The unit of length is kilometer. Units of length kilometer Units of length kilometer

Are you here: Children's games

Municipal educational institution

Tysyatskaya basic secondary school

Methodological development of the lesson

in mathematics on the topic

“Values. Unit of length - kilometer" 4th grade

UMK School of Russia

Compiled by: Yulia Alekseevna Shestipalova

primary school teacher

The purpose of the lesson:

Tasks:

Subject:

Study of a situation requiring the introduction of a new unit of measurement of length;

Introduce the new unit of measurement of length - the kilometer;

Formulation of the problem;

Hypothesis development and proof;

Improve computational and problem-solving skills.

Form UUD:

Personal learning achievements: the ability for self-assessment based on the criterion of success in educational activities.

Regulatory UUD:

The ability to determine and formulate a goal in a lesson with the help of a teacher;

Plan your actions in accordance with the task;

Give your guess.

Communication UUD:

Ability to express your thoughts orally;

Listen and understand the speech of others;

Agree on rules of behavior and communication and follow them.

Cognitive UUD:

Distinguish new from already known with the help of a teacher;

Gain new knowledge;

Find answers in the textbook, use life experience and information received in class.

The purpose of the lesson: Introduce the name of the new length measurement - kilometer. Give an idea of the use of this quantity in practice and its relationship with other known measures of length.

Equipment: mathematics textbook 4th grade M.I. Moreau, 1 hour; computer; multimedia projector; presentation; artistic word; cards with a ready-made printed base for individual work; cards for working in pairs; cards with tasks of different difficulty levels to reinforce new material (for each student); stars of blue, yellow, red, white colors.

Lesson type: learning new material; lesson - travel.

During the classes:

Organizing time

Teacher: Let's welcome the guests.

Pupil:

We are pleased to welcome you to our class.

Perhaps there are better and more beautiful classes.

But let it be light for you in our class.

Let it be cozy and very easy!

Teacher: May today for all of us,

Success in the lesson!

Smile at each other. Sit down, guys.

Teacher: Today is an unusual lesson. We will make a space flight to one of the planets of the solar system. Guess which one?

Student: This is a planet in the solar system, named after the ancient Roman god of war, almost 2 times smaller than Earth.

Students: Mars.

Teacher: You must be worthy representatives of the Earth, so you should take with you only the essentials. What is this?

Student: Knowledge, skills.

Teacher: What science will help us with this? Mathematics.

- Let me be the captain of the flight, and you are the crew of the space rocket.

Is the crew ready for flight?

1. Check your posture in the rocket cockpit. Is everything in place?

2. Check the position of the logbook (notebook)

3. Records must be made clearly and legibly so that they can be read by all the cosmonauts on Earth who will follow our flight. And our guests go on the flight with us.

Teacher: Let's record the departure date in the logbook.

(children write down the number, great job)

Teacher: A fast rocket is waiting for us (slide 2)

To fly to the planet

Let's go to Mars

Stars, wait for us to visit you!

Updating of reference knowledge

1. Oral counting (slide 3)

Teacher: To avoid disaster during a rocket launch, we must definitely go through and decipher the mathematical nebula. By solving the chain of examples, you will learn interesting information about the planet.

64:2 (32) :4 (8) *7 (56) +19 (75) :5 (15) *4 (60) :15 =4

So guys, what is the number?

Teacher: What relation can this figure have to this planet? Which of you guessed it?

(students express their opinions)

Teacher: Mars is the fourth planet farthest from the Sun.

Teacher: Attention! 3,2,1…

What happened? (on the slide is Earth with three rings). (slide 4)

Students: Aliens have shackled the Earth.

We urgently need to save the planet and then we can fly to Mars.

2. Teacher: your task: calculate the area occupied by aliens.

(slide 5)

Condition: given 2 rectangles: large - with sides 20 cm and 6 cm; small – with sides 13 cm and 2 cm.

Students: The area occupied by the aliens is 94 sq.cm.

(on the slide Earth with two stripes) (slide 6)

3. Teacher: Look, the aliens have not only shackled the Earth, but are also sending meteor showers onto it. (slide 7)

What is depicted on meteorites? (numbers) (slide 8)

Read the numbers. (364120; 999; 56065; 2347; 200)

(in notebooks) - Write down the numbers in ascending order.

Check that the task on the slide is completed correctly.

(200, 999, 2347, 56065, 364120) (slide 8)

Who completed the task? (mutual check).

Who made the mistakes?

Teacher:

Replace the number 2347 with the sum of the digit terms (2000+300+40+7).

How many classes are there in 56065? Name them? (there are 2 classes in this number: the class of units and the class of thousands).

What does the number “4” mean in the number 364120? (second class units of thousands)

(On the slide is Earth with one ring)

Teacher : Well done! There is only one obstacle left to overcome, and we will be able to fly to Mars. (slide 9)

Logic problems:

Ingenuity task: in rows (slide 10)

In entry 4444, place arithmetic signs between some numbers so that you get an expression whose value is equal to:

1st row: 16; 2nd row: 88, 3rd row: 448.

Answers: (4+4+4+4=16); 44+44=88; 444+4=448).

(the first person to solve from each row completes the task at the board).

Teacher: Is everyone worthy of going to the planet?

Attention! 3,2,1,0, start!

Preparing to study new material.

Teacher: Look what it is? (slide 11)

Students: Different sizes.

Teacher: What is magnitude?

Students: Something that can be measured and the result expressed in numbers.

72cm; 720mm; 600dm; 60m; 240cm; 2400mm, 350 dm; 3500cm, 720kg.

Teacher: Guys, what is the extra value here?

( kg is a unit of mass; and the remaining quantities are units of length).

Teacher: What units of length do you know? Name them starting with the smallest.

Students: called(1mm, 1cm, 1dm, 1m).

Exercise in notebooks: Some quantities are equal to each other, let's find a pair. Connect equal units of length: (work in pairs, children complete the task on a ready-made printed base)

Slide check. (slide 12)

Teacher: Well done, our crew has approached the planet Mars.

Teacher: The path to Mars was very long

Stop! We leave the cabin.

After a long flight, we need a warm-up. Now we will conduct a physical education session with you (slide 13).

Physical education minute

(melody "sergey_ sirotin- magic»).

Learning new material.

Teacher: Here we are on the planet. Where will we continue our journey?

Students: Mars rover. (slide 14)

Teacher: Who knows anything about him?

Students: Mars rover- a planetary rover designed to study Mars, just as a lunar rover is designed to study the Moon.

Teacher: On it we will continue our exploration of the planet Mars. We will measure the distance we will walk.

Can we use the units of length we are familiar with: mm, cm, dm, m, why? Your guesses.

Students: make assumptions: we will need a new unit of length.

Teacher: Who knows what it's called?

Students: kilometer.

Teacher: What is the topic of the lesson that we will work on? (slide 15)

Students: The unit of length is kilometer.

Teacher: What is measured with this unit of length?

Students: long distances.

Teacher: Right. The word kilometer is usually written briefly as follows: km (there is no need to put a period at the end).

In the name of the unit of length - kilometer, part of the word is already familiar to us - meter, but part of the word “kilo” is not. This word is taken from French and means "thousand". Conclusion. How many meters are in 1 km?

Students: 1 km = 1000 m

Teacher: Write down the name of the new unit of length in the logbook.

Let's compare our conclusions with the material in the textbook (p. 38)

Guys, let's see what the textbook says about this unit of length?

(students read and memorize the rule).

Primary consolidation of material

1. Teacher: Knowledge of this material will help us overcome the obstacle that has arisen. (slide 16)

orally : Define: how many meters do they contain: 3km=…m; 7km=…m; 9km=…m

- Convert meters in km: 2000m=…km; 4000m=…km; 8000m=…km

Well done! Well, now let's go!

2. Teacher: The surface of Mars is uneven: ditches, ditches, but a correctly solved problem will help us overcome this road. (slide 17)

A correctly solved problem will help us overcome this obstacle.

Task: 2 rovers departed from two stops, the distance between which was 2 km 100 m. One of them walked 140m, and the other 160m. What was the distance between them? (slide 18)

Teacher: Do you understand everything in the problem statement?

How can transport move? (toward each other or in different directions).

The teacher, together with the children, analyzes both options for solving this problem:

1 option to solve the problem:

Let's consider the case if the rovers are moving towards each other.

What is known about the problem?

(What distance did the 1st Mars rover travel (140m), the second one (160m), the initial distance between them).

Option 2 to solve the problem : if the rovers are moving in different directions.

Has the distance traveled by each rover changed? (No)

Has the distance between stops changed? (No)

Will it change between rovers? (Yes)

Why? (Mars rovers are moving in different directions)

How will the distance between rovers change? (will become more).

What needs to be done with kilometers to solve the problem correctly? (convert to meters)

Teacher: invites children to solve a problem of their choice; 2 people solve a problem at the board.

Check (slides: 19, 20).

What new unit of length was used to solve problems? How much is 1 km -...m?

Exercise for the eyes

(slides: 21-25)

3. Teacher: Do you think there is life on Mars?

(The question about this remains open and controversial. By earthly standards it is very cold there, there is little oxygen. But who is it?) (slide 26)

Students: aliens.

Teacher: Usually they don’t show themselves to people, but it’s clear that something has happened to them, they transmit a signalSOS, asking for your help.

Here are some diagrams. By deciphering them, we can read the message they convey to us. What kind of schemes are these?

Exercise: Equation (various levels of difficulty) (students solve on individual sheets of paper, write down and show the answer on the back of the sheet)

x+34=18*5 (x=56) 239 – x= 183 (x=56)

Teacher: Were you able to solve everything?

Teacher: We helped the aliens, now we can decipher the message (slide 27).

Reading the message : According to approximate data of scientists, the distance from Earth to Mars is about 70 million km. Guys, do you think this is a long distance? Indeed, to reach this planet, a person will need 2.5 years.

VI . Fixing the material

Teacher: Well, it's time for us to go home. Any researcher returning to Earth must provide a report on the work done. You and I will now draw up our report, in which we will show what we learned on the trip. (slide 28)

Independent work of students: (using cards of different difficulty levels, children choose their own task)

Teacher: So,1st group: perform the task on the red stars

Fill in the missing numbers:

5000m=…km 48 km=…m

24000m=…km 305 km=…m

Group 2: perform a task on yellow stars

Fill in the missing numbers:

3125m=…km…m 2455 km =…km…m

2 km 537 m = …m 7407m= …km…m

VII . Lesson summary.

Our journey has ended. We landed on our native Earth.

Who found it easy to overcome obstacles along the way?

Did you enjoy our trip?

How?

- What new have you learned about the planet Mars?

- What unit of value did we measure the distance we traveled?

VIII . Homework: (slide 29)

IX . Reflection (slide 30)

Teacher: Let's evaluate our work while traveling. Raise:

- a blue star if you are satisfied with your work during the trip, because you made almost no mistakes;

- a yellow star - if sometimes it was difficult for you and you made mistakes;

- a red star - who believes that they need to try a little more and then there will be success!

- Thanks for the work! The journey is over. All the best! (slide 31)

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Abstract

Integrated lesson

mathematics and the world around us

4th grade “School of Russia”

Bolvina Irina Vladimirovna

MAOU Borovskaya secondary school No. 1

Lesson topic:

The purpose of the lesson:

Lesson objectives:

I. Educational:

II. Educational:

Educators:

Equipment:

Lesson type:

During the classes:

Organizing time

Teacher: Let's welcome the guests.

Student:

Teacher: May today for all of us,

Success in the lesson!

Teacher:

Students: Mars.

Teacher:

Student: Knowledge, skills.

Teacher:

Is the crew ready for flight?

Teacher:

To fly to the planet

Let's go to Mars

Stars, wait for us to visit you!

Updating of reference knowledge

1. Oral counting(slide 3)

Teacher:

Teacher: Attention! 3,2,1…

Aliens have shackled the Earth.

2. Teacher:

Condition:

Students:

3. Teacher:

Who completed the task?

Who made the mistakes?

Teacher:

Teacher

Logic problems:

Exercise: in rows (slide 10)

Teacher:

Attention! 3,2,1,0, start!

Teacher:

Students: Different sizes.

Teacher: What is magnitude?

Students:

Teacher:

Exercise:

Students:

Teacher:

(

Teacher:

Students:

Exercise:

Teacher:

Physical education minute

Learning new material.

Teacher:

What is this? (slide 14)

Students: Mars rover.

Teacher: Who knows anything about him?

Students:

Teacher:

Students:

Teacher:

Students: kilometer.

Teacher:

Students: The unit of length is kilometer.

Teacher:

Students: long distances.

Teacher:

Students: 1 km = 1000 m

Teacher:

1. Teacher:

- Define:

- Convert

Option 1: Express the distance in km:(1 student at the blackboard) (slide 17)

Option 2: Write it down

1545m, 5633m, 1km 890m

(5633m, 1km 890m, 1545m).

2. Teacher:

Task:

Teacher:

1 option to solve the problem:

What is known about the problem?

Teacher:

Check (slides: 22, 23).

Exercise for the eyes

(slides: 24-29)

3. Teacher:

Students: aliens.

Teacher:

Exercise:

Teacher:

VI. Fixing the material

Teacher:

1st group:

Fill in the missing numbers:

5000m=…km 48 km=…m

24000m=…km 305 km=…m

Group 2:

Fill in the missing numbers:

3125m=…km…m 2455 km =…km…m

2 km 537 m= …m 7407m= …km…m

Group 3:

Fill in the missing numbers:

10000m=…km 2040m=…km…dm

6000m=…km 7km 202m=…m

Teacher:

1. student:

Exercise:

2nd student:

Exercise:

VII. Lesson summary.

VIII. Homework:(slide 34)

IX. Reflection(slide 35)

Integrated lesson

mathematics and the world around us

4th grade “School of Russia”

Topic: “Quantities. The unit of length is kilometer.”

Bolvina Irina Vladimirovna

MAOU Borovskaya secondary school No. 1

Tyumen district, Tyumen region

Methodological development of a mathematics lesson

Lesson topic: Quantities. The unit of length is kilometer.

Lesson objectives:

I. Educational:

Lead students to the “discovery” of a new unit of length - the kilometer, its relationship with the unit of length - the meter.

Develop the ability to express length in given units (m, km).

Solve word problems containing units of length.

Improve skills in reading and writing multi-digit numbers; development of computing skills.

II. Educational:

To promote the development of the ability to correctly apply mathematical quantities.

Promote the development of mental operations: analysis, synthesis, generalization, comparison; develop logical thinking, speech, attention.

Develop the ability to competently, logically, give complete answers to questions, be able to prove, and argue for one’s opinion.

To develop the skills of independent individual and collective work: mutual control and self-examination, discussion of information, planning of cognitive activity and self-assessment.

Educators:

Cultivate interest in mathematics; create motivation for further study of the subject; the desire to use mathematical knowledge in everyday life.

To promote the development of children’s ability to communicate and enjoy the successes of their comrades.

Help students understand the value of collaborative activities.

Lesson type: learning new material; lesson - travel.

During the classes:

Organizing time

Teacher: Let's welcome the guests.

Student:

We are pleased to welcome you to our class.

Perhaps there are better and more beautiful classes.

But let it be light for you in our class.

Let it be cozy and very easy!

Teacher: May today for all of us,

Success in the lesson!

Smile at each other. Sit down, guys.

Teacher: Today is an unusual lesson. We will make a space flight to one of the planets of the solar system. Guess which one.

This is a terrestrial planet, the second most studied planet in the solar system, named after the ancient Roman god of war, almost 2 times smaller than Earth.

Students: Mars.

Teacher: You must be worthy representatives of the Earth, so you should take with you only the essentials. What is this?

Student: Knowledge, skills.

Teacher: And science – mathematics – will help us with this.

- Let me be the flight director, and you are the crew of the space rocket.

Is the crew ready for flight?

1. Check your posture in the rocket cockpit. Is everything in place?

2. Check the position of the logbook.

3. Records must be made clearly and legibly so that they can be read by all the cosmonauts on Earth who will follow our flight.

Teacher: Record the date of departure in the logbook.

(children write down the number, great job)

Teacher: A fast rocket is waiting for us (slide 2)

To fly to the planet

Let's go to Mars

Stars, wait for us to visit you!

Updating of reference knowledge

1. Oral counting(slide 3)

64:2 (32) :4 (8) *7 (56) +19 (75) :5 (15) *4 (60) :15 =4

Teacher: What relation can this figure have to this planet? Which of you guessed it?

(students express their opinions)

Teacher: Mars is the fourth planet farthest from the Sun.

Teacher: Attention! 3,2,1…

What happened? (on the slide is Earth with three rings). (slide 4)

Aliens have shackled the Earth.

We urgently need to save the planet and then we can fly to Mars.

2. Teacher: your task is to calculate the area occupied by the aliens.

(find the area of the unshaded figure). (slide 5)

Condition: given 2 rectangles: large - with sides 20 cm and 6 cm; small – with sides 13 cm and 2 cm.

Students: The area occupied by the aliens is 94 sq.cm.

(on the slide Earth with two stripes) (slide 6)

3. Teacher: Look, the aliens have not only shackled the Earth, but are also sending meteor showers onto it. (slide 7)

What is depicted on meteorites? (numbers) (slide 8)

Read the numbers. (364120; 999; 56065; 2347; 400)

Write the numbers in ascending order (cross-check).

Check that the task on the slide is completed correctly.

(400, 999, 2347, 56065, 364120) (slide 8)

Who completed the task?

Who made the mistakes?

Teacher:

Replace the number 2347 with the sum of the digit terms (2000+300+40+7).

How many classes are there in 56065? Name them? (there are 2 classes in this number: the class of units and the class of thousands).

What does the number “4” mean in the number 364120? (second class units of thousands)

How many tens are there in 2347? (234)

(On the slide is Earth with one ring)

Teacher: Well done! There is only one obstacle left to overcome, and we will be able to fly to Mars. (slide 9)

Logic problems:

Exercise: in rows (slide 10)

In entry 4444, place arithmetic signs between some numbers so that you get an expression whose value is equal to:

1st row: 16; 2nd row: 88, 3rd row: 448.

Answers: (4+4+4+4=16); 44+44=88; 444+4=448).

(the first person to solve from each row completes the task at the board).

Teacher: Is everyone worthy of going to the planet?

Attention! 3,2,1,0, start!

Preparing to study new material.

Teacher: Look what it is? (slide 11)

Students: Different sizes.

Teacher: What is magnitude?

Students: Something that can be measured and the result expressed in numbers.

Teacher: What task would you suggest doing?

Exercise:

72cm; 720mm; 600dm; 60m; 240cm; 2400mm, 350 dm; 3500cm, 720kg.

Students: Eliminate unnecessary things; connect equal units of length.

Teacher: Prove why this value is redundant.

( kg is a unit of mass; and the remaining quantities are units of length).

Teacher: What units of length do you know? Name them starting with the smallest.

Students: called (1mm, 1cm, 1 dm, 1m).

Exercise: Connect equal units of length: (work in pairs, children complete the task on a ready-made printed base)

Slide check. (slide 12)

Teacher: Well done, our crew has approached the planet Mars.

Teacher: The path to Mars was very long

Stop! We leave the cabin. (slide 13)

Physical education minute

(melody “Space” - state of weightlessness).

Learning new material.

Teacher: Here we are on the planet. Where will we continue our journey?

What is this? (slide 14)

Students: Mars rover.

Teacher: Who knows anything about him?

Students: A rover is a planetary rover designed to study Mars, just as a lunar rover is designed to study the Moon.

Teacher: On it we will continue our exploration of the planet Mars. We will measure the distance we will walk.

Can we use the units of length we are familiar with: mm, cm, dm, m, why?

What is the problem? Your guesses.

Students: make assumptions: we will need a new unit of length.

Teacher: Who knows what it's called?

Students: kilometer.

Teacher: What is the topic of the lesson that we will work on? (slide 15)

Students: The unit of length is kilometer.

Teacher: What is measured with this unit of length?

Students: long distances.

Teacher: Right. The word kilometer is usually written briefly as follows: km (there is no need to put a period at the end).

In the name of the unit of length - kilometer, part of the word is already familiar to us - meter, but part of the word “kilo” is not. This word is taken from French and means "thousand".

Who will try to decipher the secret of this unit of length?

Students: 1 km = 1000 m

Teacher: Write down the name of the new unit of length in the logbook.

(students read and memorize the rule).

Primary consolidation of material

1. Teacher: Everyone, all crews, must remain calm, be attentive to each other, and, if necessary, provide assistance to overcome the obstacle that has arisen. (slide 16)

- Define: how many meters do they contain: 3km=…m; 7km=…m; 9km=…m

- Convert meters in km: 2000m=…km; 4000m=…km; 8000m=…km

Option 1: Express the distance in km:(1 student at the blackboard) (slide 17)

18048 m = 18 km 48 m; 31004 m = 31 km 4 m; 7808m=7 km 808 m

Option 2: Write it down values in descending order: (1 student at the board)

1545m, 5633m, 1km 890m

(5633m, 1km 890m, 1545m).

2. Teacher: The path on Mars is uneven: ditches, ditches, we need to overcome them. (slide 18)

A correctly solved problem will help us overcome this obstacle.

Task: 2 rovers departed from two stops, the distance between which was 2 km 100 m. One of them walked 140m, and the other 160m. What was the distance between them? (slide 19)

Teacher: Do you understand everything in the problem statement?

How can transport move? (toward each other or in different directions).

The teacher, together with the children, analyzes both options for solving this problem:

1 option to solve the problem:

Let's consider the case if the rovers are moving towards each other.

What is known about the problem?

(What distance did the 1st Mars rover travel (140m), the second one (160m), the initial distance between them).

Maybe someone can draw a drawing for this problem? (slide 20)

Option 2 for solving the problem: if the rovers are moving in different directions.

Has the distance traveled by each rover changed? (No)

Has the distance between stops changed? (No)

Will it change between rovers? (Yes)

Why? (Mars rovers are moving in different directions)

How will the distance between rovers change? (will become more).

Draw a drawing for this problem condition (slide 21).

What needs to be done with kilometers to solve the problem correctly? (convert to meters)

Teacher: invites children to solve a problem of their choice; 2 people solve a problem at the board.

Check (slides: 22, 23).

What new unit of length was used to solve problems?

Exercise for the eyes

(slides: 24-29)

3. Teacher: Do you think there is life on Mars?

(The question about this remains open and controversial. By earthly standards it is very cold there, there is little oxygen. But who is it?) (slide 30)

Students: aliens.

Teacher: Usually they do not show themselves to people; apparently something has happened to them; they send an SOS signal.

Here are some diagrams. By deciphering them, we can read the message they convey to us.

Exercise: Solve the equation (different levels of difficulty) (students solve on individual sheets, write down and show the answer on the back of the sheet)

x+34=18*5 (x=56) 239 – x= 183 (x=56)

Teacher: We helped the aliens, now we can decipher the message (slide 31).

They read the message: according to approximate data of scientists, the distance from Earth to Mars ranges from 56 million km to 100,000,000 km.

VI. Fixing the material

Teacher: It's time for us to return to Earth. Any researcher returning to Earth must provide a report on the work done. You and I will now draw up our report in the form of a test solution, after checking which, each of you will receive a mark for the travel lesson (slide 32).

Independent work of students:(for cards of different difficulty levels)

1st group: perform the task on the red stars

Fill in the missing numbers:

5000m=…km 48 km=…m

24000m=…km 305 km=…m

Group 2: perform a task on yellow stars

Fill in the missing numbers:

3125m=…km…m 2455 km =…km…m

2 km 537 m= …m 7407m= …km…m

Group 3: completes a task on the blue stars

Fill in the missing numbers:

10000m=…km 2040m=…km…dm

6000m=…km 7km 202m=…m

Teacher: Guys, raise your hands, those who had white stars. Uncover the secret of this planet.

1. student:

Exercise: solve the examples, arrange the answers in ascending order. Read the resulting word. This is the name of the first satellite of the planet Mars.

21*7=147 - E; 209*4=836 – C; 984:2=492 – O; 648:4=162 – Y;

268:4=67 – D; 170+30*4=290 – M. (Deimos)

2nd student:

Exercise: solve the examples, arrange the answers in descending order.

Read the resulting word. This is the name of the second satellite of the planet Mars.

32*4=128 – O; 106*7=742 – O; 978:3=326 – B; 582:6=97 – C;

(160+40) * 5= 1000 - F. (Phobos) (slide 33)

VII. Lesson summary.

Our journey has ended. We landed on our native Earth.

Who found it easy to overcome obstacles along the way?

Who enjoyed our trip?

What new unit of length did you become familiar with?

Where in life can this unit of length be used?

VIII. Homework:(slide 34)

IX. Reflection(slide 35)

Blue star if you are happy with your work during the trip because you made almost no mistakes;

Yellow star - sometimes it was difficult, inaccuracies were allowed;

Red Star - we were experiencing difficulties, we just need to try a little more, and there will be success!

Thanks for the work! The journey is over. All the best! (slide 36)

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Lesson objectives.

Main subjects:

Formation of skills to express length in given units (m>km, km>m); compare objects by length; solve word problems containing units of length; improve the ability to read, write, compare multi-digit numbers; practicing computing skills;
Development of figurative, spatial and logical thinking, imagination, speech and attention;
Cultivating interest in mathematics, the desire to use mathematical knowledge in everyday life;

Basic general education: developing the skills of independent individual and collective work: mutual control and self-examination, discussion of information, planning of cognitive activity and self-assessment.

Equipment: textbook Moro M.I. "Mathematics" 4th grade, computer, projector, presentation, travel plan map, cards for individual testing of knowledge, cards - assistants for solving the problem.

During the classes

I. Organizational moment. Psychological mood for the lesson.

We came here to study
Don't be lazy, but work.
We listen carefully,
We work diligently. Slides 3 and 4.

II. Individual knowledge test. Working with cards. Annex 1.

Checking homework.

P.38 No. 12 - 1 student at the blackboard. Slide 5.

300 + 400 = 700 (m) - on highways and roads
700 - 500 = 200 (m) - difference

Answer: 200 meters less.

Additional question (front work). Find the entire distance to the lake and back if you take different routes.

500 + 500 = 1000 (m) - along the clearing
500 + 300 + 400 = 1200 (m) - along the clearing, along the road and along the highway
(300 + 400) · 2 = 1400 (m) - along the highway, along the road and also back.

P.39 No. 25 (1-4 columns).

Frontal work. Slide 6.

Select only those numbers that are example answers.

III. Lesson topic message.

Arrange these numbers in ascending order and you will find out the name of the section of the textbook to which we will devote today and several subsequent lessons.

76 88 107 184 520 864 921 985
IN E L AND H AND N Y

What quantities did you encounter when solving a homework problem? (Length.)

What other quantities do you know? (Mass, time.) Slide 7.

I invite you today to go on an exciting journey ( Appendix 2) on the topic "Units of Length". Slide 9.

How old is our city in 2012? (Beloretsk is 250 years old).

We will travel on this train. He is fast, because during the lesson we have to learn, do, and remember a lot. So, let's go!

IV. Verbal counting.Front work. 1 student at the blackboard.

1. I propose to hold a “Geographical and Mathematical Minute”.

Write down in your notebook the multi-digit numbers that sound:

A) Slide 10. The Republic of Bashkortostan is located at the border of Europe and Asia and occupies part of the eastern edge of the East European Plain (Pre-Urals), the mountain strip of the Southern Urals and the high-plain Trans-Urals. The length of the territory from north to south is 540,000 meters, from west to east - 420,000 meters. Replace these numbers with the sum of the digit terms.

b) Slide 11. We are driving along the river bank. Belaya is the largest river in Bashkortostan. Its length is 1 million 430 thousand meters.

What does the number 3 indicate in the number notation? (Tens of thousands)

V) Slide 12. In the east of Bashkiria rise the Ural Mountains. The Yamantau mountains rose above the others - 1640 meters and Iremel - 1586 meters.

Name the neighbors of the number 1640. (1639 and 1641)

Determine how many tens and hundreds there are in the number 1586. (Among 158 tens).

Compare these numbers. (1640 >1586)

2. Task for the development of logical thinking. Slide 13.

Attention! The train arrived at Smekalkino station.

Look at these interesting icons. What will be the next one? ( Appendix 2)

V. Updating knowledge.

1. Slides 14-19.

Let's remember what units of length you already know? Name them in increasing order. (millimeter, centimeter, decimeter, meter)

How many decimeters are in 1 meter?

How many centimeters are in 1 meter?

How many millimeters are in 1 meter?

2. Izmeryalkino station.

Practical work in pairs. P. 41, No. 200 (1). Slide 20.

We have fun -
It is clear to everyone without words.
Determine the length of the segments by eye
Who's ready?

Compare the lengths of the segments by eye.

Check by measuring.

In what units can the length of segments be expressed? (cm, mm)

Write the resulting lengths of the segments as an inequality. (AB< СД >MK, 30 mm< 80мм >50mm, 3 cm< 8 см >5 cm)

3. Independent work in pairs followed by self-test. Assessment.

No. 201 (1, 2 columns). Slides 21, 22.

Exercise for the eyes.

Slide 23.

VI. Working on new material. Frontal work.

What units of length are convenient to use when measuring the width of a window, the length of a pencil, or the thickness of a match?

Is it convenient to use these units of length to measure distances between populated areas?

Who knows what unit is used to measure long distances? (kilometer)

What two parts did this word come from? (kilo + meter)

Kilo... (French kilo..., from Greek chilioi - thousand), a prefix for the formation of names of multiple units, equal in size to 1000 original units. Abbreviations: Russian k, international k. The prefix is written together with the name of the original unit.

How will we write this word abbreviated? (kilometer - km)

If a kilo is a thousand, then how many meters are in 1 kilometer? (1 km = 1000 m)

Reading the paragraph in the textbook on page 40.

What is the name of the new unit of length?

How is it indicated briefly?

How many meters are there in 1 km?

VII. Consolidation of new knowledge. Frontal work.

How many meters are 3 km? 5 km? 10 km? Slide 26, 27.

What is the distance marked on the station sign? Smekalkino? (20,000 meters)

How many kilometers is this?

Mobile physical activity.

We are approaching the station. Zadachkino. Slide 29. How far have we traveled?

(60,000 m = 60 km)

Solving problems using units of length. No. 203, p. 41. Slides 30 - 33.

How can transport move? (one after another, towards, in different directions)

Reading the problem out loud.

Look at the first drawing. Complete it.

How do the buses move? (toward)

Which route did you take first? (160 m) Second? (140 m)

What is the distance between stops? (1km) How many meters is this? (1000 m)

What parts (segments) does the entire distance consist of? (from what the first bus, the second bus and the remaining distance traveled)

Solving the problem with explanation. 1 student at the blackboard. Assessment.

160 + 140 = 300 (m) - both buses passed
1 km = 1000 m
1000 - 300 = 700 (m) - distance between buses

Answer: 700 meters.

Look at the second drawing. How do the buses move? (in different directions)

Has the distance traveled by each bus changed? (No)

Has the distance between stops changed? (No)

Will it change between buses? (Yes) Why? (previously the buses were traveling towards each other, but now they are in different directions) How will the distance between buses change? (will become more)

What segments does this distance consist of?

Solving the problem in pairs followed by self-test.

Compare solutions to problems. How are they similar?

What is the difference? Why?

What new unit of length was used to solve problems?

What did you have to do with the kilometers to solve the problem correctly? (convert to meters)

VIII. Consolidation of what has been learned.

Last stop - st. Calculatekino. Slides 34 - 37.

1. Independent work. P. 41, No. 202 optional.

Check with additional information about other length measures.

Yard- the distance from the nose of King Henry I to the end of the middle finger of his outstretched hand.

Fathom- the distance from the end of the fingers of one hand to the end of the fingers of the other.

Vershok- an ancient Russian measure of length equal to the width of two fingers (index and middle).

What distance is indicated on the station. Calculatekino? (100,000 meters)

How many kilometers do you need to travel to return to Beloretsk? (100 km)

Quiz using a table of length measures. Slide 39.

How tall was Thumbelina? (2 cm 5 mm)

What was the height of the man about whom they say “two inches from the pot”? (8 cm 8 mm)

When sailors are wished a successful voyage, they are told “7 feet under the keel.” How many meters is this? (2 m 13 cm)

Slide 39.

IX. Lesson summary. Job evaluation. Slides 41, 42.

What new unit of length did you become familiar with?

How many meters are in 1 kilometer?

What is this unit of length used for?

X. Homework. Commentary on doing homework.

P. 41, No. 200 (2), No. 204, additionally: create a similar problem.

Literature.

Dmitrieva O.I. Lesson developments in mathematics for the educational set of M.I. Moro et al. 4th grade.

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Abstractopen lesson in mathematics

Lesson topic: Quantities. Units of length are kilometers.

The purpose of the lesson: Introduce a new length measurement - kilometer. Give an idea of the use of this quantity in practice and its relationship with other known measures of length.

Lesson Objectives:

· lead students to the “discovery” of a new unit of length - kilometer, its relationship with the unit of length - meter

· develop the ability to express length in given units (m, km)

solve problems containing units of length

· improve skills in reading and writing multi-digit numbers; practicing computing skills

· promote the development of mental operations: analysis, synthesis, generalization, comparison; develop logical thinking, speech, attention

· to develop skills of independent, individual and collective work: mutual control and self-examination, discussion of information, planning of cognitive activity and self-assessment

· create motivation for further study of the subject; the desire to use mathematical knowledge in everyday life.

Lesson type: learning new material

Equipment: mathematics textbook 4th grade M. I. Moro, 1 hour; computer, multimedia projector, presentation; cards for working in pairs

During the classes:

unit length multi-digit number

1. Organizational moment (slide 1)

Teacher: Close your eyes and imagine a bright, warm sun. Let its rays warm you with their warmth. Imagine that a ray of sunshine has filled your heart with the energy of kindness, tenderness and love. Send the light of love to your family friends. Smile at your comrades.

Sit down, guys. Write down the number. Classwork.

Teacher: I suggest you go on a trip today. this wonderful train. (slide 2)

It's fast paced, so we have to learn a lot in 45 minutes. Our route runs through the cities of Udmurtia. Let's start with mental counting.

2. Updating knowledge

Mental arithmetic (slide 3) Solve the chain of examples.

64: 2: 4. 7+ 19: 5. 4: 10= (6)

What does this figure have to do with our journey?

Who guessed?

(students express their opinions)

Teacher: 6 cities in Udmurtia. (slide 4-map of Udmurtia)

Frontal work. (One person at the board)

Write down the multi-digit numbers that will sound in your notebook.

The city of Kambarka has a population of 10,862 people.

Replace this number with the sum of the digit terms.

The city of Votkinsk has a population of 98,862 people.

How many classes are there in a given number? (2 classes: units class and thousands class

95 people live in Glazov. 117 people

What does the number 5 show in the notation of a given number (units of thousands)

Sarapul has a population of 100.153 people.

How many tens are there in total? (10.015dec.)

The city of Mozhga has a population of 48,764 people.

How many hundreds are there in this number? (487 cells)

632 people live in Izhevsk. 913 people.

Compare the numbers.

Which city is the most populous and which is the smallest? (Izhevsk is the largest, Kambarka is the smallest city in terms of population.)

Teacher: On the road, we often encounter situations where ingenuity is needed.

Logical task. (work in pairs) (slide 5)

In the entry 4 4 4 4, put arithmetic signs between some numbers so that you get an expression whose value is equal to:

1st row: 16 4+4+4+4=16

2nd row: 88 44+44=88

3rd row: 448 444+4=448

(the first person to solve from each row completes the task at the board)

Teacher: -Well done, guys! We coped with multi-digit numbers and a logical task.

Preparing to study new material

Look, what is this? (slide 6)

Students: Units of length. (slide7)

Teacher: Eliminate the extra value. (720 kg is a measure of mass)

Teacher: Name what units of length you know, starting with the smallest. (mm cm dm m)

How many are in 1 m - dm, cm, mm?

How much is in 1dm - cm, mm. (slide 8)

Connect equal units of length. (Return to slide number 6)

(Children perform on a ready-made printed basis. Check on the slide. -9

Physical education minute

Working on new materials:

Teacher: -Is it convenient to use these units of length to measure the distance between cities?

Who knows what unit of length is used to measure long distances?

Students: The unit of length is the kilometer.

Teacher: (slide 10)

In the name of the unit of length - kilometer - part of the word is already familiar to us - meter, and part of the word “k i lo” is taken from the French language and means “thousand”. Who will try to decipher the “secret” of this unit of length?

1 km =1000m---- Write it down in your notebook.

Fixing the material

Teacher: - Do you think 1 km is a lot or a little?

If the stride length of an adult is approximately 1 meter, then how many steps must he take to walk 1 km? (1000m)

And the length of a child’s step is approximately 50 m. How many steps should a child take to walk 1 km. (2000m)

Determine: how many meters contain: 3 km=…m, 7 km=…m, 9km=..m

Convert meters to km: 2000m=…km, 4000m=…km, 8000m=.. km

Express the distance in meters.

1. Who went to the city of Sarapul? Distance from Izhevsk to Sarapul

2. Who went to the city of Votkinsk? Distance from Izhevsk to Votkinsk ---59,000m=...km

3. Who went to the city of Mozhga? The distance from Izhevsk to Mozhga is 94 km= …m

The length of the Kama River is 1805 km=…m

5. Name the river that flows in Izhevsk?

The length of the Izh River is 259 km=.. m

Solving problems using the new unit of length

Teacher: Open your textbooks on page 39, No. 171

Read the problem statement.

How can transport move?

Students: in one direction, in opposite directions, one after another.

Teacher: How do the buses move in the first drawing? (towards)

How far did the first bus travel? And second?

What is the distance between stops?

What does it consist of?

1km - how many meters is it?

Write down the solution to the problem. (One student writes on the board.)

Consider the second drawing.

How do the buses move? (in opposite directions)

Will the distance between stops change?

What about between buses?

Pupils: Previously, the buses were traveling towards each other, but now they are moving in different directions.

Teacher: How will the distance between buses change?

Students: There will be more.

Write down your solution.

How are the tasks similar? What is the difference?

What new unit of length was used?

What did you have to do with km? (convert to meters)

Teacher: Do you know Thumbelina’s height? (2 cm 5 mm)

The height of the person about whom they say “two inches from the pot” (8 cm 8 mm)

The sailors are wished a successful voyage. They are told “7 feet by keel” (2m 13 cm)

Lesson summary We have finished our journey.

What unit of length did you get acquainted with?

How many meters are in 1 km?

How often does this measure of length occur in life?

Draw a blue circle - happy with the work, because you didn’t make any mistakes.

Yellow circle - sometimes it was difficult.

Red circle - it was difficult, there were inaccuracies.

Homework: No. 178

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The unit of length is kilometer. Units of length kilometer Units of length kilometer

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