At a glance, many of the activities may seem to be the same, but there are important differences between them for a child just learning that subject. Since we teach mathematics conceptually, it's important that we ensure that the concept is understood before moving on. This is why we often present several variations of an activity. Each presentation offers a different view of the concept, emphasizing it in a slightly different way. For example, consider learning to count. Adults have been counting for so long that we forget all the subtleties that go into it. Your child must learn that the numeral 6 means the same thing as six objects grouped together. They need to understand that it doesn't matter how those objects are arranged. Six objects arranged in a line is the same number as six objects arranged in a circle. They need to understand that the type of object doesn't matter either. Six apples is the same number as six oranges, which is the same as six fingers they could count with their hands. And that only covers different representations of a number. They'll need to learn how the numbers relate, counting out objects from one to two to three and so on. This is a different skill from counting backwards (say, from ten down to six), or counting by different steps (say, counting to six by twos). Remember that your child is still getting used to this process. Our activities are designed to test these differences and make sure that your child is getting all of the training that they need. Though the differences in the activities may be small, each step is important in ensuring that the concept is fully understood before your child moves on. These questions will also increase in difficulty, so that we can ensure that your child really understands and isn't simply making guesses.