primary school teacher
school #4
nelidovo, Tver region.
Objectives: remember the meaning of the multiplication action, repeat the names of the components and the result of multiplication, the relationship between them; consolidate computational skills; ability to solve problems of the studied types; develop thinking and speech.
Planned results: students will learn to replace addition with multiplication; solve multiplication problems and their inverse problems, analyze and draw conclusions; work independently; in pairs, evaluate your work and its result.
I. Organizational moment.
So the bell rang.
He called us to class.
Be careful, everyone
and also diligent!
II. Mainstreaming knowledge.
1.Individual work.
(Children solve equations at the board, then explain their solution)
36+ a = 813 xs =12 in + 28 = 72 5 xk = 1518 : p = 6
(Some of the children work on cards, work is checked by a neighbor at their desk)
- Name the correct equals.
8 + 8+ 8 =8 x 23 + 3 +3 +3 =3 x 4 11 + 11 + 12 = 11 x 3
- Name the numbers to fill in the omissions to get the correct equals.
2 * + 7 = *55 * + 5 = *43* - 8 = *2 6* - 3 = *8
2. Oral counting.
- What's greater than 13 x 6 or 13 x 5; 41 x 2 or 40 x 2?
-How much do you have to increase 7 to make it 21?
-One multiplier 3, another 8 Find the product.
-What number did you multiply 2 by if you got 14?
-Divided by what number were 18 if you got 3?
-How much did they reduce 15 if they got 8?
- Boy has 2 coins of 5 rubles in his left jacket pocket and 5 coins of 1 ruble in his right. Which pocket has more money and how much more?
- Naf - Naf, Nif - Nif and Nuf - Nuf have collected 35 acorns together Nif - Nif and Nuf - Nufsobrali 10 acorns each How many acorns have Naf collected - Naf?
3 Checking individual work at the board and on cards.
- Assess your work and that of your mates. Let's call the components of the addition and multiplication action again.
III. Self-determination to activities.
- Look at the board and tell me how much is extra and why?
32 + 45 + 32 42 + 17 + 18 + 1542 + 24 + 42 4 + 4 + 4 + 4 + 4
(The last line adds the same terms)
- What action can replace the addition of identical numbers? (Multiplication)
- Replace (4 x 5)
- What does the first number show? (What number is a term)
- What does the second number show? (How many times does the term repeat)
- What are we going to talk about in class today? (On the action of multiplication and its relationship with the action of addition)
- Formulate lesson topic and objectives. (Today in class we will talk about the connection between the action of multiplication and addition)
* Gymnastics for the eyes. (Found example cards in class where you can replace addition with multiplication)
IV. Work on the topic of the lesson.
1, Textbook work.
- Bookmark carefully open the tutorial and read the task page 18.
- What does each letter in the 6 x 3 record stand for?(6 - which number is repeated, 3 - how many times is it repeated.)
- Replace the product with the sum and calculate. (:6 + 6 + 6 = 18)
- Inference: What is multiplication? (Addition of identical numbers.)
a) No. 1 (p.18) (Oral performance)
- Why can addition be replaced by multiplication in all examples? (All-conjectures are the same)
- What does every number show in a multiplication record? (First number - which number is repeated, second number - how many times is it repeated)
(b) Look at #2 Formulate the assignment. What needs to be done? (Compare expressions)
- what are these entries interesting for? (Sums are written on the left, products on the right)
- What do you have to do to compare expressions? (Replace multiplication with addition or vice versa.)
(Students in chain name signs and prove their choice.)
(c) #3 perform independently, then comment on their work.)
* Assess your work at this point in the lesson.
V. Physical minute.
We worked hard - let's rest,
Let's get up and take a deep breath.
Hands to the sides, forward,
Left, right, turn.
Three tilts, stand up straight.
Raise your hands down and up.
Hands down smoothly,
Everyone was given smiles.
VI. Securing the material studied.
1.View the material for the lesson on an interactive whiteboard.
2. Completing a task in the workbook p. 8 No. 2, independently.
3 Textbook work Drawing consideration.
-What's in the picture?Tell me what you should remember when you see a similar picture in nature? (Don't touch birds with your hands)
So, let's continue.
- Remember which problems are called inverses? (When the known becomes unknown and what had to be found becomes known)
- Make a problem that is solved by multiplication. (In 4 nests of 2 chicks. How many chicks are there in total?).
Make a schematic drawing and solve the problem.
●●●●● ●●
Solution: 2 x 4 = 8 (pp)
Answer: Only 8 chicks.
-Make a challenge to find out how many nests there were. (8 chicks were hatched, 2 chicks in each nest. How many nests did the chicks hatch in?)
- What action solves the problem? (Fission)
- Make a schematic drawing for this problem and solve it.
●●/●/●●/●●/
Solution: 8 : 2 = 4 (d)
Answer: the chicks were bred in 4 nests.
- Make a challenge to find out how many chicks were in each nest?
(In 4 nests, 8 chicks were hatched, with each nest having equal numbers of chicks. How many chicks were there in each nest?)
- What action solves this problem? (division)
-Make a schematic drawing for this problem and solve it.
●●●●/●●●
Solution: 8 : 4 = 2 (clause)
Answer: Each nest had 2 chicks.
* Eye-physical minute.
No. 6 students perform independently according to options. (Two students on the return board.
After completing the job - checking. Evaluating your work and your neighbor's.)
VII. Reflection.
- Please look at the interactive whiteboard and complete the proposed task yourself.
- Evaluate your work and your neighbor's work.
VIII. Summing up the lesson.
- What did you learn in class?
- What is multiplication?
- What does the first number show in the multiplication record? What does the second number show?
- What was the benefit of today's lesson for you?
- How will knowledge of this lesson be useful in the future?
-How do you rate your work as a whole? And your neighbor's work?
Homework.S.18, No. 6.
Thanks for the lesson.
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