Summary of the lesson in mathematics Topic of the lesson: “Problem solving. Measuring the length of an object with a conditional measure
Synopsis of GCD on FEMP
Educator: S. V. Verbova
Material for the lesson: ruler, centimeter, tape measure, wooden meter, strips of cardboard according to the number of people (conditional measure, cubes, piece of fabric).
Preliminary work: viewing the m / f "38 parrots", familiarity with the conditional measure
Goals:
Educational:
Acquaintance with the basic unit of measurement of length - centimeter.
Acquaintance of children with new measuring instruments - a meter, a tape measure, a soft centimeter, tell about the cases of their use.
The practical measurement of lengths with these units.
Developing:
Development of thinking, spatial imagination, attention.
Development of the ability to work in a group, pair, independently draw conclusions.
Educational:
Raising interest in the subject under study through folk traditions.
Development of the ability to work in a team.
GCD progress:
1. Organizational moment (psychological support) the teacher says quietly, the children follow the teacher loudly:
We are smart, we are friendly,
We are attentive, we are diligent.
We study well - everything will work out for us.
2. Create motivation.
Guys, my good friend Masha has a birthday soon. She decided to make herself a new dress. What is the name of a person who makes clothes? Let's pretend I'm a tailor. Do you want to be my assistants? How does a tailor start his work? (takes measurements and measures the desired length of the fabric). We need to choose how we will measure the length.
How can we measure length? (conditional measures)
What is a conditional measure? What can be a conditional measure?
3. Actualization of basic knowledge.
Let's remember how you can measure the length or width using a conditional measure. Take any conventional measurements from the table. I suggest that 1 team measure the length of the table, and the second - the width of the table.
Where do we start measuring?
(We apply the measure to the very edge of the table, hold it with your finger).
What do we use for ease of measurement? (For convenience, we mark with cubes how many times the measure was met).
4. Creation of a problem situation.
Let's check what you got.
Does everyone get the same result? (No)
And why?
Conclusion: different measurements - different measurement results.
Let's remember the m / f "38 parrots"
Who remembers what the animals did in it?
By whom or what did the animals measure the boa constrictor? (parrot, monkey, baby elephant).
How long was the boa ball when the baby elephant measured it? (2)
And the monkey? (5)
And in parrots, the length of the boa constrictor? (38)
Which animal was the largest? (Elephant). And in elephants, a boa constrictor - 2 times.
Who was the smallest? (Parrot). And in parrots, a boa constrictor - 38 times.
What were their results? (different)
So what measure should we choose so that the measurements are the same and accurate? How to measure fabric?
Let's ask the great sage Mathematicus for advice. He left a letter for us. But to read it, you and I need to travel back in time. Want to travel back in time?
Then go ahead.
Let's close our eyes and say these words.
One, two, three - we went to the past!
And here is the letter!
Mathematicus invites us to measure the fabric using ancient measurements of length. What measurements do you remember?
I suggest you try measuring the carpet with your steps, and then the table with your palm.
We compare the results. Conclusion - again the results are different.
Do old length measurements fit us? (No)
We return to our own time. We close our eyes.
One, two, three - we are home again!
Gymnastics for the eyes.
Purpose: stress relief.
Ray, mischievous ray,
Play with me. (Blink eyes).
Come on, ray, turn around,
Show your eyes to me. (Make circular eye movements.)
I will look to the left
I will find a ray of sunshine. (Looks to the left.)
Now look to the right
I will find a ray again. (Looks to the right.)
5. Introduction of new material.
Now you yourself have seen what kind of confusion, confusion, when people use different measures. Therefore, it was decided to adopt common units of measure for all countries so that the measurement results would be accurate.
The smallest unit of measure was the centimeter.
In front of you are various objects (a ruler and a solid wooden meter). What do you think these objects are for? What do you see in them in common?
They have a scale. The segment from 0 to 1 is the centimeter.
When is a line used?
Is it convenient to measure everything with a ruler? For example, the length of the carpet?
Will the ruler help us measure the length of the fabric for Masha? (uncomfortable, too small)
To measure very long objects, such a measure is used - a meter. (in it 100 cm)
Where can the meter be used?
With the help of a meter, you can measure the length and height of the table, chair, the height of the doll, the length of the carpet.
Do you think the meter will help us measure the desired length of the fabric? (Yes)
The teacher, together with the children, measures a piece of fabric, it contains 3 meters. This is what Masha needs. Did we help her? (Yes)
Thanks guys.
(Bring to the table where objects are covered with a napkin - soft centimeter, tape measure)
It turns out that other measuring instruments are also used to measure length.
What do you think when using a soft centimeter? Why is a ruler or a solid meter not suitable in these cases? (let the children touch a hard meter and a soft centimeter)
(using a centimeter, you can measure the length along the curve - head circumference, waist or tree). We measure the circumference of the head of children.
This is a roulette wheel. Where is it used? Have you seen such a device before? Where?
(on construction, during repair work)
I want to warn you that it is dangerous for children to use a tape measure, because its metal sharp edges can seriously injure or injure someone.
Reflection.
Good job guys. They helped Masha. And what did you find out? What have you learned to do? What worked and what didn't?
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.
MBDOU child development center - kindergarten No. 4
"Golden Fish" of the Pushkin Municipal District
Synopsis of directly open educational activities in the educational field "Knowledge"
Topic: “Length comparison. Length measurement.
Compiled by:
Evseeva N. E.
group teacher №2
Pushkino
2013-2014 academic year
Program content.
- To consolidate the ability to compare the lengths of objects "by eye" and with the help of direct imposition, introduce the speech practice of the word "longer", "shorter".
- To form an idea of measurement of length with the help of a measure.
- To develop the ability to navigate on a sheet of paper, steady attention, eye, hand motor skills.
Equipment : 3 scarves - "boa constrictor" (scarves, knots - "heads" are tied at one end), a visual instruction "measurement of length using a measure"; handout (according to the number of children): 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 of G. Oster "It's me who's crawling",
Watching the cartoon "38 Parrots", d / and "Find the Differences".
Lesson progress:
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 afraid of them ... And in order to check whether this is true or not, the guests came up with a task for you: draw them. I will help you with this.(the teacher suggests that the children take sheets in a box where a red dot is drawn, and pencils to complete a mathematical dictation).
Mathematical dictation:
1 cell to the right
2 cells up
3 cells to the right
2 cells down
2 cells to the right
1 cell down
3 cells to the left
2 cells up
1 cell to the left
2 cells down
3 cells to the left
4 cells up
1 cell to the left
1 cell up
2 cells to the right
4 cells down
caregiver : who came to visit us today?(Snake, boa constrictor) It's boas, guys. Aren't you scared?(takes out "boas" made from children's scarves)The guys, boas, argued all morning which of them is longer, but they could not decide. Let's help them.(invites children to compare "boas" "by eye" first by 2, then all three, draws attention to the fact that the answer must be complete: "red boa is longer than white", green boa is shorter than red "
Guys, how do you know which of you is higher, which is lower?(Let's stand side by side, or with our backs to a friend 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(need to attach one to the other)
Can it be applied like this?
No, it is necessary to attach so that one end of them coincides.
The teacher invites the children to compare the strips on their own, then asks about the results of 2-3 children, and if there are other answers.
caregiver : Thank you, you helped the boas a lot: you taught them to compare lengths. And now they will not quarrel.
Physical education minute.
We clap our hands
We clap our hands
Friendly, more fun.
Our feet are knocking
Friendly, more fun.
Let's hit the knees
Hush, hush, hush.
Our pens rise
Higher, higher, higher.
Our hands are spinning
went down below,
Twirled, twirled
And they stopped. (Movements are performed in accordance with the text.)
The teacher calls the tallest and shortest child, asks to alternately measure the same distance in steps(from boa constrictor to boa constrictor), the children count the 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 has more steps? Who has less?
The teacher offers the children to measure a white strip (20 cm) with different measurements (5 and 4 cm), for clarity, using step-by-step instructions with a show.
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.
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 paper.
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; one; 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).
