The letter of the number 7 is cursive. Teaching children to write numbers correctly
learning to write numbers
Addressed to primary school teachers.
By the end of the first year, all students should be able to write numbers. Practice shows that writing numbers causes certain difficulties for schoolchildren.
A six-year-old child sees the figure as a whole, without highlighting the elements in it. Hence the distortion of numbers and their elements in writing. Therefore, it is so important at the first stages of learning to write numbers to pay attention to the initial analysis and synthesis of each number, comparing and contrasting the same elements of numbers with different configurations.
Methodology for teaching writing numbersincludes the following steps:
- Sample analysis. Before proceeding to explain the spelling of a number, it is necessary to show the children its sample, consider it together, find out what elements the number consists of (sticks, rounding, wavy line), in which numbers these elements have already been encountered.
- Demonstration by the teacher of visual writing of numbers.Showing the teacher how to write a number should be accompanied by brief explanations about which line is being drawn, where it starts, in which direction it is being led and where it ends, what the next line will be.
- Preparation for writing numbers:
a) "letter in the air" -children, taking pens, repeat the order and sequence of writing a number in the air, which allows them to remember the general movement of the hand;
b) a letter on tracing paper or a plastic stencil -the next step, helping the first grader move on to writing the number of the desired size.
Students writing numbers.The teacher should observe the writing of the first digits in order to correct the correct spelling in a timely manner.
When starting to teach writing numbers, the teacher needs to remember the following:
- all figures are written in the height of a cell in its right half and "lean" on its right side;
- the width of the figure should be about 2 times less than its height.
Hygienic rules for writing:
- you need to sit straight, without touching the table with your chest;
- legs should stand with the whole foot on the floor or stand;
- when writing, the head should be tilted slightly to the left (for those who write with the right hand) and to the right (for those who write with the left hand);
- the pen should be held with three fingers: thumb, index and middle, while the ring and little fingers must be bent to the palm of your hand. Fingers from the rod are located at a distance of 1-1.5 cm;
- the notebook lies at an angle to the edge of the table. The beginning of the line on the page where the work is in progress falls in the middle of the chest;
- you can not change the slope of the notebook while writing.
A six-year-old child quickly gets tired while writing, since his spine has not yet fully matured, the small muscles of the hand, fine and precise coordination of movements are not sufficiently developed. Before writing, during, and also after writing, he needs to prepare his hand, relax his muscles, change his posture. The following can help with this. exercises:
- put your hands together with your palms and stretch them forward. Spread your hands to the sides without opening your wrists;
- squeeze the fingers of one hand one at a time to make a fist. Unclench them one at a time. Do the same exercise with the other hand;
- stretch your arms forward in front of your chest. Fingers right hand clench into a fist. Unclench the fingers of your right hand. Clench the fingers of your right hand into a fist. Unclench the fingers of your left hand. Perform alternately;
- palms together, fingers interlocked. Alternately bend and unbend your fingers;
- put your hands with spread fingers on the table. Alternately tap on the table with each finger of one or the other hand.
Each exercise session should include 2-3 exercises.
Methodological commentary on writing numbers
Number 1 consists of two elements - sticks, one of which is shorter than the other. First, a small stick is written. They begin to write it a little above the center of the cell and lead to the upper right corner of the cell. Then they write the main inclined stick from the upper right corner to the middle of the bottom side of the cage.
Number 2 consists of an upper small semi-oval, oblique and wavy lines. They start writing a number a little above the center of the cell, draw a line up, round it in the upper right corner, draw an oblique line to the middle of the bottom side of the cell. Then a wavy line is written along the bottom side of the cell (up, down, up).
Number 3 consists of upper and lower small semi-ovals. They begin to write the number slightly above the center of the cell (approximately in the same part of the cell as the number 2). The beginning of writing the first element of the number 3 is very similar to the first element of the number 2. The upper semi-oval is brought almost to the center of the cell and, without lifting the pen from the paper, the lower semi-oval is written. The lower semi-oval is slightly larger than the upper one.
Number 4 consists of three sticks. They begin to write the first stick a little to the right of the middle of the upper side of the cage and lead it to the center of the cage. Taking the pen off the paper, write the third stick, which starts just above the middle of the right side of the cage, and draw an oblique line to the middle of the bottom side of the cage.
Number 5 consists of a small straight stick, a right semi-oval and a horizontal wavy line. First, a small straight stick is written. They begin to write it a little to the right of the middle of the upper side of the cage (as well as the number 4) and lead obliquely to the center of the cage. From this point, a small right semi-oval is written, the same as the second element at the number 3. Then the last element is written from the top left to right (a stick slightly bent down). Its beginning coincides with the beginning of the first element of the digit, and the element ends in the upper right corner of the cell.
Number 6 consists of a large left and small right semi-ovals. They begin to write a number a little below the upper right corner of the cell. In the upper right corner of the cell, a rounding is made, a large left semi-oval is written, they touch the middle of the lower side of the cell, draw a line upwards, rounding it to the left slightly above the middle of the cell.
Number 7 consists of a wavy line, large and small sticks. They begin to write a wavy line just below the middle of the upper side of the cage, bring it to the upper right corner of the cage. The writing of the first element of the number 7 coincides with the writing of the last element of the number 2 (moving the pen up, down, up), with the difference that for the two this element is located on the bottom line of the cell, and for the seven it is under the top line of the cell. From the upper right corner, an inclined stick is drawn to the middle of the bottom side of the cage, as in the number 1. A small horizontal stick should cross out a long stick approximately in the middle.
Number 8 consists of upper and lower small ovals. The top oval is slightly smaller than the bottom one. They begin to write it a little lower and to the right of the middle of the upper side. Lead the line to the right and up, round off at the upper right corner of the cage, then from right to left to the middle of the bottom side of the cage, round off and rise up to the starting point.
Number 9 consists of a small oval and a large right semi-oval. They begin to write a number slightly below the upper right corner of the cell (approximately where the beginning of the number 6 is), draw a line up to the left, rounding it to the center of the cell, then right up to the starting point. From the starting point, a large right semi-oval is written, touching the middle of the bottom side of the cell.
Number 0 is an oval. They begin to write a number slightly below the upper right corner of the cell (approximately in the same place where the writing of the numbers 6 and 9 begins). The first half of the number is written in the same way as the number 6. A rounding is made in the upper right corner of the cell, a large left semi-oval is written, touching the middle of the lower side of the cell, then the line is smoothly drawn up to the starting point.
Note: It is impossible to achieve oral reproduction of the sequence of writing numbers from first graders. An adult helps the child to pronounce the actions performed aloud:I retreat 2 cells down, one cell to the side, I draw a line from the corner to the middle of the bottom side of the cell, up, down, up, etc.
Literature:
1. Kovalevskaya L.N. Methodological commentary on writing numbers // Pachatkovye nauchanne: syam'ya, dzіtsyachy garden, school. - No. 4-2007-p.51,57.
2. Kovalevskaya L.N. Learning to write numbers in the 1st grade // Pachatkova nauchanna: syam'ya, dzіtsyachy garden, school. - No. 7-2007-S.12.
August, 2008
Learning to write, children learn to write two types of signs at the same time - letters and numbers. There are many common points in teaching how to write numbers and letters, but there are also differences that you need to pay attention to if you want to teach your child how to write numbers correctly and beautifully.
Preparatory stage
Children, as a rule, perceive the image of a figure as a whole, without dividing it into separate constituent elements. Namely, this approach is necessary, in order for the child to learn to write numbers quickly and without difficulty. Therefore, during the lesson, when you explain how one or another number is written, it is advisable to draw the child's attention to key points in the writing of one sign or another.
The child should be taught to navigate well in the arrangement of the elements of the cell, which will mark his student notebook in mathematics.
Required Skills
- The student should easily determine the right and left side cells, its upper and lower border;
- Quickly find the center of the cell, its corners, the midpoints of all its sides;
- It is desirable that a young student can visually divide the cell into four equal parts without any problems.
- You must also learn to observe the angle of inclination when writing numbers. To do this, show the child how to determine the slope by drawing a line that connects the upper right corner of the cell with a point placed in the middle of the lower edge.
For these exercises, it is better to print an enlarged cell layout, simply speaking, a rectangle, while maintaining the ratio of the proportions inherent in the notebook layout.
At the initial stage of training, it is better to use it to teach the child to navigate well in the parts of the cage. 
Or you can buy ready-made options. For example, the reusable book "I am learning to write numbers." Such books are good because they come with a special marker that can be erased and written again. A great option to start preparing your hand for writing.
We select the recipe
A special copybook will help parents teach a young student to write numbers correctly. It is necessary to approach its selection carefully, paying attention to how the necessary information is presented in it. educational material. It is desirable that it be organized as follows:
The first are the numbers in bold black - these are the samples that the child should be guided by.
Behind the black numbers should be two or three characters printed with dots or in a very light shade of font. Children will write these numbers, circling the dots, in the learning process.
Throughout one line there should be several numbers printed in bold, those that will serve as a model for the child (and not one - two only at the beginning of the line).
These requirements are met by the copybook “Calligraphy of numbers. Prescriptions for mathematics.- these are prescriptions of a new generation in accordance with the requirements of the Federal State Educational Standard of the IEO, which is an appendix to the mathematics course under the L. G. Peterson program "Learning to learn" for grade 1.
We write numbers correctly
Before starting training, pay attention to important point, which concerns the writing of all numbers: the height of the number is almost equal to the height of the cell, the sign should occupy most of it, while slightly shifting to the right. The part of the number that will be on the right should touch the right side of the cell.
Let's start learning
| How to spell each number correctly | |
|---|---|
 | Step 1. We designate a point almost in the middle of the cell, just above its visual center. Connect this point to the upper right corner with a straight line. Step 2. We connect the upper right corner of the cell with a long straight line with a dot at the bottom, approximately in the middle of the bottom line. |
 | Step 1. Draw a small semi-oval in the upper right half of the cage. Step 2. Extending the semi-oval, we lead straight line to the middle of the lower rib. Step 3. We put a point, from it we draw a wavy line along the lower border. The wavy line consists of three "waves": first up, then down, and up again. |
| Step 1. We draw a small semi-oval in the upper right half of the cell, rounding it and slightly not bringing it to its visual center. Step 2. We continue to write, moving on to the second semi-oval, it should be slightly larger than the previous one. |
 | Step 1. We draw the first line like this: we put a point a little to the right of the center of the upper edge, at an angle we lead to the middle. Slightly below the center of the cell, we “unfold” the line, draw it horizontally to the right, stop a little before reaching the right side. We tear off the handle. Step 2. We draw the last line from the upper right part of the cell down parallel to the already drawn line, stopping at the very bottom of the cell. |
 | Step 1. First, we write a small stick at a slight slope, almost along the line that visually divides the cell in half. We stop a little before reaching the middle. Step 2. We draw a semi-oval, rounding it first up, then to the right, while it should touch the right side with the cell line. We finish the semi-oval, rising slightly above the middle of the lower edge. Step 3. We tear off the pen in order to draw the upper "tail". We begin to draw the "tail", at the point where the upper inclined stick began. |
 | This figure, unlike the others, is shifted to the left side of the cell. Step 1. We begin to write an oval line approximately from the middle of the upper edge of the cell, slightly dropping down. Gradually move the line of the oval to the lower left corner. Step 2. We finish drawing the semi-oval, rounding it, rising from the middle of the bottom line up, to central part. We close the oval. This figure is drawn without lifting the pen from the paper. |
 | Step 1. Putting a point just below the middle of the top line of the cell, draw a wavy line along it. We stop in the upper right corner. Step 2. Without lifting the pen from the paper, draw an inclined vertical line down to the bottom border. It should end in the center of the bottom line. Step 3. To draw a small stick, tear off the pen from the paper. We cross out the vertical line along the visual line dividing our cell in half. |
 | Step 1. We begin to draw the upper oval, putting a dot approximately in the middle of the cell, closer to its right edge. We draw an oval of a “tear-shaped” shape, gradually returning to the point from which we started. Step 2. Draw the bottom oval, moving down and to the left. Having rounded the oval, we return to the central point from which we began to draw the upper part of the figure. |
 | Step 1. We draw this sign as follows: first, draw the upper part, placing a point slightly below the upper corner of the cell, on its right side. We draw a line down, to the left, and then up. You should get a small oval with a slope to the right. Step 2. Having reached the point from which we started drawing, we pass it, descending to the lower border of the cell. We round off the line by raising the “tail” of the nine just above the lower edge of the cage. |
 | Step 1. We draw an ordinary oval, remembering its slope to the right. We put a point just below the upper right corner along the right border of the cell. We draw a semicircle, moving in a circle counterclockwise, we go down. Step 2. We finish drawing zero, completely closing the oval, rising from the bottom of the cage to the point on its right side from which we started. |
Using this technique, you can quickly and effectively teach a small child the correct spelling of numbers. And having mastered the numbers, you can learn and
Of great importance in teaching the writing of numbers is the determination of the correct slope. When writing in a cell, the slope is determined by the segment connecting the upper right corner of the cell with the middle of its lower side. Before proceeding to explain the spelling of a number, it is necessary to show the child its sample and analyze what elements the number consists of (stick, wavy line, oval, semi-oval). Showing the writing of a number should be accompanied by brief explanations about where the line begins, in which direction it goes, where it ends, where the pen should be torn off the paper and what the next line will be. The first digits written by the child themselves should be reviewed by an adult who makes the necessary comments.
Features of writing numbers and sample numbers
They begin to write a small stick a little above and to the right of the center of the cell, draw a line up to the upper right corner of the cell. Then they write a large stick from the upper right corner almost to the middle of the bottom side of the cage.
Begin to write a little below the middle of the upper side of the cell. Lead the line up, rounding in the upper right corner of the cell. Then draw a line down to the middle of the bottom side of the cage. Along the underside of the cell. A wavy line is written along the underside of the cage, leading the hand to the lower right corner of the cage.
Begin to write a little below the middle of the upper side of the cell. Lead the line up, rounding in the upper right corner of the cell. Then they draw a line down, do not bring it a little to the middle of the cell and write the lower semi-oval.
They begin to write a little to the right of the middle of the upper side of the cage. They lead a straight line almost to the center of the cage, then they lead the stick to the right and slightly do not bring it to the right side of the cage. Write a long stick, starting above the middle of the right side of the cage and bringing it to the bottom side of the cage.
They begin to write an inclined stick a little to the right of the middle of the upper side of the cage and lead it almost to the center of the cage. Then they write a semi-oval. On top of the stick, a wavy line is written to the right.
They begin to write a semi-oval a little below the upper right corner of the cage, round off, touching the top side of the cage, and lead the hand down. Round the line, touching the bottom side of the cage and bring your hand up. Then round the line to the left slightly above the center of the cell.
Start writing a wavy line slightly below the middle of the upper side of the cage and bring it to the upper right corner of the cage. Then they write a large stick, bringing it almost to the middle of the bottom side of the cage, and then cross it out with a small stick in the middle.
They begin to write a little lower and to the right of the middle of the upper side of the cell. Lead the line up and to the right, round off, touching the top and right sides of the cage. Then they lead the hand down, round the line, touching the bottom side of the cage. Further, rounding, the line goes up to the starting point.
Start writing a little below the upper right corner of the cell. In the upper right corner of the cell, the line is rounded off and the hand is led down to the center of the cell. Here the line is again rounded and led up to the beginning of the oval. Then they lead the hand down, rounding at the middle of the bottom side of the cage.
The oval begins to be written a little to the left of the upper right corner of the cell. Lead the line down, rounding in the middle of the bottom side of the cage. Then they lead the hand up to the beginning of the oval.
Digits
Many parents, devoting a lot of time to learning the correct spelling of letters, do not pay attention to writing numbers at all. But this is also not a very simple matter.
How many times have I watched children write numbers in a completely impossible way - 5 start from the bottom, in 8 they spend twice in one place ...
Print out this template for the kids and hang it directly on the wall above the kid's workplace.
Show the order in which each number is written. Pay attention to the starting point where each digit begins writing.
Work on the copy with the baby, working out every detail of the number.
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