Lesson video

Hi there.

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

My name is Ms. Coe.

I'm really excited to be learning with you today as we explore the 2, 5, and 10 times table and the relationships between them.

If you are ready, let's get started.

In this lesson today, we'll be focusing on the 10 times table, and by the end of this lesson, you will be able to say that you can represent counting in 10s as the 10 times table.

We have two keywords or key phrases in this lesson today.

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

Are you ready? My turn, skip counting, your turn.

My turn, 10 times table, your turn.

Great work.

Keep an eye out for these phrases throughout our lesson today.

Our lesson today is all about representing counting in 10s as the 10 times table and we have two cycles.

In the first cycle, we're going to be skip counting in 10s, so counting in groups or steps of 10.

And in the second cycle, we're going to be building up the 10 times table and focusing on what we mean by the 10 times table.

Let's get started with our first learning cycle.

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

Maybe you've met them before.

They're going to be helping us with our maths learning today and asking us some tricky questions.

So, let's start here.

Aisha is skip counting in 10s.

I wonder what that's going to look like.

We can see that she has the 10 frames there to help her skip count.

She says, "One group of 10." One group of 10 is 10, and we can see that by representing one of the 10 frames that we can see.

I wonder what she's going to say next.

Two groups of 10.

Two groups of 10 is two of the 10 frames, so we have 20 altogether.

Can you predict what's going to come next? Three groups of 10.

Three groups of 10 is 30.

It's three 10 frames.

Let's try counting with Aisha, first, by saying groups of 10.

Are you ready? One group of 10.

Two groups of 10.

Three groups of 10.

Great job.

Now, let's count with Aisha by saying the numbers each time.

The first number will be 10.

Are you ready? 10, 20, 30.

Well done.

Time for a quick check of your understanding.

I would like you to skip count in 10s.

Pause the video here, have a go.

Welcome back.

How did you get on? This time, there are four 10 frames.

That means there are four groups of 10.

So, we could skip counting 10s four times.

So, we could say 10, 20, 30, 40.

Let's say that together.

Are you ready? 10, 20, 30.

40.

Well done if you skip counted in 10s.

We can also skip count in 10s using a number line.

Let's skip count together in 10s.

Are you ready? Let's go.

0, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100.

Excellent work.

Let's try that again, but can you count even faster this time? Are you ready? Let's go.

0, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100.

Excellent work if you kept up.

This is called counting on in 10s because we are increasing by 10 each time, or doing a step of 10 each time.

I wonder if we can count back in 10s.

We're going to start at 100 and we're going to count backwards.

Are you ready? Let's go.

100, 90, 80, 70, 60, 50, 40, 30, 20, 10, 0.

Excellent work.

Let's try that again, but let's count even faster this time.

Remember, we start at 100, and we're counting backwards in 10s.

Are you ready? Let's go.

100, 90, 80, 70, 60, 50, 40, 30, 20, 10, 0.

Excellent work.

You have just counted back in 10s.

We subtracted 10 each time.

When we count in 10s, whether forwards or backwards, we are saying the multiples of 10.

All of these numbers are in the 10 times table.

Time for a check of your understanding.

Laura is skip counting in 10s.

What number will she say after 50? Will she say 40, 70, or 60? You could skip count in 10s to check yourself.

Pause the video here.

Welcome back.

Let's try skip counting in 10s from zero.

0, 10, 20, 30, 40, 50, 60.

10 more than 50 is 60.

So, 60 would come next if we were skip counting in groups of 10.

Well done if you recognise that 60 was the next number.

So, I'm tidying out my classroom and I found some packs of pencils.

Aisha wonders how many pencils there are all together.

What can you see? How many groups of pencils can you see? How many pencils are in each group? Aisha says she could count them one by one, so she could count each individual pencil.

I think that would take her a long time.

What do you think? She's going to skip count in 10s instead because each pack has the value of 10, and it's going to be quicker to count them in groups of 10 than it would be to count each individual pencil.

Let's count with Aisha.

Are you ready? 10, 20, 30.

40.

So, how many pencils are there altogether? That's right, there are 40 pencils altogether, and we can skip count in 10s to find out how many there were.

What's about now? What is the total number of pencils now? Laura says that we can skip count in 10s to count the total number of pencils.

Let's count with Laura.

This time, we're going to say the number of groups of 10 and how many there are altogether.

Let's try that.

One group of 10 is 10.

Two groups of 10 is 20.

Three groups of 10 is 30.

Four groups of 10 is 40.

Five groups of 10 are 50.

How many pencils are there altogether? That's right, there are 50 pencils in total, or 50 pencils altogether.

So, I come along and I remove a pack of pencils.

How many pencils are there now? Well, we can still count in groups of 10 to find the total number.

We can still say there are 10, 20, 30, 40 pencils altogether, but we could have thought about this a different way.

We knew that before when there were five groups of 10, there were 50 pencils.

We could think about the multiple of 10 before 50.

The multiple of 10 before 50 is 40.

So, if I remove one pack of pencils, that means there are 40 pencils altogether.

So, there are 40 pencils altogether and there are in four groups of 10.

Four children come along and they each take one pack.

I wonder what's going to happen to the total number of pencils.

Let's see.

We had 40 pencils.

The first child comes along, so there are 30 pencils.

The next child comes along.

And now, there are 20 pencils.

The next child comes along.

Now, there are 10 pencils.

And finally, the last child comes along.

And now, there are zero pencils.

We had 40, then we went 30, 20, 10, 0.

We can say that there are now zero, or no packs of 10 colouring pencils.

Time to check your understanding.

I would like you to count backwards in 10s.

You might want to imagine starting with 60, or six groups of 10 pencils, and then taking a group of pencils away each time.

What number you get to when you count back in 10s from 60? Pause the video and have a go.

Welcome back.

How did you get on? Let's count back together.

60, 50, 40, 30, 20, 10, 0.

That's right, if we count back in 10s from 60, we end up at zero, or no pencils.

So, we know by now that we can skip count in groups of 10 to find the total amount of something.

This time, Aisha has some coins.

Each coin is worth 10 pence because they are 10 pence coins.

So, even though we can't see the individual pennies that make each group up, we know that each group is worth 10, and there are three groups because there are three coins.

Let's skip counting 10s to find the total value of the three coins.

Are you ready? 10, 20, 30.

There are three 10 pence coins, so that's 30 pence altogether.

How about now? Laura has found seven 10 pence coins.

She will need to count in 10s to find the total value.

Remember that there are seven coins here.

Each one is worth 10 pence.

Let's skip counting 10s to find out the total value of the coins.

Are you ready? 10, 20, 30, 40, 50, 60, 70.

We had seven groups, so we've counted 10, 7 times.

That is 70 p.

So, Laura's coins are worth 70 pence.

Time for a check of your understanding.

Skip count in 10s to find the total amount.

Think about how many 10 pence coins you can see, and therefore, how many groups of 10 you need to skip count to find the total value.

Pause the video here.

Welcome back.

Did you notice that there were five 10 pence coins? So, we needed to count five groups of 10 to find the total value.

Let's skip count together.

Are you ready? 10, 20, 30, 40, 50.

I counted five groups of 10.

So, there is 50 pence altogether.

There are five 10 pence coins and they are worth 50 pence.

This time, Laura is skip counting in 10s starting at zero, like we've been doing, and she's therefore saying the multiples of 10.

The multiples of 10 and just the numbers we've been saying when we've skip counted in 10 from zero.

Will Laura say the number 49? Hm, I wonder.

She's going to start with zero and count in multiples of 10.

Let's count together.

0, 10, 20, 30, 40, 50.

Now, she could keep counting, but we're thinking about the number 49.

49 comes between 40 and 50.

In fact, it's one less than 50.

She said 40 and she said 50.

She did not say 49.

49 is not a multiple of 10, so she wouldn't say it when she skip counted in 10s from zero.

Time to check your understanding.

Laura is again skip counting 10s from zero.

She says she thinks she'll say 71 in her count.

Do you agree? Explain your thinking to your partner.

You might want to skip count in 10s from zero yourself.

Pause the video here.

Welcome back.

What did you think? Laura is incorrect, and there are various reasons.

You may have counted 10s from zero, 0, 10, 20, 30, 40, 50, 60, 70, 80.

I know that 71 comes between 70 and 80.

I said 70 and 80 but I did not say 71.

71 therefore is not a multiple of 10.

But you may have noticed that all of the multiples of 10 have a zero in the ones digit.

10, 20, 30 and so on all have a zero in the ones place.

71 has a one in the one's place.

It ends in a one and not a zero.

We can also think about what we need to add or subtract.

We need to add nine more to get to the next multiple of 10, which is 80, which is the next number in the count after 70.

Well done if you said that Laura would not say 71, and well done if you thought about reasons why.

Time for your first practise task.

For question one, I'd like you to skip counting 10s and think about the number that comes next.

If we look at the first example, we have zero.

If we skip counting in 10s, what is the next number you will say after zero? Complete the other examples.

For question two, this time, we're skip counting backwards in 10s.

What number comes before? So, if you're going backwards in 10s and you say 20, what number will you say next? Remember, you're counting backwards, so think carefully.

Once you've completed that, look at all of the numbers on those two questions.

What do you notice about the multiples of 10? What is the same and what is different? For question three, I'd like you to complete the following sequences.

Again, your skip counting in multiples of 10.

So, for the first one, we have 0, 10, hm.

What would you say next if you're skip counting 10s? Be careful.

Some of them have missing numbers in the middle.

The second example says 20, hm, 40.

If you're skip counting 10s, what number do you say between 20 and 40? For question four, you'll need a set of cards up to 10 and some 10-spot counters or 10 pence coins.

With a partner, take turns to pick a card, represent the number on a card using coins, and say the total amount.

Aisha and Laura again show how to play.

Aisha picked a three.

So, she says she needs to show three 10 pence coins, like so.

Laura then needs to say the total amount.

She could also say, "This is 10 pence, 3 times." She can use skip counting to help her, if she needs to.

We can say 10, 20, 30, and we know that the total value of the coins is 30 pence.

Good luck with those tasks, enjoy playing the game, and I'll see you shortly for some feedback.

Pause the video here.

Welcome back.

Well done for completing those tasks, and I hope you spent lots of time skip counting in those multiples of 10.

For question one, we ask you to finish some sequences.

So, if we skip counting in 10s, we say 0, and the next number is 10, 20 the next number is 30.

Remember, it's 10 more each time, so 10 more than 20 is 30.

40, the next number is 50.

60, the next number is 70.

70, the next number is 80.

And finally, 90, the next number is 100.

For question two, you are working backwards.

So, remember, the previous multiple of 10 is 10 less.

20, 10 would be the next number that we say.

40, 30 because it is 10 less than 40.

60, 50.

70, 60.

90, 80.

And 120, we'd say 110.

Well done If you got all of those.

If you look carefully at all of the numbers across these two tasks, you will see that all of the multiples of 10 have a zero in the ones column.

Well done If you spotted that.

For question three, we had sequences to complete.

Skip counting 10s could help you complete these sequences.

For the first one, we had 0, 10, hm.

Whenever I was skip counting, I would be able to say 0, 10, 20.

Some of them had missing numbers in the middle of the sequence.

The second one said 20, hm, 40.

If I was skip counting, I could say 20, 30, 40, to know what the missing number was.

Remember, if you're counting on in 10s, we add 10 each time.

If you're counting back in 10s, we subtract 10 each time.

Take a moment to check that you've completed these sequences correctly.

For question four, you'll have played this game in lots of different ways depending on what card you picked.

Aisha picked a six, so she represented six 10 pence coins.

I wonder what the total value of those 10 pence coins is.

Laura says, "We can say this is 10 pence, six times." So, we need to count six groups of 10.

10, 20, 30, 40, 50, 60.

That means the coins have a total value of 60 pence.

Well done if you represented your coins correctly and skip counted to find the total value.

It is time for the second part of our learning today, where we're building up the 10 times table.

Let's get going.

Laura and Aisha realised that they can use their fingers to build up the 10 times table.

We have 10 fingers on our two hands, so therefore, if there is one child, they would have 10 fingers.

If you have a partner with you, you might want to think about how many fingers you have altogether.

There are two children, so you'd have two groups of 10 fingers.

How many fingers do you have? Let's see what Laura and Aisha found out.

Well, if there are no children, there are no fingers, and we can write multiplication equations to show this.

You might have had some recent experience with your multiplication equations using multiples of two.

So, this time, we have a multiple of 10 because we are multiplying by 10.

We can say that zero groups of 10 is equal to 0, or 10, 0 times is equal to 0.

If we had one child, then we have 10 fingers.

We can say that one group of 10 is equal to 10, or 10 once, or 10, one times is also equal to 10.

I wonder if you can think about how we'd say the next one.

So, now, we have two children.

That is two groups of 10.

So, two children have 20 fingers.

We can say, "Two groups of 10 is equal to 20," or, "10, 2 times is equal to 20." Let's say that together.

Are you ready? Two groups of 10 is equal to 20, or 10, 2 times is equal to 20.

Well done.

What's going to happen next? That's right, we now have three children and we have 30 fingers.

Three groups of 10 is equal to 30, 10, 3 times is equal to 30.

There are two ways of writing the same multiplication equation.

If we have four children, then we have 40 fingers.

I wonder if you can say those equations before I do.

That's right, four groups of 10 is equal to 40, or 10, 4 times is equal to 40.

We can carry on building up the multiples of 10 and the 10 times table, writing each equation in two different ways.

Five groups of 10 is equal to 50.

Six groups of 10 is equal to 60.

Seven groups of 10 is equal to 70.

Eight groups of 10 is equal to 80.

Nine groups of 10 is equal to 90.

10 groups of 10 is equal to 100.

So, if we had 10 children, there would be 100 fingers.

That's a lot of fingers.

What comes next? That's right, 11 groups of 10 is equal to 110.

And finally, 12 groups of 10 is equal to 120.

We could keep going, but these are the main multiples of the 2 times table.

The main facts that you need to know and remember, so let's pause at 12 groups of 10.

There are lots of different ways that we can say these equations.

If we look at seven multiplied by 10 is equal to 70, we can say that there are seven groups of 10 fingers.

So, seven groups of 10 is equal to 70.

We know, therefore, that there are 70 fingers altogether if there are seven children.

And we can also say that is 10 fingers, 7 times.

So, there are lots of different ways that we can express the same thing.

Time to check your understanding.

There are eight children, how many fingers are there altogether? Can you complete the stem sentence and the equation? There are hm groups of hm fingers.

And the equation, that's hm multiplied by hm is equal to hm.

Pause the video here and have a go.

Welcome back.

How did you get on? Well, I can see that if there are eight children, then there are 80 fingers altogether.

There are eight groups of 10 children.

And the multiplication equation we can write for that is 8 multiplied by 10 is equal to 80.

Eight groups of 10 is equal to 80.

Well done if that's what you wrote.

Another check for your understanding.

This time, there is some missing information in the table at the very top of your screen.

What is the missing information? Can you use that to complete the two equations and the two ways of saying those equations? Pause the video here.

Welcome back.

Well, I could use the image of the fingers to show me that the missing information I had was 11 children, and 11 children had 110 fingers because I could write two equations, 11 multiplied by 10 is equal to 110, or 10 multiplied by 11 is equal to 110.

If I wasn't sure what 11 times 10 was, I could skip counts in 10s, or I knew that it was 10 more than 10 groups of 10.

10 groups of 10 is 100, so I could add 10 to 100 to say that 11 groups of 10 is 110.

The two ways of saying this are 11 groups of 10 is equal to 110, or 10 fingers, 11 times.

Well done if you write the equation in two different ways.

Aisha has been asked the question, if there are six children, how many fingers are there altogether? She's realised that once she's represented the 10 times table, she can use that table to help her.

She can say, "Well, there are six children." So, she knows that each of them have 10 fingers, which means there are 60 fingers altogether.

She just needed to look across her table because she knew she was multiplying by 10.

So, sometimes, writing out the multiples of 10 can help when you're solving problems. This time, there are three children.

How many fingers are there all together? And again, she said she can use the table to help her.

This time, there are three children.

I wonder if you can see on the table how many fingers there will be all together.

That's right, each of them have 10 fingers, which means there are 30 all together.

She just needs to look across her table because she knows she's multiplying by 10.

Time for a check of your understanding.

If there are four children, how many fingers are there altogether? Use the table to help you, and then complete the stem sentence and the equation.

Pause the video here.

Welcome back.

But if you use the table, you can see that there are 4 multiplied by 10 is equal to 40.

There are four groups of 10 fingers, and we can say that four groups of 10 is equal to 40, or 4 multiplied by 10 is equal to 40.

Well done if that's what you said.

Even when the multiplication table is out a little bit differently, we can use it to help us answer questions.

If there are nine children, how many fingers are there altogether? Aisha recognises that this time there are nine groups of 10, and that's the same as 10, 9 times.

So, we just need to recognise that 9 multiplied by 10 is the same as nine groups of 10, and that's the equation that we need.

That means there are 90 fingers altogether.

Remember, showing the multiplication equation in two different ways is commutativity.

The order of the factors might be different, but the product is still the same.

We can use our times tables to think about products as well.

If the product is 100, what are the factors? So, remember, the product is the answer to a multiplication equation.

Aisha says she can use the table to help her.

She's looking for the number 100.

The product is 100, so therefore, the factors must be 10 and 10 in this table for the product to be 100, and that's because 10 groups of 10 is equal to 100.

Time for a quick check of your understanding.

True or false? When the product is 110, the factors are 11 and 11.

If you have a multiplication table nearby, you might want to check it.

Decide whether this is true or false.

Pause the video here, welcome back.

Hopefully, you decided that that was false.

How do you know? You might want to pause the video to discuss that.

Well, you may have said something like, if the product is 110, the factors must be 11 and 10 because 11 groups of 10 is equal to 110.

The factors are not 11 and 11.

Time for your second practise task.

For question one, you'll need a set of cards up to 12, some 10-spot counters or 10 p coins.

With a partner, take turns to pick a card.

Represent the number on the card using coins.

Find the total value of the coins, write the equation onto the correct spaces in the table.

So, Aisha, for example, picked three, which is three 10 pence coins.

And she shows those 10 pence coins here.

Remember, we can use skip counting to help us find the product or the total amount of value of the coins.

10, 20, 30.

We can write the equation, 10 multiplied by 3 is equal to 30.

And remember, because multiplication is commutative, we can also write, "3 multiplied by 10 is equal to 30." You're going to fill those in on the correct places on this table and keep going until you've filled out all of the spaces.

So, you've gone from zero groups of 10 all the way up to 12 groups of 10.

For question two, once you've completed that table, you're going to use that to help you answer the questions.

Remember to write a multiplication equation for each one.

For A, if there are four children, how many fingers are there altogether? For B, pencils come in packs of 10.

If there are seven packs of pencils, how many pencils are there altogether? C, Aisha has collected 11 10 pence coins.

How much money does she have altogether? And D, a little bit tricky this one, you might need to think about it.

If Aisha has collected 120 pence altogether, how many 10 pence coins does she have? Remember, all of the answers can be found once you've built up that multiplication table from question one.

Good luck with those two tasks.

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

Welcome back.

How did you get on? For question one, we asked you to think about the value of coins.

And hopefully, you had funds skip counting and thinking carefully about the two multiplication equations you could write.

You will have ended up with a table like this one, where we had all of the multiplication equations from zero groups of 10 to 12 groups of 10 written out in order.

Remember, multiplication is commutative, so we can swap the factors around.

So, we think about eight groups of 10, which we know is 80.

We can also say that 10, 8 times is equal to 80.

Check those carefully to make sure that you've got the factors and the correct product.

Once you have those times table, you could use those to answer question two.

If there are four children, how many fingers are there altogether? Well, I know that with four children, they have 10 fingers each, so I was looking for 10, 4 times, or 10 multiplied by 4.

I could use my multiplication table to find that four groups of 10, or 10, 4 times is equal to 40.

So, there must be 40 fingers altogether.

For B, if there were seven packets of 10 pencils, there were 70 pencils altogether.

And I could have written ten seven times, or seven groups of 10 is equal to 70.

For C, Aisha had 11 10 pence coins.

The total amount is 110 pence because 10, 11 times, or 11 groups of 10 is equal to 110 D was a little bit trickier, but if you knew that 120 pence was the product, the total value of all the coins, we could use the multiplication table to find the equation where 120 was the product.

120 is the product for 10 times 12.

So, we could say, "If there are 10 pence coins, there are 12 10 pence coins with a value of 120." Well done if you've got that one because that was quite tricky.

We've come to the end of the lesson, and you've worked hard thinking about counting 10s as the 10 times table.

Let's summarise our learning.

We understand that skip counting 10s is the pattern of the 10 times table.

And we know that the numbers we say when we skip count in steps of 10 are part of the 10 times table.

Thank you so much for all of your hard work today.

I look forward to seeing you in another maths lesson soon.