# Task for the first class in mathematics

- 27 Sep 06:00
- Baby

When managing a child in the first class, parents always dream that their child will be excellent at studying and receive only higher grades for all subjects. And if reading a child is not difficult at all, then it is not always easy to understand and solve mathematical problems for children. In order for

first-graders to do math at school, parents or hire a tutor who is not always financially justified, or try to engage with the children on their own. In this material, we will describe how to raise the first-graders in mathematics at home, tell about different types of tasks and methods of their solutions. ** Table of Contents **

1. How to teach an

mathematical account student 2. Adding tasks for first-graders

3. Subordinate assignments for first-graders

4. Comparison tasks for first-graders

5. Task for logic for first-graders

6. Instead of finding

## How to teachThe child of the mathematical account

Parents of first-graders should remember that at the age of 5-7 children have poorly developed abstract thinking. Remember the tale of Pinocchio when he considered the apples allegedly taken "Someone".So a 5-7 year old child is not yet able to imagine the condition of the task.

It is best to use visual aids that a child can see, feel. These can be counting sticks, cubes or pictures cut from cardboard( for example, a set of cardboard hedgehogs, flowers, leaves, etc.).

Teach your child the whole condition of the task of visual materials: there were so many, added or taken away so much. So it will be easier for him to understand the condition of the task and easier to find its solution.

Another important point in teaching children is that the child must learn how to distinguish tasks from each other by type. To do this, you can target it to some keywords. For example, if the task mentioned words **, "brought" , "arrived ", "ran" and others signifying the accession, then this is an addition task. **

Understanding what kind of task a task belongs to, the child will learn how to determine the desired solution algorithm and successfully deal with the task.

## Add-ons for first-graders

As already mentioned, tasks for assembly have a common feature - joining. Another sign of the task of assembling is the phrase "how many things" in the question task.

The child must learn to clearly understand that if there is an affiliation to something, then he needs to make available figures. The child should understand what the first term is, the second term and the sum, and be able to find them in the terms of the task.

In order for a child to have a well-developed oral account, he must regularly engage in a "in-person" account. If you are on vacation, at least once a day, ask him examples for the development of memory. You can even go on the road to school or in the section.

Five to ten examples every day do not tire the first-graders too much, but they will bring a lot of benefits for further education.

The following is a task for first-graders to add. For convenience, we split them into variants so that when you are at home, you could solve the tasks already completed with your child.

### Option 1

### Variant 2

### Variant 3

### Variant 4

Important! If each day solves one option of tasks to add to the child, then on the control it will show brilliant results.

## Subordinate tasks for first-graders

Subjective tasks also have their own characteristics and features. In a condition you can always find some of the typical phrases: ** "how much left" **, ** "there was so much. .." **, ** "there was so much, so much went / flew away / fled / spoiled, etc."** and others.

It is also important here to understand that this is the first term, the second term, and the sum, to be able to find them in the terms of the task, since subtraction tasks are inverse of addition. And the concept here is a bit different: diminished, negative, difference.

Below are the tasks for the first-graders to subtract. For convenience, we also broke them into options so that when performing homework, children could solve already completed tasks.

There is a task to find the balance( "how much left"), and to reduce( "how much has changed the number").

### Option1

### Option 2

### Option 3

### Option 4

## Comparison tasks for first-graders

Comparison tasks are aimed at finding a number smaller or larger than the original. In principle, to some extent, they can be attributed to the tasks of adding or subtracting, so we decided to not assign these tasks to variants, but to give a few examples:

## Logic Problems for First-graders

For Development of Logical Thinking, we have already devoted several articles to the recommendations of educators and lists of exercises and tasks. Here we give a few logical tasks that will allow not only to develop, but also to train the logic of first-graders.

## Instead of Conclusion

Mathematical development of first-graders is of great importance in their education. By solving examples and tasks, the child acquires new experience, knowledge and skills. Learn logically and mathematically to think, find solutions from different situations, more successfully master the related sciences in further education.

It is not possible to allow children to succeed, and they must all endeavor to help them in this difficult business, like learning in the first class. It is precisely at this time that the foundation for his further study at the school is laid.