Lesson video

Hello, my name's Mrs. Cornwell and I'm going to be helping you with your learning today.

We're going to be finding out all about money.

So we're going to find out how we can use what we already know to help us with our learning and we're also going to find out how we can work in the most efficient way.

So I know you're going to work really hard in today's lesson and I'm really looking forward to it, so let's get started! So our lesson today is called, "Find the Most Efficient Way to Make a Given Value." And it comes from the unit, recognise coins and use the pound and pence symbol.

So in our lesson we're going to be focusing on efficiency and using the most efficient ways or the fewest number of coins and the easiest methods to make a given value.

So our keywords today are, "Efficient," my turn, efficient, your turn.

And, "Value," my turn, value, your turn, well done.

So the first part of our lesson is called make amounts in the most efficient way and this is working with pence.

In this lesson, you will meet John and Sophia.

So the children make a new shop in the dressing up area and you can see some of the things that they have in their shop there.

John says, "Clothes are quite expensive.

We will need a lot of coins to pay for these." Do you agree with John? Hmm.

Sophia says, "Remember, we can try to use coins with a greater value to work more efficiently." So you don't want to be using 93 one pence coins to make 93 p to buy the T-shirt do you? There are more efficient ways you can use using fewer coins.

Let's see how we can pay for the hat.

So the hat is 65 p, isn't it? So these coins have a total value of 65 p.

"I will make 65 p like this," says John.

Oh, so he's worked more efficiently than using 65 one pence coins, hasn't he? He says, "I use 10 coins," but Sophia says, "That is a lot of coins to carry.

It is not the most efficient way to pay." So she thinks you can use even fewer coins.

Can we use some greater value coins instead? That would be a good idea, wouldn't it? "Let's partition the 65 p into tens and ones then find the most efficient way to make each part," says John.

So 65 p, if we partition it into 60 p and 5 p.

Let's find a more efficient way to make 60 p.

So instead of using six ten pence coins, what else could we do? "We know each group of two ten pence coins has the same value as a 20 pence coin," says John, he's reminding us of that, isn't he? So we could make 60 p using three 20 pence coins.

So he's used fewer coins there, hasn't he? So that's more efficient.

Now let's find a more efficient way to make 5 p.

So instead of using 2 p, 2 p, 1 p, what else could we do? Let's have a look.

"The greatest value coin up to 5 p is the 5 p coin," says Sophia, so we could have used a five pence coin, couldn't we? So now have we found the most efficient way to pay 65 p? Hmm, I wonder.

John says, "I think we can make 60 p using fewer coins than that." "What is the greatest value coin that is less than 60 p?" Hmm.

We could use a 50 p and another coin.

We would need a 10 pence coin, wouldn't we? So the greatest value coin under 60 p is 50 p, isn't it? So we could use a 50 p and another coin, we would need a 10 pence coin, wouldn't we? So we could use 50 p and then 10 p and that would make 60 p.

"We only used three coins.

So we have found the most efficient way to make 65 p." Well done if you thought of that.

Sophia thinks they can use the same strategy to find the most efficient way to pay for the hat.

Do you agree? So we need to make 72 p this time, don't we? So we can partition 72 into tens and ones and then find the most efficient way to make each part.

So there we are.

So 70 p is more than 50 p, so we can use a 50 p and some other coins to make 70 p can't we? 50 will be the greatest value coin below 70.

So 50 plus 20 is equal to 70 p, so I will use a 50 p coin and a 20 p coin.

And there they are.

Now let's make the ones, the greatest value coin we can use to make 2 p is the 2 p coin.

So there we go, we have found the most efficient way to make 72 p.

So now it's time to check your understanding.

Which coins would you use to pay for the sunglasses in the most efficient way? So have a look at the three sets and pause the video while you think about that.

And then let's see what you came up with.

So did you spot A? We can see that we've got a 50 and a 10, which is 60 and then we have got a five and a one which is six.

And we know that we only use four coins to make 66 p, didn't we? Whereas in each of the other examples we use more than four coins, so that must have must been the most efficient way.

Well done if you did that.

All the coins have a total value of 66 p, but A uses the fewest coins so it is the most efficient.

So John wants to buy this T-shirt but only has these coins.

So he says, "I do not have any 50 p coins, so I can't pay in the most efficient way.

I will find the most efficient way with these coins," he says.

Sophia's going to help him here.

She says, "You need to find the greatest value coin that is less than 50 p.

20 p has the greatest value below 50 p, 20 plus 20 plus 10 is equal to 50." So that's the most efficient way that he can use to make the 50 p.

And then you need to find the greatest value coin that is less than 6 p.

So we know 5 p is the greatest value coin below 6 p, so we would use 5 p and a 1 p, five plus one is equal to six.

"We found the most efficient way to make 76 p without using a 50 pence coin," there, didn't we? Well done if you spotted that and did that as well.

So now it's time to check your understanding again.

Circle the coins needed to buy the socks in the most efficient way.

Got a lot of coins there, but you are just thinking about making this using the fewest number of coins.

You need to make 63 p, pause the video now while you try that.

And let's see how you got on.

So first of all, let's think about what the greatest value coin below 60 is.

63 partitions into 60 and three and the greatest value coin below 60 is 50 p, so we would use 50 p plus 10 p to make the 60, wouldn't we? There it is.

And then the greatest value coin below three is 2 p.

So we would use 2 p and 1 p to make 3 p, wouldn't we? So there we've used the fewest number of coins possible, we've worked that in the most efficient way.

So now it's time for your task, circle the coins you would use to make the amount shown in the most efficient way.

So we need to make 44 p, 58 p and 67 p and then there are some more examples here as well look, we've got D, E, F.

So pause the video now while you try that.

Okay, so let's see how you got on.

Did you do this? Okay, so to make 44 p, if you partition into 40 and four, you would use two 20s to make 40, wouldn't you? 20 pence is the greatest value coin below 40 and then you would use 2 p plus 2 p to make 4 p, so well done if you did that.

Then for B, so you would use a 50 p to make the 50 wouldn't you? And then to make the eight, five is the greatest value coin, so you would use five plus two plus one and then for C, to make 67 we know to make 60, you would use a 50 and a 10 and then to make seven you would use a five and a two, so that equals 67 doesn't it? Then for D to make 73, so the greatest value coin below 70 is 50, so you would use a 50 and a 20 and then to make three, you would use a two and a one wouldn't you? And then to make E, so we would have 80 to make first, wouldn't we? So we would use a 50 and a 20 and a 10 and then to make nine, so five is the greatest value coin below nine, isn't it? So you'd have to use a 5 p and then two, 2 ps there.

Finally to make 96, so you would use a 50 and two twenties to make 90 and then you would use a five and a one to make the six, wouldn't you? And altogether that makes 96, so well done if you did that.

So the second part of our lesson today is called, "Make amounts in the most efficient way," using pounds this time, isn't it? Sophia finds this coin, she wonders what it is.

It is similar to a pound coin but it's a bit larger.

Does look similar, doesn't it? "I noticed that it says, 'Two pounds,' above the picture." "It must be a two pound coin." We had a bit of a clue there, didn't we? Collect some more two pound coins, what is the same about them all? So perhaps you could pause the video and have a try at that.

So what's the same? "They all have a silver part in the middle and gold around the edge." "They all have a picture of the king or queen on one side of the coin." "They all have some numbers, the date written on them." So what's different about them all? They're not all exactly the same are they? "The numbers written are not exactly the same," are they? And, "They may have different pictures on them," as well.

We can write two pounds using the £.

So there's the £ and then we always write the £ before the number of pounds, don't we? And we have £2, so we have to write a two.

When we see this, we say two pounds.

There is another way to write two pounds, whichever way it is written, it means the same thing, £2.

00 and you can see it's written there with the decimal point, isn't it? The zeros following the decimal point means that there are no ten pences and no one pences.

We can use a two pound coin instead of using two one pound coins.

Let's look at an example.

So there's a fox sticker there and it costs £2.

"I want to buy this sticker," says John.

And there, "I could use two one pound coins to pay for it." And Sophia says, "I could also use one two pound coin to pay for it, because £2 is equal to two one pound coins." We can see that there, there's the equal sign.

The children take their coins to the shop, they want to buy these toys.

"I will use one pound coins," says John.

So he uses four one pound coins to make the £4 and six one pound coins to make the £6 and eight one pound coins to make the £8.

"I know £2 is equal to two one pound coins, so I can make the same value with two pound coins," say Sophia.

So she swaps each pair of one pound coins for a two pound coin, doesn't she? There, look, so we can see, £4, we've made it with two, two pound coins and then six, we've got £2, £4, £6 and then eight, £2, £4, £6, £8 there.

And because it's two pound coins, you can actually count them in twos, can't you? "I notice when you use two pound coins you use fewer coins.

So this is a more efficient way to pay," said Sophia.

Did you notice that I wonder? Sophia wonders whether you can buy the robot using two pounds, hmm, it costs £9.

What do you think? "When I skip counting twos, I do not say nine, so I cannot use two pound coins to make £9," Say Sophia.

"This is true, you would not be able to use only two pound coins, but you could use some two pound and one pound coins," says John.

Let's find the highest value below nine so we can make it in twos.

So four times two is equal to eight, so I can make £8 using two pound coins, can't I? 'Cause when we count in twos we reach eight and that is the highest value we can make below nine.

And then, "Eight plus one equals nine, so now I have made £9," says John.

So now it's time to check your understanding again, predict whether you could pay for the football using only two pound coins, then circle the correct coins to prove you are right.

So pause the video now while you do that.

Okay, let's see how you got on.

We can predict that you could not pay for the football using only two pound coins, because when we count in twos we do not say seven.

We need to use both two pound and one pound coins, don't we? So you may have circled three two pound coins and one one pound coin, 'cause we know three two pounds would be two, four six, wouldn't it? And then one more would be seven.

You may have circled two two pound coins and three one pound coins, because you would have two twos would be equal to four and then you would have another £3, which is £7.

You may have circled one two pound coin and five one pound coins, because we know a two pound coin and five ones would be equal to seven as well, wouldn't it? So well done if you came up with any of those options and particularly if you came up with the most efficient way, which was the fewest number of coins, wasn't it? John Wonders how someone could pay for this remote controlled car.

It costs £55, doesn't it? "Would you use one pound and two pound coins to pay for this?" He wonders.

"£55 is a large amount.

You would need a lot of coins," say Sophia, "I wonder if there's a more efficient way to make £55," wonders John.

So when we want to make a greater number of pounds, we can use notes instead of coins.

Each note has the same value as a set of one pound coins.

"£5 is equal to five one pound coins," and there they are look.

"£10 is equal to ten one pound coins." And, "£20 is equal to 20 one pound coins." You could pay for the car in a more efficient way using the notes instead of the coins, couldn't you? So, "Let's partition £55 into tens and ones." There we go.

"We need to use the greatest value notes that we know already to make £50." So, so far we know about a five pound note, a ten pound note, and a 20 pound note, so those are the notes we are going to think about today.

So we know 20 plus 20 plus 10 is equal to 50.

"We need to find the greatest value notes we know to make £5 now," don't we? So we know that we can just use a five pound note.

Now we have made £55, so we've made it in a much more efficient way than using pounds and two pound coins, haven't we? Sophia wonders if you could use notes to pay for this remote control car, let's find out.

So it costs £58, "Let's partition 58 into tens and ones.

There we go.

"We need to find the greatest value notes we know to make £50." 20 plus 20 plus 10 is equal to 50.

And then, "We need to find the greatest value notes we know to make £8." Hmm, so how will we make £8? "There isn't an eight pound note, so I wonder what we should do," says John.

"We could use some coins and some notes," say Sophia.

So we could use a five pound note, couldn't we? And then a two pound coin and a one pound coin, because we know five plus two plus one equals eight and now we've made £58! So here's your task for the second part of our lesson then, partition each price into tens and ones, decide on the notes or coins someone could use to pay for the items in the most efficient way, then record it as an equation as shown in the example.

So here's an example, we need to make £46 for the unicorn.

So we partition it using a part hole model into £40 and £6 and then we make the 40 in the most efficient way we can, so we would say £20 plus £20 and then we make the £6 in the most efficient way we can, £5 plus £1.

So 46 is equal to £20 plus £20 plus £5 plus £1.

So here's the items you need to buy, you can see the price of each item next to it and you need to think about which notes and coins you would use to make those prices and then write an equation for each item.

So pause the video now while you do that.

So did you do this? So let's look at the astronaut, which costs £24.

So we partition it into the tens and the ones and then to make £20, we would use a £20 note, wouldn't we? And then to make £4, we would use two two pound coins.

So £24 is equal to £20 plus £2 plus £2.

Now let's look at the scientist, which cost £37.

So we partition it and then to make £30, we would use a 20 pound note and a 10 pound note.

And to make £7, we would use a five pound note and a two pound coin, wouldn't we? So £37 is equal to £20 plus £10 plus £5 plus £2.

And now we need to make £63, so we partition it to make £60, we would use three 20 pound notes, wouldn't we? And to make £3, we would use a two pound coin and a one pound coin.

So £63 is equal to £20 plus £20 plus £20 plus £2 plus £1.

Now we need to make £60, don't we? So we partition it and this time we only have tens, don't we? So how will we make £60? We'd have three 20 pound notes, wouldn't we? And so we would say £60 is equal to £20 plus £20 plus £20, and then we need to make £75, okay, so we can see we need to make a 70 and then a five.

So we would use notes to make £70, wouldn't we? Three 20 pound notes and a 10 pound note and then we would use a five pound note as well, wouldn't we? So £75 is equal to £20 plus £20 plus £20 plus £10 plus £5, and then finally £86, so to make the £80 we would use a four 20s and to make the £6, we would use a £5 and a £1.

So £86 is equal to £20 plus £20 plus £20 plus £20 plus £5 plus £1.

So well done if you did that, excellent.

Did you remember to just think about the notes and the coins that we know? Hopefully you did, well done.

So you've worked really hard in our lesson today and I've really enjoyed it.

So now let's think about what we've learned in today's lesson.

So we can use two pound coins, five pound notes, 10 pound notes, and 20 pound notes to pay for items in pounds.

It is more efficient to pay for items using fewer coins or notes.

When deciding how to pay efficiently, we can partition the tens and the ones in the price to help us.

And when making a given value, it is more efficient to use coins or notes with a greater value where we can.

So well done, we've worked really hard today, haven't we? And we've found out lots of new learning, particularly about using notes to make greater values.

So well done, excellent work.