Das Zahlenbuch 2, Schulbuch

7 10–0 11–1 10–1 10–2 10–3 10–4 10–5 10–6 10–7 10–8 10–9 10–10 12–2 11–2 13–3 12–3 11–3 13–4 14–4 12–4 14–5 15–5 11–4 13–5 12–5 11–5 13–6 14–6 15–6 16–6 17–7 16–7 15–7 12–6 14–7 16–8 17–8 18–8 1 9 –9 18–9 20–10 1 9 –10 17–9 15–8 16–9 18–10 13–7 11–6 12–7 13–8 14–8 15–9 17–10 16–10 14–9 15–10 11–� 12–8 11–8 13–9 12–9 14–10 13–10 11–9 12–10 9–0 8–0 9–1 7–0 8–1 9–2 6–0 7–1 8–2 9–3 5–0 6–1 7–2 8–3 9–4 4–0 5–1 6–2 7–3 8–4 9–5 3–0 4–1 5–2 6–3 7–4 8–5 9–6 2–0 3–1 4–2 5–3 6–4 7–5 8–6 9–7 1–0 2–1 3–2 4–3 5–4 6–5 7–6 8–7 9–8 0–0 1–1 2–2 3–3 4–4 5–5 6–6 7–7 8–8 9–9 11–10 ■ 1–3  Einsminuseins-Tafel untersuchen und Beziehungen zwischen Minusaufgaben bewusst machen.   4  Bis zur Einfüh- rung der halbschriftlichen Subtraktion (Seite 50) Einsminuseinsaufgaben wiederholt rechnen und automatisieren.     Arbeitsheft, Seite 4 Einsminuseins-Tafel 1 2 3 a) Welche Aufgaben haben das Ergebnis 6? b) Welche Aufgaben haben das Ergebnis 4? Rechne die einfachen Aufgaben mündlich. Welche Aufgaben sind für dich einfach, welche schwierig? a) b) c) d) Zeige und rechne im Heft. Wie geht es weiter? Stellt euch gegenseitig Aufgaben. a) 7 – 0 8 – 1 9 – 2 10 – 3 b)13 – 4 14 – 5 15 – 6 16 – 7 c) 16 – 6 15 – 6 14 – 6 13 – 6 d)14 –10 14 – 9 14 – 8 14 – 7 e) 7 – 7 8 – 7 9 – 7 10 – 7 f) 6 – 6 8 – 7 10 – 8 12 – 9 10–0 11–1 10–1 10–2 10–3 10–4 10–5 10–6 10–7 10–8 10–9 10–10 12–2 11–2 13–3 12–3 11–3 13–4 14–4 12–4 14–5 15–5 11–4 13–5 12–5 11–5 13–6 14–6 15–6 16–6 17–7 16–7 15–7 12–6 14–7 16–8 17–8 18–8 1 9 –9 18–9 20–10 1 9 –10 17–9 15–8 16–9 18–10 13–7 11–6 12–7 13–8 14–8 15–9 17–10 16–10 14–9 15–10 11–� 12–8 11–8 13–9 12–9 14–10 13–10 11–9 12–10 9–0 8–0 9–1 7–0 8–1 9–2 6–0 7–1 8–2 9–3 5–0 6–1 7–2 8–3 9–4 4–0 5–1 6–2 7–3 8–4 9–5 3–0 4–1 5–2 6–3 7–4 8–5 9–6 2–0 3–1 4–2 5–3 6–4 7–5 8–6 9–7 1–0 2–1 3–2 4–3 5–4 6–5 7–6 8–7 9–8 0–0 1–1 2–2 3–3 4–4 5–5 6–6 7–7 8–8 9–9 11–10 4 10 – 6 4 ? Nur zu Prüfzwecken Eigentum des Verlags öbv