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Students will receive 2 sets of cards. They will need one set of cards with numbers from 1-10 with dots corresponding to the numbers and the second set with numbers and objects. Cards are placed face down grouped into 2 separate piles (numbers with dots in one pile, numbers with objects in a second pile). First student draws a card from each pile. If they match they keep the card, if they do not they replace the cards face down on the bottom of the pile. This is done until all cards are matched to their like number. When the player matches a card they keep it. The player with the most matches at the end wins. This activity helps students identify numbers and recognize correspondence to amounts.

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Students read the problem, identify what the problem is they are trying to solve, and figure out what type of operation they are going to need to use.

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Use charts to teach students different concepts about place value. For example standard form of a number, expanded form, word form.

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Dictate numbers starting easy such as 4, 13, 25 and so on working up to larger numbers such as 132, 210, 405 and so on. Students write the numbers they hear to check for their understanding of creating numbers and when to drop extra zeros for the correct place value.

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Students can recall an acronym to remind them of the steps they need to take in order to solve a word problem. Use anchor charts to help teach acronyms. One example acronym is RUN.

Read the problem.
Underline the question.
Name the problem type.

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Use paint chips to create numbers. An area is cut out of each color section of a paint chip and a strip of numbers 0-9 are placed in each "window" students slides the numbers up and down to create numbers. Place value names are written on each slider position.

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Concrete Representational Abstract is a sequence that helps students first use tangible objects or manipulatives (concrete), followed by drawing it out (representational stage), and finally solve the problem using an equation (abstract stage).

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For this activity you will need a deck of uno cards with only the numbers in it. Students will play the number of cards based on the place value they are working on. Students read the cards to determine the number created. Whoever has the highest numbers wins that hand. For increased challenge use wild cards as a number card. Student uses the wild card to try and beat the other players number by coming up with the highest number they can.

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Have students circle, underline, box, and hi light key terms and numbers within the word problem to pull out important information.

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Teach students to turn and talk. They should share their strategies with each other and explain their thinking. Make this a norm to allow students time to process out-loud.

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When beginning to teach basic facts model. Present a basic addition problem to a student such as 3+2 by writing it on a whiteboard where manipulatives can be placed under the numbers. Show each number separately my modeling using manipulatives such as counting bears. Solve the problem by showing students how to put the bears together and add them all together.

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Use stories to have students connect real-world connections to addition and subtraction problems.

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Using objects, show a set of objects and count. When done counting ask the student to repeat how many they counted.

Touch each item as it is counted and you say the number. Show different ways to count them and regroup them, but encourage students to understand no matter how they are counted there are still the same amount.

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Select a set of unifix cubes such as a series of 10. Use 5 o one color and 5 of another to represent different combinations of numbers. This will also show students properties such as the commutative property that helps them understand it does not matter what way we add it still results in the same answer.

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Teach students to count through song.

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Counting Songs for Kids | Count to Five and Ten

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Present students with word problems that are simple and are one step. They should be able to read the problem and hear it read orally. This will help them understand what terms to look for to work towards more difficult story problems.

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The use of number lines can help students learn to count. They should practice on number lines as well as 100's charts. Students should not always stop at 10 or 20 and practice counting higher.

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Break numbers apart. Have the students decompose the numbers. Break them apart from their standard form to identify their place value. Use base 10 blocks to represent the numbers and show their values.

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Teach students to skip count. Use charts in the room for students to identify the numbers as they count. Color code specific skip counting routines such as counting by 2's, 5's 10's.

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Give students a number and have them practice counting on. For example start at 4 and ask them to count on from 4. They should start counting at 4 and count until asked to stop.