Maths at Kineton C of E School 01.12.2016

Why should we use Big Maths at Kineton C of E Primary School? Clear progression from year to year Common methods taught and language used throughout the school Build on prior learning and ensure children are secure in their knowledge Objectives are clearly matched to National Curriculum objectives Clear links so evidence can be gathered easily to inform planning/assessment Improve mental maths skills and general numeracy across the school

Mental Maths Knowledge and Application - Fast 12 x 30 25 x 11 x 4

What is Big Maths? It is a daily sequential programme of mental maths provision with a strong emphasis on learned facts and developing the mental agility to do something with these facts. It develops core skills in one clear method. All are taught in the same way, repeatedly, to embed these fundamental skills. Big Maths highlights how small steps of progress with core numeracy follow on logically from one to the next. A new way of looking at the primary maths curriculum. Maths is a logical subject that follows a sequence of progression, e.g. you can’t count to 40 before you can count to 30. Core numeracy is separated from outer numeracy (the use of core numeracy skills across the rest of the curriculum) allowing children to become numerate. Many children suffer from low confidence in maths. Big Maths aims to address this by showing children that becoming numerate is easy. It is up to us as teachers to show the children how and why it is easy. The main aim of Big Maths is to enable children to make connections and apply these connections successfully.

CLIC Big Maths is based upon the principle that there are 4 core skills that lie at the heart of numeracy. These core skills form the platform for virtually all other maths skills and are affectionately known as CLIC …. Counting Learn Its It’s Nothing New Calculations Because it is so important for all children to make progress in these essential 4 areas, Big Maths involves teaching through the CLIC phases every day in a fun, engaging and lively manner. These are known as THE CORE FOUR!

How does CLIC work? CLIC is fundamental to mathematical development as it is the learning sequence through which we all develop our numeracy skills. Learn to count (C) Learn to remember totals as facts (L) Apply these facts to new situations through swapping the thing being counted (I) Apply the first three elements into a formal calculation (C) First, we learn to count. (Counting) Then we learn to remember totals as facts. (Learn Its) A Learn It is a number fact that is learnt so well it can be recalled instantly. It includes all of the 2digit add 1 digit answers (sums) as well as the 2 digit x 1 digit answers (products) We then learn to apply those facts to new situations. We do this by ‘swapping’ the ‘thing’ that is being counted. And lastly, we learn to structure the previous three elements into a formal calculation. As numerate adults we all went through this sequence and as teachers we need to ensure that this also takes place for our children. We do this by guiding the children through Progress Drives (sequences of progression) that naturally exist within each of the four elements of CLIC. As learners we accept this logical progression. For example it doesn't’t make sense to try to teach a child to calculate 63 add 33 before that can add 60 and 30.

A daily dose CLIC is a sequential programme of daily basic skills for numeracy. By implementing this programme we can ensure that all children have a constant, daily drive to up-level their numeracy. The frequency and focus of this programme is essential in order for children to make progress.

How much should we have? The programme involves teaching the four different elements for five minutes each and replaces the start of each lesson. The main part of the maths lesson will follow the Big Maths session. Main part of lesson: It may be an extension of the learning from the CLIC session or it may be as aspect of maths not addressed through CLIC, e.g., co-ordinates or symmetry. Because CLIC covers the majority of the key areas of the maths curriculum, it may be that the entire lesson is sometimes devoted to it. It is up to the teacher to plan sessions appropriately, ensuring all area of the maths curriculum are covered throughout the year.

How will the daily maths lesson be organised? Taught 4 Days a Week (CLIC Sessions) Counting – 5 minutes Learn Its – 5 minutes It’s Nothing New – 5 minutes Calculations – 5 minutes

What will happen on Test Day? Challenge session Big Maths Beat That – timed challenge where children answer ‘Learn Its’ questions. The aim is to beat their previous score. Teach a focus area from the CLIC test. Work on individual skills so that the children will be able to apply this to their CLIC test. It is essential to revisit previous focus areas in order to consolidate learning. CLIC test – An assessment used to identify areas to work on and progress made

Strategies used in Big Maths Addition Subtraction Multiplication Division With Objects Number Lines Hundred Squares Partitioning Partitioned Column Column Hundred Square Blank number line - (Counting on) Grouping objects Drawing dots Repeated addition Using known facts Smile Multiplication Sharing Halving Sharing equally groups of… Using objects to solve Using times table facts Using coin facts

Meet Pim! This friendly alien is PIM, the 'principle of irrelevant matter'! That means that number facts stay the same and it doesn't matter what you are counting: 3+4=7 is true if you are counting dogs, chocolates, metres, boys, girls or teachers! We’re going to have a look at some of the It’s Nothing New

Meet Pom! 36 Pom is Pim's friend. He helps children learn the maths vocabulary so that they can talk about their maths. The space on his tummy is for multiples! Pom helps the children to learn about factors, square numbers and prime numbers. 1 2 12 3 18 4 9 36 We’re going to have a look at some of the It’s Nothing New 6

Meet Squigglesworth! Squigglesworth, the Place Value Pet! What is that squiggle worth? 4 3 9 We’re going to have a look at some of the It’s Nothing New 400 30 9

Mully! Mully helps children to put numbers in order We’re going to have a look at some of the It’s Nothing New

Count Fourways Use Pim principle to show children how to swap 2s for 20 s, or 200 s or 0.2 s. Learning to count out loud in four particular ways rapidly advances a child’s numeracy. Children are also coached to count in ones and therefore 10 s, 100 s, 0.1 s etc. The four ways are: counting in 10 s, 5 s, 2s and 25 s. As well as in 5s. So they can count in 50 s, 500 s, 0.5 s etc. Lastly in 25s, allowing children to count in 250 s, 2.5 s, 0.25 s etc.

It’s Nothing New ‘It’s Nothing New’ is the ‘Glue’ of CLIC. For each ‘It’s Nothing New’ step the teacher makes the learner conscious of the currently held ideas. They will then overlap these ideas and reveal how a ‘new’ ideas must be true. The message that there is ‘no new maths’ is a critical part of making children conscious of the learning process and helps build their maths confidence. The ‘It’s Nothing New’ session is typically a whole class session that uses mainly talk and through whiteboards. The teacher nudges forward with new concepts, taking the whole class with them as they go. We’re going to have a look at some of the It’s Nothin New

Adding With Pim There is no new maths involved when we add multiples of ten together. 30 + 40 = 70 3 tens and 4 tens = 7 tens So its nothing new that… Adding with Pim This provides the foundation for all additions that are to follow. Now look at Pim Addition PD to see how this idea is developed 3 things and 4 things = 7 things 3 + 4 = 7

Jigsaw Numbers Jigsaw numbers are just number bonds. They total a special number in our number system, e.g. 10, 100 or 1000. Technically they are called complements but calling them ‘jigsaw numbers’ makes them far more accessible and memorable for children. I know the missing decimal piece I know the missing piece to 1000 I now the missing piece to 100 Jigsaw Numbers Provide a critical building block for subtraction. I know the missing piece to the next multiple of 10 I know the missing piece to 10

Coin Multiplication Coin Multiplication takes a given number (usually a 2 digit number) and multiplies it by 1, 2, 5, 10, 20, 50 and 100. If we add 200 then this covers all of the coin denominations that we use. Children are shown how all of these multiples can be found by: Multiplying by 10 halving and doubling This teaches children to use multiples that they know already to calculate other, more tricky answers. Once children are skillful in multiplying by 10, halving and doubling then the only ‘newness’ is placing these skills in the coin Multiplication context. This method really helps to develop more advanced core numeracy skills.

Coin Multiplication X 26 1 2 5 10 20 50 100 26 52 130 260 520 1300 2600 Children start by completing a 1 & 10 Coin Card Then a 1, 2, 5, & 10 Coin Card They then progress onto the full Coin Card Get people to use whiteboards to have a go at using this method of multiplication Once children can find these multiplications quickly then they can move on to adding two known multiples to calculate a new unknown multiple. e.g. to calculate the 12th multiple of 14 simply add the 10th multiple and the 2nd multiple. e.g. 12 x 14 = (10 x 14) + (2 x 14)

Smile Multiplication is the Big Maths name for multiplying by multiples of 10. It is a critical building block for multiplication. It is so called because of the smiley face that the children draw as they first apply the skills of multiplying by multiples of 10. There are three fool-proof steps to follow: Remember to do the tables bit Remember to count the zeros in the question Remember to put the zeros on your answer.

Little Big Maths (Reception) Little Big Maths ensures there is a press on progression within the context of the child’s play, self-discovery and personal learning journey. This framework is known as A-CLIC (Amounts – Counting, Learn Its, It’s Nothing New and Calculation)

The Intended Results 12 x 8 = 96 Associative law 6 x 16 = 96

How can I support my child? Help your child to practice their ‘Learn Its’ at home. Each week your child will be introduced to new facts. Get using Mathletics in KS2– this will help with their mental calculations e.g. Counting, It’s nothing new sections of CLIC Ask your child to tell you about Big Maths. Praise! Celebrate the successes. Visit the publishers website: http://www.andrelleducation.co.uk/courses/numeracy/big-maths/

Mathletics Online maths programme Homework set using this platform Can practice tasks learnt in school Can play against children in the class and school Can play against children around the world Mathletics clubs at school Wednesday (YR & KS1) Thursday (KS2)

Mathletics Statistics Over 450,000 quick fire questions answered correctly % correct answers increased from 62% to over >85% 14,000 curriculum tasks c0mpleted 7,000 tasks set by teachers for homework

Mastery Maths Fluency Reasoning Problem Solving

Maths @ Kineton

Any Questions?