How to teach a child to count. Learning to count. Finger games for the little ones. Balls and Buttons

23.05.2019

Some parents, hardly their baby is at least a year old, want to teach their child to count correctly and quickly. Others are not sure whether it is necessary to do this with a preschooler if they teach at school anyway.

Many experts say that this should be done only when babies show interest in counting, and not try to impose it. Usually, babies show interest in counting early, while parents need to nourish it and motivate it to develop in this regard in the form of games and fun examples.

Interest can fade from time to time, but you can warm it up, suggesting together to count steps while walking, toys or buttons on clothes.

Today you will learn how to teach a child to count, in some cases it can be done quickly, in other cases it will take time.

What parents need to understand

Some parents just don't know how to get started.

Now there are many specialized books on how you can teach your child to count. Psychologists assure that if you decide to start learning, then the following recommendations should be followed:

Counting training materials

Teaching at the age of 3-5 years old is quite difficult. For learning at an early stage different visuals can be used, in particular:

Pictures;
numbers on a magnet;
cubes and stuff.

When Learning Goes to Addition and Subtraction, then the following are used as visual materials:

fingers - invite the kids to count the number of fingers on the hand, then bend and ask how many are left;
sticks - by analogy with fingers;
ruler - show the numbers on the ruler and divisions, count them if you want to teach your baby to add.

However, many psychologists do not encourage the use of such devices in order to teach babies to count, and believe that this provokes laziness, and thinking and memory are not trained. A number of experts suggest teaching children to count only orally.

Examples for the little ones

Learning to count can be started from the age of six months... Naturally, we are not talking about the fact that a baby who does not know how to walk and talk counts objects, but this will allow parents to create a basis for future learning. A good example in this case is light rhymes where counting is present, for example, such as "1, 2, 3, 4, 5, a bunny came out for a walk."

Already at the age of one year, examples will be more complicated. You can take cubes and tell the kid where there is one cube and where there are many, it will be too early to teach counting to 5 or to 10. And from that age, you need to teach the baby to show on his fingers how old he is.

How to teach a child to count to 10

From about three years of age when children are already interested in numbers (and some may become interested in three years, while others - closer to five), learning is based on the following principle:

go with the baby numbers from 0 to 10;
teach your kid to memorize them using blocks or other toys;
tell the difference between higher and lower numbers, explain such a concept as "half", use simple examples;
count household items at home or items for a walk, suggest counting together.

Below we will look at the methods of teaching children to count to 10 in more detail. To start speak the numbers from one to 10 with the child, count the items at hand. Good examples are simple addition of objects: for example, "here was one doll, now we will put the second next to it, and there will be two of them." Over time, the number of items counted should be increased.

As often as possible, ask your child how many plates are on the table, how many birds are sitting on a branch, or how many dogs are walking in the yard.

It is not recommended to ignore the number zero... First, you need to learn the numbers from zero to two, inclusive, and then all the others - from three to 10. Zero in terms of study is difficult in the sense that it is difficult for children to explain that emptiness can be designated as a separate number.

Something like this: draw two squares, put three dots in one, and not one in the second. Explain to the kid that in digital terms this will mean "3" in the first case and "0" in the second.

Games, examples and rhymes for teaching counting to 10

The easiest and fastest way to teach a child to count is finger counting, which we talked about earlier. But fingers are good only at first, when you teach the baby to understand numbers, then he should be weaned from the skill of counting on them. There are often cases when schoolchildren begin to solve examples on their fingers and cannot do it by another method. The ruler, which was previously used to memorize numbers, is also not particularly welcome in our time, which we also talked about.

Other examples and games include:

we see 10 paws of cats (dogs). Answer how many animals there are. You need to count in pairs: two, four, six and so on up to ten;
in the same way he counts how many pairs of shoes a cat or dog needs;
looking at the clock, count in fives to 10.

How to teach your kid to add and subtract numbers within ten

When your child has already learned the order of numbers, start solving with him. examples for their addition and subtraction... Examples might be as follows:

there are four apples on one plate, and two on the second. How many are there in total?
There are six apples on the table, and there are three children. How to properly divide them between them?

Other problems may be something like the following, for subtraction everything will look the same. You should also teach the kid in a playful way the rule that from a change in the terms, the amount will not change.

To do this, place a plate with two apples on the table or ask your child to introduce it. Place another one with four apples next to it. Count how many apples are there, and then rearrange the plates and ask how many there will be now. The correct answer is the same.

In primary grades students are explained what dozens are by means of special sticks. Then they are taught to add and subtract numbers with the transition through ten.

In the first grade, the student learns to count in full tens using bundles of sticks. And only after that he gets acquainted with the table of addition and subtraction with the transition through ten. If the kids are doing well, then you can teach this even before school.

In the first grade, teaching mathematics is based on three tables:

addition and subtraction up to 10;
examples with a transition through a dozen;
multiplication table.

When a student masters these tables, then in the future he will not have problems with mathematics, even in high school when studying more complex calculations.

And so that the child does not have problems at school, and mathematics is only a joy, it is very important that parents instilled a love of counting at preschool age... Therefore, the first steps to learning mathematics should be in the form of a game and interestingly presented. And the more fun this process is for the child, the faster he will master the skills of counting.

Teaching a child to count is very important, as this ability is extremely in demand in everyday life. Indeed, just think how many times a day we recount something. In addition, the calculation of mathematical operations in their entirety is inherent only in humans. This is what distinguishes us from animals. The sooner the child learns to count, the more opportunities open up for the development of the brain - counting "in the mind" contributes to this. In short, doing math has a beneficial effect on a child's intelligence.

Are parents wondering when can they start teaching their children to count? You yourself will understand when - your child will tell you, starting to show interest in counting, and this often happens quite early. Experts advise to start training at the age of two. At three or four years old, a child is quite capable of learning to perform simple mathematical actions.

take the learning process calmly, do not cheat yourself, as teaching a child to count is quite simple;
do not let the child get bored, do not deliberately slow down the course of the lesson, try to interest the child;
be in a good mood;
learning to count, the baby should touch objects or move them from place to place - it is noticed that this speeds up the process of mastering the material;
before each lesson, repeat the material you have covered, spending about five minutes on it;
praise the child for success, but never scold or compare with anyone, do not say that someone is better than him - you risk discouraging the child's interest in classes for a long time;
do not stop there.

Where to begin?

First you need to introduce the child to the concepts of "one" and "two", gradually teaching him to count within ten. Don't use the numbers yet. Keep in mind that we adults do not think like children do. We can manipulate abstract concepts, children cannot do this yet, the names of numbers for a child are just words, so everything needs to be explained with an example. Show your child two identical objects. Pointing to one of them, say that it is "one", and pointing to both together, say that it is "two." Continue this way: first, teach the child to count to three, then to five, gradually increase the number of objects to ten, all the time reinforcing your words visually. It may seem difficult to you, but for a child it will all look very logical. This will develop the imaginative thinking of the child, and solve the problem of how to teach the child to count quickly.

The combination of learning with play contributes to the rapid assimilation of new things, so the kid will get into the essence without much effort. Try to come up with more and more new ways to interest the child. For example, count toys, fingers, or buttons on your shirt with him. It is important that your little one practices counting all the time. It is best to use the time of walking for this purpose: there is always something to count - trees, flowers, pebbles, cars.

Zero concept

It is very important to explain to your child what zero is, even at an early stage of learning to count, but not before he learns to count to ten. To show zero in practice, you must first show the presence of an object, and then its absence. The subject must be of interest to the child. Let it be candy. First, put a few pieces on the table, and then remove them from the table, while saying that now there are zero sweets on the table.

Learning addition operations is not as difficult as it seems at first glance. Having learned to count with an illustrative example, the kid understands that with each ordinal number, the number increases by one. When teaching addition, always use the same terms, for example, “one plus three equals four” or “one add three equals four”, but not all at once, try not to confuse the child with a variety of designations. And don't forget about visual confirmation of the actions being taken. Two weeks are enough to consolidate the material.

Learn to subtract and count back

Your child now folds and counts confidently. Now is the time to learn how to count down. This should be clearly demonstrated as follows: you start counting in reverse order, and each time you call a number, you remove one object from the child's field of vision. Having mastered the countdown, you can proceed to the logical continuation - subtraction. It is at this stage that the child is fully prepared.

Multiplication and division

Then the time will come for more complex mathematical exercises - multiplication and division. You've probably already taught your child to count to a hundred, and he has accumulated a decent base of information.

Multiplication is multiple addition, explain this to your child, and everything will immediately fall into place. Also unobtrusively explain the division operation as division into parts. It is worth starting with dividing "by two", i.e. equally. Invite your toddler to share the same candy. Here you can explain to the child what even and odd numbers are (even, when you can divide equally). Once the material is understood, move on to more complex examples, division by three, four, etc.

Numbers

The penultimate stage of training is to teach the child to correlate the number of objects with symbols, i.e. with numbers. Now you can use educational games with the image of numbers in teaching counting, for example, cubes with numbers, where each number is illustrated with a picture. Only after the kid begins to understand the numbers without mistakes, you can begin to solve the examples on paper. Then you need to draw an analogy between the words "equals", "plus", "minus", etc. with their written designation - "=", "+", "-".

Mental counting

The last thing to be taught is mental arithmetic. At first, the child called numbers and numbers, touched objects with his hands, thanks to this he learned to count. But now that the skill is acquired, this is not necessary. Let the child try to count more and more quietly and not use his hands when counting, then let him just move his lips. It may happen by itself, but you may need to ask your child about it. Do not rush the baby - everything will work out over time.

Great success to you and your baby!

When the baby grows out of the diaper, starts to run, talk and be interested in everything, loving parents think about how to teach the child to count. These skills are very useful for a little person, and the sooner he masters them, the better it will be.
Next, let's talk about how to introduce the baby to numbers and numbers up to 100.

When to teach your child to count?

No one can name the exact dates, but it has been scientifically proven that at 2-3 years old a child has the strongest need for new knowledge and information. Now the crumb is ready to learn everything, he absorbs knowledge like a sponge, reaches for the unknown and in general is an ideal soil for cultivating certain abilities.

That is why it is better to start introducing the baby to the numbers in the period from two to three years. However, you can do this earlier. Already at the age of one year, children have ways to understand that one and two are different things, although they are not yet able to fully comprehend the quantitative states of objects.

How to teach to count to 10?

Counting to 10 is the main task that needs to be given to the parent of a small child. But it can be difficult for a kid to master 10 numbers at once, so teach your baby to count to 5 first.

To do this, you can resort to the following methods, which are easy to implement at home.

There are five fingers on the hand - starting from this, introduce the little one to the "names" of the numbers.
Show cards with objects depicted on them (from one to five) - remember, it is better not to show the image of the numbers themselves to the baby for now.
Educational cartoons and programs - they can be found on the Internet.
Abacus and other educational toys.
Poems and nursery rhymes.
Counting in everyday life.

It is very good if you introduce your baby to household chores, while teaching counting. For example, you can instruct your baby to wash five cups. At the same time, ask the child to count: one cup, two cups. Or, before going to the store, ask your toddler to memorize five items from the grocery list. The child should remind you of what to buy. In this case, you can bend your fingers so as not to lose count. This will allow you to both teach the child to count in the mind, and take care of the development of his memory.

Lessons with cards will be useful. These manuals are sold in all bookstores and online stores for children. First, show the cards sequentially, then alternate - let the child answer how many objects are depicted on the card (remember that we are not teaching how to write numbers yet!)

But try not to bore the kid with your "math". Do everything unobtrusively and easily, in a playful way, so that the kid does not feel like a student in the classroom ahead of time.

This activity is similar to when you want to teach a child to read by syllables and introduce him to letters and sounds step by step. Take your time, make sure that the baby has learned the information well before moving on to the next stage of learning.

How to teach a child to write numbers?

After the first 10 digits are learned, you can show your child how they are written. It is better not to burden the baby's memory and study one written number a day.

Dedicate to digital all day:

write it down on a piece of paper and hang it in a prominent place;
together with the child, mold a figure from plasticine;
watch the program, which tells about this figure;
give examples using the calendar. For example, "On the 2nd we will go to grandma's."

Such a simple and everyday object as a clock will help a child write numbers. The child has probably seen it many times, so he will not be new to the numbers on the dial.

How to teach to count to 20?

The next stage of the child's mathematical education at home will be counting to 20. You should start classes only when the baby has already mastered the numbers from 1 to 9 and the number 10 well.

Explain that each subsequent (further 10) number will consist of two digits. In other words, each number is divided into tens and ones. The first digit is tens, the second is ones.
Use two boxes. In one, put ten objects (balls, cubes, etc.) in the other - one (2, 3, 4), this illustrative example will help the baby understand what's what.
Say that all the numbers in the one position follow one another, that is, after 11 comes 12, then 13, 14, etc.
When the child understands the essence of counting up to 20, you can give him a little task. For example, ask your child to put 16 dryers (sweets, balls) in an empty box. In this case, the baby must count out loud.

How to teach to count to 100?

By the age of 4-5, when the baby is already counting from 1 to 20, you can introduce him to numbers up to 100. This requires some patience and time, learning to count is a rather long and laborious process.

First of all, tell us that there are 9 dozens in the number series up to 100. Name the numbers - 10, 20, 30, 40, 50, 60, 70, 80, 90. But make a reservation that there are also units between these numbers, that is, these the numbers don't go one after the other.
After this short overview lesson, have your child learn 10 new numbers a day. Start with your third ten (21, 22, 23 ...). Before bed, ask your toddler to share what they have learned. In this case, you can repeat the material covered, counting any items.
When the child has studied several dozen numbers, play a game with him: show the number series with the missing number in the middle. The kid must find and insert the lost item.
Praise the child for the correct answers, rejoice in his success. Motivate your toddler to learn.

How to teach to add and subtract?

Basic operations such as addition and subtraction are useful for your child even before school. The ability to count objects in everyday life will give a little self-confidence, as well as give an impetus to the development of intelligence. But where do you start?

First of all, remember - no math lessons! Only a game and an interesting pastime.

Prepare visual material: apples, sweets, cubes - something that the baby will be interested in operating with.
First, parse a prime number (for example, 3). You can get a total of 3 by adding two candies and one. Ask your child to show how much he understood the explanation.
Continue adding until the child understands what is what, and only then proceed to subtract.

Why do I call my method easy and even surprisingly easy? Yes, simply because I have not yet met a simpler and more reliable way of teaching kids to count. You yourself will soon see this if you use it to teach your child. For the child, this will be just a game, and all that is required from the parents is to devote a few minutes a day to this game, and if you follow my recommendations, sooner or later your child will certainly start to count 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. Anyway, I have been doing it successfully for over ten years.

I describe the entire learning process further in great detail, with a detailed description of each educational game, so that any mother could repeat it with her child. And, in addition, on the Internet on my site "Seven Steps to the Book" I posted videos of fragments of my activities 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 teaching a child to count before school?

I believe that teaching a child is necessary when he shows interest in the subject of study, and not after this interest has faded. And interest in counting and counting is manifested in children early, it needs only to be slightly nourished and imperceptibly to complicate the games day by day. If for some reason your child is indifferent to counting objects, do not tell yourself: "He has no inclination for mathematics, I also lagged 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 is: what is the best way to teach a child?

You will get the answer to this question by reading here the full presentation of my methods of teaching oral counting.

In the meantime, I want to warn you against using some teaching methods that do not benefit your child.

"To add 3 to the 2nd, you first need to add 1 to the 2nd, you get 3, then add 1 more to the 3rd, you get 4, and finally, add 1 more to the 4th, the result will be 5" ; "- To subtract 3 from 5, you must first subtract 1, there will remain 4, then subtract 1 more from 4, there will be 3, and finally, subtract 1 more from 3, as a result there will be 2."

This, unfortunately, common method develops and perpetuates the habit of slow counting and does not stimulate the child's mental development. After all, counting means adding and subtracting at once in whole numerical groups, and not adding and subtracting one by one, and even by counting fingers or sticks. Why is this method, which is not useful for the child, is so widespread? I think it's because it's easier for the teacher. I hope that some teachers, having familiarized themselves 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 the advice of an older sister or brother. It is easy to learn to count on your fingers, but difficult to wean. While the child is counting on his fingers, the memory mechanism is not involved, the results of addition and subtraction in whole numerical groups are not stored in the memory.

And, finally, under no circumstances use the "ruler" method of counting that has appeared in recent years:

"To add 3 to the 2nd, you need to take a ruler, find the number 2 on it, count from it to the right 3 times in a centimeter 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 a centimeter and read the result 2 on the ruler."

This way of counting with the use of such a primitive "calculator" as a ruler, as if deliberately invented in order to wean the child from thinking and memorizing. Rather than teaching how to count, it is better not to teach at all, but to show right away how to use a calculator. After all, this method, just like a calculator, excludes memory training and slows down the mental development of the baby.

At the first stage of teaching oral counting, it is necessary to teach the child to count within ten. It is necessary to help him firmly remember the results of all variants of addition and subtraction of numbers within ten as we, adults, remember them.

In the second stage of education, preschoolers master the basic methods of addition and subtraction in the mind of two-digit numbers. The main thing now is not the automatic retrieval of ready-made solutions from memory, but the understanding and memorization of the methods of addition and subtraction in the next tens.

Both at the first and at the second stage, the teaching of oral counting occurs with the use of elements of the game and competition. With the help of educational games, lined up in a certain sequence, not formal memorization is achieved, but conscious memorization using the child's visual and tactile memory, followed by fixing each step learned in the memory.

Why do I teach oral counting? Because only verbal counting develops a child's memory, intelligence and what we call ingenuity. Namely, this is what he will need in his subsequent adult life. And writing "examples" with long deliberation and calculating the answer on the fingers of the preschooler does nothing but harm, because weaned off 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 oral counting.

Even before starting teaching a child to add and subtract, parents should teach him how to count objects in pictures and in nature, how to count steps on stairs, steps on a walk. By the beginning of learning oral counting, the 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 objects and creatures should not be used in the future for learning addition and subtraction. Learning oral counting should begin with the addition and subtraction of the same homogeneous objects that form a certain configuration for each of their numbers. This will allow the child's visual and tactile memory to be used when memorizing the results of addition and subtraction in whole numerical groups (see video file 056). As a guide for teaching oral counting, I used a set of small counting cubes in a counting box (detailed description - below). And children will return to fish, birds, dolls, ladybirds and other objects and creatures later, when solving arithmetic problems. But by this time, addition and subtraction of any numbers in the mind will no longer be difficult for them.

For the convenience of presentation, I have divided the first stage of training (counting within the first ten) into 40 lessons, and the second stage of training (counting in the next ten) into another 10-15 lessons. Don't be intimidated by the sheer number of lessons. The breakdown of the entire course of study 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 lessons can be called lessons only conditionally, because the duration of each is only 10-20 minutes. They can also be combined with reading lessons. It is advisable to do it twice a week, and it is enough to devote 5-7 minutes to homework on the remaining days. The very first lesson is not needed for every child, 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 them with their finger. Their training should be started practically from scratch. More prepared children can start right away from the second, and some - from the third or fourth lesson.

I teach classes at the same time with three children, 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 somewhat different, you have to deal with them alternately with different tasks, 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 it is necessary to place the parents so that the children forget about their presence. Parents should not interfere and curse their children, even if they are naughty or distracted.

Oral counting classes with children in a small group can be started from about the age of three, if they already know how to count objects with their fingers, at least up to five. And with their own child, parents may well be engaged in initial lessons using this technique from the age of two.

Initial lessons of the first stage. Counting training within five

For the initial lessons, you will need five cards with numbers 1, 2, 3, 4, 5 and five cubes with an edge size of about 1.5-2 cm, installed in a box. For the bricks, I use the "knowledge bricks" or "learning bricks" sold in educational games stores, 36 bricks per box. For the entire course of study, you will need three such boxes, i.e. 108 cubes. For the initial lessons, I take five cubes, the rest will be needed later. If you cannot find ready-made cubes, then it will be easy to make them yourself. To do this, you just need to print a drawing on thick paper, 200-250 g / m2, and then cut out cubes from it, glue them in accordance with the existing instructions, fill with any filler, for example, some kind of cereal, and glue the outside with tape. It is also necessary to make a box for placing these five cubes in a row. It is just as easy to glue it from a printed and cut-out pattern printed on thick paper. 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 have already understood that at the initial stage, learning to count will be done with the help of five cubes and a box with five cells for them. In this regard, the question arises: what is the method of teaching with the help of five counting cubes and a box with five cells better than teaching with five fingers? Mainly by the fact that the teacher from time to time can cover the box with his palm or remove, due to which the cubes and empty cells located in it are very soon imprinted in the child's memory. And the child's fingers always remain with him, he can see or feel them, and memorization simply does not arise, the stimulation of the memory mechanism does not occur.

You should also not try to replace the box of cubes with counting sticks, other counting items, or cubes that are not in a row 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 in the form of a remembered picture.

Lesson number 1

Before the lesson, find out how many blocks the child can determine at the same time, without counting them one by one with his finger. Usually, by the age of three, children can tell right away without counting how many cubes are in a box, if their number does not exceed two or three, and only some of them see four at once. But there are children who can only name one subject 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 rest will join them later. To determine how many cubes the child sees at once, put different numbers of cubes in the box alternately and ask: "How many cubes are in the box? Don't count, tell me right away. Well done! Now? And now? 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.

For the tasks of the first lesson, leave the children who can only determine one cube for now. Play with them one at a time.

Game "Add numbers to cubes" with two cubes.
Put the card with the number 1 and the card with the number 2 on the table. Put the box on the table and put one cube in it. Ask your child how many cubes are in the box. After he answers "one", show him and tell the number 1 and ask to put it next to the box. Add a second cube to the box and ask to count how many cubes are in the box now. Let him count the cubes with his finger if he wants to. After the child says that there are already two cubes in the box, show him and name 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 call this number right away, without counting. At the same time, he will remember the numbers 1 and 2 and will move to the box the number corresponding to the number of cubes in it.
Game "Gnomes in the house" with two cubes.
Tell your child that you are going to play Gnomes in the House with him now. 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 there 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, let him put the second gnome next to the first on the second cell. Then ask: "And if now one gnome leaves, how many gnomes will remain in the house?" This time your question will not cause any difficulty and the child will answer: "One will remain."

Then complicate the game. Say: "Now let's make a roof for the house." Cover the box with your palm and repeat the game. Every time the child says how many gnomes there were in the house after one came, or how many of them remained in it after one left, remove the roof-palm and let the child add or remove the cube himself and make sure that his answer is correct ... This contributes to the connection not only of the visual, but also of the tactile memory of the child. 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 in the class that they should play these games with their children at home once a day every day, unless the children ask for more.

Comment on the article "A Surprisingly Easy Way to Teach Your Child Oral Counting"

Doesn't understand mathematics. How to teach a child not to be afraid of tests? Good afternoon. I am not an experienced mom, experience with Mathematics in How to teach a child to count. Presentation "Mathematics for little ones, counting from 1 to 10 with the addition of one": methodical ...

Discussion

My child was born with hypoxia, 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 was immediately apparent, but it was canceled out by the age of 11.
But concentration of attention and Mathematics has become a problem, and in the lower grades it is also 3-4-5, but in the fifth grades 2-3-4.
There has always been a math tutor. He changed because I thought that the matter was in the tutor, does not explain well!
But in November in the 5th grade, I brought the child to Moscow to a neurologist, according to the recommendations, and he told us, after examination and tests, that it was attention deficit.
The appointment was a strater (but this is only for prescriptions), pantogam. Also compulsory classes with a Neuropsychologist and a psychologist (cognitive techniques).
You know, I myself can’t believe it, but the result is there!
Now it's February and she's firmly in the 4th trimester.
And the math tutor praises that she has become attentive!
And the math teacher herself (otherwise she called me in September that she had 2 for the test and she needed to study with her daughter! And how else to study if she studied all August and September!)

12.02.2019 20:19:40, Veronica Strawberry

How to teach children with developmental disorders? How much patience and love should the Lord give? 4th grade, and already at least hang yourself, neither mathematics nor oral counting remains in your head - how to teach? You will work out the count well within ten and then there will be no problems with the score, when with the transition ...

Discussion

1. To work with him in addition to school + other specialists.
2. Completely move away from the school methodology from the private to the general, for our children this "does not work", they "do not see the forest behind the bushes." The approach should be general-to-specific, i.e. first you give a general vision without going into details, then you disassemble one side and repeat ad nausea. For example:
We say - speech - parts of speech - independent (nominal) and service - independent: noun, adjective, numeral, adverb, verb, participle and participle; service: preposition, union, particle + special part of speech - interjection. Name noun - proper, common etc. We always start with the simplest: We speak - speech. Until he learns, do not move on to parts of speech. Then, when everything is mastered, walk the entire tree 100,500 times daily until the child begins to bounce off the teeth. Next comes the complication of the task, we already rely on some familiar subsection and dance from it. But we regularly repeat the whole structure.
3. In mathematics, counting on the fingers is long and painful. Then, when the counting becomes error-free and fast, cover our fingers with a newspaper or towel, count by touch, then close our eyes and imagine the fingers in our mind, then just count in our mind.
4. We apply the available types of differentiation (or selection). For example, the digits of numbers: units are green, tens are yellow, hundreds are red. You can use tactile, sound - it depends on the capabilities of the child.
5. Work to the seventh sweat, repetition to calluses on the tongue. No hug and cry! Everything is given to our children, just the approach should be DIFFERENT. And then the integrals with derivatives will obey.

Where do you study?
Mine is the same, it is also complicated by the fact that the beginning ends, there will be no continuation, I can not 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 to count. Print version. 4.1 5 (2032 estimates ) Rate the article.

Discussion

Hello, I would advise you to explain more less than easily, let's say the following example:
576-78=?
Explain that I cannot deduct 78 from 76.
To 6 you need to add 10, that is, we take one dozen.
I subtract 8 from 16 to get 8
Means 8 in place of units
Since we borrowed one dozen from 70, it means not 70 but 60
Further:
From 560, I subtract 70 = 490, and we also remember that in place of 8 units, 498 turned out.
Hope you can do some good math !!!
Good luck.

26.12.2018 17:54:16, Camilla Batrakanova

A tutor is needed if the child does NOT understand difficult material, and the parents are NOT able to explain it. In your case, your daughter (having 3 explanations of the same thing on her hands) will get completely confused.
Try downloading flash games to your tablet or phone. Now there are many cool applications where you can improve mathematics, oral arithmetic, solve logic problems and generally train spatial thinking in a playful way. Observe what kind of problems your daughter finds difficult, so you will highlight problem areas that are worth going through again.

08/14/2018 09:42:26, Epsona

How to teach your child to count and keep the fast counting skill for a lifetime? Section: Education, development (how to teach a child to subtract units from tens). The result is always simple and negative = -3. We subtract this trokya from those set aside ...

Discussion

This is how my husband explained his method to me.
We mentally remove the tens from any decreasing:
16-9 would be 6-9. The result is always simple and negative = -3.
We subtract this trokya from the tens set aside: 10-3 = 7.

16-9 = 7 -we counted correctly. The point is that the second action will always be to subtract a smaller number from an even number of tens.

53-9= (50) 3-9=(50)-6=44

Explained clearly? :)

I think differently (7 by 6 + 1), but my husband is like this. %))

We were taught to decompose to the nearest whole (ten) number. For example, 16 is 10 and 6. The composition of the number 7 is 6 and 1. So 6 is removed and it remains to subtract 1. The composition of the number 110 is 9 and 1, which means that the result will be 9.
But the children initially did everything on the number line. If it's so hard
Try to show on the number line. For example, mark 16 with a step of 1 cell (intermediate mark 10) and then mark 7 cells in the opposite direction with arcs from above. Perhaps it will help the child understand how subtraction works in a visual way.

In the same place, oral counting is the basis of the first class. Sorry, Len, for getting in, but the problem is the same, we are also tormented, but my kind I know that I’m 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 they didn’t play, they didn’t know by heart ...

Discussion

To do this, you need to memorize very well the composition of numbers up to 10. This knowledge is vital when solving examples of addition and subtraction. In order to remember well the composition of a number, you just need to repeat the pairs that make up this number very 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, it is very well received by specialists in Singapore, and it is used in their practice by many educational institutions around the world. Especially for visitors to the site, we give 5 gift promotional codes for this application:
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You can download the Composition of the number up to 10 app in the App Store:
[link-1]
For the best effect, stimulate the child to complete the game and be sure to repeat the passage after a couple of days.

What are you doing

31.10.2017 11:43:56, Nastyushy TV

A surprisingly easy way to teach your child to count. Verbal counting - how to teach? - 2 - it is also quite simple, if you automate the counting "twos", direct and reverse. numerical houses, where the roof is - for example 5>. Learning to count within five.

Discussion

To dispel the confusion about the number line, do it on the stairs. Number the steps and jump. From the second, three upwards, you will get to the fifth. Children usually really like to chase adults up the stairs like this and guess where they will go, and even jump on their own :-) Why is this method good, in addition to fingers? Another fundamentally model of number. Not through quantity, but through distance.

Count, more precisely, the idea of quantity, can be entered, 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 a bicycle has three wheels. To work with such images. Here is a little written about it:

I was interested in various methods of teaching counting. The best, IMHO, is Zaitsev's "Stoschet". I highly recommend it.

12/06/2005 14:37:30, Valery Marusyak

Verbal counting - how to practice? Education, development. Child from 7 to 10. How to teach a child to count and keep the skill of fast counting for life? Having begun the study of mental arithmetic at the age of 13, students after two or three years reach a peak ...

Discussion

Example 3 + 4 will count, and ask how many 3 candies will be, and 4 more candies will immediately answer that there are seven.
By the way, in schools we teach counting on the fingers.

At 4 years old, the son counted using the composition of the number. Now counts by counting units. What is the connection with future difficulties with algebra, I do not understand. In Mikulina's notebook "Fairy Figures" (one of the authors of the textbook on mathematics ED) Mishenka solves with the speed of a pig's squeal all the examples with symbols in systems of linear equations. What tragedy is that? For a programmer, the idea of moving along a number series is even preferable, many tasks are solved this way. In exam problems that need to be solved in integers, this sorting method is also convenient. In general, it is more convenient for me to compose an algorithm for solving a system of equations and put all this disgrace into a computer than to steam with figures. I really do not like that huge abacus has disappeared from the classrooms of the first graders, Perelman has a lot about abacus, I myself figured it out from his book at the age of seven and played with the abacus with pleasure. For centuries they counted on these knuckles, my mother was a virtuoso, the bones flew like that, she didn't need any adding machine. On the fingers, knuckles, when counting in the mind, the numbers are seen somehow differently, some patterns are noticed differently. Let the children try everything while they are small, all the same, they are still very, very far from real mathematics with proofs.

"I can't understand - these are the problems of the school (don't they teach you to think?), The program (weak?), The child (not capable?), Or mine (am I doing wrong?) Or do I want a lot?"
Sephia did not write what program her daughter was in, but this program may be sufficient for other "weaker" classmates at the same time, and be a certain brake for her "advanced" girl. And the fact that some teachers replace the ability to think with the ability to think with patterns and memorization is, unfortunately, the case :-(
This confa is read (some write) by very interesting people. Since they do it, then EVERYONE is definitely puzzled by the good
raising their children and the desire to give a quality education. Otherwise, they would not have looked here.
So let's try to help our children and ourselves. Who can do what.
Who will lead interesting tasks, 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 on a "mathematical" topic, but all the time is not enough. My daughter is in 2nd grade. A solid five in mathematics,
there are simply no other estimates. They are engaged in Morro and Pattern (30,000 problems for an oral account). But it seems to me that this is not enough.
There are only three excellent students out of 28 people. In grade 1 at the beginning of the year, the teacher suggested that parents take a Heidman course in addition to the main course. Immediately there were mothers who were categorically opposed, citing a heavy workload.
children in English. language (special school). We stopped at that. I and two other mothers bought a textbook on our own and did it ourselves.
At the beginning of the third quarter, my daughter was told that on the weekend she and her classmate would go to the district math Olympiad.
She comes home on Friday (on the eve of the Olympiad) and says that in the lesson they did work, according to the results of which they will select the children for the next Olympiad. He says that no one in the class has solved one problem. Here is her condition:
15 birds were sitting on two bushes. When 2 birds flew from the 1st to the second, and 3 birds flew away from the second, on the second bush it became 4
there are more birds than on the first.
How many birds were on each bush at the beginning?
I will make a reservation right away that they have not yet gone through multiplication and division. On summer vacations after 1st grade, they were asked to start
learn the multiplication table.
I was surprised at this task, because in my opinion, it did not correspond to the program according to which they were engaged.
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 how to denote the unknown through X. We solved this problem, and then came up with
a couple more like that. We worked for an hour. My daughter understood everything and liked it.
The next day, after the Olympiad, she comes out happy and says that one problem was similar, and she immediately went through it.
decided.
So I had a question: is it possible to reveal gifted children at the Olympiad in this way?
IMHO, no. This example suggests that certain programs are simply lagging behind. Do not 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. It's very interesting for me to look at the others.

The ability to think logically, in addition to solving problems, can spur chess, solitaire. By the way, there are also computer games-tutorials that develop logic.

“Mathematics must be taught only then, that it puts the mind in order,” - everyone knows this statement of Lomonosov. In life, mathematics helps a person to solve various kinds of problems, to see the perspective, to plan their actions. Psychologists confirm that teaching children to count improves the work of all mental processes, forms logical thinking and intelligence. Children who know how to operate with numbers and mathematical concepts successfully study at school in all subjects. Therefore, as soon as the baby grows up, caring parents immediately begin to teach him how to count. However, teaching children at home requires a special organization. It's important to know, when and how correctly develop elementary mathematical concepts. According to experts, the age of 2-3 years is considered the best period to start training. This is due to the fact that kids already have experience of knowing the world around them, understanding the speech of an adult, the ability to visualize objects and associate mathematical concepts with them, for example: how many, one - a lot, more - less, equally. To the parents' questions about where to start teaching the baby, there is only one answer: we learn to count from 1 to 5.

Counting items within 5

The main thing is that when teaching children to count within 5, adhere to the basic rules, then the work on the development of elementary mathematical concepts will go much easier and faster. So how do you teach your child to count?

We adhere to the principles of training

Adults should understand that young children may not always be able to quickly master new knowledge. So that the kids do not lose interest in classes due to the complexity of the material, training should go on:

from simple to complex;
gradually and in stages;
the duration of classes at the initial stage does not exceed 10 minutes;
no need to burden the child with unnecessary information;
it is necessary to constantly repeat the knowledge gained.

The home counting program within 5 consists of the following steps:

Compiling the number of items within 5 and counting them in forward and reverse order (first from 1 to 5, then from 5 to 1).
Quantitative (question: how many items?) and ordinal (question: which one?) account within 5.
Correlation of numbers and numbers: we connect the auditory perception of a number with its designation (spelling).

Preparing for meaningful perception of mathematical knowledge

Teachers say that even the smallest child can easily count objects: one, two, three, etc. This calms down the parents, they think that their baby can count. However, often the crumb simply repeats after adults and mechanically memorizes the name of the numbers. Finding himself in other conditions, he can easily confuse them. Parents will understand whether their baby thinks meaningfully if they change conditions, for example, make up a number of different toys, mix them with household items, count drawn objects, counting sticks. For the accuracy of perception and meaningfulness of counting, you need to teach the child to act correctly: count objects, touching them with your hand, from left to right. When naming the last number, ask how many objects there are.

Do not forget! The numeral "one" cannot be substituted with the word "one"!

We count in forward and backward order

When teaching your toddler how to count, it is important to show him what counts can be done up and down. Experts say that such skills are necessary for further, more complex, actions with numbers, for example, learning to subtract. Simple games will help teach children how to count within 5, for example: lay out a ladder from the cubes, along which toys step up and down under the count of 1, 2, 3, 4, 5 and 5, 4, 3, 2, 1. Or play game "What has changed?" (an adult makes up the number of 5 small objects, the kid counts them, concludes: there are only 5 toys. Then he closes his eyes, and the adult removes the toy, the child counts and concludes: there are 4 toys in total, etc.).

Learning ordinal counting

After the baby has mastered the quantitative account, it is necessary to move on to the ordinal. With such a count, each item receives its own serial number: first, second ... You can count in order only from left to right. Finger games are useful in consolidating the skills of ordinal counting, for example, bending fingers, count with the child:

"The first finger is the largest, the index is the second, the third finger is the middle one, and the fourth is the ring finger, the fifth finger is our favorite, and his name is little finger!"

Or "The first finger is grandfather, the second finger is grandmother, the third finger is daddy, the fourth finger is mommy, the fifth finger is our baby and his name is (child's name)."

The game "What toy is gone?" (Each item is assigned a serial number: the first is a bear, the second is a ball, the third is an elephant, the fourth is a cube, the fifth is a house. Then the child closes his eyes, the adult hides one of the toys and asks which item is gone).

We connect the number and the corresponding digit

Children can learn to quickly relate a number to a number. Proper training is important, in which the best technique is when the baby is taught the numbers and the corresponding numbers constantly, in everyday situations. For example, at home, books are counted and numbered in order; consider the steps indicated by numbers; pigeons on the playground, trees in the park. It is useful to create a problematic situation for the child, deliberately skipping some numeral, for example: "Let's collect the leaves for the bouquet, the first leaf, the second, ... the fourth. Right?" At the same time, pay attention to the fact that the number can be written down, look for numbers in the surrounding objects: in books, house numbers, bus.

Children's games, rhymes, counting rhymes will help to meaningfully remember the number and connect it with the number. For example, to the words of S. Marshak: "Here is one or a unit, very thin, like a knitting needle. But this is number two. Admire what it is: the deuce arches its neck, trails its tail after it ..." an adult lays out numbers from available material or draws their. You can draw in numbers the names of kittens in S. Mikhalkov's counting room: "We decided, we wondered: how can we name the kittens? Finally, we named them: One, Two, Three, Four, Five." Or give the children pictures with numbers and play: "We will run and play, I decided to count you: one, two, three, four, five ...".

Teaching actions with numbers

Memorizing numbers will go much faster if the preschooler learns to actively act with them, for example, add. With children 2 - 3 years old, they switch to adding numbers only when they master a meaningful counting. Don't worry if your three-year-old doesn't understand addition yet. This skill requires knowledge of the composition of the number, it can be formed later, by the age of four, which is also the norm. In order for the child to understand the composition of the number, counting sticks are used as a simulator: "Put one stick on the left and two on the right, how much is there? What is the number?"

Teaching children to count up to 5 in games

It meets such educational requirements. Didactic (educational) games, for example, of the type of loto, dominoes, and puzzles that are familiar to everyone, are especially successful in the assimilation and consolidation of mathematical knowledge. To consolidate new material, verbal and mobile, plot and creative games are useful, which can be a good help for parents to exercise their child in counting.

Finger games for the little ones

For the smallest children, finger games are suitable, which will serve not only as gymnastics of small muscles of the hand, but also as a trainer for counting from 1 to 5. An adult invites the baby to work with his fingers to the rhythm of the verse: squeeze and unclench, bend and count in turn. Do not forget that we play with fingers and learn to count to 5 together with the baby. It will be interesting to play with fingers if you draw caps with funny faces for each finger or use finger theater.

"Five fingers"

I have five fingers on my hand
Five grippers, five grippers.
To plan and to saw
To take and to give.
It is not difficult to count them:
One two three four five!

"Counting fingers"

Math games for counting

Any game can be a math activity for preschoolers, the main thing is to comply with the necessary requirements. Such a lesson will help the children practice in quantitative and ordinal counting, get acquainted with numbers, mathematical concepts (one - a lot, more - less), actively act with numbers.

"Our assistant"

Subject actions allow the child to feel their importance in the family, enrich emotionally, at the same time reinforce the skills of quantitative counting. The child, at the request of the mother, counts and puts out the required amount of cutlery for dinner. You can ask him to bring two cucumbers, three tomatoes, one pepper for the salad.

"Make a figure"

The task is used as a simulator for the development of fine motor skills, counting within 5, fixing numbers, names of geometric shapes. An adult prepares several colored geometric shapes (square, circle) in advance, which are cut into 5 parts. Each part is marked with a corresponding number. The preschooler must select the parts and count their number for each figure. For a change, you can offer the competition "Who will collect the figure faster!" Be sure to give the kid an opportunity to win and encourage him.

"Kids - pencils"

Preschoolers get acquainted with the composition of the number of units, repeat the quantitative calculation. For the lesson you need colored pencils. An adult takes out a blue pencil, specifies that there is one object, then another yellow pencil: the number 2 consists of two pencils (units). Gradually, other pencils are added in order to similarly acquaint with the composition of the following numbers. At the end of the lesson, to maintain interest, an adult reads poetry based on the work of A. Stepanov, and the child draws a picture:

Kids lie in a box
Toddlers are pencils.
One two three four five,
We start drawing.
Red, yellow, blue ...
Choose anyone for yourself.
Draw a beautiful house
We will live with you in it.
Draw the sun over the house
So that we shine in the window.
And there are clouds in the sky
They run to us from afar.
And below there is a stream, grass,
And there is foliage on the tree.

"Draw the number"

The task acquaints preschoolers with the composition of numbers, helps to correlate numbers and numbers, and exercises in quantitative counting. The adult asks the child to "draw" a number from any objects: pencils, small toys, counting sticks, then count the number of objects.

"The little train"

In the story game, the score from 1 to 5 is worked out and the ordinal is fixed. It's good when the whole family is playing. If this is not possible, large toys are used: bears, dolls, elephants. An adult puts the chairs in a "train", the kid places the toys in order. You can ask if there is enough space for all passengers. The child is counting chairs, toys. Then, to a funny song from the cartoon, the train sets off. The plot of the game may be like this: "The toys are going on a journey. Count them and place them in order: first, second, third, fourth, fifth." You can diversify the action by fixing pictures with numbers on the chairs.

"Math puzzles"

The game develops memory, attention, spatial thinking, trains in memorizing numbers. It is very easy to prepare material for such a board game by yourself: pictures with a large image are selected, for example, vegetables, fruits, household items, houses. Pictures are cut into five parts, and each part is indicated by a number. The child must assemble the picture in accordance with the number series. In this game, it is useful to learn how to name the "neighbors" of a number (2 have "neighbors" 1 and 3).

Children will quickly and easily learn to count if adults constantly exercise them!