Your Toddler Can Probably

Already Do Addition!

The Simplest Way to Teach Addition for Both Early and

Struggling Learners.

By Natalie Cottrell
Your Toddler Can Probably
Already Do Addition
By Natalie Cottrell

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 Legal Stuff
All rights reserved.  

No part of this guide may be reproduced in any form or by any

electronic or mechanical means – except in the case of brief
quotations embodied in articles or reviews – without written
permission from its publisher.

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 Table of Contents
Legal Stuff.................................................................................................2
Table of Contents ..................................................................................3
Introduction.............................................................................................4
Overview of Math for Toddlers...........................................................5
Understanding How to Work with Your Child.................................7
The Importance of Pre-Requisite Skills.............................................9
The Two Necessary Pre-Requisite Skills for Addition..................10
Transitioning These Two Pre-Requisite Skills to Addition..........13
Bio............................................................................................................17

                                                      
   

                                                      
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 Introduction
The information below is not intended for parents alone.
Anyone who spends time with kids ages 2 to 6 should
implement these activities to provide an academic foundation
for their children. 

The tools in our curriculum are well-suited for parents,

homeschoolers, nannies, preschool and kindergarten teachers,
even grandparents who watch their grandkids on a regular
basis. Please share this information with them!

                                                      
   

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 Overview of Math for Toddlers
      Addition. Sounds like a 1st grade skill, right? Commonly, it is.
Because that’s when many schools introduce mathematical
equations. Does that mean, however, that children are not
capable of addition before 1st grade? “No!” I say! Toddlers have an
incredible ability to remember and mimic. This innate capability
makes academic skills effortless for them. In my 15 years of
working with kids, they have shown me that they are capable of,
and interested in, many skills way before they are introduced.
Addition is one of them. Let me tell you why.

Have you ever considered the fact that all math revolves
around only ten digits? Even the most complex numbers and
calculations are made up of digits 0-9. That’s it! Ten digits.
Toddlers can easily learn 10 numbers. I’d be willing to bet that
your 4-year-old can already count to 10. Am I right? Now…
consider the 26 lowercase and 26 uppercase letter sounds
children need to learn to be able to read. That’s 52 letters!

To further simplify, numbers don’t have varying meanings like

letters, which often change sounds depending on how they are
used in a word. For example, the number 2 will always mean 2.
Whereas the letter c might make the sound “k,” “s,” or “ch”
depending on what letter comes after it. On top of that, if you
factor in blends, digraphs and the fact that some letters make
more than one sound, there’s hundreds of sounds and
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 rules your child has to understand before mastering the skill of
reading! I bet you never thought of that, now did you?

The simplicity and finite definition of numbers make them easy

for kids to understand. Because of this, many children can
calculate basic math before they are able to read! Mind. Blown.
                                                     

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 Understanding How to Work with
Your Child
         Before continuing, I’d like to give you a little perspective on
how I approach “teaching” so you have a framework within which
to read this e-Book and administer lessons to your child. I put
“teaching” in quotes because I don’t believe that I actually teach
children. They have an innate ability to learn that takes place
whether I am there or not. My job, then, is to guide them,
providing educational materials and a safe environment that
supports their confidence and curiosity. Any achievements they
attain are simply a result of that: confidence and curiosity. I use
the term “teach” only because I know it resonates with most
people. In this e-Book, I will use the 2 terms, teach(er) and guide,
interchangeably.

Any information I convey is based on many years of 1) learning…

from a child’s perspective and 2) teaching…from an adult’s
perspective. There are so many different personalities, curriculum
and philosophies that I don’t try speak to all of them or 1
particular one. Rather, my approach stems from the natural
desires and tendencies of all humanity. Whether we are children
or adults, regardless of where we live on this planet or what
language we speak, we all want to feel important and successful. 7
We want to be challenged but not overwhelmed, productive but
not busy, satisfied but not stuffed. I speak from the idea that if
things are too complicated, we, any human will be hesitant to
partake. That’s why, in all of my teachings, I break things down to
the simplest form. I make them so simple that any human, adult
or child will be motivated to at least try it.

It was Charles Mingus who said, “Making the complicated simple,

awesomely simple, that’s creativity.” I am about to get creatively
simple so buckle your seat belt!
                                                     

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The Importance of Pre-Requisite Skills
Speaking of simple, when working with parents, I like to define
pre-requisites before we establish expectations for your children.
This approach turns a big, overwhelming task into simple, basic
steps. Pre-requisites are the foundational abilities or knowledge
that a child must have in order to be successful at the next level
of skills.

Just like we know children will walk before we expect them to run,
make sure your child knows all the letter sounds before expecting
him to read. Make sure she is confident with addition before you
expect her to do multiplication. And, ensure your child can close a
circle before you expect her to print. If we apply this
understanding to academics, teaching would be easy and children
would never fall behind in their education. Honestly, I don’t know
why more curricula aren’t designed from this perspective. It would
clear up a lot of confusion and frustration for both child and
guide. And personally, I think, make parenting a lot easier too!

This is a key practice in my schools, with my parent coaching and

in all my curricula. I believe this makes the teaching process
streamlined and easy to administer. Without the preliminary skills,
how do you know if your child is even capable of doing what you
are asking? Don’t go at it blindly. Arm yourself with the
wherewithal to set up your child, and yourself, for success by
examining pre-requisite skills for the ones you are intending to
teach.
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 The Two Pre-Requisite Skills
Necessary for Addition
The most basic process of math is addition so it is important that
we start here with math skills. What are the preliminary skills a
child needs to be able to perform addition? Great news! There’s
only two! They are 1) how to count, and 2) how to count out
objects in a set.
In other words, if a child is going to add numbers to 10, meaning
he can combine 2 quantities with the sum of 10, the only thing he
needs to know is: 1) how to count to 10, and 2) how to count out
10 objects. That’s it!

After working with parents for so many years, I realize that these
skills may sound like the same thing. Therefore, it is important for
me to distinguish between the 2.

Here we go…

                                                     

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 Pre-Requisite Skill #1
Pre-Req. #1: How to count to ten. This is the obvious one and
simply means that a child can start at 1 and say every number up
to 10 in the right order. Many toddlers can easily count to 10.
They learn this effortlessly after hearing the sequence several
times. Rote memorization easily affords children this ability. If your
child can count to ten, 100% independently, not skipping or
adding any numbers, then he has already mastered 50% of the
pre-requisite skills necessary for addition. Boom. Many children
are halfway there already!

Pre-Requisite Skill #2
Pre-Req. #2: How to count out objects in a set. This one takes a
     more
little           explanation.
                      To
     be
     able
       to   count
          out
       a  specific
              quantity
     
is different than simply reciting numbers in a memorized order,
that is counting. Counting out objects in a set requires an
objective and much more attention and skill. For example, place a
big pile of (more than 10) buttons in front of your child, or any
other similar objects that you have many of. Now ask him to count
out 10. If your child can count out 10 buttons, leaving a pile left
over, and can do this several times independently, then he IS able
to count out quantities to 10. Of course, he will need to practice
counting out quantities less than ten as well so be sure to practice
all quantities below 10 too.
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 To be absolutely clear, this is not the same thing as holding up
10 fingers and asking, “how many fingers am I holding up?” or,
“how many buttons are there?” To prove mastery of this skill, your
child must keep track of the number given to him and know to
stop at exactly that number.

For example, if you give your child a pile of 18 rocks and say,
“count out 9 rocks” and he proceeds to count out 18 rocks
accurately, then your child is NOT able to count out quantities of
9. Nor is he able to count out quantities of 18. He simply stopped
counting because all the rocks were gone. In this manner, he is
lacking the skill of tracking the quantity he is supposed to count
out. The idea is that he must remember the specified number and
know to stop at that exact quantity. If you give your child a pile of
20 blocks and say, “count out 7 blocks” and he proceeds to
accurately identify that there are 20 blocks, he has NOT mastered
the skill. He has mastered, “how many blocks are there?” which is
a completely different skill.

Ultimately, if you have a jar full of 100 marbles and you ask him
to give you 10, and he hands you exactly 10 marbles then he
accurately fulfilled the skill. Also keep in mind that if he does it
once or twice, he has not proven mastery. He should be able to
do it 100% independently and successfully numerous times over
the course of several days. Hopefully that is all clear.                 
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Transitioning These Two Pre-Requisite
Skills into Addition
If your child has mastered the skill of counting to 10 and counting
out quantities to 10, it is likely he can do addition! Here’s the best
part…you don’t even have to “teach” him how to add! Simply allow
him to watch you do it and he will catch on. You see, kids
instinctively look for and find patterns in behavior. If you are slow
and intentional with your movements, and refrain from
explanation at first, most children will figure out what you are
doing. In the beginning, try very hard not to give any explanation
about what math is and certainly not HOW to perform addition. I
say, “try” because this will likely be contrary to your instinct. But
kids don’t learn the way we adults would expect to learn it.
Without your jumbled and wordy explanation, you are allowing
your child’s natural synapses to send all the messages necessary
for grasping the concept. The more you talk, the more you
interfere with their natural process. It is highly likely that your
child will build his own understanding of addition without you ever
explaining it.

Try this. After your child has heard the word addition on several
occasions over the course of time and has successfully completed
the following steps, ask her, “what is addition?” I guarantee she will
have a quite accurate answer and it will be one that is more
precise than you would have come up with! 13
Back to introducing addition…at a time when you have your child’s
undivided attention, say, “Johnny. What is 2+3?” Then slowly and
deliberately hold up 2 fingers on one hand and 3 fingers on the
other. Count them out loud, slowly. “One, two, three, four, five.
Five! 2+3=5.” Then immediately repeat the process with different
numbers keeping the sum low. “What is 1+3?” Hold up 1 finger on
one hand and 3 fingers on the other. Count them out loud. “One,
two, three, four. Four! 1+3=4.”

Now, repeat the process with 3+3. This time allow your child to
count your fingers. If his answer is 6, have him say, “3+3=6.” If he
is able to complete these steps with a variety of small numbers,
your child can do addition! It’s as simple as that!

Now, that doesn’t mean addition is a wrap and you stop there. Oh
no, honey. You just gettin’ started. After the above steps, your
child is just beginning to grasp the concept and needs lots of
practice to perfect it. He will do so by repeating this 1 process
over and over.

The more your child works with this method, the greater
understanding of addition he will have. If he practices it often, he
will naturally eliminate fingers and do the math in his head,
performing mental math efficiently.
       
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If you’d like to continue to work with addition, keep the addends
small at first, 1+2, 4+3 etc. gradually increasing to 5+5 and other
numbers that add up to 10 like 8+2 and 7+3. When your child can
add sums of 10 effectively over the course of time, meaning not
all in a day or 2, give it time to sink in, simply increase the addends
by small increments: 8+3, 7+4, 6+6 etc. If you see your child is
independently able to add sums of 11 and 12, at this point you
can keep increasing the numbers to find out how high he can go.
And viola! You got yourself a little mathematician!

Be sure to note that the above examples do not include your

child hearing the word “addition”. Therefore, she will not know
that this process is called addition. To introduce this term, when
your child has a good grasp on the above steps, you can start the
same process by including, “Let’s practice addition” then go right
into “What is 6+4?” The more you can precede the process with
your child hearing the term “addition” the quicker he will start to
connect the name with the action.

Notice that, in this progression, we have first introduced the

action of addition, allowing the child ample time to figure out the
process. Once the child is very familiar with the necessary steps,
THEN we give it a name. This is the exact opposite of the way
most schools teach math. Typically, they explain what it is first,
then give the child time to practice it. Yet I have found that this is
THE most effective way to introduce addition to your child. 15
 But wait! There’s a bonus to practicing addition in this manner.
Using fingers in the beginning not only acts as a visual aid but also
builds quantity recognition and dexterity which will improve fine
motor skills and pencil grip. So many skills practiced with just one
activity. It’s easy learning at its best!

       

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 Bio
Natalie Cottrell is the founder of Grasshopper Montessori, an in-
home education program where trained educators work with kids
1:1 in their own homes and teach parents how to work with their
children and set up their environment to make it conducive to
kids’ education and independence. Grasshopper Montessori is
also home to Natalie’s academic preschool and Creative
Exploration programs in Seattle, WA, from where her students
graduate happily achieving kindergarten and 1st grade standards.

She has also co-founded Kaona Kids, a play-based preschool

teaching global citizenship and a French Immersion program.
Natalie is also the founder of Grasshopper Academics, an online
source for parent support with original curriculum,
downloadables, and shippable materials to help parents bring out
their childrens’ ultimate potential.

Grasshopper Academics is home to her unique and very

successful Sight Word Curriculum that helps adults easily teach
toddlers 5 kindergarten skills. Her goal is to teach adults to work
with kids so toddlers learn reading, writing and arithmetic!

                                                     

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 Natalie’s expertise is the result of working with children for 15
years as a single parent, nanny, teacher, preschool
founder/owner/director and parent consultant. Her system is
derived from the belief that children are capable of more than we
give them credit for and that they are only limited by the
restrictions of their environment.

You can find more about her products and services on YouTube,
Instagram, Facebook and Pinterest with the handle Grasshopper
Academics and at www.GrasshopperAcademics.com.

Easy learning!

Natalie Cottrell
                                                     

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