Mrs. Tiffany Haney

Exceptional Student Education


Phone: 205-305-3847

Amazon WishList Link:

My name is Tiffany Haney and I am so excited to be teaching your child this school year! I have worked in education for over 5 years; This is my first year teaching at Timber Ridge Elementary and I am proud to be a Timber Ridge Titan!

My husband TJ and I have been married for 5 years and we have one 3 year old son named Tristan. My family and I actually just recently moved to Georgia in June so we are still getting settled. Our family loves to be active, eat good, and travel. You can usually find us doing one of those three things.
I am very passionate about education and enjoy being a teacher. I look forward to working with you and your child as a team as we work toward success. Please let me know if you have any questions that I can assist you with. Always feel free to contact me with questions or concerns.

Daily Schedule

Mon-Fri. Grade level/Content
750-820 4th-5th Small Group ELA
820-905 4th Collab ELA

905-950 5th Collab ELA
950-1035 3rd Collab ELA
1135-1230 4th Collab Math
1230-100 2nd Small Group Math

100-150 5th Collab Math

150-220 K Small Group Math

Henry County Schools Calendar

2021-22 School Calendar - 5-11-2020 APPROVED1a.pdf

Fun Learning Websites

This is a great learning site with tons of fun videos/activities for math and ELA!!-

This math site is great for math practice!-

Great math game practice!-

This site is great for learning readers!! The kids love this one!-

This site has fun games for math especially!-

Fun games, but make sure they are educational games!-

Fun educational games!-

Deep Sea Phonics-

Nouns Balloon Game-

Nouns and Verbs Review-

Fact and Opinion-

Multiple Meaning Words-

Multiple Meaning Words-


Sight word matching game!- -

Great site for sight word practice!-

More site word practice~ matching games and stories!-


Penguin Party Addition-

Jet Ski Addition-

Alien Addition-

Funky Mummy-

Leapfrog Lily Pad- Counting On-

Math Bingo (Addition and Subtraction)-

Island Chase Subtraction-

Fruit Shoot Subtraction-

Eggy's Math (Addition)-

Math Stuff

Addition Strategies

    • Adding 0- Know that adding 0 to any number is still that number. Example: 5+0+5

    • Counting All (Physically Counting)- Count all objects to find the solution

    • Counting On- Start with the biggest number and count on all the other numbers

    • Doubles- These facts are relatively easy to learn. Example: (1+1, 2+2, 3+3, 4+4, 5+5, 6+6, 7+7, 8+8, 9+9, 10+10)

    • Near Doubles (Doubles Plus One or Doubles Minus One)- This strategy is used when one of the addends is one more than the other. Use what you know about doubles facts and then add or subtract one to get your answer. Example: 7+6 (6+6 plus one more or 7+7 minus one)

    • Making a Ten- This strategy is best used when one of the addends is an 8 or a 9. Build up to make a ten and then add the rest, Example: 8+7 (take 2 from the 7 and move to the 8, then add 10+5)

  • Subtraction Strategies

    • Counting On- Start with the small number and count on until you get to the large number. Example 9-5 (Start at 5 and count up to 9).

    • Counting Back-Start with the larger number and count back to the smaller number. Example 9-5 (Start at 9 and count down to 5).

    • Part-Part-Whole-This strategy is to used to compare two numbers Example 4+5=9 so 9-5=4

  • Metal Math Strategies

    1. Counting On – Counting On is generally the first mental math strategy that should be taught, as it is the easiest for most students. Chances are that some or many of your students are already using this strategy without knowing it. Counting on means that you start with the biggest number in an equation, and then count up. For example, in the equation 5+3, you want students to start with the “5” in their heads, and then count up, “6, 7, 8.” This is to discourage students from counting like, “1, 2, 3, 4, 5…..6, 7, 8.” Students also need to be taught that if an equation looks like this: “2+6,” they still should start with the bigger number in this case “6” and count up “7, 8.”
    2. Doubles – Doubles is the next strategy that I recommend teaching, as it usually comes quite easily to students. Doubles are all around us; think of fingers and toes – 5+5, wheels on a car – 2+2, or the eggs in a carton – 6+6. When students know their doubles well, they should no longer have to think about the equation to solve it. Rather, the answer becomes automatic. This means that the student has developed automaticity. For example, when a student sees the equation 8+8, he should know that it equals 16 without even stopping to think. Building a strong foundation of doubles will help students with the next strategy, Doubles Plus One.
    Doubles Plus One – This strategy is a natural progression from the doubles. It includes using a known fact and building on it. For example, in the equation 5+6, a student could think, “I know that 5+5 makes 10, and one more makes 11.” This strategy will likely require a bit more teaching than the previous two, but it will be well worth it; when students know their doubles and doubles plus one facts, they know 25% of the addition table!!
    Making Ten – The making ten strategy involves memorizing the number combinations that add to ten. This includes 7 and 3, 8 and 2, & 5 and 5. Again, it is important that students develop automaticity with regards to these facts so that when they see a combination, they quickly know that it is a making ten combination. Once students begin to use this strategy, “counting on” becomes unnecessary in some circumstances.
    Making Multiples of Ten – This strategy is a natural follow-up to making ten, as it uses the same number combinations in a different way. When teaching this strategy, students will learn to use the making ten facts in equations such as 27+3. In this case, students will see the ones digits and realize that 7 and 3 make 10, so 27 and 3 makes 30

Benefits of Reading

Reading is “brain food”

Our brains develop as we “feed” them with experiences. The experience of reading (whether you’re the reader or the one being read to) activates and “exercises” many of the areas of the brain. The visual cortex works as your eyes track the words on the page and look at the illustrations. Your memory makes connections between what you already know about the topic of the story and its content. You integrate new information learned through reading further strengthening and growing your network of knowledge. Reading provides one of the most enriching and complex brain activities available in life.

Reading improves listening skills

What parent doesn’t want their child to be a good listener? The experience of being read to helps children develop good listening skills by keying them into the components of language. Through reading they learn to recognize phonemes (the sound building blocks of language), learn new words to add to their oral vocabularies and connect written words to their real world applications.

Reading builds early literacy skills

Before a child can read independently she must have phonemic awareness and a basic understanding of phonics. Phonemic awareness or the understanding that words are made up of distinct sounds that affect their meaning is the precursor to reading. Reading aloud to your child is one of the main ways to help him develop phonemic awareness. Beyond this, in order to read, a person must understand that there is a connection between letters and sounds. Without this knowledge letters are just squiggles on a page! When you read with your child she learns that print is a representation of the words you say aloud. Repeated experiences with reading allow this understanding to grow. The single greatest factor in a child’s ability to read is early experiences being read aloud to.

Practice makes perfect

Generally, the more time you are exposed to something and the more time you spend practicing it, the better you’ll become at performing it. This is absolutely true for reading. Research shows that children who have repeatedly been exposed to books from birth generally exhibit strong reading abilities.

Reading improves academic performance

There is a strong correlation between a child’s ability to read and her academic performance. Because so much of our schooling relies on our abilities to read, children must have strong reading skills to succeed and thrive in school.

Reading just makes “cents”

For every year that a person spends reading (either independently or being read aloud to), his/her lifetime earning potential goes up considerably. For a time investment of approximately 87 hours a year (20 minutes a day for 5 days a week), you can increase your child’s ability to support him or herself in the future considerably.

Reading improves relationships

Because we are busy it is difficult to have “quality” one-on-one time with our children without distractions. Building 20 minutes into each day for reading together provides this important bonding time. There is nothing more wonderful than snuggling a young child on your lap while reading a few storybooks aloud. Even if your child is beyond the “snuggling” stage, spending 20 minutes reading independently provides you with quiet, uninterrupted time together engaged in the same activity.