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.

When can I officially teach my children to add and subtract?

The correspondence between numbers and objects. If a pile is "3" and a pile is "5", you give him two cards of "3" and "5", let him count them and put them in the right place to judge whether he knows. The correspondence between number and item or item and number is to prepare for the next addition and subtraction teaching.

Know what the neighbor number is. Children's ability to sing numbers is the basis of teaching neighbors. If you tell a normal child what the younger brother and brother of "5" are, he will understand that it is 4 or 6. Our children often can't tell the meaning of their younger brother from that of their older brother. We teach adjacency numbers. First, we use the number 1- 10 to let him swing according to the instruction, from small to large, and then we will know. We will raise the goal from 3 to 7, from small to large, and we will know. Let him know that he should put this "5" between 4 and 6, and then use 4 and 4 to improve his goal. From two to three numbers, 1- 10 swings from big to small, as before. If there is no problem, it can be raised to less than 100.

Composition and decomposition of numbers. In general, you should first teach the composition and decomposition of numbers, and then teach addition and subtraction, which is also the process of children's mathematics development. Or, for example, take out five things first, and you tell him that 5 can be divided into 3 and 2, 1 and 4, and vice versa.

Will compare the size. You can make up a story: there is a little crocodile who is hungry, and numbers are his favorite food ~ Whenever he likes to eat that big number, he opens his mouth to his favorite food, but he recites those smaller numbers without even looking at them ~ You can also guess the fist to decide who gets the card first, and put a corresponding number of bears according to the numbers on the playing cards ~ Put the little crocodile in turn, and finally whoever has more cards in his hand will win.