eight, nine, 10.

So as you can see on my screen, I've got one box of the market sellers apples on a slide.

So that's going to help us to look at it in a little bit more detail.

And I want to think about just one row of apples.

So remember one row of apples has 10 apples in all together.

So I could represent that using 10 ones, and I'm going to use some squares to show you that.

So let's count out my 10 ones, one, two, three, four, five, six, seven, eight, nine, and 10.

Because there are 10 apples in my row, I need 10 ones to represent those 10 apples.

So here I've got 10 ones, because I've got 10 ones though, I don't need to have them as just separate ones.

I can actually make that into one 10 stick because 10 ones is equal to one 10, which looks like this.

So to represent my 10 apples that are in each row, I can use a 10 stick like this, which represents one 10.

Right team, using what you know now about one row of apples, which can be represented by one stick of 10, I want you to have a think now about estimating how many apples are in one whole box.

So we want to think about how many apples that are in the whole box now.

I'm going to give you about five seconds thinking time, and then we're going to go through it together.

I'm going to put my hand up so you can see the timer.

Let's go through it now with together, what we're trying to do is estimate how many apples that are all together in that box.

So I know already that there are 10 apples in every row, and I know by counting that there are 10 rows of apples.

So let's count them just to double check one, two, three, four, five, six, seven, eight, nine and 10, so there are 10 rows.

Remember that I can represent each row of 10 apples with a 10 stick 'cause I know that there are 10 apples in each row, so here is my first row of apples there.

Because I've got 10 rows of apples, I'm going to need 10 10 sticks let's count them.

So that's one row, two, three, four, five, six, seven, eight, nine, 10.

So now we can count the tens to see how many apples we've got all together.

10, 20, 30, 40, 50, 60, 70, 80, 90 ,100.

So I have my 10 groups of 10 which is equal to 100.

Therefore I know that there are 100 apples in the whole box.

For a market seller, it's much easier to count his apples in tens and his groups of tens rather than counting the 100 apples individually.

So this is why he's laid his apples out in this way.

Okay team, so in our last slide, we were able to use sticks of 10 to represent 100 apples in our last slide.

Let's have a think about this next question.

This question asks, "How could I represent 46 apples?" So rather than 100 apples, how could I represent 46 apples in the market sellers box? I would first need four sticks of 10, So 10, 20, 30, 40 and then I would need six ones, One, two, three, four, five, six.

Let's come out altogether again.

10, 20, 30, 40, 41, 42, 43, 44, 45, 46.

So there are four tens and six ones.

There are 46 apples all together, so this represents 46 apples.

I could also represent it in this bead string.

And you can see that I've got full lots of 10, so 10, 20, 30, 40, and 41, 42, 43, 44, 45, 46.

So this is how I would represent my 46 apples on a bead string.

What about the next question? The next one is asking us, "How could we represent 64 apples?" Well, even though my number 64 has the same digits as the number 46, 'cause I've got a six and a four, my representation is going to still look different.

For the number 64, there will be six tens, 10, 20, 30, 40, 50,60, and four ones, so that's 61, 62, 63 and 64.

So that represents 64 apples.

I could also represent this on a bead string.

So as you can see, I've got my six lots of 10, so I've got 10, 20, 30, 40, 50, 60, 61 62, 63, 64.

As you can see 46 and 64, even though they have the same digits in them, which are six and four, they have different representations because in this number 46, my four represents four tens whereas in 64, the digit four represents four ones which are over here.

And same again for the six digits, the six did it in 64 is representing six tens, which are here.

Whereas in 46, the six digit is only representing six ones, which you can see over here.

So this is why we've got two different representations.

Okay team, awesome learning so far with our new learning, let's get onto our talk task.

Great, on this slide, there are some numbers in different boxes and these represent different numbers of fruit at the market store.

I'm going to use some sentence stems to help me represent my fruit in tens and ones.

And I'm going to do this first one here for number 53, and then you're going to have a go at the rest of them.

So here are my sentence stems, I'm just going to move myself magically down here so I'm out of the way a little bit.

So let's start then, I choose 53, I will make this with five, 10 sticks of squares, 10, 20, 30, 40, 50, and three one squares, 51, 52, 53.

So this representation is of the number 53.

Now I'm going to read the bit in purple, I will now make 53 with a bead string.

I need five groups of 10 beads, so I've got them here.

One, two, three, four, five.

In other words, that's 10, 20, 30, 40, 50, and three ones beads 51, 52, 53.

So I have two different representations here of my number 53.

Now I would like you to have a go at the others by yourself using the sentence stems like I did.

You can draw out your sticks of tens and ones if you do not have cubes at home.

And if you don't have a bead string, then remember you can try using something like counters or you can use pasta or rice and anything else that you can count with really.

Pause the video now to complete your talk task and then play when you are ready to continue.

Let's look at these then team, so here are the answers for your talk task.

The very first one we'll go to is number 32.

So in the number 32, I can see that I'm going to need three sticks of 10, so that's 10, 20, 30 and two ones 31, 32.

So your representation that you drew out should have looked something like this.

Then I have the number 63, I can see that I'm going to need six 10 sticks, so count with me, 10 20, 30, 40, 50, 60, and three ones, one, two, three.

So your representation for 63 should be like that.

And finally the number 31, I can see I'm going to need three 10 sticks, so I've got 10, 20, 30 and one one, so that's 31.

So those your representations there, good job if you've got the same as I did.

Well done so far team, you've been great.

And now I think we're ready to develop our learning.

So let's look at our big picture again.

Remember that the market seller arranged his fruit in a special way.

That's really important to remember in this next bit He has arrangement boxes and groups and some fruit are individual as well.

So if you have a look on the market store, you can see that some are big boxes like these ones, some are in groups and then some are just loose on their own.

This is to help him with counting his fruit.

We're going to look at the bananas on the fruit store and think about how we can represent them in a place value chart.

So here are my bananas and this is a bit more detail, and I'm going to use 10 sticks and squares for this again, to represent our fruit.

So I'm going to use these sentence stems to help us, and this is my place value chart that's really important for us today.

I can see that I need seven sticks of 10 because I can see seven bunches of 10 bananas here.

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

So let's count those sticks of 10, 10, 20, 30, 40, 50, 60, 70.

Great, I've got my seven sticks of 10.

There are also eight ones, so in my one section of my place value chart, I'm going to put my eight ones because I can see eight single bananas here.

So one, two, three, four, five, six, seven, eight.

Let's count them one more time just to be sure.

So to start with our tens, counting in tens, we're going to go 10 20, 30, 40, 50, 60, 70, 71 72, 73, 74, 75, 76, 77, 78.

So I've 78 bananas all together.

So we've got seven tens and eight ones, there are 78 all together.

Great, now that I've got all of those altogether, I'm also going to represent it on a bead string, just so we can be really clear about this representation.

So here is my bead string and I have seven tens, eight ones, and there are 78 all together.

Brilliant, let's do another one.

So this time we're going to think about some oranges and again, I'm just going to move myself ever so slightly sort of out of the way.

Brilliant, okay, so in this example, I can see that there are three tens.

So represent that in my tens column, on my place value chart over here.

So count with me, 10, 20, 30, there we go, so that's my three tens.

And I can see that I've got five single oranges, so five ones, lets put them in my ones column, one, two, three, four, five.

So in this representation and in this picture above, there are three tens and five ones, which means there are 35 all together.

Let's just count it one more time, just to be clear.

So starting with our tens, 10, 20, 30, 31, 32, 33, 34 35.

So we've got 35 oranges all together.

I can represent my square representation in a different way as well.

I'm going to do my beads again, so as you can see, I've got my three tens here, 10 20, 30, and my five ones, 31, 32, 33, 34, 35.

So I've got three different representations here of my 35 oranges.

Okay team, we're going to look at one more before moving on to our independent task.

And as you can see from my slide, we're going to be looking at the apples on the market store.

I want me to pause the video in a second, because I'm going to get you to fill in yourself the blank that you can see on the screen.

So on a sheet of paper, you're going to need to draw your place value chart with tens and ones columns, and I'd like you to write out the sentence stem with the blanks, because I'd like you to fill them out yourself and then we're going to go through it.

How many tens and ones do you think there are? And you're going to draw that representation in these boxes and then write the digits in these boxes, and then I'd like you to write how many things there are all together of apples.

Pause the video now and play it When you ready to think about the answers.

Welcome back guys, let's have a look at these.

If I look at my apples up here, I can see that there are one, two, three, four, five, six, seven, eight groups of 10.

So I know that I'm going to need eight tens sticks to go in my place value chart there, and there are seven single apples.

so I'm going to need seven ones like that.

So your place value chart should look a little bit like that with eight to tens sticks and seven ones.

So if I'm going to fill that in my sentence stem, it should look like this.

There are eight tens and seven ones, there are 87 altogether.

I've represented that in a bead string up here, so you can see I've got my eight tens of beads at the top so I've got 10, 20, 30, 40, 50, 60, 70, 80.

And I've got seven beads here, 81, 82, 83, 84, 85, 86, 87.

You've done a super job so far team, now we're going to move on to our independent task.

So let's move this on.

Great, and I'm just going to remove myself from this screen so that I'm not in your way.

So now we are ready for the independent task where you are going to be representing two digit numbers just like we've been doing in lesson.

For each of the images that you can see here on the screen, so all of these different ones, I would like you to use a place value chart and the sentence stems to help you represent how many of each fruit there are all together.

Then you're going to record this in each of the boxes by drawing your tens sticks and ones.

So just like you did in your place value chart, you're going to pick your tens sticks and your ones in these little boxes to represent the image that you've got.

These are the sentence stems that you've got done here to help you.

So there are "mm" tens and "mm" ones, there are "mm" all together.

So this is very similar to the develop learning that we were doing just minutes ago.

I'm going to give you an example now, if you have a look at this top box, this image here of apples, I can see in this first image that there are three tens and seven ones.

So I will draw these out, I'll do my three tens sticks on my seven ones squares and I know that there are 37 apples altogether.

So in my sentence stem I would say, there are three tens and seven ones there are 37 all together.

What I can do is count my image just to make sure that's correct.

So let's count my tens first, 10 20, 30, 31, 32, 33, 34, 35, 36, 37.

So I knew the 37 was the correct answer.

Pause the video now to complete your task, resume the video once you're finished and you're ready to go through the answers, good luck.

Okay guys, let's go through these answers all together then.

Having a look over here, you can see that I've drawn my representations using my tens sticks and my ones quite small in these boxes, let's see if they're the same as yours.

So this first one, which I went through, we know that there are three tens and seven ones, so there are 37 all together.

In the one below, I know that there are five tens and seven ones, so there are 57 bananas altogether.

In the next one, I know that there are six tens and seven ones, so I know that there are 67 all together.

And in this last one, I know that there are nine tens and seven ones, so there are 97 all together.

Let's look at the second row now, we've got six tens and six ones, which is 66 altogether, six tens and four ones, which is 64 together, six again, six tens and two ones, which is 62 all together.

And finally, we've got six in this one and no ones at all, so I'm going to have 60 apples in that one with nothing else.

Good job guys, that completes our learning for today.

All that's left now is to complete this quiz and see everything that you've remembered.

You've been absolutely awesome today and I hope that you're very proud of yourself, all of the fantastic learning that you've been doing, I look forward to seeing you soon on another session, bye bye.

Okay team, if you'd like to share your awesome work from today's session, then please ask your parents or care to share your work on twitter tagging at @OakNational Academy and #LearnWithOak.

I would love to see what you guys been getting up to on there.

So definitely, definitely get posting.

So you soon, bye.