It’s usually one missing step, not the whole subject

What’s usually going on

Maths stacks like nothing else at school — each idea stands on the one before it. So one wobbly step early on can make everything after it feel hard, and that reads as “bad at maths” when it isn’t. The fix is rarely more of this year’s work. It’s finding the step that never quite settled — and very often, it’s a place-value step like the one this chain ends on.

Usually a chain, not one thing

Each link below is a real skill from the map, in the order they usually stack. The “builds on” lines aren’t our opinion — they’re the map’s own connections, with its reasons.

1. 1

   One-to-one counting ages 4–6

   Your child can touch each thing once as they count, saying one number for each. They do not skip any or count the same one twice.

2. 2

   How Many in Total? ages 4–6

   Your child knows the last number they count is how many there are. Count five toys — one, two, three, four, five — and there are five, however they are arranged.

   Builds on “One-to-one counting”: Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'.

3. 3

   Reading and writing numbers to 20 ages 5–6

   Your child can read a number like 17 on paper and write it themselves. They know what each digit stands for.

   Builds on “How Many in Total?”: Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality).

4. 4

   The teen numbers ages 5–7

   Your child can see a teen number like 14 as one ten and four more. With 14 blocks, that is a full tower of ten and four left over.

   Builds on “Reading and writing numbers to 20”: Composing/decomposing teen numbers requires reading and writing those numerals.

5. 5

   The two digits of a two-digit number ages 6–7

   Your child knows that in 47, the 4 means 4 tens (40) and the 7 means 7 ones — not just 'four seven'.

   Builds on “The teen numbers”: General two-digit place value extends from understanding teen number composition.

6. 6

   Place value understanding and number facts ages 6–7

   Your child can use what they know about tens and ones to solve problems. Knowing 34 is 30 and 4 helps them add 34 + 20.

   Builds on “The two digits of a two-digit number”: Using PV to solve problems requires understanding tens and ones.

See this chain lit up on the map →

“Behind” compares your child to a year level. But gaps aren’t about age. A Year 4 child with a Year 2 gap fixes the Year 2 gap first. It usually goes fast — everything else was waiting on it. Ages are guides, not deadlines — follow your child’s pace.

How to find the missing link

Start at the first link and work down in order. Open each skill and check its “How to tell they’ve got it” signs. The first one that wobbles is usually your missing link — work there, gently, instead of drilling the thing itself.

The chain above is the most common spine — but your child’s missing step might be anywhere. Take the topic that’s hard right now, find it on this site, and look at its “Builds on” list. Walk backwards until you hit solid ground. Going back is the fastest way forward.

What to check at home

• Ask them to read 17, 71 and 107 out loud. Mix-ups there point straight at place value — the most common missing step of all.
• Ask “what’s ten more than 43?” If the answer comes by counting ones on fingers, the tens idea isn’t solid yet.
• Search the skill that’s hard right now and open its page — the “Builds on” list is your map backwards.
• Keep sessions short and end on a win. Ten calm minutes beats forty tense ones.