Someone has a "big maths beat that" sheet they wish to share?

[Arkadia]

I am looking for any sheet for Yr1 and yr2 from week 11 onwards, according to the classification on the sheet itself.

Not looking for the CLIC sheet, but the learn-its ones (i.e. the ones with sums and multiplications)

Note, you can find weeks 1-10 on the internet, so that's why I am looking for different ones.

Am I making sense?

Thanks ;)

“Probably I would have preferred to see a sheet full of sums and takeaways with that learn it, rather than being told to chant 2-3 facts tops without any context (or at least I was not given the context).”
If they are teaching Big Maths in school it’s in context and the Learn It’s are very tiny part of the program.

“I think the whole point of Big Maths stuff is improving the 'instant recall' though isn't it?” That’s just the Learn It element.
Big Maths uses something they call progress drives basically a progressing of teaching for each element
CLIC
Counting
Learn it’s
It’s nothing new! (Using what you know already )
Calculation
And SAFE
Shape
Amounts (measurement)
Fractions

And Dangerous Maths

http://www.andrelleducation.com/big-maths/

When my ds was in yr3, they did weekly Big Maths by streaming whole year group.
mrz, your post made me wonder what that was all about. They said it was problem solving and investigation work. That seems totally different from what OP's description of Big Maths. I don't think he has done any sort of repetitive work by Big Maths.

Norest thank you for the picture and the link.

No, never heard of any of that (but there again, I have no idea what happens in the school ;) ). All I know is the very limited info my DD lets slip. From what I hear they do some factoids, but I wonder what kind of work they do with it if any - or whether they are supposed to do any.
All I got from the school up to last year is "this week practice 7+8 and 6+5" (or variations thereof). That's it, hence the confusion.
This year still nothing, despite the learn-its being mentioned in the "homework grid". I asked at parents night and the teacher said "whoops... Someone must have forgotten to hand them out. "
Anyway, now I can make more sense of the "beat that" and have imparted the knowledge to my DD who, according to what she told me, wasn't that clear either.

OT
As an aside.. I canNOT stand the endless use of acronyms. Wherever you go, if you don't make an acronym out of a snappy word, material creators seem to think that their material is useless or it won't get any attention. Instead it ends up with the acronym driving the content and not vice-versa.
Alas, it is a ubiquitous trend in the English speaking world, but to me it makes look the material gimmicky.
/OT

Just to clarify, I know of CLIC, but not of SAFE and I have never seen that picture nor its content was ever discussed.

The materials were created by a head teacher for his school where pupils were struggling with basics. He broke down the knowledge children needed to know into small steps. It was extremely effective in his school and he shared his ideas with other schools.
Yes the acronyms and characters are gimmicky but they appeal to most children and help the information stick.

7 +8. Should be noted to be a near double and so can be 14 +1 or 16-1 to get 15. The point is to use your mental maths strategies and not your fingers to count onwards!

So how does Big maths works for able children? Is it only for struggling ones?
Seems like our school has ditched it, they haven't used it since yr4.

Children move at their own pace By Y4 most children will have completed the Learn It’s.

take the 3 from the 8 and put it with the 7 so now you have 10 and 5 which is of course 15 - that's how I picture it in my head).

Use number bonds - you know that 8+2 = 10, you have 5 left from the 7 so 10+5 =15.

At our school, it wasn't like that. They introduced Big Maths day in yr3, where they split whole year group into 3 groups, and spent 2 hours doing something. It was nothing like repetition work described here.
And that was it. No big maths since start of yr4.
Maybe they were testing, and didn't go for it. I don't know.

fairy I am using number bonds! 7+3=10!

But in my head I see 6,7,8,& 9 sort of on my hands, so 8 = 5+3.
I just happen to use the 3 from the 8 to add to the 7, rather than the 2 from the seven to add to the 8.

To be honest, the jury in my head is out with some of this 'near doubles' and 'use number bonds' etc.
My less able children would probably have been better off spending the time on core basics without trying to learn the shortcuts. They to some extent ended up with a toolbox of tricks that they didn't know properly, and couldn't recognise when to use. Whereas learning and instilling a couple of basic methods, though slower, has been more effective.

An example of this was %. My DD1 in primary was taught all sorts of tricks 10% - divide by 10, 25% divide by 4 (or halve and halve again). But to her it was a bunch of disjoint rules. It was only when I sat her down and taught her the generic method that she finally 'got' it. After becoming solid on the basic method she was only then able to learn some of the short cuts, as she finally has a tree on which to hang the knowledge.

(Sorry, OP, possibly a bit off topic)

Teentimestwo. Clearly your daughter had some gaps in her knowledge.
It's good you managed to fill them, and now she understands how to use the shortcuts. In the SATS they expect children to be able to use the shortcuts, or at least show their workings of how they got there.
I am working with some year 6 s that have gaps that need plugging and we are going back to basics before going on to the shortcuts.

I think my general point on this thread is that, whilst Big Maths stuff can be very good for a good chunk of children, for the children who don't have the recall and sorting ability in their brain, the time spent trying to learn all the facts from memory would be far better spent learning the few basic principles and making sure they can apply them.

At which point you decide a child can't do it though and switch approaches, I'm not sure. But it didn't work for DD1 (who turned out to have dyspraxia) nor for DD2 currently y8.

“the time spent trying to learn all the facts from memory would be far better spent learning the few basic principles and making sure they can apply them.” They should be taught from basic principles if the school is actually teaching Big Maths rather than just sending home number facts to memorise.