Rote counting activity

17 Fantastic Ideas To Teach Rote Counting – Early Impact Learning

One of the core skills that makes up the foundation of early math, is the ability to rote count. Rote counting is simply saying the numbers in order, usually starting with one, e.g. 1,2,3,4,5 etc. It does not mean counting objects, or counting actions, although it is connected to these skills. It just means saying the numbers in order not connected to anything.

How do you teach rote counting? Teach rote counting with simple songs that count upwards. Counting simple actions and objects that appear throughout everyday life is also recommended, for example counting stairs. Later, games such as counting whilst clapping or marching help the process.

Rote counting can be fun! It is simple, and usually requires very little preparation or resources to bring to life.

Find out the 16 best ways to teach children to rote count, and try the out today! If you want to find out more about what rote counting is first, then check out this definitive guide.

1.Count Using Different Voices!

Children love taking on roles and using funny character voices. This activity taps into this enthusiasm, and uses it to bring rote counting to life!

When I do this activity, I always use the dice that I have made that has pictures of different characters on. This dice started life as part of a fence-post, and I simply sawed it into a cube and drew some characters onto it using a permanent marker pen.

Draw characters onto the dice that have funny or distinct voices. On the dice I use, I have drawn a princess, a mouse, a robot, an alien, a tiger, and a ghost. The ghost is my own particular favorite!

The ‘Character Voices’ dice – a firm favorite for counting games

The idea is that you roll the dice and see what you get, for example the robot. Then you simply count using a robot voice – 1, 2, 3… Try and use robot arms and really bring it to life. Count for as long as the child can manage, and definitely go just past ten if you can.

Then roll the dice and try a different voice.

If you don’t like DIY, then you could make a simple dice in another way, or alternatively just get the children to pick what kind of voice they could use. This works just fine, and rote counting is definitely not something you need lots of resources for.

This game is one my favorite 21 preschool circle time games that you can take a look at here.

2. Counting With A Puppet

Children really love puppets, and for some strange reason will often listen better to puppets than they will to real adult humans.

Tap into this strange magic by using puppets for rote counting!

If you are a parent, a puppet is a great thing to use with your child to get their attention, and the same is true if you are an educator.

There are several ways to do it. The simplest is get the puppet to count, and the child to listen.

Better still is get the puppet to count, and the child join in.

You can extend this activity and make it harder also when the children get good at it. For example, the child/ren and puppet can say alternate numbers. If the puppet says ‘one’, the child/ren ‘two’, puppet ‘three’ etc.

The puppet can sit in a circle of children and start them off. The puppet says ‘one’, then the next children ‘two’, then the next ‘three’ etc. Puppets are great just for focussing them and getting them interested. To find out 14 more puppet math games, then check out this article.

Puppets are fantastic for all sorts of counting activities

3. Counting Songs That Count Up

This can be one of the most successful ways of starting children off on the path of rote counting.

The problem with counting songs, however, is that most of them count backwards. This is one of the strange mysteries of counting songs. Most follow a ‘one less’ structure. You get songs such as ‘Five Little Speckled Frogs’, or ‘Five Little Men In a flying Saucer’, that all start with five and then have one less with each verse you sing.

This is not the kind of song that children need to start rote counting. They need the songs that start with one and count upwards.

Luckily they do exist!

There are three very well known examples of these types of songs.

One is 1,2,3,4,5, Once I Caught a Fish Alive. This is great for getting children counting in order to ten.

Two other examples are 1, 2, Buckle My Shoe, and 1 Potato, 2 Potato, 3 Potato, 4. For a list of ten examples of these types of songs that count up then take a look at this article.

Sing plenty of these types of song to children, and their ability to rote count should improve. Music is a great tool for getting children really interested and tuned in to math,.

4. Counting Actions In Daily Life

This is not strictly speaking rote counting, as you are actually counting something that exists. However, it is one of the best ways of getting children rote counting, and so definitely something that I couldn’t leave out.

We all encounter sequences of numbers throughout our lives. Some classic examples that children will see a lot are things like climbing or stairs.

If you count along with the child every time you climb up stairs, you are really laying a great groundwork for rote counting.

Other examples, are things like jumping together and counting the jumps, or clapping and counting the claps.

5. Counting Objects In Daily Life

This is a similar idea to counting actions. This time you are just counting objects, often once again in just everyday life situations.

Great examples of this are things like counting blocks when you put them back into a box.

Counting the number of pieces of food you have, such as the number of carrots on your plate.

Or counting how many shoes you all have.

Just adding counting into the normal day-to-day is a great platform for rote counting to develop and consolidate. There are many more examples of this kind of counting in my article about one to one correspondence (and the best ways to teach it).

6. Counting In A Circle

This is a simple group game that gets everyone involved, and hopefully helps turn-taking and cooperation as well.

One child starts, and they say ‘one’. Then the next person says ‘two.’ Continue like this around the circle.

To focus their attention better, you may want to use an object. For example, get them to pass around a teddy or a puppet. Only the child who is holding the puppet can speak!

To extend this game, you can try many different things. Get them to use a different voice for example! Then they will all be counting like ghosts or aliens! This really jazzes it up.

You can also say there is one number they are not allowed to say. Or say a silly word instead of the number, like instead of saying ‘six’ say ‘sausages’ as a substitute. This develops anticipation, and also just gets them laughing and enjoying it.

7. Counting With A Partner/Adult

This game is a similar idea as the passing around the circle game. Either sit facing a partner, or an adult (whichever way you are doing it).

One person says ‘one’, the other says ‘two’, and then you just keep going like that.

When you’ve counted as far as you can go, try starting again with the other person saying one. This way you get to say the numbers you never said the first time.

These games where you take turns really get them to think, look at their partner, listen and take turns all at once.

Jazz it up by using character voices, or get them to pass something between them as they count, for example a teddy or a ‘counting stone’ (a stone with some numbers drawn or painted on).

8. Counting In Teams

You need quite a few children to attempt this one. Get them to sit in two ‘teams’, one team facing the other.

It works well if you have something to point at the teams when it is their turn to speak. For example, a magic wand would work well for this.

Point the magic wand at the first team and they say ‘one’.

Then point at the next team, and they say ‘two’. Go back to the first, who say ‘three’.

Continue like this. It is a bit like a tennis match, with the numbers bouncing from one team to the next. Continue as far as possible, helping them out if required.

The more you do all these activities, the further they will be able to go in the long-term.

9. March Counting

Moving and Math go together hand-in-hand, and this activity is great for this. Movement helps children use more parts of their brain, and enriches any learning experience.

Marching is one of the simplest ways of brining movement to rote counting.

You quite simply get all the children to stand up, and then start marching. With the first march they say ‘one,’ the second ‘two’ and so on. They can march around the room or outside, or they can just march on the spot.

Stamping is similar. I like to get them stamping like giants with angry faces! You can stamp and count using your giant’s voice.

This activity also lays the bedrock for understanding odd and even numbers later on.

You will be stamping on one of your feet for the even numbers, and the other foot for the even. Children will not know this is happening, but will be experiencing the pattern. Experience will lead to greater understanding later on.

These games would be brilliant outdoors. To find out a whole load more outside maths games, then take a look at this article – Outdoor Maths Games – 50 Ideas That Really Work!

10. Dance Counting

It is a similar theory behind dance counting. Get them up and moving, and children are going to respond more positively and remember the skills better.

Put on some pumping music. It can be anything with a good vibrant beat.

Then pick two simple dance moves that can be done one after the other. For example, it could be throw your arms to the left, then throw your arms to the right.

Then start to count as you do the moves! Throw your arms to the left, and say ‘one’. Throw your arms to the right and say ‘two’. Keep going.

When they have gone as far as they can go, choose two more moves, and start back at one.

11.

Action Counting

Movement is a key part of this idea as well. Once again, as with many of these strategies, there is no need to have any resources, or prepare anything.

You simply pick an action to try and then do that action and count at the same time!

For example, the action could be jumping. Jump and count!

You could try all sorts of different movements, such as hopping, nodding, skipping, patting parts of your body, or blinking.

These things are fun, and if children have two things to focus on at once, it just seems to work better in engraining the rote counting skill.

12. Using Finger Puppets

This works well if you have enough finger puppets for all the children you are going to be doing this activity with.

Get the children to put the finger puppets on their fingers, and then use their puppet voices to count in unison. If you have lots of the same puppet then it will sound like a chorus of that voice. If you have loads of mice, for example, they will all be doing mice voices.

If you have lots of different characters for the puppets, there will instead be a great cacophony of voices merged together. Great for fun counting!

13. Whispering Like Spies

Children tend to love spies and super hero kind of role-play, and what could be better than super-spy counting!

For this one child needs a partner (or if you are a parent, then just you and your child will be partners).

You are going to whisper the numbers to each other, taking turns to say a number.

For example, one child whispers ‘one’, and the other child whispers ‘two’. Continue like that! Don’t let anyone else hear you!

Spy whispering is a super way to teach many strategies. It is mentioned in my article about tricky words, and the best 12 games to teach them.

14. Zoom Zoom Zoom Game

These is great for rote counting as well as being good for counting backwards as well as a next step.

This is a super circle game. With the children in the circle, stand in the middle of the circle and then point at one child. The idea is to slowly walk around the circle with your finger outstretched so you are slowly pointing at each child in turn. As you are doing this the children are rote counting – 1, 2, 3 etc.

When you get to 10, the child you are pointing at is the ‘astronaut’. They have to get up and stand in the middle of the circle – (the ‘rocket’). Continue again.

When you have picked about 5 children to be the astronauts, then sing the Zoom Zoom Zoom song:

Zoom Zoom Zoom

We’re going to the moon!

Zoom Zoom Zoom

We’ll be there very soon!

5, 4, 3, 2, 1, 0 – Blast Off!

Then all blast off into space with as many great sound effects as possible. Repeat the game again, trying to find new astronauts if you can.

This is one of my favorite parachute games. To check out a full selection, then take a look at these 40 greatest parachute games for kids.

15. Counting And Jumping Snake

This is a bit like a conga, brought to life even more with jumping and counting!

Stand in a big conga line. Then either all jump forward together and say ‘one’, or else all step to one side and say ‘one.’ Then jump or step to the other side and say ‘two’. Continue!

This is great outside where you can be as rowdy and raucous as you possibly want.

A fantastic activity for teamwork and helping your friends to all work together.

16. Splat The Playdoh

Playdoh math is one of the ultimate forms of getting children excited and interested in numbers.

This splat the playdoh is one of the very best.

What you need is a tuff-spot, or big tray that you can put on a table. Then get whoever is having a go of the activity to make lots and lots of little balls of playdoh.

The idea then is that a child will splat one ball of playdoh and say ‘one’. Then the next and go ‘two’, and continue like this. They can use something to do the splatting with if you like, for example a fly swat or a small child-friendly mallet.

Keep splatting and counting!

Several children can have a go at once, or one child can have a go, and then the next etc.

17. Clapping and counting

A nice simple one to finish, but one of the best ways to practise rote counting is by clapping at the same time as you count.

Count and clap! It’s as simple as that.

To make it trickier, you can try things like counting in a different voice and clapping at the same time. Or you can whisper like a spy, and clap.

Anything to make it engaging and bring counting to life!

Conclusion

Good luck with these rote counting activities!

Rote counting is one of the foundations of math, and a crucial framework for children to build upon. However, it is definitely a fun and simple thing to teach, with not really any work or preparation required.

Little and often is the way to do it! The more you get them to count, the better and the more confident they will become.

If you’ve found this article useful, then why not take a look at one of these:

What Is A Ten Frame? (And How To Use Them)
16 Geoboard Math Activities (With Pictures)

6 Fun Activities For Learning Rote Counting

October 10, 2022September 1, 2021 by Manpreet Singh

Last Updated on October 10, 2022 by Editorial Team

Rote counting, simply put, is counting numbers from one’s memory, without attaching actual meaning to them. For example, when children recite the numbers from 1 to 10, they merely rote learn. They don’t connect these numbers with their implications or number sense. At the beginning stage, children cannot count how many objects are in front of them; or add and subtract them. Nevertheless, this preliminary step is not something you can skip over or ignore.

This is because this is the first step in building the foundation of number sense and later mathematics in the child. It is thus important that the children have fun while rote learning the numbers, so that they may fall in love with engaging with numbers.

There are many fun activities that revolve around teaching children the art of rote counting as well as further igniting their interest in everything to do with numbers. We’ve curated a list of fun activities to build rote counting skills in your child.

Activities to improve rote counting

1. Alternate it with fun movements

Children learn more when they are having fun. You can ensure the same for their rote counting exercise by alternating each number they say with a clap or a jump. For example, they say 1 and then clap, then 2 and clap, and so on.

They can also learn rote learning by passing the ball to each other in a game of throw and catch. This way they engage in rote counting while enjoying their playtime as well.

2. Sing the number song

There are many songs that have the number series in them. Singing these songs with the children will help them get a hang of the numbers without even realizing it. And who knows, it might awake a Mozart in one of them as well!

If you are not aware of any such songs, you will find a number of them by searching online. However, some of these songs have numbers starting backward. It might not be a good idea to sing these songs at the start of their learning phase as they may confuse the child.

Once the children become comfortable with the numbers, you can teach them the more complex songs to help them rote learn the numbers backward.

But in the initial phases, some of the good counting songs will be like ‘I, 2, 3, 4, 5; once I caught a fish alive’ or ‘1, 2, Buckle my shoe’.

3. Unleash the voice artist in you

It is said that children bring out talents in us we did not know existed. It is thus time to unleash the voice artist in you and teach them rote counting in the voice of their favorite cartoon characters.

This will keep your children hooked to the entire exercise and leave them wanting for more. Alternatively, you can make the activity more interesting by rolling the dice. You can assign one cartoon character to each number on the dice. You will then have to count the number in the voice of the character number that comes up.

After two or three turns, you can even ask the children to recite the numbers in the voice of their favorite cartoon character.

Use can also use hand puppets or even finger puppets during these voice-over activities.

4. Dance the numbers

Dancing is another way to express emotions and can be an excellent co-activity while rote learning. You can put the child’s favorite music on and give them two simple steps to dance to, after which they have to recite the number in the series.

This can be done as an individual and group activity and can fire up their motor skills along with the rote counting exercise.

5. Make it a group activity

Nothing makes an activity more interesting than a group of friends coming together. Rote counting is also an exercise that can become more interesting if turned into a group activity.

You can ask all the children in the group to form a circle and each child has to recite the number in the series according to his\her turn. They can also play it as a game of pass the ball or jumping together when each number is recited.

They can also form a pair of two or three and count together as a team.

6. Count the daily objects

This, although is not strictly rote learning. This is because when the child is counting the objects viewed in daily life, like the number of tables and chairs, they are attaching a context to these numbers. Rote counting, on the other hand, is merely stating the numbers without attaching any meaning to them.

However, this is the right next step in the direction of number learning. Once the child gets comfortable with counting from 1 to 10, ask the child to start counting the objects he or she encounters in his daily settings. This helps the child understand the significance of the entire exercise as well as make practical use of the entire rote counting exercise.

Summing up,

Rote counting is the initial step on which the foundation of lifelong mathematical skills is built. It is also an activity that requires minimal resources. Teaching the child role counting in a fun manner can open an entirely new world of numbers to play with and eventually master.

After the Rote counting exercise, developing a number sense in the child becomes important to it. Read about this and also the best activities to teach the art of Subitizing.

Teaching Mathematics to Children with Down Syndrome, Basic Skills: Part 3, Understanding Numbers

Teaching Math to Children with Down Syndrome, Essential Skills: Part 3, Understanding Numbers

(c) Horstmeier, DeAnna (Ph. D.). Teaching Math to People with Down Syndrome and Other Hands-on Learners. Basic Survival Skills. Woodbine House, 2004. Book provided by Natalia Bazhenova.
(c) Translation, abstracting, editing by Olga Lisenkova. When reprinting a link to sunchildren.narod.ru is required.

How to use the checklist for each section

If you are not sure which skills to develop and, accordingly, which exercises to start with, checklists are provided at the beginning of each section. Test the child according to the items on this list, check the boxes next to those skills that the child has already mastered. You will understand what to work with him next. When all the skills in this section are mastered and there are checkmarks everywhere, proceed to the next section.

Checklist (preliminary and final testing)

Can a child/student:
--- Mechanically enumerate numbers from 1 to 10 in the correct order (later: from 1 to 30). At the same time, the child does not count anything, tells the account “by heart”.

--- Say the correct number for the appropriate number (from 1 to 5) by counting the items one at a time.
--- Consciously count objects from 1 to 10.
--- Say the last numeral of the count when asked about the total number of items counted (quantity count).
--- Use the word and concept "zero" to express absence.
--- Count from 11 to 19 items using correct numbers.
--- Prove that he understands the logic of how to count more items by correctly mastering counting from 20 to 29.
--- Name (not counting) the number of dots (up to 5) on a dice (dice).

Understanding numbers is very important for mastering mathematics. It includes not only the ability to count objects, but also an awareness of the relationship between numbers, numerals, an understanding of such concepts as “zero”, the order of numbers, etc.

Most children learn to recite numbers like a rhyme from adults in their environment. Children with Down syndrome, of course, will not immediately be able to remember the numerals, be patient. A kid can learn to count up to 10, but it will be difficult for him to understand the logic of the formation of numbers 11-19, 20-29, etc. If this is still too difficult for the child, work on these skills can be postponed for a while and work on numbers (see the following chapters), and return to these skills a little later.

Exercise: “Teaching mechanical counting (calculation of numbers)”

Goal: The child must learn to recite the count from 1 to 10 (later - up to 30) by heart, without connecting these numbers with a specific number of any objects.
Materials: simple songs like “One, two, three, four, five, the bunny went out for a walk”, books with similar rhymes. See here for some ideas.
Success situation played at the beginning of the lesson: let the child show the arms and legs (there are two of them), praise him. If the child himself cannot count them, give him an example: “Well, let's count how many pens you have? One two.

Two pens!
What to do next: (with children under 10) find or compose a poem or song that rhymes between 1 and 10. Sing this song or tell a poem with a child, act out skits. You can also think of chants like chants of football fans with numerals. The child should hear the count from 1 to 10 often and automatically memorize this sequence.
(If the child does not yet speak, see the next chapter.)
However, the goal is for the child not to sing the poem or song himself, but to be able to count from 1 to 10 upon request. Ask him to do this.
Incorporate into daily life: Of course, it is difficult for a baby to memorize the count from 1 to 10 at once. You will start by teaching him to count “one, two, three” (long enough), and then move on to counting up to 5. This can be done in a game form (“One, two, three, marine figure, freeze in place” and other games). The following games are also offered.
- Throw the ball in the air and count - how long can the child count until the ball hits the ground?
- Play hide and seek, have the child (and you in turn) count to 10 while the other players hide.

- Count to 10, giving the child time to switch to another activity during the day. For example, “I’m counting to 10! When I get to 10, you go brush your teeth!”.
- Make a bet with your child like "I bet you won't have time to put on a jacket while I (slowly) count to 10!".

Parallel to with this skill, the child should be gradually taught to count objects - in fact, to count objects from 1 to 5.

Exercise: "The law of conservation of the number of objects"

Target: If you show two rows of 5 chips, and in the top row the chips will lie at a greater distance from each other, and in the bottom row more closely, then an ordinary child can think until about 4-5 years old (if he does not count the objects) that there are more chips in the top row. Understanding that this is not so - if you do not pay special attention to it - comes quite late, even with ordinary children. So, the child must understand that the number of objects does not change depending on how the objects are located.

(If this understanding is still too difficult for the child, this step can be postponed.)
Materials: 5 of the same item, e.g. tokens, 2 different colors. Contrasting colors are desirable - not blue and cyan, for example, but blue and red.
Success situation played at the beginning of the lesson: ask the student to show the blue chip (if he knows the color blue), praise the child. If the child does not give the correct answer, show him the blue chip yourself, touch the blue chip with his hand. Ask him to point to another chip of the same color.
What to do next: place 5 red chips in a row. Place 5 blue chips in a row opposite. Ask your child if there are the same number of red and blue chips in front of him. Arrange the blue chips so that each of them lies exactly under the red chip, so that it is obvious that the number of chips of different colors is the same.
Now "stretch" the row with blue chips, move them further apart. Again ask the child if the number of blue and red chips is the same, or if there are more chips.

Strive for the correct answer: yes, the same. If the child finds it difficult to understand, move the blue chips back to the red ones so that you can see their pairs.
Repeat with spreading the row of red chips.
If necessary, repeat this exercise with different objects, emphasizing that the number of objects remains the same regardless of their position.
You can play like this in a class by selecting two groups of 4-5 people and placing them opposite each other.

Exercise: "Starting to count: the ratio of one numeral - one object (1-5)"

Goal: The child must learn to name the correct numeral for the corresponding object in a series of 1 to 5 objects. (If the baby does not understand this, he may call the steps out loud “one, two, three, four” and make 6, 8, etc. steps or jumps. This happens quite often with young children.)
Materials: counting sticks, chips, any counting material; things that need to be distributed to those present in real life, for example, glasses, napkins, spoons, pencils .

..
Success situation played at the beginning of the session: Ask a student to distribute 1 cup or 1 candy to everyone present. To do this, the child does not need to be able to count. Emphasize that sweets are distributed fairly, honestly. Everyone has 1 candy. Praise your child for being honest. (If you are working with your child individually, he can give something to his toys.)
What to do next: after the obligatory playing of the “success situation”, take 5 counting sticks (chips…), count them out loud “one, two, three, four, five” and at the same time lay them out 1 at a time on the table in front of the student. Ask the student to take the counting sticks and repeat the same action. If your child is not yet counting to 5, start with 3 sticks. Two skills are trained - mental counting from 1 to 3 (5) and understanding that one numeral word corresponds to one object.
If the child is having difficulty with this exercise, draw three circles on paper and ask him to place 1 stick in each circle.

Count out loud at the same time: "one, two, three." Invite him to repeat this and count while doing it himself.
Having mastered counting from 1 to 3 in this way, move on to counting from 1 to 5. Even if the child already knows how to count to 10 and beyond, do not move on to further counting yet. It is imperative to teach the child that one numeral word corresponds to one subject, one “step”.
Incorporation into daily life: Many daily activities are suitable for practicing this skill. For example, ask your child to select raisins or other fillings or some pastry decorations for portioned cupcakes or homemade cakes (at the same time, practice fine motor skills). Often ask the student to distribute something to other students - a straw for a cocktail in a cafe, 1 sheet of colored paper during class, etc. This skill is also practiced by activities such as placing CDs and DVDs in stands, note to the child that only one disc is inserted into each slot.

Exercise: "The same number of points"

Goal: The child must be able to put as many counting sticks into the cup as there are dots on the cup.

This is the skill of determining the number without counting or the skill of conscious counting.
Materials: 15 or more popsicle sticks or counting sticks, 5 to 9 empty paper or plastic cups, marker to draw dots on them.
What to do next: Draw one big dot on the first cup, two on the second, three on the third, and so on. Invite the student to put as many sticks in the glass as there are dots on it. Check how successfully he coped with the task.
If the child is not confident in his abilities, you can allow him to count the points and count the sticks out loud.

Exercise: "Conscious count to 10"

Target: The child can consciously and correctly count up to 10, demonstrating an understanding that one object corresponds to one numeral word.
Materials: Various objects (cubes, pencils, etc.) that can be counted. It would be nice if it was something that the child likes. Container (box) for these items.
What to do next: Ask the child to count the items one at a time and immediately put them one by one into the box.

The student says "one", takes the first pencil and puts it in the box, says "two", takes the second pencil, puts it in the box, and so on.
It is important to put items in a box so that the child does not make a mistake and count them “in the second circle”.
If the child picks up more than one object at a time, hand him one object at a time.
Inclusion in daily life: Repeat this exercise with various objects, at home and in the garden, at school. If your child likes cartoon discs, have them count them as he puts them on the disc stand. Everything that the child likes will motivate him to score. For example, he may like to count the items in his collection (if he collects something), magnets, his cars or dolls from Kinder Surprises.

Exercise: "How much"

Purpose: The child must understand that the last number named in the ordinal count corresponds to the number of objects. As a rule, starting to master the account, the child does not understand this.

He can count up to 5 mechanically or count up to 5 consciously, touching each of the 5 forks placed in front of him with each word, but he will not be able to answer the question, HOW MANY are the forks in front of him.
Materials: Any counting material, such as counting sticks or anything interesting to count. Handkerchief.
Success situation played at the beginning of the session: Ask the student to say what color the counting sticks are if they know the answer. Praise the child.
What to do next: Place three blue counting sticks in front of the student while counting “one, two, three” aloud. Say: Now you have three sticks. How many sticks do you have? (The child should say: three.) If he can do it, put 5 sticks in front of him, counting: "1, 2, 3, 4, 5." Ask: "How many sticks do you have?" Check if he understands that the last number spoken out loud corresponds to the NUMBER of sticks. If the child does not understand this, train at first with three objects.

Incorporation into everyday life: Inclusion into everyday life is essential for this skill!
Count everything that comes to hand. While it is still difficult for the child to concentrate on counting, let him count only identical objects - not dissimilar toys, for example, but identical cubes. Count the plates on the table; items of clothing, putting them in the washing machine; keys on a keychain; oranges, putting them in a bag or putting them in the refrigerator; soap bubbles blown by a child; pencils that need to be sharpened, and so on. Ask the child to guess how many small crackers or nuts will fit in a handful, let him take as many as possible in a handful, and then you and he will count them. Count out loud as you toss the ball to your child. Read to your child poems and children's books that talk about counting.

Exercise: "What's in my bag" (game)

Materials: counting sticks or other counting material, small paper bag
What to do next: Count the sticks in front of the student and drop them into the bag one at a time.

Then close the bag and say, "Do you know how many sticks I have in my bag?" If the child answers correctly, repeating the last number you said, joke that he can see through the bag. Then, one at a time, take out the sticks, counting them aloud to check if the child answered correctly.
Repeat the game with a different number of sticks (or other objects), starting with 1-2, if the previous exercise is difficult for the child. Every time the child gets the number right, he wins and you lose.

With older children and teenagers, use something from everyday life, such as keys or coins, instead of counting material.

Exercise: Zero

Target: The child must understand what "zero" is and use this word.
Materials: Small pieces of food, such as dragees, gummies or berries. Cars, cubes.
Success situation played at the beginning of the lesson: Ask the student what is in front of him, praise him for the correct answer.
What to do next: Give the child two berries.

Tell him that he has two berries now. Then take one back. Ask how many berries he has left. Let him eat this berry and ask how much he has now. If he answers that he has no berries, explain that this is called "zero". Draw a zero and show the child.
Practice with inedible items as well - they will have to be taken away from the child, so try to pick up these items in such a way that the baby does not start crying.
Inclusion in everyday life: Continue to discuss the concept of “zero” with your child. Stand in front of the child with bare feet and say: “How many slippers do I have on? Not at all? Zero!". If the baby has imaginative thinking, you can show him that zero is sad, because he has nothing. Fold your thumb and forefinger into a “donut” and show the child a hole: “Zero looks like this, there’s nothing here!”.
If the child is interested in sports, pay attention to zero points or points, zero score - a draw 0 : 0 at the beginning of any match, etc.

Exercise: "Counting from 11 to 19"

Goal: The child must learn to count correctly by mastering the names of numbers - first from 11 to 13, then from 14 to 19.

Materials: Various counting material, coins. Egg carton.
What to do next: The student must learn the words "eleven", "twelve", "thirteen" and understand what they mean. If your child can only count up to 10 so far, put 11 people or 11 objects in front of him and ask him to count aloud. When it gets to the eleventh, say, “What do you do with that? It's 11!" Repeat this word many times, let the child learn and remember it. Then enter numbers 12 and 13 in the same way, and then, gradually, numbers up to 19.
For clarity, items such as coins can be counted by placing them one at a time in an egg container/carton.
Incorporation into daily life: Same as 1-5 and 1-10 exercise. You can also discuss school friends and how old they are.

It may not be easy for a child with Down syndrome to learn to count to 20. This skill will need to be reinforced before you teach him to count further. Therefore, even before you proceed to the exercises described below, it will be possible to simultaneously teach him to recognize and write numbers. Because children with Down syndrome tend to have strong visual memories, numbers can help them remember numbers better.

Exercise: "Understanding the logic of the formation of numbers 21-29"

Goal: The child must understand the logic of the formation of numbers 21-29.
Materials: 40 small crackers or counting sticks, paper plates.
Success Situation Played at the Beginning: Ask the child to count to 19 while you place 1 cookie or stick on the table. Praise the child.
What to do next: Say, “Now I'll keep counting. 20, 21, 22… 29". Place 10 crackers on each plate. "Let's count again. Twenty. Twenty… what? One, that's right, 21." Continue counting as you ask your child for the clue. “What happens after two? Three, that's right, that means 23." (You can write numbers in parallel if you have already started working on numbers.)
Teach your child mechanical counting by heart from 20 to 29, as well as conscious counting of objects up to 29.

When he learns this well, check if he understands the very logic of the formation of these numbers. If so, it will be easy for him to learn how to count from 30 to 39.. But do not rush with a further count, you can confuse the child and he will be confused.

Exercise: "Determining the quantity without counting" (by eye)

Target: The child must learn to count the number of objects, for example, dots on a dice without a count. Initially up to 4 points.
Note: Students with dyscalculia may not be given this.
Materials: Playing dice, cards with various numbers of dots drawn on them. If a child has poor eyesight, stock up on large souvenir cubes, for example, from foam rubber, or make cubes yourself from a cube box, on each side of which you will draw from 1 to 6 dots.
In the future - dominoes.
Success situation played at the beginning of the session: Ask the student to find the side of the cube where he sees two dots. Praise the child.

What to do next: Show him at a fast pace (so that the child does not have time to count “1, 2, 3”) cards on which 1 to 3 dots are drawn. Ask if he can tell by eye how many dots there are. Add a fourth (and then a fifth) card. Have fun with your child with this fun game.
You can train your child to determine the number of points according to the Glenn Doman method (constantly and regularly showing him cards with different numbers of points, starting from 1 to 10, and calling him the number of points out loud, without requiring a response from the child).
This skill is well trained in various board games with a cube and chips, where you need to count the number of moves, as well as dominoes.

To be continued: Numbers

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New page - Review of commercially available books on school preparation for children with Down Syndrome and remedial education.
Teaching mathematics to children with Down syndrome: Part 1, Features of children and adults with Down syndrome that affect the development of mathematical concepts
Teaching Mathematics to Children with Down Syndrome, Essential Skills: Part 2, Skills to Understand Numbers
Teaching Mathematics to Children with Down Syndrome: Part 4, Learning and Memorizing Numbers
Teaching mathematics to children with Down syndrome: part 5, We train the account
Catalog of resources of our site
Chernova V. I., Tarasov M.A., Nadtoka M.V. Formation of elementary mathematical representations in children with speech disorders / under the general editorship of V.I. Chernova: Methodological guide. - Khabarovsk, 2003. on the site PedLib.ru.
How Tatyana, Yana's mother, does mathematics (author's material)
Alexander Zvonkin, Vadim Levin. Home school for preschoolers

OZON.ru - Books | Kids and math. Home circle for preschoolers | A. K. Zvonkin | Buy books: online store / ISBN 978-5-94057-315-9

Quantitative mathematics - on the personal website of Alisa Pushinskaya
Our email address is

Piaget J. How children form mathematical concepts
Mathematics: composition of a number (LJ by Elena Velichko)
We write numbers, a post in LiveJournal imacom
Site "Mathematics for preschoolers

Departure of the rural population to the cities of the USSR (in the union republics and regions of the RSFSR) for 1931-1932.

Mechanical growth of cities in the USSR at the expense of the rural population Requisites

Subject:

Collectivization

Direction:

Population and standard of living

Document type:

References and reports

Date:

1937.03.19

Period:

1931-1932

Tags:

Source:

Famine in the USSR. 1929-1934. In 3 volumes. T. 1. Book. 2. M.: MFD, 2011. Pp. 370

Archive:

RGAE. F. 1562. Op. 20. D. 26. L. 18. Original. Manuscript. 1931-1932 MECHANICAL GROWTH OF CITIES OF THE USSR DUE TO THE RURAL POPULATION

March 19, 1937 ¹

Districts

Absolute data (in thousands)

Per 1000 cf. mountains population

waste

1931

1932

1931

1935

RSFSR

3338. 6

2064.7

40.4

23.9

North Territory

110.7

62.5

47.7

27.3

Karelian ASSR

6.7

6.3

29.1

25.3

Leningrad region without Leningrad

188.3

24.1

56.9

25.3

Western region

264.9

156.4

44.0

7.3

Moscow region without Moscow

450.3

159.5

64.5

23.5

[Ivanovskaya] Prom. region

221. 6

63.4

68.3

19.9

Gorky region

153.7

66.4

22.6

9.7

Ural region

245.9

223.2

45.4

43.7

Bashkir ASSR

40.5

48.4

15.2

18.1

Tatar ASSR

74.0

70.4

31.2

30.1

Middle Volga Territory

200.1

138.7

30.2

20.9

CCHO

269.6

236.1

24. 6

21.5

Lower Volga Territory

281.8

175.8

62.3

41.0

North Caucasus Territory

246.6

173.4

34.5

25.1

Dagestan ASSR

8.4

7.4

10.8

9.4

Crimean ASSR

33.6

5.7

82.6

14.1

Kazakh ASSR

131.3

108.1

22.4

18.8

Kara-Kalpak ASSR

2.1

4.5

6.1

12. 6

Kirghiz ASSR

39.3

26.2

40.1

24.4

West Siberian Territory

432.9

222.6

61.9

34.6

East Siberian Territory

68.7

37.2

28.7

15.5

Yakut ASSR

0.00

0.9