Tangrams are a traditional Chinese puzzle comprising seven pieces that fit together to make a square. The seven pieces include two large right angled isosceles triangles, one medium size right angled isosceles triangle, two small right angled isosceles triangles, a small parallelogram, and a small square. The literature shows tangrams have been used in schools to teach concepts of measurement and develop spatial understanding. Tangrams are a cheap, fun way to engage students of all ages, particularly relevant for students in upper primary school to engage in spatial awareness activities. However, this ancient mathematical activity can lead to frustrations for students and teachers alike if the students have not had much experience in manipulating pieces to make designated set pieces such as parallelograms or rectangles. Further, curriculum and school daytime constraints can mean opportunities to engage with deeper learning are not actualised. This paper suggests a developmental way to introduce tangrams in primary school classrooms, that leads into a deeper understanding of measurement and spatial knowledge, as well as algebra.