Video: Consider part whole relationships within the context of quantity models

﻿Hi, it's Mrs. Barker, good to see you again. I here that since I last taught you, you've been learning a lot more about fractions. Well in this lesson, we're going to still be using the language part and whole, and equal, and smaller, and larger. And Mr. East tells me that you've also started to use the phrase in relation to. I hear that in the last lesson, you discovered that as the size of the whole increases, and if the selected part remains the same, then each part becomes smaller in relation to the whole. Do you remember saying that phrase? How did you get on with the practise activity that he set you as well? I had a look at it last night when I was serving up my dinner. I found two different size plates to be my whole, so you can see that the whole increases in size. And then I put a spoonful of peas on each of the plates. So, the size of the selected part remains the same, and I think it's quite clear from this picture that each part becomes smaller in relation to the whole. Do you remember this series of wholes and parts that you saw in your last lesson? Let's see the sentence that describes what's happening here. As the whole increases in size, and the size of the selected part remains the same, each part becomes smaller in relation to the whole. Now, what I'd like you to do is, have a look at this new series of wholes and parts. And can you compare the two sets of images? What's the same and what's different about them? Now, you might want to pause the video at this moment and if anyone in your family is available, not too busy, you could let them know what you've spotted or alternatively, you could always let your teddy know if everyone else is busy. Did you notice that although the same number of parts is highlighted in each of the wholes in this second series, rather than just highlighting one part, two parts have been highlighted each time. Did you spot that as well? What's that? Now Mr. Ted says, if that's the case, could we still use this sentence to describe what's going on? As the whole increases in size and the size of the selected part remains the same, each part becomes smaller in relation to the whole. Well, let's check. Is the size of the whole increasing? Yes, it is. What about each part? Is the size of the selected part each time remaining the same? Well, yes, it's two parts are selected each time. And therefore does each part become smaller in relation to the whole? Yes, it does. So, let's say all together, well spotted Mr. Ted, as the whole increases in size and the size of the selected part remains the same, each part becomes smaller in relation to the whole. Can we use this sentence to describe the whole in this image? The whole is a group of two counters, that's right. How about this image? The whole is a group of four counters, well done. Now, let's see if you can do this one in your own. The whole is? Excellent, the whole is a group of six counters, very well done. Now, can you look carefully at these three wholes? And can you tell me, what's the same and what's different? You might want to discuss it with your teddy and see whether you can spot it together. Did you notice that the total number of counters in each whole is actually increasing, so, that's different each time. But, did you also spot that in each whole, there are two yellow counters? So, that part is staying the same each time, well done. So, does that mean that we could still use this sentence to describe what's going on? Well, let's check. Is the whole increasing in size? Yes, it is. And is the size of the selected part remaining the same? Yeah, it's always two counters. So, does each part become smaller in relation to the whole? Well, yes, it does. So, let's say this sentence together, to describe this set of images. As the whole increases in size and the size of the selected part remains the same, each part becomes smaller in relation to the whole, great. Now, let's look at these images and let's describe the whole again using this sentence. The whole is a group of four lolly sticks. What about this whole? Let's use a sentence again. The whole is a group of five lolly sticks. Now you're on your own. The whole is? Did anyone think it was going to be six lolly sticks? Trying to catch you out there. You're right, the whole is a group of eight lolly sticks. Now, what I'd like you to do, again, is think carefully. What's the same with each whole, but what's different? And again, you might want to share your ideas with your teddy. So, did you spot that the total number of lolly sticks in the whole is increasing each time? So, that's different in each whole. But the number of red lolly sticks the selected part, is actually staying the same, it's always two lolly sticks. So, again, can we use this sentence to describe what's happening with these wholes? Is the whole increasing in size each time? Yes, it is, it goes from four to five to eight. What about the size of the selected part, the red lolly sticks. Has that remained the same? Yeah, there's always two. So, each part is becoming smaller in relation to the whole. So, yeah, we can use that sentence again. Would you like to say it with me? As the whole increases in size and the size of the selected part remains the same, each part becomes smaller in relation to the whole. Here's a large glass. What do you notice about how full it is? That's right, the large glass is nearly empty. Now, here's a small glass. What do you notice about how full the small glass is? Yes, the small glass is nearly full. Now Mr. Ted is thinking about one of these two glasses, but he's not going to tell you which one he's thinking about. However, he is prepared to give you this information. A larger part of the glass has water in it. So, from that, can you work out which glass Mr. Ted was thinking about? You might want to pause the video, go and have a chat with your family or with your own Teddy and see whether you can work it out. You'd like to find out which one he's thinking about? There we go. Were you right? Okay, he's now thinking about a glass and this time he says, a smaller part of the glass has water in it. So, can you work out now which glass he's thinking of? Should we see? There we go, it was the big glass this time. Now, here's a plan of the school building. There're four classrooms, a hall and a school office. I tell you that the whole is the school. Can you tell me whether all of the classrooms together, would make up a small part of the whole school building, or a large part of the whole school building? What do you think? Does anyone agree with me? I think that the classrooms make up quite a large part of the whole school building. But more importantly, can you explain why you think this? I don't know about you, but it kind of helps me, if I think about each of the rooms in the form of a bar model like this. I've rearranged them so that the whole bar is the whole school building. And now I can see that all of the classrooms together, actually make up quite a large part of the whole school building. This time, if the whole is Europe, can you tell me whether Italy makes up a small part of the whole or a large part of the whole? What do you think? Yes, Italy is quite a small part of the whole. Now it's your turn. If the whole is Europe, can you find another country that is a small part of the whole? Have a look on the map, and once you've decided, let's all say it together and obviously you're all going to say your different countries. So, altogether, if the whole is Europe, is a small part of the whole, well done. Now, I'm going to challenge you. Can you look on the map and find an even smaller part of the whole, than the one you first chose? Have you found one? Okay, Let's all say it together then, if the whole is Europe, is a smaller part of the whole than? Well done. So, we've come to the end of our lesson, thank you for your hard work. Before we meet again, I'd like you to have a go at this practise activity, I want you to think about your home and I want to see if you can come up with lots of different sized wholes that your home can be a part of. For example, here's someone's home, they live in a flat in this block of flats. So, we could use this sentence to describe it. If the block of flats is the whole, my home is a small part of the whole. But it doesn't stop there. The block of flats happens to be on Roberta Street. So, again, we could use the sentence, if Roberta Street is the whole, my home is a smaller part of the whole. We can make the whole even bigger, we could make the whole Bethnal Green, or it could be London, or it could be England, it could even be Europe. So, now it's over to you. I'd like you to use your home as the part each time, and then challenge yourself to see if you can make the whole get bigger and bigger. What I'd like you to do is could you read aloud the sentence each time. And you might also want to copy it down if you can, you could draw a picture to go alongside it, or you could even go onto Google Earth like I did and get some images. So, your home could be a small part of your road or your street, it could be a smaller part of the village or the city, or the town that you live in. It could be a smaller part of the county that you come from, or it could be a smaller part of the country that you live in. Really challenge yourself to see how big you can make that whole get. I'm really looking forward to finding out how you get on with this. Oh, and one last thing before we go, in order that you're ready to learn for the next lesson, I'd like you to make sure that you bring along a pencil or pen, a ruler and some paper. Look forward to seeing you soon, bye.

Lesson summary: Consider part whole relationships within the context of quantity models

In this lesson we will consider part and whole relationships within the context of quantity models.

Maths

Y3 Maths

Key Stage 2

Year 3

Consider part whole relationships within the context of quantity models

Fractions: parts and wholes

UNIT

Explore the whole and part relationship in familiar contexts, using area, linear and quality models

Explore the whole and part relationship and generalise that a part is always smaller than the whole

Explore the Concept of 'Equal' and 'Unequal' Parts

Embed the concept of equal parts and unequal parts

Develop understanding that equal sized parts do not have to look the same

Compare the size of parts when the whole is defined using familiar contexts

Explore that size of part is relative to the size of the whole using familiar contexts

Build a whole when a part is known

Explore different contexts for building a whole when a part is known

Maths

Consider part whole relationships within the context of quantity models

Video

Lesson summary: Consider part whole relationships within the context of quantity models

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