Students can now use DreamBox on the computer and iPad with student progress synced across all devices.
Already a DreamBox customer? Go to Apple’s App Store, (include apple badge) download the app, log into your dashboard to obtain your school code and enter your school code to play!
Sample Kindergarten Math Lessons
- Over 1,200 lessons, with millions of paths through the curriculum
- Adaptive: lessons, hints, level of difficulty, pace, sequence, and much more are adapted for each student
- Virtual manipulatives help students solve problems multiple ways
- Standards: Aligned with the Common Core State Standards, TEKS, SOL, WNCP and Ontario Curriculum
Counting 6 — 10Play this kindergarten math lesson
This math lesson, part of a series, helps develop strategies for counting 1 to 100. Virtual tools push students beyond counting by ones to using groups of 2, 3, 5 and 10. After successfully building numbers, students are given more “restrictions,” like building numbers from a number other than 0. This series ends with “quick image” lessons. An image is shown just long enough to identify the amount, but not long enough to count each object individually. You can also view the Tenframe tutorial.
Building a Decade of a Hundreds ChartPlay this kindergarten math lesson
Early learners often struggle to “wrap” or move to the next row on a hundreds chart. The distance between numbers can be hard to grasp. For example, the number 30 is just one space away from 40 on a hundreds chart. The number 31 is far from 30, so many students think that 30 and 40 are closer in value than 30 and 31. DreamBox includes lessons where students build a hundreds chart, one decade at a time. Students love this series and often want to play it over and over!
Doubles and Near DoublesPlay this kindergarten math lesson
Many students can quickly learn to calculate doubles automatically. By exploring relationships between doubles and “near doubles” (such as 6+7), students begin to “automatize” basic facts that can seem challenging. This lesson is in the middle of this series of related problems. First, students “build” doubles and near doubles on the mathrack, then use a “symbolic” display (such as “Double 4”) instead of a mathrack. You can also view the mathrack tutorial.