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.

Okay, 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 Recognise the Value of 20 p, 50 p, and One Pound Coins, and it comes from the unit, Recognise Coins and Use The Pound and Pence Symbol.

So in our lesson, we're going to learn to recognise the value of those coins and learn how to combine them in different ways, and to work efficiently when combining coins and comparing their value.

So let's get started with that.

So our keywords today are efficient.

My turn, efficient, your turn.

And pound sign.

My turn, pound sign, your turn.

And one pound, my turn, one pound, your turn.

Well done.

Excellent.

The first part of our lesson then is called Recognise the Value of 20 p and 50 p Coins.

In this lesson, you'll meet Jacob, Jun, and Sofia.

So three people helping us with our learning today.

The children know a lot about 1 p, 2 p, 5 p, and 10 p coins, but they have not seen a coin like this before.

Hmm.

I wonder what it is.

"I notice that it says '20 pence' above the picture," says Sofia.

That gives us a big clue, doesn't it? "It must be a 20 pence coin," says Jacob.

Collect some more 20 p coins.

What's the same about them all? So perhaps you could pause the video while you do that.

So they're all silver in colour.

They all have a picture of the king or queen on one side of the coin.

And they all have some numbers, the date written on them too, don't they? What's different about them all, then? "The numbers written are not exactly the same," notices Jacob.

And they may have different pictures on them.

Jacob wonders what the value of the 20 p coin is.

"How many one penny coins would have the same value as this 20 p," he wonders.

So he uses what he already knows to help him.

2 p represents two 1 pennies.

5 p represents five 1 pennies and 10 p represents 10 1 pennies.

He's thinking about the tokens to help him, isn't he? 20 P must represent 21 pennies.

That was good thinking, wasn't it? And there are the 21 pennies.

"That is a lot of pennies," Says Jacob.

We can use the 20 p coin to pay for something that costs 20 p or more.

Let's explore an example.

So we've got a sticker here with a lovely panda on it, haven't we? And the sticker costs 35 p to buy Pedro the panda.

To pay for this sticker, I could use seven 5 p coins, three 10 p coins and one 5 p coin, or one 20 p coin, one 10 p coin, and one 5 p coin.

Because all of those sets of coins will add up to 35 pence, won't they? Which is the most efficient way to pay though? That's right.

One 20 p coin, one 10 p coin, and one 5 p coin.

That's the most efficient way because it uses the fewest number of coins, doesn't it? And there's Jun just reminding us of that.

Okay, so now it's time to check your understanding.

Which is the most efficient way to pay for this sticker? Okay, so we've got a sticker there, a penguin sticker that costs 40 p.

You can either pay for that with four 10 pence coins, two 20 pence coins, or eight 5 pence coins.

So pause the video while you think about which would be the most efficient way to pay.

Okay, and what did you think? Did you think it would be the two 20 pence coins? That's right.

20 + 20 Is equal to 40.

So you can use two 20 p coins to pay for the sticker.

It is the most efficient way because you use the fewest number of coins, don't you? This coin is similar to a 20 p coin but not exactly the same.

I wonder what it is.

Hmm, so perhaps you could get a coin like that and have a good look at it, couldn't you? Jun says, "I notice that it says '50 pence' below the picture." So that gives us a clue.

It must be a 50 pence coin.

Collect some more 50 pence coins.

What's the same about them all? So perhaps you could do that and have a look at some.

Jacob notices they're all silver in colour.

And Jun notices they all have a picture of the king or queen on one side of the coin, and they all have some numbers, the date written on them, don't they? So what's different about them, then? The numbers written are not exactly the same, are they? And they may have different pictures on them.

I wonder how many one penny coins the 50 pence coin represents.

Hmm.

"I would need 50 1 p coins to make 50 p so it must represent the same value as 51 pennies," Says Sofia.

And there's 50 1 pence coins.

"That is also a lot of pennies!" She says.

If you wanted to buy something that costs 50 p, would you take the 50 p coin or the 50 1 pence coins? So there's Sofia and she's saying, "I would rather pay with a 50 p coin because I might drop some of the 1 p coins and they would also take a long time to count, wouldn't they?" So it's more efficient to pay with the 50 pence coin because we know all those one pence coins would take a long time to count, wouldn't they? Not efficient at all.

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

Which is the most efficient way to pay for this sticker? So, it's a sticker that costs 50 p.

It's got a lovely reindeer on there, hasn't it? And your options are you have got five 10 p coins, you've got a 10 p, and two 20 p coins, or you've got one 50 p coin.

So pause the video now while you think about which would be the most efficient way to pay for the sticker.

Okay, and what did you think? Did you choose the one 50 p coin? That's right.

All of the options have a value of 50 p, but using one 50 pence coin is more efficient, as it uses a fewer number of coins, doesn't it? So well done if you did that.

The children use these coins to pay for this sticker.

Let's count their coins to see how much it costs.

Hmm.

So we've got two 20 p coins, haven't we? 20 + 20 Is equal to 40.

Now, we can count on from 40 in tens.

So we've got 40, 50, 60.

So the sticker must cost 60 pence.

And there it is.

I wonder if this could've been paid for in a more efficient way.

Could we have used fewer coins to pay for it? I wonder.

That's right.

"10 + 10 Is equal to 20, so I could have used one 20 p coin instead of two 10 p coins," says Sofia.

And then she would've had three twenties instead, wouldn't she? Jun has spotted an even more efficient way.

"20 + 20 + 10 Is equal to 50, so I could swap these coins for one 50 p coin." There, so you could have a 50 and a 10, and that would also be equal to 60.

So, well done if you spotted that.

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

Find the value of each set of coins and match each to the set with the same value.

So, on the left-hand side of the screen, we've got a set of coins, and you've got to find the set on the right-hand side that has the same value.

When you've done that, you've got to tick the one that shows the most efficient way to pay.

Pause the video now while you try that.

Okay, and what did you think? Let's have a look at this first set.

So we can see we've got three 20 pence coins and a 10 pence.

So that will add up to 70 pence, won't it? 70 p.

So which set on the other side has a value of 70 p? That's right, a 50 and a 20 would be 70.

So that would equal 70 p.

So we can match those two.

And then which way was the most efficient way? That's right, the 50 and the 20 pence was more efficient because it used fewer coins, didn't it? Now let's look at the next set.

Okay, we can see that 50 add 20 add 10 is equal to 80.

And which set on the other side is equal to 80? That's right, we can see four twenties, 20 and 20 is 40, and then we've got another 20 and 20 which would be another 40, wouldn't it? And 40 plus 40 is equal to 80.

So, we can match those two.

And then the most efficient way was the 50, the 20, and the 10 because it used the fewest number of coins, didn't it? And then let's look at the last set then, we've got four twenties and a 10 which is equal to 90, and we can see a 50 and two twenties is also equal to 90.

There we go.

And which way is more efficient? That's right, the 50 and two twenties use fewer coins, so that's more efficient.

Well done if you did that.

So now it's time for your task.

The children have a bag containing one 50 p coin, two 20 p coins, and two 10 p coins.

We can see them on the screen there, can't we? They're allowed to pick out three coins from the bag.

What possible totals could they make? If you don't have coins, you could use digit cards to represent the coins instead, couldn't you? Pause the video now while you have a try at that.

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

Did you do this? We can work systematically to find all the possible combinations, can't we? When we work in order, it makes it easier to find out if we've missed anything.

So we could have said 50 p + 20 p + 20 p, I know 20 + 20 is equal to 40, and 50 + 40 is equal to 90.

It could be 90 p.

That's one option, isn't it? Then we've done 50 p + 20 p + 10 p.

I know 20 + 10 is equal to 30, and then 50 + 30 is equal to 80.

It could be 80 p.

What's the next combination? 50 P + 10 p + 10 p, I know 10 + 10 is equal to 20, then 50 + 20 is equal to 70.

It could be 70 p, couldn't it? Okay, next option.

20 P + 20 p + 10 p, I know 20 + 20 is equal to 40, then 40 + 10 is equal to 50.

It could be 50 p.

And then the next possibility 20 p + 10 p + 10 p, I know 10 + 10 is equal to 20, then 20 + 20 is equal to 40.

It could be 40 p, couldn't it? So well done if you worked systematically and found all those possible combinations.

That's excellent work.

So, now the second part of our lesson is recognising and knowing the value of one pound.

So here's Jacob and Jun.

This coin is different to the other coins the children know, I wonder what this coin is.

And Jun's noticing, "I notice that it says 'one pound' below the picture." So that gives us a big clue, doesn't it? "It must be a one pound coin." So collect some more one pound coins.

What's the same about them all? Perhaps you could pause the video while you do that.

Okay, let's have a look at what's the same about them.

They all have a silver part in the middle and gold around the edge, spots Jacob.

They all have a picture of the king or queen on one side of the coin, spots Jun.

"And they all have some numbers, the date, written on them," says Jacob.

What's different about them all then? That's right, the numbers written are not exactly the same, and they may have different pictures on them.

I wonder how many one penny coins the one pound coin represents.

One pound is the same as 100 p.

So 100 one pennies would have the same value as one pound, wouldn't they? And there, look at all those pennies.

That's an awful lot of pennies, isn't it? And there's Jacob saying, "Wow, I couldn't carry all those coins." Jacob wants to buy this sticker.

It costs one pound, doesn't it? I wonder if he should use the one pound coin or the 100 pennies to buy it.

Hmm, what do you think? He says, "I could use either set of coins because they both have the same value," but he says, "I would rather use the one pound coin because it is easier to carry and I wouldn't have to count 100 coins." So it's more efficient to use the one pound coin, isn't it? I wouldn't like to have to try and carry all of those one pence coins.

It would be very easy to miscount them or lose some, wouldn't it? The children have made a pound shop in their school.

Today, they are selling packets of stickers.

So everything has to cost a pound in a pound shop, doesn't it? Jun notices something about the price tags.

"I think there's been a mistake," he says, "Some of the stickers are wrongly labelled." Hmm, do you agree? "There isn't a mistake," says Sofia, "We can write one pound in more than one way." "One pound is equal to 100 pence, so we can definitely write it like this," says Jun.

We know 100 pence is equal to a pound, don't we? Instead of saying 100 p, we usually say one pound.

So we can write this too.

And you can see the other two stickers have one pound written on them, haven't they? But in different ways.

To write one pound, we need to use the pound sign.

And there it is.

Perhaps you recognise that we always write the pound sign before the number of pounds.

So that's different to how we write pence, isn't it? So now, if we want to write one pound, we write the pound sign first and then the numeral, one.

When we see this, we say one pound, but it means the same as 100 p or 100 pence.

There is another way to write one pound.

We can also write it like this.

What's the same about them both? What do you notice? That's right.

Both examples have a pound sign in front of the number one to show that we have one pound.

And both examples have a number one, which tells us how many pounds there are, in this case, one.

So what's different about them both then? So in this example here, there is a dot called a decimal point, which separates the pounds from the pence.

We can see that we've got the pound sign and then the number of pounds and then the decimal point, and then it tells you the pence after that.

In this example, there are two zeros which tells us that there are no extra pence to go with the pounds.

So Jun has these coins, how can he write their value? I wonder.

"I have some pounds, so I must write the pound sign first," he says.

And there it is.

"Instead of one pound, there are two pounds, so I need to write the number two after the pound sign," he says.

"There are no pence, so I can leave it like this or I can write a dot or a decimal point followed by two zeros to show that there are no extra pence." So he could write that, couldn't he? When we write the pound sign, we never write the pence sign as well because the zeros after the dot already tell us there are no pence, so we don't need to be told anymore about that, do we? So we can see that this is the correct way to write two pounds, or one of the correct ways.

And this is an incorrect way because you never put the pence as well as the pounds, do you? You don't need it if you've already got that decimal point, and the zeros showing you there's no pence.

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

Which of the following shows the correct way to write the value of the coins shown? Tick all the answers that are correct.

Okay, so pause the video now while you do that.

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

Which one was correct? That's right, it's that first one, isn't it? That says six pounds.

The pound sign must be written before the number of pounds, which it is there.

And the pence sign is never written at the same time as the pound sign.

So this is the only correct example, okay? Because the other ones, B has the pence sign as well as the pounds, we know that that can't be right.

And C has the pound sign after the number six, doesn't it? Which we know is incorrect.

So well done if you did that.

Sofia counts these coins then writes the total value of the set.

What mistake has been made.

Hmm, so she's tried to write how many pounds there are there.

How many pounds are there? We can see that there are 10 pounds, can't we? When we count them up? "Whoops! I've spotted my mistake," she says.

"The dot or decimal point splits the pounds and pence." Or it should split the pounds and pence, shouldn't it? So if we've got 10 pounds, then we should write the decimal point after the 10, shouldn't we? She's noticed that.

"I have 10 pounds, so I must write the 10, then write the decimal point like that." Then, "There must be two zeros after the decimal point to show there are no 10 pences and no one pences." So well done if you spotted that.

Okay, so now it's time for our next task.

Okay, and the first part of it is here.

Circle the amounts that have been correctly recorded.

Okay, so you can see there are some pound coins, and they've been recorded in a certain way, but only some of them are correct, so you've got to circle those ones.

So here's the next part of our task.

Find the total value of each set and write it in two different ways.

For example, we have got five one pound coins, so that's five pound, and you can write it as it is in the top example with a pound sign and the numeral five, or you can also write it with a decimal point as it's shown below.

So you need to do that for each example shown here.

So we've got a, b, and then we've got some more examples here as well, haven't we? So pause the video now while you try that.

Okay, let's see how you got on.

Did you do this? So let's have a look to see which of these sets were recorded correctly.

So that first one, four pounds with the pound sign and then the four is correct, isn't it? What about this next one? That's right, the pound sign doesn't come before the five, so that's not correct, is it? And what about the third example? That's right, we know that we need to have two zeros following the decimal point because it represents the tens and the ones, showing there's no tens or ones, so that can't be correct either, can it? What about this next example? That's right, we never put the pound sign and the pence sign together, so that can't be correct, can it? What about this next example here then, the eight pounds? That's right, that's correct because we've got the pound sign and the number eight, haven't we? To show eight pounds.

And then this final example here.

That's right.

That's also correct, isn't it? Because we have got the nine, the pound sign, and then the number nine.

And then this time we've got a decimal point, but we've got the two zeros showing there's no 10 pences and no one pences.

So well done if you did that.

Now let's look at the second part of our task.

You may have done this.

So there will be seven pounds there and you can also record it with the decimal point, can't you? In showing that there's no 10 pences and no one pences.

So there's no extra pence.

And then for b, we've got eight pounds, haven't we? And you can also record it like that.

Okay, and then c, we have got nine pounds, and you can also record it like that with a decimal point, can't you? And then, next is 10 pounds, that's right.

And then here, we have got.

Oh, what's next? 12 Pounds.

That's right.

And so you can record it like that.

And then the final example, we have got 14 pounds and you can record it like that or you can record it with a decimal point after the 14 to show there are 14 pounds and no pence.

So well done if you did that.

So you've worked really hard in our lesson today, haven't you? Well done.

I've really enjoyed it.

So now let's look at what we learned in our lesson today then.

It is more efficient to use 20 p and 50 p coins and one pound coins than using lots of smaller value coins, isn't it? One pound has the same value as 100 pence.

When recording the number of pounds, we can use the pound sign.

The pound sign must be written before the number of pounds.

And the pound sign and the pence sign are never written together.

So well done, you've worked really hard and there's been lots of new learning in our lesson today, hasn't there? So well done.

Hopefully you will find that makes it much more easy to work with money.

You'll feel much more confident.

So, excellent.

Well done.