# Add the digits as fast as you can free kids game

Add numbers as fast as you can. This is a free kids game.

Games for school kids. The following are some of the aspects of arithmetic where I believe a good foundation is particularly important. If you are the parents of young children, you can practice some of these things with your children while you are in the car with them; I found that to be a good time to work with them:

1) Naming whole numbers in order (sometimes called counting, even though one may not actually be counting anything). As young children get older, they can add more numbers to the list. Notice, naming numbers in order is different from counting, though counting sometimes involves naming numbers in order. But you can name numbers in order without counting and you can count without naming numbers in order. (You, as an adult, can count without naming numbers because you can sometimes see five objects immediately as five, without having to "count out" each one of them -- as when playing dominoes; or you might multiply to get a total, or you might count by two's or by 10's, etc.) But before kids can count objects by naming the numbers one at a time in order as they point to objects, they need to learn the number names in order. So you can start with "one, two" and then add numbers as kids are able to absorb them. You can name numbers while pointing to fingers, or just reciting the numbers, or by using nursery rhymes such as "One, two, buckle my shoe." Give little kids online s plenty of practice naming numbers as high as they can go, helping them and making it fun for them, and applauding them when they learn them. (See #5 and #6 below for typical particular problems about learning number names in order.)

2) Counting things one by one. As your children learn number names, give them practice counting things, helping them when necessary and praising them as they get it right. Counting things one by one helps them count and it reinforces the order of number names while they are young. You can have them count candy, such as M&M's, or poker chips, or the hearts (spades, clubs, diamonds) on the face cards in a deck of cards, or the dots on dice. If you have games like Chutes and Ladders or Monopoly, etc., it will give them lots of practice counting the dice and the squares they move past on the game board. Eventually they will even start to see groups of squares they won't even have to count one-by-one.

3) Naming number names by groups; e.g., by 2's, by 5's, and by 10's in particular. Once they have learned to name numbers in order, teach them to name numbers by two's, then by fives, and by tens. Once they understand WHAT it is you are teaching them, you can give them practice by the next step, #4.

4) Counting by groups; e.g., by 2's, by 5's, by 10's, etc. Make sure you get them to see how much faster it is to count out large quantities by groups, rather than one at a time. You have to point this out to most kids online s or they will tend to count things one at a time and not even think about counting by groups even though they know how to count by groups; they just don't think to do it, unless they have been told and shown at least once that it is a faster way to count.

5) My children had trouble learning what I would call the "transition" number names. They had trouble learning what comes after the 9's in the two digit numbers; e.g., after 29, 39, 49, etc., even though they could say numbers by tens: 10, 20, 30, 40, etc. So it took additional practice working with that in particular. I had to get them to see that what came after, say, 49, when they were counting by one's was the same thing that came after 40 when they were counting by 10's; that is, they needed lots of practice in seeing that when you "finished" the forties you went into the fifties, when you finished the seventies you went into the eighties, etc. So we did extra practice naming numbers starting at the 7 in each "decade"; i.e., 37, 38, 39, ? 47, 48, 49, ? 87, 88, 89, ?

6) Kids also have difficulty sometimes saying numbers in order out loud because they will accidentally jump from, something like fifty-six to seventy-seven or to sixty-seven because they get confused between changing the one's or the ten's place number. It is not a sign of any significant difficulty, but you need to watch for it so they learn not to do it.

7) Kids need to learn to read and to write numbers. This is not too difficult with single digit numbers, but it is somewhat difficult with multi-digit numbers, since the number ten, for example, written out looks like one, zero. Kids can just learn it is 10. At this stage they don't necessarily need, and might not be able to appreciate, a rationale. You can just say something like, "I know this looks like one, zero, but it is the way you write 'ten'." Similarly 11, etc. At some point, if they seem like they can follow it, you can show them that ten through nineteen all have a "1" on the left side, and that all the twenties have 2's on the left side, etc., but I wouldn't get into talking about columns or place-value. If you feel they might think it interesting, you might explain that the "teen" in each of the -teen number names is like "ten" and that the teens are like three-teen, four-teen, five-teen, and that twelve is like two-teen and so the numbers look like a ten except for the numeral that replaces the "0" in the ten. Once you get to twenty, this is easier, and you may even want to start with it -- twenty one is written like twenty but with a one at the end; twenty two is like twenty with a two at the end, etc. (I will get to place-value later.)

8) When your children are very young, you can very naturally, without any fanfare, introduce them to fractions by breaking a cookie into roughly two parts in front of them and saying something like: "Here, I'll give you half a cookie and I will eat half [or I'll give your brother the other half]." Similarly with one-fourth of something when a reasonable occasion arises. Or you might give them "half a glass of milk" and identify it as such.

10) As they learn to add numbers, give them plenty of practice by letting them play games where they add numbers together. They can play with two or more dice, for example. Or they can play "double war" in cards, a game where each player turns over two cards, and the player with the highest SUM wins all the cards turned over. (When a player runs out of cards to turn over, he or she picks up the cards s/he has won and uses them. Each player keeps doing this until one player has all the cards.) Or when they are old enough to start to understand the game, they can play blackjack just for fun without betting anything. They will like just trying to win each hand. As your children get better at adding and subtracting, you can show them neat "magic" tricks with numbers, such as how to add up the numbers that are on the BOTTOMS of the dice they have rolled, without having to pick up the dice to see those numbers. (The opposite sides of dice add up to 7, so if the three is rolled, a four is on the bottom; if a six is rolled, the one is on the bottom. So if you roll two dice and get a five and a three, you know that there is a two and a four on the bottom, and can sum them up to six. Also, the opposite sides of TWO dice will add up to 14, so you could add the five and the three you see and subtract that from 14 to still get 6.) Once a draw learns how to do this trick, s/he can amaze his/her friends, and get lots of practice. Especially if using three or four dice.

11) I believe it is important that children play games that give them practice adding single digit numbers up to sums of at least 18, since 18 is the largest number you ever get when you regroup or "borrow" numbers by the "standard" subtraction "method" or recipe (algorithm); e.g., if you are subtracting 9 from 38, in the standard American algorithm, you change the "thirty" to "twenty with 10 ones", and that gives you 18 ones. (If you were to get 19, you would not have had to regroup in the first place, because you could have subtracted any digit from the 9 that you began with, without having to "borrow" to do it; e.g., if you were subtracting something from 39, you would never have to "borrow" from the "thirty", since with a 9 in the one's column, you could subtract ANY number from it in the one's column.) If you are not opposed to letting them play cards, "blackjack" or 21 is an easy and excellent game for practice in developing this particular skill.