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Mathematics: 

Children are taught the importance of selecting from a range of mental strategies to solve mathematical problems. Emphasis is placed on practical and oral work and mental computation as well as the application of principles and knowledge to everyday situations. In Years 1, 2 ,3 and 4 children are placed in ability groups for maths so they receive the highest level of support and challenge.

 

BIG Maths is a teaching approach that makes progress in maths easy and fun. BIG Maths has been extremely successful both nationally and internationally with thousands of children learning through daily BIG Maths ‘CLIC’ sessions and the weekly ‘Beat That!’ challenges.

 

Big Maths firstly answers the question, ‘How do we get children properly numerate as they journey through school?’ It provides us with an accurate and simple, but highly effective, framework that guarantees numeracy progress. This framework is known as CLIC (Counting, Learn Its, It’s Nothing New and Calculation) and is characterised by accurate steps of progression (known as Progress Drives) that make new learning easy and obvious to children by cashing in on the timeless natural laws of Maths.

 

BIG Maths is therefore a rigorous, systematic and structured approach that provides children with a fun and lively experience as they learn through jingles, songs, games and the BIG Maths characters.

 

Big Maths puts the child at the heart of the learning experience.

Don't be surprised if your children come home talking about Clic, Pom, Pim, Squigglesworth or Count Fourways. They will be talking about Big Maths which is being introduced throughout Perton First School.

 

Big Maths helps children to understand the links between core numeracy (the basic principles that underlie all maths) and outer numeracy which is the application of these core principles.

 

C L I C Sessions

 

CLIC stands for ‘Counting’, ‘Learn Its’, ‘It’s Nothing New’ and ‘Calculation’. Maths lessons contain each of these elements.

Counting:

Children will count forwards and backwards in all kinds of steps depending on their level e.g. in 1s, 2s, 3s, 6s or even 25s! When practicing counting at home with your child, make sure you go forwards and backwards.

Don’t always start at 0 – make sure they can count on from 75 to 106 for example.

 

‘Learn Its’:

‘Learn Its’ are addition facts and times tables facts. There are 72 Learns Its in total; 36 addition Learn Its and 36 multiplication Learn Its. These are facts that children need to learn off by heart, so when they are asked ‘What is 6+4 ?’ they are able to give the answer as quickly as they would be able to tell you their name. As soon as they know 3x5=15 they also know 5x3=15 (This is known as a ‘Switcher’).

 

It’s Nothing New: 

This is the most important aspect of CLIC. It is the way children become successful and properly numerate. The idea that 5-things and 3-things are always 8-things is a fundamental concept. Once children understand this concept, we can change the ‘thing’ to other units, e.g. ‘tens’, so that 5 tens + 3 tens = 8 tens. Children begin to learn the concept by counting random unit e.g. bananas, aliens, cats etc. It then becomes much easier to use standard measures such as ml, m, cm, kg, whilst understanding the underlying number concepts.

 

Strange phrases such as ‘Jigsaw Numbers’, ‘Smile Multiplication’ and ‘Where’s Mully?’ are all part of this section of Big Maths. 

Pim the Alien is used to reinforce this concept. He has 3 arms + 4 arms = 7 arms, and he has 3 hands + 4 hands = 7 hands. On each hand he has 10 fingers, so that us 3 groups of 10 fingers + 4 groups of 10 fingers = 7 groups of 10 fingers, which means that 3 tens + 4 tens = 7 tens, and 30 + 40 = 70. Following this principle with young children leads to a deeper understanding and of how numbers work (and they think that it is fun too!)

 

The idea is that the 'learning is nothing new' and children feel able to answer all sorts of questions with real understanding e.g. if a child knows double 4, they can use that to find double 40 with confidence.

Jigsaw Numbers are a way of adding pairs of numbers  equal 100, or decimals equal to 1.0

Smile Multiplication is used for multiplying multiples of 10 e.g. 40 x 6

 

 

 

'Where's Mully?' is a gamw that is played to help children master division, which is traditionally the most challenging of the four operations. Mully Multiple hides behand numbers in a number square and the children have to find him.

 

e.g. He's hiding behind the biggest multiple of 3 without going over 40. Where's Mully? He's on 39!

The word 'division' is introduced later!

Calculation:

This aspect of CLIC is when the teacher will focus on developing the children’s understanding of addition, subtraction, multiplication and division. Big Maths maps out which steps children should do in a clear order and helps teachers to identify where to go back to if a child needs extra support.

Let's Meet Some of the Big Maths Characters!

 

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.

 

Meet Pom!

Pom is Pim's friend. He helps children to learn the maths they need to enable them to talk about their maths. The space on his tummy is for multiples.

Meet Squiggleworth!

Squiggleworth is the Place Value Pet! What is that squiggle worth?

 

 

Meet Mully!

Mully helps is to put numbers in order.

Meet Count Fourways!

Count Fourways challenges you! Count Fourways helps your children to count along different number lines.

 

 

 

 

 

Big Maths Beat That is a weekly times test of your child's Learn Its. The aim is to improve their individual score each time.

 

Here is an example:

How can you help your child?

Big Maths is a very useful tool to help children become numerate… but we still need your support at home.

 

Help your child practice their Maths at home – a few minutes a day is all you need.

 

Insist that numbers are written the correct way round.

 

Congratulate your child if their Big Maths score goes up!

 

Make maths a positive experience. (Don’t tell your child you were no good at maths when you were at school – they will think they should be the same!)

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