Most recently I have added a HELP
section where I offer adults
very basic help in understanding important learning
young children must master.
(I am still learning myself, and trying to improve this site.)
on any below to start
using the main
parts of this website:
S I T E
C H O I C E S
this website and
speed up return visits for those
booklets: A short description of, and link to, the contents of
Not So Simple Math,
Not Just Math.
many key concepts needed
to teach math or arithmetic to young children (or even adults).
DOWNLOADING. ALL THE BOOKLETS,
PLUS EXAMPLES, WORKSHEETS
THEM. AS WELL AS THE MANY SECTIONS UNDER HELP,
SEE HERE FOR
GIVING PRINTED COPIES TO OTHERS.
to other good sites, and pages of links, plus a
NEW page of useful links to
might help you.
of what they know. Most know and love
I taught math as a
like a game. There
are definitions to learn and rules to follow.
on knowing definitions, rules, and the many
facts that make one quicker at the game.
second to accuracy."
This website is aimed at adults
who are planning to teach young children,
or to just learn what they may have missed in their own school days
of regular classes, special
homeschooling their children have all used
the ideas found here.
As well, teachers in
universities and colleges have used this site with their
These ideas can also be used for younger and older children where it
My teaching may be
different from what you are used to. But it’s not new.
There’s nothing new
in Arithmetic or Math.
I have just tried to keep it simple, and to use patterns that will
what is coming later.
I’ve tried to use words that would already be part of a young child’s
Words like “whole” and “part” are used in a new but similar way.
Some other words are needed, and may be known.
an idea children who have to share know about, even if they don’t use
For instance, if you have 5 cookies, 5 is the whole bunch of
cookies. If you give one of two children 2 cookies, you’d better
not give the other any other part but 2. Children know what is
fair. Equal amounts is fair.
Eat the part
that’s left yourself. That’s okay!
I have avoided words like “difference” because it is very
confusing for a young child.
avoided words like “subtrahend” because, well, who cares.
It's just the
“part” you are taking away from the “whole”.
Asking which number
is “bigger” can get some interesting results.
We talk in word sentences to tell
others what has happened. 5-2-2-1=0
describes the cookie example above.
The cookie story is
told in it’s simplest form with a “number sentence”.
I spend a lot of
time with the simplest number sentences, and the way they are usually
5-2=3 is soon learned as “whole” (5) take away one “part” (2) leaves
We learn that this can go backwards, from the parts to the whole,
This leads to patterns, something that works forever: whole -
part, and part + part = whole.
multiplying and dividing. This work can only be
done with equal parts.
All the parts have to be the same number, but we have a new job for a
It acts like a
part, but it only counts the number of parts.
We have 3x2=6 and
6-:-2=3. 3 equal groups of 2 equals 6. 6 made into groups
of 2 make 3 equal groups.
(If you had 6 cookies, everybody could have had a fair share, or…)
could say that if “d” is some number, what will “d” be
in this sentence: 2+d=6?
You could also put 6=d+2.
The pattern holds. Later it leads to 6-d=e and a+b=c. From
there it leads to algebra, calculus,
and E= mc2 (that 2 should be up.)
1960, taught grades 4-7 (ages 9-12) for six years, changed to K-3 (ages
about 1967, taught 7
Kindergarten, remainder in Grades 1-3, retired in 1995
and started what you see
a hobby. He has a B.Ed.(Elem), and M.Ed. (Early Childhood Education).
questions, suggestions, or comments,
email to @telus.net with m.games
(This address is
to foil programs which gather
for junk mailers.)
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