A BIG WELCOME to our Big Maths Evening.
Thank you for coming.While youre waiting, have a go at this maths
problem.
How many different ways can you make the number 12 ? You can use any of the four operations
or
AimsTo help you understand how your children are learning maths.
What is Big Maths? How is it taught across the school?
What does a typical maths lesson look like? What methods are we teaching your children
for calculating in Key Stage 1? How can I support my child at home?
What is Big Maths? Big Maths is a teaching program with a clear progression of Steps building
on prior learning, which enables children to become numerate. Problem solving, word problems and even measuring cannot be tackled until
children can count, manipulate numbers and understand the number system. Big Maths lessons are fast-paced and fun. The children are introduced to
child-friendly characters and terms such as Switchers and Learn Its, which help them to understand, use and manipulate numbers.
This also builds childrens confidence, encourages them to challenge themselves and ultimately makes them more successful at applying maths
skills. Big Maths objectives are directly linked to the end of year expectations for
each year group in the National Curriculum.
Big Maths teaches children specific methods for working with numbers but the ultimate aim is for the children to eventually be able to work with number
mentally.This character Super Fab reminds us of The F.A.B continuum.
F = Full written methodsA= A few jottings
B = Brain only When we teach the children a new strategy we give them step-by-step success criteria OR what we call Remember to tips and the children follow
these. This is the first stage on the The F.A.B continuum We give the children lots of time to practise and consolidate their learning and
when they are ready, they will no longer need to rely on the full method and may just use A few jottings
Eventually, their understanding and use of learned facts will allow them to work Brain Only! And this is our goal.
How is Big Maths taught across the school? The beginning of every maths lesson involves a 20 minute mental maths
session called CLIC. CLIC stands for: Counting
Learn itsIts Nothing NewCalculating
We spend about 5 minutes on each part. Then the rest of the lesson will either continue with one of these parts or will involve other areas of the Maths
Curriculum such as: Shape, Measure, Fractions or Statistics.
This part of the lesson focuses on counting in different steps, understanding the value of the digits in a number (Place Value) and recognising properties of
number such as whether the number is odd/even.
During Counting the children meet two important Big Maths characters.
Squiggleworth
Count Fourways
Counting
SquiggleworthHelps the children to partition a number and recognise the value of the digits. By the end of Year 1 the children are expected to be able to recognise, write,
order and understand the value of numbers to 100.At the beginning of the year we will spend a lot of time working on place value in
our lessons. We follow a progression of Make it, Draw it, Use it
1510 51 5
Count FourwaysIn Year 1 the children learn to count in 1s, 2s, 5s and 10s.In Year 2 they also learn to count in 3s.
Count Fourways helps the children to use what they know to count in different ways.
Count Fourways
The Count
FourwaysProgressDrive
Step 1s 2s 5s 25s
7 -1s -2s -5s -25s
6 0.1s 0.2s 0.5s 0.25s
5 Tenths Fifths Halves Quarters
4 1000s 2000s 5000s 2.5s
3 100s 200s 500s 2500s
2 10s 20s 50s 250s
1 1s 2s 5s 25s
Amount of divisions
between marked numbers.
10 5 2 4
Counting in 1s
10Divisions
0 10
Counting in 1s
10Divisions
0 100
Counting in 1s
10Divisions
0 100 1
Counting in 1s
10Divisions
0 100 1 2
Counting in 1s
10Divisions
0 100 1 2 3
Counting in 1s
10Divisions
0 100 1 2 3 4
Counting in 1s
10Divisions
0 100 1 2 3 4 5
Counting in 1s
10Divisions
0 100 1 2 3 4 5 6
Counting in 1s
10Divisions
0 100 1 2 3 4 5 6 7
Counting in 1s
10Divisions
0 100 1 2 3 4 5 6 7 8
Counting in 1s
10Divisions
0 100 1 2 3 4 5 6 7 8 9
Counting in 1s
10Divisions
0 100 1 2 3 4 5 6 7 8 9 10
Counting in 10s
10Divisions
0 100
0 90 1008070605040302010
Counting in 100s
10Divisions
0 1000
0 900 1000800700600500400300200100
Learn its Great emphasis is placed on learned facts which can then be applied.
In the Learn it part of the lesson the children learn addition facts so that they can recall them quickly from memory.
We start by learning a fact such as:
3 + 2 = 5We then learn that addition can be solved in any order by writing a Switcher
2 + 3 = 5
Learn its When the children have memorised and can recall and represent the fact, they
learn that they can also apply it to solve subtraction.
2 + 3 = 5 5 2 = 33 + 2 = 5 5 3 = 2
We call this a fact family.
23
5
+-
Learn it facts are taught with a clear progression through steps. Each step is a new set of facts. Later steps begin to include multiplication facts which match the year group expectations of the National Curriculum.
Children do a Beat that! challenge every Friday where they attempt to answer as many learn it facts as they can for the Step they are working on and the previous two steps that they should already know, to consolidate their understanding and so that these facts are not forgotten.
The emphasis here, is not on comparing our scores, but on challenging ourselves to beat our own score.
When children can answer all of the questions in the given time, they are given the next step to work on. We will have a go at one later!
This is the Learn its schedule for EYFS and Key Stage 1.Obviously not all children learn at the same rate but this is the aim. We differentiate the lessons so that children have time to learn and consolidate the learn its that they each need to work on.
Reception Year 1 Year 2Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8 Step 91 + 12 + 2
3 + 34 + 45 + 5
1 + 22 + 3
(Also includes
counting in 10s)
2 + 84 + 63 + 79 + 1
(Also includes
counting in 5s)
4 + 25 + 26 + 27 + 29 + 24 + 35 + 36 + 3
6 + 67 + 78 + 89 + 9
(Also includes
counting in 2s)
3 + 83 + 94 + 74 + 84 + 9
(And the 10 x table)
4 + 55 + 6 6 + 77 + 87 + 88 + 9
(And the 5 x table)
5 + 96 + 97 + 95 + 75 + 86 + 8
(And the 2 x table)
Its Nothing New In this part of the lesson, children are introduced to another important character.
PimPim teaches the children that Its Nothing New. The Pim principle tells us that if we know a learn it fact, we can apply it to any situation.
If we know 3 + 4 = 7Then we know 3 pens + 4 pens = 7 pensWe also know 3 tens + 4 tens = 7 tens OR 30 + 40 = 70
And 3 hundreds + 4 hundreds = 7 hundreds OR 300 + 400 = 700
Its Nothing New Each week children are taught to use their Learn it facts for different problems.
This includes:Doubling, Halving, Addition, Subtraction, Multiplication and much more
Using the Pim principle as we just saw.
For example: When learning the doubling Learn its, we also teach the children that we can use these to find half.
So, if I know double 9 is 18, I know half of 18 is 9.But I also know double 9 tens is 18 tens or in other words: 90+90=180
And I know half of 180 must be 90
Its Nothing New We are also introduced to another character called Multiple Mully
or Mully for short.
Mully pops up in lots of activities that we use. He often likes to hide behind numbers and the children need to work out what the number is.
One activity Wheres Mully? teaches the children to recognise multiples easily. This is important when the children learn to solve division mentally.
EG If I know my multiples of 5 and I see the number sentence
23 5 = I can say that the nearest multiple of 5 is 20 which is
4 x 5, so the answer will be 4 remainder 3. (4r3)
Hes hiding behind the biggest multiple of ...
without going past ?
Get your whiteboards
ready!!!
Hes hiding behind the biggest multiple of ...
without going past ?5
19
15Because
3 x 5 = 15
And
4 x 5 = 20
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19
CalculatingThis is obviously where the children are taught to calculate, with an aim for them
to eventually be able to solve some calculations mentally.
When teaching a calculation strategy for the first time, we will often spend the rest of the lesson time throughout the week on that strategy.
We then revisit the strategies in the 20 minute CLIC session regularly so that even when calculating is not the main teaching focus, the children do not forget the
strategies that they have been taught.When calculating we use the Make it, Draw it, Use it progression and we also
use the Pim principle whenever we can.
Addition and Subtraction By the end of Year 2, children need to be able to add and subtract two digit
numbers mentally and begin to use formal column methods. Throughout Key Stage 1 we teach the children the skills that lead up to this in a clear progression.
For example we start with adding and subtracting 1 digit numbers to and from each other.
The children make use of any of their learn it facts that they know and there is lots of focus on working with Number bonds to ten which can later be applied
when working with larger numbers.EG if you know 3 + 7 = 10, You also know 13 + 27 = 40
They would also use counters/fingers/number lines to count on and back.Then we would encourage them to draw jottings for the number they are
adding or taking away.Eventually they will apply be able to solve these Brain only.
Addition and Subtraction Children then learn to add and subtract 10 to or from a multiple of ten using the
Pim principle.Add and subtract two multiples of ten,
Add and subtract 10 to or from a 2 digit number,Add and subtract a multiple of ten to or from a 2 digit number,
Finally add and subtract two 2 digit numbers. We would then also begin to introduce column methods, when children show
that they are secure in their understanding of place value. Whilst teaching each of these, we give the children opportunities to show their
understanding and develop their reasoning skills by exploring numbers and patterns in addition and subtraction. When they are confident with the methods,
they will be given opportunities to solve problems including missing number problems and to apply their skills to real life problems which makes learning
maths more meaningful to them.
Multiplication and DivisionThe main focus for multiplication and division at Key Stage 1 is on using multiples
(learned facts) for the 2, 5,10 and 3 times table.By the end of Year 1 we hope that the children will be secure in counting in steps of 2 , 5 and 10 and are beginning to recognise a number as a multiple of 2, 5 or
10.They will have learned to recognise the symbols x and and to solve
multiplication and division calculations by grouping and sharing physical objects and by drawing a simple array.
EG: 3 x 2 = Or 8 2 =
Multiplication and DivisionIn Year 2 the children will continue to draw arrays and to group and share, but as
they begin to learn times table facts, they will no longer need to use these jottings to solve multiplication or division calculations.
As with addition and subtraction the children learn that multiplication and division are inverse and they learn to recognise a fact family for each multiple.
So, if we know 3 x 5 = 15We know 5 x 3 = 15 (The switcher)And we know 15 5 = 3 (because 15 is the total)And 15 3 = 5
Multiplication and Division As children become more competent and learn a wider range of facts, they
will be able to recognise and use these without thinking about the whole fact family.
Again, we also give the children opportunities to reason and explore patterns in multiples, so that they gain a working understanding and when they are
ready they will solve everyday life problems. A secure understanding of multiplication and division are also vital for children
to begin to solve fractions. We begin to teach this relationship in Reception by using the language of
doubling and halving.
How do we plan for progression?Each week, on Friday the children will complete a CLIC
challenge which matches the Steps that they have been working on.
There are 10 questions to answer covering elements fromeach of the 4 CLIC parts.
Following this, we look at the results from each child and look for common errors. We can use this to carefully plan
lessons for the following week. We differentiate our lessons to suit the needs of all of
the children, often using a Chilli Challenge
How can I support my child at home? Counting and recognising numbers in everyday life.
At the shops, reading prices and signs, counting out money, apples, sharing sweets, reading recipes, measuring
ingredients, working out how many biscuits you will need if you have 4 friends coming and they want 2 eachetc
Playing board games which involve counting on and back. Practise counting in steps of 1, 2, 3, 5 and 10 forwards and
backwards. Helping children to remember and recall their Learn it facts.
Asking them the switcher or the subtraction facts. Having a can do attitude to Maths
FinallyIf you would like to see what your children do,
you can have a go at a Beat That! test.
Take a pencil and wait for the timer
This is what we hope Year 2s can achieve in 1 minute by the end of year 2.
Any Questions?Thank you all for coming.
I would be very grateful if you could complete the feedback form before you leave, so that we can
continue to improve.
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