Randomly distribute a toothpick or wooden stick to the students, and ask them to bundle each number 10 into a bundle. Look at how many bundles there are and how many bundles are left, quote the figures, and check at the same table whether the quoted figures (how many bundles and how many) are the same as the real thing; Then tell the students how many bundles represent 10, and the teacher will show the object or projection. For example, three bundles are three 10, which is pronounced as 30 and written as 30. Why do you want to add a 0 after it? Let the students express their opinions. First, define integers. Let the students try to tie themselves up with their deskmates and read and write in whole numbers. When the students mastered it, the teacher asked: What about the remaining toothpicks? All belong to this pile of toothpicks. You can't leave them. This leads to the problem of numbers and digits in a unit ... No matter what method is used, it is important to let students participate in practical exercises to understand the mathematical law of turning all decimals into one and dozens of reading and writing methods. Some students will write 35 as 305, so that students can discuss and tell the reasons for the mistakes.