You can then move on to saying “10” and having your child repeat after to you. Count up to 20 together. Do this at least two times. Draw a number line to help your child understand the relationship between each number. [1] X Expert Source Courtney CoprivizaElementary School Teacher Expert Interview. 18 June 2021.
If they do not seem to know the answer, you may say, “2. ” You can then go through all the numbers again, counting aloud together. Then, try asking them “What comes after 1?” again. Work with them until they remember the right answer and respond with “2. ” You can also take turns saying one number. For example, you may say “2” and your child may say “3,” you may say “4” and your child may say “5. ”
When they get to 5, congratulate them and say “Great going” or “You got it. ”
You can then explain subtraction by telling your child, “When we take away from a number, we are subtracting from it. " Use an example like removing one from “2. " Compare it to counting down to a number, where you subtract from the original number to get a lower number.
You can also try having them start at 1 and adding two to get to 3. Then, have them try counting from 2 and adding two to get 4. Work with them on adding small amounts of one, two, and three. Make sure they speak aloud when they are counting so they can do the math in their head. Discourage them from counting on their fingers. Try to get your child to count in their head instead.
You can then encourage them to subtract two from 5 or two from 3. Make sure they say the numbers out loud as they subtract.
Avoid sharp objects or objects with sharp corners. Do not use objects that are different shapes or colors, as this can confuse your child. Bouncy balls, rubber insects, and puff balls also work well for this. [5] X Expert Source Courtney CoprivizaElementary School Teacher Expert Interview. 18 June 2021.
Make sure the numbers are clearly printed, large, and easy for your child to see.
For example, if you flip over a flashcard that says “5,” you may then instruct your child to count out five of the objects. Keep doing this with different flashcards. Have your child count the objects out several times to different numbers so they get a hang of the math.
For example, if you put out a flashcard that says “3,” you would first instruct your child to count out three objects. Then, if you pull out a flashcard that says “2,” have them add two more objects to the three objects. Finish by counting out the total number of objects in the pile together so it equals “5. ”
For example, if you pull out a flashcard that says “5,” have your child count out five objects. Then, if you pull out a flashcard that says “2,” have your child remove two objects from the five objects. Finish by counting out the total number of objects in the pile together so it equals “3. ”
You can then add in flashcards that have more complicated additions or subtractions, such as “3 + 2” or “5 - 2. "
You may need to look in the children’s section or the non-fiction section of your local library to find picture books on math for children.
You can also get a picture book that has an engaging plot that weaves math into the story if your child is older and can follow along with a plot. You may get a picture book that uses bold visuals so your child stays engaged in the content.
Some picture books will require reader participation, such as counting the objects in the images or answering questions about addition or subtraction. Encourage your child to respond to the book and interact with it so they can follow along and learn.
Look for an abacus that has brightly colored beads, as this is usually more visually stimulating for children. The beads should consist of five rows of different colors, followed by five rows of the same colors in a different pattern. Get an abacus with larger beads, as they are easier for kids to move.
At “10,” all the beads on your row and all the beads on your child’s row should be moved to the other side of the abacus.
You can then push another bead to the other side and count the beads again. Point to both beads and say “1, 2, 3” with your child. Continue doing this, adding one bead at a time to the other side of the abacus. Work with your child to get to “10. ”
You can then continue to subtract beads from one side and count the remaining beads together. Do this until you reach one bead remaining and then no beads remaining on one side of the abacus.
