**Make 20 Plus Quests**

Make 20 introduces children to addition with teen numbers. Help your child to understand how math works instead of just memorizing and repeating math facts.

This is the second in a series of apps to help children really understand how math works. While schools often push young children to memorize addition facts, the students who understand HOW to add can then use their skills to solve more complex problems. Make 20 displays blocks as ones and groups of ten, giving your child a visual understanding of how our base 10 system works. Blocks can be ungrouped (by pulling fingers apart) or regrouped into sticks of 10. Make 20 picks up where traditional base 10 blocks leave off.

Make 20 also covers several U.S. kindergarten and first grade common core standards in a meaningful and easy to understand way. This is a great app for a struggling first or second grader, or an advanced kindergartener. If your child struggles with Make 20 +Quests, start them off with Make 10 +Quests and move up when they feel ready to tackle teen numbers.

Download it from iTunes today!

Also, try these printable Base 10 Blocks for your classroom!

**Kindergarten Common Core Standards**

**Know number names and the count sequence.**

CCSS.MATH.CONTENT.K.CC.A.3

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

**Count to tell the number of objects.**

**CCSS.MATH.CONTENT.K.CC.B.4**

Understand the relationship between numbers and quantities; connect counting to cardinality.

**CCSS.MATH.CONTENT.K.CC.B.4.A**

When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

**CCSS.MATH.CONTENT.K.CC.B.4.B**

Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

**CCSS.MATH.CONTENT.K.CC.B.4.C**

Understand that each successive number name refers to a quantity that is one larger.

**CCSS.MATH.CONTENT.K.CC.B.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 1-20, count out that many objects.

**Compare Numbers.**

**CCSS.MATH.CONTENT.K.CC.C.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, e.g., by using matching and counting strategies.

**CCSS.MATH.CONTENT.K.CC.C.7**

Compare two numbers between 1 and 10 presented as written numerals.

**Understand Addition**

**CCSS.MATH.CONTENT.K.OA.A.4**

For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

**Work with numbers 11-19 to gain foundations for place value.**

**CCSS.MATH.CONTENT.K.NBT.A.1**

Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

**First Grade Common Core Standards**

**Add and subtract within 20.**

**CCSS.MATH.CONTENT.1.OA.C.5**

Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

**CCSS.MATH.CONTENT.1.OA.C.6**

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

**Work with addition and subtraction equations.**

**CCSS.MATH.CONTENT.1.OA.D.7**

Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

**Understand place value.**

**CCSS.MATH.CONTENT.1.NBT.B.2**

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

**CCSS.MATH.CONTENT.1.NBT.B.2.A**

10 can be thought of as a bundle of ten ones — called a “ten.”

**CCSS.MATH.CONTENT.1.NBT.B.2.B**

The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

**CCSS.MATH.CONTENT.1.NBT.B.2.C**

The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

**CCSS.MATH.CONTENT.1.NBT.B.3**

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
**Use place value understanding and properties of operations to add and subtract.**

**CCSS.MATH.CONTENT.1.NBT.C.4**

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.