Skhillz Math Studio
See it. Build it. Solve it.
A guided math journey for grades 1 to 5. Children learn in the order ideas connect, with a teacher’s voice, hands-on models, and missions that give every new skill a purpose.
One payment, no subscription. Every lesson added later opens at no extra cost.
Mission 01 · Count the collection
Look at these seven counters. Before I count, I choose where to start.
This is the studio’s own board, not a picture of it. It draws exactly this when a child opens the first lesson.
Teaching comes first. Play keeps it moving.
Each mission begins with a clear model. Children then help solve, try a similar problem, and explain their thinking. Wrong answers lead to a useful clue and another look at the model.
Visual math tools
Counters, ten frames, place-value models, arrays, fraction bars and number lines make invisible ideas visible.
Guided voice
Short spoken prompts model the teacher's thinking and leave room for the child to respond. The voice can be replayed, and turned off for good.
Purposeful missions
Children use math to solve a situation, then move ahead when they show they understand the skill underneath it.
One skill builds the next
The path starts with quantity and place value. Operations come next, then fractions and decimals, measurement, geometry and early algebra. Word problems and explanations appear throughout.
34 = 3 tens + 4 ones
Thirty-four, as three tens and four ones. A child who has built this does not have to be told what the digits mean.
The learning path
- Number sense4 ready
- Addition & subtraction4 ready
- Multiplication2 ready
- Division2 ready
- Fractions4 ready
- Decimals & money1 ready
- Measurement & data1 ready
- Geometry1 ready
- Patterns & algebra1 ready
20 lessons are written today, covering counting, making ten, tens and ones, comparing numbers, and adding and subtracting within twenty. The path shows all 20 skills, including the ones still being written, so a child can see where this goes.
A teacher guides every step
Every lesson goes the same way, and the sameness is the point: a child who cannot do the fourth problem has already seen the idea modeled, guided and practiced rather than being asked cold.
- 01What we will learnThe idea, said plainly, before anything is asked of them.
- 02Watch me think it throughThe teacher works it through one step at a time, with the counters moving as they talk.
- 03Let us solve it togetherOne question, with a clue on request, and an explanation of why the answer is right rather than just that it is.
- 04Now you tryFour new problems on their own. A wrong answer gets the clue and another look at the model, not a cross.
- 05Use it for something realPlant eight seeds in eight pots. Fill the muffin tray. Count what you moved, not a picture of it.
- 06What we rememberThe idea again in one sentence, and the next lesson opens.
The number comes off something they moved
In the mission at the end of each lesson, the answers stay locked until the child has built the scene. They fill the tray, count the pencils outside the full box, shelve the new books, plant a seed in every pot. Then they read the number off what they did.
Fill the tray
Count what is loose
Shelve the new ones
One seed in each pot
Use the tickets
Compare two gardens
Built for a five year old to use
Nothing a child presses is smaller than a fingertip, the teaching text is set at a size an adult would call too big, and every counter and object on the screen is described for a child using a screen reader.
It remembers where they stopped
Finishing is recorded against the child rather than the browser, so somebody who moves from the laptop to the tablet is where they left off, and a parent can see what they have done.