Why do I call mine easy way and even surprisingly light? Yes, simply because I have not yet seen a simpler and more reliable way to teach kids to count. You yourself will soon see this if you use it to teach 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, then sooner or later your child will definitely begin to count against you. But is this possible if the child is only three or four years old? It turns out it's quite possible. Anyway, I've been doing it successfully for over a decade.

I describe the entire learning process below 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 site "Seven Steps to a 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 arises in some parents is: is it worth it to start teaching a child to count before school?

I believe that it is necessary to teach a child when he shows interest in the subject of education, and not after this interest has faded away. And interest in counting and counting appears early in children, it only needs to be slightly nourished and imperceptibly complicate 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 arouse 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 exposition of my teaching methodology. mental arithmetic.

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

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

This, unfortunately, common method develops and reinforces the habit of slow counting and does not stimulate the mental development of the child. 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 not useful for a child so common? I think because it's easier for the teacher. I hope that some teachers, having familiarized themselves with my methodology, will refuse 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. Learning to count on fingers is easy, but hard to unlearn. 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 memory.

And finally, in no case should you use the one that appeared in last years line counting method:

"In order 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 by a centimeter 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 to think and remember. Rather than teach counting 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, 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. We need to help him firmly remember the results of all the options for adding and subtracting numbers within ten, just as we adults remember them.

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

Both at the first and at the second stage, the teaching of oral counting takes place with the use of elements of the game and competitiveness. With the help of learning games arranged in a certain sequence, not formal memorization is achieved, but conscious memorization using the visual and tactile memory of the child, followed by fixing each learned step in the memory.

Why do I teach oral counting? Because only mental counting develops the memory, intelligence of the child and what we call ingenuity. And this is exactly what he will need in his subsequent adult life. And writing "examples" with long reflection and calculation of the answer on the fingers of a preschooler does nothing but harm, because. makes you think fast. He will solve examples later, at school, practicing the accuracy of design. And quick wit must be developed at an early age, which is facilitated precisely by oral counting.

Even before starting to teach the child to add and subtract, parents should teach him to count objects in pictures and in kind, to count the steps on the stairs, the steps on the walk. 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 objects and creatures should not be used in the future for teaching addition and subtraction. Teaching mental counting must begin with the addition and subtraction of the same homogeneous objects, forming 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 an aid to teaching mental counting, I used a set of small counting cubes in a counting box ( detailed description- Further). And to fish, birds, dolls, ladybugs and other objects and creatures, the children will return later, when solving arithmetic problems. But by this time, adding and subtracting any numbers in their minds will no longer be difficult for them.

For convenience of presentation, I divided the first stage of training (counting within the first ten) into 40 lessons, and the second stage of training (counting in the next tens) into another 10-15 lessons. Don't let it scare you a large 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 baby will not need so many classes. In addition, these classes can be called lessons only conditionally, because. each is only 10-20 minutes long. They can also be combined with reading lessons. It is advisable to study twice a week, and it is enough to devote to doing homework 5-7 minutes 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 fingers. Their training must be started practically from scratch. More prepared children may start immediately from the second, and some from the third or fourth lesson.

I conduct 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 in turn 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 scold their children, even if they are naughty or distracted.

Lessons with children in oral counting in a small group can begin at 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 engage in initial lessons using this method from the age of two.

Initial lessons of the first stage. Learning to count within five

For the initial lessons, you will need five cards with the numbers 1, 2, 3, 4, 5 and five cubes with a rib size of about 1.5-2 cm, installed in a box. As bricks, I use "knowledge cubes", or "learning bricks" sold in educational game stores, 36 cubes per box. For the entire course of study, you will need three of these boxes, i.e. 108 cubes. For the initial lessons, I take five cubes, the rest will be needed later. If you can’t pick up ready-made cubes, then it will not be difficult 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 blanks of cubes from it, glue them in accordance with the available instructions, fill them with any filler, for example, some kind of cereal, and paste over the outside with adhesive 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 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 freely in it.

You already understood that learning to count on initial stage will be made using five cubes and a box with five cells for them. In this regard, the question arises: why is the method of learning with five counting cubes and a box of five cells better than learning with five fingers? Mainly by the fact that 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 soon imprinted in the child's memory. And the child's fingers always remain with him, he can see or feel them, and there is simply no need for memorization, the stimulation of the memory mechanism does not occur.

You should also not try to replace the dice box with counting sticks, other counting items, or dice that are not lined up in the box. Unlike cubes lined up in a box, these items are arranged randomly, do not form a permanent configuration, and therefore are not deposited in memory in the form of a memorable picture.

Lesson #1

Before the lesson, find out how many cubes the child is able to determine 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 the 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 thing so far. In order to say that they see two objects, they must count them, pointing with their finger. For such children, the first lesson is intended. The rest will join them later. To determine how many cubes the child sees at once, alternately put a different number of cubes into the box and ask: "How many cubes are in the box? Don't count, say right away. Well done! And now? And now? That's right, well done!" Children can sit or stand at the table. Place the cube box 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 identify one cube so far. Play with them one by one.

1. Game "Put the numbers to the cubes" with two cubes.
   Put a card with the number 1 and a card with the number 2 on the table. Place the box on the table and put one die in it. Ask the child how many cubes are in the box. After he answers "one", show him and say the number 1 and ask him to put it next to the box. Add a second cube to the box and ask them to count how many cubes are now in the box. 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 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 name this number immediately, without counting. At the same time, he will remember the numbers 1 and 2 and will move the number to the box corresponding to the number of cubes in it.
2. Game "Gnomes in the 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. Put one cube on the first cell 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, put 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 dwarf 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 harder. 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 were in the house after one came, or how many of them were left in it after one left, remove the roof-palm and let the child add or remove the cube himself and make sure his answer is correct . This helps to connect not only the visual, but also the tactile memory of the child. You always need to remove the last cube, i.e. second from the left.

Discussion

the article is empty and unconvincing - in the style of a passionate scoop
why math is needed children understand in grade 7 - when physics begins
and in addition to laboratory tasks, and purely mathematical at first, time-speed-distance
at the household level - and how many rolls of wallpaper to buy, and how many paints, floor varnish
even if you hire workers, they will rob you in full if you yourself can’t calculate
and the rich all the more need to be able to calculate the profitability and decide where it is better to invest
logic, structuring - dregs even for an adult
parents already know that mathematics is needed - it will simply have to be passed
no gadgets by the way
But for children, this is also not a convincing argument.

Asimov "Profession" - his book
however, he can choose gadgets and become a mechanical appendage-executor
leader - never

and one more thing: “Adults for some reason can’t stand doing “approximate mathematics” with children. At the first stage of teaching mental counting, it is necessary to teach the child to count within ten.

Discussion

Buy a solution book, like 1000 examples for adding three-digit numbers (2-digit, there are many options), and decide on 1-2 columns(10-20 examples) daily. Without this, it will not work until you bring it to automatism, there will be no result. You need to master the transition through a dozen (2 + 9.3 + 8, 5 + 7 And so on) do it on vacation every day, every vacation, it takes about 20 minutes. But the result will be very soon. Good luck!!

I myself am slow. IMHO, it is given by 1000 percent conviction that you need to check and check. It is better to make 4 examples, recalculating them independently, until the results converge, than 5-6, but without checking. And focus. It is clear that once and for all a person will not be able to become different, but rarely any of the adults in the age of calculating machines needs to do long arithmetic calculations without them. And for the control, you can try especially.
Of course, you do not need to choose a profession in the style of an accountant, associated with the constant reduction of balance sheets "to a penny."
As for the current one.
Firstly, there is an "addition table", when a person remembers like a poem that 2 + 8 = 10.3 + 8 = 11 and so on, there are not so many combinations of 9 numbers. But you need to teach in such a way that even if you wake up in the middle of the night, you give out without thinking. And the multiplication table must be remembered without hesitation, without counting in the mind.
Secondly, without stomps and slaps, an oral count of 5-10 minutes a day for some kind of "gingerbread" (the size of the reward, depending on the result, for example, counted 5 minutes for a walk, went in and bought something, it doesn’t matter a bow of your choice or the like, or the mother does something with the girl - reads, plays the longer, the more successful the score was).
Third, understanding simple rules. That when tracking the last figure will be from the addition of units. What is even + even = even, even + odd = odd, odd * odd = odd and so on. If not, look for an error. And evaluate the approximate order of the number.
In the above book, the rules are too complicated, you can read it if the girl is interested, but no, it’s not.

There is another version of the belief that checking is more important than doing "everything but not true." Pick up control (within 20-30-45 minutes) on the problem account, so that each contains the same 5-7 examples(Earlier there were enough developments and manuals in the Pedagogical Book). The score is clear: the solution (only the correct one counts!!!) 5 out of 5 - 5, 4 out of 5 - 4 and so on. Or in points according to the same system (or for longer points more, but it is known in advance how much). And then, according to the circumstances, so that the girl’s disappointment is not too strong, it’s not too expensive for her mother to fulfill the promise, and it was good. For example, if you are still ready to devote one of two Sundays to having a good time with your daughter, and the second to your business, it is given differently to say that on Saturday you write a test for half an hour (you know the answers), score at least half (or four, here according to the previous one, so that the requirements are achievable, but with reasonable efforts) - it will be the most desired, no - you have a lot of your own affairs. To pick up a task so that it turns out to be on the verge is realistic about every other time. It is clear that the results will improve, but the requirements will also increase. And here you need to CONSISTENTLY insist not on the 100% correctness of everything, but even a little less, but firmly verified. For this to become a rule, for the girl to learn to concentrate, if not on every task, but at least once or twice a week.
16-9 will be 6-9. The result is always simple and negative =-3.
We subtract this triple from the dozens set aside: 10-3=7.

16-9=7 - we counted correctly. The point is that the second action will always be to subtract the 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 layout), and my husband is like this. %))

We were taught to decompose to the nearest integer (ten) number. For example, 16 is 10 and 6. The composition of the number 7 is 6 and 1. So we remove 6 and it remains to subtract 1 from 10. The composition of the number 110 is 9 and 1, which means that in the end we get 9.
But children initially did everything on a 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 the child will be helped to understand how subtraction works in a visual way.

Oral counting - how to teach? The child is in 1st grade. Exactly 7 years old. So far, studies are fine, no grades are given. In the mathematics notebook, the teacher corrects a lot (Peterson). My son has a really hard time counting to 10.

Discussion

Clamp in a fist, for example, buttons (or any other small objects). A certain amount, say five pieces (what number are you having problems with?). Take out 1 button. How much is left in the fist? The child, not seeing, answers 4. If you make a mistake, open your fist - let him count. So you work out the composition of the number 5, then 6, etc. Practice effortlessly :) You can with Lego parts, you can with small sweets, then eat them out. But every day. Until you master one number, do not move on to the next.
I am mine in 5.5 years so taught effectively.
You can also play walking games with two dice. Also training.
Good luck!

mental counting, like almost all mathematics, is primarily a skill (the more you count, solve different problems with apples, pies, sweets so that it is not boring (you can draw tasks for a habit), the faster you teach him to count, he will understand how then do).

Help him a little: while counting to 5 it’s the same as counting, and when you add 2 + 8, teach that 2 + 8 is the same as 8 + 2 (it’s faster to get to 10 from 8 at first, at least if he’s in your mind will count 8,9,10)

Excellence - very good trainer in mathematics and Russian. Oral counting - how to teach? A surprisingly easy way to teach your child to count. Learning to count within five.

And instead of learning by heart what will come by itself, you can teach your child mathematics. Interesting. :) 05.02.2010 00:45:56, irina! A surprisingly easy way to teach your child to count. how to teach a first grader to count quickly.

Discussion

Somehow we fell off :)

We also had this problem. And it would be fine if mine counted on his fingers, but he counted everything in order and could find an extra finger on his hand. Last year, I broadcast houses to my daughter (then a first grader) with the composition of the number. She, as a responsible person, taught everything perfectly, then we practiced them in a notebook (she took a notebook and wrote out all the examples from the textbook, alternating easier and more difficult). She learned everything quickly and without problems. For my son, I changed the houses for a steam locomotive all over the wall and hung it above the bed. Zero effect. I tried to appeal to the universal conscience, write a bunch of examples, also zero. Maybe he has a bad visual memory ... Then I came up with a "game". I put him on my knees and... over the bumps, over the bumps... 3 + 3... If I thought for a long time bang with hooting on the floor... He thinks he said it right, he climbs again. The game lasts up to 3(6,7...) wrong answers. Our favorite game now, begs to play every day. First, we work out examples for plus, then we introduce minus ones. The most important thing is that it is done with pleasure, and my nerves are in order. Farther. Homework is done like this. I take "counting stuff" (usually a box of Nesquik) and we check what he did at school. All visible work (written) is evaluated and added up in the form of "prizes" in a deep plate. This is how we solve the problem of laziness in the classroom. Then we do the same letter, we agree - the word "prize", then mathematics - an example of "prize" and so similarly all the lessons. We finish this by reading - first we read, retell (the more we retell, the more prizes, in the second grade there is already a lot of retelling), then we count the words we read (this is already working out the count to 100), then we count the "prizes-balls", add them like this 10 +10.... while practicing the concepts of tens and ones. We say 10 + 10 \u003d 2 tens or 20 + ten more \u003d 3 dess or 30. At the end of the class, after all, tens and ones will go. Then we write down this figure, well, for example, 67 numbers, remember how much we read yesterday and draw a more less sign. In addition, when my son starts catching crows, I start eating Nesquik from a pack, saying that I’ll eat everything now :))))). Now our execution time homework decreased significantly. I began to focus and get distracted less. At the end of the lesson, we have an afternoon snack. Everything is filled with milk and eaten. All this is reminiscent of a circus, of course, and training. But the effect is amazing.

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

Experts say that children should learn to count as early as kindergarten, it is important that the lessons are interesting, and child 3-4 years he wanted to count. As soon as the first knowledge of numbers and counting is obtained, it will be easier and easier for the baby to consolidate new knowledge about addition and subtraction.

The first steps of the child in the account should be supported by adults. For example, you can ask the baby to find one or more items, voicing their number. You will also need to teach the baby to understand what is "more", "less" and "equal".

Before the child learns to add and subtract, you need to teach him to simply count, then teach him to pronounce the account out loud, then he must learn to do it in a whisper, and only the last step will be the count in the mind, and the baby will say out loud only the resulting result.

You can count not only at home, it is quite possible to teach a child to count on a walk. For example, you can count how many cars are parked in the yard, then try to complicate the task and count how many of them are red and how many are gray. You can count the animals you meet, the birds, the trees, and everything that catches your eye. So the child will learn the process of counting, reinforcing it with visual images, and one step closer to the goal in order to learn how to quickly count in his mind.

Any teaching of a child to count should take place in the form of a game. Here special counting sticks or ordinary identical objects can help you, these can be pencils, buttons, felt-tip pens. Begin classes with a preschooler by learning to count to five. Once your child is able to count quickly to 5, you can try to teach them to count to 10.

Try to explain to the child what the number consists of. This is easy to do with sweets, for example, a child has four sweets, if he shares with his mother and gives her one, then he will have three sweets. You can explain to the child the process of subtraction, that if he had 4 candies and if one is removed, then there will be 3.

You can use sticks and rulers for counting.

Try to teach the baby and addition in the same way, change the number of sweets in places so that the child understands that the amount does not change from changing the places of the terms. So you can very much up to 5 and up to 10, and also consolidate your addition and subtraction skills.

Be sure to explain to the child the concept of "zero", it is much easier to do than it seems. Just lay out a few counting sticks in front of the baby and do a few additions and subtractions with them, and give an example when three sticks will be subtracted from three sticks. Remove all sticks from the table and explain that in this case there will be nothing left, that is, there will be zero.

In teaching a child to count, the main thing is regularity and no coercion, classes should be daily and fun, so that the baby understands that quickly counting numbers in your head is a lot of fun. Try to give your child simple and well-remembered examples, so he will remember the numbers much faster, here pieces of paper with numbers can help you.

Learning Numbers for Toddlers - Number and Number 10

While you are teaching your baby to count within 10, you must explain to him what the number 10 consists of. He must understand that ten can be obtained in different ways by adding 5 + 5, 3 + 7 or 8 + 2. As soon as the baby can add and subtract numbers up to ten out loud, try asking him to do it in a whisper, and then in his mind.

To teach a preschooler to count to 20, use the same method as for teaching to ten. Give the child an example of adding 8 + 4. The number 4 is not enough to ten 6, we will take them from 8. 2 will remain, and then the ten must be added to two, so you get 12.

Do not forget that you need to teach a preschooler to count first on visual aids, then switch to number cards, then to verbal counting aloud without aids, to counting in a whisper, and only then mental counting. Until the child learns the first level of knowledge and does not bring them to automatism, do not move on to the second.

Once a preschooler can easily count to 20, you can turn counting into a fun game by having your little one add and subtract. different numbers who he meets on the street. These can be numbers of houses, cars or numbers on advertising posters.

Complex numbers like "245" decompose into simple ones, ask the baby to calculate how much 2 + 4 + 5 will be out loud or in a whisper. So the child will be able to hone counting skills in the form of a game in the mind and easily learn how to add and subtract numbers up to 20.

Not bad can help in teaching a preschooler to count up to ten and up to 20 the usual ruler with divisions. Here you can visually show your child addition and subtraction and you can teach him to quickly count up to 20. Ask your child to add 4+4. Find the number 4 on the ruler and go to the right from it with your finger, since we are talking about addition.

for toddlers - Amazing building - Addition - Learn to add numbers

We need to add 4 more, so we need to take 4 steps. Try subtraction in the same way, just take 9-5 as an example. Find a nine with your child, leave your finger on it, and count 5 steps to the other. Stop your finger on the number 4. So you can very easily and visually teach your baby to count, add and subtract up to 20.

Many parents doubt whether the child needs to go to school, but you, as a parent, must evaluate the abilities of your child, perhaps it will be too much work for him. You should not turn the life of a preschooler into a solid math lesson, there are many others interesting activities. The score should be an interesting and exciting game, not a duty.

The question of how to teach a child to quickly count in the mind is asked by many parents whose children have already reached the youngest school age. Parents should understand that interest in counting should be started as early as possible, in the form of a game, so that the baby understands what an interesting subject it is - mathematics.

In order for the account to give in to the first grader much easier and easier, it is imperative to teach the baby to add and subtract numbers in a column. Teaching a child will be easy, for this you need a little patience, the desire of the baby, a piece of paper and a pen.

At the beginning of training, focus only on addition. Ask the child to write down the numbers on a piece of paper so that the ones are above the ones, the tens are above the tens, and the hundreds are above the hundreds. As soon as the numbers are written down, draw a line under them.

Explain that addition must begin with the units that are written at the very end. If the sum of the digits is less than ten, then you will need to immediately write it under the line. If more than ten, then write the units under the line, and remember the number of tens or write them on top of the example.

Now it will be necessary to add tens, but they will also need to add the ten that we remembered when adding units. Hundreds and thousands add up just like tens.

Column addition of whole numbers

When a first grader remembers how to add numbers, try solving subtraction examples. Explain that you need to write the numbers in the same way, and if the number of units in the reduced is greater than in the subtracted, you need to “take” a dozen.

Teach a first grader division. To do this, write down the number that you divide on paper and separate it from the divider with a corner. The result is written below it. Remember that long counting takes practice. Engage with a child who will go to first grade a little, but regularly. Make sure the examples are correct.

Oral counting for a student

There are several types of mental counting and it is very important for a student who goes to the first grade to master each of them.

Fluent auditory counting develops when counted by a teacher, parent, or classmate. The main load falls on memory, but at the same time the baby will quickly get tired, so you do not need to practice this account for too long.

Visual oral counting can be done with the help of tables, posters and notes on the board. So it will be much easier for the child to perform mathematical actions, and mathematics will be absorbed much easier with visual aids.

A combined account can be posted using different ways. The class can show the answers on cards, the teacher can ask the children to conduct a peer review, the exercises can be given in the form of a game, a quiz, a maze, etc.

round numbers

To explain the concept of round numbers to your child, you can use the usual long ruler. You can explain that a ten is made up of ten ones, two tens are made up of twenty, and so on.

Tell a kid who goes to first grade that in order to count something in tens correctly, you need to use the principle of counting by units, you do not need to pay attention to zero. Try to count in tens and don't forget to write zero.

Three digit numbers

It often happens that when first graders get to the topic of three-digit numbers, they get scared. So that the child quickly understands what's what, try to present the material to the baby using tables.

hundreds	Dozens	Units
3	5	1
2	3	8

Let's solve the example 351+238 using the table. We will need to fill in the empty row

We paint the number into digits and carry out the addition. We get a simple count within ten.

hundreds	Dozens	Units
3	5	1
2	3	8
5	8	9

Similar actions can be done with subtraction and with the transition to tens.