Math boats. Twenty two-color wooden pieces in four wooden "boats". For orientation at the beginning of the number series, the child is invited to rely on the fivefold structure of the number. On one side of the boat there are slots for five two-color chips, on the other side there are numbers. With chips, you can do simple and understandable things: put them in boats or take them out of it, turn them over or sort them by color. By placing bright chips in the cells of the "boats", the child "easily" masters arithmetic, and sometimes discovers interesting mathematical patterns. The child can work with boats using pictures from the task album or observe the movement of the same chips on a magnetic poster.
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There are 25 presentations in total in the topic
Ekaterina Brukhovskikh
Didactic guide
math boat.
Bryukhovskikh E.S.
Educator MADOU "Kindergarten No. 28" Verkhnyaya Pyshma
This educational game is made in the form of a bright boat with multicolored sail flags that can be easily put on wooden yards. Based boat numbers from 1 to 10 are applied. A game for children from 2 to 6 years old. Target didactic game: the formation of elementary mathematical representations.
With the help of the game « math boat» rebbe nok:
1. Develops mental processes (thinking, attention, memory);
2. Learn to identify colors;
3. Learn to correlate the number and the number of items;
4. Master the concepts "a lot of", "few", "equally", quantitative and ordinal count, the composition of the number within 10;
5. Trains fine motor skills.
Task number 1. "Sort by color, quantitative count".
Sort flags by color. Which color has the most flags, which has the fewest? How many flags are red, blue, yellow .... colors?
Clear the checkboxes in certain okay: checkboxes first of blue color, then yellow, green, etc.
In count: first one flag from each mast, two flags from the highest.
Task number 2. "Conditional measure, correlation of numbers and quantities".
Measure the height of the masts with flags. How many flags fit on the 7th mast? How many at the lowest? How many flags fit on a mast that is between 7 and 5? What is her serial number?
Task number 3. "Spatial Relations".
Arrange flags of the same color horizontally (vertical, diagonal).
Task number 4. "Logic tasks".
Randomly place flags on the masts.
The wind rips off yellow flags from the ninth mast. Which? Then he plucks flags of the same color from the first and second mast. Which?
Task number 5. Problem solving. The composition of the number.
Remove the flags from the fifth mast and fill the second and third macha with them. What color will the flags be and how many are on each of the masts? What numbers make up the number 5?
Task number 6. "Lacing"
With the help of a cord, you can collect beads in a certain sequence (for example, first yellow, blue, etc., according to a model, according to your own design. You can thread the cord both through the flag itself and through a round hole in it.
Perform lacing in different options:
Fasten with a string two upper flags on each mast.
Come up with your options.
Task number 7. "Create a Pattern"
Make your own pattern of flags on the poles. Specify on what principle the pattern was made (by color, quantity, spatial arrangement).
Sections: Primary School
Tutorials:
- consider examples of the form +2, -2;
- repeat the count in forward and reverse order;
- to consolidate the skill of finding the answer in different ways;
- improve the skill of writing numbers;
- develop the ability to analyze records and choose the appropriate sign;
- generate interest in the study of mathematics.
Developing: to develop the ability to observe, compare, draw conclusions;
Educational: to cultivate a sense of kindness, mutual assistance.
Type of lesson: lesson - explanation of new material.
Equipment used: multimedia projector, Mimio interactive set-top box, Spectra equipment "Math boats", workbooks: "Mathematics" 1st grade E.E. Kochurova, “I am learning to count” E.E. Kochurova, textbook by V. N. Rudnitskaya "Mathematics" Part 1, Grade 1.
During the classes
We came here to study
Don't be lazy, but work hard.
We work diligently
We listen carefully.
Let there be a warm, friendly atmosphere in the lesson today. Give each other a smile. Look at the board - the sun is smiling at you! (1 slide)
II. Verbal counting.
1. Counting forward and backward, starting from any number.
- Continue counting, calling the numbers in a whisper through one (1, 2 (in a whisper), 3(4) ,5 …)
- Continue the series, calling numbers from 10 through one (10, 8, 6, etc.)
2. Arithmetic dictation.
What number comes after 8 when counting?
- What is the previous number of the number 5; name the next number 3.
- Show the neighbors of the number 9; 3; 7.
- Increase 6 by 1 and again by 1.
- Decrease 7 by 1.
Decrease 9 by 1 and again by 1.
3. A task for the savvy.
There is an oak tree in the field. There are three branches on the oak. Each branch has 3 apples. How many apples are there? (Not at all.)
4. Tasks in verse.
Two mice gnawed at the crust,
Two - the cheese was dragged into the mink.
How many of them do we have in the apartment?
Two plus two - total ... .(4)
Vaska - a clever fisherman -
Catches fish on a hook.
Three he caught at dawn,
I caught three in the evening.
Three plus three, anyone will answer
The fact that the fish ... we have. (6)The cat played with blocks
The cat lost the cube
Head is spinning…
There were - three, left - .... (2)
III. Lesson topic message
Working with the Mimio Interactive Attachment.
Exercise 1.
Find the "extra" figure in each line.
(Extra figure:
- in the first line - a large triangle;
- in the second, a filled triangle;
- in the third - 1) a square; 2) green square).
Task 2 (work in a notebook).
- Look at the pictures (there is a record of pictures on the board).
- Draw the answer.
– What did you get?
- Compare your decision with the writing on the board
Task 3.
- Look at the pictures on the board.
Compare the number of figures in each figure (in 1 figure - the same number and; 2 - 2 less; 3 - 2 less).
Today in the lesson we will consider cases of increasing and decreasing a number by 2.
IV. Learning new material. Textbook work.
Task 1 (p. 58) using Spectra equipment "Math boats".
How many turnips are in the picture? (3) Carrots? (6) Radishes? (2) Cabbage forks? (4)
Look at the table in your textbook. Tell me how it's built. Put the chips in the table.
What does the expression "more than 2" mean? (The same and 2 more)
What does the expression "less than 2" mean? (The same, but without 2)
Task 2 (page 58)
- Read the entry: 3+2 (Add two to three.)
Children offer their options:
- Read the entry: 7-2 (Subtract 2 from 7)
– Get the answer in different ways using the ruler.
Task 3. Modeling the situation of increasing (decreasing) the number by 2, using "Mathematical boats".
- Put the "Math boats" in front of you (a demonstration magnetic poster on the board).
– Take 6 chips, decrease by 2.
- How much did it take?
– Take 8 chips, increase by 2
– Take 5 chips, increase by 2
– Take 3 chips, decrease by 2
– Take 4 chips, decrease by 2
Task 4 (p. 59) (Visiting a squirrel and a hedgehog)
- What task did the squirrel prepare? (Each number must be increased by 2)
- What task did the hedgehog prepare? (Each number must be reduced by 2)
Students perform calculations using Math Boats.
Physical education minute
You've done a great job, now it's time to rest.
And charging to you as usual for a lesson comes to the classroom.
In the morning the butterfly woke up, smiled, stretched!
Once - she washed herself with dew, two - gracefully circled,
Three - she bent down and sat down, flew away at four.
Task 5 (page 59)
- Look at the picture. Come up with questions. Make notes.
Questions:
a) There were 8 peppers in the basket, they took one green pepper. How much is left? (8-1=7)
b) There were 8 peppers on the plate, 4 red peppers were taken away. How much is left? (8-4=4)
c) How many more yellow peppers than green ones? (3-1=2)
Task 6 (p. 59)
- How many cards? (3) How are they similar? What is the difference?
Which card has all the numbers on it? (On the blue card)
What numbers are missing on the green card? (3.6)
What numbers are missing on the yellow card? (Number 0)
V. Work in a printed notebook.
- Modeling (drawing chips) the situation of increasing (decreasing) the number by 2.
- Adding and subtracting the number 2 (drawing up a model and using a ruler).
- Letter of numbers.
– Complementing the model of the composition of the number 9 (drawing chips).
VI. Summary of the lesson.
- What did you learn at the lesson?
What does "increase by 2" mean? (The same and 2 more)
What does "reduce by 2" mean? (The same, but without 2)
- What tasks did you like best?
- Draw the sun - mood (cheerful, gloomy, sad), evaluating your work in the lesson.
The counting material "Mathematical boats" is convenient to use in conjunction with a demonstration magnetic poster and an album of tasks for individual and group work, as well as complete with mathematical beads. Working with mathematical boats helps to study number series within 20, to study and consolidate the composition of numbers up to 20, to learn how to perform addition and subtraction within 20. This manual contributes to a smooth transition of students from using concrete-active thinking to abstract, allows children to develop the ability to see patterns, solve a number of logical problems.
I offer several tasks and games using mathematical boats.
1. Game to consolidate the composition of the number.
a) How many chips?
Load 8 tokens of different colors into the boats. (The teacher is on a demonstration magnetic poster. He covers the blue chips with a sheet.)
I have 5 red chips. Guess how many blue chips are in my boat? (3 blue.)
How did they discuss? (8 is 5 plus 3.)
The work continues in the group. Similarly, students make their own options to classmates.
b) How many chips were covered?
The teacher on the demonstration poster lays out 4 chips:
How many chips were closed if there are only 9 chips in the boat, and we see only 4?
How many chips are closed if there are 8 chips in the boat?
K K ....... K S S
Guess what color the chips that were closed. (Students check on their boats.)
c) Place 5 chips in the cells. How many chips do you need to add to make 7 chips? (Students write equality in a notebook based on the subject model.)
2. Games for the formation of skills of counting and counting one by one.
Lay out the chips from the cells (everyone takes the chips out of his boat) and put them next to the boat.
Flip the boats.
1st option: name the numbers in ascending order and close the number with a blue chip.
2nd option: name the numbers in descending order and close the number with a blue chip. (Each student closes the numbers on his boat.)
3. Game to fix the sequence of a series of numbers.
The "ships" follow one after the other and are loaded with chips with the blue side up. All numbers are covered with chips. Under the dictation of the teacher, the children gradually turn the chips with the red side up.
Mark with a red chip the number that:
follows the number 6;
comes before number 3;
stands between the numbers 5 and 7;
greater than 2, but less than number 4;
largest single number;
precedes the number 2;
follows the number 4;
comes before the number 5.
What number is covered by the blue chip?
(As a result of the actions, the number 8 remained under the blue chip. This shows that the student completed the work correctly.)
Counting beads are an excellent material with which you can study the number series, perform addition and subtraction, use when studying the composition of a number, and solve problems.
Can be offered following tasks for the formation of computational skills:
Count by 2, by 3.
Set aside 4 beads. How many beads must be added to make 9?
Find the meaning of expressions and check your answers on math beads.
In addition, during frontal work with "mathematical beads", you can also use tasks for "boats".
Educational and educational game "Palette" - a universal tool for independent work students with subsequent self-examination. "Palette" is a wooden base with recesses, on which a card with tasks is placed. The student picks up a chip corresponding to the task, looks for a suitable answer and puts the chip in the recess next to this answer. When checking, the card is turned over, put back on the palette, and then it is checked whether the color and shape of the chips match the coloring along the edges of the tasks. The set of cards is systematized by topic and different levels. The game can be used individually and in groups, in the classroom and on extracurricular activities, How separate task and even at the stage of physical education.
Mathematical mosaic "Pyramid" is a set of equilateral triangles for training exercises passing through game form individually or in groups. The series "From 1 to 10" includes two pyramids for training addition and subtraction within 10. To collect all the cards in a "pyramid", you need to solve about 30 examples for addition (subtraction) within the first ten. The problem of motivation has already been solved - after all, the child plays, which means that he is not bored! The correctness of the assembly is determined as follows: each side of the triangle has one color, inside big triangle circles of the same color are formed.
One type of ICT is the use of computer technology, such as computer presentation. The inclusion of a presentation in the structure of the lesson makes the process of learning new material more visual and accessible to students, creates a situation of emotional uplift, and contributes to the formation of a positive attitude towards the subject.
Lessons using ICT are especially relevant in elementary school. Pupils in grades 1-4 have visual-figurative thinking, so it is very important to build their education, using as much high-quality illustrative material as possible, in the process of perceiving the new, not only vision, but also hearing, emotions, and imagination. Here, by the way, we have the brightness and entertainment of computer slides, animations.
The organization of the educational process in elementary school, first of all, should contribute to the activation of the cognitive sphere of students, the successful assimilation of educational material and contribute to the mental. Therefore, ICT must perform certain educational function, help the child understand the flow of information, perceive it, remember it, and, in no case, undermine health. ICT should act as an auxiliary element of the educational process, and not the main one.
Considering psychological features elementary school student, work with the use of ICT should be clearly thought out and dosed. Thus, the use of ITC in the classroom should be sparing. When planning a lesson (work) in elementary school, the teacher should carefully consider the purpose, place and method of using ICT.
In elementary school it is impossible to conduct a lesson without the involvement of visual aids, problems often arise. Where to find desired material And what is the best way to show it? The computer came to the rescue.
The most effective means of including a child in the creative process in the classroom are:
gaming activity;
creating positive emotional situations;
work in pairs;
problem learning.
When working on tasks, I use computer animation slides. Their advantage is that at any time I can return to the beginning of the task, dwell on its individual fragments, talk with students, listen to different opinions. But I use not only electronic disks with material ready for work in my work. For everyone academic subjects I use tests. Important: when doing test items the eyes, the brain, and the hands of the students are involved, and game elements are of no small importance in developing their interest in the work performed, and, consequently, maintaining the required level of intensity of the learning process.
In addition to tests, I use crossword puzzles, diagrams, tables, with which students work directly on the computer, independently studying the material of the lesson and taking turns working on the computer according to a certain algorithm.
As the great teacher wrote: “If you enter a class from which it is difficult to get a word out, start showing pictures, and the class will speak, and most importantly, speak freely ...”.
Since the time of Ushinsky, the pictures have clearly changed, but the meaning of this expression does not age.
Yes, and you and I can say that a lesson that includes presentation slides, data from an electronic encyclopedia evokes an emotional response in children, including the most infantile or disinhibited. The screen attracts attention, which we sometimes cannot achieve when working frontally with the class.
One of the most successful forms of preparing and presenting educational material for lessons in elementary school can be called the creation of multimedia presentations. "Presentation" - is translated from English as "representation".
An English proverb says: "I heard - and forgot, I saw - and remembered." According to scientists, a person remembers 20% of what he hears and 30% of what he sees, and more than 50% of what he sees and hears at the same time. Thus, facilitating the process of perceiving and remembering information with the help of vivid images is the basis of any modern presentation.
A special place in my work is given to . Project activity of students contributes to the development of independent research skills, the creative process, and introduces students to the solution of specific vital problems, improves the quality of education.
Psychological and pedagogical research in the classroom has shown that the use of ICT opportunities in primary school contributes to:
Increasing motivation for learning
Improving efficiency educational process due to the high degree of visibility,
Activation, improving the quality of schoolchildren,
Development of visual-figurative, informational thinking,
Development of self-education and self-control skills in junior schoolchildren,
Increasing the activity and initiative of younger students in the classroom,
Increasing the level of learning comfort.
In accordance with the requirements of the Federal State Educational Standard, the purpose school education is to develop the student's ability to independently set himself learning goals and tasks, to design ways to implement them, to control and evaluate their own achievements, that is, to form the student's ability to learn. The student himself must become an active participant in the educational process. Achieving this goal becomes possible thanks to the formation of a system of universal educational activities (UUD). Mastering them gives students the opportunity to independently and successfully acquire new knowledge and skills based on the formation of the ability to learn. This possibility is ensured by the fact that UUD are generalized actions that generate motivation for learning and allow students to navigate in various subject areas of knowledge. Universal learning activities are skills and abilities that must be laid in elementary school in all lessons. It is important to stimulate the creative activity of children, to maintain and develop their interest in learning.
For the initial stage of teaching mathematics, a mathematical set is intended, consisting of a wooden counting material "Mathematical boats", a demonstration magnetic poster and an album of tasks for individual and group work. The same set includes demonstration beads and beads for the student. The kit is not associated with a specific textbook, you can work with it when teaching calculations within 20 for any version of the program for elementary school.
I use "Math boats" when studying the following topics:
3. Comparison of numbers;
7. Permutation of terms;
8. Problem solving.
3. Solution of examples with transition through the category. For example, 6+5. Children are invited to lay out 6 blue chips in the 1st and 2nd boats, in the 3rd - 5 red ones. Then the children complete the 2nd boat with up to 10 red chips and see that there is one chip left in the 3rd boat. Based on your knowledge: to add 1 means to name the next number when counting, i.e. 11 or 10 and 1, you get 11 (new knowledge is discovered, patterns are established, existing knowledge is used);
4. Finding an unknown term, unknown subtracted and reduced. Children solve examples of the form: 4+…=7, 6-…=3,…-4=2. Illustrate the solution with the help of chips: 4 + ... = 7, set 7 red chips, 4 of them are turned over, 3 red chips are the second term. (joint search for a solution, the ability to defend one's point of view);
At the stage of consolidating and practicing computational skills, I use the "Task Album". The album consists of cards, each card gives a sample of the task. (Working with cards contributes to the development of skills for independent and pair work)
The use of beads in class 1 is similar to "ships". Counting beads are a great material with which you can count by 2, by 3, by 4, etc. You can solve examples in several steps and check the correctness of calculations by counting and counting: 2+3-2+1-4=0. Beads can be used in 2 - when studying topics such as "Hundred" and "Thousand".
Also in the lessons of mathematics, you can use the developmental manual "Palette". This manual is used at the consolidation stage to practice counting skills within 20 on the topic "Addition and Subtraction". Serves a good remedy to develop children's self-control skills and test their knowledge. Can be used in pair and group work. The set of cards in the "Palette" is systematized by topics and different levels of difficulty. (Children have the right to choose: choose a task according to their strength, a strong student can help a weak one)
Working with these mathematical aids, we develop in children such important learning skills as: the ability to hear, listen and understand a partner, plan and coordinate joint activities, assign roles, mutually control each other's actions, be able to negotiate, lead a discussion, express their thoughts correctly in speech, respect in communication and cooperation of the partner and oneself.
First-graders master such important skills as the ability to cooperate both with the teacher and with peers, the ability and readiness to conduct a dialogue, look for solutions, and support each other. Children learn to coordinate their position with the position of their partner when developing common solution V joint activities. The guys, working together, acquire such important qualities as responsibility and mutual assistance.
preparing a teacher for a lesson in elementary school requires a creative approach, the ability to interest children, make the learning process entertaining and, as a result, successful. An important factor The creation of such conditions was the appearance of the didactic educational material Spectra.
The pleasant texture of a real tree, the bright coloring of the manuals immediately attract the attention of not only children, but also adults. Everyone wants to consider, get to know better, play with the material. It became clear that these manuals will help diversify the activities of students in the classroom, make the process of forming universal educational activities lively and exciting. A creative atmosphere is created around the child, which helps to create internal motivation for success and constant movement forward, to achieve such personal results as a cognitive interest in science (motives). Allowances make it easy to master the material, without much stress, fatigue. This is very important for first graders, as they get tired quickly, it is difficult for them to concentrate their attention, master educational material. Didactic aids "Spectra" help to develop tactile centers, have a beneficial effect on vision, as they are large and colorful. Working with manuals allows children to move more often in the lesson, and the teacher allows the lesson to be structured so that it is dynamic and interesting, which in turn has a beneficial effect on children's health. Important for first class in educational process use the Spectra manuals as they help to realize the possibilities:
Increase efficiency learning activities schoolchildren;
Increase the intensity of the lesson and introduce an element of the game;
Organize a dynamic pause;
Develop thinking, speech, creativity;
Widely use the activity method of teaching, when each child receives knowledge independently;
Work at your own pace for each child, necessary for the formation of learning activities.
Literacy education
Twenty beads on a string: ten beads each of red and blue.
The concepts are introduced: "beads", "beads", "rope", "ends - yellow beads", the color of the beads, beads for students and demonstration beads.
The teacher agrees with the children that only red and blue beads will be used in the work.
The use of beads helps to determine the number of consonants and vowels in a word. Shifting the beads of the corresponding color to the middle (blue - consonants, red - vowels).
For example: determine the number of vowels in the word "goat" determine the number of consonants in the word "car".
2. Ship
Wooden base with two rows of chips: red on one side and blue on the other. There are numbers on the back of the wooden base. The concepts are introduced: “mathematical boats”, “boat”, “chip”, color, a series of numbers (from the wrong side), “box-pencil case”, in which “boats” are stored.
Task types:
what sounds are included in the word;
how many sounds in a word;
what is the sequence of sounds in the word (what sound is the first, second, fourth, etc.);
what is the place of each sound in the word in relation to other sounds of this word; For example: what sound is heard between the first and third in the word lamp? What sound in the word flour is heard before the second sound?
determining the number of vowels and consonants in a word.
Each child puts 2 boats in front of him. We will designate
consonants with a blue chip, vowels with a red chip. The teacher calls the word, and the students lay out its scheme.
For example: umbrella, eyes, sunset, weasel, braid, paste, goat, rose, pine, mask.
Working with the manual allows you to achieve the following substantive results: find, compare, classify, characterize such language units as sound, letter (in the amount of material studied).
2. Ships
Math boats can be used in the formation of:
concepts of number and development of computational skills;
forward and backward counting skills within 20;
knowledge of the numerical sequence and ordinal count;
knowledge about the composition of the numbers of the first and second tens;
relations “more by…”, “less by…”;
about the properties of addition and finding unknown components;
ability to solve text problems in an arithmetic way based on a model.
To 1 red chip add 1 blue chip, 1 more, etc.;
Acquaintance with numbers and numbers: add 1 to 3 chips. How many chips are there? What number shall we designate? What is this number? (4);
Determine the composition of the number. Show composition of number 2 (3, 4 ....10);
In 2 boats standing in a row, lay out 10 red chips. Show the 6th chip from the left, changing its color, the 7th chip from the right, the 3rd after the 4th chip, etc.;
Show 2 red chips, and one more blue;
Lay out 3 blue chips, the same number of red ones;
Solving examples with transition through the category;
For example, 7+4. Children are invited to lay out 7 red chips (in two boats), in the 3rd - 4 blue ones. Then the children complete the 2nd boat (up to 10) with blue chips and see that there is one chip left in the 3rd boat. Based on your knowledge: to add 1 means to name the next number when counting, i.e. 11 or 10 and 1, you get 11.
The possibilities of boats are not limited to mathematical exercises, they can be used to develop attention and logic.
Various exercises and games are presented in the guidelines for boats.
Attention exercises:
Put chips on a magnetic poster, for example, 3 red and 1 blue. Show the children for 30 seconds, then close and ask them to put the same chips in individual boats and in the same order.
Chips with numbers are displayed on a magnetic poster. The order of the numbers is wrong. Restore the order of numbers.
On the magnetic poster, several chips with numbers are missing or are on the wrong side. Determine what number is missing?
Orientation exercises in space:
On a sheet of notebook, put a blue chip in the upper left corner, red in the right corner, red in the lower right corner, blue in the center, red on the right, etc .;
Lay out a triangle, a quadrilateral from the chips. How many chips did it take?;
We issue a notebook sheet and boats, arrange the boats in the corners. What figure did you get? Then we dictate an algorithm in order to test abstract thinking: rearrange the chips so that you get a triangle (all options proposed by the children are viewed);
Take the boat and put it in the upper left corner, etc.;
Shake 5 chips in your hand and throw them on the sheet - how many red, blue?;
The children also set tasks for each other.
Before the lesson, it is necessary to put the required number of boats on the desk for each student. This is determined by the objectives of the lesson. For example, at first it is enough to give 2 boats to each student, then a pencil box is placed for each child. Of course, this requires separate time in preparation for the lesson.
Working with Spectra equipment makes it possible to diversify the types of tasks, approach the process of forming universal educational activities in children. Spectra equipment can be used for both individual work child, and when working in pairs and groups. This allows, in turn, to form communicative learning activities. With the help of manuals, students form such regulatory learning activities as control, evaluation, self-regulation.
Org. Moment
Good afternoon, dear colleagues. We are glad to see you and hope that our joint work will be useful for you.
Knowledge update.
Starting this year, all elementary school classes work according to the Federal State Educational Standard. Let's remember what is the basis of the Federal State Educational Standard? (system-activity approach)
Try to formulate a definition of what a system-work approach is. (card work)
Read. Compare.
Self-determination to activity.
"I hear - I forget,
I see - I remember
I do - I assimilate
How do you understand the meaning of this proverb in relation to learning?
Children of the younger school age best of all they understand and remember what they “discovered” themselves in activity, in the game, felt with their own hands. Learning abilities develop faster if children work independently, with the help of their own actions come to new results, acquire new skills.
What allows in modern school implement sdp?
But it is impossible to understand the meaning of the word ICT so narrowly. “Information and communication technologies (ICT) are all kinds of ways and methods of sharing knowledge, facts, rules, and not just computer technologies. Any pedagogical technology- this is, since the basis of the learning process is the receipt and transformation of information "
Try to formulate the theme and objectives of our MO.
Consider the use of ICT in mathematics lessons in grade 1. We use a set of didactic "Spectra": mathematical boats, distributing beads, a magnetic poster "Number line", "Palette" and a mosaic "Pyramid", as well as computer technology
At the beginning of teaching mathematics, it is necessary to create an image of a number in the student. Not all children perceive visual and sound images well. For some of them, tactile images are best recorded in memory. For such children, smooth beads and chips, pleasant to the touch, will provide invaluable assistance in mastering mathematics.
Work on the topic.
Group work. Before you is a manual, which is called the mother of the boats. We invite you to think in what class, on what topic, at what stage of the lesson you can use this manual. Develop a lesson fragment. Performance.
"Mathematical boats" are used in the study of the following topics:
1. Numerical series of numbers within 20 (introduction of the concept of number, direct and reverse counting, study of the numerical sequence and ordinal counting);
2. Relationships “more by…”, “less by…”;
3. Comparison of numbers;
4.Addition and subtraction within 10;
5. Addition and subtraction with transition through the discharge;
6. The names of the components of the actions of addition and subtraction, as well as finding an unknown component;
7. Permutation of terms;
8. Problem solving.
Think about what other lessons you can use this manual, what types of work you can offer.
I will introduce you to some tasks and forms of work:
1. Direct and reverse counting. Counting chips. If the boats are turned over, then on reverse side there will be numbers from 1 to 20 .. (children distribute roles in pairs: one leads direct counting, and the other counts backward);
2. Acquaintance with number and figure. For example, with the number 6: add 1 blue to 5 red chips. How many chips were there? What number shall we designate? (they conclude: to add 1 to the number means to name the number that follows it when counting);
3. Acquaintance with the composition of the number 6: Children put 6 red chips in two boats, then turn over first one chip (1 + 5), then the second (2 + 4), then the third (3 + 3), etc. ( develops the ability to listen to each other, draw conclusions, the ability to agree on who will present their work in front of the class);
3. Solution of expressions with transition through the category. For example, 6+5. Children are invited to lay out 6 blue chips in the 1st and 2nd boats, in the 3rd - 5 red ones. Then the children complete the 2nd boat with up to 10 red chips and see that there is one chip left in the 3rd boat. Based on your knowledge: to add 1 means to name the next number when counting, i.e. 11 or 10 and 1, you get 11 (new knowledge is discovered, patterns are established, existing knowledge is used);
4. Finding an unknown term, unknown subtracted and reduced. Children solve expressions like: 4+…=7, 6-…=3,…-4=2. Illustrate the solution with the help of chips: 4 + ... = 7, set 7 red chips, 4 of them are turned over, 3 red chips are the second term. (joint search for a solution, the ability to defend one's point of view);
5. We derive mathematical rules (permutation of terms). Children put 5 red chips on the 1st boat and 5 blue chips on the second one. How many chips are there? (10), change the boats in places. How many chips are there? (10) What did you notice? (ability to operate with mathematical terms, draw conclusions);
6. The game "How many chips have you closed?"
The teacher puts 9 chips on a magnetic canvas in a certain order: red, blue, red, blue, etc. Question 1: How many chips were closed if there are 9 chips in the boat, and we see only 4? Question 2: What color will the 6th chip be? 8th? (concentration of attention develops, the ability to control each other's actions);
7. Comparison of numbers. They put 2 boats side by side, on one boat there are 6 red chips, and on the other 4 red chips. Where are more chips? Where is less? (the ability to establish one-to-one correspondences, conduct a dialogue in pairs, draw conclusions);
8. Problem solving. With the help of chips, we demonstrate the solution to the problem: Kolya has 3 marks, and Sasha has 2 marks more. How many stamps does Sasha have? Children put up as many chips as Kolya-3 has stamps. What does it mean: Sasha has 2 more stamps? This means that he has the same number of stamps as Kolya, and 2 more, i.e. 3 + 2 = 5. 5 chips are put up.
These visual aids are used in grades 1-2. And now we will introduce you to a didactic manual for grades 3-4. You will agree with us that the most difficult topic for children to perceive is “Studying the area of a rectangle”. And here it will help us didactic material"Spectra".
Ask each group to calculate the area of the figure. What did you get? Why are there different answers? (Because they used different measurements) People agreed to use a single measure of 1 sq. cm.
Think about what topic you can use this visual aid to study? (thousand)
The "Spectra" set of manuals is an effective tool by which the teacher introduces new topics, identifies problems with the students in understanding the material and, together with the children, looks for their solutions. As a result of the use of new didactic aids, favorable conditions are created for the development of the personality of each student, which is what the new educational Standard aims at.
wrote: “... Do not bring down an avalanche of knowledge on a child ... - inquisitiveness and curiosity can be buried under an avalanche of knowledge. Be able to open one thing in front of the child in the surrounding world, but open it in such a way that a piece of life plays in front of the children with all the colors of the rainbow. Always open something unsaid so that the child would like to return again and again to what he has learned.
Reflection.
Determine your place on this ladder.
What new didactic aids did you get acquainted with today?
Teaching a child mathematics is a long process aimed at applying great efforts not only by the mentor, but also by the student.
Didactic games in mathematics for preschoolers are designed to diversify the learning process, destroy strict officialdom, and increase the degree of effectiveness of assimilation and understanding of mathematical foundations.
Didactic games in mathematics in kindergarten: goals and objectives
Didactic games are held to increase the child's awareness of the world around him. They develop observation skills, teach them to fix and find differences between objects, comparing them according to different characteristics. During the game process, children learn to find elementary cause-and-effect relationships.
Didactic games in mathematics in preschool educational institutions can be very different, their choice depends on the goal:
- The use of numbers and numbers in games contributes to familiarization with the concept of counting, the history of the emergence of numbers, improving counting and comparison skills.
These didactic math games for preschoolers help:
- improving the skill to independently use single-digit numbers;
- education of attentiveness, memory, thinking;
- mastering the method of distribution natural numbers improving counting skills.
- Games designed to study time introduce children to the acquaintance with the days of the week, the names of the months, and teach them to remember their position on the calendar.
- Games for the development of orientation allow students to learn to fix and state their own position on the ground, determine and name the location of an object relative to another. With the educational task achieved, preschoolers are able to use words to name the location of objects.
- Games with figures are used to strengthen knowledge about the shape of various geometric shapes, improving the skill of their search in nearby things. Such games are conducive to the education of attention and the formation of creative imagination in preschoolers.
- Didactic math games that develop logical thinking, originally intended to form the components of scientific thinking: making judgments, bringing arguments, summing up. They also help develop creativity and out-of-the-box thinking.
It's important to know
- Didactic games should not be held for a long time. For children younger age it is enough to allocate 5 minutes for them. Didactic games in mathematics senior group may last no more than 15 minutes. Exceeding this time may lead to a decrease in activity and weakening cognitive interest which may adversely affect the result.
- If a team is involved in the game, attention must be paid to the individual abilities of each, and, if there is such a need, to provide assistance to the underachieving for a successful outcome of the educational problem.
DIY didactic games for preschoolers
In order to increase the cognitive interest of the educated, teachers should try to diversify the course of teaching. To do this, many develop and produce their own training sessions. In the manufacture of visibility, everything that is at hand can be useful, the main condition is harmlessness for kindergarten students.
Materials for creating didactic games can be as follows:
- improvised materials - fabric, yarn, buttons;
- natural raw materials - leaves, flowers, grass, cones;
- stationery - glue, gouache, colored paper, cardboard;
- imagination is the most important ingredient.
Do-it-yourself didactic math games in pictures
Making didactic games with your own hands is not at all difficult. Here are examples of such mathematical games.
Card file of didactic games in mathematics for preschoolers
"Describe the Pattern"
Target: orientation training in space, improvement of communication skills.
Game progress. Each preschooler has a drawing depicting a carpet. Pupils are required to describe the position of the parts of the pattern in the figure: on the left side, on the right, at the top or bottom.
"Solve an example"
Target: training to perform addition and subtraction within ten.
Game progress. The teacher throws the ball to the preschooler and calls an example. The pupil, having caught it, answers and returns the ball. Then the teacher throws the ball to the next one.
"Find the mistake"
Target: analysis of geometric shapes, comparison and finding the superfluous.
Game progress. The preschooler is invited to analyze the rows of geometric shapes and point out the error, offering a correction option with an explanation. A mistake can be a circle in a row of squares, or a red figure among yellow ones.
"Show"
Target: improving the ability to recognize a geometric figure according to a given criterion.
Game progress. In front of the preschooler, several figures are randomly laid out, differing in color, shape and size. The teacher proposes to determine the figure according to the named criterion: a small square, a large red circle, etc.
"One property"
Target: consolidation of knowledge about the properties of geometric shapes, development of the ability to characterize and distinguish figures according to their characteristics.
Game progress: players must be provided with the same set of geometric shapes. One of the players puts one of them on the table. The task of the second player is to choose from his set a figure that differs from the one laid out by the previous player in only one of some signs. For example, if the first figure laid out is a large red circle, then the next one can be laid out a large red square or a large blue circle, or a small red circle. The game should be built on the principle of playing dominoes.
"Who are the neighbors"
Target: improving the ability to name the neighbors of a number.
Game progress. Participants become in a circle. The teacher throws the ball and calls a random number. The child, having caught the ball, names the neighbors of this number. The ball is then thrown to the next player.
"Let's Harvest"
Target: Practice comparing objects by size.
Game progress. The teacher advises children to harvest in different baskets - large vegetables and fruits in one basket, small ones in the other.
"Shop and Geometry"
Target: training in recognizing basic geometric shapes, improving communication skills.
Game progress. On the table are objects of various shapes, put up for sale. Each pupil - the buyer receives a card - a check on which a figure is drawn: a circle, a triangle, a square or a rectangle. He can purchase any thing, provided that the shape of the goods corresponds to the picture on the card. Having made an unmistakable choice and proving it, the child receives a purchase.
Didactic games in mathematics
Presentation of didactic games in mathematics
