Abstract of the lesson on teaching measurement. Measurements using a conditional measure
Municipal budgetary educational institution
"Kindergarten No. 54 "Crane"
city of Cheboksary, Chuvash Republic
Abstract
directly - educational activities in the educational field "Cognition"
Theme: "Measurement"
with children of the preparatory group
Developed and implemented:
Afonina N.V.
caregiver 1
2015
Target:development of cognitive interests in children.
Educational tasks:
Continue to acquaint children with the properties of dry and wet sand (flowability), the ability to pass water, filter it; that sand consists of very small particles - grains of sand.
Development tasks:
Develop the ability to master the means cognitive activity ways of examining an object, the ability to establish cause-and-effect relationships through experimental activities. Expand understanding of sand, its qualities and features. Stimulate the desire for independent study of objects and objects of inanimate nature.
Educational tasks:
To cultivate interest in the world around us, to teach children to experience a sense of emotional satisfaction from the work done, to develop goodwill.
Dictionary activation:
Loose, sticky, loose, magnifying glass, experiments, tricks.
Methodical techniques: - Riddles
Viewing a presentation on a laptop
Physical education minute
Game-focus "Multi-colored miracle"
Material:
Two types of sand, plastic bottles, molds, sticks, boxes, oilcloths, funnels, water, cups, spoons, magnifiers, a laptop, a tape recorder.
Activity structure:
Educator: Guys, today we have a very interesting lesson, and on what topic, you will find out for yourself if you guess the riddle:
"He's yellow and fluffy
Heaped in the yard.
If you want, you can take
Play it all day."
What is it - ?
Children: Sand
Educator: What do you think the sand is for?
Children: For games, sprinkle the track in winter.
Educator: Quite right, sand is also used in the construction of roads, buildings, in the production of dishes, glass, in hourglass. Where can you find sand?
Children: In the sandbox, at the construction site, by the river, by the sea.
I suggest you watch a short presentation on where sand is used (viewing the presentation on a laptop).
Sand - pieces of rock. Sand is obtained when a stone disintegrates (shows a stone), under the influence of water, natural conditions, glaciers. The largest deposits of sand exist - these are deserts and seashores, where beaches are usually located. Sand can be multi-colored (brown, yellow, white and even black).
Educator: Sand can be sea and river (show and compare)
What is the difference between sea sand and river sand? today we will compare the properties of the river sand with which we played all summer and the sea sand that I brought for you from the sea.
Educator: You have a lot of interesting things on your tables and now we will conduct experiments with sand. You have 2 plates of sand on the tables. Try to guess which one is which? Touch it, what do you think?
Children's answers.
Let's take the scoops and pour some sand into the box (children do). Does sand flow easily?
Children: Easily.
Educator: Because the sand is loose. Is it easy to take? Those. is he a lump or not? The sand is loose.
Educator: Now let's take this device, who knows what it's called?
Children: Magnifying glass.
Educator: That's right, that's what it is called, because it magnifies, and you can also say - a magnifying glass, a lens.
Let's take a magnifying glass and carefully consider what the sand consists of?
Children: Grains - grains of sand.
Educator: How do they look?
Children: They are small, round, white, yellow, transparent.
Educator: Are they similar to each other? How are they similar? What is the difference?
(children's answers)
Children: Sea sand has smaller grains of sand, while river sand has larger grains.
Educator: In the sand, each grain of sand lies separately, it does not stick to its "neighbors".
Conclusion: Sand consists of grains of sand that do not stick to each other.
Educator: Let's do another experiment. " Wind". What happens to the grains of sand?
Children: They scattered, blown away, move easily.
Educator: And now I will pour some water, wet the sand and create wind again. Are the sand grains blown away?
Children: No.
Educator: Conclusion: Dry grains of sand are blown away, "run away" from the wind, but wet ones do not.
caregiver : Need to find out if the sand has a head start? How to do it?
Children's answers.
Pour sand into a glass. Easily?
Now scoop it up with a spoon. Has its form changed?
And how to pour sand into a small bottle? It turns out? Or not? - take a funnel and try to pour it as carefully as possible ..
Independent activity of children.
CONCLUSION: the teacher makes a conclusion together with the children. So,…….
Now let's take a break and do a little warm-up.
(physical education session with audio recording)
Educator: and now take trays with glasses (two) and scoops. Pour sand into two cups, pour a little water into one cup (moisten the sand). Now take a stick and stick it in dry sand, and another stick in wet sand. Which sand is easier to stick with a stick? In wet or in dry?
Children: In dry.
Educator: dry sand is loose, grains of sand are not glued together, so it is easier to stick into dry sand. And now I will pour sand into plastic cups (the same amount), but I will moisten one cup with sand with water. And now we'll see which sand is heavier. We will weigh the dry sand first and then the wet sand.
Which one is heavier?
Children: Wet.
Educator: That's right, because - among the dry grains of sand is hiding light air, and among the wet ones - heavier water.
Guys, now tell me, what kind of sand is used to make a cake from dry or wet?
Children: From wet.
Educator: That's right, wet sand perfectly retains its shape, so it's easy to sculpt from it, you do it many times on a walk in the sandbox.
Guys, sand can filter water, i.e. clean it. Look here. (The teacher takes dirty water and passes it through the sand).
Educator: What happened to the dirty water I poured into the sand? How has she changed?
Children: Became cleaner, more transparent.
Educator: Sand is a natural filter, it purifies water.
Now let's do another experiment. In a tray with sand, add a little water with a spoon and mix. What's going on? (Children answer)
Children: the sand became damp, wet.
caregiver Q: What happened to the water?
Children: she soaked into the sand.
We will do the same with sea sand.
Children: ………………….
Educator: right …………………..
CONCLUSION: what is the difference between river sand and sea sand? ............ children's answers
caregiver: Who knows: what is the difference between experiment and focus?
Children:……….
caregiver: Today we conducted many experiments with sand and water helped us in this. Let's remember what we know about water?
Children: transparent, has no taste, smell, it is a liquid, it flows and overflows, some substances dissolve in it………etc.
Does water have color? Can it be red, blue or green?
Children: Yes.
Educator: How to do it? ...... Can it be done with magic? Now I will teach you how to do the trick, which is called the “Colorful Miracle”………….. (plain water is poured into the bottle and it is hidden in a magic bag; after several energetic movements and magic spells, it becomes multi-colored).
Educator: Our research and games are over for today. What do you especially remember? We need to clean everything up. Well done! Thank you all for your work.
Ekaterina Goncharova
Summary of GCD for mathematical development in preparatory group on the topic "Measurement of length"
Summary of GCD on mathematical development in the preparatory group on the topic:
« Length measurement»
Target: Fix ideas about length measurement with the help of measurements and skill practically measure length segment of a given measure.
Tasks:
Educational:
Introduce the centimeter and meter as common units length measurement, to form the ability to use a ruler for measurement of lengths of segments;
Fix ideas about comparison groups objects using pairing, addition and subtraction, the relationship of the whole and parts, the composition of the number 6.
Educational:
Promote development logical thinking, attention.
educators:
Cultivate interest in mathematics, develop collaboration skills.
Materials for the lesson:
Demo: white paper strip 40 cm long, stripes- measurements: red - 10 cm, blue - 8 cm; illustration: parrot and boa constrictor; meter (tailor, folding, tape measure); centimeter model; ruler.
Dispensing: white paper strip 20 cm long, stripes- measurements: red - 5 cm, blue - 4 cm; ruler; sheets with three segments 5 cm, 2 cm and 4 cm.
GCD progress
1. Introduction to the game situation
V .: Guys, today we will go on a trip to the country mathematics. In this country, we are waiting for a lot of games and tasks, so be very attentive.
2. Motivational game
A) I call the tallest boy and the shortest girl, please measure steps the same distance. The girl comes first. Everyone counts the steps in unison. Then comes the boy. His steps are also counted.
Q: What did you notice?
D .: The distance did not change, but the number of steps was different.
V: Why did it happen?
D: There were steps. different: the more steps, the less number steps.
B) There is a white strip of paper on the tables of children 20 cm long, red - 5 cm, blue - 4 cm. I suggest that they first compare the red and blue stripes directly, and then walk the white strip with them.
Q: Guys, what conclusion can we draw from this?
D .: The larger the measure, the smaller the result. measurements.
3. Difficulty in a game situation. Finding an exit
Work in a notebook
No. 1, page 12.
What other measures can measure line lengths? (Spans, fathoms, elbows, etc.)
Will the same result be obtained with measurement in all people? (No, everyone has different steps, elbows, etc.)
To accurately measure the length people have agreed to use measurements that are not related to the size of the human body - they are always the same.
Today we will get acquainted with two such measures - a meter and a centimeter.
I demonstrate the meter model and the centimeter model. Children highlight the centimeter on their rulers with a green pencil.
Which of these measures is more convenient measure distance in the room? (Meter.) Measure the length of the board with a meter, cabinet height.
Children measure meter two - three distances.
What unit measures length board boy in the picture? (Metro)
And what measure is convenient measure track on which the snail crawls?
(A centimeter.) How many small segments of 1 cm fit into this track? (4cm)
Look at the picture and explain how to attach a ruler to measure a segment. (One end of the segment must be aligned with the red stroke, and the other end will show how many centimeters it contains).
Physical education minute "Charger"
We put on the record, we start running in place
And we go to the warm-up Finish - two hundred meters!
Charge, charge 1-2, 1-2,
Get on the charger! 1-2, 1-2!
Enough, enough! came running
Stretch, breathe!
4. Self application "new" in other game situations
1) No. 2, p. 12.
V .: What do you think, which segment is the most long, which one is the shortest? How to prove?
Children measure the length of the segments with a ruler, saying aloud how it should be applied.
D .: I will attach one end of the segment to the red stroke of the ruler, the other end is at point 6. So, length cut - 6 centimeters.
2) No. 3, p. 12.
On the board is a polygon made up of stripes.
Q: Are the sides of a polygon line segments?
Children's answers.
The polygon crumbles, and the children are convinced that those who considered the sides of the polygons to be segments were right.
Children measure with a ruler sides of polygons in the tutorial.
3) No. 4, p. 12.
AT.: Measure the length of a large piece. Write the result in the box measurements. (5 cm)
B .: Trace one part with a blue pencil and the other part with a green pencil. Measure length each part and write down the result. What equalities can we make?
Children's answers.
Physical education minute
I took a bath on Monday (depicting swimming)
And on Tuesday I painted (depicting drawing)
On Wednesday, I washed my face for a long time, ( "we wash ourselves")
Played football on Thursday (run in place)
On Friday I jumped, ran, (we jump)
Danced for a very long time (circling in place)
And on Saturday, Sunday (clapping hands)
I rested all day.
(children squat down, hands under the cheek - fall asleep).
5. Repetition and developing tasks
1) No. 5, p. 13.
Q: Look at the pictures. How do you figure out what to do in this task?
D .: It is necessary to compare the number of small and large balls, parrots and monkeys, lanterns and candles.
Q: Record the number of items in each bag in empty cells and compare the resulting numbers.
2) No. 6, p. 13.
Q: What do you need to do in this task?
D .: You need to finish the blue beads up to six and add the second term.
6. Reflection
How measure the length of the line? (Choose a measure and lay it in a segment.)
What new measurements did you learn today? (Meter, centimeter.)
How are they different from the ones we used before? (They are always the same.)
Tasks for educational areas:
- "Knowledge": to consolidate the concept of "measurement", to consolidate the ability of children to measure bulk substances; monitor the completeness of the measurement; develop logic; consolidate knowledge about the life of birds in cold weather; consolidate knowledge about the sparrow; consolidate knowledge of the postal address.
- "Physical Culture": to introduce children to a new physical education minute; relieving tension from the muscles of the musculoskeletal system.
- "Socialization": to form the ability to work in a mini-group, to distribute roles and responsibilities in it, the ability to listen to comrades, not to interrupt them; to form the ability to defend one's point of view; to cultivate a caring attitude towards birds; feeling of compassion for them.
- "Reading fiction": introduce the poem of the poet Anatoly Grishin "Sparrow".
- "Music": develop a sense of beauty; create an emotional positive attitude; learn to listen carefully to the sounds of nature.
- "Labor": place food on the site.
- "Communication": the development of speech and thought activity; improvement of communication skills.
Lesson progress
Organize a circle with the guys, say a nickname and repeat the rules of conduct;
I see a cheerful circle
All my friends are in!
We're going to the right now
And then let's go to the left;
Gather in the center of the circle
And we'll all be back.
Smile, wink
And let's go to the chairs.
Warm up.
Guys, today I was the very first in the group, and I saw that a letter had come to us. (Discuss with the children where information is located on the envelope about who sends and where it sends. What is an index).
(The teacher reads the letter: “Hello, dear children of the “Why Why” preparatory group. Your friend Dunno is writing to you from the distant Flower City. You have helped me out more than once, please help me this time too. Znayka decided to take up my education and gave me problems. I did all but one problem. Without your help, Dear friends, I can't handle it. I really want to show Znaika that I am ready to learn and not be lazy.").
Dunno writes, he asks us to help us solve his problem, otherwise he will not be able to please his friend Znayka with his zeal and ingenuity. We must help him. Here is the problem. I have already read the problem in the morning and propose to solve it with the help of simulation.
Giraffe, crocodile and hippo
They lived in different houses.
The giraffe did not live in red
And not in the blue house.
The crocodile did not live in red
And not in the yellow house.
Guess what houses the animals lived in?
(We solve using visual modeling. An orange circle is a giraffe, green is a crocodile, brown is a hippopotamus. Red, yellow and blue squares are houses. Solve this problem on a magnetic board. You can call anyone.)
Well done! We helped Dunno, and now the solution must be sent to Dunno. How?
(presumptive answer of the children. We found a solution: stick the answer on paper and send it back with a return letter. Discuss with the children the sending address and the sender's address. Remember the address of our kindergarten. Practice once again determining the place on the envelope "where" we send, "to whom" we send. On example of your own address).
Today we have an unexpected guest. Who do you think it is?
(Guided answer of children.)
Let me give you a hint. (Sounds of birdsong turn on)
(Children give the answer - a bird).
And to find out which bird came to visit us, listen to the riddle:
Everyone knows this bird.
Does not fly to a warm land
This bird all year round
Lives in our yard
And she chirps
Loud in the morning
- Wake up soon -
Everyone is in a hurry: (sparrow).
Sparrow flew to us for a reason!! He has a request.
(a picture of a sparrow is attached to the board)
How many birds can be fed with the rice in the bag if each bird eats one teaspoon of rice.
What needs to be done for this?
(presumed response of children).
We will measure rice with a teaspoon. This will be our measure.
(If desired, the child comes out and takes measurements)
How many spoons did you get?
(Answers of children).
And now let's find out how many pigeons we can feed the same amount of rice, if it's an honor that one pigeon can eat one tablespoon.
(We measure rice again and find out the number of tablespoons. Two numbers are posted on the board: the number of teaspoons (10) and the number of tablespoons (5).)
What can be said about the numbers 5 and 10 when compared?
And why did it happen, because we measured the same amount of cereal?
(The larger the measure, the smaller the number we get, and vice versa, the smaller the measure, the larger the number we get!)
Well done! Let's feed the birds too. We have a feeder on the site, we will go for a walk and pour treats into it.
But first, let's get some rest.
(Physical education minute)
So, let's prepare a delicious treat for the birds. Notice the tables. Bowls with different cereals are prepared on them: buckwheat, millet, rice and peas. In addition, various measurements are prepared there, with which you will measure bulk products. There is an empty container in which you will pour a treat. Also, pay attention to the cards. They are of two kinds.
Some are colored, denoting cereals. Brown represents buckwheat, yellow represents millet, white represents rice, and orange represents peas.
Others - pictures with the image of measurements: a teaspoon, a tablespoon and a measuring spoon. Your task is not just to prepare a treat, but to cook according to your own recipe.
Use the cards to "fix" your recipe in the album with glue. For example, if you put 2 teaspoons of buckwheat in a treat, then pour 2 cards with the image of teaspoons and a brown card into the album. (Show an example of your recipe)
And now we divide into groups at will and prepare a treat.
(Children are divided into groups, work together on treats and recipes).
Well done guys, you got the job done. (Take the recipes to attach to the board) Guys, look at what interesting recipes you got. What a varied menu the birds will have! Tell me, please, did you like the lesson? What do you remember the most? What have you learned? (Children's answers. Summarize the lesson.)
And on an evening walk, we will not forget to pour treats into the feeder. And finally, I suggest you close your eyes and listen to the birds singing.
Macroeconomics- chapter economic theory, considering the problems of the functioning of the economy as a whole, the interaction of the main subjects of economic activity.
Currently, in the economic statistics of most countries of the world, a special system of macroeconomic indicators is used to assess the results of national production, which are calculated on the basis of the system of national accounts (SNA). The calculation of these indicators is one of the most important tasks national accounting.
The system of national accounts is a system of economic tables reflecting, on the one hand, the costs of economic entities for the purchase of goods, services, on the other hand, their income from results economic activity. On the basis of these tables, a system of interrelated macroeconomic indicators is calculated that makes it possible to track the movement of the national product from its production to distribution and use.
The SNA began to take shape in the 1930s and was finally formed by 1953. AT 1993
year at the session UN Statistical Committee A new improved system of national accounts was adopted, which is currently used in more than 120 countries of the world. In the Russian Federation, in the period from 1992-1997 as a whole, a transition was made to international principles and standards for calculating the main macroeconomic indicators.
System of main macroeconomic indicators
GDP (GNP) - NVP (NNP) - ND - LDp - LDr
The most important, basic macroeconomic indicator is the indicator of GDP (GNP).
Gross domestic product (GDP)- the total market value of all final goods and services produced over a certain period of time by domestic and foreign producers located within the country.
Gross national product (GNP)- the total market value of all final goods and services produced for a certain period of time in enterprises owned citizens of the country and located both within the country and abroad.
GDP, as a rule, is calculated based on the results of the past year and shows what volume of goods and services (in rubles) was produced in the country for last year. It should be borne in mind that one of the problems that statisticians face in determining GDP is recalculation problem. Double or repeated counting is the accounting of the cost of the same product several times.
To avoid double counting only final goods and services should be counted.
Final goods and services goods and services purchased for final consumption. Not for further processing or resale.
Currently, when calculating GDP, the results of all types of economic activity are taken into account, with the exception of:
- activities carried out by households to meet their own needs;
- proceeds from criminal activities (economic and non-economic);
- financial transactions (transfer payments, securities purchase and sale transactions);
- transactions for the resale of purchased goods.
Net national product (NNP)- reflects the amount of production that the economy as a whole, including households, private business and the state, can consume without worsening the production possibilities of previous years.
National Income (ND)- reflects the part of the value of GDP that the owners of production factors receive in the form of income; the amount of income of business entities from participation in the production of goods and services in the current year.
Nominal GDP– GDP measured at current prices in effect this year.
Real GDP– GDP measured in base year prices.
GDP deflator- an indicator used to determine the general price level current year relative to the price level of the base year.
Consumer Price Index (CPI)- an indicator used to determine the general level of prices in the consumer market, which is calculated as the ratio of the cost of the consumer basket of the current year to the cost of a similar consumer basket of the base year.
Consumer basket- the minimum set of goods and services required by the consumer during certain period time.
Synopsis of GCD in the senior group
"LIQUID VOLUME MEASUREMENT"
using ICT and health-saving technologies.
Purpose: consolidation of mathematical concepts in children of the older group.
Tasks:
create conditions for:
children's exercises in comparing volumes of liquids using measurement;
strengthening the ability to increase and decrease the number by 1;
continuing the exercise in distinguishing and naming geometric shapes according to two features: color, shape;
revitalization and enrichment vocabulary children;
development of memory, attention, imagination, logical thinking;
educate social skills: the ability to work in a group, negotiate;
foster a culture of behavior in the classroom.
Material and equipment:
two different bowls of milk
large bowl;
glass, cup, spoon;
ball.
Handout:
set of geometric shapes different color and magnitude;
cards for laying out a pattern;
chips.
GCD progress
GCD structure. Methods and techniques. Teacher activities Children activities
Organizing time.
A moment of surprise.
Review and comparison.
Formulation of the problem.
Fizminutka (ball game)
Work in pairs with geometric shapes.
D / and "Say the opposite" (presentation) (individual work).
Reflection. The teacher holds two toy kittens in his hands.
-Guys, look who I found in the group this morning.
- What are they?
In front of the children are two jars of different sizes, but with the same amount of milk.
- Guys, these kittens quarreled a little, because they don't know if they have the same amount of milk in cans? How can we help find this out?
- What will we measure? - What can serve us as a measure?
- Then let's measure the milk of a gray kitten with a glass, and the milk of a white kitten with a ladle.
- Well done, do not let yourself be confused! Let's remember the rules of measurement: how should the measure be filled?
- And what should we do in order not to get confused and accurately determine the number of measurements?
- Dima, try to measure the milk with a glass, and the rest at the table put chips away.
- Alice, now you try to measure the volume of milk from the second bowl. And the guys lay off the green chips.
- Guys, how many chips are red and how many are green?
- Let's try to measure with another measure, for example, with this children's ladle.
Why are there more bowls of milk than glasses?
- So, our kittens will get the same amount of milk?
- Thank you for helping them, now they will not quarrel. - Let's get some rest now, shall we?
Let's stand together in a circle. I will throw the ball and call the number, and you must increase it by one unit, for example - 1 - 25-7-
3-
5-
8-
(can be made more difficult by taking a step back - the circle expands)
Now let's decrease by one unit:
5-3-10
(Reduce - the circle narrows)
- And now we will lay out a pattern of geometric shapes on the card. The teacher, by drawing lots, chooses the leader who dictates the pattern.
-Now exchange cards and check if the task is completed correctly.
- Let's look at the screen and play the game, I say:
- Low shrub
- The house is low,
- The branch is thin,
- The river is wide
- Golfs are long,
- Large chair
- What did you like most about the lesson?
- What kind geometric figures did you post today?
- Try at home using a measure to pour the same amount of tea (milk, juice) into different cups for yourself and your mother. The children are sitting at the tables.
Oh those are kittens!
Small, fluffy, etc. You need to measure the amount of milk (volume).
Measure. Any capacity. But it will be more convenient to measure with a small glass or a children's ladle.
No, the measurement must be the same for both measurements.
The measure must be complete.
You need to mark each measurement with a chip.
Children put away chips.
And those and other chips turned out to be 5 pieces. This means that the volume of milk in the bowls was the same. Children lay chips. Both in one and the other bowl of milk turned out to be 10 ladles each.
Because less milk is placed in a ladle than in a glass with which we measured milk before.
Yes. Although the bowls have different shape, but the amount of milk in them is the same.
Yes!
429
Children complete the task in pairs.
The children are checking.
and the tree is tall.
the faucet is tall.
and the tree is thick.
and the stream is narrow.
and short socks.
and the chair is small.
I liked measuring the volume of water!
And I have to play the game "Say the opposite"!
Circle, square, rectangle, trapezoid, rhombus, oval.