Lesson plans 2100 elementary school
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School 2100. WE are from "SCHOOL -2100". Grade 2 "School 2100". Educational system "School 2100". OS "School 2100". Russian language lesson Grade 3 (School 2100). GEF in the educational system "School 2100". The main educational program "School 2100". Mathematics OS "School 2100" (Grade 3). TMC of the Educational System "School 2100".
We study under the program "School 2100". Russian language grade 3 OS "School 2100". Implementation of the Federal State Educational Standard in the educational system "School 2100". Lesson of literary reading according to the program "School 2100" in the 2nd grade. Productive reading in the OS "School 2100". Russian language lesson in the 4th grade according to the EMC "School - 2100". Russian language lesson in grade 1 under the program "School 2100".
The implementation of the Federal State Educational Standard and the achievement of a new educational result through the introduction of a set of technologies of the activity type of the Educational System "School 2100" into the mass practice of primary and secondary schools. LITERATURE LESSON in the 7th grade under the program "School 2100". Educational area "Cognition" in the program "Kindergarten 2100".
Shuryshkar family-type boarding school. Family values of the School 2100 program. Implementation of the Federal State Educational Standard of the IEO through the OS "School 2100". The connection of words in a sentence Grade 2 EMC "School 2100". Implementation of the comprehensive educational program "School 2100". The main features of the work on the "School 2100" system in the 5th grade. Implementation of the educational system "School 2100" in school practice.
Extracurricular reading lesson in the 4th grade "Modern eccentrics" OS "School 2100". The system for assessing the educational achievements of students of the OS "SCHOOL 2100". Ensuring personal results of education by means of teaching materials "School 2100". Teaching a course of Informatics within the framework of the educational program "School 2100".
Municipal educational institution
secondary school №34
Murmansk
Abstracts of lessons in the Russian language
under the program "School 2100"
prepared
primary school teacher
Pritvorova Vera Andreevna
Murmansk
2011
Explanatory note I offer a selection of Russian language lessons in the educational program "School 2100", developed by me in accordance with the requirements for lessons of introduction of new knowledge. In the development of the lessons, the works of children's writers studied within the framework of the program or familiar to children from extracurricular reading were used.
STRUCTURE OF THE LESSON INTRODUCING NEW KNOWLEDGE
Updating students' knowledge. Statement of the learning task.
Students complete the repetition task. The list of tasks includes a problematic task that motivates the study of a new topic.
“
Primary fastening.
.
Solving problems for repetition.
Tasks for repetition, non-standard, logical, entertaining tasks are offered. When solving these problems, the material studied earlier is worked out and consolidated, mental operations, ingenuity, and interest in the subject are developed. At the same stage of the lesson, advance preparation of children for the study of concepts that will be introduced later is carried out. Here you can individually refine and correct the mistakes made by children in independent work.
Russian language
Grade 2
Topic: “Observation of words-signs. Developing the ability to ask questions.
Goals:
to acquaint students with the semantic meaning of the words that answer the questions which? which? which? which? and their role in our speech;
learn to put questions to words;
learn to notice the subject of its various features and correctly name them;
enrich students' speech with words denoting signs of objects.
Actualization of students' knowledge.
vocabulary work.
According to the signs that I will name, guess the objects. Write in 2 columns.
Who? What?
Slender, tall, white-barreled ( Birch)
Big, angry, shaggy, biting (dog)
Long-tailed, chatty, white-sided ( magpie)
Forest, fragrant (raspberries)
Complete the columns with vocabulary words, one for each.
What do the words that answer the questions mean? who? or
what?(thing)
"Discovery" of new knowledge by children.
When you guessed these items, what helped you? (Signs
these items)
The theme of the lesson is "Signs of objects."
The objects that surround us have their own characteristics. name
signs of the following items: notebook, textbook, chalk, pen.
Textbook work: exercise 65
Write in a line separated by commas.
Check (written on the board)
P primary fastening.
Group work.
1 row 2 row 3 row
watermelon mouse 1c . the dress 2c . apples
…….. ………. ……… ………
What question can be asked from the name of the subject to its
sign?
Write down the question and choose the words-signs.
Examination.
Think about the role that words play in Russian
signs? (Make speech more precise, understandable)
For example, bring me water (what?)
Text on the board.
Winter has come. There are ... frosts. Sleeping ... forest. Under …
snow hid ... Christmas trees. ... forged ... a river. … residents
long prepared for ... winter.
What is missing from the text? (sign words)
Words-signs "color" the text, help better
imagine a picture painted with words.
Write down the story, insert the words that make sense -
signs.
Repetition .
Card work.
Remember "The Tale of the Fisherman and the Fish" by A.S. Pushkin and
Complete the words whose signs are named here.
Golden... Shattered...
Blue... Grumpy...
Tall… Diligent…
Marine ... Terrible ...
Lesson summary
Topic: “Observation of words denoting action. Development ability to question these words.
Goals:
familiarization with the words that answer the question, what is he doing?
to teach to reveal the lexical meaning of verbs;
observe the use of verbs in speech to accurately express thoughts.
Organizing time. Calligraphy.
At the beginning of the lesson, the teacher draws the children's attention to a picture of an owl.- You see a bird on the board - “Wise Owl”. So today is a lesson in discovering new knowledge.- How will you work in the lesson? (Attentively, actively, observe, compare, draw conclusions).- Many tasks will be related to the theme "Winter". And a minute of penmanship, too. Let's call the task "Patterns on Ice".
Actualization of students' knowledge.
Dictionary work (based on the painting "Winter Fun").- Look at the picture, try to see and write down the vocabulary words in 2 groups: who? and what? The teacher has these words written on the blackboard and closed: skates guys frost girl coat boy weather skate What do all words have in common? (denoting subject)- What is the wrong word? Why?- Maybe it means a sign?- The task of the lesson: to get acquainted with a new group of words and learn:
What questions do these words answer?
What do they mean?
Why are these words needed in speech?
The guys are skating.Misha drove down the mountain.Kolya and Vanya turned over.Ruslan will go on a sled.
The words guys, Misha, Kolya, Vanya, Ruslan designate objects.- What do the words mean? ride, moved out, rolled over, will go? - Try to put questions from objects to their actions.
Thus, we have answered the first two questions.
Generalization. Words that answer the question what does it do? ... designate the action of the subject.
f/minute
The game
Choose the appropriate word-subject:
Whistles, howls, blows ... (wind)
It drizzles, pours, whips ... (rain)
Walking, running, rushing ... (man)
Conclusion: action words make our speech more accurate, more understandable.
IV. Primary fastening.
Ex. 85 (record with commentary)
V. Independent work with checking in the class.
The student reads an excerpt from K. Chukovsky's poem "Confusion":
The kittens meowed: And behind them the ducklings:“We are tired of meowing! “We don’t want to quack anymore!We want like pigs, we want like frogsGrunt!" Croak!"
Teacher: - And what happened next, you remember:
The pigs meowedThe ducks croakedThe cats grunted the hens chirped.
We will now correct this confusion and select the necessary words-actions.
The cats chirped The birds were buzzing The horses are quacking The flies neighed The frogs are croaking The ducklings purred piglets grunt
VI. Repetition Students receive cards according to options. There is a poem on the card.Task: insert the appropriate action words. 1 option. Option 2. Parting. Puppy. All I ………… for mom: Today I lost my feet -For her……….gamma, I have…… a puppy.For her ……….to the doctor, Two hours of his ….. , Mathematics………. Two hours of it….., All the boys in the river .... , for lessons not …… I'm alone ...... on the beach, And I don't have dinner ....... . For her after the illness This morning is very early Not …. even in the river. …… puppy from the couch, For her, I... hands, I began to go to rooms ... .., … some carrots... ……. , ……, (A. Barto "Separation") All ....... (S. Mikhalkov "Puppy") VII. Summary of the lesson. Russian language Educational program "School 2100" Grade 2
Topic : "Root. Root words».
Goals:
clarification of ideas about the concepts of "root", "single-root
observation of the lexical meaning of cognate words;
development of the ability to select single-root words;
enrichment of children's vocabulary;
education of communicative qualities.
Knowledge update.
Dictionary work on the topic "Trees" (birch, aspen, mountain ash).
In the spring it amuses, in the summer it cools, in the autumn it nourishes, Warms in winter.
Alena is standing - a green scarf, Thin camp, white sundress.
In haymaking - bitter, And in the cold - sweet. What is a berry?
What kind of tree is There is no wind, but the leaf is trembling.
What do these words have in common? How can you call it in one word? What do these words mean? (objects, plants, trees).
– Consider the drawings on the board.
Fig. 2 is also a tree, but a family one.
Grandmother, grandfather, father, mother, child - relatives to each other, relatives. Why are people called relatives? (They belong to the same genus, have common ancestors, or, as they say, have common roots).
Fig.3 - word tree. (Root - garden, branches - garden, garden etc.)
Student:
Somehow many years ago They planted a strange garden. There was no fruit garden - He was only a word. This word is root It soon began to grow And it brought us fruit There are many new words. Here is a seedling from the garden for you.
We will also try to plant roots and grow trees.
Independent work.
1c. run 2c. move
Examination.
What part of these words is common (the same)? Conclusion: - The common part of related words is called the root. - What do we call these words? (single root)
"Discovery" of new knowledge by children.
What else grows in the forest besides trees?- What do we like to collect in the forest? (mushrooms)
Exercise 347 (oral) - Read the task. Formulation of the problem : - What words are called single-root?- Read the conclusion.
f/minute. If I name a couple of related words, you clap your hands. If I name a couple of words that are not related, you stomp. The forest is a forester, the river is a raft, the wall is a nail, the cat is a cat, the garden is garden, the house is home, dinner is a table, the house is smoke, the field is a field.
Primary fastening.
- Listen to a story called "The Outsider". Listen carefully and try to identify who the stranger is.
Stranger. Relatives gathered at the Water. The submariner is talking with Voditsa. A diver with a waterfall is basking in the sun. The driver plays the harmonica. Water strider with Algae played out. Vodicka jumps over pebbles on one leg. Even SA Vodyanoy granted. Everyone is waiting for the old woman Water. The wise Water came out, looked at the guests, immediately noticed a stranger. She told him to go away to his family. The stranger went, got upset. Where can he find relatives?
Who turned out to be a stranger among the relatives of Water?- Why did the guests not immediately notice the stranger?Will you help him find his relatives? (to drive, start, clockwork).
Conclusion : - Single-root words have a common part and are close in meaning.
Independent work with class check.
Examination . Name the extra words. On what basis do you do you think they are redundant?
Repetition.
Text on the board. Fill in the missing words so that they are all the same root.
Fluffy fell to the ground ...… made the children happy. The boys built ... a fortress and played ... . The girls sculpted...
(Snowflakes, snow, snowy, snowballs, snowman).
Summary of the lesson.
What words are called single-root?
Russian language Educational program "School 2100" 3rd grade
Topic: "Diminutive forms of male and female names In russian language".
Goals:
repeat the concept of "suffix" and its meaning in the formation of new words;
introduce new suffixes and their role in diminutive forms of names;
develop the ability to form nouns with the help of suffixes;
enrich students' vocabulary;
Vocabulary work.
Today is a holiday - Valentine's Day. This holiday is more6 centuries. Love is a strong feeling. It is able to overcome hatred and anger, quarrels and resentments. May those you love love you.- Open a dictionary. Find the words that you think correspond to today's holiday. Write them down. ( Holiday, festive, feeling).
– What feelings do we show to our relatives, loved ones, to friends? ( Attention, kindness, affection, sympathy).
– Let's write in a notebook:
“Discovery” by children of new knowledge.
People, when communicating, call each other by their first names. They do it differently. Respectfully: by name, patronymic. Just by name. And, of course, kindly. What is your affectionate name? Children call, the teacher writes some words on the board, paying attention to the suffixes. Igor-Igorek, Nadia - Nadenka, Lena - Lenochka, etc.
The purpose of our lesson: to understand what suffixes can form diminutive forms of male and female names?
Problem question.
With the help of the suffix -k-, nouns with a diminutive meaning are also formed (fish-fish, hand-handle ...)- Let's see what meaning the names of people with the suffix -k- have. Sveta - Svetka, Seryozha - Seryozhka. - Is it a diminutive form of names? (No)
Problem solving. - Let's do ex. 271.
Conclusion. What is the meaning of nouns with the suffix -k-? (a touch of disdain) - Is it good to use the forms of male and female names in speech with the suffix -k-?
Primary fastening . (Exercises in the formation of diminutive forms of female and male names)
Suggestions are written on the board.Task: write down the sentences, putting the words in brackets in a diminutive form. She went (Masha) with her friends into the forest and got lost. (Denis) threw the porridge out into the street and hit one citizen on the hat. A kid runs after his sister (Alena).
Independent work with class check.
“Hush, (Tanya), don’t cry: The ball will not sink in the river.
2c. “A first-grader (Kolya)“ Let it be in a notebook Calls Smirnova (Galya) - C grades To say that he writes sticks But the eyes And I'm not tired at all." At (Zoya)!... "
“Let (Lida) come forward, Lida takes the jump rope.
Summary of the lesson.
What suffixes are used to form diminutive forms of names?
Russian language Educational program "School 2100" 4th grade
Topic : "Spelling of unstressed case endings of nouns."
Goals:
improving knowledge about the noun as a part of speech: lexical meaning, declension;
learn to analyze the studied material and draw conclusions;
create an algorithm for checking an unstressed vowel at the end;
repeat previously learned spellings;
develop spelling vigilance, attention, memory, logical thinking.
Updating students' knowledge.
vocabulary work.
What do these words have in common? /nouns, with a double consonant/ - What is the wrong word? /illustration - 1 declension/ What do we know about nouns?
On the desk. The car drove through street Pushkin, and then area
"Discovery" of new knowledge by children.
– I invite 6 helpers to the board. /Students verbally decline nouns Fox ( first 6 people ), horse ( other 6 people) steppe(next 6 people)/.
What are the endings? /drums/- Can these words become helper words for determining an unstressed ending?- What rule do we know where the spelling of unstressed vowels is checked by stress? /about the spelling of an unstressed vowel at the root of a word/- How do you need to act in order to correctly write an unstressed ending? /
– Let's make an algorithm.
I put in n.f. and define declination.
Helper Word
– Let's return to our proposal. Can you now determine which ending to write?
Primary fastening. /Record in notebooks and on the board with commenting/.
Independent work with class validation.
1c. Let's wash, splash, 2 c. Once upon a time there was a Clean Fly. Swim, dive, somersault All the time the fly bathed. In a tub, in a trough, in a tub, she bathed on Sunday In the river, in the stream., In the ocean., In an excellent strawberry Both in baths and in baths. . Varen. . / K. Chukovsky "Moydodyr" / On Monday - In cherry liqueur Tuesday at the tomato gravy, Wednesday - In lemon jelly. On Thursday - In jelly and resin. On Friday - In yogurt., In compote., And in semolina porridge.. / B. Zakhoder “Fly-clean /
V. Summary of the lesson.
We learned to determine unstressed case endings of names nouns. - We use an algorithm. - What knowledge do we need? / be able to: put nouns in the initial form; determine the declination; learn by heart the words-assistants /.
List of used literature
Series "School Library" A. Barto "Where does the hero live?" - M.: Detgiz, 1959.
Interlocutors: Prince. for students / Compiled by V.A. Levin / - M .: Education, 1995.
Series "My first books" Chukovsky K.I. Confusion. - M .: Children's literature, 1990.
Collected works in 3 volumes. Volume 1. S.V. Mikhalkov. Poems and fairy tales. - M .: Children's literature, 1970.
The first lessons of mathematics 1-4, 7-9 in a playful way
Lesson 1 (paragraph 1.1)
Option 1
Based on the didactic game "Border guards"
Main subject goal: teach how to combine objects into groups by color, learn how to divide collections of objects into groups by color.
teacher: Guys, today is your first day of school and your first math lesson. It starts with a game. The game is called "Border Guards". I laid out the borders on the floor. Inside each of them is a magical land. Now I will appoint a border guard for each country and give him a "passport" in his hands. This "passport" will show who can settle in this country.
Misha becomes a border guard of this country. He has a strawberry in his "passport". What is another word for strawberries? (Berry). Who will live in this country? (Everyone who can be called the word "berry").
Sveta becomes a border guard of this country. She has a pear in her “passport”. What is another name for a pear? (Fruit). Who will live in this country? (Everyone who can be called the word "fruit").
Alyosha becomes a border guard of this country. He has a cucumber in his "passport". What is another name for a cucumber? (Vegetable). Who will live in this country? (Everyone who can be called the word "vegetable").
All other guys are residents of these countries. Now I will give out “passports” to each group of 2-3 people (The teacher gives out one “passport” for each group). With these passports, you will be able to understand which country you are residents of and go to your country. Border guards must ensure that no one confuses the countries. "Residents" do not have the right to quarrel with each other and with the "border guard". If you cannot reach an agreement, you should contact the teacher for help.
The teacher distributes split lotto cards to groups of students of 2-4 people in each group. Children examine them, discuss which country they should go to and complete the task given by the teacher. The teacher intervenes only if he is asked for help, or if the situation really, in the opinion of the teacher, becomes critical and requires his intervention.
2. Difficulty in the game.
All groups found their country, and only 2-3 did not. It turns out that their "passports" depict a stool, a toy hare and a dress. With these "passports" they are not allowed into any "country".
teacher: (Addresses those who could not participate in the general game) Guys, what happened? (We also want to play, but we are not allowed anywhere). Why? (Our "passports" are not suitable for any country.)
(Addresses those who were able to participate in the general game). Let's help the guys. Maybe we should open a new country for them? But what will it be called?
How did we settle in our countries? (All the "inhabitants" of the country had a common name, a difference). Let's take a closer look at the "passports" of our guys. Maybe the stool, toys and dresses also have a common difference, a sign? (Yes! They are all the same color - red!!!) What shall we call their country? (Country of red items).
We open a new "country". We put on its border a border guard with a "passport" - a red card.
4. Game by new rules.
teacher: (Addresses those who remained within the former "boundaries") Guys, do you want to continue the game? And what needs to be done for this? (Anyone who is red can move to a new "country"). And what about the rest? (Open new countries). And what? How? (Countries with color names). Open up. How will you get into groups? (By color.) Get ready, and I'll take a look.
After the children gather in groups by color, you can give them new “passports” - cards of the desired color. At the same time, it is better to hand over old “passports”.
5. Training exercises.
teacher: What have we learned to do today? (Break into groups by color, form groups by color).
Let's break into pairs and go to the tables. (It is in this lesson that children are divided into stable pairs. At the same time, children can do this of their own free will and mutual sympathy, and the teacher, after observing the work of children, can make adjustments and transplant them in their own way.)
There are already open books and workbooks on the tables. Find the right page in the textbook, the topmost task. What did Vova Kolesnikov do? (“I planted” “flowers” on “flower beds” according to color). We also have “flower beds” in our notebooks. Find them. Agree with each other (each couple sitting next to each other) and make the "flowers" in the "flower beds" the same.
Only one more task in the workbook (No. 1) is mandatory for everyone: on the development of fine motor skills of the hand - it is required to circle the “umbrellas” and shade them. This is an individual work. It is performed under the guidance of a teacher, as usual work in copybooks.
Homework:
Lesson 2 (paragraph 1.2)
Option 1
Based on the didactic game "New Settlers"
Main subject goal: to teach how to combine objects into groups by shape, to learn how to divide collections of objects into groups by shape.
1. Play by familiar rules.
teacher: Guys, today the lesson will start with a game. The game is called Newcomers. I laid out "borders" on the floor. Inside each of them there is an “apartment” and there is a card that shows who can live in this “apartment”. Near each apartment there is a controller who decides whether the "tenants" have found their "apartment" correctly. You also have similar cards on each desk. Each couple takes their card and decides which "apartment" they live in.
Children look at their cards, discuss which "apartment" they should go to in order to fulfill the rules of the game. The teacher intervenes only if he is asked for help, or if the situation really, in the opinion of the teacher, becomes critical and requires his intervention.
2. Difficulty in the game.
All couples found their apartment, and only 2 couples did not. It turns out that most of the guys have red, blue or green cards, and these two pairs have images of squares (having no color). With these cards, they cannot get into any of the "apartments".
teacher: (Addresses those who could not participate in the general game) Guys, what happened? (We also want to play, but we are not allowed anywhere). Why? (Our cards are not suitable for any apartment).
3. "Discovery" of the new. Formulation of new rules of the game.
teacher: (Addresses those who were able to participate in the general game): Let's help the guys. Maybe we should create a new “apartment” for them? But what will it be called?
How did we settle into our "apartments"? (All the "inhabitants" of the "apartment" had a common name, a difference). Let's take a closer look at the cards of our guys. Maybe they also have a common difference, a sign? (Yes! They are all squares!!!) How do we call them "apartment"? ("Apartment" squares).
We are opening a new apartment.
4. Game by new rules.
teacher (Addresses those who remained in the former "borders") : Guys, do you want to continue the game? And what needs to be done for this? (Open new "apartments"). And what? How? ("apartments" with the name of geometric shapes). What figures do you know? (Children name the figures they know. The teacher distributes cards.) Break into groups.
5. Training exercises.
teacher: What have we learned to do today? (Break into groups according to form, form groups according to form).
Let's go to our tables. There are already open books. Find the left page in the textbook, the topmost task. How did the figures settle in the "house"-table? Discuss this in pairs and give an answer on what basis the figures settled on the floors, and on what basis - along the porches.
After the task is completed, one pair from each row comes out and "protects" the result of their work. The guys of each row are thought of as one team, so they can supplement and correct the work of "their" pair.
At the end of the discussion, the work of each row is assessed not only from the point of view of the correctness of the task, but also from the point of view of the expressed desire to achieve a team result, tact, clarity of statements of children in each team.
After that, tasks No. 2 and No. 3 from the textbook are also performed in pairs.
Here, once again, we discuss what we learned to do in this lesson.
The mandatory tasks for all include only one more task in the workbook (No. 2). This is an individual work. This task can be either individual or in pairs.
All other tasks are not mandatory, they are performed if there is time left in the lesson, at the request and choice of the children on their own. It may well be, and even desirable, that different pairs or individual children do different tasks and then tell the class what they did and how.
Homework:
Lesson 3 (paragraph 1.3)
Option 1
Based on the didactic game "Clean up the mess"
Main subject goal: teach how to combine objects into groups by size, learn how to break collections of objects into groups by size.
1. Play by familiar rules.
teacher: Guys, today we need to put things in order, carefully arrange geometric shapes in boxes; they are on your desks. We will need these figures every time we line up rows according to the given rules. Alena and Seryozha, get a box (or package). Each box has a figure on it. In each box you need to put such figures that are depicted on it. Each couple takes their piece and puts it in the right box, and Alena and Seryozha make sure that only the right pieces get into the box.
On each table lies one geometric figure: either a quadrilateral or a triangle. They are all the same color, even better if they are simply cut out of white paper. At the same time, these are a variety of triangles (rectangular, obtuse-angled, acute-angled) and a variety of quadrilaterals (rhombuses, squares, trapezoids, etc.). All pairs have small figures, and two pairs have large ones (triangle and quadrilateral). So big that they can't fit in boxes.
Children examine their figures, discuss which box they should put them in, and independently complete the task of the teacher.
The teacher intervenes only if he is asked for help, or if the situation really, in the opinion of the teacher, becomes critical and requires his intervention.
2. Difficulty in the game.
All couples placed their pieces in boxes, and only 2 couples did not. Even if they try to place their figures on top of the box, the teacher draws the attention of the children to the fact that this cannot be done, the figure is much larger.
teacher: (to everyone) What happened? (These pieces cannot be put away in these boxes.) Why? "The figures are big for these boxes."
3. "Discovery" of the new. Formulation of new rules of the game.
teacher: Guys, what to do? I have only one big box, and the figures of the guys are different. What should I draw on this box, or how should I sign it so that I can later remember what figures are here? (We come up with our own designation for large figures).
Or maybe we don't need so many small boxes? Maybe make one box for all the little shapes? What should I draw on this box, or how should I sign it so that I can later remember what figures are here? (We come up with our own designation for small figures).
4. Game by new rules.
teacher: Put things in order according to the new rules. On what basis do we now have figures laid out? (By size, big and small)
5. Training exercises.
teacher: What have we learned to do today? Divide objects into groups by size, form groups by size).
Let's go to the tables. There are already open books. Find the right page in the textbook, the topmost task. How did Vova break the figures into groups? Discuss this in pairs and give an answer.
After the task is completed, one pair from each row comes out and "protects" the result of their work. The guys of each row are thought of as one team, so they can supplement and correct the work of "their" pair.
At the end of the discussion, the work of each row is assessed not only from the point of view of the correctness of the task, but also from the point of view of the expressed desire to achieve a team result, tact, clarity of statements of children in each team.
Here, once again, we discuss what we learned to do in this lesson. Compare with the text in the orange frame.
The mandatory tasks for all include only one more task in the workbook (No. 2). This task can be either individual or in pairs.
All other tasks are not mandatory, they are performed if there is time left in the lesson, at the request and choice of the children on their own. It may well be, and even desirable, that different pairs or individual children do different tasks and then tell the class what they did and how.
Homework: open the textbook at home and tell the parents what tasks are on this page and how they were performed in the lesson.
Lesson 4 (paragraph 1.4)
Option 1
Based on the didactic game "Help your friends clean up"
Main subject goal: clarify terms - size parameters.
1. Play by familiar rules.
Teacher: Guys, you have strips of paper on your desks: big and small. Vasya and Petya - get a box (or package). Each pair takes their paper strip and puts it in the right box, and Vasya and Petya make sure that only the right strip gets into the box. The boxes are labeled small and large. This is done as agreed in the last lesson.
Each table has one strip: either short or long. They are all the same color and one width except for two or three. Moreover, all short strips are approximately the same length (small), and all long ones are much longer. All pairs have very narrow stripes, and two pairs have short but wide. Much wider than the others.
Children examine their strips, discuss which box they should put them in and complete the task of the teacher.
2. Difficulty in the game.
teacher: (Stands nearby and watches the stripes being laid out. Agrees when the long strips are placed in the box with large items, and the short ones in the box with small items. As soon as a wide strip appears, he stops the game and draws everyone's attention to this strip.) What make? What box to put in? (It is not clear which strips are considered large and which are small).
3. "Discovery" of the new. Formulation of new rules of the game.
teacher: Guys, how is it? On what basis did we all lay out our stripes? (By length: long ones in a box with the designation of large objects, and short ones in a box with the designation of small ones). But after all, these strips are small in length, and large in width? What did we do wrong? (We did not agree on which strips should be considered large and which - small). Really! Sometimes the words "big" and "small" are not enough. We need to clarify what size we mean.
Our strips can be laid out according to two criteria: one can be in length, and one can be in width.
4. Game by new rules.
teacher: Put things in order according to the new rules. Name yourself the sign by which we will lay out the strips, and lay them out.
5. Training exercises.
teacher: What have we learned to do today? (It’s more accurate to agree when we lay out objects into large and small ones).
Let's go to the tables. There are already open books. Find the left page in the textbook, the topmost task. Which tree in Petya's drawing is the largest, and which is the smallest? Discuss this in pairs and give an answer.
The teacher does not interfere in the discussion until the very end, until the results of the assignment are summed up. After the task is completed, one pair from each row comes out and "protects" the result of their work. The guys of each row are thought of as one team, so they can supplement and correct the work of "their" pair.
If the guys themselves come out to discuss the issue of clarifying the size parameter, then the teacher simply directs this discussion. If not, then he brings the children to the discussion, leading them to the idea that it is possible to choose the largest tree by height, then it is a pine, or by thickness, then it is an oak.
At the end of the discussion, the work of each row is assessed not only from the point of view of the correctness of the task, but also from the point of view of the expressed desire to achieve a team result, tact, clarity of statements of children in each team.
Here, once again, we discuss what we learned to do in this lesson. Compare with the text in the orange frame.
The mandatory tasks for all include only one more task in the workbook (any). All other tasks are not mandatory, they are performed if there is time left in the lesson, at the request and choice of the children on their own. It may well be, and even desirable, that different pairs or individual children do different tasks and then tell the class what they did and how.
Homework: open the textbook at home and tell the parents what tasks are on this page and how they were performed in the lesson.
Lesson 7 (paragraph 2.1)
Option 1
Based on the didactic game "Order"
Main subject goal: teach children to establish order relations based on a segment of a natural series of numbers.
1. Play by familiar rules.
teacher (Divides the class into three or four teams. At the same time, the number of children in teams should not be the same, and no team should have more than 10 people): Guys, let's move a little. I will divide you into three (four) groups and put you in a certain order. After that, I will clap my hands, and you run away. Clap again, you must line up in the same order. The team that can restore order after running will win.
2. Difficulty in the game.
teacher. After the run, the children line up in rows, and the question is whether they lined up correctly. To check the correctness of the assignment, the teacher writes down the order of the children in the team in advance and announces the entire list at the time of the discussion. If some team made a mistake, then we discuss the question of how it was possible to avoid the mistake.
3. "Discovery" of the new. Formulation of new rules of the game.
teacher: Guys, come on, I will distribute number cards to each team, and each team will have the same color. Sort the cards and line up in order. Agree on who is first on your team, who is second ...
4. Game by new rules.
teacher: Let's play again, only now you will look for your place using a number card. Again, everyone scatters, and then they gather.
5. Training exercises.
teacher: What have we learned to do today? (Set order by assigning each player a place in a row using numbers).
Let's go to the tables. There are already open books. Find the left page in the textbook, the topmost task. Describe the order in which children go to school. Discuss this in pairs and give an answer.
Complete the second task from the top on the same page. Confer in pairs and tell with the help of numerical cards in what order the guys returned from school.
Select a task of your choice. Let one row take the topmost task on the right page, the other row the bottommost, and the third one in the middle. The teacher explains to each row his task and gives time to complete.
After the task is completed, one pair from each row comes out and "protects" the result of their work. The guys of each row are thought of as one team, so they can supplement and correct the work of "their" pair.
At the end of the discussion, the work of each row is assessed not only from the point of view of the correctness of the task, but also from the point of view of the expressed desire to achieve a team result, tact, clarity of statements of children in each team.
Here, once again, we discuss what we learned to do in this lesson. Compare with the text in the orange frame.
The mandatory tasks for all include only one more task in the workbook (any). All other tasks in the workbook are not mandatory, they are performed if there is time left in the lesson, at the request and choice of the children on their own. It may well be, and even desirable, that different pairs or individual children do different tasks and then tell the class what they did and how.
Homework: Open the textbook at home and tell the parents what tasks are on this page and how they were performed in the lesson.
Lesson 8 (paragraph 2.2)
Option 1
Main subject goal:
1. Play by familiar rules.
teacher: Let's break into three teams (no more than 10 people in the group). Each team - form pairs. The condition is this: in each pair there must be one boy and one girl. (The teacher divides the children into teams so that in some teams there are equal numbers of girls and boys, and in others not equally).
2. Difficulty in the game.
Some teams were able to pair up, and some weren't.
teacher (To everyone) : What happened? Why weren't all teams able to pair up?
3. "Discovery" of the new. Formulation of new rules of the game.
We count the girls separately and the boys separately in the team where the guys are equally divided. Now can you tell me why the other teams didn't manage to split into pairs? (Girls and boys are not equally divided). So, if it is possible to divide a group of boys and girls into pairs, then the boys and girls are equally divided, and if the pairs do not work out, then not equally?
4. Game by new rules.
teacher: Teams, get each card of two colors, and find out, without counting them, whether you have equal cards of each color, or not equally. What new have you learned?
5. Training exercises.
Teacher: Let's go to the tables. There are already open books. Find the right page in the textbook, the topmost task. How to find out if the birds are equally or not equally in the picture? Discuss this in pairs and give an answer.
After the task is completed, one pair from each row comes out and "protects" the result of their work. The guys of each row are thought of as one team, so they can supplement and correct the work of "their" pair.
At the end of the discussion, the work of each row is assessed not only from the point of view of the correctness of the task, but also from the point of view of the expressed desire to achieve a team result, tact, clarity of statements of children in each team.
Here, once again, we discuss what we learned to do in this lesson. Compare with the text in the orange frame.
Only one more task belongs to the tasks that are mandatory for all: No. 6 on p. 17. It is performed in rows: one row examines Katya's drawing, the other - Petya, the third - Vova.
All other tasks are not mandatory, they are performed if there is time left in the lesson, at the request and choice of the children on their own. It may well be, and even desirable, that different pairs or individual children do different tasks and then tell the class what they did and how.
Homework: Open the textbook at home and tell the parents what tasks are on this page and how they were performed in the lesson.
Lesson 9 (paragraph 2.3)
Option 1
Based on the didactic game "Compare numbers"
Main subject goal: teach children to compare the number of objects in groups.
1. Play by familiar rules.
Teacher: Let's break into three teams (no more than 10 people in each group). Each group must form pairs. The condition is this: in each pair there must be one boy and one girl. (The teacher divides the children into groups so that in some groups there are equal numbers of girls and boys, and in others not equally).
2. Difficulty in the game.
Teacher: Say, without counting the guys, which team has more boys than girls. (Children make guesses)
3. "Discovery" of the new. Formulation of new rules of the game.
Teacher: We line up again in pairs (in the team where the guys are not equally divided). We note who did not get a pair. And now can you say how, without counting, you can immediately find out who is more and who is less? (Children make guesses)
Now let's check ourselves by counting the guys.
4. Game by new rules.
Teacher: Teams, get each card of two colors, and find out, without counting them, which color has more cards and which has fewer. What new have you learned?
5. Training exercises.
Teacher: Let's go to the tables. There are already open books. Find the left page in the textbook, the topmost task. The teacher plays this task aloud and asks the children to discuss it in pairs and tell what needs to be done. After that, 2-3 couples are called, the task is discussed, and finally it is specified what and how we will do. We do.
After the task is completed, one pair from each row comes out and "protects" the result of their work. The guys of each row are thought of as one team, so they can supplement and correct the work of "their" pair.
At the end of the discussion, the work of each row is assessed not only from the point of view of the correctness of the task, but also from the point of view of the expressed desire to achieve a team result, tact, clarity of statements of children in each team.
The same goes for tasks #2 and #3. Task number 4 is performed in rows (each row has its own drawing).
After discussing the results of the work, it is once again discussed what they learned to do in this lesson. Compare with the text in the orange frame.
All other tasks are not mandatory, they are performed if there is time left in the lesson, at the request and choice of the children on their own. It may well be, and even desirable, that different pairs or individual children do different tasks and then tell the class what they did and how.
Homework: Open the textbook at home and tell the parents what tasks are on this page and how they were performed in the lesson.
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