Entertaining Mathematics - Grade 1

The mutual arrangement of objects. More, less or the same items

Author: Gromkova Kristina Sergeevna, primary school teacher, MBOU “Secondary School No. 27”.
I offer you tasks in mathematics on the topic“The mutual arrangement of objects. More, less or the same number of subjects”, which I use both in mathematics lessons and in extracurricular activities “Young Mathematician, Logic” in the first grade.
Purpose of assignments- use as additional material after studying the topic, as well as in extracurricular activities, as an entertaining material.
These exercises can be done individually, working in pairs or groups.
Exercises can be used primary school teacher, educator, with children in the preparatory group, as well as parents, for homework.
Amusement contributes intensification of mental activity.
Tasks contribute development of logical thinking, attention, memory.
Tasks are intended for children of primary school age (6-8 years). Students enjoy doing them.
All assignments sent to ensure that students have an idea of ​​the spatial orientation of objects, be able to compare objects.
Task number 1
Take the red and green cubes. Put them one on top of the other. Which cube is higher: red or green? Which is lower: green or red?
Task number 2
Take blue, green, red cubes. Put them one on top of the other so that:
1) red was higher than blue, and green was higher than red; name the color of the cube between the other two;
2) red was below green, and green was below blue; name the colors of the cubes, first from top to bottom, and then from bottom to top;
3) blue was lower than red and higher than green;
4) blue was between red and green.

How can I do that?
Task number 3
Take a ball and a cube. Place the ball over the cube; behind the cube in front of the cube under the cube.
Task number 4
Draw a vase with a flower. Draw a candy to the right of it, and an apple to the left of the vase.
Task number 5
Katya decided to draw a picture. After the rain, a rainbow appeared in the sky over the bridge. There is a girl on the bridge. A boat floats behind the bridge, a fish splashes in the river under the bridge. To the left of the bridge, a birch grows on the shore, a cloud floats above the birch. A bush grows to the right of the bridge. To the right of the rainbow is the sun. Draw all of this.
Task number 6
Toys are arranged in a row: a bear, a spinning top, a doll, a car. Name all the toys in order, first from left to right, then from right to left. Katya swapped the doll and the bear, the top and the car. What order are the toys in now?
Task number 7
Draw a sun in the upper left corner of the notebook, draw a house in the lower left corner, a flag in the upper right corner, and a Christmas tree in the lower right corner.
Task number 8
Vova rearranged the letters in the words, and this is what happened:
-ovlk
-zako
-shaka
-akksho
-chicken
-gtir
-nook
-right
What were the words?
Answer: wolf, goat, porridge, cat, hand, tiger, window, steam.
Task number 9
Mark a few red dots on a piece of paper. Mark the same number of points with a green pencil.
Task number 10
Putting one palm of your hand to the other, prove that the fingers on both hands are equally divided.
Task number 11
Draw four pears. Color them with a yellow or green pencil so that there are more yellow pears than green ones.
Task number 12
Think of words that have as many letters as the words cat, fox, book, dog.
Task number 13
Are there equal letters in both lines?
1.M K S U B A V
2.L T M F B R K
Cross out the same letters. Are there equal numbers of letters in these lines?

visual geometry.

Topic: "Direction of movement. Mutual arrangement of objects in

Space."

Lesson objectives:

To form the ability to navigate the terrain, determine the location of one object in relation to another.

Learn to draw various geometric shapes.

Learn to mark segments with letters, measure them and write down the length of the segment correctly.

Develop children's creativity and logical thinking.

Personal results:

Show creativity;

Show cognitive interest in ways to solve a new educational problem;

Show willingness to cooperate with other people, friendliness;

Metasubject Results

Subject Results:

Recognize, name, depict geometric shapes (lines, points);

Correlate real objects with models of geometric shapes.

Regulatory universal learning activities:

Accept the learning task and actively engage in activities aimed at solving it in cooperation with the teacher and classmates;

Distinguish between the method and the result of an action;

Control the process and results of activities.

Cognitive universal learning activities:

Use sign-symbolic means;

To carry out the analysis of objects with the allocation of essential and non-essential features;

To carry out synthesis as a compilation of a whole from parts.

Communicative universal learning activities:

Express your thoughts and actions in speech;

Build statements that are understandable to the partner;

To ask questions.

Lesson progress

I. Organization of the class.

II. Self-determination to activity. Statement of the educational task.

An old fairy tale says: “If you go to the right, you will lose your horse; If you go to the left, you will perish yourself, but if you go straight, you will find your happiness.”

What does a traveler need to know in order not to perish? (Driving directions).

Guess the topic of our lesson. (We will repeat the directions of movement).

And also we will learn how to show the direction of movement on the plane; let's talk aboutthe relative position of objects and remember how the segments are indicated, how to measure them and write down the length.

III. Knowledge update:

1. Conversation ( using an interactive whiteboard).

And why do modern people need to know the direction of movement? (Travel, construction, space exploration, transport, etc.)

Where in practice is there a need to show the direction of movement? (Schemes, maps, drawings, etc.)

2. The game "Show me the direction." (Find out the children’s practical ideas about finding an object on the left, right, above, below, behind, under, in front of, between, inside, outside.)

4 students are called to the board.

I call commands and you follow them.

Raise your right hand. If the command “To the right!” sounds, then in which direction will you turn? (Towards the right hand).

Likewise with the left hand.

Attention! Left! Right!

Step forward! Two steps back!

Show top. Bottom.

Who is on your right?State the name of the student.

And you, who is on the left?

Who is between you?

Get in between...

Stand up for...

Get in front of...

Hold hands.

Invite another student.

Stand inside the circle. Get outside.

2 A similar game for the entire group of students.

Raise your right hand, left hand.

Turn right, left, back.

Which side are the windows in our classroom? Door?

Take a step back, two steps forward.

IV. Obtaining new knowledge and ways of activity.

1. Statement of the problematic problem.

On the screen (Similar sheets have each child on the desk).

There is a sheet of paper in front of you. How to determine directions in this case?

2. Practical solution of a problematic task using an interactive whiteboard.

The teacher gives directions, and the children come up and sign with conventional direction signs. (P - right, L - left, B - top, H - bottom, PV - upper right corner, etc.)

Where is this knowledge used in practice?

(In the designation of the sides of the horizon, in the creation of various maps, plans).

TURN OFF M/M SYSTEM.

V. Physical education.

VI. Consolidation of acquired knowledge.

1. Practical work in a notebook.

1) Task No. 1 (p. 35)

Consider Fig. No. 1

Draw a house.
- Draw a Christmas tree to the right of the house, and a birch tree to the left.

2. Work in pairs.

Now you will work in pairs. What are the rules you need to follow in order to succeed.

Teacher:

Work…

Children (in chorus):

Friendly!

Listen to your partner...

Attentively!

Speak...

In turn!

Treat your partner...

Sincerely!

Problem solving.

Task number 2 (p. 35).

Consider the drawing.

From three cubes of red, yellow, green colors, the boy laid out a figure. Color the cubes so that the red one is higher than the green one and the yellow one is to the right of the green one.

Mutual verification. Sample self-test.

Task #3

Solved in a similar way.

3. Independent work.

Solving problems No. 4 and No. 5 with self-examination.

VII. Repetition of the past.

1. Conversation.

What is a cut? (Part of a straight line bounded on both sides by dots).

What is the length of a segment measured in? (In cm).

How are the ends of a segment defined? (With Latin letters).

What tool is used to measure the length of a line? (Linear).

2. Work in a notebook.

1) Solution of problem No. 6.Collectively, a student is at the blackboard.

2) Solution of problem No. 7.Self-checking. (On a hidden board decides

student).

VIII. Reflective-evaluative stage.

1. Game using signal cards "Correct - wrong."

In the lesson, we repeated the directions of movement.

To your right are windows.

Above is the ceiling. Ahead are cabinets.

To exit the classroom, you must go to the left.

In the lesson, we measured the length of a straight line.

Length is measured in centimeters.

I liked the lesson.

2. Self-esteem.

What was your mood during the lesson? Show with a traffic light.

Preview:

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Slides captions:

visual geometry. Grade 1 Teacher: Smirnova E.N. Direction of movement. The mutual arrangement of objects in space.

If you go to the right, you will lose your horse; If you go to the left, you will perish yourself, but if you go straight, you will find your happiness.

P - right, L - left, V - top, N - bottom, PV, PN, LV, LN

Outline of a lesson in mathematics Grade 1

Subject. The mutual arrangement of objects in space (left, right, on, above, next to, under, inside).

Purpose: to teach to determine the spatial arrangement of objects relative to a given object, relative to another object; learn to master the concepts of left, right, above, next to, under, inside; to develop imagination, the primary ability to reason conclusively, graphic skills, emotional-volitional environment; to cultivate a love for mathematics, perseverance, perseverance in completing tasks.

Equipment: type-setting canvas, counting didactic material, "Traffic Light" handout, geometric handout.

During the classes

Org. moment. Motivation for learning activities. I am glad that you are here, friends.

And I think we met for a reason.

We will learn to decide today

Explore, compare and reason,

The secret of mathematics is rediscovered.

– Today in the lesson we will listen carefully to the teacher and each other, observe, try to remember and understand.

The motto of our lesson: "You know - speak, if you don't know - listen."

Control, correction and consolidation of students' knowledge. I. Oral survey. The game "Count the items." - Items are displayed on the typesetting canvas.

Count the number of items.

Give the serial number of each item.

If two items are swapped, does the total number of items change? (No.) What about their serial numbers? (They will change.)

Lay out in front of you 2 triangles, 2 squares, 2 circles.

Arrange the figures so that the circles are to the right of

squares and to the left of triangles.

Count the shapes of the pattern.

Physical education minute

III. Learning new material.

Preparation for the study of new material. Attention setting. -Tell me, could you correctly lay out the geometric shapes in the pattern if the position of some shapes in relation to others was not indicated?

The words left, right, on, above, below, next to, etc. help to describe the position of objects relative to each other. With their help, you can imagine how objects are arranged in space, even if you can’t see them.

2. Communication of the topic and purpose of the lesson.

Today in the lesson we will learn how to give the correct description of the location of objects in space using the words left, right, in front, behind, on, above, next to, under, inside.

Explanation of the new material. * Working with the handout "Traffic Light".

Task 1 (p. 7)

Let's enter the country of Mathematics on a pedestrian crossing.

A traffic light will help us with this - a traffic controller.

What "eyes" does a traffic light have? What are they talking about?

What order does each color of the traffic light give?

*Analysis of the situation in the figure. Determination of the location of objects in space.

Task 2 (p. 7).

*What advice would you give to a kitten?

* Drawing up a description according to the plot drawing.

Task 1 (p. 8).

What fairy tale are these characters from?

Tell them in what order they pull the turnip using the words front, back, next.

Who can you make a sentence about using the words on, over?

I.Y. Consolidation and generalization of students' knowledge

A minute of calligraphy.- Continue the pattern, and then color the flags that are turned to the right.

2. The game "Left - Right".

I will name animals and flowers. When I call a flower, raise your right hand, when you hear the names of the beast, raise your left hand.

* Working with geometric material.

The location of the figure is similar.

C - blue

K - red

G - green

F - yellow

Where is the red circle located? Green square? Blue triangle?

I will describe the location of the figure, and you must say what kind of figure it is.

* Game "Your class".

Who is sitting to your left? ahead of you?

What is above your head?

What is inside your portfolio?

What is the name of the classmate sitting next to you?

Y. Summary of the lesson.

What did they talk about in class?

At what traffic signal can you cross the road?

What words indicate the position of objects in space?

(Left, right, side, front, etc.)

visual geometry.

space."

Lesson objectives:

Personal results:

Metasubject Results

Subject Results:

:

View document content
"Summary of the lesson on the topic: "Direction of movement. The relative position of objects in space.""

visual geometry.

Topic: "Direction of movement. Mutual arrangement of objects in

space."

Lesson objectives:

To form the ability to navigate the terrain, determine the location of one object in relation to another.

Learn to draw various geometric shapes.

Learn to mark segments with letters, measure them and write down the length of the segment correctly.

Develop children's creativity and logical thinking.

Personal results:

Show creativity;

Show cognitive interest in ways to solve a new educational problem;

Show willingness to cooperate with other people, friendliness;

Metasubject Results

Subject Results :

Recognize, name, depict geometric shapes (lines, points);

Correlate real objects with models of geometric shapes.

Regulatory universal learning activities :

Accept the learning task and actively engage in activities aimed at solving it in cooperation with the teacher and classmates;

Distinguish between the method and the result of an action;

Control the process and results of activities.

Cognitive universal learning activities:

Use sign-symbolic means;

To carry out the analysis of objects with the allocation of essential and non-essential features;

To carry out synthesis as a compilation of a whole from parts.

Communicative universal learning activities :

Express your thoughts and actions in speech;

Build statements that are understandable to the partner;

To ask questions.

Lesson progress

I. Organization of the class.

II. Self-determination to activity. Statement of the educational task.

An old fairy tale says: “If you go to the right, you will lose your horse; If you go to the left, you will perish yourself, but if you go straight, you will find your happiness.”

What does a traveler need to know in order not to perish? (Driving directions).

Guess the topic of our lesson. (We will repeat the directions of movement).

And also we will learn how to show the direction of movement on the plane; Let's talk about the mutual arrangement of objects and remember how the segments are indicated, how to measure them and write down the length.

III. Knowledge update:

1. Conversation ( using an interactive whiteboard).

And why do modern people need to know the direction of movement? (Travel, construction, space exploration, transport, etc.)

Where in practice is there a need to show the direction of movement? (Schemes, maps, drawings, etc.)

2. The game "Show me the direction41". (Find out the children’s practical ideas about finding an object on the left, right, above, below, behind, under, in front of, between, inside, outside.)

4 students are called to the board.

I call commands and you follow them.

Raise your right hand. If the command “To the right!” sounds, then in which direction will you turn? (Towards the right hand).

Likewise with the left hand.

Attention! Left! Right!

Step forward! Two steps back!

Show top. Bottom.

Who is on your right? State the name of the student.

And you, who is on the left?

Who is between you?

Get in between...

Stand up for...

Get in front of...

Hold hands.

Invite another student.

Stand inside the circle. Get outside.

2 A similar game for the entire group of students.

Raise your right hand, left hand.

Turn right, left, back.

Which side are the windows in our classroom? Door?

Take a step back, two steps forward.

IV. Obtaining new knowledge and ways of activity.

1. Statement of the problematic problem.

On the screen(Similar sheets have each child on the desk).

There is a sheet of paper in front of you. How to determine directions in this case?

2. Practical solution of a problematic task using an interactive whiteboard.

The teacher gives directions, and the children come up and sign with conventional direction signs. (P - right, L - left, B - top, H - bottom, PV - upper right corner, etc.)

Where is this knowledge used in practice?

(In the designation of the sides of the horizon, in the creation of various maps, plans).

TURN OFF M/M SYSTEM.

V. Fizkulminutka.

VI. Consolidation of acquired knowledge.

1. Practical work in a notebook.

1) Task #1(p.35)

Consider Fig. No. 1

Draw a house.
- Draw a Christmas tree to the right of the house, and a birch tree to the left.

2. Work in pairs.

Now you will work in pairs. What are the rules you need to follow in order to succeed.

- Work…

Children (in chorus):

- Listen to your partner...

Attentively!

- Speak...

In turn!

- Treat your partner...

Sincerely!

Problem solving.

Task #2(p. 35).

Consider the drawing.

From three cubes of red, yellow, green colors, the boy laid out a figure. Color the cubes so that the red one is higher than the green one and the yellow one is to the right of the green one.

Mutual verification. Sample self-test.

Task #3

Solved in a similar way.

3. Independent work.

Solving problems No. 4 and No. 5 with self-examination.

VII. Repetition of the past.

1. Conversation.

What is a cut? (Part of a straight line bounded on both sides by dots).

What is the length of a segment measured in? (In cm).

How are the ends of a segment defined? (With Latin letters).

What tool is used to measure the length of a line? (Linear).

2. Work in a notebook.

1) Solution of problem No. 6. Collectively, a student is at the blackboard.

2) Solution of problem No. 7. Self-checking. (On a hidden board decides

VIII. Reflective-evaluative stage.

1. Game using signal cards "Correct - wrong."

In the lesson, we repeated the directions of movement.

To your right are windows.

Above is the ceiling. Ahead are cabinets.

To exit the classroom, you must go to the left.

In the lesson, we measured the length of a straight line.

Length is measured in centimeters.

I liked the lesson.

2. Self-esteem.

What was your mood during the lesson? Show with a traffic light.

Mathematics. 1 class. And semester
lesson development

SIGNS AND PROPERTIES OF OBJECTS. MULTIPLE. GEOMETRIC FIGURES. NATURAL NUMBERS 1-10 AND NUMBER 0

Purpose: to introduce children to the subject of mathematics; to consolidate the idea of ​​​​the location of objects on a plane and in space using the words closer, further, left, right, bottom, top, left, right, between, under, over, on, in front, behind, next to. Develop attention; cultivate interest in the study of mathematics.

II. INTRODUCTION TALK

Today is your first math lesson. This is an interesting and important science. They say that mathematics is the queen of sciences, gymnastics for the mind.

A textbook called "Mathematics" will help you study mathematics.

III. INTRODUCING NEW MATERIAL

Pick up a textbook and look at it. This book is your first math textbook. Of course you will be friends with her.

How does it begin? First of all, you see the cover. This is the face (or clothes) of the book, this is what outwardly distinguishes it from other books.

What does the cover of the textbook "Mathematics" tell about?

Do you like the drawing on it?

Who will travel with you the country of Mathematics?

Count how many animals there are?

Turn the cover over - you will see a sheet of paper connecting it to the pages - a flyleaf. Forzatsev - two.

What is on the first flyleaf?

This is math town. Why was it named like that?

What is shown on the second flyleaf? What are these drawings about?

Consider the following pages - the title page and its reverse. What did you find out?

The third page of the textbook contains an appeal to the reader.

What do they wish you?

What do the symbols mean?

Who is drawn? Count how many animals?

Task 2

What is the cockerel doing?

Who is he trying to see?

How many animals?

Who did the cockerel see through binoculars?

Who didn't you see?

Task 3

What do you see?

Where is it happening?

Who performs in the circus arena?

Describe the picture using the words: in, on, under, above, below, in front, behind, left, right, between, behind.

Task 4

Work in a notebook. Letter of sticks according to the model.

IV. CONFIGURATION OF THE STUDYED MATERIAL

What items are on the board on the left? Which ones to the right?

Count the kittens first, and then the puppies.

The teacher exposes three rows of mushrooms.

How many mushrooms are in each row?

How many mushrooms are on the top row?

How many in the bottom?

How many mushrooms are in the third row from the top?

Remember the animals on the boat. "Night" - close your eyes. (The teacher removes drawing 1.) "Day" - open your eyes. Is the animal gone?

Children have three circles - green, yellow, red and two squares - blue, orange.

The work is done under the dictation of the teacher.

Place the circles so that the red circle is at the top and the yellow is between the red and green. Place a blue square to the right of the yellow circle, and an orange square to the left.

A flower came out.

See how the circles are arranged.

Top color? in the center? at the bottom?

Where can you see all these three colors at the same time? (At the traffic light)

What does red mean? yellow? green?

Raise your right hand, left hand. Touch the desk with your left knee, right. Stand up and turn right, left.

Who is sitting on your right, on your left?

The teacher puts Pinocchio on the table. A cube is placed near his right foot, and a ball is placed near his left.

What is located to the right of Pinocchio? What is to the left?

V. SUMMARY OF THE LESSON. REFLECTION

Children, let's remember what tasks we performed in the lesson?

We considered? We played? Did you draw?

Did you like the lesson? Until we meet again in the country of Mathematics.