Lesson video

Hello there.

How are you today? I hope you're having a really good day.

My name is Ms. Coe and I'm super excited to be working with you on this math lesson today.

In these lessons, we're going to be looking at the 2s, 5s, and 10 times tables, so there'll be lots of opportunities for you to skip count in groups of 2, 5 and 10.

If you're ready to get going.

Let's get started.

In this unit, we're going to be thinking about the two, five and 10 times tables, and by the end of this lesson you will be able to say that you can explain the relationship between adjacent multiples of two.

In this lesson we have two keywords.

I'm going to say them and I'd like you to say them back to me.

Are you ready? My turn, previous.

Your turn.

My turn, next.

Your turn.

Now you may be familiar with these words, but you might use them outside of a math lesson.

I'd like you to keep an eye out for them today to see how we use them in this math lesson.

In our lesson today, we're going to be explaining the relationship between adjacent multiples of two and we have two learning cycles.

In the first learning cycle, we're going to learn what an adjacent multiple of two is, and in the second cycle we're going to be finding adjacent multiples of two.

Let's get started with our first cycle.

In this lesson today, you're going to meet Aisha and Laura.

They are going to be helping us with our learning and asking questions along the way.

So let's start here by thinking about pairs.

You might have come across pairs in your recent maths learning, but we use the word pair in lots of different ways.

You might be wearing a pair of socks or a pair of shoes right now.

You may have eaten cherries before and cherries often come in pairs and in the wintertime when it's cold you might put on a pair of gloves in order to play in the snow.

Notice, how we describe all of these things using the word pair.

What do you notice about them? So a pair is a group of two things.

It is an even group.

So when we're talking about a pair of shoes, we are talking about two shoes or a group of two shoes.

So if I had three pairs of shoes, that is three groups of two.

That's going to be really useful learning for our lesson today.

Aisha is going to record the number of pairs of shoes that she sees.

Perhaps they're shoes she owns or maybe she recorded them as they were being taken off to get ready for a PE lesson.

This means that she's going to record the multiples of two in order.

So let's think about that, if we had no pairs of shoes.

We have no shoes or zero shoes.

What about if we had one pair of shoes? Well, if we had one pair of shoes, we'd have two shoes because one multiplied by two is equal to two.

I wonder if you can think about what would happen next.

That's right, if we have two pairs of shoes, two multiplied by two is equal to four.

There are four shoes altogether.

The next row there are three pairs of shoes, which is six shoes.

And finally, if there are four pairs of shoes, there would be eight shoes altogether.

I wonder if you can spot any patterns or relationships in the table that Aisha has created.

Aisha's table shows adjacent numbers.

These are numbers that are next to each other.

So if we think about the number two, two has one more group of two than zero, it is next to zero.

If we think about the number six, six has one fewer group of two than eight, it is after four when we think about our multiples of two and it is before eight.

Adjacent multiples, multiples that are next to each other have a difference of two and we can see that if we go down the column.

If we go down the column, the product or the multiple of two increases by two.

So if we start at zero, we have to add two to get to two, we add another two to get to four and so on.

If we go up the column in the opposite direction, the product decreases by two.

If we decrease, we have to subtract.

So eight subtract two is equal to six.

Six subtract two is equal to four and so on.

So we can use what we know about adjacent multiples, multiples that are next to each other to find the next multiples.

Aisha is trying to find the next multiple of two in her table.

She says, "To find the next multiple of two, she needs to add two." So let's take a look at her table.

She knows that five pairs of shoes or five groups of two is equal to 10, so we can see that the multiple there of two is 10.

We then have six pairs of shoes.

How many shoes is that altogether? Well remember, when we're moving down the column, the product increases by two, so we have 8, 10.

And then what 2 more than 10? 2 more than 10 is 12.

10 plus 2 is equal to 12 and we can say that 12 has one more group of two than 10.

Time to check your understanding.

Find the next multiple of two.

So we know that 6 multiplied by 2 is equal 12.

We know that if there are six pairs of shoes, then there are 12 shoes altogether.

How can you use what you know about the next multiple of two to find out how many shoes there are in seven pairs of shoes? And can you complete the stem sentence? Mm, has one more group of two than 12? Pause the video here.

Welcome back.

How did you get on? Well, to find the next multiple we need to add two.

Remember if we're going down the column we need to add two.

Our previous multiple was 12, so 12 plus 2 is equal to 14.

That means if there are seven pairs of shoes, then there are 14 shoes altogether and we can say 14 has one more group of two than 12.

Well done if you said that.

This time Aisha is trying to find the previous multiple.

Previous means the one before.

So to find the previous multiple of two, she knows that she needs to subtract two.

So let's take a look at her table.

She knows that eight pairs of shoes is equal to 16 shoes because 8 multiplied by 2 is equal to 16.

If I want to find out the previous multiple, I can subtract 2 from 16.

I know that 16 subtract 2 is equal to 14.

So seven pairs of shoes would have 14 shoes altogether.

When we move up the column, remember the product decreases by two.

So we can say that 14 has one fewer group of two than 16.

Time to check your understanding.

What is the previous multiple to 18? Remember previous means the one before.

Can you complete the two stem sentences? Pause the video here.

Welcome back.

How did you get on? Well remember, when we are moving up the column, we need to subtract two.

If we want to find the previous multiple of two, we need to subtract two.

Nine pairs of shoes is equal to 18 shoes.

If we want to find eight pairs of shoes, which is the previous multiple, we need to subtract 2 from 18.

18 subtract 2 is equal to 16.

So we can say the previous multiple to 18 is 16 and 16 has one fewer group of two than 18.

Well done if you said that.

We can also represent adjacent multiples, multiples that are next to one another on a number line.

Here we have a number line that is increasing in the multiples of two.

It's going up in steps of two.

Let's count 'em together starting at zero.

Are you ready? 0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24.

Excellent.

Remember these are all multiples of two.

We can see that each step is an increase of two.

We need to add two each time.

So if we start at two and we add two or do a jump of two, we get to four which is the next multiple of two.

If we add another two, we get to six, which is the next multiple of two from four.

And we can repeat that along the line.

Every time you do a jump on the line to the right, it is two more.

We add a group of two to get to the next multiple of two and you can see that wherever we are on the line.

Adding two to a multiple of two gives us the next multiple of two.

So the next multiple of two that comes after six is eight.

What do we do then if we want to think about the previous multiple, the multiple that comes before? Well, if we start at 22 and we subtract two, we get to 20, which is the previous multiple of two.

What happens if we do another jump where we subtract two? That's right, we get to 18, which is the previous multiple of two from 20 and we can carry that pattern on.

Subtracting two from a multiple of two gives us the previous multiple of two.

Every time you do a jump on the line to the left, it is two less.

So we can subtract a group of two to get to the previous multiple of two and we can say the previous multiple from 18 is 16 because we are moving down the line.

Time to check your understanding.

Look carefully at the number line.

We have two adjacent multiples for 12.

Remember they are numbers next to 12.

One is the previous one and one is the next one.

Can you say the sentence, the missing adjacent multiples of two for 12 are mm and mm.

Use the number line to help you pause the video here.

Welcome back.

So if we're thinking about the previous multiple of two from 12, we can subtract 2 from 12.

12 subtract 2 is equal to 10, so the previous multiple is 10.

For the next multiple we need to add 2 to 12.

The next multiple is 12 plus 2 which is equal to 14.

So the missing adjacent multiples of two for 12 are 10 and 14.

Well done if you worked that out and said that stem sentence.

And here, Aisha is reminding us that she knew the next multiple is 14 because it's 2 more, 2 more than 12 is 14 and she knew the previous multiple is 10 because it is 2 less and 2 less than 12 is 10.

Time for your first practise task, work with a partner if you have one nearby.

Pick one of the multiples of two from the list and place it in the correct place on the number line.

Crucially, you need to explain your choice.

Aisha will show you how this works.

One of her numbers was six, so she placed six there on the number line and she said that it is adjacent to four.

Two more than four is six.

So six is the next multiple.

Can you use the words previous and next in your explanations? For question two, I'd like you to find the missing multiples and complete the sequences.

So for A, we have two, four, mm.

Remember, we are skip counting in twos and representing the multiples of two.

Can you fill in all of the gaps for A, B and C? Good luck with those two tasks and I'll see you shortly for some feedback.

Welcome back.

How did you get on? So this is the completed line.

Let's count those multiples of two together starting at zero.

Are you ready? Let's go.

0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24.

Well done, placing the multiples correctly was only part of the job though and I hope you did some really good explanation as to why you put the multiples where you did.

Aisha has given us a really good explanation here.

She says the adjacent multiple of two to 12 is 14 because it is 2 more than 12.

12 plus 2 is equal to 14.

Did you remember that if you were finding the next multiple of two you needed to add two and the previous multiple of two you needed to subtract two.

For question two hopefully you thought really carefully about the adjacent multiples.

Multiples before and after.

Let's look at some examples.

For A, we had two, four, mm.

Well I know the next multiple of two is six because it is two more than four.

We had 8, 10, mm.

The next multiple is 12.

It is 2 more than 10.

For the third one we had a missing one.

14, mm, 18.

And there are two ways you could have thought about that.

You might have said that the next multiple of two from 14 is 16 because it is 2 more than 14 or you might have said that the previous multiple of two from 18 is 16 because it is two less than 18.

Take a close look at these sequences.

Take a moment to check that you've got those correct.

Hopefully now you have an understanding of adjacent multiples of two, multiples that are next to each other.

And we are confident with using the tabs, previous and next multiple to describe those.

Let's move on to the second cycle of our learning where we are finding adjacent multiples of two.

We know that adjacent multiples of two can be represented in different ways.

Let's look at another way that we can represent them.

We know that two is one group of two and we've used a pair of shoes to show that we have one group of two.

We also know that four is two groups of two, so we know two is one group of two.

Four is two groups of two.

We know that if we want to find the adjacent multiple we can add two.

We can also say that we're adding one group of two to get from two to four.

So if we look at the first pair of shoes, we have one group of two, which is two.

To get from two to four, we've added two or we've added one group of two.

We can show this on a number line.

We started on two and we added two to get to four.

We can also show this using our multiplication equations.

We know that four is equal to two multiplied by two.

We know that four is two groups of two, so we can also say that it is two more than one group of two so we can say four is equal to one group of two, add two.

We can represent that using a multiplication equation.

Now this looks really complicated but let's talk through it together.

Two multiplied by two is the same as two groups of two.

Two groups of two is equal to one group of two plus two and we've shown that with our pairs of shoes.

So I'm going to say that equation once more.

Two multiplied by two is equal to one multiplied by two plus two.

Let's look at another example.

We know that eight is four groups of two.

Look at the picture, we have eight shoes altogether and we can see that that is four groups of two or four pairs.

If we think about six, we know that six is three groups of two.

What's the same about that? What's different? How do we get from eight shoes to six shoes? Well we can subtract two shoes to get from four groups to three groups.

And we can show that on the number line, we can subtract two from eight to get to six.

We can see that we have subtracted one group of two or two to get from four groups to three groups.

We know that six is equal to three groups of two or three multiplied by two and we can also say that it is two less than four groups of two.

Again, we can write an equation for this.

Three multiplied by two is equal to four multiplied by two minus two.

Let's look at what that means.

Three groups of two is the same as is equal to four groups of two, subtract two.

Let's look at another example.

On the number line, I have shown six to eight.

That is the next multiple, we started with six we added two to get to the next multiple of two, which is eight.

We can write this as four groups of two, which is eight is equal to three groups of two, which is six plus two.

Eight is the same as three groups of two plus or add two.

If we want to represent a subtraction or the previous multiple of two.

Let's look at this example.

We started on 14.

Ooh, how many groups of two is 14? And we ended up on 12.

We subtracted 2 to get to 12.

We can say that six groups of two, which is 12 is equal to seven groups of two, which is 14, subtract 2.

12 is equal to seven groups of two, subtract 2.

Time to check your understanding.

Take a close look at the number line.

Can you complete the equation? Something is equal to nine groups of two subtract something.

Think really carefully.

Which number of the number line represents nine groups of two? Pause the video here.

Welcome back.

Well done if you had a really good go thinking about this equation because it's quite tricky.

We have 16 is equal to nine groups of two, subtract two.

So we started on 18.

18 is nine groups of two.

9 times 2 is equal to 18.

If we want to get to 16, we subtract 2 from 18.

So we can write this as nine groups of two or nine multiplied by two, subtract two.

Well done if you wrote that equation.

So let's think about this in context.

You can use your knowledge of adjacent multiples to find a total amount.

Laura is looking at her friends and she's trying to figure out how many eyes her friends have altogether? Hmm.

How many eyes do people have? Well I know that we have two eyes or a pair of eyes each.

There are three friends.

Each has one pair of eyes.

How many eyes is that altogether? How could Laura work it out? Three friends, each with a pair of eyes is the same as saying three groups of two or two three times and we can write this as a multiplication equation.

Three multiplied by two is equal to, mm, I don't know yet.

We can skip counts to find the total number of eyes.

Are you ready? Skip count with me.

Two, four, six.

Three multiplied by two is equal to six.

So there are six eyes altogether.

So now, Izzy has joined Laura's group of friends.

How can we use what we've just done to work out how many eyes there are now? Well we know that three groups of two is equal to six.

We just worked that out.

We now have another group of two or two more.

So if we know that three groups of two is equal to six, then we know that four groups of two is equal to eight because six plus two is equal to eight.

We don't need to re-skip count.

We don't need to work out what four multiplied by two is.

We can just add two to six to find the answer.

Four groups of two or four multiplied by two is equal to eight.

There are eight eyes altogether.

Now Laura has joined the group.

I wonder if you can see a pattern with how many children there are and how many eyes there are.

Well we know this time that four groups of two is equal to eight.

So what can we do to find the total number of eyes now? That's right, if we know that there are four groups of two which is equal to eight, we can add two to find five groups of two.

Five groups of two is equal to 10 because 8 add 2 is equal to 10.

Five multiplied by 2 is equal to 10.

That means there are 10 eyes altogether.

Time to check your understanding.

There are currently four friends, so four pairs of eyes.

Imagine one of the friends left the group.

What's the missing word in this sentence? If one friend leaves the group, you must mm two to find the total amount of eyes.

Do you need to add two, subtract two, or multiply by two? Pause the video and have a think.

Welcome back.

How did you get on? Well, if one child leaves the group we need to subtract two because we need to find the previous multiple of two, which will be two less than eight.

Well done if you said subtract.

Let's move on to think about Aisha.

Aisha is playing a game.

She needs to connect the numbers in the circles with their adjacent multiples of two.

She needs help.

What advice would you give to Aisha? Well, let's look at her game.

I can see that 12, 4 and 14 are circled and we're thinking about adjacent multiples.

We're thinking about previous or next multiples of two.

What advice could we give her to help her complete this task successfully? That's right, we need to remember that if we want to find a previous multiple of two, we can subtract two and if we want to find the multiple that comes after, we need to add two.

So let's think about the number four.

Four is a multiple of two.

If I want to find the previous multiple of two, I can subtract two, four subtract two is equal to two.

If I want to find the next multiple, I need to add two.

Four plus two is equal to six.

The adjacent multiples for four are two and six.

If I wanted to find the multiples for 12, I can add 2 or subtract 2 from 12.

So the previous multiple of 2 for 12 is 10 and the next multiple is 14.

What about 14 then? Well, you may have spotted that we've already done one of them.

The previous multiple of 14 is 12 and the next multiple is 16.

Time to check your understanding.

What are the missing multiples of two for 16? So what is the previous multiple and what is the next multiple? Is it 18 and 20, 14 and 18 or 12 and 14? Pause the video here.

Welcome back.

How did you get on? The missing multiples were 14 and 18.

Remember to find the previous multiple, you must subtract 2, 16 subtract 2 is equal to 14.

To find the next one we add 2, 16 plus 2 is equal to 18.

It is time for your second practise task.

For question one, I would like you to play a game with a friend.

You will need a set of cards up to 12.

Aisha and Laura are going to show you how this game works.

Partner A is going to pick a card and multiply that number by two.

So Aisha picked three.

Three multiplied by two is equal to six.

Remember, if you're stuck you can skip count to find the product, we need to skip count two, three times.

In that case, two, four, six.

Partner B's job is a bit trickier.

They need to identify the previous multiple of two and the next multiple of two.

So if the multiple two is six, Laura has said the previous multiple of two to six is four.

The next multiple of two to six is eight.

Aisha then just made sure that she was correct.

You can swap roles and have another game.

For question two, you are going to play the game that Aisha played earlier.

There are four multiples of two circled 10, 20, 4 and 18.

Find the next and previous multiples of two to the numbers in the circles.

Can you find any more connections? Then fill in the gaps to the equations.

Be careful.

Some of the numbers available are not multiples of two.

So check really carefully.

For question three, you have some worded problems to think about.

Use your knowledge of finding the previous and next multiples of two to answer them.

For example, for question A, I asked the children in my class to line up in pairs.

There are 18 eyes, how many children are there altogether? You need to think about the equation.

Something multiplied by 2 is equal to 18.

Then the number of eyes I can see changes for B and C.

Can you use what you know about previous and next multiples of two to answer the questions? Good luck with those three tasks.

Pause the video here and come back when you're ready for some feedback.

Welcome back.

How did you get on? Did you enjoy playing the game with a friend? So remember, for the game you might have come up with lots of different answers, but your game might have looked something like this.

Aisha pick 12.

12 groups of two is equal to 24.

She could have skipped counted to find that out.

Laura then had to identify the previous and next multiples.

The previous multiple of two for 24 is 22.

Remember 24 subtract 2 is equal to 22.

The next multiple of two to 24 is 26 because we've added two.

Well done if you correctly identified the previous and next multiples of two.

For question two here are some of the connections you might have made.

Let's take a closer look at 20.

The previous multiple of two of 20 is 18 because 20 subtract 2 is equal to 18.

The next multiple of 2 is 22 because 20 plus 2 is equal to 22.

You may have found some other connections like 16.

The previous multiple of two for 16 is 14 and the next multiple of two is 18.

I then asked you to complete the equations.

So for example, four is equal to one group of two plus two.

Remember one group of two is two, so four is equal to two plus two.

If we wanted to find the other multiple, four is equal to three groups of two, which is six, subtract two.

Take a close look at those equations to make sure you completed them accurately.

For question three, hopefully you worked out A and then you used A to answer B and C.

If there were 18 eyes, that means there are nine children altogether.

Each child has a pair of eyes, so 9 multiplied by 2 is equal to 18.

When I looked again, however I could see 16 eyes.

Hmm, I know that 16 is 2 less than 18.

It's the previous multiple.

If 18 is nine groups of two, then 16 is eight groups of two.

18 is 2 more than 16, so there are now eight children.

And for C, then I could look again and I can see 20 eyes.

How many children are there now? 10 groups of two is 20, so there are 10 children altogether.

We've come to the end of the lesson, well done for working really hard, thinking about adjacent multiples of two, the previous and the next multiples.

Let's summarise our learning.

We know that adjacent multiples of two have a difference of two.

If we add two to a multiple of two, we get the next multiple of two.

And if we subtract two from a multiple of two, we get the previous multiple of two.

Thank you so much for all of your hard work and I look forward to seeing you again soon.