My child recites to a hundred but cannot count — why?

Because reciting is memory and counting is understanding. They are separate skills, and the second is built with objects that can be held.

Is writing in a notebook important?

Later, not now. Understanding quantity with objects comes first; writing the symbol is the next step.

Should I give the answer when they get it wrong?

No — let them count again. Understanding comes from correcting it themselves, not from hearing the answer.

Class 1 Mathematics Book

বাংলায় পড়তে চাও? দেখো: প্রথম শ্রেণির গণিত বই

A child can recite one to a hundred from memory yet be unable to hand you five objects — those are two quite different skills, and the class 1 mathematics book exists to build the second.

Counting against understanding

Reciting numbers is like a rhyme — memorised. Understanding number means knowing that "five" is five things, and that five stays five however they are arranged. The book moves toward that slowly: counting pictures, matching objects, then the written symbol. Skipping those steps to start writing produces a child who can form the symbol without grasping the quantity.

Download the book

The class 1 mathematics textbook, in both versions.

The Bangla version and the English Version are different books — download the one matching your medium.

How to help at home

Count real things — spoons, lentils, pebbles.
Arrange the same number of things differently and show it stays the same.
At the market, let the child count items.
On a mistake, let them count again rather than giving the answer.

At this age mathematics is physical

Abstract thinking has not formed yet at this age, so understanding number needs things that can be held. A handful of lentils, some buttons or scraps of paper teach what writing in a notebook cannot. That is what the book’s pictures are for — and real objects work better still.