The units of length are kilometers. Presentation on the topic "Quantities

Municipal educational institution

Thousand main comprehensive school

Methodical development lesson

on mathematics on topic

“Values. Unit of length - kilometer "Grade 4

UMK School of Russia

Compiled by: Yulia Alekseevna Shestipalova

teacher primary grades

The purpose of the lesson:

Tasks:

Subject:

Investigation of a situation requiring the introduction of a new unit of measure for length;

Introduce the new unit of measurement for length - kilometer;

Formulation of the problem;

Hypothesis and proof;

Improve computational and problem solving skills.

Form UUD:

Personal UUD: the ability to self-esteem based on the criterion of the success of educational activities.

Regulatory UUD:

Ability to define and formulate a goal in the lesson with the help of a teacher;

Plan your actions in accordance with the task at hand;

Make your guess.

Communicative UUD:

Ability to formulate your thoughts orally;

Listen to and understand the speech of others;

Agree on rules of conduct and communication and follow them.

Cognitive UUD:

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

Get new knowledge;

Find answers in a tutorial, use life experience and information from the lesson.

The purpose of the lesson: Introduce the name of the new dimension of length measurement - kilometer. Give an idea of the use of this value in practice, of the 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 work in pairs; task cards different levels difficulties to consolidate 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 our guests.

Schoolgirl:

We are delighted to welcome you to our class.

Perhaps there are better and more beautiful classes.

But let it be light 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 commit space flight to one of the planets Solar system... Guess which one?

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

Students: Mars.

Teacher: You must be worthy representatives of the Earth, therefore, you must take only the essentials with you. What's this?

Student: Knowledge, skills.

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

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

Is the crew ready to fly?

1. Check the 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 Earth astronauts who will follow our flight. And with us our guests go on the flight.

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

(children write down the number, Classwork)

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

To fly to the planet

Going to Mars

Stars, wait for us!

Updating basic knowledge

1. Verbal counting (slide 3)

Teacher: To avoid a catastrophe when launching a rocket, 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 does this figure have to do with this planet? How many guessed it?

(students express their opinions)

Teacher: Mars is the fourth planet in terms of distance from the Sun.

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

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

Students: The aliens chained the Earth.

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

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

(slide 5)

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

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 not only chained the Earth, but also send to it meteor Rain... (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 the correctness of the slide assignment.

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

Who coped with the task? (mutual check).

Who made the mistakes?

Teacher:

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

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

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

(On the slide Earth with one ring)

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

Logical tasks:

Tricky task: by rows (slide 10)

In the entry 4444, put arithmetic signs between some digits so that you get an expression whose value is:

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

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

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

Teacher: Is everyone worthy to fly to the planet?

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

Preparation for learning new material.

Teacher: See what it is? (slide 11)

Students: Different sizes.

Teacher: What is magnitude?

Students: What 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 are units of mass; and the remaining quantities are units of length).

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

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

Assignment in notebooks: Some values are equal to each other, let's find a pair. Connect equal units lengths: (work in pairs, children perform the task on a finished printed basis)

Slide check. (slide 12)

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

Teacher: The path to Mars was very long

Stop! We leave the cockpit.

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

Physical education

(melody "sergey_ sirotin- magic»).

Learning new material.

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

Students: Mars rover. (slide 14)

Teacher: Who knows anything about him?

Students: Rover- a rover designed to explore Mars, like a lunar rover - to study the moon.

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

Will we be able to use the units of length familiar to us: mm, cm, dm, m, why? Your assumptions.

Students: make assumptions: we 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 a kilometer.

Teacher: What is measured with this unit of length?

Students: long distances.

Teacher: Right. It is customary to write down the word kilometer as follows: km (there is no need to put a dot at the end).

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

Students: 1 km = 1000 m

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

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

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

(students read and memorize the rule).

Primary material fixing

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

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

- Transform 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 to cope with this obstacle.

A task: From two stops, the distance between which is 2 km 100 m 2 rovers moved away. One of them covered 140m and the other 160m. What is the distance between them? (slide 18)

Teacher: Do you understand everything in the problem statement?

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

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

1 solution to the problem:

Consider the case if the rovers are moving towards each other.

What is known in the problem?

(Which path was traveled by 1 rover (140m), the second (160m), the initial distance between them).

2 solution to 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? (rovers are moving in different directions)

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

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

Teacher: invites children to solve a problem by choice; 2 people solve the problem at the blackboard.

Check (slides: 19, 20).

What new unit of length was used to solve problems? And how much is… m in 1 km?

Physical education for the eyes

(slides: 21-25)

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

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

Students: aliens.

Teacher: Usually they are not shown to people, but you can see something happened to them, they transmit a signalSOSasking for your help.

Here are some schemes. By decrypting them, we will be able to read the message that they convey to us. And what are these schemes?

The task: Equation (different level of difficulty) (students solve on individual sheets, on back side sheet write down and show the answer)

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

Teacher: Were you able to solve everything?

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

Read the message : according to the 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, it will take a person 2.5 years to reach this planet.

VI ... Securing the material

Teacher: Well, it's time for us to go home. Any researcher returning to Earth must provide a progress report. We will now draw up our report, in which we will show what we have learned on the journey. (slide 28)

Independent work students: (children choose a task for themselves using cards of different difficulty levels)

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

Insert the missing numbers:

5000m =… km 48 km =… m

24000m =… km 305 km =… m

Group 2: perform a task on yellow stars

Insert the missing numbers:

3125m =… km… m 2455 km =… km… m

2 km 537 m =… m 7407 m =… km… m

Vii ... Lesson summary.

Our journey is over. We have landed on our home Earth.

Who found it easy to overcome obstacles on the way?

Did you enjoy our trip?

How?

- What new have you learned about the planet Mars?

- And with what unit of magnitude did we measure the distance that we traveled?

VIII . Homework: (slide 29)

IX ... Reflection (slide 30)

Teacher: Let's evaluate our work while traveling. Lift up:

- a blue star if you are satisfied with your work during the trip, because you were almost not mistaken;

- a yellow star - if it was sometimes difficult for you and you were wrong;

- a red star - who thinks that it is necessary to try a little more and then there will be success!

- Thank you for your work! The journey is over. 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

Lesson topic: The quantities. The units of length are kilometer.

The purpose of the lesson: Introduce the new dimension of length measurement - kilometer. Give an idea of the use of this value in practice, of the relationship with other known measures of length.

Lesson Objectives:

· Lead students to the "opening" of a new unit length - kilometer, its ratio with the unit of length is meter

To form the ability to express length in given units (m, km)

Solve problems containing units of length

· Improve the skills and abilities of reading and writing multi-digit numbers; developing computational skills

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

To form the skills of independent, individual and collective work: mutual control and self-examination, discussion of information, planning cognitive activities and self-esteem

· 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 MI Moro, 1 hour; computer, multimedia projector, presentation; cards for work in pairs

During the classes:

unit length polydigit 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 sunbeam has filled your heart with the energy of kindness, tenderness and love. Send the light of love to your dear friends. Smile at your comrades.

Sit down guys. Write down the number. Classwork.

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

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

2. Updating knowledge

Verbal counting (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 blackboard)

Write in a notebook polydigit numbers that will sound.

The population of Kambarka is 10.862 people.

Replace the given number with the sum of the digit terms.

98.862 people live in the city of Votkinsk.

How many classes are in the given number. (2 classes: unit class and thousand class

-95 lives in Glazov. 117people

What does the number 5 show in the recording of this number (units of thousands)

There are 100,153 people living in Sarapul.

How many tens in total? (10.015dec.)

The population of Mozhga is 48.764 people.

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

- 632 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 meet situations where ingenuity is needed.

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

In the entry 4 4 4 4 put arithmetic signs between some digits so that you get an expression whose value is:

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

2nd row: 88 44 + 44 = 88

3rd row: 448 444 + 4 = 448

(the first decision-maker from each row performs the task at the board)

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

Preparing to learn new material

See what it is? (slide 6)

Students: Units of length. (slide 7)

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

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

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

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

Connect equal units of length. (Back to slide 6)

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

Physical education

Work 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 long distances are measured in?

Students: The unit of length is a kilometer.

Teacher: (slide 10)

In the name of the unit of length - kilometer - part of the word is already familiar to us, and part of the word "k and 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 down in a notebook.

Securing the material

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

If the stride length of an adult is about 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 must a child take to walk 1 km. (2000m)

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

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

Express 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 a new unit of length

Teacher: Open the textbooks on page 39, # 171

Read the problem statement.

How can transport move?

Pupils: in one direction, in opposite directions, one after the other.

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

How long did the first bus go? And second?

What is the distance between stops?

What does it consist of?

1 km - how many meters is it?

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

Consider the second drawing.

How do the buses move? (in opposite directions)

Will the distance between stops change?

And between buses?

Pupils: Previously, the buses went towards, and now in different directions.

Teacher: How will the distance between buses change?

Disciples: It will get bigger.

Write down the solution.

How are tasks similar? What is the difference?

What new unit of length did you use?

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

Teacher: Do you know the height of Thumbelina? (2 cm 5 mm)

The height of a person who is said to be "two inches from a pot" (8cm8mm)

They wish sailors a successful voyage. They are told "7 feet keel" (2m 13 cm)

Lesson summary We have finished our journey.

What unit of length have you met?

How many meters is 1 km?

How often does this measure of length occur in life?

Draw a blue circle - happy with the work, because they weren't wrong.

Yellow circle - sometimes it was difficult.

The red circle was difficult, it was inaccurate.

Homework: No. 178

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Topic: Quantities.

Lesson topic: Units of length. Kilometer.

Lesson objectives : introducing children to the new unit of measure for length - kilometer

Lesson Objectives:

- introduce a new unit of measure for length - kilometer;

Develop logical thinking and the ability to be creative in solving problems;

During the classes:

I Organizational moment

Slide 1.

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

2 slide

Today we will take a train trip. He's fast. Our route is laid out on the map.

(separately prepared cards of station names and marks of the distance traveled)

	km
	km
	km
1000	km

Art. Smekalkino

Art. Izmeryalkino

Art. Zadachkino

St. Vychislyaykino

II. Look at our map, the cartographers have done a good job.

Before we go on a journey with you. Please tell me what length units 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 biggest one?

Draw 1 cm, 1 dm lines in a notebook;

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

Slide 3.

III. Attention! The train arrived at the station. Smekalkino.

Slide 4

1. Little men meet us. Look at them carefully. What number is missing on the head of the third man?

2. While repairing the road, a worker attached signs indicating distances:

On the desk : 1533 1433 1333 1633 1733 1233

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

What helped you to complete the task correctly?

We have a lot of fun -

It is clear to everyone without words.

Determine the length of the segments by eye

Slide 5

Who is already ready?

IV. Izmeryaykino station.

Practical work.

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

What can you say about the length of the segments?

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

Examination. Slide 6

V. We we are approaching the station Zadachkino.

Slide 7

How far do you think we have traveled? (answer options)

In what units is the distance from one settlement to another measured? (Answer options)

1 ... Read the paragraph on page 38

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

How many meters is 1 km?

What needs to be added to the signage entries?

Vi. Station Zadachkino.

An adult's step is about 1 m. How many steps does he need to take to walk 1 km?
Work on problem number 171.

a) work on the content

Do you understand everything about the problem?

How does the transport move?

9 slide

b) Answer the questions: How do the buses move in the first drawing?

How long did the first one go? second?

What is the distance between stops?

1 km - how many meters?

Recording the solution to the problem.

(at this time N. Khapova works independently) "Mathematics with a smile" (problem 5)

c) Working with the second drawing.

How do the buses move?

Will the distance between buses change?

Write down the solution.

d) Let's compare solutions 1 and 2 of problems.

Slide 10

Vii. The last stop is st. Vychislyaykino.

No. 172 on page 38 - independently (any line

slide 11

Optional) After completing the task, we should get a word.

On the desk:

Back forward

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Lesson objectives.

Main subject:

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

Basic general educational: the formation of skills of independent individual and collective work: mutual control and self-examination, discussion of information, planning of cognitive activities and self-assessment.

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

During the classes

I. Organizational moment. Psychological attitude to the lesson.

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

II. Individual knowledge test. Work on cards. Annex 1.

Homework check.

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

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

Answer: 200 meters less.

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

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.

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

Frontal work. Slide 6.

Select only the numbers that are the answers of the examples.

III. Lesson topic message.

Arrange these numbers in ascending order and you will learn the name of the section of the textbook, the study of which we will devote to today's and several subsequent lessons.

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

What values did you find when solving your home problem? (Length.)

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

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

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

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

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

1. I propose to spend a "Geographic and Mathematical Minute".

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

but) 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 (Cis-Urals), the mountainous strip of the South Urals and the high-plains Trans-Urals. The length of the territory from north to south is 540,000 meters, from west to east - 420,000 meters. Replace the given numbers with the sum of the digit terms.

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

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

in) Slide 12. In the east of Bashkiria, the Ural Mountains rise. The highest mountains rose Yamantau - 1640 meters and Iremel - 1586 meters.

What are the neighbors of 1640? (1639 and 1641)

Determine how many tens, total hundreds in the number 1586. (Among 158 dozen).

Compare these numbers. (1640 >1586)

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

Attention! The train arrived at the Smekalkino station.

Check out these cool icons. What will be the next one? ( Appendix 2)

V. Updating knowledge.

1. Slides 14-19.

Let's remember what units of length do you already know? Name them in ascending 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. Station Izmeryalkino.

Practical work in pairs. S. 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 is already ready?

Compare the lengths of the segments by eye.

Check with measurement.

What units can be used to express the length of the segments? (cm, mm)

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

3. Independent work in pairs with subsequent self-test. Assessment.

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

Physiotherapy 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, the thickness of a match?

Is it convenient to use these units of length to measure the distance between settlements?

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 the Greek chilioi - thousand), a prefix for the formation of names of multiple units, equal in size to 1000 initial units. Abbreviated designations: 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 there in 1 kilometer? (1 km = 1000 m)

Reading a paragraph in the tutorial on page 40.

What is the name of the new unit of measure for length?

How is it indicated briefly?

How many meters are 1 km?

Vii. Consolidation of new knowledge. Frontal work.

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

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

How many kilometers is it?

Moving physical minutes.

We are approaching st. 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.

Consider the first drawing. Complete it.

How do the buses move? (towards)

Which way did you go first? (160 m) Second? (140 m)

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

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

Solution to the problem with an 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.

Consider 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? (before the buses went towards, and now - 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 with subsequent self-test.

Compare problem solutions. 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.

The last stop is st. Vychislyaykino. Slides 34 - 37.

1. Independent work. P. 41, No. 202 by choice.

Check with the message of additional information about other measures of length.

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 old Russian measure of length equal to the width of two fingers of the hand (index and middle).

What distance is indicated on st. Vychislyaykino? (100,000 meters)

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

Quiz using a table of measures of length. 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 to sail well, they are told "7 feet under the keel." How many meters is it? (2 m 13 cm)

Slide 39.

IX. Lesson summary. Assessment of work. Slides 41, 42.

What new unit of length have you met?

How many meters are there in 1 kilometer?

What is this unit of length used for?

X. Homework. Comment on homework.

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

Literature.

Dmitrieva O.I. Lesson developments in mathematics for the M.I. Moreau and others. Grade 4.

Topic: UMK: "School of Russia" Subject: mathematics The authors of the textbook, teaching aids, notebooks: The objectives of the lesson in accordance with the Federal State Educational Standard of the LEO: educational: developing:  Moro M. I., Bantova M. A. Mathematics: textbook for grade 4: in 2 hours - M .: Education, 2013.  Moro M. I., Bantova MA Notebook on mathematics for grade 4: at 2 o'clock - M .: Education, 2014          Introduce children to the name of a new, unknown measure of length - kilometer; to give an idea of their use in practice, of their relationship with other known measures of length; improve the skills of oral counting, the ability to logically analyze arithmetic problems, solve them; improve the ability to use a ruler, take measurements; teach children to apply the theoretical knowledge gained in practice; to promote the development of students' ability to correctly apply mathematical values; develop the ability to competently, logically, give full answers to questions, be able to prove, argue your opinion; promote self-control and self-esteem; promote the development of educational and

educating: Tasks: cognitive motivation, attention and speech, broadening one's horizons;    create motivation for further study of the subject; educate accuracy and attention; to promote the development of children's communication skills, to enjoy the successes of their comrades; help students realize the value of working together.  To lead students to the “discovery” of a new unit of length - kilometer, its relation to the unit of length - meter.  Continue the formation of skills for reading and writing four-digit numbers, for converting named numbers with the studied units of length.  Promote the development of mental operations: analysis, synthesis, generalization, comparison, classification, as well as the development of students' personal qualities. The objectives of the lesson are aimed at the formation and development of UUD. personal actions: regulatory actions: this lesson each student will have the opportunity to improve and develop:    development of motives for learning activities and the formation of a personal meaning of learning; skills of cooperation with the teacher and peers in various social situations, find ways out of controversial situations; motivation for creative work, to work for the result.

cognitive actions: communicative actions:         ability to plan, control and evaluate training activities in accordance with the task and the conditions for its implementation, determine the most effective ways to achieve the result. active use of speech means for solving communication and cognitive tasks; logical actions, the establishment of analogies and cause-effect relationships, the construction of reasoning. willingness to listen to the interlocutor and conduct a dialogue; willingness to recognize the possibility of the existence of different points of view and the right of everyone to have their own; express your opinion and argue your point of view; participate in a collective (group) discussion of problems. Lesson type: discovery of new knowledge. Equipment of the lesson in accordance with the Federal State Educational Standard of the LEO: a multimedia projector, a computer, work in groups with measuring instruments. I. Organizational moment. (12 min.) (2 slide) Lesson progress Let's tune in to the lesson and work. Write down the number, cool work. II. Verbal counting. (310 slides) III. Knowledge update: (5 min) (Various units are written on the board.) What do you see on the board? 1 cm, 1 cm 2, 1 dm, 1 min, 1 mm, 1 m, 1 kopeck, 1 km, 1 hour, 1 rub., 1 m2

Divide these units into groups, what groups have formed? 1 mm, 1 hour, 1 rub., 1 cm 2, 1 cm, 1 min, 1 kopeck, 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 ascending order: 1mm, 1cm, 1dm, 1m, 1km? What is the smallest unit of length? (mm) What's the biggest? (m or km?) What unit have we not yet met in math lessons? (1 km) Well, now let's define the topic and objectives of our lesson. IV. Mastering new knowledge: Topic: Acquaintance with a new unit of length - a kilometer. Tasks: get acquainted with the new unit of length, learn how to correlate it with other measures of length, learn to apply the knowledge gained in practice. Guys! Tell me, maybe someone already knows about this unit of length? one. Research work: (57 min) In the course of work, we need to find the largest length and the smallest. In order to understand this issue, I suggest you do a little research work. We will carry out this work in groups. (Differentiated division into groups) All results must be recorded in a notebook. It is necessary to follow the rules of working in groups: we work quietly, we work together, listen carefully to the opinion of another

Group I (2 students) will measure the length of the board Group II (2 students) measure the height of the door Group III (2 students) measure the width of the class IV group (2 students) measure the length of the window sill V group (middle row) measure the length desks VI group (all others) measure the length of the mathematics textbook Interrogate all measurements, write on the board. Express these values in other units. Textbook 26 cm = 2 dm 6 cm Window sill 150 cm = 15 dm = 1 m 50 cm Desk 120 cm = 12 dm = 1 m 20 cm Board 300 cm = 30 dm = 3 m Door 190 cm = 19 dm = 1 m 90 cm Class 500 cm = 50 dm = 5 m Recall the ratio of units of length (table on the board) And then what can we measure in kilometers? 2. "Discovery" of new knowledge. (10 min) Read theoretical material in the textbook and find out whether we think correctly or not. P. 36. Let's take a look at the explanatory dictionary. In the name of the unit of length KILOMETER, part of the word is already known to us METER, and part of the word KILO is not. This word is taken from the French language and means THOUSAND. Who will decipher the secret of this unit of length to us now? KILOMETER thousand meters Let's write down: 1 km = 1000 m 3) Acquaintance with devices. What tools did we use when taking measurements in the classroom?

Is it possible to measure the distance between cities with a ruler? And a centimeter tape? Why? For this, at all times, there were special devices. In the old days, the length of the road was measured with a ground-measuring compass or in another way "fathom" (13 slide) in the form of the letter A 1 m 37 cm high and 2 m wide. Currently, other devices are used, mainly electronic. For example, a special device "ODOMETER" is installed in the car, which shows the number of kilometers traveled. (14 slide) In road construction, the "KURVIMETER" device (15 slide) is used, which allows you to measure the exact length of the future route. The same device can be used to determine the distance on the map, its other name is STEP. FIZMINUTKA V. Consolidation of new material: (14 minutes) To use already acquired knowledge that 1 km contains 1000 m, let's do it 1) Pg. 37 No. 152 2) Problem No. 153 Let's read the problem. Do you understand everything in the drawing? How does a pedestrian move?    chasing towards in opposite directions How do pedestrians move on the 1st drawing? What is the distance between stops? How far did the 1st pedestrian walk? 2nd pedestrian? Read the main question of the problem. Where is this distance in the drawing? Let's write down the solution. 160 + 140 = 300 (m) two pedestrians passed 1000 - 300 = 700 (m) became between the pedestrians What has changed in the second drawing?

Show us what distance we need to find now. Let's write down the solution to the second problem. 160 + 140 = 300 (m) two pedestrians went 1000 + 300 = 1300 (m) became between pedestrians Compare the two problems. What is the difference? Vi. Repetition. No. 154 by options, check VII. Summarizing. Let's check how you understand what units of length are measured for different objects. (1920 slides) Our lesson is coming to an end. Today you have worked well, you have managed to do a lot. Now you must take stock of what you have learned today. I understood the topic of the lesson and can work with units of length. I understand the topic of the lesson, but there are still questions. I understand the topic of the lesson, but I am having difficulty translating the units of length. I did not understand the topic of the lesson and cannot work with units of length. Well done guys! I hope we have worked fruitfully today and it remains for us to consolidate the already acquired knowledge at home. Vii. Homework. Page 37 No. 155. Application.

The units of length are kilometers. Presentation on the topic "Quantities

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