The values \u200b\u200bof the length of the kilometer. Presentation on the topic "Values

Municipal educational institution

Thousands of basic comprehensive school

Methodical development lesson

in mathematics on the topic

"Values. Unit of Length - Kilometer »Grade 4

UMK School of Russia

Amounted to: Sixpalova Julia Alekseevna

teacher primary classes

The purpose of the lesson:

Tasks:

Subject:

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

Introduce a new unit of length - kilometer;

Formulation of the problem;

Hypothesis nomination and proof;

Improve computational skills and problem solving skills.

To form a Wood:

Personal Wood: self-esteem ability based on the criterion of successful learning activities.

Regulatory Wood:

The ability to determine and formulate the goal in the lesson using the teacher;

Plan your actions in accordance with the task;

To express your assumption.

Communicative Wood:

The ability to draw up their thoughts orally;

Listen and understand the speech of others;

Negotiate the rules of behavior and communication and follow them.

Cognitive Wood:

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

Produce new knowledge;

Find answers to the textbook, use life experience and information obtained in the lesson.

The purpose of the lesson: To introduce the name of the new size of the length of length - a kilometer. Give an idea of \u200b\u200busing this value in practice, about the ratio with other known lengths of length.

Equipment: mathematics textbook 4 class M.I. Moro, 1h.; a computer; multimedia projector; presentation; artistic word; Cards with a finished printable basis for individual work; cards for work in pairs; Cards with tasks of different levels difficulties for fixing a new material (for each student); Stars of blue, yellow, red, white colors.

Type of lesson: study of a new material; Lesson - Letting.

During the classes:

Organizing time

Teacher: We welcome guests.

Schoolgirl:

We are glad to welcome you in our class.

Perhaps there are classes and better and more.

But let in our class you will be light.

Let it be cozy and very easy!

Teacher: Let everyone today

Success is accompanied at the lesson!

Smile to each other. Sit down guys.

Teacher: Today is an unusual lesson. We do space flight on one of the planets Solar system. Guess what?

Pupil: This planet solar system is named after the Ancient Roman God of war, almost 2 times less than the Earth.

Pupils: Mars.

Teacher: You must be worthy of land representatives, so we must take with you only the most necessary. What is it?

Pupil: Knowledge, skills.

Teacher: What science will it help us? Mathematics.

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

Crew to fly ready?

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

2. Check the position of the on-board log (notebook)

3. Records need to be done clearly, picking up for them to read all the astronauts of the Earth, which will follow our flight. And with us in the flight, our guests are sent.

Teacher: Let's fix the date of departure in the on-board log.

(Children write a number classwork)

Teacher: Waiting for us fast rocket (slide 2)

For flight on the planet

Go to Mars

Stars, wait for us to visit us!

Actualization of reference knowledge

1. Oral account (Slide 3)

Teacher: To avoid a catastrophe at the start of the rocket, we must necessarily go through and decrypt mathematical nebula. Deciding the chain of examples, you will learn interesting reduction About planet.

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

So guys, what figure it turned out?

Teacher: What does this figure relating to this planet? Which of you guessed?

(Students express their opinions)

Teacher: Mars is the fourth planet for remoteness from the Sun.

Teacher: Attention! 3,2,1 ...

What happened? (On the slide earth with three rings). (Slide 4)

Pupils: The aliens closed the land.

We need to urgently save the planet and then we will be able to fly to Mars.

2. Teacher: Your task: Calculate the area occupied by the aliens.

(Slide 5)

Condition: 2 rectangles are given: large - with parties 20 cm and 6 cm; Small - with sides 13cm and 2 cm.

Pupils: The area occupied by the aliens is 94 sq.m.

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

3. Teacher: Look, the aliens not only stole the land, but also sent to her meteor Rain. (Slide 7)

What is depicted on meteorites? (Numbers) (Slide 8)

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

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

Check the correctness of the task to the slide.

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

Who coped with the task? (mutual test).

Who made mistakes?

Teacher:

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

How many classes are among 56065? Name them? (In this regard, 2 classes: class of units and class thousand).

What does the number "4" indicates the number of 364120? (Units of thousands of second class)

(On the slide earth with one ring)

Teacher : Well done! It remains to overcome only one obstacle, and we will be able to fly to Mars. (Slide 9)

Logic tasks:

Make-up task: In the ranks (slide 10)

In the record 4444, set arithmetic marks between some numbers so that the expression is obtained, whose value is:

1 row: 16; 2 row: 88, 3 row: 448.

Answers: (4 + 4 + 4 + 4 \u003d 16); 44 + 44 \u003d 88; 444 + 4 \u003d 448).

(The first solving from each row performs the task at the board).

Teacher: Are you all worth flying on the planet?

Attention! 3,2,1,0, Start!

Preparation for the study of a new material.

Teacher: See what it is? (Slide 11)

Pupils: Different quantities.

Teacher: What is the magnitude?

Pupils: What can be measured and the result is expressed by the number.

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

Teacher: Guys, what is the magnitude excess here?

( kg is the mass units; And the remaining values \u200b\u200b- units of length).

Teacher: What few lengths do you know? Name, starting with the smallest.

Pupils: call(1mm, 1 cm, 1 dm, 1m).

Tags: Some values \u200b\u200bare among themselves, let's find a pair. Couple equal units Length: (Work in pairs, children perform a job on a finished printed basis)

Slide check. (Slide 12)

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

Teacher: To Marsa the path was very long

Stop! We leave from the cab.

After a long flight we need a warm-up. Now we will hold a physical attachment (slide 13).

Fizkultminutka

(melody "sergey_ sirotin.- magic»).

Studying a new material.

Teacher: Here we are on the planet. What are we going to continue your way?

Pupils: Marso party. (Slide 14)

Teacher: Who knows about him?

Pupils: Squirrel - Planet carrier, designed to study Mars, as a moonport - to explore the moon.

Teacher: On it, we will continue to study the planet Mars. We will measure the distance we will pass.

Will we be able to take advantage of those familiar to us in length: mm, cm, dm, m, why? Your assumptions.

Pupils: Assumptions are expressed: we will need a new unit of length.

Teacher: Who knows how it is called?

Pupils: kilometer.

Teacher: Name the subject of the lesson on which we will work? (Slide 15)

Pupils: Unit length - kilometer.

Teacher: What is measured using this unit of length?

Pupils: long distances.

Teacher: Right. The word kilometer is customary to record so: km (the point at the end does not need to be installed).

In the name of the unit of length - a kilometer part of the word we are already familiar - the meter, and the part of the word "kilo" is not. This word is taken from french And means "thousand". Output. How many meters is 1 km?

Pupils: 1 km \u003d 1000 m

Teacher: Record the name of the new length in the logbook.

Compare our conclusions with the textbook material (p.38)

Guys, and let's see what is said in the textbook about this unit of length?

(Pupils read and memorize the rule).

Primary fastening material

1. Teacher: Knowing this material will help us overcome the obstacle. (Slide 16)

orally : Determine: How many meters contain: 3km \u003d ... m; 7km \u003d \u200b\u200b... m; 9km \u003d ... m

- Turn meters in km: 2000m \u003d ... km; 4000m \u003d ... km; 8000m \u003d ... km

Well done! Well, now in the way!

2. Teacher: The surface of Mars is uneven: rally, ditch, but to overcome this way, a properly solved task will help us. (Slide 17)

With this obstacle, we will help to cope with the correct task.

A task: From two stops, the distance between which 2km 100m was departed by 2 marshodes. One of them passed 140m, and the other - 160m. What was the distance between them? (Slide 18)

Teacher: Are you understandable to the task condition?

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

The teacher, together with the children, disassembles both options for solving this task:

1 Object solution:

Consider the case if the rinsles move towards each other.

What is known in the task?

(Which path passed 1 mercier (140m), the second (160m), the initial distance between them).

2 Object Solution Option : if the rinsing are moving in different directions.

Distance passed by each rover changed? (not)

Distance between stops has changed? (not)

And between the marshodes will change? (Yes)

Why? (Marsoises are moving in different directions)

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

What needs to be done with kilometers to solve the task correctly? (Translate to meters)

Teacher: invites children to solve the task; 2 people solve the task at the board.

Check (slides: 19, 20).

What new unit of length used when solving tasks? And how much is 1 km - ... m?

Fizkultminthork for eye

(Slides: 21-25)

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

(The question of this remains open and controversial. There for earthly standards it is very cold, little oxygen. But who is it?) (Slide 26)

Pupils: Aliens.

Teacher: Usually they are not shown to people, but they can see something happened, they transmit a signalSOS.They ask for help.

Here are some schemes. Deciphering them, we will be able to read the message that they transmit us. And what is this scheme?

The task: Equation (different level of complexity) (students decide on individual sheets, on back side Sheet write and show the answer)

x + 34 \u003d 18 * 5 (x \u003d 56) 239 - x \u003d 183 (x \u003d 56)

Teacher: All were able to solve?

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

Personal Message : According to approximate these scientists, the distance from the ground to Mars is about 70 million km. Guys, what do you think it is a big distance? Indeed, to fly to this planet, you will need a person for 2.5 years.

VI . Fastening material

Teacher: Well, it's time for us to go home. Any researcher, returning to Earth, must provide a report on the work done. We will now make our report in which we will show what they learned on the journey. (Slide 28)

Independent work Pupils: (For cards of different levels of complexity, children choose the task themselves)

Teacher: So,1 Group: perform a task on red stars

Insert the missed numbers:

5000m \u003d ... km 48 km \u003d ... m

24000m \u003d ... km 305 km \u003d ... m

2 Group: perform a task on yellow stars

Insert the missed numbers:

3125m \u003d ... km ... m 2455 km \u003d ... km ... m

2 km 537 m \u003d ... m 7407m \u003d ... km ... m

VII . The outcome of the lesson.

Our journey ended. We landed on our native land.

Who was easy to overcome obstacles on the way?

Did you like our journey?

Than?

- What have you learned about the planet Mars?

- And what unit of magnitude we measured the distance that passed?

VIII. . Homework: (Slide 29)

IX. . Reflection (slide 30)

Teacher: Let's estimate your work while traveling. Raise:

- Blue star, if you are satisfied with your work while traveling, because they almost were not mistaken;

- Yellow star - if it was sometimes difficult for you and you were mistaken;

- Red Star - who believes that it is necessary to try to still a little and then the success will be!

- Thank you for work! The journey ended. All the best! (slide 31)

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

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Abstractopen lesson in mathematics

Theme lesson: Values. Units of length - kilometer.

The purpose of the lesson: To introduce a new amount of length measurement - kilometer. Give an idea of \u200b\u200busing this value in practice, about the ratio with other known lengths of length.

Tasks lesson:

· Test students to the "opening" of the new unit length - kilometer, His ratio with a single-meter unit

· Forming the ability to express the length in the specified units (m, km)

· Solve problems containing units of length

· Improve the skills and skills to read and write multivalued numbers; Working out of computational skills

· Promote development thinking operations: analysis, synthesis, generalizations, comparisons; develop logical thinking, speech, attention

· Form the skills of self, individual and collective work: interconnecting and self-test, discussion of information, planning cognitive activity and self-esteem

· Create motivation to further study the subject; The desire to use mathematical knowledge in everyday life.

Type of lesson: Studying a new material

Equipment: Mathematics textbook 4 class M. I. Moro, 1 hour; computer, multimedia projector, presentation; Cards for work in pairs

During the classes:

unit length multi-valued number

1. Organizational moment (Slide 1)

Teacher: Close your eyes and imagine bright, warm sun. Let his rays warm you with their warmth. Imagine that the sunbeam filled your heart of kindness, tenderness and love. Send the light of love to your family friends. Smile to your comrades.

Sit down guys. Write down the number. Classwork.

Teacher: I suggest you today go on a trip to. This is a wonderful train. (Slide 2)

He is high-speed, so in 45 minutes we have to learn a lot. Our route is laid through the cities of Udmurtia. Let's start with an oral account.

2. Actualization of knowledge

Oral account (slide 3) Decide the chain of examples.

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

What does this figure relating to our journey?

Who guessed?

(Students express their opinions)

Teacher: 6 cities in Udmurtia. (Slide 4-Map of Udmurtia)

Frontal work. (One man at the board)

Write down in a notebook multivalued numberswhich will sound.

In the city of Kambark lives 10. 862 people.

Replace this number of the sum of discharge terms.

98. 862 people live in Votkinsk.

How many classes in a given number. (2 classes: class units and class thousand

The eye lives-95. 117Helovek

What shows the number 5 in the record of this number (units of thousands)

100. 153 people live in Sarapula.

How many dozens? (10. 015Des.)

In the city of Mozhga lives 48. 764 people.

How much is hundreds in a given number? (487 hundred.)

In Izhevsk lives --- 632. 913 people.

Compare numbers.

What city is the most numerous in the number of population, and what is the smallest? (Izhevsk is the largest, Kambarka is the smallest city in the number of population.)

Teacher: On the road, we often meet the situation where a mixer is necessary.

Logical task. (work in the pair) (Slide-5)

In the record 4 4 4 4, put arithmetic signs between some numbers so that the expression of which is the value of which is:

1 row: 16 4 + 4 + 4 + 4 \u003d 16

2 row: 88 44 + 44 \u003d 88

3rd: 448 444 + 4 \u003d 448

(the first one who decided from each row performs the task at the board)

Teacher: - Molders guys! Coped with multi-valued numbers and with a logical task.

Preparation for the study of new material

See what it is? (slide 6)

Pupils: Units of length. (slide7)

Teacher: Exclude an extra magnitude. (720 kg is a measure of mass)

Teacher: Name which few lengths you know, starting with the smallest. (mm cm dm m)

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

How many in 1 d - cm, mm. (Slide 8)

Connect equal units of length. (Back to Slide No. 6)

(Children perform on a finished printed basis. Slide check. -9

Fizkultminutka

Work on new materials:

Teacher: Is it possible to use these lengths for measuring the distance between cities?

Who knows what unit length is long distances?

Pupils: a unit of length - kilometer.

Teacher: (Slide-10)

In the name of the length of the length - kilometer, we already familiarize themselves - the meter, and part of the word "k and l about" is taken from the French language and means "thousand" who will try to decipher the "secret" of this unit of length?

1 km \u003d 1000m ---- Write to the notebook.

Fastening material

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

If the length of the adult step is approximately 1 meter, how many steps it should do to go through 1 km? (1000m)

And the length of the child's step is approximately 50 m. How much the child should take steps to go through 1km. (2000m)

Determine: How many meters contain: 3 km \u003d ... m, 7 km \u003d ... m, 9km \u003d .. m

Make meters in km: 2000m \u003d ... km, 4000m \u003d ... km, 8000 m \u003d .. km

Express distance in meters.

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

2. Who traveled to Votkinsk? Distance from Izhevsk to Votkinsk --- 59 000m \u003d ... km

3. Who traveled to the city of Mozhga? Distance from Izhevsk to Mozhga is 94 km \u003d ... m

The length of the Kama River is 1805 km \u003d ... m

5. Name the river that proceeds in Izhevsk?

The length of the IZh River is 259 km \u003d .. m

Solving tasks using a new length unit

Teacher: Discover textbooks on page 39, №171

Read the task condition.

How can transport transport?

Pupils: In one direction, in opposite directions, each other.

Teacher: How do buses move on the first drawing? (meet)

How much did the first bus passed? And second?

What is the distance between stops?

What does it consist of?

1km - how many meters?

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

Consider the second drawing.

How do buses move? (in opposite directions)

Distance between stops will change?

And between buses?

Pupils: Previously, buses drove towards meetings, and now in different directions.

Teacher: How will the distance between buses change?

Pupils: will become more.

Write down the solution.

What are the tasks? What is the difference?

What new length used?

What had to do with km? (Translate to meters)

Teacher: Do you know the growth of the thumbnail? (2 cm 5 mm)

Human growth, about which they say "from the pot two tops" (8cm8mm)

Sailors wish good navigation. They say "7 feet by keel" (2m 13 cm)

The result of the lesson we finished our journey.

What unit of length got acquainted?

How many meters is 1 km?

Is it often a member of the length in life?

Draw a blue circle-satisfied with work, because they were not mistaken.

Yellow circle- was sometimes difficult.

Red circle was hard, allowed inaccuracies.

Homework: № 178

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Subject: values.

Theme lesson: Units of length. Kilometer.

Objectives lesson : Acquaintance of children with a new length measurement unit - kilometer

Tasks lesson:

- introduce a new unit of length - kilometer;

Develop logical thinking and skill creatively approaching tasks;

During the classes:

I organizing moment

Slide 1.

What do you think about today we will be speaking in the lesson?

2 Slide

Today we will travel by train. He is speedy. Our route is laid on the map.

(Separately prepared the names of the names of the stations and the marks of the distance traveled)

	kM
	kM
	kM
1000	kM

Art. Skalkalkino

Art. Measyalkino

Art. Schever

II. Look at our card, the cartographers have worked well.

Before you go on a journey. Please tell me which lengths of length do you know?

On the desk:

1000 mm 100 cm

100 mm 10 cm

10 mm

1DM

1 cm

1mm.

What is the smallest value?

What is the greatest?

Draw in a notebook of segments in 1 cm, 1 dm;

1 mm (answers), 1 m (answer options).

Slide 3.

III. Attention! The train arrived at Art. Skalkalkino.

Slide 4.

1. We meet the little men. Look at them carefully. What date does not get on the head of the third little man?

2. During the repair of the road, the worker attached the signs, indicating distances:

On the desk : 1533 1433 1333 1633 1733 1233

What is his mistake? Correct it in the notebook, 1 person on the board.

What helped you correctly perform the task?

We have fun living -

It is clear to everyone without words.

To determine the length of the segments

Slide 5.

Who is ready?

IV. Measurekino station.

Practical work.

No. 168 (p.38) We check the eye meter. Who has it developed better? Then check with a ruler.

What can you say about the length of segments?

№ 170 (p. 38) - independently, 1 or 2 columctions (optional)

Check. Slide 6.

V. we approach the station to the problem.

Slide 7.

What do you think, what distance do we drove? (answer options)

Which units are the distance from one settlement to the other? (Answer options)

1 . Reading the paragraph on page 38

What is the name of the new unit of length? How is it indicated briefly?

How many meters is 1 km?

What you need to add in the records on signpoint signs?

Vi. Schello station.

The step of an adult is about 1 m. How much does he need to take steps to go through 1 km?
Work on the task number 171.

a) work on the content

Are you understandable in the task?

How does transport move?

9 Slide

b) Answer questions. How do buses moving on the first drawing?

How much was the first? second?

What is the distance between stops?

1 km - how many meters?

Record problem solving.

(At this time, Hapova N. works independently) "Mathematics with a smile" (5 task)

c) work with the second drawing.

How do buses move?

Distance between buses change?

Write down the solution.

d) comparable solutions 1 and 2 tasks.

Slide 10.

VII. Last stop - Art. Computing.

№ 172 on page 38 - independently (any line

slide 11.

If desired), after completing the task, we should have a word.

On the desk:

Back forward

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Objectives lesson.

Main subjects:

Formation of skills to express the length in the specified units (M\u003e km, km\u003e m); compare items in length; solve text tasks containing units of length; improve the ability to read, write, compare multivalued numbers; testing of computational skills;
Development of figurative, spatial and logical thinking, imagination, speech and attention;
Education of interest in mathematics, desire to use mathematical knowledge in everyday life;

Main generals: Formation of self-individual and collective work skills: interconnected and self-test, discussing information, planning cognitive activity and self-esteem.

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

During the classes

I. Organizational moment. Psychological attitude to the lesson.

We came here to learn
Do not be lazy, but to work.
We listen carefully
We work diligently. Slides 3 and 4.

II. Individual knowledge check. Work on cards. Attachment 1.

Check your homework.

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

300 + 400 \u003d 700 (m) - on the highway and road
700 - 500 \u003d 200 (m) - difference

Answer: 200 meters less.

Additional question (frontal work). Find all the distance to the lake and back if you go different ways.

500 + 500 \u003d 1000 (m) - on pros
500 + 300 + 400 \u003d 1200 (m) - on the perception, on the road and on the highway
(300 + 400) · 2 \u003d 1400 (m) - on the highway, on the road and also back.

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

Frontal work. Slide 6.

Select only those numbers that are answers of examples.

III. Message Topics lesson.

Position the number of numbers in ascending order and you will learn how the textbook section is called, the study of which we will dedicate today's and several subsequent lessons.

76 88 107 184 520 864 921 985
IN E. L. AND C. AND N. S

What values \u200b\u200bdid you meet with your homework? (Length.)

What other values \u200b\u200bdo you know? (Weight, time.) Slide 7.

I suggest you today go to a fascinating journey ( Appendix 2) On the topic "Units of Length". Slide 9.

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

We will travel on this train. He is speedy, because for a lesson we need to know a lot, do, remember. So let's go!

IV. Verbal counting.Frontal work. 1 student at the board.

1. I propose to hold a "geographic-mathematical minute."

Write down in the notebook multivalued numbers that will sound:

but) Slide 10. The Republic of Bashkortostan is located at the turn of Europe and Asia and occupies part of the eastern outskirts of the Eastern European Plain (Pre-Ural), the mountain strip of the Southern Urals and the sublime-plain Zauralya. The length of the territory from north to south is 540,000 meters, from west to east - 420,000 meters. Replace the number of the number of discharge terms.

b) Slide 11. We drove along the banks r. White - the largest river in Bashkortostan. Its length is 1 million 430 thousand meters.

What shows the number 3 in the number of numbers? (Tens of thousands)

in) Slide 12. In the east of Bashkiria, the Ural Mountains come out. Above others rose Mount Yamantau - 1640 meters and Jesnel - 1586 meters.

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

Determine how many dozen, all hundreds of 1586. (Among 158 dozen).

Compare these numbers. (1640 >1586)

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

Attention! The train arrived at the Svekalkino station.

Look at these interesting icons. What will happen next? ( Appendix 2)

V. Actualization of knowledge.

1. Slides 14-19.

Let's remember which few lengths do you already know? Name them in the order of magnification. (millimeter, centimeter, decimeter, meter)

How many decimeters are 1 meter?

How many centimeters are 1 meter?

How many millimeters are 1 meter?

2. Measuring station.

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

We have fun living -
It is clear to everyone without words.
To determine the length of the segments
Who is ready?

Compare the length of the segments to the eye.

Check by measurement.

In which units can I express the length of the segments? (cm, mm)

Record in the form of inequality the resulting lengths of segments. (AU.< СД > MK, 30 mm< 80мм > 50mm, 3 cm< 8 см > 5 cm)

3. Independent work in pairs, followed by self-test. Estimation.

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

Fizminutka for eyes.

Slide 23.

Vi. Work on new material. Frontal work.

Which lengths are convenient to use when measuring the width of the window, the length of the pencil, the thickness of the match?

Is it convenient to use these lengths for measuring distances between settlements?

Who knows what unit is long distances? (kilometer)

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

Kilo ... (Franz. Kilo ..., from Greek. Chilioi is a thousand), a prefix for the formation of the names of multiple units, in size equal to 1000 source units. Abbreviated designations: Russian k, international k. The prefix is \u200b\u200bwritten in a punch with the name of the source unit.

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

If kilo is a thousand, then how many meters in 1 kilometer? (1 km \u003d 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 are 1 km meters?

VII. Fastening new knowledge. Frontal work.

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

What distance is noted on the st. Smekalkino? (20 000 meters)

How many kilometers?

Movable fizminutka.

We are approaching Art. Complete. Slide 29. What distance we drove?

(60,000 m \u003d 60 km)

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

How can transport transport? (for each other, meet, in different directions)

Reading the task out loud.

Consider the first drawing. Complete it.

How do buses move? (meet)

What way went first? (160 m) Second? (140 m)

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

What parts of (segments) is all distance? (from what the first bus drove, the second bus and the remaining distance)

Solving the problem with explanation. 1 student at the board. Estimation.

160 + 140 \u003d 300 (m) - both buses drove
1 km \u003d 1000 m
1000 - 300 \u003d 700 (m) - distance between buses

Answer: 700 meters.

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

Distance passed by each bus changed? (not)

Distance between stops has changed? (not)

And between buses will change? (Yes) Why? (Previously, buses drove to meet, and now - in different directions)How will the distance between buses change? (will become more)

What segments is this distance?

Solving the task in pairs followed by self-test.

Compare task solutions. What are like?

What is the difference? Why?

What new unit of length used when solving tasks?

What had to do with kilometers to solve the task correctly? (Translate to meters)

VIII. Fastening learned.

Last stop - Art. Computing. Slides 34 - 37.

1. Independent work. P. 41, No. 202 for the choice.

Check with an additional information about other lengths of length.

Yard - The distance from the nose of King Heinrich I to the end of the middle finger his elongated hand.

Sashen - The distance from the end of the fingers of one hand to the end of the fingers is different.

Verzhok - an old Russian length of length, equal to the width of two fingers (index and medium).

What distance is indicated on Art. Calcularly? (100 000 meters)

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

Quiz using a table of length. Slide 39.

What growth was an inches? (2 cm 5 mm)

What was the growth of a person about which they say "from the pot two tops"? (8 cm 8 mm)

When sailors wish a good navigation, they say "7 feet under the keel". How many meters? (2 m 13 cm)

Slide 39.

IX. The outcome of the lesson. Evaluation of work. Slides 41, 42.

What kind of new length did you meet?

How many meters in 1 kilometer?

What is this unit length used for?

X. Homework. Comment on homework.

Pp. 41, No. 200 (2), No. 204, additionally: make a similar task.

Literature.

Dmitriev O.I. Pounding developments in mathematics to the learning kit M.I. Moro and others. 4th grade.

Topic: UMC: "School of Russia" Teaching subject: Mathematics Authors of the textbook, tutorials, Notebooks: Objectives of the lesson in accordance with GEF NOO: Educational: Developing:  Moro M. I., Bantova M. A. Mathematics: Tutorial for grade 4: in 2 hours - M.: Enlightenment, 2013.  Moro M. I., Bantova M. A. Notebook in mathematics for grade 4: in 2 hours. - M.: Education, 2014           To introduce children with the name of a new, unknown value of measuring length - a kilometer; give an idea of \u200b\u200busing them in practice, about the ratio with other known lengths of length; Improve the skills of the oral account, the ability to logically analyze arithmetic tasks, solve them; Improve the ability to use a ruler, measure; Teach children to apply the theoretical knowledge in practice; promote the development of the schoolchildren of the ability to correctly apply mathematical values; Develop the ability to competently, logical, fully give answers to questions, be able to prove, argue your opinion; facilitate an increase in self-control and self-esteem; contribute to the development of educational and

railing: Tasks: Cognitive motivation, attention and speech, extension of the horizon;    Create motivation to further study the subject; educate accuracy and attention; promote the development of the abilities in children to communicate, enjoy the success of comrades; Help students to realize the value of joint activities.  Test students to the "opening" of the new unit of length - a kilometer, its ratio with a unit of length - meter.  Continue the formation of skills and reading skills and write four-digit numbers, by converting named numbers with studied length units.  Promote the development of mental operations: analysis, synthesis, generalizations, comparisons, classifications, as well as the development of personality students. The objectives of the lesson are aimed at forming and developing a Wood. Personal Actions: Regulatory Actions:  On this lesson Each student will get the opportunity to improve and develop:    Development of training motives and the formation of the personal meaning of the teaching; Skills of cooperation with teacher and peers in various social situations, find exits from controversial situations; Motivation to creative work, to work on the result.

cognitive Actions: Communicative Actions:         Skill to plan, monitor and evaluate educational actions In accordance with the task and conditions of its implementation, determine the most effective ways to achieve the result. active use of speech tool for solving communicative and informative tasks; Logic actions, establishing analogies and cause-based connections, constructing reasoning. readiness to listen to the interlocutor and lead a dialogue; readiness to recognize the possibility of existence of different points of view and the right of everyone to have its own; express your opinion and argue your point of view; Participate in collective (group) discussion of problems. Type of lesson: opening new knowledge. Equipment lesson in accordance with GEF NOO: multimedia projector, computer, work in groups with measuring instruments. I. Organizational moment. (12 min) (2 slide) The course of the lesson will be tuned to the lesson and work. Write down the number, cool job. II. Verbal counting. (310 slides) III. Actualization of Knowledge: (5 min) (various units are recorded on the board.) What do you see on the board? 1 cm, 1 cm 2, 1 dm, 1min, 1mm, 1 m, 1 kopecks, 1 km, 1 hour, 1 руб., 1 m2

Distribute these units in groups, which groups were formed? 1 mm, 1 hour, 1 руб., 1 cm 2, 1 cm, 1 min, 1 kopecks, 1 m2 1 dm, 1 m, 1 km, I propose to draw your attention to the first group. Name all units of length that you know. Write them down in order of increasing: 1mm, 1cm, 1 dm, 1 m, 1 km? What unit length is small? (mm) What is the biggest? (m or km?) With which unit, we have not yet acquainted in the lessons of mathematics? (1 km) Well, now let's define the topic and tasks of our lesson. IV. Mastering new knowledge: Topic: Acquaintance with the new unit of length - a kilometer. Tasks: get acquainted with the new unit of length, learn to relate it to other lengths of length, learn to apply the knowledge gained in practice. Guys! Tell me, can someone know about this unit length? one. Research: (57 min) During the work, we need to find the biggest length and the smallest. In order to understand this issue, I suggest you to conduct a small research work. We will perform this work by groups. (Division into groups differentiated) All results must be recorded in the notebook. It is necessary to comply with the rules of work in groups: We work quietly working together carefully listen to the opinion of another

      I group (2 students) measure the length of the board II group (2 students) to measure the height of the door III group (2 students) to measure the width of class IV Group (2 students) will measure the length of the window sill V group (average row) measure the length Party VI Group (all others) Measure the length of the textbook of mathematics to poll all measurements, record on the board. Express these values \u200b\u200bby other units. Tutorial 26 cm \u003d 2 dm 6 cm windowsill 150 cm \u003d 15 dm \u003d 1m 50 cm Partner 120 cm \u003d 12 dm \u003d 1 m 20 cm board 300 cm \u003d 30 dm \u003d 3 m door 190 cm \u003d 19 dm \u003d 1 m 90 cm class 500 cm \u003d 50 dm \u003d 5 m Recall the ratio of length units (table on the board) And what then can we measure kilometers? 2. "Opening" of new knowledge. (10 min) Read theoretical Material In the textbook and find out right, we think or not. P. 36. Let's look into the sensible dictionary. In the name of the length of the length kilometer, part of the word we already know the meter, and the part of the word kilo is not. This word is taken from French and means a thousand. Who will decipher us now the secret of this length? Kilometer thousand meters We write: 1 km \u003d 1000 m 3) Meet the devices. What instruments we used, performing measurements in the class?

Tell me, can I measure the distance between the cities of the line? And centimeter ribbon? Why? For this, special devices existed at all times. In an old road, the length of the road was measured by a ledge (13 slide) in the form of a letter and a height of 1 m 37 cm and a width of 2 m. Currently, other devices are used mainly electronic. For example, in the car installed a special device "odometer", showing the number of kilometers traveled. (14 Slide) In the construction of roads, the Kurvimeter device (15 slide) is used, which allows you to measure the exact length of the future track. The same device can be used when determining the distance on the map, the other name is a pedometer. Fizminutka V. Fixing new material: (14 minutes) Use already acquired knowledge that 1 km contain 1000 m, execute 1) page. 37 No. 152 2) Problem No. 153 Read the task. Do you understand everything in the drawing? How is a pedestrian move?    Singing towards the opposite sides how do pedestrians move to 1m drawing? What is the distance between stops? What distance passed the 1st pedestrian? 2 Pedestrian? Read the main question of the task. Where is the distance in the drawing? We write down the decision. 160 + 140 \u003d 300 (m) Two pedestrians were 1000 - 300 \u003d 700 (m) passed between pedestrians What changed on the second drawing?

Show what a distance now we need to find. We write the decision of the second task. 160 + 140 \u003d 300 (m) Two pedestrians 1000 + 300 \u003d 1300 (m) went between pedestrians Compare two tasks. What is the difference? Vi. Reiteration. No. 154 by options, check VII. Summarizing. Check as you understand what units of length are measured different items. (1920 Slides) Our lesson comes to an end. Today you worked well, you managed to do a lot. Now you must summarize what you have learned today. I understood the subject of the lesson and I can work with units of length. I understood the topic of the lesson, but there are still questions I understood the topic of the lesson, but I have difficulty in translation units of length. I did not understand the topic of the lesson and I can not work with units of length. Well done guys! I hope we have worked fruitful today and we have remained to consolidate the knowledge gained at home. VII. Homework. P.37 №155. Application.

The values \u200b\u200bof the length of the kilometer. Presentation on the topic "Values

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