You will need
- - counting sticks;
- - simple household items for counting (apples, candy)
- - homemade teaching aids - number houses or cards.
Instructions
Try to explain to your child the difference between mi and numbers. The numeral denotes the numbers in the letter, and the numbers denote the number of objects. For example, if you have seventeen, explain that 17 is a number, a quantity, and its compound The numbers are 1 and 7. Remove ten apples, you will have seven left. Explain to your child that the number of apples has become seven and this is the number 7. Seven can also be decomposed into other numbers - 1, 2, 3 and so on.
Show your child compound numbers with illustrative examples. Take, for example, three candies. Ask your child to count how many candies you have. Now divide the candies - put two on the table, and hold one in your hands. Ask your child how many there are now. The answer will be the same. Explain that two candies with one and vice versa, one with two, compound There are three. Now place one candy further from the second, and hold the third in your hands. Show your child - here is one candy, here is another and another. This means a three is a unit repeated three times. Record your knowledge on counting sticks.
Draw number houses on paper with your child. These houses are multi-storey buildings with two apartments on each floor. Write a number from 2 to 18 in the roof triangle. Explain that as many residents live on one floor as the number indicates. Use counting sticks, cubes, or other materials to help your child “settle” the residents.
For example, let the number 6 be the master. Choose 6 sticks. Let one person live on the ground floor in one of the apartments - move the stick. Therefore, there are five tenants in the other apartment. So six is five and one. Thus, when populating the number house, you will get pairs 1 and 5, 2 and 4, 3 and 3, 4 and 2, 5 and 1 - in total there are five floors in the number house. To be more effective, hang posters with such houses in your apartment and ask your child periodically.
Involve your child in solving ordinary household tasks. For example, if there are three people in your family, offer your child the following type of problem. Place one on the table. Ask your child how many more plates need to be placed if there are only three people in the family. He should tell you that you need to put two more plates. Therefore, one and two plates compound Three plates are poured. Make cards with compound learn different numbers and review them with your child.
note
Don't work with your child for too long. The optimal lesson time is 10-15 minutes. Otherwise, the baby will simply get tired and there will be no benefit from such study.
Sources:
- Composition of numbers up to 10 in pictures
- composition of numbers in pictures
The problem of remembering the composition of numbers from 1 to 18 arises for many first-graders. First of all, this is due to the fact that you need to remember abstract information. What does the phrase “7 are 3 and 4” mean to a child? Absolutely nothing. Therefore, all work on memorizing and automating knowledge of the composition of numbers should be carried out using a clear example and be understandable to the child.
You will need
- 1. Paper and cardboard.
- 2. Markers.
- 3. Handle.
Instructions
Use playful moments in your classes. On sheets of colored cardboard with felt-tip pens, draw numbers with your child. Numerical is a multi-storey building with two floors on each floor. In the space indicating the roof, write a number from 2 to 18. Explain to the child that as many residents can live on one floor as the number indicates - the owner of the house. Together with your child, using counting sticks, cubes and other materials for “settling the residents into apartments.” For example, the owner of the house is the number 5. Take 5 sticks - these are the residents. On the first floor, 1 person lives in one, move 1 stick. Then 4 lives in another apartment. This means 5 is 1 and also 4. When “populating” the house, you will get pairs 1 and 4, 2 and 3, 3 and 2, 4 and 1. Thus, in the numerical house indicating the composition of the number 5, there will be 4 floors.
Hang number houses in the apartment so that the child sees them as often as possible. To remember the composition of numbers, close the right or left column of numbers in the number house. The child names a neighbor of one number or another. For example, 9 is 3 and? 6 - the child must answer.
From time to time, turn over one of the houses and ask the child to draw a house, remembering the composition of the number, on a piece of paper from memory.
Involve your child in solving simple everyday problems.
There are 5 of us in the family. I have already put 3 plates on the table. How many more plates need to be placed?
That's right, 2.5 is 3 and also 2.
Similar work is carried out with everyone.
note
The number contains single digits. So, 18 is 9 and 9. There is only one floor in the number house.
Helpful advice
You can make cards with addition examples illustrating the composition of numbers (9=4+5, 17=9+8, etc.).
Many parents think about what it is worth teaching their baby adding numbers before he goes to school. But it needs to be done in a clear, accessible way, and most importantly, so that the child finds it interesting.
Instructions
Use visual materials for classes. It is difficult for little ones to abstract themselves, so take candies, cookies, fruits, toys, pencils, etc. for your explanations. Teaching your child to count and add within ten is not difficult. The child always has two hands with 10 fingers with him, which will help quickly. To quickly master counting on fingers, a child must practice quickly showing the required number of fingers. Start with simple numbers - 1 and 2, 5 and 10, 10 and 9. Help cope with difficult to follow fingers. Take your time, let the child count slowly.
Video on the topic
Parents rarely think about how their child learns to count. Most often this happens in games and various everyday situations. Even the youngest preschooler quickly learns that he had two cars, and now they gave him another one, and there are three of them. By paying attention to this, you will give your child the first lessons in determining the composition numbers. This should be especially taught to an older preschooler or younger schoolchild if there were not enough similar situations in their life.
You will need
- - cards for number composition;
- - many identical toys and other small items;
- - checkers or buttons of the same shape, but different colors.
Instructions
During the first lesson, use toys or household items. These can be cubes, pencils, spoons. The appearance and roles are not, the items should simply be the same. Start with numbers 2. Ask to put 1 spoon on the table and ask what needs to be done so that there are 2 spoons. An older preschooler usually knows the answer; you can tell the child more. From what numbers can you add the number 2? If the child doesn’t understand right away, ask a leading question.
Repeat the task with other items. The child must understand that the number 2 in any case consists of two units, regardless of whether he places spoons, pebbles or cubes on the table.
When the child begins to answer confidently, move on to studying numbers 3. Its composition can be presented in three versions. You can lay out 3 spoons one at a time, add one to two, or two to one. You can arrange objects in different ways. If you imagine the number 3 as consisting of three units, then pebbles or spoons can be placed at different distances from each other and even one pebble on top of another. Representing the same number as consisting of a pair and one, put two together and one at some distance.
Use checkers for practice. Invite your student to place 4 identical checkers on the board. What if you bet 3 red and 1 black? You will also get 4 checkers. And if you take two of different colors, there will still be four of them. That is, this number can be represented in several ways.
Get composition cards numbers. They can either be made. There are several types, and it is better if they are of two types. The cut card consists of two halves. One depicts 1 object, the other - 1, 2, 3 or more exactly the same objects. The halves can be connected by a “+” sign, but the “plus” sign can also be made separately. The second set is a set of pictures that depict the same objects in one set, without any division. When the child learns to compare numbers and numbers well, you can make the same cards with numbers. There may be several sets of them to represent each number in different ways.
Take classes regularly. Show your child a card that shows, say, 5 objects. Offer to choose so that everyone together also has the same number of apples or circles. Change roles periodically. Let the child also give it to you, and you diligently fulfill it. Make mistakes sometimes, your student must learn to control your actions.
Do similar tasks with numbers. Show, for example, the number 9 and, in the same way as in the previous case, offer to find several options for its composition. Explain to your child that the larger the number, the more opportunities there are to create it.
Video on the topic
By school, a child should not only be able to read, but also know. What is the composition of a number? Simply put, these are several small numbers that can be divided into a large number. For example, the number 3 consists of the numbers 1 and 2. Teaching a child the composition of a number is quite simple, but if the child is not yet 5 years old, it is better to do it in a playful way.
You will need
- - cards with numbers and images of objects;
- - items: sticks, nuts, candies, etc.
Instructions
When your baby has a good grasp of numbers up to 10, start adding and subtracting. During the day, ask your child questions: two balls and one blue - how many in total? There were four cubes, if you take one away, how many will be left? Don't be intrusive, let the child perceive it as a game. If the child is not interested or finds it difficult, put off learning for now; it is quite possible that it is too early for him to solve such problems. Renew your attempts from time to time, look for what is interesting to him. Maybe he doesn't want to count cubes, but he will be happy to count sparrows on a tree or cookies.
When the baby masters addition and subtraction, proceed to the next stage. Offer to arrange three sticks into two piles. He will quickly understand that this is only possible in two ways: 2+1 or 1+2. This is composition 3. Also, in a relaxed manner, ask your child questions about the composition of numbers. For example, how can you divide 5 nuts between two squirrels or four between two guys? As a rule, children very quickly learn to solve such problems using candy as an example.
The child will need not only quantitative concepts of number (for example, 5 objects), but also ordinal ones (for example, the fifth in a row). Therefore, when he has mastered all the above skills, teach him how to count abstract numbers. Now ask him with numbers, not apples and cubes. One lesson should not last longer than 15 minutes, the child simply will not be able to concentrate well. To make learning more interesting, organize a small competition: for three correct answers, give your child candy or an apple. It is quite possible that things will go faster.
Video on the topic
A preschool child can easily master basic arithmetic operations. He grasps new knowledge on the fly, and parents can only use this wonderful quality of preschool age. Addition and multiplication are usually easier for kids to understand than subtraction and division. However, the child will overcome these arithmetic intricacies without stress if you use some techniques.
You will need
- - sets of identical items;
- - cards with numbers.
Instructions
Learn to count forward and backward. You don’t need special classes for this, just don’t miss this opportunity. You can count anything: cubes, candies, apples, cars in a parking lot, flowers in a flower bed. Explain numbers to your student. This is best done with clear examples. Five were sitting on the lawn, some of them climbed a tree. How many cats are sitting on the tree, and how many are left under it? When solving such visual everyday problems, he learns not only the principle of addition, but also the composition of numbers. If there are three left under the tree
The leading activity in preschool age is play. That is why all training should take place in a playful way.
The composition of numbers begins to be taught in the preparatory group for school. The material for a preschooler is difficult, but game techniques will help you successfully cope with the task.
Examples of games and tasks. (All games are given to study the composition of the number 5)
1. Game with colored circles.
To play, you need to prepare double-sided colored circles. One side is red, the other is blue (for example)
How many circles are there in total?
You flip one circle, blue side up.
How many circles are there?
You find out that the quantity has not changed, but the number 5 was made up in a different way by 1 + 4.
Carry out similar work until all the red circles are upside down.
2. Solving “fun” problems.
This is what tasks are called - questions in poetic form. Before starting the game, you need to prepare the same circles that we used in the first task and make a selection of problems.
For example:
Two red cats were sitting on the porch (the child puts 2 red circles aside)
Three black cats were looking out the window. (3 blue circles)
Well, who is ready to answer,
How many cats are there in total?
The child counts the circles and says the answer. If you manage to create pictures that you can use to check the solution to the problem again, you will get an additional opportunity to consolidate the composition of the number.
3. Game "Who lives in the house?"
The child must enter a number that complements the number in the first column to 5.
4. Game "Guess - ka"
You have a box of cubes. Together with your child, count the number of cubes (In this case, there are 5), then cover the box with a napkin and remove a certain number of cubes from the box.
I took out 1(2, 3, 4) cube. How many cubes are left in the box? How did you guess?
- There are 4(3, 2, 1) cubes left. 5 is 1 +4.
5. Game "Shop"
You can sell whatever is convenient for you - books, cups, spoons, pencils... The only condition is that the price of the product is the same (in our case, 5 rubles) and corresponds to the number being studied. The child needs to be given a set of numbers so that he can add 2 numbers to get the desired one. If you give him “real” children's rubles, the game will become more attractive.
Officially, when entering school, a child is not required to be able to count, read and write. However, most children enter first grade having mastered these skills. By helping a preschooler understand the method of counting within 20, parents make it easier for him to start his studies. Learning the composition of prime numbers occurs during the game, in various everyday situations. This allows adults to unobtrusively and clearly teach oral arithmetic and stimulate the child’s interest in learning about the world around them.
A preschooler's writing and counting skills will be very useful to him in first grade.How to clearly explain to a preschooler the composition of a number?
To successfully master mathematics at school, you should try to teach your son or daughter the simplest arithmetic before entering school. You need to start with the representation of numbers and their graphic designation - numbers. There are only ten of the latter - from 0 to 9, and the number 10 consists of the numbers 1 and 0, which indicate the amount of something (candies, cubes, apples).
You can learn the number series up to 10 back and forth through games and practical activities in a few evenings. In order for the baby to immediately understand how it is formed, it is important to explain that each subsequent number differs from the previous one in the direction of increasing (when counting from 0 to 9) or decreasing (when counting in the opposite direction). This will teach him to distinguish between ordinal and cardinal numbers (for example, fourth in a number line or four objects).
Fun and effective learning to count
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In the company of loving parents, learning to count and form numbers turns into an exciting activity. In order for the child to be able to assimilate and clearly appreciate everything that the elders explain, you will need:
- counting sticks;
- scores (they can be attracted by playing shop);
- cubes;
- homemade cards;
- number houses;
- toys or candy;
- buttons of different colors.
Lesson 1: concept of number composition
The abacus will help you learn all the numbers. You can apply them while playing the store
Toys, children's dishes, cubes, and other identical household items will help develop a child's interest in mathematics. The study begins with the number 2, asking the child to put a cube on the table and specifying what needs to be done to make two of them. Usually a 5-6 year old child is able to guess what is going on. A younger child can be given a hint.
The exercise should be reinforced using other objects. It is important for the child to remember that the number 2 in any case includes two units, regardless of what items make it up (2 cans, 2 books, 2 pieces of soap, and so on). Let him place on the table 2 items that he likes (pebbles, cubes, berries, chestnuts or nuts).
- lay out 3 coins one at a time (at different distances or “in a column”);
- add one to two coins (put two coins together, and one at a distance);
- add two to one coin.
After the child has mastered the “three” (understands that three coins together is the same as two coins with one, and has practiced putting them together), you can teach the number 4 in a playful way. Checkers and a board will help here. You should invite the little student to place 4 white checkers on the board, and then ask the question: how many checkers will remain if you replace one white checker with a black one? How many of them will there be in total if you line up 2 white and 2 black checkers? It is important for the child to understand that the number 4 will be obtained with any rearrangement.
Involving a preschooler in solving everyday problems will help teach the correct composition of numbers. For example, ask him to lay out the forks for a family dinner. First, you can give him one device and ask how many more he needs for the family. After thinking, the child will be able to give the correct answer. Studying the cards together will also allow you to quickly master the composition of the number.
Lesson 2: working with cards
You can easily make cards with numbers yourself
At this stage, it is important to connect 2 types of cards (purchased or made independently). It is desirable that in the first version they consist of two halves. An object can be drawn on one side, and 2,3,4,5 or more copies of it on the other. The halves can be united by a “+” sign, or it can be done separately.
The second version of the cards is a set of pictures where objects are depicted as a single set, without division. When your child can match numbers and numbers, you can make a third set of cards with digital images. There should be enough cards so that he can imagine the same number in different versions (for example, 5 is 1 and 4, 2 and 3, 3 and 2, 4 and 1).
Lessons with cards are held in a relaxed manner. The child should be shown a card that shows, for example, 6 snowflakes and asked to collect the same number of snowflakes from the proposed pictures. It is important to switch roles sometimes. The child gives adults tasks, corrects their intentional mistakes, and learns to control the actions of other people. Similar work is being done with digital cards. The child must learn to select several options for the composition of the proposed number.
Lesson 3: connecting number houses
Number houses can be drawn in a notebook or made from colored paper; the child will put the necessary cards with numbers in the windows of the house
Number houses help strengthen mental counting skills. They are presented in textbooks, but you can draw pictures yourself. Each house has a roof and several apartments located in 2 rows. The height depends on the number to which the combinations are selected. For example, for a double, 2 floors are enough (1+1, 2+0), for a triple, 3 (1+2.2+1.3+0) and so on.
You can draw houses with your child, showing at the same time why and how to fill them. A number from 2 to 10 is written in a triangle on the roof. The child is explained that there are as many residents living in two apartments on the same floor as indicated on the roof (for example, 5 residents). Let one person live in one of the apartments on the lowest floor, then with the help of counting sticks the kid determines that there are 4 residents in the second one.
As the child climbs the floors and populates them, he will determine the composition of the pairs (1 and 4, 2 and 3, 3 and 2, 4 and 1). To consolidate the result, you can hang sheets of houses around the apartment so that the child learns to fill them in with a pencil. When the baby masters composition 10, you can move on to a more complex program.
Options for number houses that can be easily printed or made by analogy:
Option 2:
Mastering the second ten numbers
Explaining to a child in an accessible form how to obtain numbers greater than 10 is not always easy. First, it is important to master mental counting to 20, to show your child how to write all the numbers he has learned. The question of why and why 7+4 is written as 11 will definitely arise. It is important to explain on paper that for convenience, large numbers are counted by 10. Adding 7 and 3 is ten, but you need to add 4, that is, one is missing. It turns out that the result is 7 + 3 and one more, that is, 11.
Another visual exercise can be done with nuts, candies, and construction kit parts. You should count 15 items and write down their number in numbers. Then decompose them into 10 and 5 and show that ten in a two-digit count is written as one, and 5 is the number of ones. It is also worth doing by counting 20 objects and showing that it includes 2 tens, and the number 21 is the same, plus one more.
Teaching numeracy to first graders
If you start teaching a child at the age of 4-5, then by the time he reaches school he will be able to easily operate with two dozen. Sometimes parents are in no hurry, believing that this is the responsibility of the school. Soon after entering first grade, they will have a question about how to explain the composition of a number to their child. Most of his peers come to school prepared, and teachers focus on them, so he will have to catch up at an accelerated pace.
It is better to work with a first-grader in the same way as with a preschooler. You need to give him the opportunity to work with the parts (commands) of the number. For this purpose, problems are suitable where the total number of objects and the quantity of one type are known, and it is required to determine the number of objects of another type. For example, 5 cutlery, 2 of them are forks, and you need to find spoons.
If you hang cards throughout the house, you can repeat numbers or letters at any time and place.
Number houses, drawing segments in cells, and composing numbers using counting sticks are also relevant for first-graders. You can play by asking your child to guess how many candies are clutched in his fist. You should intrigue the child: “if you add 2 more toffees that I hold in my hand, you will get as many as I have in my hand.”
When a student is bad at counting, one can assume problems with memory, concentration, and developmental problems. A consultation with a psychologist, speech therapist, teacher, or pediatrician will allow you to determine the cause.
Learning to count is largely a creative process. The son plays football - count the goals together, the daughter feeds the pigeons - count the birds, compare which ones and how many more. If your child likes to draw, you can ask him to draw a certain number of balls, cars and other objects. If you sculpt, create a given number of figures. Along the way, it’s worth asking “tricky” questions: “can I take one pencil from you, how many do you have left now?” and others like that.
There is no need to force your child to count; this will only discourage him from learning. Each lesson should take no more than 15 minutes in a calm, trusting atmosphere. You can fasten them on walks, counting trees, houses, and vehicles. Additionally, you should include educational cartoons, photos and videos, which are widely available on the Internet. It is important for parents to be consistent and patient. Only then will their child learn to operate with simple and complex numbers.
Clinical and perinatal psychologist, graduated from the Moscow Institute of Perinatal Psychology and Reproductive Psychology and Volgograd State Medical University with a degree in clinical psychology
The better a child imagines the composition of a number in his head and the faster and more correctly he can decompose a number into 2 others, the easier it will be for him to solve any equations for addition and subtraction. Therefore, the topic is important and you need to work it out with the child with full responsibility, so that he does not bend his fingers, counting 6-3, but immediately says 3. First, introduce the child to the houses on the composition of the number, populated with numbers. You can download and print them on the Houses page “composition of numbers” >> Then the knowledge needs to be consolidated. And the best way to bring skills to automaticity is a mathematical simulator. The tasks in our simulator are varied. To prevent the child from getting tired, we offered on one sheet not only houses, but also examples of adding and subtracting by the composition of a number, finding an unknown addend, subtracted or reduced, and smart problems. Click on the pages you need and open them in full size, then you can save the picture to your computer and print it. When printing on A4 sheet, it is possible to cut one sheet into 2 and stretch the tasks over 2 days to reduce the burden on the child. After completing the task, the child or adult notes how he evaluates it: not very good - cloud, good - smiley, excellent - sunshine.
Download and print the simulator for the composition of numbers from 2 to 10
And now randomly. We also cut it into 2 parts and decide.
Math lesson in 1st grade on the topic: “Composition of number 3».
Lesson objectives:
Correctly write the number 3; correlate the number and number of objects;
Formation of the ability to form numbers within three, numerical series of numbers, oral computational skills; the ability to write down the result of comparing numbers using the signs: ,
Correction of thinking based on exercises in establishing logical connections and patterns, correction of visual and auditory perception based on exercises in memorization and reproduction;
Cultivating motivation to learn.
During the classes.
Organizing time.
So, friends, pay attention!
After all, the bell rang.
Sit back comfortably
Let's start the lesson soon.
Guess riddle: Wearing a round-brimmed hat
And in knee-length pants,
Busy with different things
He just learns to be lazy.
Who is he, quickly guess
What's his name?
(Dunno.)
Today Dunno came to our lesson, and he came to us with a task, he was given a task at school, but he cannot cope with it. Shall we help him?
Corrective exerciseson the development of thinking, visual and auditory perception.
There are 10 geometric shapes on the board: a large red square, a small red segment, 7 small red squares, 1 small green square.
A big misunderstanding happened in the country of Mathematics: several figures gathered together for a family holiday and suddenly they decided that one figure was “extra”.
Think about which figure could be superfluous. (The extra piece is a large red square.)
Why did you decide that she is superfluous? By what criteria did you determine? (to size). If this is a family of small figures, then the extra one is a large red square.
The extra figure is a segment.
Why did you decide that she is superfluous? By what criteria did you determine? (according to form). If this is a family of squares, then the extra one is a segment.
The extra piece is a small green square. Why did you decide that she is superfluous? By what criteria did you determine? (by color). That's right, if this is a family of red figures, then the extra one is a small green square.
How do you think this family can be called so that not a single figure is superfluous? (Geometric figures.)
Do you think we coped with the task? Did you help Dunno?
Updating of acquired knowledge, oral warm-up.
Let's count the members of this family.
Which figure will be the starting point? (Big red square.) Let's count the geometric shapes in unison. (count to 10 and back)
What numbers do we already write in numbers? Enter the numbers.
Exercises in memorizing numbers and counting objects. Correlation of numbers and many objects.
The teacher shows number cards 2,1,3. Students show an appropriate variety of objects.
The teacher shows many objects. Children - the corresponding figure.
The teacher shows many objects. Children - one item less, one more.
Lesson topic message.
Now look carefully at the board.
How many cars are on the board? 2
What has changed? How many carriages are there? 3
How to get the number 3? to 2+1=3
So, if I add 2+1, what number will I get? 3.
What number will we work with today in class? What is the topic of our lesson?
Look at the blackboard.
What did Dunno bring? (apples)
How many are there? 3
What color are they? What size?
By what criteria can they be divided into groups? By size and color.
How can you get the number 3? (1+2) or (2+1)
How many balls? (Three.) What parts can they be broken down into? On what basis? Come up with examples about balls. (1+1+1=3; 2 + 1;)
Result:- How to get the number 3? (say examples)
Fizminutka: Curious Barabara
Looks left, looks right,
Looks up and looks down
I sat down a little on the ledge,
And she fell down from him!
How many pears were there? 3
How many has it become? 2
What happened? We ate 1 pear.
So how did you get 2 out of 3? How can I write this down as an example? 3-1=2
Work in notebooks.
Letter in the air of the number 3.
What number is written on the top line?
How many numbers are written?
How many cells have moved to the right from the written numbers?
How many do you need to write instead of dots?
Write down the number 3 three times. Move 1 cell to the right and write down the number 3 three more times.
Look at the line below. What numbers are shown on the left?
What do you think the next number will be? 3
What numbers are written on the right? What number is missing? 3 she will stand in front of 2.
Now let's all get up and rest.
Fizminutka: Hamster, hamster, hamster - striped flank,
The hamster gets up early - washes his ears, rubs his cheeks,
Khomka cleans the hut and goes out to exercise.
One two three four five-
Khomka wants to become strong.
Consolidation.
How many circles are there on the first shelf? (There is one red circle on the first shelf.)
Write this number as 1.
How many circles are there on the second shelf?
On the second shelf there are two small blue circles. Write this number as 2.
Let's compare the number of figures on the first and second shelves.
The number one is less or greater than the number two. I read the entry from left to right: one is less than two. I select the icon "
How many blue triangles are on 1 shelf?3. Write this number as 3.
How many red triangles are there on shelf 2? 2. Write this number as 2.
Is three more or less than 2? What icon should we put? More.
How many red squares are there on 1 shelf? 1
And on the 2nd shelf? 3
Is 1 less or more than 3? What sign will we put up?
Now let's read all the entries.
Drawing up and solving a drawing problem.
Lesson summary.
What number did we meet today?
What number does it represent?
