Spatial representations - the relative position of objects in space. Lesson summary on the topic: "Direction of movement

Math lesson plan 1st grade

Subject. The relative position of objects in space (left, right, on, above, next to, under, inside).

Target : learn to determine the spatial placement of objects relative to a given object, relative to another object; learn to master the concepts left, right, above, next to, under, inside; develop imagination, the primary ability to think demonstrably, graphic skills, emotional-volitional environment; cultivate a love of mathematics, perseverance, and perseverance in completing tasks.

Equipment : typesetting canvas, counting didactic material, “Traffic Light” handout, geometric handout.

Lesson progress

Org. moment.

Motivation for learning activities.

I'm glad you're here, friends.

And I think it was not in vain that we met.

We will learn today to decide

Research, compare and reason,

The secret of mathematics to be rediscovered.

– Today in class we will listen carefully to the teacher and each other, observe, try to remember and understand.

The motto of our lesson: “If you know, speak, if you don’t know, listen.”

TO control, correction and consolidation of students’ knowledge.

I . Oral survey.

Game "Count the objects."

Objects are displayed on the typesetting canvas.

Count the number of items.

Give the serial number of each item.

If you swap two items, will the total number of items change? (No.) And their serial numbers? (They will change.)

* Working with geometric material.

Lay out 2 triangles, 2 squares, 2 circles in front of you.

Arrange the shapes so that the circles are to the right of

squares and to the left of triangles.

Count the shapes of the pattern.

Physical education minute

III . Learning new material.

Preparing to study new material.

Attention setting.

Tell me, would you be able to correctly lay out the geometric shapes in the pattern if the position of some shapes in relation to others was not indicated?

Words left, right, on, above, below, next to, etc. help describe the position of objects relative to each other. With their help, you can imagine how objects are located in space, even if you don’t see them.

2. State the topic and purpose of the lesson.

Today in the lesson we will learn to give the correct description of the location of objects in space using the words left, right, in front, behind, on, above, next to, under, inside.

Explanation of new material.

* Work with handouts “Traffic Light”.

Task 1 (p. 7)

Let's enter the land of Crosswalk Math.

The traffic light will help us with this.

What kind of eyes does a traffic light have? What are they talking about?

What order does each traffic light color give?

*Analysis of the situation in the figure. Determining the location of objects in space.

Task 2 (p.7).

*What advice would you give to a kitten?

*Drafting a description based on a plot drawing.

Task 1 (p. 8).

What fairy tale are these characters from?

Tell them in what order they pull the turnip, using the words in front, behind, next to.

About whom can you make a sentence using the words on, over?

IY . Consolidation and generalization of student knowledge

A moment of calligraphy.

Continue the pattern and then color the flags that are facing to the right.

2. Game “Left - Right”.

I will name animals and flowers. When I name a flower, raise your right hand; when you hear the name of an animal, raise your left hand.

* Working with geometric material.

WITH

The arrangement of the figure is similar.

C – blue

K – red

Z – green

F - yellow

Where is the red circle located? Green square? Blue triangle?

I will describe the location of the figure, and you must say what kind of figure it is.

* Game "Your class".

Who's sitting to your left? Ahead of you?

What's above your head?

What's inside your briefcase?

What is the name of the classmate who is sitting next to you?

Y. Lesson summary.

What did they talk about in class?

At what traffic light can you cross the road?

What words indicate the position of objects in space?

(Left, right, next to, in front, etc.)

Fun math - 1st grade

Mutual arrangement of objects. More, less or the same number of items

Author: Kristina Sergeevna Gromkova, primary school teacher at MBOU “Secondary School No. 27”.
I offer you math assignments on the topic“The relative arrangement of objects. More, less or the same number of subjects” that I use both in mathematics lessons and in extracurricular activities “Young Mathematician”, Logic” in the first grade.
Purpose of tasks- use as additional material after studying the topic, as well as during extracurricular activities, as entertaining material.
These exercises can be done individually, working in pairs or groups.
Exercises can be used for a primary school teacher, educator, with children in a preparatory group, as well as for parents, for studying at home.
Entertaining promotes intensification of mental activity.
Tasks contribute development of logical thinking, attention, memory.
The tasks are intended for children of primary school age (6-8 years old). Students do them with pleasure.
All tasks are sent so that students have an idea of the spatial orientation of objects and are able to compare objects.
Task No. 1
Take red and green cubes. Place them one on top of the other. Which cube is higher: red or green? Which is lower: green or red?
Task No. 2
Take blue, green, red cubes. Place them one on top of the other so that:
1) red was higher than blue, and green was higher than red; name the color of the cube between the other two;
2) red was lower than green, and green was lower than blue; name the colors of the cubes first from top to bottom and then from bottom to top;
3) blue was lower than red and higher than green;
4) blue was between red and green.

How can this be done?
Task No. 3
Take a ball and a cube. Place the ball over the cube; behind the cube; in front of the cube; under the cube.
Task No. 4
Draw a vase with a flower. To the right of it, draw a candy, and to the left of the vase, draw an apple.
Task No. 5
Katya decided to draw a picture. After the rain, a rainbow appeared in the sky above the bridge. A girl is standing on the bridge. A boat floats behind the bridge, and a fish splashes in the river under the bridge. To the left of the bridge, a birch tree grows on the bank, and a cloud floats above the birch tree. There is a bush growing to the right of the bridge. To the right of the rainbow is the sun. Draw all this on a drawing.
Task No. 6
There are toys in a row: a bear, a spinning top, a doll, a car. Name all the toys in order, first from left to right, then from right to left. Katya swapped the doll and the bear, the spinning top and the car. In what order are the toys now?
Task No. 7
Draw a sun in the upper left corner of your notebook, draw a house in the lower left corner, a flag in the upper right corner, and a Christmas tree in the lower right corner.
Task No. 8
Vova rearranged the letters in the words, and this is what happened:
-ovlk
-zako
-shaka
-accho
-chicken
-gtir
-nook
-great
What were the words?
Answer: wolf, goat, porridge, cat, hand, tiger, window, steam.
Task No. 9
Mark several red dots on a piece of paper. Mark the same number of points with a green pencil.
Task No. 10
By placing one palm of your hand on the other, prove that there are equal numbers of fingers on both hands.
Task No. 11
Draw four pears. Color them with a yellow or green pencil so that there are more yellow pears than green ones.
Task No. 12
Come up with words that have the same number of letters as the words cat, fox, book, dog.
Task No. 13
Are there equal numbers of letters on both lines?
1.M K S U B A V
2.L T M F B R K
Cross out the same letters. Are there equal numbers of letters left in these lines?

Mathematics. 1st grade. And the semester
lesson development

SIGNS AND PROPERTIES OF OBJECTS. MANY. GEOMETRIC FIGURES. NATURAL NUMBERS 1-10 AND NUMBER 0

Purpose: to introduce children to the subject of mathematics; consolidate the idea of the location of objects on a plane and in space using the words closer, further, left, right, below, above, left, right, between, under, above, on, in front, behind, next to. Develop attention; cultivate interest in studying mathematics.

II. OPENING CONVERSATION

Today is your first math lesson. This is an interesting and important science. They say that mathematics is the queen of sciences, gymnastics for the mind.

A textbook called “Mathematics” will help you learn mathematics.

III. INTRODUCING NEW MATERIAL

Pick up the textbook and look at it. This book is your first mathematics textbook. Of course you will become friends with her.

How does it begin? First of all, you see the cover. This is the face (or clothing) of a book, this is what outwardly distinguishes it from other books.

What does the cover of the Mathematics textbook say?

Do you like the design on it?

Who will travel with you to the country of Mathematics?

Count how many animals there are?

Turn the cover over and you will see a sheet of paper connecting it to the pages - the flyleaf. There are two endpapers.

What is shown on the first flyleaf?

This is a math town. Why was he called that?

What is shown on the second flyleaf? What do these drawings tell us?

Consider the following pages - the title page and its back. What did you find out?

On the third page of the textbook there is an appeal to the reader.

What do they wish for you?

What do the symbols mean?

Who is drawn? Count how many animals there are?

Task 2

What does the cockerel do?

Who is he trying to see?

How many animals?

Who did the cockerel see through binoculars?

Who didn't you see?

Task 3

What do you see?

Where does this happen?

Who performs in the circus arena?

Describe the picture using the words: in, on, under, above, below, in front, behind, left, right, between, behind.

Task 4

Work in a notebook. Writing with sticks according to the pattern.

IV. CONSTRUCTION OF LEARNED MATERIAL

What items are on the left side of the board? Which ones are to the right?

Count the kittens first, and then the puppies.

The teacher puts out three rows of mushrooms.

How many mushrooms are there in each line?

How many mushrooms are there in the top line?

How many in the bottom?

How many mushrooms are there in the third row from the top?

Remember the animals on the boat. “Night” - close your eyes. (The teacher removes picture 1.) “Day” - open your eyes. Has the animal disappeared?

Children have three circles - green, yellow, red and two squares - blue, orange.

The work is performed under the dictation of the teacher.

Place the circles so that the red circle is at the top and the yellow circle is between the red and green. Place a blue square to the right of the yellow circle, and an orange square to the left.

A flower came out.

Look how the circles are arranged.

Color at the top? in the center? down?

Where can you see all three of these colors at the same time? (At a traffic light)

What does the color red mean? yellow? green?

Raise your right hand, your left. Touch the desk with your left knee, right. Stand up and turn right, left.

Who is sitting on your right or left?

The teacher puts Pinocchio on the table. A cube is placed near his right leg, and a ball is placed near his left leg.

What is located to the right of Pinocchio? What - to the left?

V. RESULT OF THE LESSON. REFLECTION

Children, let's remember what tasks we did in class?

Did we count? Were we playing? Did you draw?

Did you like the lesson? Then see you again in the country of Mathematics.

Visual geometry.

space."

Lesson objectives:

Personal results:

Meta-subject results

Subject results:

View document contents
"Lesson summary on the topic: "Direction of movement. The relative position of objects in space."

Visual geometry.

Topic: "Direction of movement. The relative arrangement of objects in

space."

Lesson objectives:

To develop the ability to navigate the terrain, to determine the location of one object in relation to another.

Learn to draw various geometric shapes.

Learn to label segments with letters, measure them and correctly write the length of the segment.

Develop children's creativity and logical thinking.

Personal results:

Show creativity;

Show cognitive interest in ways to solve a new learning task;

Show willingness to cooperate with other people and be friendly;

Meta-subject results

Subject results :

Recognize, name, depict geometric shapes (lines, points);

Correlate real objects with models of geometric shapes.

Regulatory universal learning activities :

Accept a learning task and actively participate in activities aimed at solving it in collaboration with the teacher and classmates;

Distinguish between the method and the result of an action;

Monitor the process and results of activities.

Cognitive universal educational activities:

Use iconic and symbolic means;

Carry out an analysis of objects highlighting essential and non-essential features;

Carry out synthesis as composing a whole from parts.

Communicative universal learning activities :

Express your thoughts and actions in speech;

Construct statements that are understandable to your partner;

Ask questions.

Progress of the lesson

I. Class organization.

II. Self-determination for activity. Setting a learning task.

An old fairy tale says: “If you go to the right, you will lose your horse; If you go to the left, you yourself will perish, but if you go straight, you will find your happiness.”

What does a traveler need to know in order not to die? (Directions of movement).

Guess the topic of our lesson. (We will repeat the directions of movement).

We will also learn how to show the direction of movement on a plane; Let's talk about the relative arrangement of objects and remember how segments are designated, how to measure them and write down the length.

III. Updating knowledge:

1. Conversation ( using an interactive whiteboard).

Why do modern people need to know the directions of movement? (Travel, construction, space exploration, transport, etc.)

Where in practice does it become necessary to show the direction of movement? (Schemes, maps, drawings, etc.)

2. Game “Show the direction41”. (Find out the children’s practically existing ideas about the location of an object on the left, right, above, below, behind, under, in front, between, inside, outside.)

4 students are called to the board.

I name the commands, and you carry them out.

Raise your right hand. If the command “Right!” is heard, which way will you turn? (Towards the right hand).

Same with the left hand.

Attention! Left! Right!

Step forward! Two steps back!

Show me the top. Bottom.

Who's on your right? Say the student's name.

Who's on your left?

Who stands between you?

Stand between...

Stand up for...

Stand in front of...

Hold hands.

Invite another student.

Stand inside the circle. Stand outside.

2 A similar game for the whole group of students.

Raise your right hand, your left.

Turn right, left, back.

On which side are the windows in our classroom? Door?

Take one step back, two steps forward.

IV. Gaining new knowledge and ways of doing things.

1. Statement of the problem problem.

On the screen(Every child has similar sheets on his desk).

There is a sheet of paper in front of you. How to determine directions in this case?

2. Practical solution to a problem using an interactive whiteboard.

The teacher gives directions, and the children come up and sign the directions with conventional signs. (P – right, L – left, V – top, N – bottom, PV – upper right corner, etc.)

Where is this knowledge used in practice?

(In designating the sides of the horizon, in creating various maps and plans).

TURN OFF THE M/M SYSTEM.

V. Physical education.

VI. Consolidation of acquired knowledge.

1. Practical work in a notebook.

1) Task No. 1(p.35)

Look at Fig. No. 1

Finish the house.
- Draw a Christmas tree to the right of the house, and a birch tree to the left.

2. Work in pairs.

Now you will work in pairs. What rules do you need to follow for everything to work out?

- Work...

Children (in chorus):

- Listen to your partner...

Attentively!

- Speak...

Take turns!

- Treat your partner...

Sincerely!

Problem solving.

Task No. 2(p.35).

Look at the drawing.

The boy made a figure out of three red, yellow, and green cubes. Color the cubes so that the red cube is higher than the green cube, and the yellow cube is to the right of the green cube.

Peer review. Self-test from a sample.