* Students can increase their skills like listening, reading and writing.

*Help to recognize the name of the numbers.

* Encourage to students to count in sequence way.

*Show how to count through pictures and number so the total will be the same.

*It’s a motivated resource.

*Allow to go back if something doesn’t enough clear to some students.
By Karol blanco

Based on the theory of the book read and my long search, I found two resources that in my opinion are perfect for a child who is just knowing the world of mathematics as explained above.

The first resource is a book that was designed as a guide for those parents who are interested in having their children develop in this field, each text brings a long and detailed explanation of how the mind of their child worked and also the answer for that his math teaching at home is really simple and treatable.
https://www2.ed.gov/espanol/parents/academic/matematicas/matematicas.pdf 
By Myriam Vera

* Through the use of items the student recognizes the total number of objects in a collection with an appropriate label to  each number.

* The students is ready to see other kinds of add observing and participating in the posters made for the other peers. In this way they can compare that some quantities are longer than others.

*The students can recognize that counting each item finally the total of the add will be the last number counted.

* The students familiarize with the sequence counting one to one.

* Allow the use of resources like ruler which help to identify measurements.
*The students can recognize and practicing questions like how many...

By Karol Blanco.

The poster can be worked individually or in pairs and then this one can be exposed in front of class to discussing.

Each group has to create a different poster which represents the ways to count and solve a problem with different problems:
This in one of these:

“The farmer of my uncle has many vegetables and fruits. This morning the uncle count 6 apples in the garden but in the afternoon have 5 more. How many apples are there at the final of day?”

The students can use papers, pens, crayons, paint brushes, paints and pictures.
By Karol Blanco.

Then they can play in the class room with their classmates in groups or couples asking questions and answering them according to the clock. And the teacher can go through each group to check their work and assess it.
By Carol Casas

Resource/ Material: ADDITION AND SUBTRACTION

And the second resource is a digital game that I found on the internet, which is managed by levels and can be developed so that the child acquires more knowledge; Finally, what I call the attention of this game is that in addition to mathematics we can find games related to science, Spanish and English and this makes playing it even more interesting because as the book says the mathematics is related to all the areas; also this game can change language if what you want is to answer in English.
By Myriam Vera

Recommendation 1.

Teach number and operations using a developmental progression.

• First, provide opportunities for children to practice recognizing the total number of objects in small collections (one to three items) and labelling them with a number word without needing to count them.

Recommendation 1.

Teach number and operations using a developmental progression.

• Next, promote accurate one-to-one counting as a means of identifying the total number of items in a collection.

Recommendation 1.

Teach number and operations using a developmental progression.

• Once children can recognize or count collections, provide opportunities for children to use number words and counting to compare quantities.

Recommendation 1.

Teach number and operations using a developmental progression.

• Encourage children to label collections with number words and numerals.

Recommendation 1.

Teach number and operations using a developmental progression.

• Once children develop these fundamental number skills, encourage them to solve basic problems.

Teach geometry, patterns, measurement, and data analysis using a developmental progression.

• Help children to recognise, name, and compare shapes, and then teach them to combine and separate shapes.

Teach geometry, patterns, measurement, and data analysis using a developmental progression.

• Encourage children to look for and identify patterns, and then teach them to extend, correct, and create patterns.

Teach geometry, patterns, measurement, and data analysis using a developmental progression.

• Promote children’s understanding of measurement by teaching them to make direct comparisons and to use both informal or nonstandard (e.g., the child’s hand or foot) and formal or standard (e.g., a ruler) units and tools.

Teach geometry, patterns, measurement, and data analysis using a developmental progression.

• Help children to collect and organize information, and then teach them to represent that information graphically.

Use progress monitoring to ensure that math instruction builds on what each child knows.

• Use introductory activities, observations, and assessments to determine each child’s existing math knowledge, or the level of understanding or skill he or she has reached on a developmental progression.

• Tailor instruction to each child’s needs, and relate new ideas to his or her existing knowledge.

Use progress monitoring to ensure that math instruction builds on what each child knows.

• Assess, record, and monitor each child’s progress so that instructional goals and methods can be adjusted as needed.

Teach children to view and describe their world mathematically.

• Encourage children to use informal methods to represent math concepts, processes,

and solutions.

• Help children link formal math vocabulary, symbols, and procedures to their informal knowledge or experiences.

i.e. Use the tiles to represent the number of children in the classroom.

Now. Divide the girls and the boys.

Teach children to view and describe their world mathematically.

Dedicate time each day to teaching math, and integrate math instruction throughout the school day.

• Plan daily instruction targeting specific math concepts and skills.

Put all of them in numerical order. Starting with the smallest.

Dedicate time each day to teaching math, and integrate math instruction throughout the school day.

• Embed math in classroom routines and activities.

• Create a math-rich environment where children can recognize and meaningfully apply math.

Use a Venn diagram in the classroom which they have practiced online.

Dedicate time each day to teaching math, and integrate math instruction throughout the school day.

• Use games to teach math concepts and skills and to give children practice in applying them.

Here we will mix posters or smartboards, stopwacthes and dominoes.
Imagine a class against the clock. YES! that's exactly what we will have here.
Students are more than familiar with dominoes, videos, posters and the clock.
Now, let's work it together. The teacher will show a number and set a clock to get students to find the tile or tiles which together add to the number shown.
Students must complete the task before the time runs out.
Have fun

Hiden numbers can be played with videos, cards or posters.

One side of the number will be uncovered until the children call out the correct number.
This technique will not only develop mathematical reading, but it is a sill used by advanced students to have a better speed when reading long texts.

Mixing resources is always useful when working with low grades.
Here we suggest to cut cardboard paper and write numbers on them, attach a loop to each of them.
Each student will uncover a domino tile which has been upside down. As they discover the number, with a fishing stick each will try to get out of a box the number the tile they uncovered has.
With this activity students will practice counting, relating abtract to numerical, and have fun while strenghten motor skills as well.

Practice Maths and English IXL web page has a reception maths page which takes kids from the basics of representing and counting to 3, to 5 and, so on.
When classifying the teacher can track not only the abstract understanding of the child, but also the sequencing of numbers they can recollect