Lesson video

Hello, I'm Miss Mia and I'm so excited to be a part of your learning journey today.

I hope you enjoy this lesson as much as I do.

In this lesson, you'll be able to identify and explain each part of a multiplication equation.

Your keywords are on the screen now and I'd like you to repeat them after me.

Product.

Multiplication Equation.

Factor.

Good job! Let's move on.

Now this lesson is all about identifying and explaining each part of a multiplication equation.

And in this lesson, there are two lesson cycles.

The first lesson cycle will focus on multiplication equations and then the second part is all to do with factors and products.

In this lesson, you'll meet Alex and Jacob who are going to be joining us on our journey.

Let's begin.

Pedro the panda is on a journey.

He yearns to eat something other than bamboo.

As the sun rose in the sky, he decided to go on an adventure to find different things to eat.

At midday, he made his way to the jungle full of food he wanted to try again.

Pedro came across two groups of four ripe oranges.

You can represent this as a bar model.

So in our bar model, we've got two bars each representing four each.

You can also represent this as an addition expression.

Four plus four, and it's four plus four because there are two groups of four.

And lastly, you can also represent this as a multiplication expression, two times four.

To show how many ripe oranges there are all together, we can use our knowledge of grouping.

There are two groups of four or oranges.

There can count in fours, four, eight, and that's eight altogether.

So two times four is equal to eight.

The equal sign shows that two groups of four is equal to eight and that is our multiplication equation.

So this is a multiplication equation.

An equation has an equal sign.

The answer when two or more values are multiplied together is known as the product so the product here is eight.

You can also write two times four is equal to eight like this.

Woo! What's happened there? So we've actually swapped part of the equation around.

So this time let's read out the multiplication equation together.

Eight is equal to two times four.

This shows eight is equal to two groups of four.

Eight is still the product as it tells us the total amount.

This is still a multiplication equation.

Over to you.

Look at the representation below.

Which multiplication equation matches it? There are something groups of something.

Something is equal to, is it A, eight times two is equal to four, B, four times two is equal to eight or C two times five is equal to 10? Can pause the video here and click play when you're ready to rejoin us? So how did you do? Well, four times two is equal to eight because there are four groups of two pencils.

Pedro then came across three groups of five leaves.

Jacob says to show how many leaves there are all together, we can use our knowledge of grouping once again.

So there are three groups of five leaves.

We can skip count in fives: 5, 10, 15.

That is 15 altogether.

The equal sign shows that three groups of five is equal to 15.

This is a multiplication equation.

It uses an equals sign and our product is 15.

You can also say that this is the same as five, three times because there are three rows of five leaves.

15 is the product.

That is how many leaves Pedro has altogether.

Over to you.

You can gather some pencils or counters or cubes, whatever's closest to you.

And what I'd like you to do is arrange them into equal groups using the multiplication equations you see below.

Write down the product.

So, for A, you're going to show what two times three is equal to; B, three times three is equal to and C four times two is equal to.

You can pause the video here and click play when you're ready to rejoin us.

So how did you do? Well, we use pencils.

So, two times three is equal to six because two groups of three is equal to six pencils.

Three groups of three is equal to nine pencils.

And lastly, four groups of two is equal to eight pencils.

Well done if you managed to get that correct.

Later, Pedro comes across more leaves.

So here we've got four rows of five leaves.

So four times five is equal to 20.

Jacob says you can also say that this is the same as five, four times.

There are so many ways of representing grouping.

Over to you.

This shows five times five is equal to 25.

Which number is the product? Is it A, 25; B, 5 or C, 4? You can pause the video here and click play when you're ready to rejoin us.

So what did you get? Well, if you got 25, you are correct.

25 is the product of five times five because it shows us what the total amount of leaves are.

Onto the main task for this lesson.

so for question one, you're going to look at the images.

You're then going to write down the multiplication equation for each.

For the second image you've got some groups of leaves there.

Then for the third grouping, you've got oranges there and then again we go back to the leaves.

So think about how many groups there are and how many items or objects there are in each group.

And to calculate the product, you're going to multiply the two numbers together so the number of groups and how many items are in each group to get the product.

For question two, you're going to look at the multiplication equation below and complete the examples.

So our multiplication equation is six is equal to three times two.

So there are something groups of something.

The product is.

now remember the product tells us the amount or total.

Six is something something times.

A drawing so you could represent this by drawing a circle with dots inside.

And lastly, a bar model.

Remember, you are representing, six is equal to three times two.

And for question three, Izzy says she has represented the multiplication equation, four times two is equal to eight.

So look at her drawing.

Is she correct? I'd like you to justify why or why not.

You can pause the video here.

Off you go.

Good Luck! So how did you do? Let's have a look at question one.

So for question one, we have two groups of two oranges.

That's the same as saying two times two is equal to four.

Then let's look at our leaves.

We have two groups of five leaves.

That's the same as saying two times five is equal to 10.

So there are 10 leaves.

Altogether 10 is our product.

Then if we have a look at the oranges again, we've got eight is equal to four times two so we've got four groups of two, this is equal to eight.

Eight is our product.

And lastly, 20 is equal to four times five.

We've got four rows of five leaves.

This is equal to 20.

20 is our product.

Now question two, we had to look at the equation.

Six is equal to three times two.

So this is the same as saying there are three groups of two.

The product is six, six is two, three times.

Your bar model, you would've had three bars, each representing two each and lastly, your drawing would've shown three groups of two.

Well done if you got that correct.

For question three, Izzy is actually incorrect.

She has not represented four times two is equal to eight.

She has represented three times four is equal to 12.

And we know that because there are three groups of four.

There should be four groups of two but Izzy has shown three groups of four and this is what she should have represented so four groups of two.

Well done if you manage to get those questions correct.

Let's move on to our next lesson cycle and that is factors and products.

Are you ready? Let's begin.

Alex is super excited.

He has been given pocket money and now can spend this at his local shop.

Alex says, I have so many two P, five P and 10 P coins and you can see that he's got them scattered there.

Jacob makes a suggestion.

If we group the coins together, it will make it easier to find out how many there are altogether.

And it's a good thing to know how much Alex has altogether because then he'll know what he can buy and what he might not be able to buy.

So I think Jacob's suggestion is very sensible.

Alex and Jacob used their knowledge of multiplication to help them to do this.

Jacob suggests that we start with the 2P coins first.

So on the screen you can see that there are two 2P coins.

So there are two 2P coins.

That's the same as saying two times two.

Two times two is equal to four.

So Alex has 4P's so far altogether.

So we know that the number four is the product.

Both of the twos are known as factors.

So within our multiplication equation, we can see that both the twos are factors and the four remember is the product.

Well done! Numbers we can multiply together to get another number are known as factors.

So because we are multiplying two and two together, there are factors and when we multiply our factors together, we get the product which is four.

Now remember, the first two represents the amount of groups.

It is a factor.

So we've got two, 2P coins, there are two.

So that is our first factor.

And our second factor represents the value of each coin.

And that's also the other factor.

When we multiply numbers together, the numbers that we are multiplying together are known as our factors and the answer we get in a multiplication equation is known as our product.

Good! Now let's look at the 5P coins.

There are two 5P coins or two groups of five pence.

So we can write that as two times five.

Two times five is equal to 10.

So Alex has 10P altogether.

We can skip count to find the product.

5, 10.

10 is the product.

In the multiplication, the two and five are factors.

Now remember, the factors are the numbers that we multiply together to get the product.

So numbers we can multiply together to get another number are known as factors.

The two in this equation represents the amount of groups.

It is a factor.

So when I say groups, I mean the amount of coins in this case.

So there are two coins there.

And then the five represents the value of each coin.

So it's the other factor.

Over to you.

I want you to look at the multiplication equation that you see on the screen.

Which word goes in both gaps to label it correctly? So we've got the numbers two and five in the equation that we need to identify the key word for.

So is it A, factor; B, product or C, multiplication? You pause the video here.

Have a think.

So what did you get? Factor is the correct word to describe the two and the five in the equation.

And that's because any numbers that we multiply together are known as our factors.

Back to you again.

So look at the multiplication equation.

What is the correct label? Is it A, factor; B, product or C, multiplication? You can pause the video here and click play when you've got the answer.

Great! So what did you get? If you got product, you are correct.

10 is the product of two times five.

And that's because 10 is the total amount we get from multiplying two times five.

So now we've got some 10P coins here.

Jacob says, now let's group the 10P coins.

So Alex and Jacob use their knowledge of multiplication to help them to do this.

There are four 10P coins or four groups of 10 pence.

That's the same as four times 10 and four times 10 is equal to 40.

So Alex has 40P altogether.

And if you were unsure, remember we can skip count in tens to get the answer there.

So it would've been 10, 20, 30, 40.

So there's 40P altogether.

We know that 40 is the product.

The numbers four and 10 in the multiplication equation are the factors because these are the numbers that we are multiplying together.

Because remember the numbers we can multiply together to get another number are known as factors.

The number four represents the amount of groups or in this case the amount of coins we have, it is our factor.

The 10 represents the value of each coin, and in this case, the value of each coin is 10, it is our second factor.

We can skip count in tens to find the product.

10, 20P, 30P, 40P.

So Alex has 40P altogether.

Over to you.

I'd like you to fill in the gaps using your knowledge of multiplication.

15P is equal to three times five.

The number mm represents the amount of groups.

It is a mm.

The number mm represents the value of each coin.

It is also a mm.

You can pause the video here, you can say the sentence stems out loud to your friends or to yourself.

Have a go.

Make sure you look at the equation that you see on your screen to help you.

You can pause the video here.

So how did you do? Well this is what you should have said.

The number three represents the amount of groups.

It is a factor.

The number five represents the value of each coin.

It is also a factor.

Jacob represented 40P made of 10 pence coins using a bar model.

So here we've got four 10 pence coins.

We can represent that as a multiplication equation.

So that's four times 10 is equal to 40.

Now the bar model shows four bars, each representing 10.

Each bar has a value of 10, the product is 40.

Now I'd like you to draw a bar model to represent the amount of coins that you see on the screen.

So eight times 10 is equal to 80.

Think about how many bars you're going to have and what the value of each bar will be.

You could pause the video here and click play when you're ready to rejoin us.

So how did you do? You should have drawn eight bars and you should have written 10 for each of them because each bar represents a value of 10.

Let's move on to the main task for this lesson cycle.

So for question one, you're going to use the bar models and your knowledge of multiplication to fill in the gaps.

You're going to write the multiplication equation for each.

So here we've got a bar model that has three bars and each bar represents two.

Then for 1B, we've got six bars and each bar represents two.

For 1C, we've got four bars, each bar representing five.

And then for 1D, we've got eight bars each representing five as well.

For question two, you're going to write the multiplication equation for the coins you see below.

So for 2A, you're going to write the multiplication equation, then you're going to identify the factors and the product, and you're going to repeat this for 2B and 2C.

And I'd like you to think about what is the same and what is different between the groupings of the coins.

For question three, each counter represents two.

I'd like you to write down the multiplication equation for each.

You can pause the video here, remember, use your knowledge of groupings and multiplication to help you answer these questions.

Off you go, good luck! So how did you do? For question one, this is what you should have got.

So there are three groups of two.

Three is a factor, two is a factor, and six is the product.

So three times two is equal to six.

For 1B, there are six groups of two.

Six is a factor, two is a factor, 12 is the product.

Six times two is equal to 12.

For 1C, there are four groups of five, four is a factor, five is a factor, 20 is a product, four times five is equal to 20.

And to find the product, you could have skipped counted in fives.

So we can do that together now.

So 5, 10, 15, 20, 20 is the product.

For 1D, there are eight groups of five.

Eight is a factor, five is a factor, 40 is the product.

And again, we could have skipped counted in fives to get the answer there.

So let's do that together.

5, 10, 15, 20, 25, 30, 35, 40.

Remember 40 is the product.

Now for question two, this is what you should have got.

There are three groups of 2P coins.

That's the same as saying three times two pence is equal to six pence.

Three is a factor, two is a factor, six is the product.

So the three represents the amount of coins and the two represents the value of each coin.

For the next question, we have three groups of five, and that's because there are three coins with a value of five so three times five pence is equal to 15 pence.

Three is a factor, five is a factor, and 15 is our product.

And lastly we have three 10 pence coins.

So that's the same as saying three times 10 pence, which is equal to 30 pence.

So three is a factor here, 10 is a factor and 30 is the product.

That tells us the total amount Now, for what is the same and what is different, you may have said that there are the same amount of groups.

Now for what is different? Well the coins or the value of each coin is different, which means that the product will also be different.

Well done if you manage to get that correct.

Now for question three, this is what you should have got.

We can see two groups of two there.

So that's the same as two times two, and that's equal to four.

So here the factors were two and the product is four.

Then in the next example I can see four groups of two.

And that is four times two, which is equal to eight.

Eight is the product.

Four and two are our factors.

Okay, now we're going to look at the next example.

Do remember each counter represents two? So because we've got eight counters there and the value of each counter is two, our equation is going to be eight times two, which is equal to 16.

And we could have skipped counted in twos to get the answer.

16 is our product.

Eight and two are my factors.

And lastly, we've got 12 counters here, each with a value of two.

So that's the same as saying 12 times two, which is equal to 24.

24 is the product.

12 and two are my factors.

And the reason to why the factors were two in each of these equations is because each counter represented two.

If say each counter represented five, five would be the factor in each of those equations.

Well done.

We've made it to the end of this lesson.

Let's summarise our learning.

So today you were able to identify and explain each part of a multiplication equation.

You should now understand that the number of groups is called a factor in a multiplication equation and that the group size is also called a factor in a multiplication.

We also understand that the number of objects overall is called the product of the multiplication.

Well done, I'm super proud of you for making it to the end of this lesson and I look forward to seeing you in the next one.

Bye!.