Lesson video

Hello, everyone and welcome to today's lesson.

In today's lesson, we're going to be solving two-step word problems. In a moment I'll run through any equipment that you'll need for today's lesson, so don't worry just now.

If you can please turn off any notifications on your phone, tablet, or whatever device you're using to access today's lesson on.

Then, if you can, try and find somewhere nice and quiet so we're not going to be disturbed during today's math lesson.

When you're ready, let's begin.

Okay then let's start off by running through today's lesson agenda.

So we're going to start off by looking at step one and step two.

Then we're going to look at today's let's explore, which will be identifying step one and step two.

Then we'll look at word problems and how we actually solve them.

And then finally, our independent task today will be you having a go at solving a two-step word problem.

So, before we get started, please can you get yourselves a pencil and some paper.

And if you don't have those already, please pause the video now to go and get them.

Okay then, welcome back.

So, step one and step two.

Let's have a look at our word problem first before we have a look at which step we're going to do first and how we know what that is.

It was estimated that there would be 9,900 visitors to the Louvre museum on Tuesday.

In fact, there were 3,874 visitors in the morning and 5,123 visitors in the afternoon.

How close was the estimate to the actual number of people who visited the museum? So, there's quite a lot of information that we need to find out.

What the key information is going to be for us to solve step one, of this, before we go on to solving step two of it.

So, to solve step one, I'm going to take the amount of people that were there in the morning and that were there in the afternoon, and I'm going to make it into a bar model.

So what I don't know, at the moment, is the total amount.

I know what the total amount they estimated was, that was 9,900 visitors, but don't know the actual total amount.

I do know that in the morning there were 3,874 visitors and in the afternoon there were 5,123 visitors.

So using that information step one today is going to be me adding these two numbers together to work out how many there actually were.

So, step one, let's solve it.

Three add four is seven, two add seven is nine, one add eight is nine, five add three is eight.

So my total amount of visitors that actually went are 8,997.

Now, using that information again, I now have this key piece of information here, the total amount of people that actually visited.

Now, I still don't know how close that is to the estimation.

So there's still going to be step two of my word problem that I need to solve.

I've solved step one, by working out how many people actually visited the museum.

Step two is, is that close to the estimate? If you imagine if you were running the Louvre museum, you would need to know how many people on average would visit each day, because you need to think about how much food you need to get into the cafes, you need to think about how many staff are going to be there to staff it, you need to just know the kind of footfall, how many people are going.

So it'd be really helpful for them to know the difference between the actual number and the estimated number.

So was it more, was it less? We don't know at the moment.

I do know from looking that they estimated 9,900 and the actual amount was 8,900.

So I know it's going to be less.

So I just don't know how much less.

So let's see.

We go to step two next and step two is going to be us working out the difference in the estimate, so here's our.

It's not our estimate, it's the estimate from the museum staff.

9,900.

And here is the actual amount, 8,997.

How close was it? What is that question mark? So, let's see, our estimate, our actual, and our equation.

My equation was 9,900 subtract 8,997.

Now I've chosen to use a number line to count on from 8,997, because I know there's two zeros here.

I know that there's going to be a lot of regrouping if I did it in a column method.

So I've chosen an efficient strategy.

So I'm going to jump up, a jump of three to take me to 9,000.

Then I'm going to jump up 900 to take me to 9,900.

I'm going to recombine 900 and three, to give me 903.

So the difference, there was actually 903 less visitors than they had estimated that actually went to the Louvre.

So that's a really helpful way of finding it out.

We've broken it down into two separate parts is what we're going to be doing today.

So, let us explore.

It's going to be your turn in a moment to have a go at step one and step two.

Just going to move myself, to here.

Me pondering.

I'll move myself again in a minute so you can properly see.

So, in a weekend a French supermarket baked 3,000 baguettes, 1,028 were sold on Saturday and 1,709 were sold on Sunday.

How many baguettes were not sold? So what I would like you to do is find out what you think step one in the equation would be then choose what you think step two in the equation would be.

You don't have to, at that point, solve them.

I just want you to identify step one and step two.

My challenge to you today is can you solve the word problem? But the most important thing is that we know how to identify that first step and that second step before we have a go at solving that word problem.

Just going to take myself away so you can see the screen properly.

Oops, no I'm not.

Yes I am.

There you go.

So please pause the video now to have a go at today's let's explore.

Okay, welcome back.

I'm going to just move myself here for a moment.

So, in a weekend, a French supermarket baked 3,000 baguettes, 1,028 were sold on Saturday, 1,709 were sold on Sunday.

How many were not sold? What was step one going to be? So, for step one, my equation would need to be 1,028 plus 1,000 and.

1,709, sorry.

Why is that step one of my equation? Well, I need to know how many baguettes were sold in total, so I need to add them together before I can work out the difference between them added together and how many they baked to be able to know how many they didn't sell.

I'm just going to be myself to here so that you can see step two.

For step two, I then need to do 3,000, so the amount that they baked, subtract the answer to this equation, which is how many they sold, and that will give me the answer to how many they didn't sell.

Now, I have to put that as a question mark at the moment because I don't have that value at the moment, because I haven't done that equation.

So, if you worked through the challenge and solved it, you would have done this and found that value out.

Now, if you haven't that's okay because we're going to do it together.

So for step one, we need to add 1,028 to 1,709, okay? So I've got my column addition here.

I'm going to add my ones, which gets me 17, going to regroup that one into the 10s column.

Then I've got two 10s and it's a zero, and then one 10, which will get me three 10s.

And then zero and 700s will leave me with 700s.

And then 1,000 added to 1,000 will get me 2,000.

So, I know that there's 2,737 baguettes here.

So that's the total amount sold.

So if I want to find out how many weren't sold, I need to subtract that from 3,000.

We'll find the difference between those two numbers.

I'm going to use a number line to help me find the difference.

So I'm going to work out how many jumps it will take to get to 3,000.

So I've got 2,737.

So if I jump three, it will take me up to 2,740.

And then I'm going to jump 60 up to the nearest hundred, which will get me to 2,800.

And then I know I've got to jump another 200 to get to 3,000.

So altogether the difference would be, if I combine these, 263.

So I know there were 263 baguettes not sold.

Next then.

Oops.

The Palais Garnier Opera House was selling tickets.

They sold 1,263 full price tickets and 1,357 concession tickets for the opera on Friday.

Now a concession ticket is usually a ticket for somebody who is either elderly or normally under the age of like 18 or maybe a student.

So there's different price ranges for different people that go to the opera.

So we know that's how many they sold on full price seats and we know this is how many they sold on concession seats on the Friday.

On Saturday, they sold 197 fewer tickets than on Friday.

How many seats did they sell on Saturday? Well, I know before I can work out how many seats they sold on Saturday, I have to work out how many seats they sold on Friday.

How do I do that? What's step one of my equation? Well, step one of my equation, I need to know how many seats they sold in total on Friday.

So I need to do 1,263 plus 1,357.

If you think you're really confident and you think you can find step two and you think you can solve it, pause your video now go have a go.

If you're not feeling so confident, we're going to look at what step two is going to be just now.

I'm going to move myself back over here so you can see step two.

Step two of my equation would be something, so my answer to this, subtract 197, because there was 197 fewer on that Saturday, is going to give me my final answer.

So I can answer my word problem when I know this number here behind this question mark.

So I've got two things to do before I can get to that point.

So, I'm just going to come down here again.

I'll move myself out of the way again in the moment.

So for step one of my equation, I would do 1,263 plus 1,357 is equal to, and we don't know just yet, so we're going to do it.

Three plus seven is equal to 10.

So I regrouped that one here.

Six plus five is equal to 11, plus one is equal to 12.

Two plus three plus one is equal to six and one plus one is equal to two.

So I know that in total, so the concession and the full price tickets on the Friday gave me a total of 2,620 tickets.

Now I know that the Friday, the Saturday, sorry, had 197 fewer, less, than this number here.

So my second equation has to be this number here subtract the 197 here.

So, here's my equation, I've got 2,620 and I want to take away 196.

This time it's really important that I line up for those place value columns, because I've got a three digit number.

No, sorry, that's clearly a four-digit number.

A four-digit number and I'm subtracting a three-digit number.

So, zero subtract seven, I can't do that without regrouping.

So I'm left with one 10 and 10 ones.

10 subtract seven is equal to three.

One subtract nine, again, I can't do that without regrouping.

So I left with five in my 100s column and now I have 11 10s.

11 subtract nine is equal to two.

Five subtract one is equal to four, and two subtract nothing is equal to two.

So the answer, in total, on Saturday, they sold 2,423 tickets.

Oh, and now I'm just in the middle of the page for no reason.

I'm going to come back up here now.

So your independent task today will be you solving a two-step word problem.

What I'd like to do is decide on step one and then decide on step two, then work through calculating step one, followed by step two, to get to your answer.

Here is question one, here is question two.

and here is question three.

Just going to hide myself again.

So please pause your video now to complete your task.

Remember to resume it again once you're finished and we'll go through the answers together.

Okay, welcome back.

I'm going to put myself back so you can see me whilst we go through the answers.

So, let's read through question one.

In a weekend, a French supermarket baked 5,000 baguettes, 2,228 was sold on Saturday and 1,709 sold on Sunday.

How many begets were not sold? So step one, let's add together the two amounts that were sold and Saturday and Sunday.

Eight add nine is 17, two add one, three, two add seven is nine, and two add one is three.

So step one tells me sold in total with 3,937.

I'm finished, I finished my answer now.

But no, Mrs. Crane, you have not finished your answer because the French supermarket baked 5,000.

They want to know how many weren't sold.

So we need to find the difference between 5,000 and 3,937.

So to do that, step two, I'm going to use the number line and I'm going to count up from 3,937 to 5,000.

Going to do one jump of three to take me to 3,940, a jump of 60 to take me to 4,000, and a jump of 1,000 to take me to 5,000.

Then the really important part, I recombine these numbers.

So 1,000 plus 60 plus three is 1,063.

So I know 1,063 baguettes were not sold.

Okay then, Sarah wants to go on holiday to Paris.

She finds a return flight for £124 and a hotel for £257.

However, a holiday website offers her a cheaper deal of £350 pounds for both.

How much could Sarah have saved with the internet deal? So step one, let's see.

We need to find out the price that Sarah is going to pay for her flight and her hotel.

So we're going to add those two numbers together first.

Four add seven is 11, two add five add one is eight, One add two is three.

So, £381, we can imagine that as.

Now, the holiday website was offering her a deal for £350.

So what is the difference between £381 and £350? Step two, I'm going to put it on a number line, I'm going to put 350 here.

I'm going to count up until I get to absolutely 381.

I'm going to do one jump of 30, get it to 380, and a jump of one to get me to 381.

What must I do with these numbers here? I must recombine them.

So 30 plus one is equal to 31.

So it was £31 cheaper for Sarah to use that internet deal than it was for her to go onto her holiday from And last question.

Just going to move myself a tiny bit so we can see it here.

There are 704 steps to climb up the Eiffel Tower.

Manuel has decided to walk up and down instead of taking lifts all of the way.

Oh, he's trying to get fit, maybe he's trying to shed a few pounds.

So far, he's climbed, so he's climbed up, 537 steps.

How many more steps will he have to climb up and back down again? So that's the really important part.

He hasn't even reached the top yet.

He's still got more to go and then he's got all the way back down again.

So step one, I'm just going to move myself back out of the way here.

We've got the key numbers here.

Step one, we need to find out, firstly, how many more steps he's got to climb to get all the way to the top.

So I'm going to do that by subtracting, finding the difference, between 704 on 537.

Four subtract seven we can't do.

So we're going to have to regroup all the way from our 100s.

We're going to be left with six 100s here, 1 10s here, sorry.

Now we need to regroup one group of 10 to make it nine 10s and 14 ones.

14 subtract seven, can I do that now? Absolutely I can.

And it gives me seven.

Nine subtract three gives me six, six subtract five gives me one.

So my answer would be 167.

Have I finished? I haven't because I know that's just how many steps he needs to continue to be right all the way to the top of the Eiffel Tower.

He still has to come back down again, because he doesn't want to take the lift.

So I need to use that number, the remaining amount of steps, and I need to add it back on to the 704 steps that he needs to climb down before he gets all the way down.

I always think going down the steps is slightly easier, so he's probably got a bit of an easier way to go down than he has up.

So 704 plus 167.

Four plus seven is 11, zero plus six plus one is seven, seven plus one is eight.

So in total he still has 871 steps to go before he is back down on the ground and having reached the top of the Eiffel Tower.

Well done, Manuel for choosing the healthy option.

If you'd like to, please ask a parent or carer to share your work from today on Twitter by tagging at OakNational and using the hashtag LearnwithOak.

Absolutely super work today.

Those two-step word problems can be a bit tricky, but you've got to break them down and do them one step at a time.

Don't forget to complete your quiz to show off all of your fantastic learning.

And I hopefully we'll see you again soon for some more maths.

Thank you and goodbye.