Counting to 10 for children 2-3 years old. Teaching a child to count: four game techniques. Simple operations with objects: addition and subtraction

An excellent selection of arithmetic tests and puzzles from the Quicksave portal is effective educational material that will help prepare children for entering school. Preschoolers will learn to count with interest, moving forward in their learning step by step, successfully coping with the tasks of educational online toys.

Fun math skills practice

All problems are solved in a game format - this helps to quickly remember important information. Popular tutorials for the youngest gamers allow children to fully unleash their potential: develop logical thinking, improve memory and concentration, boost creativity and perseverance.

Users will not need to buy the product, activate it or install it on a personal computer - browser-based flash games without registration allow you to enjoy the process for free, without being distracted by unnecessary actions. The most sophisticated aesthetes will appreciate the unparalleled graphics of the latest new products from Quicksave.

Gameplay Features:

• An extraordinary storyline with the search for the correct answer from several proposed options to move to the next level allows the player to be as relaxed as possible and grasp the essence of the task with lightning speed;
• The difficulty of missions increases depending on the student's progress;
• Time limitation and the desire to find out the correct answer become the main motivational factor that contributes to further progress.

The ability to count correctly will help tomboys navigate correctly in any life situation. Numbers, numbers, geometric shapes - this is an unknown world that is only opening up to young inquisitive minds. The main task of parents is to show their child the right direction in which to develop. A collection of logical computer entertainment is the most accessible and understandable way to realize your plans.

We play and count with pleasure

Share your emotions from completing the next intellectual quest with your friends. You will receive an additional charge of positive energy by experimenting with imaginative and logical thinking - very soon you will feel the amazing effect of mastering the material you have covered. If you regularly play exciting games from the category: , the result will not be long in coming.

Peculiarities of mathematical perception of a preschooler

In order for our activities to only benefit the baby, it is necessary to represent his real capabilities and needs. We must understand that a small child’s thinking apparatus is still immature, and he does not know how to fully generalize and draw conclusions. So a two-year-old baby can, poking his finger at objects, followIt’s easy to pronounce:
- One two three four.
However, to the question: “How many items are there in total?” - the child cannot answer yet. Only at three and a half is he ready to begin meaningful, rather than mechanical, teaching of mathematics. He is already able to learn to add and subtract numbers within five in his head, but the child is usually not yet able to do the same actions with large numbers until he is four or four and a half years old.
It is completely normal for preschool children to believe that any mathematical operation is true only at the moment and only with these objects. Kids believe that if you move objects apart, there will be more of them, and if you put them closer to each other, then there will be fewer of them. If you move or change the position of objects, their number will also change. The kid, adding 4 and 3, will definitely count all the objects first:
- 1, 2, 3, 4, 5, 6, 7, - and only after that will it give an answer.
A more mature child will begin to count and reason differently:
- There are 4 objects here, so 4 + 1 + 1 + 1 = 7.
The baby also does not quite correctly imagine the volume and weight of objects. The preschooler believes that the flattened candy has become smaller, and the elongated one has become larger, and that cotton wool is always lighter than iron, since he relies on his feelings, and not on the incomprehensible readings of the scales.
The first to notice and describe such features of the development of preschool children was the French psychologist Jean Piaget. They are called “Piaget’s phenomena” in his honor.
Many of these phenomena in the process of growth and learning of the child weaken by 6-7 years, but some of them persist until 9-10 years. Despite this, all children can learn to count, add, subtract and solve simple problems by school.

Where does mathematics begin?

Any learning goes through three stages: habituation, understanding and meaningful memorization. At the same time, mathematics should not be something abstract, but a natural part of a child’s life, otherwise he will soon forget everything we taught him.
First, while playing and talking with the child, we teach him to compare objects and their properties, to distinguish a large thing from a small one, long from short, heavy from light, round from rectangular, and much more.
Usually, even before a child can understand what simple counting is, we mention numbers and mathematical concepts in conversation with him:
- Once upon a time there were three bears.
- You have a lot of toys. Share with Seryozha!
- Your bucket is smaller than mine.
- Please give Masha one pig, and take the other for yourself.
- Do you want to play alone or will you go with me?
- You have two hands, which means there were two mittens. Where's the second mitten?
- Wait five minutes, please.

Along with the poems of Agnia Barto, children are usually asked to learn a little rhyme about a bunny.
One two three four five -
The bunny went out for a walk.

As a result, most children after three and a half years old can count, and even add and subtract within four to five. However, they may not know this, and they need help to demonstrate their knowledge, but first the child must learn to count meaningfully, and not mechanically.

Understanding counting in play and movement

“Olenka willingly counts everything and knows how many objects there are, and yet I’m not sure that Olenka counts intelligently enough.
To make the counting more meaningful, Olenka and I slightly transformed the famous rhyme:
We shared an orange
There are many of us, but he is one.
This slice is for the hedgehog.
This slice is two for the siskin.
This slice is for kittens - three.
This slice is for ducklings - four.
This slice is five for the beaver.
And for the wolf - peel!
The wolf is angry - trouble,
Run away in all directions!”

Understanding the count is sometimes a rather difficult process and can take quite a lot of time, so we, without rushing or getting upset, try all new techniques and games.
“Once again I tried to bring Olenka closer to understanding the account.
First, I lined up four toys one after another. Then we counted them and assigned a serial number to each one. Then we discussed which animal comes before and which comes after, for example, the bunny. I tried to ask clear questions:
-Who is standing in front of the bunny? Who comes after the bunny?
Then they remembered a cartoon about a kid who could count to 10, and again they counted everyone:
- Dog - 1, bunny - 2, fox - 3, cat - 4.
And only after that I began to ask:
- What number comes after one? What number comes before 2?
Olenka clearly answered both questions, but since the usual ten minutes of our classes came to an end, we had to take a break.”
Only when a child can clearly say without errors which number is in front of any of the first five numbers and which is behind, can we assume that he understands what he is doing and move on to understanding counting to ten and at the same time mastering addition and subtraction.

What's the best way to represent a number?

In order for a child to distinguish different numbers well, images of these numbers must appear in his mind. Of course, a child can create these images without us, but we can help him find more suitable and capacious ones. Colored dots of a large children's domino are best suited for this. However, they can also be replaced with balls, bunnies or daisies. The main thing is that the objects are small enough that they can be represented as domino points if desired. Agree that it is easier to imagine the number five if it is depicted compactly in the form of small objects, so it is impossible to come up with anything more convenient than images on dominoes.

However, a child has a great need to touch everything and see for himself, so the children and I began making an additional aid from quickly hardening plasticine, which we called “mathematical balls.” These are several small quadrangles, each with five recesses for balls. The round holes are arranged in the same order as the dots on the dominoes. You can insert a ball (or other convenient shape) into each recess. You can transfer the balls to another, identical quadrilateral, and notice how the same numbers look, or think about what to do to make these numbers equal.

The clarity of the manual and the fact that a child can transform one number into another with his own hands greatly helps him to more easily understand how different numbers differ. At this stage this is a very important task. This is what distinguishes a child who can count from a child who simply memorized numbers without any understanding and cannot actually count.

Forming images of numbers from 1 to 5

We divide this important topic in teaching children into four stages.

1. Remember what the numbers from one to five look like. We learn to count to five and get used to the correct layout of numbers in squares in the form of domino points.
Educational:
- These are houses. Bunny balls live in them. Let's count how many bunnies live in each house.
After this, the teacher invites the child to populate another house with the same number of characters and in the same order.

2. We transform passive knowledge into active ones. To do this, let's play our favorite game: “Guess what I hid.” It will help your child learn to find out how many balls are placed on one square, without even counting, and remember which numbers correspond to a given number of balls.

It is better to start with two quadrangles, which in the game can be called by different names that are more pleasant for the child’s hearing, for example, houses or cars. We can, of course, decorate our squares with a roof or wheels for this, but kids usually have such a good imagination that it’s enough to say that this square is now a magic carpet and they can already see it. We also need plastic numbers, from 1 to 5 for now.

The flow of the game might be something like this:
- Look, I have two houses. These colored balls live in everyone. How many red balls live in the first house, and how many yellow balls live in the second? That's right, there are 3 balls in the first house, and four in the second house. Now a cloud (a piece of paper) has crawled onto the house. How many balls are hidden under the cloud? That's right, a cloud covered the house with three balls. Now find the numbers 3 and 4 in the box and put the three next to the house in which three balls live, and where should we put the four? Of course, next to the house where 4 balls live.

Gradually we increase the number of hidden “houses” to 3-4, not forgetting to come up with new plots for the game. For example, somehow our squares turned into sea ships, and our balls into sailors. Some of the ships hid behind a rock, and I had to urgently remember how many sailors on each ship needed to be saved.

For greater clarity, we invite the child to close his eyes and tell from memory what a number looks like, and then open his eyes and draw it on paper or type it himself on a square.

3. Fixing the material. At this stage, it is useful to learn how to play the domino game itself. We play openly, turning all the dominoes upside down. Each player places his domino and loudly announces the number of dots, for example: “five - three.” It would be good if plush toys also took part in the game. The child and I can make moves for them. The one who runs out of dominoes or has fewer tiles left wins.
Of course, an adult wins very rarely - otherwise the game will quickly get boring.
Another fun game with an imaginary Baba Yaga. The teacher lays out a number series from one to five, then distracts the child and disrupts the order of the numbers.
Educational:
- Baba Yaga mixed up all the numbers again. Can you fix everything?
The child knows that this is a game, and Baba Yaga is imaginary, but she happily plays along with us:
- Look, Baba Yaga. We put all the numbers back in place!

4. Deepening the understanding of concepts: equally, the same number, the same number and how the numbers differ.

We take three squares and arrange them so that two of them have the same number of balls, for example 3, and the third has a different number, for example 4.
- Look, these are three nests. Sparrows sit in them. Which nest has the same number of sparrows? And in these two equally? What needs to be done so that they have the same number of chicks? That's right, remove one!
We invite the child to “guess” the difference between three dots and two, two and four, etc.
The answer, obvious to an adult, is not so obvious to a child. The child should answer something like this:
- Three differs from two by one point.

Using colored dominoes you can make the game more difficult and interesting. Compare domino dots according to three criteria: color, location and number of dots.

Mathematical outdoor games

“Sometimes Olin’s friend Yura joined our classes. They already knew how to add and subtract a little, but in order for the children to better understand the difference between addition and subtraction, we decided to go back a little. I remembered how, on a walk, Olya and Yura excitedly jumped up the stairs, counting the steps, and I suggested that they jump along the musical track with numbers. First they jumped forward, from number to number, from 1 to 10, each time saying:
- Add one more - it will turn out...
Then in the opposite direction from 10 to 1, saying:
- Let's subtract one more - it will work out...
The children loved the game so much that Yura now, no matter how he walks in, asks from the doorway:
- Are we going to jump and count today?
When the guys stopped making mistakes when adding and subtracting one, they began to count backwards and forwards by twos:
“Two, add one and one more - four, add one and one more - six...”

A rug like this can help us too. You can buy it or make it yourself by drawing on fabric or paper 10 cells with the first ten numbers of the digital series from 1 to 10. Below are several games that kids especially like.

1. The game will help your child learn to count meaningfully from one to ten and back. Of course, taking turns jumping with someone is more interesting.
“One, two, three, four, five - five, four, three, two, one,” says the baby, jumping from number to number back and forth. For variety, you can jump on one leg, then on two, or something else. Over time, we increase the number of cells to ten.
When the child remembers the order of counting, you can ask him to count out loud again, but with his eyes closed.

2. This game will help your child get closer to understanding what addition and subtraction are.
Now the baby is jumping from cell to cell saying:
- One, add one or two. Two, add one - three. Three, add one - four. Four, add one - five. Five, subtract one - four. Four, subtract one - three. Three, subtract one - two. “Two, subtract one - one,” the kid carefully pronounces, jumping from number to number back and forth.

3. Another game that is also perceived by children as fun entertainment. Despite this, it extremely clearly shows how numbers change with the addition or subtraction of one.

The child jumps from cell to cell with a “bush” and takes out one berry (or other toy) from it and puts it on each cell, saying:

1 berry, add 1, you get 2 berries; 2 berries, add 1, you get 3 berries; 3 berries, add 1, you get 4 berries; 4 berries, add 1, you get 5 berries.

Then in the opposite direction, collecting one berry with each jump:

5 berries, subtract 1, 4 berries remain; 4 berries, subtract 1, 3 berries remain; 3 berries, subtract 1, 2 berries remain; 2 berries, subtract 1, 1 berry remains; 1 berry, subtract one, nothing remains - zero.

At first, the child does not understand that he is already adding and subtracting one, he is just getting used to these concepts, understanding will come later.

"Grandmother! – Katyusha asks while walking, “let’s play numbers.” I'm a five and you're a four.
“Okay,” I agree, “so who’s first?”
- I, of course, I’m more! - the girl runs forward.
“Then I’m a seven now,” I say and stand in front of Katya.
“And I’m already ten,” says Katya and again stands in front.
“Okay,” I say, “then let’s play who is smaller.” I am a seven!
“And I’m a six,” Katyushka runs ahead again.
The little girl really likes this game, as there is a certain sense of competition in it.”

It’s very good when it’s not us, but the child who initiates the activities. Sometimes it is useful to put aside your own “adult” affairs so that the child can feel the importance of his small affairs.

Babies start counting much earlier than many people think. Already at 18 months - that tender age when many babies do not yet have either speech or developed motor skills - children are actively interested in the number of objects, develop their own strategies for counting them, and react quite nervously to mistakes specifically made by adults related to numbers.

Therefore, the first games to introduce a child to counting can be started as early as one and a half years old.

However, it is important not to rush and not expect miracles from very young children. The ability to notice one’s own mistakes and establish clear patterns connecting numbers comes a little later - between 3 and 5 years Learning to count begins in infancy: evidence from 18 month olds’ visual preferences. This age is considered optimal for starting meaningful mathematical studies.

10 easy and fun ways to teach your child to count

1. Use digital examples in speech more often

By the age of 3–5, the child has already developed a good vocabulary and is curious about words that are still incomprehensible. The more often numbers are heard in your speech (“It’s time to wake up: it’s already eight!”, “We are waiting for tram No. 3! And this one is No. 11, it doesn’t suit us,” “You are three years old, and Misha from kindergarten is already four,” “To take this bun, you need to give your aunt 12 rubles”), the more attention the child will pay to them, being curious and trying to get to the bottom of it.

2. Count wherever possible

You can count the steps. You can count down the seconds until the elevator doors open. You can use counting rhymes before starting any business: “One-two-three - Christmas tree, burn”, “One-two-three-four-five - let’s run.” It is important for the child to understand: numbers are not something abstract, but part of everyday life.

3. Play counting songs with videos for your child

This is one of the most accessible, simple and fun ways to introduce your child to numbers, their order and the simplest rules of addition and subtraction. As surprising as it may sound, children learn mathematics most effectively when they hear familiar and understandable spoken language. Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation.

On YouTube, for example, there are a lot of counting songs that you can play for your baby on a trip or sing together throughout the day. Here is a modern urban counting song in Russian:

And here is a wonderful English-language collection for the little ones:

In general, choose what your baby likes and go ahead: watch, listen and sing along.

4. Link numbers to development

The simplest example is the marks on a game stadiometer. “Look, on your last birthday your height was 92 centimeters, and now it’s already as much as 100! Let’s try you on in a month - I wonder if you will grow to 101 centimeters?” The preschooler actively feels for his place, for himself in the world around him. He already realizes that he is growing. And the numbers that grow along with it arouse natural interest as one of the ways to know oneself.

Sorting is one of the most important mathematical techniques. We separate even numbers from odd numbers, integers from fractions, simple from composite... Naturally, the baby is still far from such concepts, but the logic of future arithmetic operations can be taught to him as early as 3-4 years old.

These are familiar cardboard pictures, where numbers are depicted next to the corresponding number of objects. For example, 1 can be depicted next to an apple, 2 with a pair of bananas, 3 with three cherries, and so on. The main goal of such cards is to create a stable connection between the image of a number and its actual value.

It is good if the child encounters such mnemonic elements as often as possible. For example, cards on a magnetic base can be hung on the magnetized board of a children's easel or on the refrigerator. From time to time, without boring your child, it is important to go over the cards with him, counting from 1 to 9 and back. This consolidates in memory the sequence of counting and the understanding of what exactly is hidden behind abstract and still incomprehensible to the baby words like “two”, “three” or “nine”.

Well, to make it interesting for the child to tinker with the cards, there are models “with a secret”. For example, sliding.

The legendary teacher Maria Montessori in her book “My Method. Guide to raising children from 3 to 6 years old” said that almost the best results in teaching preschoolers to count were shown by classes with money (or their dummies).

I give the children coins of one, two or four centimes, and with their help the kids learn to count to ten. The most practical way to teach children to count is to show them how to use coins, and the most useful exercise is to change money. Such exercises are so closely related to everyday life that they arouse keen interest in all children without exception.

Maria Montessori

At the next stages, mathematical games with other subjects are included. For example, apples: the child is asked to count them and distribute them equally to all children present). Or, let’s say, with cups, when the child is asked: “We are going to drink tea now, bring so many cups so that there is enough for everyone” (that is, the child has to first count the number of people present, and then bring the required number of utensils).

Montessori also considered it necessary to connect mathematics with sensations. It might look like this. Offer your child several brightly colored sticks of different lengths (you can simply pour them out on the table) and ask your child to choose the longest one by eye. When your child makes a choice, ask if he is sure that his wand is a champion? To check, sequentially compare it with others remaining in the common heap. It would be good if on each of the sticks its length was indicated in the form of a noticeable number: 1, 2, 3, 4, 5 centimeters and so on. This way the child will learn to feel length.

10. Use Glen Doman's technique

American doctor Glen Doman believed that the brain of a small child is much more powerful than is commonly believed: it is capable of instantly analyzing and perceiving huge flows of information, even if adults think that the baby “doesn’t understand anything.”

Doman's technique is based on approximately the same principle as mnemonic cards: on establishing a connection between numbers and what they represent. To get started, Doman suggested that parents make cards from cardboard: a number is written on one side (in the case of 2-3-year-old children - from 1 to 10), and the corresponding number of clearly visible dots is applied to the opposite side.

According to Doman, math should be done when the child is in a good mood.

Literally a couple of minutes will be enough for the lesson. Show your child a card with one dot and clearly say: “One.” Then move on to card two and so on. Don't delay: showing one card should take no more time than pronouncing the corresponding number.

During the first lessons, the child should simply observe. There is no need to ask him to repeat or perform other actions. After showing all the cards, be sure to tell your baby how much you love him, how much you like him, pat him on the head, hug him and, if possible, treat him to something tasty: physical encouragement is an important part of the Doman method.

In the first couple of lessons, the cards should follow one another in a clear numerical order - from 1 to 10. Starting from the third or fourth, they can be shuffled like a deck. And don’t forget: we show quickly, we praise generously. This will allow the child, without getting bored during the learning process and even enjoying it, to firmly grasp the connection between digital symbols and quantity.

What's next

Using the methods listed above, your child will be able to playfully learn to count to 10 and backwards, as well as perform simple arithmetic operations: addition and subtraction. This will be easy for him, because he operates not with incomprehensible symbols, but with the meaning hidden behind them - the number of objects. For a 4–5 year old child, this level of mathematical knowledge is quite sufficient.

The next step is to consistently learn to count to 20, then to 100, and become familiar with more complex operations: multiplication and division. However, even at higher levels it is important to follow the key principle: mathematics should not turn into a heavy duty. The more joy and play there is in counting, the simpler and easier it will be for a child (and then a teenager) to communicate with numbers.

Winnie the Russian Pooh

To say it's shocking is an understatement. What is outraged is not the fact of closure itself, but the monetary compensation - 600 rubles.
I don’t even know what words to choose..
You just need to calculate how much money is spent on milk per child.
For about a week.
Curds 2/day - 38 per piece
Yogurt (and everything with it) 1.5/day - 40 - piece
Frisco - 400 jar (approx.)
Lactose-free milk - 2 packages - 90 - piece
Total (approximately) - 1100 - week.

Well, 4400 a month is also approximately.

What do you think - or tell us how you save on milk.

O-Lesya

Good afternoon.
I just whine and... oh my god, complain about my mother-in-law. In principle, I have a global one, I have my own cockroaches, harmless ones, but who doesn’t have them? But I still found a reason to drink (((.
In short, a week ago we agreed with her that she would let me go to the matinee with my eldest son and spend time with my youngest. She said yesterday that she would arrive at 10, and the matinee at 11.30. I’m glad, I think I have some time, I’ll calmly get ready and go. Yeah, just a minute!! the clock is 10.40. My mother-in-law calls and says, I’m already leaving, I’m driving, I’ll be there soon. She works in another, neighboring city, five kilometers from us. I now sit and pray that there will be no traffic jams. It’s a 20-minute walk to the garden, you can get there at a gallop in 10, but I don’t need that, because I’ll be all lathered, sweaty and wet. I wanted to come a little earlier so that I could take a normal place, and not in “Kamchatka”, so that I could film the child well, because he is not given the main roles at matinees every time...
In general, I don’t like such people, bastards, unpunctual ones. Moreover, my mother-in-law is already ill; she never arrives anywhere on time, always late. On the contrary, I’m a responsible person in this regard, and if I said I’ll be there by 10, then I’ll be there, but if there’s force majeure, then at least I’ll call in advance and let you know that I’ll be late...
I don’t know why I wrote it... I’m sitting on pins and needles now.
How do you react to such situations?

Anonymous

This is the first time I’ve encountered such an attitude, and I’m at a loss, I don’t know what to do.

In our group in the kindergarten, where the children are 5-6 years old, there is a rather aggressive boy, Nikita. He is tall (about 116 cm) and wide, quite strong. My son is small (height 106) and frail, thin.
The situation is as follows: After a nap, the children get dressed, their clothes are left on the chairs. My son, standing in front of his high chair, receives a strong push in the back from Nikita, hits his face on the chair and his lower tooth falls out (this tooth was a baby tooth, it was swaying a little, but it was just beginning). A mouth full of blood, howling, screaming, the teachers called me, I ran into the garden and went to do an x-ray. Thank God, the root germ is not damaged and will grow.
I’m trying to contact Nikita’s mother and the reaction I get is completely inadequate.
She suggests blaming teachers for everything: we leave the children to them, which means they are responsible for everything! In response to my beliefs that children at the age of 6 make many decisions themselves and must be responsible for them, they tell me that her Nikita “defended himself” and my son “told him something.”
Teachers are not gods, they cannot foresee every situation, hold children in cocoons and by the hand 12 hours a day. Such a child can stick a fork into a neighbor, so why not give them a fork at dinner? Or will the teacher also be to blame?
But, excuse me, if someone stepped on your foot, you don’t need to hit you in the face? Even if they said something, you can’t hurt them! Boys can argue in the garden, say something, push each other, because they are boys, but they should not get hurt!
In general, this mother wrote complaints about my son, about the teachers, about the head and to the Department of Education. Everyone is to blame. Except Nikita.

Most of all, I don’t want to harm the teacher, she couldn’t prevent it. I have no complaints about her. But what to do now? Is it worth writing somewhere?

And also, is there a mechanism for excluding aggressive children from the group? Since our case with this boy is not the first, many other children suffered from his actions (though not so seriously, bruises, contusions, falls, blows), he is generally difficult to control (according to the teachers).
What to do?

Some parents, when their baby is hardly even a year old, want to teach their child to count correctly and quickly. Others are not sure whether this should be done with a preschooler if they will teach it at school anyway.

Many experts say that this should be done only when kids show interest in counting, and not try to force it. Typically, children show interest in counting early, but parents need to nourish it and motivate it to develop in this regard in the form of games and exciting examples.

From time to time interest may fade, but you can warm it up, offering to count together steps while walking, toys or buttons on clothes.

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

What parents need to understand

Some parents simply don't know how to start doing this.

Now there are many specialized books on how to teach a child to count. Psychologists claim that if you decide to start training, then you should follow these recommendations:

Teaching materials for counting

It is quite difficult to teach at the age of 3-5 years. For training at the initial stage You can use different visual materials, in particular:

• Pictures;
• numbers on a magnet;
• cubes and so on.

When learning moves to addition and subtraction, then the following are used as visual materials:

• fingers - invite the children to count the number of fingers on their hand, then bend them and ask how many are left;
• sticks - by analogy with fingers;
• ruler - show the numbers and divisions on the ruler, count them off if you want to teach your child addition.

However, many psychologists do not encourage the use of such devices to teach children to count, and believe that this provokes laziness and does not train thinking and memory. A number of experts suggest teaching children to count exclusively orally.

Examples for the little ones

Learning to count can begin as early as six months of age.. Naturally, we are not talking about allowing a child who cannot walk or talk to count objects, but this will allow parents to create a basis for future learning. A good example in this case is light rhymes where there is a count, for example, such as “1, 2, 3, 4, 5, the bunny went out for a walk.”

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

How to teach a child to count to 10

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

• go through the numbers from 0 to 10 with your baby;
• teach your child to memorize them using cubes or other toys;
• tell the difference between larger and smaller numbers, explain the concept of “half”, use simple examples;
• count household items at home or items on a walk, offer to count together.

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

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

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

Something like this: draw two squares, put three dots in one, and not one in the second. Explain to your child that in digital equivalent this will mean “3” in the first case and “0” in the second.

Games, examples and rhymes for learning to count to 10

The easiest and fastest way to teach a child to count is counting on fingers, which we already talked about earlier. But fingers are good only at first; when you teach your child to understand numbers, you should wean him off the skill of counting with them. There are often cases when schoolchildren begin to solve examples on their fingers and cannot do it using any other method. The ruler, which was previously used to memorize numbers, is also not particularly welcome nowadays, as we also talked about.

Other examples and games include:

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

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

When your child has already learned number order, start solving problems with him. examples of their addition and subtraction. Examples could be:

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

Other problems might look something like this; for subtraction, everything will look the same. You should also teach your child in a playful way the rule that changing the terms does not change the sum.

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

In primary school Students are explained what tens are using special sticks. Then they are taught to add and subtract numbers by moving through tens.

In the first grade, the student learns to count by full tens using bunches of sticks. And only after that he gets acquainted with the table of addition and subtraction with the transition through ten. If children show success, then this can be taught before school.

In first grade, mathematics instruction is based on three tables:

• addition and subtraction up to 10;
• examples with transition through ten;
• multiplication table.

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

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