How to teach children to know the number 1 to 10

First, with the help of physical objects to help the baby understand the meaning of odd and even numbers.

Parents use buttons to line up in 10 rows, such as the baby counts the number of buttons in each row, and put the corresponding number of cards on the bottom of each row: ask the baby to put each row of buttons two by two pairs together, and then guide the baby to observe, whether each row of buttons can be placed together in pairs. Parents use their fingers to inspire their babies Two pairs of two pairs to the end, there is always one left unpaired, these numbers are singular Two pairs are arranged to the end just without the remaining, these numbers are even numbers, even numbers are numbers that can be paired in pairs.

2. Teach your baby to look for odd and even numbers.

Parents first ask the baby to find out which of their body organs are even and which are singular (such as eyes, ears, hands, and feet are even numbers; Head, nose, mouth is singular), and then ask the baby to find out which of the clothes on the body is singular, which is the double number (such as socks, shoes, gloves, etc. are double numbers, hats, scarves, belts, etc. are singular), you can also ask the baby to say which items in the home are singular, which are even numbers, and consolidate the understanding of odd and even numbers.

3. Let the baby operate and practice.

1) Count: Parents put a number of buttons in a small cloth bag, let the baby touch whether it is odd or even, and then pour it on the table to see if it is correct. Every time the baby touches the right one, parents will reward it (kiss the baby, hold the baby in a circle, etc.) to arouse the baby's interest in learning.

2) Classification of counting cards: Parents will write a number of cards with 1-10 times together, and ask the baby to arrange the number cards in two rows according to the odd and even numbers.

3) Listen to the number and say odd and even: Parents report a number, so that the baby is immediately odd or even. Counting backwards refers to counting in the opposite direction to the order of the natural sequence.

Teaching the baby to learn the reciprocal can enable the baby to grasp the order of natural numbers from the opposite direction, develop the baby's reverse thinking, and help the baby learn addition and subtraction.

1. Find a seat - use chairs to build three trains and number them separately. Each child has a numbered ticket, such as 3-5 for the fifth carriage of the third train. The child is in the middle school, and when it stops, the child finds a seat and sits down according to the ticket number, and the teacher is the conductor to check the ticket to see who can find it quickly and correctly.

Can be done in small groups).

2. Touch the ball - explain the requirements of the game, such as the sum of the two numbers is 8. Teacher: "How many balls do I touch with one ball", Child: "Your 1 ball touches 7 balls" (clap your hands 7 times). The speed of the game gradually increases.

3, two cards to make up the point - first draw a number of paper on the book, a child shows a group of cards of this number, and the other child must play a card that can make up this number.

4. Guess the buttons (can be replaced by other things) - After the teacher tells the children the total number of buttons, put the buttons on each hand, first look at the number of buttons in one hand, and then ask the children to guess how many buttons are in the other hand.

5. Make-up game - the teacher arbitrarily makes a sound (or shows his fingers or stomping his feet, etc.), such as the call of an animal, and the child immediately echoes it, asking the number of sounds made by the two people (or hand counting, stomping the number of feet, etc.) to add up to a certain total. The game also allows children to play cooperatively in pairs.

Recognize the numbers from 1 to 10 and slip as follows1 Like a pencil, it can write. 2 Like a duck, swim in the water. 3 Like ears, listen to sounds.

4 is like a small flag, 5 is like a hook, come to buy vegetables. 6 Like a whistle, blowing sound. 7Like a sickle, to mow the grass.

8 is like a twist, twists a 9 is like a tadpole, and the tail is wagging. 10 like pencils with eggs.

Song of the Five Elements. One, two, three, four, five (the fingers of both hands are relative from the small index to the thumb) and go up the hill to fight the tiger (the hands are facing each other, the thumb is erected).

The tiger is not at home (thumb down).

Hit a deer (thumb and forefinger up).

The piglet tells the rabbit (the five fingers of the right hand are dressed as a pig, and the middle finger and index finger of the right hand are up) and the rabbit tells the mouse (the five fingers of the right hand are put together to form a mouse).

Tiger deer, pig, rabbit rat.

Recreate the five animal finger shapes).

Gold, wood, water, fire, and earth.

The fingers of both hands are relatively small indices to thumbs).

1、 “1"Like a pencil, it starts from the top right corner of the day grid.

2. "2" is like a duckling, the pen touches the left line, and then touches the line upwards and to the right, slightly semicircled.

3. "3" is like an ear, the pen does not touch the line, touches the line upward, and then touches the line downward, slightly bending to the middle in a semicircle.

4. "4" is like a small flag, starting from the middle of the line, diagonally to the left to the lower grid, touching the left line and then folding the right line.

5. "5" is like a hook, starting from less than half of the line.

6. "6" is like a whistle. Draw a solitary shape from the right of the upper line and downwards.

7. "7" is like a hoe.

Draw a horizontal line from the top left corner to the top right corner, and then fold the line downwards.

8. "8" is like a doll. From the upper right line to the left line into a semicircle, turn to the lower right to form a circle and touch the right line, the lower line, the left line, in the upward, above the middle line and the original line.

9. "9" is like a spoon. Draw a four-sided line near the bottom corner of the upper grid to the bottom of the bottom line to the middle of the bottom line.

10. "10" is like chalk and eggs.

Here's how to teach your child to count from 1 to 100:

1. The first step is to teach the number of 1-10.

During this period, parents should help their children establish the concept of numbers, such as what 1 means, an apple can be called 1, a toy can also be called 1, it represents many individual objects, rather than a specific thing.

Then teach the child to count the remaining nine numbers with the help of objects. However, it is also important to note that it is best to use only one kind of object at a time. For example, this time you only use your fingers, the next time you only use cards, and so on.

2. In the second stage, it is 10-20 teaching.

Because this is a turning point, when the child can master the counting method of this set of numbers, the rest will be followed. The teaching of this period is also to use real objects, and at the same time to explain the decimal system to children, which can be taught through certain short stories.

3. The third stage of children's counting 1-100 is to explain the formal rules of numbers to children on the basis of 10-20, so that it is convenient for them to memorize. At this time, it is also necessary to use the operation of various physical objects to improve the children's cognitive ability of the decimal system, so that they can really learn to count and know the meaning of each number.

The number is written in the field grid is the most standard and the most beautiful, pay attention to the penmanship when writing, the stroke order of each number, the detailed steps are as follows:

1. How to write "1":

From near the top right corner, diagonally to near the bottom left corner.

2. How to write "2":

The pen touches the left line, and then up, to the right touches the line, slightly into a semicircle, the oblique line to the lower left corner, and touches the line horizontally.

3. How to write "3":

The pen does not touch the line, but touches the line upward. To the right without touching the line, slightly into a semicircle (smaller than the semicircle at the top of 2), then to the middle, stop above the dotted line, turn to the lower right to touch the line, touch the line downward, and bend until the left touches the line. The top and bottom are half a circle, but the bottom is larger than the top.

4. How to write "4":

From the middle of the upper line, diagonally to the left to the lower grid 1 3, touch the left line and then cross it, and touch the line to the right. The second stroke goes straight down from the top right without touching the right line, and touches the bottom line at the bottom.

5. How to write "5":

From the left line slightly oblique to the left to the upper corner of the middle grid, and then to the right beyond the middle line to draw a large semicircle to touch the right line, the lower limit until the left line touches. The top row is flat and the bottom line is a little lower, touching the right line to the right.

6. How to write "6":

Start a little to the right of the upper line, draw an arc to the bottom left, touch the left line, the bottom line, and then circle upwards to form a small circle. If the dotted line is above the small circle, the circle should not be written too small.

7. How to write "7":

Flat line, from the top left corner to the top right corner, then bend to the bottom, and touch the line in the left of the middle.

8. How to write "8":

From the right up to the left half circle, and then to the right down, touch the right line, the lower line, the left line, back up, above the dotted line and the original line intersect, the straight line to the upper right corner near the place where the pen started a little away. (8 is unsealed).

9. How to write "9":

10. How to write "10":

From the middle of the upper line, make an arc to the left to touch the line, make an arc to touch the lower line, make an arc to touch the right line, and make an arc to intersect the starting point.

You can use the method of "Finger Speed Algorithm for Young Children" to represent numbers from one to one hundred:

1. The left hand represents the ten digits, and the right hand represents the single digits.

2. Fingers other than the thumb are called "group fingers", and each "group finger" represents the number 1.

2. A fist with your right hand represents the number 0.

3. The right hand stretches out 1 "group finger" to represent the number 1.

4. The right hand stretches out a "group finger" to represent the number.

5. The thumb represents the number 5.

6. Stretch out the thumb of the right hand, and add a "group finger" to represent the number.

6. The five fingers of the right hand are open to represent the number 9.

7. Stretch out a "group finger" with your left hand, and make a fist with your right hand to indicate the number 10.

8. The left hand stretches out a "group finger", and the right hand stretches out the thumb to indicate the number 15.

9. The left hand stretches out three "group fingers", and the five fingers of the right hand are open to indicate the number 39.

10. The left and right hands are open with five fingers open, which means the number 99.

11. The left and right hands are clenched into fists to indicate the number 100.

6 like a whistle, 7 like a sickle cutting grass, 8 like a twist of a twist.

The number nursery rhymes taught in kindergarten: one is like a pencil is thin and long, two is like a duckling floating on water, three is like listening to the sound of the ear, four is like a small flag floating in the air, five is like a scale hook to sell vegetables, six is like a bean sprout grinning, seven is like a sickle cutting grass, eight is like twisting a twist, nine is like a spoon can eat, and zero is like an egg making a cake.

Childhood memories are not only about eating, drinking, and having fun, but also about learning at times. For example, numbers should be regarded as something that every baby will begin to recognize after learning to call Mom and Dad. Numbers are quite boring for babies, but nursery rhymes are close to the actual life of the baby, can combine abstract numbers with the baby's concrete thinking, read catchy, easy to learn and remember, so the use of nursery rhymes to teach babies to know numbers, learn mathematics, is a good trick.

How to write the numbers 1-10 correctly.

Requirements: Write in the field character grid, and the number 1-9 occupies the right half of the grid (the left half of the grid is for children to learn and recognize in the future, and add ten digits to prepare).

0. From the upper middle to the right, draw an arc to the left, touch the left line below the dotted line, and then touch the lower line and the right line, draw an oblique ellipse, and return to the place where the pen started.

1. Start from the upper right corner of the Japanese character grid and draw a diagonal line to the lower left corner.

2. Start the pen to touch the left line, and then touch the line up to the right, slightly into a semicircle, oblique to the lower left corner, touch the line horizontally.

3. Start the pen without touching the line, touch the line upwards, do not touch the line to the right, slightly into a semicircle, and then to the middle, stop above the dotted line, turn to the lower right to touch the line, touch the line downward, and bend to the left to touch the line. The top and bottom are mostly half a circle, but the bottom is larger than the top.

4. From the middle of the line, go to the left diagonal line to the lower grid, touch the left line and then cross it, and touch the line to the right. The second stroke goes down from less than half of the upper right and diagonally down to the middle line below.

5. From less than half of the upper line, to the left to the middle corner, and then up to the middle line to draw a large semicircle to touch the right line, down to the left line, the top is horizontal, a little below the right line, to the right to touch the line.

6. Start from the right point of the upper line, draw an arc to the lower left, touch the left line and the bottom line, circle upward, draw a small circle, and the super dotted line above the small circle.

7. Close to the upper line, from the upper left corner to the upper right corner, and then bend diagonally to the bottom, and touch the line in the left part of the middle.

8. From right to left a semicircle, turn to the right, touch the right line, the lower line, the left line, go back, intersect with the original line above the dotted line, and leave the straight line near the upper right corner with the place where the pen starts. (Note: 8 is unsealed).

9. The upper circle is an oblong circle, slightly oblique, the four corners touch the line, and then vertical to the middle of the lower line near the upper right corner to the lower left.

10. 1 of them is written on the left side of the Tian character grid, and 0 is written on the right side of the Tian character agitation grid, forming 10 characters.

Recognize the numbers from 1 to 10 and slip as follows1 Like a pencil, it can write. 2 Like a duck, swim in the water. 3 Like ears, listen to sounds.

4 is like a small flag, 5 is like a hook, come to buy vegetables. 6 Like a whistle, blowing sound. 7Like a sickle, to mow the grass.

8 is like a twist, twists a 9 is like a tadpole, and the tail is wagging. 10 like pencils with eggs.

Song of the Five Elements. One, two, three, four, five (the fingers of both hands are relative from the small index to the thumb) and go up the hill to fight the tiger (the hands are facing each other, the thumb is erected).

The tiger is not at home (thumb down).

Hit a deer (thumb and forefinger up).

The piglet tells the rabbit (the five fingers of the right hand are dressed as a pig, and the middle finger and index finger of the right hand are up) and the rabbit tells the mouse (the five fingers of the right hand are put together to form a mouse).

Tiger deer, pig, rabbit rat.

Recreate the five animal finger shapes).

Gold, wood, water, fire, and earth.

The fingers of both hands are relatively small indices to thumbs).