The direction of movement is the relative position of objects in space. Development of a lesson in mathematics "arrangement of objects"

Program content:

1. Continue to teach children to establish the equality of groups of objects, to reinforce the concepts of more, less, the same;

2. Strengthen counting skills within five;

3. Improve the ability to distinguish and name correctly geometric figures;

4. Strengthen the idea of ​​spatial relationships: “left-right”, “behind-in front”, “above-under”, “between”.

Material:

An envelope with a letter, Dienesh's logic blocks, the game "Assemble according to the pattern", two flower beds (hoops), figures for the carpet.

Progress of the lesson.

The children are sitting at the tables, suddenly there is a knock on the door...

Guys, do you know who came to us?

Don’t you think this bunny is extraordinary?

Look what it consists of?

Yes guys, he is made of geometric shapes.

Guys, the bunny is crying. He writes in a letter that an evil witch destroyed his house and only figurines remained from it.

Look at this magic box I have, do you want to know what’s in it? (children feel the geometric figures).

Which figure do you get?

Triangle.

That's right, why is it called that?

(Children take out figurines)

- Guys, in his letter the bunny asks for help to build a new house, shall we help him?

There are geometric shapes on the table, we need to build houses from them.

What geometric shapes did you use to build your houses?

From squares, rectangles and triangles.

Look what a beautiful city we have!

Let us decorate our city with flower beds!

(Two hoop flower beds are laid out on the table: yellow and red.)

We will plant only red flowers in one flowerbed, and only yellow ones in the other.

Guys, count how much yellow flowers? - 5.

How many red flowers? - 1.

What can we say about yellow flowers? - A lot of them.

What about red? - one!

Well done boys! Now the city has become even more beautiful for the bunny!

Guys, the bunny is probably bored living in such a big city?

Let's make him friends!

On the tables, in envelopes, there are geometric figures, from which we need to lay out exactly the same bunnies as our guest. Be careful!

Well done guys, you have made good friends for our little bunny! Now he won't be lonely!

Now the bunnies have one Big city, do you know what you can use to move from house to house?

(By car, tram, trolleybus, bus...)

You can also get around by bike!

What geometric shape do bicycle wheels remind you of?

Circle, right. Do you want to ride a bike too? Then let's go!

Physical education minute: riding a bike while lying on a mat.

You guys are all so great! You made friends for our guest, built a city for them, decorated it with flower beds!

Let's make another gift for them, because it's nice to give gifts to friends. And we will give you a painting!

Do you agree?

(Work on carpet.)

I'll plant a tree.

Alena, plant some grass in front of the tree.

Diana, hang the sun over the tree.

Sasha, put the girl to the right of the tree.

Zhenya, place the house to the left of the tree.

Olya, plant a flower between the house and the tree.

What a beautiful picture we got!

You like?

It seems to me that the bunnies really like the picture too!

Hare: Thank you very much! Can I come and visit you again, I liked it so much?

Hare: Guys, guys, I completely forgot what geometric shapes you used to build our city?

(children's answers.)

Now we can build our own houses, you taught us, thank you! It's time for us to say goodbye. Goodbye!

Visual geometry.

space."

Lesson objectives:

Personal results:

Meta-subject results

Subject results:

:

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"Lesson summary on the topic: "Direction of movement. The relative position of objects in space."

Visual geometry.

Topic: "Direction of movement. The relative arrangement of objects in

space."

Lesson objectives:

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

Learn to draw various geometric shapes.

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

Develop Creative skills children and logical thinking.

Personal results:

Show creativity;

Show cognitive interest in ways to solve a new learning task;

Show willingness to cooperate with other people and be friendly;

Meta-subject results

Subject results :

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

Correlate real objects with models of geometric shapes.

Regulatory universal learning activities :

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

Distinguish between the method and the result of an action;

Monitor the process and results of activities.

Cognitive universal educational activities:

Use iconic and symbolic means;

Carry out an analysis of objects highlighting essential and non-essential features;

Carry out synthesis as composing a whole from parts.

Communicative universal learning activities :

Express your thoughts and actions in speech;

Construct statements that are understandable to your partner;

To ask questions.

Progress of the lesson

I. Class organization.

II. Self-determination for activity. Setting a learning task.

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

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

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

We will also learn how to show the direction of movement on a plane; Let's talk about the relative arrangement of objects and remember how segments are designated, how to measure them and write down the length.

III. Updating knowledge:

1. Conversation ( using interactive whiteboard).

What for modern people do you need to know the driving directions? (Travel, construction, space exploration, transport, etc.)

Where in practice does it become necessary to show the direction of movement? (Schemes, maps, drawings, etc.)

2. Game “Show the direction41”. (Find out the children’s practically existing ideas about the location of an object on the left, right, above, below, behind, under, in front, between, inside, outside.)

4 students are called to the board.

I name the commands, and you carry them out.

Raise your right hand. If the command “Right!” is heard, which way will you turn? (Towards the right hand).

Same with the left hand.

Attention! Left! Right!

Step forward! Two steps back!

Show me the top. Bottom.

Who's on your right? Say the student's name.

Who's on your left?

Who stands between you?

Stand between...

Stand up for...

Stand in front of...

Hold hands.

Invite another student.

Stand inside the circle. Stand outside.

2 A similar game for the whole group of students.

Raise your right hand, your left.

Turn right, left, back.

On which side are the windows in our classroom? Door?

Take one step back, two steps forward.

IV. Gaining new knowledge and ways of doing things.

1. Statement of the problem problem.

On the screen(Every child has similar sheets on his desk).

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

2. Practical solution to a problem using an interactive whiteboard.

The teacher gives directions, and the children come up and sign the directions with conventional signs. (P – right, L – left, V – top, N – bottom, PV – upper right corner, etc.)

Where is this knowledge used in practice?

(In designating the sides of the horizon, in creating various maps and plans).

TURN OFF THE M/M SYSTEM.

V. Physical education.

VI. Consolidation of acquired knowledge.

1. Practical work in a notebook.

1) Task No. 1(p.35)

Look at Fig. No. 1

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

2. Work in pairs.

Now you will work in pairs. What rules do you need to follow for everything to work out?

- Work…

Children (in chorus):

- Listen to your partner...

Attentively!

- Speak...

Take turns!

- Treat your partner...

Sincerely!

Problem solving.

Task No. 2(p.35).

Look at the drawing.

The boy made a figure out of three red, yellow, and green cubes. Color the cubes so that the red cube is higher than the green cube, and the yellow cube is to the right of the green cube.

Peer review. Self-test from a sample.

Task No. 3

The solution is similar.

3. Independent work.

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

VII. Repetition of what has been covered.

1. Conversation.

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

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

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

What tool is used to measure the length of a segment? (With a ruler).

2. Work in a notebook.

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

2) Solution to problem No. 7. Do it yourself with self-test. (On the hidden board decides

VIII. Reflective-evaluative stage.

1. Game using signal cards “Right - Wrong”.

During the lesson we repeated the directions of movement.

To your right are windows.

Above is the ceiling. In front are cabinets.

To leave the classroom, you need to go left.

In class we measured the length of a straight line.

Length is measured in centimeters.

I liked the lesson.

2. Self-esteem.

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

Sections: Primary School

Lesson objectives:

• To develop the ability to navigate the terrain, to determine the location of one object in relation to another.
• Learn to draw various geometric shapes.
• Develop children's creative abilities.

Progress of the lesson

I. Checking homework:

1. Draw an inclined line, mark points B and C that lie on this line, and points A and D that do not lie on the line.
2. Draw closed and open curved lines.
3. - The wolf is chasing the hare.

Complete the fence so that the Wolf cannot grab the long-eared one:

II. Working on new material:

Find out the children’s ideas about the location of an object on the left, right, above, below, behind, under, in front, between, inside, outside:

1) - Traveling by helicopter, we saw a fabulous lake.

Poster Show:

He has inner area - this is the lake itself, border - this is the junction of the shore and the lake, outer border - shore.
- We dropped bags 1 and 2 from a helicopter. Where did they fall - into the water or onto land?

2) - On which side are the windows in our classroom? Door?
3) - What is inside and what is outside the jar?
4) - I am standing in the center of the class. What is to the left (right, in front) of me?
5) Learning a song:

Movement in a circle:

And I'm in the meadow, and I'm in the meadow,
I was walking in the meadow. (2p.)

While dancing, raise your right hand:

Right handle, right handle,
The one I write
Raised, raised.

Comic movement "Goodbye":

With the left hand, with the left hand,
I'll wave to my friend
I'll wave to my friend.

III. Consolidation of the studied material.

Look at Fig. No. 1

Complete the house and color it the way you want.
- Draw a Christmas tree to the right of the house, and a birch tree to the left.

Look at Fig. No. 2.

The boy made a figure out of three red, yellow, and green cubes. Color the cubes so that the red cube is higher than the green cube and the yellow cube is to the right of the green cube

IV. Work at the board.

Drawing on the board:

In the picture on the left is a hare's house, and on the right is a puppy's house. The hare needs to move to the puppy so that each birch tree is to his right, and each fir tree is to his left.
- Let's draw a hare's path:

V. Physical education minute.

Motor exercise “Mirror”.

The children stand in their places and perform the movements that the adult shows them, clearly copying them. The teacher plays the role of a mirror into which students look. They have to:

• freeze in place;
• turn right, left;
• stand on your toes;
• stand on your toes with your eyes closed;
• stand on your toes and blink your eyes;
• nod your head as if agreeing with something;
• stand, alternately raising your left and right hand above your head with your fingers open;
• stand, hugging yourself by the neck with your left or right hand.

VI. Repetition of learned material:

1) - Listen to a comic poem:

Filya and Mulya are two smart dogs.
They live far from each other.
And in order to change the state of separation,
They decided to measure the distance.
But they cannot solve the problem themselves!
They called the dog Length to help.
They asked for advice: “What should we do?”
Length grinned, yawned, swayed
And she began to walk from house to house.
Then she stretched between them...
And Filya and Mulya look in amazement,
And they are eager for an answer.
Length lay there, not breathing from shame,
Because of grief he cannot get up and stand up.
She didn't know the units of measurement
And she couldn’t count herself.

Do you know the units of length? Let's say it again...

2) - Draw a figure using dots:

3) - Draw two intersecting lines.
4) - Draw an open curved line. Mark the points with a red pencil IN And WITH, lying on it, and green - points TO And N, not lying on a curved line.
5) - Lay out from matches:

VII. Homework:

Come up with and lay out a pattern of matches, sketch it in your notebook.

• chandelier in the upper left corner of the room;
• a bowl of fruit on the table;
• red sock on the pig's left leg;
• a green sock on the pig's right leg;
• a plate under the table;
• knife to the left of the table;
• candy to the right of the table;
• spoon in front of the table.

To complete the task correctly, read S. Marshak’s book “The Cat’s House”.

Math lesson plan 1st grade

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

Target : learn to determine the spatial placement of objects relative to of this subject, regarding another subject; learn to master the concepts left, right, above, next to, under, inside; develop imagination, the primary ability to think demonstrably, graphic skills, emotional-volitional environment; cultivate a love of mathematics, perseverance, and perseverance in completing tasks.

Equipment : typesetting canvas, counting didactic material, “Traffic Light” handout, geometric handout.

During the classes

Org. moment.

Motivation for learning activities.

I'm glad you're here, friends.

And I think it was not in vain that we met.

We will learn today to decide

Research, compare and reason,

The secret of mathematics to be rediscovered.

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

The motto of our lesson: “If you know, speak, if you don’t know, listen.”

TO control, correction and consolidation of students’ knowledge.

I . Oral survey.

Game "Count the objects."

Objects are displayed on the typesetting canvas.

Count the number of items.

Give the serial number of each item.

If you swap two items, will the total number of items change? (No.) And their serial numbers? (They will change.)

* Working with geometric material.

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

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

squares and to the left of triangles.

Count the shapes of the pattern.

Physical education minute

III . Learning new material.

Preparing to study new material.

Attention setting.

Tell me, would you be able to correctly lay out the geometric shapes in the pattern if the position of some shapes in relation to others was not indicated?

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

2. State the topic and purpose of the lesson.

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

Explanation of new material.

* Working with handouts"Traffic light".

Task 1 (p. 7)

Let's enter the land of Crosswalk Math.

The traffic light will help us with this.

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

What order does each traffic light color give?

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

Task 2 (p.7).

*What advice would you give to a kitten?

*Drafting a description based on a plot drawing.

Task 1 (p. 8).

What fairy tale are these characters from?

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

About whom can you make a sentence using the words on, over?

IY . Consolidation and generalization of student knowledge

A moment of calligraphy.

Continue the pattern and then color the flags that are facing to the right.

2. Game “Left - Right”.

I will name animals and flowers. When I name a flower, raise your right hand; when you hear the name of an animal, raise your left hand.

* Working with geometric material.

WITH

The arrangement of the figure is similar.

C – blue

K – red

Z – green

F – yellow

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

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

* Game "Your class".

Who's sitting to your left? Ahead of you?

What's above your head?

What's inside your briefcase?

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

Y. Lesson summary.

What did they talk about in class?

At what traffic light can you cross the road?

What words indicate the position of objects in space?

(Left, right, next to, in front, etc.)

Mathematics, 1st grade,

Primary school teacher Bulanova Tatyana Egorovna

Section “Comparing and counting objects”.

Lesson 3. “Arrangement of objects”

Target settings:

Subject: in joint activities with a teacher, learn to observe, analyze and describe the arrangement of objects using words: top-bottom, above-below, top-bottom, left-right, left-right, next to, near, in the middle, under, at, above , in front, behind, between, close-far, closer-further, in front-behind.

Metasubject:

regulatory- in joint activities with the teacher, learn to accept the educational task (through reading and discussing the topic of the lesson); carry out educational activities under the guidance of the teacher in a practical and mental form (when completing tasks from the textbook, workbook, On the desk); record (verbally) at the end of the lesson your satisfaction/dissatisfaction with your work in the lesson;

educational- navigate through the information material of the textbook (through the navigation system: the beginning of the lesson, an explanation of the new material, a sample to complete in the notebook); together with the teacher, search for the necessary information (when working with a textbook - text, illustration); when performing tasks under the guidance of a teacher, make comparisons and analyze objects;

communicative- use simple ones speech means; engage in dialogue with the teacher, in discussion; answer teacher's questions.

Personal : understand the essence of the student’s new social role, accept the norms and rules of school life, take responsibility for mathematics lessons (be prepared for class every day), take care of the textbook and workbook; show a positive attitude towards academic subject"Mathematics", understand its meaning.

During the classes

Organizing time. Lesson topic message.

Oral exercises and practical work.

1) Counting within 10. Comparing objects by size.

The teacher puts one animal toy on the shelf: hare, giraffe, monkey, elephant, fox (5 in total). The student thinks to himself.

How many toys are there in total? (Total 5 toys.)

Then the teacher asks the student to put up another toy (a bear).

How many toys are there? (There are now 6 toys.)

Which of these animals is the tallest? the fattest? the smallest? Etc.

1. The arrangement of objects in space.

Game "Day-Night".

Name the toy to the left of the giraffe; to the right of the elephant.

Who stands between the monkey and the fox? Who is first on the left in this row? Who is last?

Practical work. "Geometric Lotto"

Place a yellow circle on your desk in front of you, a red circle on top, and a green circle on the bottom. What happened? (Traffic light.)

Take a triangle in your left hand and a square in your right. Show me.

Tell me what you see on the desk, under the desk, above your head, in front, behind, on the left, on the right.

Physical education minute.

Our little bear stretched,

He bent over once, he bent over twice.

He spread his paws to the sides,

Apparently I didn’t find any honey.

Work according to the textbook. Completing tasks on p. 8-9 textbook.

According to the picture on p. 8, where kittens are depicted, the student, under the guidance of the teacher, makes up a short story using the words “on”, “above”, “left”, “right”, “behind”, “above”, “below”. To make the task easier for the first grader, the teacher can ask the student leading questions: “What is located in the room to the left of the chair? to his right? over the chair? under the chair? Who is sitting in the chair to the left of the white kitten? Who's on the right? Who's playing under the table? What's on the table? Who was hiding behind the curtain? Who sleeps on the windowsill? What's to the right of it? Where are the books? Who climbed onto the shelf? Etc.

The second task on p. 8 aims to clarify the relativity of positions on right And left. Here the first grader should notice that in both pictures the bear cub is holding a blue ball in his right paw and a red one in his left. Therefore, in each picture relatively teddy bear the blue ball will be to his right and the red ball will be to his left. However, in relation to the reader in the picture on the left, the blue ball is located to the left of the teddy bear, and the red one is to the right. And vice versa, when the bear cub turns his back to us, the blue ball will be to the right of the bear cub, and the red ball will be to his left.

Consolidating ideas about the relative position of objects. Looking at the pictures for the fairy tales “The Town Musicians of Bremen” and “Turnip”, the student composes a short story using the words indicated under the pictures. You can do this work like this. The teacher starts the sentence and the student finishes it. For example, based on the first picture, you can make sentences with the following beginning: “At the top is...”, “Below...”, “Above the dog...”, “Under the cat...”.

Repetition. Comparison by shape, color, size.

Application. Completing a task on the relative position of objects (on a desk). If you have time, it is useful to do additional work to transform the resulting image. For example, the teacher asks the student to change the picture so that the apple tree stands to the left of the house or behind it. You can invite the student to make his own picture with the same objects and then explain what is where. It is important to ensure that the student, carried away by creativity, does not lose his sense of verisimilitude and objectively evaluates the aesthetic significance of his own creation.

Physical education minute.

In the morning the gander stood up on his paws,

Got ready to charge.

Turned left, right,

I did the squat smoothly,

I cleaned the fluff with my beak

And hurry to your desk - splash.

Work in a notebook. Completing the first task (pattern of crosses) can be somewhat complicated by connecting it with new material. To do this, the teacher suggests first drawing only three crosses in a row. Then circle in blue the box in which the cross is in the middle, enclose the cross to the left of it in a yellow box, and to the right of it in a red box.

Lesson summary.

What was interesting in class today?

What words help us find an object?

What did you draw in your notebook?

Exercise. Tell us at home what picture you made from the figures in the app.