Subtraction often feels straightforward until you face a problem like 7 minus 9. Many people immediately say, "You can’t do that," because it seems impossible to take away more than you have. But this common belief limits how we understand subtraction. The truth is, 7 minus 9 equals –2, and this result makes perfect sense when we rethink subtraction beyond just "taking away." This post explores why 7 − 9 is not only possible but also a useful way to understand numbers on a br

Unitising  is the ability to treat a group of things as a single “unit” and then work with that unit as though it were one object. It’s a fundamental mathematical idea, yet often one of the least visible. When children can unitise, they can see ten ones as a single ten , two socks as one pair , or 100 centimetres as a single metre . It unlocks a huge amount of future learning. Look at the images: coins, crayons, socks, fractions, measures. They might seem unrelated at first g

Addition structures

In Key Stage 2, we often introduce square numbers with a familiar line: “A square number is a number multiplied by itself.” It’s well‑intentioned, but it’s also a little clumsy. Children may memorise that 6 × 6 = 36, but memorisation alone doesn’t offer depth. It doesn’t help them see the structure beneath the surface. A more meaningful explanation is that a square number is a number multiplied by the same factor . This small shift in language matters. It encourages pupils to

In the Early Years, something beautifully simple happens in maths lessons. A child places one counter on the table, then two counters next to it, and we say, “One add two makes three.”  Then, almost magically, we slide the counters around, swap their order, and show that “Two add one also makes three.” That small moment, children watching counters trade places while the total stays the same, is their first meeting with the commutative property. They don’t call it that, of cou

As educators, we understand the importance of building a strong foundation in mathematics. One critical skill that lays the groundwork for more complex mathematical concepts is multiplication . The ability to quickly recall multiplication facts is essential for problem-solving, understanding patterns, and tackling higher-level math. In this blog post, we’ll explore the innovative resource called “Times Tables - I Do, We Do, You Do” . Designed to engage students and enhance th

Subitising is the ability to instantly recognise the number of objects in a small set without the need for counting. This skill relies on...

Mathematics is a language and culture in its own right, and just like any language, it has its own specific and technical vocabulary....

Subitising is the ability to look at a small group of objects and instantly know how many there are, without counting. It is a...

Fractions can be a tricky concept for children to learn and adults to teach effectively. Fractions are a part of a whole but before we...

We have seen how triangles have interior angles of 180° . This is essential knowledge we want to 'stick' with children. But, how do we...

Prime numbers and how we categorise the number system.

We have already written about the way maths cateogrises numbers including prime numbers and vampire numbers but there are many different...

Quadrilaterals A quadrilateral is a four-sided polygon in geometry. It can be defined as a shape with four straight sides that form four...

Triangles

HOW can we teach multiplication so it sticks?

Maths is full of symbols. Some of the more familiar are that addition and subtraction symbols. The equals symbol is a relative newcomer...

Place value, negative numbers, decimals and rounding in the number system.

Many number systems have developed across history and civilisations. We are probably most familiar with base 10. It is likely we count in...