Lesson video

Hello, my name's Mrs. Hopper and I'm really looking forward to working with you in this lesson on representing the five times table and linking it to the ten times table.

So are you ready to do some counting in fives and tens and explore how the five and ten times table are related to each other? Are you? Excellent, let's make a start.

So in this lesson, we're going to be thinking about how groups of five and ten are related and how we can explain that relationship.

We've got three key words in our lesson today: related, double, and half.

So I'll take my turn and then it'll be your turn.

Are you ready? My turn, related.

Your turn.

My turn, double.

Your turn.

My turn, half.

Your turn.

Well done.

I'm sure you know about doubles and halves, and things that are related to each other are connected in some way, aren't they? So we'll have a look and see how we're going to relate the five and ten times table to each other.

There are two parts to our lesson today.

In the first part, we're going to be counting in multiples of five and ten.

And in the second part, we're going to be comparing counting in multiples of five and ten.

So are you ready with your step counting in fives and tens? I hope you are.

Let's make a start.

And in this lesson, we've got Aisha and Laura helping us with our learning.

Aisha and Laura are playing a card game.

They pick a card each from the deck.

Aisha's got five and Laura's got ten.

How are these numbers related? How do they connect to each other? Well, Aisha says, "I know that five is half of ten." And there's five.

You might have seen those sorts of number shapes before.

And Laura says, "I also know that ten is double five." So that's five and another five.

Ah, ten is double five.

These numbers are related to each other.

Knowing these facts will help us to solve problems. So they're related because five is half of ten and ten is double five.

That's something that's going to be really important to remember as we go through this lesson.

Aisha and Laura are counting in fives and tens and they're going to use a number line to help them.

Can you count in fives and tens? Should we see if we can help them? Aisha says, "Let's count in fives first." So we're gonna count from zero.

Are you ready? 0, 5, 10, 15, 20, 25, 30, 35, 40, 45, 50.

Great counting.

Laura says, "Now let's count in tens." Are you ready? We're gonna count from zero again.

This time, we're going to put a circle around the numbers that we count when we count in tens.

So are you ready? From 0, 0, 10, 20, 30, 40, 50.

What do you notice? The number line is showing the multiples of both five and ten.

Remember we counted in five, they were the multiples of five.

And then we counted in ten, they were the multiples of ten.

So what do you notice? Aisha says, "All of the numbers said when we count in tens are also ones we said when we counted in fives." So when we counted in tens, we said 0, 10, 20, 30, 40, 50.

But they were also numbers that we said when we counted in fives, weren't they? But Laura says, "Not all of the numbers said when counting in fives are said when counting in tens." You can see a ring around the multiples of ten, the ones we said when we counted in tens, but we didn't say the numbers in between, did we? We didn't say the 5, 15, 25, 35, and 45.

They weren't in our tens count.

So when we are counting on in tens from zero, we say the multiples of ten, these are part of the ten times table.

Those are the ones with the rings around.

When we are counting on in fives from zero, we say the multiples of five.

These are part of the five times table.

And those were all the numbers on the number line.

Time to check your understanding.

This is part of our number line that we were just counting.

Aisha says she's circled all the multiples of five.

Is she correct? Pause the video, have a think, and when you're ready for some feedback, press play.

What did you think? Is Aisha correct? She's incorrect, isn't she? She should also have circled 40 as it is a multiple of five.

It's also a multiple of ten.

And remember when we counted all of the numbers on our number line were multiples of five.

Aisha and Laura are sorting numbers into multiples of five, ten, or both.

They pick a card.

Oh, what's the number they've picked? It's 46, isn't it? Aisha says, "I know 46 is not a multiple of five because the ones digit is six and not five or zero." You might have explored that pattern before with the multiples of five.

They all have a five or a zero in the ones.

And Laura says, "46 can't be a multiple of ten because the ones digit is a six and not a zero." That's another pattern you may know.

All the multiples of ten have a zero in the ones.

So 46 cannot be made of groups of five.

You can have nine groups of five, but you will need an extra one to make 46.

"Nine groups of five are equal to 45 and an extra one," says Aisha.

And Laura says, "46 cannot be made from groups of ten either." 40 is four groups of ten and the next multiple of ten is 50.

It's not 46.

So we'd have 50.

We can't make 46 from groups of ten, so it's not a multiple of five and it's not a multiple of ten.

They pick another card.

They've picked 60 this time.

Aisha says, "I know 60 is a multiple of ten, and therefore it is a multiple of five." How does Aisha know that? Well, Laura says, "60 is a multiple of ten and there are six groups of ten in 60." And there they are, six tens.

Ah, and Laura says, "I know 60 is a multiple of five because it is 12 groups of five." We can split each of those tens into two groups of five, can't we? So we've got 12 groups of five, we've still got 60.

The ones digit of 60 is zero, which means it is a multiple of five and ten.

They pick another card.

What have they got this time? They've got 55, haven't they? Aisha says, "I know 55 is a multiple of five because it is 11 groups of five." And Laura says, "55 can't be a multiple of ten because after 50, the next multiple of ten is 60." And there we can see 50, and the next multiple is 60.

Time to check your understanding.

Is this number a multiple of five, ten, or both? And how do you know? So you've got choices.

Is it a multiple A of five, B of ten, or C of both? Pause the video, have a go.

And when you're ready for some feedback, press play.

What did you think? So you may have said, "I know that there are four groups of ten, so there will be double the number of groups of five, so eight groups of five." So you might have used your number shapes to make 40 and you can make 40 from tens and you can make 40 from fives.

So it is a multiple of both five and ten.

Or you might have said, "The ones digit is a zero.

Multiples of five have a ones digit that is either a zero or a five.

And multiples of ten have a zero in the ones digit." So another way of explaining that 40 is both a multiple of five and ten, and C was the correct answer.

However you worked it out, well done if you got that right.

Time for another check.

Can you identify which numbers are multiples of five, ten, or both? So you're going to sort them into those three columns.

We've got multiples of five, both, and then multiples of ten.

So pause the video, have a go, and when you're ready for some feedback, press play.

How did you get on this time? Ah, did you spot that 35 and 15 are both multiples of five? They've got a five in the ones digit.

All the other numbers have a zero in the ones digit, so they are both multiples of ten and five.

And the multiples of ten column is empty.

And Laura says, "This is empty because all multiples of ten are also multiples of five." So there won't be anything that's just in the multiples of ten when we're also sorting multiples of five.

Aisha's got 100 square this time.

She's going to continue to count in fives and tens and she's using 100 square.

So let's see what you notice as she counts.

She says, "First I'll count in fives." 5, 10, 15, 20, 25, 30.

And she might carry on, won't she? Can you see what's happening to the numbers that she circled? She says, "Now I'll count in tens." 10, 20, 30, and she could carry on, couldn't she? She says there's a pattern.

"There are two vertical columns for the multiples of five." Vertical means straight up and down.

So there are two vertical columns we've highlighted there for the multiples of five.

And you could see that pattern as she started to count up to 30.

And multiples of ten all have a zero in the ones digit.

So you can see that in the column on the right-hand side, it's a pale pink colour on my screen, but there's only one vertical column for the multiples of ten, two for five and one for ten.

The multiples of five have a zero or a five in the ones digit, so they are in both of the columns.

Time for you to do some practise.

So can you, for question one, complete the 100 square by doing two things? A, you're going to write in the multiples of five.

And in B, you're going to circle the multiples of ten.

So fill in the multiples of five and then circle the multiples of ten.

And can you then complete those sentences? And for question two, you're going to pick a number that you've circled and show why it is a multiple of five and a multiple of ten.

Okay, so if you're ready, pause the video, have a go at your tasks, and when you're ready for some feedback, press play.

How did you get on? So for question one, you had to fill in the multiples of five on the 100 square, which meant you would've filled in both of those columns all the way up to 100.

Did you manage to get all the way up to 100? Well done if you did.

And for B, you had to circle the multiples of ten and you can see those multiples of ten with their zeros in the ones circled on the far right-hand side of the 100 square.

The sentences with the blanks could be filled in by saying five is half of ten and ten is double five.

And you can use that when you're explaining the number that is both a multiple of five and ten.

We picked 20.

20 is four groups of five and you might have used your number shapes to show that like Aisha and Laura have been doing in our lesson so far.

And then you can say that ten is double five, so you will need half the number of tens groups.

So that's two groups of ten.

So you might be able to picture four groups of five and then making out of that two groups of ten, we've got 20 altogether, four groups of five and two groups of ten.

And on into the second part of our lesson, we're going to be comparing counting in multiples of five and ten.

Laura and Aisha are playing Oak Tree.

They take it in turns to say a number.

For multiples of five, they say oak.

And if it's a multiple of ten, they say tree.

Are you ready to have a go? So Aisha's starting.

1, 2, 3, 4, oak.

And Laura says, "Ah, you said oak because five is a multiple of five.

It's one group of five." They're gonna carry on.

6, 7, 8, 9, what's gonna come next? "Oak three," says Aisha.

"Ah," says Laura, "You said oak tree because ten is a multiple of five and ten.

It's two groups of five and one group of ten." Over to you.

You're going to take turns to play Oak Tree with a partner.

You're going to start at 20 this time.

So you're going to count on and if the number you say is a multiple of five, you're going to say oak.

And if it's a multiple of ten, you're going to say tree.

And if it's a multiple of both, you're going to say oak tree.

So pause the video, have a go at playing, and when you're ready for some feedback, press play.

How did you get on? Did you have fun? Aisha and Laura are going to carry on.

Aisha says, "21, 22, 23, 24, oak." She says, "25 is a multiple of five." It's five groups of five, isn't it? They're gonna carry on.

26, 27, 28, 29, oak tree," not 30.

I hope you didn't get caught out by that.

And Aisha said oak tree because 30 is a multiple of five and ten.

It's got that zero in the ones.

Well done and I hope you had fun playing the game.

Laura and Aisha continue playing and they're going to record which multiples they count at the same time this time.

So we're going to imagine them counting on.

So they count on from zero.

Well, zero is a multiple of five and ten.

It's zero groups of five and zero groups of ten, isn't it? So they count onto five, which is a multiple of five, so they'd say oak.

6, 7, 8, 9, 10, and they'd say oak tree, wouldn't they, because it's a multiple of five and a multiple of ten.

Let's see what happens when they count on.

So what did you notice? Well, all the numbers said by the tens group are also said by the fives group, aren't they? So when we're playing oak tree, that means that all the multiples of ten are an oak tree because they're both a multiple of five and a multiple of ten, they get two ticks.

But not all the numbers said by the fives are also said by the tens group.

So if we're just saying oak, then that's just an oak number, isn't it? It's just a multiple of five.

That's not a multiple of ten as well.

So they continue to record them.

You might want to do this by counting yourself.

I'm just gonna show you the ticks.

Are you ready? Aha.

Can you see the pattern continuing? What do you notice this time? Well, if you were counting in fives, you'd say more numbers, wouldn't you? For every number said by the tens group, the fives group says two numbers.

So the tens group would say 20 and then 30 and then 40.

But if you were counting in fives, you had 20, 25, and then both of you say 30, and then the fives would say 35.

So they say two numbers and the tens group only say one number.

Time to check your understanding now.

Laura has continued to record the pattern in the table.

Is she correct? So use what you know about counting in fives and tens to help you to decide.

Pause the video, have a go, and when you're ready for some feedback, press play.

What did you think? Was she correct? She's not correct, is she? She should have ticked 40 because that's the next multiple of ten, but she ticked 39, hadn't she? So when we're counting in fives and tens, then if you're counting in fives, you'd say 30, 35, 40.

And if you were counting in tens, the numbers you just said in that part of the count would be 30 and 40.

Four groups of ten is equal to 40, not 39.

And time for you to do some practise again.

So in question one, you're going to play oak tree with your partner or you could play it with a bigger group and go round with maybe up to four people, starting at zero and you're gonna go all the way up to 60.

Remember to say oak for a multiple of five and tree for a multiple of ten.

So for question two, there are three parts to think about.

When you played your game of oak tree up to 60, how many times did you say oak between zero and 60? You might need to play again or think about recording when you play the game.

For B, how many times was tree said on its own? And for C, how many times was oak tree said together? And for question three, if you counted from 61 to 80 playing oak tree again, how many times do you predict you'd say each word? And why is that true? So pause the video, have a go at playing the game and thinking about the numbers that you said, and when you're ready for some feedback, press play.

How did you get on? I hope you had fun playing Oak Tree.

I wonder if it depended which partner started first.

Did one person end up saying oak and oak tree both times or did you alternate? I wonder, I wonder if you got the chance to say oak and whether you got the chance to say oak tree.

Let's explore a bit more with our answers to two.

For A, we asked you how many times did you say oak between zero and 60? And you might've said it 12 times.

There are 12 groups of five in 60.

You might've said it for zero as well, which would've given you a zero group of five as well.

What about B? How many times was tree said alone? I hope you found out it wasn't said alone at all because all multiples of ten are multiples of five.

Multiples of five have a zero or a five in the ones digit and multiples of ten have a zero in the ones digit.

So all multiples of ten are multiples of five.

And how many times was oak tree said together? Well, it's probably six times for 10, 20, 30, 40, 50 and 60.

Six lots of ten, 12 lots of five.

And for question three, if you counted from 61 up to 80, how many times do you predict you will say each? And why is that true? Well, you'd say oak four times because we've got four lots of five as we count on from 61 to 80, and you just said oak tree two times, one for 70 and one for 80, but tree alone no times at all because all those multiples of five are multiples of ten as well.

Oak would be said four times because from 61 up to 80, there are four multiples of five: 65, 70, 75, and 80.

I hope you had fun playing Oak Tree and then exploring the patterns in saying oak and tree and how many times you said each.

Well done.

And we've come to the end of our lesson.

We've been explaining how groups of five and ten are related.

So we understand that five is half of ten and that ten is double five.

And we also know that not all multiples of five are multiples of ten, whereas all the multiples of ten are multiples of five.

Thank you for your hard work and your fantastic counting today.

I hope you've had fun, I certainly have, and I hope I get to work with you again soon.

Bye-bye.