Simple Primary
Math,
or
Arithmetic
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.)
CLICK
on any below to start
using the main
parts of this website:
S I T E
C H O I C E S 
*CENTER*

Will
take
you
to
most
of
the
many
places
on
this website and
speed up return visits for those
copying material.

CONTENTS
of booklets 
All
four
free
booklets: A short description of, and link to, the contents of
Gordon's Games,
Simple Math,
Not So Simple Math,
and
Not Just Math.

**HELP** : 
These
.pdf
files
offer
a
simple
understanding
of
many key concepts needed
to teach math or arithmetic to young children (or even adults). 
PDF FILES:

FREE
FOR
DOWNLOADING. ALL THE BOOKLETS,
PLUS EXAMPLES, WORKSHEETS
AND
CHARTS
TO
GO
WITH
THEM. AS WELL AS THE MANY SECTIONS UNDER HELP,
PLUS MORE.

TERMS: 
new PDF
FILES
ARE
FREE
TO
COPY
AND
PRINT.
SEE HERE FOR
COPYING AND
GIVING PRINTED COPIES TO OTHERS. 
MATH SITES: 
many
links
to other good sites, and pages of links, plus a
NEW page of useful links to
sites that
might help you. 
NEW: 
more
games
and
activities;
using
playing
cards
with
the
games. 
COPYING BOOKLETS:

How
to
copy
from
this
site. 
"Children
like
to
think
in
terms
of what they know. Most know and love
games.
I
believe
I
did
best
when
I taught math as a
gamelike subject.
In
many
respects
it
is
just
like a game. There
are definitions to learn and rules to follow.
How
well
you
do
depends
on knowing definitions, rules, and the many
facts that make one quicker at the game.
Like
many
games,
speed
is
important, but
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
Teachers
of regular classes, special
classes and
parents
homeschooling their children have all used
the ideas found here.
As well, teachers in
universities and colleges have used this site with their
education students.
What
is
here
is
meant
to
assist
anyone
involved
in
teaching
ages
5
to
8
in
school
classrooms
or
at
home.
These ideas can also be used for younger and older children where it
suits
them.
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
relate to
what is coming later.
I’ve tried to use words that would already be part of a young child’s
vocabulary.
Words like “whole” and “part” are used in a new but similar way.
Some other words are needed, and may be known.
“Equal” is
an idea children who have to share know about, even if they don’t use
that word.
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.
I have
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. 5221=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
formed.
52=3 is soon learned as “whole” (5) take away one “part” (2) leaves
(equals) another
part
(3).
We learn that this can go backwards, from the parts to the whole,
3+2=5.
This leads to patterns, something that works forever: whole 
part =
part, and part + part = whole.
Later
there’s
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
number.
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…)
Eventually
you
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 6d=e and a+b=c. From
there it leads to algebra, calculus,
and E= mc2 (that 2 should be up.)
The author
started teaching
in
1960, taught grades 47 (ages 912) for six years, changed to K3 (ages
58),
about 1967, taught 7
years in
Kindergarten, remainder in Grades 13, retired in 1995
and started what you see
here for
a hobby. He has a B.Ed.(Elem), and M.Ed. (Early Childhood Education).
If
you have
any
questions, suggestions, or comments,
address an
email to @telus.net with m.games
before it.
(This address is
split
to foil programs which gather
addresses
for junk mailers.)
NEW MAILING ADDRESS AS OF
NOV.
15,
2000 : 15057 27A Ave., Surrey, B.C., Canada,
V4P 1P1
since
2/05
(page
revised 6/04, 1/05, 3/05,12/05, 7/06, 1/07 9/07, 11/07, 1/08, 3/08,
10/08, 3/09, 9/09, 5/10, 11/10, 5/14)