Developing good handwriting in students is one of the main tasks of the school when teaching writing.
To accomplish this task, programs recommend building writing instruction on systematically selected material that is accessible to the students’ age, maintaining consistency in the development of skills in writing letters that make up words, and, through special exercises, eliminating individual deviations and deficiencies that impair the clarity and legibility of writing.
For penmanship classes, one lesson per six-day period is allocated from Russian language lessons. In the first grade in the first half of the year, these classes take place in connection with ABC lessons 3-4 times a six-day period, up to 10 minutes in the first quarter and up to 15 minutes in the second. In the second half of the first grade and in the second grade, penmanship classes are taught twice a six-day week, for which half a lesson is allocated for each lesson from Russian language lessons *.
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* Primary School Program, ed. 1935
In the first half of the year, students master writing all lowercase letters: they write letter elements and letters, then words and short sentences.
In the second half of the year, children master writing capital letters, practicing mainly writing names. Capital letters are written in a simple font, like lowercase letters, with the exception of B, E, V, D, R.
In grade II, the work of grade I continues and is consolidated. Students learn to write more quickly (compared to the first year), clearly and beautifully, along two rulers and study the style of capital letters in a generally accepted font. Individual deviations and deficiencies that impair the legibility of writing are eliminated by setting up special exercises for individual students in the form of rewriting entire words, syllables, letters or their elements.
Teaching writing in ink should begin in illiterate classes at the end of September, and in literate classes - from the second week of children’s stay at school. Each student should have a pen made from pieces of flannel or cloth.
In order to cultivate the best attitude of the student towards the notebook, samples of the best children's works should be displayed in the classroom in order to encourage students to have correct, beautiful, clear and even handwriting and to keep the notebook neat.
The proposed copybooks provide the teacher with examples of correct writing, and help the student learn to write correctly using systematically and appropriately selected material. Handwriting material is arranged from easy to difficult. Starting with exercises for the letter K, the material is given in parallel with teaching literacy using the ABC book. This material provides examples of the correct form of letters, the correct combination of letters into words and the correct organization of the page.
Copybooks cater to students of grades I and II, but they can be useful for handwriting correction purposes for students of grades III and IV as well.
For the first grade, the copybooks contain all types of penmanship work in accordance with the program, ed. 1935
For the second class are given:
a) preliminary exercises with the transition to a smaller font;
b) drawing lowercase and uppercase letters, arranged in order of difficulty, as well as words with these letters;
c) a sample lesson on capital letters P and T, revealing the system of work; Other lessons on one or another letter are constructed in a similar way;
d) connected text on various ways of connecting letters in words.
If the teacher finds it necessary to increase the number of exercises for each type of work, then he can do this using specially selected exercises, coordinated with both the tasks of penmanship and spelling.
Each penmanship lesson is structured according to the following plan:
- Setting the goal for today's lesson.
- Preparing notebooks and pens for writing.
- Testing the ability to hold a notebook and pen; monitoring the correct landing.
- The teacher shows words on the board in a written font with the analysis of letters into their constituent elements.
- Analysis of what is written from the point of view of style: where to start and where to end, how to connect one stroke to another, how to connect one letter to another, etc.
- Write one line independently and counting.
Work accounting. During work or at the end of penmanship classes, the teacher looks through the students' notebooks, indicating the general shortcomings and shortcomings of each student, correcting them by writing a sample on the blackboard or in the students' notebooks.
In teaching writing, the teacher’s own writing plays a huge role. Showing here is the best way to learn. That is why the teacher needs to take care of the technical perfection of writing on the board and in the student’s notebook. The teacher's writing should be simple, clear and beautiful, observing normal letter forms, without using any unnecessary or conventional strokes and unnecessary decorations (zigzags, tails, strokes, etc.).
Every teacher, before writing on the board, should become thoroughly familiar with the text and the layout of the letters in the copybook. If the teacher does not do this, there may be a large discrepancy in the outline of the letters in the copybook and in his sample on the board, and then the copybook, as a visual aid, will lose its meaning.
Bogolyubov N.N. Calligraphy technique
Textbook manual for teachers schools - 2nd ed., rev. and additional - Leningrad: Uchpedgiz, 1955
Unique edition. The methodology for teaching beautiful writing is described in great detail. Today, ordinary school copybooks from 1955 seem like calligraphy. Recipes are attached.
When starting the 5th edition of the Calligraphy and Office Cursive Course, the publishing house “Circle of Self-Education” left the general plan of the publication unchanged, maintaining mainly the simplicity and accessibility of the presentation. The purpose of the publication - to give everyone the opportunity to learn to write quickly and beautifully on their own in a short time - was justified by the success that befell the first four editions of the “Calligraphy Course”.
Beautiful and fluent handwriting is an urgent need of every literate person. It is necessary for teachers, officials, clerks, bank employees, clerks, draftsmen, artel workers, merchants, etc. - in a word, in very many widespread occupations. Unclear and ugly handwriting very often causes financial problems for those people who have to deal with correspondence in the service or in their business.
There is no such ugly handwriting that cannot be corrected and made beautiful. The proposed training system leads to correcting handwriting in the most correct and shortest way.
Particular attention is paid to ensuring that the student approaches the matter consciously, that is, to understand why each exercise is being done, and to see that this exercise is really necessary. With self-study, such a conscious attitude to business completely ensures success in classes.
The full course of calligraphy and office cursive is divided into six sections:
1) Preliminary exercises;
2) Calligraphic handwriting;
3) Office cursive;
4) Direct letter;
5) Rondo and Gothic;
6) Fine fonts: Batard, Frakturny, Fashionable Slavic.
For the convenience of practical training, an album of elegantly executed tables is attached to the theoretical part of the course, which contains examples of all letters, numbers and fonts.
The emergence of calligraphy dates back to ancient times.
On the most ancient Egyptian, Babylonian and Assyrian monuments there are inscriptions that show that the art of reproducing written characters was already highly developed in those distant times. In ancient China, calligraphy reached a high degree of perfection.
The written signs we currently use do not originate from Egyptian and Chinese writings, but most likely from Phoenician ones. The ancient Greeks, apparently, borrowed their alphabet from the Phoenicians and, having significantly modified it, then passed it on to the ancient Romans. Here it underwent new changes and, together with Christianity, spread almost unchanged throughout Europe. Only in Germany did medieval monks give the Latin script an angular and curly shape and develop the so-called Gothic script. The Latin script also had a strong influence on the Russian alphabet, but some of the letters of our alphabet were borrowed from Greek.
Already in ancient Greece, and then in Rome, calligraphy was held in high esteem and was highly valued. Printing had not yet been invented at that time, and the only way to compile books was to write them on parchment. This method required great skill, since cursive writing was not yet known at that time, and the only written font was the same font that is now used in printing houses, i.e. in those days they wrote in block letters.
The heyday of calligraphy, however, dates back to the second half of the Middle Ages, when the demand for books began to increase especially quickly. During this era, fonts of amazing beauty and grace were created. Not only almost all the so-called figured fonts (Rondo, Gothic, etc.), but also many of the current typographic fonts were inherited from medieval calligraphers. In recent years, it has been possible to observe a return to medieval fonts in typography.
With the invention of printing, calligraphy lost its former importance and stopped in its development for many years. Ultimately, however, calligraphy was never supplanted, and in the last decade interest in it has been revived again, and a new period of prosperity has begun in the development of calligraphy, even more magnificent than in the Middle Ages.
The scope of calligraphy is currently extremely wide. The extraordinary development of book printing, the unprecedented growth of the newspaper business, the enormous spread of advertising, and finally the sign and poster business created a vast demand for a wide variety of curly fonts. The number of such fonts is currently already very large, but every day brings us something new in this area. Thus, having been supplanted at first by the invention of typographic fonts, calligraphy is now called to a new life by the further development of the same typographic business.
The invention of printing made a huge revolution in the book business and for the first time created the possibility of widespread literacy. Simultaneously with the spread of literacy, there arose a need for written signs that would be simpler in form than calligraphic ones and would not require either special art or a lot of time to reproduce. Having learned to read, people also wanted to be able to write, and to write easily and quickly. Curly calligraphic fonts were completely unsuitable for this purpose. It was necessary to develop a cursive font that would not be difficult to learn; it was necessary to significantly simplify the previous calligraphic fonts. This was done, but not immediately, but gradually.
Ancient cursive writing is very different from modern cursive writing. In the old days, people were in no hurry to live and in no hurry to write. Therefore, in ancient cursive writing we find an extraordinary abundance of various curls, decorations and strokes, which made writing extremely difficult and slow. Our business times have completely discarded all these calligraphic tricks and subtleties and developed a simple, economical cursive. The former cursive writing has turned in our time into the so-called calligraphic (ministerial) font, which stands on the border between truly calligraphic (curly) fonts and cursive writing.
The introduction of universal education in Europe greatly contributed to the simplification of cursive writing. In the last 20 years, teachers have devoted a lot of effort to this issue and not only introduced simplifications into cursive fonts, but also developed a method of teaching writing that gives the most accurate results in the shortest time. Following the teachers, the issue of developing handwriting was taken up by prominent scientists who, from a physiological and psychological point of view, studied the issue of the movements performed when writing. Through numerous experiments, the movements of the fingers, hand, forearm, shoulder joint and the entire arm were studied (research by Jedd, Goldscheider and Kraepelin) and the speed of writing movements in sick and healthy people was determined; the time spent on each letter of the alphabet (studies by Gross and Diehl), and the effect of alcohol on writing movements (studies by Meyer). Finally, a whole series of observations was made on the dependence of the angle of inclination of letters to the ruler on the length of the fingers and hand, as well as on the angle formed by the notebook with the edge of the table (research by Marx Lobzen).
These experiments and research are far from finished. Among teachers, for example, there is no unanimity on issues related to teaching writing: some are in favor of upright font, others are in favor of slanted font. Finally, there are serious researchers who propose some modifications to the modern cursive font (for example, shifting the pressure, changing the shape of the curvature). Among such teachers, we note Georg Lang, who wrote a large study on modern cursive writing. In general, the work of teachers over the past 20 years has eliminated many prejudices and errors from teaching writing and has opened up new ways of teaching writing.
In compiling this “Course of Calligraphy and Office Cursive Writing,” we were guided by the desire to combine into one whole all the more or less firmly established conclusions of modern scientific pedagogy.
When writing, a whole series of movements are performed - with the fingers, the hand, the forearm and the entire arm. The main requirement that any system of teaching writing must satisfy is, therefore, that it accustoms the student to free and firm writing movements, that is, to those movements that, with the least effort or muscle tension, produce the greatest result. Free and confident movements represent the basis of calligraphy and cursive writing. Handwriting cannot be free and beautiful if it is not based on free movements. That's why the development of free writing movements should be the main goal of any system of teaching writing.
From this point of view, the debate about upright and oblique writing is of secondary importance. Neither straight nor slanted handwriting contradicts the freedom of writing movements. It’s hard to even say which handwriting has more freedom of movement. Therefore, both direct and slanted writing are equally suitable. The same cannot be said about handwriting slanted to the left (and not to the right, as usual). Such an inclination most decisively contradicts the freedom of writing movements, since letters inclined to the left can be written only by unnaturally arching the right hand and placing the pen not along the paper, as usual, but across it. That is why such tortured handwriting produces an extremely unpleasant, repulsive impression.
We will have occasion to return to the issue of direct and oblique writing in the section devoted to direct writing, and there we will develop our views more fully.
In order to learn to write, you need to learn free writing movements.
Learning to write is, or more precisely should be, learning to freely write.
This is the basis of our system.
That is why it places such a prominent place on a number of exercises, the purpose of which is to develop freedom of writing movements. The student must approach these exercises with full consciousness, understand their purpose and think about the system itself. He must firmly, clearly and unswervingly remember that without freedom of writing movements he will never be able to achieve free and correct handwriting. And this freedom can only be achieved through strict implementation of the exercises we propose. That is why we analyze each exercise in the most detail and strive to ensure that, when starting it, the student clearly understands the purpose for which this exercise is given and what movements it develops.
Our course is designed not only for those people who do not yet know how to write and are just beginning to learn, but equally for those who have already learned to write, but have bad, damaged handwriting and want to correct it. For both, our exercises are equally important: the cause of bad handwriting is always unfree, incorrect, bound or unbalanced movements. Our exercises make it possible to unlearn such incorrect and unfree movements.
It is also important for students to remember that without working, nothing can be achieved. It is impossible to acquire beautiful, fluent handwriting by some miracle: you need to work for it. And working means doing all the exercises carefully and not rushing forward. Throughout the course we will tirelessly repeat: do not rush forward, otherwise you will have to go back. Remember that especially in calligraphy and cursive writing you need to adhere to the golden rule: the quieter you go, the further you will go. Move on only when you have firmly grasped the old things: the less you rush forward, the sooner and more successfully you will reach the end.
We considered it necessary not only to provide examples of exercises in our course, but also to highlight them in a special album. When teaching a course, constantly looking at the album would be burdensome. Therefore, we have included samples of our exercises in the text. On the other hand, it would also be inconvenient to use the samples included in the text when writing exercises: the book flaps easily, and it is inconvenient to place it on the table. Much greater convenience in this case is provided by a table, which is convenient to place opposite you on the table and on which there is nothing except the exercises necessary at the moment.
Old-style copybooks for the Russian, Ukrainian and Belarusian languages (narrow line, for each letter).
But enough prefaces! This page contains copybooks in the Russian language for the “first grade,” which I prepared in full accordance with my ideas about what they should be.
First of all, I returned to the frequent oblique ruler, which made life so much easier for first-graders during my childhood.
Second, the letter pattern is repeated several times on the line. After each sample there is a space where the child writes his letter. This is necessary so that the child’s field of vision is always the sample, and not his own clumsy letter, written a minute earlier.
Third, The space allocated for the child to train is not limited in any way. Even if he didn’t have enough sheet to learn how to write a letter, the exact same sheet can always be printed out again. This means that it becomes possible to formulate the task for the child in such a way that working carelessly and hastily will not make any sense. Not “write so many lines,” but “write so many beautiful letters.”
However, I don’t want to bore the reader with lengthy comments and methodological instructions. The copybooks themselves will tell about themselves more eloquently than I can.
Files for download:
- A blank sheet of paper with a ruler;
- Sample page (for quick reference);
- Samples of writing letters (alphabet);
- Copybooks (sticks, hooks and Russian letters, 73 pages);
- Ukrainian and Belarusian letters ґ, є, і, ї, ў, Ґ, Є, І.
Every day I wish the author good health when I am writing with my first-grader daughter! The tears, hysterics and hassle are over! Getting him to study is no longer a problem, the child succeeds in everything and this adds to his enthusiasm. When we practice the letter in these copybooks, the school one already writes everything correctly and beautifully. (It’s impossible to learn how to write using the Harmony program’s copybooks). Thank you very much again. Now I recommend it to everyone I know.
Thank you so much for your site! I found what I had been looking for for a long time - my own childhood copybooks, which allowed me to have good handwriting. I can’t calmly see my daughter’s handwriting; she is in 5th grade. An integral system of teaching children, which had been perfected for decades, has been destroyed; in its place, freak programs have been created, and this, unfortunately, applies not only to penmanship.
Tell me, please, in what quantity do you recommend printing each sheet? Is one copy sufficient? I mean, some letters (elements) are not very good, should I move on to others or should I practice writing the letter until I get a satisfactory result?
You need to practice writing every element, every letter until you get it more or less decent (although there is no need for perfectionism either). These copybooks, in my opinion, are good because each page can be printed any number of times - as many times as needed. In my experience, the most copies required are for the very first pages - those with sticks and hooks. Another interesting observation: even if a child has learned to perfectly form the “basic” hook, this does not mean that he will immediately begin to do well with the letter “i,” which consists of two identical hooks.
You recommend a special pen for writing (we found and bought it) and laminated paper, but we cannot find it on sale. Please tell me some of the most common brands of such paper, perhaps I misunderstood something...
Leonid Nekin
It’s not that I’m recommending anything, but I’m talking about my own preferences, which may turn out to be different for you - taking into account your specific situation, about which I know nothing. I once mentioned that I like the Stabilo point 88 capillary pen. As for paper, I use regular paper for inkjet and laser printers with a density of 80 grams per square meter, printing copybook files on it. For kids who are just starting to learn to write, the pen may become a little blurry on this paper because kids write the letters very slowly and often press with all their might. In my opinion, this is not a disadvantage of such paper. On the contrary, the child receives additional feedback, thanks to which he quickly learns to write correctly - so that the capillary ink does not spread. I've never tried laminated paper - I don't think it's necessary, although the ink probably won't smear on it even on a small child.
But a question arose about writing the small letter g. Is it really written that way? It always seemed to me that it simply fits into one slanted cell, but with you it fits into two.
Leonid Nekin
Maybe you are right about one cell. But according to the idea that is the basis of the copybooks, the letter “g” is not just the letter “g”, but also a basic element that is found in the writing of the letters “p”, “r” and “t” and itself, in its own right The queue is based on the hook letter "i".
Fun discovery! On the screen there are simply gaps for writing letters, and on the printed page there are thin outline letters for their subsequent tracing. Very nice and useful, thank you for your concern!!
Leonid. Thank you very much for your site, I hope that your copybooks will greatly help me improve my handwriting. I printed out a blank sheet of paper and tried to write the alphabet, it’s just super, I’ve never gotten such beautiful letters, the notebooks are just lined (as they sell now), in such a line, everything is simple and clear, how to guide the pen. I read your article about pens, bought myself based on your recommendations, and now I’ll try. It may seem strange that I am a grown girl writing copybooks, but I urgently need to improve my handwriting. I wasn’t diagnosed with it when I was a child, and I still suffer. I am a specialist with honors, I have read more than one scientific article about handwriting in elementary school. But your copybooks made the biggest contribution. Thanks a lot!
I couldn’t figure out how to make a notebook from your copybooks.
In particular, if we consider the complete copybook (there are 73 sheets), each sheet is divided by a red line, as I understand it, this is a fold line, and bending along it does not work to make a normal notebook. Also, if you just stitch all the sheets on the left side, the red line in the center won’t look very good. Maybe you have an option where the right and left parts are separated into separate sheets, or a file without a red stripe in the center.
Leonid Nekin
I had no idea that these sheets would be used to make a notebook. To begin with, there is no surer way to frighten a child than to present him with the entire volume of upcoming work at once. Further, it is not at all a fact that the child will need exactly one copy of each sheet. In my experience, in order to learn how to write more or less decently the very first sticks and hooks, several sheets are required. And in general, the whole point of these copybooks is that the sheets are printed as needed. Finally, writing on one piece of paper is simply more convenient than in a thick notebook (of 73 sheets). The red line in the middle is drawn so that the lines do not seem too long, and not in order to bend along it. Although, perhaps, you can bend it, but not in one direction so that you get a notebook, but in the other - so that you get, as it were, one small double-sided sheet.
All 4 files are printed incorrectly.
Leonid Nekin
Then the problem seems to be with your printer (perhaps an error in the program that supports it). You can try, before printing, go to the “printer properties” from the print window and change something there, for example, change the print quality to the best possible (maybe you currently have the “Draft” option selected?) . In the "advanced properties" (accessible from the Adobe Reader print window) you can try selecting "print as picture". If this is a programming error, even a small change in scale (for example, 99% or 101%) can help. As an experiment, you can also try changing the paper orientation from portrait to landscape.
If none of this helps, a radical remedy remains - convert the PDF file to some raster format, for example, TIFF or BMP (but not JPG, since this format “loses” quality).
Elena
Canon printer. I have already experimented with print quality in the printer properties - to little avail. What helped me was changing the scale and changing the paper orientation to landscape, as you suggested to me. (I definitely wouldn’t have guessed it myself). I changed two settings at once (it is quite possible that it would have been enough to adjust one thing). I am very pleased with the quality of the print. THANK YOU!!!
Everything is fine on the screen, but when printing there are no oblique lines. Printed on a laser printer.
The problem, as it turned out, was in the color. With color printing everything is fine(!), with black and white printing the oblique lines are practically invisible (barely noticeable).
In the finished “Copybooks for Beginners” the background lines are printed very poorly, both oblique and horizontal.
(No “toner saving” and “Best print quality” is set).
Leonid Nekin
Judging by what you mentioned about toner, we are talking about a black and white laser printer. It conveys the blue line in gray, or rather as individual black dots on a white background. Not too many of these points fall into the thickness of the line, which is why the line is very poorly visible. So far this has come to my mind. Every printer (especially black and white) must have somewhere in its settings the ability to display any color (including blue) in pure black. If you take advantage of this opportunity, the problem will be solved.
This is the best spelling website!
Our comrade Igor Ilyin from Leningrad sent rulers for calligraphy and penmanship classes.
To work with cursive, a pdf file was generated that allows you to print different types of lines. The copybook, as you know, is used as a sample, and you can write on A4 sheets with printed lines. 5 types of ruling - 5 levels of difficulty.
By introducing a child to mathematics in preschool age, parents try to instill a love for this science. Copying numbers will help your child learn to write numbers beautifully and correctly. Writing numbers in words is not at all easy. A restless first-grader often does not have enough time and energy to master this skill at school, so by the fifth grade his math notebooks look very sad. How to teach a child to write numbers by studying with him at home, so that the lessons are fun and beneficial?
From this article you will learn
When to start
At what age it is better to teach a child to write numbers in words depends not only on the wishes of the parents. Many people want to teach their child early how to write numbers correctly. But if the child has not yet developed fine motor skills, he does not know how to count, and he does not really want to study, it is too early to buy copybooks with numbers. Experienced teachers do not recommend offering numbers for children aged three to four years old for several reasons:
- incorrect writing skills are formed, since the child is not yet able to appreciate the technique of writing numbers;
- the child loses interest in learning new material at school if the teacher explains what he has known for a long time and has become bored with;
- the child must receive an initial preparatory basis, which includes the ability to hold a pen, sit straight at a desk, be neat and attentive;
When the child himself reveals a desire to study by filling out the numbers, you can download the learning material from the Internet for free. You can download and print out a variety of copybooks for preschoolers: with pictures, coloring pages, with patterns of various elements, a sample that needs to be traced by dots. The first lessons should be in a playful way and not tire the child.
Exercises to develop fine motor skills
A printable digital pattern to trace is a good fine motor activity. But at two or three years old it is still too early to give a child prescriptions. You need to start with simple applique classes, modeling from plasticine or salt dough.
You can make it yourself or buy sensory boxes in toy stores with bulk materials, animal figures made of plastic or rubber, and pebbles of different shapes and sizes. Constructing various scenes from game elements will contribute to the development of fine motor skills in a child’s hands from one year onwards.
With an older child, you can practice stringing beads on a string. Large buttons, plastic bottle caps, and wooden spools of thread can serve as beads.
You need to do finger exercises with your baby, telling funny poems about the magpie-crow who cooked porridge and fed the children, about bunnies and squirrels, about boys and girls.
You can create a shadow theater with your hands, fold origami, weave macrame, make figures and bracelets from rubber bands, cut out New Year's snowflakes, weave figures from large beads. Assembling a small construction set also perfectly develops fine motor skills of the fingers, but try not to give small parts to children under three years old so that they do not accidentally swallow them.
It is important to teach your child how to hold a pencil and pen correctly. It will take a long time to practice so that the pencil lies on the middle finger of the hand, being held between the thumb and forefinger. Do not scold your child if he holds the pencil incorrectly when coloring pictures. Explain that if he wants to learn to draw and write, he needs to hold a pencil, just like mom or dad does. Praise your child for his efforts and the slightest successes, trying not to notice mistakes and mistakes.
How to conduct classes
We learn to write numbers by playing. A writing lesson should not be a dry memorization of writing rules one by one, but a creative activity that develops the imagination. It is desirable that the child understands what he writes. You can learn the meaning of numbers from the age of two.
At the age of five, you can begin to learn how to write numbers in copybooks. First you need to explain to your child what parts the cell in the notebook consists of. Where is the top side, where is the bottom side, right and left. The baby must find the center of the cage himself. Writing numbers correctly is my mother's pride. But you can’t rush the baby.
The skill of writing is formed according to the observations of psychologists over several years of life. The habit of completing a task hastily and carelessly in order to finish the lesson faster and move on to more interesting things is an undesirable behavior that needs to be corrected immediately. You can introduce an element of play into the preschool period in a variety of ways.
Filling out the copybook
When filling out copybooks with your child, we write the numbers correctly so that you don’t have to relearn them at school. The rules for writing in cells from 1 to 10 are shown to the baby in the form of small cards with arrows, so he will better understand the movement of the pen while writing and remember.
Option for number 1
The letter of the number 1 starts almost from the middle of the cell. Draw a short stick to the corner of the cell. Then down from the right corner a long stick, which falls to the side of the base of the cell.
Option for number 2
Start writing the number 2 above the center of the cell. Draw a smooth semicircle that touches the middle of the right side of the top of the cell and the middle of the top of the right side of the cell. Smoothly rounding in the form of an even stick, the semicircle of the number two descends onto the base line of the cell slightly to the left of the middle. Now draw a tail, which rests in a beautiful wave on the right side of the cell not far from the base. This completes the letter for number 2.
Option for number 3
The number three consists of two semicircles. They begin to write from a point that is slightly below the middle of the upper edge of the cell. Rounding, they draw a semi-oval, which comes into contact with the top edge and the right one, closer to the corner. The upper semi-oval ends just above and to the right of the center of the cell. Behind it, a second semi-oval is drawn, which rests on one side on the right side of the cell and, reaching the base, ends slightly to the left of its middle.
Option for number 4
The number four, just like one, does not have nice roundness and smooth lines. It consists of straight lines and angles. The writing of the number 4 begins from a point lying in the middle of the right side of the upper edge. Draw a line to a point that is slightly below the center of the cell. Draw an angle with a side parallel to the base. They stop before reaching the right side. From a point slightly above the middle of the right side, draw a line at an angle to the base of the cell.
Option for number 5
For the number five, draw an even stick downwards, towards the center, from a point slightly to the right of the middle of the upper edge of the cell. A beautiful semicircle extending from the stick touches the right side of the cell in the middle and descends to the side of the base of the cell. At the end, from the starting point, draw a tail in the form of a semicircle, which rests on the corner of the cell.
Option for number 6
The number six is similar to nine, which was placed on the head. Start writing a six from a dot on the right side of the cell, not far from the upper corner. Bring a semicircular tail to the underside of the cage. Counterclockwise, draw an oval, which occupies a little more than one-fourth of the space.
Option for number 7
The number seven is written almost the same as one. They just begin to draw not a straight line, but a smooth one, like a wave, from a point slightly below the middle of the upper edge of the cell. Then, from the right corner of the cell, draw an even leg to the base, slightly to the right of the middle. Cross out the leg of the number in the middle with a short straight line from left to right.
Option for number 8
Writing the number 8 couldn't be easier. Draw a semicircle, as for the number two, starting from a point slightly above the center of the cell. The line is rounded off at the base and a second larger semicircle is drawn, returning the pen to the original point of writing the number eight.
Option for number 9
You need to write the number 9 from a point that is located in the middle of the upper right side of the cell. Having drawn a small oval, which almost fits in one fourth of the cell, return to the original point and draw a semicircular leg near the oval. The leg of the oval, reaching the middle of the base of the cell, curves slightly upward.
Option for number 0
A zero, similar to a round donut, begins to be drawn from a point that lies on the upper edge of the cell, not far from the right corner. The movement goes counterclockwise, through the center of the cage, drops to its base in the middle and returns to the starting point, touching the right side of the cage at the top.
Having mastered how to write the first ten numbers beautifully, do not forget to repeat the simple rules of addition and subtraction with your child. Then the beautifully written numbers in the 1st grade math notebook will appear in correctly solved problems.
You are in the category of coloring pages Copy numbers. The coloring book you are considering is described by our visitors as follows: "" Here you will find many coloring pages online. You can download coloring pages Copy numbers and also print them for free. As you know, creative activities play a huge role in the development of a child. They activate mental activity, form aesthetic taste and instill a love of art. The process of coloring pictures on the topic of writing numbers develops fine motor skills, perseverance and accuracy, helps you learn more about the world around you, and introduces you to all the variety of colors and shades. Every day we add new free coloring pages for boys and girls to our website, which you can color online or download and print. A convenient catalog, compiled by category, will make it easier to find the desired picture, and a large selection of coloring books will allow you to find a new interesting topic for coloring every day.To successfully master school skills, a child needs to have a well-developed hand, since a large load on the hand at school can cause a feeling of fatigue, tension and disruption in the formation of handwriting.
Mastering writing skills is a long and complex process. Without the help of adults, it is very difficult to learn to write, to visually control the direction of the hand when writing, while maintaining the duration and consistency of movements.
A modern school makes great demands on children entering first grade. At the first stage of education, children most often experience difficulty with writing: the hand quickly gets tired, the working line is lost, letters cannot be written correctly, and the child does not keep up with the general pace of work.
Developed children's hands are needed not only for school, but also for the entire subsequent life of children. Therefore, the surest way is not to wait for school, but to prepare for it.
All proposed tasks on writing skills can be printed and practiced with your child.
COOPERATIONS FOR PRE-SCHOOL CHILDREN AND FIRST-GRADER CHILDREN
DRAWING BY CELLS (part 1)
DRAWING BY CELLS (part 2)
