Lesson video

Good morning children.

My name is Mrs. Donnie.

How did you get on with the practise activity In our previous lesson with Mrs. Parr.

Let's look at the first set of numbers.

Four, six, seven, 12, 16.

You were asked to put a tick if it's true that these products are in the two times table or a cross if it was false.

What did you put in this first one? I'm going to read the numbers again.

Four, six, seven, 12, 16.

That's correct.

It is false.

These products are not all in our two times stable.

So you should have put a cross.

That's correct.

Why is that? Hmm, I think we should have a look at our two times table again and see if we can spot a pattern.

I would like you to recite the two times table with me.

We're going to use the stem sentences at the top right-hand corner to help us.

Are you ready? Let's have a go.

Zero two is zero, one two is two two twos are four, three twos are six, four twos are eight, five twos are 10, six twos are 12, seven twos are 14, eight twos are 16 and nine two are 18.

Great job.

Thank you for helping me.

Now I would like you to pause the video right here and I want you to take a close look at for one digit and I want products.

Can you spot a pattern? Explain this pattern to your mom, dad, brother or sister or even your teddy.

How did you get on? Did you notice that there is a pattern of zero, two, four, six, eight.

Zero, two, four, six, eight.

Did you notice that in our ones digit.

Great job.

I wonder why that is? Yes, that's right.

Like that's because all our products are even.

Great job.

Now, I wonder what this pattern still be there even if I had continued to count in groups of two beyond my known facts.

Hmm, let's have a look at our two times table again and we're going to use our stem sentences again to help us.

Are you ready? Zero two is zero, one two is two, two twos are four, three twos are six, four twos are eight, five twos are 10, six twos are 12, seven twos are 14, eight twos are 16, nine twos are 18 and 10 twos are 20.

11 twos are 22, 12 twos are 24, 13 twos are 26 and 14 twos are 28.

Is the patterns still there? Can you still spot the pattern of zero, two, four, six, eight, zero, two, four, six, eight, zero.

Two, four, six, eight.

Is it still there? That's right.

It is still there and that is because the products are all even so the ones digits will be, zero, two, four, six or eight.

Great job.

Let's go back and look at the practise activity again.

You were definitely correct.

That seven is not a product that we would find in the two times table because it is not an even number.

Let's look at the next set of numbers.

18, 10, zero, six, 14.

Did you have a tick or did you have a cross? That's right.

It would be 18 because when I look at the ones digit they either end in zero, two, four, six or eight.

Excellent.

What about the next set of numbers? 16, four, 20, 2, eight.

Was that a tick or did you have a cross? Perfect.

Tick would be correct because all the one digits has either zero, two, four, six or eight.

So they are all even numbers that they would definitely be in our two times table.

Let's look at the other set of numbers.

32, 33, 43, 55, 64.

Did you have a tick or did you have a cross? That's right.

That would be a cross because in the ones digits we can see a three and five and they are not products we would find in the two times table because they are not even numbers.

Let's look at the final set of numbers.

58, 60, 62, 64, 68.

Oh, would that be a tick or would that be a cross? Perfect.

In the ones digit they all have either zero, two, four, six or eight.

So these are products we definitely find in our two times table because they are all even.

Great job.

Mrs. Parr also gave you a challenge.

How did you get on.

Let's look at it again.

Five children go out wearing in gloves.

Then one child loses a glove.

How many gloves are there now? Write the multiplication equation.

We know that five children with one group of two gloves each.

So let's count them.

One two is two, two twos are four, three twos are six, four twos are eight, five twos are 10.

So that's 10 gloves.

But then one child loses a glove.

So how many gloves are there now? That's right.

There are nine gloves now.

How did you write your multiplication equation? Did you write five times two take away one? That's right.

Well done.

Good job.

Lets look at our two times table again.

But before we continue, can you remind me what does our first factor represents? That's right.

Our first factor represents the number of groups.

What does our second factor represents? That's right.

Our second factor represents the group size and it is always two.

I would like you to help me recite the two times table and we're going to use our stem sentence to help us.

Are you ready? Zero group of two is equal to zero.

One group of two is equal to two.

Two groups of two is equal to four.

Three groups of two is equal to six.

Four groups of two is equal to eight.

Five groups of two is equal to 10.

Six groups of two is equal to 12.

Seven groups of two is equal to 14.

Eight groups of two is equal to 16.

Nine groups of two is equal to 18.

10 groups of two is equal to 20.

11 groups of two is equal to 22 and 12 groups of two is equal to 24.

Great counting.

Thank you for helping me.

I'm going to show you the two times table again.

I would like you to pause the video and take a close look on the two times table on the right.

What's have you noticed.

What has changed and what stayed the same? You can pause the video here and you can now explain it to an adult, your brother, your sister or maybe even your teddy.

How did you get on? Did you say that both tables show the two times table? That is correct.

In the first table, the first factor represents the? That that's right.

It represents the number of groups.

And the second factor represents? That's correct.

The group size and it is always two.

What has happened now in the second table the one that's on the right? That's right.

The first factor represents the group size and it is always two and our second factor represent the number of groups.

What have we done? That's right.

In each equation, we have swapped the factors around but the products are still the same.

Good observation.

Great job.

We're now going to recite the two times table and we're going to use the stem sentence to help us.

We will be focusing on the two times table that's on our right.

Are you ready? Two, zero time is equal to zero.

Two, one time is equal to two.

Two, two times is equal to four.

Two, three times is equal to six.

Two, four times is equal to eight.

Two, five times is equal to 10.

Two, six times is equal to 12.

Two, seven times is equal to 14.

Two, eight times is to 16.

Two, nine times is equal to 18.

Two, 10 times is equal to 20.

Two, 11 times is equal to 22.

Two, 12 times is equal to 24.

Great job.

Excellent counting.

So, I can say six times two is equal to 12 or I can say two times six is equal to 12 and I would still be correct.

I can swap my factors around and my product would still be the same.

Great job.

Let's have a look at these two equations.

Pause the video and explain what is the same and what is different.

I know you've been super at this.

How did you get on? Did you say that in both equations two and five are factors and the product is 10? great job because that is correct.

And did you also see that what is different is that the factors have been written in a different order? Well done because that is also correct.

I have two stem sentences to help us.

Let's see them together.

Find groups of two is equal to 10 because I can see that there are five bicycles.

Each bicycle has two wheels.

Two, five times is equal to 10.

Two is the group size, five is the number of groups.

There are 10 wheels all together.

Great job.

You're getting really good at this.

So now it is your turn.

Can you write two equations to match this picture.

Pause the video and write your equation.

Did you write three times two is equal to six.

That is correct.

There are three 2p coins, the group size is two.

And did you also write two times three is equal to six because the group size is two, a 2p coin three times.

There is 6p all together.

Well done.

Let's use these stem sentences to help us.

Three times two is equals to six.

Three groups of two is equal to six.

Two times three is equal to six.

Two, three times is equal to six.

There is 6p all together.

Great job.

I have another one for you.

Pause the video, look at this picture and then write two equation to match it.

How did you get on? Did you write, two times two is equal to four? That's correct? There are two pairs or two groups of socks.

The group size is two.

Did you also write, two times two is equal to four.

The group size is two.

Two socks, two times.

There are four socks all together.

Well done.

Yeah, let's use our stem sentences again to help us.

Two times two is equal to four.

Two groups of two is equal to four.

Two times two is equal to four.

Two, two times is equal to four.

Great job.

There are four socks all together.

Great work today.

Well done and thank you for joining me.

I have an activity for you to do before next time.

I would like you to collect various items in your house that come in groups of two.

This could be, pairs of socks, 2p coins, tokens, counters or pairs of shoes.

Put them in groups of two then use the stem sentences to write the equations.

Something groups of two is equal to something.

Two, so many times is equal to something.

I also have a challenge that I would like you to complete before next lesson.

I would like you to write the two times table both ways on a piece of paper ready for the next lesson.

Thank you again.

See you next time.

Bye.