1 / 31

Maths at Kineton C of E School 01.12.2016

Maths at Kineton C of E School 01.12.2016. Why should we use Big Maths at Kineton C of E Primary 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

douglashampton
Download Presentation

Maths at Kineton C of E School 01.12.2016

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Maths at Kineton C of E School 01.12.2016

  2. Why should we use Big Maths at Kineton C of E Primary 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 so evidence can be gathered easily to inform planning/assessment Improve mental maths skills and general numeracy across the school

  3. Mental Maths Knowledge and Application - Fast 25 x 11 x 4 12 x 30

  4. 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.

  5. 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

  6. 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)

  7. 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.

  8. 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 lessonwill follow the Big Maths session.

  9. How will the daily maths lesson be organised? Taught 4 Days a Week (CLIC Sessions) Counting – 5 minutes Learn Its – 5 minutes It’s Nothing New – 5 minutes Calculations – 5 minutes

  10. What will happen on Test Day? 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 CLIC test. It is essential to revisit previous focus areas in order to consolidate learning. CLIC test – An assessment used to identify areas to work on and progress made

  11. Strategies used in Big Maths

  12. 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!

  13. Meet Pom! 36 1 2 12 3 18 4 9 36 6 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! Pom helps the children to learn about factors, square numbers and prime numbers.

  14. Meet Squigglesworth! 4 3 9 400 30 9 Squigglesworth, the Place Value Pet! What is that squiggle worth?

  15. Mully! Mully helps children to put numbers in order

  16. Count Fourways Use Pim principle to show children how to swap 2s for 20 s, or 200 s or 0.2 s. 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 10 s, 100 s, 0.1 s etc. The four ways are: counting in 10 s, 5 s, 2s and 25 s. As well as in 5s. So they can count in 50 s, 500 s, 0.5 s etc. Lastly in 25s, allowing children to count in 250 s, 2.5 s, 0.25 s etc.

  17. 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 the currently held ideas. They will then overlap these ideas and reveal how a ‘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 through whiteboards. The teacher nudges forward with new concepts, taking the whole class with them as they go.

  18. Adding With Pim 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 There is no new maths involved when we add multiples of ten together.

  19. Jigsaw Numbers I know the missing decimal piece I know the missing piece to 1000 I now the missing piece to 100 I know the missing piece to the next multiple of 10 I know the missing piece to 10 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.

  20. 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

  21. 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

  22. Little Big Maths (Reception) Little Big Maths ensures there is a press on progression within the context of the child’s play, self-discovery and personal learning journey. This framework is known as A-CLIC (Amounts – Counting, Learn Its, It’s Nothing New and Calculation)

  23. The Intended Results 96 12 x 8 = 6 x 16 = 96

  24. How can I support my child? Help your child to practice their ‘Learn Its’ at home. Each week your child will be introduced to new facts. Get using Mathletics in KS2– this will help with their mental calculations e.g. Counting, It’s nothing new sections of CLIC Ask your child to tell you about Big Maths. Praise! Celebrate the successes. Visit the publishers website: http://www.andrelleducation.co.uk/courses/numeracy/big-maths/

  25. Mathletics Online maths programme Homework set using this platform Can practice tasks learnt in school Can play against children in the class and school Can play against children around the world Mathletics clubs at school Wednesday (YR & KS1) Thursday (KS2)

  26. Mathletics Statistics Over 450,000 quick fire questions answered correctly % correct answers increased from 62% to over >85% 14,000 curriculum tasks c0mpleted 7,000 tasks set by teachers for homework

  27. Mastery Maths Fluency Reasoning Problem Solving

  28. Maths @ Kineton

  29. Any Questions?

More Related