mathematics
Counting and Cardinality  Know number names and the count sequence.
K.CC.1 Count to 100 by ones and by tens.
Interactive charts for working with mathematical "hundreds" can be found on the web and in some software packages. Students touch the number on the whiteboard while they count by means of ones, twos, fives or tens. Some of the numbers spin when touched, while others change colors. Having the numbers react to touch draws interest in learning to count.

Counting and Cardinality  Know number names and the count sequence.
K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
To help teach number sequence, write a number on the interactive whiteboard followed (or preceded) by a blank line and then the answer. Cover the answer with the themed graphic or a box. Students come up to the board and on the blank line write the number that comes next/before. They can then move the graphic or box to see if their answer is correct. This game can also be used as a skip counting exercise.

Counting and Cardinality  Know number names and the count sequence.
K.CC.3 Write number from 0 to 20. Represent a number 020 (with 0 representing a count of no objects).
Counting buckets can be used to hold the number of items represented on the bucket. For example, line the bottom of the interactive whiteboard with baskets or buckets and labeled with numbers. Fill the rest of the board space with an apple tree covered with apple graphics or redfilled circles. Students drag the apples from the tree into each bucket until the quantity matches the number written on the bucket.

Counting and Cardinality  Count to tell the number of objects.
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
Students can match number words with their corresponding numerals. Write the number words on one side of the board and spread out the numerals on the other side. Students then move the number words next to the matching numerals. To make further connections, they can draw dots next to the numerals or words to represent the amount.
Students can learn to sequence the order of events on the IWB while using the ordinal number language. Find or create pictures showing a sequence of events, for example, someone getter her coat, putting it on, and zipping it up. Display these pictures on the board and have students put them in the correct order while saying the appropriate terminology. Further ideas for picture sequences are what to do when students first come to school and how to solve a math problem.

Counting and Cardinality  Count to tell the number of objects.
K.CC.5 Count to answer "how many?' questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects.
List the numbers one to five on the board. Next to them, draw blank lines representing the quantity of the number. For example, next to the number three you would draw three blank lines. Make available a number of squares or other themed graphics. Have students drag the graphics on top of the blank lines. This activity helps students quantify the meanings of those numbers.
Place or draw a ten frame onto the interactive whiteboard to teach students the relationship between a number and quantity it represents. Ten frame graphics are available in some software packages and on the web. The frame can be filled to represent different amounts. Write a number on the board, and ask students to fill in the frame either by coloring the frame or by dragging graphics on top to match the number.

Counting and Cardinality  Compare numbers.
K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, for example, by using matching and counting strategies.
Students can draw "greater than," "equal to," and "less than" symbols on the board to compare two sets of numbers. Put a graphic of a football filed, basketball court, or a soccer field on the board and then write fictitious scores on either side of the filed to represent different teams. Ask students to come up to the board and draw the correct symbol to compare the scores. Connecting the concepts to a game scenario helps retain interest and demonstrate application of the terms.

Operations and Algebraic Thinking  Understand addition as putting together and adding to, and understand subtraction as a taking apart and taking form.
K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, for example, by using objects or drawings to represent the problem.
Students can solve simple story problems using graphics or shapes. For example, a teacher could draw a handful of filled circles inside a gumball machine graphic. The teacher could describe the following story problem to the students: Two yellow gumballs were bought by Sally. Three red gumballs were bought by Peter. How many gumballs were bought altogether? Students could touch and move the gumballs together to help solve the problem. This word problem could be adjusted as needed by filling in the circles with different colors and using different numbers of circles.
Use graphics or the square shape on the board to represent connecting cubes to represent each number in the equation, with each group of cubes a different color, then connect the groups to get a total. For example, 5 blu blocks connected to 5 red blocks equal 10 blocks total. Subtraction can also be taught by taking away from groups of connected blocks.

Geometry  Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
K.G.2 Correctly name shapes regardless of their orientations or overall size.
Fill the interactive whiteboard with empty shapes of all sizes. Explain to the students what color should be used to fill in each shape; for example, color all the squares orange. Students can use a pen or a fill tool to find and color all the shapes per the specified directions.
Calendar time lends itself well to teaching mathematical concepts. Place a blank calendar on the interactive whiteboard. For every day that goes by, fill in the day with a shape to guess what shape comes next in the pattern and draw it in the space. To embed reallife shapes within the pattern, consider using digital photos of real objects to represent the shapes. For instance, a tile, window, marker board or brick could all be used instead of a drawn rectangle.

Geometry  Analyze, compare, create and compose shapes.
K.G.4 Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
Have the students draw shapes to match a shape that is already shown on the IWB. For example, place a picture of a triangle on the board and ask students to draw the same shape next to it. While this as taking place, use terminology such as "straight sides" or "pointy corners" to help students draw correctly and identify the differences between a triangle and other shapes.
Have students complete picture puzzles (tangrams). Using the shape tools, draw a variety of empty shapes (outline only) and form them into a picture, or look online for precreated tangram puzzles. Create filled versions of all the shapes in the picture and have these available on the sides of the board. Have students drag the filled shapes on top of the empty shapes the form the picture, continuing that process until all the spaces are filled in. Ask students to describe what types of shapes were used and how many. Math terminology, such as rotation, can be brought into the conversation, as the shapes will need to be adjusted to fit on top of the picture.

Operations and Algebraic Thinking  Represent and solve problems involving addition and subtraction.
1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, for example, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Using balloon graphics or balloons drawn on the board can help you teach subtraction. Write a subtraction problem using the quantities of balloons to represent the problem. Have students pop (or erase) the balloons to demonstrate the concept of take away. Poppingballoon graphics are found in the some interactive whiteboard software and online. If you don't have them available, creating a popping sound as the student erases a balloon can be almost as fun.
Number problems with a missing number can be done in such a way as to reveal the answer once the equation is moved to another location on the board. Start by using a background color that matches the text color of the missing number. For example, assign a yellow background. Write the number sentence 1 + 4 = 5, with the number 4 in the same color font as the background (yellow) and the rest of the equation in black. Place a large white rectangle on the bottom of the board. The equation can then be dragged down over the rectangle to show all of the colored text, revealing the unseen number. This process can be repeated with other number problems, whether addition or subtraction.

Measurement and Data  Measure lengths indirectly and by iterating length units.
1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
Create nonstandard units of measurement with the shape tool, and use any graphic as the object to be measured. Start by creating a number of identically sized shapes, such as filled boxes, to use as measurement units and have them available to use at the bottom of the board. Put a graphic, a worm, for example, on the whiteboard and ask students to come up to the board and line up boxes underneath to show how many boxes long the worm is. You could add other graphics to the screen to use as comparisons.

Operations and Algebraic Thinking  Add and subtract within 20.
2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two onedigit numbers.
If your software allows flicking, your students can practice adding by using a dartboard graphic. To practice adding, place a graphic of a dartboard on the interactive whiteboard and use graphics of darts. Give each circular area on the dartboard a numerical value, just as there are on a physical dartboard. One student at a time should take a turn flicking the dart onto the dartboard. The students should total the points after a few flicks and write the answer.

Number and Operations in Base Ten  Understand place value
2.NBT.1 Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones; for example, 706 equals 7 hundreds, 0 tens, and 6 ones.
Place value can be taught by using a chart that has a place for numbers to be written and a place where a box containing the correct value word can be dragged to match. For example, have a student write a number in the chart, such as 125. On the bottom of the whiteboard have three boxes: one with "hundreds" written in it, one with "tens," and one with "ones." After writing 125, the student would need to drag the correct box above the corresponding column in the chart.
Baseten block graphics can be dragged to represent different numerical amounts. Place the baseten blocks (ones, tens, hundreds) together on the board and write a number on the IWB. Have students drag the blocks they need to represent the number. Alternatively, you can drag the baseten blocks to the board and have students write their correct numerical representations.

Measurement and Data  Work with time and money.
2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Time can be compared digitally and in analog form (a clock with hands) to help students learn both. They both can be represented on the interactive whiteboard at the same time. Draw the hands on an analog clock and call up students to write the matching digital time on the board. The reverse could be done as well. The time could be random, or it could represent when the next transition will happen during the day, such as the end of the class period. Graphics and interactive timers are available through some software packages so that when one clock (analog or digital) is set, the other moves to match.

Measurement and Data  Work with time and money.
2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using dollar and cent symbols appropriately.
Have the students count out coins to match a desired amount. Display graphics representing a mix of coin values and write an amount to be matched. Ask students to drag the coins as need to make the amount listed. For example, write 7 cents on the board. Student may drag seven pennies or one nickel and two pennies next to the 7 cents. To make it more fun, display a graphic of a piggy bank or wallet for students to move the money into.

Measurement and Data  Represent and interpret data.
2.MD.10 Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph.
The concept of a pictograph is easy to demonstrate on an interactive whiteboard. User various, colorful graphics or stamps to graph anything from who had white or chocolate milk at lunch to who has birthdays during what month.

Operations and Algebraic Thinking  Represent and solve problems involving multiplication and division.
3.OA.1 Interpret products of whole numbers, for example, interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7.
Simple multiplication can be demonstrated by moving pictures into groups. For example, have six pictures available at the bottom of the screen, and draw two circles to represent two groups. Write the number sentence 2 x 3 = 6 on the board. Students can drag the pictures into the circles (three in each) to solve the problem and visualize its meaning.

Operations and Algebraic Thinking  Represent and solve problems involving multiplication and division.
3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.
The concept of simple division can be explained by using sorting circles on the interactive whiteboard with the graphics of your choosing. Write a division problem on the board, and ask students to demonstrate what it means by using the correct number of sorting circles and dividing up the pictures into those circles. Using pictures of candy always seems to keep student interest.
