Math units for 1st grade

First Grade Online Lesson Plans

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A first grade math curriculum should teach students the fundamentals in a way that is not just effective, but also fun. In addition to giving students a solid foundation, first grade math fluency also arms students with the tools and confidence they need to learn more advanced concepts down the road.

If a child can’t keep up with a first grade math curriculum, not only will they fall behind and, in turn, lose confidence, but they’ll also lose interest in the subject. Additionally, the skills and concepts that students learn in first grade math aren’t just limited to use in their academic studies. First grade math fluency also helps students become better problem solvers and logical thinkers.

What Math Should a 1st Grader Know

Students will acquire tons of new math skills in first grade. This knowledge will serve as a foundation for what they will learn in second grade math and also expand on what they learned in kindergarten. As they go into first grade, students should be familiar with a number of concepts in order for them to be successful and learn more advanced topics and math strategies. These include, but are not limited to:

• Be able to count, identify and write numbers
• Perform one-digit addition and subtraction
• Have an understanding of quantity (more and less)
• Familiarity with patterns and shapes
• Knowledge of place value (ones, tens, etc.)

The ideal math curriculum for first grade should not only build on these skills and ensure mastery of new concepts, but also make learning fun by engaging and motivating students.

Math Objectives for 1st Grade

Once you’ve selected the ideal math curriculum, it is important to set some attainable goals. Below is a sample of what some of these math goals should be:

• Count to 100; county by 5s and 10s to 100; count by 2s to 40
• Represent numbers on a number line
• Add and subtract 2-digit numbers
• Write the date; tell time; read a calendar
• Count and create coin combinations; add and subtract money
• Identify, sort and classify 2-dimensional shapes
• Understanding the value of money

Towards the end of the year, if your child has already achieved most of their first grade math goals you can give them a head start for the next year by having them practice math facts. This will solidify what they learned in first grade and prepare them for their second grade math learning targets.

1st Grade Math Scope & Sequence

Chapter 1: “Number Sense”

Lesson 1: Read Numbers –

Read whole numbers up to 100. Use one-to-one correspondence to count objects up to 100.

Lesson 2: Compare Numbers –

Compare and order whole numbers up to 100 by understanding the concepts of greater than, less than, and equality.

Lesson 3: Ordinal Numbers –

Match ordinal numbers with an ordered set of up to ten items. Identify first, second, and third by name.

Lesson 4: Count Numbers –

Count forward and backward by ones and count forward by tens from any number less than 100.

Lesson 5: Place Value –

Identify the place value of a digit in whole numbers to 100. Identify the value of digits up to the hundreds place.

Lesson 6: Compare with Place Value –

Group objects by tens and ones. Compare and order whole numbers up to 100 using place value.

Lesson 7: Count by Twos and Fives –

Count forward by twos and fives up to 50.

Lesson 8: Odd and Even Numbers –

Model and identify even and odd numbers.

Chapter Test: Number Sense

 Chapter 2: “Fractions”

Lesson 1: Equal and Unequal Parts –

Identify equal and unequal parts of wholes.

Lesson 2: Halves and Fourths –

Identify and demonstrate fractions (1/2, 1/4) as parts of whole and parts of a set using concrete materials and drawings.

Lesson 3: Thirds –

Identify and demonstrate thirds and 1/3 of wholes using concrete materials and objects.

Lesson 4: Equal Fractions –

Identify equivalent fractional parts as a whole.

Chapter Test: Fractions

 Chapter 3: “Operations”

Lesson 1: Adding and Subtracting –

Demonstrate understanding of the meaning of addition and subtraction by using language such as put together, take away, increase, decrease, compare, and find the difference. Relate informal language to mathematical language and symbols.

Lesson 2: Place Value –

When given any number up to 100, identify one more than, one less than, 10 more than, and 10 less than.

Lesson 3: Equal Numbers –

Using diagrams and/or numerical expressions, represent equivalent forms of the same number up to 12.

Lesson 4: One-digit Addition –

Solve one-digit addition problems.

Lesson 5: One-digit Subtraction –

Solve one-digit subtraction problems.

Lesson 6: Sum of Three Addends –

Find the sum of three one-digit numbers.

Lesson 7: Two-digit Addition –

Solve two-digit addition problems.

Lesson 8: Zero as a Placeholder –

Explain the meaning of zero and its function as a placeholder. Explore adding and subtracting zero.

Lesson 9: Addition and Subtraction Strategies –

Solve for basic addition and subtraction facts by using strategies such as counting on, counting back, doubling, doubling plus one, and making ten.

Lesson 10: One-Digit Word Problems –

Solve addition and subtraction one-digit word problems by selecting the proper operation.

Lesson 11: Problem Solving Strategies –

Choose an appropriate method, such as using concrete materials, mental math, or paper and pencil to solve real-world addition and subtraction problems.

Lesson 12: Estimation Language –

Use the appropriate language of estimation such as about, near, closer to, and between to identify and describe numbers in real-world situations.

Lesson 13: Estimate –

Estimate reasonable answers to compare amounts, count objects, and solve basic facts.

Chapter Test: Operations

 Chapter 4: “Money”

Lesson 1: Coin Values –

Identify and name the values of coins (penny, nickel, dime) and show different combinations of coins that equal the same value, up to 75¢. Recognize and use the cents sign.

Lesson 2: Count Money –

Identify and count money to equal an amount using the fewest coins.

Lesson 3: Model Money Amounts –

Identify and count money to equal an amount using the fewest coins.

Lesson 4: Add and Subtract Money –

Solve simple addition and subtraction problems involving the use of pennies, nickels, and dimes up to 50¢.

Chapter Test: Money

 Chapter 5: “Patterns”

Lesson 1: Sort Using One Attribute –

Sort and classify objects by one attribute.

Lesson 2: Sort Using Two Attributes –

Sort and classify objects by two or more attributes.

Lesson 3: Rules for Sorting –

Justify rules for sorting and classifying.

Lesson 4: Build Patterns –

Use one attribute to create a pattern. Identify errors in repeating patterns.

Lesson 5: Classify Patterns –

Classify, describe, and extend patterns of objects using a wide variety of attributes (i.e., size, shape, color).

Lesson 6: Picture and Number Patterns –

Predict and extend pictorial patterns. Identify and generate patterns in number pairs by adding to a T-chart.

Lesson 7: Repeating and Growing Patterns –

Explore and create repeating patterns and growing patterns and generate rule for such patterns.

Lesson 8: Patterns on a Hundreds Chart –

Explore patterns of numbers on a hundreds chart.

Lesson 9: Skip Counting –

Use patterns to skip count by 2s, 5s, and 10s to 100. Understand and identify odd and even numbers.

Lesson 10: Extend Number Patterns –

Predict and extend existing numerical patterns using addition.

Chapter Test: Patterns

 Chapter 6: “Algebra”

Lesson 1: Order Property –

Use the Commutative Property of Addition in solving problems.

Lesson 2: Add and Subtract Numbers –

Using objects and pictures, model situations that involve the addition and subtraction of whole numbers.

Lesson 3: Fact Families –

Identify fact families by understanding the patterns in related addition and subtraction sentences.

Lesson 4: Number Sentences –

Using objects, create models that represent a variety of number sentences including the missing addend.

Lesson 5: Equal and Unequal –

Use concrete objects and pictorial representations to explore equalities and inequalities.

Lesson 6: Greater Than and Less Than –

Use concrete objects to solve number sentences with equalities and inequalities using the symbols <, =, >.

Lesson 7: Solve for Unknown Numbers –

Solve addition and subtraction problems with an unknown number represented by a geometric shape.

Chapter Test: Algebra

 Chapter 7: “Shapes”

Lesson 1: Straight and Curved Lines –

Compare plane figures based on their straight and curved lines.

Lesson 2: Open and Closed Shapes –

Identify open and closed figures.

Lesson 3: Plane and Solid Shapes –

Identify circles, triangles, and rectangles (including squares), and describe the shape of balls, boxes, cans, and cones. Sort shapes by attributes (sides, curves, corners).

Lesson 4: Special Plane Shapes –

Recognize plane shapes such as hexagons, trapezoids, and rhombi.

Lesson 5: Attributes of Plane Shapes –

Describe and compare attributes (sides, vertices, angles) of two-dimensional shapes.

Lesson 6: Name Solid Shapes –

Recognize solid shapes such as spheres, cylinders, cones, and cubes.

Lesson 7: Attributes of Solid Shapes –

Describe and compare attributes (edges, vertices, faces) of three-dimensional shapes.

Lesson 8: Congruent Shapes –

Identify congruent two- and three-dimensional shapes.

Chapter Test: Shapes

 Chapter 8: “Positions”

Lesson 1: Positions of Objects –

Describe relative positions of objects or shapes using words such as top, middle, on, inside, and outside.

Lesson 2: Direction Words –

Interpret directional words such as left, right, up, and down.

Lesson 3: Position Words –

Identify, locate, and move objects according to positional words such as to the left, above, and behind.

Lesson 4: The Number Line –

Locate, plot, and identify known and unknown numbers on a number line from 0 to 20 by ones and from 1 to 100 by tens.

Chapter Test: Positions

 Chapter 9: “Using Shapes”

Lesson 1: Slides and Turns –

Identify slides and turns with objects.

Lesson 2: Congruent Shapes –

Identify matching pairs of congruent figures that have been turned or flipped.

Lesson 3: Symmetry –

Identify lines of symmetry in two-dimensional shapes.

Chapter Test: Using Shapes

 Chapter 10: “Spatial Sense”

Lesson 1: Build Shapes –

Create two-dimensional and three-dimensional shapes using other shapes (e. g., two squares make a rectangle).

Lesson 2: Plane and Solid Shapes –

Recognize two- and three-dimensional shapes from various perspectives.

Lesson 3: Perimeter and Area –

Compare perimeter and area of two-dimensional shapes in terms of less than, equal to, or greater than.

Lesson 4: Shapes Around Us –

Recognize geometric shapes in the environment.

Lesson 5: Pattern Blocks –

Use pattern blocks to form shapes. Identify combined shapes in nature, art, and architecture.

Chapter Test: Spatial Sense

 Chapter 11: “Time”

Lesson 1: Calendar –

Identify the names of the week and months of the year using a calendar.

Lesson 2: Passage of Time –

Identify the keywords that name the passage of time such as yesterday, afternoon, night, and day.

Lesson 3: Tools for Telling Time –

Identify tools for measuring time such as clocks and calendars and name parts of each tool.

Lesson 4: Time to the Hour and Half-hour –

Tell time on analog and digital clocks to hour and half hour, and relate time events using shorter/longer.

Lesson 5: Time to the Hour and Half-hour –

Tell time on analog and digital clocks to hour and half hour, and relate time events using shorter/longer.

Lesson 6: Elapsed Time –

Solve simple real-world problems involving elapsed time to the hour and half hour and minutes.

Chapter Test: Time

 Chapter 12: “Length”

Lesson 1: Non-standard Units –

Use nonstandard units to estimate and measure lengths.

Lesson 2: Compare Lengths –

Compare the length of two or more objects by using direct comparison or by using nonstandard units.

Lesson 3: Customary Units –

Use customary units to measure, compare, and order objects according to lengths, in inches and feet.

Lesson 4: Tools and Units –

Choose the appropriate unit and tool to measure length.

Lesson 5: Metric Units –

Use metric units to measure, compare, and order objects according to lengths.

Chapter Test: Length

 Chapter 13: “Weight”

Lesson 1: Non-standard Units –

Use nonstandard units to estimate and measure weights.

Lesson 2: Compare Weights –

Compare the weight of two or more objects by using direct comparison or by using nonstandard units.

Lesson 3: Customary Units –

Compare the weight of two or more objects using customary units and identify the tools for measuring weight.

Lesson 4: Metric Units –

Use metric units to measure, compare, and order objects according to weights.

Chapter Test: Weight

 Chapter 14: “Capacity”

Lesson 1: Non-standard Units –

Use nonstandard units to estimate and measure capacity.

Lesson 2: Compare Capacity –

Compare the capacity of two or more containers using direct comparison.

Lesson 3: Customary Units –

Compare the capacity (in cups, pints, and quarts) of two or more containers. Identify the tools for measuring capacity.

Lesson 4: Metric Units –

Use metric units to measure, compare, and order objects according to capacity.

Chapter Test: Capacity

 Chapter 15: “Temperature”

Lesson 1: Measure Temperature –

Using a Fahrenheit thermometer, tell temperature to the nearest 10 degrees. Match temperature in degrees Fahrenheit to the feeling outside of a warm or cold day.

Lesson 2: Compare Temperature –

Compare temperatures in degrees Fahrenheit of two or more objects. Identify tools for measuring temperature.

Chapter Test: Temperature

 Chapter 16: “Graphing”

Lesson 1: Tally Table –

Sort objects into categories and create a tally table.

Lesson 2: Pictographs –

Organize and record data in pictographs.

Lesson 3: Bar Graphs –

Organize and record data in bar graphs.

Chapter Test: Graphing

 Chapter 17: “Using Data”

Lesson 1: Compare Data –

Interpret data and explore range and mode in simple graphs.

Lesson 2: Make Predictions –

Use data to make predictions about events or situations.

Chapter Test: Using Data

 Chapter 18: “Probability”

Lesson 1: Certain or Impossible –

Identify whether an event is certain, possible, or impossible.

Lesson 2: Most and Least Likely –

Identify the likelihood of a given event.

Chapter Test: Probability

Why Choose Time4Learning First Grade Math Homeschool Curriculum

Without a thorough understanding of foundational math skills, students will find it difficult to keep up with a first grade math curriculum. As we all know, in order to keep a young child engaged and to instill a lifelong love of learning they need to enjoy the lessons.

Time4Learning makes learning fun for first graders through interactive, multimedia-based lessons that feature colorful animations, funny characters, and catchy songs — all of which help children learn, retain information, and have fun. With a simple-to-follow format that builds on previous material, students are able to expand their knowledge and build their first grade math fluency in order to master concepts in number sense, addition, subtraction, estimation, money, patterns, and more.

In addition to providing an award-winning curriculum for students, Time4Learning can help your student achieve all their first grade math goals and objectives with our flexible, student-paced curriculum. It also offers convenient tools for parents that help you save time and homeschool with confidence. Learn more about our online first grade homeschool curriculum, designed to help your child learn and master their fundamental concepts.

Instructional Unit Samples - 1st Grade

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Over the fall/winter of 2013-14, the content specialists in the Standards and Instructional Support office worked with educators across the state of Colorado to build instructional units based on select curriculum overview samples. Teams of teachers authored units for each grade and content area of the Colorado Academic Standards.

Below, are sample instructional units for 1st grade mathematics, reading, writing, and communicating, science, social studies, comprehensive health, visual arts, drama/theatre, dance, and music. The units include learning experiences, teacher and student resources, assessment ideas, and differentiation options.

As examples, these units are intended to provide support for teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. Click here to view additional 1st grade curriculum overview samples and write your own instructional units using the Colorado based template.

Learn more:

• Instructional Unit Process Guide
• Instructional Unit Blank Template
• Curriculum Overview and Instructional Unit Template with Explanations
• Recorded Instructional Unit Sample Webinars

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Comprehensive Health

Dance

Drama and Theatre Arts

Mathematics

Music

Physical Education

Reading, Writing, and Communicating

Science

Social Studies

Visual Arts

Comprehensive Health

Unit Title: Express Myself (Canon City School District)

Instructional Unit (Word or PDF)     Unit Storyboard

Unit Description: This unit uses listening skills and appropriate expression of emotions to help students develop their understanding of healthy and positive communication skills and problem solving strategies.   Through the examination of both verbal and non-verbal communication and examples of polite and empathetic responses, students will actively explore various forms of communication.  The unit culminates with students creating a poster project that depicts a problem and solution using problem solving strategies they have learned though out the unit.  The ongoing learning experiences center around role-playing as a means to scaffold and equip students with lifelong skills.

Dance

Unit Title: Explore Our Environments Through Movement (Colorado Ballet, Douglas County School District, Greeley School District, Peak Academy of Dance, and St. Mary’s Academy)

Instructional Unit (Word or PDF)     Unit Storyboard

Unit Description: In this unit students will explore cultural environments and choose a favorite cultural dance style. Students will use their understanding of the various cultural dance patterns, styles, shapes and rhythms to combine movement phrases into a pattern in small groups.   The unit culminates in a final dance performance in which students rehearse and perform their dances for their parents. Students will end the unit by sharing positive peer feedback on a favorite dance move that classmates performed.

Drama and Theatre Arts

Unit Title: Create and Perform an Environment 

Instructional Unit (Word or PDF)     Unit Storyboard

Unit Description: This unit explores the ways that human and animal characters reflect and construct their environments. As students work through the unit, they will explore the ways in which actors use movement, body language, and verbal communication within unique contexts to convey particular characters’ perspectives and relationships with other characters. The unit asks students to use what they know about animals and their environments to explore further the ways in which actors use context and physical structure (i.e., body types, sizes, etc.) in creating characters.  The unit builds to a culminating performance assessment that asks students to create and perform an-animal based folktale, in this case a Tibetan folktale entitled, The Elephant Pit, for an audience of their peers.

Mathematics

Unit Title: Keeping Track (Meeker School District)

Instructional Unit (Word or PDF)     Unit Storyboard

Unit Description: This unit focuses on measurement in relation to length and time.  Across the 4-week unit, students will consider the concepts of unit, zero, conservation and transitivity. Throughout the entire unit learning experiences are designed to ensure students are measuring for a purpose.  Students begin by making indirect comparisons about length (transitivity) using non-standard units.  The concept of comparison leads to students to discuss the need for standard units, which connects, to the concept of time and the unit of an hour.  Students continue their work with units of length by repeating (iterating) a standard unit without gaps or overlaps.  All of this work provides a foundation for working with a ruler.

Music

Unit Title: Music Tells a Story (Denver Public School District and Metro State University of Denver)

Instructional Unit (Word or PDF)     Unit Storyboard

Unit Description: This unit is an exploration of music--singing, playing, and moving--through the storytelling process. Each student will get an opportunity to engage with understanding the mood and emotions related to a story and how musical sounds can be used to demonstrate mood and emotions. Across the unit, students will experiment with and perform musical representations of developmentally appropriate children’s stories. The unit culminates in asking the students to become a musical author and share musical stories in a final performance. 

Unit Title: Be a Singing Star (Pueblo County School District, Poudre School District, Thompson School District, and Metro State University of Denver)

Instructional Unit (Word or PDF)     Unit Storyboard

Unit Description: Across the unit’s duration, students will create a jingle demonstrating their understanding of how to produce various vocal tone colors in their head and chest voice. Students will understand that vocal tone colors convey expression through singing, speaking, whispering, and shouting using their head and chest voice. Students will learn how a singer produces sound determines vocal tone color. Once students explore various performance and production options the unit culminates in the creation of a short jingle and critique process using a self and peer evaluation scoring rubric.

Instructional Unit (Word or PDF)     Unit Storyboard

Unit Description: This unit allows students to experience manipulation of a variety of objects. (e.g. balls, hoops, scarves, beanbags). The focus is on discovering the relationship between force, speed, and effort as it relates to tossing, catching, kicking, dribbling, striking, and safety practices. This unit culminates with peer groups using their understandings of key skills (e.g. tossing, kicking…) and concepts (e.g. force, speed..) to design and perform cooperative activities at stations.

Reading, Writing, and Communicating

Unit Title: Transformations Around Me (Plainview School District)

Instructional Unit (Word or PDF)     Unit Storyboard

Unit Description: This unit centers around the attributes of physical communities and the adaptations that people make in order to be successful in particular environments. During the 6-8 weeks of the unit, students will examine their own physical community. They will respond to text and images and construct short written pieces for different purposes/audiences (including letters to pen pals, newspaper “articles,” etc.) documenting changes that occur and adaptations people make across seasons. The learning experiences build to a performance assessment that asks students to write (and create videos) about an adaptation, in the form of a favorite activity, they make in a particular season.

Science

Unit Title: Organisms and Offspring (Woodland Park School District)

Instructional Unit (Word or PDF)     Unit Storyboard

Unit Description: This unit focuses on the offspring of organisms, variations and similarities within those offspring, and patterns of inheritance. Beginning with characteristics of living and nonliving things, across the unit students investigate seeds and plants, animals and offspring, characteristics of animals, and patterns of inheritance.  The unit culminates in a performance assessment that asks students to reunite animals babies that have been separated from their parents based on patterns of inheritance.

Social Studies

Unit Title: The Choices I Make (Denver Public Schools, Jefferson County School District, and Poudre School District)

Instructional Unit (Word or PDF) | Unit Storyboard

Unit Description: Unit Description: In this unit, students will be exploring choices (e.g., financial, occupational, personal) and how their choices positively and/or negatively affect self and others.  During their exploration, students will investigate various roles and responsibilities that are related to the community and how their roles and responsibilities are a result of the choices they make.   Students will also examine how responsible citizens contribute to their community.  The unit culminates with student groups identifying a need in the community and then creating a proposal designed to address the need.

Unit Title: Change Happens (Park County School District)

Instructional Unit (Word or PDF)     Unit Storyboard

Unit Description: This unit focuses on change as a defining and natural feature of the human experience. Using family as the organizing structure, students will consider how time and events alter roles and responsibilities and they will identify the ways in which humans adapt to their environment and changes in the environment.  During the 4-6 weeks of the unit, students will use their own family (historically and in present day) to understand change as a constant factor in people’s lives. They will respond to texts and images and construct short written pieces documenting family changes and adaptations. The learning experiences build to a performance assessment that asks students to construct a guidebook for younger peers to help them navigate the changes that life brings.

Visual Arts

Unit Title: Passports (Denver Public School District and Colorado State University)

Instructional Unit (Word or PDF)     Unit Storyboard

Unit Description: In this unit the students are introduced to the approaches artists use for inspiration and how they organize their ideas to aid in the creation of art work. Specifically, students will investigate concept mapping as they explore subject matter across cultures—both historical and contemporary. Across the unit, students will explore the creative process and the roles of inspiration and structure play in helping artists develop, capture and achieve their artistic goals/vision. The unit culminates with a performance assessment that asks students to consider their families and/or communities as sources of inspiration for the creation of a series of art works about their lives/experiences.

For content specific questions, please contact the appropriate content specialist listed here.

Table of digits and classes of numbers in mathematics

Learn to name and write multi-digit numbers without errors

Start learning

It’s good when everything is in its place: pots in the closet, a toothbrush in the bathroom. Numbers also have their place when writing numbers. In this article, we will cover the topic of categories and classes.

Numbers and numerals

Numbers are units of account. With the help of numbers, you can count the number of objects and determine various values.

Special characters are used to write numbers - numbers . There are ten of them in total: 1, 2, 3, 4, 5, 6, 7, 8, 9, 0.

The natural numbers are the numbers that we use when counting. Here they are: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, . ..

• Unit (1 ) is the smallest number, and there is no largest number.
• Zero (0) means no item. Zero is not a natural number.

The name of the number depends on the number of digits.

A number that consists of one character is called single digit . The smallest single-digit is 1, the largest is 9.

A number that consists of two digits is called two-digit . The smallest two-digit number is 10, the largest one is 99.

Numbers that are written using two, three, four or more digits are called two-digit , three-digit , four-digit or multi-digit . The smallest three-digit number is 100, the largest is 999.

Each digit in a multi-digit number takes a certain place - position .

Solve your math homework for 5.

Detailed solutions will help you understand the most difficult topic.

Classes of numbers

Digits in the notation of multi-digit numbers are divided from right to left into groups of three digits each. These groups are called classes . In each class, the numbers from right to left represent the units, tens, and hundreds of that class.

Class table:

Names of classes of multi-digit numbers from right to left:

• the first is the class of units,
• second - thousand class,
• third - million class,
• fourth - billion class,
• fifth - trillion class,
• sixth - quadrillion class,
• seventh - quintillion class,
• the eighth is the sextillion class.

To make it convenient to read a multi-digit number, a small gap is left between the classes. For example, to read the number 125911723296, it is convenient to first highlight the classes in it:

• 125 911 723 296.

And now read the number of units of each class from left to right:

• 125 billion 911 million 723 thousand 296.

When reading a class of units, there is no need to add the word "units" at the end.

Digits of numbers

The position of a digit in a number entry determines its value. For example:

• 1 123 contains: 3 units, 2 tens, 1 hundred, 1 thousand.

We can put it another way and say that in a given number 1123, the number 3 is in the ones place, 2 in the tens place, 1 in the hundreds place, and 1 is the value of the thousand place.

Let's clarify what a discharge is in mathematics. The digit is the position or location of a digit in a natural number notation.

Each category has its own name. The higher digits always live on the left, and the lower digits always live on the right. To remember faster, you can use a table.

The number of digits always corresponds to the number of digits in the number. This table has the names of all the digits for a number that consists of 15 characters. The following digits also have names, but they are rarely used.

The lowest (least significant) digit of a multi-digit natural number is the units digit.

The highest (highest) digit of a multi-digit natural number is the digit corresponding to the leftmost digit in the given number.

Bit units are designated as follows:

• Units are units of the first digit (or simple units) and are written in the first place on the right.
• Tens - units of the second digit and are written in the number in second place from the right.
• Hundreds are units of the third digit and are written in third place from the right.
• Thousand units are units of the fourth digit and are written in fourth place from the right.
• Tens of thousands are units of the fifth digit and are written in fifth place from the right.
• Hundreds of thousands - units of the sixth digit and are written in the number in sixth place from the right, and so on.

Every three consecutive digits constitute a class. The first three digits: units, tens and hundreds, form a class of units (first class). The next three digits: units of thousands, tens of thousands and hundreds of thousands - form the class of thousands (second class). The third class will be units, tens and thousands of millions and so on.

Let's practice

Example 1. Write down the number that contains:

1. 55 units of the second class and 100 units of the first class;


2. 110 units of the second class and 5 units of the first class;


3. 7 second class units and 13 first class units.

Answer:

1. 55 100;


2. 110 005;


3. 7 013.

All bit units other than simple units are called compound units . Every ten units of any digit equals one unit of the next higher digit:

• 10 units equals 1 ten;
• 10 tens equals 1 hundred;
• 10 hundreds equals 1 thousand;
• 10 thousand equals 1 ten thousand;
• 10 tens of thousands are equal to 1 hundred thousand;
• 10 hundred thousand equals 1 million.

To find out how many units of any digit are in a number, you need to discard all the digits denoting the units of the lowest digits and read the number that is expressed by the remaining digits.

Example 2. How many hundreds are there in 6284?

As we argue:

In the number 6284, the number 2 is in third place in the class of units, which means that there are two hundred in the number.

The next number on the left is 6, meaning thousands. Since there are 10 hundreds in every thousand, there are 60 in 6 thousand of them.

So this number contains 62 hundreds.

The number 0 in any digit means the absence of units in this digit.

Simply put, the number 0 in the tens place means the absence of tens, in the hundreds place - the absence of hundreds, etc. In the place where 0 stands, nothing is pronounced when reading the number:

• 11 627 - eleven thousand six hundred and twenty seven.
• 31 502 - thirty-one thousand five hundred two.

To help you understand this topic, you can print out the 4th grade grade chart and refer to it if you have any problems.

Cheat sheets for parents in mathematics

All formulas in mathematics at hand

Lidia Kazantseva

Author Skysmart

to the previous article

Standard type

for the next article

At an introductory lesson with a methodologist

1. We will identify knowledge gaps and give tips on learning

2. We will determine the level and select the course

3. We will tell you how
   take classes

Topic Lesson: Volume. Liter.

Type lesson:

Lesson "discovery" of new knowledge

Purpose lesson Task chi lesson:

Give a specific idea of ​​the volume, introduce the unit of measurement of volume (values ​​are measured using a measure and can be written as a number), learn to compare units

of volume measurement and perform actions with them.

Developing: to develop attention, memory, thinking, speech.

Educational: to cultivate interest in the subject, a sense of camaraderie, mutual respect and understanding, respect for water

Subject

Acquaintance with the concept of volume and the unit of measurement of volume - a liter. To be able to express the results of volume measurement by a number; compare volume units and perform actions with them.

Ability to conduct self-assessment based on the criterion of success; be able to cooperate with the teacher and peers. The ability to formulate their thoughts orally; listen to and understand the speech of others.

Personal

o 3 Me Com m uni ca ti v tap

r e g u l a t e

9003 9003 2

and .

The ability to determine and formulate the purpose of the lesson with the help of a teacher, the ability to build speech statements; the implementation of the elements of synthesis as a compilation of the whole from parts; the ability to formulate one's own opinion and position The ability to navigate one's knowledge system, to distinguish the new from the already known with the help of a teacher; acquire new knowledge; find answers to questions using the textbook, your life experience and the information learned in lesson

a s .

K

c D

Cognitive

E

M E E T. TREM

Contact with the surrounding world

Lesson of the Lesson Lesson

Frontal, Individual, Picaponious. , group

EMC System of D. B. Elkonin - V. V. Davydov

Course of the lesson

Didactic structure of the lesson, UUD

• group - 1 liter jar - 3 liter pot .

  - And the third and fourth groups of the same capacity (liter cans) are filled with

  using a jar (half liter) and a glass.

  - Responsible groups do not forget

  Experience 2.

  Groups 3 and 4

  liter jar, glass)

  Children report their measurements.

  Conclusion 1: Containers can be different in shape, and

  indicate their measurements. Experience 2.

  - Report the results of your measurements.

  - Discuss in groups what conclusions groups 1 and 2 can draw from the work done.

  -And why the 3rd and 4th groups have cans absolutely

  are the same, but the number of measurements is different?

  hold the same amount of water.

  • What should be done to determine the capacity of vessels?
  • So in the old days in Rus', the volume was measured by handfuls, ladles, barrels and buckets.

  But in different areas they were of different sizes

  . This caused confusion. Therefore, they chose a single international measure equal to 1 liter (I show a liter jar).

  (Slide 4)

  - Where did you meet this unit of measure?

  (The store sells juice, butter, milk. Dad fills up the car with gasoline 10 liters, 20 liters, etc.)

  Conclusion 2: You need to measure the volume with the same measurements, not different ones.

  • What is volume? (capacity)

  Children give real life examples.

  • What unit is used to measure volume? (liter)

  - Evaluate the work at the first station: if you worked in a group together, actively and everything was clear, easy and interesting for you, then paint the circle in green; if you doubted something and your group mates helped you - yellow; and red - if it was difficult and incomprehensible to you.

  • Textbook page 111 No. 1

  6 Primary reinforcement, 8 min

  • Textbook p. 11 1 No. 1 (4 l of milk and another glass of unknown volume)
  • Textbook p. ? What would you fix? (You cannot measure the volume with different measures. Circles must be corrected for liters).

    page 111 No.

    2(1)

    Completion of tasks from the textbook in the workbook.

    The ability to find answers to questions using a textbook, one's own life experience and information received in the lesson.

    Solve word problems in 1 step to find the part.

    • What is known in the problem?
    • What do you need to find?
    • Where is the whole and what about the parts?
    • Let's make a drawing for the problem.
    • How to find an unknown number?

    - Why do you think so? (because the part is unknown)

    1 0 - 4 = 6 (l)

    Answer: 6 liters of water.

    - Why did we have to correct the volume units in the problem? (Volume cannot be measured by different measures.)

    Physical Minute, 2 min.

    - I will show you cards with different

    units of measurement, if the number on the card means mass, then you should swing like a scale, means length - you pretend to measure, and if it means volume, then you squat - like a container of liquid.

    Be careful!

    Performing the task

    4 cm, 8kg, 5L, Zcm, 7kg, 9cm, 1l, 6kg, 2l

    Textbook p. 111 No. 3

    Children work with a mathematical fan.

    7 Reinforcement , 5 min

    The teacher asks to explain some expressions.

    Evaluation of work at the station in sheets

    Textbook p. 111 No. 3

    Ability to formulate your thoughts orally

    Perform verbal addition and subtraction of numbers within 10. Compare and perform arithmetic operations with sizes.

    8 Independent work, 4 min

    Review the discoveries made in the lesson.

    Let's repeat to Dr. Aibolit once again what we learned about the value of "VOLUME" Multi-level task.

    -Now let's check how you can apply the acquired knowledge in practice.0002 6l... 7kg

    - 1kg

    9 Reflection, summarizing the lesson 5 min

    As a result - a small test check.

    Test check.

    Answer questions, check

    Have an idea about the value of volume and its unit of measurement.

    - Choose

    is a suitable word.

    capacity of vessels

    • mass;
    • volume; 3) a long measure of volume is:
    • centimeter;
    • k i l o g r a m m ;
    • liter

    Mastering the ability to control and evaluate your actions, make appropriate adjustments to their performance.

    • The human body is two-thirds liquid
    • A camel drinks 100-150 liters of water at a time.
    • A elephant - 200 l.
    • A jet of water the width of a needle

    produces about 800 liters of water in

    a day.

    • Who remembers how many liters of water can flow out in a day if the tap is not tightly closed?
    • Guys, what do you think will happen if all water disappears from our planet? (All living things will die, because you cannot live without water, water is life)
    • How should we treat water? (Carefully, gently, do not forget to close the taps, take care of the conservation of water, its purity)
    • I hope that you will be neat and thrifty.

      ---

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