# 51 Printable Numbers For Kindergarten

Jaylah Rylie April 28, 2020 Number Worksheets

In the article, "Helping your Pre-Schooler With Math-Beginning To Count," I had you working with counting and beginning to put meaning into those words by counting objects and having your child bring a certain number of objects to you. At this level, all math needs to be "concrete" which basically means touchable. It needs to be very hands on.

We know in education that it takes many correct repetitions of a fact for it to be learned. We used to think that number was 4 to 10 repetitions. Now we know it is more like 20 to 50 correct repetitions, and it is probably more than that for pre-schoolers. What most people don't know is that a mistake that gets practiced requires many hundreds of correct repetitions for the mistake to be "unlearned" and for the correct answer to be learned in its place. This is the reason I am constantly stressing to stay away from skill and drill worksheets. They make repetition of mistakes very likely.

Well, lo and behold, this type of cryptography depends on prime numbers--very large prime numbers! Essentially, the theory behind this field hinges on the inherent difficulty of factoring the product of two very large prime numbers without knowing one of the primes. Thus by using the theory of prime numbers, cryptographers can encode sensitive data and thereby permit secure transactions over a public network like the internet. And the bigger the prime numbers, the harder it is to crack the code. Thus the search for ever bigger primes.

Children then need to understand how many is three, how many is four, etc. Use common objects like marbles, pencils etc. Keep them in groups to show how many is 3 or 4 and so on. In the beginning touch each object when you count. Let children start slowly first and learn to count up to 3, and then gradually one by one the number may be increased. Use every opportunity to reinforce counting skills in practical situations. For example the child could count out three biscuits, two bananas etc.

A child's first exposure to the world of numbers is learning to count. Most children enter school able to count from 1 to 10, 1 to 20, or even 1 to 100. It is important for everyone to understand that: (a) counting is actually a verbal skill similar to learning to say the A, B, C's, and (b) the ability to count tells nothing about the child's understanding of what numbers actually mean. Since we have learned that the math foundation needs to be established during the ages of 1 to 4, we now realize that the first step needs to be giving actual meaning to numbers.

In another article, we will work more on number symbol and word recognition, the importance of number lines, and the beginning of number comparisons. Do not push your child too fast. There is no sense in working on something until your child is capable of understanding it. There is a great deal of variation between children. It doesn't matter what your neighbor's child can do. It only matters what your child can and wants to do. Don't push!

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