Mavlyuda Qosimova

METHODS OF WORKING ON COMPARISON TASKS IN PRIMARY GRADES

Creative tasks used in mathematics lessons play an important role in educating a primary school student as an independent thinker. However, creative tasks of this type are more common in elementary mathematics textbooks. Assignments in elementary school can vary in structure and content. While completing example tasks with "windows", the elementary school student consciously chooses numbers or action signs instead of "windows" and searches for the solution of the task. As we know, comparison tasks help a student's thinking to grow. Because instead of a window, the student thinks and thinks about the necessary number or action, puts it in equality or inequality, and makes the appropriate conclusion. In this way, the student uses logical thinking, searches independently. In this regard, most students perform such tasks with interest. We can classify the comparison tasks into the following forms.

1) The task of finding the numbers correctly for equality and inequality.

In Grade I, students are introduced to the first 10 numbers, most notably the "window" examples in the form of 4 = ... + ..., 4 = ... - ... in the process of learning the "number 3" topic. Of course, the purpose of such examples is to include class I math textbooks in order to gain and consolidate students' knowledge of the contents of the numbers in the top 10, and to explain to the pupil the "principle of the formation of natural numbers." The reader will first understand such window illustrations using visual aids. 4 =… +… equality directly represents a combination of different objects. For example, if there are 2 pictures of these 2 chickens,… +… this represents a picture of chicks.

In addition, the student can carefully study the composition of the numbers, performing "gap tasks" on the number 5,6,7,8,9,10.

The following "gap" examples of inclusion and subtraction can be given to prepare students for the study of "add and subtract":

8-…=7          8+…=9       9+…=10     6-…=5

6+…=7                  7+…=8       3+…=4       5-…=4

By implementing these examples, the student will gain the knowledge of "addition of number one", "subtraction of number one ", "principle of generation of natural numbers", while also providing further insight into the topic of "Addition and subtraction of action and result." to be prepared.

2) Tasks for choosing the correct gestures for equality and inequality.

Students will recognize these assignments from the first quarter of the class. As the reader gets acquainted with the number in every 10, he learns that the number is formed by adding one or subtracting one after the other. This represents the principle of the formation of natural numbers. Of course, instead of a "gap", the appropriate action gestures will be followed by the student's mental activity. Such tasks should first be addressed through the correct selection of one action gesture in numerical equations or numerical inequalities, followed by the use of two action gestures in place. For example, it is important to complete such tasks in the following sequence.

Instead of the "gap" sign the appropriate action and create equality. "

1) 2…1=3              2) 3…1=2            3) 10…5=15                  4) 15…5=10

5) 14…10=4          6) 7…1…1=9       7) 7…1…1=5       8) 7…1…1=7

9) 10…10…10=30                             10) 40…10…0=50

If these items are meant to be completed in Class I math classes, the student will put "+" or "-" in place of the "gap". In the following school year, assignments of this kind are performed using four arithmetic operations.

In the 4th grade, it is advisable to teach students to formulate certain rules, properties, and formulas. From this point of view some formulas in formulas ... (three points), empty cells (the gap), star and the correct choice of action make the pupil think creatively. The learner must be able to select the correct action so that the formula can be correctly represented.

Indeed, a reader who has studied many of the examples of substitution, aggregation, and associative properties of these additive and multiplicative operations, describes these properties in the following formulas:

For the adding action	For the multiply action	Name of the property
a+b=b+a (a+b)+c=a+(b+c)	a∙b=b∙a (a∙b)∙c=a∙(b∙c)	Replacing Grouping

        The teacher may require the student to formulate the formulas for the student to learn the above formulas, without having to write the actions in the formula, leaving the workspace empty, and using arithmetic operations instead of points:

a… b = b… a

(a… b)… c = a… (b… c)

The advantage of this task is that instead of the points, the reader will first write "+" (insert), add-on laws, and then multiply cumulative and associative laws with the "•" multiplication. The question of the teacher, "Can I point out the" divide "or" divide "instead of the points, will be a problem for the fourth-graders. Students solve this problem by providing a “counter example” under the guidance of a teacher. That is, instead of points, the "subtract" and "divide" actions give at least one example of the inability to create a correct equation: or - the substitution property is not appropriate. An example of the "grouping" attribute is not appropriate for separation and division operations. Mavlyuda Qosimova (munozara) 10:46, 22-Sentabr 2022 (UTC)