One day, a 4-year-old cow came to his mother and said, “Mom, I can count!” ”
Mom was very happy, put some candy on the table, and then asked Niu Niu to count the candies one by one, and Niu Niu immediately began his own performance: “1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 13, 15, 19, 30, 50…”
Mother listened, so she had to interrupt Niu Niu and said with tears and laughter: “Niu Niu can count, it’s good, but the number after 10 is not right…”
Hua Hua and her brother went to the park on the weekend, and after a flight of stairs uphill, my brother let Hua Hua go up the steps to count, and the upper level was counted. Counting and counting, it soon reached 19. Hua Hua paused, hesitantly asked her brother: “After 19… Is it 30? ”
Children in the early transition stage often have the above situation when they first learn to count, in the final analysis, the child’s expression of abstract decimal in counting cannot establish a corresponding connection in the brain.
The decimal system can be said to be one of the important cornerstones of numbers and operations in primary school mathematics, and if you can’t learn it, many other aspects of content learning may be affected.
Some parents may say: “My child is fine, the count can be counted from 1 to 100, and there is no mistake in the middle!” ”
But when asking the child to count multiple items, if he cannot match the number with the number of items one-to-one, it means that the child does not really count, but is “memorizing”. Other children will show more errors in carry plus and subtract calculations. These phenomena show that children do not really understand the meaning of numbers, cannot relate “number (shù)” with “arithmetic” in “number (shǔ)”, and can also be said to not understand the decimal system.
Break through the exercises
So, how to tell if the child has really learned to “count”? Parents can let their children try the following two levels to see if they can pass smoothly (you can also demonstrate it through the actual demonstration).
Level 1: I’m not “counting back”
Count the mung beans in the figure below, count one and mark one, how many mung beans are there in the picture below?
So how many mung beans do the following two pictures represent? Please color the white broad beans first before calculating.
This level mainly allows children to build an understanding of decimal in the activity through counting. Parents should guide their children to understand that 1 broad bean equals 10 mung beans, and let children understand that 1 broad bean is 1 “ten” through coloring or marking, and conversely, 1 “ten” equals 10 “one”.
Each time the mung beans are counted to 10, a broad bean can be colored to indicate it. If this way continues, you can let the child reason on his own:
How much is 2 10s? What about 3… Then think of whether 10 10 is 100, 100 is 10 10, and even extend in a more difficult direction, learn 100, 100 count.
Level 2: I Will “Turn”
Do you know how much is behind 19, 29, 39? Please fill in the correct number where the car turns.
/ Parent Reference
Some children do not understand the composition of numbers, each time to 19, 29, 39… Mistakes are often made when counting to the next number “around the corner” again. Parents can tell their children that there are 10 minions in the digital kingdom, which are 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9, and they form different numbers from different positions.
So, when guiding children to count, learn to count 1 to 9 first, and then add 1 to 9? Very important here! To guide the child to give birth to “10”, that is, the left side is represented by “1” and the right side is represented by “0”, and the number 10 appears. At the same time, let the child understand that “1” means a “ten” in ten places.
In the same way, if you continue like this, after counting to 19 and adding 1, it will be represented by 20… Count them one by one, 19, 29, 39… Children can effectively connect the “turn” number with the decimal finite to achieve true mastery.
Okay, let’s move on to the test.
Circle 10 strawberries in the image below, then estimate how many there are in the image below and count.
Parents can also give demonstrations at home through physical objects
Tip: In life, you often encounter the situation of counting how many items, before counting, you can let the child estimate the quantity, and then actually count to verify the estimate. The process of estimating quantity is conducive to the cultivation of children’s number sense.
First, draw the following 10×10 squares on the paper and fill in the numbers. Let the child count from 1 to 100, the child synchronizes, and the parent is responsible for filling in the blank boxes.
After filling it out, ask your child to paint it: on the left is the number of 3 is painted yellow, on the right is the number of 3 is painted green, and the number with the same number on the left and right is painted blue.
After applying it, take a look and find out?
This article is excerpted from “Light up children’s mathematical eyes, young connections”
About the author
■ Ciyan, Beijing Zhongguancun No. 2 Primary School Mathematics Teacher, core member of the Primary School Mathematics Distance Training Team of the Ministry of Education, National Distance Training Excellent Instructor, “Promoting the Development and Training of Primary School Mathematics in Beijing”, and main member of the Ministry of Education’s new compulsory education curriculum distance training series “Primary School Mathematics”. He is the author of “Three Sisters of the Bread Princess”, “Twin Brothers”, “The Best Vegetables”, “The Day Her Royal Highness Came Down”, “My Beautiful Ruler”, “Aunt Haha Who Took the Magic Medicine” and other mathematical books, and compiled many works such as “Complete Solution to Primary School Textbooks”, “PHS Math Homework”, “Classroom Refinement” and so on. In teaching, students are guided to accumulate experience in mathematical activities from life and games, and construct mathematical concepts.
“Lighting Up Children’s Mathematical Eyes” (3 volumes)
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