Category Archives: Vulgar Fractions

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




Sometimes Primary-age students just need something to make them LOVE maths . . . and here it is!

Yep! Some kids HATE maths.

No surprise there!

Every primary teacher has seen it! THAT LOOK that covers the face when it’s Maths Time!

(There should be an EMOTICON for that look!)

Anyway, the time has come to replace THAT look with a look of POSITIVE INTEREST and OPTIMISM and ENTHUSIASM in maths lessons.

And  . . . here’s one way. Just one! But it works! FRESHLY EVERY SCHOOL WEEK!

It’s not JUST maths, either! It involves reading comprehension, usually a little discussion with a classmate or teacher, and an interest-packed Maths exercise that’s FUN, topical, full of interest, and teaches HEAPS about how useful Maths is in everyday life.

AND . . . you can try it out for 3 weeks — totally free of cost or obligation.

Go on, give it a go. Chat about it at school with your teacher friends, your Principal, the students in your class.

Try it out as a lesson-starter. Or as ready-made HOMEWORK SHEETS.

MANY teachers have visited! As have many schools! And they’re ecstatic!

Oh, yes, of what am I speaking? (I almost forgot to mention it!)

Visit to find out. Go right NOW, and we’ll respond within the hour!


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?????


Teachers — Frustrated by Vulgar Fractions?

Well, we’re just putting the finishing touches to what may well be the world’s MOST BORING book of all time!

It’s about — yes, you guessed it! — Vulgar Fractions.

Now, after years of teaching this boring — but vital — topic to students in middle-primary, upper-primary, and even lower-secondary levels, I know how frustratingly-difficult this topic can be.

So, I’m doing something about it.

As you probably know, some students grasp the addition, subtraction, multiplication and division of vulgar fractions, along with the necessary understanding of equivalent fractions and fractions as operators, really easily.

But many, many other students struggle with this entire topic.

And that’s for one very simple reason.

Practice. Or lack there-of.

Well, within around 3 weeks we’ll have put together arguably the most valuable book of practice exercises in Vulgar Fractions ever produced.

Students won’t have to solve EVERY problem. No, just enough to ensure that they have grown in their understanding and skill level, skill-by-skill, stage-by-stage.

You’ll have to wait for it. But if you’re interested, please leave a comment and contact details below. We guarantee to contact you on completion of this boring, but incredibly valuable, teaching resource.