Category Archives: Uncategorized

Ahh! March, 2017. And our thoughts turn to . . . (a) Autumn (b) Naplan (c) Easter (d) All the above.

Well, probably (b) is the one front of mind at the moment. But SHOULD IT BE?

Pressures abound on teachers — from co-ordinators, from the administration, from the curriculum gurus, from parents, from the community.

All wanting the best for students. And the best for the school.

Teachers need help. And support. And inspiration. And mentoring.

And — time to think, time to relax and enjoy their careers, their hopes, their families, their hobbies.

So . . . as the psychologists would probably say — “Give yourself a break!”

Go on, spoil yourself a little this week — and EVERY week.



Your MATHS lesson “silver bullet”? Maybe not, but pretty close!

One way to build a POSITIVE vibe in your Maths lessons, and it only costs $4. Try it out! Literally THOUSANDS of primary students around Australia are benefiting each and every week using this tremendous resource.

Practical Maths Leadership materials in primary schools are hard to come by.

And INNOVATIVE, CREATIVE Maths materials are even harder to find.

BUT . . . they exist, they’re written freshly each week, and they’ll add a real, GENUINE SPARK to the way in which the children in your class think about Maths, right now and into the future.

Give them a go! Just $4 and you’ll IMMEDIATELY receive this week’s Maths Pack via email.


Just $4 to discover “Maths Gold”!




Do all Maths problems need a single answer?

The answer, it seems, is “NO!”

In this brave new world of Maths education at primary (and secondary) levels, there’s an increasing emphasis on open-ended maths questions.

Questions that encourage mathematical thinking.

Questions that stimulate interest in things mathematical, without actually having a single solution.

Well, maybe not a SINGLE solution, but possibly MANY solutions.

With each solution demanding a considered approach: —02-can-do-this “How did you do this? Why did you do it that way? Does your answer make sense? Is there a better way to solve the problem?” And so on.

As usual, though, we need to be asking the question, “Does this approach suit ALL students? Or most of them? Or some of them? Or just a few of them?”

And another question. Is it reasonable to expect teachers to be personally equipped to handle the possibly multiple attempts, by multiple students, who may very well get multiple answers to the question being considered?

Teaching is a fantastic career, and with committed, highly-skilled teachers giving of themselves to those children in their charge, the demands are high.

Given the pressures on teachers, is the “open-ended question” approach a step too far, demanding as it does an enormous, some would say unreasonable, commitment of time and dedication to answer open-ended questions that, in many cases, demand quite sophisticated, considered solutions?

An example of an open-ended question for primary students:
“The perimeter of a rectangular swimming pool is 80 metres. What might the length and width of that swimming pool be?”

For OUR SOLUTION to this particular dilemma, feel free to visit our website at — and enjoy the multiple benefits of our particularly unique approach to Maths support for primary (and lower secondary) teachers.







Easter and Maths Questions — Perfect!

Primary teachers are Geniuses — or is that “Genii”?

They are able to take the traditional view of Easter — church attendance, hot cross buns, Easter Eggs, holidays — as an ideal structure in which to invent heaps of maths questions that have a natural interest — a natural intrigue — to the students in their care.

And that’s what WE do, here at The Education Shop.

Make maths meaningful! (Just dig that alliteration!)

But if teachers would like a shortcut, they might like to check out our 3-week freebie trial worksheet offer. Just go to and enjoy, enjoy, enjoy.

Go on! Do yourself a favour! That’s



Teachers — the oldest trick in the book!

Back in the “olden days”, the Teachers’ Union used to give some sage advice to teachers just starting a new year in the classroom.

The advice was especially pertinent to teachers of Infant classes, but in reality applies to all primary school teachers everywhere.

And the advice is simple . . .

When a child gets home at the end of that first school day, the first question a parent will ask is, “What did you learn today?”

So . . .

EVERY TEACHER should ensure that the first day at school includes a song, a poem, a joke, a limerick, a simple maths fact — ANYTHING that will PROVE to a loving parent that school is a great place of learning.

And if you happen to be a bit short of ideas, then go to our website at and request our FREE 3-week maths worksheet trial, which we’ll deliver pronto to you via email.

Remember, first impressions are crucial! Make them GREAT impressions.

Have a GREAT first day at school this year — 2016!

Primary Teacher Week 1 Maths Success!

EVERY primary teacher wants a first week success with his / her class.

No doubt about it!

So, for a FUN — but worthwhile — foray into Maths for teachers of Years 3, 4, 5 and 6, you can do no better than to go to the Aussie Ninja of WORD PROBLEM maths fun worksheets.

Totally free for 3 weeks. And worth EVERY CENT of it!

3 levels: Middle-primary, Upper-primary, Extension

Students love them! Teachers love them! Parents love them!

They’re GREAT for use as ready-made HOMEWORK SHEETS. They come with ANSWERS, which adds to their practicability and ease of use, from the teacher’s perspective.

And there’s nothing to pay. Give them a go. Right now!

Didn’t someone say, “The best things in life are FREE?” Well, for 3 weeks these are free, anyway!

The 3-week FREEBIE is available at and it’s absolutely true that there are NO STRINGS ATTACHED!

After the 3 weeks, you and your teaching colleagues can consider the TRUE value of these worksheets. And take the appropriate action. Or not!

All we can do is offer the freebie of an excellent, fun, Aussie, worthwhile Maths product.

Don’t ponder it! JUST DO IT!!


Which is right? “BOMDAS” or “BODMAS”

Well, who would have thought?

There I was, asking a simple Maths question to challenge the Facebook masses.

And challenge the masses I did, judging from the kazillions of responses.

“What’s the question?” you ask.

Here ’tis . . .


Is the answer 9, or is it 1?

There are strong feelings on both sides. Where do YOU stand on this important issue?

BUT, importantly, if there is some confusion in the teaching ranks (and others, too!) about such a seemingly straight-forward question as this, WHAT HOPE HAVE OUR STUDENTS OF GETTING IT RIGHT?

Now, I’m prepared to enter a discussion in favour of either answer. But the truth is, I’m quite certain that I KNOW the correct answer, whereas many others are — well — just a little less certain.

My main point, however, is that a curriculum that creates uncertainty about such a fundamental thing as BOMDAS or BODMAS (or BEDMAS, as some would have it!) is a curriculum that needs to be fixed. And NOT by the very maths geniuses that created the uncertainty. Rather, by those of us who want our kids to enjoy maths, to be fascinated by maths, to LOVE solving that equation, to actually ENJOY vulgar fractions.

Oh, by the way . . . what IS your answer to the question?????