Transcript Document
Big Maths at Redbourn Junior School 26th February 2013 http://www.youtube.com/watch?v=pEpUC2tfepQ 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 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. 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 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) 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. 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. 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 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 Strategies used in Big Maths Addition Subtraction Multiplication With Objects Number Lines Hundred Squares Partitioning Partitioned Column Column With Objects Number Lines Hundred Square Blank number line (Counting on) Grouping objects Drawing dots Repeated addition Using known facts Smile Multiplication Division Sharing Halving Sharing equally groups of… Using objects to solve Using times table facts Using coin facts 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! Meet Pom! Pom is Pim's friend. He helps children learn the maths vocabulary so that they can 3 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. 36 1 2 12 18 4 36 6 9 Meet Squigglesworth! Squigglesworth, the Place Value Pet! What is that squiggle worth? 4 400 30 3 9 9 Mully! Mully helps children to put numbers in order Count Fourways Learning to count out loud in four particular ways rapidly advances a child’s numeracy. The four ways are: counting in 10s, 5s, 2s and 25s. Use Pim principle to show children how to swap 2s for 20s, or 200s or 0.2s. Children are also coached to count in ones and therefore 10s, 100, 0.1s etc. As well as in 5s. So they can count in 50s, 500s, 0.5s etc. Lastly in 25s, allowing children to count in 250s, 2.5s, 0.25s etc. 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. 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 Adding With Pim There is no new maths involved when we add multiples of ten together. 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 Jigsaw Numbers Jigsaw numbers are just number bonds. They total a special number in our number system, e.g. 10, 100 or I know the missing 1000. decimal piece Technically they are called complements but calling them ‘jigsaw I know the missing numbers’ makes them far piece to 1000 more accessible and memorable I now the missing piece to 100 for children. I know the missing piece to the next multiple of 10 I know the missing piece to 10 Coin Multiplication 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 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 X 26 1 2 5 10 20 50 100 26 52 130 260 520 1300 2600 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: http://www.andrelleducation.co.uk/courses/numeracy/bigmaths/ Any Questions?