From Math Professor Anna Stokke "If students struggle with fraction arithmetic, algebra is inaccessible. If they struggle with basic number operations (including times tables), fractions are inaccessible. Math is hierarchical & gaps compound. There's no way around it. We have to get math right in primary." What is your child struggling on right now ? Which building block would you like us to help with ?

🎉 We just hit 30 members — and I couldn't be more excited about the people in this community. Before we go any further, I'd love for us to actually know each other. Drop a quick intro below 👇 Tell us: 📍 Where you're based 🧒 Your child's age and where they are in their math journey 🎯 What you're hoping to get from being here

Every weekend we upload two Math stories - one of elementary schoolers, one for middle schoolers. This week we have the establishment of counting for our elementary schoolers, and introducing parabolas with Archimedes for our middle schoolers. You can check out all the stories so far in our classroom: https://www.skool.com/primemath/classroom They are a fun way to introduce a new Math concept to your child. If you'd like, there is a worksheet with them that you can work through together, to reinforce the Math concept for your child. But no worries if you just want to read the story, and stop there. Please give us feedback - what concepts would you like to see us do next ? How can we make the stories better or easier to use ? Please leave a comment below !

💬 A parent told me something recently that stuck with me. "He used to avoid math completely. Now he actually asks to do it." This wasn't a student who was always top of the class or thought of as "gifted". This was a child who: ✦ Got frustrated easily ✦ Shut down when things didn't make sense ✦ Had already started saying "I'm just not good at math" At first, nothing felt different. He was hesitant. Slow. Unsure. But instead of pushing forward, we focused on something most people skip. We went back. Not randomly. Not to "review everything." But to find the exact point where things stopped making sense — and rebuild from there. Step by step. No pressure. No rushing. Just clarity. And then something shifted. → He started answering more confidently → He stopped second-guessing every step → He began to understand why things worked The biggest change wasn't his results. It was his attitude. From avoidance → to engagement From "I can't do this" → to "wait… I get it" That's what happens when the foundation is rebuilt properly. It's not about doing more. It's about fixing what was missed. I’m curious: What’s your child’s current relationship with math? A. Avoids it completely B. Gets frustrated quickly C. Neutral (does it, but no interest) D. Enjoys it Comment A, B, C, or D 👇

I am 75 now, but when I was teaching I was free to do it my own way. Numbers were play, especially mental arithmetic. So how did I do it? How did I make it fun? They would ask me… can I tell you what I know? Be it counting to 10 or reciting their 9’s or their ten’s! The five’s… they all lived the five’s! When did we do this? Often there was a waiting time, when the whole class of 30 were lined up for lunch. We would chant. - Probably one of the favourites was 2,4,6,8, who do we appreciate? yeah! Mee! Hands would go up! Me, me. Ok Billy.. count to 5.. he does, everyone claps. We all count to 100. We all count on tens. Chant again, everyone…2,4,6,8…who do we appreciate? Cheering.. ok Jill Q:what comes next..2,4,6,8,? Jill “ten” everyone claps Let’s all say it…2,4,6,8,10 Again, again.. Repeat from * Q: who can say all their twos… lots of hands go up..me, me pick me… ok Jonny..how far can you go? A: Jonny… 2468,10 12 , he doesn’t stop until he gets to 30. Next Everyone I say one, they say two, I say three, they say 4, I say 5, they say 6,etc ( repeat..they start, they say 1) We do it again but I have to whisper. We do it again they have to whisper. We do it again..I can only mouth it.. ( repeat..this time 3’s) ( or 5’s… they all like the 5’s) We do the appreciation thing again… We say the rhyme one, two, buckle my shoe… with all the actions. After lunch we are in the playground… they come running up to me..so the games and the chants continue.. even all the kids wanting those who struggle to succeed. They help each other too…going off to dance and skip to their maths rhymes and chants. They love it! Home school… do this after bedtime story…do it in the car..dance to it,skip to it..