Requirements:

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 down from 4, and count down from 12.

Points to note:

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 number in the middle, they may not know how to count. Or children don't know how to jump out of integers like 9- 10, 19-20, 29-30.

Hands, mouth and eyes are the same. At first, I asked myself and answered. After all, I asked, "One * * *, how many?" "Three", be sure to let him watch it again, that is, you have to review it again. In fact, you are telling him why it is "three", which is the so-called "three". Then you can ask him how much, and then you can see his reaction. After the integral is stable, the goal is improved, that is, the integral is "internalized", that is, you have a few things, and the child can tell you visually.

Step 2: Understand the sequence.

For example:

5 What's ahead? What's behind? 8 What's ahead? What's behind? Count forward from 5, count backward, count forward from 1 1, count backward.

Know the size

For example:

Which is bigger, 7 or 8? 12 or 4, which is bigger?

Step 4: Reading questions.

Misunderstanding:

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.

Let the children read it out and do the next calculation. Tell them to count backwards when they read "add". When you read "minus", you count forward.

Step 5: Know the ranking.

Let the children skillfully say which of the two digits and which of the ten digits.

For example:

15, the unit is 5, and the decimal number is 1.

Step 6: Teach calculation.

1, plus or minus hand index:

Addition, such as: 15+2. We tell children to keep the big number 15 in their hearts and show the small number 2 with their fingers (let the children put their fingers out). 16 is followed by 15, and the two fingers are 16 and/kloc. 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.

2. Number and decimal addition and subtraction:

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, then 15+2= 17 subtraction, for example:17.