Addition and subtraction within limits 20. Motivation for learning activities
MBOU "Kurkiyokskaya secondary comprehensive school»
Teacher: Mukhina Tatyana Leonidovna
Summary of a mathematics lesson in an inclusive class. 2nd grade
Topic: “Addition and subtraction within 20.” Consolidation.
Goals and objectives of the lesson:
To consolidate knowledge on the topic “Addition and subtraction within 20”, the ability to solve problems and examples of the types studied, the skills of finding the perimeter;
Develop cognitive interest in the subject, thinking, observation, attention, memory, develop logic, mathematical speech;
Promote development healthy image life and relieving fatigue in the classroom for better learning;
To foster independence, a sense of camaraderie and mutual assistance, to cultivate accuracy and diligence in work, hard work, love for the exact sciences, love for nature.
Main directions of correctional pedagogical work used in the lesson:
stimulation sensory functions(visual, auditory perception);
formation of mathematical concepts;
development of visual-motor coordination and functional capabilities of the hand and fingers;
mastery of writing;
developing self-service skills.
Planned results:
- subject:
know: techniques for adding and subtracting numbers within 20.
be able to: solve examples and problems on adding and subtracting numbers within 20, be able to find the perimeter
- meta-subject and personal (UDD):
Personal: manifestation of educational and cognitive interest in new general ways of solving assigned problems;
Regulatory: execution educational activities in materialized, vocal and mental form;
Cognitive: analysis of objects highlighting essential and non-essential features;
Communicative: developing the ability to take into account different opinions and interests and justify own position.
The following correctional methods are used in the lesson: information methods (conversation, counseling).
Practical methods(training, exercise, educational situations). Evaluation methods (incentives).
Didactic techniques used in the educational process of children with disabilities disabilities health: development of observation through showing phenomena; visibility in practically significant activities; consciousness and activity in acquiring knowledge; accounting individual characteristics.
Equipment: projector; task cards; tokens in the form of mushrooms; a basket drawn on a poster; suns, clouds, sun with clouds; slide presentation, pictures of a squirrel, bunny, fox and hedgehog
During the classes
1. Organizational moment.
The long-awaited bell rang and the lesson began.
There are ideas and tasks, games, jokes, everything for you.
I wish you good luck - good luck to your work!
How did you feel when you came to class today? (the guys find cards with the sun, a cloud and the sun with a cloud on their desks). Hold up a card with your mood.
Today, guys, our lesson is a little unusual. We will go with you on an excursion. Close your eyes, imagine the forest. The forest is unusual, mathematical.
What do you see in such a forest? (statement from the guys)
2. Motivation educational activities
Why do people go to the forest in the fall? (for mushrooms, berries, admire the beauty of autumn trees, breathe fresh air) (the doors of the board open, and there is the sun, mushrooms, a basket)
So you and I, guys, will take a basket and go into the mathematical forest. Everything that we find or earn through our own labor, using knowledge of mathematics, will be put into a basket at the end of the lesson. For every correct answer I will give you a token. Whoever earns the most tokens will be a great fellow.
1) Individual work
Look how wonderful the Christmas trees are. Each pair of branches adds up to a number on the top of the head, the numbers on the branches are single digit
(3 students work at the board - they write numbers in circles. Check using a presentation: a slide opens with filled Christmas trees) A child with disabilities works together with the teacher, in front of him are cards with numbers, each pair that makes up a given number is the same color. He must choose cards)
2) Oral counting
Mathematical mushrooms grow in a clearing. Look at the numbers below them and put them in descending order.
18, 10, 20, 16, 11, 15, 8, 5, 0
What number was the mushroom you picked?
20.... 18 10....8
A child with disabilities works with a teacher
Well done guys, you completed all the tasks. The sun gives you tokens in the form of mushrooms.
They opened their notebooks and wrote down the number.
3.Updating knowledge.
1) A minute of penmanship
Guess the rules for writing which number we will remember today. Look carefully at the board to see what you see in common. (two rays of the sun, two mushrooms, two nuts, two leaves)
The guys have to guess that this is a number 2 .
2) Solve a problem.
Whoever completes everything correctly and quickly will be given a mushroom, that is, a token in the shape of a mushroom.
The squirrel chewed 5 nuts, she had 12 nuts left. How many nuts did the squirrel have?
Let us briefly write down the conditions of the problem. We choose the main words and make a drawing.
One student writes down the main words, the other makes a drawing. Third scheme.
A teacher helps a student with disabilities make notes in a notebook.
Solution: 5+12= 17 (or.) was.
Answer: 17 nuts.
Well done boys. We received tokens.
3) Finding the Perimeter
appeared in our forest squirrel. (a picture of a squirrel appears on the board)
What is he doing at this time of year? (stores food for the winter, insulates its hollow)
And she asks us to help her find the perimeter of the hollow in which she will spend the winter.
- What is perimeter? (Sum of the lengths of all sides.)
If its hollow has side lengths of 1m, 2m, 1m, 2m, then what will the perimeter of such a quadrilateral be equal to?
Work in a notebook.
We wrote down the solution: 1+2+1+2 =6(m) perimeter.
For a child with disabilities, prepare a card: P = 1m+2m+1m+2m=…
The squirrel is happy that you did it so quickly and wants to treat you to mushrooms. Whoever did the best job receives a mushroom token from the squirrel.
3.Here it comes bunny met us on the way. How does he prepare for winter? The bunny wishes us a gentle autumn. (a picture of a bunny appears on the board)
Let's show the bunny what kind of students we have already become.
4. Physical education minute.(compiled taking into account exercises for a child with disabilities)
The teacher performs the exercises:
(Students perform physical exercises, repeating the movements after the teacher)
“We became students,
We follow the regime ourselves:
In the morning, when we woke up,
They smiled and stretched.
For health, mood
We do exercises:
Hands up and hands down
We stood up on our toes.
They sat down and bent over
And they smiled again.
And then we washed ourselves,
Dressed neatly.
We ate breakfast slowly
Going to school for knowledge."
(At this stage of the lesson, the necessary skills, coordination of movements, dexterity, and fatigue reduction are being developed)
4.Solution of examples
Met us and hedgehog on a way. (a picture of a hedgehog appears on the board)
What happened to him? Shall we help the hedgehog?
Let's complete the following task:
12-9= 14-8= 16-9=
Teacher gives a card with examples to a child with disabilities
monitors the recording of examples for a child with disabilities, helps him complete the test.
We write down the examples in a notebook and solve them.
Then mutual verification. Swap notebooks with your desk neighbor. Look at the screen where it is shown correct solution examples. Put pluses in your notebook for those examples where the answers are correct. .
We completed the task. The hedgehog is happy and gives you mushroom tokens.
And we continue our way and meet little fox. (a picture of a fox appears on the board)
What do you know about her? (Cunning, lives in a hole.)
She also came up with a task for you.
5. Working with the textbook
Open the textbooks p.5 exercise 1, find incorrect equalities, correct the errors. (orally)
The teacher helps the child with disabilities find the right page and navigate the task.
Well done guys, you did it, the fox rewards you with tokens.
Our journey is coming to an end. Let's count our tokens.
(mushroom tokens are given to children with disabilities after each task)
Tell us who is our winner?
Now let's put everything in our basket. (the guys glue the mushrooms into the basket)
6. Lesson summary. Reflection.
Complete the sentence:
During the lesson, time passed……… (quickly)
We repeated ………………… (addition and subtraction within 20)
The most interesting task was……………. ()
Now show me what mood you are in (sunny, cloud, sun and cloud)
How beautiful it became in the classroom!
Hello, golden sun!
Hello, blue sky!
Bunnies and squirrels are happy,
Boys and girls are happy,
Our guests are happy and, of course, me!
The sun is happiness
It's true, friends!
A teacher helps a child with disabilities clean his workplace.
The textbook is intended for organizing thematic and final control of students in grades 1-2 of general education primary school By subject area"Mathematics and computer science".
Tasks different types and level of complexity test not only subject knowledge and skills, but also the student’s ability to apply them in the process of solving non-standard, educational and practical problems, as well as the level of formation of universal educational actions, in particular self-control and self-assessment.
The textbook complies with the Federal State educational standard primary general education.
Examples.
To glue the prefabricated wooden model of the ship, Sergei used 8 tubes of glue. For gluing the fish - 5 of the same tubes. How many tubes of glue did Sergei use for these two models?
Sergey glued together models of a horse, dinosaur, deer, tiger and ship. For his birthday he was given 9 more prefabricated wooden models. How many models will Sergei have if he glues together the models that were given to him?
He doesn’t look like a little man, but he has a heart, and he gives his heart to work all year round. He writes when they dictate, he draws and draws, and this evening he will color my album. Quickly solve the examples and write the answer to the riddle.
Download the e-book for free in a convenient format, watch and read:
Download the book Mathematics, grades 1-2, Addition and subtraction within 20, Workbook, Kochurova E.E., 2013 - fileskachat.com, fast and free download.
- Mathematics and computer science, Learning to solve combinatorial problems, Notebook for grades 1-2, Istomina N.B., Vinogradova E.P., 2012
- Learning to solve logical problems, Mathematics and computer science, Notebook for grades 1-2, Istomina N.B., Tikhonova N.B., 2012
- Mathematics, Addition and subtraction within 100, grades 1-2, Uzorova O.V., Nefedova E.A., 2014
- Mathematics, Addition and subtraction within 100, grades 1-2, Uzorova O.V., Nefedova E.A., 2014
The following textbooks and books.
Summary of a mathematics lesson based on the textbook by T.E. Demidova, S.A. Kozlova "My Mathematics", 1st grade (program "School-2100"). Subject: "Addition and subtraction within 20 ".
Textbook:
Textbook. THOSE. Demidova, S.A. Kozlova, A.P. Tonkikh “Mathematics 1st grade, part 3”, Moscow, Balass, 2014
Lesson type: review-summarizing
Pedagogical tasks : summarize knowledge on the topic studied .
Planned educational outcomes: Subject: know the table of addition and subtraction, the names of the components and results of addition and subtraction, the relationship between them; can add and subtract parts by parts double figures, solve equations of the form a ± x = b, x – a = b based on the relationship between the part and the whole.
- Metasubject :
Accept a learning task, predict upcoming activities and outline ways to solve them, understand the reason for your mistakes.
Develop the ability to formulate the goals of your activities;
Develop the ability to construct verbal mathematical statements orally;
Develop the ability to control and evaluate processes and performance results;
Develop thinking and attention through such mental operations as analysis and synthesis;
Develop communication skills, listening and hearing skills.
Personal:
- Cultivate neatness, love of beauty, feelings of camaraderie and mutual assistance.
To cultivate a scientific worldview, the ability to clearly organize independent and group work. - Cultivate purposefulness and consistency in educational and labor activity every child. - The ability to self-assess based on the criterion of success in educational activities.
- Regulatory : - The ability to determine and formulate a goal in a lesson with the help of a teacher. - Talk through the sequence of actions in the lesson. - Work according to a collectively drawn up plan. - Assess the correctness of the action at the level of an adequate retrospective assessment. - Plan your action in accordance with the task, make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the mistakes made, express your assumption.
- Communicative: - Skill express your thoughts orally. - Listen and understand the speech of others, jointly agree on the rules of behavior and communication at school and follow them.
- Cognitive : -Ability to navigate your knowledge system: distinguish new things from what is already known with the help of a teacher. - Gain new knowledge: find answers to questions using a textbook, your life experience and information received in class.
Multimedia equipment: interactive board, projector, lesson presentations, document camera, EC TsOR resources: multimedia presentation on the topic: “Numbers from 1 to 20..
During the classes1. Organizational moment (Motivation for activity and development of organizational skills: self-organization and organization of one’s workplace.)
1) Attention! Check it out, buddy.
Are you ready to start the lesson?
Is everything in place, is everything in order -
Textbook, pen and notebook. Our ears are on top of our heads. The eyes are wide open. We listen, we remember,
We don't waste a minute.
2) Valeological minute. (Psychophysiological activation of children)
a) Exercise “Give a smile to a friend”
b) Exercise for hands The handles are on the table,
And they are still sleeping soundly
And now I woke up alone
And she stretched quietly.
(The palm remains pressed to the table, and the fingers are raised).
This is the right hand
She lay down again
Apparently he will be resting.
So the left one woke up
She also stretched sweetly.
(The second palm lies on the table, and the fingers are raised).
Now two hands have woken up -
They stretched very, very hard.
(The fingers on both hands rise.)
2. Updating knowledge (At this stage, children are also encouraged to independently formulate the topic of the lesson).
1)
A minute of penmanship
Complete the first task in your notebook. Find the pattern and continue the series. Work in a notebook.
- Well done!
-Choose the most beautiful numbers and highlight them.
2) Come on, put the pencils aside
No knuckles, no pens, no chalk.
Verbal counting! We're doing this thing
Only by the power of mind and soul.
The numbers converge somewhere in the darkness,
And the eyes begin to glow,
And there are only smart faces around,
Because we count in our heads.
Problems in verse. (children show answers with a mathematical fan)
We worked in the garden, took tools:
Two shovels, two buckets, five rakes, one broom.
A jackdaw walks sideways, sideways, past the windows,
A jackdaw walks past the windows.
And behind her are three little jackdaws, three tits, and two siskins.
On the bank of the river there were three sheep, five cows, and two goats grazing.
How many were there, tell me?
They carry five mushrooms in their hands, five mushrooms grow in the forest.
If you collect mushrooms, how many will there be, how to count?
Two chickens are standing, three are sitting in a shell,
Five eggs are still under the hen.
Quickly count how many chickens my hen will have.
Seryozha says to Tanya:
I have six toffees, a bun, a snack in my pocket, and another candy in my hand. How long will it be together?
Well done!
We have all the smart people in our class.
Get to work guys, get to work quickly
Count, decide,
Don't lose count!
3)Working with a segment of a natural number series. - What questions would you like to ask each other while looking at the board?
Children independently ask each other questions aimed at mastering ideas about constructing a series natural numbers. In this case, the student asking the question names the person for whom the question is intended.
(goal: the ability to build a dialogue, work on the basis of cooperation, correlate and coordinate one’s actions with the actions of other people, organize one’s activities independently. In the course of such work, children develop the ability to speak, including mathematical ones. Thus, organizational and communicative skills develop , intellectual, evaluative general educational skills).
4) Before you are the expressions 10+5 and 15-5.
Come up with problems for these expressions. Choose a diagram for each of them.
(Goal: repetition of the ability to compose and solve problems to find the whole and the part).
3. Generalization of knowledge: (Goal: organize communicative interaction, identify and record general property of the last task, repeat the “equations” with the children, Latin letters x, y).
1) Teamwork: x+6=14 x-8=7 9+ x=17 19-x=13
What task will you be doing? (solve equations). How did you determine that this is an equation? (there are unknown components of the actions). What letters are the unknown components called? (x and y). Solve equations at the board and in your notebooks. ) 2) Independent work: tasks 2, 3 on p. 44. –Find errors in the records, write them down and correct them.
Physical exercise. Let's sit down as many times as possible
How many snowdrops do we have?
How many snowdrops do we have?
We'll jump that many times. 3) Work according to the textbook: task 4 on p. 44, task 7 on p. 45. Perform according to options. Two students complete tasks on the closed part of the board. The check is compared with the work on the board. A mutual check is being carried out. Then the inscription is deciphered: Victory Day. – When is this holiday celebrated? What do you know about him?
5. Independent work. Test. Performed in pairs. Self-monitoring with self-test against a standard. – I offer you the game “Demines the field.” To do this you need to solve a test. The more tasks you complete, the more mines you defuse. Miners work in pairs, so we will do this work in pairs. Good luck! Let's go, fearless sappers! Task No. 1
Katya has 8 lollipops, Marina has 10, and Fedya has more lollipops than Katya, and less than Marina. How many candies does Fedya have?
Answer:9
Task No. 2
Guess how many mushrooms are in the basket, if there are any:
1) Less than 9, but more than 7
2) More than 6, but less than 8
3) More than 10, but less than 12.
Answer:
1)8
2)7
3)11
Task No. 3
Write down in order all the numbers that are not greater than 7.
Answer:0,1,2,3,4,5,6.
Task No. 4
Emphasize greatest number in red pencil, and the smallest in blue.
1)3,5,8,1,0,9,10.
2)12,18,14,17,16,11.
Task No. 5
Arrange the numbers 12,6,8,4,7,9,16 in increasing order.
Answer: 4,6,7,8,9,12,16.
Task No. 6
Which word has more vowel sounds?
1) doll or clown
Answer: the same
2) parsley or dill
Answer: parsley
Task No. 7
Complete the sentences.
1) If a blouse is more expensive than a skirt, then the skirt......(cheaper than the blouse)
2) If the road is wider than the path, then the path......(narrower than the road)
3) If the cabinet is higher than the sideboard, then the sideboard……..(below the cabinet)
4) If Roma is shorter than Fedya in height, then Fedya………….(taller than Roma)
5) If a mouse has a shorter tail than a cat, then the cat has…….(the tail is longer than that of a mouse)
(Goal: to train the ability to self-control and self-esteem, test your ability to work in pairs, perform integrated tasks with the Russian language).
Test yourself using the map of the cleared field - the standard.
- Those who solved all the tasks correctly, praise yourself. Don't forget to thank each other.
6. Reflection on learning activities in the lesson.
(record the material studied, evaluate your activities in the lesson).
Our lesson ends.
- Guys, what did you remember or learn in class today?
- What did you succeed?
- What else needs to be worked on?
-You have stars on your desks, they come in 3 colors. Whoever understood everything in class today and cleared the entire field will receive a red star, whoever understood everything but did not clear the entire field will receive an orange star, and whoever has difficulty clearing mines will receive a yellow star. (Children glue stars onto the poster with the Victory salute).
- What a colorful, multi-colored fireworks display we got!
- When you come home, your parents will ask you what you learned in math class? What will you answer them?
- The lesson is over. Thanks everyone for your work.
Preview:
Republic of Tatarstan
Aksubaevsky municipal district
MBOU "Savrushskaya Elementary School"
Teacher primary classes 1 category
Ishmetova Galina Vasilievna.
“Textbook My Mathematics” 1st grade. T.E. Demidova, S.A. Kozlova and others.
Math lesson, 1st grade.
Subject : Addition and subtraction within 20.
Goals: consolidate the learned addition and subtraction techniques, the ability to solve equations and word problems, practice skills, conduct independent analysis of problems, comment on the solution of equations by action components; develop memory, attention, speech, logical thinking, cultivate interest in mathematics.
Equipment: number fan, drawings fairy-tale heroes, map of a fairy-tale kingdom, textbooks, notebooks, pens.
During the classes: 1. Organizational moment.
Teacher. Today we will go on a journey through fairy tales on an airplane carpet to the fabulous Mathematical Kingdom. Close your eyes and count to 20 and back. We opened our eyes. In front of youfabulous Mathematical Kingdom. This kingdom is ruled by a wise king. He issued a decree: “I command the guys to fulfill all my wishes!” The king's first desire is to find out. Are you paying attention? Here are his assignments.
Exercise 1. 2 willows grew. Each willow has 2 branches, each branch has 2 pears. How many pears are there in total?
Task 2. The table cover has 4 corners. One corner was sawed off. How many corners does the table have?
So, you completed the task, and the king allowed us to travel around his kingdom. Look who's walking along the path?
Children: Fedora.
Teacher: What fairy tale is she from?
Children: From the fairy tale by K. Chukovsky “Fedorino’s grief.”
Teacher: What happened to her, why is she sad?
Children: Because the dishes ran away from her.
Teacher: Let's hurry to return the dishes to Fedora.
D.: Yes.
U.: Determine the extra number: 5,12,13,18,14;
D.: This is 5.
U.: Why?
D.: It is single-digit, the rest of the numbers are two-digit.
U.: Find the difference between the numbers 10 and 4. (show the answer using a fan).
How much more is 13 than 10?
1 term - 8, 2 terms - 4, sum?
How many units are in the number 13?
How much will it be if you subtract 0 from 15?
Petya has 8 squared notebooks and 4 lined notebooks. How many notebooks does Petya have?
Fizminutka
U.: Well done, you completed the tasks. Now the dishes will return to Fedora. Our journey continues. We arrived at a clearing. Look how many flowers there are, and who is walking among the flowers. We will find out by completing the tasks. The flowers are unusual, they have tasks, we need to complete these tasks (No. 4, p. 34).
U.: Did you find out who it is?
D: This is Little Red Riding Hood . From the fairy tale "Little Red Riding Hood". Charles Perrault.
U.: On the road again. We are flying over the blue sea. Oh, guys, someone is standing there and waving their hands. Who is this?
D.: Aibolit. From the fairy tale “Aibolit” by K. Chukovsky.
U.: Where is Aibolit rushing?
D.: Aibolit goes to Africa to visit sick animals. But in front of him is the sea. Does he need to swim somehow? Let's help Aibolit.
U.: To do this, we need to quickly complete No. 5, p. 35. (solving equations).
U.: Well done guys, you completed the tasks. And Aibolit swam across the sea on a whale. And we move on. Our airplane carpet flies over the beautiful house in which he lives Malvina. A boy is sitting on the lawn. Guys, what is this boy's name?
D.: Pinocchio.
U.: Right. What fairy tale is he from?
D.: " The Adventures of Pinocchio". A.N. Tolstoy.
U.: Let's relax together with Pinocchio and make our favorite a physical minute.
U. : Now we will find out what Buratino is doing. It turns out that he needs to solve the problem that Malvina asked him. Guys, let's help Pinocchio. (No. 6, p. 35.)
U.: We completed the task. Let's move on. We will fly to visit Puss in Boots . He has been waiting for us for a long time. We must help him complete the task, No. 7, p. 35, so that he can defeat the cannibal.
Who is this when he appears? What other signs of spring can you name?
U.: Well done boys! We completed the task.
Lesson summary.
U.: Our journey has come to an end. What did we do on
The fairy tale says goodbye to us. The wise king was pleased with your work. He is waiting for you to visit again.
Lesson topic: “Addition and subtraction within 20”
Lesson Objectives:
Develop skills in adding and subtracting numbers within 20 with transition through rank;
Improve your decision making skills simple tasks to find the minuend and to make difference comparisons;
develop mathematical speech, the ability to compare and draw conclusions, generalize, develop logical thinking, attention and memory;
cultivate interest in the subject, the ability to work independently, and environmental awareness. Slide 2
Org. moment Slide 3- call
The bell has already rung,
We guys have a math lesson.
Slide 4
There are many interesting things in life,
But so far unknown to us.
And learn a lot!
Our lesson is unusual. We'll go to cruise. To travel we need a waybill. Slide 5
Look carefully at the itinerary and tell me where we will visit?
What do you think we will learn? (solve problems, compare expressions, solve examples)
Right. Today in the lesson we will add and subtract numbers within 20. Write down the number, great job.
Slide (6-7) A minute of penmanship
Write down the numbers 3 and 8
Verbal counting. Slide8
Let's dive to the bottom of the sea.
Look how beautiful it is here!
The fish asks us to find the sum of the numbers 5 and 8. (13)
Increase one of the terms by two. (5+2+8=15 What is the amount? Why?
4+9=13 13-6=7 12-5=7
Conclusion: if one of the terms is increased by two, then the sum will increase by 2.
The sum is 15.
Increase both terms by two. What is the amount? (5+2)+(8+2)=17 Why? The amount was increased by 4. Conclusion: if both terms are increased by two, then the sum will increase by 4. The sum is 17.
Thank you guys, the fish is happy.
And we will continue our journey.
Slide 9
Guys, look who came to us? Dolphin
Dolphin sounds the alarm!
People pollute the water!
The fish will have nowhere to live!
We need to solve this problem!
Who guessed what needs to be done to purify the water? Add comparison marks
7+4*8 11-4*10
9*8+7 5+8*12
9*14-4 4+7*10
The sum of 7 and 4 is 11, 11 is greater than 8.
Name the neighbors of the number: 11, 14, 9, 15,18
Dolphin rejoices!
(If time permits: write these inequalities in two columns, combining them with one common feature. On what basis did you do this?)
We will continue our journey.
Slide 8
Dolphin swims in the water
And he invites us to his place.
Asks you to pay attention
On to the next task.
Slide 9
The dolphin offers you three numbers. Write down the expressions and find their meaning.
6,9,15.
9 + 6 = 15 15 - 6 =9
6 + 9=15 15 – 9 = 6
What rule do you and I know? Rearranging the terms does not change the sum.
If one of the terms is subtracted from the sum, then another term remains.
Slide 10
What equalities did you write down?
Explain how these equalities are related to each other.
Slide 11
Combine the sums in order of increasing value. 6,8,9,13.14,15.
We ended up on a desert island.
Guys, it's not that uninhabited. Who is this? Slide 13. Who are pirates?
Pirates! Pirates are sea robbers.
We were told to solve problems here,
Otherwise the pirates will take us prisoner.
How many frogs were there on the shore?
Read it. What is this? Prove it. Tasks. Because there is a condition, a question.
Same condition, different questions.
5 baby frogs jumped from the shore into the water, 2 frogs remained on the shore.
How many fewer frogs remained on the shore than jumped into the water?
Which of you is the most attentive, what interesting things did you notice? (How are the tasks similar and different?)
Do you think they have the same solution? Why? The solutions are different because the questions are different.
And we will find out when we solve the problems.
Write down the solution to the first problem.
Let's check how many frogs were on the shore?
Write down the solution to the second problem.
How many fewer frogs remained on the shore than jumped into the water? How did you find out?
To compare two numbers, you need to subtract the smaller from the larger.
So were the solutions to the problems the same? Why?
Let's continue our journey. Look what a beautiful island we find ourselves on!
Slide 15
Flowers and butterflies greet us and smile. Let us smile at them too.
Solve equations
Compose your problems using numbers within 20.
(If time permits, we solve the problem with transition through the discharge)
It was a wonderful trip!
What did we learn in class? Did you enjoy the trip?
The sea gives us a memory of our journey sea stars. Slide 16