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, 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.

By the end of this lesson today, you'll be able to say that you can use the knowledge of the 2 times table to solve problems. We have three key words in our 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, factor.

Your turn.

My turn, product.

Your turn.

Now, you may have met some of these words before, but some of them might be new to you.

Don't worry.

Keep an eye out for them in today's lesson.

In our lesson today, we're going to be using the knowledge of the 2 times table to solve problems. Hopefully, you're learning that you can skip count to find answers to 2 times table questions.

But you also might be starting to recall and remember some of those 2 times table facts.

Our lesson today is split up into 2 parts.

In the first part, we're going to be solving problems. And in the second, part we're going to be solving problems, but with a focus on money.

Let's get going with our first cycle.

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

So let's start here.

Aisha and Laura are going to a school picnic.

Me, Ms. Coe, I've asked Aisha and Laura to help me organise some of the treats.

So Aisha says that she has 3 packets of sweets.

Each packet contains 2 sweets.

She knows that that is 3 groups of 2, and we can see that from the picture of the sweets.

We have 3 groups.

Each group has 2 individual sweets in it.

She can skip count to find the total number of sweets: 2, 4, 6.

There are 6 sweets altogether.

We have 3 groups of 2, so we can count 2 three times.

That's 6 sweets altogether.

Aisha and Laura decide to represent those sweets in different ways.

Aisha is going to draw a picture.

Can you see how her picture links to the sweets that we've just seen? I can see that she has drawn 3 groups with the circles, and she's put 2 counters or dots in each circle to represent the 3 groups of 2.

I wonder what Laura's going to do.

Well, Laura has written an equation.

Laura writes 3 multiplied by 2 is equal to 6.

Can you see how that connects to the sweets and to Aisha's representation? What's the same about them and what's different? Hmm, I wonder if you can spot anything.

Both show 3 groups of 2 and a product of 6.

Now, the product is a total in a multiplication.

So in Aisha's, we can see there are 6 dots or counters.

So the product is 6.

And in Laura's, we can see that 3 multiplied by 2 is equal to 6.

And the placement of that 6 tells me that that's the product.

We can also see 3 and 2 as factors.

So in Aisha's picture, we have 3 groups, which is one of the factors, and each one has 2 dots in it.

2 is the other factor.

In Laura's, we have 3 multiplied by 2, which we can also say as 3 groups of 2.

So we can say that 3 and 2 are factors in her multiplication equation.

But the representations look different.

Now, that doesn't matter.

You might see 3 times 2 as a picture, like Aisha's drawn.

But you might also see it as a multiplication equation.

Either of those representations is fine.

Time to check your understanding.

"At a party, there are 5 bags of 10 party hats.

Represent this as a drawing or using objects on your table." Pause the video here.

Welcome back.

How did you get on? Well, if you've got 5 bags of 2 party hats, that means we've got 5 groups and there are 2 in each group.

Now, you may have drawn party hats, you might have drawn something else.

You might have drawn triangles or dots to represent the party hats.

You may have used objects on your table, so you might have made 5 groups of 2 cubes or counters to represent the party hats.

There are 5 groups of 2 hats.

Let's return to the picnic.

This time, I've given Aisha some apples for the picnic.

Aisha says she's got 4 boxes of apples, and each box has 2 apples in it.

Hmm, I wonder if you can visualise what that might look like, whether you can sketch a picture to show that.

Aisha says, "That is 4 groups of 2." In this case, 4 is a factor, because it represents the number of groups or boxes.

We can write a multiplication equation where 4 is one of the factors.

2 is also a factor, because it represent the number of apples in each box, so we can write 4 multiplied by 2.

In that case, 4 and 2 are both factors.

We know that if we skip count in twos, 2, 4, 6, 8, there are 8 apples altogether.

8 is the product, because it tells us how many apples we have in total.

So our multiplication equation is 4 multiplied by 2 is equal to 8.

Can you say that with me? 4 multiplied by 2 is equal to 8.

Great job.

If we identify the factors, we can then write a multiplication equation, and we can work out what multiplication we need to do to solve a problem.

Aisha and Laura have represented 4 multiplied by 2 again.

So they've shown 4 groups of 2 apples.

Aisha has drawn a picture.

Laura has written an equation.

Take a close look at Aisha's picture.

Do you think she's correct? Hmm.

Well, no, she's not correct, because we are representing 4 groups of 2 apples.

She has drawn 2 groups of 4.

So although the product is still the same, the total number of dots in her picture is still the same.

She hasn't represented 4 groups of 2.

She should have represented it like this.

We have 4 groups and 2 in each group.

Time to check your understanding.

Look at this problem and identify the factors.

Laura has 8 packets of 2 crackers.

She has 16 crackers in total.

What are the factors in that problem? Are they 8 and 16, 2 and 16, or 8 and 2? Pause the video here and have a think.

Welcome back.

Well, if we think about 8 packets of 2 crackers, which are 16 altogether, we know that 8 and 2 are factors.

16 is the product.

How do we know that? Well, 8 packets is like saying 8 groups, and we know that there are 8 groups and there are 2 in each group.

Well done if you identified those factors.

Back at our picnic, I want to check the number of packets that have all been organised on the table, and I want to get rid of some.

There's too many packets on there.

So Aisha says that actually, I would like 7 groups of 2.

We have 8 groups of 2 at the moment.

What could we do to make 7 groups of 2? That's right, if we know that the 8 represents the number of groups, we know that 7 is one less than 8.

So we can just remove one group, like so.

We now have 7 groups of 2, which I'm much happier about.

Laura is now organising some cupcakes, and she has 9 plates of 2 cupcakes.

Or so she thinks.

Is she correct? Take a close look at what she's created.

Does she have 9 plates of 2 cupcakes? No, unfortunately not.

She's got 12 plates of 2 cupcakes.

She's got 12 groups of 2, and she needs 9 groups of 2.

The number of cupcakes in each group is correct.

There are 2 in each group, but there are just too many groups.

She needs to get rid of 3 groups of 2 to show 9 groups of 2.

So now, we have 9 groups or plates.

Each plate has 2 cupcakes on, so this shows 9 groups of 2.

Time to check your understanding.

Look at the picture below.

How can you use your knowledge of groups to change this to 5 groups of 2? Pause the video here.

Welcome back.

How did you get on? Well, I can see that there are 6 groups of 2 at the moment.

I don't need 6 groups.

I need 5 groups, so I can remove one group.

I now have 5 groups of 2, which is correct.

Time for your first practise task.

For question one, I'd like you to complete the examples.

So you might be drawing pictures or you might be filling in the missing numbers.

So for the first one, we have 4 groups of 2.

I'd like you to draw a picture to represent that.

The second one, we have 8 groups of 2.

Again, I'd like you to draw a picture.

For the third and fourth examples, you have a picture completed for you, but some of the information in the sentence is missing.

Can you work out what the missing information is? For question two, I'd like you to complete the table by showing the correct number of groups.

So you can see here that we have some pictures.

Some of the pictures might need adding to, some of them might need things taking away or crossing out.

The first one, it says show 3 groups of 2.

Look at that picture very carefully.

Does it show 3 groups of 2 at the moment? Hmm, what can we do to make it show 3 groups of 2? For the second one, it says, show 5 groups of 2.

Again, does that picture show 5 groups of 2? What could we do to make it show 5 groups of 2? For the third and four examples, you have the multiplication equation.

But remember, we can read that as 7 groups of 2, as well as 7 multiplied by 2.

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

Welcome back.

How did you get on with those two tasks? For question one, you had to complete the examples.

Now, remember, you not have drawn dots or counters.

You might have drawn stars or squares or whatever you like, as long as you're showing the correct number of groups of 2.

So for the first one, we had 4 groups of 2, so we should have had 4 groups with 2 in each group.

Make sure you got those factors the right way round.

We needed 4 distinct groups with 2 in each group.

For 8 groups of 2, we needed 8 groups with 2 in each group.

For the third and fourth examples, you had a picture and you had to fill in the missing information.

For the third one, I can see that there are 1, 2, 3, 4, 5, 6, 7 groups, and each group has a value of 2.

So we can write 7 groups of 2.

For the last one, there were 10 groups.

All of the groups had 2 in it, so we can say that is 10 groups of 2.

Well done if you completed those pictures and missing information.

For question two, we asked you to change the images.

They represented the correct statements.

The first one says show 3 groups of 2.

Well, I could clearly see that there were 4 groups of 2 cupcakes in that first picture, so I had to remove or cross out one of the groups.

That picture now shows 3 groups of 2.

For the second one, there weren't enough groups of 2.

I had to show 5 groups of 2.

Now, remember, I've used pictures of cupcakes here, but you might have drawn dots or anything else to represent the cupcakes, but just have a close look.

Do you have 5 groups, and are there 2 in each group? For the second one, there were one too many groups.

There were 8 groups, and we needed 7 groups of 2, so you should have crossed out one of the groups.

And then finally, we needed 8 multiplied by 2, which is 8 groups of 2.

So we needed 8 groups with 2 in each group.

Well done if you correctly completed those images.

You're doing brilliantly so far.

Let's move on to the second cycle of our learning, where we're solving problems with money.

So let's think about this problem.

Laura and Aisha are helping Mrs. Hopper, who is one of the Oak teachers, sort out coins for a maths lesson.

Aisha wants to find out the total value of these coins.

I can see that these are 2 pence coins.

How could she work out the total value? That's right, she could skip count in twos.

She knows that each coin has a value of 2, so she can skip count in twos.

Should we help her out and do that together? Are you ready? Let's go.

2 pence, 4 pence, 6 pence, 8 pence, 10 pence, 12 pence, 14 pence.

Hmm, how many groups of 2 did we have? And what was the total amount of money? We can use the stem sentence to help us think about this.

There mm are coins.

Each coin has a value of mm.

The product of mm and mm is mm.

There's a lot of gaps there.

Should we fill those out one at a time? How many coins do we have to start with? Well, I can see that there are 7 coins.

We know that they are 2 pence coins, so each coin has a value of 2.

Remember, 7 and 2 become our factors.

So the product of 7 and 2 is the total amount of money, which is 14 pence.

So there are 7 coins.

Each coin has a value of 2.

The product of 7 and 2 is 14 pence.

Mrs. Hopper has found another 2 pence coin.

So think about how many coins we had and how many we have now.

I was just wondering, "Well, do we need to count them all again? Do I need to go through and count each coin one by one?" What do you think? Well, Aisha doesn't think so.

We've added one more group of 2.

We had 7 groups of 2, and then we added one more group of 2.

So all we need to do is count on.

2 pence more than 14 pence is 16 pence, and that's a really good efficient strategy if we've just added one more group.

So we had 14 pence, and if we add 2 more pence, the next one is 16 pence.

So now, we have 16 pence altogether.

Can we complete our stem sentences? Can we write an equation for this one? Let's see.

There are 8 coins.

Each coin has a value of 2, and the product of 8 and 2 is 16 pence.

Remember, our factors are 8 and 2, and the product is 16.

So we can write 8 multiplied by 2 is equal to 16.

Time to check your understanding.

Laura has found some more 2 pence coins.

Look carefully at the picture of the 2 pence coins and match it to the correct multiplication equation.

Pause the video here and have a think.

Welcome back.

Well, let's think about the factors and the product.

How many groups of 2 can you see? Well, I can see that there are 9 coins, which means there are 9 groups of 2.

I can skip counting twos 9 times to find that the product is 18.

So we've got 18 pence together.

Which one of these shows the factors of 9 and 2 and a product of 18? Well, that's right, it's C.

Remember, the product can come first, or the 2 factors can come first.

There are 9 groups of 2 pence.

9 is a factor, 2 is a factor, 18 is the product.

Well done if you spotted that multiplication equation.

Aisha and Laura move on to sorting out the 2 pound coins.

Hopefully, you've seen a coin like this before.

This is a 2 pound coin.

It is worth 2 pounds.

They're really pretty and they're quite big.

If you've got some coins around you, it might be worth having a look.

Do you have any 2 pound coins in there that you can have a closer look at? So let's take a look at the coins that we've seen so far.

We have a 2 pence coin and a 2 pound coin.

What's the same? What's different? Hmm.

Well, you might have said that they look different.

So the 2 pence coin is a copper coin, and the 2 pound coin is made of silver and gold colours.

What about the value of them? Well, a 2 pence coin is worth 2 groups of one pence, and a 2 pound coin is worth 2 groups of one pound.

So a 2 pound coin is worth a lot more than a 2 pence coin.

Aisha uses a number line to help her find the total value of the 2 pound coin she has.

So she has three 2 pound coins.

Each coin has a value of 2, so we can skip count in twos.

Let's count together.

Are you ready? 0, 2 pounds, 4 pounds, 6 pounds.

And can we fill out our stem sentences? There are 3 coins.

Each coin has a value of 2, or 2 pounds.

The product of 3 and 2 is 6, or in this case, 6 pounds.

Aisha's got another collection of 2 pound coins.

She said she can skip count to find the total value of these coins.

Each coin has a value of 2, so we can skip counts in twos.

Remember, we can also use our stem sentences to help us think about the number of coins and the value of the coins in total.

And we can use this to write a multiplication equation.

Let's find the product by skip counting in twos.

Are you ready? Let's go.

0, 2 pounds, 4 pounds, 6 pounds, 8 pounds.

So the total value of the product is 8.

Can you think about what would go in our stem sentences? That's right.

There are 4 coins.

Each coin has a value of 2.

The product of 4 and 2 is 8, or 8 pounds.

And we can write a multiplication equation, 4 multiplied by 2 is equal to 8.

In this case, 4 is a factor, 2 is a factor, and 8 is the product.

Time to check your understanding.

Use a number line to find the total value of 11 2-pound coins.

Pause the video here and have a go.

Welcome back.

How did you get on? Your number line may have looked like this.

And if we skip count in twos 11 times, well, we get 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22.

22 pounds.

That is 11 groups of 2, which is 22 pounds altogether.

Well done if you've represented that on a number line.

Aisha and Laura are playing a game.

"If my total amount is 10 pounds," says Aisha, "how many 2 pound coins do I have?" Hmm, that's a tricky question.

I wonder how Laura's going to tackle it.

Laura says she can skip count in twos to figure this out.

Let's think about our sentences.

The total amount is mm.

Each coin has a value of mm, and we can think about the product to help us find the number of 2 pound coins.

How are we going to help Laura work it out? Well, if she skips counts, she can use her fingers to show the number of groups of 2 so that she can keep track.

Let's see what she does.

0, 2, 4, 6, 8, 10.

Oh, stop.

Aisha had 10 pounds.

She skipped counted in twos.

Hmm, how many groups of 2 were in 10 pounds? Well, Laura has got 5 fingers held up, which means there were 5 groups of 2.

That's a really good strategy.

Laura counted 5 groups of 2, which means that 5 2-pound coins is equal to 10 pounds.

Aisha's total amount was 10 pounds, so she had 5 2-pound coins.

We can say that the total amount is 10 pounds.

Each coin has a value of 2.

The product of 5 and 2 is 10 pounds, or 10.

And we can say that 5 multiplied by 2 is equal to 10.

So we can use our multiplication facts even if we know the product and one of the factors.

Time to check your understanding.

Laura has a total amount of 14 pounds in 2 pound coins.

Use skip counting to find the number of 2 pound coins that she has.

And there's a stem sentence there.

The total amount is 14 pounds.

Mm multiplied by mm is equal to 14.

Pause the video here.

Welcome back.

How did you get on? Well, let's skip count using our fingers.

Are you ready? 0, 2, 4, 6, 8, 10, 12, 14.

Ah, stop.

That's the amount Laura has.

She has 14 pounds.

We skip counted in twos.

How many groups of 2 did we say? We've got 7 fingers, so that means that we had 7 groups of 2.

So that's 2, 7 times.

And we can write 7 multiplied by 2 is equal to 14.

Well done if you said that Laura had 7 2-pound coins.

Time for your second practise task.

You will need some counters or a set of 2 pence coins and a set of cards from 0 to 12.

Aisha and Laura are going to show you how to play, but you're going to take turns to choose a card.

Laura is going to choose a card, and she's chosen 3.

She's going to find a total by multiplying 2 pence by the amounts on the card, and she's got coins or counters to help her if she needs it.

Aisha's going to help Laura out by representing it using 2 pence coins or counters and the multiplication equation.

So she's used coins.

She has 3 groups of 2.

And then the girls are going to discuss how they know what they've got.

So that is mm groups of mm, and the total amount is mm pence.

For question two, I'd like you to solve these problems. A, Alex has 4 2-pound coins.

What is the total amount? B, Jacob has 5 2-pound coins.

What is the total amount? Look carefully at those answers.

What's the same? What's different? Question three, Aisha has a total amount of 24 pounds in 2 pound coins.

How many 2 pound coins is this? Think carefully about the strategy that you're going to use for that one.

Enjoy your game and good luck with these worded problems. Pause the video here and come back when you're ready for some feedback.

Welcome back.

Did you enjoy playing the game? How did you get on with these worded problems? Now, remember, your game may have gone in lots of different ways, but for example, Laura chose the card 6.

Aisha represented it using 6 2-pence coins.

We know that there are 6 groups of 2.

The total amount is 12 pence.

6 multiplied by 2 is equal to 12.

And we could have skipped counted in twos to check.

2, 4, 6, 8, 10, 12.

For question two, we had to solve some problems. Alex has 4 2-pound coins.

What is the total amount? Well, I have 4 groups of 2, and that's the same as saying 4 multiplied by 2, which is equal to 8.

Now, you may be starting to work that out more fluently and not have to skip count, but if you had to skip count, that's absolutely fine too.

For B, Jacob had 5 2-pounds coins.

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

Did you notice anything about those two answers? Well, the number of groups are different, and the value of the coin is the same.

Jacob had one more group, so he had 2 pounds more than Alex.

Well done if you spotted that.

For question three, we had to think about a slightly different strategy.

Aisha had 24 pounds in 2 pound coins.

How many 2 pound coins is that? You may have skipped counted using your fingers to find that there are 12 groups of 2 in 24.

So we needed 12 2-pound coins to make 24 pounds.

Well done if you spotted that.

We've come to the end of the lesson, and you've worked really hard thinking about using your 2 times table knowledge to solve problems. Let's summarise our learning.

We understand that skip counting in twos can be used to solve problems that involve groups of 2.

And we now know that group size and the number of groups are the factors in a problem, and we can use that to help us solve problems. Thank you so much for all of your hard work today, and I look forward to seeing you in another math lesson soon.