The discharge term in mathematics. The sum of the discharge terms

The level of possession of oral and written computing depends directly on the children's understanding of numbering issues. To study this topic in each class of primary school a certain number of hours are assigned. As practice shows, it is not always enough time for training skills that is provided by the program.

Realizing the importance of the issue, an experienced teacher will necessarily include in each lesson exercises related to the numbering of numbers. In addition, he will take into account the types of these tasks and the sequence of their presentation to the students.

Program Requirements

In order to understand what it is necessary for the teacher and his pupils to strive for, the former must clearly know the requirements that the program on mathematics in general and on numbering issues in particular.

• The student should be able to form any numbers (understand how this is done) and call them - a requirement that relates to oral numbering.
• Studying the written numbering, children should learn not only to write numbers, but also to compare them. In doing so, they rely on the knowledge of the local value of the digit in the number entry.
• With the concepts of "discharge", "digit unit", "discharge term", children are introduced in the second class. Beginning from the same time, terms are introduced into the active vocabulary of schoolchildren. But the teacher used them in mathematics lessons in the first grade, before studying the concepts.
• Know the names of digits, write down the number in the form of a sum of digit terms, use in practice such units of account as tens, hundreds, thousand, reproduce the sequence of any segment of a natural number of numbers - these are also the requirements of the program for the knowledge of elementary school pupils.

How to use assignments

The following task groups will help the teacher to fully develop skills that will eventually lead to the desired results in the development of students' computational skills.

Exercises can be used in lessons during the oral account, the repetition of the material passed, at the time of learning a new one. They can be offered for homework, in extra-curricular work. 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 training are the main conditions that will lead to success.

Form the numbers

Below are examples of exercises aimed at improving understanding of the formation of numbers. Their required number will depend on the level of development of the pupils of the class.

1. Using the figure, tell how the number was formed. Read it (2 hundreds, 4 dozen, 3 units). The number is represented by geometric figures, for example, large and small triangles, dots.
2. Write down and read the numbers. Draw them with geometric shapes. (The teacher reads: "2 hundreds, 8 tens, 6 units." Children listen to the task, then consistently perform it).
3. Continue the recording according to the pattern. Read the numbers and draw them using the model. (4 cells 8 units = 4 cells 0 des 8 units = 408, 3 cells 4 units = ... cells ... des ... ... units = ...).

Call and write numbers

1. Exercises of this kind include tasks where you want to name the numbers represented by the geometric model.
2. Name the numbers by typing them on the canvas: 967, 473, 285, 64, 3985. How many units of each level are there?

3. Read the text and write down each numeral by numbers: on seven ... machines one thousand five hundred and twelve ... boxes with tomatoes were transported. How many such cars will be needed to transport two thousand eight hundred and eight ... the same boxes?

4. Write down the numbers in numbers. Express the values in small units: 8 cells. 4 units. = ...; 8 m 4 cm = ...; 4 cells. 9 dess. = ...; 4 m 9 dm = ...

Read and compare the numbers

1. Read aloud the numbers that consist of: 41 dess. 8 units; 12 des; 8 dess. 8 units; 17 dess.

2. Read the numbers and pick up the corresponding image (on the board in one column different numbers are written, and in the other - the models of these numbers are depicted in an arbitrary order, the pupils should 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. = ... cells. ... units. = ... des. ... units.

2. Fill in the table:

3. Write out the numbers where the digit 2 denotes the units of the first digit: 92; 502; 299; 263; 623; 872.

4. Write down a three-digit number, where the number of hundreds is three, and the number is nine.

The sum of the discharge terms

Examples of tasks:

1. Read the entries on the board: 480; 700 + 70 + 7; 408; 108; 400 + 8; 777; 100 + 8; 400 + 80. In the first column, arrange three-digit numbers, the sum of the discharge terms must be in the second column. Connect the sum of the arrow to its value.
2. Read the numbers: 515; 84; 307; 781. Replace the sum of the discharge terms.
3. Write a five-digit number, which will have three digit terms.
4. Write a six-digit number containing one bit term.

We study multivalued numbers

1. Find and emphasize three-digit numbers: 362, 7; 17; 107; 1001; 64; 204; 008.
2. Write down the number, which has 375 units of the first class and 79 units of the second class. Name the largest and smallest bit term.
3. Than the numbers of each pair differ from each other: 8 and 708; 7 and 707; 12 and 112?

We apply a new countable unit

1. Read the numbers and tell me how many dozens in each of them: 571; 358; 508; 115.
2. How many hundreds are in each recorded number?
3. Divide the numbers into several groups, justifying your choice: 10; 510; 940; 137; 860; 86; 832.

The local value of the digit

1. From figures 3; 5; 6 make all possible variants of three-digit numbers.
2. Read the numbers: 6; 16; 260; 600. What figure is repeated in each of them? What does it mean?
3. Find the similarity and difference by comparing the numbers to each other: 520; 526; 506.

We are able to count quickly and correctly

In tasks of this kind, exercises should be included in which a certain number of numbers is required to be arranged in descending or ascending order. You can offer children to restore the broken sequence of numbers, insert missed, remove extra numbers.

Find the values of numerical expressions

Using the knowledge of numbering, the students should easily find the meanings of expressions of the type: 800 - 400; 500 - 1; 204 + 40. At the same time it will be useful to constantly ask the children what they have noticed, performing the action, to ask them to name them a certain bit term, to draw their attention to the position of the same number in the number, and so on.

All exercises are divided into groups for the convenience of their use. Each of them can be supplemented by the teacher at his own discretion. Assignments of this kind are very rich in the science of mathematics. The discharge terms, which help to master the composition of any multi-digit number, should take a special place in the selection of tasks.

If this approach to studying the numbering of numbers and their discharge composition will be used by the teacher throughout all four years of schooling in the primary school, then a positive result will necessarily appear. Children will easily and without errors perform arithmetic calculations of any level of complexity.