Learning to add numbers from 1 to 10. New day - new numbers! Addition and subtraction greater than ten
Some children do not keep up with the school curriculum. It is especially difficult for children who get sick often. Or inert children - those who take longer to learn new things than their classmates. How to teach a child to count within 20? Read on for tips for parents that will definitely help!
The basic technique of counting within 20, studied at school
Before starting to explain the algorithm, it is necessary to prepare the ground - to focus the child’s attention on the knowledge that he will need.
Studying the numbers of the second ten
Prepare sets of identical items - up to 20 pieces. Invite your child to count ten objects and place them in a row from left to right, as we write in a notebook.
Explain to your child that ten is another word for ten, or “twenty.”
Play with ten - put another object on the first row and tell them that it is one - or one. We put “one” on “twenty”, which means one” on “twenty” - it will be eleven.
We select a number, correlate it with the given quantity, and put it next to it.
Do the same with different numbers, build rows of “twelve-twenty”, “thirty-twenty” and so on until the child understands the principle of forming numbers from 10 to 20.
We master the algorithm for forming hundreds
We lay out ten sticks, remembering that this is a ten or “twenty”.
We lay out the second row and say that this is two “twenty”, that is, twenty.
In the number “Twenty” there are twenty units or two tens – this must be understood. Don't forget to select the appropriate numbers.
We form the number 30 in the same way (40, 50, 60, 70, 80 - in order, maybe not in one day).
We compose the numbers 40 and 90 in turn, but we focus the child’s attention on what these numbers have unusual names- forty and ninety. They need to be remembered.
As a result, the child must understand the rule - they count in tens in the same way as in units, but with the prefix “twenty.”
When the baby understands the number (10), the name and composition of the number 10, the tens need to be tied into bundles. Together with your child, count out 10 sticks and “pack” them. In the future, you will use the concept of “ten” without counting the sticks.
You: TWO...
Child: ...TEN!
You: THREE...
Child: ...TENT
You: FOUR TEN
Child: Forty!
For mental counting, it is useful to add and subtract numbers by tens: four tens plus two tens, we get six tens.
In addition, counting in tens (10, 20, 30 - up to a hundred and vice versa) will increase number recognition and improve the child’s orientation in concepts such as tens and hundreds.
We count within 20 without passing through ten
Since a first-grader child is still dependent on subject activity(actions with objects), for classes, sets of identical objects for counting are required, which can be picked up and counted objectively. For counting within 20, cubes are most convenient. They can be built in several floors, providing the best perceptibility of the material.
How to teach counting to 20 correctly? Until the baby has learned the ratio ten = ten units, you should not count in “piles” and bundles. It's better to build the decimal series over and over again. Most likely, a student will learn this axiom in a couple of lessons.
We line up a row of 10 cubes and put three more on top (and we remember that a row in mathematics always starts from the left end). Let us remember that this is THIRTEEN.
Nearby we line up the number 14. We tell you that you can add 13 and 14 very quickly if you add tens separately: One ten and another ten - it will be..? -Two tens, or “two - twenty”, TWENTY! We add the units separately - three and four, it becomes 7.
As a result, we have the numbers 20 and 7 (in parallel with the explanation, we operate with cubes). Twenty and seven will be TWENTY SEVEN!
Thus, we work with dozens within the first hundred.
An unusual assistant in teaching numeracy
So that the child can see the number series from 0 to one hundred, offer to look at the tailor's centimeter. Essentially, a centimeter is a large soft ruler that is easy to store. With the help of this simple device, your baby will easily perform difficult exercises:
- Count using tens to one hundred and one hundred to zero
- count from 87 to 93 and in reverse order
- prove which number is greater or less (the lesser is the one we say earlier when counting and the one written to the left - closer to zero)
- perform simple addition and subtraction
- repeat the ordinal count (first, second...hundredth)
- improve math vocabulary
We count within 20, moving through tens
How to teach a child to count two-digit numbers? When adding and subtracting numbers with a transition through ten, it is necessary to be able to explain to the student that one of the terms is decomposed in such a way as to add another term up to 10 and then add the remainder to it:
Let's take 17, that's ten and seven, and write it down:
(10+7)+5, we leave the number 10 alone and work only with units:
How much is seven missing from 10? (the composition of ten will be very useful to us here) - three are missing. We write the five as 3 and 2 (composition of the number 5), we get:
As a result, we have a record:
This is a ten and a ten - two tens, and also 4 ones - twenty-two.
When subtracting, we use the same algorithm.
Perhaps the baby will not understand right away. Feel free to use the “Number Composition” tables. Having learned to understand the principle of adding numbers up to ten, a student can easily do this orally, without tables.
While counting, pay attention Special attention terminology. Study the names of the ranks, fill out the rank tables. Break down numbers into digits orally and in writing.
Quite often, parents are faced with the task of teaching their child to count. It may seem that there is nothing complicated in this, but for small child Sometimes it can be very difficult to learn to count. Children, as a rule, tend to remember only what is interesting to them, so adults need to try to interest the baby first, then the process of acquiring new knowledge will be much easier.
If you present arithmetic as a dry, boring activity, it will be difficult to interest your child in itThe optimal age to start teaching a child to count
The best time to start teaching children to count is when their brains are actively developing. This usually occurs before the age of 6-7 years. It is important for parents to begin developing their child’s counting skills even before entering school.
The children are already in early age As soon as they start talking, they show interest in counting. Parents need to maintain this interest with the help of special educational games.
Basic rules for teaching counting
This article talks about typical ways to solve your issues, but each case is unique! If you want to find out from me how to solve your particular problem, ask your question. It's fast and free!
If you want to teach your child to count, you must adhere to the following basic teaching rules:
- The amount of information a child receives. Exercises should be performed three times a day, the duration of each of which should not exceed 10 minutes. In this way, the child will not become tired of the abundance of information, and interest in new knowledge will not disappear.
- Do not repeat the material covered every day. It is better to remember it only in cases when the accumulated knowledge is required to solve more difficult tasks.
- Don't give your baby too much difficult tasks. You should not scold your child if he fails to achieve the desired result. Perhaps it is actually difficult for him to cope with the task. Select tasks for your child that he can solve.
- Consolidate acquired knowledge in Everyday life. More often, work with your child to count everything that is around: cars, birds on a tree, the number of plates on the table, buses on the road, etc.
- Follow the order of the steps. According to psychologists, the process of acquiring new knowledge in a child consists of three stages: the adaptation stage, the stage of understanding the information received, and memorizing the material.
The most important thing is not to rush the baby. Be patient, communicate with your baby more often, compare objects when talking, talk about numbers, provide support and help in gaining knowledge.
You can teach your child to count on a walk, where you come across remarkable interesting objects Baby teaching methods
To teach a child correct mental arithmetic, you must use the following methods:
- Fingers. This method is one of the most popular among parents. Its essence lies in counting fingers. The method helps to develop visual memory baby, hand motor skills, and also promotes fast learning count objects.
- Material for counting. Ideal for teaching your child to count examples. Ordinary toys or certain educational sets are suitable as materials. When choosing such a set, give preference to the brighter and more colorful ones, make sure that they are made from environmentally friendly and safe materials.
- Educational children's books (we recommend reading:). There is currently a huge range of products available in stores. interesting books for the development of a preschool child. Try to choose tutorial, written in simple and understandable language for your baby, so that in your absence he can continue to learn to count objects.
Make sure your child's brain doesn't overload during activities. Too much information can tire a child and will not bring the desired result. At the beginning of classes, teach him to count examples up to 10, spend no more than 10-15 minutes on this, in the future you can work with your baby for up to 30 minutes. During each new lesson, review previously covered material.
Learning to count to 10
You can start teaching your child how to count to 10 as early as two or three years old. First, he must learn to count to 5, and then to 10. At this age, kids already know that they have two legs and that means they need to put on two socks. At 3-4 years old, you can give your child more complex tasks. The most important thing is that the child begins to understand the meaning of the words “equally”, “more”, “less”. You can bring him simple examples: “Masha had three tangerines, and Katya had two. Which girl has more fruit and which girl has less?”
To make it easier for your child to master counting to 10, invite him to count his fingers. Give the baby the task of adding 2+1, let him raise one finger on his left hand and two on his right, and then count total raised fingers.
The same manipulations can be carried out so that the baby learns to subtract: the child bends several fingers, and then counts the number of those remaining in the raised position. The same can be done with various items: pencils, pens, etc.
Learning to count to 20
When your child learns to count to 10, move on to learning to count to 20. Cars on the streets are a good material for counting. On the way to kindergarten Can you suggest counting their number? When your child has mastered the lesson well, try counting the cars in reverse order.
A child may find it quite difficult to add numbers from 1 to 20, so lessons should be conducted with a playful focus. For example, you can say: eight decided to add three to itself. She first took a two from a three and turned into a ten. Three became one. How much will it be if eight adds three to itself?
Your baby's brain needs daily exercise. If a child begins to practice mental arithmetic at an early age, he will have well-developed mental abilities.
Mental arithmetic training
When your child turns 5 years old, try to wean him from using counting materials, including your fingers. Let him learn mental arithmetic. If at first this helped him a lot, then in the future it will only interfere with the process of acquiring new knowledge.
After five years, children must be taught to add and subtract numbers up to 10 on an automatic machine, i.e. You need to ensure that the baby remembers the results of calculations. To achieve these goals, the use of mathematical chains helps well. Do not forget that the process of acquiring knowledge must maintain a playful nature. For large numbers there are separate techniques.
Learning to count in 1st grade
For every baby comes important point in life - he goes to 1st grade. This is the time when the basis of all knowledge about the future is formed. In the first grade, a child’s activity changes, but the ability to learn everything through games does not disappear. The child takes on the role of a student and develops self-organization skills. He needs to master the skills of planning his work, monitoring and evaluating his actions, communicating with peers and the teacher.
First-graders pay a lot of attention to oral work. To teach first-graders mental arithmetic and consolidate previously acquired knowledge, teachers use some methods with a playful twist:
- Zaitsev's cube method. It is a very common gaming method, the purpose of which is to quickly learn counting. Kids gain knowledge with great interest using cubes. The essence of the method is to use several tables, with the help of which children learn to add and subtract numbers in their heads much easier and faster. This method can also be used by parents during developmental activities with their child in preschool age. The set of Zaitsev's cubes includes a teaching aid and a CD with songs, which makes the process of acquiring new knowledge very interesting and simple.
- Glen Doman method. This method involves children learning to count using special cards with dots on them. The method allows you to develop the baby’s visual memory and the ability to count the number of objects.
Teachers may also use other methods of teaching numeracy in their practice, so it is advisable for parents to clarify in advance how the learning process will take place at school. To achieve good results, experts advise not to use different methods learning - it may not in the best possible way affect the child.
The Doman technique can also be used at an early age, but during preparation for school it is especially effective Learning to count in 2nd grade
The next important test for the child is entering second grade. Some teachers only follow school curriculum and do not pay due attention to the learning process of their students. It turns out that the child seems to know how to add and subtract, but at the same time he is unable to understand why one number turns into another.
In mathematics, it is very important to follow the sequence of actions and regularly train your memory. Only in this case will the baby be able to confidently count two-digit numbers in his head.
If parents are faced with the problem of their child’s poor performance at school, teachers advise working with him more at home. Examples for home practice:
- Add two-digit numbers 30+34 in your head. You can invite your child to break 34 into 30 and 4. This will make it easier for the child to perform addition. Train your visual memory as often as possible while performing everyday tasks.
- Perform addition 40+35. Some children find it much easier to do addition in reverse side. To do this, you need to round the smaller number to the nearest ten: 40+40. Then simply subtract the extra part: 80-5=75.
- Practice adding and subtracting simple examples in your head. For example: 2+3 or 2+2. Then start complicating the problems: 3+7=10, 10-2=8, 10-8=2. If your child is good at solving simple problems, then tasks with two- and three-digit numbers will not be difficult for him.
- If your child has a rich imagination, you can invite him to count objects or animals in his mind. Each baby is individual, so parents must choose the most suitable teaching method based on its characteristics.
Mental counting will be easier for a child who is a dreamer to master, who will replace boring numbers with animals or toys. Don't think that desired result will be achieved quickly, please be patient. It is not as easy for a child to learn to count as it might seem at first glance.
Experts advise adhering to the following recommendations:
- During classes, monitor how the baby reacts to the learning process. If he is bored and uninterested, it is better to try another technique.
- Don't force your baby to study against his will. This way you will not achieve the desired result.
- Do not be nervous during classes and do not scold your baby.
- Regularly review the material you have already learned.
- Praise your child for every achievement.
Teaching a child to count quickly is not that difficult (we recommend reading:). Parents just need to approach this with full responsibility, show love, patience and understanding to the baby, then the result will not be long in coming.
Even in preschool age, many children begin to become familiar with the concept of numbers and numbers. First, they are asked to say and show their age on their fingers, later, they are taught to count objects in small quantities, and so on. How to teach a child to add and subtract to 10? Typically, a child learns to perform his first mathematical operations already in elementary school.
How to properly teach a child to add and subtract to 10?
To teach your child to count within ten, you should look at the numbers. But they begin learning without numbers, but through objects. So, if there is one ball on the table, and you put another one next to it, you get two. Over time, when the child understands the essence of addition, the number of balls can be gradually increased. At the same time, do not forget about the importance of periodic practical tasks. That is, in everyday life, the child should be periodically asked how many books are on the shelf, how many spoons are on the table, and so on. Moreover, you can count anything.
At the next stage, you can gradually become familiar with numbers and their writing. In this case, special attention should be paid to the number 0, since it is not easy for children to understand the concept of emptiness. To quickly get acquainted with the numbers, you will need a large number of illustrative examples, as well as pictures and other aids.
Often, to teach a child to add and subtract up to 10, they help simple techniques. The most understandable and common option is the game of train. It becomes especially popular in first grade. The train can be built from the children themselves, as well as their simple objects, for clarity. So, if you add another car to one car, you get two, and so on. Once ten is reached, the game proceeds in reverse order.
In addition, there is also a method of so-called counting on a ruler. Only modern teachers It is not recommended to get carried away with them. It is believed that using a ruler is only relevant for clarity of the order of numbers. If you use it for counting, then it is the same as a calculator.
The easiest way to teach a child to add and subtract up to 10 is to count on their fingers. But this is not the best option– it is suitable only for teaching children. Definitely for better effect It is worth using all kinds of counting rhymes and sayings that will help children remember naughty numbers.
Mathematics. How to teach adding and subtracting numbers.
What should a child be able to do before starting to learn to add and subtract?
We didn’t count everything - the steps in the entrance, the Christmas tree in the yard, the bunnies in the book... It looked something like this. "How many bunnies? Point your finger. One, two, three. Three bunnies. Show three fingers. Good girl! That's right!" At first my son was not interested in counting; he liked searching more.
The game of hide and seek is also not superfluous: “One, two, three... ten. I’m going to look. It’s not my fault who didn’t hide!” At 3 years old, we could not count to 10; instead of numbers, we pronounced unknown words with a similar intonation. But later, due to the fact that it was often necessary to show the number of fingers, numbers were associated with the number of objects.
Knows numbers
I don't remember any special exercises that we would do. Everything happened in passing.
“Which floor are we on? On the second. Look, his number is written on the wall. “2”. Show two fingers. Well done.”
In the elevator: “What floor does grandma live on?” — “On the 3rd” — “Which button should you press?” - “This one” - “I guessed a little wrong. Here’s a three.”
In the store: “We have the key to box number 9. You see, there is a tag on the key. Which box has this number written on it?” Something similar with a wardrobe number.
In line to see the doctor: “What is the office number? Here’s the number.” - “Two” (as far as I understand, at random) - “No, this is the number “5”. Show 5 fingers. Okay!”
"When will daddy arrive?" - “In an hour. Look, now the short hand is at 6. When this hand is at 7, right here, then it will arrive.”
"Please switch to Channel 1. Bring the remote control. It says one here. Press this button. Thank you."
Why do I call mine easy way and even surprisingly light? Yes, simply because I have not yet come across a simpler and more reliable way of teaching kids to count. You will soon see this for yourself if you use it to educate your child. For a child, this will be just a game, and all that is required from parents is to devote a few minutes a day to this game, and if you follow my recommendations, sooner or later your child will definitely start counting in a race with you. But is this possible if the child is only three or four years old? It turns out that it is quite possible. In any case, I have been doing this successfully for over ten years.
I outline the entire learning process further in great detail, with a detailed description of each educational game, so that any mother can repeat it with her child. And, in addition, on the Internet on my website “Seven Steps to a Book,” I posted video recordings of fragments of my classes with children to make these lessons even more accessible for playback.
First, a few introductory words.
The first question that some parents have is: is it worth starting to teach your child arithmetic before school?
I believe that a child should be taught when he shows interest in the subject of study, and not after this interest has faded away. And children show interest in counting and counting early; it only needs to be slightly nourished and the games imperceptibly made more complex day by day. If for some reason your child is indifferent to counting objects, do not say to yourself: “He has no inclination for mathematics, I was also behind in mathematics at school.” Try to awaken this interest in him. Just include in his educational games what you have missed so far: counting toys, buttons on a shirt, steps when walking, etc.
The second question: what is the best way to teach a child?
You will get the answer to this question by reading here a complete description of my method of teaching mental arithmetic.
In the meantime, I want to warn you against using some teaching methods that do not benefit the child.
“To add 3 to 2, you must first add 1 to 2, you get 3, then add another 1 to 3, you get 4, and finally add another 1 to 4, the result is 5.” ; “- To subtract 3 from 5, you must first subtract 1, leaving 4, then subtract 1 more from 4, leaving 3, and finally subtract 1 more from 3, resulting in 2.”
This, unfortunately, widespread method develops and reinforces the habit of slow counting and does not stimulate mental development child. After all, counting means adding and subtracting in whole numerical groups at once, and not adding and subtracting one by one, and even by counting fingers or sticks. Why is this method, which is not useful for a child, so widespread? I think because it’s easier for the teacher. I hope that some teachers, having become familiar with my methodology, will abandon it.
Do not start teaching your child to count with sticks or fingers and make sure that he does not start using them later on advice big sister or brother. It's easy to learn to count on your fingers, but difficult to unlearn. While the child is counting on his fingers, the memory mechanism is not involved; the results of addition and subtraction in whole number groups are not stored in memory.
And finally, do not under any circumstances use the one that appears in last years Line counting method:
“To add 3 to 2, you need to take a ruler, find the number 2 on it, count from it to the right 3 times in centimeters and read the result 5 on the ruler”;
“To subtract 3 from 5, you need to take a ruler, find the number 5 on it, count from it to the left 3 times in centimeters and read the result 2 on the ruler.”
This method of counting, using such a primitive “calculator” as a ruler, seems to have been deliberately invented in order to wean a child from thinking and remembering. Instead of teaching how to count like this, it’s better not to teach at all, but to immediately show how to use a calculator. After all, this method, just like a calculator, eliminates memory training and inhibits the child’s mental development.
At the first stage of learning mental arithmetic, it is necessary to teach the child to count within ten. We need to help him firmly remember the results of all variants of adding and subtracting numbers within ten, just as we adults remember them.
At the second stage of education, preschoolers master basic methods adding and subtracting in your head double digit numbers. The main thing now is not automatic retrieval from memory ready-made solutions, but understanding and remembering methods of addition and subtraction in subsequent tens.
Both at the first and second stages, learning mental arithmetic occurs using elements of play and competition. With the help of educational games built in a certain sequence, not formal memorization is achieved, but conscious memorization using visual and tactile memory child, followed by consolidation in memory of each learned step.
Why do I teach mental arithmetic? Because only mental arithmetic develops the child’s memory, intelligence and what we call ingenuity. And this is exactly what he will need in the future. adult life. And writing “examples” with long thinking and calculating the answer on the fingers of a preschooler does nothing but harm, because discourages you from thinking quickly. He will solve examples later, at school, practicing the accuracy of the design. And intelligence must be developed at an early age, which is facilitated by mental calculation.
Even before starting to teach a child addition and subtraction, parents should teach him to count objects in pictures and in reality, count steps on a ladder, steps while walking. By the beginning of learning mental counting, a child should be able to count at least five toys, fish, birds, or ladybugs and at the same time master the concepts of “more” and “less.” But all these various items and the creatures should not be further used for teaching addition and subtraction. Learning mental arithmetic should begin with addition and subtraction of the same homogeneous objects, forming a certain configuration for each number. This will allow the child to use the visual and tactile memory when memorizing the results of addition and subtraction in whole number groups (see video file 056). As a tool for teaching mental counting, I used a set of small counting cubes in a counting box ( detailed description- Further). And to the fish, birds, dolls, ladybugs and other objects and creatures, children will return later, when solving arithmetic problems. But by this time, adding and subtracting any numbers in the mind will no longer be difficult for them.
For ease of presentation, I divided the first stage of training (counting within the first ten) into 40 lessons, and the second stage of training (counting within the next tens) into another 10-15 lessons. Don't be intimidated by the large number of lessons. The breakdown of the entire training course into lessons is approximate; with prepared children, I sometimes go through 2-3 lessons in one lesson, and it is quite possible that your child will not need so many lessons. In addition, these classes can be called lessons only conditionally, because each lasts only 10-20 minutes. They can also be combined with reading lessons. It is advisable to study twice a week, and it is enough to spend 5-7 minutes on homework on other days. Not every child needs the very first lesson; it is designed only for children who do not yet know the number 1 and, looking at two objects, cannot say how many there are without first counting with their finger. Their training must begin practically "from clean slate". More prepared children can start immediately from the second, and some - from the third or fourth lesson.
I conduct classes with three children at a time, no more, in order to keep the attention of each of them and not let them get bored. When the level of preparation of children is slightly different, you have to work with them on different tasks one by one, all the time switching from one child to another. At the initial lessons, the presence of parents is desirable so that they understand the essence of the methodology and correctly perform simple and short daily homework with their children. But the parents must be placed so that the children forget about their presence. Parents should not interfere or discipline their children, even if they are naughty or distracted.
Lessons with children in mental arithmetic in a small group can begin with approximately three years old, if they already know how to count objects with their fingers, at least up to five. And with own child Parents can easily begin elementary lessons using this method from the age of two.
Initial lessons of the first stage. Learning to count within five
For elementary lessons you will need five cards with the numbers 1, 2, 3, 4, 5 and five cubes with an edge size of approximately 1.5-2 cm, installed in a box. For cubes, I use “knowledge cubes” or “learning bricks” sold in educational game stores, 36 cubes per box. For the entire training course you will need three such boxes, i.e. 108 cubes. For initial lessons I take five cubes, the rest will be needed later. If you are unable to find ready-made cubes, it will not be difficult to make them yourself. To do this, you just need to print out a drawing on thick paper, 200-250 g/m2, and then cut out cube blanks from it, glue them together in accordance with the instructions, fill them with any filler, for example, some kind of cereal, and cover the outside with tape. It is also necessary to make a box to place these five cubes in a row. Gluing it together is just as easy from a pattern printed on thick paper and cut out. At the bottom of the box, five cells are drawn according to the size of the cubes; the cubes should fit in it freely.
You already understand that teaching numeracy is initial stage will be produced using five cubes and a box with five cells for them. In this regard, the question arises: what is the method of learning using five counting cubes and a box with five cells? better learning with five fingers? Mainly because the teacher can cover the box with his palm from time to time or remove it, due to which the cubes and empty cells located in it are very quickly imprinted in the child’s memory. But the child’s fingers always remain with him, he can see or feel them, and there is simply no need for memorization; the memory mechanism is not stimulated.
You should also not try to replace the box of cubes with counting sticks, other counting objects, or cubes that are not lined up in the box. Unlike cubes lined up in a box, these objects are arranged randomly, do not form a permanent configuration and therefore are not stored in memory as a memorable picture.
Lesson #1
Before the start of the lesson, find out how many cubes the child can identify at the same time, without counting them one by one with his finger. Usually, by the age of three, children can tell immediately, without counting, how many cubes are in a box, if their number does not exceed two or three, and only a few of them see four at once. But there are children who can only name one object so far. In order to say that they see two objects, they must count them by pointing with their finger. The first lesson is intended for such children. The others will join them later. To determine how many cubes a child sees at once, place them alternately in the box. different quantities cubes and ask: “How many cubes are in the box? Don’t count, tell me right away. Well done! And now? And now? That’s right, well done!” Children can sit or stand at the table. Place the box with cubes on the table next to the child parallel to the edge of the table.
To complete the tasks of the first lesson, leave the children who can only identify one cube so far. Play with them one by one.
- Game "Putting numbers to dice" with two dice.
Place a card with number 1 and a card with number 2 on the table. Place a box on the table and put one cube into it. Ask your child how many cubes are in the box. After he answers “one,” show and tell him the number 1 and ask him to put it next to the box. Add a second cube to the box and ask him to count how many cubes are in the box now. Let him, if he wants, count the cubes with his finger. After the child says that there are already two cubes in the box, show him and call the number 2 and ask him to remove the number 1 from the box and put the number 2 in its place. Repeat this game several times. Very soon the child will remember what two cubes look like and will begin to name this number immediately, without counting. At the same time, he will remember the numbers 1 and 2 and will move the number corresponding to the number of cubes in it towards the box. - Game "Dwarves in a house" with two dice.
Tell your child that you will now play the game “Gnomes in the House” with him. The box is a make-believe house, the cells in it are rooms, and the cubes are the gnomes who live in them. Place one cube on the first square to the left of the child and say: “One gnome came to the house.” Then ask: “And if another one comes to him, how many gnomes will be in the house?” If the child finds it difficult to answer, place the second cube on the table next to the house. After the child says that now there will be two gnomes in the house, allow him to place the second gnome next to the first on the second square. Then ask: “And if now one gnome leaves, how many gnomes will remain in the house?” This time your question will not cause difficulty and the child will answer: “One will remain.”
Then make the game more difficult. Say: “Now let’s put a roof on the house.” Cover the box with your palm and repeat the game. Every time the child says how many gnomes there are in the house after one came, or how many of them are left in it after one left, remove the palm roof and allow the child to add or remove the cube himself and make sure his answer is correct. . This helps connect not only the child’s visual, but also tactile memory. You always need to remove the last cube, i.e. second from the left.
Play games 1 and 2 alternately with all the children in the group. Tell the parents present at the lesson that they should play these games with their children once a day every day at home, unless the children themselves ask for more.
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Doesn't understand math. How to teach a child not to be afraid of tests? Good afternoon. I am not an experienced mother, I have experience with Mathematics in How to teach a child mental arithmetic. Presentation "Mathematics for little ones, counting from 1 to 10 with adding one": methodological...
Discussion
My child was born with hypoxia, and there were some other diagnoses that were not critical for me at that time.
This resulted in speech therapy problems, but they were quickly resolved with a speech therapist.
Hyperactivity immediately became visible, but it was compensated for by the age of 11.
But concentration and Mathematics became a problem, and in junior classes also 3-4-5, but in the fifth it’s 2-3-4.
There was always a math tutor. I changed because I thought it was the tutor who didn’t explain it well!
But in November, in the 5th grade, I brought my child to Moscow to a neurologist, based on recommendations, and he told us, after examination and tests, that it was attention deficit.
The purpose was stratera (but this is only by prescription), pantogam. Also mandatory classes with a Neuropsychologist and a psychologist (cognitive techniques).
You know, I can’t believe it myself, but there is a result!
Now it’s February and she’s firmly in her 4th trimester.
And the math tutor praises me for paying attention!
And the math teacher herself (otherwise she called me in September to say that she had a 2 on a test and needed to study with her daughter! How else could she study if she studied all August and September!)
How to teach children with mental retardation? How much patience and love should the Lord give? 4th grade, and even if you hang yourself, neither mathematics nor mental calculation remains in your head - how to teach? If you master counting well within ten, there will be no problems with counting when you move on...
Discussion
1. Work with him yourself in addition to school + other specialists.
2. Completely move away from the school methodology from the specific to the general; this “doesn’t work” for our children; they “can’t see the forest for the bushes.” The approach should be “from the general to the specific”, i.e. First you give a general vision, without going into details, then you disassemble one aspect and repeat it ad nauseam. For example:
We say - speech - parts of speech - independent (nominal) and service-independent: noun, adjective, numeral, adverb, verb, participle and gerund; auxiliary: preposition, conjunction, particle + special part of speech - interjection. Noun - proper, adverb. etc. We always start with the simplest: We speak - speech. Until you learn it, don’t move on to parts of speech. Then, when everything is mastered, go over the entire tree 100,500 times every day until the child’s teeth begin to bounce off. Next comes the complication of the task, we now rely on some familiar subsection and dance from it. But we regularly repeat the entire design.
3. In mathematics, we count on our fingers for a long time and painfully. Then, when the counting becomes error-free and fast, we cover our fingers with a newspaper or towel, count by touch, then close our eyes and imagine the fingers in our minds, then we simply count in our minds.
4. We apply available types of differentiation (or selection). For example, number digits: ones are green, tens are yellow, hundreds are red. You can use tactile or sound - it depends on the child’s capabilities.
5. Work until you sweat, repeat until your tongue becomes calloused. No "hug and cry"! Our children have been given everything, the approach just needs to be DIFFERENT. And there the integrals with derivatives will also obey.
Where do you study?
Mine has the same thing, it’s also complicated by the fact that the beginning ends, there will be no continuation, I can’t imagine where to go(
How to teach a child to compare. The child did math either alone or with his dad - I just “don’t Topics cling to one another :-)) “I can’t understand - these are school problems (they don’t teach How to teach a child mental math. Printable version. 4.1 5 (2032 ratings ) Rate this article.
Discussion
Hello, I would advise you to explain it more or less easily, let’s say the following example:
576-78=?
Please explain that I cannot subtract 78 from 76.
To 6 you need to add 10, that is, we take one ten.
Subtract 8 from 16 and get 8
So 8 is in the place of ones
Since we borrowed one ten from 70, it means not 70 but 60
Further:
From 560 I subtract 70 = 490, and we also remember that in place of units 8 we get 498.
I hope you improve your math!!!
Good luck.
A tutor is needed if the child does NOT understand complex material, and the parents are NOT able to explain it. In your case, your daughter (having 3 explanations of the same thing) will be completely confused.
Try downloading flash games to your tablet or phone. Nowadays there are many cool applications where you can game form improve mathematics, mental arithmetic, solve logic problems and generally practice spatial thinking. Observe which tasks cause difficulties for your daughter, so you can highlight problem areas that are worth going over again.
How to teach a child mental arithmetic and retain the skill of counting quickly for life? Section: Education, development (how to teach a child to subtract units from tens). The result is always simple and negative = -3. We take this three away from those put aside...
Discussion
My husband explained his method to me this way.
From any minuend we mentally remove the tens place:
16-9 will be 6-9. The result is always simple and negative = -3.
We subtract this triple from the tens set aside: 10-3=7.
16-9=7 - we counted correctly. The idea is that the second action will always be to subtract the smaller number from the even number of tens.
53-9= (50) 3-9=(50)-6=44
Did you explain it clearly? :)
I think differently (with a 7 to 6+1 layout), but my husband does it like this. %))
We were taught to count to the nearest whole (ten) number. For example, 16 is 10 and 6. The composition of the number 7 is 6 and 1. So we remove 6 and all that remains is to subtract 1 from 10. The composition of the number 110 is 9 and 1, which means the result will be 9.
But the children initially did everything on the number line. If it's so difficult
Try to show it on a number line. For example, mark 16 with a step of 1 cell (intermediate mark 10) and then in the opposite direction with arcs from above mark 7 cells. Perhaps it will help the child understand how subtraction works in a visual way.
There, mental arithmetic is the basis of first grade. Sorry, Len, for intruding, but the problem is the same, we are also suffering, but my some I know that I am not a mathematician, and I wanted to make his “first-class” life easier - to understand (or learn) the composition of a number. As soon as you haven't played it, you can't remember it by heart...
Discussion
To do this, you need to memorize the composition of numbers up to 10 very well. This knowledge is vital when solving examples of addition and subtraction. In order to remember the composition of a number well, you just need to repeat the pairs that make up this number many times. There is an application for iPad and iPhone that makes this process easier for the child, turning it into a game with attractive features and sounds. The application has already been tested by many users for several years. This application, despite its simplicity, is very effective, experts in Singapore respond very well to it, and many educational institutions around the world use it in their practice. Especially for visitors to the site, we are giving 5 gift promotional codes for this application:
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You can download the Composition of Numbers to 10 application in the App Store:
[link-1]
For the best effect, encourage your child to complete the game and be sure to repeat the passage in a couple of days.
What are you doing
10/31/2017 11:43:56, Nastyusha TVA surprisingly easy way to teach your child mental math. Mental arithmetic - how to teach? - 2 - is also quite simple, if you automate counting in twos, forward and backward. numerical houses, where the roof is - for example 5 >. Learning to count within five.
Discussion
To dispel confusion about the number line, do it on the stairs. Number the steps and jump. From the second, three up, you'll get to the fifth. Children usually really like to chase adults up the stairs like this and guess where they will end up, and even jump themselves :-) What is good about this method, in addition to using their fingers? A fundamentally different model of number. Not through quantity, but through distance.
Counting, or more precisely, the idea of quantity, can be introduced, in addition to fingers and number lines, on the basis of some stable images. “And the cat has four legs...” And the bird has two. There are five fingers, and the bicycle has three wheels. Work with images like this. Here's a little written about it:
I was wondering various methods teaching numeracy. The best, IMHO, is Zaitsev's "Hundred Count". I highly recommend it.
06.12.2005 14:37:30, Marusyak ValeryOral counting - how to practice? Education, development. Child from 7 to 10. How to teach a child mental counting and maintain the skill of counting quickly for life? Having started studying mental arithmetic at the age of 13, students reach their peak after two to three years...
Discussion
Example 3+4 will recalculate, and if you ask how much 3 candies and 4 more candies will be, the answer will immediately be seven.
By the way, in our schools we teach counting with fingers.
At the age of 4, my son counted using the composition of numbers. Now he is counting by counting units. I don’t understand what the connection is with future difficulties with algebra. In Mikulina’s notebook “Fairytale Numbers” (one of the authors of the textbook on mathematics ED), Mishenka solves all the examples with symbols in systems of linear equations at the speed of a pig squeal. What kind of tragedy is that? For a programmer, the idea of moving along a number series is even preferable; many problems are solved this way. In exam problems that need to be solved in integers, this enumeration method is also convenient. In general, it’s more convenient for me to create an algorithm for solving a system of equations and put all this mess into a computer than to worry about numbers. I really don't like that school classrooms First-graders' huge abacus disappeared, Perelman wrote well about abacus, at the age of seven I figured it out myself from his book and enjoyed playing with abacus. For centuries they counted on these knuckles, my mother was a virtuoso, the knuckles just flew, she didn’t need any adding machine. On fingers, knuckles, when counting in the mind, numbers are seen somehow differently, some patterns are noticed differently. Even if children try everything while they are small, they are still very, very far from real mathematics with proofs.
“I can’t understand – is this a problem with the school (they don’t teach you to think?), the program (weak?), the child (not capable?), or mine (am I doing it wrong?) Or do I want too much?”
Sephia did not write what program her daughter is studying in, but this program may at the same time be sufficient for other “weaker” classmates, and be a definite inhibitor for her “advanced” girl. And the fact that some teachers replace the ability to think with templates and memorization - this, unfortunately, is the case:-(
This conf is read (some write) very much interesting people. If they do this, then EVERYONE is definitely puzzled by the good
raising their children and the desire to give quality education. Otherwise they wouldn't come here.
So let's try to help our children and ourselves. Whoever can do what.
Who will bring interesting problems, who will share a non-standard solution to the problem. Whoever can. Perhaps we will cope with the problems of our education.
I also wanted to write about a “mathematical” topic, but I still don’t have enough time. My daughter is in 2nd grade. In mathematics a solid A,
There are simply no other assessments. They study according to Morro and Uzorova (30,000 tasks for oral calculation). But it seems to me that this is not enough.
Out of 28 people, only three are excellent students. In 1st grade, at the beginning of the year, the teacher suggested that parents take a course on Heidman in addition to the main course. There were immediately mothers who were categorically against it, citing their heavy workload.
children in English language (special school). That's where we stopped. Me and two other mothers bought a textbook on our own and studied on our own.
At the beginning of the 3rd quarter, my daughter was told that on the weekend she and her classmate would go to the district Olympiad in mathematics.
She comes home on Friday (the eve of the Olympiad) and says that in class they did work, based on the results of which they will select children for the next Olympiad. He says that no one in the class solved one problem. Here is her condition:
There were 15 birds sitting on two bushes. When 2 birds flew from the 1st to the second, and 3 birds flew away from the second, the second bush became 4
There are more birds than in the first one.
How many birds were there on each bush at the beginning?
Let me make a reservation right away that they have not yet gone through multiplication and division. On summer holidays after 1st grade they were asked to start
learn the multiplication table.
I was surprised by this task, because... in my opinion, it did not correspond to the program they were studying.
But my daughter was interested in how this problem was solved. I told her how to solve it first in one way (15-3=12, 12:2=6, 12 -4= 8,
8:2=4, 4+2=6, 15-6=9), and then she told me how to designate the unknown through X. We solved this problem, and then came up with
a couple more like this. We studied for an hour. My daughter understood everything and liked it.
The next day, after the Olympics, she comes out happy and says that one problem was similar, and she immediately beat it
decided.
So I had a question: is it possible to identify gifted children at the Olympiad in this way?
IMHO, no. This example suggests that certain programs are simply lagging behind. I didn’t tell my daughter the day before about the solution -
and she couldn't. By the way, she then took 3rd place.
It’s a pity that I still can’t get the conditions for all the problems from the Olympiad. I'm very interested in seeing the rest.
The ability to think logically, in addition to solving problems, can be stimulated by chess and solitaire. By the way, there are also computer educational games that develop logic.
