Lesson video

Hello, my name is Miss Jones and I'm going to be teaching you Maths, today.

I thought I'd start, today, by telling you a little Maths joke.

Are you ready? What do you get if you cross a math teacher and a clock? Whisper to me your answer.

Shall I tell you? You get Arithma-ticks.

Let's start the lesson.

Today, we're going to be exploring the value of a 3-digit number in more than one way.

Here's the lesson agenda.

We'll start with our new learning where we'll look at 3-digit numbers and their place value in the hundreds, tens and ones column, and then, see how we can move these parts, keeping the whole same in the part-part-whole model.

There will be a talk task, followed by independent task and then, finishing off with the post quiz.

You will need a pencil, a paper and I will be modulating the activities today, using dienes but, you can use any items around the house that you might have such as, lego, or you can draw the dienes in your exercise booklet, or, in your piece of paper.

Please, pause the video now, and collect these items, if you haven't done so, already.

Let's start with our new learning.

Here we have a 3-digit number.

The number is, four hundred and thirty eight.

We can represent this number on a place value chart.

How many hundreds are there in four hundred and thirty eight? Can you whisper to the screen? Great! Let's check together.

One hundred, two hundred, three hundred, four hundred! There are four hundred in the number, four hundred and thirty eight.

Now, let's look at the tens.

How many tens are there in the number, four hundred and thirty eight? Can you whisper to the screen, again? Let's check together.

Ten, twenty, thirty! There are three tens in the number, four hundred and thirty eight.

Now, let's look at the ones.

How many ones are there? Can you whisper to the screen? Let's check together.

One, count with me, two, three, four, five, six, seven, eight! There are eight ones in the number, four hundred and thirty eight.

There are four hundreds, three tens and eight ones.

We can also use a part-part-whole model with four hundred and thirty eight as the whole.

Let's complete the parts.

There are four hundreds, three tens and 8 ones.

This is one way of representing the whole number four hundred and thirty eight.

There are many many more ways.

Here's another example.

I have the same number of hundreds, tens and ones because, the whole number is the same.

We're going to explore moving a different parts.

Remembering my whole is the same, four hundred and thirty eight.

For example, my parts could be two hundred, two hundred and thirty eight.

Can you think of another way? Pause the video and have a think.

When you are ready, click resume.

How did you get done? Tell the screen another way.

Brilliant! Now, I'm going to show you a few more ways.

There are many many ways.

So, you may have come up with a similar suggestion to the ones I'm going to give you.

But, you are close to being correct as long as your whole number is still four hundred and thirty eight.

This time, I'm going to make my hundreds first by placing three in the first half and one in the second.

I'm going to place my tens in the second part and my ones in the third part.

The whole is four hundred and thirty eight.

Now that I have shared out my parts, the first part is three hundred.

The second part is a hundred and thirty and my final part is eight.

I can make another way! This time, I'm going to move my four hundreds between the parts.

Then, my three tens and then my eight ones.

This time, my parts are two hundred, a hundred and thirty and a hundred and eight.

It's important to remember, the whole is the same even when the parts change.

Now, it's time for your talk task.

For your talk task today, I would like you to find the missing values on the part-part-whole model.

Now, remember there are many many ways that we can represent this number.

I want you to have a go at exploring and saying aloud, even to somebody next to you, or, the screen, these sentences here to help you, the whole is.

, the parts are.

To do this, you could use objects, dienes like I did, or, you could draw the parts.

Pause the video.

Whilst, complete this task.

How did you do? Here are some examples of answers that you may have come up with.

Now, remember, there are many many ways to represent a whole number.

Don't worry if you didn't get the same examples as the ones on the screen.

As long a- The most important thing to remember is that the whole number stays the same even when the parts change.

So, the total of all your parts must total to the whole number.

Here, we have a part-part-whole model with a missing number.

To find the missing number, we need to look at what we know.

I know, the whole number is five hundred and twenty four.

I know, one part is three hundred and another part is three.

Here, I have my dienes representing the whole number, five hundred and twenty four.

I can move the dienes to the parts and then, the leftover dienes will be my missing number.

My missing number is one hundred, two hundred, ten, twenty, one.

The missing number, the missing part is two hundred and twenty one.

Now, it's time for your independent task.

Look at the whole.

Draw the dienes to find the missing parts.

Write the missing part in the box for each part-part-whole model.

Pause the video to complete your task.

Resume once you're finished.

How did you do? Let's have a look at the answers.

So, I know my whole number is five hundred and twenty four.

If one part is three hundred and twenty two and the other known part is a hundred, the unknown part is one hundred and two.

Another way of representing this whole is, if one part is five hundred, another part is sixteen then, the unknown part is eight.

Another way is, if one part's eighty, the other part is forty four, then, the unknown part is four hundred.

If another known part is a hundred and four, and then the other known part is two hundred and twenty, then the unknown part is two hundred.

And then, the final example is if the known part is two hundred, and the other known part is three hundred and four, the unknown part is twenty.

So, as you can see, there are many ways to represent one number.

You've worked really hard, today.

I'm very impressed.

Well done.

Before you finish the lesson, don't forget to complete the quiz.

Hopefully, I'll see you again, soon.

Bye!.