Posts Tagged ‘manila paper’
Who does not like it when their children smarter? Something different is my hope. As I write about music mozart for babies, infants and beethovent to others that it is all of our efforts to make parents our children to be smart. Arine, my child has been taught by her mother about this. Of course this is all not be forced. Mathematics instruction has been taught at the age of 6 months Arine. At that time Arine can only see and try to grab the little “paper” that confronted him, but now (14 months = May 2009) he was able to count (1-10) although less clear pronunciation. These are all my efforts and of course your efforts of parents to educate children from an early age. Here you need to see and do!. Materials and methods? we continue to read it! …
1. Materials Teach used:
First. One hundred pieces of manila paper white measuring 28 x 28 cm, each on one face there are dots or red ball with a diameter of 2 cm. These balls numbered from one to one hundred on the last card. Behind the figures there is a card that states the number of balls available. Dots / balls drawn at random on the paper. Second, the hundred pieces of card which is lighter 14 x 14 cm bearing a red number as high as 12, 5 cm starting from number 1 to 100 on the last card. The red color is used for it appeals to a child.
2. How to Teach:
Take the card that there is only one red ball, Now lift the card out of the reach of his hand and say to him, “This One”. (Do not let the children see other objects). Show him as short as possible. Two or three seconds. Then place the card upside down in our laps. At first you will feel awkward. However, the more we are adept at using the cards, the sooner your child can understand it.
Keep in mind that the figure is just a symbol that represents the value of numbers. Now remove the second card, and say, “It’s two”. Do so on up to ten balls numbered cards. This entire process takes approximately less than one minute. Do it every day. In five days he had known the real facts of the numbers one through ten, but do not tell him to prove it first. On the sixth day, we get rid of one of the ten cards in the card and add card lap 11.
On the seventh day, we get rid of two cards and add cards 12. Keep doing like that until the number 100. This activity will take approximately three months. Rest assured, this activity will result in the child’s ability
extraordinary. Now he will quickly be able to distinguish the ball forty-five and forty-six.
Next Step Addition
On day 30, you have to show up to 35 balls. The more balls are shown to the child means that you begin to teach addition. Begin to teach us step by putting the sum of the red balls numbered two, three, four, five, six, seven, eight, nine, or ten in your lap. All of them face down and the card is placed at the top ball two in the pile. In the spirit of let’s say, “one plus one equals two”. Then we show ball two cards. Show no more than a second. Do not explain the meaning of the words “plus” or “equal to”. Say “One plus two equals.” Do not say “one and two be …”
If we teach the facts to children, they will draw conclusions about its laws more precisely and quickly. Then say “One plus two equals three” to “nine plus one equals ten” and then we show the results. Do it three times on the first day, while we continue to show ball cards three times a day. We recommend that you set the sixth time evenly when the grasp of a child is at its peak.
On day 31 you teach two plus two, plus three, and so on up to plus eight. What we teach is the meaning of the sound of the word “plus” and “equals”. Believe it or not, when we ask “two plus four equals six” to an adult then it will cross 2 + 4 = 6. But on a child will cross two plus four balls balls with six balls.
Until the 31st day he had known the actual amount up to 40 and have been able to add in each existing combination of up to 10. This stage is important is that he has understood “added” and “equal” even though we do not tell. From day-36 and so we do not have to teach a particular sequence again. He already understands. Give it now sums it quickly it will be able to answer.
Next step reduction.
This pattern is similar to the sum pattern. Say “ten less one equals nine” And for a moment showed ball nine cards. Then say “nine to ten equals one”. On day 41 you can teach ranging from approximately twenty to twenty-one to nineteen less.
So he is now being received nine very quick learning time each day with a sequence as follows: The cards numbers, addition, subtraction, card numbers, addition, subtraction, card number, sum, reduction. In-day-to-42 start with approximately thirty to thirty less one twenty nine. On day-43 start with the questions and the reduction in the form of an irregular sequence until the number of forty-eight.
Next Step Problem Solving.
If what we convey sincere and loving, God willing, will produce fruit that is “sweet” smell and delicious taste.
Now we are ready to teach problem solving, remember not to test it. Start with the numbers. Kneel on the floor facing the child. Take the card with 18 balls and 25 balls. Then ask the child to point to 25. This request was made casually and cheerfully. Do not tell him say twenty-five, because we are not taught to speak, but was teaching mathematics. If he is not fast enough, say happily, “This one, right?” holding up the ball 25 card. Here’s how to teach the truth.
Repeat until the child can show correctly. If he can find out, praise and hug. That he was a child the smartest we’ve ever known. It is indeed true is not it? Once we excite the joy he will soon take an interest in mathematics for all. He became convinced that math is more fun than “candy”. Keep doing that, then our children will show more quickly. Do after the reduction. As the records do not give a specific timeline for solving problems, but confuse or at any time. Until our children to feel pleasure. After all, there is no pressure that we give to our children.
Next step multiplication.
Tell him we teach multiplication. Do the same thing as before. Start by saying “two times two equals four” while showing ball four cards. Continue until “two times five equals ten.” On day 51, starting with “three times three equals nine”. Finally, “equal to three times eighteen fifty
four “. Up to 58 hours we arrive at the” ten times equal to sixty-six. “When teaching multiplication we can put in a multiplication problem.
Next step division.
On day 60 we teach division. Until this step he had known the true value of up to sixty five. Start by saying “four divided by two equals two” up to sixty-four divided by two equals thirty-two”. On day 68 we arrive at the” seventy-seven divided by ten equal. “At times we are interspersed with a division problem.
Next step equation.
On day 70 we have become a mathematician. Let’s say we’re happily teach equality. Actually, he already knows all the two-step equations. For, indeed two plus three equals five, seventy reduced thirty-one with thirty nine, eight times eight equal to sixty four. Now give it about a three-step equation. Say “seven plus three equals thirteen times.” Then show ball sixty cards. After we teach the three-step equations then proceed with other steps. Believe what we teach will produce results
Beyond the Numbers.
This step is very easy. Now we take the cards labeled with the number (for card measures 14 x 14 cm). Hold up a card that reads red, and say “this one”. Do so until the 99th day he will know everything.
This world will we bequeath to our children. Eternal legacy is science, both Science World and the Hereafter. For that half-measures do not give it. We hope will happen tomorrow if we do now, just hope hope hope that if we now just doing nothing.
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