The first step: let the children learn to count skillfully.

1, and can count down from "1" skillfully.

2. Be able to count skillfully from a certain number in the middle. For example, the teacher said: count from 4; Count from 12.

3. Be able to count down from a certain number in the middle skillfully. Example: The teacher said: Count backwards from 4; Countdown from 12.

Counting is the learning content of small classes, and our teacher thinks that every child should know it. However, we ignore that many children only start counting from "1". If you ask him to count from a middle number, they may not know how to count, or children may not know how to jump from integers such as 9- 10, 19-20 and 29-30.

The second step: let children master the relationship between numbers skillfully;

For example, what is in front of 5? What's behind? 8 What's ahead? Count backwards, counting backwards from 1 1.

Step 3: Let children master the relationship between numbers: for example, which is bigger, 7 or 8? 12 or 4, which is bigger?

Step 4: Let the children learn to read the questions. Many children can read the questions, but they can't understand them. Children know how to write "+"and "-",but they don't know how to read them. Ask the children to read them out and use them in the next calculation. Tell them that when they read "plus", they count backwards, and when they read "minus", they count forward.

Step 5: Teach children to know the unit and ten, and let them skillfully say what the unit and ten in the two-digit number are. For example: 15, the unit is 5, and the decimal number is 1.

The sixth step is to teach children to calculate:

1, plus or minus hand index:

Addition, for example: 15+2= We tell children to keep the big number 15 in their hearts, and use their fingers to represent the small number 2 (let the children put their fingers out), with a "+"sign in the middle, that is, count their fingers from the number after 15, followed by1.

Subtraction, such as: 15-2= We tell our children: trust the big number 15, use your fingers to represent the small number 2 (let the children put their fingers out), and there is a "-"sign in the middle, which means counting backwards from the previous number 15, and the previous number 14.

Addition, for example: 15+2= We tell children that the sum of one digit and one digit is 5+2=7, and the sum of ten digits and ten digits is 1, so 15+2= 17.

Subtraction, such as: 15-2=, we tell children that the subtraction between one bit and one bit is 5-2=3, and the subtraction between ten bits is 1-0= 1, so 15-2= 13.

Relatively speaking, "counting fingers" only applies to the addition formula in which one of the two numbers is singular, because if both numbers are even, then there are not enough fingers; Although "addition and subtraction of numbers" is difficult to learn, it is applicable to all formulas. From the perspective of sustainable development, I suggest "addition and subtraction of numbers".