1. Big Maths @ Braehead 18th March 2015 Vicky
Show You Tube Video clip and discuss.

2. What is Big Maths?
Daily programme of mental maths with a strong emphasis on learning facts and developing mental agility It develops core skills. 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.

3. Why should we use Big Maths at Braehead School?
Clear progression from year to year
Consistent 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 Curriculum for Excellence
Improve mental maths skills and general numeracy across the school
Vicky

4. CLIC Counting Learn Its It’s Nothing New Calculations
Big Maths is taught through the use of CLIC sessions….
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. CLIC provides a constant, daily drive to up-level their numeracy. C Learn to count (Counting) L Learn to remember totals as facts (Learn Its) I Learn to apply those facts in new situations through ‘switching’ the ‘thing’ being counted (It’s Nothing New) C Learn to structure all the previous 3 into a formal calculation (Calculation)
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. 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

7. CLIC
Counting
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!

8. Count Fourways
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
Use Pim principle to show children how to swap 2s for 20s, or 200s or 0.2s.
Lastly in 25s, allowing children to count in 250s, 2.5s, 0.25s etc.

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

10. CLIC
Learn Its
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!

11. Learn its : What is a Learn It?
Recall of specific number facts – requires NO thinking time
A learn it therefore is a number fact that is learnt so well that it can be recalled instantly. Learners should be in no doubt about the expectation of instant recall.
Learn its start in the Nursery with the instant recall of name ……

12. It’s Nothing New CLIC 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!

13. 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 group session that uses mainly talk and mini whiteboards. The teacher nudges forward with new concepts, taking the group with them as they go.
Vicky
We’re going to have a look at some of the It’s Nothin New

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

15. 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

17. 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

18. 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

20. 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.

23. Mully! Mully helps children to put numbers in order
He also helps us learn about multiples and table facts
Vicky
We’re going to have a look at some of the It’s Nothin New

24. Meet Pom!
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! 36 2 12
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. 18 3 4
Vicky
We’re going to have a look at some of the It’s Nothin New 9 36 6

27. Here is an example of a CLIC session from some pupils in P7.

28. CLIC
Calculations
The progression of Counting, Learn Its! and Its Nothing New are consolidated in this part of CLIC.
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!

29. FAB Continuum
One teaching strategy is to provide children with a ‘brain only’ way of solving questions. The development of mental maths is not left to chance, rather there is a deliberate structure that enables children to think quickly, accurately and successfully!
This happens in three steps :
F - Full Using a full written method high on understanding.
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!
A - Abridged Writing is gradually replaced by memory.
B - Brain Finally all calculations are done mentally.

30. Super-FAB
Super-FAB helps children to hold numbers in their heads, do something else, and then come back to those numbers again.
Super-FAB reminds children they are challenged to move along the FAB continuum.

31. Super-FAB and Speedy Col have a low profile in the early CLIC stages.
Speedy Col appears for column methods. She is full of energy. She does everything quickly. She is careful too! She likes everything done properly and is motivated to get the right results.
Super-FAB and Speedy Col have a low profile in the early CLIC stages.

32. 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 or time. 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

39. How can I support my child?
Help your child to practice their ‘Learn Its’ at home. These will either be written in their homework jotters. Ask your child to tell you about Big Maths. Praise! Celebrate the successes. Visit the publishers website:

40. Any Questions?