primary-schooler
school
Nelidovo Tver region.
Goals:remember the meaning of the action of multiplication, repeat the names of the components and the result of multiplication, the relationship between them; fix computational skills; the ability to solve problems of the studied species; develop thinking, speech.
Output planned:Students will learn to replace addition with multiplication; solve problems for multiplication and inverse problems, analyze and draw conclusions; work independently; in pairs, evaluate their work and its result.
I.Organizational moment.
So the bell rang.
He invited us to class.
Be careful, everyone.
And diligent!
II. Updating knowledge.
1.Individual work.
(Children solve equations at the board, then explain their decision)
36+а= 813 xс =12 в + 28 = 72 5 хк= 1518:п6
(Part of the children work on cards, the work is checked by a neighbor on the desk)
- Name the true equality.
8 + 8 + 8 = 8 x 23 + 3 + 3 + 3 = 3 x 4 11 + 11 + 12 = 11 x 3
- Name the numbers you need to fill in the gaps to get the right equality.
2 * + 7 = *55 * + 5 = *43* — 8 = *2 6* — 3 = *8
2. Verbal billing.
- Which is greater than 13 x 6 or 13 x 5; 41 x 2 or 40 x 2?
How much do you need to increase 7 to get 21?
- One multiplier 3, another 8. Find the piece.
How many times 2 when you get 14?
By what number did you divide 18 if you got 3?
How much did you cut 15 if you got 8?
- The boy in the left pocket of the jacket has 2 coins of 5 rubles, and in the right 5 coins of 1 ruble. Which pocket has more money and how much more?
- Naf-Naf, Nif-Nif and Nuf-Nuf gathered together 35 acorns. Nif-Nif and Nuf-Nuf collected 10 acorns. How many acorns did Nath gather?
3. Check individual work at the board and on cards.
- We will evaluate our work and the work of our comrades. Let's call again the components of the action of addition and multiplication.
III. Self-determination to action.
- 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 contains the same components)
- What action can replace the addition of the same numbers? (Multiplying)
- Replace (4 x 5)
- What does the first number show? (What number is a component)
- What does the second number show? (How many times is the term repeated)
- What are we going to talk about in class today? (On the action of multiplication and its relationship with the action of addition)
- Formulate the theme and tasks of the lesson. (Today we will talk about the relationship between multiplication and addition)
* Eye gymnastics.(We found in the class cards with examples where you can replace addition with multiplication)
IV. Class work.
1. Textbook work.
- Carefully open the textbook and read the task on page. 18.
- What does each letter in the 6 x 3?(6 – what number is repeated, 3 – how many times is it repeated). )
- Replace the work with the sum and calculate. (:6 + 6 + 6 = 18)
- Let’s conclude: What is multiplication? (Addition of identical numbers.)
(a) No. 1 (p.18) (Oral implementation)
- Why can addition be replaced by multiplication? (All words are the same)
- What does each number show in the multiplication record? (The first number is what number is repeated, the second number is how many times it is repeated)
(b) Look at number 2. Formulate the task. What should I do? (Compare expressions)
- What's so interesting about these records? (Amounts on the left, works on the right)
- What do you need to do to compare expressions? (Replace multiplication with addition or vice versa.)
(Students on the chain call signs and prove their choice.)
(c) No. 3 is carried out independently, then comment on their work.
* We will evaluate our work at this stage of the lesson.
V. A physical.
We work hard, we rest.
Let's get up and take a deep breath.
Hands aside, let's go,
Left, right, turn.
Three bends, straight up.
Hands up and down.
Hands down smoothly.
Everyone got smiles.
VI. Consolidation of the studied material.
1. Viewing the material for the lesson on an interactive whiteboard.
2. Perform the task in the workbook page 8No 2, independently.
3. Textbook work. Viewing the drawing.
- What's in the picture? What should you remember when you see a similar picture in nature? (Do not touch birds with your hands)
So let's go.
- Remember which tasks are called inverse? (When the known becomes unknown, and what was to be found becomes known.)
- Create a problem that is solved by multiplication. (There are 2 chicks in 4 nests. How many chicks in all?
Make a schematic drawing and solve the problem.
●●●●●● ●●
Decision: 2 x 4 = 8 (p)
Answer: Only 8 chicks.
Make a task to find out how many nests there were. (There were 8 chicks, 2 chicks in each nest.) How many nests have the chicks bred?
- What action solves the problem? (Dividation)
- Make a schematic drawing for this problem and solve it.
●●/●●/●●/●●/
Decision: 8 : 2 = 4 (d)
Answer: The chicks bred in 4 nests.
- Make a task to find out how many chicks were in each nest?
(In 4 nests, 8 chicks were bred, and each nest had chicks equally.) How many chicks were in each nest?
- What is the solution to this problem? (dividing)
Make a schematic drawing for this problem and solve it.
●●●●/●●●●
Decision: 8 : 4 = 2 (p)
Answer: There were 2 chicks in each nest.
* Eye physique.
No. 6 students perform independently according to the options. Two students on the backboard.
After the work is done, check. Evaluation of your work and the work of your neighbor.
VII. Reflection.
- Please look at the interactive board and perform the proposed task yourself.
- Evaluate your work and the work of your neighbor.
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 did today's lesson do for you?
- How will this lesson be useful in the future?
How do you assess your work in general? And your neighbor's work?
Homework. P.18, no. 6.
Thanks for the lesson.
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