For children of all mathematics ability, working with their parents in a fun and relaxed way, free from the peer pressures they encounter in the classroom, can only be a good thing! In fact, any mathematics done outside the classroom is invaluable for a child's development. It's about looking for opportunities.
Up to the age of about 11, a majority of children are taken to school either walking, or via the 'school run' - and then trips to cinema, shopping, holidays, etc. As a way of practising and reinforcing the various maths objectives, use the numbers found on car number plates as a starting point. Example - AT 16 DTP
Read that number. Can you count on in ones? in steps of two? 3? 5? ......
Read that number. Can you count back in ones? in steps of two? .....
What do you add to 6 to make 10? 20? 100?
What is 10-6=? 20-6=? 100-6=?
What is double 6? half of 6? three times 6? ten times 6? 100 times 6?
What is 6+7=? 6+9=? 6+5=? .......leading to 6+8=? 6+18=? 6+28=? ...6+78=? etc
What do you add to 16 to make 20? 50? 100?
What is 20-16=? 50-16=? 100-16=?)
What is double 16? half of 16? ten times 16? 100 times 16?
What is 6 divided by 10? by 100?
What are the factors of 6? 16? (or is it a prime number?)
In all these examples, regular practice makes perfect - your child will become very proficient and gain huge self-esteem. And hopefully, you will have fun at the same time. These are just a few questions, covering some of the important maths objectives which you can ask your child. There is a high probability that you will think up many of your own - when you get into the habit!
For young children.
If your child is very young, and doesn't yet understand the abstract concept of number, it will be helpful if you ask questions in a more 'concrete' manner. For example; I have 6 apples, how many more do I add to have 10 apples? If you have 6 apples, and share them equally between you and your friend, how many will you each have?
Thursday 28 July 2011
Friday 15 July 2011
Counting and Sequencing for Very Young Children - and Not So Young
As a primary teacher (ages 7-11), I've found that invariably the most confident and able of my young mathematicians are those who have a good understanding of pattern and sequencing of numbers. This allows them to master their number bonds and times tables more quickly - the foundation on which to build.
In School many hours are devoted to the learning of number patterns, but how can parents support and aid this learning inside and outside the home, and perhaps also give their children a head start?
In principle the answer is easy - knowing which sequences are important, looking for opportunities to practise with your child - and making this a habit!
If you put your mind to it, there are endless opportunities, but perhaps the most useful are in conjunction with walking, counting each step. So teaching your little one in earnest can begin as they make their first steps!! But also hopefully continue into their school years. Climbing the stairs at home, walking from the car to the front door, steps in the shopping mall, underpass, walking the length of the supermarket aisle, garden, etc, etc.
I must stress here that although your 18 month old child may be able to count perfectly to 20 or beyond! they are most unlikely to be understanding the whole concept of number. But it is this repetition and memory of sequences that will enter their sub-conscious - to be understood at later stages of their development.
1,2,3,4,5,6,7.......Don't stop there!
The first sequence to be mastered is counting in ones; 1, 2, 3, 4, 5, 6, 7,
and just about every parent in the world does this. But don't stop there! You will usually be the best judge, so when you feel the time is right, encourage and help your child to;
Count in steps of two; 2, 4, 6, 8, 10, 12, (reinforce even numbers and 2x tables)
Count in steps of ten; 10, 20, 30, 40, 50, (important to pass the 100 point)
Count in steps of five; 5, 10, 15, 20, 25, (has a nice rhyming feel to it)
Count in steps of two to recognise odd numbers; 1, 3, 5, 7, 9, 11, 13, etc
As your child gets older, help to recognise patterns in the various times tables by counting on in different jumps; three, four, six, seven, eight, etc. Whenever possible, keep the sequences going to pass the 100 point.
Challenge! On longer walks - can they continue the sequence past 1000?
It's also very beneficial to count backwards down to zero from a particular point in these sequences.
Other important sequences could include.....
Square numbers; 1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144
Prime numbers; 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, etc
Triangular numbers; 1, 3, 6, 10, 15, 21, 28, 36, 45, 55, 66, etc
Fraction sequences; zero, half, one, one and a half, two, etc
zero, one third, two thirds, two, two and one third, etc
Decimal sequences; 0.5, 1.0, 1.5, 2.0, 2.5, 3.0, 3.5, 4.0, etc
0.1, 0.2, 0.3, 0.4, 0.5, 0.6, 0.7, 0.8, etc
Have fun!
In School many hours are devoted to the learning of number patterns, but how can parents support and aid this learning inside and outside the home, and perhaps also give their children a head start?
In principle the answer is easy - knowing which sequences are important, looking for opportunities to practise with your child - and making this a habit!
If you put your mind to it, there are endless opportunities, but perhaps the most useful are in conjunction with walking, counting each step. So teaching your little one in earnest can begin as they make their first steps!! But also hopefully continue into their school years. Climbing the stairs at home, walking from the car to the front door, steps in the shopping mall, underpass, walking the length of the supermarket aisle, garden, etc, etc.
I must stress here that although your 18 month old child may be able to count perfectly to 20 or beyond! they are most unlikely to be understanding the whole concept of number. But it is this repetition and memory of sequences that will enter their sub-conscious - to be understood at later stages of their development.
1,2,3,4,5,6,7.......Don't stop there!
The first sequence to be mastered is counting in ones; 1, 2, 3, 4, 5, 6, 7,
and just about every parent in the world does this. But don't stop there! You will usually be the best judge, so when you feel the time is right, encourage and help your child to;
Count in steps of two; 2, 4, 6, 8, 10, 12, (reinforce even numbers and 2x tables)
Count in steps of ten; 10, 20, 30, 40, 50, (important to pass the 100 point)
Count in steps of five; 5, 10, 15, 20, 25, (has a nice rhyming feel to it)
Count in steps of two to recognise odd numbers; 1, 3, 5, 7, 9, 11, 13, etc
As your child gets older, help to recognise patterns in the various times tables by counting on in different jumps; three, four, six, seven, eight, etc. Whenever possible, keep the sequences going to pass the 100 point.
Challenge! On longer walks - can they continue the sequence past 1000?
It's also very beneficial to count backwards down to zero from a particular point in these sequences.
Other important sequences could include.....
Square numbers; 1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144
Prime numbers; 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, etc
Triangular numbers; 1, 3, 6, 10, 15, 21, 28, 36, 45, 55, 66, etc
Fraction sequences; zero, half, one, one and a half, two, etc
zero, one third, two thirds, two, two and one third, etc
Decimal sequences; 0.5, 1.0, 1.5, 2.0, 2.5, 3.0, 3.5, 4.0, etc
0.1, 0.2, 0.3, 0.4, 0.5, 0.6, 0.7, 0.8, etc
Have fun!
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