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step by step counting for a three to six year old child

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Old 10-04-2012, 08:28 PM   #1
John Nicholson
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step by step counting for a three to six year old child

This is how perfect counting ability is created in a very young child by parents who are systematically teaching their own child to count.

Teaching any child to count can start as soon as they can speak. In order that every child can understand the meaning of the numbers one to ten, we use the child’s own hands to build a physical map of those numbers.

When the child can identify the name and number of each finger, it will build a natural understanding of the meaning of every number, but first of all we can create an image of Mr Five and Mr Six simply by showing two thumbs up. This is an easy way for the child to memorise the first two numbers as a permanent lifetime memory.

The second two fingers to become permanent memories are one and ten, obviously our hands were previously our front feet, so it is that we can use the back of our hands to represent our reading style from the left to right, in a different visual manner we can create the imaginary back of a cats head, with the fists together showing the two ears tapping the table as one and ten.

INSERT PICTURE by the use of your own imagination.

This is a perfect way of making sure that your child remembers those pictures permanently, two thumbs up for Mr five and six. One and ten are demonstrated in a completely different mode to five and six; this avoids the child mixing up numbers, two other numbers are demonstrated in a further separate mode, using the same rationale, let the child identify three and then illustrate the pair with the hands as in prayer identifying the eighth finger, these two are our third pair of natural twins.

Count each the pairs and you will find out something you were most likely not aware of, very few of us can identify the eighth finger immediately.

When the child is capable of physically showing you the two thumbs up, it is preparing to read all the numbers from left to right naturally, by perfecting these six numbers we are ensuring that the remaining four numbers will build themselves into the child’s imagination perfectly.

The next clear memory can be created by placing the child's hands flat on a desk or table. Chanting the count one to ten easily identifies the first number and last number in that chant, so it is that we then identify the finger representing number one and the finger representing number ten. Then place the fingertips together and identify number three and number eight. The middle fingers of either hand. Three small demonstrations completely separate in concept, three perfect pairs of numbers, soon become a perfect memory.

Our natural human intelligence starts working on the day we are born, consider our inherited senses, which enable every child to teach itself to speak simply by listening and practicing, we have inherited the ability to copy the sounds of our natural language perfectly.

This is perfectly normal human behavior which I describe as “imperceptible learning.” We do not know when or how they are learning, only perfect results prove that they are learning. There is a second area of imperceptible learning, that is the natural ability the child has to understand the local area it lives in, we all possess the ability to visualise a local map which builds up quite naturally.

The third imperceptible learning process is the most practical ability of all. Every child has the natural ability to follow highly detailed physical process`s. These three abilities are at the core of our massive species intelligence. This natural intelligence is where we need to build the perfection in counting and reading using the natural abilities the child has in building its own language awareness, when the child is actively learning and quite naturally able to mix the imperceptible with reality. This is the question you will ask yourself many times before your child can count and read perfectly.
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Old 10-04-2012, 08:56 PM   #2
John Nicholson
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Why am I the parent the best teacher my child will ever have?
Simply because I have the time and the desire to show my own child just how to count perfectly, and of course read perfectly.

What will my child know when lesson one is remembered perfectly? It will read every word on that simple map by memory and some of them by sight just as a picture.

It will know the physical meaning of every number from one to ten.
It will be learning which numeral name is related to each of those ten written numbers.

And within a few weeks of using Abacus one, your child will be able to read those numbers in its own language from one to ten recognising them as a picture.

Whether we know it or not we are gaining knowledge on a daily basis, and no one is learning more than your child as they teach themselves to speak and recognise the meaning of all the new words they are learning.

Of course you will already be aware of everything that you have to show your own child.

However we must realise that our knowledge was gained over an extended period, whereas your child will quickly understand the four distinct concepts regarding the naming and meaning of numbers as its first real lesson in arithmetic.

With A Three Year Old Child We Are Using Repetition And Rhythm To Establish These Essential Meanings. Teach your own child to chant the numbers one to ten in rhythm, when the chant is perfect, link it with a physical demonstration of the number you are chanting.

There is much research evidence that failure in advance maths relates to never learning initial arithmetic perfectly.

This Is Why We Only Teach A Small Amount Of Material And Perfect It Continually.

Never Trust That Any Of These Essential Concepts Are Locked In Your Child’s Mind Perfectly.

Continually Provide Proving Exorcises.

Building On Your Child’s Perfected Knowledge.

Lesson one is a concentrated perfection of all the basic meaning`s in these vital ten numbers.

Imperceptible learning takes place quite naturally, we copy language sounds perfectly and imitate any physical process that we are introduced to, this why these physical demonstrations have been developed in order build on the natural kinesthetically created memories, that link the physical reality of numbers with their meaning in language, written numerals and words.

Understanding the meaning of numbers first of all from our fingers in relation to quantity and then the physical addition, subtraction, division and multiplication from using Abacus One and the abacus one map.

With our natural attention been drawn to it, again in the same manner that we learn to speak and copying perfectly, we learn to imitate and copy our parents physical activities.

It is second nature to us to copy exactly what we can see our parents doing. Every advanced civilisation developed its own ability to calculate and record quantity, the recording of quantity utilised natural phenomena, the ability to store numbers, simply by multiplying them by 10, and recognising any particular 10 and its relationship to 10, digits, so it is that we have Egyptian hieroglyphics, and national Abaci , advanced ability in arithmetic understanding gave rise to numbers represented by signs, sign use in numeracy clearly has advanced hand-in-hand with the ability to turn symbols into words.

Every word we use is a powerful idea in itself.

Natural language is the method we share to give perfect explanation.
Every Abacus illustrates quantity simply by the use of columns, representing natures free gift, the decimal system.

Abacus one, and the Abacus One Map are designed with words representing the names of the quantities we require to understand. Regular use of these two simple low cost resources quickly builds a perfect ability in mental arithmetic.

Proving my claim that Abacus One is the most powerful maths teacher ever.

In practice a three strand Abacus is sufficient to demonstrate the Abacus: column concept.

Reading One thousand and understanding how we get to 1000 is an enormous mental step, but parents teaching their own children have the ability to take their child on that journey, the Abacus one map is clearly understood as an extension of the Abacus, our natural ability to understand layout, is brought into play, our natural ability to physically understand and copy demonstrations brings us into contact with all the words we need to use to represent quantity initially.

To enable you to teach your own child efficiently, I need to teach you quickly how to teach your own child.

One quarter of my adult life has been taken up, in the development of system one for everyone, I had quickly realised that the English have no abacus awareness or its perfection in quickly achieving arithmetic awareness of the highest level for all children.

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Old 10-04-2012, 09:04 PM   #3
John Nicholson
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“System one for every one” is intended to become a universal system for all schools and early family teaching situations it has taken much time to research just how our mind works, and following that establishing something that can be quickly understood, in order that every parent can ensure the best possible education for their own children.

Simply by showing them repeatedly, simple demonstrations using physical activity to develop meaning as far as numbers are concerned, when basic arithmetic is clearly understood, the parents understanding regarding the value of teaching their own children will be clear to them.

So it is that simply building up symbols to represent the meaning of words can be achieved early, quite easily by developing the child's unique memory system whereby we human beings turn signs into sounds, and sounds into meaning.

Even before your child is perfect in lesson one, lesson two can begin, you are showing your child how to prove what it has learnt within lesson one.

Lesson two, is a physical demonstrating exercise regarding counting.
A sum a second, this is a demonstration of creating numbers at high speed using the fingers of both hands, it is really three sums a second.

Use this physical exercise to prove quantity from one to ten. Of course it merges directly with lesson one, however lesson one has to be repeated until it is a perfect memory.

With Abacus one it can be introduced at any time purely as a thing of interest, you will have to acquire the ability to use it yourself before you can demonstrate it, in order to take full advantage of its natural teaching ability.

Any Abacus only has natural teaching ability when the adult demonstrating it is able to use it efficiently, you do not have to become perfect on it in one day, just like your own child, you will gather more ability to demonstrate, after each session of using it with your own child and all the children you are concerned with.

Lesson three is therefore obviously perfecting Abacus one demonstrations.
Naturally you will be building up your child's vocabulary and understanding of numbers in their teens, follow naturally the child's first efficient counting to 10 by simply counting on to 20 illustrating that the child has 10 fingers and 10 toes as everyone knows.

You can illustrate that when the child considers every finger and every toe can represent five. The child can then illustrate its first one hundred simply by counting. The second column of tens adding up to one hundred shows these are quite natural normal pieces of children's mental development.

You can illustrate to the child counting in tens as a chant simply by moving the central column of Abacus one and allowing the child to read and remember the numbers.

Nothing could be more simple for the child to remember, so already we have a chant to 10 then a continuing chant to twenty , and also the practical illustration of the 10 times table, I find it best to then introduce the five times tables has a chant producing five with the right-hand column of the Abacus then 10, exchange 10 in singles for the Abacus representation of 10 in the central column and so it goes along five then 10 then 15 then 20--- 25----- 30--- 35----- 40----- 45----- 50
with the young children you can illustrate the times tables much earlier and clearly allowing the child to understand the numeric meaning of the chant by illustration of Abacus one.

The 11 times table is easy to demonstrate simply push up with two fingers the central and right-hand column of the Abacus together, the child will quickly grasp that it is moving 10 and one.
Creating a double effect 22------ then 33-------then 44 and so on.

The fourth easiest times tables exercise relates to 9 so we start with nine, then raise a ten and subtract one, illustrating 18 another ten and we have 27 then 36 then fall that with 45 subtracting one from 10 then giving is 54 one more is 63, then we can see that 8x9 is 72 quite clearly we then have 81 and finally 10x 9= 90

Over time every number from one to twelve can be chanted and perfected and simply understood as an imagined count rather then as rote learning of times tables years later.

Parents can introduce themselves to the abacus simply by producing their times tables with it.

This method of memorising every number by visual mental arithmetic is more useful in the long term then times tables by rote when the child is older, but with regular maths lessons both abilities merge as one.

Last edited by John Nicholson : 10-04-2012 at 09:26 PM.
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