Mathematics is a skillful subject, so the result depends not so much on knowledge as on its application. It develops abstract thinking and logic, as well as the basis of all the exact sciences and a compulsory exam at school. No matter how you twist it, mathematics is important for everyone. It is one of the main and most voluminous subjects, which goes non-stop.

Train high speed

Ironically, to learn something (“put” the skill, to achieve success in sports), you have to do. But not just to do, but to do a lot and very quickly, eventually leading to automation. However, in contrast to sports, in intellectual training, fatigue is not a plus.

Teach your child to solve examples of small races at very high speed, and as soon as he began to get tired or make mistakes, let him urgently change activities. With this training, he will be able to solve the examples faster, and his mathematical march throws will be longer. For example, when I was a tutor, my students “made” 200 to 600 examples of math in one lesson.

Don’t waste time rewriting…

Remember: we train the head, not the hand. Handwriting ended in primary school, but rewriting still takes 90% of the time in class. The child guesses the type of example in a second and rewrites it for 15 seconds. In one second, he realizes he has to open the brackets, and… and he rewrites it (and you have to do it verbally).

Of course, the school requires – so the child will write everything down, but in his mind will decide 10 times more. To do this, let him make notes in the problem / textbook – write the answer in pencil, if possible, and if not – put a sheet next to it and write down the answer, without rewriting the example.

Bring each level to automatism

It’s an immutable law. First, you have to bring the current level to automatic, and only then you have to go further. If the next level is slower, then the previous one has not been completed! Do not be under the illusion that this is all because of the complexity of the task – tasks of any complexity must be solved quickly.

It often turns out that with complex material, attention is spent on simpler things – on rewriting, remembering formulas, the account itself, on intermediate calculations that are not automated at the previous stage.

# Why take workbooks for 4th grade

Practice oral counting.

Oral counting is a very useful exercise that teaches us to do any task orally (first we count 5+7, then 45+38 then the summation / multipliers are 3 or 4, etc.). We develop RAM, making the minimum number of notes, as well as oral counting teaches us to solve quickly and a lot. On it is put and speed, endurance, and train mental processes.

Use the cards.

It’s convenient to learn formulas, terms, theory by cards. It is an excellent tool that allows you to memorize any actual information: foreign words, chemical elements, history dates. I have already told about how to teach the multiplication table in this article. To make it easier, use multicolored text separators. This way the brain will better navigate the flow of information.

Train all the formulas and tasks in isolation…

The child will need many tasks (not 10-15 from the textbook, but hundreds). Take the tasks, highlight the desired complexity, and the child will learn to solve all options very quickly.

What’s already worked out, you don’t have to train. The purpose of a complex task is to reduce the solution to a simple task – already worked out level. For example, a complex equation should be reduced to a square equation, which has been worked out on the previous level. In this case, you do not need to solve it to the end!

How do you build a fruitful lesson?

First, “speed up” the oral account for 5 minutes (use different actions – add, multiply, divide, subtract). Next – fly on repetition (for this “take” the tasks from all topics of the school program and let the child decides them 5-10 minutes). I usually gave 100 tasks for 10 minutes, and many did (this is 6 seconds per task on all **math 1st grade games** topics).

You get a 100% guarantee that your child fixes and then remembers all the topics. Then let the child repeat the cards with the theory and formulas (usually 1 minute), and then – hundreds of tasks solved orally (200-300-500 pieces). All this is solved by small “races”, changing the theory, then rest. To finish the lesson you need to get acquainted with the new topic (no need to go deeper).

Let the child make cards and learn them until the next class. At the lesson, he will not come to “zero”, and will know the formulas and the theme partially. Then quickly “walk” on the theory – now the child has completed the picture and understands everything. Thus, I recommend to conduct a lot of parallel themes (from 2 to 5).

Other likes.

Change the mode every 1-3 minutes: theory, formulas, oral count, volatile, complex examples, other topics, etc. Learn the formulas in advance. The school teaches them in training solutions – and it is wrong. It is necessary to train, already knowing the formulas.

Increase the intensity of the “races”, the duration of classes and the number of solved examples gradually – everything as in sports (we start with 1 push-up, finish 30). Not in the first class, I get the children to do 500 examples and more.

Of course, we start with 100-200 simple, and then without overclocking the oral score is easy to solve by 500. Let the child verbally resolve what has already resolved (with complex examples it is mandatory). All **workbooks for 4th grade**. If the speed suddenly drops – stop (and it is better to have time to this point).

Next time do the “race” less time, because it is better to do 10 times 2 minutes than 2 times 3 minutes. If a child looks at an example for a few seconds and does not know how to solve it – let him put a dot and miss it. Our task is to increase the speed, not to rest on a horn, as a known pair-hoof.

If during the second pass (slower) the child still can not solve the example, let him highlight it with a marker and ask the teacher. The same algorithm works on the exam: we run with our eyes (we see that it is decided that it is not). Then we decide the simplest and what not decided in the first pass, decide on the second.

In the rest of the time, we need to rewrite the work for a cleaner and solve complex problems (when everything is already rewritten). If something is difficult, slow and incomprehensible, we need to go back to the stage (to simpler tasks on this topic).