To recall the 3x table using skip counting

Key Stage 1

Maths

Multiplication and division: 3 and 4

﻿Hello everyone. I'm Mrs. Crane. And welcome to today's session. Today, we're going to be looking at a unit on Multiplication and Division. And today's objective, we'll be looking at the multiplication table of three. For this lesson, you will need a pencil and some paper. Please pause the video now to go and get these things if you haven't got them already? Welcome back. So I thought I'd start today with a quick hello and a little riddle. What has hands but doesn't clap? Have a think. What do you think has hands that doesn't clap? Well done to those of you who guessed, it is in fact a clock. Let's get started then. So our agenda for today's session, we're going to be learning how to recall the 3 times table by using skip counting. Then we're going to look at today star words. Then we're going to be identifying numbers that are in the 3 times table and seeing how we can use skip counting to help us. Then there'll be a talk task. Then what we're going to do is develop our understanding of the star words and apply our 3 times table to answering some equations. Then that'd be an independent task and you'll have chance to review the answer together with me. And then finally, there'll be a quiz to see what you've remembered. Let's have a look then. Star Words. We're going to do my turn your turn with the star words. So my turn, multiply, three/3 skip counting, number line, bead string, multiple, product. Brilliant. What I would like to do now is just have a little look at this picture. Please, you can pause the video if you'd like to. To have a look at what you can see in this picture. And have a really, really close look at this part here. It's there and here. Give yourself five seconds to have a look at what you can see. Okay, what I look at this picture, I can see firstly, it's a plane. And I can see here that there are seats for some passengers, and there's more seats here. There's some windows, but I can see that my area is pointing to this section here where you can see our pilot and you can see lots of different dials that are arranged around our pilot. So you can see some dials above him, some dials here, some other dials here, here and here. And it's those dials and the formation the way they look, we're going to start looking at today. So my question is, how could we find out how many dials there are in total? Wow. I think the first thing that's probably come to all of your minds is, well, we could count them. We probably could count them and it's not so hard to count them when they're a smaller amount of dials. But when we've got a larger amount of dials, I know that it becomes more difficult to be accurate in our counting. So I'm looking for different method today. What other things could we do? What other ways could we do to find out how many dials there are here? I have a little thing. Okay. I'm going to start looking at them as if they fit them in groups. So I'm going to imagine that here, look where my pointer is, I can see one group. And here I can see two groups of three. So I want you to imagine I've got a bead string. If you've got these string at home, you can use that to help you. If you don't, don't worry, because we're also going to use a number line and you can use that to help you. I'm going to imagine, I've grouped one three here on my bead string. And I've grouped another three here on my bead string. Here's the one three. Here's the two threes. Or I can imagine it on my number line. As I said, don't worry if you don't have a bead string, we're going to use the number line together today. I'm on zero, I'm going to make one jump of three, That gets me to 3. I'm going to make another jump of three. That gets me to 6. Then title, I know I have six dials. Did I need to count them individually to work that out? No, I didn't. I've grouped them. And then I counted along my number line and jump. This is what we call the skip counting. I've skipped along my number line to 3, and I've skipped it again, 6. Let's have a look another example then. Before we do, I'm forgetting, we can use our equation. We've got an equation that shows us 3 X 2 = 6. That shows here's our three one, two threes, 3 X 2 = 6 and we did that on a bead string, and our number line. So let's have a look at another example on that. So this time, we're taking a different section here and it says, how could we find out how many dials there are in total? What you to have a think. Well done to those of you who told me we could try it on a bead string or a number line. So let's have the string and number line up. This time we've got one, two, three groups of three. So we're going to make three groups of three on our bead string. We've got one group, two groups, three groups of three. Now let's do that. I'll ask to get counting number line. So together with me, I want you to count. 3, 6, 9. What do you think then the equation is going to be this time? I'm going to give you three seconds thinking time. Well done to those of you who said it's going to be 3 x 3 = 9. As we can see here. We've got three rows and three columns and here we've got three groups of three and here we skipped counted three times in threes to get to the number nine. So it's going to be three times three is equal to 9. Did I count every single dial? No, I didn't. I didn't need to. And I still worked out at how many were there? Should we just double check it? That way you can count with me. One, two, three, four, five, six, seven, eight, nine. Perfect. So it just shows that we've definitely don't need to count them individually to work out how many dials that are there. Okay. I've got another example here. How could we find out how many dials there are in total here? Yeah. Have another look, a close look. How could we find out how many dials they're in total? Well done to those of you who have said do not count them individually. Let's have a look then at interactive bead string, and our number line to help us. So you can see we've got one, two, three, four groups of three. Here on our bead string, we've got one, two, three, four groups of three. What do you notice about where it stops, the red and becomes white? Think of a real bead string? What would that tell us? What would that tell us? Well done to those of you that said, that would tell us that we've crossed multiple attempt. There are numbers going to be a two digit number. Now let's have a look there, and let's count together. We count using our number line in our threes. Ready? 3, 6, 9, 12. So my answer is 12. I've got 12 dials here. What would that equation be? You got three seconds thinking time. What would my equation be? Well, I know that I've got three and I've got it one, two, three, four times. Then my equation would be 3 X 4 is 12. Or, 4 X 3 = 12. We'll look at that a little bit later on. Cause there's also a four rows three times or three rows four times. We can say it either way around. The answer is 12. Now, have you noticed a pattern and what we've been looking at in our skip counting. Each time we've been counting up here, well done to those of you that are saying threes. We have, we've been counting it in our threes, that's because today we're going to be focusing on our three times table. So our three skip counting is going to help us when it comes to counting and to learning our three times table. So let's have a look at your talk task today. It says, you got two questions here. First one says, there are 3 eggs in each nest. How many eggs are there in 5 nests and you've got two empty boxes. When you times something is equal to something. And you've got some pictures here to help you. Then you've got, there are 3 children sitting at each table. How many children are sitting at 4 tables? You've got the pictures to help you. And again, you've got the blank equations, the multiplication equations here. I have here for you, a blank number line that when you post a video to do this, please use this to help you because you can skip count along the number line to help you work out the answers to the equation. And of course, we've got to say it out loud. I will start at zero on my number line and skip count times. The equation is because there are groups of three times. So, what I want you to do first, is have a go working out what the equation is then skip count before you try and put that in your answer. Remember, you can use this. If it's helpful, you can write it down and circle things. If it's not, don't worry. You can just pause it and have it back. We'll go through one of the examples together in a moment. Pause the video now to have a go at today's talk task. Welcome back everyone. But then let's have a look at an example together. So there are 3 eggs in each nest. How many eggs are there in 5 nests? Now, I know that my equation is asking me to work out three multiplied by five. So I can put that into my boxes three. 3 x 5 is equal to, and at the moment we don't know, So I'm going to start at zero on my number line and I'm going to skip count in my threes five times. Ready? I'd like you to count with me at home. Okay. 3, 6, 9, 12, 15. I could show you that here. There you go. 3, another jump of three is 6. Another jump of three is 9. Another jump of three is 12. And another jump of three is 15. It's sometimes easier to mark on so that we can double check that we've counted as many times as we should have said. We've counted at one, two, three, four, five times. So we have fit counted out three, five times, It's given us the answer of, well done everyone, 15. So my answer would be 15. Using this really helps because it gives us a strategy and a method to work out our answers. So it's the skip counting we're looking at today. Now to develop our learning today, we're going to look at some different terms. Now this term is called a product. Now the word product means the result of multiplying. Almost a bit like the answer you get when you multiply two numbers together. So I'm going to show you and explain to you but the first few examples. Then I want you to have a little go at some examples with me. So, 8 X 3 = 24. The product is 24, because it's the answer or the result of a multiplication. Let's have a look here. Just read the equation together. 30 = 10 X 3. Now, my product or my answer to my multiplication, this time is in this side of my equation. So my product is 30. Doesn't make any difference. Sometimes it can be this side, like 24 hours. Sometimes it can be here, we just got to look really carefully. And then 4 X 3 = 12. My product is 12. Because that's my answer. I'm going to give you now 10 seconds thinking time to have a look at what the product is in these three equations. And then my challenge is, can you help me read the product out. 10 seconds thinking time. Welcome back. Let's have a go together then. So I'm going to read the equation and then you're going to tell me what the product is, and I'll tell you. 2 X 3 = 6, what's the product? 6. Well done. 3 = 1 X 3. What's the product? 3. Well done. 3 X 7 = 21. What's the product? 21. Well done. Very impressive everyone. So we're going to move on now and look at a different term. This word from our star word was called a multiple. It's the result that you get when you multiply a number by another number. So our question is, which of these numbers are multiples of 3? So which of these numbers are in our three times table? Let's look and read the numbers together? 12, 3, 6, 11, 10, 9, and 5. I want you to have a think which numbers are in the three times table? Which numbers are multiples of three? Some of you I can see, I can probably imagine to say, well, I know 3 is, and I know 6 is, but I'm not as confident at the rest of them. So let's have a think, how can we prove it? What have we already used today, that's helped us to remember the numbers that are in the three times table. Have a think, what we use today to help that? Well done to those of you that are saying, we've used a number line. So let's prove that on a number line. And that's exactly what we're going to do. So here are our numbers and here is my number line. What I've done is I've jumped and skip counted in my threes from my number line, from zero to 30. And I've coloured each time that I've hit a multiple of three. Then what we're going to do is go through these numbers and check. Firstly, let's skip count and see which numbers were multiples of three in our three times table on our number line. So together with me. 3, 6, 9, 12, 15, 18, 21, 24, 27, 30. Right now we can do is work our way around and work out which of these numbers are on our number line. And we can use the number line to prove it. But 12, yes, it is. Is a multiple of 3, because it's in the number line where we've highlighted our threes from our skip counting. 3, we already thought that one was and absolutely, we're correct. 3 is a multiple of three. 6. Yeah. 6 is a multiple of three. 11. That's down here. 11 is not a multiple of three. That's a no. 10. 10 is also not a multiple of three. So that's an a no. 9. Yeah 9 is a multiple of three. 5. 5 isn't a multiple of three, and then we've checked all of them, and we've proved it using our number line asking to help us. Really well done. Let's look then up with your independent task is today. Your independent task. Find the project for each equation and match it to the correct picture. You've got equations here, you've got some pictures here, your job is to match the correct picture with the correct equation and find the product. The product being the answer to a multiplication equation. So the number that's in the box, the missing number. Great. All of them. I've included a number line here for you, you would like to use that to help you with your skip counting. You then have two short questions here and here. Again, you can use this to help you. You can also if you want to draw out some pictures in these boxes, it's up to you. I'm going to pause the video now to complete your task and we'll go through the answers again when you have finished. Okay. Well, welcome back. Let's have a look back at the questions. So we're going to go through them one at a time. My question, there's 3 X 2, we need to find the product and we need to match it. So 3 X 2, I know is 6, because if I come down here, I can go 3, 6. Now I need to match it with the correct picture. I can see here, I've got three biscuits in my jar, and I've got two jars. That shows me 3 X 1. Let's have a look there 8 X 3, my answer is 24. We can count and double check it, up in our threes by skip counting eight times. 3, 6, 9, 12, 15, 18, 21, 24. If they matches with my equation here. I've got three, one, two, three, four, five, six, seven, eight times. Next one then, my product is this side this time, that's fine. I can still work out. 3 X 6. Three multiplied by six is going to give me 18. Let's try it on my number lines to help me. Ready. 3, 6, 9, 12, 15, 18. Yeah. Now I can match it with my answer here. I've got three crayons in each box, and I've got one, two, three, four, five, six boxes. So I've got 3 crowns, 6 times. Next one. 9 X 3, my answer is 27. We can skip count. So we're going to go from 0 up, 3, 6, 9, 12, 15, 18, 21, 24, 27, then my answer is 27. And I'm going to match it with these pictures here because they've got three eggs in each nest and I have one, two, three, four, five, six, seven, eight, nine nests. And last but not least, 3 X 3 is going to give me 9. Let's check that here. So we go 3, 6, 9. 3 X 3. And then it matches with our last image here, because we've got three seats for people in them. And we've got it one, two, three times. Next we have two more questions. So solve the following. 10 X 3 = 30. So check it here. There we got 3, 6, 9, 12, 15, 18, 21, 24, 27, 30. Absolutely. And then last thing we've got 3 X 7 = 21. Let's check that. 3, 6, 9, 12, 15, 18, 21. Well done. You've worked really, really hard today. I'm really impressed. And if you could just pause the video now to have a go at the final few questions, then you've finish today's session. See you again soon. Thank you and goodbye.

To recall the 3x table using skip counting

To recall the 3x table using skip counting

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UnitMaths / Multiplication and division: 3 and 4

Maths