This paper describes a task that was used, in a broader study on mathematical giftedness and mindsets, as part of a process to identify mathematical giftedness in primary school students (see Parish, 2019). A discussion of the task, together with an analysis of student responses, offers insights that could be used by classroom teachers for both recognising and understanding mathematical giftedness. It is important for all classroom teachers to be able to recognise exceptional mathematical aptitudes in young students, as mathematically gifted students require specific consideration for appropriate teaching and learning experiences.