# Lesson video

In progress...

Hello, everyone.

It's me, Miss Charlton and my talk partner Hedrick.

Ready for some more exciting learning with you today to find out what we're going to do.

So today we're going to continue our learning of multiplication and division.

And we're going to be sharing a total equally between a set number of groups.

But first of all, how are you all feeling? Who's feeling a bit sleepy.

Who's feeling a bit confused.

Tell your talk partner how you're feeling today.

Really well done.

So this is lesson six for the topic of multiplication and division and you're going to need some paper and a pencil.

And there are times when you'll need to pause the video so that you can have a go at some of the activities yourself.

So let's get started.

We'll go through the key vocabulary and you'll need to investigate which numbers can be shared equally between different groups.

You'll need to check to see if there are any leftover after sharing.

Lets go through our star words, to see which vocabulary we'll be using in today's lesson.

Get those hands ready, hands up star words, equal share fair equally groups Really well done.

I wonder how many times we'll use this star words today.

I don't know about you, but I need to warm up my brain with a brain teaser.

There are two children here and the little girl says I have made three groups and she wants to know, are they equal? You need to pause the video.

Count very, very Carefully and decide whether they are equal or unequal.

Pause now and have a go.

Let's check those together.

The first group has one, two, three, four, five, six counters.

The second group has one, two, three, four, five, six, seven counters.

And the last group has one, two, three, four, five, six counters.

So they don't all have the same amount they are unequal because two of the groups have six counters, but one group has seven counters.

Hopefully that's got your brains all warmed up, ready for some more maths.

Now this is my mystery bag.

Look at that it's got purple background and sparkles and stars all around it because it is full of mystery.

Now this bag contains lots of pennies, but we don't know how many pennies it contains.

We need to find out how much money could be in the bag.

And we've been given one clue.

The only thing we know is that it contains an amount of money which can shared equally or divided between two children with no pennies leftover.

Now, the trick here is that there are lots, there are multiple different answers to this question.

It could be lots of different amounts, but we know that the amounts have to be able to be shared with two children.

Now that means that I'm going to need two children to help me.

Are you ready to find out which children are going to help in today's lesson? Look here.

Who do you think that person with the blonde hair might be? That's me when I was a little girl and the person next to my picture is my sister.

Now, the reason I have chosen to use pictures of us is because when we were little, we weren't very good at sharing.

Is there anyone in your house or maybe you've got some friends or family or cousins who you don't like sharing with, or you find it a little bit tricky to share your things? Now, if you have your feel just like we did.

So our aim today is to find out how many coins might be in that bag? How many pennies in that bag? And we need to make sure that we can share them equally between myself and my sister so that we don't fall out.

Are you ready to help me try? So let's start off.

How many pennies could be in the magic bag? Let's start with one penny.

Can you see that on the screen? One penny Can that be shared equally between two people? If I have one penny coin.

Hmm, no, look I get a penny, but does my sister get one? No So that is unequal.

So could my magic bag possibly contain just one penny? No it couldn't, could it, so let's try now with two pennies.

Could my bag contain two pennies? How many have I got? I've got one and my sister's got one.

So we both have the same amount.

We both have an equal amount of pennies.

So could the magic bag contain two pennies? Yes, it could.

Let's try with three.

How many pennies do I have now? One, two, and my sister has one penny.

So is that an equal amount? Do we both have an equal amount? No, I've got more than her haven't I? So could I possibly have three pennies in my magic bag? No.

What about Four? How many pennies have I got? Two How many pennies has my sister got? Two Do we have an equal amount of pennies each? Yes.

So could I have four pennies in my magic bag? Yes I could.

What about five? Have a look at the screen.

Have a little think and tell your talk partner, how many pennies do I have and how many does my sister have? I told Hedrick that I have three pennies and my sister only has two, which means it is unequal.

I think my sister might be a bit cross about that.

So could we possibly have five pennies in our magic bag? No, we couldn't.

Now do you notice what I did there? I used a system.

Can you say system system? System.

Very good.

I used a system because it helps make it easier to spot patterns.

Now, my system was to go one at a time.

I started at one and then I tried two coins and then I tried three and then four.

I went one by one to help me try them all out.

Before us we can see a number line.

Can you see the number one and then number two, number three, I used that number line to tick and cross whether that number of coins could be in my bag.

So number one, could I have one coin? No.

So I crossed that off.

Could I have two penny coins? Yes I could, because that can be shared equally between two.

So I gave a two tick.

Then I tried three and four and five and I ticked and crossed as I went to help me work out which number could be in my magic bag.

Now I want you to pause the screen and see if you can figure out how many of those numbers could be our magic number.

I didn't have enough coins at home.

So I used pasta to help me count Or you might just like to use the number line in front of you.

Pause now and see if you can figure out which of those numbers could be our magic number.

Let's check together, shall we? These are all of the possible answers because these numbers can all be shared equally between two children.

Two, Four, Six, Eight, 10, 12, 14, 16, 18, 20.

Those numbers could be shared equally between two children, which is good because it means that it would have stopped me and my sister from having a fight.

Wouldn't it.

Now let's try that again with another example, but this time, the number of pennies in the bag can be shared equally between three people.

So I've got three people now and I need to figure out how many pennies could be in the back.

What I did was, because I have three people, I cut out three circles to help represent those.

Watch carefully I've got one, two, three circles to represent my three groups.

You could use pasta to help you count, You could use buttons, You could use coins, but I chose to use seeds because I have lots of seeds in my kitchen.

I also wrote out my numbers on a number line to help me use a system to count in ten.

So I started off with one could one be shared equally between three groups? No Because one of my groups get one but the others don't have any at all.

So I can cross that off my number line.

Now I need to try with two seeds, one, two.

So those two get one each, but the last one doesn't get any at all.

So come two be shared equally between three groups? No so I cross it off.

Now let's pick up the seeds and we need to try with three seeds.

One, two, three.

One for you, one for you and one for you.

Look one, two, three, each of my groups has one.

So can three be shared equally between three groups? Yes.

So let's give that a tick.

Now let's try four.

Gather up my seeds to make sure that I'm counting accurately each time.

One, two, three and one more is four.

One for you.

One for you.

One for you.

Oh, look, there's another one there.

So I've got two in one group and only one in the others.

So can four be shared equally? No, Gather them all up again, and this time let's try five, one, two, three, four, and one more makes five.

Share them out.

I've got one in each group now, and I've got two in that group and two in that group.

Oh, look I've got two in those two groups, but only one in that.

So can five be shared equally? No.

Gather up all the seeds count really carefully.

One, two, three, four, five, and one more makes six.

Now let's try and share those, shall we? Share them equally one there, another one, another one, That's two in that group, two in that group and two in that group and look that's all my seeds gone.

Two, two, two.

So can six be shared equally between three? Yes, it can none leftover.

Then you can move on and try seven.

Have a go at those yourself, now.

Let's see, how did we get on? These were all the possible answers that you could have got.

Three can be shared equally, six can be shared equally, nine can, 12, 15 and 18 can all be shared equally between three groups or three children.

Have a look at those answers now and check them against your own.

Now it's time for your independent task, but this time it's much more exciting.

You're not sharing between children and you're not sharing between groups.

Can you see in front of you that there are four cakes? and you have got lots of different decorations to put on top of them.

You've got 12 gummy bears, eight chocolate buttons, 16 strawberries, four jelly hearts and 20 candles.

Your job is to decorate the cakes so that they all have an equal number of decorations on them.

Just like this.

Let's look at the jelly hearts.

I've got four jelly hearts.

So I can put one on that.

Two, three, four.

So I've used all of my four jelly hearts and I've made sure that each cake has an equal number of jelly hearts.

You need to do the same with the gummy bears, the chocolate buttons, the strawberries and the candles.

When you finish that there is a trickier one here.

So you could try that, but this time there are different number of decorations to put onto your cake.

And there's a bit of a trick here because some of them cannot be shared equally.

So don't fall for that trick.

Now I want you to be very careful because you might want to cut out the cakes to decorate them and cut out the decorations, If you've managed to print off those resources, if you are cutting them out, please make sure that you've got an adult with you to help you cut really, really carefully so that you don't hurt yourself.

Otherwise you could draw the cakes onto a piece of paper and then you could draw the decorations on copying them carefully from the screen in front of you have a go at that now and then come back and check your answers.

Pause the video and see how well you get on.

Whoa! look, all these decorations on these cakes.

How have you managed to do? Do yours look similar to mine? Let's check them together.

Now, how many candles did we manage to put on our cakes? One, two, three, four, five one, two, three, four, five one two, three, four, five, and five on the last one.

So we have an equal number of candles.

We have five candles on each cake.

How many gummy bears are there? I can see three, three, three and three.

So there are three gummy bears in each cake.

That's an equal number.

How many strawberries? Four, four, four, and four an equal number of strawberries.

And finally the chocolate buttons.

I think that might be my favourite two, two, two and two.

We made sure that we had an equal number of decorations on each cake.

Really, really well done with that.

What about your second CAT? Did you manage to do that? With the chocolate buttons, you should have been able to put two buttons on each cake and then have one leftover.

You should have been able to have four strawberries on each cake and three leftover and then five candles on each cake and two left over.

So those numbers that you were given were tricking you, because they couldn't be shared equally between four groups or four cakes.

You have done such fantastic work today children, I'm really, really proud of you.

I'd really love it, if you wanted to share some of your work.

So if you would like to do that, you need to make sure that you ask a parent or carer to send it to us.

Using the #learnwithOak I'd really, really love to see what you've been up to.

Maybe you could even bake your own cakes and decorate them equally, like we have done today.

I certainly have and I think Hedrick has as well.

Are we ready to wake her up and tell her all about what we've learned in the lesson? Have a little think, What skills did you need to use in today's lesson? Mmmh! Well, Hendrick we really needed to count accurately to make sure that we recognised when we had equal groups, because we didn't want myself and my sister to fall out about having a different number of pennies.

We needed to use a system to check every number by crossing it off on a number line.

So we started with one and then two and then three.

So we followed that system to make sure that we didn't miss out any numbers.

And then we checked to see if there were any left at the end to make sure that we shared it equally.

And we spotted which numbers couldn't be shared equally at the end when we decorated the cakes.

Do you understand Hedrick? Yes, she does.

She was just tricking us by shaking her head.

Do you think Hedrick like sharing as well? I'm not sure.

Looking forward to seeing you all again soon.

Bye.
{"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0, "url": "https://www.thenational.academy/pupils/lessons/to-share-a-total-equally-and-find-the-number-of-groups-part-1-65hkad/video", "fetch_time": 1716061296000000000, "content_mime_type": "text/html", "warc_filename": "crawl-data/CC-MAIN-2024-22/segments/1715971057494.65/warc/CC-MAIN-20240518183301-20240518213301-00610.warc.gz", "warc_record_offset": 923695283, "warc_record_length": 29702, "token_count": 3168, "char_count": 13660, "score": 4.59375, "int_score": 5, "crawl": "CC-MAIN-2024-22", "snapshot_type": "latest", "language": "en", "language_score": 0.9779993891716003, "file_path": "/sailhome/yjruan/project/latent-lm/data/processed/finemath-4plus/finemath-4plus/train-00022-of-00064.parquet"}