Lesson video

Hello there.

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

My name is Miss 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're ready to get going, let's get started.

In this lesson today we are focusing on the 5 times table, and you may have had some recent experience skip counting in 5s.

By the end of this lesson, you'll be able to say that you can represent the 5 times table in different ways.

We have three keywords in our learning today.

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.

Now you may be familiar with some of these words.

Keep an eye out for them in this lesson today.

Our lesson today is all about representing counting in fives as the 5 times table, and we have two cycles in our learning.

In the first cycle, we're going to focus on the 5 times table and think carefully about what that means, and in the second cycle we're going to be solving worded problems. If you are ready, let's get started with the first learning cycle.

In our lesson today, you're going to meet Aisha and Laura, and they're going to be helping us with our maths along the way.

So let's start here by reminding ourselves of the different ways that we can count in 5s.

Let's count in 5s then.

We can say, "One group of 5 is 5." We can also say, "1 times 5 is equal to 5." These are two ways of saying the same thing.

"2 groups of 5 is 10," and we can also say, "2 times 5 is equal to 10." I wonder if you can predict the two ways that we'll say the next one.

That's right, we can say, "3 groups of 5 is 15." Can you say that with me? "3 groups of 5 is 15." And we can also say, "3 times 5 is equal to 15." Can you say that with me? "3 times 5 is equal to 15." Great work.

So what comes next? That's right, we can say, "4 groups of 5 is 20," or "4 times 5 is equal to 20." Time to check your understanding.

Say what is shown on the number line in the two different ways.

Think carefully about how we've set them so far.

Pause the video here.

Welcome back.

Well, Laura would say, "5 groups of 5 is 25," and Aisha would say, "5 times 5 is equal to 25." Hopefully you said both of those ways.

Let's carry on.

We know the next step would be to say, "6 times 5 is equal to 30." Ah, but Aisha has said a different way of saying the same thing.

Aisha said, "6 fives are 30." Can you say that with me? "6 fives are 30." This is a shorter way of saying 6 times 5 is equal to 30.

It means 6 groups of 5, 6 fives.

So if we move on again, we can say, "7 times 5 is equal to 35," or we can say, "7 fives are 35." I wonder what comes next.

Or we can say, "8 times 5 is equal to 40." So how is Aisha going to phrase it? That's right, she would say, "8 fives are 40." If we move on, we can say "9 times 5 is equal to 45." So Aisha would say: that's right, "Nine 5s are 45." So now we have three different ways of saying the same thing.

Let's check your understanding.

Can you say 50 in the three different ways? Pause the video here.

Welcome back.

That's right, we could say "10 groups of 5 is 50," "10 times 5 is equal to 50," or "10 fives are 50." All three expressions mean the same thing, so you don't have to say each one each time.

Maybe you have a favourite.

Maybe there's one that you prefer.

Maybe there's one that your teacher will prefer you to say.

Aisha and Laura move on to play a game.

Laura says, "9 fives are 45," and Aisha immediately says, "This is the same as.

." Oh, she's written a multiplication equation.

She's written 9 multiplied by 5 is equal to 45.

How did Aisha know that that was the multiplication equation for what Laura has said? Well, that's right, 9 represents a factor, and it tells us how many groups there are: 9 fives are 45.

Nine is the number of groups.

The 5 is another factor and it represents the value of each group.

9 fives means 9 groups of 5.

45 is the product; it is the total amount.

So using that information, Aisha can write a multiplication equation.

Her factors are 9 and 5, so she can multiply them together to find the product which is 45.

They continue to play the game.

This time, Laura says, "6 times 5 is equal to 30." I wonder if you can scribble down the equation before Aisha does.

Are you ready? This is the same as.

"6 multiplied by 5 is equal to 30." How did Aisha know? How did you know? Well, this time 6 represents a factor, and it's still telling us how many groups there are.

6 times 5 can be thought about as 6 groups of 5.

So it tells us how many groups there are.

The 5 is another factor, because it tells us the value of each group.

6 times 5 can be thought about as 6 groups, each with a value of 5, and 30 is the product; the total amount.

So Aisha can use that information to write the equation, And well done, if you read that equation too.

Time to check your understanding.

7 times 5 is equal to 35.

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

Welcome back.

How did you get on? Did you say that it was the same as 7 multiplied by 5 is equal to 35? Hopefully, you did, because 7 and 5 are the factors, and 35 is the product.

So C is the correct multiplication equation for 7 times 5 is equal to 35.

This time I'm back in my classroom with Aisha, and I have 5 packs of pencils.

You can see that each pack has 5 pencils in it.

How can Aisha write that as an equation? Well, Aisha says, "I know that 5 is a factor, because it represents the number of packs." She can see 5 packs, so one of the factors is 5.

She also knows that 5 is another factor, because there are 5 pencils in each pack.

The other 5 represents the number of pencils in each pack.

So she has her two factors.

What is she missing? That's right, she was missing her product, which is 25.

25 represents the total amounts of pencils.

She could have skip counted to find that total amount: 5, 10, 15, 20, 25.

There are 25 pencils altogether.

What happens then if I'm given one more pack of pencils? How does the equation change? Well, this time Aisha know that 6 is one of the factors because it represents the number of packs.

I had 5 packs, I added another pack.

I now have 6 packs of pencils.

Five is still the other factor, because each pack still has 5 pencils in it, so there are still 5 pencils per pack, which means the other one, the other factor is 5.

What's the product this time? That's right, 30 is the product, because it represents the total amount of pencils.

Again, Aisha says that she can skip count in 5s to check.

Let's skip count together.

Are you ready? 5, 10, 15, 20, 25, 30.

There are 30 pencils altogether, so the product is 30.

Time to check your understanding.

This time there are 7 packs of pencils.

Represent that as a multiplication equation.

Pause the video here and have a go.

Welcome back.

Hopefully you said, well if there are 7 packs, one of the factors is 7, because it represents the number of packs, and the other one is 5, because it represents the number of pencils in each pack.

I can see that each pack of pencils has 5 pencils in it.

We could have skip counted to find the total number of pencils or the product.

In this case 35 is the product, because it represents the total number of pencils.

Well done, if you wrote the equation, 7 multiplied by 5 is equal to 35.

Now, Aisha has found some coins.

Remember, each of these coins is a 5 pence coin.

It has a value of 5 pence.

How can Aisha complete the equations to calculate the total value of the coins? She needs to find the total amount.

Well, in this case, the product and the factor are missing.

So, the 5 in this case of the equation represents the value of each coin.

We know that each coin is worth 5 pence, so that one represents the five pence the value of each coin.

That's the factor that we already know, but we're missing a factor.

Remember, the other factor tells us how many groups there are.

So in this case it's how many coins there are.

Aisha has spotted that there are 5 coins which is the missing factor.

So that's the same as saying 5 groups of 5 or five, 5 times.

How could we find out the total value of the coins? How could we find the product? Well, we can say that 5 multiplied by 5 is equal to 25, which is 25 pence.

So the value of the coins is 25 pence.

This time Aisha wants to record the total value of the coins as a multiplication equation.

What advice would you give to Aisha? Hmm, how could you help her out? Well, Aisha says she can see six 5 pence coins, and that's a really good way of thinking about it, because that gives her, her two factors.

6 is a factor, because it represents the number of groups or coins.

So we have 6 coins, that's 6 groups.

5 is a factor because it represents the value of each coin.

Each coin has a value of 5 pence.

So we can write 6 multiplied by 5 is equal to 30, or because multiplication is commutative, we can swap the factors around.

We can write 5 multiplied by 6 is equal to 30.

Now you may have skip counted to find the product of 30, but you may be starting to remember and recall some of these facts.

So the total value of the coins is 30 pence.

Time to check your understanding.

What is the total value of the coins? Write a multiplication equation to represent this.

Pause the video here and have a go.

Welcome back.

Well, there are 8 coins, which is 8 groups of 5, which is equal to 40 or you could have written five 8 times.

So, 5 multiplied by 8.

Either way, the value of the coins is 40 pence.

Well done if that's what you wrote.

Laura and Aisha are playing a game.

Laura is going to select a card from the deck, and Aisha is going to write the 5 times table equation for it.

So Laura has selected 50.

"50 is going to be the product," she says.

So what are the factors? Well, the factors must be 10 and 5, because 5 multiplied by 10 is equal to 50, or, as Aisha says, 10 fives is equal to 50.

So Aisha wrote the equation, 10 multiplied by 5 is equal to 50.

Great job, Aisha.

Laura selects another card, 45.

This time, 45 is the product.

I wonder if you can write the equation for 45.

What two numbers are multiplied together to make 45.

That's right, Aisha, the factors must be 9 and 5.

So we could write 9 groups of 5 is 45, or 9 multiplied by 5 is equal to 45.

Well done if that's what you wrote.

Oh, now Aisha's challenging Laura.

"Can you write it in a different way?" I wonder what Laura's going to write.

Well, yes, we can think of that as 5, nine times.

So we can write 5 multiplied by 9 is equal to 45.

Time to check your understanding.

Look at the card and fill in the blanks.

Remember, this is the product.

Can you write an equation and fill in the blanks in the sentences? Pause the video here.

Welcome back.

Well, 5, eight times is equal to 40.

8 groups of 5 is equal to 40.

Our factors are 5 and 8.

5 multiplied by 8 is equal to 40, or 8 multiplied by 5 is equal to 40.

Well done if you completed those two equations and the stem sentences.

Time for your first practise task.

For Question One, think about how many pencils are in each set below.

I'd like you to complete the sentence and fill in the multiplication equation.

Let's look at number one, how many groups of 5 pencils can you see? So we can write mm groups of pencils, that is mm groups of mm, and the multiplication equation to go with it.

Remember to fill out the total number of pencils as well.

You have two others in that question to do.

Now for Question Two, very similar, but this time we've got 5 pence coins instead.

For Question Three, I'd like you to continue playing the game that we saw earlier.

You'll need a set of 12 cards that represent the multiples of 5, so 5, 10, 15, 20, and so on.

Partner A is going to pick a card, and Partner B is going to represent that using a multiplication equation from the 5 times table.

Partner A then has to write that equation in a different way, and you've got some stem sentences there to help you think about that.

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

Welcome back.

How did you get on? For Question One, we had different sets of pencils.

Each group had 5 pencils in it, so one of our factors was always going to be 5.

For the first one we had two groups.

We had 2 groups of 5, which is 2 multiplied by 5 is equal to 10.

Remember, multiplication is commutative, so you could write the factors in any order.

If you wrote 5 multiplied by 2 is equal to 10, that's absolutely fine.

For the second one, we had 4 groups of 5, 4 multiplied by 5 is equal to 20, so there are 20 pencils.

And in the third one we have 30 pencils, and that's because there were 6 groups of 5 pencils, which is 6 multiplied by 5, which is equal to 30.

For Question Two it is very similar, but we are thinking about coins.

Remember these are 5 pence coins.

Each coin has a value of 5 pence.

For the first one we had three 5 pence coins, which is 3 groups of 5.

3 multiplied by 5 is equal to 15, so the value of the coins is 15 pence.

For the second one, the value was 25 pence, because 5 multiplied by 5 is equal to 25.

And for the final one the value was 40 pence, because there were 8 groups of 5 pence coins, which is 8 multiplied by 5, which is 40 pencils altogether.

Remember there are lots of ways you could have played Laura and Aisha's game.

Let's see what they did.

Aisha chose the product of 60, so Laura had to write a multiplication equation.

Laura said that we could have factors of 5 and 12, because 5 multiplied by 12 is equal to 60, and she said, "Five, 12 times is equal to 60." So Aisha wrote the equation "12 multiplied by 5 is equal to 60," and she said, "12 groups of 5 are 60." Well done if you wrote both equations for each of the products that you picked.

Let's move on to the second cycle of our learning, which is solving worded problems. Aisha has some ones cubes from Base 10 blocks.

You may have used Base 10 blocks before.

We're talking about ones cubes, which are small cubes.

Each cube has a value of one.

We can use this to think about the sentences.

There are mm groups of mm ones.

What can you see? Well, 3 is one of the factors, because it represents how many groups there are.

There are three groups.

5 is a factor, because it represents the amount of ones in each group.

There are 5 ones in each group, so we can say that there are 3 groups of 5 ones.

We can skip count to find the answer: 5, 10, 15.

There are 3 groups of 5 ones, 15 altogether, which is the product.

So we can write 3 multiplied by 5 is equal to 15.

What about now? If there are 5 groups of 5 ones from the Base 10 blocks, what is the total value this time? There are mm groups of mm ones, and there is an equation to write as well.

Hmm, what are our factors? What is the product? Well, this time, 5 is a factor, because it represents how many ones there are in each group.

There are still 5 ones in each group.

The other factor is also 5, because it represents the number of groups.

There are 5 groups.

We can write 5 groups of 5 ones, and we can know that that is 25 altogether.

5 multiplied by 5 is equal to 25.

We can skip count to check if we need to.

Let's count together.

Are you ready? 5, 10, 15, 20, 25.

Time to check your understanding.

Complete the missing parts, if there are mm groups of 5 ones, what is the total value? Take a close look at the image.

How many groups are there? Pause the video here and have a go.

Welcome back.

Well, I can see, 1, 2, 3, 4, 5, 6, 7 groups.

Each group has 5 ones in it, so I can say there are 7 groups of 5 ones, and I know that 7 multiplied by 5 is equal to 35.

I can also skip count to check.

7 multiplied by 5 is equal to 35.

Well done if that's what you got.

Let's move on to think about packs of pencils.

Packs of pencils in my classroom come in packs of 5.

If there are 15 pencils altogether, how many packs of pencils are there? Ooh, that question feels a little bit different to me.

That's right, Aisha, this time we know the product.

We know that the total number of pencils is 15, so we know the answer, but we don't know the factors.

Although Aisha's right, we do know one factor.

We know that the number of pencils in each pack is 5, so one of our factors is 5.

So we can write something multiplied by 5 is equal to 15.

Hmm, what multiplied by 5 is equal to 15.

How could we work it out? We don't know how many packs there are, so we don't know that missing factor.

We can skip count though to find the answer.

Remember the total is 15, so we can say 5, 10, 15.

We need to stop there, because that's the total number of pencils.

We can see that 3 groups of 5 is equal to 15, so we can write 3 multiplied by 5 is equal to 15.

That must mean there are 3 packs of 5 pencils.

Let's look at another example.

If there are 30 pencils altogether, how many packs of pencils are there? This time, we know the product is 30, the total number of pencils is 30, and we also know that pencils still come in groups of 5, so that's one of the factors.

We don't know the number of groups or packs in this case.

That's the factor that's missing.

How could we work it out? Well, that's right.

We can count in 5s up to 30 to find the number of packets.

Are you ready? Let's count together.

5, 10, 15, 20, 25, 30.

Stop there.

Remember we've got 30 pencils.

How many groups of 5 did we count? That's right, we counted 6 groups of 5, which means that's 6 packs of pencils.

We know that 6 multiplied by 5 is equal to 30.

So if there are 30 pencils altogether, that is 6 packets of pencils.

Time to check your understanding.

This time, if there are 35 pencils altogether, how many packs of pencils are there? So we know the product is 35 and one of the factors is 5.

What is the missing factor? Pause the video here and have a think.

Welcome back.

Well, let's skip count in 5s to find out.

5, 10, 15, 20, 25, 30, 35.

Remember, we need to stop there, because that's the total number of pencils that we have.

I can see that that is 7 groups of 5s that we counted.

That means there are 7 packs of pencils altogether.

Aisha said that she knew that 7 multiplied by 5 is equal to 35, so she didn't need to count in 5s this time.

You might have done the same.

You might be starting to remember and recall some of those multiplication factors, but don't worry if you still needed to skip count.

Time for your second practise task.

For Question One, I'd like you to complete the word problems below using your knowledge of the 5 times table.

Remember, if you need to skip count, that's absolutely fine.

If there are 4 packs of 5 pencils, how many pencils are there altogether? For B, if there are 8 packs of 5 pencils, how many pencils altogether? And then, C, if there are 10 packs of 5 pencils, how many pencils are there altogether? For Question Two, remember that there are 5 pencils in each pack, so use that to answer the following questions.

A, if there are 45 pencils altogether, how many packs are there? So think carefully about what you need to do.

For B, if there are 55 pencils altogether, how many packs are there? And C, if there are 60 pencils, how many packs are there altogether? Good luck with those two tasks.

Think carefully about what you need to do.

Pause the video here, and I'll see you shortly for some feedback.

Welcome back.

How did you get on? For Question One A, if there are 4 packs of 5 pencils, we can do 4 multiplied by 5.

Now, you may have skip counted 5, 10, 15, 20.

You may have started to recall and remember that 4 multiplied by 5 is 20.

Either way, there were 20 pencils altogether.

For B, the multiplication equation was 8 multiplied by 5, because there are 8 packs of 5 pencils.

That means that there are 40 pencils altogether.

For C, there are 10 packs of 5.

10 multiplied by 5 is equal to 50, so there are 50 pencils altogether.

Well done if you used your multiplication tables or you needed to skip count to work those out.

Did you spot that for Question Two, we had the product each time, and we needed to find one of the missing factors? One of the factors was always 5, because there were 5 pencils in each pack, but we didn't know how many packs we had.

For the first one, we did know that the product was 45, so something multiplied by 5 is equal to 45.

We could have skip counted all the way up to 45 to find out how many groups of 5, but you might also have remembered that 9 multiplied by 5 is equal to 45.

That meant there were 9 packets of pencils.

If there were 55 pencils, well, 11 groups of 5 is equal to 55, so there were 11 packs.

And, finally, if there were 60, well, 12 groups of 5 is equal to 60, so there were 12 packets of pencils altogether.

Well done if you worked out all of those.

We've come to the end of the lesson where we've been representing the 5 times table in different ways.

Let's summarise our learning.

We understand that the 5 times table can be represented in different ways with groups of 5, and we can represent it using multiplication equations.

So we've thought about different groupings today, and remember sometimes you can't see the individual ones in the group, like with the 5 pence coin.

We also know that we can represent the 5 times table as a multiplication equation, such as 5 multiplied by 9 is equal to 45.

Thank you so much for all of your hard work today, and I look forward to seeing you in another math lesson soon.