Addition and subtraction tables are used to teach children to count or to test their skills in addition and subtraction. Different tables are used for these two tasks. Both tables can be downloaded and printed on this page

Addition table up to 20 print and download

The addition table is used for teaching children. The vertical leftmost column and the horizontal top row are terms. In order to add two numbers, you need to find them in a vertical column and in a horizontal row. The intersection forms the sum of these two terms. For example, as shown in the picture below, 6 + 5 \u003d 11.

You can print the addition table up to 20 in Word or PDF format. If you need a table for adding up to 10, you can easily make it by removing unnecessary cells in Word format. If you need an addition table greater than up to 20, then you can download an addition table in Excel format and add the required columns and rows by copying.

Subtraction table up to 20 print and download

The same addition table that can be printed above is used as the subtraction table. Suppose we need to solve example 14 - 8 \u003d 6. Using the subtraction table, we find in the table field the diagonal with the decreasing 14. In the figure below, this diagonal is highlighted in light green. Choose on this diagonal the number 14, which is opposite the subtracted 8. The resulting number 6 in the top row is the answer.

As you can see, the same addition and subtraction table is used for addition and subtraction, which you can print or download from the links above in different formats.

Subtraction table without answers print and download

The very first examples that a child gets acquainted with even before school are addition and subtraction. It is not so difficult to count the animals in the picture and, crossing out the excess ones, count the remaining ones. Or shift the counting sticks and then count them. But it is a little more difficult for a child to operate with bare numbers. That is why practice and more practice is needed. Do not give up studying with your child in the summer, because over the summer, the school curriculum from a small head simply disappears and it takes a long time to make up for lost knowledge.

If your child is a first grader or is just going to first grade, start by repeating the composition of the number in houses. And now you can take on examples. In fact, addition and subtraction within ten is the first practical application by a child of knowing the composition of a number.

Click on the pictures and open the simulator at maximum magnification, then you can download the image to your computer and print it in good quality.

It is possible to cut A4 in half and get 2 sheets with tasks if you want to reduce the load on the child, or give them a column per day if you decide to work out in the summer.

We solve the column, celebrate the successes: a cloud - not very well decided, a smiley - good, the sun - wonderful!

Addition and subtraction within 10

Now scatter!

And with gaps (windows):

Examples for addition and subtraction within 20

By the time a child begins to study this topic of mathematics, he should know the composition of the first ten numbers very well, by the teeth. If the child has not mastered the composition of the numbers, it will be difficult for him in further calculations. Therefore, constantly return to the topic of the composition of numbers within 10, until the first grader masters it to automatism. Also, a first grader should know what the decimal (bit) composition of numbers means. In math lessons, the teacher says that 10 is, in other words, 1 dozen, so the number 12 consists of 1 dozen and 2 units. When you add, the ones are added to the ones. It is on the knowledge of the decimal composition of numbers that the techniques of addition and subtraction within 20 are based without going through a dozen.

Examples for printing without going through a dozen mixed up:

Addition and subtraction within 20 with the transition through a dozen are based on the techniques of adding up to 10 or subtracting up to 10, respectively, that is, on the topic "composition of the number 10", so take a responsible approach to studying this topic with your child.

Examples with a transition through a dozen (half of the sheet is addition, half is subtraction, the sheet can also be printed in A4 format and cut in half into 2 tasks):

Good afternoon, dear readers! How much effort adults have to make to teach a child to count between 10 and 20. And not only count, but also solve examples, subtract and add! At the same time, this is not as difficult to do as it seems at first glance. We offer you non-standard play techniques on how to teach a child to count examples within 20.

Stage 2

If you have learned to count, get acquainted with graphics numbers. For this purpose, we use cubes with numerical images, cards.

Stage 3

The next step is very important: it prepares the foundation for quick mental arithmetic. This is the study of the composition of the number. If the crumb knows for sure how the numbers are decomposed, he will easily solve examples for addition and subtraction.

The study of the composition of the number is traditionally carried out using the so-called "houses". Draw a house on paper in a box. On one "floor" there are always 2 cell rooms. The number of storeys of a house is determined depending on the number of numerical pairs into which the digit can be decomposed.

For example, 4 can be decomposed into 3 and 1, 2 and 2. So the number 4 lives in two-story house etc. We will write it on the roof. The example clearly shows how to correctly make houses for the numbers 3, 4 and 5.

The child will have to memorize the resettlement of the “tenants” on the floors. Start with small numbers. Ask the baby to carefully look at who lives with which neighbor, and then “populate” the numbers on their own.

When the two and three are mastered, move on to more complex numbers. This technique gives the most solid results. Proven on our own experience.

Here here you can download such a table and use it to master the method of number composition:

Stage 4

When the houses are passed, the turn of examples within 10 came. In the first grade these examples will have to be solved in the first half of the year, so it is better to prepare in advance. Now all that remains is to put the + or - signs between the "settlers", having previously explained their purpose to the baby.

First, present addition or subtraction in the form of a game. For example, one left the four from the floor. Which of the neighbors will stay on the floor? Answer: three. Such exercises will help the little one quickly get used to mathematical examples. Gradually we change the words “left”, “came” to “plus” and “minus”.

So we mastered counting within 10 with the child. As you can see, the technique is very simple, but it takes time and patience to operate. Try to make the baby count in the mind first: written exercises slow down thinking.

Along the way, train the concepts of "more or less" (first use objects, expanding them on different sides, then compare the numbers), neighbors of the number (write a series of numbers with missing numbers and ask the baby to complete the row by placing the neighbors correctly).

Move on…

It's time to introduce the kid to the second ten. To overcome arithmetic difficulties, we offer the following training algorithm:

Part 1

We introduce the concept of ten. To do this, lay out 10 cubes in front of the child and add one more. Explaining that this is eleven. We say that the end of the word "dtsat" means "ten". To form a number from 11 to 19, you just need to add the number to the end of "d" and put the preposition "on" between them.

Part 2

Since the baby is already familiar with the concept of ten, we introduce the category of units and, when adding, we operate with these concepts. For example, 13 + 5. First add the units: 3 + 5 \u003d 8. Now add the remaining ten and get 18.

Part 3

Now let's move on to examples for minus: we act in exactly the same way. Subtract units, then add ten.

Part 4

The most difficult stage is subtraction, in which the first unit is less than the second: 13-6. In this example, we cannot subtract six from 3. You have to deal with a dozen. One of the ways is to subtract three from six, subtract the remaining number from ten, i.e. 6-3 \u003d 3, 10-3 \u003d 7. After a few workouts, your baby will be able to do mental subtraction.

The child must clearly master the skills described: in grade 2 he will need this to solve examples with two-digit numbers.

To brighten up the learning process, you can use various aids:

• cubes;
• magnets;
• pictures (training with pictures is especially diverse: you can simply count them, use coloring pages with examples to consolidate counting skills);
• any items at hand;
• counting sticks;
• abacus, etc.

The more you show your imagination, the sooner your child will be interested in mathematics.

We have considered the sequence of training crumbs to solve examples within 20 stages. If the article was useful to you, leave a comment or share the article with your friends in social. networks.

See you soon, dear friends!

First step. Do not use number notation

The primary task is to teach how to count to 10 , ne using the corresponding numbers. Actions with objects come to the fore. For example, there was one spoon, put another one - there were two spoons. Then you can increase the number of spoons by saying the name of the number.

Practical tasks will help in solving this problem. For example, ask your child more often about the number of something: how many plates, how many slippers, how many birds are on that branch. You can count anything, even the steps of a staircase.

Second phase. Acquaintance with the numbers themselves.

In the first grade, the number 1, 2, 0 is first studied, and then 3, 4, 5, 6, 7, 8, 9. The position of zero is due to the fact that at first it is difficult for a student to understand why emptiness is indicated by a number. And then, when actions with numbers are already being practiced, it becomes clear why zero is needed. For example, there were five apples on the table, five were eaten. There is nothing left, that is, zero.

Another option: These drawings are shown, and the teacher asks the children: "What has changed?" They will mark "Nothing."

The second sample shows that if three points in one square are removed completely, then there will be an empty square and there will be no points at all.

The main rule that children should understand when counting to ten is: each digit is one less than the next and one more than the last digit.

Techniques for teaching counting to ten:

• Playing the little train... A common number memorization workout done in first grade. One student comes out in front of the class, he says that he is the first car. After that, another one comes out, and says: one and one more will be two. And so it goes on until ten. Then the operation is done in reverse order. The carriages "split up" one at a time. The purpose of this exercise is to memorize the order of numbers in forward and backward order.
• Show on the ruler... This is an obsolete method based on rote memorization and visual proof of the order of numbers.
• Counting on fingers... Traditional and easiest for kids. Can be used at first, until the child is the order of the numbers. Then you have to wean yourself off your fingers, telling the "secrets" of the transformation of numbers.

• Use of funny poems and cartoons about numbers... It will be interesting to watch the cartoon "How the kid learned to count" or to pronounce counting rhymes.

Memory poems for learning counting

Berry account

A chanterelle was walking along the edge:
- Once, in a basket of strawberries,
Two are like blueberries in the sky
Three - ruddy lingonberry,
And four - here is a cloudberry,
Five - a little currants,
Six is \u200b\u200blike a bead of viburnum,
Seven - like a rowan sun,
Eight - blackberries in the paw,
Nine is blue blueberry
Ten are juicy raspberries.
Here is a full basket!

One - hand, two - hand -
We make a snowman!
Three is four, three is four
Let's draw a mouth wider!
Five - find a carrot for the nose,
Let's find some embers for the eyes.
Six - put the hat sideways.
Let him laugh with us.
Seven and eight, seven and eight,
We'll ask him to dance.
Nine - ten - snowman
Over the head - somersault!
What a circus!

Let's go for a walk
And catch up with the second,
Third fingers running
And the fourth on foot
The fifth finger jumped,
And at the end of the path he fell.

• Game "Name the number of neighbors". For example, you need to name the neighbors of the number 4.
• An exercise "The numbers got lost"... It is necessary to arrange in order the randomly arranged pictures with numbers. There is another interpretation of this exercise: Baba Yaga mixed up all the numbers. Help me place them correctly.

• 10 chicken legs were visible under the fence. Question: how many chickens are there in total? - Count in twos: 2, 4, 6, 8, 10 - five chickens.
• How many boots should I give three goslings? Similar to the previous problem.
• It is most convenient to count as fives by watching the clock.

How to learn the addition and subtraction table within ten?

After the child knows the order of the numbers, it is useful to apply tasks for the composition of the number. You can, of course, memorize the composition of the number 5, for example, but it is better to use game actions with objects with a parallel setting for memorization.

For instance:

One plate had 4 oranges, and the other - 2. How many oranges are there? (The problem of finding the sum)

There are 6 apples in total, and there are three friends. Divide each one equally, equally.

You can also combine with simple tasks small schemes that are easy to use in the lesson and at home.

It is not difficult to give such an example for the displacement law of addition: one plate with two apples is on the table, and the other plate with four apples is lying side by side, if you swap them, the total number of apples will still remain unchanged.

How to teach a child to add and subtract with the transition through a dozen?

In the example below, to add the numbers 8 and 5, the second term is expanded to add ten to the first term, and then the remainder is added to ten.

As for the subtraction, then the decreasing in terms of the bit composition is decomposed. In the example 15 minus 8, we see that the number 15 expands to its bit units. As a result, you always get 10 and bit ones - 5. Now: the subtracted must be decomposed into terms. The first term will be bit units from 15, and the second term is selected (children know the composition of the number 8). Now it remains to subtract the second term from the eight from 10. And the answer is ready. With a little practice, you can easily solve such examples in your head.

Why do I call my method easy and even surprisingly easy? Yes, simply because I have not yet met a simpler and more reliable way of teaching children to count. You will soon see for yourself if you use it to teach your child. For a child, this will be just a game, and all that is required from parents is to devote a few minutes a day to this game, and if you follow my recommendations, sooner or later your child will certainly start to count in a race with you. But is this possible if the child is only three or four years old? It turns out that it is quite possible. Anyway, I have been doing it successfully for over ten years.

I describe the entire learning process further in great detail, with a detailed description of each educational game, so that any mother can repeat it with her child. And, in addition, on the Internet on my site "Seven Steps to the Book", I posted videos of fragments of my activities with children to make these lessons even more accessible for playback.

First, a few introductory words.

The first question that some parents have is: is it worth starting teaching a child to count before school?

I believe that teaching a child is necessary when he shows interest in the subject of study, and not after this interest has faded. And interest in counting and counting is manifested in children early, it needs only to be slightly nourished and imperceptibly to complicate the games day by day. If for some reason your child is indifferent to counting objects, do not say to yourself: "He has no inclination for mathematics, I also lagged behind in mathematics at school." Try to awaken this interest in him. Just incorporate into its educational games what you've been missing so far: recount toys, buttons on a shirt, steps when walking, etc.

Second question: what is the best way to teach a child?

You can get the answer to this question by reading here the full presentation of my teaching methodology. oral account.

In the meantime, I want to warn you against using some teaching methods that do not benefit your child.

"To add 3 to 2, you must first add 1 to 2, you get 3, then add 1 to 3, you get 4, and finally, add 1 more to 4, the result will be 5" ; "- In order to subtract 3 from 5, you must first subtract 1, there remains 4, then subtract 1 more from 4, 3 remains, and finally, subtract 1 more from 3, as a result 2 remains."

This, unfortunately, common method develops and reinforces the habit of slow counting and does not stimulate the mental. After all, counting means adding and subtracting at once in whole numerical groups, and not adding and subtracting one at a time, and even by counting fingers or sticks. Why is this method not useful for a child so widespread? I think it's because it's easier for the teacher. I hope that some teachers, having familiarized themselves with my methodology, will refuse it.

Do not start teaching your child to count with sticks or fingers and make sure that he does not start using them later on the advice of an older sister or brother. It is easy to learn to count on fingers, but difficult to wean. While the child is counting on his fingers, the memory mechanism is not involved, the results of addition and subtraction in whole numerical groups are not stored in memory.

And finally, in no case use the one that appeared in last years method of counting "by ruler":

"To add 3 to 2, you need to take a ruler, find the number 2 on it, count from it to the right 3 times in a centimeter and read the result 5 on the ruler";

"To subtract 3 from 5, you need to take a ruler, find the number 5 on it, count from it to the left 3 times in a centimeter and read the result 2 on the ruler."

This method of counting with the use of such a primitive "calculator" as a ruler, as if deliberately invented in order to wean the child to think and remember. It is better not to teach at all than to teach how to count, but to immediately show how to use a calculator. After all, this method, just like the calculator, excludes memory training and slows down the mental development of the baby.

At the first stage of teaching oral counting, it is necessary to teach the child to count within ten. It is necessary to help him firmly remember the results of all variants of addition and subtraction of numbers within ten as we, adults, remember them.

In the second stage of education, preschoolers master the basic methods of addition and subtraction in the mind of two-digit numbers. The main thing now is not the automatic retrieval of ready-made solutions from memory, but the understanding and memorization of the methods of addition and subtraction in the next tens.

Both at the first and at the second stage, teaching oral counting occurs with the use of elements of play and competition. With the help of educational games, lined up in a certain sequence, not formal memorization is achieved, but conscious memorization using the child's visual and tactile memory, followed by fixing each step learned in the memory.

Why do I teach oral counting? Because only verbal counting develops memory, intelligence of the child and what we call ingenuity. Namely, this is what he will need in his subsequent adult life. And writing "examples" with long deliberation and calculating the answer on the fingers of the preschooler does nothing but harm, because weans out thinking quickly. He will solve examples later, at school, practicing the accuracy of the design. And intelligence must be developed in early age, which is facilitated by oral counting.

Even before starting teaching a child to add and subtract, parents should teach him how to count objects in pictures and in nature, how to count steps on stairs, steps on a walk. By the beginning of learning oral counting, the child should be able to count at least five toys, fish, birds, or ladybugs and at the same time master the concepts of "more" and "less". But all these various objects and creatures should not be used in the future for learning addition and subtraction. Learning oral counting should begin with the addition and subtraction of the same homogeneous objects that form a certain configuration for each of their numbers. This will allow the child's visual and tactile memory to be used when memorizing the results of addition and subtraction in whole numerical groups (see video file 056). As a guide for teaching oral counting, I used a set of small counting cubes in a counting box (detailed description - below). And children will return to fish, birds, dolls, ladybirds and other objects and creatures later, when solving arithmetic problems. But by this time the addition and subtraction of any numbers in the mind will no longer be difficult for them.

For the convenience of presentation, I have divided the first stage of training (counting within the first ten) into 40 lessons, and the second stage of training (counting in the next ten) into 10-15 more lessons. Don't be intimidated by the sheer number of lessons. The breakdown of the entire course of study into lessons is approximate, with prepared children I sometimes go through 2-3 lessons per lesson, and it is quite possible that your child will not need so many lessons. In addition, these lessons can be called lessons only conditionally, because the duration of each is only 10-20 minutes. They can also be combined with reading lessons. It is advisable to do it twice a week, and it is enough to devote 5-7 minutes to homework on the remaining days. The very first lesson is not needed by every child, it is designed only for children who do not yet know the number 1 and, looking at two objects, cannot say how many there are without first counting with their finger. Their training must be started practically from scratch. More prepared children can start right away from the second, and some - from the third or fourth lesson.

I teach classes at the same time with three children, no more than to keep the attention of each of them and not let them get bored. When the level of preparation of children is somewhat different, you have to deal with them in turn with different tasks, all the time switching from one child to another. In the initial lessons, the presence of parents is desirable so that they understand the essence of the methodology and correctly perform simple and short daily homework with their children. But parents need to be placed so that children forget about their presence. Parents should not interfere and taunt their children, even if they are naughty or distracted.

Oral counting classes with children in a small group can be started from about the age of three, if they already know how to count objects with a finger, at least up to five. And with their own child, parents may well be engaged in initial lessons using this technique from the age of two.

Initial lessons of the first stage. Counting training within five

For initial lessons you will need five cards with numbers 1, 2, 3, 4, 5 and five cubes with an edge size of about 1.5-2 cm, installed in a box. For the bricks I use the "knowledge bricks" or "learning bricks" sold in educational game stores, 36 bricks per box. You will need three such boxes for the entire training course, i.e. 108 cubes. For the initial lessons, I take five cubes, the rest will be needed later. If you cannot find ready-made cubes, then it will not be difficult to make them yourself. To do this, you just need to print a drawing on thick paper, 200-250 g / m2, and then cut out cubes from it, glue them in accordance with the existing instructions, fill with any filler, for example, some kind of cereal, and glue it on the outside with tape. It is also necessary to make a box for placing these five cubes in a row. It is just as easy to glue it from a printed and cut-out pattern printed on thick paper. At the bottom of the box, five cells are drawn according to the size of the cubes, the cubes must fit freely in it.

You already understood that at the initial stage, learning to count will be done with the help of five cubes and a box with five cells for them. In this regard, the question arises: what is the method of teaching with the help of five counting cubes and a box with five cells better than teaching with five fingers? Mainly because the teacher from time to time can cover the box with his palm or remove, due to which the cubes and empty cells located in it are very soon imprinted in the child's memory. And the child's fingers always remain with him, he can see or feel them, and memorization simply does not arise, the stimulation of the memory mechanism does not occur.

You should also not try to replace the box of cubes with counting sticks, other counting items, or cubes that are not in a row in the box. Unlike cubes lined up in a box, these objects are arranged randomly, do not form a permanent configuration and therefore are not stored in memory in the form of a remembered picture.

Lesson number 1

Before the lesson, find out how many blocks the child is able to determine at the same time, without counting them one by one with his finger. Usually, by the age of three, children can tell right away without counting how many cubes are in a box, if their number does not exceed two or three, and only some of them see four at once. But there are children who can only name one subject so far. In order to say that they see two objects, they must count them by pointing with their finger. The first lesson is intended for such children. The rest will join them later. To determine how many blocks the child sees at once, put them alternately in the box different amount cubes and ask: "How many cubes are in the box? Don't count them, tell me right away. Well done! And now? And now? Right, well done!" Children can sit or stand at the table. Place the box with cubes on the table next to the child parallel to the edge of the table.

For the tasks of the first lesson, leave the children who can only determine one cube for now. Play with them one at a time.

1. Game "Putting numbers to cubes" with two cubes.
   Put the card with the number 1 and the card with the number 2 on the table. Put the box on the table and put one cube in it. Ask your child how many cubes are in the box. After he answers "one", show him and tell the number 1 and ask to put it next to the box. Add a second cube to the box and ask to count how many cubes are in the box now. Let him count the cubes with his finger if he wants. After the child says that there are already two cubes in the box, show him and name the number 2 and ask him to remove the number 1 from the box, and put the number 2 in its place. Repeat this game several times. Very soon, the child will remember what two cubes look like, and will begin to call this number right away, without counting. At the same time, he will remember the numbers 1 and 2 and will move to the box the number corresponding to the number of cubes in it.
2. Game "Gnomes in the house" with two cubes.
   Tell your child that you are going to play Gnomes in the House with him. The box is a make-believe house, the cells in it are rooms, and the cubes are the gnomes who live in them. Place one cube on the first square to the left of the child and say: "One gnome came to the house." Then ask: "And if another one comes to him, how many gnomes will there be in the house?" If the child finds it difficult to answer, place the second cube on the table next to the house. After the child says that there will now be two gnomes in the house, let him put the second gnome next to the first on the second cell. Then ask: "And if now one gnome leaves, how many gnomes will remain in the house?" This time your question will not cause any difficulty and the child will answer: "One will remain."

Then complicate the game. Say: "Now let's make a roof for the house." Cover the box with your palm and repeat the game. Every time the child says how many gnomes there were in the house after one came, or how many of them were left in it after one left, remove the roof-palm and let the child add or remove the cube himself and make sure that his answer is correct ... This facilitates the connection not only of the visual, but also of the tactile memory of the child. You always need to remove the last cube, i.e. second from the left.

Play games 1 and 2 alternately with all the children in the group. Tell the parents in the class that they should play these games with their children once a day at home, unless the children ask for more.