Author: Lyn

Big Maths

Created by Mrs Goodfield and Mrs Trigg.

The aim of this leaflet is to help you gain a greater
understanding of what Big Maths is and how you can help your child progress.

This booklet contains some of the vocabulary your children will be using in school as part of their Big Maths sessions.

FACT FAMILIES
Fact families are introduced to pupils in Year 1.
This concept helps children to turn a 1 digit add 1 digit fact into a family of four facts.
“Complete the fact family for 3 + 2 = 5.”
3 + 2 = 5
2 + 3 = 5
5 - 3 = 2
5 – 2 = 3
This can be used with multiplication and division-
3 x 6 = 18 - Write down the fact family for this fact-
6 x 3 = 18
18 ÷ 6 = 3
18 ÷ 3 = 6
This helps children understand the inverse relationship
between addition and subtraction, multiplication and division.
These may also be written in the form of a triangle.

8

+
-

15

7

SQUIGGLEWORTH
Squiggleworth is introduced to pupils in Year 1
Squiggleworth helps pupils to partition numbers and focus on place value. This is a key element to help with doubling and halving, addition and multiplication at later stages.
Children learn to partition 2 digit numbers first, then use these skills to progress to 3 digit numbers and then numbers with 1, 2 and even 3 decimal places.
Here are some examples:
36 127
30 6 100 20 7
3.65
3 0.6 0.05

PIM
Pim is introduced to pupils in Reception.
Pim has three arms on one side and four arms on the other. He also has three eyes on one side and four eyes on the other etc. This is to remind pupils that 3 things and 4 things = 7 things. We can change the thing to anything but the total will still be 7.
Examples:
3 + 4 = 7
3 things + 4 things = 7 things
3 tens + 4 tens = 7 tens
30 + 40 = 70
As pupils progress, they use this principle in other areas.
3kgs + 4kgs = 7kgs
3m + 4 m = 7m
3 hours and 4 hours = 7 hours

POM
Pom is introduced to pupils in Key Stage 2.
Pom is a Big maths character to help pupils understand the mathematical vocabulary of multiples, factors, square numbers and prime numbers. He provides a fun framework for presentation of these concepts.
Pom has a space on his tummy for the number in question. For example 36.
To begin with, the numbers 1 and the number itself (i.e. the number on his tummy—36) should be recorded in each eye.
Then any pair of factors that are discovered are written as a pair at the end of each arm. Children can check that each pair can be multiplied together to create the product in the tummy. E.g. 2 x 18 = 36, so 2 and 18 are written on the end of an arm.
When there is a single factor, e.g. 6 x 6 = 36, the single factor (6) will be recorded on his square tail.

SMILE MULTIPLICATION
Smile multiplication is introduced at the end of Year 2.
Smile multiplication is the Big Maths name for multiplying by multiples of 10. Smile multiplication is so called because of the smiley face that is drawn by children during the process.
For example:
3 x 40 starts with taking the tables question 3 x 4 to give the answer 12.
There is 1 zero in the question (the one after the 4)
So this is placed on the end of the 12 to give 120. So 3 x 40 = 120.
Pupils are reminded in class that when multiplying by 10 the digits move one place to the right, e.g. units move to tens. This is reinforce practically and is important to ensure understanding when multiplying decimal numbers.

WHERE’S MULLY
Mully is introduced to pupils by the end of Year 2.
Mully is a nice step into division and remainders. Pupils work through their tables, smile multiplication and coin multiplication to be able to find out what number Mully is hiding behind! Again the importance of knowing times tables is key to success in this area! Initially Mully starts within the tables that pupils have learnt, and then moves above and beyond the tables. Some examples:

He’s hiding behind the biggest multiple of 5 without going past 23. So … Where’s Mully?

He’s hiding behind the biggest multiple of 5 without going past 17. So … Where’s Mully?

He’s hiding behind the biggest multiple of 4 without going past 57. So … Where’s Mully?

He’s hiding behind the biggest multiple of 9 without going past 275. So … Where’s Mully?

This is above
the tables!

This uses smile
multiplication!

COIN MULTIPLICATION
Coin cards are introduced to pupils in Year 2.
The building blocks for coin multiplication come about by taking a given number (usually a 2 digit number) and then finding the 1st, 2nd, 5th, 10th, 20th, 50th and 100th multiples of that number. Children are shown how all of these multiples can be found simply by:
multiplying by 10
halving and
doubling.
Starting a coin card begins in Year 2 with children finding the 1st and 10th multiple. They build up their skills so that by Year 6 pupils can complete a full coin card and will be using the cards to help with calculations.
Here’s an example of a full card and how it can be used!
31 x 68 - Lets make a coin card for the 68 x table!
68
1 68
2 136
5 340
10 680
20 1360
50 3400
100 6800
200 13600
So 31 x 68 = 20 x 68 = 1360
10 x 68 = 680
1 x 68 = 68 +
2108

JIGSAW NUMBERS
Jigsaw Numbers are introduced to pupils in the last term of Year 1.
Using this concept pupils can find the missing number to 10, 100 and 1000. See picture above.
Throughout KS2 pupils will learn to develop jigsaw numbers first to 100, then to 1000, then to use these skills with decimal numbers.
47 + ? = 100
We know the units add up to 10 so that has to be 3, we know any other place value column adds up to 9 so that has to be 5
47
53 jigsaw number!

We hope this helps you to
understand how we are using Big Maths to help with your child's Numeracy
development .
Created by Mrs Goodfield and Mrs Trigg.

LITTLE BIG MATHS
As a precursor to Big Maths we are also delighted to be using… LITTLE BIG MATHS, within Nursery and Reception classes. Core Numeracy skills are broken down into small steps and are taught through a range of multi sensory activities. Pupils are taught counting by rote, recognising numbers, writing numbers, ordering numbers and also begin to learn key Number facts. It links closely with Big Maths and will provide pupils with a firm foundation in Numeracy.