Lesson video

Hi, my name is Mr. Tazzyman, and I'm very excited to be learning with you today.

If you are ready, then we can get started.

Here's the outcome for today's lesson.

By the end, we want you to be able to say, "I can explain the size of a part in relation to the whole." Here are the key words that you are going to hear during this lesson, and it's really important that you can both say them and understand them, so we are going to practise.

I'll say the word by saying, "My turn," and then say the word, then I'll say, "Your turn," and you need to say it back to me.

Ready? Okay.

My turn, whole, your turn.

My turn, part, your turn.

My turn, equal or unequal, your turn.

My turn, inequality, your turn.

So that's how the word sound and how you say them, but let's see what they actually mean so that we can use them in our maths discussions today.

The whole is all the parts or everything, the total amount.

A part is some of the whole.

You can see the bar model at the bottom there that helps to show these two concepts.

We say that two or more things are equal if they have the same quantity or value.

We say that two or more things are unequal if they do not have the same quantity or value.

Inequality occurs when things are not equal.

We use different symbols to show this.

Here's an outline of today's lesson.

Explain the size of a part in relation to the whole.

We're gonna start by comparing different sized parts.

Then we're gonna move on to comparing the same sized parts but with different wholes.

Are you ready to start? I know I am.

Okay, let's go for it.

In this lesson, we're going to meet two maths friends, Jacob and Laura, and they're going to help us by discussing some of the ideas and concepts and by giving us some feedback or some answers when we need them.

Jacob and Laura play a game with counters.

Each counter has a red side and a yellow side.

They throw five up in the air and see how they land.

The person with the biggest red part wins.

There's Laura's and there's Jacobs.

Who has won? Have a look.

Which of them has the greatest number of red counters? "I won!" says Jacob.

"I have three red parts and you only have two." "You did," says Laura.

"Let's use an inequality symbol to show it." "Your two red parts are less than my three red parts." And there's the symbol.

You can see the less than symbol has been placed in between those two groups of counters.

Let's check your understanding so far.

They play again.

Who has won? What symbols should be placed in between the set of counters? Okay, pause the video here, have a think, maybe have a chat with somebody about it, and I'll be back in a moment to let you know what the answer was.

Welcome back.

Did you manage to work it out? Well, let's see.

Laura says, "I won this time because I have four parts read." Jacob says, "Yes, I only have three parts read so the symbol is greater than." And there it is.

You can see it on the screen.

How did you get on? Have you shown that you understood this? Let's move on.

Jacob and Laura each have a circle.

They each draw a straight line vertically from one part of the side to another and shade in a part of the circle.

There's Laura's and there's Jacob's.

"Wait.

Yours isn't right.

They're not equal parts," says Jacob.

"They don't have to be!" says Laura.

What do you think? Hmm.

Which of these two do you agree with? Jacob says, "Ah, your right.

Parts can be equal or unequal." They decide to compare their shaded parts.

"My shaded part is bigger than yours." "I agree.

Let's use an inequality to show that." "Okay then.

Which one do we need?" What do you think? Which inequality symbol would you place in between those two circles, greater than or less than? Laura says, "Well, my part comes first and it's less." "So we need less than," says Jacob.

And there it is.

They draw two more circles and repeat the task.

"Mine is greater," says Laura.

"Which inequality do we need?" What do you think? Compare the shaded parts of those two circles.

Which is greater and which symbol should you be putting in between them? "Greater than because yours is first," says Jacob.

There's the symbol.

Okay, let's check your understanding again.

Which inequality symbol should go in between the shaded parts of the circle? You can see the question mark there, what symbol would you replace the question mark with? Have a think, maybe have a chat with someone around you, and pause the video.

I'll be back in a little while to reveal the answer.

Welcome back.

Let's reveal which symbol should go in between these two wholes.

Laura says, "This side is smaller.

It doesn't go over halfway." Jacob says, "So it will be the less than symbol to go between." There it is.

How did you get on? Did you choose the less than symbol? Laura and Jacob each have a similar bottle filled with the same quantity of water.

They both drink some.

Who has the most left? Laura says, "I've drunk more water than you," and Jacob says, "So I have the most left over." We can put an inequality symbol in.

"Yes.

You have less than me." So there's the symbol.

We can see that Laura's water is less than Jacob's water.

"So your part is less than mine," she says.

Laura and Jacob are looking at a map of Europe.

They each choose a country which is part of Europe.

"I am going to choose Poland," says Laura.

"I am going to choose Switzerland," says Jacob.

You can see the purple arrows on the map, which are pointing out the two countries that they've chosen.

They compare the sizes of the countries.

They use an inequality symbol.

"Poland is bigger," says Laura, and Jacob says, "Yes, so we can write it out like this: Poland is greater than Switzerland." "We could also use a sentence like this," says Laura.

"If Europe is the whole, Poland is a greater part than Switzerland." Okay, let's check your understanding of what they have just done.

The arrows are pointing to Romania and Denmark.

Complete the sentence below.

If Europe is the whole, put a country in, is a greater part than, put another country in.

Remember, you've got Romania and Denmark.

Okay, pause the video, have a go, and I'll be back in a moment to reveal the answers.

Welcome back.

Let's see how the sentence should be completed.

If Europe is the whole, Romania is a greater part than Denmark.

Did you manage to get them in the correct order? I hope so.

They decide to play a game using alphabet cards.

Jacob explains the game to Laura.

"You start by each choosing an alphabet card.

Then you find a country in Europe beginning with that letter.

I got a C, so I'll choose Czechia." "I got S," says Laura, "Sweden." "Then you compare countries using an inequality." Czechia is less than Sweden.

Look on the map.

You can see that.

"The greater country wins the point!" Who has won? Hmm.

Well, look at the inequality in the middle.

That gives you the clue.

"I win!" says Laura.

"If Europe is the whole, then Czechia is a smaller part than Sweden." It's time to check your understanding again.

We've got an inequality on the screen.

Jacob has drawn S as his letter but he hasn't chosen a country yet.

Laura has chosen Iceland with I.

She says it there.

Jacob says, "I've got the letter S.

Which countries could I choose to win?" So we know that we've got to find some countries beginning with S that are part of Europe and they also have to be greater than Iceland.

Pause the video here, have a think, and I'll be back to reveal the answers in a moment.

There could well be more than one.

Welcome back.

How did you get on? Let's see which countries you might have chosen.

There are two options here.

Sweden or Spain.

Did you get either of those? Okay, let's move on.

We are now gonna look at your first practise task.

For number one, you need to put the correct inequality symbol in the box.

A says, which set of counters has a bigger part red, and B says, which bottle has the bigger part of water? Number two, here I want you to play the map game using alphabet cards and a map of Europe.

Tally the score.

First to three wins.

Pause the video here and have a go at those tasks, enjoy them, and I'll be back in a little while for some feedback.

Welcome back.

Let's see how you did.

For 1a, the symbol was greater than.

For 1b, the symbol was also greater than.

You can see in 1a there were more red counters on the left-hand side, which meant there were a greater number of them, and for B, you could see that there was more water.

There was a bigger part of water left on the left-hand side than there was on the right.

Okay, let's have a look at number two.

Hopefully, you all had a go at playing the game.

Here is Laura and Jacob's game.

Estonia is less than Germany, so Jacob got one for that.

Belarus is more than Hungary.

Laura scored one for that.

France is more than Montenegro, so Laura scored another for that.

And Spain is more than Iceland.

Laura got a third point there, so she won.

Who won for you? Hmm.

Well, I hope you enjoyed it.

It's time to move on.

Let's look at the second part of the lesson now where we are going to compare the same size parts but with different wholes.

Jacob and Laura look at some more counters.

They make a sequence.

What's the same? Jacob says, "The counters are all equal sized parts.

Every row has part that is red." Laura says, "So if the row of counters is the whole, one part of the whole is a red counter." What's different? "The number of yellow parts is increasing in every row." "Because counters are the same size, the whole gets bigger with each new row.

As the whole gets bigger, the red part becomes a smaller and smaller part of the whole." Okay, let's check your understanding.

Here are two sets of counters.

In which set is the red counter a smaller part of the whole? Have a go at that and maybe chat with someone near you to justify what you think.

Pause the video here.

I'll be back in a minute to reveal the answer.

Welcome back.

Let's see what the answer was.

It was this set of counters.

"The whole is bigger so the red counter is a smaller part of the whole." Let's look at a different context now.

Jacob pours a bottle of water into a large bucket.

Then he refills the bottle and pours the same amount into a smaller bucket.

There it goes into the large bucket and there goes the same amount of water into the small bucket.

Laura says, "I think that there is less water in the large bucket because it has a lower level." Jacob says, "I think there is the same amount of water in both." What do you think? Have a look at those images on the screen.

Do you agree with Laura? Do you agree with Jacob? Jacob says, "I use the same bottle to fill both buckets so the water part is the same.

The buckets are the wholes and one of them is bigger.

The water is a smaller part of the large bucket." And Laura says, "Oh, I see.

So the part gets smaller in relation to the whole although it's the same quantity in each." Laura and Jacob look at two glasses with the same amount of squash in.

Laura says, "The large glass is nearly empty.

A smaller part of the glass has squash in it." Jacob says, "The small glass is nearly full.

A larger part of the glass has squash in it." You'll notice that what they've said is very similar but they've changed a couple of the words in it to describe the relationship between the squash and the glass.

Let's check your understanding.

Which glass of squash is Laura describing? She says, "A small part of the glass has squash in it." Okay, pause the video here and have a think.

Welcome back.

Let's see which glass of squash did you think that it was? Jacob says, "She is describing the bigger glass because the squash is a smaller part of that." Did you get it? I hope so.

All right, let's move on.

Jacob and Laura make a new sequence.

This time, they use lollipop sticks to make ladders.

What's the same in each of these? Jacob says, "The sticks are all equal sized parts.

Every shape has two sticks that are purple." Laura says, "So we can say if the ladder is the whole, two parts of the whole are purple." What's different about them though? Laura says, "The number of green parts is increasing in each ladder." "Because sticks are the same size, the whole gets bigger with each new ladder." "As the whole gets bigger, the purple parts become a smaller and smaller part of the whole." Laura compares a map of the UK with a map of Europe.

"In the first map, the UK is the whole and England is a bigger part of it." There's an arrow pointing to England.

You can see that that's a bigger part of the UK than any of the other parts.

"In the second map, Europe is the whole and England is a smaller part of it." And there's an arrow pointing towards England.

Time for your second practise task.

For number one, you've got to complete the descriptions for each of these pictures.

You can see that there are some sentences at the bottom but they're missing some words, so you need to fill in the words thinking about the relationship between the glass and the squash.

For number two, we've got a table to complete.

It reads: think of examples from school to complete the table below creating sentences such as: story books are a bigger part of the book corner and smaller part of the school.

Pause the video here, have a go at those questions, and I'll be back in a little while for some feedback.

Welcome back.

You were asked to complete these descriptions for each of the pictures, so let's see how you did.

In the first one, the glass is nearly full.

The squash is a bigger part of the whole.

In the second one, the glass is nearly empty.

The squash is a smaller part of the whole.

How did you get on? I hope you managed to get them.

Let's now look at number two.

You were asked to think of some examples from school to complete the table below creating sentences such as: story books are a bigger part of the book corner and a smaller part of the school.

Here's the ones that Jacob did.

He said, "Desks are a bigger part of our table and a smaller part of the classroom." He said, "Key vocabulary is a bigger part of our learning wall and a smaller part of the classroom." He said, "The carpet is a bigger part of the classroom and a smaller part of the school." And he said, "The classrooms are a bigger part of the school building and a smaller part of the town we live in." Okay, pause the video here and maybe have a discussion between you to see some of the different examples that you created.

That brings us to the end of today's lesson, but here's a summary of all the things that we've thought about and learned.

A whole is made up of many parts.

Parts can be equal or unequal.

If the whole is the same, then two parts can be compared.

If the whole increases whilst the part stays the same, then the part becomes a smaller part of the whole.

If the whole decreases while the part stays the same, then the part becomes a bigger part of the whole.

My name is Mr. Taziman, and I've really enjoyed going through this lesson with you.

I hope you enjoyed it as well, and I hope to see you again in more maths lessons.

Goodbye.