Basic goals:
1) To form the ability to add three-digit numbers with the transition through two digits.
2) Train the ability to write addition in a column, correlate length units with counting units, solve examples using graphic models.
3) To form the ability to solve problems for the simultaneous movement towards.
Thinking operations required at the design stage: comparison, analysis, generalization, analogy.
Demomaterial:
1) "Guinness Book of Records";
2) cards on which:
the corresponding number is written on the back of each card: 245, 76, 168, 130;
3) a photo of the tallest and shortest person (if possible):
4) reference signals for recognition of addition examples 
three-digit numbers with a transition through the discharge (from lesson 2-1-28):
5) a reference signal for recognizing examples of a new type: 
6) manual "Triangles and points";
7) standards for adding three-digit numbers with a transition through one digit (from lesson 2-1-28):
8) the standard for adding three-digit numbers with a transition through two digits:
Dispensingmaterial:
1) sheets with a task for a trial action: 
2) sheets A-4 by the number of groups with a blank to clarify the standard:
During the classes:
1. Motivation for learning activities.
Target:
1) create conditions for the emergence of an internal need for inclusion in learning activities in the lesson through connection with the topics of previous lessons;
2) update the requirements for the student in terms of learning activities;
3) set the thematic scope of the lesson: work with three-digit numbers.
Organization of the educational process at stage 1:
What numbers did you work with in your last math class? (With three digits.)
What can you do with these numbers? (Compare, add, subtract, ...)
Today you will continue working with three-digit numbers and learn new things about adding three-digit numbers. Tell me, how can a person learn something new, i.e. learn something? (You need to try to do something that you have never done. If it doesn’t work out, you need to think about why it didn’t work out, set yourself a goal ...)
Well done! Where do you propose to start? (With repetition necessary.)
2. Actualization of knowledge and fixation of difficulties in a trial educational action.
Target:
1) train the ability to correlate units of length with counting units, solve examples for adding three-digit numbers with the transition through the category into a column;
2) to control the oral computing skills of students;
3) activate mental operations: comparison, analysis, analogy;
4) motivate students to perform a trial action;
5) organize independent fulfillment by students of an individual task for the application of new knowledge planned for study in this lesson;
6) organize the fixation by students of the difficulties that have arisen in substantiating the correctness of the result obtained.
Organization of the educational process at stage 2:
1) The ratio of length units with counting units.
In math class, we work with numbers all the time. Numbers can tell a lot of interesting things. Amazing facts related to numbers are collected in an unusual book - the Guinness Book of Records.
The teacher shows the book.
A record is the highest or best score for something, i.e. "most-most": the most dexterous, the fastest, etc. This book contains information about a variety of records in the life of our planet. In it you can find information about the highest and lowest people. For example, the tallest inhabitant of the planet is the Chinese Wang Fenzel. His height is 2 m45 cm.
Hang a card on the board
The height of an ordinary adult is 1 m68 cm.
Hang a card on the board: . Hang a photo next to the card.
The smallest man in the world is the Portuguese Antonio Ferreiro, whose height at 44 was
Hang a card on the board
In order to imagine this, compare with your height, which is approximately 1 m30 cm.
Hang a card on the board
Each of you is 60-70 centimeters taller than this person.
Express these values in centimeters and correlate with units of account.
One at a time orally. (2 m45 cm = 245 cm, corresponds to the number 245. 1 m68 cm = 168 cm, corresponds to the number 168. 7 dm 6 cm = 76 cm, corresponds to the number 76. 1 m30 cm = 130 cm, corresponds to the number 130.)
The teacher, according to the children, turns the cards over, opening the answers:
Arrange these numbers in ascending order. (76, 130, 168, 245.)
The teacher moves the cards in the course of the answers.
2) Addition of three-digit numbers with the transition through the discharge into a column
You counted orally. And what written method of adding and subtracting three-digit numbers do you know? (In a column.)
Solve the example by writing it in a column: 128 + 114.
Open the entry of the expression on the board.
What algorithm are you using? Why exactly this? (The addition algorithm with the transition through the category, because when adding units, you get a number greater than 10.)
Draw the attention of children to the standard (first) posted on the stand:
One at the blackboard with an explanation, the rest - in notebooks. 
(I write units by units, ... I add units: 8 + 4 = 12 units, I write 2 units under units, I remember 1 ten. I add tens: 2 + 1 + 1 \u003d 4 tens, 4 I write under tens. I add hundreds: 1 + 1 \u003d 2 hundreds. Answer: 242.)
In the course of the answer, the teacher draws the attention of the children to the standard of addition (first) of three-digit numbers with the transition through the category into a column:
Great! 
It is the knowledge of the method of adding three-digit numbers with the transition through the discharge that you will need today.
What is the peculiarity of the task for a trial action? (It has something new for us.)
3) Task for trial action.
Distribute worksheets.
Open the same expression on the board.
What's new in this example, try to understand as you go. So, write down the example in a column and solve it.
To complete the task "30-40 seconds.
Let's check. Give an example answer. (321; 221; 211; ...)
After each answer, the teacher asks the question: “Who has the same answer?” and writes the children's answers on the board.
What happened? (Got different answers.)
Raise your hand, who can prove that they solved the example 176 + 145 correctly.
You didn't raise your hands, so what's your problem? (We cannot prove that we have correctly solved the example 176 + 145.)
And what to do? (Think about the cause of the difficulty.)
3. Identification of the place and cause of the difficulty.
Target:
1) create conditions for students to analyze their actions;
2) organize the identification and fixation by students of the place and cause of the difficulty: there is no way to add three-digit numbers with the transition through two digits.
Organization of the educational process at stage 3:
Let's find out the cause of the difficulty. What action, and with what numbers did you perform? (Addition of three-digit numbers.)
After all, you know how to do it. What types of 3-digit addition examples can you solve? (Without passing through the place. When adding units gives more than 10 or adding tens gives more than 10.)
What was new about this example for you? (In this example, the addition resulted in more than 10 in both the tens place and the units place.)
Hang a reference signal on the board to recognize a new type of examples: 
What is this addition called in mathematics? (Addition with transition through the discharge.)
Only in this type of examples, the transition is not through one, but through two digits.
Tell us how you reasoned when solving the example of adding three-digit numbers with a transition through two digits, and was there a place in the course of your reasoning where you doubted. (…)
Why did you have difficulty in proving the correctness of the solution of the example for addition with a transition through two digits? (We do not know how to add three-digit numbers with a transition through two digits.)
You have identified the cause of the problem. What should be done next? (We must set the goal and choose the means.)
4. Building a project to get out of the difficulty.
Target:
1) create conditions for students to formulate a specific goal for future learning activities;
2) agree on the topic of the lesson;
3) to organize the choice by students of the method and means for building new knowledge;
4) create conditions for students to draw up a plan of further actions to achieve the goal.
Organization of the educational process at stage 4:
What is your goal? (Build a way to solve examples for adding three-digit numbers with a transition through two digits.)
What would you name the lesson? (Addition of three-digit numbers with a transition through two digits.)
Open a topic on the board.
What tools will you need to build a new way? (Graphic models, a way to record and solve examples in a column.)
Make a plan for your future work. (First, let's solve the example using graphical models.)
The teacher writes the plan on the blackboard one by one.
Why do you need to use graphic models? (To see how the action happens.)
What will you do next? (Let's write and solve this example in a column.)
Fix the next item in the plan.
And then? (Let's draw a conclusion, build a standard, ...)
Will you create a new standard or will you refine some standards? (It will be necessary to clarify the standards for adding three-digit numbers with the transition through one digit - they must be combined.)
Fix the last point of the plan: 3. Refine the standard.
5. Implementation of the constructed project.
Target:
1) to organize the construction of a new way of solving examples for the addition of three-digit numbers with the transition through two digits, using objective actions with graphic models;
2) organize the construction of a new method on the example that caused difficulty;
3) organize the fixation of a new way of acting in speech and symbolically by combining known standards of addition with a transition through a category in one of the categories;
4) fix the overcoming of the difficulty that arose earlier.
Organization of the educational process at stage 5:
Where do you start to understand the solution of this example? (From drawing up a graphical model of the example.)
No sooner said than done.
One student works at the blackboard, the rest - at their desks: 
Tell me how you fold. (Adding hundreds: 1s + 1s = 2s. Adding tens:
7 d + 4 d \u003d 11 d. We add the units: 6 e + 5 e \u003d 11 e. It turned out 2 s 11 d 11 e.)
What to do with the "extra" tens and ones? (You need to form 1 hundred out of 10 tens, 1 ten out of 10 units.)
Great, let's do that. 
How many hundreds, tens, units did you end up with? (3 s 2 d 1 e.)
Read the correct answer of this example. (321.)
How to arrange the numbers by writing the solution in a column? Why? (Units under units, tens under tens, hundreds under hundreds, since it is convenient to add bit units.)
What position should you start adding? Why? (From the units digit, since the number of tens and hundreds may change when passing through the digit.)
One student at the blackboard with an explanation, the rest work in notebooks. The teacher engages all students in a discussion about the new way to proceed when solving the stacked example.
(I add units: 6 + 5 = 11 units, I write 1 unit under units, I remember 1 ten. I add tens: 7 + 4 + 1 = 12 tens, I write 2 under tens, I remember 1 hundred. I add hundreds: 1 + 1 + 1 \u003d 3 hundreds. Answer: 321.)
Where is the error in solving such examples? (You may forget to increase the number of tens or hundreds by 1.)
What needs to be done to not forget it? (Write the number 1 above the tens and hundreds places.)
What's left to do? (It remains to specify the standard.)
Unite in groups and specify the standard.
The teacher leads the grouping of children and distributes blanks on sheets A-4 to each group.
Select a representative from the group to report. Let's see what you got.
A representative from each group presents an updated standard. After coordination and performance of the groups, the best option remains on the board. As a result, the standard should take something like this:
What goal did you set for yourself? (Construct a way to add three-digit numbers with a transition through two digits.)
Have you reached your goal? Prove it. (We have reached our goal because we have built a way to add three-digit numbers with a transition through two digits.)
Is that enough or do you need to set another goal for yourself? (You need to learn how to use this method to solve examples.)
6. Primary consolidation with pronunciation in external speech.
Target:
create conditions for students to perform several typical tasks for the application of the studied method of action with pronunciation in external speech.
Organization of the educational process at stage 6:
open №
1 (b) on page 56.
Read the assignment. What is special about these examples? (They are for adding three-digit numbers with a transition through two digits.)
Prove that this is exactly this kind of examples. (Adding units and adding tens results in more than 10.)
Solve the first three examples.
One at the blackboard with an explanation, the rest - in notebooks. (I add units: 5 + 9 = 14, I write 4 under units, I remember 1 ten. I add tens: 2 + 9 + 1 = 12, I write 2 under tens, I remember 1 hundred. I add hundreds: 7 + 1 + 1 = 9. Answer: 924.)
How can you check that you understand the new way? (You have to work on your own.)
7. Independent work with self-test according to the standard.
Target:
1) to organize independent performance by students of standard tasks for a new way of action;
2) organize self-examination by students of their work according to the standard for self-examination;
3) create (if possible) a situation of success for each child.
Class: 3
Lesson Objectives:
- introduce the method of written addition of three-digit numbers.
- improve computational skills, the ability to solve problems;
- develop cognitive interest, the ability to reason
DURING THE CLASSES
1. Communication of the topic and objectives of the lesson
- Hello, guys, today at the math lesson we have to do a very important thing - the study of a new topic.
To fold correctly
We need to make good friends.
There is a quarrel or a fight,
Folding will not work.
We are three-digit numbers
We will fold.
I believe you will be successful!
Because who tries
Those do it all!
- But first of all, we must do a little warm-up for the brain. And so they prepared.
2. Mental count
Blitz Tournament(orally).
A) Volodya stayed with his grandmother for two weeks and 3 more days. How many days did Volodya stay with his grandmother? (17)
B) Vitya swam 25 meters. He swam 4 meters less than Seryozha. How many meters did Seryozha swim?
C) There are 36 old apple trees and 18 young apple trees in the garden. How many fewer young apple trees are there than old ones?
Game "Quick Examples" who will quickly count orally and give the correct answer.
Slide #1(answers appear on click, and children check)
- Well done, you correctly and quickly coped with this task. Now you and I must remember the score in hundreds and solve a few examples.
And in support of our theme, we must solve examples. Arrange the answers in ascending order, and find out what we will do today in the lesson. What is the encrypted word?
Slide number 3 The game "Cryptor"
So, what are we going to do in class today?
3. Work on a new theme
- So, you and I know the topic of our lesson "Written addition of three-digit numbers." I suggest you remember and write down the addition of two-digit numbers.
46 + 33 = 56 + 25 =
Two students go to the blackboard, repeat and solve the examples.
- And who will now take the place of the teacher and explain the addition of three-digit numbers. How to perform calculations? Children explain with an example:
437
+
125
Slide #4
To draw the attention of children to the fact that when a number moves to the next digit, it is better to write it down in pencil so as not to forget. When explaining, you need to use an algorithm. Children write this example in a notebook and solve.
4. Physical education:
One, two - above the head,
Three, four - arms wider,
Five, six - sit quietly,
Seven, eight - let's discard laziness.
5. Work on new material, consolidation
- I propose to open textbooks and independently study and consolidate the addition of three-digit numbers, and then tell each other (work in pairs).
Now we will consolidate the knowledge gained, we write examples in a notebook.
We will turn to the textbooks and solve the problem. Let's make a short note and solve the problem:
Slide #6
- How many tickets were there?
- How many have you sold?
- Do you know the exact number?
What do you need to know about the task?
- Make a program, write down the solution.
Solve the examples yourself and prove that you understood everything and learned how to add three-digit numbers:
6. Summary of the lesson
Guys, what have we learned in class today?
What did you repeat in class today?
- Please choose a card that you think is close to you.
Slide number 7
Students show cards and give their opinion.
- Many thanks to everyone for the work in the lesson!
Open lesson in mathematics in grade 3.
Lesson topic: "Written addition of three-digit numbers".
The purpose of the lesson: to form the ability to perform written addition of three-digit numbers.
Tasks:
repeat the bitwise way of adding numbers;
formulate an algorithm for adding three-digit numbers;
to form the ability to apply it in various cases;
develop students' speech, activate logical thinking., form the stability of attention;
to cultivate positive motivation for the subject, a sense of friendship and mutual assistance.
Equipment: notebooks, a mathematics textbook (by Bogdanovich), a magnetic board, stars with numbers, stars with numbers, cards with tasks of three levels, cards with a task, help cards with a written addition algorithm, posters depicting asteroids, planets.
During the classes:
Organizing time. Creation of psychological comfort.
Guys, today we have an unusual lesson. I see your shining faces. It speaks of your good mood, then. Our lesson will be good.
Let's read the words written on the board:
Let the harsh winds blow in our faces,
All paths are open to us guys,
We'll rise to the stars, we'll sail the seas
We are seekers, we are trackers.
Think about the words of this poem. What will we do in class? (We will overcome difficulties, perform difficult tasks, learn new things.)
Indeed, we will learn a lot, make a discovery and make a fabulous journey into space. In outer space, we will need not to miss a single distress signal. We will help everyone who needs it.
Knowledge update.
Let's see if you are ready for this journey.
On the desk:
(Stars are red with numbers: 9, 0, 1; yellow with numbers: 2, 6, 7; green with numbers: 4, 8, 3.)
Name the numbers that can be formed using red stars. (109, 901, 910, 190)
What does the number "0" in these numbers say?? (About the absence of some category.)
What is the smallest number.(109)
Name the bit composition of this number.(1 hundred, 0 tens, 9 units.)
What is the previous number for him? (108) Follow-up? (110)
Name the largest number.(910.) What does the number 0 stand for in this number?
Name the previous number for him.(909) Subsequent. (911)
Make up and name the numbers using yellow stars. (267, 276, 627, 672, 726, 762.)(Numbers are displayed on a magnetic board.)
Name the number that contains 26 tens.(267.)
(2s. 6dec. 7 units)
(2 hundreds and 67 units.)
(267 units)
Name the number that contains 72 tens.(726.)
How many hundreds and ones are in this number?(7s. and 26 units.)
How many units are there in this number?(726 units)
How many hundreds, tens and ones are there in this number?(7 s. 2 d. 6 units)
Make up and name the numbers using green stars. (483, 438, 348, 384, 834, 843.)
Arrange the numbers in ascending order.
Name the smallest number. (348.)
Present it as a sum of bit terms. (300+ 40+ 8)
Name the biggest number. (843.)
Represent it as a sum of bit terms. (800+40+3)
So, what do all the numbers that you made up have in common. (They are three digits.)
Why are they called that? (They consist of three characters (numbers).)
What are the digits of three digit numbers? (From hundreds, tens, units.)
I see that you are ready for the journey, you can hit the road.(A picture depicting an aircraft is posted on the board.)
Your notebooks today are turning into in-flight magazines.
Write down the number. Classwork.
A red light came on on our control panel. This means that we are asked for help. Landing. It became known that asteroids are approaching the nearest planet from us. We need to change the trajectory of their flight, for this we need to find out the number of each asteroid and arrange them in descending order.
A poster of falling asteroids opens on the board.
(300 + 40 + 5) + (200 + 20 + 4)
(400 + 50 + 4) + (300 + 5)
(600 + 30 + 2) + (20 + 4)
(400 + 20 + 3) + (200 + 50 + 6)
Find the value of each expression in a convenient way. What needs to be done for this? (First add hundreds, then tens, then units and add the results.)
What numbers did you add in each expression.
Arrange the asteroids in descending (removal) order.
Well done! You helped save the planet. Our ship continues its journey. But what is it? The distress signal is heard again. Landing.
Statement of the educational task.
There is a group of earth scientists on this planet. They do their calculations here. But space pirates broke into their station and destroyed the calculations. We must help restore these calculations.
The board is written:
6 3 5 9
+ 5 7 + 6 4
6 8 7 1 1 3
Look for mistakes. (In the first example, the terms are written incorrectly, and in the second, the calculations are performed incorrectly.)
Write and solve these examples in your notebooks correctly. (One student at the blackboard works independently.)
Verification: pronouncing the correct solution.
Now restore this entry:
5 3 4 2 7 6
+ 1 5 5 + 1 5 2
6 9 9 2 9 1 2
(A less prepared student works at the blackboard.)
If there is a problem: If there is no problem:
What is the reason for the difficulty? - Than the last example
(Not known algorithm differs from the previous ones?
addition of three-digit numbers.) Three-digit numbers are added.)
What is the topic of our lesson? (Written addition of three-digit
numbers.
What will we learn in the lesson? (We will learn to build an algorithm for adding three-digit numbers or refine this algorithm.)
"Discovery" of new knowledge by children.
How do you propose to build a new algorithm? (By analogy with the algorithm for adding two-digit numbers.)
How will we write three-digit numbers in a column? (Same as before: ones under ones, tens under tens, hundreds under hundreds.) This is the first step.
How are we going to add? (Same for the ranks.)
2nd step - add the units ...
3rd step - add tens ...
Step 4 - add hundreds...
5th step - read the answer.
Repeat again the algorithm for adding three-digit numbers. (At the same time, helper cards (algorithm steps) are displayed on the board.)
Open your textbook on p. 59. Read the conclusion given in the textbook. Compare it with the conclusion we made ourselves. (They are the same.)
So, it means that we have deduced the correct algorithm.
Fizkultminutka.
Don't look around
You are an astronaut today!
We start training
To become strong and dexterous.
Put your hands to the sides
Let's get the right left
And then vice versa.
One - clap, two - clap,
Turn around one more time.
One two three four,
Shoulders higher, arms wider...
Let's put our hands down
And sit down at the desks again!
Primary fastening.
What discovery have we made? How to perform written addition of three-digit numbers?
Using the derived algorithm, we will perform the rest of the calculations
scientists on assignment No. 2 of the textbook. We work with comments.
(One student at the blackboard.)
The last two examples are my own. (Mutual check.)
6 . Independent work with self-examination.
And finally, the last calculations of scientists. You have task cards on your desks. Tasks of three levels: level "A" is easy, level "B" is medium in difficulty and level "C" is difficult. You can choose what level of tasks you will complete. You can solve tasks and two levels.
(Children choose tasks and complete them.)
Level #1
Solve examples:
115 338 137 513 264 348
+ 263 + 51 + 622 + 344 + 735 + 231
Level #2.
Write the examples in a column and solve them.
115 + 285 604 + 156 156 + 139
417 + 367 398 + 87 188 + 58
Level #3.
Restore the missing numbers.
2 * 3 2 8 * 3 2 6 * 5 * 3 * 5 * 2 *
+ * 5 * + 3 * 6 + * * * + * 6 + * 1 * + 5 * 3
7 1 2 * 0 2 8 0 7 3 2 9 7 3 9 7 4 1
Check if you have followed the pattern correctly. (Answers to tasks are given.)
coped
Doubted
Did not cope
Well done! You have done a good job and the valuable information destroyed by the pirates has been restored.
7. Inclusion of new knowledge in the knowledge system.
We flew most of the way. We are asked to land on the planet of robots, where the main robot has failed. To make it work, we need to find out if it has enough parts to repair it.
Read the tasks on the cards.
Task number 1.
On the first day, 250 parts were delivered to the planet to repair the robot, and on the second day, 3 times more. How many more parts were delivered on the second day than on the first?
Task number 2.
On the first day, 254 parts were delivered to the planet to repair the robot, and on the second day, 167 parts more. How many parts were delivered to the planet in two days?
Choose the problem for which we will use the new algorithm for adding three-digit numbers. (Task number 2.)
What is the task about?
What is known about the problem?
What question?
What words for a short note should I take?
What do you need to know for this?
Do we know everything about this?
Can we find out?
How?
How to find out how many parts were delivered to the planet?
Write down your own solution. Complete the addition in writing.
(One student works at the blackboard.)
254
+ 167
421 (d.) was delivered on the second day.
421
+ 254
675 (d.)
Answer: a total of 675 parts were delivered to the planet.
We found out how many parts were brought, but we do not know how many the robot needs for repairs. To find out this number, let's solve the equation:
X - 347 = 272
X \u003d 272 + 347 272
X= 619 + 347
619
Will the delivered parts be enough for the robot?(Yes.)
Final reflection.
We fixed the robot, it's time to go home. Look what a wonderful constellation we met on the way home.
(The poster opens (the inscription is made of asterisks):
MOOD
Let's take one star as a souvenir. If by the end of the trip you are in a great mood, then take a red star, if good - yellow, not very good - green.
What is your mood?
What was the task?
Did you manage to solve the task?
How did you get the new algorithm?
Where can new knowledge be applied?
What did you do well in class?
What else needs to be worked on?
Homework: compose and solve one example for a new one
algorithm.
Presentation on theme: "Plants are living organisms. Trees, shrubs, herbaceous plants"
Goals:
To acquaint students with the names of plant groups, with plants belonging to these groups;
Give an idea of the invisible threads in nature;
Cultivate love and respect for nature.
During the classes
I. Organizational moment. Checking homework.
What riches of nature were discussed in the last lesson? (water, air)
What is air? (mixture of gases: nitrogen - 78%, oxygen - 21%, carbon dioxide - 1%)
The role of air for all living things?
What can you say about water?
In what states can water exist in nature? (liquid, solid, gaseous)
What causes water pollution?
Can we say that water pollution is connected only with the actions of adults? What about children?
How should water be used and why?
Conclusion. Water and air are special riches of nature, without which no living beings can live. Therefore, they must be valued and protected.
II. Presentation of the topic and objectives of the lesson.
1. Today we will take a trip. Where? Find out by guessing the riddle.
The house is open on all sides
It is covered with a carved roof.
Come into the green house
You will see miracles in it. (Forest)
Let's travel through the forest. You have to be very careful to see miracles. Occurring in the forest.
2. Acquaintance with the diversity of plants.
Painting "Forest" (projected onto the screen).
Remember when you went to the forest, what plants did you meet? What grow in the forest?
Our task- divide all these plants into groups.
What do you think, which ones?
Which group will be first?
Trees.
How are trees different from other plants? (one large trunk covered with bark, many branches from it)
Are all trees the same in a forest?
What trees are we talking about?
Russian beauty
It stands in the meadow.
In a green sweatshirt
In a white dress? (birch)
Turned green in spring
Got tanned in summer
put on in autumn
Red corals. (Rowan)
Nobody scares
And she's trembling (aspen)
Curls dropped into the river
And about something sad
What is she sad about?
Doesn't tell anyone (willow)
What is this girl?
Not a seamstress, not a craftswoman,
Doesn't sew anything
And in needles all year round (spruce)
How is spruce different from other trees? (instead of needle leaves)
Outcome. Trees are
What trees grow in our forests? (birch, aspen, spruce, pine, cedar, larch)
What is the name of these plants? (wild rose, rowan, raspberry, currant) Shrubs.
And why? (there is no one thick trunk, but several thin ones)
What other shrubs can you name? (acacia, sea buckthorn)
What other plants can be besides trees and shrubs?
What shall we name this group? Herbs.
What kind of herbs can we see in the forest? (dandelion, coltsfoot, burdock, chamomile)
I propose to get to know the herbs of the forest better by listening to poems and riddles. (four students read poems and riddles)
On a spring sunny day
Golden bloomed flower
On a short, thick leg
He dozed all along the path,
I woke up and smiled!
"Here I am fluffy!
I surprise everyone with beauty!
(coltsfoot)
(flowers are yellow, small, similar to the sun)
(view on screen via video projector)
What do you know about this plant? (tea is brewed from leaves and flowers and drunk for coughs and colds)
Dandelion lives in the meadow, and on the edge, and in the garden, and loves vegetable gardens.
It breaks through the cracks in the asphalt, and can even grow on the old roof of the house.
Honey and jam are cooked from it; The roots are used to make a drink similar to coffee. From young leaves - lettuce. Dandelion is a cure for insomnia, toothache and eye diseases.
What does a dandelion look like?
And what are the herbaceous plants in our forests? (blueberries, lingonberries, cloudberries, blueberries)
Can we remember the words from the song we learned?
Herbs can do anything:
Throat treated, cough treated and laryngitis
There are so many useful herbs in the forest,
Just take care of them all!
So, our journey through the forest ends, let's sum up. (a table opens on the board)
Conclusion.Forest consists of 3 tiers.
Forest called the "lungs of the planet" because forest is a factory for the release of oxygen for human and animal life. The more we plant trees, the less we cut down forests, the cleaner there will be air on the planet.
PHYSMINUTE.
III. Anchoring
1. Ecological task.
The guys planted a small spruce forest. They carefully looked after him: all the paths in the forest were asphalted, every blade of grass was weeded out, the fallen needles were raked out and removed. Soon the Christmas trees stopped growing and died. Why?
An elk eats 35 kilograms of leaves per day in summer. And in 10 days? Per month?
2. Interesting facts.
* Why plantain so named? (grows along the road, spreads, sticking to a person's shoes)
* E Shim "Who shoots?"
- Stop! Who was shooting? Who hit me?
- I.
- Who are you?
- Acacia.
- For what?
- Unintentionally.
- You look how aptly... As if from a gun.
- What are you shooting from?
* What does the acacia shoot from and why?
(from a dried pod with seeds for propagation)
* In Moscow, a tropical aquatic plant blooms every summer in the botanical garden victoria-cruciana
. Its leaves are so large that they can withstand a three-year-old child and float freely on the water.
3. Continue the proverbs.
Forest and water - brother and (sister).
A lot of forest - (take care), little forest - (plant).
4. Quiz.
What wood are matches made from? (aspen)
What about skis? (birch). And the piano? (spruce)
Which trees have red leaves in autumn? (maple, rowan)
What trees give sweet juice? (birch, maple)
What harm can collecting sap do to a tree? (dries up)
How are wood and a rifle similar? (There is trunk)
IV. Summary of the lesson. Student assessment.
The forest is very fond of pedestrians,
For them, he is theirs.
Here somewhere the goblin roams
With a green beard.
Life seems different
And my heart doesn't hurt
When over your head
Like eternity, the forest is noisy.
(I. Nikulin.)
V. Homework.
Draw a picture of any plant and pick up a riddle or a poem for it.
Thank you for the lesson.
Open lesson in Russian: "Composition of a word" (3rd grade)
Lesson Objectives:
educational:
development of the ability to distinguish prepositions and prefixes, write them correctly;
continue work on the ability to write words with studied spelling;
highlight prefixes in words;
developing:
development in students of the ability to highlight the main thing in determining the spelling, to summarize what has been learned, the ability to work independently, using problematic issues, creative tasks;
development of thinking, attention and speech of students;
nurturing:
instilling in students a sense of positive evaluation and self-esteem.
Type of lesson: learning new material.
Forms of work: frontal, individual.
Teaching methods: verbal-visual problem-search (heuristic), independent work, illustrative.
Methodical methods:
teacher's story
problem questions,
working on new concepts
creative tasks,
practical exercises.
Pedagogical technologies:
elements of problem learning technology,
game technology elements,
health-saving technology (transition from one type of activity to another).
During the classes
1. Organizational moment
- I am glad to welcome not only you guys, but also the guests at the lesson today. Today is an exciting and responsible lesson for us. As hospitable hosts, we will first show them attention.
We are glad to welcome you to the class
Perhaps there are classes and better and more beautiful.
But let it be light in our class
Let it be comfortable and very easy,
We are instructed to meet you today,
But let's start the lesson, let's not waste time in vain.
- Thank you, let's hope that the mood of our guests has improved and they will be happy to rest in our class and rejoice at our successes. We are now embarking on an extraordinary journey, and we are at the School No. 43 station. So let's start our lesson. Open your notebooks, write down the number.
2. A minute of calligraphy.
The first station "Guess-ka".
- At this station, you must guess the riddle and write down the first letter of the riddle in your notebooks.
I have a lot to do -
I am a white blanket
I cover all the earth
I clean the ice of the river.
- What is this? (winter)
Look at the pattern on the blackboard and write the letter beautifully in the notebook. (Writing letters z Z)
- And now pick up related words for the word winter and write them in a notebook. Sort by composition. (Winter - winter, winter, winter, winter, wintering.)
3. Setting the topic of the lesson
– We are still at the “Guess it” station, having guessed the crossword puzzle, we will find out what the topic of our lesson is called. You will have to write down the words in a notebook at the same time and check them on the board.
Not snow and not ice
And he will remove the trees with silver. (Frost)
Name it guys
A month in this riddle:
His days are shorter than all days,
All nights are longer than nights.
Until spring, snow fell.
Only our month will pass,
We are celebrating the New Year. (December)
On New Year's Eve he came to the house
Such a ruddy fat man.
But every day he lost weight
And, finally, completely disappeared. (Calendar)
Outerwear. (Coat)
On offer in service
He is always on friendly terms with the case.
Shows him
And the words connect everything. (Pretext)
I visited the hut -
Painted the whole window
Stayed by the river -
The bridge spanned the entire river. (Freezing)
I have two horses
Two horses.
They carry me on the water.
And the water is hard
Like stone! (Skates)
Pinches ears, pinches nose,
Frost creeps into boots.
You splash water - it will fall
Not water anymore. And ice.
Not even a bird flies
The bird freezes from the cold.
The sun turned to summer.
What, say for a month it? (January)
He sleeps in a den in winter
Under the big pine
And when spring comes
Wakes up from sleep. (Bear)
Next to the janitor always.
I'm shoveling snow all around.
And I help the guys
Make a hill, build a house. (Shovel)
Substitute before the root
This part. What do we call? (Console)
4. Work on the topic of the lesson
Teacher: What do you think the topic of our lesson is called? ("Prepositions and Prefixes"). We are going on a journey to the country of "Prepositions and prefixes" and, of course, we will be interested in words with prefixes and prepositions. What goals will we set?
- First, we must remember what a prefix is.
– Secondly, we must remember what a preposition is.
- Thirdly, it is necessary to remember the spelling of prepositions and prefixes.
Teacher: As you can see, there are many difficulties ahead of us, but I have no doubts about what awaits us, an unforgettable journey. Guys, what do you remember about prefixes and prepositions?
- What is an attachment?
Children: Part of the word, is in front of the root and serves to form words.
Teacher: What is a preposition?
Children: A part of speech that serves to connect words in a sentence.
Teacher: What do you remember about the spelling of prepositions and prefixes?
Children: Between the preposition and the word, you can insert a question or another word. Between the prefix and the root, you cannot insert a question or another word.
Teacher: Can a preposition be used before a word denoting an action?
Children: There is no preposition before a word denoting an action.
Play station
- I will name phrases, and you will replace each phrase with a word with a prefix. For example: the clock on the wall is a wall clock.
Bandage on the sleeve - ...
No noise step...
Underground crossing...
Stones underwater...
Useless advice...
Years before the war...
Chest badge…
Station "Find-ka"
The game "Who would help us find out where the prefix is, where is the pretext?" (work in pairs)
Teacher: Write down the words. Highlight the prefixes, underline the prepositions.
(by) run
(under) pine
(to) freeze
(howl) howls
(under) snow
slide down
(in the courtyard
(snowdrop
(on) covers
(outside the window
(on the rink
(to freeze
(over) the mountain
“Now, guys, do a cross-check. If the task is completed correctly, then put a + sign, and if it is wrong, then a - sign.
5. Physical education.
Rest station.
(gymnastics for the eyes)
Here the blizzard started to walk.
The snowflake stuck here.
Here she flies, flutters,
Keep an eye on her.
Station "Rest"
We continue our journey. If the word has a prefix, then the boys clap. If the word is with a preposition - girls.
Sweep, on a sled, froze, near a blizzard, near a snowflake, walk, to a snowman, hurried, sweeps, in the wind, froze, on a skating rink, freeze, from a mountain, snowdrop.
6. Consolidation of the material covered.
Station "Think"
(group work)
Card 1
(Verification work on cards)
Card 1
- Prove that your answer is correct.
- What phrases emphasize the beauty of the winter forest?
Card 2
- Explain the missing spellings.
- What fur coat did the hare try on?
Why does he need a new coat?
Card 3
- What is the meaning of this text?
What are feeders for?
What class did we talk about this in?
Which one of you has a bird feeder?
Card 4
How does a squirrel hibernate?
- Guys, you are probably tired and I suggest you rest a little more.
7. Physical education
With a prefix - sit down,
With a software prefix - rise
WITH POD- - jump, wink,
With a software prefix - to laugh,
WITH YOU - we stretch out our hands,
With O- - let's omit them again.
That's it, the time has come
With software - repeat charging.
WITH FOR- - complete charging.
8. Summing up.
What topic did we study in class? Do you think we achieved our goals? What do you remember or like about today's lesson?
- Guys, guess the charade.
My root is in the price,
In the essay, find the prefix for me
My suffix is in a notebook, we all meet
I'm all in the diary and in the magazine (O-price-ka)
Back forward
Attention! The slide preview is for informational purposes only and may not represent the full extent of the presentation. If you are interested in this work, please download the full version.
Class: 3.
Didactic goal: create conditions for comprehending new educational information, applying it in familiar and new educational situations.
Tasks:
- Educational: to acquaint with the written method of adding three-digit numbers with the transition through a bit unit by the method of calculating in a column; to consolidate the ability to read and write three-digit numbers; to consolidate the ability to add and subtract numbers based on knowledge of numbering; strengthen computational skills and problem solving skills.
- Developing: to develop the cognitive processes of students (memory, thinking, attention, imagination, perception); form mathematical actions (generalization, classification, simple modeling); develop the intelligence and creativity of children.
- Educational: to form cognitive needs; to educate children's interest in educational material, the desire to learn; to cultivate a culture of interpersonal relations, to cultivate independence and critical thinking.
Lesson type: Studying and primary consolidation of new knowledge.
Type of lesson: Lesson-journey.
Lesson structure:
- organizational material, motivation;
- preparation for the main stage of the lesson;
- formulation of the problem;
- solution to the problem;
- repetition, checking the assimilation of knowledge;
- summarizing;
- reflection;
- homework information.
- The content of the educational material complies with the program requirements and the requirements of the education standard.
- Skills and abilities that are practiced in the lesson:
- students must read and write three-digit numbers;
- use the technique of writing a three-digit number as a sum of bit terms;
- add and subtract three-digit numbers based on knowledge of numbering.
- The form of organization of the lesson is a game, which will cause increased activity of students and involve them in the creative process of educational activities.
- Emotional-valuable attitude to life in cooperation between students and the teacher, students among themselves.
Forms of organization of cognitive activity: frontal work, work in groups, work in pairs, independent work.
Methods used: explanatory-illustrative, reproductive, problem situation.
Method implementation forms: explanation, activity according to the algorithm, reproduction of actions for applying knowledge in practice.
Learning principles: visibility, scientific character, accessibility, activity, connection between theory and practice, complex solution of educational problems, upbringing and development.
End result and control system: I hope that the lesson will be held in a friendly working environment. The game form of the lesson will set the children up for success in the future. There are children in the class who need help processing the indicated skills. Therefore, today at the lesson there is an individual control of the teacher and self-examination, self-control, mutual examination.
Equipment:
- textbook "Mathematics - 3" M.I. Moreau;
- individual route sheets;
- handouts in envelopes;
- knowledge assessment scale;
- "help card" (reasoning plan);
- computer;
- multimedia installation;
- Power point presentation;
- interactive board.
During the classes
I. Organizational moment.
Slides 1, 2.
- Today we have guests at the lesson! Turn around and greet the guests.
(Children greet.)
II. Goal setting, motivation.
– Our lesson is not quite normal. We will make an exciting space journey. Since today is already April 9, and if we increase this number by 3, we get? (12.)
Slide 3.
slide 4.
– On April 12, 1961 at 9:06 am, the first spacecraft, the Vostok satellite with a man on board, was launched from the Baikonur Cosmodrome. The ship was piloted by the Soviet cosmonaut - Major Gagarin Yuri Alekseevich. In 108 minutes, the ship made one orbit around the Earth and landed on the territory of the USSR in the Saratov region.
- Another important event in the history of space exploration ... .. Increase 1961 by 4.
Slide 5.
– On March 18, 1965, the Soviet pilot-cosmonaut Alexei Leonov was the first in the world to make a spacewalk.
– Our space journey will be mathematical, during which we
we will repeat knowledge about three-digit numbers, consolidate the ability to solve problems.
III. Preparation for the main stage of the lesson.
slide 6.
– Today, astronauts fly on special aircraft - space shuttles. The shuttle can accommodate up to 7 people. And today we have 3 crews - according to the number of rows. You are members of space interplanetary ships.
- We need to prepare for the launch. You need to decipher the code to start the journey. Each crew receives a task. ( Application)
Each crew member must solve 1 example and pass it on down the chain. A crew member who received a sheet with already solved examples is directly involved in deciphering. The cipher key will appear on the board a little later.
348 + 1 = 349 |
320 – 20= 300 |
400 + 56 = 456 |
slide 6.
| 306 | 349 | 499 | 700 | 744 | 8 | 300 | 433 | 700 | 800 | 270 | 305 | 456 | 500 | 642 |
| m | d | at | th | A | e | R | w | th | A | O | And | T | V | R |
Slide 7.
Think! Decide! Create!
– This is your motto and the key to success during your journey. Think - the basic rule, thinking - decide. Create, i.e. actively thought.
- Attention! Prelaunch readiness is declared. We are going on a fabulous interplanetary journey. Your task is to show your knowledge, follow all instructions clearly, conduct research and make a discovery. slide 8.
slide 9.
Let's update our itinerary.
Write on the board: 172, 145, 164, 156.332, 148.
- What is written on the blackboard? (Three-digit numbers are written, there are six of them.)
Find the "extra" number.
(332, since it has three hundred, and the rest have 1 hundred each.)
(145, since it is odd, and the rest of the numbers are even.)
– Write down the remaining numbers in descending order.
- Break numbers into digits.
(1 hundred 7 tens, 2 units;
1 hundred 6 tens 4 units;
1 hundred 5 tens 6 units;
1 hundred 4 tens 8 units.)
slide 10.
We are approaching the planet of "fun numbers".
There are numbers on this planet who love to work very much. They prepared several tasks for us.
Slide 11.
We need to replace the numbers with the sum of the bit terms.
(Answers of children from a place along the chain.)
| Number | The sum of bit terms |
| 542 | 500 + 40 + 2 |
| 237 | 200 + 30 + 7 |
| 711 | 700 + 10 + 1 |
| 806 | 800 + 6 |
| 310 | 300 +10 |
| 923 | 900 + 20 + 3 |
| 444 | 400 + 40 + 4 |
slide 12.
Compare and insert signs: greater than, less than, equal to.
(Children go one by one to the board and put the desired sign.)
- 589…598
- 246…146
- 504…514
- 311…301
- 607…670
- 438…428
- 847…846
slide 13.
Make up all possible equalities with the given numbers.
(Children work independently on the route sheets, and then at the blackboard.)
Board: 230 122 352
- 230 + 122 = 352
- 122 + 230 = 352
- 352 – 122 =230
- 352 – 230 = 122.
- Name the whole. (352)
- Name the parts. (122,230)
What needs to be done to find the whole? (Put the pieces together.)
How do we find a part? (Subtract the known part from the whole.)
How to check addition? (Subtraction.)
How to check subtraction? (Addition.)
- Well done!
IV. Eye charger.
Slide 14 .
V. Getting new knowledge.
Since strong lightning has been recorded on this planet, we cannot land.
So, let's do calculations and calculations to correct the route of our journey.
- I propose to independently study the paragraph on page 59 in the textbook, tell each other.
(Work in pairs.)
Work with the textbook (p. 59 No. 1.)
How do three digit numbers add up?
(Oral #1, children's explanations of the algorithm.)
Slide 16. Algorithm for adding three-digit numbers.
Work with the textbook. (No. 2 p. 59.)
Solving examples using an algorithm.
1 line with commenting and writing on the board.
2 line - independently. Mutual verification.
(3 students at the blackboard.)
VI. Musical exercise.
Slide 17.
VII. Repetition of the studied material.
slide 18.
We are approaching the planet Decide. Here we have to solve problems.
- This planet has its own money, of course. They are called Gavriks. For example, one pen costs 20 gavriks. How many pens can be bought for 40 gavriks, for 100 gavriks?
- Slide 19 . Make up a problem according to the table and solve it.
Children decide on their own (3 students at the blackboard):
120: 4= 30 (g.) - price
90: 30 = 3 (l.)
Answer: 3 lines.
(Examination.)
- At one of the factories of the planet "Decide-ka" they made balls that roll themselves into the goal.
Slide 20. Look at the table and make a task on it.
Children decide on their own (2 students at the blackboard):
30 x 8 + 40 x 9 = 600 (m.)
Answer: 600 balls.
(Examination.)
- The supreme ruler of the planet is very fond of solving fun tasks that children come up with. He really asked you to come up with fun tasks for him. In the next math lesson, we will select the most interesting and fun problems, solve it ourselves first, and then send it to the ruler of the planet “Solve it”. Do you agree?
Slide 21.
– We fly past the planet Smekay. The inhabitants of this planet are confused and ask you to help sort out a difficult situation.
- Three cosmonauts of the large planet Hole, Bul and Shir are dressed in spacesuits of various colors - blue, yellow, white. Hole's suit is not white. Bull's is neither yellow nor white. Write what color space suit each astronaut has.
Examination.
(Hole's suit is yellow, Bull's is blue, Shir's is white.)
- Many thanks for the help!
VIII. Summarizing. Reflection.
slide 22.
– Our journey is coming to an end. Before us is our solar system. Who will help determine where our native Earth is? (1 student points to the board.)
slide 23.
As we approach our home planet Earth, let's take stock of our journey.
What important discovery did you make today?
What can you praise yourself for?
- What didn't work? (Children's answers.)
– How can you evaluate your knowledge and skills on the topic covered? Use the scale.
- And at home, make a fun problem for the ruler of the planet "Decide it."
slide 24.
– I thank everyone for the work, for the activity, for the clever answers.
Bibliography:
- T.Yu. Tselousova, O.V. Kazakova Mathematics Grade 3: Lesson developments for the textbook M.I. Moro, M.A. Bantova and others - M .: Wako, 2003.
- Collection “I go to a lesson in elementary school. Mathematics "- M .: LLC" Publishing House "First of September", 1999.
