Lesson video

Hello everyone.

Welcome back to another maths lesson with me, Mrs Pochciol.

As always, I can't wait to learn lots of new things and hopefully have lots of fun.

So let's get started.

This lesson is called Use Knowledge of Calculating Within 20 to Solve Problems involving Statistics, and it comes from the unit Calculating Within 20.

By the end of this lesson, you should be able to use your knowledge of calculating within 20 to solve problems involving statistics.

Let's have a look at our key words for this lesson.

Efficient, bridge 10 and difference.

Let's practise them.

My turn, efficient, your turn.

My turn, bridge 10, your turn.

And my turn, difference.

Well done.

Now that we've said them, we're going to use them.

Let's get started.

Here is this lesson's outline.

In the first part of our learning, we are going to solve problems using pictograms, and in the second part of our learning, we're going to solve problems using bar charts.

So let's get started with that first part, solve problems using pictograms. It's back to our big science experiment again today.

So Laura and Andeep are going to be joined by Sam and Lucas to help them with their learning.

Last week they were tasked with designing and building a micro habitat for a minibeast in their outdoor classroom.

Now it's time to see how the woodlice liked their new micro habitat.

Let's start by getting them ready again.

Are we ready? There we go.

They're ready to go.

The children create a pictogram to represent the woodlice that visited their micro habitats through the week.

Oh, I wonder if it was going to be successful.

Should we have a look? Wow I can see that there were lots of woodlice there, look.

Laura explains that they recorded the number of woodlice that visited their micro habitat each day.

So we can see on our pictogram that we have the days and we have the number of woodlice seen.

They did really like the micro habitat, Sam, there's loads of woodlice there.

Well done to you.

To help us read our pictogram, can you remember what we need to look at? That's right, the key.

So then Laura, what's the key for your pictogram? Oh, each woodlouse image represents one woodlouse.

Thank you for telling us that because that's a really important thing that we need to know to be able to interpret your pictogram correctly.

So let's have a look then.

Sam recorded the numbers on Tuesday and Friday.

So how many woodlice did she see in her micro habitat altogether? We can see that on Tuesday, Sam saw six woodlice and on Friday she saw seven woodlice.

Laura represents that information as a bar model.

Can you see? We have six woodlice and we have the seven woodlice.

To find out how many some saw altogether, what do we now need to do? That's right.

We are going to have to add our parts together to find the whole.

So six plus seven is equal to something.

How are we gonna calculate this then, Sam? Sam notices that this is going to bridge 10.

So first they need to make 10 and then add the other part.

So how can we partition seven to help us here? Hmm, I can see that that first addend is six.

So I need one of those parts to be four.

So four and three.

That's how we can partition seven, look.

First thing we need to do is make 10.

So six plus four is equal to 10.

Then we add the other part, 10 plus three is equal to 13.

So that means, Sam, you saw 13 woodlice altogether on Tuesday and Friday.

Wow, well done there, Laura and Sam.

Did you see how they took the information from that pictogram and then calculated the maths using the strategies that we've been looking at? Well done.

I'm very impressed there guys.

Let's have a look at another problem.

Laura would now like to know how many more woodlice were found on Monday than Friday? Hmm.

So let's have a think about this.

Sam notices that to find out how many more, she remembers that she has to find the difference.

So let's have a look then.

On Monday, how many woodlice did we see on Monday? 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16.

We had 16 woodlice on Monday, and how many on Friday? We had seven on Friday.

So we have 16 on Monday and seven on Friday.

The difference will be that unknown part.

So to find the unknown part, we can do 16 subtract seven because that will give us the unknown part or in this case, the difference.

So how are we going to solve this then? 16 subtract seven.

Laura notices that this is going to bridge 10.

So we're gonna subtract two 10 and then subtract the other parts.

So let's have a look.

I can see 16 has six ones, so I'm going to have to subtract six first.

So let's partition seven into six and one.

16 subtract six is equal to 10, and 10 subtract one, the other part is equal to nine.

So that means that 16 subtract seven is equal to nine.

So what does that mean then? 16 subtract seven is equal to nine.

So how many more woodlice were seen on Monday than Friday? Let's have a look.

So that must mean that we must have seen nine more woodlice on Monday than Friday.

Because remember the difference will tell us how many more.

Over to you then.

Time to explore this pictogram a little bit more.

Ask your friend a question about what the pictogram is showing us.

You can see that there are two examples here from Laura and Sam that you might like to use to create your own questions.

Or you might like to create your own.

Once you've asked your friend a question, it's their job to answer it.

They're going to use the pictogram to find the information and then use a strategy to find the solution.

So pause this video, have a go at asking questions, but also solving some questions, and come on back when you are ready to continue the lesson.

Welcome back.

I hope you enjoyed asking those questions, but also solving them.

Let's have a look how Laura and Sam got on.

Laura's question was, how many more woodlice were seen on Wednesday than Tuesday? Sam, how are we going to solve this then? Sam notices that there were 13 woodlice on Wednesday and six woodlice on Tuesday.

So 13 subtract six is equal to something.

13 subtract three is equal to 10.

So she used her partitioning there to bridge 10, and then 10 subtract three is equal to seven.

So that means that there was seven more woodlice on Wednesday than on Tuesday.

Well done Sam.

I love how you use that strategy there.

Over to you then Sam, have you got a question for Laura? How many woodlice were there altogether on Wednesday and Thursday? Oh, I like that question.

Come then Laura.

Let's have a look.

We can see that there were 13 woodlice on Wednesday and three woodlice on Thursday.

So 13 plus three will give her the total number.

So 13 plus three is equal to 16, but that means there were 16 woodlice altogether on Wednesday and Thursday.

Well done Laura, and well done Sam, and well done to you for completing that check.

Right then, over to you with task A.

Part one is to collect some data in your own classroom and create your own pictogram to show what you found.

Here's some examples of the things you might like to investigate.

Table points, class favourite drink or fruit, number of pets, hair and eye colour, but you might be able to think of your own there.

When you are creating your pictogram, remember each image is going to represent one.

Once you've created this first pictogram, you might like to challenge yourself to then recreate this using each image representing two.

And part two, once you've created your pictogram, write some questions about your class pictogram for a partner to solve.

So here are some ideas to get you started.

What is the difference between mm and mm? How many more or fewer mm than mm? How many mm and mm were there altogether? And how many mm, mm and mm were there altogether? There's some stem questions that you might like to use to create your questions.

Once you've had a go at task A part one and part two, come on back to see how the Oak children got on with collecting their own data and creating their own pictogram.

See you soon.

Welcome back.

Let's have a look then.

Let's see what Laura and Sam decided to create.

Oh, they decided to create a pictogram that represented the table points that they'd earned this week.

They then created some questions to ask each other about it.

There we go.

Can we see the tables and their number of table points? Hmm, lots of table points there guys.

Well done to you.

So what questions did you decide to ask? How many more points does green table have than yellow table? Ooh, let's have a look then.

We can see that green table has 18 points and yellow table has nine points.

18 subtract nine will give us the difference.

So 18 subtract eight is equal to 10 and 10 subtract one is equal to nine.

Wait, double nine is 18.

So that means that green table has nine more points than yellow table.

Well done Sam, and a lovely question there Laura.

Have you got a question for Laura then Sam? What's the difference between blues table points and red tables points? Hmm, let's have a look.

Blue table has seven points and red table has 12 points.

So we know that 12 subtract seven will give us the difference.

12 subtract two is equal to 10, and then subtract five, the other part, that leaves us with five.

So the difference between blue table and red tables points is five table points.

Well done to you for completing task A.

Let's have a look then at the second part of our learning, solving problems using bar charts.

Let's get going.

The children now compare their data with the other groups.

Each group made micro habitats for different minibeasts.

They create a bar chart to compare their largest recorded number of minibeasts throughout the week.

There we go.

Can we see? Oh look, lots of minibeasts seen there.

Here we can see the largest number recorded of each minibeast throughout the week.

So which minibeast was recorded the most? Let's have a look at that bar chart there.

Hmm, Lucas notices that the tallest bar is woodlice.

So that must represent the largest number.

Well done Lucas.

You're right.

It is woodlice that recorded the largest number throughout the week.

You recorded the largest number.

Well done.

I think it was all that water that you added to make it lice and damp for your woodlice.

Lucas now wants to know how many slugs, worms, and snails were recorded.

So Andeep, how are we going to solve this then? First of all, we need to look at those bars, don't we? We can see that there were five slugs, eight worms and six snails.

So to find out how many altogether, we are going to have to add them, five plus eight plus six is equal to something.

Andeep decides to first add together five and six.

He notices that it's a near double.

He knows that double five is 10.

Add one more is 11.

So five plus six is equal to 11.

He's now going to add that third addend.

So 11 plus eight is equal to 19.

So that means that altogether, there were 19 slugs, worms and snails.

Oh, lots of slimy minibeasts there altogether.

I don't think I would've been a fan of that.

Andeep now decides to test Lucas.

He's thinking of a minibeast that when compared with worms, it has a difference of four.

Hmm, come on then Lucas, how are we gonna solve this one? We can see that there were eight worms and a difference of four would be eight.

Add four or eight minus four.

So first let's solve eight plus four.

Come on then Lucas, show us your strategy.

Eight plus two is equal to 10.

Then 10 plus two is equal to 12.

So that means that eight plus four must be equal to 12.

Was there a minibeast that was recorded 12 times? Let's have a look.

Yes, we can see ants.

Was it ants, Andeep? Yes it was.

He was thinking of ants.

A really good strategy there, Lucas.

Well done.

And I really liked that question, Andeep.

It really got Lucas thinking, didn't it? Over to you then for another check.

It's time to explore this bar chart.

Just like we did in the first learning cycle, you are going to create your own questions to ask your friends around you about this bar chart.

You are going to ask the question and your friend is then going to use the information from the bar chart and one of their strategies to find the answer.

Again, Sam and Laura have given you some examples that you might like to use to help you create a question.

Pause this video then, ask some questions, find some solutions, and then come on back to continue the lesson.

Welcome back.

I hope you enjoyed exploring that bar chart there.

Should we see how Sam and Laura got on? Come on then, Laura, how many ants and snails were recorded altogether? Ooh, let's have a look then Sam.

There were 12 ants and six snails.

So Sam knows that this is 12 plus six is equal to something.

What strategy are you going to use then Sam? Sam notices that this won't bridge 10.

So she only has to add the ones.

Two plus six is equal to eight.

Add 10 is 18.

So that means there were 18 snails and ants altogether.

Well done Sam.

I love that strategy there.

I love that you noticed it wasn't going to bridge 10, so all you had to do was add the ones.

Well done, Sam.

A lovely strategy there.

What's your question for Laura? How many fewer snails were there than woodlice? Oh, let's have a look then.

There were 16 woodlice and six snails.

So 16 subtract six is equal to 10.

So Laura now knows that there were 10 fewer snails than woodlice.

Well done.

That was really fast calculating there, Laura.

I'm very impressed.

Well done to you for completing that check.

Over to you then with task B.

The Oak class now decide to turn their table points pictogram that they created in task A into a bar chart, and they write you some questions for you to solve.

So your job for task B is to find the answer to A, how many fewer points does yellow table have than orange table.

B: How many points do yellow table, red table and blue table have altogether? And C, find two tables that have a difference of three points.

So pause this video, have a go at finding a solution to those three questions left for you and then come on back when you are ready to see how you've got on.

Welcome back.

Well done for completing Task B.

Let's have a look.

Question A, how many fewer points does yellow table have than orange table? We can see that yellow table have nine points and orange table has 15 points.

Remember, subtraction isn't commutative.

So what does that mean when we're recording our equation then, Sam? We are going to have to do 15 subtract nine of course, because we can't do nine subtract 15.

That's the wrong way round.

We're going to partition nine first.

So 15 subtract five is equal to 10, then 10 subtract four is equal to six.

So that means that yellow table has six fewer table points than the orange table.

Well done if you use that strategy to find the answer, and well done if you found that there were six fewer table points.

Let's have a look at B.

How many points do yellow table, red table and blue table have altogether? So I can see that key word there altogether.

That means that I'm adding those amounts together.

So yellow table have nine points, red table have five points and blue table have six points.

So let's record that as an equation.

Nine plus five plus six.

Can I see any pairs to 10 here? So let's add nine and five first, so I can partition five into one and four.

Nine plus one is equal to 10 and 10 plus four is equal to 14.

We now need to add six.

So 14 plus six is equal to 20.

So that means that yellow table, red table and blue table have 20 table points altogether.

Well done to you if you said that.

And finally, C, find two tables that have a difference of three points.

We know that the difference can be found using subtraction or counting on.

If the difference is three, they can't be really far apart because three is quite close together.

I can see that yellow table have nine points and blue table has six points and I know that nine subtract six is equal to three.

So the yellow table and the blue table have a difference of three points.

Well done if you said yellow and blue table, and well done for completing task B.

Let's have a look at what we've learned today.

Select the most efficient strategy to solve the problem.

When adding three addends, it is efficient to first add two addends using a known fact e.

g.

a pair to 10 or a double.

When adding, we can bridge 10 by partitioning apart so that we can make 10.

When subtracting, we can bridge 10 by partitioning apart to create a part that is equal to the ones digit of the number we are subtracting from.

And difference can be calculated as subtraction.

Well done for all of your hard work today.

I'm very impressed at your ability to apply all of that learning that we've done into statistics and reading those pictograms and bar charts.

Keep up all of the hard work.

I can't wait to see you all again soon for some more maths learning.

Goodbye.