Date “___”________ 20__ Class 1-“__”
Lesson topic : Comparison of objects according to various characteristics. The same. Different.
Lesson Objectives :
Development of students' mathematical thinking.
Teach the student to derive joy from communication with the teacher, students and from the educational activity itself. Emphasize the strength of the team in solving complex problems, focus on the fact that all people are different, they see and perceive the world around them differently, they reason, make discoveries in different ways, too, and that is why we are strong as a team, together we can do more than each individual;
Gradually create an intellectual basis for the successful study of mathematics by each child by creating problem situations and using a variety of developmental tasks.
develop the ability to compare objects by length, color, shape and other characteristics.
Lesson type : lesson in mastering skills and abilities;
During the classes.
Organizing time. Emotional mood. Motivation.
Updating knowledge
To secure The acquired knowledge, development of horizons and activation of vocabulary are suggested in task No. 3.
What objects in the picture are interconnected?
Wood – board – chair; sheep - wool - sweater; spikelet - flour - bread;
And what came from what (was made)?
To reinforce the concepts of “earlier - later”, “first - later”, children connect the pictures in the right order.
High multi-storey house,
Like a giant - big and important.
Squat andshort house
Compared to a giant - a gnome.
Working with the table: the figures in the top row are large and red, the bottom ones are small and yellow.
The teacher asks a series of questions:
Name all the figures in the top row of the table? – what color and size are they?
Name all the figures in the bottom row of the table? – what color, size, shape are they?
Formulation of the problem
Work continues on the same table, comparing figures according to various characteristics.
How are the figures on the top line similar? (it is concluded that these figures are the same in color and size). – How are they different? (form). – Compare the figures in the right column. How are they similar (these are circles), and how are they different (they are different sizes and colors). And similar questions.
Discovery of new knowledge
Working with handouts. The teacher gives each child a set of geometric figures, different in shape, color, size, then offers to show a square, a triangle, a circle. Next, students compare geometric shapes. This material is used to organize the counting and classification of figures: “Arrange the figures into three groups according to shape, then into two groups, taking into account size, then color, etc.” In practical activities, students compare objects by height, length, width, etc. (height of teacher and student, length of strips of paper, length of pieces of rope, wire, height of desks, dolls, wooden blocks compared).
Working from the textbook .
According to drawing No. 1
The zoo has undergone renovations, painters have painted the cages, and now we need to move the animals into their cages. Which cage should the fox be placed in? Why? Show the fox and his cage, etc.
In task No. 2, small parts of cars are compared. Find two identical cars.
Task No. 3.
Look at the drawing. Name light and heavy objects and come up with sentences that compare these objects by weight. Do not forget that comparison by size may not always be correct, for example: a pillow is large but light, and a weight is small but heavy.
Primary consolidation
Game "Find Your Mate"
There are pairs of cards depicting objects that differ in mass. The teacher tells the children that the cards depict objects of the same and different masses. For example, two large and two small apples, etc. Then the players form a circle and choose a child who distributes the cards. Looking at the cards from each other, everyone selects a pair for themselves (it is made up of children who have images of two objects of the same mass). Then pairs of children must go through the “Magic Gate” (the teacher and student, holding hands, allow only those pairs that have united correctly to pass through. After checking, the students disperse, turn the cards face down and exchange them. Then the game is repeated.
Working in a notebook
Primary consolidation task No. 1.
Look at the trees in the picture, are they familiar to you? Describe the maple tree in terms of height and thickness. Describe the birch tree in terms of height and thickness. Show me the oak tree among these trees. Find a leaf from a birch, oak, poplar. Connect each leaf with its tree with lines.
Task No. 2 is preceded by an analysis of four tablets, which consist of four cells.
There is an asterisk in the upper right corner and a sun on the left. What is drawn in the lower right corner and what must be drawn in the lower left corner to make all four tables the same? (flower) Draw the missing pictures with a pencil so that the tables are the same.
Task No. 3 – commented letter, as shown by the teacher.
Dynamic pause
FINGER GYMNASTICS
The gnomes began to gather guests.
The gnomes began to set the table,
Each gnome got jam -
Fingers stuck together from the treat.
Independent work.
Independent work task No. 4.
Guys, look, compare the thickness of the threads, have you noticed that the thickness of the threads is different and the size of the eye of the needles is also different. You need to “thread” a suitable thread into the eye of the needle. (Be sure to justify your choice.)
Dynamic pause.
The moon is floating in the sky.
She entered the clouds.
One two three four five -
We have to reach the moon.
Six seven eight nine ten -
And weigh it lower.
Ten, nine, eight, seven -
So that the moon shines on everyone.
Repetition
Quantitative counting within 10
U. Name the numbers in order from 1 to 5. Who can count to 10? Let's count in unison from 1 to 10. Which number did you name earlier: 2 or 3? Which number did you name later: 1 or 4? Name the numbers from 2 to 7 in order. Which number did you name first: 10 or 9? Which number did you name later: 5 or 8?
Reflection
Game "Find Your Mate"
Development
mathematics lesson in 1st grade developmental education
on the topic: “Comparison of objects by characteristics (consolidation lesson)”
lesson developed by:
Kharzeeva Tatyana Panteleevna
Teacher of the UVK "Lyceum-specialized secondary school No. 10" in Marganets
Dnepropetrovsk region
Work experience 34 years
Title: “teacher-methodologist”
Subject. Comparison of objects by characteristics (reinforcement lesson)
Target: teach first-graders to establish “scheme-feature” connections; restore in their memory ways of comparing objects according to the characteristics they have studied; involve children in creating assignments.
Equipment: demonstration cards with the names of features (length, volume, area, shape, perimeter, width, material,) demonstration boat.
During the classes
The bell rang and fell silent,
The lesson begins.
We sat down together at our desks
And we looked at the board
Math now
Class 1-A will show you
- Creating a situation of success.
U .: Guys! I received a letter from Africa, African children are inviting us to visit.
Tell me what we won’t take to Africa?
D.: Coats, jackets, hats, warm clothes.
U .: And so today we are going on a journey. You're probably wondering
Find out where we'll go. You will know this when you connect
In your notebooks, all the points are in order, from 1 to 9.
(Children connect the dots to create an image of a boat).
What did you get?
D.: Ship.
Vocabulary work: Ship is a word derived from the word “bark”. It turns out that our ancestors, the ancient Slavs, sailed along the rivers in light boats that were lined with birch bark.
U .: I also have such a ship. On it we will go on a journey
To Africa. To travel, you need to remember these magic words: “Crible-crable-boom.” On the way to Africa we will meet islands where encrypted tasks await us.
U .: We can move on only if we decipher the task
And let's do it right. So, before us is the first island. Who understood
What task is encrypted here?
D .: I think it's a scheme.
Here some objects were compared by length.
Yes, they were compared, and they turned out to be equal.
I understood what to do! You need to draw an object of the same length next to the palm tree.
You can also draw a palm tree.
Or another tree.
U .: You are absolutely right. You deciphered the task perfectly. Everyone has it
There are similar islands in the notebook. Now you will complete the task
In notebooks, and the one who does it first will go out and do it on the board.
(Children perform. A note also appears on the left margin of the board.)
U .: On what basis are we comparing?
D.: By length.
U .: How do we compare by length?
D .: Apply tip to tip.
(The teacher hangs a card with the name on the left margin of the board
"Length" feature.)
Consistent display on the left margin of the title board
Signs help first graders keep track of the signs they have learned.
And record the emergence of a new knowledge-sign.
U .: Well done, they completed the task correctly. And we say “Crible-crable-boom”
Let's go to the second island. Who guessed what needs to be done here?
D .: Here you need to draw a diagram.
There is less water in the left glass.
This feature is called "volume".
U .: Very good, but I would like to hear it correctly
Formulated task. Who can say clearly?
D .: Here you need to draw a diagram. Items were compared by volume.
U .: Well done! You need a diagram to display the comparison result
By volume. Do it.
(Children do this in notebooks and then on the board.)
U .: What sign were we working with now?
D.: With volume.
U .: How do we compare by volume?
D.: By transfusion.
(The teacher hangs a card with the word “volume” on the board under the previous
Card.)
Physical education minute.Close your eyes. Imagine we are on the seashore. It is warm, light and you can hear the sound of the sea (musical accompaniment). Let's grab water into our hands, how clean the water is. Let's splash around. Let's pick up some pebbles. Let's throw the pebbles up, catch them, and now throw them far, far away. It's so nice here. But we need to travel further, let's say the words: "Crible-crable-boom."
U.: We can move on. Who already understands what awaits us here?
D .: Nothing awaits us here.
One sheet is drawn here.
It is a trap".
This island is probably uninhabited.
U .: Why did you decide that this was a “trap”?
D .: Because for comparison you need two objects, but here there is one.
And there is no diagram here.
We are not asked to draw anything.
U .: What great fellows you are! What needs to change here so that there is no “trap”?
D .: We need to add one more item so that they can be compared.
You can also draw a diagram, and then we ourselves will come up with another subject.
Let’s also select a feature to compare.
U .: What wonderful travelers you are! Say goodbye to the uninhabited island and move on. And we say “Crible-crable-boom.”
U .: What awaits us on this island?
D .: We have to come up with tasks ourselves!
U .: Absolutely right! Now each of you will come up with your own task.
Whoever is ready, raise your hand. Unfortunately, all tasks we
We won’t be able to hear them, but it’s very important that you come up with them. You can
Offer them in future lessons.
1st child (comes out with two pencils and draws an inequality diagram):
On what basis did I compare these pencils?
D .: You compared these pencils by length.
And the “color” attribute also fits this scheme.
1st child: That's right, I compared by color.
U .: What sign did we remember now?
D.: About color.
U .: How do we compare by color?
D .: We look with our eyes.
(The teacher hangs up a card with the word “color.”)
2nd child (comes out with two notebooks and draws an equation diagram):
On what basis did I compare these notebooks?
D .: These notebooks are equal in material.
They are also equal in area.
2nd child: That's right, I compared by area.
U .: How do we compare by area?
D.: Let's put it on.
(The teacher hangs up two more cards with the name of the feature.)
3rd child (comes out with a pencil case and notebook): I chose the “shape” attribute.
Who will draw the diagram? (Calls a classmate to draw a diagram on the board.)
U.: How do we compare in form?
D.: We look with our eyes.
U.: What word am I going to hang up now?
D.: Form.
U.: What wonderful tasks you came up with! What signs
Are we missing more on this list?
D.: Perimeter.
U.: (hangs out a card with the word “perimeter”):
I propose now to show with our special signs,
How we compare objects according to different criteria.
(The children happily agree.)
U.: Length.
(Children place their palm under their palm so that their thumbs are
on top of each other, thus demonstrating the application of objects
"tip to tip".)
U.: Width.
(Children join their palms so that their middle fingers touch.)
U.: Perimeter.
(Children use the index finger of their right hand to trace the outline of their left hand.)
U.: Area.
(Children place palm on palm.)
U.: Volume.
(Children show how they pour water (pour sand) from one
Vessel into another.)
U.: Color.
(Children point to their eyes.)
U.: Material.
(Children show how they feel the fabric with their fingers.)
U.: Form.
(First graders point to their eyes again.)
This technique is not only effective for the recovery of first-graders
Methods of comparison on various grounds, but also contributes
Children's attention span.
Final reflection
So we reached Africa. African children greet us. Let's get to know them. On the count of “one-two-three” say your name. We will continue our acquaintance in the next lesson.
U.: What problem did we solve in class? Decided?
How did we solve it?
Who do you want to praise for the lesson?
U .: Thank you very much everyone for your work. We had a very interesting lesson!
Abstract of GCD in mathematics in the preparatory group on the topic: “Comparison of objects”
target : consolidate the ability to compare the lengths of objects using direct superposition, form the idea that in order to compare some objects they need to be measured
Tasks:
Educational :
1. teach children to arrange objects in ascending and descending order by size, width, height, thickness and length;
2. learn to determine the size of objects by eye, check the correctness of tasks by measuring objects: by applying, applying and giving them characteristics;
3. consolidate ordinal counting within 20, connecting numerals with nouns; use adjectives correctly in speech.
Developmental :
develop attention, eye, fine motor skills, thinking, grammatical structure of speech.
Educating :
develop the ability to work independently, develop mutual control skills;
Cultivate a friendly attitude towards each other.
Planned results : be able to determine the height of objects in a drawing and compare them in height; make sentences using words in speech (above and below), coordinating the parts of the sentence with each other; compare the width of objects by overlapping.
Materials and equipment : pictures depicting objects of different heights and widths, colored paper, drawings depicting an airplane, helicopter, rocket, bird, butterfly, cards with city names, tickets, sayings.
I. Organizational moment.
The music "Smile" is playing.
Today we will go on a journey through the wonderful country of Mathematics. But for this we need to buy a ticket at the box office. (children choose their tickets. Tickets are of different colors - red, yellow, green). And we will go on a journey on a train from Romashkovo through the carriages (while the train snakes through the group, the children pronounce a simple phrase with the sound “ch”)
1 city "History"
Educator: What do you think we will do in the city?
In ancient times, a person had to comprehend not only the art of counting, but also measurement. When an ancient man, already thinking, tried to find a cave for himself, he was forced to measure the length, width and height of his future home in accordance with his own height. But this is what measurement is. Our ancestor had only his own height, long arms and legs.
Ancient Rus' had its own dimensions. The most ancient measures of length are cubit and fathom. Elbow was the length from the elbow to the front joint of the middle finger. Fathom simple - the distance between the span of a person’s outstretched arms from the thumb of one hand to the thumb of the other, span - the distance from the end of the thumb to the end of the little finger with their greatest possible extension.
Verbal reinforcement.
So, we know the measurements of Ancient Rus' - these are cubit, fathom, span. Do you want to measure the road using the length measures of Ancient Rus'?
Exercise:
Those who have a red ticket in their hands, those children measure the road with their Elbow
Those who have a yellow ticket in their hands, those children measure the road with fathoms
Those who have a green ticket in their hands, those children measure the road by span
()
Educator: Why were the results different?
Everyone has different elbow and palm lengths.
People have long understood that the same measures are needed for everyone. And you and I will have “Merka ». The measuring stick will be a red cardboard strip. Now we'll see how many times she can fit along the road.
Remember the rules for measuring linear quantities: you need to start laying the strip exactly from the edge - measure straight. Lay until the entire length has been measured.
Violation of the measurement rule leads to an erroneous result.
Task 2:
red is already yellow)
the yellow stripe is wider than the red one)
the yellow stripe is already blue)
Well done, you completed all the tasks, and now let’s go, let’s continue traveling through the cities of the country of Mathematics.
2 city "Reason"
Exercise 1: game "Addition"
(pictures are placed (from top to bottom) of a rocket, an airplane, a helicopter, a bird, a butterfly)
*flies high in the sky...(rocket)
*flies below the rocket...(airplane)
*plane flies....(higher than a helicopter)
*helicopter flies...(higher than a butterfly)
Task 2: look at the diagram on the board and show
*jug containing the least amount of water
*a jug containing more water
3 city "Physical training"
Get ready to warm up!
Turn right - turn left,
Count the turns
One-two-three, don't lag behind.
We begin to squat -
One two three four five.
The one who does exercises
Maybe we should do a squat dance.
(Squats.)
Now let's raise our hands
And let's drop them with a jerk.
It's like we're jumping off a pile
Summer sunny day.
And now walking in place,
Left-right, stop, one-two.
(Walk in place.)
Relaxed, gained strength and hit the road again
4 city "Geometry""
Exercise 1: look at the picture and say what is below and what is above
(the picture shows: house, birch, spruce, plane, helicopter, swallow)
Task 2: A series of geometric shapes.
What is this, let’s call it in one word? (geometric figures)
How can you divide into two groups? (by color, by size, by shape)
Task 3: Working with counting sticks
Place a rectangle in front of you in the center of the table, a triangle to the right of it, a square to the left of the rectangle, a square smaller than the one you just made on top of the rectangle, a small triangle below the rectangle.
Count how many geometric shapes you got?
How many counting sticks did you use to complete this task?
Educator: Our journey has ended. It's time for us to go to city "Relax".
(to calm music).
Eyelashes droop
The eyes are closing,
We are resting peacefully.
Let's quietly say: “Thank you,
Little girl, for your work.
Hands, feet, thank you!” Eyelashes open
And the guys wake up
Educator: Did you like our trip, and what do you remember about it?
Download:
Preview:
summary of GCD in mathematics in the preparatory group on the topic: “Comparison of objects”
Target : consolidate the ability to compare the lengths of objects using direct superposition, form the idea that in order to compare some objects they need to be measured
Triune task:
Training tasks:
1. teach children to arrange objects in ascending and descending order by size, width, height, thickness and length;
2. learn to determine the size of objects by eye, check the correctness of tasks by measuring objects: by applying, applying and giving them characteristics;
3. consolidate ordinal counting within 20, connecting numerals with nouns; use adjectives correctly in speech.
Developmental tasks:
develop attention, eye, fine motor skills, thinking, grammatical structure of speech.
Educational tasks:
develop the ability to work independently, develop mutual control skills;
Cultivate a friendly attitude towards each other.
Planned results: be able to determine the height of objects in a drawing and compare them in height; make sentences using words in speech (above and below), coordinating the parts of the sentence with each other; compare the width of objects by overlapping.
Materials and equipment: pictures depicting objects of different heights and widths, colored paper, drawings depicting an airplane, helicopter, rocket, bird, butterfly, cards with city names, tickets, saying
- Organizing time.
The music "Smile" is playing.
Today we will go on a journey through the wonderful country of Mathematics. But for this we need to buy a ticket at the box office. (children choose their tickets. Tickets are of different colors - red, yellow, green). And we will go on a journey on a train from Romashkovo through the carriages (while the train snakes through the group, the children pronounce a simple phrase with the sound “ch”)
1 city "History"
Educator : What do you think we will do in the city?
In ancient times, a person had to comprehend not only the art of counting, but also measurement. When an ancient man, already thinking, tried to find a cave for himself, he was forced to measure the length, width and height of his future home in accordance with his own height. But this is what measurement is. Our ancestor had only his own height, long arms and legs.
Ancient Rus' had its own dimensions. The most ancient measures of length are cubit and fathom. Elbow was the length from the elbow to the front joint of the middle finger. Fathom simple - the distance between the span of a person’s outstretched arms from the thumb of one hand to the thumb of the other, span - the distance from the end of the thumb to the end of the little finger with their greatest possible extension.
Verbal reinforcement.
So, we know the measurements of Ancient Rus' - these are cubit, fathom, span. Do you want to measure the road using the length measures of Ancient Rus'?
Exercise:
Those who have a red ticket in their hands, those children measure the road with their Elbow
Those who have a yellow ticket in their hands, those children measure the road with fathoms
Those who have a green ticket in their hands, those children measure the road by span
(Children measure the road and choose that number. which they achieved while completing the task)
Educator : Why were the results different?
Everyone has different elbow and palm lengths.
People have long understood that the same measures are needed for everyone. And you and I will have “Merka». The measuring stick will be a red cardboard strip. Now we'll see how many times she can fit along the road.(What is measured with is called a measure. SHOWING a measure)
Remember the rules for measuring linear quantities: you need to start laying the strip exactly from the edge - measure straight. Lay until the entire length has been measured.
Violation of the measurement rule leads to an erroneous result.
Task 2:
Look at the picture and compare the width of the red stripe with the yellow one (red is already yellow)
compare the width of the yellow stripe with the red one (the yellow stripe is wider than the red one)
compare the blue stripe with the yellow one (the yellow stripe is already blue)
Well done, you completed all the tasks, and now let’s go, let’s continue traveling through the cities of the country of Mathematics.
2 city "Reason"
Exercise 1 : game "Addition"
(pictures are placed (from top to bottom) of a rocket, an airplane, a helicopter, a bird, a butterfly)
finish a sentence(the answer is accepted if the child’s hand is raised)
*flies high in the sky...(rocket)
*flies below the rocket...(airplane)
*plane flies....(higher than a helicopter)
*helicopter flies...(higher than a butterfly)
Task 2: look at the diagram on the board and show(children stand near those jugs where they think the answer is correct)
*jug containing the least amount of water
*a jug containing more water
3 city "Physical education"
Get ready to warm up!
Turn right - turn left,
Count the turns
One-two-three, don't lag behind.
(Rotate your body to the right and left.)
We begin to squat -
One two three four five.
The one who does exercises
Maybe we should do a squat dance.
(Squats.)
Now let's raise our hands
And let's drop them with a jerk.
It's like we're jumping off a pile
Summer sunny day.
(Children raise their straight arms above their heads, then with a sharp movement lower them and move them back, then with a sharp movement up again, etc.)
And now walking in place,
Left-right, stop, one-two.
(Walk in place.)
Relaxed, gained strength and hit the road again
4 city "Geometry""
Exercise 1 : look at the picture and say what is below and what is above
(the picture shows: house, birch, spruce, plane, helicopter, swallow)
Task 2 : A series of geometric shapes.
What is this, let’s call it in one word? (geometric figures)
How can you divide into two groups? (by color, by size, by shape)
Task 3 : Working with counting sticks
Place a rectangle in front of you in the center of the table, a triangle to the right of it, a square to the left of the rectangle, a square smaller than the one you just made on top of the rectangle, a small triangle below the rectangle.
Count how many geometric shapes you got?
How many counting sticks did you use to complete this task?
Educator: Our journey has now ended. It's time for us to go tocity "Relax".
Relaxation exercise “Magic sleep”(to calm music).
Eyelashes droop
The eyes are closing,
We are resting peacefully.
Let's quietly say: “Thank you,
Little girl, for your work.
Hands, feet, thank you!” Eyelashes open
And the guys wake up
Educator : Did you like our trip, and what do you remember about it?
Natalya Chausova
Lesson notes on FEMP educational area “Cognition” Topic. Topic: Comparison of objects according to various criteria
Topic: Comparison of objects according to various criteria
Tasks: Educational:
1. Strengthen ordinal counting skills.
2. Continue to establish correspondence between number and quantity items.
3. Finding neighbors, subsequent and previous date.
4. Teach compare objects according to various characteristics based on analysis and synthesis.
5. Build students’ skills compare and equalize groups items;
"write down" using the signs >,< или =, читать "records".
Developmental:
Develop attention; ability to think logically; math speech.
Educating: development of interest in mathematics.
Good morning, dear parents!
Good morning, guys!
May it really be good for us today.
I wish you successful work at class.
To do this, you need to be attentive and listen not only to the teacher,
but also the one who answers must be observant.
1. Warm up
Slide Game “Get in order!”
Build a number line. (When a number line is lined up):
Direct account and reverse order
Slide Neighbors of numbers
Name the neighbors of number 3 (2, 4)
Name the neighbors of the number 5 (4, 6)
Name the neighbors of the number 6 (5, 7)
Slide Follow and previous number.
What is the next number for number 4?
-previous number 6?
-previous number 10?
Subsequent to the number 7?
Slide Task. How many geese?
Geese were walking around the yard.
Sasha counted 6 paws on all the geese.
How many geese were walking in the yard?
Slide Score items and designation by number
2 Comparison of objects according to different criteria
Slide 16 - Thick - thin
In which picture is a piece of bread thicker than a piece of cheese?
In which picture is a piece of bread thinner than a piece of cheese?
Slide 17 - Far - close
Which toy is closest to a girl?
Slide 18 – 19 - front-back; higher lower
In which picture is one plane flying ahead and higher than the others?
Slide 19 –
In which picture is the bird flying behind and lower than the others?
Slide20 – Deep – shallow
What is the deepest plate?
What is the smallest plate?
Slide 21 – Long – short
Which picture shows the girl in the shortest dress?
Which picture shows the girl in the longest dress?
Slide 22 – Earlier – later; long short
Which scarf did grandma start knitting earlier than others? (later than others)
Which scarf is long? (Short)
Slide 23 - Fast - slow
Who will get to the cake faster? (slower)
Slide 24- 25 Heavy - light
Did the artist draw everything correctly? Why? Prove it?
Slide 26 Wide - narrow
In which picture is the path narrower than the bridge, but wider than the stream?
3. Physical education minute "Bunny"
One two three four five!
The little bunny began to jump.
The bunny is good at jumping.
He jumped ten times.
3 Comparison of items by quantity
1 explanation
Masha is expecting guests for dinner. She prepared the plates and spoons
for the first course.
Was Masha mistaken? Prove it.
Are there equal numbers of plates and spoons?
What is more here, plates or spoons?
How many guests is Masha expecting for dinner? (call items-
method of adding 1 or subtracting 1)
Slide 2. Reinforcement
What sign should I put up?
Slide 4. "The Missing Figure"
One by one attribute
In two signs
What did you like about class?
If you were satisfied with what you did today,
pat yourself on the head.
This lesson is intended for independent familiarization with the topic “Comparison of objects. Arrangement of objects by size." Here you will learn what it means to compare an object, what characteristics are used to compare objects, and learn to find common features and differences between objects. You will also learn how to compare objects by size and arrange them in ascending or descending order.
Topic: Basic introduction to mathematics
Lesson: Comparing objects. Arrangement of items by size
In this lesson we will compare objects and arrange them by size.
Comparing objects means finding similarities and differences in them.
I.Guess the riddles:
1. It grows in southern countries
This is a well-known fruit.
You need to choose wisely.
If it's yellow, it means it's ripe.
Reach into your pocket for money
To buy yourself...
Correct answer: Banana (Fig. 1).
2. Grows in the garden and in the greenhouse,
Very useful in a salad.
Green, sometimes long.
Who guessed it - well done!
Growing in the garden...
Correct answer: Cucumber (Fig. 1).
II.What do bananas and cucumbers have in common?
Correct answer: shape, size, they are edible.
III.What is the difference?
Correct answer: color (banana - yellow, cucumber - green), taste and smell; banana - fruit and cucumber - vegetable.
We compared banana and cucumber in shape, size, color, taste, purpose - These are all signs by which objects can be compared.
1. Look at the pictures (Fig. 2 - 4) and name the common characteristic of the group.
Correct answer: color (all objects are red).
Correct answer: shape (all objects are round).
Correct answer: material of manufacture (they are all made of wood).
2. Determine the material used to make the next group of items (Fig. 5).
Correct answer: glass.
3. What is the common feature of the group (Fig. 6)?
Correct answer: taste (these are sweets).
4. Name the common feature of the following group of objects (Fig. 7).
Correct answer: purpose (these are school supplies).
5. Look at the items in the table (Fig. 8). On what basis are objects arranged in a row?
Correct answer: according to purpose (first row: apple, lemon, pear, orange - these are fruits; second row: shorts, T-shirt, jacket, dress - these are clothes; third row: plate, teapot, mug, pan - these are dishes).
On what basis are objects arranged in columns?
Correct answer: by color (in the first column - objects are red, in the second - yellow, in the third - green, in the fourth - orange).
Identify the item from the table based on its characteristics:
- Yellow sour fruit.
Correct answer: lemon.
- Green ceramic tableware.
Correct answer: mug.
- Red cloth clothes.
Correct answer: shorts.
Let's play a game. Look at the pictures and say what has changed (Fig. 9 - 10).
Correct answer:
1. Size;
Let's complicate the task.
Correct answer:
4. Shape and size;
Homework
1. Indicate which signs change.
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