How to help your child understand better than to count, what are the numbers continue, the concepts of "combination" numbers "make" and will discuss a topic, before re: the number of comparisons. We are also beginning the search space for the models.
Number of comparisons:
Back to the top, we faced a little 'with the number of comparisons. Now that your child has a better understanding of numbers and count outanother line number (tape?), but make it a longer than before, because the child knows more numbers. First, a little '"check for understanding" to see if the child remembers to compare one number to another. 6 is more or less than 8? If your child know, yes! Otherwise, check some of the problems on a number line. Remember, the larger "right side" and less "left". Eight is more than 6, because 8 is on the right side of 6, or 6 is less than 8, because 6on the left side of 8 years. "
Help your pre-schoolers with math - even and odd numbers
Now that your child is more verbal, you can begin to ask questions like: "Why is 15 less than 18" or "How do you know that 30 is greater than 29?" If your child can speak in complete sentences, with good knowledge, then work to complete sentence answers. They have more of these until the child the concept and practice regularly.
Number of samples to date:
Two models of very important number that you can introduce your childNow the even numbers and odd numbers. They would, how many students can not explain what a number is odd or even shocked. You can say a number which ends with a 0, 2, 4, 6 or 8, but can not say that only can be shared without a remainder of 2 numbers. Similarly, when asked about the algebraic "represent" a number that is odd or even, but just use x. But x can be any number. 2x, on the other side is still and 2x + 1 isalways odd.
In line with this practice, we need the blank ballots, the line number, and the objects that you used for the addition. Write the following on the blank ballots. The numbers 0, 2, 4, 6, 8, 10, 12, 14, 20 In up to like, write the odd numbers. Odd numbers: 1, 3, 5, 7, 9, 11, 13, 15, 17, 19 now have (look and say it is really loud), the study of the child, even when you view the numbers and displays them on a line number. Then for the odd numbers to be repeated. Ask yourChild what he / she is aware of these numbers. There is something special about them?
Your child can find similar rates and that alternate on the line number, or that you are in "Skip" is like, go to the opportunities and vice versa. The child may have no idea what you're talking or whatever you want. If this seems to be the case, report these things. "Look. (Note semi-upset), how to increase the number odd or even say that line in turn. Even. Odd. Even. Odd." YourChild said that out loud. He also pointed out the pattern "jump". Do you think your child says something different. And 'it? Sometimes you see things that we do not, because there are so concentrated. If you get something that is true to say: "Wow, I had not noticed this!" If what you say is not true, "It 'been a good test, but here's what I see."
Now we need these additional items we are receiving on the concept that will always be divided into two groups of odd they want. Ask your child to counta stack of 18 coins. Then ask, they separated into distinct groups of 2. There have been "left?" How many groups of 2? Writing on the blackboard: 18 is to 9 groups of 2 Ask your child to select another even number, and repeat this process. In separate groups of 2 Any left? How many groups of 2? Write to the white card. (This speech "groups", introducing the concept of multiplication is not saying. Only.)
Now ask your child if he / she thinks that this - separate groupstwo left with nothing more - for each issue? To see how similar many as it takes for your child to say yes. Even the numbers are divided into two groups left with nothing. Disconnection evenly. (This is the beginning, the concept of division and radicals, but not that is to say.)
What about odd numbers? Choose one - 7 Separated into groups of 2 Oh! 1 left on. Writing on the blackboard: 7 to 3 groups of 2 + 1 "This isis odd. "" Let's try another. 15, 7 groups of 2 + 1 Here it is again. Is that - left separately in groups of two, but with - always true for odd numbers? Practice until your child is safe.
Delete the table for a summary. Write numbers of 20 and these two observations: (1) even numbers are always separated by a group still 2, and (2) even numbers always an SNE 0, 2, 4, 6 or 8. Now some questions like "is 36, too?" YesIt is because it ends in the sixth of 17 yet? No, not an end in 0, 2, 4, 6 or 8.
Now, for the board, add the odd numbers to 19, and these two observations: (1) odd numbers can not be separated into 2 groups also, because there is always a choice, and (2) in odd numbers 1 END , 3, 5, 7 or 9 24 is an odd number? NO does not end in 1, 3, 5, 7 or 9. 21 is an odd number? Yes, it ends in a first
You've got to do in a day? No. Thurs number of comparisons for a day. Evens otherDay. Or just a little 'every day. Just keep things simple and your child successfully.
Your child will remember tomorrow? Some are, some do not. Do not expect it and you will be surprised by. The odd and even terms are important for practicing easy. When your child to answer questions correctly without using the coins you are looking for odd and even numbers, wherever you go. But do not do so until the child has a very precise knowledge of themselvesodd.
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