Measuring length lesson in the senior group. Lesson summary “Measuring length
MBDOU child development center - kindergarten №4
"Golden Fish" Pushkinsky Municipal District
Summary of open direct educational activities in educational field"Cognition"
Topic: “Length comparison. Measuring length."
Compiled by:
Evseeva N. E.
teacher of group No. 2
Pushkino
2013-2014 academic year
Program content.
- Strengthen the ability to compare the lengths of objects “by eye” and using direct superposition, introduce speech practice of the words “longer”, “shorter”.
- Form an idea of measuring length using a measure.
- Develop the ability to navigate on a sheet of paper, sustained attention, eye, and hand motor skills.
Equipment : 3 “boa constrictor” scarves (scarves with “head” knots tied at one end), visual instructions “measuring the length using a measuring stick”; handout (according to the number of children): sheets of checkered paper, simple pencils, colored strips of cardboard 15, 14 and 12 cm long, white strips 20 cm long, measuring strips 5 and 4 cm long.
Preliminary work:
Reading the story by G. Oster “It’s me who’s crawling”
Watching the cartoon “38 Parrots”, d/i “Find the Differences”.
Progress of the lesson:
Educator b: Guys, today I came to the garden very early and was surprised when guests were waiting for me on the threshold. They want to get to know you, but they are afraid that you will be scared of them... And to check whether this is true or not, the guests have come up with a task for you: to draw them. I will help you with this.(the teacher suggests that the children take sheets of paper in the box where the red dot is drawn, and pencils for doing a mathematical dictation).
Mathematical dictation:
1 square to the right
2 squares up
3 cells to the right
2 cells down
2 cells to the right
1 square down
3 cells to the left
2 squares up
1 cell left
2 cells down
3 cells to the left
4 squares up
1 cell left
1 square up
2 cells to the right
4 cells down
Educator : Who came to visit us today?(Snake, boa constrictor) These are boas, guys. Aren't you scared?(takes out “boas” made from children’s scarves)Guys, the boa constrictors spent the whole morning arguing about which of them was longer, but they couldn’t decide. Let's help them.(invites children to compare “boas” “by eye”, first by 2, then all three, draws attention to the fact that the answer must be complete: “the red boa is longer than the white one,” the green boa is shorter than the red one.”
Guys, how do you know which of you is taller and which is shorter?(Let’s stand next to each other, or with our backs to each other, and determine whose head is higher and whose is lower) (The teacher invites half of the group to stand in pairs, the other half of the children determines, compares the pairs; then the guys change)
Educator: you have three colored strips on your tables, who knows how to compare them in length(you need to attach one to the other)
Is it possible to apply it like this?
No, you need to make sure that one end of them matches.
The teacher invites the children to compare the strips on their own, then asks 2-3 children about the results, and whether there are other answer options.
Educator : Thank you, you helped the boas a lot: you taught them to compare lengths. And now they won't quarrel.
Physical education minute.
We'll clap our hands
We'll clap our hands
Friendly, more fun.
Our feet knocked
Friendly, more fun.
Let's hit you on the knees
Hush, hush, hush.
Our hands rise up
Higher, higher, higher.
Our hands are spinning
Sank lower
Spun around, spun around
And they stopped. (We perform the movements in accordance with the text.)
The teacher calls the tallest and shortest child and asks them to alternately measure the same distance in steps.(from boa constrictor to boa constrictor), the children count their steps in unison.
Educator: How did it happen that the distance is the same, but the number of steps is different?(the steps were different: large and small).Who got more steps? Who has less?
The teacher asks the children to measure a white strip (20 cm) with different measurements (5 and 4 cm), for clarity, using step by step instructions with the show.
Ekaterina Goncharova
GCD summary for mathematical development V preparatory group on the topic “Measuring length”
Abstract of GCD on mathematical development in the preparatory group on the topic:
« Length measurement»
Target: Strengthen ideas about length measurement using measurements and practical skill measure length a segment of a given measure.
Tasks:
Educational:
Introduce the centimeter and meter as generally accepted units length measurements, develop the ability to use a ruler to measuring lengths of segments;
Strengthen ideas about comparison groups objects using pairing, addition and subtraction, the relationship of the whole and parts, the composition of the number 6.
Developmental:
Contribute development logical thinking, attention.
Educating:
Cultivate interest in mathematics, develop collaboration skills.
Materials for the lesson:
Demo: white strip of paper length 40 cm, stripes- measurements: red – 10 cm, blue – 8 cm; illustration: parrot and boa constrictor; meter (tailored, folding, tape measure); centimeter model; ruler.
Dispensing: white strip of paper 20 cm long, stripes- measurements: red – 5 cm, blue – 4 cm; ruler; sheets with three segments of 5 cm, 2 cm and 4 cm.
GCD move
1. Introduction to the game situation
V.: Guys, today we will go on a trip to the country mathematicians. There are many games and tasks waiting for us in this country, so be very attentive.
2. Motivational game
A) I call the tallest boy and the shortest girl, please measure steps the same distance. The girl comes first. Everyone counts their steps in unison. Then comes the boy. His steps are also counted.
Q: What did you notice?
D.: The distance did not change, but the number of steps was different.
Q: Why did this happen?
D.: There were steps different: The larger the steps, the lower the number of steps.
B) There is a white strip of paper on the children’s tables 20 cm long, red - 5 cm, blue - 4 cm. I suggest they first compare the red and blue stripes directly, and then walk them through the white stripe.
Q: Guys, what conclusion can we draw from this?
D.: The larger the measure, the smaller the result measurements.
3. Difficulty in a game situation. Finding a way out
Working in a notebook
No. 1, page 12.
What other measures can you use? measure lengths of segments? (In spans, fathoms, elbows, etc.)
Will the result be the same if measured in all people? (No, everyone has different steps, elbows, etc.)
To be sure measure length people agreed to use measurements that are not related to the size of the human body - they are always the same.
Today we will get acquainted with two such measures - the meter and the centimeter.
I demonstrate a model of a meter and a model of a centimeter. Children mark the centimeter on their rulers with a green pencil.
Which of these measures is more convenient? measure distance in the room? (Meter.) Measure the length of the board with a meter, cabinet height.
Children measure two to three meters away.
What unit measures length boards the boy in the picture? (Meter)
What yardstick is convenient? measure the track on which a snail crawls?
(In centimeters.) How many small 1 cm segments are included in this path? (4cm)
Look at the picture and explain how to apply a ruler to measure a segment. (One end of the segment must be aligned with the red stroke, and the other end will show how many centimeters it is).
Physical education minute "Charger"
We put on a record, we start running in place
And we go out to warm up. Finish - in two hundred meters!
On charge, on charge 1-2, 1-2,
Get ready to exercise! 1-2, 1 - 2!
Enough, enough! They came running
Stretch and breathe!
4. Independent use "new" in other game situations
1) No. 2, page 12.
Q: Which segment do you think is the most long, and which one is the shortest? How to prove it?
Children measure the length of the segments with a ruler, saying out loud how it should be applied.
D.: I will apply one end of the segment to the red stroke of the ruler, the other end is at point 6. This means length segment - 6 centimeters.
2) No. 3, page 12.
On the board is a polygon made up of stripes.
Q: Are the sides of a polygon segments?
Children's answers.
The polygon crumbles, and the children are convinced that those who considered the sides of polygons to be segments were right.
Children measured with a ruler sides of polygons in the tutorial.
3) No. 4, p. 12.
IN.: Measure the length of a large segment. Write the result in the box measurements. (5 cm.)
Q: Trace one part with a blue pencil and the other part with a green pencil. Measure the length each part and write down the result. What equalities can we make?
Children's answers.
Physical education minute
On Monday I swam (pretend swimming)
And on Tuesday I painted (pretend to be drawing)
On Wednesday I took a long time to wash my face, ( "we wash ourselves")
And on Thursday I played football (running in place)
On Friday I jumped, ran, (jump)
I danced for a very long time (spinning in place)
And on Saturday, Sunday (claps hands)
I rested the whole day.
(children squat down, hands under cheek - fall asleep).
5. Repetition and developmental tasks
1) No. 5, page 13.
V.: Look at the pictures. How do you figure out what needs to be done in this task?
D.: We need to compare the number of small and large balls, parrots and monkeys, lanterns and candles.
Q: Write down the number of items in each bag in the empty cells and compare the resulting numbers.
2) No. 6, p. 13.
Q: What do you need to do in this task?
D.: You need to draw blue beads to six and add the second term.
6. Reflection
How measure the length of the segment? (Select a measurement and place it in a segment.)
What new measurements did you learn today? (Meter, centimeter.)
How are they different from the ones we used before? (They are always the same.)
Summary of GCD in senior group
"MEASURING THE VOLUME OF LIQUID"
using ICT and health-saving technologies.
Goal: consolidation mathematical representations in older children.
Tasks:
create conditions for:
children exercise in comparing volumes of liquids using measurements;
strengthening the ability to increase and decrease a number by 1;
continuing the exercise in distinguishing and naming geometric figures based on two characteristics: color, shape;
activation and enrichment vocabulary children;
development of memory, attention, imagination, logical thinking;
develop social skills: the ability to work in a group, negotiate;
cultivate a culture of behavior in the classroom.
Material and equipment:
two different bowls of milk,
large bowl;
glass, cup, spoon;
ball.
Handout:
set of geometric shapes different colors and sizes;
cards for laying out the pattern;
chips.
GCD move
GCD structure. Methods and techniques. Activities of the teacher Activities of children
Organizational moment.
A moment of surprise.
Review and comparison.
Statement of the problem.
Physical exercise (ball game)
Work in pairs with geometric shapes.
D/i “Say the opposite” (presentation) (individual work).
Reflection. The teacher is holding two toy kittens in his hands.
-Guys, look who I found in the group this morning.
- What are they?
In front of the children are two cans of different sizes, but with the same amount of milk.
- Guys, these kittens quarreled a little because they don’t know if they have the same amount of milk in their jars? How can we help find out?
- How will we measure it? - What can serve as a measure for us?
- Then let's measure the gray kitten's milk with a glass, and the white kitten's milk with a ladle.
- Well done, don’t let yourself be confused! Let's remember the rules of measurement: how should the measure be filled?
- What should we do so as not to get confused and accurately determine the number of measurements?
- Dima, try to measure the milk with a glass, while the rest of you at your table put aside the chips.
- Alice, now try to measure the volume of milk from the second bowl. And the guys put aside green chips.
- Guys, how many red chips did you get and how many green?
- Let's try to measure with another yardstick, for example, with this children's ladle.
- Why are there more milk ladles than glasses?
- So, our kittens will get the same amount of milk?
- Thank you for helping them, now they won’t quarrel. - Let's rest a little now?
Let's stand together in a circle. I will throw the ball and name a number, and you must increase it by one unit, for example - 1 - 25-7-
3-
5-
8-
(you can make it more difficult by taking a step back - the circle expands)
- Now let’s decrease it by one unit:
5-3-10
(Reduce - the circle narrows)
- Now let’s lay out a pattern of geometric shapes on the card. The teacher, by drawing lots, selects a leader who dictates the pattern.
-Now exchange cards and check whether the task was completed correctly.
- Let's look at the screen and play the game, I say:
- Low shrub,
- The house is low,
- The branch is thin,
- The river is wide,
- Long socks
- The chair is large,
- What did you like most about the lesson?
- Which geometric shapes did you post today?
- Try at home using a measure to pour the same amount of tea (milk, juice) into different cups for yourself and your mother. Children are sitting at tables.
Oh, these are kittens!
Small, fluffy, etc. You need to measure the amount of milk (volume).
Measure. Any container. But it will be more convenient to measure with a small glass or a children's ladle.
No, the measurement must be the same for both measurements.
The measurement must be complete.
Each measurement must be marked with a chip.
Children put aside chips.
There were 5 of both chips. This means that the volume of milk in the bowls was the same. The children put aside the chips. Both the two bowls of milk yielded 10 ladles.
Because less milk fits into a ladle than into a glass with which we measured milk before.
Yes. Although the bowls have different shapes, the amount of milk in them is the same.
Yes!
429
Children complete the task in pairs.
Children check.
and the tree is tall.
and the tap is high.
and the tree is thick.
and the stream is narrow.
and the socks are short.
and the chair is small.
I loved measuring the volume of water!
And I should play the game “Say the opposite”!
Circle, square, rectangle, trapezoid, rhombus, oval.
Target: Formation of initial mathematical knowledge.
Tasks:
- Continue learning to compose and solve problems involving addition and subtraction within 10.
- Improve the ability to measure the length of objects using a conventional measure.
- Improve your ability to orientate yourself on a sheet of squared paper.
- Strengthen the ability to name sequentially the days of the week, times and months of the year.
- Strengthen the ability to use “greater than”, “less than”, “equal” signs;
- Strengthen children's knowledge about geometric shapes;
- Develop attention, memory, thinking;
- Cultivate an interest in mathematics, the ability to listen to instructions from adults.
Didactic visual material:
Demonstration material. A ball, a card with a picture of a square, an envelope, cards with arithmetic signs, pictures for solving problems.
Handout material. Cards with diagrams of the route from home to school, strips of cardboard (conventional measures), pencils, checkered pieces of paper.
Progress of the lesson
Educator . - Guys, we have a guest today, he’s funny (I put a picture of Dunno on the board).
Malvina asked homework Dunno, but he doesn’t know how to deal with it. So he came to you for help. Will you help him? (Yes.)
Then we’ll start our lesson, and Dunno will watch and learn from you.
And for each completed task, Dunno will give you a letter so that we can put them together into a word.
1 task "Think and answer"
Children stand in a semicircle. The teacher throws the ball to the child and gives the task. The child answers and returns the ball.
What are the 4 seasons?
What time of year is it now?
How many spring months are there? Name them.
Name the winter months.
What month comes after January?
How many days are there in a week?
What day of the week is today?
What was it like yesterday?
What day of the week will it be tomorrow?
Name the days off.
What number must be added to 8 to make 10?
What number is less than 5 by 1?
Name the neighbors of the number 8; 4; 6
What number comes after the number 5; 1; 7.
What number comes before 8? 6; 4.
Educator. Well done! We completed the first task. And for this, Dunno gives you the letter “C” (I put it on the board).
Sit down at the tables. Don't forget that the back at the table should be straight. So are you ready? (Yes.)
Task 2. "Solve the problems"
And now I suggest you teach Dunno how to solve problems. But before we solve the problem, let’s remember what parts the problem consists of? (Condition, Question, Solution, Answer.)
What is a condition? (this is what we know).
What is a question for a problem? (this is what we need to find out).
What is a solution to a problem? (this is something that can be added or subtracted).
What is the answer? (this is what happened and is known to us).
1 task.
How many ducklings swam in the creek?
How many ducklings came to land?
Let's make a problem about them.
What does it say about ducklings?
(ducklings swam in the creek)
How many were there at first?
How many ducklings came ashore?
Are there fewer ducklings or are there more ducklings swimming?
If less, should you add or subtract?
What is the question in the problem? (how many ducklings are left to swim?)
Now let's create a problem.
Child. 9 ducklings swam in the creek. 1 went ashore. Ask a question about the problem.
Child. How many ducklings are left to swim?
Let's denote the solution with numbers and signs. (the called child lays out an example from the numbers for problem 9-1=8).
Task 2. Let's solve another problem. Look, there are 2 aquariums on the board. How many fish are in the aquarium on the left? How many fish are in the aquarium on the right?
What question can you ask in this problem? (how many fish are in 2 aquariums?)
Who will try to create a problem?
Child. There are 4 fish swimming in the aquarium on the left, and 3 fish swimming in the aquarium on the right.
Who will ask a question about the problem?
Child. How many fish swim in 2 aquariums?
Now you need to lay out the solution with numbers and signs on the board. And all the guys will write down the solution on pieces of paper. Well done. Dunno gives you the letter “P”.
Physical education moment.
Quickly stand up, smile,
Pull yourself higher, higher.
Well, come on. straighten your shoulders,
Raise, lower.
Turned left, right,
Hands touched knees.
Sat down, stood up, sat down, stood up
And they ran on the spot.
We rested. Go to your places and we will continue to help Dunno.
3 task. Game exercise “Measuring the road to school.” The teacher clarifies: “Where will you go on the first day of autumn? What is the name of the first month of autumn?
Children have cards with maps of the route from home to school.
The teacher asks the children to find out the length of the road from home to school: “How can I find out the length of the road to school? (Measure.) How will we measure the road? (First from the house to the turn, then from the turn to the school.)
How can you measure the length of a road? (Children's answers.)
Today we will measure the road from home to school using a conventional measure. Now I will remind you of the method of measuring with a conventional yardstick. You need to apply the measure so that the edge of the measure and the beginning of the road coincide. Using a pencil, draw a line along the opposite edge of the measurement. Next, we apply the measurement to the line and mark it again with a pencil.
Now measure the length of the road yourself in your picture. First, measure the length of the road before the turn and record how many times the measurement fits completely onto the strip. And then measure the length of the road after the turn, and also write down in a square how many times the measurement was taken after the turn.
After completing the task, the teacher asks: “What is the length of the road from the house to the turn? (Children give an answer in accordance with the indicated figure.) What is the length of the road from the turn to the school? What is the length of the road from home to school? How did you find out the length of the road? (We added up the number of measures and indicated the result with a number.)
Well done, you coped with this task too. You receive the letter “A” from Dunno.
4 task. Game exercise “Drawing figures.”
The teacher asks the children to guess what figure is drawn on a piece of paper lying in an envelope. To do this, children must complete the task correctly: From a point from left to right, draw a line three cells long, then from top to bottom, draw another line three cells long, then draw 3 cells from right to left, and finally, from bottom to top, 3 cells.”
What kind of figure did you get? (the teacher shows a card with a picture of a square). For this task you receive the letter “C” from Dunno.
Task 5. "Auditory dictation."
Draw in a rectangle:
On the right top corner- square;
In the lower left corner there is a ball;
In the lower right corner there is a triangle;
In the upper left corner there is a circle;
In the middle there is an oval.
Where did you draw the ball? (in the lower left corner)
Where did you draw the square? (top right corner)
Where did you draw the oval? (in the middle of the rectangle).
Did everyone cope with the dictation? Well done. Here is the letter “I” as a gift for you.
6 task. “Compare the numbers and put the signs”(work at a desk)
The teacher shows cards with the signs “>”, “<», «=»и уточняет, что они обозначают:
“The bird turned its beak
Where there is more delicious food,
And where there is less - she turned away,
I didn’t eat anything.”
The open beak points to a larger number, and the corner points to a smaller number.
Give the children cards with numbers: 3 and 4, 5 and 4, 7 and 7, 5 and 5, 7 and 8, 9 and 8.
And almost everyone completed this task. Here's the letter "B"
Task 7. "Connect the dots in the picture"(children take turns going to the board). And the last task was completed. You receive the letter “O” as a gift.
So we helped Dunno complete all the tasks. Let's read what kind of word we got? (Children read: “THANK YOU.”)
Educator . This is Dunno thanking us for our help with our homework. I also say thank you. You guys did a very good job today. And for this Dunno gives you these badges.
Draw a sun with a smile if you liked it in class today, and if you didn’t like it, then a sad sun - without a smile.
Literature used:
Pomoraeva I. A., Pozina V. A. “Formation of elementary mathematical concepts” (preparatory group).
Organization: GBOU Secondary School No. 74
Location: Moscow
Tasks: Improve the ability to measure quantities using a conventional measure. Create conditions for the development of logical thinking, intelligence, and attention. Develop coherent speech and the ability to give reasons for your statements.
Types of activities: gaming, communicative, educational and research.
Materials: doll, pieces of fabric: pink 4*24cm, yellow 9*18cm; a piece of chalk; measurements 4*6 cm and 3*18cm, numbers from 1 to 20, a piece of chalk, chips.
Progress of the lesson:
Organization of children
One, two, three, four, five
Let's play fun
Compare and measure
Answer questions!
Repeating a number series.
Guys, look at the board. What do you see? (Numbers). Let's count together from 1 to 20. And now back from 20 to 1.
Explanation of the topic of the lesson.
Guys, we need to sew a dress for the Dasha doll. To sew a dress you need material. We will use material of different colors: pink and yellow. In order to sew a beautiful dress, you need to measure the fabric.
Today we will measure fabric using a conventional measure. Look, each of you has pieces of fabric on the table. I have exactly the same ones in my hands. I suggest you compare your pieces. Are they the same for everyone?
Guys, pay attention to the board. Today I will show you a way to measure a piece of fabric with a yardstick. Apply the measure so that the edges of the measure and the piece of fabric coincide, use chalk to draw a line along the edge of the measure and set aside one chip. Next, we apply the measurement to the line marked on the fabric. Now I suggest you measure your pieces of fabric yourself, remember that the measurement starts from the edge of the piece of fabric.
But now it's time to rest.
Physical education minute.
It's easy fun -
Turns left - right.
We all know for a long time -
There is a wall, and there is a window. Turns the body to the right and left.
We squat quickly and deftly.
You can already see skill here.
To develop muscles,
You have to do a lot of squats. Squats.
And now walking in place,
This is also interesting. Walking in place.
Now let's count how many chips you got. How many times has your measurement been completely striped? (6 times).
Now we measured the pink piece of fabric along its length. Now let's measure the width of the yellow piece of fabric using another measure using the same measurement method.
Independent work of children.
How many times does your measurement fit completely into a piece of fabric? (3 times).
Well done! So the length of the pink fabric is 6 measures, and the width of the yellow fabric is 3 measures. Now we can sew a beautiful dress for the doll, and we will definitely have enough fabric.
