Ping Tutoring

Ping Tutoring Tutoring for KS2 and KS3 in your own home or online, delivered by a highly experienced teacher.

07/10/2026

Precision fishing! Not maths related, but too good not to share. Spotted on my run this morning - what a lovely way to start the day 😊

A great game to help with rounding from Head Start Primary Tuition. I found this one very useful. We initially tried it...
06/10/2026

A great game to help with rounding from Head Start Primary Tuition. I found this one very useful.

We initially tried it with rounding 2-digit numbers to the nearest 10. Extending this to 3-digit numbers (still to the nearest 10) foxed my learner at first, but very quickly she grasped what was going on and we moved to 4-digit numbers. A future lesson is going to be changing the board so we can use it for rounding to the nearest 100.

PING! 💡

Using place value dice to generate numbers, and using this for a quick practice of subtractions where there are lots of ...
03/10/2026

Using place value dice to generate numbers, and using this for a quick practice of subtractions where there are lots of zeros and several exchanges needed. Well done young lady! 👏👏👏

FELLOW TUTORS, my business page has changed recently (without my help) and I’m wondering if yours has too. Instead of ...
01/10/2026

FELLOW TUTORS, my business page has changed recently (without my help) and I’m wondering if yours has too.

Instead of seeing all the wonderful pages that I follow at the top of my feed, I’m getting numerous random adverts and pages that I don’t follow (yet). If I want to find your pages I’m having to scroll a LONG way down before I get to any familiar ones.

I’m not totally pleased about this, though I realise it’s FB’s way of making me look at new pages.

Anyone else got this too? Can I change my settings to get my lovely familiar pages back at the top of my feed?

PING! 💡

*** image taken from Canva (thank you Canva - if I’m not supposed to use it, let me know) ***

It’s that time of year… the kids have been back at school for a few weeks now and you’ve had time to see if they’ve “set...
29/09/2026

It’s that time of year… the kids have been back at school for a few weeks now and you’ve had time to see if they’ve “settled” with their new teacher and the greater challenges of this year’s maths. Parents evenings are just around the corner.

Are you going to be hearing one of these?

😬 they really need to do more times tables practice
😬 they’re struggling with place value
😬 they’re finding fractions quite tricky
😬 decimals are proving a bit of a challenge
😬 they’re great at calculations but they get stuck when the question is asked in a different way
😬 fine at arithmetic, but they don’t carry these skills through into reasoning and problem solving
😬 they’re not sure where to start
😬 they tend to get lost part way through a method

If any of these sound likely, you can leave it to continue and get worse or you can do something about it.

Besides my 1:1 tutoring sessions (currently full) I run online groups:

🥳 successful
🥳 helpful
🥳 fun (bring back the positivity)
🥳 excellent value (£7 per session)

Curious? Ask me. Look at my fb page so you can see what type of teaching you’d be getting. Compare with other tutors’ pages so you can judge the experience and value that you’d get with me.

Small groups - places fill - when they’re gone, they’re gone.

AND finally… in case you’re thinking, “Oh, it’s online, that’s a shame,” that’s what my current members thought too. The same members who’ve re-booked time after time 😁

[email protected]

Speak soon!

PING! 💡

The beads are back! They were used this morning to assess and practice the addition and multiplication of decimals with...
26/09/2026

The beads are back! They were used this morning to assess and practice the addition and multiplication of decimals with different numbers or decimal places, and also to observe and guide the approaches my learners used.

🧤 do they want to erase as soon as they’ve worked out something?
🧤 are they being methodical and systematic, or is it a bit random?
🧤 does their system help them keep track of where they are, or are they losing track of what they’ve worked out so far and what they should do next?

The approach can be as important as the calculations.

If you want to try it yourself, the task involved beads of different colours and each colour was given a value (eg, blue was 0.5 and green was 3.45). Select 10 or 12 beads without looking, and then calculate the total value.

PING! 💡

Dienes, multibase, base 10…. Whatever you call it, it’s brilliant! What do YOU call it? PING! 💡
22/09/2026

Dienes, multibase, base 10…. Whatever you call it, it’s brilliant!

What do YOU call it?

PING! 💡

Fabulous work on this decimal number square. The numbers in blue were provided, and all the red numbers have been calcu...
21/09/2026

Fabulous work on this decimal number square. The numbers in blue were provided, and all the red numbers have been calculated and placed so that each row and column ended up with a total of 1 whole.

Skills involved? Addition and subtraction of decimals and knowledge of using inverses. The learner’s notes and jottings are round the edge of the whiteboard.

She worked through most of this independently, chatting about her approach as she went. At one point she was convinced she needed division (interesting) and at another it became clear that she could do with a little reinforcement of column subtraction.

Always listening, always observing, always assessing and always progressing.

PING! 💡

This is an annual art award in honour of my friend’s son. Please share with anyone you think might be interested. Josh’s...
20/09/2026

This is an annual art award in honour of my friend’s son. Please share with anyone you think might be interested. Josh’s mum’s comment and advice is in the photo comment.

Thank you 🧡💛💚💙🩵

Code-cracking this morning with the lockbox. Thankfully the mouse inside was rescued 😁. Today’s code was based on a numb...
19/09/2026

Code-cracking this morning with the lockbox. Thankfully the mouse inside was rescued 😁.

Today’s code was based on a number riddle from Good Questions to Ask in Math Class (thank you!), slightly adapted.

The terminology in this type of number riddle is often mind-twisting! Not tongue twisting, but mind twisting. They challenge number knowledge (place value, odds, evens, multiples, factors, comparison vocabulary such as double, twice, greater than, less than etc…) but they also challenge the ability to judge the usefulness of the clues and the order in which they are best tackled.

The digit cards helped with eliminating numbers and narrowing down possibilities, and it was useful to be able to see what was left rather than have to imagine or visualise.

I’ve got to give this young lady a lot of credit. We’ve worked together for quite some time and her progress is fabulous, particularly in her approach. In this task, she showed note taking, crossing out of the clues when she’d tackled them and she chatted me through her choices the whole way through. A very systematic approach with clear and wise thinking, leading to a wonderful sense of achievement at having solved the problem. Very well done 👏👏👏

PING! 💡

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