1. Big Maths at Redbourn Junior School
26th February 2013
Vicky
Show You Tube Video clip and discuss.

2. Why should we use Big Maths at Redbourn Junior 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 with APP so evidence can be gathered easily to inform planning/assessment
Improve mental maths skills and general numeracy across the school
Vicky

3. 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.
Vicky
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. They either feel negative about it as a subject or about their own ability to cope with it, or both. 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.

4. 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
Vicky
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!

5. 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)
Vicky
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.

6. 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.
Vicky

7. 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.
Vicky
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.

8. How will the daily maths lesson be organised?
Monday to Thursday (CLIC Sessions) Counting – 5 minutes Learn Its – 5 minutes It’s Nothing New – 5 minutes Calculations – 5 minutes
Vicky

9. What will happen on Friday?
Fridays will be our 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 termly CLIC test. It is essential to revisit previous focus areas in order to consolidate learning. CLIC test – A termly assessment used to identify areas to work on and progress made
Vicky

10. 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
Vicky

11. 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

12. 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. When Pom is left with only two factors the number on his tummy is a prime. 1 2 12 3 18 4 9 36
Vicky
We’re going to have a look at some of the It’s Nothin New 6

13. Meet Squigglesworth!
Squigglesworth, the Place Value Pet!
What is that squiggle worth? 4 3 9
Vicky
We’re going to have a look at some of the It’s Nothin New
400 30 9

14. Mully! Mully helps children to put numbers in order Vicky
We’re going to have a look at some of the It’s Nothin New

15. Count Fourways
Use Pim principle to show children how to swap 2s for 20s, or 200s or 0.2s.
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 10s, 100, 0.1s etc.
The four ways are: counting in 10s, 5s, 2s and 25s.
As well as in 5s. So they can count in 50s, 500s, 0.5s etc.
Athena
Lastly in 25s, allowing children to count in 250s, 2.5s, 0.25s etc.

16. 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 two currently held ideas. They will then overlap these ideas and reveal how a third ‘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 Big Thought Boards (whiteboards). The teacher nudges forward with new concepts, taking the whole class with them as they go.
Vicky
We’re going to have a look at some of the It’s Nothin New

17. It’s Nothing New Some of the key elements of this aspect of CLIC are:
Adding with Pim
Jigsaw Numbers
Coin Multiplication
Smile Multiplication
Count Fourways
Vicky
We’re going to have a look at some of the It’s Nothin New

18. 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

19. Jigsaw Numbers
Jigsaw numbers are just number bonds. They total a special number in our number system, e.g. 10, 100 or 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
Athena:
Jigsaw Numbers (p104 – 107)
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

21. Coin Multiplication
Coin Multiplication takes a given number (usually a 2 digit number) and multiplies it by 1, 2, 5, 10, 20, 50 and 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
Vicky:
Pages 122 – 130
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.

22. 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
Vicky
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)

23. 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.

24. How can I support my child?
Help your child to practice their ‘Learn Its’ at home. These will either be written in their PACT books or torture test books as reference. Each week your child will be introduced to 2 or 3 new facts. Ask your child to tell you about Big Maths. Praise! Celebrate the successes. Visit the publishers website:

25. Any Questions?