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:

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

*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. 
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
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