Lesson video

Hello, I'm Ms. Miah, 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 are going to be using knowledge of multiplication to calculate the product.

Your key word is on the screen now, and I'd like you to repeat it after me.

Skip count.

Fantastic, let's move on.

So this lesson is all about knowledge of multiplication to calculate the product.

And it's made of two lesson cycles, so our first lesson cycle is to do with skip counting to find the product, and then our second lesson cycle moves on to calculating the product.

In this lesson, you will meet Alex and Jacob, who are going to be helping us with our mathematical thinking.

Let's begin.

Alex and Jacob have been given some pocket money.

Jacob says, "I think it's time we counted how much pocket money we have got." Alex says, "My dad has given me so many two P, five P and 10 P coins." We can count five P coins in two ways.

So they begin by looking at their five P coins, and these are the two ways that we can count them.

So we can skip count to find the total amount.

There are something coins, each coin has a value of.

Okay.

So there are five coins and each coin has a value of five P, and that's because we have five five P coins.

So that means we can also count in fives.

Let's do it together.

We'll start off with zero.

Zero, zero.

Five P.

10 P.

15 P.

20 P.

25 P.

This is 25 pence.

The coins I had were worth 25 P.

Now, we can use our knowledge of factors to find the total amount, which is also known as the product.

So there are something something times, that is something multiplied by something, which gives us our total amount.

So there are five five times, and that is five times five, which is equal to 25.

Five is a factor because that is how many groups there are.

Five is also the other factor because that is the value of each coin.

Alex finds some more five P coins.

This time he's got four five P coins.

Now, something is a factor because that is how many groups there are.

Something is also the other factor, because that is the value of each coin.

Let's find their total value.

There are something coins, each coin has a value of? Hmm, well there are four coins, and each coin has a value of five pence.

So that means you can count on in fives.

Let's do this together starting at zero.

Zero.

5 P.

10 P.

15 P.

20 P.

This is 20 P altogether.

Four is a factor because that is how many groups there are.

Five is also a factor because that is the value of each coin.

So four times five is equal to 20.

So we've represented that using a multiplication equation.

Over to you.

I'd like you to complete the stem sentences and find the total value of the coins shown.

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

Is it A, seven times 10, B, seven times 11, or C, seven times five? Off you go, you can pause the video here.

So, what did you get? Well, because the value of each coin is 10 P, we can count on in tens.

So let's skip count together starting from zero.

So zero, 10 P, 20 P, 30 P, 40 P, 50 P, 60 P, 70 P.

So each coin represents 10 pennies, so we can count them in tens.

You should have ticked seven times 10.

There is ten seven times, that is seven times 10, which is equal to 70.

Jacob wants to find out the total value of the coins in his pocket.

This time he uses knowledge of grouping to help him.

"There are three groups of five P coins." Let's think about what we know about each coin to help us.

What is the value of each coin? There are three coins.

Each coin has a value of five pence.

So we can skip count in fives.

Let's start off at zero.

So zero, five P, 10 P, 15 P.

So this is pence.

That is five three times, five is a factor and three is a factor.

Three times five is 15 P, so this is 15 pence altogether.

The coins in my pocket are worth 15 P.

Now, the children put some of their coins together.

What is the total value of their coins now? There are something coins, each coin has a value of something pence.

This is something pence altogether.

Right, so let's have a look at the coins in more detail.

Well, there are nine coins altogether.

Each coin has a value of two pence.

Each two P represents two pennies, so we can count them in twos this time.

So let's start off with zero.

Are you ready? Zero, two P, four P, six P, eight P, 10 P, 12 P, 14 P, 16 P, 18 P.

This is 18 P altogether.

So nine is a factor that represents the amount of coins or groups.

Two is a factor which represents the value of each coin.

This means that there is 18 P altogether, and that is our product.

So nine times two is equal to 18, and that is the multiplication equation we can use to represent the amount of coins that we have here.

Over to you.

You're going to complete the stem sentences, then find the total value of the five pence coins shown.

So we've got A at 30 pence, B at 25 pence, and C at 20 pence.

This is something P.

There are something amount of coins.

Each coin has a value of something pence.

This is something something times, which is something multiplied by something.

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

So, what did you get? Well, this is 30 P altogether.

And I can count in fives because the value of each coin is five pence.

So, let's count this together, starting from zero.

Zero, 5 P, 10 P, 15 P, 20 P, 25 P, 30 P.

Now, you should have ticked 30 pence.

Now, let's complete the stem sentences.

So there are six coins, each coin has a value of five pence.

That is six five times, which is six times five, and that is equal to 30.

Now, Jacob and Alex each empty their piggy banks, who has more money? You can see how many coins Alex has, and you can see how many coins Jacob has.

"I will move the coins into a line to help find the product." And actually, arranging it like this makes it so much easier for us to skip count in fives because each of the coins are five pence or have a value of five.

So because each coin is worth five P, you can skip count in fives.

Let's do that together, we'll start at zero.

So zero, five P, 10, P, 15 P, 20 P, 25 P, 30 P, 35 P.

Now, let's count Jacob's amount.

We'll start off at zero again.

So zero pence, five P, 10 P, 15 P, 20 P, 25 P.

So Alex has 35 pence and Jacob has 25 pence, which means Alex has more money altogether.

And even visually, we can see that Alex has more, and we know he has more because we can see his line is longer.

And we can directly compare them to each other because the coins they have are of the same value.

And Jacob says this.

So he says that he already knew that, he didn't need to count.

How did Jacob know? Well, every coin has the same value.

And when lined up, we can see Alex has more coins than Jacob, so he must have more money.

You can use your knowledge of groupings to compare products.

So there's Alex's money and there's Jacob's money.

Jacob says, "I have five groups of five, which is five times five, and that's equal to 25.

Whereas you have seven groups of five, which is seven times five is equal to 35.

So, because you have more groups of five, you will have the greater product." "That is a really quick way to work that out." Now, let's move on to another example.

You can use your knowledge of groupings to compare products.

Alex says he has six groups of two, that is six times two.

"Whereas I have nine groups of two, which is nine times two." You can skip count to check.

Two P, four P, six P, eight P, 10 P, 12 P.

Now Jacob's turn.

Two P, four P, six P, eight P, 10 P, 12 P, 14 P, 16 P, and 18 pence.

Jacob has more groups of two, so has the greater product.

Over to you.

So here are Jacob's 10 P coins.

You're going to tick the set that shows 40 pence.

And I'd like you to also complete the stem sentences.

So is it A, B, or C? You could pause the video here.

So, what did you get? Well, you should have got B.

Set B has four 10 P coins, so that is worth 40 P.

There are four groups of 10.

The factors are four in 10, four times 10 equals 40.

Alex knows there are nine five P coins left in his piggy bank.

He wants to know how much money that is.

"I can't see the coins, how can I find their value?" "I have an idea.

We could represent each five P coin as a step of five on a number line." We've got zero P there and we've got a number line.

There are nine coins, each coin has a value of five pence.

That is the same as saying nine groups of five or nine times five.

So that's five, 10, 15, 20, 25, 30, 35, 40, 45.

"Each step represents five pennies, so I can count them in fives." Now, let's count on in fives.

So zero pence, five pence, 10 pence, 15 pence, 20 pence, 25 pence, 30 pence, 35 pence, 40 pence, and 45 pence.

So there is 45 P in his piggy bank.

Nine is a factor and five is a factor, 45 is the product.

So nine times five is equal to 45.

Now, I'd like you to use the stem sentences to help you draw the steps on the number line and find the product.

There are something coins, something is a factor.

Each coin has a value of something pence, something is a factor.

Something multiplied by something is equal to something.

So Jun says he has three five pence coins in his pocket.

You can pause the video here.

Off you go.

Good luck.

So, how did you do? Well, we could have started off with zero pence and drawn a number line.

Three five pence coins, we can count on in fives three times.

So let's do that now.

And then we can count on in fives in pennies.

So that's five pence, 10 pence, 15 pence.

The total value is 15 pence, the product is 15 pence.

So there are three coins, three is a factor.

Each coin has a value of five, five is a factor.

So three times five is equal to 15.

Onto the main task for this lesson cycle.

For question one, for each image fill in the blanks and write the equation.

So there you can see there are some five P coins.

For the next question, you've got some 10 P coins.

Then if we look to the bottom left, we've got two P coins.

And then the last question we have there is five P coins again.

So I'd like you to fill in the blanks.

Think about your multiplication equation and the value of each coin.

You can pause the video here.

Off you go, good luck.

So, how did you do? This is what you should have got.

So for the first question, A, there are four coins.

Each coin has a value of five.

You can skip count in fives.

So four times five is equal to 20 pence.

Now, let's look at the groupings of 10 pennies.

So there are two coins, each coin has a value of 10.

I can skip count in tens.

So two times 10 is equal to 20, 10, 20, 20 pence.

Now, let's look at the two P coins.

There are three coins, each coin has a value of two.

I can skip count in twos.

So that's two, four, six, 3 times two is equal to six pence.

And lastly, there are nine coins, each coin has a value of five.

You can skip count in fives, so let's skip count in fives.

Five, 10, 15, 20, 25, 30, 35, 40, 45.

Nine times five is equal to 45 pence.

Well done if you've got that correct.

Let's move on.

Now, we're going to be looking at calculating the product.

There are three plates of cupcakes.

Each plate contains two cupcakes.

"Three is a factor because there are three plates." "That is something groups of something.

I have something cupcakes altogether." So because we know three is already a factor, we can put that in there as the beginning of our equation.

Then we know two is a factor because there are two cupcakes on each plate.

So our equation so far shows three times two.

"Six is the product.

That is how many cupcakes we have altogether." "So that is three groups of two.

I have six cupcakes altogether." Now, there are three plates of cupcakes, each plate contains four cupcakes." Now, we know three is a factor because there are three plates.

So we can pop three there.

"Four is a factor because there are four cupcakes on each plate." So that is what our multiplication expression looks like right now, now we need to calculate the product.

"So 12 is the product, that is how many cupcakes we have altogether." "That is three groups of four, I have 12 cupcakes altogether." Alex draws a picture.

Jacob has a go at representing Alex's drawing using a multiplication equation.

Ooh.

So Jacob says, "That's three times five, and that that's equal to 15." So three times five is equal to 15.

Is Jacob correct, how do you know? Well, you may have said that if we know that there are three groups of five, we can skip count in fives.

Five, 10, 15.

So Jacob is correct.

One of the factors is three because there are three groups, I can see three groups.

And within the three groups, each group has five dots.

So that's my other factor.

Three times five is equal to 15.

Alex draws another picture.

Jacob has a go at representing Alex's drawing using a multiplication equation.

Let's see what Jacob says.

"Five times five is equal to 30." Is Jacob correct, how do you know? Have a think.

Well, if we know there are five groups of five, we can actually skip count in fives.

Five, 10, 15, 20, 25.

Jacob is incorrect, the product is 25.

And that's because we've got five groups, and in each group there are five dots.

So five times five is 25, not 30.

Over to you.

I want you to look at the equation and select the product.

Four times two is equal to, is it, A, eight, B, 10, or C, 12? You can pause the video here and click play when you're ready to rejoin us.

So, what did you get? Well, I've got four rows of two counters.

That's the same as saying four times two.

And actually the answer is eight.

There are two four times.

Two is a factor and four is a factor.

Eight is the? That's it, the product.

So, onto the main task for your lesson.

Question one, you're going to play a game with your partner.

You're going to need a set of 10, two pence, five pence, and 10 pence coins.

So the first partner, I'm going to pretend I'm Alex.

"I will pick up a handful of coins from the two pence set and tell you how many coins I have." And Jacob, he says, "I will write down what the factors are, and then write a multiplication equation to represent what Alex has in his hands." Then Alex will count his coins in twos to see if Jacob is correct.

Then it'll be Jacob's turn, and he's going to pick up a handful of coins from the five pence set.

And then they will both draw the coins and write their total value to prove that they are right.

So in pairs, that's what you're going to do.

And if you don't have someone to work with, you can do it yourself.

Just pick up a random amount of two pence coins and then represent that as a multiplication equation identifying the factors.

Now, for question two, there are two plates of cupcakes.

Each plate contains five cupcakes.

I would like you to draw a picture and write an equation to represent this.

You're going to skip count to find the product.

For question three, there are five plates of desserts.

Each plate contains three desserts.

You're going to draw a picture and write an equation to represent this.

Skip count to find the product.

You can pause the video here.

Off you go, good luck.

So, how did you do? Well, for question one, you may have done this.

"I have six two pence coins.

Six is a factor, two is a factor.

Six times two is equal to 12, 12 is the product." "I will put six fingers and skip count in twos using one finger for each number counted." So that's two, four, six, eight, 10, 12.

"The total value of your coins is 12 pence." You could then also have shown this using a drawing.

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

"That is two groups of five, I have 10 cupcakes all together." And the picture that you may have drawn is something like this.

So two groups, so two circles to represent the groups, and five dots in each circle.

And that is the same as saying two times five is equal to 10.

For question three, that is five groups of three.

So Alex has 15 desserts altogether.

And the picture that you may have drawn may have looked like this.

So five groups represented by the five circles, and within each group there are three dots.

So five times three is equal to 15.

Well done, you have made it to the end of this lesson.

Fantastic job.

So let's summarise our learning.

Today you use knowledge of multiplication to calculate the product.

You can find the product by knowing the number of groups and the group size or value.

You can also identify the factors to calculate the product.

And lastly, you can skip count in the group size to calculate the product.

Well done, I can't wait to see you in the next lesson.

Bye.