Math lesson summary Topic of the lesson: “Problem solving. Measuring the length of an object using a conventional measure
Target: Formation of initial mathematical knowledge.
Tasks:
- Continue learning to compose and solve problems involving addition and subtraction within 10.
- Improve the ability to measure the length of objects using a conventional measure.
- Improve your ability to orientate yourself on a sheet of squared paper.
- Strengthen the ability to name sequentially the days of the week, times and months of the year.
- Strengthen the ability to use “greater than”, “less than”, “equal” signs;
- Strengthen children's knowledge about geometric shapes;
- Develop attention, memory, thinking;
- Cultivate an interest in mathematics, the ability to listen to instructions from adults.
Didactic visual material:
Demonstration material. A ball, a card with a picture of a square, an envelope, cards with arithmetic signs, pictures for solving problems.
Handout. Cards with diagrams of the route from home to school, strips of cardboard (conventional measures), pencils, checkered pieces of paper.
Progress of the lesson
Educator . - Guys, we have a guest today, he’s funny (I put a picture of Dunno on the board).
Malvina gave Dunno homework, but he doesn’t know how to cope with it. So he came to you for help. Will you help him? (Yes.)
Then we’ll start our lesson, and Dunno will watch and learn from you.
And for each completed task, Dunno will give you a letter so that we can put them together into a word.
1 task "Think and answer"
Children stand in a semicircle. The teacher throws the ball to the child and gives the task. The child answers and returns the ball.
What are the 4 seasons?
What time of year is it now?
How many spring months are there? Name them.
Name the winter months.
What month comes after January?
How many days are there in a week?
What day of the week is today?
What was it like yesterday?
What day of the week will be tomorrow?
Name the days off.
What number must be added to 8 to make 10?
What number is less than 5 by 1?
Name the neighbors of the number 8; 4; 6
What number comes after the number 5; 1; 7.
What number comes before 8? 6; 4.
Educator. Well done! We completed the first task. And for this, Dunno gives you the letter “C” (I put it on the board).
Sit down at the tables. Don't forget that the back at the table should be straight. So are you ready? (Yes.)
Task 2. "Solve the problems"
And now I suggest you teach Dunno how to solve problems. But before we solve the problem, let’s remember what parts the problem consists of? (Condition, Question, Solution, Answer.)
What is a condition? (this is what we know).
What is a question for a problem? (this is what we need to find out).
What is a solution to a problem? (this is something that can be added or subtracted).
What is the answer? (this is what happened and is known to us).
1 task.
How many ducklings swam in the creek?
How many ducklings came to land?
Let's make a problem about them.
What does it say about ducklings?
(ducklings swam in the creek)
How many were there at first?
How many ducklings came ashore?
Are there fewer ducklings or are there more ducklings swimming?
If less, should you add or subtract?
What is the question in the problem? (how many ducklings are left to swim?)
Now let's create a problem.
Child. 9 ducklings swam in the creek. 1 went ashore. Ask a question about the problem.
Child. How many ducklings are left to swim?
Let's denote the solution with numbers and signs. (the called child lays out an example from the numbers for problem 9-1=8).
Task 2. Let's solve another problem. Look, there are 2 aquariums on the board. How many fish are in the aquarium on the left? How many fish are in the aquarium on the right?
What question can you ask in this problem? (how many fish are in 2 aquariums?)
Who will try to create a problem?
Child. There are 4 fish swimming in the aquarium on the left, and 3 fish swimming in the aquarium on the right.
Who will ask a question about the problem?
Child. How many fish swim in 2 aquariums?
Now you need to lay out the solution with numbers and signs on the board. And all the guys will write down the solution on pieces of paper. Well done. Dunno gives you the letter “P”.
Physical education moment.
Quickly stand up, smile,
Pull yourself higher, higher.
Well, come on. straighten your shoulders,
Raise, lower.
Turned left, right,
Hands touched knees.
Sat down, stood up, sat down, stood up
And they ran on the spot.
We rested. Go to your places and we will continue to help Dunno.
3 task. Game exercise “Measuring the road to school.” The teacher clarifies: “Where will you go on the first day of autumn? What is the name of the first month of autumn?
Children have cards with maps of the route from home to school.
The teacher asks the children to find out the length of the road from home to school: “How can I find out the length of the road to school? (Measure.) How will we measure the road? (First from the house to the turn, then from the turn to the school.)
How can you measure the length of a road? (Children's answers.)
Today we will measure the road from home to school using a conventional measure. Now I will remind you of the method of measuring with a conventional yardstick. You need to apply the measure so that the edge of the measure and the beginning of the road coincide. Using a pencil, draw a line along the opposite edge of the measurement. Next, we apply the measurement to the line and mark it again with a pencil.
Now measure the length of the road yourself in your picture. First, measure the length of the road before the turn and record how many times the measurement fits completely onto the strip. And then measure the length of the road after the turn, and also write down in a square how many times the measurement was taken after the turn.
After completing the task, the teacher asks: “What is the length of the road from the house to the turn? (Children give an answer in accordance with the indicated figure.) What is the length of the road from the turn to the school? What is the length of the road from home to school? How did you find out the length of the road? (We added up the number of measures and indicated the result with a number.)
Well done, you coped with this task too. You receive the letter “A” from Dunno.
4 task. Game exercise “Drawing figures.”
The teacher asks the children to guess what figure is drawn on a piece of paper lying in an envelope. To do this, children must complete the task correctly: From a point from left to right, draw a line three cells long, then from top to bottom, draw another line three cells long, then draw 3 cells from right to left, and finally, from bottom to top, 3 cells.”
What kind of figure did you get? (the teacher shows a card with a picture of a square). For this task you receive the letter “C” from Dunno.
Task 5. "Auditory dictation."
Draw in a rectangle:
In the upper right corner there is a square;
In the lower left corner there is a ball;
In the lower right corner there is a triangle;
In the upper left corner there is a circle;
In the middle there is an oval.
Where did you draw the ball? (in the lower left corner)
Where did you draw the square? (in the upper right corner)
Where did you draw the oval? (in the middle of the rectangle).
Did everyone cope with the dictation? Well done. Here is the letter “I” as a gift for you.
6 task. “Compare the numbers and put the signs”(work at a desk)
The teacher shows cards with the signs “>”, “<», «=»и уточняет, что они обозначают:
“The bird turned its beak
Where there is more delicious food,
And where there is less - she turned away,
I didn’t eat anything.”
The open beak points to a larger number, and the corner points to a smaller number.
Give the children cards with numbers: 3 and 4, 5 and 4, 7 and 7, 5 and 5, 7 and 8, 9 and 8.
And almost everyone completed this task. Here's the letter "B"
Task 7. "Connect the dots in the picture"(children take turns going to the board). And the last task was completed. You receive the letter “O” as a gift.
So we helped Dunno complete all the tasks. Let's read what kind of word we got? (Children read: “THANK YOU.”)
Educator . This is Dunno thanking us for our help with our homework. I also say thank you. You guys did a very good job today. And for this Dunno gives you these badges.
Draw a sun with a smile if you liked it in class today, and if you didn’t like it, then a sad sun - without a smile.
Used Books:
Pomoraeva I. A., Pozina V. A. “Formation of elementary mathematical concepts” (preparatory group).
Organization: GBOU Secondary School No. 74
Location: Moscow
Tasks: Improve the ability to measure quantities using a conventional measure. Create conditions for the development of logical thinking, intelligence, and attention. Develop coherent speech and the ability to argue your statements.
Activities: gaming, communicative, educational and research.
Materials: doll, pieces of fabric: pink 4*24cm, yellow 9*18cm; a piece of chalk; measurements 4*6 cm and 3*18cm, numbers from 1 to 20, a piece of chalk, chips.
Progress of the lesson:
Organization of children
One two three four five
Let's play fun
Compare and measure
Answer questions!
Repeating a number series.
Guys, look at the board. What do you see? (Numbers). Let's count together from 1 to 20. And now back from 20 to 1.
Explanation of the topic of the lesson.
Guys, we need to sew a dress for the Dasha doll. To sew a dress you need material. We will use material of different colors: pink and yellow. In order to sew a beautiful dress, you need to measure the fabric.
Today we will measure fabric using a conventional measure. Look, each of you has pieces of fabric on the table. I have exactly the same ones in my hands. I suggest you compare your pieces. Are they the same for everyone?
Guys, pay attention to the board. Today I will show you a way to measure a piece of fabric with a yardstick. Apply the measure so that the edges of the measure and the piece of fabric coincide, use chalk to draw a line along the edge of the measure and set aside one chip. Next, we apply the measurement to the line marked on the fabric. Now I suggest you measure your pieces of fabric yourself, remember that the measurement starts from the edge of the piece of fabric.
But now it's time to rest.
Physical education minute.
It's easy fun -
Turns left - right.
We all know for a long time -
There is a wall, and there is a window. Turns the body to the right and left.
We squat quickly and deftly.
You can already see skill here.
To develop muscles,
You have to do a lot of squats. Squats.
And now walking in place,
This is also interesting. Walking in place.
Now let's count how many chips you got. How many times has your measurement been completely striped? (6 times).
Now we measured the pink piece of fabric along its length. Now let's measure the width of the yellow piece of fabric using another measure using the same measurement method.
Independent work of children.
How many times does your measurement fit completely into a piece of fabric? (3 times).
Well done! So the length of the pink fabric is 6 measures, and the width of the yellow fabric is 3 measures. Now we can sew a beautiful dress for the doll, and we will definitely have enough fabric.
Alla Cheremisova
Summary of GCD on FEMP for children of senior preschool age “Measuring a segment using a conventional measure”
Municipal Autonomous preschool educational institution
municipal formation of the city of Nyagan "Kindergarten
general developmental type with priority implementation of activities
in cognitive and speech direction of development children
№ 6 "POCK"
Summary of GCD on FEMP in children of senior preschool age
Subject: «»
Developer:
Cheremisova Alla Ivanovna, teacher
first qualification category
MADO DOU, Nyagan D/s No. 6 "Pock"
Abstract mathematics classes in the preparatory group.
Subject: « Measuring a segment using a conventional measure»
Goals: Learn measurement using a conventional measure, form children arbitrariness and ability to perform actions simultaneously, develop imagination children, learn children navigate on a sheet of paper, consolidate in memory children names of the days of the week in their sequence, learn to associate the events of your life with certain days of the week.
Equipment:
Demonstrative material
Calendar, strip of paper 3 cm wide, 24 cm long (the length of the strip is a multiple of 4 and 6 cm, two cardboard measurements: one 4cm long, the other 6cm, circle.
Handout
A strip of paper 3 cm wide, 24 cm long (the length of the strip is a multiple of 4 and 6 cm, two cardboard measurements: one 4cm long, the other 6cm, pencil.
GCD move
1. Organization children
One two three four five
Let's play fun
Compare and to measure,
Answer questions!
Guys, we sit down at the tables as quietly as leaves fall to the ground.
2. Repeating the number series.
Guys, let's look at the board. -What do you see? (numbers). Let's count together from 0 to 10. Now let's count back from 10 to 0.
Well done, now let’s count to ourselves, with our eyes, to 10 and back.
3. Explanation of the topic of the lesson
Guys, today we will be with you measure a segment using a conventional measure. Look, each of you has a strip of paper on the table. I have exactly the same one in my hands.
(The children are given measurements. One group children's measure 4 cm long, another 6cm. Do not warn about the difference in advance.)
I suggest you compare your strips. Are they the same for everyone?
Look, my stripe is the same size too (compare with stripes of some children)
Guys, pay attention to the board. Now I'll show you the way measuring the strip with a yardstick. Let's apply measure like this to the edges measurements and stripes matched, With using a pencil, draw a line along the edge measurements. Next we apply measure already to the line marked on the strip.
And now, I suggest you, on your own measure your pieces, not forgetting that measurement starts from the edge of the strip. The edges of the strip and measurements must match, at the next measuring stick applied to the line marked with a pencil.
Let's start the task. Until then I'll finish measuring your strip.
4. Independent work children
Guys, next to measured put a number in a strip indicating how many times your measure completely laid out on a strip of paper.
My measure fit completely 4 times.
(Ask a question to a child who has measured 6 times)
How many times is yours measure completely fit into the strip?
(Answer: "Six times")
Six? And I only have four.
Were the stripes the same? (Address the children with whom the strip was previously compared)
Does anyone else have measured six times? Raise the number "6".
Does anyone have measure did you fit in completely four times? Show the number "4".
The stripes were the same. I saw that everything measured correctly. Why did some get 6, others 4?
(Statements children)
Right, the measurements were different.
(Invite to the board one person from those who got 4 and one who got 6)
Guys, let's make sure that the measurements are not the same. I will ask two people to come to me, one who has measure fit 4 times and one of whom measured 6 times.
The method of application, we are convinced that different measurements.
How many times did your measure? (address the child with less yardstick)
(Answer :6 times)
And you?
(4 times)
Look how interesting it is! Small measured six times, large - four times.
Physical education minute:
Get up quickly.
Quickly stand up, smile,
Pull yourself higher, higher.
Come on, straighten your shoulders,
Raise, lower,
Turned left, right,
Hands touched knees.
Sat down, stood up, sat down, stood up
And they ran on the spot.
5. Game "Name the neighbors"
Now guys, put the stripes aside and measurements and lay out a series of numbers from 0 to 10 in front of you.
Let's play a game "Name the neighbors".
I will name a number, and you must put forward two numbers - "neighbors" and explain why these two numbers are neighbors. For example, the number 7 is "neighbours" 6 and 8, because 6 is one less than 7, and 8 is one more than 7.
(the game is repeated 3-4 times)
6. Working with the template
Guys, pay attention to the board. You see sample drawings (fish, ladybug, mouse, eye, fungus, piglet, etc.). Look at them carefully.
What did you notice? (the teacher traces the shape of the leaf in each drawing with his finger)
(answers children)
Right! All drawings have a similar shape "Listika"
I would like to invite you to create your own drawings. In front of you on the table lies a landscape sheet, a template in the shape of a leaf, with its with help you can create your own drawings using all the free space on the album sheet.
(children draw)
I see many have finished. Who wants to come to the board and talk about their drawing?
(those who wish tell and show about their drawing, what is shown in the upper right corner, lower left, in the middle, etc.)
7. Game - relay race "Name yourself"
Well done! And now you and I will play a game "Name yourself"
- The rules of the game are as follows:
everyone sits on chairs, then I show the direction from whom we start and everyone stands up one by one, saying their first and last name, the next one gets up as soon as the previous one sits down. He gets up no earlier and no later than this time. When all the children have named themselves, the game is repeated, starting from the last, which now becomes the first.
(play 2-3 times)
8. Working with the calendar.
Guys, what month is it now?
What number?
What day of the week? Right. Let us mark this day on the calendar together.
Look, on the board, I put up a sign with the name of today's day of the week. What is the name of the previous day of the week?
(answers children)
What day will it be tomorrow?
(a card with the name is displayed)
Let's remember what day the week begins. What days of the week are missing? Let's arrange the cards with names in order and name the days of the week in unison.
Guys, let's together remember the most memorable events that happen regularly these days and designate them with a symbol.
(draw on the board)
9. Summary of GCD
Let's summarize our lesson. Today we learned a lot of interesting things.
What did we talk about today?
What did you do?
Did you like it?
(answers children)
Well done boys! You were all active today! Each of you receives a cheerful emoticon.
The teacher takes out two transparent jugs from the box.
First question. If you pour juice into both jugs, which jug will have more juice?
How do jugs differ from each other?
The teacher helps clarify.
Left: tall and narrow, and right: low and wide.
The teacher fills both jugs to the brim with colored water, pouring it from a large bowl.
Which jug contained more water?
What do you need to do to find out?
How will we measure it?
The teacher places jugs on different tables and asks the children to pour water into glasses. Since the jugs are full, the teacher helps the children pour the first glasses.
The teacher draws the children's attention to the fact that it is necessary to pour completely, but not over the edge. When all the water has been poured into the measures, the teacher:
Let's count how many glasses we got.
What do we answer to Leopold?
The teacher reminds the question.
The teacher takes boxes and milk bottles from the parcel and says:
Second question from Leopold: I came to the store to buy milk. The seller asks how much milk is needed: a liter or half a liter? Don't know. Guys, explain to me how much is a liter, and how much is half a liter? Let's figure it out together.
The teacher puts a liter jar on the table and says:
This is a liter jar and a liter of water fits here.
The teacher fills it with water and says:
This is how much water is contained in one liter. What do you think, half a liter is how much water there will be?
Right!
The teacher takes out two half-liter jars and says:
One jar holds half a liter of water (half a liter) and the other jar holds half a liter of water (half a liter of water). Let's pour water from a liter jar into two half-liter jars. Who among you wants to do this?
The child’s name is called and the teacher helps him pour the water. The teacher asks the children questions:
Alyosha, repeat what you did just now?
What have we learned?
A liter is half a liter and another half liter!
Educator:
Can we find out how many glasses of water fit into one liter?
What need to do?
We go out to the table, pour water from our glasses into a liter jar and don’t forget to count.
The teacher monitors the children's performance of practical work. When the work is done, the teacher:
Five glasses fit in a liter!
Raise your hands up those whose parents buy milk in cartons and bottles. At home, together with your parents, measure how many glasses of milk they contain.
Let's decide what we will write to Leopold?
The teacher clarifies how to formulate it more accurately and correctly.
The jugs are the same in volume, although different in shape. To find out how much, you need to measure it with a measure. A liter is half a liter and another half a liter. A liter holds five glasses of water.
Let's send Leopold a liter and a half-liter jar.
MBDOU child development center - kindergarten No. 4
"Golden Fish" Pushkinsky Municipal District
Summary of open direct educational activities in the educational field “Cognition”
Topic: “Length comparison. Measuring length."
Compiled by:
Evseeva N. E.
teacher of group No. 2
Pushkino
2013-2014 academic year
Program content.
- Strengthen the ability to compare the lengths of objects “by eye” and using direct superposition, introduce speech practice of the words “longer”, “shorter”.
- Form an idea of measuring length using a measure.
- Develop the ability to navigate on a sheet of paper, sustained attention, eye, and hand motor skills.
Equipment : 3 “boa constrictor” scarves (scarves with “head” knots tied at one end), visual instructions “measuring the length using a measuring stick”; handout (according to the number of children): sheets of checkered paper, simple pencils, colored strips of cardboard 15, 14 and 12 cm long, white strips 20 cm long, measuring strips 5 and 4 cm long.
Preliminary work:
Reading the story by G. Oster “It’s me who’s crawling”
Watching the cartoon “38 Parrots”, d/i “Find the Differences”.
Progress of the lesson:
Educator b: Guys, today I came to the garden very early and was surprised when guests were waiting for me on the threshold. They want to get to know you, but they are afraid that you will be scared of them... And to check whether this is true or not, the guests have come up with a task for you: to draw them. I will help you with this.(the teacher suggests that the children take sheets of paper in the box where the red dot is drawn, and pencils for doing a mathematical dictation).
Mathematical dictation:
1 square to the right
2 squares up
3 cells to the right
2 cells down
2 cells to the right
1 square down
3 cells to the left
2 squares up
1 cell to the left
2 cells down
3 cells to the left
4 squares up
1 cell to the left
1 square up
2 cells to the right
4 cells down
Educator : Who came to visit us today?(Snake, boa constrictor) These are boas, guys. Aren't you scared?(takes out “boas” made from children’s scarves)Guys, the boa constrictors spent the whole morning arguing about which of them was longer, but they couldn’t decide. Let's help them.(invites children to compare “boas” “by eye”, first by 2, then by all three, draws attention to the fact that the answer must be complete: “the red boa is longer than the white one,” the green boa is shorter than the red one.”
Guys, how do you know which of you is taller and which is shorter?(Let’s stand next to each other, or with our backs to each other, and determine whose head is higher and whose is lower) (The teacher invites half of the group to stand in pairs, the other half of the children determines, compares the pairs; then the guys change)
Educator: you have three colored strips on your tables, who knows how to compare them in length(you need to attach one to the other)
Is it possible to apply it like this?
No, you need to make sure that one end of them matches.
The teacher invites the children to compare the strips on their own, then asks 2-3 children about the results, and whether there are other answer options.
Educator : Thank you, you helped the boas a lot: you taught them to compare lengths. And now they won't quarrel.
Physical education minute.
We'll clap our hands
We'll clap our hands
Friendly, more fun.
Our feet knocked
Friendly, more fun.
Let's hit you on the knees
Hush, hush, hush.
Our hands rise up
Higher, higher, higher.
Our hands are spinning
Sank lower
Spun around, spun around
And they stopped. (We perform the movements in accordance with the text.)
The teacher calls the tallest and shortest child and asks them to alternately measure the same distance in steps.(from boa constrictor to boa constrictor), the children count their steps in unison.
Educator: How did it happen that the distance is the same, but the number of steps is different?(the steps were different: large and small).Who got more steps? Who has less?
The teacher asks the children to measure the white strip (20 cm) with different measurements (5 and 4 cm), for clarity, using step-by-step instructions with a demonstration.