What is the whole in this part-whole image?

Which part-whole model matches with this image?

Which place value chart matches this representation?

This image can be represented by the equation:           12 = 10 + 2. True or false?

Which number should go in the whole of this part-whole model?

Partitioning 2-digit numbers

﻿Hello everybody, and welcome to today's session. My name is Miss Hughes and today we're going to be looking at partitioning two digit numbers. As we look further into the unit, numbers within 100. So let's get going. For today's lesson, you are going to need a pencil and some paper. Please pause the video now to go and get these things if you haven't got them already. Let's have a look at our lesson agenda for today, to see our learning journey for today's lesson. We're going to start off by looking at canonical and non-canonical partitioning. Then we will be thinking about partitioning with dienes on a part whole model. Next we're going to look at non-canonical partitioning, and finally, you're going to have an independent task and we're going to go through the answers. Of course, at the end, there is the quiz for you to take or have a go at. And that is to see how much you have remembered from today's lesson. So let's get going. To start off our lesson today we're going to be thinking about how we can partition our two digit number 34. 34 is our whole. So now I'm going to partition our whole. So here's the whole here, 34. Let's double check we've got 34. 10, 20, 30, 31, 32, 33, 34. Brilliant. So this is the whole of my part whole model. I'm going to partition it into tens and into ones. So 34 has three tens, 10, 20, 30, which I put in this part here. And four ones, one, two, three, four, which I put in this part. Both of these parts together, 30 and four added together, make 34, our whole. Let's have a go at representing this in a part whole model, but using numbers now. So I have my whole, which is 34. I have my three tens, which are worth 30. And they go in that part, and I have my four ones, which are worth four, and they go in that part. So we can see here that my parts, 30 and four, make 34. In other words, my whole, 34, is equal to 3 add four. Equal to my parts added together. Both of my part whole models that you can see on this slide, represent exactly the same values, but we have just represented them differently. One is with dienes and one is with numbers. You can actually move one of the 10 sticks that's in my tens part and place it into the ones part. Let's see what happens when we do that. So now the values of my parts has changed. In my tens part, I just have two tens, which is worth 20. And I'm going to represent that over here, in this part whole model. In my ones part, I don't have four ones anymore, I have 10, 11, 12, 13, 14 ones. So let's put that over here. Even though my parts have changed, the whole has the same value 34. It has not changed. So 34 we know is equal to 20 add 14. We can keep doing this. So for example, another 10 can move down to the ones part. And now I have one 10 up here, which is 10, and 10, 20, 21, 22, 23, 24. I have 24 ones down here. And again, even though my two parts have changed in their value, my whole will still say the same, or will still stay the same. So that represents 34 as being equal to 10 add 24. Let's do that one more time. So now I have no tens in my tens value, but I have 34 ones, 10, 20, 30, 31, 32, 33, 34. So let's represent that on this. I have zero tens and I've 34 ones now. So therefore 34 is equal to zero add 34. Team, it's time to get on with our talk task. So in your talk task today, you are going to follow these steps that are on the side of the screen and follow some sentence structures to consolidate your understanding of partitioning two digit numbers. In step one, you are going to pick a two digit number, and you are going to make it with dienes. If you don't have dienes, then you can use other countable objects that you might find around your home, such as pasta pieces for ones and spaghetti for tens. Using those things. I would like you to partition the number into tens and ones on a part whole model. Then step two, you are going to draw a part whole model, and in the parts and the whole, you're going to use digits. Step three, you're going to partition the number differently with dienes, like I showed you in the new learning, and record this with digits on another part whole model. So let me model this to you so that you understand a little bit clearer what you're going to be doing for this task, and then you can get on with your own one. So like I said earlier, I've chosen the number 34, but you can pick another number, and I'd like you to pick another number and it's your choice which one you do. So I choose the number 34. This is my whole. I need three 10 sticks and four ones. One part is worth 30 and the other part has a value of four. So I've made and partitioned my number in a part whole model for this step. Step two, I will draw my part whole model. I will write 34 in the whole, 30 in one part, and four in the other part. So here I've represented my part whole model with digits rather than dienes or countable objects. Step three, I will move a stick into the other part. My whole is still 34, but I have two tens in one part and four ones in the other part. So now I've represented or partitioned my number slightly differently, just like I showed you in our new learning. Step four, we're going to record this with digits on a part whole model. So here we go, 34 is my whole. 20 is the value of one part, 14 is the value of the other part. And that is that task complete. Okay, it is now your turn to have a go at this task. Remember pick a two digit number of your choice and follow those steps just as I've done using the sentence structures to consolidate your learning about partitioning. Press play when you're ready to continue with the lesson and move on to develop learning. Welcome back team, now that you've completed your talk task, it's time to move on to our develop learning. We're going to think about our number 34, that we partitioned into tens and ones using dienes and digits in a part whole model earlier in the lesson. So here are my part whole models and the dienes that we used and digits that we use to represent them. Now we're going to think about how we can put this representation into a place value chart, which looks something like this. So a place value chart has the headings tens and ones in it. Before I put 34 into the place value chart, let's see what this number might look like on a bead string. So here is 34 on a bead string. I've got three tens, 10, 20, 30, and four ones, one, two, three, four. Great, so that represents 34 now. When we are representing a number on a place value chart, we also need to know how many tens and ones a number has. So we know from all of our different representations on a bead string and on our part whole models, that 34 has three tens. So I'm going to put the number three in this tens column here, which represents three tens. We also know that 34 has four ones. So I will put the digit four in the ones column like this, to represent four ones. I want you to spend a little bit of time now looking at all of these different representations of the number 34, and thinking what is the same, and what is different about them? I'm going to give you a few seconds now. Have you noticed any similarities or differences? Brilliant. You might have noticed that in all of our representations, there are three lots of 10 and four ones. So no matter how we represent our number 34, in all of our representations, there are going to be three tens and four ones. It will always be the same. It just looks different because there are different representations. Right team, I think it's time for you to try your hand at the independent task for today. So here is our independent task. Here we go, brilliant. You are going to make a two digit number using a bead string or dienes or any other countable objects that you can get your hands on at home, such as pasta, and you are going to partition it in as many different ways as you can. I'd like for you to use a part whole model, place value chart, and equations, like I have done here to represent your partitioning. So let's have a look at this example that I've got on the board, and then you can have a go at doing your own one. So, the very first thing that I'm going to do, or the very first thing that you can see I've done is picked my number 43, and using dienes, I've represented my number in a part whole model. So I have my whole here, 43, and I've partitioned it into tens, so I've got four tens here, and ones. I've got three ones here. So that's 10, 20, 30, 40, 41, 42, 43. Now that I've got that representation of my number, I can put it easily into a place value chart like this one. So I know that there are four tens in 43, so I'm going to put the digit four in this column. And there are three ones in 43. So I'm going to put the digit three in the one's column. Brilliant, now I can write that out as an equation. So I know that four tens represents 40, so 40 add three is equal to 43. Okay, so I've represented my number in my number 43 in three different ways with dienes and a part whole model with digits in a place value chart, and as an equation. Once you have represented your number in all of these different ways, I want you to push yourself to partition the number in a slightly different way, just like I showed you in our new learning. So for example, I have in my parts at the moment, four tens and three ones. If I was to move one of my 10 sticks down to my ones part, I now have three tens and 10, 11, 12, 13 ones. So now I need to change that in my place value chart. I have three tens and 13 ones. Brilliant. Now I'm going to need to change my equation to 30, because three tens is equal to 30, add 13 because now I have 13 ones. And remember, even though my parts have changed, my value of the whole does not. So they both equal 43. Right, it's now your turn to give this a go team. So you are going to make the number 68 in your task today. Remember you need to represent it using a part whole model, a place value chart, and an equation. Once you've represented that number, I want you to partition 68 in as many different ways as you can, by moving your 10 sticks into the ones part and seeing how many different combinations you can come up with. Pause the video now to complete your task and resume the video once you're finished and you're ready to continue. Good luck. Fantastic effort today team on your independent task. Let's have a look at the answers now. So here are all of the combinations that you could have made or partitioned your whole 68 into. So you could have had initially 60 add eight is equal to 68. 50 add 18 is equal to 68. 40 add 28 is equal to 68. 30 add 38 is equal to 68. 20 add 48 is equal to 68. 10 add 58 is equal to 68. And finally zero add 68 is equal to 68. If you had moved one by one, all of your 10 sticks into the ones column, you would have found all of these different combinations. Really well done if you got one of those. Team that brings our lesson to a close for today, and I want to say a huge well done for your really hard work and persistence with partitioning two digit numbers today. Great job. All that's left for you to do now is complete the quiz, and I'm so excited to see all of the fantastic learning that you have remembered from today's session. Hope to see you very soon. Bye bye. If you'd like to, please ask your parent or carer to share your work on Twitter, tagging @OakNation and #LearnwithOak.

Looking at the parts in this part-whole model, what is the whole?

If these are the parts in my part-whole model, the whole must be 59. True or False?

Looking at the parts in the part-whole model, what is the whole?

What is the whole in this part-whole model?

Which place value chart represents the bead string below?

In this lesson, we will use resources to partition a 2-digit number into tens and ones in a variety of ways.

Maths

Y2 Maths

Key Stage 1

Year 2

Miss

Partitioning 2-digit numbers (Part 2)

Numbers within 100

Number

THEME

UNIT

Exploring 2-digit numbers by grouping in tens

Identifying tens and ones in a 2-digit number

Partitioning 2-digit numbers (Part 1)

Exploring the components of numbers within 100

Representing 2-digit numbers (Part 1)

Representing 2-digit numbers (Part 2)

Comparing numbers within 100 on a number line

Comparing 2-digit numbers

Ordering numbers within 100

Practising finding one more and one fewer and ten more and ten fewer

Identifying number patterns

Exploring odd and even numbers (Part 1)

Exploring odd and even numbers (Part 2)

Revisiting numbers within 100

This image represents the 2-digit number 53. True or false?

How do you write 47 in words?

Are these representations in increasing or decreasing order?

Is this number odd or even?

I have ten fewer than 47 sticks. I have ten more than 27 sticks. How many sticks do I have?

Look at the number cards below. What is the greatest 2-digit number you can make?

Lesson overview:Partitioning 2-digit numbers (Part 2)

Core Content

Numbers within 100: