Developing aims:
· to explain to the pupils the ways of doing sums in 2 operations; to create
conditions for work on pupils' own
searching of the way of solving such sums.
· to cultivate pupils' skill of analyze
· to bring up persistence in carrying business through.
· to develop the pupils' cognition.
The
procedure of the Lesson
1) Checking up, correction, confirmation
of the acquired knowledge.
1)
Mental arithmetic (calculations). Didactic
game 'Football'.
6+2 10-2
10-3 2+7
14-7 14-5
0+8 6-0
6+3 16-8
11-2 5+4 |
|
|
12-4
2+5
14-6
0+6
14-5
4+5
3+3 2+4
9-2
1+5
|
It's
necessary to find the exercises (expressions) with answers 6, 7, 8,
9, then the ball gets into the gates - goals.
2) Mathematics dictation
a) obtain the sum of 6 and 8
b) increase 7 in 8. 7 add to 8
c) obtain the difference between 12 and 8
d) subtract 8 from 20
e) obtain the sum of 2 equal items if the first is 7
f) the sum is 16. The first item is 8. What is the second one?
g) 8 was subtracted from the thought number and it's come up to 5.
What is the thought number?
h) Malvina has brought 12 oranges. Buratino's eaten 3 ones. How many
oranges have left?
3) Checking-up the results of the Math dictation, physical exercises
(warm-up).
II Study of new material.
1) Presentation of the theme of the lesson. Put the statement of the problematical question
(point) [To set the task before question] (tast before question).
'Let's to do the new kinds (types) of sums. Which ones? Try to guess here, listen attentively'
2) The problem (The sum) The waiter brought 7 big cakes and 5 small ones. Dovgan has eaten 4 from them.
How many cakes have left for Tovstun?
3) Solving (Doing) the sum (the problem)
a) analysis (separation into parts) does this problem look like the previous one about Malvina and Buratino? In what?
- what is wrong? Once more number has appear.
- let's write down briefly the conditions of the both problems and compare them
Brought - 12 Brought - 7 and 5
Ate - 3 Ate - 4
Left - ? Left - ?
- We have already done the first sum (solved the first problem).
- And what does it mean 'to do the sum' (to solve the problem)?
To give the answer to the Sum's question
- Can we answer the sum's question at once? No, we can't.
- Why not? What data are known? What data are unknown? (Some pupils' answers)
What should we know at first? Then? (Working out the plan for doing this sum?)To give the answer to the Sum's question
- Can we answer the sum's question at once? / No, we can't./
- Why not? What data are known? What data are unknown? (Some pupils' answers)
- What should we know at first? Then? (Working out the plan for doing this sum?)
End
of the lesson.
