Math Fingers – A New Approach With Timeless Tools

Any child can grow to learn any level of Mathematics once they understand the very basics as illustrated in these exercises.

This version of the report only contains the first three chapters and the Appendix for the Finger Charts. Further chapters are planned for but are not currently available. This version is for pre-release to a select audience. The information contained in these chapters and the Appendix is complete in itself and ready to be used. Any feedback will be gratefully appreciated. I can be reached at brianrkrt.contact@gmail.com.

CURRENTLY THIS IS THE ONLY COPY THAT MAY BE AVAILABLE - USE AT WILL.

© 2008 – Brian Rickert All Rights Reserved.

Table of Contents
Lesson One: Counting By Ones 1
Lesson Two: Adding Numbers 1 through 10 3
Lesson Three: Adding Numbers 11 through 19 8
Appendix – Finger Charts for Numbers 1 through 10 15


Lesson One: Counting By Ones

In the beginning there was ONE!
Let's not get ahead of ourselves and skip the most obvious! It may be obvious to us older people, but to tiny tots, maybe not so. They have to start somewhere.
Here is where I introduce the very basic of the math finger exercises. For the majority of these exercises we will be working with the two hands. To start, we'll use the left hand. Counting from the left, the pinky finger will be finger #1, from now on referred to as F1. Next will be the ring finger, finger #2, from now on referred to as F2. Then comes the forefinger, number 3, referred to as F3, then the ring finger, finger 4, or F4, then finally (on the left hand) the thumb as finger #5, or F5. This is all we will need for counting and ADDING up to the number five.
When we work with numbers up to ten, we will also need to assign the numbers six to ten for the right hand. Counting, once again, from the left, we will start with the right thumb as finger #6 (F6), the index finger as finger #7 (F7), then the forefinger as finger #8 (F8), the right ring finger as finger #9 (F9), and finally (of course) the pinky as finger #10 (F10).
Now we can begin the most basic exercise now that we have “numbered” the fingers. Counting on the fingers from one to ten is one of the first things that a child usually learns. How many times are they actually taught that this is the same as adding by one, though?
Before we start this first exercise, I want to stress that the exercises should be completed as explained. This means that when instructed to have your child tap a finger, they DO tap the finger. There are three basic means of learning, by watching, by hearing, and by doing. The “doing” in the case of these exercises will be mostly by tapping their fingers. Different people learn best by one of these three methods of learning. However, it has often been shown that learning by all three methods produces the quickest, best, and most lasting results. So let's give your child the best education they can get!
Our first exercise will not be counting on the fingers but adding with them by ones. Instead of just having your child count the fingers from one to ten we will have you show them how to add them from one to ten.
Start by having them tap F1 (the left hand pinky, remember?) and say “one”.
Next, have them tap F1 and say “one” then tap F1 again and say “and one” then tap F2 and say “is two”.
Next, have them tap F2 and say “two” then tap F1 and say “and one” then tap F3 and say “is three”.
Next, have them tap F3 and say “three” then tap F1 and say “and one” then tap F4 and say “is four”.
Next, have them tap F4 and say “four” then tap F1 and say “and one” then tap F5 and say “is five”.
There, now they are done adding with one on the left hand from one to five.
Repeat the same process with the right hand for numbers six through ten. They will, of course, have to use the F5 (left thumb) to skip over to the right hand F6 (right hand thumb) when adding one to it.
Next, have them tap F5 and say “five” then tap F1 again and say “and one” then tap F6 (the right hand thumb) and say “is six”.
Next, have them tap F6 and say “six” then tap F1 and say “and one” then tap F7 and say “is seven”.
Next, have them tap F7 and say “seven” then tap F1 and say “and one” then tap F8 and say “is eight”.
Next, have them tap F8 and say “eight” then tap F1 and say “and one” then tap F9 and say “is nine”.
Next, have them tap F9 and say “nine” then tap F1 and say “and one” then tap F10 and say “is ten”.
Have them repeat this whole process several times. Once you can call out a random number and they can add one to it with the right answer (several times) then they have really learned this first step.
This concludes Lesson One – Counting By Ones.


Lesson Two: Adding Numbers 1 through 10

I did not design the following exercises, but, rather, discovered them. On their own, your child can use the exercises to learn adding the numbers by rote, or memory. Later you will see how I have managed to turn these exercises into a tool which I, cleverly(?), call a fing-ulator, to help solve simple math problems for addition.
In the following exercises, some finger numbers will require repetition. This will occur each time the sum, or total, of the numbers equals an even number, obviously. This is illustrated in the first exercise for the number two (2). As they start each number exercise, have them tap the number first, saying the number first and leaving that finger down until they need to tap it again. Have them hold the rest of their fingers just above the surface that they are tapping on until they need to tap that finger for the total.
Number 2
Have them tap F1 and say “one” then tap F1 again and say “and one” then tap F2 and say “is two”.
Number 3
Have them tap F1 and say “one” then tap F2 and say “and two” then tap F3 and say “is three”.
Then have them tap F2 and say “two” then tap F1 and say “and one” then tap F3 and say “is three”.
Number 4
Have them tap F1 and say “one” then tap F3 and say “and three” then tap F4 and say “is four”.
Then have them tap F2 and say “two” then tap F2 again and say “and two” then tap F4 and say “is four”.
Then have them tap F3 and say “three” then tap F1 and say “and one” then tap F4 and say “is four”.
Number 5
Have them tap F1 and say “one” then tap F4 and say “and four” then tap F5 and say “is five”.
Then have them tap F2 and say “two” then tap F3 and say “and three” then tap F5 and say “is five”.
Then have them tap F3 and say “three” then tap F2 and say “and two” then tap F5 and say “is five”.
Then have them tap F4 and say “four” then tap F1 and say “and one” then tap F5 and say “is five”.
Number 6
Have them tap F1 and say “one” then tap F5 and say “and five” then tap F6 and say “is six”.
Then have them tap F2 and say “two” then tap F4 and say “and four” then tap F6 and say “is six”.
Then have them tap F3 and say “three” then tap F3 again and say “and three” then tap F6 and say “is six”.
Then have them tap F4 and say “four” then tap F2 and say “and two” then tap F6 and say “is six”.
Then have them tap F5 and say “five” then tap F1 and say “and one” then tap F6 and say “is six”.
Number 7
Have them tap F1 and say “one” then tap F6 and say “and six” then tap F7 and say “is seven”.
Then have them tap F2 and say “two” then tap F5 and say “and five” then tap F7 and say “is seven”.
Then have them tap F3 and say “three” then tap F4 and say “and four” then tap F7 and say “is seven”.
Then have them tap F4 and say “four” then tap F3 and say “and three” then tap F7 and say “is seven”.
Then have them tap F5 and say “five” then tap F2 and say “and two” then tap F7 and say “is seven”.
Then have them tap F6 and say “six” then tap F1 and say “and one” then tap F7 and say “is seven”.
Number 8
Have them tap F1 and say “one” then tap F7 and say “and seven” then tap F8 and say “is eight”.
Then have them tap F2 and say “two” then tap F6 and say “and six” then tap F8 and say “is eight”.
Then have them tap F3 and say “three” then tap F5 and say “and five” then tap F8 and say “is eight”.
Then have them tap F4 and say “four” then tap F4 again and say “and four” then tap F8 and say “is eight”.
Then have them tap F5 and say “five” then tap F3 and say “and three” then tap F8 and say “is eight”.
Then have them tap F6 and say “six” then tap F2 and say “and two” then tap F8 and say “is eight”.
Then have them tap F7 and say “seven” then tap F1 and say “and one” then tap F8 and say “is eight”.
Number 9
Have them tap F1 and say “one” then tap F8 and say “and eight” then tap F9 and say “is nine”.
Then have them tap F2 and say “two” then tap F7 and say “and seven” then tap F9 and say “is nine”.
Then have them tap F3 and say “three” then tap F6 and say “and six” then tap F9 and say “is nine”.
Then have them tap F4 and say “four” then tap F5 and say “and five” then tap F9 and say “is nine”.
Then have them tap F5 and say “five” then tap F4 and say “and four” then tap F9 and say “is nine”.
Then have them tap F6 and say “six” then tap F3 and say “and three” then tap F9 and say “is nine”.
Then have them tap F7 and say “seven” then tap F2 and say “and two” then tap F9 and say “is nine”.
Then have them tap F8 and say “eight” then tap F1 and say “and one” then tap F9 and say “is nine”.
Number 10
Have them tap F1 and say “one” then tap F9 and say “and nine” then tap F10 and say “is ten”.
Then have them tap F2 and say “two” then tap F8 and say “and eight” then tap F10 and say “is ten”.
Then have them tap F3 and say “three” then tap F7 and say “and seven” then tap F10 and say “is ten”.
Then have them tap F4 and say “four” then tap F6 and say “and six” then tap F10 and say “is ten”.
Then have them tap F5 and say “five” then tap F5 again and say “and five” then tap F10 and say “is ten”.
Then have them tap F6 and say “six” then tap F4 and say “and four” then tap F10 and say “is ten”.
Then have them tap F7 and say “seven” then tap F3 and say “and three” then tap F10 and say “is ten”.
Then have them tap F8 and say “eight” then tap F2 and say “and two” then tap F10 and say “is ten”.
Then have them tap F9 and say “nine” then tap F1 and say “and one” then tap F10 and say “is ten”.
DONE! Those are all the combinations that add up for each of the numbers between one and ten. (One is actually the no-brainer and is skipped in the exercises. If you like you can have them make a fist with the left hand and have them say “zero” or “nothing” then tap the pinky-F1 and say “and one” then have them tap the F1 again and say “is one”.)
Did you notice that for each number total, the pairs of fingers work their way to the center of the numbers (fingers) then back out again? See the appendix for the finger chart templates to get a better view of this. The templates can be printed out to use with the exercises, if desired. This pattern will help your child to learn the exercises quicker once they notice it. The dexterity might be a little bit of a challenge for younger fingers at first, but the exercises will also aid in the development of their finger dexterity.
This is the end of Lesson 2 – Adding Numbers 1 through 10


Lesson Three: Adding Numbers 11 through 19

Working with the numbers 11-19 on the fingers is going to require that your youngster has a firm grasp (no pun intended) on the concept of these numbers. This means that the child needs to understand that each of these numbers is just the numbers one to nine added to ten.
So... the first exercise before we actually do exercises eleven to nineteen with all the single digit combinations (1 – 9) will be the most basic exercise (which I have included at the beginning and end of each exercise). This exercise will be, simply, adding each number to ten. This may seem too simple to YOU, but you are not their age! So get the “fing-ulator” out and here is...
Number 10+
Have them tap F10 and say “ten” then tap F1 and say “and one” then say “is eleven”.
Have them tap F10 and say “ten” then tap F2 and say “and two” then say “is twelve”.
Have them tap F10 and say “ten” then tap F3 and say “and three” then say “is thirteen”.
Have them tap F10 and say “ten” then tap F4 and say “and four” then say “is fourteen”.
Have them tap F10 and say “ten” then tap F5 and say “and five” then say “is fifteen”.
Have them tap F10 and say “ten” then tap F6 and say “and six” then say “is sixteen”.
Have them tap F10 and say “ten” then tap F7 and say “and seven” then say “is seventeen”.
Have them tap F10 and say “ten” then tap F8 again and say “and eight” then say “is eighteen”.
Have them tap F10 and say “ten” then tap F9 and say “and nine” then say “is nineteen”.
Have them repeat this exercise as much as possible until they have it “down pat”. This is the foundation for them understanding “ones and tens” or what I prefer to call “ones and ty's” (pronounced tees). (“Ty's” are just what you might think they are: twenty, thirty, forty, fifty... you get the idea.) We will get more into the “ty's” in a later lesson.
To drive home the value of the “teen” numbers ( for our purposes, 11 – 19) when you have them say the final sum in the following exercises, you could have them tap the F10 (ten) and the F? (for whichever number you are at then) when they say the sum of the two numbers.
Now, here are the exercises for numbers eleven through nineteen:
Number 11
Have them tap F10 and say “ten” then tap F1 and say “and one” then say “is eleven”.
Have them tap F9 and say “nine” then tap F2 and say “and two” then say “is eleven”.
Have them tap F8 and say “eight” then tap F3 and say “and three” then say “is eleven”.
Have them tap F7 and say “seven” then tap F4 and say “and four” then say “is eleven”.
Have them tap F6 and say “six” then tap F5 and say “and five” then say “is eleven”.
Have them tap F5 and say “five” then tap F6 and say “and six” then say “is eleven”.
Have them tap F4 and say “four” then tap F7 and say “and seven” then say “is eleven”.
Have them tap F3 and say “three” then tap F8 and say “and eight” then say “is eleven”.
Have them tap F2 and say “two” then tap F9 and say “and nine” then say “is eleven”.
Have them tap F1 and say “one” then tap F10 and say “and ten” then say “is eleven”.
Number 12
Have them tap F10 and say “ten” then tap F2 and say “and two” then say “is twelve”.
Have them tap F9 and say “nine” then tap F3 and say “and three” then say “is twelve”.
Have them tap F8 and say “eight” then tap F4 and say “and four” then say “is twelve”.
Have them tap F7 and say “seven” then tap F5 and say “and five” then say “is twelve”.
Have them tap F6 and say “six” then tap F6 again and say “and six” then say “is twelve”.
Have them tap F5 and say “five” then tap F7 and say “and seven” then say “is twelve”.
Have them tap F4 and say “four” then tap F8 and say “and eight” then say “is twelve”.
Have them tap F3 and say “three” then tap F9 and say “and nine” then say “is twelve”.
Have them tap F2 and say “two” then tap F10 and say “and ten” then say “is twelve”.
Number 13
Have them tap F10 and say “ten” then tap F3 and say “and three” then say “is thirteen”.
Have them tap F9 and say “nine” then tap F4 and say “and four” then say “is thirteen”.
Have them tap F8 and say “eight” then tap F5 and say “and five” then say “is thirteen”.
Have them tap F7 and say “seven” then tap F6 and say “and six” then say “is thirteen”.
Have them tap F6 and say “six” then tap F7 and say “and seven” then say “is thirteen”.
Have them tap F5 and say “five” then tap F8 and say “and eight” then say “is thirteen”.
Have them tap F4 and say “four” then tap F9 and say “and nine” then say “is thirteen”.
Have them tap F3 and say “three” then tap F10 and say “and ten” then say “is thirteen”.
Number 14
Have them tap F10 and say “ten” then tap F4 and say “and four” then say “is fourteen”.
Have them tap F9 and say “nine” then tap F5 and say “and five” then say “is fourteen”.
Have them tap F8 and say “eight” then tap F6 and say “and six” then say “is fourteen”.
Have them tap F7 and say “seven” then tap F7 again and say “and seven” then say “is fourteen”.
Have them tap F6 and say “six” then tap F8 and say “and eight” then say “is fourteen”.
Have them tap F5 and say “five” then tap F9 and say “and nine” then say “is fourteen”.
Have them tap F4 and say “four” then tap F10 and say “and ten” then say “is fourteen”.
Number 15
Have them tap F10 and say “ten” then tap F5 and say “and five” then say “is fifteen”.
Have them tap F9 and say “nine” then tap F6 and say “and six” then say “is fifteen”.
Have them tap F8 and say “eight” then tap F7 and say “and seven” then say “is fifteen”.
Have them tap F7 and say “seven” then tap F8 and say “and eight” then say “is fifteen”.
Have them tap F6 and say “six” then tap F9 and say “and nine” then say “is fifteen”.
Have them tap F5 and say “five” then tap F10 and say “and ten” then say “is fifteen”.
Number 16
Have them tap F10 and say “ten” then tap F6 and say “and six” then say “is sixteen”.
Have them tap F9 and say “nine” then tap F7 and say “and seven” then say “is sixteen”.
Have them tap F8 and say “eight” then tap F8 again and say “and eight” then say “is sixteen”.
Have them tap F7 and say “seven” then tap F9 and say “and nine” then say “is sixteen”.
Have them tap F6 and say “six” then tap F10 and say “and ten” then say “is sixteen”.
Number 17
Have them tap F10 and say “ten” then tap F7 and say “and seven” then say “is seventeen”.
Have them tap F9 and say “nine” then tap F8 and say “and eight” then say “is seventeen”.
Have them tap F8 and say “eight” then tap F9 and say “and nine” then say “is seventeen”.
Have them tap F7 and say “seven” then tap F10 and say “and ten” then say “is seventeen”.
Number 18
Have them tap F10 and say “ten” then tap F8 again and say “and eight” then say “is eighteen”.
Have them tap F9 and say “nine” then tap F9 again and say “and nine” then say “is eighteen”.
Have them tap F8 and say “eight” then tap F10 and say “and ten” then say “is eighteen”.
Number 19
Have them tap F10 and say “ten” then tap F9 and say “and nine” then say “is nineteen”.
Have them tap F9 and say “nine” then tap F10 and say “and ten” then say “is nineteen”.
Just to set up counting by tens, we can add number 20 as...
Number 20
Have them tap F10 and say “ten” then tap F10 and say “and ten” then say “is twenty”.
DONE! Those are all the combinations that add up for each of the single digit numbers for the numbers between eleven and nineteen (plus twenty).
Did you notice that, once again, for each total, the pairs of fingers work their way to the center of the numbers (fingers) then back out again? See the appendix for the finger chart templates to get a better view of this. The templates can be printed out to use with the exercises, if desired. Once again, this pattern may help your child to learn the exercises quicker once they notice it. It is also obvious that as the teen numbers grow larger, less of the single digit numbers can be used to reach that result.
This is the end of Lesson 3 – Adding Numbers 1 through 19

Appendix – Finger Charts for Numbers 1 through 10

Finger Charts – This is a spreadsheet created with Microsoft Spreadsheet for the home computer. It is an .xlr file. If you can access Excel spreadsheets, then you will be able to open the file. If you receive an error message when trying to open the file, then save it to your computer and you can then read it from there.
If you have any problems with the text instructions, this chart will be a great help in understanding them. You can also print the charts as templates for your child's use when doing the exercises.