We count according to the number column. About the "hundred count" technology The first thousand birds with one stone

Hello, dear colleagues and caring parents!

Since September of this year, I started working according to Nikolai Zaitsev’s method. If you also work using this technique or have decided to master it, then feel free to read on.

In September I taught 6 classes. Now I can say with confidence that the method works, the process of teaching children to read in sequences is going well, the results are growing with each lesson. In general, I am simply delighted with Nikolai Zaitsev’s technique!

In addition to the main set of Nikolai Zaitsev, I decided to create additional mini-tables. I think it would be better if parents could also reinforce their child’s skills at home using mini-tables.

Each mother, with a strong desire, will be able to devote 15 minutes a day in order to sing the warehouses according to the tables, and come up with a few words with the child for the given warehouses. You can show and name warehouses randomly, and most importantly, write any words on the table.

Each part of the table is in A4 format.

I printed out my mini-tables on a color printer and laminated them. The result was a benefit for many years. Even if you use the paid services of a printing company, your costs will be recouped, if only because the manual will serve for a very long time.

You can take mini-tables with you on the road. During a long trip by train, train or plane, you can use your free time to benefit your child.

Pictures enlarge when you right-click on them.

Table 1 (1) top part:

Table 1 (2) top part.

Wait, the moment must come and will definitely come,

when the child waves his hand at the table, turns away from it and, saying: “it’s easier this way,” begins to count in his head.

ON THE. Zaitsev

The unique system of N. A. Zaitsev works effectively; it fully takes into account the characteristics of children's perception and psychology. In terms of the content of educational material, “Stochot Counting” significantly exceeds the standard of preschool education: the methodology allows children to move on to mental calculations earlier than the deadlines provided for in traditional programs.

When creating the “Hundred Account” N.A. Zaitsev used the experience of the American doctor Glen Doman, who treated children with brain injuries. Doman found that stimulation of one of the sense organs dramatically increases the activity of the brain as a whole. The patients were shown cards with words written in large letters, and these words were spoken out loud. The entire lesson took a few seconds, but there were several dozen such lessons a day. And many of the children who were considered hopeless began to roll over, crawl, stand up, learned to read at the age of 3-5, and later tests revealed that they were ahead of “normal” children in development!

The essence of mathematics using the Zaitsev Counting method is that the child is asked to see all the numbers from 0 to 99 at once, that is, the whole hundred at once. Moreover, all this is presented in the form of a harmonious system that demonstrates not just the quantity, but also the composition of the number. The child immediately sees how many tens and units each number makes up, and begins to objectively sense the quantity. The “Hundred Counting” technology affects 3 sensory areas: auditory, visual and tactile. Where they work with “Hundreds of Accounts,” they don’t go through digit by digit, they don’t study the composition of the ten, and the transition through the ten.

A number tape hanging on the wall makes the arrangement of numbers from small to large as familiar to a child as it is to adults who have an idea of the law of constructing the natural series of numbers. Taking into account the psychological characteristics of a preschooler - a period of predominance of visual-figurative and visual-effective thinking, N.A. Zaitsev provides for the possibility of modeling numbers, manipulating number cards, and acting with a number tape and a pillar. The addition and subtraction of numbers that a child performs is not done in the mind, but based on clarity, on direct actions with the material.

All this is very effective for the mathematical development of a preschooler, for improving his intellectual abilities. Practical actions do not remain unchanged. Gradually, their internalization occurs, the child begins to imagine a number tape, a column, performs calculations based on images of numbers, and then proceeds to actions in the mind, without relying on visualization. Children “outgrow” “Counting by 100” and perform arithmetic operations based on abstract thinking.

A standard Zaitsev lesson lasts 10-15 minutes per game. Physiologists and ophthalmologists note that Zaitsev’s methods are impeccable from the point of view of protecting the child’s health. During the learning process, children are not in a constant static state at the tables, but move around the room: the type of activity changes - from calmly static to mobile and vice versa, the place of activity changes - the work, play area.

This prevents children from getting tired. Children can walk, stand, lie on the carpet, they do not spoil their posture or vision because they look at large tables. And the effect of training according to Zaitsev will be felt even with a tiny amount of time spent per day. Working with the “Hundred Counter” allows you to make mathematics a favorite for children.

The effectiveness of N. A. Zaitsev’s “Hundred Counting” method:

· training is carried out with great anticipation without coercion;

· promotes the overall intellectual development of the child.

· forms a mathematical style of thinking, which is characterized by clarity, brevity, dissection, accuracy and logic of thought, and the ability to use symbolism;

· it is environmentally friendly, that is, it is a health-saving technology;

A set of educational materials for teaching preschoolers mathematics includes:

· full detailed description of the work methodology;

· number tape;

· cards with numbers;

· number column;

· diagrams of arithmetic operations.

What is the essence of the Stoschet technology?

The fundamental principle of all methods of N.A. Zaitsev is to give the child at once the entire volume that he has to master.

Zaitsev places all the material in tables and recommends placing them on the wall. The essence of mathematics according to Zaitsev is that the child is asked to see all the numbers from 0 to 99 at once, that is, the whole hundred at once. Moreover, all this is presented in the form of a coherent system. The child sees how many tens and units each number makes up, and begins to objectively sense the quantity.

“Forty-seven” - we hear sounds; we see how many objects are presented (circles); how they are arranged; As this number is expressed in numbers, we can easily correlate four with the number of tens, and seven with the number of units.

So are we playing or learning?

Of course, let's play! In preschool age, any other path leads to a dead end. Physiologists and ophthalmologists note that Zaitsev’s methods are impeccable from the point of view of protecting the child’s health. A standard lesson lasts 10-15 minutes per game.

During the learning process, children are not in a constant static state at the tables, but move around the room, this prevents them from getting tired. You can walk, stand, lie on the carpet. Posture and vision do not deteriorate.

Zaitsev's methodological system, which includes several steps, is deeply consistent with nature, and is the basis for the formation of a favorable environment for the development and education of children.

Step 1

For work you will need the same objects, small toys, natural materials: cones, pebbles, beans. Card for modeling the number of items. Circles of the same color or buttons, plastic numbers.

Exercise: Count the objects with your child (within 2-5), name the quantity. Start counting with the numeral “one”, and not with the word “one”. Place the same number of circles on the model. Specify: “There are as many circles as there are dogs.” Say the number again. Then show the number. You can play hide and seek. The number is hidden among 2-3 others, and the child finds it and names it.

Gradually, the child will understand that different quantities can be modeled using the same circles; a number can indicate quantity; If groups of objects are different, but their number is the same, then they are designated by the same number.

Such game exercises should be short in time: 5-7 minutes, but 3-4 times a day. Gradually increase the number of items, do not forget to change them. It’s better to invite a child to an activity with the words: “Let’s play?” Let’s go and count!” You can create a game situation: “you hear someone squeaking. Who could it be? Let's find some mice. Oh, so many of them! Let's count." You can bring in a beautiful box or a wonderful bag with a mysterious look: “Look what I have! What's inside? Count how many." These techniques create a joyful mood in the child, learning turns into a game!

Step 2

To work, you will need number cards from N.A. Zaitsev’s manual. “Counting by 100” up to 10, identical objects, small toys, natural materials: pine cones, pebbles, beans within 10. Card for modeling the number of objects. Circles of the same color or buttons, a set of plastic numbers.

Exercise: The task is similar to the first, but after modeling the quantity using circles, you need to invite the child to find a number card. Compare the model that the child laid out himself with the one he drew.

Step 3

To work, you will need number cards from N.A. Zaitsev’s manual. “Counting to 10”, toys from “Kinder Surprise”. Give yourself and your child equal numbers of number cards.

Offer to build a train. Cards are trailers. We will attach the trailers in order. Say the number and find the correct number card. If the child is at a loss, help: “You have four carriages!” Number 4 is looking at you!” If your child gives the wrong card, calmly correct him: “This is 8, but we are looking for 3. Here is a trailer with the number 3!” That’s 8, let’s count the circles on the card.” Or: “There are 8 of them, but we need 3! here are 3, count the circles.” Say the number, placing the trailer next to the trailer. You can name all the numbers in order. It turned out to be a train.

Who will go by train? Here come the passengers! The lion says that he wants to go in the trailer number 5. But the bear cub doesn’t know the numbers, he jumped into this trailer. Which trailer is the bear cub in? This way you can plant several animals.

You can end the game with the poem “We are going, going, going,” or switch to the “train” game. Change toys, repeating the exercise, build a street of houses, place passengers on a bus or spectators in a theater, according to the purchased “tickets”. Gradually increase the length of the train, street, auditorium row.

As a result, the child, by manipulating the cards, remembers numbers, figures, order in the number series, and, of course, plays happily!

Step 4

Place the number tape from N.A.'s manual. Zaitsev "Hundred Counting". Let the child rejoice at its length. Count with him on the tape. You can name all the numbers up to 100, or you can name the numbers familiar to the child in order, gradually adding new ones. Don't forget to show each number in the tape with your finger or pointer. Let the child do the same.

In cells 11 to 19, make movements with the pointer from right to left, since the spoken words begin with the elements one or two, followed by the addition - eleven, by the time of pronouncing which the pointer moves to the left to the image of ten. In subsequent cells, we slide the pointer when pronouncing numbers, first along the images of tens, then along the images of units.

So, connecting all the images of a number - sound, quantitative, and graphic (digital) - is precisely the fundamental step in Zaitsev’s “Hundred Counting” method.

Working with the “Hundred Count” should be interesting for the child. Therefore, it is very important that the work methods used are attractive, create a joyful mood in the child, and study turns into a game! Only this kind of work makes it possible to make mathematics a favorite for children.

“Who has more?”

To work you will need:

Benefit N.A. Zaitsev “Hundred Count” or “Thousand Plus”: a number tape placed on the wall (on the floor, on the sofa); number cards up to 50 (then up to 99), in a wonderful bag or beautiful box.

Progress of the game:

Several participants can take part in the game. Everyone takes one number card, then names the number (if the child finds it difficult, the adult names the number, and the child repeats). Players go to the number tape and look for that number by inserting their card. The one with the higher number, who is to the right, wins. It is he who takes the cards from all the players for himself. The game repeats itself. After some time (the adult will feel a decrease in the child’s interest), the total number of cards for each player is counted, and the winner of the entire game is determined. You can determine who has more cards in another way: first, one participant places his cards in a row, then the second player places his cards in the second row, a card under the card. Whose row is longer is the winner!

Summary: We teach the child to name numbers and find them on a number tape. As a result, the child will understand the logic of constructing a number series: it turns out that the numbers are located from left to right, from smallest to largest. The higher the number, the further to the right it is. In addition, the child will gradually begin to cheat: he will choose a larger card in a box or bag. And this is understandable, the larger the number, the larger the card.

“Sonechka is so smart! As we count: “Two, four, six, eight,

ten, eleven, twelve!” But there are still two and a half years!”

From a letter from a loving grandmother

Many parents have heard about the ideas of early development and agree that child development should begin as early as possible.

The famous neurophysiologist Glen Doman discovered and proved the most important law: the brain grows and develops only if it works. And the more intense the load on the baby’s brain in the first years of his life, the better his intelligence will develop. No less important is another discovery of Doman: a child’s brain is programmed to learn from birth, and while it is actively growing, the child does not need any additional motivation for learning. If you organize the process correctly, any child will enjoy learning everything you offer him. By studying a little bit in a playful way from birth, the child will be able to avoid many problems at school.

Firstly, the child will get used to the classes and will be interested in learning.

Secondly, the child’s brain will be ready to receive information, because it has been trained to do this since birth.

Thirdly, the child has sufficiently developed higher mental functions to be successful in school.

Thus, by taking a proactive approach to our children's early education, we lay the foundation for their future success in life. If you decide that early development is for you, then Zaitsev’s methods are ideal for teaching young children.

Nikolai Aleksandrovich Zaitsev is a teacher from St. Petersburg. Hereditary teacher, graduated from the Leningrad Pedagogical Institute. Herzen (Faculty of Philology with knowledge of a foreign language). In my fifth year I visited Indonesia for practice. Teaching Russian to local residents, he created his own program. Returning to the USSR, he began teaching Russian to foreigners, while continuing to work on developments. He worked as a teacher in an orphanage, a colony for juvenile delinquents, a boarding school for the mentally retarded, a teacher of Russian language and literature, English, and a teacher of Russian as a foreign language.

Author of new directions in methods of teaching reading (Russian, Ukrainian, Tatar, English), teaching grammar (Russian, Ukrainian, Kazakh, English) and mathematics.

Resentment for his compatriots who did not fully speak their native language haunted him. After working in school and realizing that the roots of the problem were in early childhood, he began to develop educational programs for the little ones. It was the end of the 70s, and official pedagogy did not recognize any deviations from the course.

More than ten years passed before Zaitsev’s manuals went on sale, and his methodology began to be used by educators and teachers. N.A. Zaitsev’s unique system works great, is very effective, and significantly exceeds the standards of preschool education. It has found application in many state and commercial children's educational institutions in Russia.

Can be used by parents at home! N.A. Zaitsev continues to give lectures, “produces” students - “zaychists” and is bursting with ideas, coming up with more and more new manuals.

One of the advantages of Zaitsev’s system over other early development methods is that it is very simple and easily applicable at home. Any mother will be able to teach her child herself, saving time and the family budget. It’s no secret that not everyone can afford to pay in development centers, and systematic trips around the city do not add enthusiasm.

Let us dwell on Zaitsev’s method of teaching mathematics to children

Initially, a set of educational materials for teaching preschoolers mathematics was called “Hundred Counting”, now, already supplemented, it is called “Thousand Plus”. Zaitsev’s manuals can be purchased in educational game and toy stores or ordered online.

What is included?

· Full detailed description of the methodology for working with Stoschet

· Number tape

· Cards with numbers

· Number column

· Arithmetic operation schemes

Some publications introduce significant additions to the package.

N. A. Zaitsev’s unique system works effectively; it fully takes into account the characteristics of children’s perception and psychology. In terms of the content of educational material, “Stochot Counting” significantly exceeds the standard of preschool education: the methodology allows children to move on to mental calculations earlier than the deadlines provided for in traditional programs.

The entire centuries-old tradition of pedagogy arranges the material in the textbook according to the principle: rule - exercise. Never before has all the material been collected in one place. The principle “from the particular to the general, from the general to the particular” was never followed, because the general did not exist.

Zaitsev's method: all material, compactly expressed, is placed and read from the wall with a glance. Nikolai Aleksandrovich Zaitsev notes: “At school, learning occurs from the teacher’s lips to the student’s ear, and the child learns 80% of the information with his eyes. I show it thousands of times, maybe tens of thousands. The ancient teaching system can no longer be used: life has changed, the way we perceive information has changed, and its volume has changed.” “The early fascination with the “verbal code” has become a real disease of our education. Since the 60s, we have been persistently mastering the mysterious “theoretical thinking,” for which it turned out to be absolutely necessary to part with the old-fashioned, supposedly didactic chain: from the concrete-figurative through the visual-effective to the verbal-logical.

They decided to start any subject immediately with the verbal and logical in the form of a vast layer of terms, definitions, rules, reasoning. The letters (a specific image) will not be shown yet, but the terms (abstraction) will already be introduced: vowels, consonants, voiced, voiceless, hard, soft, sounds, phonemes. Plus word schemes, plus definitions. Primers began to begin with no letters, and mathematics textbooks began with lessons without numbers.”

[Erdniev P.M., Erdniev B.P. Teaching mathematics at school].

N.A. Zaitsev considers the drawback of initial mathematics courses to be the lengthy period of familiarization with numbers and the first ten.

The child immediately sees how many tens and units each number makes up, and begins to objectively sense the quantity. The “Hundred Counting” technology affects 3 sensory areas: auditory, visual and tactile. Where they work with “Hundreds of Accounts,” they don’t go through digit by digit, they don’t study the composition of the ten, and the transition through the ten.

According to Zaitsev’s method, three- and four-year-olds immediately get acquainted with the first hundred, find any number on the number tape, and begin solving problems and examples of addition and subtraction within one hundred.

All this is very effective for the mathematical development of a preschooler and for improving his intellectual abilities. Practical actions do not remain unchanged. Gradually, their internalization occurs, the child begins to imagine a number tape, a column, performs calculations based on images of numbers, and then proceeds to actions in the mind, without relying on visualization. Children “outgrow” “Counting by 100” and perform arithmetic operations based on abstract thinking.

The effectiveness of N. A. Zaitsev’s “Hundred Counting” method:

· training is carried out with great anticipation without coercion;

· Withwill contribute to the overall intellectual development of the child.

· forms a mathematical style of thinking, which is characterized by clarity, brevity, dissection, accuracy and logic of thought, and the ability to use symbolism;

· it is environmentally friendly, that is, it is a health-saving technology;

What is the essence of Zaitsev’s method?

The fundamental principle of all methods of N.A. Zaitsev is to give the child at once the entire volume that he has to master.

So are we playing or learning?

Of course we play! In preschool age, any other path leads to a dead end. Physiologists and ophthalmologists note that Zaitsev’s methods are impeccable from the point of view of protecting the child’s health. A standard Zaitsev lesson lasts 10-15 minutes per game.

Zaitsev's methodological system, being deeply natural, is the basis for the formation of a favorable environment for the development and education of children.

Step by step

As a practitioner who has been working with children from 4 to 7 years old using “Hundred Counting” for more than 10 years, I offer tasks and games that will be interesting to the little ones:

Game exercises for three to four year olds:

Step 1

For work you will need the same objects, small toys, natural materials: cones, pebbles, beans. Card for modeling the number of items. Circles of the same color or buttons, plastic numbers.

Step 2

Step 3

To work, you will need number cards from N.A. Zaitsev’s manual. “Counting to 10”, toys from “Kinder Surprise”. Give yourself and your child equal numbers of number cards.

As a result, the child, by manipulating the cards, remembers numbers, figures, order in the number series, and, of course, plays happily!

Step 4

So, connecting all the images of a number - sound, quantitative, and graphic (digital) - is precisely the fundamental step in Zaitsev’s “Hundred Counting” method.

Zaitsev's manuals are good for their combination of clarity and systematic approach; they are absolutely specific and comprehensive at the same time.

Features of "Hundred Counting": maximum clarity, logical construction, allowing even the youngest children to master the simplest algorithms and perform mathematical operations with single and double-digit numbers.

N.A. Zaitsev considers the drawback of initial mathematics courses to be the lengthy period of familiarization with numbers and the first ten.

The essence of mathematics according to Zaitsev is that the child is asked to see all the numbers from 0 to 99 at once, that is, the whole hundred at once. Moreover, all this is presented in the form of a coherent system.

The entire centuries-old tradition of pedagogy does not place the material in one place. Zaitsev's method: all material, compactly expressed, is placed and read from the wall with a glance.

Sofya Kovalevskaya said that her room (she was 11 years old) was being renovated, there wasn’t enough wallpaper, and all the walls were covered with lectures on Ostrogradsky’s differential calculus. And she lived for several years trying to figure them out. When 15-year-old Kovalevskaya had a teacher, a strong mathematician, he was stunned by her knowledge. It seemed to him that Kovalevskaya already knew all the information he was teaching in advance. This is how wall material works if it is given whole, and not spooned into the mouth.

“The early fascination with the “verbal code” has become a real disease of our education. They decided to start any subject immediately with the verbal-logical in the form of a vast layer of terms, definitions, rules, reasoning.” [Erdniev P.M., Erdniev B.P. Teaching mathematics at school]. Nikolai Aleksandrovich Zaitsev notes: “At school, learning occurs from the teacher’s lips to the student’s ear, and the child learns 80% of the information with his eyes. I show it thousands of times, maybe tens of thousands.”

When creating the “Hundred Account” N.A. Zaitsev used the experience of the American doctor Glenn Doman, who treated children with brain injuries. Doman found that stimulation of one of the sense organs dramatically increases the activity of the brain as a whole. Patients were shown cards with large written words, groups of dots and numbers, and these words and numbers were pronounced out loud. The entire lesson took a few seconds, but there were several dozen such lessons a day. And many of the children who were considered hopeless began to roll over, crawl, stand up, and learned to read at the age of 3-5!

“...the greatest strength of mastery is achieved when educational information is presented simultaneously in four codes: pictorial, numerical, symbolic and verbal. The skillful use of a complex of graphic images as an integral task increases the brain's bandwidth in a certain way and speeds up the flow of complex logical reasoning on this basis. An explanation for this can be found at least in the fact that the visual channels for processing information are 100 times more powerful than the auditory ones.” [Erdniev P.M., Erdniev B.P. Teaching mathematics at school].

It is this technology that was used by N.A. Zaitsev in "Stochet". The child sees how many tens and units each number makes up, and begins to objectively sense the quantity.

“Fifty-six” - we hear sounds; we see how many objects are presented (circles); how they are arranged; As this number is expressed in numbers, 5 is easily correlated with the number of tens, 6 with the number of units.

Taking into account the psychological characteristics of a preschooler - the period of predominance of visual-figurative and visually-effective thinking, N.A. Zaitsev provides for the possibility of manipulating number cards, acting with a number tape and a pillar. The child can feel the real quantity and relate it to the abstract symbol of the number. Children are good at learning visual and sound images of numbers within a hundred, remember the ordinal arrangement of numbers and are able to freely navigate the number tape;

N.A. Zaitsev’s tables help you see the difference between a larger and a smaller number, how the numbers increase and decrease, and what changes. The addition and subtraction of numbers that a child performs is not done in the mind, but based on clarity, on direct actions with the material. All this is very effective for the mathematical development of a preschooler and for improving his intellectual abilities.

The methods of action are simple with a number tape: “Add”, “Plus” - go to where the numbers are larger; “Take away”, “Minus” – to where there is less. You can count and count tens and ones on a number column without leaving your spot. At first we accompany the movements of the pointer by commenting out loud; as the speed of actions increases, we track them only with our eyes, and comment on them with our inner voice.

Practical actions do not remain unchanged. Gradually, their internalization occurs, the child begins to imagine a number tape, a column, performs calculations based on images of numbers, and then proceeds to actions in the mind, without relying on visualization. Children “outgrow” “Counting by 100” and perform arithmetic operations based on abstract thinking. In older preschool age, skills are developed to the point of automatism, and children begin to add and subtract numbers within a hundred, solve problems, and improve their computational skills.

Learn more about the purpose and methodology of working with the manuals that make up the “Hundred Count”: Number cards, Number tape, Number column.

A standard Zaitsev lesson lasts 10-15 minutes per game. And the effect of training according to Zaitsev will be felt even with a tiny amount of time spent per day. Working with the “Hundred Counter” allows you to make mathematics a favorite for children.

The effectiveness of N. A. Zaitsev’s technique "Hundred Count":

training is carried out with great anticipation without coercion;
promotes the overall intellectual development of the child.
forms a mathematical style of thinking, which is characterized by clarity, brevity, dissection, accuracy and logic of thought, and the ability to use symbolism;
is a health-saving technology;

First "Counting" released in 1990 JSC "MAZAY" (director Martyanov V.M., leading specialist Zaitsev Nikolay Aleksandrovich). Currently, the manual has been revised, significantly expanded and published under the title "A thousand. And more..."

Preschoolers and junior-high school students can work with the benefit. The set includes cubes for denoting hundreds, tens and units in three-digit numbers, tables - names of multi-digit numbers, multiplication and division tables, tables for squaring numbers up to 100 and cubed up to 1000, tables that allow you to determine the time by the clock, get acquainted with fractions, types of angles and their degree measures. in 3Q 2016 retail price 3,100.00 excluding shipping. Order >>>

"Stochet" in its original form is not published by N. Zaitsev Methodology LLC.

On our website for children 4-7 years old you can order an educational and methodological kit “Hundred: counting and deciding” according to N. Zaitsev’s “Counting” method. These are systematic author's exercises, a step-by-step illustrated guide.

Fundamentally new - modeling of numbers and arithmetic operations; inclusion of a variety of plot, logical and mathematical games, games with elements of computer science.

Get acquainted with 20 years of practical experience using the Counting method and its creative application in kindergarten and family. The kit includes everything for activities with preschoolers! 16 videos will illustrate the effectiveness of the technology.

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Methodology "A thousand and more"(Zaitsev) is addressed to preschoolers and primary schoolchildren.

The set includes a number tape of ten stripes, one hundred cards, tables 1-8, six dice of different sizes and three sheets of cardboard for the “Clock” tape.

What is included in the “A Thousand and More” set (Zaitsev)

Number tape is a set of cardboard strips with numbers from 0 to 99. The number of tens and ones in each number is clearly shown using squares and circles. There are four images of numbers linked on the number tape: sound (pronunciation), quantitative (each number is depicted with dots), composite (number of tens and units), and graphic (digital recording). Even and odd numbers are highlighted in color. After a very short time, children will find any number from zero to 100 in the number tape, and will receive a clear understanding of even and odd numbers, their composition (the number of tens, units), and digital notation.

Kids can easily master addition and subtraction within a hundred using the number tape in the Thousand and More set. First graders master these tasks within just a few lessons.

The next stage of training is 100 cards with numbers. There is no zero on them, but there is a hundred. The number of tens and units is also clearly shown: each number is depicted in numbers and in the form of a square of 100 cells - filled and empty. With cards you can conduct lessons on the number tape and without it, master addition, subtraction, and lay the foundation for the perception of multiplication and division. The cards repeat the cells of Table 1.

Transition from number tape to table 1 helps to speed up addition and subtraction operations within a hundred, bring them to automaticity and move on to mental calculations much earlier than the deadlines provided for by traditional programs.

Six large cardboard cubes And table 2 will help children master writing and reading three-digit numbers, and create figurative ideas about their composition. Cubes of different sizes: large for hundreds, medium for tens, small for units. For each rank there are two dice: with even and odd numbers on the sides. By working with cubes and Table 2, children can clearly see how many are in hundreds, tens and units.

Table 3-4 introduces students to the writing and naming of multi-digit numbers. Large numbers interest many children. They ask: “What is the largest number?”, “What is a million?” Table 3 is designed to answer these questions: it even presents numbers with an incredible number of zeros - up to 10 to the power of 100 (googol).

Table 5 will help to bring addition and subtraction within 20 to automaticity, which will later be useful for adding and subtracting multi-digit numbers in a column.

Table 6 will help you further strengthen your counting skills, as well as master multiplication and division within 100.

Table 7 in the set “A Thousand and More” (Zaitsev) is a large multiplication table. It compares favorably with the one on the back of the notebook in many respects. Firstly, the lines and columns are divided by level of difficulty: what is easy to remember - multiplication by 1, 10 and the first two columns - is printed in blue, and what is more difficult is printed in black, more contrasting and bright, and therefore attracting more attention. Secondly, the multiplicand is indicated in a large number and only once: this makes it much easier to find the desired line in the table. And finally, thirdly, this wonderful table will be visible from afar, which is especially important in group classes.

Table 8 is a visual list of squares and cubes of numbers. Squares are listed up to 32 (322 = 1024), cubes up to 10 (103 = 1000). Hang the table on the wall - and very soon the child will know these “difficult” numbers by heart!

Tape “Clock” in the set “A Thousand and More” (Zaitsev)

To make the “Clock” tape, cut the blanks included in the kit into strips and place them on the wall in one line. If there is not enough space, you can place the strips one below the other.

The tape depicts 60 watches - according to the number of minute divisions. Each dial represents a chart: black shows how many minutes have passed, and yellow shows how many minutes are left until the end of the hour. Under each watch, this ratio is written as a fraction, and also converted into an angle. It turns out that a watch dial can be used instead of a protractor! Each minute division = 6 degrees, which means that in one hour the minute hand “draws” an angle of 360 degrees, in 17 minutes – an angle of 102 degrees, and so on.

Thus, with the help of the “Clock” tape, the young mathematician will not only learn to tell time using a clock, but will also become familiar with angles - acute, obtuse, right - and their degree measures.

Along with the tables, the “A Thousand and More” (Zaitsev) set includes a teaching aid for teachers and parents. It describes in detail and shows how to work with the material. The last chapter is devoted to the arrangement of the chamber of weights and measures in the educational institution. Familiarity with the standards will make classes even more interesting and visual, and children will achieve even greater success in development and learning.

Explore the wonderful world of mathematics with the “A Thousand and More” kit (Zaitsev)!