1. Maths Information Session
Tuesday 6th December 2016
Kerrie Green

2. Info Aims for this session
To give an overview of our approach to the teaching of maths
To introduce Big Maths CLIC
To go over the Calculation Policy
To provide ideas for ways you can support your children at home
To give you an opportunity to ask any questions and suggestions for future sessions (feedback forms) and to look at the resources we use in school
Info
Our approach
Big Maths
Four operations
Home Activities
Feedback

3. Changes to the Maths Curriculum
Introduced in September 2014
Higher expectations
A new emphasis on mastery – high achieving pupils will not move on to the following year group’s curriculum, but instead will do more in-depth and investigative work to allow a greater mastery of concepts and ideas
More emphasis on becoming fluent in basic number skills, such as number bonds and times tables (why we have introduced CLIC maths)

4. Purpose of study
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

5. Why your help matters
A large body of research has shown that children whose parents take an active interest in their child’s learning make greater progress at school
You give children their first experience of maths, and it is important for the child that this is positive. Children who hear ‘I can’t do maths’ or ‘I was never any good at maths and I’m ok,’ are likely to start believing maths is unimportant.
We want children to see maths as a life skill

6. Quick activity
Think about the activities you have competed today that involved using mathematics.

7. Some examples:
Getting up – Alarm (telling the time)
Making breakfast (measurements)
Driving to school (estimation, measure)
All of these are perfect opportunities to help your child with maths at home. Explain & model when you are using it

8. What are the characteristics of a child who is good at maths?
Takes risks
Asks questions and explores alternative solutions without the fear of being wrong
Enjoys exploring and applying mathematical concepts to understand and solve problems
Explains their thinking and presents their answers to others in a variety of ways
Reasons logically and creatively through the discussion of mathematical ideas and concepts
Is a fluent, flexible thinker who is able to see and make connections
Co-operates with others when solving problems and checking answers
Children today have enjoyed using maths in real life context, encourage children to work together

9. Our approach Fluency – recalling and understanding facts
Reasoning – explaining thinking, deducing, justifying, making connections
Problem Solving - making choices, finding all the possibilities, presenting answers
Active approach – practical games and activities
Resources – numicon, objects and manipulatives
Clear steps of progression (CLIC maths, White Rose Materials)
Challenges

11. Growth Mindset Promote positive attitudes to maths
Deploy the Yeti – I can’t do it yet

12. CLIC Maths
Big Maths is a 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. Big Maths lessons are fast-paced and fun.
It helps them manipulate numbers and become more confident and successful at maths. There is a strong emphasis on developing instant recall of number facts, including number bonds and times tables. It will help your child improve their mental maths skills, build on their prior learning and ensure they are secure in their knowledge.

13. 20 min sessions, fast paced and fun.
Split into 4 different elements.
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 fur 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.

14. Counting
During this part of the lesson children will work on saying, reading, partitioning and counting numbers.
Children will count forwards and backwards in all kinds of steps depending on their level e.g. in 1s, 2s, 3s, 6s, 25s etc.!
If practising counting at home, make sure your child goes forwards and backwards. Don’t always start at 0 – make sure they can count on from 75 to 106, for example.

15. Learn Its
‘Learn Its’ are addition facts and multiplication tables facts.
There are 72 Learns Its in total: 36 addition Learn Its and 36 multiplication Learn Its. All of these should be covered by the end of Year 4.
These are facts that children need to learn off by heart, so when they are asked ‘What is 6+4 ?’ they are able to give the answer as quickly as they would be able to tell you their name.
Multiplication tables should be learnt in order first, then practised in a jumbled up order.
Once children can recall all the facts in a table rapidly, they can then think about ‘switcher’ facts and ‘fact families’

16. Learn Its’ by Year Group
Your child’s teacher will focus on the following learning facts in each age group whilst also revising all previously learnt facts:
Reception – Doubles of 1, 2, 3, 4, 5, 2+1 = 3, 2+3 = 5 and multiples of 10 (counting)
Year 1 – Doubles of 6, 7, 8, 9, 2+8=10, 3+7=10, 4+6=10, 4+2=6, 5+2=7, 6+2=8, 7+2=9, 9+2=11, 4+3=7, 5+3=8, 6+3=9 and multiples of 5 and 2 (counting)
Year , 3+9, 4+7, 4+8, 4+9, 4+5, 5+6, 6+7, 7+8, 8+9, 5+9, 6+9, 7+9, 5+7, 5+8, 6+8 and x2, x5, x10 tables
Year 3 – recap on x10 x 5 x 2 focus on x3 x4 x8 tables facts
Year 4 – all x table facts especially x12 and x11

17. Big Maths Beat That
Big Maths ‘Beat That’ is a weekly timed test of your child’s Learn Its. The aim is to improve their score each time.
You can help your child to improve their scores, by asking them to give you instant responses to Learn Its while at home, on the journey to school and throughout the day at weekend!
Little but very often is the key to success as this helps the information become secure in the long term memory.

18. It’s Nothing New
This is the most important aspect of CLIC. It is the way children become successful and properly numerate.
There are lots of different characters that make it fun and memorable for children.

19. 4 3 9 Meet Squigglesworth! Squigglesworth, the Place Value Pet!
What is that squiggle worth?
Helps children to partition (split up numbers) 4 3 9
Vicky
We’re going to have a look at some of the It’s Nothin New
400 30 9

20. 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!
Vicky
We’re going to have a look at some of the It’s Nothin New

21. Adding With Pim
There is no new maths involved when we add multiples of ten together.
= 70
3 tens and 4 tens = 7 tens
So its nothing new that…
Vicky:
Adding with Pim (See pages 99)
This provides the foundation for all additions that are to follow.
Now look at Pim Addition PD to see how this idea is developed to cover levels 1 - 5
3 things and 4 things = 7 things
3 + 4 = 7

22. Meet Pom!
Pom is Pim's friend. He helps children learn specific 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. When Pom is left with only two factors the number on his tummy is a prime. 1 36 2 18 3 4 36 12 9
Vicky
We’re going to have a look at some of the It’s Nothin New 6

23. Meet Mully!
Mully helps children to put numbers in order and work with multiples.
Where’s Mully? Is a game that is played to help children master division. Mullly hides behind numbers in a number square and the children have to find him. For e.g., He’s hiding behind the biggest multiple of 3 without going over 40. Where’s Mully? – he’s on 39! The word ‘division’ is introduced later!
Vicky
We’re going to have a look at some of the It’s Nothin New

24. Vicky:
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 frst aply 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.

25. Fact Families

26. Calculation
This aspect of CLIC is when we focus on developing the children’s understanding of addition, subtraction, multiplication and division. Big Maths maps out which steps children should do in a clear order and helps teachers to identify where to go back to if a child needs extra support. It also supports our Calculation Policy which can be found on the School’s website.

27. Calculation Policy
Covers methods to teach four operations, includes mental and written methods.
But children do often begin using a written methods to support working out answers and build towards calculating it mentally, practical methods and manipulatives used to support learning as well, needs to be visual
We don’t just jump straight to column and short written methods
Full written methods are used for larger and more complicated calculations (mainly in Year 3 and 4),
Children are taught to make to decision on whether or not to use a mental or written method

28. Be a Maths Magician, choose a calculation strategy...
Could I use some jottings to help me?
Could I do it in my head using a mental strategy?
Should I use a written method to help me?

29. How can you help at home (Real Life experiences)
Look at numbers in the environment: telephone, doors, number plates, book pages
Money: shopping, budgets, handle coins and notes, discounts, work together to plan a party or meal on a budget, ask them to work out the total amount spent and how much change you will get.
Cook: measuring/weighing, help your child to scale a recipe up or down to feed the right amount of people.
Calendars: discuss days of the week, months of the year, length of time to events
Play games: games provide lots of opportunities to apply problem solving skills, encourage children to keep score (Ludo, Monopoly, Dominos, Connect 4, Snakes and Ladders)
Planning outings and trips: discuss how long it takes to get there, when should we leave, distances, money
Use a bus or train timetable. Ask your child to work out how long a journey between two places should take? Go on the journey. Do you arrive earlier or later than expected? How much earlier/later?
Use a TV guide. Ask your child to work out the length of their favourite programmes. Can they calculate how long they spend watching TV each day / each week?

30. Time
End of Year 1: tell the time to the hour (o’clock) and half past the hour.
End of Year 2: tell and write the time to five minutes, including quarter past/to the hour, know the number of minutes in an hour and the number of hours in a day. (Analogue time)
End of Year 3: Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks. Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight. Know the number of seconds in a minute and the number of days in each month, year and leap year .
End of Year 4: Read, write and convert time between analogue and digital 12- and 24-hour clocks. Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.

31. Recap Encourage enjoyment, promote positive mindset Practise learn its
Real-life experiences and discussions
Have fun!