Varied Practice Applying Knowledge of the Two Times Table

Key Stage 1

Maths

The two times table

﻿Hi, everyone, nice to be back. We're going to start today's session by looking at the practise activity that I set for you yesterday. So here's our ratio chart back, and you had a missing number. Okay, so hopefully you've got something written down that you did yesterday, maybe you talked it through with a parent or a sibling. We're just going to talk it through now to see how you got on. So, we don't have the product for the factor eight, but we do have some information in the adjacent rows, okay. So, those are the ones we're going to be looking at. First of all, here we go, we're looking at seven twos are 14, and how we can use that. Seven twos is one less two that eight twos. So if we're going to use seven twos to help us, we need to add on one more two, okay. And if we're going to use nine twos 18 to help us, then we know that we're going to get need to get rid of one group of two, because it's two too many, okay. So that should help you to realise that eight twos are 16. Well done if you spotted that pattern. We're going to carry on looking at patterns now. So we've got our ratio charts back again. But there are a lot of numbers missing this time. But we've got pretty good at this. So I think you're going to be up for this challenge, okay. So we're going to go along the columns and the rows, and we are going to see if we can work out what numbers are missing. Just before we do that, we're going to have a quick reminder about what's in each column to help us okay. So this column here, with these numbers in here, can we remember what that represents? It presents, represent sorry, the factors. Okay, so how many groups of two we have? Okay, that's the numbers down here. Okay, so what about this bit then, this bit here? What does that mean? Well done if you knew that that's our other factor, that tells us that there is two in each group, okay. So there are two factors. So what do you think then these all these numbers in this column here are? We've used this word a lot now. Good, there are products. Okay, so we've got the factors and the factors and the products. So this time, we've got some missing factors. And we've got some missing products that we need to find, okay. This is this missing square I would like us to fill in first. So these are our factors. And what is happening in our factors. The factor above is zero and the factor below is two. So we can see quite quickly that the fact that there needs to be? One, well done, okay. So our numbers in our factors, our numbers down here increased by one each time we go down okay. So let's have a look. Let's go down. Here again, we have another factor that's missing. So if we look down our row, can we count down our row, and the factor that must be missing there is? three, well done everyone. Okay, the next missing box has swapped over, it's on this side, can you remember what must be missing from here then? Good, it's a product that's missing. And the pattern here is not the same is it? It's not the same as this side, our factors increased by one, while our products increase each time by two, because we're going one more group of two each time. So we haven't got anything underneath to help us. But we have got the number above. So for this box here, what do you think the answer is going to be? Some of you have probably got an idea. You've got two more than six. The answer is going to be eight, well done. Should we just practise by skip counting through. Zero, two, four, six, eight. Brilliant. Now that might have given you a little bit of a clue as to the next product. I'm not going to help you with this one. I want you to pause the video. And I want you to work out the other missing products that are missing here. And the other missing factors that are missing from here, see if you can write those down on a piece of paper. And then we're going to discuss them in a second. So pause the video now. Okay, did you come back? I hope so. Good. Okay, so now we are having a look at this missing box here, aren't we? Okay, so we had eight above, and we've got 12 underneath and the difference between each box is two. So our number is going to be 10, well done. Okay, popping back over to this side, we're looking for our factor, aren't we? Oh, and there it is six, five and one more than five. We're on six twos now, Okay, going on to seven twos. But oh, we're missing a product. Again, here. We're missing our product. So what could it be? We've got 12, there, and 16 there. And the difference here is going to be two in between, there is going to be 14, well done. Excellent. We're getting on really well. Okay, we're jumping back over to the factor side now. Now we've got two factors missing here that we've got to work out. We've got seven here. And we've got 10 here. The factors increased by one each time. So we have eight. And we have nine groups. Well done. Brilliant. So just one more product to find now, our last product to find here. So we could skip count all the way through here to check, but I don't think we need to any more, two more than 22 is going to be 24. Fantastic, well done. So we're going to carry on looking at patterns to help us work out and get to know our times tables much better. So if I know that 10 times two is equal to 20, then I know that nine times two is equal to? I think some of you might have been able to work this out. Now we'll identify the pattern in a minute, nine times two is equal to? 18, brilliant. And eight times two then must be equivalent to 16. Now, I want you to have a quick think, if you knew that already. How did you know? What was it about the numbers and the patterns? What have you noticed? What did you notice that helped you to understand what the product would be? What is helping us get to know our two times table? Just pause and have a little think about that for a minute. So what have you noticed? Our factors on this side here? This time they're decreasing, aren't they? They going down by one. Before in our ratio charts They were going up, now they're going down by one. What about these factors here? They're staying the same, aren't they? Because that's how many are in our group. And we're doing our two times table. So that's what we're looking at. And what about these? What did you notice? They're also decreasing, aren't they? And as our factors decrease over here by one, then our product decreases by two, because we're going down one group of two. So our products go down in twos. So we know that adjacent multiples or factors have a difference of two. Right here we have more missing numbers. And we're going to carry on using that idea that adjacent multiples or products have a difference of two okay. So do you remember, we said here, this group here, this column here, sorry, tells us how many groups we have. So we've got seven groups of something are equal to 14. What are we counting? And do you remember? Seven groups of two? Seven twos are 14, aren't they? well done. So what must be the next one, six groups of something are 12. This is going down by two. So it must be a group of two, well done. And again, if we looked at our product or our multiples, it is a difference of two. And here we've got a difference of one. Good so that must be too well done. Now we've got missing numbers in a different place. Can you remember we just talked about What this column here is. What this first number in our equation here is. is the number of groups, isn't it? Okay, and they've been decreasing by one each time that factor while our product has been decreasing by two, and our product does decrease by two here, doesn't it? Can you see that? It's decreased by two? So what do we think it's going to go in here? It's four, isn't it? Four twos are eight. So what's our next one here going to be what do you think? What's the same? It's the same factor that's missing, isn't it? It's our first factor missing again, the one that tells us how many groups there are, there are three groups. And again, the factor that tells us the group says missing, two. Now, can you help me out here is something different? We've got a really different looking equation here. But I bet you can help me work it out. Because you're really good at moving these things around. So what have we got that first empty box? I wonder, can you see have a think. It's going to be our product, our products going to be there. Brilliant, which means on the other side of the equals, we must have our two factors. Okay,so our factors down the side here, our number of groups has decreased each time. Okay, gone down each time. Our factor here has stayed the same each time, because that's our number of groups. And our product down here has decreased by two, but suddenly our products over here. So what number do you think is going to appear in that box? Two. You're absolutely right. Our product is two, which must mean that our number of groups factor is one. Good. And we're still talking about groups of two, aren't we? Because we're in our two times table. So our other factor must be two well done. Great work everyone. We're going to just have a look at some more examples with some missing numbers. But the numbers might be missing in different places this time. So let's have a really careful look. Okay, so the beginning of our number sentence says, five, lots of two is the same as four lots of two oh, well it's not finished, is it? It needs something else? How can we make that balance out? How can we make that equation balance out? We've got four twos. How do we get to five two's? We need one more don't? we need to add on two, well done if you've got that one. Good. Okay.Oh, right. It looks tricky at first glance, doesn't it? But let's have a look. I bet we can do this. So far it's saying that five twos take away something is the same as four twos. I'm putting a picture in my head, got five twos. What do I take away to make four twos? I just take away a two don't I? I take one of those twos away. Brilliant. Let's see what else we've got. Okay, now we've got eight twos is equal to some amount of twos. And one more two. Okay, how we're going to do this one? So we need to think about what is going to go in this gap here. How many twos do we add one more to one two, to get to eight? Seven, isn't it? seven, lots of two, seven twos plus one more two, gives us eight twos is equal to eight twos. Let's have a look at this one main as well. Eight twos take away a two, about what we're doing there. Eight twos take away one of the twos, leaves us with is equal to seven twos. Well done, everyone brilliant. We've really got the hang of this now. You've been so brilliant at this that we're going to try now using some of these ideas to help us with some word problems. So here is our first problem. Yesterday, I looked in my sock drawer and I found four pairs of red socks. How many socks is this all together? So can you remember what a pair is? How many socks and a pair, two. So we're dealing with counting in groups of two or two times table. So let's get a number line out to help us with this. We're going to count in our times table. So are you ready? One, two is two, two two is a four, three two is a six, four two is a eight. So we've got our four pairs of red socks. So our total is eight. And this is how we might write it in an equation four twos are equal to eight. Okay, ready for our next bit? The next part of our question, I saw that there was also a blue, a pair of blue socks, Sorry, how many red and blue socks are that all together? So I've got to put the red socks and the blue socks together okay. So here's our blue jump, we've four jumps of two, and then one jump of two. Okay, so we've got four twos, plus another two. Do you remember back to our ratio chart? What is that the same as then? It's the same as five groups of two, which is equal to 10. Brilliant. Okay. Oh, we've got a bit of a tricky bit now, ready? Then I found one odd sock. How many socks do I now have all together? So we adding another pair? We're not, we're not adding a group of two. What are we adding? Just one little lonely sock. Okay, so that is going to be our five, lots of two our five pairs of socks, plus just one little pole sock on its own, which is equal to 11. Good. Well done, everyone. So we're going to do some more problems that we might come across in real life where we can use our times tables. Jason has seven, two litre bottles of water. How many litres? Is this all together? So he has seven bottles? And there's two litres in each bottle? How many litres do we have all together? Now you've got some boxes underneath with the symbols in. So I want you to pause the video and have a go at just this equation. How did you get on? Let's have a look at it together. Jason has seven bottles. So there are seven of them okay. So that is our first factor, isn't it? He has seven bottles. And in each bottle there are two litres of water. So that is our other factor. Okay, good So how many litres do we have altogether? Now some of you, I think are getting really good at these facts. So you might now just know, seven twos. Or you might have needed to count up and that's fine too. But we know that our product our answer today is 14. Okay, good. Let's have a look at the next problem then. Now Jason gives one of the two litre bottles of water away. How many does he have now? So he started with seven, two litre bottles, but he's given one two litre bottle away. What's he got now? What's the equation he has now? pause again and have a go at writing out using those boxes and symbols underneath. Okay, we ready to go through it. So he had seven bottles of two litres, but he's giving away a two litre bottle. So he's subtracting two. Do you remember when we looked at when we've taken away one group of two? Then now must only be six twos. Okay, and do we remember what six twos are? I wonder if you can remember that fact. It's going to be one two less. So it's 12. He's got 12 litres left. Okay, so now we've got some expressions, but I'm really sorry. I've missed out the symbols that go in between that makes them correct. Okay, so do you think you could help me with this? That would be brilliant. I think we're going to need the greater signs, the lesser sign and the equal two signs. Okay. The first thing I want you to do is have a look and see what you can notice is the same or similar. So pause and have a good look. What's the same what similar. Did you notice that we have here we have seven twos every time on this side of our symbol And then on this side of our symbol, we've got six twos there. And we've got eight twos here. And down here, we've got some different bits, haven't we, we've got some subtracts and some adds, but always with twos. So I think it's important that we've noticed all those things before we start trying to work out what we need to put in. So let's have a look. Okay,on this side, we have seven twos. And on this side, we have six twos and taking away a two. So what do we think do we think this side is going to be greater or less? Have a think, it's going to be greater, isn't it? Seven twos is greater than six twos take away another two, the six twos was already less, wasn't it? But we've taken away another two. So seven twos is definitely greater. Let's have a look at the next one, then. Okay, on this side, again, we've got seven twos. And on this side, we've got six twos, which we know is less, isn't it? but hang on a minute, we're putting another two on. So this is going to be equal seven twos is equal to six twos plus two. Good, well done everyone. The next one we're looking at and you're ready. Again, we've got seven twos here. But on this side, this time, we've got eight twos, and another two. So what do you think about this seven twos over here, it's going to be less than isn't it? Seven twos must be less than eight twos. And it's definitely less than eight twos plus another two. Good, let's have a look at the last one then. Seven twos on this side. And on this side, we've got eight two's subtract two. So what do we think about eight two subtract two? That must be equal to seven twos. Good, well done. Seven twos is equal to eight two's take away a two. Next, we're going to start with a statement. And we need to work out whether this sentence is true or false. It's really important to remember have a look at the top there, it's really important for us to remember that factor times factor is equal to product. Or we can just move it around and say that the product is equal to factor times factor. Okay, so let's have a look. Is this sentence True or false? If nine is a factor, and two is the product 18 is a factor. Explain how you know this to your teddy or your mom or your dad or your brother or sister, Or anybody who's around. Explain how you know that this statement is either true or false. Let me read it one more time. If nine is a factor and two is the product 18 is a factor. Pause it and have a think. What did you think? True or false? It's false, isn't it? Well done. It's false. What do you think the person has done? Can you work out what mistake they might have made? I wonder if you realised. They've mixed up the language haven't they? So if nine is a factor, and two is a factor 18 is the product. Well done, everyone. You've worked so hard today you've done brilliantly. So I'm going to tell you now about the practise activity. And then there's also a challenge after this one, but let's look at the practise activity first. Okay, so true or false? The sets of number below are products in the two times table, okay. So we've got a little table set out there. And there are numbers and then you have to tick in column next to it whether you think they are all products in the two times table or not, okay. So you can use your finger to put a little tick on your screen to whether you think all those numbers in each list are products in the to times table or not. Have a think about explaining how you know again to your teddy or your mom or your dad or your brother or sister or anybody who's around. Explain how you Know that they are products in the two times table or they are not products in the two times table tick or cross. He is an extra challenge for you today. Are you ready for a challenge? Five children go out wearing gloves. Then one child loses a glove. How many gloves are there now? Okay, I want you to write down the multiplication equation and have a think about all the things we've learned and applying what you've learned to this problem. I've had great day with you. Thank you very much, everyone. Bye.

Varied Practice Applying Knowledge of the Two Times Table

Varied Practice Applying Knowledge of the Two Times Table

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UnitMaths / The two times table

Maths