How To Teach Your Child To Count and Use Numbers

Ziggurat Math Series
Book 1:
How to Teach
Your Child to
Count and Use
Numbers
by Stephan Fassmann
Copyright 2005 by Stephan Fassmann
All right reserved.
To contact Stephan Fassmann please email him at:

stephan.fassmann@gmail.com
Or visit
http://www.zigguratmath.com
To
Lisa
Martha
&
Abigail
How To Teach Your Child To Count and Use Numbers
Table of Contents
Gratitude 5
Math is a Foundation Stone of Success 6
Am I Smart Enough to Teach my Children Math? 7
How to Teach Mathematics 9
Practice Makes the Master 11
Maximize Learning by Teaching 12
Make Learning Fun 13
Do you need to test your Child? 13
God is Here for You 15
How to Set a Goal 17
Keep Learning with a Learning Journal 18
Goal Worksheet 20
Counting Lessons 21
Lesson 1: Counting to 10 22
Lesson 5: Read Any Number 26
Lesson 6: Write Any Number 27
Bonus #1: Handwriting Practice Sheets 29
Bonus #2: Quantity Cards 131
Bonus #3: Arithmetic Operation Cards 232
Bonus #4: Number Coloring Book 239
Recommended Reading: 241
4
Gratitude
I would like to thank you for choosing this book. Math is only one part of an over
all well rounded education.
This book is here to help you succeed in becoming the best teacher for your chil-
dren.
I would be irresponsible not to acknowledge all the wonderful blessing Heavenly

Father has given me to be able to bring forth this book for the perfection of his
children.
5
Math is a Foundation Stone of Success

It used to be that to be successful you only needed the 3 R’s: Reading, wRiting and
aRithmetic.
That is a good for the 18th Century but now we are in the 21st Century and we also
need other skills to be successful:
Time Management
Money Management
Computer Literacy
Networking
Public Speaking and Presenting
Marketing
Plus finding your innate talents and honing them to perfection.
A lot of these modern success skills are based on mathematics. Time and money
management require strong mathematic skills to balance the budget. Networking
was discovered to be so powerful because of the power of mathematics.
Arithmetic is really very easy. Essentially it is nothing more then the four basic op-
erators: addition, subtractions, multiplication and division. Math is a very simple,
but powerful language, just like music.
We use numbers to be a faster, easier substitute for quantities.

When we say 3, we really mean ❍❍❍ things.
When we say 2+3=5, we really mean ❍❍ things are added to ❍❍❍ things to get
❍❍❍❍❍ things.
When we say 4-3=1, we really mean ❍❍❍ things are taken away from ❍❍❍❍
things leave us ❍ thing.
What’s so hard about that? If you said nothing, you would be right.
You know that mathematics is important for your children to know, but you are not
always exactly sure how it is used.
Mathematics is a fundamental part how civilizations are run. It is the language

used by business, science and government.
6
Whether you are putting money into a savings account, buying a multibillion dollar
software company or just bartering some sheep for some bushels of wheat. You are
using the power of mathematics for business purposes.
Whether you are using GPS satellites to determine where you are or Stonehenge to
determine the best time of year to plant crops. Mathematics has been used to fur-
ther our understanding through science.
Whether it was Pharaoh giving Joseph the charge to prepare Egypt for the 7 years
of famine, or the Lord telling Moses to count the children of Israel or the 186,000
pages of the U.S. tax code. Math has been a major part of government.
Just look at the news any night of the week and there always seems to be a poll or
survey or study where they show their statistics to prove something. But if you
don't understand how statistics can be manipulated then you can be fooled.
Mathematics is a what we call the system that we use to handle certain kinds of
problems, many that have existed for a very long time. Each principle has been re-
vealed when it was needed to solve a problem. Different pieces came from differ-
ent people and places until it is the whole that we have now.
•Arithmetic is the system we use for counting and sorting people, animals or
things.
•Accounting on the managing of money and goods.
•Geometry is what we use for spacing and distancing between places or things.
•Topology for positioning and locating things.
•Trigonometry for surveying and for dealing with unusually shaped objects.
•Statics for balancing and weighing.
•Dynamics with involves moving and hitting things.
•Probability theory which is all about guessing and judging.
There are many more branches in the tree of Mathematics.
Am I Smart Enough to Teach my Children Math?
The biggest concern I see is when it comes to mothers teaching their children math
is: Am I smart enough to teach my children mathematics?
Of course you are. You can cook a meal, drive a car, ride a bike, pay the bills, bal-
ance the checkbook, and all these things depend on your math skills.
7
The mathematicians and scientists arguing the most esoteric boundary condition
equations of quantum mechanics today all started out learning their numbers from
their mothers.
You taught your children to walk and talk without too much problem, arithmetic is
just another language with its own alphabet and rules. I am grateful to be here to
help guide you.
You also have your child’s best interests at heart. You are going to going to notice
far more about what your child is learning then anyone else ever is. That interest
gives you a massive advantage. You will notice about 30 times more about your
child then any teacher. You will also not have 30 other children to look out for ei-
ther.
8
How to Teach Mathematics
The thing about mathematics is that it is a strongly progressive subject. It requires

becoming proficient in one skill before moving onto the next, each skill builds on
the previous concept, something like a ziggurat.
This is quite different from history, where jumping from ancient China to modern
Africa to Medieval Europe doesn't really hurt your learning.
You can't jump from addition to some of multiplication back to a little subtraction
and on to advanced division. That is a good way of inducing arithmophobia, a
morbid fear of numbers. Public schools seem to do this.
Take the time to make sure that your children show you that they have a thorough
understanding of the material before moving on.
9
Math is essentially a language. It is a very simple language used to describe some-

thing with great accuracy. Numbers like 1, 2, 3 are like letters in the alphabet.
Numbers, like 456 are like nouns. And the arithmetic operators, like = (equals), +
(plus), and - (minus) are the verbs that make equations possible, like 7+8=15.
The most important thing you can do to make sure your children learn anything is
to link it to their interests. People will retain 30 times the information they are in-
terested in compared to something that they aren't.
Just in case that didn't sink it, here it is again: People will retain 30 times the in-
formation they are interested in compared to something that they aren't.
Just how powerful is that? It means learning anything in a couple of weeks instead
of a couple of years.
You know your children far better then I ever can. I can depend on you to link
mathematics to your children's interests, whatever they are, since you care about
what your child learns.
All you have to do is link whatever is of interest to your children be it and show
how math might be of use to understanding those things or used by that thing.
Children who may be failing in school will easily be able to tell you all the statis-
tics about their favorite sports players and teams. Or the capabilities of their favor-
ite kinds of cars. People have an amazing ability to recall things, they only need to
be interested in it.
One last time. People will retain 30 times the information they are interested in
compared to something that they aren't.
Concept, Problem and Practice
There are three keys to teaching mathematics to anyone:

Concept: The basic idea of what is happening and how to do it.
Problem: Why is this important to know or what problem was trying to be solved
when the inspiration came.
Practice: Doing it enough times to have the mechanics of the operation become
part of your mental toolkit.
10
For example, counting. The Concept is that numbers and quantities are the same,
numbers are just a shortcut to represent any quantity. The origins of the counting
Problem are lost to antiquity, but we can be pretty sure that someone somewhere
had to compare the amount of things he had with his neighbor and was inspired to
create a numbering system to emphasis the difference. The Practice for you and
your children is to count things until it is easy and obvious to know how many of
something there are.
Practice Makes the Master
The average human mind can hold about 7 items in short term memory at any giv-
ing time. That is one of the reasons phone numbers are only 7 digits long.
It takes time and repetition for information to move from short term memory into
long term memory. That is why practice is so important. You know your best
friends telephone number, because you call them all the time. You have used it so
much that it has made it into long-term memory. But once its in long term memory
you don't keep looking it up, you're perfect in that one thing to keep looking it up
would be drudgery.
But the mind can be trained to do far more amazing feats of memory. There is a
World Memory Competition, a memory Olympics, where people do things like
memorize a pack of cards in less then one minute, 99 names and faces in 15 min-
utes, and a 50 line poem in 15 minutes. A memory Grand Master can memorize
1,000 random digits and the precise order of 10 shuffled decks of cards in an hour
and a shuffled deck of cards in 2 minutes.
11
Can children do this? Sure they can, I

have seen children memorize the at-
tributes found on thousands of cards
from their favorite collectable card
 Historical Highlight:
In 477 BC a Greek poet named Simo-
game. The key here, as everywhere, is
that they are interested in it. nides was attending a large banquet.
The roof of the building collapsed,
To keep practicing for the sake of fill- killing all the attendees but him. They
ing up time and doing the same thing needed to put together a list of those
over and over and over is the mind- killed in the tragedy. Simonides was
numbing drill-and-kill that happens in able to reconstruct the guest list by
public schools. visualizing who was sitting at each sat
around the table. What Simonides had
Use the old entertainers trick of “leave discovered was that people have an
them wanting more.” It is better to end astoundingly good recollection of lo-
the lesson before they want to then af- cation.
ter. Then they will be begging you to Simonides may have had a new food
do more and instill in themselves a at that fateful banquet: pasta
love of learning.
If the lesson just keeps going and going, like driving through Kansas, they will get
bored. They will let you know if they are bored, they will wander off, mentally or
physically, or cry or act up in some way. Better to end the lesson and come back to
it later then to keep trying to slog through.
Sometimes they get bored because you are going too slow. If they wander off, end
the lesson when you come back to that lesson later that day, try going through it
twice as fast. See how they react. Often they like that better.
Sometimes a child is not ready for a concept, wait a few weeks and come back to
it. But keep practicing the old stuff from time to time to keep her proficient.
Maximize Learning by Teaching
You will retain about 90% of the material you are trying to learn if you turn around
and attempt to teach it to someone else.
Teaching anything to somebody else is a great way to learn it for yourself. If you
have a group of children learning together, then having more advanced children
12
teach less advanced children is a powerful way for both of them to learn the subject
matter. The more advanced child is also close enough to the starting bump in the
learning curve to help the less advanced child over it.
There is an old trick used by engineers to solve problems, if there is no one else
around. If you are stuck trying to solve a problem, and there is no one handy to
help, explain it to a teddy bear.
You are no longer running around in circles in your own head, you are talking and
that uses different parts of the brain and opens up new ways of thinking.
Children do this quite naturally, it's called play. They see mommy vacuuming the
floor as so they get a toy that resembles the vacuum and play out what mommy
does. They setup little tea parties with their dolls or reenact the Charge of the Light
Brigade. It comes quite naturally to them, encourage it.
The process and power of teaching is really powerful even if you are just teaching
a teddy bear. This is also a good way to end the lesson by sending her off to go
teach her teddy bear.
Make Learning Fun
Everyone should have a good time learning. Learning is something children start
doing as so as they can. Whether it is swimming away from the prodding of the ul-
trasound or figuring out how to move their arms and legs. Learning is play and
play is practice for doing.
Children, particularly young children, are intensely curious. If they see us having a
good time learning, then they will want to learn too. Show them that you care
about learning, by showing them that you are enthusiastic about learning some-
thing new yourself, and they will want to share in that.
Do you need to test your Child?
You are not teaching a classroom full of bored students with only a few seconds of
individual instruction time per day. You are with only your children. You care
about them more then anything. You are almost always with them, you already
know what they know because you taught them everything they know.
13
You will create a set of learning goals and are working towards those goals. You
know what your children should know and are making sure they know having them
actually do some of those things.
If you have taken your children out of school then it will take a little effort on your
part to assess their knowledge base. As you spend time with them and as you make
use of learning experiences you will find out what they do and don’t know.
But don’t sit your child down and quiz her with a bunch of rapid-fire questions,
that will just cause anxiety and fear. Just make learning in general and math in par-
ticular a natural part of everyday life and talk to her about how to solve the prob-
lem you are facing. Remember with a goal you have a destination to reach. If she
doesn’t know something then it is a good time to explain it or at least write it down
in the learning journal what needs to be taught soon.
Of course, there are standardized tests that your children will have to take, find out
what material will be required and make sure that is part of what you teach your
children. In all likelihood you and your children will be far in advance of the pub-
lic schools. You can also get a practice version to practice on. Sadly, they are gen-
erally not all that hard.
14
God is Here for You
"Ask, and it shall be given you; seek, and ye shall find; knock, and it shall be
opened unto you:
For every one that asketh receiveth; and he that seeketh findeth; and to him that
knocketh it shall be opened.
Or what man is there of you, whom if his son ask bread, will he give him a stone?
Or if he ask a fish, will he give him a serpent?
If ye then, being evil, know how to give good gifts unto your children, how much
more shall your Father which is in heaven give good things to them that ask him?"
Matthew 7:7-11
God is our Heavenly Father and He loves you very much. He is also the Master
Teacher. God wants to help you and teach you things. Just ask.
It isn't just spiritual knowledge but any knowledge. God is the one who inspired
Isaac Newton, Albert Einstein and all the rest so we could improve ourselves and
help others become happy.
"If any of you lack wisdom, let him ask of God who giveth liberally and upbradith
not." James 1:5
The another thing you can do to maximize your children's learning environment is
to pray before each lesson. Give thanks to your Heavenly Father for revealing
these wonderful and powerful truths to us for our benefit and happiness. Ask Him
to inspire you as a teacher to best explain these concepts to your children, and to
open the minds of your children so that they might learn quickly and deeply those
truths He has given to us to benefit our neighbors.
"For precept must be upon precept, precept upon precept; line upon line, line upon
line; here a little, and there a little." Isaiah 28:10
God is the Master Teacher and He will inspire you to teach in the best way for your
children if you but ask Him. Also pray after each lesson to thank Him for the
strides you have make this day.
15
Each concept builds on another until you have a great foundation stone on which
your children can enhance their talents and build their lives. Other foundation
stones are literacy, art, health and interpersonal skills. All resting on the bedrock of
a personal relationship with their Heavenly Father and Jesus Christ.
16
How to Set a Goal
"One day Alice came to a fork in the road and saw a Cheshire cat in a tree. Which
road do I take? she asked. Where do you want to go? was his response. I don't
know, Alice answered. Then, said the cat, it doesn't matter. "
Lewis Carroll
Being able to set goals is one of the great skills you can master. It separates the
place you want to go from the place you want to stay away from. Goals are an im-
portant part of learning and living. A person with written goals is over 10 times as
likely to achieve them as someone who doesn't.
There are 7 steps to creating a good goal:

1.Have a clear vision of a totally successful outcome.
2.K.I.S.S Keep It Short and Simple.
3.Write it in the personal, positive, present tense as if you have already achieved
them. "I am..., I weigh..., I run..., I know..., I earn..., I love..."
4.Give it a deadline. When will you achieve it? Base this on your planning esti-
mate of time to complete rather then a arbitrary date like a holiday.
5.Believe it. No matter how outrageous the goal is to someone else, if you believe
it can be done, then you will do it. Putting men on the Moon and bringing them
back safely was an outrageous goal, but we did it.
6.Write it down. Just writing down your goals makes you more then 10 times as
likely of achieving them as someone who does not.
7.Review daily. Write down your goals everyday in your learning journal as a start
of the day activity.
At the start of the day, say after scripture study, write down at least 20 goals for the
day. No one can do that many unless they are trivial but that is okay, you are only
trying to warmup your brain, then choose three of them by this criteria: What is the
highest and best use of my time? Those are your goals for today.
17
Keep Learning with a Learning Journal

A learning journal is the place where you keep your goals and answer these three
questions:
1.What have I learned today?
2.What have I enjoyed today?
3.What have I improved or contributed today?
You might want to write these on the inside front cover for easy access.
This is also the best place to keep ideas for lessons. You will get all kinds of good
ideas for lessons and you need to capture them. If you are like me, you running
around doing far too many things all at once. Keep a pile of index cards bound by a
binder clip and a pen in your pocket and write down any ideas your have. Since
you are writing while doing something else, don’t worry if they are good ideas or
not, save the evaluation step for later when you transcribe them into your journal.
You will not be keeping this just for yourself, but for your children as well. As you
see them learn and enjoy things you will see patterns emerge. The things that they
love to do the most will be related to their talents. Everyone has been endowed
with at least one talent. One of the duties of a parent is to help their children find
and develop the talents of their children. A journal makes that process easier.
"Nothing in the world can take the place of persistence. Talent will not; nothing is
more common than unsuccessful men of talent. Genius will not . . . the world is full
of educated derelicts."
– Calvin Coolidge, 30th US President.
Having a talent is not enough, they also have to a good balance of life-skills. There
are many stories in the news of highly paid professional athletes who have no
money management skills and end up in debt because they don't understand that
their careers will end sooner rather then later.
I have met many young adults lately that are missing basic life skills, Sure, they
can read—slowly, and write—with the help of a spelling and grammar checker.
Their cooking skills top out at scrambled eggs and toast, and getting common
stains out of clothes is a stumper. But cleaning the bathroom, and changing the oil
in the car is something completely new to them. Balancing the checkbook is a
process they don't understand at all. Maybe they have all lead sheltered lives, but I
want my children to be able to function in day to day life.
18
Learning most skills is not all that hard: to pick up a new skill and get pretty good
at it takes about 100 hours, to become expert in a skill all it takes is practice about
1000 hours of practice. To master a skill takes about 5000 hours.
If you don’t already have a journal this is a great time to start. Start by writing this
question on the first page:
What Do You Want Your Children to Know and What Skills Do You Want
Them to Have When They are 18-years-old?
"A human being should be able to change a diaper, plan an invasion, butcher a
hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall,
set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve
equations, analyze a new problem, pitch manure, program a computer, cook a tasty
meal, fight efficiently, die gallantly. Specialization is for insects." - Robert Heinlein
If you are a typical parents you want your children to be:

1.Self-reliant
2.Responsible
3.Socially skilled
4.Caring
5.Capable of surviving and succeeding in life
6.Willing to question and think in a creative manner
7.Confident
8.Possessed of an unshakable faith in their own worth while still being open to
criticism and new ideas.
Those are a good start but I want you to write down at least 20 answers that ques-
tion. The answers to that question will give you the foundation you need to build
the goals for your children. I’ve provide a form on the next page to get you started.
Do it now.
19
Goal Worksheet
My Name:______________________________
My Child’s Name:________________________
Date:__________________________________
What Do You Want Your Children to Know and What Skills Do You Want Them to
Have When They are 18-years-old?
1._________________________________________________________________
2._________________________________________________________________
3._________________________________________________________________
4._________________________________________________________________
5._________________________________________________________________
6._________________________________________________________________
7._________________________________________________________________
8._________________________________________________________________
9._________________________________________________________________
10.________________________________________________________________
11.________________________________________________________________
12.________________________________________________________________
13.________________________________________________________________
14.________________________________________________________________
15.________________________________________________________________
16.________________________________________________________________
17.________________________________________________________________
18.________________________________________________________________
19.________________________________________________________________
20.________________________________________________________________
What are the three most important things you can do today to start the process?
1._________________________________________________________________
2._________________________________________________________________
3._________________________________________________________________
Start doing it now!
20
Counting Lessons
There is only one thing that your children need to learn from these lessons:
Quantities and numbers are the same.
Math is a language with only 10 letters. The numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 are

like letters in the alphabet. These numbers can be combined to make any number
we need, like 456, and they are like nouns.
There are only six basic arithmetic operators: + (plus), - (minus), × (multiply), ÷
(divide), xy (power), √x (root). They are the verbs that make equations, or number-
sentences possible, like 7+8=15.
Nearly every math problem you are going to encounter will contain a combination
of these 6 operators. You and your children will need to practice using them until
they are mastered and a natural part of your problem solving toolkit. It is like
karate, there aren’t 4000 different moves, there are only 12 ways to kick or punch
someone, you just have to practice each of them 4000 times.
The absolute foundation of mathematics is numbers and counting. We use numbers

as a faster, easier substitute for quantities.
When we say 3, we really mean ❍❍❍ things.

When we say 9, we are really talking about ❍❍❍❍❍❍❍❍❍ things.
Numbers are a shortcut. It is far easier to write

793,284,104,849,290,328,953,427,394 then it is to carry that many countable ob-
jects around or even to say it. Seven hundred and ninety--three septillion, two hun-
dred and eighty--four sextillion, one hundred and four quintillion, eight hundred
and forty--nine quadrillion, two hundred and ninety trillion, three hundred and
twenty--eight billion, nine hundred and fifty--three million, four hundred and
twenty--seven thousand, three hundred and ninety--four, by the way, in case you
were wondering.
21
Lesson 1: Counting to 10
Goal: I can count to ten.
There are three things to know here. The quantity shown by the balls, the word and
the number. Your children should be able to identify each and be able to also write
the number and the word. If they aren’t ready to write yet, that’s okay come back
when they are. There are practice pages in the back.
1 One ! ❍
2 Two! ❍❍
3 Three! ❍❍❍
4 Four! ❍❍❍❍
5 Five! ❍❍❍❍❍
6 Six! ! ❍❍❍❍❍❍
7 Seven! ❍❍❍❍❍❍❍
8 Eight! ❍❍❍❍❍❍❍❍
9 Nine! ❍❍❍❍❍❍❍❍❍
10 Ten! ! ❍❍❍❍❍❍❍❍❍❍
These should be broken into short lesson of about a minute long, introducing about
10 at a time. Swapping out 1-2 every other time.
Young children like something concrete to work with. I have included some num-
ber and counting cards for your use, but you should use whatever you have handy.
Blocks, beans, and balls are all just find to use to teach counting to your children.
“These are those which were numbered of the children of Israel by
the house of their fathers: all those that were numbered of the
camps throughout their hosts were six hundred thousand and three
thousand and five hundred and fifty.”
- The Fourth Book of Moses Called Numbers 2:32
22
Goal: I can count to forty.
11 Eleven 21 Twenty-one 31 Thirty-one

12 Twelve 22 Twenty-two 32 Thirty-two
13 Thirteen 23 Twenty-three 33 Thirty-three
14 Fourteen 24 Twenty-four 34 Thirty-four
15 Fifteen 25 Twenty-five 35 Thirty-five
16 Sixteen 26 Twenty-six 36 Thirty-six
17 Seventeen 27 Twenty-seven 37 Thirty-seven
18 Eighteen 28 Twenty-eight 38 Thirty-eight
19 Nineteen 29 Twenty-nine 39 Thirty-nine
20 Twenty 30 Thirty 40 Forty
Our number system actually comes from India, not Arabia as most
people think. The earliest known record comes from Monday 25
August 458 A.D. the date written on a Jaina cosmological text; the
oldest known Indian text to use zero and the place value system
with word symbols.
What else was there going on about that time?

•The earliest know reference to pretzels is attributed to Virgil.
Pretzels may be shaped the way they are to remind children to fold
their arms and be reverent in church.
•The Huns invade India.
•Ipiutak Indians begin creating objects from walrus ivory at Point
Hope, Alaska.
23
Goal: I can count to seventy.
41 Forty-one 51 Fifty-one 61 Sixty-one

42 Forty-two 52 Fifty-two 62 Sixty-two
43 Forty-three 53 Fifty-three 63 Sixty-three
44 Forty-four 54 Fifty-four 64 Sixty-four
45 Forty-five 55 Fifty-five 65 Sixty-five
46 Forty-six 56 Fifty-six 66 Sixty-six
47 Forty-seven 57 Fifty-seven 67 Sixty-seven
48 Forty-eight 58 Fifty-eight 68 Sixty-eight
49 Forty-nine 59 Fifty-nine 69 Sixty-nine
50 Fifty 60 Sixty 70 Seventy
The oldest known mathematical evidence is the Lebombo Bone, named
after the Lebombo mountains of Swaziland. Twenty-nine distinct notches
were cut into a baboon’s fibula.
What else was there going on about that time?

•Stone Tools ~2.5 Million years ago
•Fire Tamed ~1 Million years ago
•Clothing ~75,000 years ago
•Cave paintings ~50,000 years ago
•The Lebombo Bone tally stick ~35,000 years ago
•Domestication of dogs ~12,000 years ago
•Agriculture begins about ~10,000 years ago
•Cats domesticated about ~9,500 years ago
•Sheep and goats are domesticated about ~9,000 years ago
24
Goal: I can count to one hundred.
71 Seventy-one 81 Eighty-one 91 Ninety-one

72 Seventy-two 82 Eighty-two 92 Ninety-two
73 Seventy-three 83 Eighty-three 93 Ninety-three
74 Seventy-four 84 Eighty-four 94 Ninety-four
75 Seventy-five 85 Eighty-five 95 Ninety-five
76 Seventy-six 86 Eighty-six 96 Ninety-six
77 Seventy-seven 87 Eighty-seven 97 Ninety-seven
78 Seventy-eight 88 Eighty-eight 98 Ninety-eight
79 Seventy-nine 89 Eighty-nine 99 Ninety-nine
80 Eighty 90 Ninety 100 One Hundred
 Fascinating Fact:
Really big numbers:
1,000 One Thousand
10,000 Ten Thousand
100,000 One hundred Thousand
1,000,000 One Million
1,000,000,000 One Billion
1,000,000,000,000 One Trillion
1,000,000,000,000,000 One Quadrillion
1,000,000,000,000,000,000 One Quintillion
1,000,000,000,000,000,000,000 One Sextillion
1,000,000,000,000,000,000,000,000 One Septillion
25
Lesson 5: Read Any Number
Goal: I can read any number.
Once your child can count from 1-100 in order, it becomes time to randomize or
shuffle the cards. Children easily find patterns in groups, so it is necessary to
change the pattern to teach them that it is the numbers that is important.
Here is a randomized list of numbers:
37 62 40 19 68 92 16 95 83 100
82 42 14 69 67 21 12 70 43 87
1 28 80 39 8 72 20 75 33 5
17 13 56 49 66 22 99 25 44 32
47 38 23 18 71 52 79 96 84 48
58 11 78 36 88 2 29 76 34 50
54 61 98 86 73 93 9 26 64 90
24 31 7 46 63 77 85 81 89 91
74 41 57 15 59 53 30 6 45 4
94 10 27 65 55 3 60 97 35 51

Have you ever noticed that the numbers eleven and twelve
just don’t fit the pattern. You would think they would be
something like: oneteen and twoteen to go with thirteen and
fourteen and fifteen. They are actually contractions of one-
over (ten) and two-over (ten).
26
Lesson 6: Write Any Number
Goal: I can write any number.
The following pages are handwriting practice sheets that you can print out as many
times as you need for your children to practice on.
All you need to do is go over the previous lessons with a pencil and paper to prac-
tice how to write the various numbers.
27
0````````````
1````````````
2````````````
3````````````
4````````````
5````````````
6````````````
7````````````
8````````````
9````````````
28
Bonus #1: Handwriting Practice Sheets
The next section contains a supply of handwriting practice sheets. Why is that im-
portant, because I can’t remember the numbers of times I write something down
and couldn’t read it a day later.
One of the great skill losses since the coming of the computer age has been the
ability to write things down by hand in a legible manner.
Also this is important because there are too many people who have learned to read
so badly that just changing the font will confuse them, and reading to cursive might
as well be trying to read Chinese.
Reading and writing are basic to math as well as English. It does no good to come
up with the Grand Unification Theory if no one can read it.
29
Zero`````````````````
0````````````````````
Zero`````````````````
0````````````````````
Zero`````````````````
0````````````````````
Zero`````````````````
0````````````````````
Zero`````````````````
0````````````````````
Zero`````````````````
0````````````````````
Zero`````````````````
0````````````````````
Zero`````````````````
0````````````````````
30
One``````````````````
1````````````````````
One``````````````````
1````````````````````
One``````````````````
1````````````````````
One``````````````````
1````````````````````
One``````````````````
1````````````````````
One``````````````````
1````````````````````
One``````````````````
1````````````````````
One``````````````````
1````````````````````
31
Two``````````````````
2````````````````````
Two``````````````````
2````````````````````
Two``````````````````
2````````````````````
Two``````````````````
2````````````````````
Two``````````````````
2````````````````````
Two``````````````````
2````````````````````
Two``````````````````
2````````````````````
Two``````````````````
2````````````````````
32
Three````````````````
3````````````````````
Three````````````````
3````````````````````
Three````````````````
3````````````````````
Three````````````````
3````````````````````
Three````````````````
3````````````````````
Three````````````````
3````````````````````
Three````````````````
3````````````````````
Three````````````````
3````````````````````
33
Four`````````````````
4````````````````````
Four`````````````````
4````````````````````
Four`````````````````
4````````````````````
Four`````````````````
4````````````````````
Four`````````````````
4````````````````````
Four`````````````````
4````````````````````
Four`````````````````
4````````````````````
Four`````````````````
4````````````````````
34
Five`````````````````
5````````````````````
Five`````````````````
5````````````````````
Five`````````````````
5````````````````````
Five`````````````````
5````````````````````
Five`````````````````
5````````````````````
Five`````````````````
5````````````````````
Five`````````````````
5````````````````````
Five`````````````````
5````````````````````
35
Six``````````````````
6````````````````````
Six``````````````````
6````````````````````
Six``````````````````
6````````````````````
Six``````````````````
6````````````````````
Six``````````````````
6````````````````````
Six``````````````````
6````````````````````
Six``````````````````
6````````````````````
Six``````````````````
6````````````````````
36
Seven````````````````
7````````````````````
Seven````````````````
7````````````````````
Seven````````````````
7````````````````````
Seven````````````````
7````````````````````
Seven````````````````
7````````````````````
Seven````````````````
7````````````````````
Seven````````````````
7````````````````````
Seven````````````````
7````````````````````
37
Eight````````````````
8````````````````````
Eight````````````````
8````````````````````
Eight````````````````
8````````````````````
Eight````````````````
8````````````````````
Eight````````````````
8````````````````````
Eight````````````````
8````````````````````
Eight````````````````
8````````````````````
Eight````````````````
8````````````````````
38
Nine`````````````````
9````````````````````
Nine`````````````````
9````````````````````
Nine`````````````````
9````````````````````
Nine`````````````````
9````````````````````
Nine`````````````````
9````````````````````
Nine`````````````````
9````````````````````
Nine`````````````````
9````````````````````
Nine`````````````````
9````````````````````
39
Ten``````````````````
10```````````````````
Ten``````````````````
10```````````````````
Ten``````````````````
10```````````````````
Ten``````````````````
10```````````````````
Ten``````````````````
10```````````````````
Ten``````````````````
10```````````````````
Ten``````````````````
10```````````````````
Ten``````````````````
10```````````````````
40
Eleven```````````````
11```````````````````
Eleven```````````````
11```````````````````
Eleven```````````````
11```````````````````
Eleven```````````````
11```````````````````
Eleven```````````````
11```````````````````
Eleven```````````````
11```````````````````
Eleven```````````````
11```````````````````
Eleven```````````````
11```````````````````
41
Twelve```````````````
12```````````````````
Twelve```````````````
12```````````````````
Twelve```````````````
12```````````````````
Twelve```````````````
12```````````````````
Twelve```````````````
12```````````````````
Twelve```````````````
12```````````````````
Twelve```````````````
12```````````````````
Twelve```````````````
12```````````````````
42
Thirteen`````````````
13```````````````````
Thirteen`````````````
13```````````````````
Thirteen`````````````
13```````````````````
Thirteen`````````````
13```````````````````
Thirteen`````````````
13```````````````````
Thirteen`````````````
13```````````````````
Thirteen`````````````
13```````````````````
Thirteen`````````````
13```````````````````
43
Fourteen`````````````
14```````````````````
Fourteen`````````````
14```````````````````
Fourteen`````````````
14```````````````````
Fourteen`````````````
14```````````````````
Fourteen`````````````
14```````````````````
Fourteen`````````````
14```````````````````
Fourteen`````````````
14```````````````````
Fourteen`````````````
14```````````````````
44
Fifteen``````````````
15```````````````````
Fifteen``````````````
15```````````````````
Fifteen``````````````
15```````````````````
Fifteen``````````````
15```````````````````
Fifteen``````````````
15```````````````````
Fifteen``````````````
15```````````````````
Fifteen``````````````
15```````````````````
Fifteen``````````````
15```````````````````
45
Sixteen``````````````
16```````````````````
Sixteen``````````````
16```````````````````
Sixteen``````````````
16```````````````````
Sixteen``````````````
16```````````````````
Sixteen``````````````
16```````````````````
Sixteen``````````````
16```````````````````
Sixteen``````````````
16```````````````````
Sixteen``````````````
16```````````````````
46
Seventeen````````````
17```````````````````
17```````````````````
17```````````````````
17```````````````````
17```````````````````
17```````````````````
17```````````````````
17```````````````````
47
Eighteen`````````````
18```````````````````
Eighteen`````````````
18```````````````````
Eighteen`````````````
18```````````````````
Eighteen`````````````
18```````````````````
Eighteen`````````````
18```````````````````
Eighteen`````````````
18```````````````````
Eighteen`````````````
18```````````````````
Eighteen`````````````
18```````````````````
48
Nineteen`````````````
19```````````````````
Nineteen`````````````
19```````````````````
Nineteen`````````````
19```````````````````
Nineteen`````````````
19```````````````````
Nineteen`````````````
19```````````````````
Nineteen`````````````
19```````````````````
Nineteen`````````````
19```````````````````
Nineteen`````````````
19```````````````````
49
Twenty```````````````
20```````````````````
Twenty```````````````
20```````````````````
Twenty```````````````
20```````````````````
Twenty```````````````
20```````````````````
Twenty```````````````
20```````````````````
Twenty```````````````
20```````````````````
Twenty```````````````
20```````````````````
Twenty```````````````
20```````````````````
50
Twenty-one```````````
21```````````````````
21```````````````````
21```````````````````
21```````````````````
21```````````````````
21```````````````````
21```````````````````
21```````````````````
51
Twenty-two```````````
22```````````````````
22```````````````````
22```````````````````
22```````````````````
22```````````````````
22```````````````````
22```````````````````
22```````````````````
52
Twenty-three`````````
23```````````````````
23```````````````````
23```````````````````
23```````````````````
23```````````````````
23```````````````````
23```````````````````
23```````````````````
53
Twenty-four``````````
24```````````````````
24```````````````````
24```````````````````
24```````````````````
24```````````````````
24```````````````````
24```````````````````
24```````````````````
54
Twenty-five``````````
25```````````````````
25```````````````````
25```````````````````
25```````````````````
25```````````````````
25```````````````````
25```````````````````
25```````````````````
55
Twenty-six```````````
26```````````````````
26```````````````````
26```````````````````
26```````````````````
26```````````````````
26```````````````````
26```````````````````
26```````````````````
56
Twenty-seven`````````
27```````````````````
27```````````````````
27```````````````````
27```````````````````
27```````````````````
27```````````````````
27```````````````````
27```````````````````
57
Twenty-eight`````````
28```````````````````
28```````````````````
28```````````````````
28```````````````````
28```````````````````
28```````````````````
28```````````````````
28```````````````````
58
Twenty-nine``````````
29```````````````````
29```````````````````
29```````````````````
29```````````````````
29```````````````````
29```````````````````
29```````````````````
29```````````````````
59
Thirty```````````````
30```````````````````
Thirty```````````````
30```````````````````
Thirty```````````````
30```````````````````
Thirty```````````````
30```````````````````
Thirty```````````````
30```````````````````
Thirty```````````````
30```````````````````
Thirty```````````````
30```````````````````
Thirty```````````````
30```````````````````
60
Thirty-one```````````
31```````````````````
31```````````````````
31```````````````````
31```````````````````
31```````````````````
31```````````````````
31```````````````````
31```````````````````
61
Thirty-two```````````
32```````````````````
32```````````````````
32```````````````````
32```````````````````
32```````````````````
32```````````````````
32```````````````````
32```````````````````
62
Thirty-three`````````
33```````````````````
33```````````````````
33```````````````````
33```````````````````
33```````````````````
33```````````````````
33```````````````````
33```````````````````
63
Thirty-four``````````
34```````````````````
34```````````````````
34```````````````````
34```````````````````
34```````````````````
34```````````````````
34```````````````````
34```````````````````
64
Thirty-five``````````
35```````````````````
35```````````````````
35```````````````````
35```````````````````
35```````````````````
35```````````````````
35```````````````````
35```````````````````
65
Thirty-six```````````
36```````````````````
36```````````````````
36```````````````````
36```````````````````
36```````````````````
36```````````````````
36```````````````````
36```````````````````
66
Thirty-seven`````````
37```````````````````
37```````````````````
37```````````````````
37```````````````````
37```````````````````
37```````````````````
37```````````````````
37```````````````````
67
Thirty-eight`````````
38```````````````````
38```````````````````
38```````````````````
38```````````````````
38```````````````````
38```````````````````
38```````````````````
38```````````````````
68
Thirty-nine``````````
39```````````````````
39```````````````````
39```````````````````
39```````````````````
39```````````````````
39```````````````````
39```````````````````
39```````````````````
69
Forty````````````````
40```````````````````
Forty````````````````
40```````````````````
Forty````````````````
40```````````````````
Forty````````````````
40```````````````````
Forty````````````````
40```````````````````
Forty````````````````
40```````````````````
Forty````````````````
40```````````````````
Forty````````````````
40```````````````````
70
Forty-one````````````
41```````````````````
Forty-one````````````
41```````````````````
Forty-one````````````
41```````````````````
Forty-one````````````
41```````````````````
Forty-one````````````
41```````````````````
Forty-one````````````
41```````````````````
Forty-one````````````
41```````````````````
Forty-one````````````
41```````````````````
71
Forty-two````````````
42```````````````````
Forty-two````````````
42```````````````````
Forty-two````````````
42```````````````````
Forty-two````````````
42```````````````````
Forty-two````````````
42```````````````````
Forty-two````````````
42```````````````````
Forty-two````````````
42```````````````````
Forty-two````````````
42```````````````````
72
Forty-three``````````
43```````````````````
43```````````````````
43```````````````````
43```````````````````
43```````````````````
43```````````````````
43```````````````````
43```````````````````
73
Forty-four```````````
44```````````````````
44```````````````````
44```````````````````
44```````````````````
44```````````````````
44```````````````````
44```````````````````
44```````````````````
74
Forty-five```````````
45```````````````````
45```````````````````
45```````````````````
45```````````````````
45```````````````````
45```````````````````
45```````````````````
45```````````````````
75
Forty-six````````````
46```````````````````
Forty-six````````````
46```````````````````
Forty-six````````````
46```````````````````
Forty-six````````````
46```````````````````
Forty-six````````````
46```````````````````
Forty-six````````````
46```````````````````
Forty-six````````````
46```````````````````
Forty-six````````````
46```````````````````
76
Forty-seven``````````
47```````````````````
47```````````````````
47```````````````````
47```````````````````
47```````````````````
47```````````````````
47```````````````````
47```````````````````
77
Forty-eight``````````
48```````````````````
48```````````````````
48```````````````````
48```````````````````
48```````````````````
48```````````````````
48```````````````````
48```````````````````
78
Forty-nine```````````
49```````````````````
49```````````````````
49```````````````````
49```````````````````
49```````````````````
49```````````````````
49```````````````````
49```````````````````
79
Fifty````````````````
50```````````````````
Fifty````````````````
50```````````````````
Fifty````````````````
50```````````````````
Fifty````````````````
50```````````````````
Fifty````````````````
50```````````````````
Fifty````````````````
50```````````````````
Fifty````````````````
50```````````````````
Fifty````````````````
50```````````````````
80
Fifty-one````````````
51```````````````````
Fifty-one````````````
51```````````````````
Fifty-one````````````
51```````````````````
Fifty-one````````````
51```````````````````
Fifty-one````````````
51```````````````````
Fifty-one````````````
51```````````````````
Fifty-one````````````
51```````````````````
Fifty-one````````````
51```````````````````
81
Fifty-two````````````
52```````````````````
Fifty-two````````````
52```````````````````
Fifty-two````````````
52```````````````````
Fifty-two````````````
52```````````````````
Fifty-two````````````
52```````````````````
Fifty-two````````````
52```````````````````
Fifty-two````````````
52```````````````````
Fifty-two````````````
52```````````````````
82
Fifty-three``````````
53```````````````````
53```````````````````
53```````````````````
53```````````````````
53```````````````````
53```````````````````
53```````````````````
53```````````````````
83
Fifty-four```````````
54```````````````````
54```````````````````
54```````````````````
54```````````````````
54```````````````````
54```````````````````
54```````````````````
54```````````````````
84
Fifty-five```````````
55```````````````````
55```````````````````
55```````````````````
55```````````````````
55```````````````````
55```````````````````
55```````````````````
55```````````````````
85
Fifty-six````````````
56```````````````````
Fifty-six````````````
56```````````````````
Fifty-six````````````
56```````````````````
Fifty-six````````````
56```````````````````
Fifty-six````````````
56```````````````````
Fifty-six````````````
56```````````````````
Fifty-six````````````
56```````````````````
Fifty-six````````````
56```````````````````
86
Fifty-seven``````````
57```````````````````
57```````````````````
57```````````````````
57```````````````````
57```````````````````
57```````````````````
57```````````````````
57```````````````````
87
Fifty-eight``````````
58```````````````````
58```````````````````
58```````````````````
58```````````````````
58```````````````````
58```````````````````
58```````````````````
58```````````````````
88
Fifty-nine```````````
59```````````````````
59```````````````````
59```````````````````
59```````````````````
59```````````````````
59```````````````````
59```````````````````
59```````````````````
89
Sixty````````````````
60```````````````````
Sixty````````````````
60```````````````````
Sixty````````````````
60```````````````````
Sixty````````````````
60```````````````````
Sixty````````````````
60```````````````````
Sixty````````````````
60```````````````````
Sixty````````````````
60```````````````````
Sixty````````````````
60```````````````````
90
Sixty-one````````````
61```````````````````
Sixty-one````````````
61```````````````````
Sixty-one````````````
61```````````````````
Sixty-one````````````
61```````````````````
Sixty-one````````````
61```````````````````
Sixty-one````````````
61```````````````````
Sixty-one````````````
61```````````````````
Sixty-one````````````
61```````````````````
91
Sixty-two````````````
62```````````````````
Sixty-two````````````
62```````````````````
Sixty-two````````````
62```````````````````
Sixty-two````````````
62```````````````````
Sixty-two````````````
62```````````````````
Sixty-two````````````
62```````````````````
Sixty-two````````````
62```````````````````
Sixty-two````````````
62```````````````````
92
Sixty-three``````````
63```````````````````
63```````````````````
63```````````````````
63```````````````````
63```````````````````
63```````````````````
63```````````````````
63```````````````````
93
Sixty-four```````````
64```````````````````
64```````````````````
64```````````````````
64```````````````````
64```````````````````
64```````````````````
64```````````````````
64```````````````````
94
Sixty-five```````````
65```````````````````
65```````````````````
65```````````````````
65```````````````````
65```````````````````
65```````````````````
65```````````````````
65```````````````````
95
Sixty-six````````````
66```````````````````
Sixty-six````````````
66```````````````````
Sixty-six````````````
66```````````````````
Sixty-six````````````
66```````````````````
Sixty-six````````````
66```````````````````
Sixty-six````````````
66```````````````````
Sixty-six````````````
66```````````````````
Sixty-six````````````
66```````````````````
96
Sixty-seven``````````
67```````````````````
67```````````````````
67```````````````````
67```````````````````
67```````````````````
67```````````````````
67```````````````````
67```````````````````
97
Sixty-eight``````````
68```````````````````
68```````````````````
68```````````````````
68```````````````````
68```````````````````
68```````````````````
68```````````````````
68```````````````````
98
Sixty-nine```````````
69```````````````````
69```````````````````
69```````````````````
69```````````````````
69```````````````````
69```````````````````
69```````````````````
69```````````````````
99
Seventy``````````````
70```````````````````
Seventy``````````````
70```````````````````
Seventy``````````````
70```````````````````
Seventy``````````````
70```````````````````
Seventy``````````````
70```````````````````
Seventy``````````````
70```````````````````
Seventy``````````````
70```````````````````
Seventy``````````````
70```````````````````
100
Seventy-one``````````
71```````````````````
71```````````````````
71```````````````````
71```````````````````
71```````````````````
71```````````````````
71```````````````````
71```````````````````
101
Seventy-two``````````
72```````````````````
72```````````````````
72```````````````````
72```````````````````
72```````````````````
72```````````````````
72```````````````````
72```````````````````
102
Seventy-three````````
73```````````````````
73```````````````````
73```````````````````
73```````````````````
73```````````````````
73```````````````````
73```````````````````
73```````````````````
103
Seventy-four`````````
74```````````````````
74```````````````````
74```````````````````
74```````````````````
74```````````````````
74```````````````````
74```````````````````
74```````````````````
104
Seventy-five`````````
75```````````````````
75```````````````````
75```````````````````
75```````````````````
75```````````````````
75```````````````````
75```````````````````
75```````````````````
105
Seventy-six``````````
76```````````````````
76```````````````````
76```````````````````
76```````````````````
76```````````````````
76```````````````````
76```````````````````
76```````````````````
106
Seventy-seven````````
77```````````````````
77```````````````````
77```````````````````
77```````````````````
77```````````````````
77```````````````````
77```````````````````
77```````````````````
107
Seventy-eight````````
78```````````````````
78```````````````````
78```````````````````
78```````````````````
78```````````````````
78```````````````````
78```````````````````
78```````````````````
108
Seventy-nine`````````
79```````````````````
79```````````````````
79```````````````````
79```````````````````
79```````````````````
79```````````````````
79```````````````````
79```````````````````
109
Eighty```````````````
80```````````````````
Eighty```````````````
80```````````````````
Eighty```````````````
80```````````````````
Eighty```````````````
80```````````````````
Eighty```````````````
80```````````````````
Eighty```````````````
80```````````````````
Eighty```````````````
80```````````````````
Eighty```````````````
80```````````````````
110
Eighty-one```````````
81```````````````````
81```````````````````
81```````````````````
81```````````````````
81```````````````````
81```````````````````
81```````````````````
81```````````````````
111
Eighty-two```````````
82```````````````````
82```````````````````
82```````````````````
82```````````````````
82```````````````````
82```````````````````
82```````````````````
82```````````````````
112
Eighty-three`````````
83```````````````````
83```````````````````
83```````````````````
83```````````````````
83```````````````````
83```````````````````
83```````````````````
83```````````````````
113
Eighty-four``````````
84```````````````````
84```````````````````
84```````````````````
84```````````````````
84```````````````````
84```````````````````
84```````````````````
84```````````````````
114
Eighty-five``````````
85```````````````````
85```````````````````
85```````````````````
85```````````````````
85```````````````````
85```````````````````
85```````````````````
85```````````````````
115
Eighty-six```````````
86```````````````````
86```````````````````
86```````````````````
86```````````````````
86```````````````````
86```````````````````
86```````````````````
86```````````````````
116
Eighty-seven`````````
87```````````````````
87```````````````````
87```````````````````
87```````````````````
87```````````````````
87```````````````````
87```````````````````
87```````````````````
117
Eighty-eight`````````
88```````````````````
88```````````````````
88```````````````````
88```````````````````
88```````````````````
88```````````````````
88```````````````````
88```````````````````
118
Eighty-nine``````````
89```````````````````
89```````````````````
89```````````````````
89```````````````````
89```````````````````
89```````````````````
89```````````````````
89```````````````````
119
Ninety```````````````
90```````````````````
Ninety```````````````
90```````````````````
Ninety```````````````
90```````````````````
Ninety```````````````
90```````````````````
Ninety```````````````
90```````````````````
Ninety```````````````
90```````````````````
Ninety```````````````
90```````````````````
Ninety```````````````
90```````````````````
120
Ninety-one```````````
91```````````````````
91```````````````````
91```````````````````
91```````````````````
91```````````````````
91```````````````````
91```````````````````
91```````````````````
121
Ninety-two```````````
92```````````````````
92```````````````````
92```````````````````
92```````````````````
92```````````````````
92```````````````````
92```````````````````
92```````````````````
122
Ninety-three`````````
93```````````````````
93```````````````````
93```````````````````
93```````````````````
93```````````````````
93```````````````````
93```````````````````
93```````````````````
123
Ninety-four``````````
94```````````````````
94```````````````````
94```````````````````
94```````````````````
94```````````````````
94```````````````````
94```````````````````
94```````````````````
124
Ninety-five``````````
95```````````````````
95```````````````````
95```````````````````
95```````````````````
95```````````````````
95```````````````````
95```````````````````
95```````````````````
125
Ninety-six```````````
96```````````````````
96```````````````````
96```````````````````
96```````````````````
96```````````````````
96```````````````````
96```````````````````
96```````````````````
126
Ninety-seven`````````
97```````````````````
97```````````````````
97```````````````````
97```````````````````
97```````````````````
97```````````````````
97```````````````````
97```````````````````
127
Ninety-eight`````````
98```````````````````
98```````````````````
98```````````````````
98```````````````````
98```````````````````
98```````````````````
98```````````````````
98```````````````````
128
Ninety-nine``````````
99```````````````````
99```````````````````
99```````````````````
99```````````````````
99```````````````````
99```````````````````
99```````````````````
99```````````````````
129
One`hundred``````````
100``````````````````
100``````````````````
100``````````````````
100``````````````````
100``````````````````
100``````````````````
100``````````````````
100``````````````````
130
Bonus #2: Quantity Cards
Use objects to teach counting. Children prefer concrete things over abstract things.
Numerals, like 1, 2, 3, are just abstractions of the real things we are trying to count,
2 eggs, 98 kernels of popcorn, or 8 toy cars.
I have provided these counting cards that you can print out to make this easier. To
make using them easier I would recommend printing these out on or mounting
them to heavy card stock paper. The numbers are in green to emphasize that num-
bers and quantities (in red) are not part of each other. But if you only have a mono-
chrome printer it will still work. You need to help them understand that numbers
represent the quantity.
These cards are to help you teach you children that numbers and quantities of ob-
jects are the same thing. Children are desperate to learn. But how we teach is more
important them what we teach. We need to show enthusiasm and gratitude and our
children will follow along. The circles are randomly scattered since I don’t know
of any objects that fall into a nice grid pattern outside of magnets.
How many parents have been amazed by two children arguing over who has more
sprinkles on their ice cream? Counting comes so naturally to children it is scary,
and I still wonder how we lose the ability so quickly too.
The key thing to remember is that counting is just giving names to different
amounts of things. The greatest thing about our number system is that we use the
same number for the same amount of any object. Many ancient cultures use differ-
ent numbers depending on the type of object being counted. This sets up a mental
barrier to expanding the mind.
Use the Entertainment Rule: Always leave them wanting more. It is better to end a
lesson earlier then later. If they get bored and you don't get through it all that is
okay, there is plenty of time when they start young. Next time go through the next
set faster. While anyone of any age can learn practically anything, having a head
start is always a good thing.
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Bonus #3: Arithmetic Operation Cards

Give your children a head start on equations by letting your children become famil-
iar with these operator cards.
When it comes to mathematics each operation has an opposite:

Subtraction (-) is the opposite of addition (+).
Division (÷) is the opposite of multiplication (×).
Less than (<) is the opposite of greater than (>).
Not equal (≠) is the opposite of equal (=).
232
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238
Bonus #4: Number Coloring Book

This section contains a coloring book showing the different numbers in a variety of
ways. This is for younger children to play with to get familiar with the different
ways we represent numbers and quantities.
They are:
Number
Quantity
Roman Numeral
Fingers
Number Word
If your child just scraps the crayon back and forth across the page they are a bit too
young, but whatever color they do color the images in doesn’t matter, there is no
‘right’ way to color numbers, and coloring outside of the lines is perfectly accept-
able.
A little girl once drew a blue sun, purple trees and red grass, when the day care
worker asked why she picked those colors, she answered, “To see if you would let
me.” Little ones are always learning and testing be sure to ask yourself what other
lessons are being learned here.
Greeks and Romans (who based their system on the
Greek) had no zero. Like many cultures “nothing”
had nothing to represent it.
239
ZERO
0
240
ONE I
1
❍
241
TWO II
2
❍
❍
242
THREE III
❍
3
❍
❍
243
FOUR IV
❍
❍
4
❍ ❍
244
FIVE V
❍
5
❍
❍
❍
❍
245
SIX VI
❍
❍ ❍
6
❍ ❍
❍
246
SEVEN VII
❍
❍
7
❍
❍
❍ ❍
❍
247
EIGHT VIII
8
❍ ❍
❍
❍ ❍❍
❍ ❍
248
NINE IX
❍ ❍
9
❍ ❍
❍ ❍
❍❍❍
249
TEN X
❍
10
❍ ❍
❍ ❍
❍ ❍
❍ ❍
❍
250
Recommended Reading:
How Much Is a Million? by David Schartz.
Zero: the biography of a dangerous idea by Charles Seife.
The universal history of numbers: from prehistory to the invention of the computer
by Georges Ifrah.
How to multiply your baby's intelligence by Glenn Doman, Janet Doman.
Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise,
and Other Bribes by Alfie Kohn
251

How To Teach Your Child To Count and Use Numbers

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Ziggurat Math Series

To contact Stephan Fassmann please email him at:

Math is a Foundation Stone of Success 6

Am I Smart Enough to Teach my Children Math? 7

How to Teach Mathematics 9

Practice Makes the Master 11

Maximize Learning by Teaching 12

Make Learning Fun 13

Do you need to test your Child? 13

God is Here for You 15

How to Set a Goal 17

Keep Learning with a Learning Journal 18

Lesson 1: Counting to 10 22

Lesson 3: Counting to 70 24

Lesson 4: Counting to 100 25

Lesson 5: Read Any Number 26

Lesson 6: Write Any Number 27

Bonus #1: Handwriting Practice Sheets 29

Bonus #2: Quantity Cards 131

Bonus #3: Arithmetic Operation Cards 232

Bonus #4: Number Coloring Book 239

Recommended Reading: 241

I would be irresponsible not to acknowledge all the wonderful blessing Heavenly

Math is a Foundation Stone of Success

Plus finding your innate talents and honing them to perfection.

We use numbers to be a faster, easier substitute for quantities.

Mathematics is a fundamental part how civilizations are run. It is the language

Am I Smart Enough to Teach my Children Math?

How to Teach Mathematics

The thing about mathematics is that it is a strongly progressive subject. It requires

Math is essentially a language. It is a very simple language used to describe some-

Concept, Problem and Practice

There are three keys to teaching mathematics to anyone:

Practice Makes the Master

Can children do this? Sure they can, I

Maximize Learning by Teaching

Make Learning Fun

Do you need to test your Child?

God is Here for You

How to Set a Goal

There are 7 steps to creating a good goal:

Keep Learning with a Learning Journal

If you are a typical parents you want your children to be:

Start doing it now!

Quantities and numbers are the same.

Math is a language with only 10 letters. The numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 are

The absolute foundation of mathematics is numbers and counting. We use numbers

When we say 3, we really mean ❍❍❍ things.

Numbers are a shortcut. It is far easier to write

11 Eleven 21 Twenty-one 31 Thirty-one

What else was there going on about that time?

Goal: I can count to seventy.

41 Forty-one 51 Fifty-one 61 Sixty-one

What else was there going on about that time?

Lesson 4: Counting to 100

Goal: I can count to one hundred.

71 Seventy-one 81 Eighty-one 91 Ninety-one

Lesson 5: Read Any Number

Goal: I can read any number.

Here is a randomized list of numbers:

Lesson 6: Write Any Number

Goal: I can write any number.

Bonus #1: Handwriting Practice Sheets

Math is a Foundation Stone of Success 6

Am I Smart Enough to Teach my Children Math? 7

How to Teach Mathematics 9

Practice Makes the Master 11

Maximize Learning by Teaching 12

Make Learning Fun 13

Do you need to test your Child? 13

God is Here for You 15

How to Set a Goal 17

Keep Learning with a Learning Journal 18

Lesson 1: Counting to 10 22

Lesson 3: Counting to 70 24

Lesson 4: Counting to 100 25

Lesson 5: Read Any Number 26

Lesson 6: Write Any Number 27

Bonus #1: Handwriting Practice Sheets 29

Bonus #2: Quantity Cards 131

Bonus #3: Arithmetic Operation Cards 232

Bonus #4: Number Coloring Book 239

Recommended Reading: 241