3.  Learn about addition  Learn about subtraction  Adding and subtracting within 10  Practice problems for kids to do.  Pride in learning and solving practice problems. › MCCK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. › CCSS.MATH.CONTENT.K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. › MCCK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. › CCSS.MATH.CONTENT.K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). › CCSS.MATH.CONTENT.K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. › CCSS.MATH.CONTENT.K.OA.A.5 Fluently add and subtract within 5.  http://www.coolmath4kids.com/addition/01-beg-addition-lesson-01.html http://www.coolmath4kids.com/addition/01-beg-addition-lesson-01.html

4.  Download numerous apps.  Practice math games to sharpen students’ skills. › CCSS.MATH.CONTENT.K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. › CCSS.MATH.CONTENT.K.G.A.1Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. › CCSS.MATH.CONTENT.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. › CCSS.MATH.CONTENT.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). › MCCK.G.2 Correctly name shapes regardless of their orientations or overall size. › MCCK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. › MCCK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. › http://www.adaptedmind.com/pgamev21.php?tagld=1 http://www.adaptedmind.com/pgamev21.php?tagld=1

5.  Students will get a better understanding when they see the teacher writing it on the board.  Students come up to the board to do practice problems. › CCSS.MATH.CONTENT.K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. › CCSS.MATH.CONTENT.K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. › CCSS.MATH.CONTENT.K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. › K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. › K.G.2. Correctly name shapes regardless of their orientations or overall size. › K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). › http://www.tvokids.com/games/shapevillehttp://www.tvokids.com/games/shapeville

6.  These interactive charts makes learning these concepts more enjoyable for students and has inspired their learning.  They are better able to grasp how the numbers increase and decrease.  Enables students to be creative, independent thinkers, and writers.  Students will be asked to express his/her own ideas and process the information presented in class. › MCCK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. › MCCK.G.2 Correctly name shapes regardless of their orientations or overall size. › MCCK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. › MCCK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. › MCCK.OA.5 Fluently add and subtract within 5. › MCCK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.  http://www.abcteach.com/documents/interactive-notebook-math- break-the-code-subtraction-52088 http://www.abcteach.com/documents/interactive-notebook-math- break-the-code-subtraction-52088

7.  Teachers can use webquest for students to develop or review number sense of whole numbers.  Reinforces students confidence with numbers.  Develop and build on each skill.  Webquest are also very helpful for students to complete at home, under the supervision of their parents. › Count to 3 (Kindergarten - A.1) › Represent numbers - up to 3 (Kindergarten - A.2) › Count by typing - up to 3 (Kindergarten - A.3) › Count to 5 (Kindergarten - B.1) › Represent numbers - up to 5 (Kindergarten - B.2) › Count by typing - up to 5 (Kindergarten - B.3) › Count to 10 (Kindergarten - C.1) › Count blocks - up to 10 (Kindergarten - C.3) › Represent numbers - up to 10 (Kindergarten - C.4) › Count by typing - up to 10 (Kindergarten - C.5) › Count to 20 (Kindergarten - D.1) › Represent numbers - up to 20 (Kindergarten - D.3) › Count by typing - up to 20 (Kindergarten - D.4) › Count blocks - up to 20 (Kindergarten - D.14)  http://www.topmarks.co.uk/Flash.aspx?f=FSInverseMachine http://www.topmarks.co.uk/Flash.aspx?f=FSInverseMachine

8.  Teachers produce exercises for practice rather than test items.  Worksheet generator software prompts the teacher to enter questions of various kinds.  Student’s can get a better understanding if the teacher makes the worksheet. › K.MD.1 Describe measurable attributes of objects, such as length or weight. › K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. › K.MD.3 Classify objects into given categories; count the number s of objects in each category and sort the categories by count.  http://pbskids.org/clifford/games/measuring_up.html http://pbskids.org/clifford/games/measuring_up.html  http://www.ixl.com/math/kindergarten/same http://www.ixl.com/math/kindergarten/same

9.  Collaboration sites are a learning experiences that may only have the second characteristic of an online project.  Online collaboration sites can support student learning because it is a learning experience for the students.  Student’s can learn from other teacher’s and peers. › K.CC.1 Count to 100 by ones and by tens. Students rote count by starting at one and counting to 100. When students count by tens they are only expected to master counting on the decade (0, 10, 20, 30, 40 …). This objective does not require recognition of numerals. It is focused on the rote number sequence. › K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Students begin a rote forward counting sequence from a number other than 1. Thus, given the number 4, the student would count, “4, 5, 6, 7 …” This objective does not require recognition of numerals. It is focused on the rote number sequence 0-100. › K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Students write the numerals 0-20 and use the written numerals 0-20 to represent the amount within a set. For example, if the student has counted 9 objects, then the written numeral “9” is recorded. Students can record the quantity of a set by selecting a number card/tile (numeral recognition) or writing the numeral. Students can also create a set of objects based on the numeral presented. For example, if a student picks up the number card “13”, the student then creates a pile of 13 counters. While children may experiment with writing numbers beyond 20 this standard places emphasis on numbers 0-20.  http://bugscope.beckman.uiuc.edu/ http://bugscope.beckman.uiuc.edu/

10.  Ebooks  iPad’s/Tablets  Smart boards  Interactive Notebooks  Webquest  Creating worksheets  Collaboration Sites

11.  Cool Math 4 Kids Addition Help - How Addition Works (Arithmetic) - Free Online Cool  Math Lessons, Cool Math Games, Fun Math Activities, Math Flash Cards to Print, Calculators and More!" Cool Math 4 Kids Addition Help - How Addition Works (Arithmetic) - Free Online Cool Math Lessons, Cool Math Games, Fun Math Activities, Math Flash Cards to Print, Calculators and More! N.p., n.d. Web. 08 Dec. 2014.  Shapeville Games - TVOKids.com." Shapeville Games - TVOKids.com. N.p., n.d. Web. 08 Dec. 2014.  "Interactive: Notebook: Math: Break the Code (subtraction) | Abcteach."Interactive: Notebook: Math: Break the Code (subtraction) | Abcteach. N.p., n.d. Web. 08 Dec. 2014.  "Cool Math 4 Kids Addition Help - How Addition Works (Arithmetic) - Free Online Cool Math Lessons, Cool Math Games, Fun Math Activities, Math Flash Cards to Print, Calculators and More!" Cool Math 4 Kids Addition Help - How Addition Works (Arithmetic) - Free Online Cool Math Lessons, Cool Math Games, Fun Math Activities, Math Flash Cards to Print, Calculators and More! N.p., n.d. Web. 08 Dec. 2014.  Puppy Clifford's Measuring Up Game." Puppy Clifford. Measuring Up Game. N.p., n.d. Web. 08 Dec. 2014.  "Upcoming Sessions." Bugscope: Home. N.p., n.d. Web. 08 Dec. 2014.