Grade 2. Mathematics. In 2 books. Book 2. 4th edition. GEF. Davydov V.V., Gorbov S.F.

The content of textbooks is built taking into account the requirements for the educational results of studying mathematics in elementary school - personal, meta -subject and subject.

The textbook is focused on the development of the child’s ability to act not according to the model, but independently, look for new ways of solving , invent their own means to achieve the goal.

In the course of building elementary graphic and iconic models, children reveal the basic properties of mathematical relations and thus enter the world of mathematical concepts.

The purpose is sequentially realized in the textbook. a clear understanding of the actual number. The number (so far only natural) is immediately considered as the ratio of quantities. A large place is given to the study of the properties of quantities in actions with specific objects and abstract models. The computing sections are represented by a separate block at the end of the textbook.

In the second grade, the task of reproducing the value is set in the new conditions, when not one of the available measures fits in the size of the whole number of times, which leads children to a new method of measurement - measuring Values ​​using a system (set) of the measure. Thus, children get acquainted with a multi -valued number.

second -graders master the names of numbers within four signs and a way of category of their addition and subtraction. In addition, the techniques of oral calculations are considered within 100.

continues in the first grade work on the material of text problems. The possibility of constructing and solving three types of tasks is studied, which is based on the ratio of the variety comparison of the quantities: finding the value of a larger value, less and difference.

ends the second year of training by introducing the concept of multiplication.

It occurs through the organization of the search actions of children and the detailed discussion in the class.

The methodological apparatus of the textbook contains a large number of exercises that have a variety of and often entertaining form. Many of them have a “trap” - the task at first glance is ordinary, but in fact either not having a solution, or makes different solutions, or requiring clarification. On the fields of the textbook, such tasks are marked with a special sign.

A significant part of the tasks in the textbook is built in such a way that, performing certain constructions, students themselves open the logic of the subject, and do not receive it in the form of finished samples.

Separate blocks are given exercises to develop graphic skills.