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 Coin Multiplication It will take time to become confident in teaching Big Maths.

The sessions should be lively and fun but need to quite repetitive. This is essential to allow the children to build their skills securely.

Don’t be tempted to rush on. We are aiming to fill the gaps in their learning.

Spend time getting to know the Big Maths CLIC folder – it contains much of what you need. There are also additional resources in the Big Maths folder in Staff Shared.

We need to support each other and share ideas and resources if possible.

We will have time during the staff meeting on Thursday to plan our first half term for Big Maths. And finally… 42 5 It’s Nothing New This phase of CLIC is the one that could be extended from the 5 minutes if appropriate. It could easily form the main body of a maths lesson. There are 10 elements. We’ll look at five of them.

Adding with Pim (page 96)

Jigsaw Numbers

Coin Multiplication

Where’s Mully?

Smile Multiplication 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. Planning for a week Year 4 plan

Daily PowerPoint The Benefits All children will receive a focussed and personalised daily up-levelling of their numeracy in a simple progressive structure.

All teachers will provide common and consistent messages throughout the school.

Children will be able to understand each new step on their journey because the Progress Drives and the teaching methods make the mathematical concepts easily accessible.

Teachers will not need to spend time planning how to teach the steps as the Progress Drives, along with the planning notes, provide the details we need. We can then in time concentrate on gathering additional resources for CLIC and personalising our teaching.

It is easy to make direct links to APP and develop a clear understanding of the level at which each child is working.

The Progress drives provide the subject knowledge and a common dialogue amongst teachers and pupils.

By sharing the Progress Drives with the children we enable them to participate effectively in AfL. Planning Notes for Progress Drives Further subject knowledge, success criteria, resource ideas and details to help you ensure progression can all be found within the Big Maths CLIC folder.

The folder also makes valuable links to APP so we can use this as evidence.

Direct links to National Curriculum levels are also made which help us to develop a good sense of where our pupils are currently at.

Many of the Progress Drives are also repeated as summaries of the mathematics involved in each step (see p 123 – Coin Multiplication Progress Drive). These provide an ‘at a glance’ understanding of the maths involved. Assessment At the beginning of each half term we need to carry out an appropriately levelled Beat That CLIC assessment.

Then each week teachers should take a focus area from this test and teach it during the Friday Challenge session.

At the end of each half term we need to carry out the Beat That CLIC assessment again. Hopefully children will fair much better this time as we will have taught the focus areas throughout the half term. How much should we have? At its most basic the programme involves teaching each of the four different elements for five minutes each and should replace the start of each lesson.

This then leaves time for the main part of the maths lesson. 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

Its Nothing New

Calculations CLIC ⏎ Class: Walnut Date: w/c 14.1.13 CLIC Planning for Progress - Weekly Overview Progress Drives The Big Maths CLIC folder provides the Progress Drives that naturally exist within the four elements of CLIC.

Counting – 10 further aspects

Learn Its – Whole schedule showing which facts are learnt when with total recall

It’s Nothing New – 10 further aspects

Calculations – Progress Drives for each of 4 operations are shown Before we do anything…… …. we need to carry out an initial assessment of all pupils using the ‘Big Maths Beat That CLIC’ challenge.

Years 3 & 4 will complete the Level 2 test. (page 26)

Year 5 will complete the Level 3 test. (page 27)

We are tracking back to these levels to ensure we fill the ‘gaps’ that may well have appeared. 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 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. A daily dose 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 (I)

Apply the first three elements into a formal calculation (C) How does CLIC work? Big Maths follows a 5 stage model that puts the child at the heart of the learning experience.

We need to know where the learner is currently (current attainment)

Know the next step (this comes from teacher subject knowledge)

Teach the child well in order to ‘re-locate’ them in the next step

Check the learner has ‘re-located’ successfully by carrying out short, regular assessments

Make the next step clear to the child by giving them a specific target. The 5 Stage Model 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 What we must do

Where’s Mully? is a game that’s played as part of the It’s Nothing New phase. Children are asked to find where Mully is hiding by identifying the largest multiple of a given number.

What this game actually does is develop the children's proficiency of dividing.

The word division is never mentioned during a game of Where’s Mully? Where’s Mully? 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 Coin Multiplication N.B. Focus on the same CLIC aspects throughout the week. Make sure your Beat That focus on Friday relates to these. Class: Walnut Date: Term 2.1 (2013) CLIC Planning for Progress - Termly Overview Termly Planning 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.

CLIC test – 10 questions relating to concepts taught at children’s individual level. Once they have got 10 out of 10 three weeks in a row, they move onto the next level.

Teach a focus area from the CLIC test. Work on the skill so that the children will be able to apply this to their weekly CLIC test. It is essential to revisit previous focus areas in order to consolidate learning.

Problem solving activities – opportunities to apply taught/known strategies. 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. Big Maths at Redbourn Junior School http://www.youtube.com/watch?v=pEpUC2tfepQ Lastly in 25s, allowing children to count in 250s, 2.5s, 0.25s etc. As well as in 5s. So they can count in 50s, 500s, 0.5s etc. Children are also coached to count in ones and therefore 10s, 100, 0,1s etc. Use Pim principle to show children how to swap 2s for 20s, or 200s or 0.2s. The four ways are: counting in 10s, 5s, 2s and 25s. Learning to count out loud in four particular ways rapidly advances a child’s numeracy. Count Fourways 30 + 40 = 70 3 tens and 4 tens = 7 tens So its nothing new that… 3 things and 4 things = 7 things 3 = 4 = 7 Adding With Pim There is no new maths

involved when we add

multiples of ten together. I now the missing piece to 100 I know the missing decimal piece I know the missing piece to 1000 I know the missing piece to the next multiple of 10 I know the missing piece to 10 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.

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# Big Maths Inset (7.1.13)

Training presentation to introduce Big Maths into Redbourn Junior School

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