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So I can draw a line like this and I'm going to record my left over ones underneath. They didn't quite make a group of eight. One, two, three, four and five. The speaker arranges a fifth bunch of 3 balloons. She then arranges the 3 remaining balloons into a bunch.] Speaker Do you recognise this spatial pattern? Perhaps you've seen it on a dice before. I have one five... two fives... three fives... four fives. Beside the array representing Tom’s bunches of balloons, the speaker draws a horizontal line of 8 dots. She crosses out one bunch of 8 from the image.] Speaker
The group of 18 small, colourful and an orange marker pen each rest on a separate piece of paper. The edges of the paper have been taped together.] Speaker The speaker points to a third bunch of playdough balls. On the other sheet of paper, she draws a third bunch of three balloons. She crosses out the text, “2 threes”, then draws a large purple circle around the 3 bunches of balloons. She then writes, “3 threes”. She repeats the process for the remaining 3 bunches of balloons.] Speaker The speaker arranges 4 playdough balls into a bunch. She then arranges another bunch of 4, then another, and then another. She has 2 balloons remaining.] Speaker
He is one of my friends, Tom. Now I can see that Tom has tried to put his bunches with two balloons in each bunch. However, I noticed that there's a left one here. Let's see how many bunches of two, Tom had. The array now features 2 rows of 14 dots. The speaker draws a horizontal line below the array. Beneath the line, she draws another orange dot. Beneath the dot, he writes “14 twos and 1 left”.] Speaker But when I get to my third ten frame, I see one empty space, and we know that nine is less than one, which means we have two full ten frames, which is 20 and nine more, which is 29. Today we are working with 29 balloons and what we need to do is to put the balloons into bunches that have the same number of balloons in each bunch. Now, because we know our total number of balloons and that's 29, but we don't know how many bunches we're going to have yet, and we don't know how many balloons are going to go into each bunch. We're actually using a strategy called trial and error. I think to begin with, I might try bunches of five balloons. What do we think? Let's see. She draws two more orange dots, above the first two that has drawn. She crosses off another bunch from Tom’s photo. She continues to add more dots to the array, crossing off the bunches as she goes.] Speaker
OK. There. Is it easier to use this structure to work out how many balloons that we're using today? I can see a full ten-frame, and I can also see a second ten-frame, but this one has two empty spaces. And I know that eight is two less than ten, so we must be working with 18 balloons today. Alright, mathematicians. Our job is to think about how we can use these 18 balloons and put them into equal bunches. And that just means equal groups. What we're trying to discover is how many balloons can we put into each bunch so that each bunch has the same number of balloons. And because we know the total number of balloons, which is 18, but we don't yet know how many bunches we'll have or how many balloons will be in each bunch, we're going to use a strategy called trial and error. I think to begin with, I might make groups of three. Going to put my bunches with three balloons in each. Bunches of balloons – these make a great centrepiece. Simply use our balloon ribbon and attach a balloon weight at the bottom Text: We can record out thinking using pictures, numbers and words. An image below the text shows the playdough balls arranged into 3 groups of 6. The bunches of balloons, that the speaker has drawn, are on a piece of paper on the right. Above the line, there are 6 bunches of 3 balloons. Below the line, there are 3 bunches of 6 balloons.] Speaker OK. Now I know that this is a ten-frame because I can see five in the top row and five in the bottom row. And we know that five and five is ten. Now, make a second ten-frame.Text: Arrays helped us to see the different ways we could arrange our bunches of balloons and also see how many we had left over each time. Now, I have five fives. Oh, but mathematicians, do you notice, I don't quite have enough here to make a sixth five? So, I only have five fives, but then I have four left over. That means that these aren't equal groups. I can't place my 29 balloons into equal groups of five, because I need one more. Let's try something else.
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