Counting teaching counting. A surprisingly easy way to teach your child to count

How to start learning mathematics with children?

It is necessary to begin the study of mathematics with the development of counting skills.

At what age should children start learning mathematics?

From the age of six months, you can start learning mathematics with your child.

Development of counting skills

The basis of the foundations of mathematics is the concept of number. However, the number, as, indeed, almost any mathematical concept, is an abstract category. Therefore, it is often difficult to explain to a child what a number is.

How to explain to a child what a number is?

One, two -

Let's go for firewood

One two Three -

Look at mom.

Long before the baby tells you that he has three beads, he will be able to recite these nursery rhymes. He learns to pronounce the names of numbers and recognizes their group features before he encounters the true meaning of numbers.

Counting sticks can be used to parse numbers. Have your child place two sticks on the table. Ask how many sticks are on the table. Then spread the sticks on two sides. Ask how many sticks on the left, how many on the right. Then take three sticks and also lay them out on two sides. Take four sticks and let the child separate them. Ask him how else to arrange the four sticks. Let him change the arrangement of the counting sticks so that one stick lies on one side and three sticks on the other. In the same way, sequentially parse all the numbers within ten. The higher the number, the more parsing options, respectively.

It is very useful to compare pictures that have both common and different. It is especially good if the pictures will have a different number of objects. Ask your child how the drawings are different. Ask him to draw a different number of objects, things, animals, etc.

Pay attention to what is happening around the child: on a walk, on the way to the store, etc. Ask questions, for example: “Are there more boys or girls here?”, “Let's count how many benches are in the park”, “Show me which the tree is tall, and which is the lowest”, “How many floors are in this house?”. Etc.

Try not only to name numbers, but also, if possible, to introduce elements of addition and subtraction. For example, there are 4 flights of stairs at the entrance, you are on the top floor. Accompany the passage of each floor with words - we have 4 stairs, 2 we have passed, 2 are still left ... 3 passed - left ...

Counting games

Balls and buttons

The concepts of spatial arrangement are easily assimilated in the game with the ball: the ball is overhead (above), the ball is at the feet (below), throw to the right, throw to the left, back and forth. The task can be complicated: you throw the ball with your right hand to my right hand, and with your left hand - to my left. In action, the baby learns many important concepts much better.

It is much more difficult for him to correctly position objects on a plane. For this exercise, take any flat shapes (for a start, for example, a square) and flat buttons. Put a square of thick paper on the table, give the baby a few buttons (5 large and 8 small). Let him, according to your instructions, put the buttons in the right place. For example: “Place a large button in the middle, another one under the square, also in the middle, another one above the square in the middle, one on the right in the middle, one more on the left in the middle.”

If the child coped with this task, proceed to the next task. Now you need to expand the small buttons. One - in the upper right corner (we explain what the corner is on the right, above), the second - in the upper left corner, etc. If this task was also completed without errors, we proceed to an even more difficult one. "Put the small button over the big button that lies above the card (under the card)." Options: to the right of the large button that lies to the right of the card; to the left of the large button that lies to the left of the card, etc. The difficulty increases gradually, from lesson to lesson, but in no case during one lesson! If the child begins to experience difficulties, return to a simpler task: this is a temporary situation.

Is it far?

Walking with your child, choose some object at a close distance from you, for example, a ladder, and count how many steps are up to it. Then choose another object and also count the steps. Compare the distances measured in steps - which one is greater? Try to guess with your child how many steps it will take to get to a nearby object. You can walk to a place with normal steps, then turn around and see how many fewer steps you need if you walk back with giant steps.

In mathematics, it is not the quality of objects that is important, but their quantity. Operations with numbers themselves are still difficult and not entirely clear to the baby. However, you can teach your child to count on specific subjects. The child understands that toys, fruits, objects can be counted. At the same time, objects can be counted “between times”. For example, on the way to kindergarten, you can ask your child to count the objects you meet on the way.

It is known that the performance of small household chores is very pleasant for the baby. Therefore, you can teach your child to count while doing homework together. For example, ask him to bring you a certain amount of any items you need for the job. In the same way, you can teach your child to distinguish and compare objects: ask him to bring you a large ball or a tray that is wider.

It is very important to teach the child to distinguish the location of objects in space (in front, behind, between, in the middle, on the right, on the left, below, above). To do this, you can use different toys. Arrange them in a different order and ask what is in front, behind, next, far, etc. Consider with the child the decoration of his room, ask what is up, what is down, what is right, left, etc.

The child must also learn such concepts as many, few, one, several, more, less, equally. During a walk or at home, ask the child to name objects that are many, few, one object. For example, there are many chairs, one table; many books, few notebooks.

Mosaic

Of course, a baby at the age of three is not yet able to use the mosaic for its intended purpose - to lay out patterns or pictures according to the model - and nevertheless, he may well play with the mosaic. First, show your child how to use it - this is not so easy for a two-year-old baby. Let him lay out the parts in any order until he gets bored (this is a great exercise for developing the hands).

The next task may be more difficult: arrange the mosaic elements on the same line or at a certain interval between them. It requires not only the dexterity of the fingers, but also the eye (the sample is given by adults). You can lay out several such lines so that they differ in color: after all, even if the child does not yet name the colors, he is able to select one of them and pick up other objects of the same color (in this case, mosaic elements) to it. Completing this task will help develop fine motor skills of the fingers, an eye, the ability for elemental analysis and synthesis. Along the way, the baby will learn to quickly name and remember colors. But be careful: the details of the mosaic are very small and can be dangerous for the baby, so do not leave him alone even for a minute, and after playing, carefully put everything in the box.

Learning to count on the fingers "Fingermatics"

The most versatile tool for teaching math is fingers. To introduce the kid to the account, nothing is easier to come up with.

Every evening, after the usual evening bath, when the mother begins to wipe, process and prepare the child for bed, the “assistant” should show numbers on her fingers and call them loudly and joyfully: “One!”, “Two!”, “Three!” etc.

Usually the child stops tossing and turning, acting up, not looking up, follows the “finger-numbers” and smiles. Mom is extremely pleased and without interference, puts the baby to sleep within a few minutes.

The path of mankind to the decimal system, in which we will count with you and with the baby, goes precisely from the fingers of man. Start with one pen. Count your fingers, hide a few and count how many are left. Hide everything and get acquainted with the concept of zero. Separate one finger from another and find out that five is one and four, two and three. Then start adding the second handle. One finger of the left hand came to visit the fingers of the right - and there were six fingers. Then another one came to them, and there were seven of them, and so on. Or let two or three fingers come at once, and you find out how many there were.

squirrels

One two three four five

The squirrels came to play. (show five fingers)

One went somewhere (Hide your hand behind your back)

Four squirrels left. (show four fingers)

And now look quickly (Hide your hand behind your back)

There are already three left. (show three fingers)

Well, well, what a pity (Hide your hand behind your back)

We only have two left. (show two fingers)

This news is so sad (Hide your hand behind your back)

There was only one white. (show one finger)

Then say:

While you and I were counting

The squirrels ran away from us.

Talk to your baby about where the squirrels might go to take a nap, look for food, and so on.

five bears

Read a poem. Raise one finger after reading the first line. Raise the next finger each time another bear appears in the course of the action.

One bear at the table was eating a cutlet,

But then, out of nowhere, another suddenly came running,

They became two.

He began to take away the cutlet, he also wanted to eat,

But another one came running and ate all the cutlets.

There were three of them.

Three stupid little bears wanted to close the door,

But the door opened and another beast burst in.

There were four of them.

Four little bears found a swarm of bees

Another bear ran in and raised a loud howl.

There were five of them.

The bees bite in earnest and all the bears ran away.

On the last line, hide your hand behind your back.

This house has five floors:

On the first floor lives a family of hedgehogs,

On the second lives a family of rabbits,

On the third - a family of red squirrels,

On the fourth, a tit lives with chicks,

On the fifth, an owl is a very smart bird.

Well, it's time for us to go back down:

On the fifth owl

On the fourth tit

Belchata on the third

Bunnies - the second,

On the first hedgehogs, we will come to them.

Two bears

Sitting two bears

On a thin bitch.

One interfered with sour cream,

The other kneaded flour.

One Cookie, Two Cookies

They both fell into the dust!

Nose in flour, mouth in flour.

Ear in sour milk!

Five fingers

There are five fingers on my hand

Five graspers, five holders.

To plan and to saw,

To take and to give.

One two three four five!

(Rhythmically squeeze and unclench the fists. On the count - alternately bend the fingers on both hands.)

Naughty rhyme

How many fingers do we have?

Let's count?

This is one!

Are we bending?

This is two!

Are we continuing?

Three four...

Where is the fifth?!

In - look!

We continue to another:

Here is the sixth, seventh, eighth...

Bang-bang oh-oh-oh!!!

Yes, the ninth is like that!

How many fingers are there?

Exactly ten! Oh-hoo!!

(Hands bent at the elbows, fingers spread out and twisted with the hands in different directions.

We bend the fingers on the other hand with one hand. On the fifth finger we show the sign "In!" (fingers in a fist, large bent).

We pass to the other hand and bend again, starting from the little finger. When we bend the eighth finger, we get a “gun” from which we shoot.

Very small ones bend their fingers with the other hand, and who succeeds, bend their fingers without help.

The last lines are the same as on the first line).

Counting about fingers

One two three four five!

Finger went for a walk

I ate a large bun with poppy seeds.

This fat gentleman

Finger number one!

This finger went to the forest,

I found honey in a big hollow.

Escaped from the bees

Nice finger number two!

This finger walks in the sea

On a steamboat.

In the storm on deck, look!

Brave finger number three!

This finger is our strong man:

Like a light baby ball

He throws weights!

Finger number four!

And the last one is a cute baby

Quietly sit by the window

Little finger number five!

One two three four five!

Sing along, sing along:

Ten birds - a flock.

This bird is a nightingale

This bird is a sparrow.

This bird is an owl

Sleepy head.

This bird is a waxwing

This bird is a corncrake

This bird is a bird

Gray feather.

This one is a finch.

This one is a haircut.

This one is a merry siskin.

Well, this one is an evil eagle.

Birds, birds go home!

(Bending or stroking fingers)

My brother will be five soon.

He doesn't want to study.

This is where I came up with something.

I say: give me your hand

One two three four five.

These fingers are bunnies.

The first one hid somewhere.

We bend a finger - once.

How many do we have now?

Brother spread his hand

And he answered suddenly: — four.

Well done. Capable boy.

We bend the finger again.

How many of them now - look?

The brother counts: - one ... two ... three ...

The third hare suddenly disappeared:

The prankster ran into the forest.

Our bunny barely hid,

My brother is already shouting to me: — two!

We left everything

How many fingers? —

One. —

And then this bunny

Laid down on the side of the bed.

We bend the fifth finger,

Now what's left?

Sly brother looks, laughs:

- It remains ... a fist.

Little bunny

Mother and child stand facing each other, holding hands. The adult says to the kid: "Show how big you are." Gently pulls him up by the arms. “That's how big!

Now show how small the bunny (any toy) is (sits down and pulls the child down by the arms). Little bunny."

Repeats the same actions while reading a poem by N. Pikuleva.

That's how big we are

Raises the child's hands.

Not tiny

Squats with the child, showing hands low above the floor.

Like this, like this

Stands up, raising the baby's arms up.

Here are the little ones.

Dragons flew

Two are playing. Standing face to face, they stretch their arms forward so that one of the palms of each is between the two palms of the partner. The players take turns pronouncing a word of the verse, clapping their partner’s palm in time with each word:

Dragons flew, ate donuts.

How many donuts did the dragons eat?

The one who has the turn to answer, together with the clap, calls any number, for example, three. The partner starts the countdown: "One!" (clapping) - "Two!" (answering clap) - "Three!". When calling the last number, the one whose hand is currently “under attack” must remove it as quickly as possible so that the clap does not reach the goal.

The above exercises at first glance are quite primitive, but, firstly, they are designed for children from six months to two years. And secondly, it is precisely such simple rhymes that are easier to remember by kids and give the latter a lot of pleasure.

How to start learning mathematics with children?

It is necessary to begin the study of mathematics with the development of counting skills.

At what age should children start learning mathematics?

From the age of six months, you can start learning mathematics with your child.

Development of counting skills

How to explain to a child what a number is?

One, two -

Let's go for firewood

One two Three -

Look at mom.

Counting sticks can be used to parse numbers. Have your child place two sticks on the table. Ask how many sticks are on the table. Then spread the sticks on two sides. Ask how many sticks on the left, how many on the right. Then take three sticks and also lay them out on two sides. Take four sticks and let the child separate them. Ask him how else to arrange the four sticks. Have him change the arrangement of the counting sticks so that one stick lies on one side and three sticks on the other. In the same way, sequentially parse all the numbers within ten. The higher the number, the more parsing options, respectively.

Try not only to name numbers, but also, if possible, to introduce elements of addition and subtraction. For example, there are 4 flights of stairs at the entrance, you are on the top floor. Accompany the passage of each floor with words - we have 4 stairs, we passed 2, 2 are still left ... 3 passed - left ...

Counting games

Balls and buttons

It is much more difficult for him to correctly position objects on a plane. For this exercise, take any flat shapes (for a start, for example, a square) and flat buttons. Put a square of thick paper on the table, give the baby a few buttons (5 large and 8 small). Let him, according to your instructions, put the buttons in the right place. For example: “Place a large button in the middle, another one under the square also in the middle, another one above the square in the middle, one on the right in the middle, one more on the left in the middle.”

If the child coped with this task, proceed to the next task. Now you need to expand the small buttons. One - in the upper right corner (we explain what the corner is on the right, top), the second - in the upper left corner, etc. If this task was also completed without errors, we proceed to an even more difficult one. "Put the small button over the big button that lies above the card (under the card)." Options: to the right of the large button that lies to the right of the card; to the left of the large button that lies to the left of the card, etc. The difficulty increases gradually, from lesson to lesson, but in no case during one lesson! If the child begins to experience difficulties, return to a simpler task: this is a temporary situation.

Is it far?

Mosaic

Learning to count on the fingers "Fingermatics"

The most versatile tool for teaching math is fingers. To introduce the kid to the account, nothing is easier to come up with.

squirrels

One two three four five

The squirrels came to play. (show five fingers)

One went somewhere (Hide your hand behind your back)

Four squirrels left. (show four fingers)

And now look quickly (Hide your hand behind your back)

There are already three left. (show three fingers)

Well, well, what a pity (Hide your hand behind your back)

We only have two left. (show two fingers)

This news is so sad (Hide your hand behind your back)

There was only one white. (show one finger)

Then say:

While you and I were counting

The squirrels ran away from us.

Talk to your baby about where the squirrels might go to take a nap, look for food, and so on.

five bears

Read a poem. Raise one finger after reading the first line. Raise the next finger each time another bear appears in the course of the action.

One bear at the table was eating a cutlet,

But then, out of nowhere, another suddenly came running,

They became two.

He began to take away the cutlet, he also wanted to eat,

But another one came running and ate all the cutlets.

There were three of them.

Three stupid little bears wanted to close the door,

But the door opened and another beast burst in.

There were four of them.

Four little bears found a swarm of bees

Another bear ran in and raised a loud howl.

There were five of them.

The bees bite in earnest and all the bears ran away.

On the last line, hide your hand behind your back.

This house has five floors:

On the first floor lives a family of hedgehogs,

On the second lives a family of rabbits,

On the third - a family of red squirrels,

On the fourth, a tit lives with chicks,

On the fifth, an owl is a very smart bird.

Well, it's time for us to go back down:

On the fifth owl

On the fourth tit

Belchata on the third

Bunnies - the second,

On the first hedgehogs, we will come to them.

Two bears

Sitting two bears

On a thin bitch.

One interfered with sour cream,

The other kneaded flour.

One Cookie, Two Cookies

They both fell into the dust!

Nose in flour, mouth in flour.

Ear in sour milk!

Five fingers

There are five fingers on my hand

Five graspers, five holders.

To plan and to saw,

To take and to give.

One two three four five!

(Rhythmically squeeze and unclench the fists. On the count - alternately bend the fingers on both hands.)

Naughty rhyme

How many fingers do we have?

Let's count?

This is one!

Are we bending?

This is two!

Are we continuing?

Three four…

Where is the fifth?!

In - look!

We continue to another:

Here is the sixth, seventh, eighth ....

Bang-bang oh-oh-oh!!!

Yes, the ninth is like that!

How many fingers are there?

Exactly ten! Oh-hoo!!

(Hands bent at the elbows, fingers spread out and twisted with the hands in different directions.

We bend the fingers on the other hand with one hand. On the fifth finger we show the sign "In!" (fingers in a fist, large bent).

We pass to the other hand and bend again, starting from the little finger. When we bend the eighth finger, we get a “gun” from which we shoot.

Very small ones bend their fingers with the other hand, and who succeeds, bend their fingers without help.

The last lines are the same as on the first line).

Counting about fingers

One two three four five!

Finger went for a walk

I ate a large bun with poppy seeds.

This fat gentleman

Finger number one!

This finger went to the forest,

I found honey in a big hollow.

Escaped from the bees

Nice finger number two!

This finger walks in the sea

On a steamboat.

In the storm on deck, look!

Brave finger number three!

This finger is our strong man:

Like a light baby ball

He throws weights!

Finger number four!

And the last one is a cute baby

Quietly sit by the window

Little finger number five!

One two three four five!

Sing along, sing along:

Ten birds - a flock.

This bird is a nightingale

This bird is a sparrow.

This bird is an owl

Sleepy head.

This bird is a waxwing

This bird is a corncrake

This bird is a bird

Gray feather.

This one is a finch.

This one is a haircut.

This one is a merry siskin.

Well, this one is an evil eagle.

Birds, birds go home!

(Bending or stroking fingers)

My brother will be five soon.

He doesn't want to study.

This is where I came up with something.

I say: give me your hand

One two three four five.

These fingers are bunnies.

The first one hid somewhere.

We bend a finger - once.

How many do we have now?

Brother spread his hand

And he answered suddenly: — four.

Well done. Capable boy.

We bend the finger again.

How many of them now - look?

Brother counts: - one ... two ... three ...

The third hare suddenly disappeared:

The prankster ran into the forest.

Our bunny barely hid,

My brother is already shouting to me: — two!

We left everything

How many fingers? —

One. —

And then this bunny

Laid down on the side of the bed.

We bend the fifth finger,

Now what's left?

Sly brother looks, laughs:

- It remains ... a fist.

Little bunny

Mother and child stand facing each other, holding hands. The adult says to the kid: "Show how big you are." Gently pulls him up by the arms. “That's how big!

Now show how small the bunny (any toy) is (sits down and pulls the child down by the arms). Little bunny."

Repeats the same actions while reading a poem by N. Pikuleva.

That's how big we are

Raises the child's hands.

Not tiny

Squats with the child, showing hands low above the floor.

Like this, like this

Stands up, raising the baby's arms up.

Here are the little ones.

Dragons flew

Dragons flew, ate donuts.

How many donuts did the dragons eat?

Math in pictures

From the age of three, you can learn mathematics with the help of mathematical coloring games. With the help of such games - tasks, the child will get acquainted with the operations of addition and subtraction.

We offer you such an interesting mathematical game together with the favorite character of children - Bambi the deer.

First, I will explain to you what addition is. This is when another number is added to one number. The result of this mathematical operation is called the sum. For example, Bambi and Thumper are drawn here. 1+1=2. Only 2 animals.

And if we subtract another from one number, then this action is called subtraction. For example, there were 2 chicks, 1 ran away. One left. 2-1=1. The result of such an arithmetic operation is called the difference.

Little Bambi met young Falina. The deer quickly became friends and began to play together. Count and write how many deer are playing in the clearing.

A delicious green leaf was eaten from several sides by 5 caterpillars. 1 ate and crawled away. Then 2 more ate and crawled away. How many caterpillars are left to chew on the leaf?

Bambi found a place in the forest where a lot of delicious red strawberries grew. There were 10 ripe berries in total. How many berries will be left if Bambi eats 7 of them?

In the forest there is a small clean pond with clear water. There are big fish swimming around. 2 of them are gold and the rest are red. Write an example and solve it. And the picture will help you.

Bambi is very fond of wild apples. Look: he found 3 red apples and 3 yellow ones in the grass. How many apples did the deer find in the grass? Substitute the correct numbers and solve it.

Mushrooms, berries and flowers grow in the clearing. Count how many pieces of each type are drawn. Write the values in the circles and decide how many plants grow in the clearing.

Many children already know the score by the age of three. Learning to count is mechanical. This is facilitated by the “speaking” numbers of the electronic alphabet, and fairy tales read with parents, and counting rhymes that teachers learn with children, and board games. But to teach a child to count not mechanically, but meaningfully, is not an easy task.

Basic learning to count

In all, without exception, preschool children are dominated by visual-figurative thinking. Therefore, everything that is spoken orally, they must see and even touch. You should always start training in the game. When playing with a child, you should count dolls, cars, balls and other toys. For example, they removed the typewriter, immediately counted the items. Added a ball, again counted the items. Next to the counted items, you can put a card with a number so that children visually remember how many items correspond to each number.

At the same time, one must learn to compare objects by asking various questions: “What are more bunnies or cars? Why more cars? How much more?" At the same time, you need to start learning to count with one or two subjects. Then gradually add the number of toys and, accordingly, cards with numbers.

Can be used for teaching counting and exercise. It is enough to tell the child to jump 5 times, squat 3 times, bend down 4 times, or perform any other exercise a certain number of times. In this case, healthy exercise will turn into an exciting game.

“before” (who is standing in front of the bunny?);
“for” (who is behind the squirrel?);
“between” (who stands between the squirrel and the bear?);
"what's the score...?" (What will be the number of the elephant?).

Only after the child learns to fluently count up to ten and masters counting backwards, and also calls the numbers behind, before and between without errors, it will be possible to start adding and subtracting.

Mastering simple calculations

At this stage, it is very important to learn the composition of each number with the child. Without this, your baby will not learn to calculate! You have to start with number 2.

Example:

2 is 1 and 1;
3 is 1 and 2 or 2 and 1;
4 is 1 and 3, or 2 and 2, or 3 and 1, and so on.

At the same time, all exercises and tasks must be confirmed visually: with the help of pictures, toys, counting sticks and any other items. Each new number is formed by adding the number 1, and this can be shown to your child with sticks.

Example: Put down two sticks. How many sticks? Put another one. How many sticks were there? How was the number three formed? One was added to two.

At the same time, you can teach your child to solve the simplest problems with the words arrived, flew away, ate, and other similar ones. It’s also a good idea to ask your child to come up with puzzles on their own. This will not only consolidate the acquired skills, but also contribute to the development of his imagination.

Counting rules

Learning should take place only in the game.
Do not raise your voice to the baby if something does not work out for him.
Praise your child even for the smallest success.
The desire to deal with the account should be mutual. The baby does not want to count today, do not be zealous. Start learning tomorrow.

Well, in the end, I would like to say: do not worry if something does not work out for you and your child. In kindergarten and school, he will be taught competently by experienced teachers. So there is nothing to worry about! But if the kid himself is drawn to knowledge, be sure to help him master the account. Believe me, it is not so difficult, and you will definitely succeed.

The child will tell you when he needs to know numbers and numbers. This will be the moment when instead of one apple he wants to take two or he needs to distinguish the number of his favorite channel on the remote control button.

More often 2-3 year olds begin to learn counting on their own, and the task of parents at this moment is to maintain interest in numbers.

Some parents choose not to "take away their children's childhood" and leave the score to the school.

But this is the worst thing you can do for a child.

If he comes to the first grade already prepared, it will be much easier for him to adapt, especially since almost all school programs are now designed for children who can read, write and count at the elementary level.

3-5 years old - the age at which children are able and can learn to count up to 10 and even 100, especially if you use simple techniques.

Exercises, methods and techniques

famous children's teacher Maria Montessori raised little geniuses according to a special system. Under her guidance, even one-year-old kids mastered the alphabet and counting. And it was knowledge at a very deep level.

Still many kindergartens use the Maria Montessori system, based solely on the "carrot method" and the children involved in it show brilliant success in learning to count.

The secret of the technique is that teachers talk to children as equals, and try to understand their language, instead of imposing their own.

counting sticks do not lose their popularity for many decades. They help the child understand that there are real objects behind the numbers, it is easy to master the basic manipulations with them - addition and subtraction.

Counting on fingers the good thing is that it can be used everywhere - you walk with your baby or watch a TV show. You can “bend your fingers” on red cars or commercial breaks between cartoons. This calculator is always at hand.

Rhymes and chants help to remember the sequence of numbers. For example: “One girl has exactly two pigtails, and three boys have four bows to them,” and so on.

Folk tales and fables. There are usually 3 characters in them (heroes, a swan, a cancer and a pike, three sisters), and in "Turnip" or "Teremka" the number of characters grows to five or six.

By associating each character with a number, it is also easier for a child to remember the plot of a fairy tale, so that by the “mathematical-literary method” you kill two birds with one stone.

pretend to be ignorant. When your child asks you to count a small number of objects, say that you forgot the count and you need to deal with it together.

Do not cause the baby to panic - smoothly lead him to the correct answer.

TV training. Many baby monitors in specialized programs do an excellent job of teaching children the alphabet, counting, or even a foreign language.

Program "Underwater account" - TV channel "Carousel"

Learning to count up to 10

Turn counting lessons into a game. It can be playing the economist or the salesman: "Give me six apples" or "Count ten napkins."

baby can use abacus and sticks during such a game make notes in a notebook. But if he is naughty and categorically refuses to do actions related to the account, do not put pressure on him.

Repeat the numbers with your baby all the time - even when tying your shoelaces: one shoelace is tied, two shoelaces are tied, three buttons are buttoned, one hat is on.

Repetition is the mother of learning. Gradually, the baby himself will begin to pronounce simple counting rhymes and identify them with objects.

Counting from 1 to 10 - Internet channel Umachka

Learning to count up to 100

The selective memory of the child remembers only what the baby is interested in. If a humanitarian is growing in the family - do not wait for the count to a hundred in the early stages, it is better to try "letter riddles".

The easiest way to learn counting up to 100 is to take ten times ten. If the child knows the count up to ten well, then 21 will be 2 and then 1 (not a plus, but then - immediately explain the difference between a number and addition).

Don't forget to explain what zero is and why he turns two into 20 and three into thirty. This can be one of the hardest steps in counting to 100. Do not scold the child if he does not immediately figure out what's what.

By the way, on a subconscious level, knowledge of the correct score is still stored, and if at first the kid stubbornly does not want to count to a hundred, he may do it later, already at school.

Remember that children's brains are complex!

If the child copes with the task - for example, remember coins up to 20 - give him a "prize fund". Gradually increase the number of coins to 100 and let the child buy anything as a learning reward.

Summing up

Be sure to encourage your child for the right actions. If he brought the correct number of spoons to the table or correctly named the number of light bulbs in the chandelier - don't skimp on praise or even candy.

Which, by the way, can also be given by number from 1 to 10 - let the child say at random. So gradually he will understand that the number 10 is the largest.

And remember that you yourself were small. It was just as difficult for you to understand how a five differs from a six, and why an inverted six is already a nine.

Was it difficult for you? It's just as hard for a child. Support him on the way to mastering the account, and perhaps it is in your family that a new Perelman or a new Maria Sklodowska-Curie will grow up.

Why do I call my method easy and even surprisingly easy? 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 it 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 methodology for teaching mental counting.

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. 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 do not use the "line" counting method that has appeared in recent years:

"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, 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 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 a manual for teaching mental counting, I used a set of small counting cubes in a counting box (detailed description - below). And the children will return to fish, birds, dolls, ladybugs and other objects and creatures 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 too many lessons scare you. 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 kid will not need so many lessons. 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 do it twice a week, and it is enough to devote 5-7 minutes to doing homework on other days. Not every child needs the very first lesson, it is designed only for children who do not yet know the number 1 and, looking at two objects, cannot say how many there are without first counting with their 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 have already understood that learning to count at the initial stage will be done with the help of 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.

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.
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.

Play games 1 and 2 alternately with all the children in the group. Tell parents in class that they should play these games with their children once a day at home, unless the children themselves ask for more.