SBEI SPO "Torzhok Pedagogical College named after F.V. Badyulin"

branchPreschool education

Methodical development

open lesson

by discipline

« Theory and Methods of Mathematical Development»

Topic of the lesson: " Volume measurementliquid substances»

TeacherSokolova Natalya Yurievna

Open Lesson Plan

Discipline Mathematical development of preschoolers

Well Kindergarten. Preparatorygroup.

SubjectLiquid volume measurementtheir substances.

Lesson typeLearning new material.

Purpose of the lesson:

Didactic: Show children that in life it is necessary to be able to measure the volume of blood vessels. To develop the skills of children to compare vessels by volume using measurements. Lead the children to the conclusion that the volume does not depend on the shape of the object. To give an idea to children about the measure of a liter and half a liter. Repeat: the composition of the natural series from 1 to 10; properties geometric shapes.

Developing: To form cognitive interests and cognitive actions in the child through his inclusion in different kinds activities.

Educating: To teach children to be organized, independent, listen carefully, do work efficiently and on time.

Form of study: Collective, differentiated.

Teaching methods: Practical, visual and verbal methods.

Means of education: Two transparent jugs, which are the same in volume, but different in features (one is narrow and high, and the other is wide and low); parcel type box; a set of glasses; tinted water in a large bowl; liter jar; two half-liter jars; liter milk cartons and liter milk bottles; sets of geometric shapes.

Interdisciplinaryconnections: Communication, speech development, labor activity, game activity.

Bibliography:

1. The program of development and education in the kindergarten "Childhood". / ed. T. I. Babaeva / - "Childhood-Press", 2005

2. Kangina N.N. Mathematics in kindergarten. - Yaroslavl: Academy of Development, 2011

3. Shcherbakova E. I. Theory of methods of mathematical development of preschoolers. M: Academy, 2000

11. Structure of the lesson

12. Technological map of the lesson

		Teacher activity	Student activity	Methods and forms of education
	Organizing time	invites children to sit on chairs; distributes handouts; welcomes children	sit on chairs; listen to the teacher; Getting ready for work.	verbal method
	Communication of the goal of the lesson	A surprise moment is offered; Directs children to work;	listen to the teacher; show interest; set up for work;	verbal method
	Learning new material.	Offers to solve a problem situation; Offers to draw a conclusion about the work done; Offers to get acquainted with new concepts; Offers to solve another problem situation	Solve a problem situation Make a conclusion about the work done Get acquainted with new concepts; Solve a problem situation	collective and group forms; practical methods, verbal; visual;
	Fizkultminutka.	Offers to play Ask questions while playing	Set up for the game; Play by answering questions	collective form; techniques: game, questions for children;
	Repetition of previously learned material.	Offers to perform a practical task; Gives instructions; Supervises the work of children; Accepts work; Asks questions to children.	Set up to get the job done; Listen to instructions, comprehend; Do the job; Give up work; They answer questions.	differentiated form; reception: instruction; practical method (productive activity).
	Summing up the lesson	Analyzes and evaluates the success of achieving the goal during the lesson	self-assessment of work children's awareness of the significance of the results obtained	verbal method (conversation)

13. Explanatory note

Lesson topic: « Measuring the volume of liquid substances. This lesson is held in preparatory group kindergarten. The study of the capacity of vessels is part of mathematical knowledge. In this case, activities are used: counting objects and the simplest measurements, which are closely related to the elementary needs of a person.

The skills and knowledge of children about measuring the capacity of blood vessels, as shown by studies (R. L. Berezina, L. Georgiev and others), are at the lowest level. Most children do not know how to measure milk in a jug: “with a centimeter”, “ruler”, “measure on a scale”, etc. Their answers indicate that they are far from the practice of measuring volumes of liquids, and the very word measure causes they have only familiar associations. They do not know the name of the measure for measuring volumes of liquids. Children also lack clear ideas about the different capacities of vessels, they do not know how to compare their volumes. This topic is up to date. However, there are not enough developments on this topic in the methodological literature.

One of the principles of the Federal State Educational Standard for preschool education:

the formation of cognitive interests and cognitive actions of the child through his inclusion in various activities. Solving the problems of children's development should be aimed at gaining experience in activities (including cognitive research).

Based on the foregoing, I propose a summary of the lesson, which will provide significant assistance to educators in the study of this topic.

Abstract of the lesson.

The teacher enters with a box.

Today I came to the math class with a package! Let's open it up and see what's in there. Aha! Letter from the cat Leopold! He sent his portrait.

The teacher shows the portrait to the children and attaches it to the flannelgraph. She takes out the letter and reads it.

Dear guys, it's my birthday soon and I want to invite my friends! But I have some questions that I can't answer, help me please! Well, what can we do to help Leopold?

The teacher takes out two transparent jugs from the box.

First question. If you pour juice into both pitchers, which pitcher will have more juice?

The children make their guesses. Educator:

How are jugs different from each other?

Children describe objects. The teacher helps clarify.

- Left: tall and narrow; right: low and wide.

The teacher fills to the brim aboutba jug of tinted water, overflowingit from a large dish.

Which jug has more water in it?

We do not know. - And what needs to be done to find out?

Measure!

What will we measure?

- Glasses! (Children see that there are many glasses on the tray).

The teacher puts the jugs on different tables, asks the children to pour water into glasses. Since the jugs are full, the teacher helps to pour into the first glasses children.Then each of the children himself fills one glass. The teacher draws the attention of the children to the fact thatmust be filled completelyoh not over the edge.When all the water is poured into measures,educator:

Let's count how many glasses we got.

Show and count aloud children standing at the same table.

One glass, two glasses, three glasses, four glasses, five glasses. Only five glasses!

Educator:

What will we answer Leopold?

The teacher reminds the question. Childrenanswer:

The juice in both jugs will be the same.

The teacher takes out boxes and bottles from the parcel.undermilk and says:

The second question from Leopold: I came to the store for milk. The seller asks how much milk is needed: a liter or half a liter? Don't know. Guys, explain to me how much will be a liter, and how much will be half a liter? Let's figure it out together.

The teacher puts on the table liter jar and says:

This is a liter jar and a liter of water is placed here.

The teacher fills it with water and says:

- This is how much water is contained in one liter. What do you think, half a liter is how much water will be?

Half of this water.

The teacher takes out two half-liter jars and says:

One jar holds half a liter of water (half a liter) and another jar holds half a liter of water (half a liter of water). Let's pour water from a liter jar into two half-liter jars. Who among you wants to do this?

The child is called by name and the teacher helps him pour water. caregiverasks children questions:

Alyosha, repeat what you just did?

What have we learned?

A liter is half a liter and another half a liter!

Educator:

Can we find out how many glasses of water fit in one liter?

What need to do?

Measure!

We go out to the table, pour water from our glasses into a liter jar and do not forget to count.

The teacher supervises the performance of the children practical work. When the work is done, the educator:

- Five glasses fit in a liter!

Raise your hands, those whose parents buy milk in boxes and bottles. At home, measure with your parents how many glasses of milk they contain.

Let's decide with you what we will write to Leopold?

The children make their suggestions. The teacher specifies how to formulate more accurately and correctly.

The jars are the same in volume, although different in shape. To find out how much, you need to measure with a measure. A liter is half a liter and another half a liter. Five glasses of water are placed in a liter.

And let's send Leopold a liter and a half-liter jar.

Educator:

Let `s have some rest. Fizkultminutka. Let's play ball.

Children stand in a circle, throw a ball to each other and at the same time call numbers from 1 to 10. Then the numbers are called in reverse order. Next, the teacher, throwing the ball, asks the children questions:

- Name the "neighbors" of numbers: 4, 2, 6.

Name a number greater by 1 than 5; more by 2 than 3; 1 less than 3, etc.

After the game is over, the teacher:

Do you remember that Leopold has a birthday? Let's make and send gifts to him! You have different geometric shapes on your tables. I propose to make applications from them.

Children work in groups.Multilevel applications. The teacher invites children to different tables, calling them by name, taking into account their level of mathematical development.and I. The first group includes children who havelow level of mathematical development, work with the first picture. There are fewer geometric shapes outside. The second group includes children with average level mathematical abilities. The third group includes children with high level mathematical development. During work, the driver supervises the work dchildren. In custody,each ggroup of childrenmy jobmustputin the parcel, butAndname it how muchWhat shapes did they use?

Educator:

Well, guys, we answered Leopold's questions, we collected the package for him. Thank you all very much for your work!

Lesson summaryaccording to the method of mathematical development

conducted in preparatory group preschool № 2

compiled by the teacher

GBOU SPO "Torzhoksky College of Education them. F. V.Badyulina»

Sokolova Natalya Yurievna

Subjectclasses:Measurement of the volume of liquid substances.

The teacher takes out two transparent jugs from the box.

First question. If you pour juice into both pitchers, which pitcher will have more juice?

How are jugs different from each other?

The teacher helps clarify.

Left: tall and narrow; right: low and wide.

The teacher fills both jugs to the brim with tinted water, pouring it from a large bowl.

Which jug has more water in it?

What do you need to do to find out?

What will we measure?

The teacher puts the jugs on different tables, asks the children to pour water into glasses. Since the jugs are full, the teacher helps the children to pour into the first glasses.

The teacher draws the attention of the children to the fact that it is necessary to pour completely, but not over the edge. When all the water is poured into measures, the educator:

Let's count how many glasses we got.

What will we answer Leopold?

The teacher reminds the question.

The teacher takes out boxes and milk bottles from the parcel and says:

The second question from Leopold: I came to the store for milk. The seller asks how much milk is needed: a liter or half a liter? Don't know. Guys, explain to me how much will be a liter, and how much will be half a liter? Let's figure it out together.

The teacher puts a liter jar on the table and says:

This is a liter jar and a liter of water is placed here.

The teacher fills it with water and says:

This is how much water is contained in one liter. What do you think, half a liter is how much water will be?

Right!

The teacher takes out two half-liter jars and says:

One jar holds half a liter of water (half a liter) and another jar holds half a liter of water (half a liter of water). Let's pour water from a liter jar into two half-liter jars. Who among you wants to do this?

The child is called by name and the teacher helps him pour water. The teacher asks the children questions:

Alyosha, repeat what you just did?

What have we learned?

A liter is half a liter and another half a liter!

Educator:

Can we find out how many glasses of water fit in one liter?

What need to do?

We go out to the table, pour water from our glasses into a liter jar and do not forget to count.

The teacher supervises the implementation of practical work by children. When the work is done, the educator:

Five glasses fit in a liter!

Raise your hands, those whose parents buy milk in boxes and bottles. At home, measure with your parents how many glasses of milk they contain.

Let's decide with you what we will write to Leopold?

The teacher specifies how to formulate more accurately and correctly.

The jars are the same in volume, although different in shape. To find out how much, you need to measure with a measure. A liter is half a liter and another half a liter. Five glasses of water are placed in a liter.

And let's send Leopold a liter and a half-liter jar.

Ekaterina Goncharova
Summary of GCD on mathematical development in the preparatory group on the topic "Measurement of length"

Summary of GCD on mathematical development in the preparatory group on the topic:

« Length measurement»

Target: Fix ideas about length measurement with the help of measurements and skill practically measure length segment of a given measure.

Tasks:

Educational:

Introduce the centimeter and meter as common units length measurement, to form the ability to use a ruler for measurement of lengths of segments;

Fix ideas about comparison groups objects using pairing, addition and subtraction, the relationship of the whole and parts, the composition of the number 6.

Educational:

Contribute development logical thinking, attention.

educators:

Cultivate interest in mathematics, develop collaboration skills.

Materials for the lesson:

Demo: white paper strip 40 cm long, stripes- measurements: red - 10 cm, blue - 8 cm; illustration: parrot and boa constrictor; meter (tailor, folding, tape measure); centimeter model; ruler.

Dispensing: white paper strip 20 cm long, stripes- measurements: red - 5 cm, blue - 4 cm; ruler; sheets with three segments 5 cm, 2 cm and 4 cm.

GCD progress

1. Introduction to the game situation

V .: Guys, today we will go on a trip to the country mathematics. In this country, we are waiting for a lot of games and tasks, so be very attentive.

2. Motivational game

A) I call the tallest boy and the shortest girl, please measure steps the same distance. The girl comes first. Everyone counts the steps in unison. Then comes the boy. His steps are also counted.

Q: What did you notice?

D .: The distance did not change, but the number of steps was different.

V: Why did it happen?

D: There were steps. different: The larger the steps, the smaller the number of steps.

B) There is a white strip of paper on the tables of children 20 cm long, red - 5 cm, blue - 4 cm. I suggest that they first compare the red and blue stripes directly, and then walk the white strip with them.

Q: Guys, what conclusion can we draw from this?

D .: The larger the measure, the smaller the result. measurements.

3. Difficulty in a game situation. Finding an exit

Work in a notebook

No. 1, page 12.

What other measures can measure line lengths? (Spans, fathoms, elbows, etc.)

Will the same result be obtained with measurement in all people? (No, everyone has different steps, elbows, etc.)

To accurately measure the length people have agreed to use measurements that are not related to the size of the human body - they are always the same.

Today we will get acquainted with two such measures - a meter and a centimeter.

I demonstrate the meter model and the centimeter model. Children highlight the centimeter on their rulers with a green pencil.

Which of these measures is more convenient measure distance in the room? (Meter.) Measure the length of the board with a meter, cabinet height.

Children measure meter two - three distances.

What unit measures length board boy in the picture? (Metro)

And what measure is convenient measure track on which the snail crawls?

(A centimeter.) How many small segments of 1 cm fit into this track? (4cm)

Look at the picture and explain how to attach a ruler to measure a segment. (One end of the segment must be aligned with the red stroke, and the other end will show how many centimeters it contains).

Physical education minute "Charger"

We put on the record, we start running in place

And we go to the warm-up Finish - two hundred meters!

Charge, charge 1-2, 1-2,

Get on the charger! 1-2, 1-2!

Enough, enough! came running

Stretch, breathe!

4. Self application "new" in other game situations

1) No. 2, p. 12.

V .: What do you think, which segment is the most long, which one is the shortest? How to prove?

Children measure the length of the segments with a ruler, saying aloud how it should be applied.

D .: I will attach one end of the segment to the red stroke of the ruler, the other end is at point 6. So, length cut - 6 centimeters.

2) No. 3, p. 12.

On the board is a polygon made up of stripes.

Q: Are the sides of a polygon line segments?

Children's answers.

The polygon crumbles, and the children are convinced that those who considered the sides of the polygons to be segments were right.

Children measure with a ruler sides of polygons in the tutorial.

3) No. 4, p. 12.

IN.: Measure the length of a large piece. Write the result in the box measurements. (5 cm)

B .: Trace one part with a blue pencil and the other part with a green pencil. Measure length each part and write down the result. What equalities can we make?

Children's answers.

Physical education minute

I took a bath on Monday (depicting swimming)

And on Tuesday I painted (depicting drawing)

On Wednesday, I washed my face for a long time, ( "we wash ourselves")

Played football on Thursday (run in place)

On Friday I jumped, ran, (we jump)

Danced for a very long time (circling in place)

And on Saturday, Sunday (clapping hands)

I rested all day.

(children squat down, hands under the cheek - fall asleep).

5. Repetition and developing tasks

1) No. 5, p. 13.

Q: Look at the pictures. How do you figure out what to do in this task?

D: It is necessary to compare the number of small and large balls, parrots and monkeys, lanterns and candles.

Q .: Write down the number of items in each bag in the empty cells and compare the numbers.

2) No. 6, p. 13.

Q: What do you need to do in this task?

D .: You need to finish the blue beads up to six and add the second term.

6. Reflection

How measure the length of the line? (Choose a measure and lay it in a segment.)

What new measurements did you learn today? (Meter, centimeter.)

How are they different from the ones we used before? (They are always the same.)

Synopsis of GCD on FEMP

Educator: S. V. Verbova

Material for the lesson: ruler, centimeter, tape measure, wooden meter, strips of cardboard according to the number of people (conditional measure, cubes, piece of fabric).

Preliminary work: viewing the m / f "38 parrots", familiarity with the conditional measure

Goals:

Educational:

Acquaintance with the basic unit of measurement of length - centimeter.

Introducing children to new measuring instruments- with a meter, tape measure, soft centimeter, tell about the cases of their use.

The practical measurement of lengths with these units.

Developing:

Development of thinking, spatial imagination, attention.

Development of the ability to work in a group, pair, independently draw conclusions.

Educational:

Raising interest in the subject under study through folk traditions.

Development of the ability to work in a team.

GCD progress:

1. Organizational moment (psychological support) the teacher says quietly, the children follow the teacher loudly:

We are smart, we are friendly,

We are attentive, we are diligent.

We study well - everything will work out for us.

2. Create motivation.

Guys, my good friend Masha has a birthday soon. She decided to make herself a new dress. What is the name of a person who makes clothes? Let's pretend I'm a tailor. Do you want to be my assistants? How does a tailor start his work? (takes measurements and measures the desired length of the fabric). We need to choose how we will measure the length.

How can we measure length? (conditional measures)

What is a conditional measure? What can be a conditional measure?

3. Actualization of basic knowledge.

Let's remember how you can measure the length or width using a conditional measure. Take any conventional measurements from the table. I suggest that 1 team measure the length of the table, and the second - the width of the table.

Where do we start measuring?

(We apply the measure to the very edge of the table, hold it with your finger).

What do we use for ease of measurement? (For convenience, we mark with cubes how many times the measure was met).

4. Creation of a problem situation.

Let's check what you got.

Does everyone get the same result? (No)

And why?

Conclusion: different measurements - different measurement results.

Let's remember the m / f "38 parrots"

Who remembers what the animals did in it?

By whom or what did the animals measure the boa constrictor? (parrot, monkey, baby elephant).

How long was the boa ball when the baby elephant measured it? (2)

And the monkey? (5)

And in parrots, the length of the boa constrictor? (38)

Which animal was the largest? (Elephant). And in elephants, a boa constrictor - 2 times.

Who was the smallest? (Parrot). And in parrots, a boa constrictor - 38 times.

What were their results? (different)

So what measure should we choose so that the measurements are the same and accurate? How to measure fabric?

Let's ask the great sage Mathematicus for advice. He left a letter for us. But to read it, you and I need to travel back in time. Want to travel back in time?

Then go ahead.

Let's close our eyes and say these words.

One, two, three - we went to the past!

And here is the letter!

Mathematicus invites us to measure the fabric using ancient length measurements. What measurements do you remember?

I suggest you try measuring the carpet with your steps, and then the table with your palm.

We compare the results. Conclusion - again the results are different.

Do old length measurements fit us? (No)

We return to our own time. We close our eyes.

One, two, three - we are home again!

Gymnastics for the eyes.

Purpose: stress relief.

Ray, mischievous ray,

Play with me. (Blink eyes).

Come on, ray, turn around,

Show your eyes to me. (Make circular eye movements.)

I will look to the left

I will find a ray of sunshine. (Looks to the left.)

Now look to the right

I will find a ray again. (Looks to the right.)

5. Introduction of new material.

Now you yourself have seen what kind of confusion, confusion, when people use different measures. Therefore, it was decided to adopt common units of measure for all countries so that the measurement results would be accurate.

The smallest unit of measure was the centimeter.

In front of you are various objects (a ruler and a solid wooden meter). What do you think these objects are for? What do you see in them in common?

They have a scale. The segment from 0 to 1 is the centimeter.

When is a line used?

Is it convenient to measure everything with a ruler? For example, the length of the carpet?

Will the ruler help us measure the length of the fabric for Masha? (uncomfortable, too small)

To measure very long objects, such a measure is used - a meter. (in it 100 cm)

Where can the meter be used?

With the help of a meter, you can measure the length and height of the table, chair, the height of the doll, the length of the carpet.

Do you think the meter will help us measure the desired length of the fabric? (Yes)

The teacher, together with the children, measures a piece of fabric, it contains 3 meters. This is what Masha needs. Did we help her? (Yes)

Thanks guys.

(Bring to the table where objects are covered with a napkin - soft centimeter, tape measure)

It turns out that other measuring instruments are also used to measure length.

What do you think when using a soft centimeter? Why is a ruler or a solid meter not suitable in these cases? (let the children touch a hard meter and a soft centimeter)

(using a centimeter, you can measure the length along the curve - head circumference, waist or tree). We measure the circumference of the head of children.

This is a roulette wheel. Where is it used? Have you seen such a device before? Where?

(on construction, during repair work)

I want to warn you that it is dangerous for children to use a tape measure, since its metal sharp edges can seriously injure or injure someone.

Reflection.

Good job guys. They helped Masha. And what did you find out? What have you learned to do? What worked and what didn't?

MBDOU child development center - kindergarten №4

"Golden Fish" of the Pushkin Municipal District

Synopsis of directly open educational activities in the educational field "Knowledge"

Topic: “Length comparison. Length measurement.

Compiled by:

Evseeva N. E.

group teacher №2

Pushkino

2013-2014 academic year

Program content.

1. To consolidate the ability to compare the lengths of objects “by eye” and with the help of direct imposition, introduce the speech practice of the word “longer”, “shorter”.
2. To form an idea of ​​​​measurement of length with the help of a measure.
3. To develop the ability to navigate on a sheet of paper, steady attention, eye, hand motor skills.

Equipment : 3 scarves - "boa constrictor" (scarves, knots - "heads" are tied at one end), a visual instruction "measurement of length using a measure"; handout (according to the number of children): checkered paper, simple pencils, colored strips of cardboard 15, 14 and 12 cm long, white strips 20 cm long, measuring strips 5 and 4 cm long.

preliminary work:

Reading the story of G. Oster "It's me who's crawling",

Watching the cartoon "38 Parrots", d / and "Find the Differences".

Lesson progress:

educator b: Guys, today I came to the garden very early and was surprised when guests were waiting for me on the threshold. They want to get to know you, but they are afraid that you will be afraid of them ... And in order to check whether this is true or not, the guests came up with a task for you: draw them. I will help you with this.(the teacher suggests that the children take sheets in a box where a red dot is drawn, and pencils to complete a mathematical dictation).

Mathematical dictation:

1 cell to the right

2 cells up

3 cells to the right

2 cells down

2 cells to the right

1 cell down

3 cells to the left

2 cells up

1 cell to the left

2 cells down

3 cells to the left

4 cells up

1 cell to the left

1 cell up

2 cells to the right

4 cells down

caregiver : who came to visit us today?(Snake, boa constrictor) It's boas, guys. Aren't you afraid?(takes out "boas" made from children's scarves)The guys, boas, argued all morning which of them is longer, but they could not decide. Let's help them.(invites children to compare "boas" "by eye" first by 2, then all three, draws attention to the fact that the answer must be complete: "red boa is longer than white", green boa is shorter than red "

Guys, how do you know which of you is higher, which is lower?(Let's stand side by side, or with our backs to a friend and determine whose head is higher and whose is lower) (The teacher invites half of the group to stand in pairs, the other half of the children determines, compares the pairs; then the guys change)

Educator: you have three colored strips on your tables, who knows how to compare them in length(need to attach one to the other)

Can it be applied like this?

No, it is necessary to attach so that one end of them coincides.

The teacher invites the children to compare the strips on their own, then asks about the results of 2-3 children, and if there are other answers.

caregiver : Thank you, you helped the boas a lot: you taught them to compare lengths. And now they will not quarrel.

Physical education minute.

We clap our hands
We clap our hands
Friendly, more fun.
Our feet are knocking
Friendly, more fun.
Let's hit the knees
Hush, hush, hush.
Our pens rise
Higher, higher, higher.
Our hands are spinning
went down below,
Twirled, twirled
And they stopped. (Movements are performed in accordance with the text.)

The teacher calls the tallest and shortest child, asks to alternately measure the same distance in steps(from boa constrictor to boa constrictor), the children count the steps in unison.

Educator: How did it happen that the distance is the same, but the number of steps is different?(the steps were different: large and small).Who has more steps? Who has less?

The teacher offers the children to measure a white strip (20 cm) with different measurements (5 and 4 cm), for clarity, using step by step instructions with showing.