Composition of number 10
Program content:
1. Develop cognitive interest, mental activity, imagination, Creative skills children.
2. Continue to learn how to make the number 10 from units, introduce the designation of the number 10.
3. Strengthen counting skills in forward and reverse order within 10.
4. Give the concept of a polygon using the example of a triangle and a quadrilateral.
5. Strengthen the ability to orient in space with the help symbols on the plan, determine the direction of movement of objects, reflect their spatial position.
6. Create an atmosphere of emotional well-being in the classroom.
Organization moment:
Guys, what do you think our lesson will be today? (maths)
How did you guess?
That's right, today we will have a lesson in mathematics and we will learn how to make the number 10 from two smaller numbers.
Today we guys will take a short journey into the world of fairy tales. You all know this fairy tale, it is called "Little Red Riding Hood". Mom baked pies and sent Little Red Riding Hood to Grandma. Little Red Riding Hood is walking through the forest, looking at everything, looking at everything. Tree by tree, bush by bush, she stared and lost the path along which she walked. He sees a clearing ahead, and in the clearing there are animals: hares, hedgehogs, squirrels. Little Red Riding Hood comes up to the animals and asks to help her find a path to her grandmother. The animals agreed to help her after completing their tasks. And the tasks are not easy, Little Red Riding Hood cannot cope with them and she asks you guys to help her. Well, can we help her?
Then sit down at the tables and the first task you have to do is put the numbers in order from 1 to 10. (Name the neighbors)
In the next task, you need to lay out a ladder of counting sticks. (forward and backward counting, which step is the first, second ... tenth?)
Take the stick that represents the number 10 and place it in front of you. What color is this wand? Today we will get acquainted with the orange stick - this is the largest Kuizener stick. Now take the white stick that represents the number 1 and place it in front of the orange stick. Think about what color stick should be placed next to the white one so that they are the same size as the orange one? (Blue, which stands for the number 9) Well done! What conclusion can be drawn? (1+9=10). Take a stick that indicates the number 2 (pink) what color stick will we add to it? (burgundy) What number does it represent? Conclusion: 2+8=10. The next stick indicates the number 3 (blue) what color stick do we add? (black) what number does it represent? Conclusion 3+7=10. Now we take a stick indicating the number 4 (red) what color stick will we add to it? (purple) What number does it represent? Conclusion: 4+6=10. We take a stick denoting the number 5 (yellow) What color stick will we add to it? (yellow) Conclusion 5 + 5 = 10. Well done guys, to fix the composition of the number 10, we will hang a number house with the number 10 on the board.
Abstract.
FMP.
"The composition of the number 10 from two smaller numbers"
Aprelskaya V.V.
Learn to make the number 10 from two smaller numbers and decompose it into two smaller numbers.
To consolidate the ability to determine the previous, subsequent and missing number to the one named or indicated by a number within 10.
Exercise in the ability to measure the length and width of objects using a conditional measure.
Continue to develop orientation skills on a sheet of paper in a cage.
Didactic visual material
Demo material. A ball, cards with numbers from 0 to 9, a “piece of cloth” (sheet of paper) equal to 6 measures in length and 4 measures in width, a strip of paper (measure), 10 circles of the same color (pies), 2 plates.
Handout . Counting sticks, 10 circles of the same color, 10 triangles of the same color, checkered notebooks on which the beginning of encryption is given (see Fig. 12), pencils.
I part. game exercise"Name the number."
The teacher clarifies with the children: “What number is called the previous one?(A number less than one.) What is the next number?(A number greater than one.)
Then the teacher takes turns throwing the ball to the children and asking them to name the previous and subsequent number to the numbers 2 (7, 9, 5 ...) and the missing numbers in the following rows: 1, ..., 3; 5, 6, …, 8; 8, …, 10.
II part. Game exercise "Emergency telephones".
The cat's house caught fire
Flames, sparks, smoke.
Meow, meow - from the window.
“Help,” the cat asks.
It is necessary to call "01" at the sight of smoke.
Children on the blackboard with the help of numbers lay out the telephone number of the fire department.
The teacher says: “In order to save the cat, you need to stretch a piece of dense fabric, the length of which is six measures and the width is four measures.”
The teacher clarifies the rules of measurement and recalls that when measuring length, the measure is moved from left to right, and when measuring width, from bottom to top.
The called children measure the length and width of the “cloth cut”, the rest monitor the correct execution of the task, count the measures and lay out the appropriate number of counting sticks on their table.
Then the teacher asks: “What is the length of the piece of fabric? What is the width of the fabric cut? Is your piece of fabric the right size for a cat rescue?”
Children justify their answer.
The teacher reads the poem:
If you are in trouble,
Phone "02" dialed.
The police will come to you
He will help everyone, he will save everyone.
Children put the phone number of the police on the board.
Physical education "We do exercises"
The teacher reads the poem, and the children perform the corresponding movements.
Good morning
ten nine(Clap hands.)
Eight seven(Slaps on the knees.)
six five(Clap hands.)
Four, three(Slaps on the knees.)
Two, one.(Clap hands.)
We are with the ball
We want to play.(Jumping in place.)
Just need
We find out(Walking in place.)
Ball who
Will catch up.(Squatting.)
II part (continuation). The teacher reads the poem:
If mom gets sick
Don't worry and don't cry.
Dial "03" soon
And the doctor will come to my mother.
If anything happens
Help is coming soon.
L. Zilberg
Children put the number of the ambulance on the board.
The teacher tells the children that Little Red Riding Hood brought 10 pies (circles) to her grandmother, and offers to help the girl arrange them on two plates. Together with the children, he discusses how to decompose the number 10 into two smaller numbers, and writes down possible options on the board using numbers (9 and 1, 8 and 2, 7 and 3, 6 and 4, 5 and 5, 4 and 6, 3 and 7, 2 and 8, 1 and 9).
III part. The teacher tells the children that Little Red Riding Hood also brought 10 fruits (apples and pears) and put them in one vase. Children make up the number 10 using circles and triangles (as you wish). All answers are discussed and marked with numbers on the board.
IV part. Game exercise "We transmit the encryption for the ambulance." Children have notebooks in a cage, on which the beginning of encryption is given (see Fig. 12).
Rice. 12
On the board is the same picture. The teacher, together with the children, discusses the sequence of points and lines, clarifies the intervals between them and suggests continuing the “encryption”.
The teacher reads the code: "Thank you, help has been provided." The teacher checks the correctness of the assignment, evaluates it and offers to draw a smiling or unsmiling sun. Then he offers to solve the riddle:
Turn the magic circle
And my friend will hear me.
(Telephone)
The educator once again specifies the emergency telephone numbers to which urgent information can be transmitted.
Composition of number 10
Program content:
1. To develop cognitive interest, mental activity, imagination, creative abilities of children.
2. Continue to learn how to make the number 10 from units, introduce the designation of the number 10.
3. Strengthen counting skills in forward and reverse order within 10.
4. Give the concept of a polygon using the example of a triangle and a quadrilateral.
5. To consolidate the ability to orient in space with the help of symbols on the plan, to determine the direction of movement of objects, to reflect their spatial position.
6. Create an atmosphere of emotional well-being in the classroom.
Organizational moment: - Guys, what do you think what lesson we will have today? (maths)
- How did you guess?
- That's right, today we will have a lesson in mathematics and we will learn how to make the number 10 from two smaller numbers.
Today we guys will take a short journey into the world of fairy tales. You all know this fairy tale, it is called "Little Red Riding Hood". Mom baked pies and sent Little Red Riding Hood to Grandma. Little Red Riding Hood is walking through the forest, looking at everything, looking at everything. Tree by tree, bush by bush, she stared and lost the path along which she walked. He sees a clearing ahead, and in the clearing there are animals: hares, hedgehogs, squirrels. Little Red Riding Hood comes up to the animals and asks to help her find a path to her grandmother. The animals agreed to help her after completing their tasks. And the tasks are not easy, Little Red Riding Hood cannot cope with them and she asks you guys to help her. Well, can we help her?
Then sit down at the tables and the first task you have to do is put the numbers in order from 1 to 10. (Name the neighbors)
In the next task, you need to lay out a ladder of counting sticks. (forward and backward counting, which step is the first, second ... tenth?)
Take the stick that represents the number 10 and place it in front of you. What color is this wand? Today we will get acquainted with the orange stick - this is the largest Kuizener stick. Now take the white stick that represents the number 1 and place it in front of the orange stick. Think about what color stick should be placed next to the white one so that they are the same size as the orange one? (Blue, which stands for the number 9) Well done! What conclusion can be drawn? (1+9=10). Take a stick that indicates the number 2 (pink) what color stick will we add to it? (burgundy) What number does it represent? Conclusion: 2+8=10. The next stick indicates the number 3 (blue) what color stick do we add? (black) what number does it represent? Conclusion 3+7=10. Now we take a stick indicating the number 4 (red) what color stick will we add to it? (purple) What number does it represent? Conclusion: 4+6=10. We take a stick denoting the number 5 (yellow) What color stick will we add to it? (yellow) Conclusion 5 + 5 = 10. Well done guys, to fix the composition of the number 10, we will hang a number house with the number 10 on the board.
And the last task with which you have to cope: lay out from the counting sticks that are in your substrate like this house.
Move one stick so that the house is turned in the other direction.
Answer:
Well done! You completed all the tasks and helped Little Red Riding Hood! We say goodbye to her and summarize our lesson.
B: The first envelope with the number 1, let's play the game "Count further", the children stand in a circle and call the numbers in order from 1 to 10, passing the ball to each other. (the game is repeated 3 times with a change in the number and direction of the score.
Masha: Well done guys.
Educator: From the unit in which direction will we go? (to the number 2, from left to right from the lower left corner to the lower right corner). Where did they come?
M: Guys, help me complete the following task. 10 squirrels ask me to sew a cap of a different color for each.
Q: Let's help Masha? Let's draw hats - caps in the form of triangles of different colors.
How many hats will we draw? (ten)
Children draw caps to the music.
Q: How many hats did you "sew"?
How much what color?
How did you make the number 10?
How many squirrels did you help?
Masha: Thanks guys.
Q: In which direction shall we go from number 2? (to 3 from bottom right to top left)
Masha: Lay out the number series from 1 to 9.
The children are called in order.
Q: Find the number 4 on the plan, in which direction we need to go (from left to right from the upper left corner to the upper right corner)
B: Said cheerful, round zero
Neighbor-unit:
- Let me be by your side
Stay on my page!
(The teacher puts a card with the number 0 in front of 1, I summarize: There are only ten numbers, and you can make a lot of numbers)
She threw him
Angry, proud look:
- You, zero, are not worth anything.
Don't stand next to me!
Zero answered: - I admit
That I'm worth nothing
But you can become ten
If I will be with you.
So alone you are now
Small and skinny
But you will be ten times more
When I'm on the right
After the number 9, I put cards with the numbers 1 and 0
Q: How many digits does the number 10 represent?
What are these numbers called?
Masha: Find the number 5 on the plan, determine the direction of movement? (from the top right corner to the bottom left corner to the middle of the sheet)
Envelope №5
Q: Look at the board (there are triangles and quadrangles in two rows)
What figures are in the first row?
What do they have in common? (triangles have three sides and three angles - these are triangles)
What figures are in the second row?
What do they have in common?
What words can be used to name all these figures? (quadrangles).
I put on the board an image of a bear made up of triangles and quadrangles.
What are the shapes of the bear?
Consider where and what figures are located?
Make up the pattern of a bear from geometric shapes. (children complete the task on their own, individual assistance is provided)
Masha: So I came to Misha. Hello Misha. The guys helped me to get to you.
Q: What figures made up the bear? (children's answers)
