Lesson video

Hello there.

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

My name is Ms. Coe, and I'm super excited to be learning with you today in this unit all about the 2, 5, and 10 times tables and the relationships between them.

If you are ready to get going, let's get started.

In this lesson, we are focusing on the 10 times table.

And by the end of this lesson, you will be able to say that you can represent the 10 times table in different ways.

In this lesson today, we have three keywords.

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

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

My turn, factor, your turn.

My turn, product, your turn.

Great job.

Keep an eye out for these words in our lesson today.

In this lesson today, we are representing the 10 times table in different ways.

We have two cycles to our learning.

In the first cycle, we're going to focus on the 10 times table and really think about what we mean by that.

And in the second cycle, we're going to be solving word problems using the knowledge of our 10 times table.

If you are ready, let's get started with the first cycle of our learning.

In the lesson today, you are going to meet Aisha and Laura.

You may have met them before.

They're going to be helping us with our maths learning.

So, let's start here with Laura and Aisha counting in 10s.

The number line shows the multiples of 10.

Let's say them all in order, starting at zero.

Are you ready? Let's go.

0, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110.

120.

Well done.

Let's see how Aisha and Laura counts in 10s.

Laura says, "One group of 10 is 10." You can also say, "1 times 10 is equal to 10." Let's say those together.

Laura's first, "One group of 10 is 10." Now, Aisha's, "1 times 10 is equal to 10." They mean the same thing.

So, our next multiple of 10 is 20, and we can say, "Two groups of 10 is 20," or, "2 times 10 is equal to 20." I wonder if you can predict how we might say the next multiple of 10, which is 30.

That's right, three groups of 10 is 30, or 3 times 10 is equal to 30.

Let's say those together.

Laura's first, "Three groups of 10 is 30." Now, Aisha's, "3 times 10 is equal to 30." Great job.

What comes next? I wonder if you can say it on your own this time.

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

Time to check your understanding.

We've just skip counted in two different ways starting at zero all the way up to 40.

Now, I want you to think about the next multiple of 10, which is circled.

Can you say that in two different ways? Pause the video here.

Welcome back.

The next multiple of 10 after 40 is 50.

We can say, "Five groups of 10 is 50," or we can say, "Five times 10 is equal to 50." They are two different ways of saying the same thing, and well done if you said both of those.

Laura and Aisha continue to count in 10s.

So, just said 50, the next number is 60.

6 times 10 is equal to 60, six 10s are 60.

7 times 10 is equal to 70.

So, we can say, "Seven 10s are 70." I wonder if you can say Aisha sentence with me, "Seven 10s are 70." Well done.

How are we going to describe the next multiple of 10? That's right, 8 times 10 is equal to 80, or eight 10s are 80.

And the next one? 9 times 10 is equal to 90, or nine 10s are 90.

Time to check your understanding.

Say 100 in three different ways.

So, we've got hm groups of 10 is hm, hm times 10 is equal to hm, or hm 10s are hm.

Pause the video here.

Welcome back.

So, remember, our product is 100, and we can say, "10 groups of 10 is 100," or, "10 times 10 is equal to 100," or, "10 10s are 100." They all say the same things but in slightly different ways, and it's absolutely fine to use any of those sentences when describing the number 100.

Well done if you said all three.

Aisha and Laura go on to play a game.

Let's see what they're playing.

Laura says, "Nine 10s are 90." Aisha says, "This is the same as 9 multiplied by 10 is equal to 90," and she writes down an equation to show that.

How did Aisha know that she was correct, hm? Well, in nine 10s are 90, 9 represents a factor.

It tells us how many groups there are.

What's about the size of each group? That's right, the 10 represents the value of each group, nine 10s, or nine groups of 10.

And then 90 is the product, the total amount.

So, Aisha can use that information to write an equation.

9 and 10 are the factors and 90 is the product.

So, they carry on playing their game.

This time, Laura says, "6 times 10 is equal to 60." I wonder if you can predict the equation that Aisha will write down.

That's right.

She writes, "6 multiplied by 10 is equal to 60." How did Aisha know? Well, that's right.

In Laura's sentence, this time, 6 represents the factor because it tells us how many groups there are, 10 represents the value of each group, and 60 is the product or the total amount.

So, again, Aisha can use this information to write the multiplication equation, 6 multiplied by 10 is equal to 60.

Time to check your understanding.

7 times 10 is equal to 70.

Which equation is this the same as? Is it the same as A, B, or C? Pause the video here and have a think.

Welcome back.

Well, 7 times 10 is equal to 70.

I can see that 7 and 10 are the factors, 7 is the number of groups and 10 is the value of each group.

The product is 70.

If I look at A, B, and C, I can see that 7 times 10 is equal to 70, or 7 multiplied by 10 is equal to 70 is the correct way of writing 7 times 10 is equal to 70.

Well don if you spotted that.

So, I'm back in my classroom with Aisha and I have five packets of pencils.

Aisha is going to write that as a multiplication equation.

She knows that 5 is a factor because it represents the number of packs, and I can see that I have five packs of pencils.

We can write the number five as the first part of our multiplication equation.

10 is the other factor.

It represents the number of pencils in each pack.

Each pack of pencils has 10 pencils in each one.

So, there are five groups of 10.

10 is the second factor in our multiplication equation.

50 is the product.

Now, you may have had to skip counts to find that 10, 20, 30, 40, 50, or you may be starting to become a little bit more fluent with your 10 times stable fact and you may have just known that 5 multiplied by 10 is equal to 50.

50 in this case is the product.

It represents the total amount of pencils.

And that's right, Aisha, we can skip count in 10s to check if we need to.

10, 20, 30, 40, 50.

The product is 50.

I'm given one more pack of pencils.

How can I write this equation? Well, Aisha knows that 6 is a factor now.

Why is 6 a factor? Well, that's right.

It represents the number of packs that I now have.

I had five packs, I added one more pack, so I now have six packs of pencils.

6 is a factor, and it can go first in our multiplication equation.

The other factor is still 10.

Each pack of pencils still has 10 pencils per pack, which means that the other factor is still 10.

It represents the number of pencils in each pack and it's the second number in this multiplication equation.

60 is the product, and it represents the total amount or the total number of pencils.

"Again, I can skip count," says Aisha, "in groups of 10 to check." Let's skip count with her.

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

So, she's absolutely right.

There are 60 pencils altogether, which means the product is 60.

Time to check your understanding.

This time there are seven packs of pencils.

Represent this as a multiplication equation.

Pause the video here.

Welcome back.

So, this time, there are seven groups, and each group has a value of 10.

So, those are our factors, which come first in this multiplication equation.

We could have skip counted in 10s to find the product.

10, 20, 30, 40, 50, 60, 70.

Seven groups of 10 are equal to 70.

70 is the product.

7 is one of the factors because it represents one the number of packs, 10 is a factor because it represents the number of pencils in each pack, and 70 is the product because it represents the total number of pencils.

Well done if that's the equation that you wrote.

This time, Aisha has some coins.

Each coin is worth 10 pence.

They're 10 pence coins.

This time she's got two equations to complete.

She needs to calculate the total value of the coins.

How can she do that? Why equations could she write, hm? Well, in these ones, the product and the factor are missing.

So, if we look at the first equation, hm multiplied by 10 is equals to hm.

I can see one factor and the product is missing, and it's the same in the second equation.

I wonder what values go in each space.

In the equation so far, we know that 10 represents the value of each coin.

They're 10 pence coins.

Each coin represents a group of 10 or a group of 10 pennies.

So, we have that factor.

What's the factor that we are missing? Well done, Aisha.

Aisha says that she can see five coins.

That is the missing factor.

The factor five represents the number of groups.

So, we can say that's the same as saying, "Five groups of 10," or, "10, 5 times." We know that the product of 10 and 5 is 50.

We can skip count to check.

10 multiplied by 5 is equal to 50.

Time to check your understanding.

Select the correct multiplication expression for this representation.

Each of the coins is a 10 pence coin.

So, remember, each coin has a value of 10 pence.

Which expression is correct, A, B, or C? Pause the video here and have a think.

Welcome back.

Let's take a closer look at those coins.

I can see that we have 1, 2, 3, 4, 5, 6, 7 coins.

Each coin has a value of 10 pence.

So, I can say that there are seven groups of 10.

There are seven 10 pence coins.

So, the expression that represents this is 7 multiplied by 10, or seven groups of 10.

Well done if have you spotted that.

This time, Aisha wants to represent the total value of coins that she has as two different multiplication equations.

What advice would you give to Aisha? How could you help her out? Well, she can see six 10 pence coins.

So, she knows that 6 is one of the factors because it represents the number of coins or groups.

10 is one of the other factors because it represents the value of each coin.

So, we have our two factors, 6 and 10.

We can write 6 multiplied by 10 is equal to 60, which is the product.

And remember, multiplication is commutative, so that means that we can swap the factors around and still get the same product.

So, if we've written 6 multiplied by 10, our other equation, we can write 10 multiplied by 6, or 10, 6 times.

Either way, that's 60 pence altogether.

Well done, Aisha.

Time to check your understanding.

What is the total value of the coins that you can see here? This time, I'd like you to write a multiplication equation to represent this.

Pause the video here and have a think.

Welcome back.

How did you get on? This time, I can see 1, 2, 3, 4, 5 10 pence coins.

Each coin has a value of 10 pence.

My two factors are 5 and 10.

So, I could write 5 multiplied by 10 is equal to 50, which is the product, or 10 multiplied by 5 is equal to 50.

Either way, the total value of the coins is 50 pence.

Well done if you wrote either of those equations.

Laura and Aisha are playing a game.

Laura is going to start by selecting a card from the deck, and then Aisha is going to write the 10 times table equation for it.

Let's see what happens.

Laura has selected a 10 from the deck.

She says, "10 is the product, so that means," says Aisha, "the factors must be one and 10." How did Aisha know that? Well, she's starting to learn her times tables, and hopefully you are too.

And she knows that one 10 is 10.

That means that one group of 10 is equal to 10.

So, she can write the equation, 1 multiplied by 10 is equal to 10.

Laura has selected another card.

This time, it's 30.

So, the product is 30.

Hm, I wonder if you can predict what equation Aisha is going to write.

Let's see.

Aisha recognises that the factors have to be 3 and 10.

She knows that 3 multiplied by 10 is equal to 30.

Three groups of 10 is 30.

She could also skip counter check, 10, 20, 30.

She said 10 three times, which is 30.

Aisha then challenges Laura.

"Can you write that in a different way?" she says.

I wonder what Laura's going to do.

"Well, yes," she says, "actually I can.

10, 3 times is equal to 30." So, I can also write 10 multiplied by 3 is equal to 30.

Well done both of you for writing really good equations for the product of 30.

Time to check your understanding.

Look at the card and fill in the blanks.

Remember, 40 is the product.

So, we can say 10 hm times is equal to hm, and write an equation.

Hm groups of 10 are hm, and write a different equation.

Pause the video here and have a go.

Welcome back.

How did you get on? Well, if we know the product is 40, then we know that 10 and 4 other factors.

So, Laura can say, "10, 4 times is equal to 40." And she can write the equation, 10 multiplied by 4 is equal to 40.

Aisha can say, "Four groups of 10 are 40." And she can write 4 multiplied by 10 is equal to 40.

Notice that the product is still 40, the factors are still 10 and 4, and they've just been swapped around to make the different equations.

Well done if you've got both of those equations.

And remember that 10 times 4 is equal to 40.

Time for your first practise task.

For question one, I'd like you to think about how many pencils are in each set below, and then I would like you to fill out the blanks in the stem sentence and the equation.

Let's look at the first one.

We have, hm groups of pencils, or packs of pencils.

How many packs can you see? Remember, there are 10 pencils in each pack.

So, we can say that is hm groups of hm, and write the equation.

Don't forget to find out how many pencils there are altogether for the product.

You have three examples for question one.

For question two, very similar thing, but this time you're going to think about coins.

Remember, each coin is a 10 pence coin.

It has a value of 10 pence.

You have three examples there with lots to fill in.

For question three, I'd like you to continue playing Aisha and Laura's game.

You're going to need a set of 12 cards that represent the multiples of 10, so cards or sticky notes that say 10, 20, 30, and so on.

Partner A is going to pick a card, like Laura did.

Partner B is going to represent the number using a multiplication equation from the 10 times table, and then A is going to write the equation in a different way.

You might want to say stem sentences, like Aisha and Laura are doing here, "10 hm times is equal to hm, and hm groups of 10 are hm." Remember, the number that you're picking on the card is the product.

So, think carefully about what two factors multiplied together to make that product.

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

Pause the video here.

Welcome back.

How did you get on? How did you get on playing Laura and Aisha's game? For question one, we had different packs of pencils.

For the first one, there were two packs of pencils, which is two groups of 10.

We could have written the multiplication equation, 2 multiplied by 10.

And if we needed to, we could have skip counted, 10, 20, to find out that there are 20 pencils altogether.

For the second one, there are four packs of pencils, which is four groups of 10.

Our factors are 4 and 10 and the product is 40.

There are 40 pencils altogether.

And finally, for the third one, there were six packets of pencils.

Six groups of 10 is equal to 60, 6 and 10 were the factors and 60 was the product.

For the second one, we had a very similar thing, but we were thinking about coins.

Remember, these coins are 10 pence coins, so they are a group of 10.

In the first one, we had three 10 pence coins, which is three groups of 10, which we could write as 3 multiplied by 10 is equal to 30.

The total value of the coins was 30 pence.

And the second one, the total value is 50 pence, and that's because there were five groups of 10, or 10, 5 times, and that's 50 pence altogether.

And for the third one, there were eight 10 pence coins, which is the same as saying 8 multiplied by 10, and the product of that is 80.

So, the value of the coins is 80 pence.

Well done if you've got all of those.

For question three, remember, there's lots of ways to play your game.

Let's look at what Laura and Aisha did.

They picked the card 90, so their product, remember, is 90.

Can you think of two ways that you might show that as a 10 times table fact? Laura says, "10, 9 times is equal to 90." And she wrote, "10 multiplied by 9 is equal to 90." Aisha said, "Nine groups of 10 are 90." And she wrote, "9 multiplied by 10 is equal to 90." Well done if you said those multiplication equations in two different ways.

Let's move on to the second cycle of our learning, where we're looking at solving worded problems using our 10 times table.

Here are some 10 sticks from base 10 blocks.

Now, you may have used base 10 blocks before, but each stick is made up of 10 individual cubes, so each tick is one group of 10.

You might have some base 10 blocks that you can use for this part of the learning.

We can use some send sentences to describe it.

There are hm 10 sticks.

How many sticks can you see? Can we write a multiplication equation for that? 3 is one of our factors because there are three 10 sticks.

It represents how many sticks there are.

10 is a factor because it represents the value of each stick.

Each stick is worth 10.

So, we can skip count in 10s if we need to to find the total.

Let's count together.

10, 20, 30.

The product is 30 because it's 30 altogether.

That's the value of all three sticks.

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

If there are now five sticks from the base 10 blocks, what is their total value? How can we work that out? There are hm 10 sticks.

And then we have an equation, hm multiplied by hm is equal to hm.

We don't know yet.

This time, 5 is a factor because it represents how many 10 sticks there are.

10 is a factor because it represents the value of each stick.

"That is 50 altogether," says Aisha.

I wonder how she knew that.

Maybe she skip counted in 10s.

10, 20, 30, 40, 50.

Or, maybe, like you, Aisha is starting to become more fluent with her 10 times table facts.

Maybe she just knew that 5 multiplied by 10 is equal to 50.

The total value of these sticks is 50.

Time to check your understanding.

If there are seven 10 sticks, what is the total value? Remember, you can skip count if you need to.

Can you complete the sentence and the multiplication equation? Pause the video here and have a think.

Welcome back.

Well, this time, there are seven 10 sticks, seven groups of 10 is equal to 70.

If I needed to, I could have skip counting seven groups of 10 to find the answer.

This time, Aisha is thinking about packs of pencils.

Pencils come in packs of 10.

If there are 30 pencils altogether, how many packs of pencils are there? Hm, this feels a little bit different to questions that we were doing earlier, or questions that you might have experienced.

What do we know? What don't we know? Thanks, Aisha.

This time, we know the product.

We know the total number of pencils is 30, so we know the product of our multiplication equation.

We know one of the factors because we were told earlier that pencils come in packs of 10.

Each pack is worth 10.

So, one of the factors is 10.

We can now say that something multiplied by 10 is equal to 30.

Hm, I wonder how we can find the missing factor.

That's right, Aisha.

The number of packs is the other factor, the factor that we don't know.

We could skip count in groups of 10 to 30 to find out how many groups of 10 are in 30.

Let's try that together.

10, 20, 30.

Stop there.

We had 30 pencils altogether.

How many packs of pencils is that? How many groups of 10 did we count? Well, if we look at our number line, I can see that we counted three packs of pencils.

So, we can say that 3 multiplied by 10 is equal to 30.

There are three packs of 10 pencils.

Let's look at a different example.

This time, there are 60 pencils altogether.

How many packs of pencils are there? Can you think about what is known and what we don't know yet and what the equation might look like? Well, that's right, Aisha, we know the product.

This time, it is 60.

And we know that packs of pencils come in 10s.

So, that's one of the factors.

We are missing the other factor, which is the number of groups or packs.

We don't know what that is.

We can count in 10s up to 60 to find the number of packs.

Let's count together.

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

That is six packs of pencils because we counted six groups of 10.

So, we can say that 6 multiplied by 10 is equal to 60.

If there are 60 pencils altogether, then that is six packs of pencils.

Time to check your understanding.

If there are 70 pencils altogether, how many packs of pencils are there? Can you complete the equation and can you skip count to find the answer? Pause the video here and have a think.

Welcome back.

How did you get on? Let's skip count in 10s together.

10, 20, 30, 40, 50, 60, 70.

Stop there.

We had 70 pencils altogether.

How many groups of 10 did we count? That's right, we counted seven groups.

So, that means that if there are 70 pencils altogether, there are seven packs of pencils.

Aisha says that she knows that 7 times 10 equals 70, so she didn't need to count in 10s this time.

You might not have needed to count in 10s either.

You might be starting to remember some of these facts, so you might have known that 7 times 10 is equal to 70.

So, you knew that it was seven packs.

Well done if you knew that, or if you used skip counting to help you along the way.

Time for your second practise task.

For question one, I'd like you to complete the word problems using your knowledge of the 10 times table.

For A, if there are four boxes of 10 eggs, how many eggs are there altogether? B, if there are eight boxes of 10 eggs, how many eggs altogether? And C, if there are 10 boxes of 10 eggs, how many eggs altogether? Remember, earlier, we used base 10 box to help us.

If you've got some of those, you might like to use those to represent the boxes of eggs to help you work out how many are there altogether.

For question two, there are 10 sweets in each packet.

Use this information to answer the following questions.

If there are 90 sweets all together, how many packets of sweets is this? If there are 110 sweets all together, how many packs of sweets? And if there are 120 sweets, how many packs of sweets? So, remember, this time, think about what you know and think about what you don't know.

Remember, you can still skip count if you need to.

Good luck with those two tasks, and I'll see you shortly for some feedback.

Pause the video here.

Welcome back.

How did you get on with those word problems? Remember, if you're starting to recall some of those multiplication facts for 10, that's absolutely brilliant.

If you still need to skip count, that's fine too.

For question one, if we had four boxes of 10, that's four groups of 10.

We could have done 4 multiplied by 10, which is equal to 40.

There are 40 eggs altogether.

For B, there are eight boxes of 10 eggs this time.

So, that is 8 multiplied by 10, which is equal to 80.

So, there are 80 eggs altogether.

Remember, you might have known that or you might have skip counted 10, 8 times to find that out.

For C, if there are 10 boxes of 10 eggs, 10 multiplied by 10, or 10 groups of 10, is equal to 100.

So, there are 100 eggs altogether.

For question two, did you spot that each time we started with the product and we had to find one of the missing factors, we knew one of the factors was 10 because each packet of sweets had 10 sweets in it.

If there were 90 sweets, then we needed something multiplied by 10 is equal to 90.

You may have skip counted nine 10s till you got to 90, or you may have known that nine groups of 10 is equal to 90.

So, there are nine packets of sweets.

For B, there are 110 sweets altogether.

11 groups of 10 is equal to 110, so there are 11 packets of sweets.

And for C, there were 120 sweets altogether, which is 12 packets of sweets.

Well done if you worked all of that out and well done.

If you remembered that you had the product each time so you were looking for a missing factor.

We've come to the end of the lesson, and today, we've been representing the 10 times table in different ways.

Let's summarise our learning.

We understand that the 10 times table can be represented in different ways with groups of 10, and these can be represented using multiplication equations.

So, for example, we have three groups of 10 here, which we can say is 10, 3 times, and we can write the multiplication equation, 3 multiplied by 10 is equal to 30.

Thank you so much for all of your hard work today, and I hope to see you in another maths lesson soon.