Summary of the lesson in mathematics Topic of the lesson: “Problem solving. Measuring the length of an object with a conventional measure. Orientation on a sheet of paper. Summary of the femp lesson "measuring length using a conditional measure"
Subject:"Length measurement"
Tasks:
1. Give an idea of the number as a result of measuring length.
Sort items by quantity, size;
Determine your location among the objects of the environment.
3. Continue to form an idea of the concepts of "quadrilateral", "triangle".
Demo material: 2 houses, 2 paths, conditional measurement - a strip of paper; 2 gnomes (flat); scales, 2 bags of sugar, scoop.
Handout: 5 cubes; 5 balls; subject cards; triangles, quadrangles.
Lesson progress
The teacher and the children stand in a semicircle in front of the blackboard. Attached to the board are 2 houses, 2 paths leading to them, and two gnomes (flat ones).
There lived two cheerful gnomes,
Here are their two wonderful houses.
And the paths lead to them
The gnomes are going home.
But one goes laughing -
His path is a little shorter.
And the other does not lose heart
What a long way he walks.
Which house will the dwarf come to faster? Why did you decide so?
Children explain that one path is long, the other is short.
How did you measure these paths? You spotted it by eye. And you can more accurately determine the length. How is length measured? (Children's guesses.)
- No matter how long they measured before: fingers, elbows, hands. Now there are rulers, centimeter tapes. What if there is no line? Can be measured with a yardstick.
The teacher shows a measure - a strip of paper. Explains to the children that with this measure you can measure the length.
- See how I do it. I take measurements at the beginning of the path. I measured once. Set aside one cube. I'll take another measurement right away. Set aside another cube. And once again the measure fits. Set aside another cube.
- How many times did the measure fit on this path? (3 times.)
Now let's measure another path.
The teacher does the same with the other path.
- How many times did the measure fit on this path? (2 times.)
“Now you can immediately see that one path is longer.
Gnomes bought sugar
They shared it all day long.
Soon the night will come
We need to help the gnomes.
The children go to the tables. On the tables are cards with objects drawn on them (from 1 to 5).
— The gnomes decided to clean up the apartment and put the scattered objects in a row. Arrange item cards from 1 to 5 in a row, starting with a card with one item.
Children complete the task, the teacher checks. Then draws the attention of children to balls and cubes.
Gnomes took toys
Of course they weren't removed.
Soon the night will come
We need to help the gnomes.
- Lay out, girls, in order the balls: from the largest to the smallest.
- And the boys will arrange the scattered cubes in order, starting with the smallest.
The teacher reinforces the concepts with the children: “the biggest”, “the smallest”, “smaller”, “bigger”, etc.
- Now take all of one geometric figure. The gnomes have prepared them for you and want to play with you. The task is:
Whoever has triangles, stand on the right side of the table;
Who has quadrangles, stand so that the board is
behind you;
Whoever has rectangles, stand so that the table is in front of you.
The teacher thanks the children for their work.
The teacher takes out two transparent jugs from the box.
First question. If you pour juice into both pitchers, which pitcher will have more juice?
How are jugs different from each other?
The teacher helps clarify.
Left: tall and narrow; right: low and wide.
The teacher fills both jugs to the brim with tinted water, pouring it from a large bowl.
Which jug has more water in it?
What do you need to do to find out?
What will we measure?
The teacher puts the jugs on different tables, asks the children to pour water into glasses. Since the jugs are full, the teacher helps the children to pour into the first glasses.
The teacher draws the attention of the children to the fact that it is necessary to pour completely, but not over the edge. When all the water is poured into measures, the educator:
Let's count how many glasses we got.
What will we answer Leopold?
The teacher reminds the question.
The teacher takes out boxes and milk bottles from the parcel and says:
The second question from Leopold: I came to the store for milk. The seller asks how much milk is needed: a liter or half a liter? Don't know. Guys, explain to me how much will be a liter, and how much will be 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 is placed 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 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 another 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 is called by name and the teacher helps him pour water. The teacher asks the children questions:
Alyosha, repeat what you just did?
What have we learned?
A liter is half a liter and another half a liter!
Educator:
Can we find out how many glasses of water fit in one liter?
What need to do?
We go out to the table, pour water from our glasses into a liter jar and do not forget to count.
The teacher supervises the implementation of practical work by children. When the work is done, the educator:
Five glasses fit in a liter!
Raise your hands, those whose parents buy milk in boxes and bottles. At home, measure with your parents how many glasses of milk they contain.
Let's decide with you what we will write to Leopold?
The teacher specifies how to formulate more accurately and correctly.
The jars are the same in volume, although different in shape. To find out how much, you need to measure with a measure. A liter is half a liter and another half a liter. Five glasses of water are placed in a liter.
And let's send Leopold a liter and a half-liter jar.
Tasks by educational areas:
- "Knowledge": to consolidate the concept of "measurement", to consolidate the ability of children to measure bulk substances; monitor the completeness of the measurement; develop logic; consolidate knowledge about the life of birds in cold weather; consolidate knowledge about the sparrow; consolidate knowledge of the postal address.
- "Physical culture": to introduce children to a new physical education minute; relieving tension from the muscles of the musculoskeletal system.
- "Socialization": to form the ability to work in a mini-group, to distribute roles and responsibilities in it, the ability to listen to comrades, not to interrupt them; to form the ability to defend one's point of view; to cultivate a caring attitude towards birds; feeling of compassion for them.
- "Reading fiction": introduce the poem of the poet Anatoly Grishin "Sparrow".
- "Music": develop a sense of beauty; create an emotional positive attitude; learn to listen carefully to the sounds of nature.
- "Labor": place food on the site.
- "Communication": the development of speech and thought activity; improvement of communication skills.
Lesson progress
Organize a circle with the guys, say a nickname and repeat the rules of conduct;
I see a cheerful circle
All my friends are in!
We're going to the right now
And then let's go to the left;
Gather in the center of the circle
And we'll all be back.
Smile, wink
And let's go to the chairs.
Warm up.
Guys, today I was the very first in the group, and I saw that a letter had come to us. (Discuss with the children where information is located on the envelope about who sends and where it sends. What is an index).
(The teacher reads the letter: “Hello, dear children of the “Why Why” preparatory group. Your friend Dunno is writing to you from the distant Flower City. You have helped me out more than once, please help me this time too. Znayka decided to take up my education and asked me problems. I coped with all, except for one problem. Without your help, dear friends, I can’t do it. I really want to show Znaika that I am ready to learn and not be lazy.").
Dunno writes, he asks us to help us solve his problem, otherwise he will not be able to please his friend Znayka with his zeal and ingenuity. We must help him. Here is the problem. I have already read the problem in the morning and propose to solve it with the help of simulation.
Giraffe, crocodile and hippo
They lived in different houses.
The giraffe did not live in red
And not in the blue house.
The crocodile did not live in red
And not in the yellow house.
Guess what houses the animals lived in?
(We solve using visual modeling. An orange circle is a giraffe, green is a crocodile, brown is a hippopotamus. Red, yellow and blue squares are houses. Solve this problem on a magnetic board. You can call anyone who wants to.)
Well done! We helped Dunno, and now the solution must be sent to Dunno. How?
(presumptive answer of the children. We found a solution: stick the answer on paper and send it back. Discuss with the children the sending address and the sender's address. Remember the address of our kindergarten. Practice once again determining the place on the envelope "where" we send, "to whom" we send. On example of your own address).
Today we have an unexpected guest. Who do you think it is?
(Guided answer of children.)
Let me give you a hint. (Sounds of birdsong turn on)
(Children give the answer - a bird).
And to find out which bird came to visit us, listen to the riddle:
Everyone knows this bird.
Does not fly to a warm land
This bird is all year round.
Lives in our yard
And she chirps
Loud in the morning
- Wake up soon -
Everyone is in a hurry: (sparrow).
Sparrow flew to us for a reason!! He has a request.
(a picture of a sparrow is attached to the board)
How many birds can be fed with the rice in the bag if each bird eats one teaspoon of rice.
What needs to be done for this?
(presumed response of children).
We will measure rice with a teaspoon. This will be our measure.
(If desired, the child comes out and takes measurements)
How many spoons did you get?
(Answers of children).
And now let's find out how many pigeons we can feed the same amount of rice, if it's an honor that one pigeon can eat one tablespoon.
(We measure rice again and find out the number of tablespoons. Two numbers are posted on the board: the number of teaspoons (10) and the number of tablespoons (5).)
What can be said about the numbers 5 and 10 when compared?
And why did it happen, because we measured the same amount of cereal?
(The larger the measure, the smaller the number we get, and vice versa, the smaller the measure, the larger the number we get!)
Well done! Let's feed the birds too. We have a feeder on the site, we will go for a walk and pour treats into it.
But first, let's get some rest.
(Physical education minute)
So, let's prepare a delicious treat for the birds. Notice the tables. Bowls with different cereals are prepared on them: buckwheat, millet, rice and peas. In addition, various measurements are prepared there, with which you will measure bulk products. There is an empty container in which you will pour a treat. Also, pay attention to the cards. They are of two kinds.
Some are colored, denoting cereals. Brown represents buckwheat, yellow represents millet, white represents rice, and orange represents peas.
Others - pictures with the image of measurements: a teaspoon, a tablespoon and a measuring spoon. Your task is not just to prepare a treat, but to cook according to your own recipe.
Use the cards to "fix" your recipe in the album with glue. For example, if you put 2 teaspoons of buckwheat in a treat, then pour 2 cards with the image of teaspoons and a brown card into the album. (Show an example of your recipe)
And now we divide into groups at will and prepare a treat.
(Children are divided into groups, work together on treats and recipes).
Well done guys, you got the job done. (Take the recipes to attach to the board) Guys, look at what interesting recipes you got. What a varied menu the birds will have! Tell me, please, did you like the lesson? What do you remember the most? What have you learned? (Children's answers. Summarize the lesson.)
And on an evening walk, we will not forget to pour treats into the feeder. And finally, I suggest you close your eyes and listen to the birds singing.
Target: Formation of initial mathematical knowledge.
Tasks:
- Continue to teach how to compose and solve problems for addition and subtraction within 10.
- Improve the ability to measure the length of objects using a conditional measure.
- Improve the ability to orientate on a sheet of paper in a cage.
- To consolidate the ability to name sequentially the days of the week, times and months of the year.
- To consolidate the ability to put signs "greater", "less", "equal";
- To consolidate children's knowledge of geometric shapes;
- Develop attention, memory, thinking;
- To cultivate interest in mathematics, the ability to listen to the instructions of adults.
Didactic visual material:
Demo material. A ball, a card with the image of a square, an envelope, cards with arithmetic signs, pictures for solving problems.
Handout. Cards with diagrams of the path from home to school, strips of cardboard (conditional measures), pencils, checkered leaves.
Lesson progress
caregiver . - Guys, we have a guest today, this is a funny one (I put a picture of Dunno on the board).
Malvina gave Dunno homework, but he does not know how to deal with it. So he came to you for help. Will you help him? (Yes.)
Then we will begin our lesson, and Dunno will look and learn from you.
And for each completed task Dunno will give you a letter so that we can put together a word from them.
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.
Name 4 seasons?
What season is it now?
How many spring months? Name them.
Name the winter months.
What month comes after January?
How many days in a week?
What day of the week is today?
What was yesterday?
What day of the week will be tomorrow?
Name the holidays.
What number must be added to 8 to get 10?
What number is less than 5 times 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! Completed the first task. And for this Dunno gives you the letter "C" (I put it on the board).
Sit down at the tables. Do not forget that the back of the table should be straight. Well, are you ready? (Yes.)
2 task. "Solve Problems"
And now I suggest you teach Dunno how to solve problems. But before solving 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 problem question? (this is what we need to know).
What is problem solving? (this is something that can be added or subtracted).
What is the answer? (this is what happened and we know).
1 task.
How many ducklings bathed in the backwater?
How many ducklings went out on land?
Let's create a problem for them.
What is said about ducks?
(ducklings swam in the backwater)
How many were there at first?
How many ducklings came ashore?
Do ducklings swim less or more?
If less, what should be done to add or subtract?
What is the issue in the problem? (How many ducklings are left to swim?)
Now let's create a task.
Child. 9 ducklings swam in the backwater. 1 came ashore. Ask a question about a 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 for the problem 9-1=8 from the numbers).
2 task. 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 be asked in this problem? (how many fish are in 2 aquariums?)
Who will try to complete the task?
Child. 4 fish swim in the aquarium on the left, 3 fish swim in the aquarium on the right.
Who will ask the question to the task?
Child. How many fish swim in 2 aquariums?
And now you need to lay out the solution in numbers and signs on the board. And all the guys write down the decision on the pieces of paper. Well done. Dunno gives you the letter "P".
Fitness minute.
Get up quickly, smile
Pull up higher, pull up.
Well - ka. straighten your shoulders
Raise, lower.
Turned left, turned right
Hands touched the knees.
Sit down, get up, sit down, get up
And they ran on the spot.
Have a rest. Go to your seats and 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 diagrams of the way from home to school.
The teacher invites the children to find out the length of the road from home to school: “How to find out the length of the road to school? (Measure.) How will we measure the road? (First from home to the turn, then from the turn to 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 conditional measure. It is necessary to attach a 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 measure already to the line and again mark with a pencil.
And now independently measure the length of the road in your picture. First, measure the length of the road before the turn and write down the number of times the measurement is completely within the strip. And then measure the length of the road after the turn, and also write down in the 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 answer according to 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 know the length of the road? (We added up the number of measures and denoted the result with a number.)
Well done guys, you got the job done. You get the letter "A" from Dunno.
4 task. Game exercise "Draw figures".
The teacher invites the children to guess which figure is drawn on a piece of paper lying in an envelope. To do this, the children must complete the task correctly: From the point from left to right, draw a line three cells long, then draw another line three cells long from top to bottom, then draw 3 cells from right to left and, finally, 3 cells from bottom to top.
What figure did you get? (the teacher shows a card with the image of a square). For this task, you get the letter "C" from Dunno.
5 task. "Aural dictation".
Draw in a rectangle:
In the upper right corner is a square;
In the lower left corner - a ball;
In the lower right corner - a triangle;
In the upper left corner - a circle;
In the middle 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" for you.
6 task. "Compare numbers and put signs"(desk work)
The teacher shows cards with the signs ">", "<», «=»и уточняет, что они обозначают:
"The bird turned its beak
Where there is more delicious
And where less - turned away,
Didn't eat anything."
An open beak points to a higher number, and a corner points to a lower 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 with this task, almost everyone coped. Here's the letter "B"
7 task. "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 to complete all the tasks. Let's read, what kind of word did we get? (Children read: "THANK YOU.")
caregiver . This Dunno thanks us for helping us with our homework. I also thank you. You guys have done a really good job today. And for this Dunno gives you these badges.
Draw the sun with a smile, if you liked the lesson today and if you didn’t like it, then the sun is sad - without a smile.
Used Books:
Pomoraeva I. A., Pozina V. A. "Formation of elementary mathematical representations" (preparatory group).
"Measurement of length using a conditional measure"
Goals and objectives:
Contribute to the consolidation of the skills of comparing objects in length by visual correlation, overlay and application;
Provide familiarity with the method of measuring length - using a conventional measure:
Lead the children to the conclusion how the length of the measure affects their number needed for measurement (the larger the measure, the less they are required, and vice versa);
To ensure the practical application of the skill of oral counting within 5, correlating the quantity with the conditional designation of the set.
Equipment and materials:
5 pieces of snakes of different lengths, identical snakes and several figures of parrots, elephants, monkeys, small toys - counting material. Cards with dots (count up to 5), measurements of different lengths, music for physical education.
Lesson progress
Organizational moment.
Guys, we're going to Africa with you. See how many African animals meet us.
Verbal counting.
Let's count. How many elephants? (monkeys, crocodiles, etc.)
And now let's play, animals will come running to each of you (I distribute cards)
- Guess how many animals you will have (how many points, so many animals)
Main part.
- Look who's crawling towards us (snake)
- How many? They are identical? What is the difference? (long)
- What is this? (pointing to the longest and shortest)
- And let's build the snakes in order: from the longest to the shortest.
Fizkultminutka.
- Hear who is calling us? Yes, they are African animals. They decided to play with us. (conducted to music)
- Guys, the longest snake told me that she has a boa constrictor friend, and he is upset about something. Let's go see what happened to him. (sit at tables)
On the children's table we lay out the boas according to the number of children.
Getting to know the measure .
Guys, the boa constrictor says that he is very long, but he doesn’t know how long he is. But the smart parrot told the boa constrictor that it could be measured, for example, by parrots or elephants, or monkeys. Let's help the boa constrictor. Here, for example, is how to measure correctly. (I show how to correctly apply “measurements” from the head to the tip of the tail.
Individual work.
I propose to each child to measure the boa constrictor in elephants, monkeys, parrots.
How many elephants fit in a boa constrictor? (monkeys, parrots)
Who fit more? Who is less?
Why are there fewer elephants and more parrots?
Fixing:
- Guys, but there are not always monkeys, elephants and parrots at hand. Therefore, you can measure the length using another measure, for example, like this (cardboard strip)
- Let's try. (measuring measurements)
- How many measurements did you get? And you?
- Why do you need more measurements and you need less?
4. Independent work on sheets (on the topic "Longer - shorter")
5. The result of the GCD:
- Well done! All completed the tasks. The boa says a big thank you to us!