Marvellous Maths
at St Swithun’s
An information evening for parents
Aims of session…

To give you an overview of the new National
Curriculum for Maths that became statutory in
September 2014

To talk briefly about Big Maths

To demonstrate how we teach multiplication and
division using the progress drives
Why a New Curriculum?
 “Our
Primary Curriculum in maths and science
focuses insufficiently on key elements of
knowledge and is not demanding enough.”
– DFE

In mathematics there will be greater rigour. There is a
greater emphasis on arithmetic and the promotion of
efficient written methods of long multiplication and
division (only when the foundations have been
embedded). There will also be more demanding content in
fractions, decimals and percentages.
Aims of Mathematics
Fluency
Aims
Reasoning
Problem
Solving
Aims of the National Curriculum

The national curriculum for mathematics aims to ensure that all
pupils:

become fluent in the fundamentals of mathematics, including through
varied and frequent practice with increasingly complex problems over
time, so that pupils develop conceptual understanding and the ability
to recall and apply knowledge rapidly and accurately.

reason mathematically by following a line of enquiry, conjecturing
relationships and generalisations, and developing an argument,
justification or proof using mathematical language

can solve problems by applying their mathematics to a variety of
routine and non-routine problems with increasing sophistication,
including breaking down problems into a series of simpler steps and
persevering in seeking solutions.
“The expectation is that the majority of pupils will move
through the programmes of study at broadly the same pace.
However, decisions about when to progress should always be
based on the security of pupils’ understanding and their
readiness to progress to the next stage. Pupils who grasp
concepts rapidly should be challenged through being offered
rich and sophisticated problems before any acceleration
through new content. Those who are not sufficiently fluent
with earlier material should consolidate their
understanding, including through additional practice, before
moving on.”
National Curriculum for Maths Sept 2014
Old curriculum
How the
curriculum
is
divided up
Using and applying
Counting and understanding
number
Knowing and using number facts
Calculating
New curriculum
Now throughout Number – place
value
Addition and subtraction
Multiplication and division
fractions (Yr4 decimals within
fractions and upper KS2
Decimals and percentages)
Ratio and proportion (Yr6 only)
Algebra (Yr6 only)
Understanding shape and space
Geometry properties of shape,
position and direction
Measuring
Measure
Handling data (inc probability)
Statistics (Yr2 start),
Key Changes - overview

There are earlier and more challenging requirements for multiplication
tables, which have been increased to 12x12.

The curriculum has clear expectations around written methods in addition to
mental methods.

There is an earlier and more challenging requirement for fractions and
decimals.

There is an increased requirement for pupils to use formulae for volume and
to calculate the area of shapes other than squares and rectangles.

Probability has been removed from the primary curriculum.

There is an increased requirement for understanding of proportional
reasoning – for example through volume and calculations with fractions.

Financial education has been reinforced, with a renewed emphasis on
essential numeracy skills, using money and working with percentages.
Overview continued…

The curriculum has a strong steer that the use of calculators should be
restricted until the later years of primary.

There is a greater emphasis on the use of large numbers, algebra,
ratio and proportion at an earlier age than in the current
documentation.

Roman numerals have been introduced in the Year 3 curriculum.

There is a focus on counting beyond whole numbers, eg, decimals,
fractions.

Abstract symbols have been introduced in Year 1.

Data handling has decreased, but the curriculum makes more
reference to the interpretation of data.
Year 1 Key Changes

Number - higher expectation for counting – to and across 100
orally, forwards and backwards. Higher expectation for recall of
number bonds – not just pairs that total 20 but all number
bonds within 20. Read and write numbers to 20 in words as well
as numerals. One step problems involving multiplication and
division using arrays and pictorial representations.

Fractions – find and name halves and quarters of objects and
numbers.

Measurement – much more specific vocabulary across different
types of measurement. Recognising values of different
denominations of coins and notes.

Geometry – children should describe position, direction and
movement in whole, half, quarter and three quarter turns.
Year 2 Key Changes
Number – counting forwards and backwards in 1s, 2s, 3s, 5s and
10s. Children are still expected to mentally calculate with 2
digit numbers using tens and ones and using objects and
pictorial representations adding two 2 digit numbers and two 3
digit numbers. Children expected to find halves, quarters, two
quarters, three quarters, and one third of a length, shape, set
of objects or quantity. Children should write simple fractions
example ½ of 6 = 3 and recognise the equivalence of 2/4 and
½.
 Measurement – specific indications of standard units for
measurement.
 Geometry – arrange combinations of mathematical objects in
patterns and sequences (early algebra).
 Statistics: Using tally charts is stipulated.

Year 3 Key Changes

Number – counting forwards and backwards in multiples of 2,3,4,5,8,10,50
and 100. Children are expected to count forwards and backwards in tenths.
Compare and order numbers up to 1000 (as opposed to at least to 1000).

Add and subtract mentally (one and two digit numbers before) three digit
number and ones, three digit number and tens, three digit number and
hundreds. Use formal written methods of columnar addition and subtraction.

Recall and use multiplication and division facts for 1,2,3,4,5,8,10, times
tables. Using mental and progressing to formal written methods for
multiplying and dividing two digit numbers. Add and subtract fractions with
the same denominator within one whole ie. 5/7 + 1/7 = 6/7. Compare and
order unit fractions with the same denominator.

Measurement – measuring perimeter of simple 2D shapes. Telling time using
Roman Numerals from 1 to 1 and using the 24-hour clock. Telling the time to
one minute intervals (five previously). Know the number of seconds in a
minute, days in each month, year and leap year.
Year 4 Key Changes

Number – counting in multiples of 6,7,9,25 and 1000. Counting up and down in
hundredths. Finding 1000 more/less than a given number. Read Roman numerals to
100 (l to C) and know that over time, the numeral system changed to include the
concept of zero and place value. Use formal written methods of columnar addition
and subtraction where appropriate.

Recall all multiplication facts up to 12 x 12 (was 10 x 10). Specifies multiplying by
zero and 1. Recognise and use factor pairs in calculation ie. 24 = 12 x 2, 6 x 4, 8 x
3. Multiply two digit and three digit numbers by a three digit number. Distributive
law mentioned – ie. 39 x 7 = 30 x 7 + 9 x 7. Rounding decimals with one decimal
place to the nearest whole number. Add and subtract fractions with the same
denominator

Geometry – Identify acute and obtuse angles and compare and order angles up to
two right angles by size. Identify lines of symmetry in 2-D shapes presented in
different orientations. Describe movements between positions as translations of a
given unit to the left/right and up/down. Describe positions on a 2D grid as
coordinates in the first quadrant (moved to year 4 from year 5).

Statistics – Interpret and present discrete and continuous data using appropriate
graphical methods including bar charts and time graphs.
Year 5 Key Changes

Number – Read, write, order and compare numbers to at least 1,000,000 and
determine value of each digit. Count forwards and backwards in steps of powers of
10 for any given number up to 1,000,000. Round any number up to 1,000,000 to
the nearest 10, 100, 1000, 10,000 and 100,000. Read Roman Numerals to 1000 (M)
and recognise years written in Roman Numerals.

Add and subtract whole numbers with more than 4 digits, including using formal
written (columnar addition and subtraction). Children should identify multiples
and factors, including finding all factor pairs of a number and common factors of
two numbers. Know and use vocabulary of prime numbers, prime factors and
composite (non prime) numbers. Establish whether a number up to 100 is prime
and recall prime numbers up to 19.

Multiply numbers up to 4digits by a one or two digit number using a formal written
method, including long multiplication for two digit numbers. Divide numbers up to
4 digits by a one digit number using the formal written method of short division
and interpret remainders appropriately for the context. Recognise and use square
numbers and cube numbers, and the notation for squared ² and cubed ³.

Solve problems involving multiplication and division including using their
knowledge of factors, multiples, squares and cubes. Multiply proper fractions and
mixed numbers by whole numbers, supported by materials and diagrams.
Year 6 Key Changes

Number – Read, write, order and compare numbers up to 10,000,000 and
determine digit values. Multiply four digit by two digit whole numbers using
formal method of long multiplication. Divide numbers up to 4 digits by a two
digit whole numbers using the formal written methods of short and long
division. Multiplying simple pairs of proper fractions ie. ¼ x ½.

Ratio and Proportion –solve problems involving similar shapes where the scale
factor is known or can be found.

Algebra (everything). Use simple formulae, generate and describe linear
number sequences, express missing number problems algebraically, find pairs
of numbers that satisfy an equation with two unknowns, enumerate
possibilities of combinations of two variables.

Measurement – Recognise that shapes with the same areas can have different
perimeters and vice versa. Calculate the area of parallelograms. Calculate,
estimate and compare volume of cubes and cuboids, cm³, m³ and mm³ and
km³.
How do we teach calculation?

At St. Swithun’s our wish is to teach calculation with understanding, and not
just as a process that is to be remembered.

Teachers use a range of practical and visual activities which then become
more abstract, until they become informal written methods and then formal
written methods.

We are not in a hurry for children to use formal methods.
Some children may be able to remember a process but
learning in this way without understanding is never a basis
for future development.
Why do we use Big Maths at St Swithun’s?

Clear progression from year to year

Common methods taught and language used throughout the school

Builds on prior learning and ensure children are secure in their
knowledge

Objectives are clearly matched to the new National Curriculum
objectives

Focus on improvement of 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.
What is CLIC and how does it 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)
How is the daily maths lesson organised?
Monday to Thursday:
A CLIC session each day of 10-15mins. This, then, leaves
time for the main part of the mathematics lesson, which
may be the extension of learning in an aspect of CLIC or may
be an aspect of maths not addressed through CLIC, such as
co-ordinates.
What happens on a Friday?
Big Maths Beat That – timed challenge where children answer
‘Learn Its’ questions. The aim is to beat their previous score.
In addition to this, each class will complete a CLIC test once a
week which is an untimed test made up of questions on several
areas of maths. Each week the children enjoy trying to beat their
own score from the previous week.
Time to mark discuss methods and work on individual skills so that
the children will be able to apply this to their subsequent CLIC
tests. It is essential to revisit previous focus areas in order to
consolidate learning.
CLIC and Learn its challenges are available for you to have a look
at.
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 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.
Meet Squiggleworth!

Squiggleworth, the Place Value Pet!

What is that squiggle worth?
Mully Multiple

‘Where’s Mully’ is a Big Maths
game where the objective is to
find where Mully is hiding on
the number square. It is about
extending children’s knowledge
of multiples. Children are asked
to find Mully by identifying the
largest multiple of a given
number yet staying in the
parameters of a limited
maximum number.
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 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
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
Smile Multiplication

Smile multiplication leads into
partitioning which then leads to grid
method.
Almost finished…

What can I do to help my child?

Feedback on this and future workshops around

This presentation in addition to our calculation policy and the hand out will
be available on the school website.

Thank you for coming!