How to write the understanding of large numbers in the fourth grade mathematics volume 1 notes

(1) You can first review how to write numbers within ten thousand, and then introduce how to write numbers within hundreds of millions.

(2) After trying to write some numbers, students can be organized to discuss how to write numbers with two levels. The teacher will discuss the opinions and summarize: first write a level, then write a level of 10,000, which one will go first? There is not a single unit, so just write 0 as a placeholder.

(3) When teaching, you can also introduce the number of thousands to let students experience and understand the rules of writing numbers.

4. Explanations and teaching suggestions for some exercises in Exercise 1.

Questions 1 to 5 are exercises in conjunction with "How to read numbers within 100 million".

Question 1 asks students to make a numerical order table. By letting students try to make it themselves, students can deepen their understanding of the order of numerical order and the division of numerical levels.

Question 2 arranges four sets of reading exercises, and each set is a comparison of two numbers. Through exercises, students can realize that the same number is read differently at the one level and the ten thousand level. This also pave the way for later learning to rewrite large numbers into numbers using "ten thousand" as the unit.

Question 3 presents a situation: students in a group exchange different reading methods and explore more convenient reading methods, which reflects that students independently choose the appropriate reading method.

Question 4 presents three pictures of Beijing landscapes, allowing students to correctly read the numbers under the pictures, further deepening their understanding of how to read numbers within 100 million, and improving their reading ability.

Questions 6 to 9 are exercises related to "How to write numbers within 100 million".

The number written in question 7 is not supported by a numerical table, so students can write it directly.

Question 8 presents a set of pictures related to biology, geography, transportation and other aspects of knowledge, and students write the numbers in them. The material is informative and contemporary.

Question 9 is about writing numbers based on their composition, training students to understand the composition of numbers and their ability to write numbers correctly.

Questions 10 to 16 are consolidation exercises for reading and writing numbers within 100 million.

Question 10 presents a practical activity of reading and writing numbers, allowing students to understand large numbers during the activity. It not only makes students feel interesting, but also provides material for teachers to organize cooperative learning.

Question 11 presents a set of pictures and asks students to read and write the numbers in them. The content of the pictures can enable students to understand relevant knowledge and expand their horizons.

Question 13 is about investigating and collecting large number information, cultivating students’ literacy in collecting mathematical information.

Question 15 is a true or false question. Through the four data presented, students are asked to tell whether it is reasonable or not. This not only understands students’ understanding of knowledge, cultivates students’ feelings about large numbers, but also trains students. The ability to analyze and judge.

Question 16 is a comprehensive exercise in reading and writing numbers. It is relatively difficult, but the requirements for writing numbers are presented in the form of playing games, which is suitable for children's age characteristics.