Primary teachers play a key role in their students' future mathematical success in the early secondary years. While the word "algebra" may make some primary teachers feel uncomfortable or worried, the basic arithmetic ideas underlying algebra are vitally important for older primary students as they are increasingly required to use "algebraic thinking" in the transition years. Radford (2001) said that teachers of mathematics "need to deepen [their] own understanding of the nature of algebraic thinking and the way it relates to generalisation". Some commentators have also recently argued that "algebraic thinking" should begin as early as Year 2 or 3 (Kaput, 2008; Mason, 2006; Van Dooren, Vershcaffel & Onghena, 2002). Warren and Cooper (2009) go so far as to claim "that the power of mathematics lies in the intertwining of algebraic and arithmetic thinking, each enhancing the other as students become numerate." This may seem a daunting task, however, and therefore this paper offers some fundamental strategies to help in this important work of developing early algebraic concepts. (Contains 4 figures and 6 footnotes.)