Lesson video

Hi everyone, this lesson is called souvenirs, and it got me thinking about souvenirs that I like to buy when I make trips abroad, and those souvenirs tend to be fridge magnets.

Although my fridge is not magnetic because the door on the outside at least is made of wood.

So these end up going onto a radiator, but I don't know if radiator magnets as a title is quite as catchy as a fridge magnet, but I don't know, maybe I'm wrong.

What do you like to collect as souvenirs when you've made a trip somewhere, maybe to a museum or somewhere new in your nearby city, or maybe somewhere further afield? This lesson is going to follow a family who have made a trip, and a young boy has bought some gifts for members of his family.

Before we find out what those gifts are.

I'd like you to make sure that you are ready for the lesson by looking around you, if there is any distractions close by it's time for you to move away from them to quieter space.

So press pause while you get yourself sorted, and into a position where you are able to focus on your learning for the next 20 minutes.

Press pause and come back when you're ready to start.

In this lesson we will be planning and solving a money problem using a trial and improvement strategy.

We will start off with an activity, looking at placing decimals on a number line before we spend time exploring the problem, responding to the problem, and then I'll leave you to solve the problem independently to end the lesson.

Things that you're going to need, a pen or pencil, a ruler and something to write onto, pads, a book, or some paper.

Press pause while you collect the items, then come back and we will start.

So here we have five number lines.

Look closely at the starting and ending numbers on those lines, please.

And to notice what's the same about all of them, that will help you to fill in the missing numbers, the missing decimal numbers for each of those lines.

Press pause, fill in the numbers, then come back and we'll take a look at the solutions.

Let's take a look.

Hold up your paper so I can see how you've organised your solutions to this problem.

Looking good, well done everyone.

So what did you notice was the same about each of those lines? Good, all of them have been divided into 10 equal parts.

So each equal part, each division is worth 1/10.

Looking down at that first number line between one and two, increasing in tenths, and each division we should have these missing decimals.

On the second one still increasing in tenths but now from two, we should have these three.

For the third one increasing in tenths from seven, decreasing in tenths from eight.

You should have those.

The fourth one we're increasing from zero in tenths.

You should have those numbers.

And then the last one we're increasing from six, decreasing from seven.

You should have those numbers.

Give me on a scale of zero to five, how pleased you are with the outcome, with what you've achieved there.

Good, and now again from zero to five, how do you feel about the learning that was happening, and the amount of thinking that you were doing, and the decisions you were making? Show me, good, really good to think not just about the solution, but the learning that's happening as well, and how we're feeling around that, and the decisions we've made.

Here's our problem that we'll focus on throughout this session, and as I said at the start it's called souvenirs.

Taseen visits a Chinese souvenir markets stall.

All the prices, in pounds and pence are shown in the price list below.

So notice below my picture, my video, you can see the souvenirs on offer, and the cost of each of them.

Now Taseen bought four souvenirs from the markets stall.

He gave the shop assistant 20 pounds for them, and was given three pounds 70 in change.

He bought the same souvenir for his mum and dad, but bought a different souvenir for each of his two sisters.

Which souvenir did he choose to buy for both of his parents? That's the question you will answer by the end of the session, and what we look at next is going to support you in answering that question.

So a few questions for you to start off.

How many souvenirs did Taseen buy? Have a look back at the problem and call out on three, the number he bought.

One, two, three.

Good, four souvenirs.

Next question, how much money did he give the assistant for all them? Call out on three.

One, two, three.

Good, he gave the shop assistant 20 pounds for them.

How much change was he given? On three, one, two, three.

Three pounds 17 change.

Which members of his family received the same souvenir? Tell me on three.

I'll give you a second just to scan through, and check, you ready? Tell me on three.

One, two, three.

His mum and dad were given the same souvenir, well done.

Looking at the price list now, how much would a tea set cost? Tell me, one, two, three.

Five pounds 50.

And which souvenir costs four pounds 80, ready? Tell me, good.

The Chinese fan.

Which is the cheapest souvenir? Take a look at the list.

Tell me on three.

One, two, three, not us.

So I don't want to know how much it costs.

I want to know what it was.

Yes, good the chopsticks, which were 80p, 80/100 of a pound.

And which is the most expensive souvenir? Tell me on three.

One, two, three.

The tea set at five pound 50.

I've got some questions now that I'd like you to pause on.

First one, how much did he spend on the souvenirs altogether? Second one, if his mum and dad each received, So this isn't if, it's not what happened, but if they each received a set of chopsticks, and his sister's got a lucky cat and the magnet, how much change would he have received? Press pause and give these two questions a go.

For each of them think, what do I know? What do I not know? And what skills do I have that can help me to find the unknown? Come back when you're ready to check.

Should we take a look? Let's just focus on this question first of all.

So what do we know? We know how much money he gave the shop assistant.

We know how much change he was given.

We don't know how much he spent, but we have some skills in finding the difference in subtraction that might help us.

20 subtract three pounds 70.

20 subtract 3.

70, and we could think about that as 20 subtract three, that's 17, and then subtract the seven tenths, the 0.

7 to reach 16.

30, 16 pound 30 was spent on souvenirs.

We could double check that by then adding on the change of 3.

70 to make sure that we reached 20 again, which we do.

The second question.

So what do we know here? We know the four items that were purchased.

We can find their prices in the price list.

What do we not know? We don't know the total of those four items. What skills do we have? We have skills in addition.

We can find the total cost of those four items. Did you find the total cost? How much? Okay, how did you find that total? You added and in what order, which numbers did you add first, second.

What process did you take? That's really important.

Let me show you the process I took.

So I copied down the cost of the four items and I noticed, do you notice 0.

8 add 0.

8, there's a double there.

I know that double eight is 16.

So double 0.

8 is 1.

6.

That was a quick bit of addition.

Then I noticed 4.

4 add 1.

6.

That caught my attention.

44 and 16, 60.

4.

4 and 1.

6, 6.

0, six.

Adding on 3.

7 to six, three pounds 70 to six pounds was a really quick finish as well to reach the total of nine pounds 70, which we've all reached, and I wonder if anyone took a different approach to me.

My approach, a mixture.

Hope there's no answer there as to which approach is right or wrong, they all reach the same solution.

It would always just be a question of efficiency, smartness, not smartness in terms of up here, but how smart your approach was because of the connections that you were making.

Is that the end of the problem here then? Is that the answer to the question nine pound 70? How much change would he have received? So he still has given 20 pounds for some four things that total nine pound 70, how much money comes back? We're looking to find the difference between nine pound 70 and 20.

Now, is there a connection that you're making now up here? Yes, a connection between, for how we find the difference between two numbers.

What connection have you made? To subtraction, and yes, we can subtract from the whole to find the difference as one of those parts.

We know a part, we can subtract it to find the other.

Also when we're finding the difference, we can count up from the known part to the whole, and find the difference, find the unknown part.

That's what I've done.

So this might be different, a different process to yours, but we should still reach the same solution.

So I know I need to subtract to find the difference, and I know that I can count up, nine pounds 70 add 0.

3 is equal to 10, adding on 30p to nine 70 is equal to 10.

Then from 10 to reach 20, I'm adding on another 10.

So the change it's those two jumps, the 30p and the 10 pounds.

10 pounds 30 is the change given, is that what you got? Good, did you count up to find the difference, or did you subtract? Good, so we may have different approaches, same solution, maybe we're making different connections when we were looking at that part of the problem.

In that final question, we were told the four items that he bought, we totaled them and calculated the change.

But of course the actual problem that I know you are ready to move on to next for the independent task, that problem needs you to work out, which items were bought.

You know the total cost of them, and you know that the same souvenir was chosen for his parents, but you need to work out what that souvenir was.

And also determining, working out which souvenir his sisters were bought, the different one each.

That's all part of the process.

So which souvenir did he choose to buy for both of his parents? I'm wondering how you might go about recording your results and organising your results.

I've got a suggestion for you, take a look.

A table that shows the item purchased for mum, dad, and each sister by recording the cost.

And of course from the price list, we know which of those items we are recording, also including the total of them, and then whether or not it's too low or too high or correct.

So this is the one that we tried together, the chopsticks, were the item that both the parents received, for example, and the total there was 9.

70.

It was too low.

Which items might you choose next? Remembering the parents items must be the same.

The total cost must be 16 pound 30.

There is a solution to the problem.

Keep using those skills of perseverance, and resilience and trying something, and making your next choice based on something that you've noticed when the previous one.

Keep connections between your guesses, and reasons for the changes across your guesses.

So, which items did he buy for his parents? It's the same item.

Press pause, have a go at solving the problem, come back when you're ready to share.

How did you get to on? Hold up your paper for me I want to see how you've organised your results.

I want to see your thinking coming through.

Look at that, really good.

Fantastic, and I can see solutions there as well.

It doesn't look like it was easy.

I can see lots of trials, but improvements as well as you progress towards that final solution.

So solution wise, this shows you the one that we tried together.

Of course, there were many more trials for me in between, but a final solution here.

A total cost of 16 pound 30.

We have the parents being bought a magnet each, and the sisters are lucky cat and a lantern.

Now again, what's so important is the process you've taken.

I'm only showing you here my final solution, and really I should be showing you the process I'd taken as well.

The thinking that was happening, the decisions being made, because that's where the learning was happening.

That solution is just the outcome.

So keep focus on what you were doing to reach that point of having found the solution.

If you would like to share any of your learning from this lesson with Oak National, please ask your parents or carer to share your work on Twitter tagging @OakNational and hashtag LearnwithOak.

Thank you so much for joining me, and particularly for persevering throughout that problem and working towards a solution.

I hope that those skills possibly can be used in other lessons that you might have lined up for the day.

Facing a problem, not giving up, keeping on trying and thinking about what to do next, what to try next.

I really enjoyed working with you, and I hope to see you in some more maths lessons again soon, for now I'm going to go and return my radiator magnets to their home.

And I hope that you enjoy whatever you have lined up next.

See you again soon, bye.