The level of proficiency in oral and written computing depends directly on the children learning the issues of numbering. A specific number of hours is allocated to the study of this topic in each elementary school class. As practice shows, for the development of skills, the time provided for by the program is not always enough.
Understanding the importance of the issue, an experienced teacher will definitely include exercises related to numbering in each lesson. In addition, he will take into account the types of these tasks and the sequence of their presentation to students.
Program requirements
In order to understand what the teacher himself and his students need to strive for, the first must clearly know the requirements that the program in mathematics as a whole puts forward and in numbering in particular.
- The student must be able to form any numbers (understand how this is done) and call them - a requirement that relates to oral numbering.
- Studying written numbering, children should learn not only how to write down numbers, but also to compare them. At the same time, they rely on knowledge of the local value of the number in the number record.
- With the concepts of "rank", "bit unit", "bit term" children get acquainted in the second grade. Starting from this time, the terms are entered into the active vocabulary of students. But the teacher used them in mathematics lessons in the first grade, before studying the concepts.
- Knowing the names of the digits, writing down the number as the sum of the bit terms, using in practice such units of count as ten, hundred, thousand, reproducing the sequence of any segment of a natural series of numbers are also the requirements of the program for the knowledge of elementary school students.
How to use tasks
The following groups of tasks will help the teacher to fully form skills that will ultimately lead to the desired results in the development of students' computational skills.
Exercises can be used in lessons during an oral count, repetition of the passed material, at the time of learning a new one. They can be offered for homework, in extracurricular activities. Based on the material of exercises, the teacher can organize group, frontal and individual forms of activity.
Much will depend on the arsenal of techniques and methods that the teacher owns. But the regularity of using tasks and the sequence of skills development are the main conditions that will lead to success.
We form numbers
The following are examples of exercises aimed at developing an understanding of the formation of numbers. Their required number will depend on the level of development of class students.
- Using the picture, tell how the number was formed. Read it (2 hundreds, 4 tens, 3 units). The number is represented by geometric figures, for example, large and small triangles, dots.
- Write and read the numbers. Draw them with geometric shapes. (The teacher reads: “2 hundreds, 8 tens, 6 units.” The children listen to the assignment, then successively complete it).
- Continue to record along the pattern. Read the numbers and draw them using the model. (4 cells. 8 units = 4 cells. 0 dess. 8 units = 408; 3 cells. 4 units = ... cells ... dess. ... units = ...).
Call and write numbers
- Exercises of this kind include tasks where you need to name the numbers represented by the geometric model.
- What are the numbers, typing them on the canvas: 967, 473, 285, 64, 3985. How many units of each category are they in?
3. Read the text and write down each numeral in numbers: on seven ... machines they transported one thousand five hundred and twelve ... boxes of tomatoes. How many cars will it take to transport two thousand eight hundred and eight ... such boxes?
4. Write down the numbers in numbers. Values expressed in small units: 8 hundred. 4 units = ...; 8 m 4 cm = ...; 4 hundred 9 dess. = ...; 4 m 9 dm = ...
We read and compare numbers
1. Read aloud the numbers, which consist of: 41 dess. 8 units; 12 dess .; 8 dec. 8 units; 17 dess.
2. Read the numbers and select the corresponding image for them (different numbers are written on the board in one column, and models of these numbers are displayed in random order in the other column, students must establish their correspondence.)
3. Compare the numbers: 416 ... 98; 199 ... 802; 375 ... 474.
4. Compare the values: 35 cm ... 3 m 6 cm; 7 m 9 cm ... 9 m 3 cm
We work with bit units
1. Express in different bit units: 3 cells. 5 dess. 3 units = ... honeycomb ... units = ... des. ... units
2. Fill in the table:
Number model | Units 3 ranks | Units 2 ranks | Units of 1 category | Number |
| | | | |
3. Write down the numbers where the number 2 denotes the units of the first category: 92; 502; 299; 263; 623; 872.
4. Write down a three-digit number, where the number of hundreds is three and units are nine.
The sum of bit terms
Examples of tasks:
- Read the notes on the board: 480; 700 + 70 + 7; 408; 108; 400 + 8; 777; 100 + 8; 400 + 80. In the first column, place three-digit numbers, the sum of the bit terms must be in the second column. Connect the arrow with its value.
- Read the numbers: 515; 84; 307; 781. Replace with the sum of the bit terms.
- Write a five-digit number in which there will be three digit terms.
- Write a six-digit number containing one bit term.
Learning multivalued numbers
- Find and underline the three-digit numbers: 362, 7; 17; 107; 1001; 64; 204; 008.
- Write down a number that has 375 units of the first class and 79 units of the second class. What is the largest and smallest bit term?
- What are the numbers of each pair similar and different from each other: 8 and 708; 7 and 707; 12 and 112?
Apply a new unit of account
- Read the numbers and say how many dozens in each of them: 571; 358; 508; 115.
- How many hundreds are there in each recorded number?
- Break the numbers into several groups, justifying your choice: 10; 510; 940; 137; 860; 86; 832.
Local value digits
- From the numbers 3; 5; 6 make up all possible three-digit numbers.
- Read the numbers: 6; 16; 260; 600. What number is repeated in each of them? What does she mean?
- Find the similarities and differences by comparing the numbers with each other: 520; 526; 506.
We can count quickly and correctly
In tasks of this kind should include exercises in which you want a certain number of numbers to arrange in descending or ascending order. You can invite children to restore the violated order of numbers, insert missing, remove extra numbers.
Find the values of numerical expressions
Using the knowledge of numbering, students should easily find the values of expressions like: 800 - 400; 500 - 1; 204 + 40. In this case, it will be useful to constantly ask the children what they noticed, performing the action, to ask them to name one or another bit term, to draw their attention to the position of the same digit in the number, etc.
All exercises are divided into groups for ease of use. Each of them can be supplemented by the teacher at his discretion. The tasks of this kind are very rich in the science of mathematics. Bit terms that help to master the composition of any multi-digit number must occupy a special place in the selection of tasks.
If this approach to the study of numbering of numbers and their bit composition will be used by the teacher throughout all four years of schooling in elementary school, then a positive result will certainly appear. Children will easily and without errors perform arithmetic calculations of any level of complexity.