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Kids can enhance their understanding of difficult addition and subtraction problems, if they learn to understand how the blend of two or more figures show a total (Fuson, Clements, & Beckmann, 2011). As students progress from Kindergarten through second grade they learn various approaches to solve addition and subtraction problems. The methods can be summarize to three distinctive categories known as count all, count on, and recompose (Fuson, Clements, and Beckmann, 2011). The strategies vary faintly in simplicity and program. I will demonstrate how students can use the count all, rely on, and recompose strategies to solve addition and subtraction problems involving many levels of trouble. Counting all is your base that serves as the foundation for the evolution of the other plans. Count all introduces pupils in Kindergarten into the idea of developing a total by counting all of the figures after the 2 amounts have been represented by means of a drawing or hands (Common Core Standards Writing Team, 2011). Simultaneously, the count on plan draws from the understanding acquire as the student advancement on the count all method. With this strategy, students learn to determine the amount of both addends by relying from any of the addends. Finally, students may use a recomposing plan. The recomposing approach encourages students to discover the amount by creating sets of numbers that equal the initial digit, but are simpler to handle. As an example, creating doubles or a large number out of strange numbers. The very first problem I made was a join add to result unknown. The problem reads, Carlos gathered 8 toy automobiles. His mother gave him 7 more cars. The number of toy cars will Carlos have in all? This issue prompts pupils to joi...