It is very important even in everyday life. Subtraction can often come in handy when calculating change in a store. For example, you have one thousand (1000) rubles with you, and your purchases are 870. You, having not paid yet, ask: "How much change will I have left?" So, 1000-870 will be 130. And such calculations are many different and without mastering this topic, it will be difficult in real life. Subtraction is an arithmetic operation, during which the second number is subtracted from the first number, and the result will be the third.
The addition formula is expressed as follows: a - b = c
a- Vasya had apples initially.
b- the number of apples given to Petya.
c- Vasya has apples after the transfer.
Let's substitute in the formula:
Subtracting numbers
Subtraction of numbers is easy for any first grader to learn. For example, from 6 you need to subtract 5. 6-5 = 1, 6 is more than 5 by one, which means that the answer will be one. You can add 1 + 5 = 6 to check. If you are not familiar with addition, you can read ours.
A large number is divided into parts, take the number 1234, and in it: 4-units, 3-tens, 2-hundreds, 1-thousand. If you subtract units, then everything is easy and simple. But let's say an example: 14-7. In the number 14: 1 is ten, and 4 is one. 1 dozen - 10 units. Then we get 10 + 4-7, let's do it like this: 10-7 + 4, 10 - 7 = 3, and 3 + 4 = 7. The answer was found correctly!
Consider example 23-16. The first number is 2 tens and 3 units, and the second is 1 dozen and 6 units. Let's represent the number 23 as 10 + 10 + 3, and 16 as 10 + 6, then let's represent 23-16 as 10 + 10 + 3-10-6. Then 10-10 = 0, there will remain 10 + 3-6, 10-6 = 4, then 4 + 3 = 7. The answer has been found!
The same is done with hundreds and thousands.
Column subtraction
Answer: 3411.
Subtraction of fractions
Let's imagine a watermelon. The watermelon is one whole, and if we cut it in half, we get something less than one, right? Half of the unit. How to write this down?
½, so we denote half of one whole watermelon, and if we divide the watermelon into 4 equal parts, then each of them will be denoted by ¼. Etc…
subtraction of fractions like this?
It's simple. Subtract the ¼ th from 2/4. When subtracting, it is important that the denominator (4) of one fraction coincides with the denominator of the second. (1) and (2) are called numerators.
So, subtract. We made sure that the denominators are the same. Then subtract the numerators (2-1) / 4, so we get 1/4.
Subtraction limits
Subtracting limits isn't hard. Here is a fairly simple formula, which says that if the limit of the difference of functions tends to the number a, then this is equivalent to the difference of these functions, the limit of each of which tends to the number a.
Subtraction of mixed numbers
A mixed number is an integer with a fractional part. That is, if the numerator is less than the denominator, then the fraction is less than one, and if the numerator is greater than the denominator, then the fraction is greater than one. A mixed number is a fraction that is greater than one and has an integer part highlighted, for example:
To subtract mixed numbers, you need:
Bring fractions to a common denominator.
Enter the whole part into the numerator
Calculate
Subtraction lesson
Subtraction is an arithmetic operation, in the process of which the difference of 2 numbers is sought and the answers are the third. The addition formula is expressed as follows: a - b = c.
Examples and tasks can be found below.
At subtracting fractions it should be remembered that:
Given the fraction 7/4, we get that 7 is more than 4, which means 7/4 is more than 1. How to select the whole part? (4 + 3) / 4, then we get the sum of fractions 4/4 + 3/4, 4: 4 + 3/4 = 1 + 3/4. Result: one whole, three quarters.
Subtraction grade 1
The first grade is the beginning of the path, the beginning of learning and learning the basics, including subtraction. Learning should be done in a playful way. Always in the first grade, calculations begin with simple examples on apples, sweets, pears. This method is not used in vain, but because children are much more interested in playing with them. And this is not the only reason. Children saw apples, sweets and the like very often in their lives and dealt with the transfer and quantity, so it will not be difficult to teach how to add such things.
You can think of a whole cloud of subtraction problems for first graders, for example:
Objective 1. In the morning, walking through the forest, the hedgehog found 4 mushrooms, and in the evening, when he came home, the hedgehog ate 2 mushrooms for dinner. How many mushrooms are left?
Objective 2. Masha went to the store for bread. Mom gave mache 10 rubles, and the bread costs 7 rubles. How much money should Masha bring home?
Objective 3. In the morning, there were 7 kilograms of cheese on the counter in the store. Before lunch, the visitors bought 5 kilograms. How many kilos are left?
Task 4. Roma took out into the yard the candy that his dad had given him. Roma had 9 sweets, and he gave his friend Nikita 4. How many sweets did Roma have left?
First graders mostly solve problems in which the answer is a number from 1 to 10.
Subtraction grade 2
The second class is already higher than the first, and, accordingly, examples for the solution too. So let's get started:
Numerical assignments:
Single-digit numbers:
- 10 - 5 =
- 7 - 2 =
- 8 - 6 =
- 9 - 1 =
- 9 - 3 - 4 =
- 8 - 2 - 3 =
- 9 - 9 - 0 =
- 4 - 1 - 3 =
Double figures:
- 10 - 10 =
- 17 - 12 =
- 19 - 7 =
- 15 - 8 =
- 13 - 7 =
- 64 - 37 =
- 55 - 53 =
- 43 - 12 =
- 34 - 25 =
- 51 - 17 - 18 =
- 47 - 12 - 19 =
- 31 - 19 - 2 =
- 99 - 55 - 33 =
Text tasks
Subtraction 3-4 grade
The essence of subtraction in grade 3-4 is subtraction in a column of large numbers.
Consider example 4312-901. To begin with, let's write the numbers under each other, so that from the number 901, the unit is under 2, 0 under 1, 9 under 3.
Then we subtract from right to left, that is, from the number 2 the number 1. We get one:
Subtracting nine from the three, you need to borrow 1 dozen. That is, subtract 1 dozen from 4. 10 + 3-9 = 4.
And since 4 took 1, then 4-1 = 3
Answer: 3411.
Subtraction grade 5
The fifth grade is time for working on complex fractions with different denominators. Let's repeat the rules: 1. Numerators are subtracted, not denominators.
So, subtract. We made sure that the denominators are the same. Then subtract the numerators (2-1) / 4, so we get 1/4. When adding fractions, only the numerators are subtracted!
2. Make sure the denominators are equal to perform the subtraction.
If you come across the difference of fractions, for example, 1/2 and 1/3, then you will have to multiply not one fraction, but both, in order to bring to a common denominator. The easiest way to do this: multiply the first fraction by the denominator of the second, and the second fraction by the denominator of the first, we get: 3/6 and 2/6. Add (3-2) / 6 to get 1/6.
3. The reduction of a fraction is made by dividing the numerator and denominator by the same number.
The fraction 2/4 can be reduced to ½. Why? What is a fraction? 1/2 = 1: 2, and dividing 2 by 4 is the same as dividing 1 by 2. Therefore, the fraction 2/4 = 1/2.
4. If the fraction is greater than one, then you can select the whole part.
Given the fraction 7/4, we get that 7 is more than 4, which means 7/4 is more than 1. How to select the whole part? (4 + 3) / 4, then we get the sum of fractions 4/4 + 3/4, 4: 4 + 3/4 = 1 + 3/4. Result: one whole, three quarters.
Subtraction presentation
The link to the presentation is below. The presentation addresses basic sixth grade subtraction issues: Download presentation
Presentation addition and subtraction
Examples for addition and subtraction
Games for the development of oral counting
Special educational games developed with the participation of Russian scientists from Skolkovo will help improve the skills of oral counting in an interesting way.
Game "Quick Counting"
A quick score game will help you improve your thinking... The essence of the game is that in the picture presented to you, you will need to choose the answer "yes" or "no" to the question "are there 5 identical fruits?" Follow your goal, and this game will help you with this.
Game "Mathematical matrices"
"Mathematical matrices" great exercise for the brain of children, which will help you develop his mental work, oral counting, quick search for the right components, attentiveness. The essence of the game lies in the fact that the player has to find a pair from the offered 16 numbers that will add up to the given number, for example, in the picture below, the given number is “29”, and the desired pair is “5” and “24”.
Numeric Reach Game
The number coverage game will strain your memory as you practice this exercise.
The essence of the game is to memorize a number, which takes about three seconds to memorize. Then you need to reproduce it. As you progress through the stages of the game, the number of numbers increases, you start with two and further.
Game "Mathematical Comparisons"
A wonderful game with which you can relax your body and tense your brain. The screenshot shows an example of this game, in which there will be a question associated with a picture, and you will need to answer. Time is limited. How many can you answer?
Guess the operation game
The game "Guess the operation" develops thinking and memory. The main point of the game is to choose a mathematical sign for the equality to be true. There are examples on the screen, look carefully and put the desired "+" or "-" sign, so that the equality is correct. The sign "+" and "-" are located at the bottom of the picture, select the desired sign and click on the desired button. If you answered correctly, you collect points and keep playing.
Simplification game
The Simplification game develops thinking and memory. The main point of the game is to quickly perform a mathematical operation. On the screen, a student is drawn at the blackboard, and a mathematical action is given, the student needs to calculate this example and write an answer. Below there are three answers, count and click the number you need with the mouse. If you answered correctly, you collect points and keep playing.
Visual Geometry Game
The game "Visual Geometry" develops thinking and memory. The main point of the game is to quickly count the number of painted objects and select it from the list of answers. In this game, blue squares are shown on the screen for a few seconds, they must be quickly counted, then they are closed. Below the table there are four numbers written, you need to select one correct number and click on it with the mouse. If you answered correctly, you collect points and keep playing.
Piggy bank game
The game "Piggy bank" develops thinking and memory. The main point of the game is to choose which piggy bank has more money. In this game you are given four piggy banks, you need to count which piggy bank has more money and show this piggy bank with the mouse. If you answered correctly, then you collect points and continue to play further.
Developing phenomenal oral counting
We've just covered the tip of the iceberg, to get a better understanding of math - sign up for our course: Speed up verbal counting - NOT mental arithmetic.
From the course, you will not only learn dozens of techniques for simplified and quick multiplication, addition, multiplication, division, percent calculation, but also work them out in special tasks and educational games! Verbal counting also requires a lot of attention and concentration, which are actively trained when solving interesting problems.
Speed reading in 30 days
Increase your reading speed by 2-3 times in 30 days. From 150-200 to 300-600 words per minute or from 400 to 800-1200 words per minute. The course uses traditional exercises for the development of speed reading, techniques that speed up the work of the brain, the method of progressively increasing the speed of reading, the psychology of speed reading and the questions of the course participants are discussed. Suitable for children and adults reading up to 5000 words per minute.
Development of memory and attention in a child 5-10 years old
Purpose of the course: to develop memory and attention in a child so that it would be easier for him to study at school, so that he could better memorize.
After completing the course, the child will be able to:
- It is 2-5 times better to memorize texts, faces, numbers, words
Money and Millionaire Mindset
Why are there problems with money? In this course, we will answer this question in detail, look deeper into the problem, consider our relationship with money from a psychological, economic and emotional point of view. From the course you will learn what you need to do to solve all your financial problems, start accumulating money and invest it in the future.
Knowledge of the psychology of money and how to work with it makes a person a millionaire. 80% of people with an increase in income take more loans, becoming even poorer. On the other hand, self-made millionaires will make millions again in 3-5 years if they start from scratch. This course teaches competent distribution of income and cost reduction, motivates to learn and achieve goals, teaches to invest and recognize a scam.
Addition and subtraction of the form +4, -4
Goals: - to acquaint with the techniques of adding and subtracting the number 4;
To consolidate knowledge of the composition of the number 4;
Ability to solve problems to increase and decrease the number by several units;
Improving the ability to work in pairs; communicate and collaborate; express your opinion and listen to others.
Planned results:students will learn to perform addition and subtraction of the form+4, -4; use symbolic means in solving problems; work in groups; evaluate yourself and adjust your actions.
Equipment: Drawings (house, hare, bear, fox, rooster); presentation; sound file; block signals (chamomile), circles (one side is red for an incorrect answer, the other side is green for a correct answer; computer, projector, electronic media in mathematics. Grade 1)
During the classes
I. Organizational moment
(slide 1) The bell rang funny
We are ready to start the lesson.
We will listen, reason -
And help each other.
Are you ready to listen, reason
and help each other?
I wish you a good mood, good attitude to each other.
II.Knowledge update
Guys, today is an unusual math lesson. We will go to the magical world of a fairy tale. Recently we got acquainted with the Mari folk tale "Hare's House".(the fairytale hero-hare appears (picture))
Guys, who remembers how this fairy tale begins?(I built a house for myself. Although small, but good: with a roof, with windows, with a door, and even with a table and benches.)
Guys, does the hare want us to build a house too? Do you want to take part in the construction of a house?
For this we have to work verbally.
1.Oral account
So the construction of the house begins. Listen to the assignment:
A) (work in pairs) Everyone should count from 1 to 10 and vice versa.
B) Continue the rows of numbers(Slide 2)
2, 4,….(6,8,10) -0,3,…(6,9)
9,7,… (5,3,1) -10,7,…(4,1)
So the construction of the house continues.
2. EMERGENCE OF A "CONFLICT SITUATION"
a). Teacher: - The game "Silent". Find the values of the expressions./ The teacher points to the expression, the students - with block signals - the answer. /
/ Definition of knowledge and ignorance at this stage /
Slay 3
6+2=
9-2=
8+1=
5-2=
Find the "extra" expression in the 1st column.
Pupils: - 8 + 1 is unnecessary, since the rest of the expressions for addition and subtraction of the number 2.
Teacher: - What does it mean - add 1? / Say next number /
What does it mean to subtract 1? / Call the previous number /
How are the rest of the expressions similar? / All need + or - number2 /.
Remember how you can add the number 2? / First 1, and then 1 more /.
How can you subtract the number 2? / First 1, then 1 more /.
It remains to cover the house with a roof. If we complete the next task, then the house will be ready.
b) 5 + 3 = 7 + 3 = 6-3 = 5 + 4 =
Teacher: - Find the meanings of expressions by commenting on the solution.
/ Children, reasoning, cannot comment on the solution in the expression 5 + 4 /
Teacher: - What are we going to learn in the lesson?
Pupils: - We will learn to add and subtract the number 4.
Teacher: - Name the topic of the lesson. (Who can formulate the topic of the lesson?)
Pupils: - Add and subtract the number 4.
/ Goal-setting is in progress. Students themselves name the topic and purpose of the lesson /.
(Slide 4) The topic of today's lesson (in chorus) is "Addition and subtraction of the number 4". Today we will get acquainted with the techniques of adding and subtracting the number 4; we will solve problems of increasing and decreasing the number by several units.
III. DISCOVERY OF NEW KNOWLEDGE.
Teacher: - Think in pairs, in what way can you add the number 4?
\ Working with squares /
Place 5 red squares on the table. Take 4 more blue squares.
How will you add 4 blue squares to 5 red squares.
To do this, what should you remember? (The composition of the number 4.4 is 2da 2; 3da 1; 1da3)
Work in pairs.
/ Children work in pairs. A couple who are ready are signaling ready/
What discovery did you make?
How can you add the number 4 piece by piece?
/ Students put 5 circles on a typesetting canvas at the blackboard and practically demonstrate their discovery, which they have worked out in pairs /.
Pupils: - To 5, we first add 2, we get 7, and then add 2 more to 7 - we get 9.
It can be different. First we add 3 to 5, we get 8, and then add 1 to 8.
You can, on the contrary - first add 1 to 5, we get 6, and add 3 to 6, then we get 9./ The teacher on the blackboard fixes the techniques for adding the number 4 /
5+4=5+2+2=9
5+4=5+3+1=9
5+4=5+1+3=9
Teacher: - Great! Now think about how you can subtract 4 from 5?
Work in pairs using a number series.
/ On the board is a row of numbers from 1 to 10. In children, the same is on the desks.
1 2 3 4 5 6 7 8 9 10
Teacher: - Who is ready to tell about their discovery?
/ Pupils explain independently, based on a number series, the techniques of subtracting the number 4, writing on the board and in notebooks. The teacher accompanies the explanations with arrows /.
Writing on the board:
5-4=5-2-2=1
5-4=5-3-1=1
5-4=5-1-3=1
Well done! You did a great job! We've got such a beautiful house. You like?
FIZMINUTKA. The hare built a house and ran away to visit, but did not lock the doors.
The hare is having fun at a party, and at this time a cricket climbed into his house.
Chrik-chrik, chrik-chrik, chr-chr! - the cricket sang its song. - I lay down on the bench and fell asleep.
The hare is having fun at a party, the cricket is asleep.
Guys, let's take a little rest too.
Slide 5 (children perform dance movements to the music)
Let's throw a dene ..., a yolem dene ... | 2 ghana |
Teve tylat purla kid, teve tylat shola kid,
Teve tylat purla yol, teve tylat shola yol,
Let's throw dene ruzaltem, (s) shke yyrem savyrnem | 2 ghana |
IV. APPLICATION OF NEW KNOWLEDGE.
The hare returned home and also lay down on the bench.
The hare lay on one side, turned on the other and accidentally touched a cricket.
Chrick-chrick! - squeaked a cricket. The hare got scared - and jumped out of the house. A coward-bunny gallops along the road, cries and fills.
Here's the trouble, something happened, guys. Winter is coming, and some animal has entered his house. Where will the hare live now? Maybe we can help the bunny.
Whom did the hare meet in the forest?
So the bear comes to the rescue. (Picture) Not just like that, but with a task.
1. Working with the textbook.
Number row count Task number 1 p.-8.
Explain how a series of numbers can easily add and subtract with 4. /
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Slide captions:
Topic: Addition and Subtraction of the Number 4
The sun rose a long time ago, Looked into our window! It rushes us to the Mathematics class with us! Psychological preparation
1. Row 1: Option 1 Write the numbers up to 10 in ascending order. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Option 2 Write the numbers up to 10 in descending order. 10, 9, 8, 7, 6, 5, 4, 3, 2, 1.
2nd row 1 variant Make up expressions 4 + 5 = 3 + 6 = 2 + 5 = 9 - 3 = 8 - 4 = 5 - 2 = 2nd variant Make equalities 4 + 5 = 9 3 + 6 = 9 9 - 3 = 6 8 -4 = 4
3-row 1 option Specify even numbers 2, 4, 6, 8, 10 2 option Specify odd numbers 1, 3, 5, 7, 9
Compose expressions using pictures. 1st row: A) □□□□ + 000 = ☺☺☺☺ + ☻☻☻☻☻ = █ █ █ █ -∆ ∆ ∆ = 4 + 3 = 7 4 + 5 = 9 4-3 = 1
Row 2: Create tasks. 8 5
3rd row: make up expressions 4 2 2
3. Working with geometric shapes.
7 + 2 = 9 5 + 3 = 8 8-3 = 5 6-2 = 4 Independent work
Phys. minute Miracles in our world Children have become dwarfs. And then all together stood up We became giants.
□ + 4, □ - 4 Lesson topic:
1 + 1 = 10-1= 2+1= 9-1= 3+1= 8-1= 4+1= 7-1= 5+1= 6-1= 6+1= 5-1= 7+1= 4-1= 8+1= 3-1= 9+1= 2-1= 1-1= 1 + 2= 10-2= 2+2= 9-2= 3+2= 8-2= 4+2= 7-2= 5+2= 6-2= 6+2= 5-2= 7+2= 4-2= 8+2= 3-2= 2-2= 1 + 3= 10-3= 2+3= 9-3= 3+3= 8-3= 4+3= 7-3= 5+3= 6-3= 6+3= 5-3= 7+3= 4-3= 3-3=
1-example 4+ 4 = 8 5 + 4 = 9 6 + 4 = 10 8 - 4 = 4 9 - 4 = 5 10 - 4 = 6
Maths
Lesson topic: "Addition and subtraction of the form +4, - 4."(system of textbooks "School of Russia", grade 1). Lesson type: learning new material.
Pedagogical goal: create conditions for familiarization with the techniques of adding and subtracting the number 4.
Planned results
Subject:
as a result of practical actions and observations, perform addition and subtraction of the form +4; - 4; as a result of practical actions and observations, solve problems, analyze actions in solving problems of this type, use sign-symbolic means; complete an assignment in a workbook.
Metasubject:
to learn to understand and accept the educational task, to carry out the solution of the educational task under the guidance of the teacher; plan lesson activities under the guidance of a teacher; compare groups of objects; look for different ways to solve the problem; work in pairs and evaluate yourself and a friend under the guidance of a teacher; perform mental operations of analysis and synthesis, make inferences.
Personal:
show interest in mathematics; master the role of a student based on the implementation of the rules of conduct in the lesson and interaction with the teacher and classmates; show interest in acquiring and expanding knowledge and modes of action.
Equipment: Textbook "Mathematics" for 1st grade 2nd part (author M.I Moro, S.I. Volkova); workbook, part 2, p. 7; split counting, geometric material (Appendix); electronic supplement to the textbook M. I. Moro.
During the classes
I.Motivation for learning activities
Hello guys. Before we start, let's create a good mood for ourselves and each other. A good mood begins with a smile. Let's smile at each other.
And for the lesson to be successful, we will be attentive, active and accurate! Let's wish each other success! (children join their palms)
II... Updating the necessary knowledge
1 Arithmetic dictation (Students show the answers using cards with numbers).
1) The first term is 5, the second term is 2. Find the sum of numbers (7).
2) Decreased 10, subtracted 3. What is the difference of numbers? (7). 3) Show the number 2 more than 8. (10). 4) Decrease the number 9. by 3 (6). 5) Find the sum of the numbers 5 and 5. (10). 6) The first term is 3, the second is the same. Find the amount. (6). 7) Show the number 3 less than 7. (4). 8) Increase 6 by 2. (8).
2. Solve the problems (write down the solution in a notebook).
Lida is 5 years old, Anton is 2 years younger. How old is Anton. (5 - 2 = 3 (g)).
The jar contains 2 less cups of milk than the can. The can contains 6 glasses of milk. How many glasses of milk are in the jar (6 - 2 = 4 (st.)).
9 ducklings and 6 ducks walk along the path to the lake. How many ducklings are there than ducks? (9 - 6 = 3 (ut.)).
3 ... Logic exercise
What are the geometric shapes for each drawing? What is the difference between the pictures?
III.Self-determination to activity
1. Repetition of the composition of the number 4. Fill in the table if it is known that the box contains black and white balls. There are 4 balls in total (Children fill out the table explaining how to get the number 4).
2. Work in the textbook (p.8).
Consider the illustration on p. 8, arrange the circles into groups. (Children consider, compare, make assumptions.)
Define the topic of the lesson. (Children formulate the topic of the lesson.) What goal will we set for ourselves? (In the course of practical work and observations, learn the techniques of addition and subtraction of the number 4, consolidate the knowledge of the composition of the number 4).
IV. Discovery of new knowledge
1. Working in pairs : (Students explain, perform object-related actions with geometric material. Make assumptions. Compare, make a conclusion, comment).
Think in a couple of ways in which you can add the number 4. And work with rectangles will help you to make this discovery. Place 5 red rectangles on the table. Take 4 more blue rectangles. Work in pairs. How can you add 4 blue rectangles piece by piece?
Write this method down in a notebook. How much did you add in total? How much did it turn out? It can be different. You can, on the contrary. Now think about how you can subtract 4 from 5? Work in pairs using a number series. Who is ready to tell about their discovery? Write on the chalkboard.
Write on the board: 5 - 2 - 2 = 1 5 - 3 - 1 = 1 5 - 1 - 3 = 1
Well done, great job!
2. Work with the electronic supplement to the textbook M. I. Moro (Addition and subtraction of the form +4, -4).
V... Physical education
The arms were lifted and shook -
These are trees in the forest.
They lowered them down, shook their brushes -
We knock down the dew from the grass.
Raised the arms, gently wave -
Evening rocks the foliage.
VI... The stage of assimilation of knowledge and methods of action
1. Formation of the skill of adding and subtracting the number 4.
Perform the task № 1 in pairs.
2. Work on tasks.
Students complete tasks 2, 3 (p. 8 of the textbook, part 2).
The solution of the problem № 2 , with. 8. Read, highlight the condition, question. Answer the questions: How many eggs did mom put in the salad? Do you know how many eggs your mother put in the dough? What is known about the number of eggs in the dough? What does one egg less mean?
Let's make a short note:
Salad - 3 eggs.
Dough - ? 1 egg less.
(Students re-read the condition and the question to the problem. They independently build a diagram, write down the solution to the problem, check the solution and the result of the calculation. They argue: “1 less is the same amount without 1, 3-1 = 2 (i.)).
The solution of the problem № 3 , with. 8. One of the students reads the text from task 3.
- Is this text a task? (Yes.) Justify your answer. (The text contains a condition and a question, the given numbers and the required number.) Read only the condition. (Anya is 6 years old, and Vera is 4 years older.) What does the problem ask about? (How old is Vera?)
What action will you use to solve the problem? (By folding.) Why? (Because Veraolder Ani, that is, she is more years old than Anya.) Write down the solution. ( 6 + 4 = 10 (l.).) Say the answer to the problem. (Vera is 10 years old.) Change the condition so that the problem is solved by a subtraction action. (solve the problem orally).
Vi. Physical education
We stamp our feet, We stamp our feet:
We clap our hands, Top-top-top.
We nod our heads. We give up:
We raise our hands, Clap-clap-clap.
We lower our hands, We open our hands -
We spin around afterwards. And let's run around.
VII. Independent work of students
Work in a notebook with a printed basis - tasks 1, 4 (p. 5 in notebook No. 2).
Mutual verification.
VIII. Lesson summary.
That came to an end for the lesson.
What computational technique did you learn in the lesson?
Which recording method is more convenient?
What task do you remember?
When is it better: if you are alone or together with your friends?
IX. Reflection ( On the cards, children connect the word I AM with verbs ) .
Pondered
I was surprised
Upset
I will remember
I'll tell my friends
Maths
1 class
Theme: Addition and subtraction of the form +4, -4. Lesson type: a lesson in the discovery of new knowledge. Equipment: MI Moro's textbook "Mathematics Grade 1", geometric shapes-triangles, snowflake cards for working in pairs, paper toys of red, blue, green colors, artificial spruce, projector, laptop. Primary school teacher: Kurina E.V. (MOU "School No. 13", Zheleznogorsk, Kursk region).The purpose of the lesson: the formation of universal educational actions. Planned results:- cognitive(the ability to structure knowledge, to model the actions of addition and subtraction with the help of objects, drawings, a numerical segment, the choice of the most effective ways of solving problems, building a logical chain of reasoning, a conscious speech utterance (; - regulatory(planning, monitoring and evaluating educational activities in accordance with the task and the conditions for its implementation); - communicative(work in pairs, help a friend, the ability to express your thoughts); - personal(self-determination to learning activities).
During the classes.
IMotivation for learning activities . Listen diligently to your teacherKeeping track of what's on the boardDo assignments diligentlyAnd, not whispering with anyone.Learn math, kids!By numbers, glancing glances,Count thoughtfully, carefully,Moreover, the crows cannot be counted.
Learn math, kids!She will help you in lifeReach the heights, get to know the galaxyFly to mysterious worlds.
What is this poem about? What does it call for? What is math for? - In that case, I invite you to an exciting winter journey through the Land of Mathematics.Slide 1. - Let's wish each other good luck.II Knowledge update. - And we will begin our lesson with exercises for the mind.1. Logical warm-up
What is the name of the geometric figure lying in front of you? (Triangle).- Draw a segment so that there are three triangles.(Checking on screen:- Stand up those who have a segment drawn like this:Slide 2 )
2. Verbal counting . 1) Insert the missing numbersSlides 3-51, 3, 5, 7, ? 10, 7, ?, 1 - In what order are the numbers?(In ascending order through 1)(In descending order after 2)2) Show answers on a fan to tasks in a comic form (tasks on the screen):Slide 6 How many tails do 9 donkeys have?How many legs do two cubs have?How many ears do 5 pigs have?Slide 7 3) Composition of number 4. Help to name the neighbor.4) Help passengers to take their carriage.Slide 8. They will find out the car number if you help them solve the examples.3 + 2 = 8 – 2 = 6 - 2 = 2 – 1 = 5 – 3 = III Identification of the place and cause of the difficulty. - Why can't we determine the numbers of the remaining cars (3 + 4, 7-4)?(Because we can't do calculations like +4, -4 yet)- What do you think will be the topic of today's lesson?(Addition and subtraction of the form +4, -4)Slide 9 IV Building a project for getting out of a difficulty . -What goals will we set in the lesson?(Learn to add and subtract the number 4 in parts).- Look at the pictures with snowflakes on the screen. Explain how you can add (subtract) the number 4 in parts.(Children from the picture make up stories about snowflakes).
- 3+2+2=7 4) 7-2-2=3
- 3+1+3=7 5) 7-1-3=3
- 3+3+1=7 6) 7-3-1=3