Transcript Big Maths CLIC FS Workshop.pps

Welcome to
Bransgore’s
Maths
Workshop
Purpose of Today’s Workshop
•To explain how maths is taught in Foundation
Stage
•To explain the four elements of CLIC
•To look in detail at the first two elements of CLIC
•To provide opportunity to discuss the teaching and
learning of mathematics
Maths in the Foundation Stage Curriculum
When do we do maths?
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Daily maths input
Focus groups
Continuous provision
Play
CLIC
• Big Maths, Beat That- weekly assessment
Numicon
What is CLIC?
The Core Four!
•Counting
•Learn Its
•It’s Nothing New
•Calculation
The Core Four!
1. Learn to count
2. Learn to remember facts as totals
3. Learn to apply those facts in new situations
through “swapping” the “thing” being
counted
4. Learn to structure all the previous three
into a formal calculation
Core numeracy = counting skills, known number facts, calculation methods.
In Big Maths skills and knowledge in the core proceeds ahead of outer numeracy.
P
r
o
g
r
e
s
s
Outer numeracy =
using and applying
core numeracy in
problem solving
and with
measures, shape
etc. Development
follows behind
core
Counting Skills
1.Through play and adult modelling child knows when to
count
2.Child recognises the last number counted is the total
3.Child can count with to 1:1 correspondence (recalling
names in sequence and visually checking the objects)
4.Counting objects in a line
5.Counting objects in a group or pile
Actual Counting
•As children develop the flow of counting, first to 10 and then
beyond, children can begin to develop skills that improve the
counting process
•Shortcutting Counting
1. Knowing the “Learn It” fact 3+4=7 means never again
having to count to 3 then count on 4 more.
2. Knowing that “It’s Nothing New” to calculate
30+40=70
3. If you also know 2+6=8
4. Then we know 32+46=78
•The first “Learn Its” e.g. 1+1=2 are the beginnings of
shortcutting.
•Another valuable skill in shortcutting is…
Just Seeing!
To support the counting process children need daily
opportunities to see, use and explore the 1 to 6 dice faces.
(Games, interactive whiteboard etc.)
Counting On
•How counting moves into, and supports, recall of addition
facts
•What number is one more than…? If the child has to stop
and count to check, then they are still at the “counting”
phase. If the child just knows the answer, it has become a
“Learn It”. Communicate this to children when it happens.
•In preparation for addition “Learn Its” children should
experience counting on first.
Counting In Multiples
• Counting with PIM
• Help the children by continually changing the “thing” being
counted – dinosaurs, bears, pennies, bananas, metres,
grams, tens, fives etc.
Learn Its
• Learn Its are useful number facts – you can’t learn every
number fact, but some are useful to know.
• There are thousands of number facts that could be learned,
so the Progress Drives are really vital for the children to point
them to the “useful” ones and guide them through the
learning sequence, so they feel they are getting somewhere.
•Learn Its are learnt so well that recall is instant. Do they
know it as well as they know their name?
Learn Its
• By breaking the Learn Its down into
smaller chunks the task is made far less
daunting and is made do-able.
•Learn Its are not targets; targets can be
missed – Learn Its are “MUST HITS!”
Switchers
• 3 add 4 must be the same as 4 add 3
• This can be done by rotating the arrangement of the
objects
• Crucial question phrasing for Switchers is “If 3 add 2 is 5,
then what must 2 add 3 be?” Note use of “must be” as
opposed to “what is”.
Thank you for listening.
Any questions?