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The plethora of data that confronts teachers on a daily basis requires that they know more than simply being able to calculate. It demands that they understand the context in which the mathematical ideas are embedded and what those ideas are telling them in relation to that context. Also, it necessitates that they are prepared to question how data, and the associated claims, are presented. For primary teachers, the implication is that they must be prepared to help their students to develop these skills. The “Finding the Maths” strategy described in this article has been shown to be successful in helping students achieve this outcome. The aim of using this strategy is to encourage students to develop the three types of thinking referred to in the numeracy framework (fluent operator, mathematical learner, and critical mathematician) and to assume the roles of the “mathematical learner” and “critical mathematician.” This strategy was used in tandem with the “Debriefing the Numeracy” strategy that was designed to focus student thinking on the embedded mathematics in a particular context. (Contains 2 figures and 6 student work samples.)