Start where numbers make sense to your child.
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| Idea | A practical starting point |
|---|---|
| Quantity | Compare two groups of objects and explain which has more. |
| Place value | Build a number with grouped objects and connect it to its written digits. |
| Addition and subtraction | Show a change in quantity before recording a calculation. |
| Fractions | Share equal groups or divide a shape into equal parts. |
One possible approach is to show an idea with objects, draw it and then record it in numbers. For example, your child could make equal groups, sketch them and connect them to a multiplication statement. A tutor should check the connection at each stage rather than assume that remembering the written method means the idea is secure.
How do you choose a starting point?
Ask how they would identify what your child understands without making the first lesson feel like a race.
How do you revisit an idea?
Discuss ways to practise in different contexts while keeping the underlying representation familiar.
How will we notice progress?
Look for clearer explanations, more independent choices and less uncertainty with a specific skill.
No. Maths difficulties have different explanations. Tutoring can support learning but should not be presented as a diagnostic assessment.
Discuss this with the tutor. Speed need not be the starting point. Understanding a quantity or method may be a more useful immediate goal.
Experience is self-reported and qualifications vary. Use the free 15-minute introduction to ask about training and their experience with primary-age learners.
Book a free 15-minute introduction — meet your tutor and discuss your goals.