Lesson video
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Hello, my name is Mrs. Hopper and I'm really looking forward to working with you in this lesson.
The lesson comes from our unit: Introduction To Division Structures.
So we're going to be looking at how we can divide numbers up.
Are you ready to make a start? If you are, let's get going.
So in this lesson we're going to be understanding that objects cannot always be grouped equally.
You might have been exploring objects being grouped into equal groups, but in this lesson we're going to look and see that that isn't always possible.
Sometimes objects cannot be put into equal groups.
There are two keywords in our lesson, group and unequal.
So I'll take my turn and then you can take your turn.
Are you ready? My turn.
Group.
Your turn.
My turn.
Unequal.
Your turn.
You might have used the word "equal" before, and unequal means that it's not exactly the same.
So look out for that as we go through our lesson today.
There are two parts to our lesson today.
In the first part, we're going to be looking at equal and unequal groups, and in the second part, we're going to be describing unequal groups.
So if you're ready, let's make a start on part one.
And we've got Aisha and Jun helping us with our lesson today.
Jun and Aisha are playing a game with friends.
Can you see all their friends there, represented on the screen? There's Jun and there's Aisha.
Jun says, "We need to get into equal groups to play the game." Aisha says, "There are 10 of us all together." I wonder if you know how they could get into equal groups.
Let's see what Aisha and Jun think.
Jun asks everyone to get into groups of three.
Oh, can you see what's happened? Jun says, "There are three groups with three children in each group." Aisha says, "But Sophia is not in a group of three.
She's all on her own.
The groups are unequal." We've got three groups of three and one group of one.
We haven't got equal groups.
Aisha asks everyone to get into groups of four.
Ah, can you see the two groups of four? And one group that isn't four.
Oh dear.
Jun says, "There are two groups with four children in each group." but Aisha says, "The groups are unequal.
Andeep and Izzy are in a group of two and not in a group of four." So we don't have equal groups for all 10 children, do we? Jun asks everyone to get into groups of five.
Ah.
He says "There are two groups with five children in each group." And Aisha says, "The groups are equal.
Everybody is in one of the groups.
We can play our game," she says.
Oh, but Andeep has gone off to play football.
Oh no.
Jun says, "There are only nine of us left now." And Aisha says, "The groups are now unequal.
One of the groups has five children and the other one has four children." We've got unequal groups.
Oh dear.
Aisha says, "10 is a multiple of five, which meant there was an exact number of fives, but nine is not a multiple of five." Nine isn't in the five times table, is it? So we can't make equal groups of five out of nine children.
Jun tries again to put everyone in equal groups.
He says, "Let's get into groups of four." Oh dear.
Can you see what's going to happen? Aisha says, "The groups are unequal.
Laura is in a group all on her own." Oh, poor Laura, that's no good, is it? Time to check your understanding now.
Can you put nine children into groups of three? Are the groups equal or unequal in size? Use one of those words to complete the stem sentence.
So pause the video, have a go.
And when you're ready for the answer and some feedback, press play.
How did you get on? Well, there's one group of three, two groups of three, three groups of three.
And nobody isn't in a group of three.
So the groups are equal.
Nine is equal to three groups of three.
Time for you to do some practise now.
You are going to put the children into groups and you're going to work out whether the groups are equal or unequal in size.
So for A, you're going to put eight children into groups of three.
And then you're going to put eight children into groups of four.
So you can draw around the children to make your groups, and then decide are the groups equal or unequal? In B, you're going to start with the 12 children.
And first of all, you're going to put them into groups of four and then you're going to put them into groups of five.
And you've got to decide whether the groups are equal or unequal.
So pause the video, have a go.
And when you're ready for the answers and some feedback, press play.
How did you get on? So for A, you had to put the children first into groups of three.
You might have drawn around them slightly differently.
This is how we drew round them.
So I've got one group of three, two groups of three.
Oh, the groups are unequal.
Two children are not in a group of three.
I've got two groups of three and two children not in a group of three.
So the groups are unequal.
What about eight children into groups of four? Well, you might be able to see something in the way we've laid out the children in the representation.
That's right.
There are two groups of four.
The groups are equal.
All the children are in a group of four.
We have equal groups.
And in B, we started with 12 children and we first of all put them into groups of four.
Hmm.
What can you see? Ah, can you see? We've got equal groups.
The groups are equal.
12 is equal to three groups of four.
What about when we put the children into groups of five? Remember we've still got our 12 children.
One group of five, two groups of five.
Oh dear, the groups are unequal.
We've got two groups of five, and then we've got two children who are not in a group of five.
We've got another little group of two, but those groups are not equal.
And did you spot that we could think about multiples of five again? So 12 is not a multiple of five, so we're not going to be able to put 12 children into equal groups of five.
And on into the second part of our lesson.
We're going to be describing unequal groups.
So some children are having a PE lesson.
"There are 18 children altogether," says Aisha.
And she says, "I'm going to represent them using counters." So there are 18 counters representing 18 children.
Jun says, "Our teacher asks us to get into pairs." So pairs is two people in each group, isn't it? So let's put the counters into groups of two.
Ah, can you see the groups of two? A bit like children lining up in pairs, isn't it? There are nine groups of two children.
And Aisha says, "I can use a bar model to help represent this." Oh, she's drawn the bar model around the counters.
Our whole is 18 and we've got nine groups of two counters, nine groups of two children.
And there are zero children not in a pair.
So there are nine groups of two children and no children who aren't in a pair.
And those are going to be our stem sentences.
18 is a multiple of two.
So all the children are in a pair.
18 is an even number.
It has an eight in the ones.
And if we count up in twos, we will get to 18.
So we've still got our 18 children.
This time the teacher asks us to get into groups of three.
Oh, can you see the groups of three there? There are six groups of three children and we've drawn that bar model around the counters.
Our whole is 18 and it's made up of six groups of three counters, six groups of three children.
And there are zero children not in a group of three.
And Jun says, "All the groups are equal in size." So we can divide 18 into six equal groups of three.
We've still got our 18 children altogether.
Aisha says, "This time our teacher asks us to get into groups of four." Oh, what have you spotted? Well, there are four groups of four children there with the green shape around them.
But there are two children not in a group of four.
So there are four groups of four children and there are two children not in a group of four.
And Jun says, "The number left is called the remainder." And that's a word you'll get to use a lot as you go on learning about division.
But it's called a remainder.
Time to check your understanding.
Can you put the children into groups of five? We've still got our 18 children.
And can you fill in the stem sentences? There are hmm children altogether, that's 18.
There are hmm groups of hmm children.
Well, we're putting them into groups of five.
And there are hmm children not in a group of five.
So have a go with your counters or maybe draw around the picture of the counters to make groups of five and fill in the stem sentences.
Work out how many groups there are and how many children are not in a group of five, if there are any.
Pause the video.
Have a go.
And when you're ready for some answers and feedback, press play.
How did you get on? And there are our groups of five as a bar model with the 18.
So we've got 18 in total.
We've got three groups of five.
But then we haven't got another group of five, have we? So there are 18 children altogether.
There are three groups of five children.
But how many children are not in a group of five? We've got three children not in a group of five.
So there are 18 children altogether.
There are three groups of five children.
And there are three children not in a group of five.
18 is not a multiple of five.
It's not in the five times table is it? So the groups are unequal.
Aisha uses a number line to count in groups of five.
So she's starting at zero.
One group of five, two groups of five, three groups of five.
She says, "Another group of five would take my count to 20.
But remember there are only 18 children in the class." And Jun says, "We can show how many are not in a group of five." Shall we count on from 15 up to 18? One, two, three.
There are three groups of five children.
There are three children not in a group.
And we can see the three groups of five in those jumps of five.
And then the three children not in a group are the three extra children that take us up from 15 to 18.
Time to check your understanding.
This time there are 11 children.
"How many groups of five can be made?" says Aisha, and how many children are not in a group of five? Can you use the number line to help you to fill in the stem sentences? There are hm groups of hm children.
There are hm children not in a group of five.
Pause the video.
Have a go at using the number line.
And when you're ready for some answers and feedback, press play.
How did you get on? So starting at zero, we can make one group of five, two groups of five.
But there are only 11 children, so we can't make another group of five, can we? So how many children are not in a group? One child.
So there are two groups of five children and there is one child not in a group of five.
Well done if you got that right.
Did the number line help you? Time for you to do some practise.
14 children are having a PE lesson and you are going to fill in some stem sentences.
Make as many groups of equal size as you can.
How many groups are there and how many children are not in a group? So how many different ways can you complete the stem sentences? You can use counters or a number line to help you.
So you're filling in those stem sentences.
There are hmm children altogether.
Well, that's going to be 14.
There are hmm groups of hmm children.
You can choose the size of the group.
And there are hmm children not in a group of hmm.
So think about the group size you're going for.
How many groups can you make and how many children will be left over? And can you use the number line to show that? Pause the video, have a go.
And when you're ready for some answers and feedback, press play.
How did you get on? Well, here are some possible answers.
You might have put the children into groups of three.
So there were 14 children altogether.
So there we have it with our counters.
And we can make four groups of three children.
And there are two children not in a group of three.
You might have counted on a number line to show that.
So let's have a look at what it looks like on the number line.
One group of three, two groups of three, three groups of three, four groups of three.
That takes us all the way up to 12.
But we had 14 children.
We can't do another group of three, can we? So we've got one, two children not in a group.
And can you see that in the counters? Four groups of three and two children not in a group.
And you can see the four jumps of three on the number line.
And then the two jumps of one that are for the children who are not in a group of three.
You might have put them into groups of five.
So there are 14 children altogether.
So we can make two groups of five children.
But there are four children not in a group of five.
How would that have looked if you'd counted on a number line? Let's have a look.
So we start at zero, we can make one group of five and two groups of five, which takes us up to 10 children.
Another group of five would take us too far, it would take us to 15, and we don't have 15 children, we just have 14.
So we've got one, two, three, four children not in a group of five.
And again, you can see those jumps on the number line in our groups of counters.
Two groups of five and a group of four, or two jumps of five and four ones.
I wonder if you were able to make equal groups.
Did you try putting the children into groups of two or groups of seven, I wonder? That way you'd have made equal groups and there would've been no children not in a group of either seven or two.
I hope you had fun experimenting with putting 14 children into groups of different sizes.
And we've come to the end of our lesson.
We've been identifying and explaining when objects cannot be grouped equally.
Sometimes a number can be made into groups of equal size and sometimes the groups are unequal sizes.
We've used a stem sentence.
There are hmm, groups of hmm and hmm are not in a group of hmm.
When the number of objects is not a multiple of the group size, you cannot make equal groups.
So if we were trying to make equal groups of five, our whole would have to be a number in the five times table, a multiple of five; otherwise we would have an unequal group left.
And do you remember, we call that unequal group a remainder.
I hope you've enjoyed exploring equal and unequal groups in our lesson today, and I hope I get to work with you again soon.
Bye-bye.
