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How many green balls are in the picture, how many are pink. Abstract of a lesson in mathematics on the topic "Signs greater than, less than, equal to"

Subject: Signs >,< , =.

Purpose: to introduce the signs >,< , =; научить выполнять записи с этими знаками.

Equipment: a fan of numbers, a tape of numbers, cards with signs\u003e,< , =, магнитная доска (у каждого ученика).

During the classes

Org. moment

Check readiness for the lesson.

Verbal counting.

a) - Count from 2 to 7; from 5 to 1; from 4 to 8; from 9 to 5.

b) - Name the neighbors of the number 5, 2, 6, 8, 4.

in) Working with a fan of numbers:

Show which number follows the number 7, 4, 2, 8, 5 when counting.

Show what number comes before the number 9, 4, 2, 8, 3, 7.

What is the number between 2 and 4? 5 and 7? 8 and 10?

d) Tasks in verse. (Show the answer on the fan of numbers)

The hedgehog walked through the forest
For lunch, mushrooms found:
Two - under a birch,
One - at the aspen,
How many will there be
In a wicker basket?

Three yellow-eyed daisies,

Two cheerful cornflowers

The children were given to the mother.

How many flowers are in the bouquet?

Five puppies played football

One was called home.
He looks out the window, he thinks:
How many are playing now?

e) Composition of numbers.

We inhabit houses.

Setting the topic of the lesson and setting goals.

Working with a magnetic board

Draw three circles.

Draw two rectangles below.

What figures are more?

Why are there more circles? (they didn't have a couple).

There were 3 circles and 2 rectangles.

So which number is greater than 3 or 2?

In mathematics, it is written like this:

3>2

What is less than 2 or 3?

We will write like this:

2 < 3

In mathematics, the words more / less are usually written using special characters.

Today in the lesson we will learn to write down these signs.

Fizminutka.

(cheerful music plays softly)

The sun lifts us up to recharge,

We raise our hands on command once,

And above us the foliage rustles merrily,

We lower our hands on command two.

Collect berries, mushrooms in a basket -

We lean together on command three.

For four and for five

We will jump together.

Well, on command six

Everyone sit quietly at their desks!

Work on the topic of the lesson.

Front work.

What do these signs look like? (Answers of children).

More signs look like a bird's beak. This bird is very greedy. She always opens her beak to a greater number.

Working with a magnetic board.

Write more sign.

Write a less than sign.

If the left and right parts are equal, put an "equal" sign. We are already familiar with this sign.

3. Work on the textbook.

Open your textbook to page 46. What are the names of the signs at the top? (greater than, less than, equal to).

Let's read what we will do in the lesson (A well-read student reads).

Look at the top left picture. What do you see here? (2 green squares and 3 blue circles).

What more? (blue circles).

How was it recorded?

3>2

What is less? (Green squares).

How was it recorded?

2<3

Look at the middle picture. What shapes do you see? (4 red and 5 yellow triangles).

What more? (yellow triangles).

How was it recorded?

5>4

What is less? (red triangles).

How was it recorded?

4< 5

Look at the top right picture. What do you see there?

(5 purple and 5 green circles).

What can you say about the number of purple and green circles.

(They are the same number)

Read the entry.

5=5.

What sign was used for writing?

(.)

Look at the picture with the birds. Write down a story.

(There were 3 birds, another 1 flew in. There were 4 birds.)

Are there more or less birds? (more)

Read the entry.

4> 3 (Four is greater than three).

Make a note of the second picture.

(There were 4 birds. 1 bird flew away. 3 birds left.)

Are there more or less birds? (Less).

Read the entry. (Three is less than four).

Consolidation of the studied material

Work in a notebook on a printed basis.

- Open your notebook to page 18.

- Read the first task. Record the time on your own.

Front check.

Look at the signs below.

What is the name of the first character? (More).

Look at the direction of the blue arrows.

Circle and write this sign to the end of the line.

What is the name of the second character? (Less).

Look at the arrows. Let's see how this sign is written.

Circle and write a less than sign to the end of the line.

Look at the picture with the balls. How many green balls? (3).

Enter the number 3 in the empty cell.

How many pink balls? (5).

Enter the number 5 in the empty cell.

Which balls are more? (pink).

Fill in the blanks:

More pink balls than green ones.

Make a note.

5>3

Which balls are fewer? (Greens).

Fill the gaps:

There are fewer green balls than pink ones.

How to write it down?

3< 5

Summary of the lesson.

What signs did we meet today?

Show more sign.

Show less than sign.

In this lesson, I used the following modern educational technologies:

Health-saving (building a lesson taking into account the performance of children, the use of visual aids, a favorable emotional mood);

The lesson was developed for students of the 1st grade of the EMC "School of Russia" with the requirements of the Federal State Educational Standard of the IEO. The material is selected taking into account the individual psychological characteristics of students. In cooperation with the teacher, students learn to set new learning tasks, transform a practical task into a cognitive one.

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"The topic of the lesson is "Signs and =""

Mathematics lesson construct

Theme: "Signs,"

Developed by: Pogiba I.A.,

teacher MBOU secondary school №18

G.Alapaevsk

Lesson construct

Educational system "School of Russia"

Lesson type: discovery of new knowledge

Topic:"Signs, ="

Purpose: To get acquainted with the signs, = , learn to perform tasks with these signs.

Main goals:

1. Introduce signs , = ,

3. Perform mental operations of analysis and synthesis

Planned result:

Having an interest in completing tasks

Correct comparison, reading and writing of any two numbers

Ability to work in pairs and evaluate results

UUD: Personal UUD.

The ability to self-assessment based on the criteria for the success of educational activities.

Regulatory UUD.

In cooperation with the teacher, set new learning objectives;

Transform a practical task into a cognitive one;

To show cognitive initiative in educational cooperation.

Cognitive UUD.

build logical reasoning, including the establishment of cause-and-effect relationships;

compare, classify according to specified criteria.

Communicative UUD.

take into account different opinions and strive to coordinate various positions in cooperation;

to formulate own opinion and position;

negotiate and come to a common decision in joint activities, including in situations of conflict of interest;

Equipment: Textbook, workbooks, cards with signs “”, “

During the classes

Lesson stages	Formed UUD	Teacher activity	Student activities
Organizing time	Communicative UUD, regulatory UUD	The long-awaited call is given - The lesson starts!
Knowledge update	Personal UUD, communicative UUD, regulatory UUD.	1. Oral account. a) front work. The teacher reads the task, the children raise card with the correct number. Count from 1 to 10 Show the number that: stands between the numbers 4 and 6 over 3 on 1 less than 5 by 2 stands before the number 8 when counting, they call after the number 9 consists of two doubles 2) Work on the drawing Guys, what are you showing now? ( Numbers) Why do we need numbers? (For writing numbers, expressions). Then look at the picture (on the board 3 straight lines, 2 broken lines, 4 rays, 1 curved line), what do you see? (Lines) What lines? ( straight lines, beam, broken lines, curves) Now count how many lines I have in total. () Now count how many lines? (3) Now count how many broken lines? (2) What did you name? (Numbers) What can be said about straight and broken lines? (Straight lines - 3, broken lines 2, straight lines more than broken lines, broken lines less than straight lines) What were you doing now? (Compare the lines) 3. Working with a mathematical set. (Work in pairs, one student at the blackboard) Now put 2 green circles, and 3 blue circles. What about circles? (less green, more blue) How can we write down with the help of numbers how many green circles and blue ones? Which of you can make this record? (2 In mathematics, it is written like this, but it is read like this: two is less than three. What sign was used? ("less") And tell me which circles are more? (blue) And how now to write down if there are more blue ones? (turn the sign the other way) In mathematics, it is written like this, 3 2, and read like this: three is more than two. What sign was used? ("more")	Statements of assumptions, actualization of experience. Reflection on one's own experience.
Formulation of the problem.	Regulatory UUD, personal UUD.	Guys, why are we doing this? What is it for? Formulate the topic of the lesson.	Learn to compare numbers and learn to write with signs
“Discovery” of new knowledge by children	Cognitive UDD, personal UDD, communicative UDD, regulatory UDD.	Let's start our research. What do the signs look like? They look like a bird's beak. This bird is very voracious, it always opens its beak on big number. Verse Show more sign. Show less than sign. And if the left and right part are equal, what sign they put, show it. And now open the textbook and read what we will learn in lesson p. 46. And why do we need these signs in the record? (not to write in words, save time) Look at the top left picture. What do you see here? (2 green squares and 3 blue circles.) What more? (Blue circles.) How was it recorded? Read. (Three is more than two.) - What is less? (Green squares.) - Read the entry. (Two is less than three.) By analogy, the pictures on the right are analyzed, illustrating records 5 4, 4 Look at the picture with the birds. Write down a story. (There were 3 birds, another 1 flew in. There were 4 birds.) (More.) Read the entry. (Four is more than three.) Write a story for the second entry. (There were 4 birds, 1 birdflew away. 3 birds left. Are there more or less birds? (Less.) Read the entry. (Three is less than four.) Together with a desk mate, write notes for pictures with cherries. (Check. The entries are on the board: 3 + 1 = 4, 4 and 4-3 = 1, 1	Children find the similarity of signs with objects. Independent work in pairs work in pairs, self-test
Physical education minute	Personal UUD, communicative UUD.
Independent work with self-test .	Regulatory UUD Personal UUD	Work in a notebook on a printed basis. Open your notebook to p 18. Read the first task. Record the time on your own, look at the signs below. What is the name of the sign that is written first? (More.) What do the blue dots show? (Beginning of letter.) Circle and write this character to the end of the line. What is the name of the second character? (Less.) - Find the blue dot, see how this sign is written. Circle and write this character to the end of the line. - Look at the drawing with balls. How many green balls? ( 3.) Enter the number 3 in the empty cell. How many pink balls? (5.) Enter the number 5 in the empty cell. Which balls are more? (Pink.) Fill the gaps. (More pink balls than green ones.) (5 3.) Which balls are fewer? (Greens.) Fill the gaps. (There are fewer green balls than pink ones.) Make an appropriate entry. (3	Independent work. (Front check.)
Primary fastening.	Regulatory UUD, communicative UUD, personal UUD.	Now, let's go back to our tutorial. Consider the drawing on p. 47. From which fairy tale are the heroes? (V. Suteeva "A bag of apples".) Remember the fairy tale. Why did the animals bring so many gifts to the hare? (For kindness. He treated everyone himself.) Using the picture, tell your desk mate how to get the number 5. How to collect 5 rubles with the coins depicted in the margins? (2 + 2 + 1,2 + 1 + 1 + 1,1 + 1 + 1 + 1 + 1.) Look at the next picture. How many yellow stripes do you need to put - to cover the one-time? (6.) How many green ones? (3.) Why did you get different answers? (Strips of different lengths.) Which strips do you need more? (Yellow.)	Work in pairs
Reflection	Regulatory UUD, communicative UUD, personal UUD.	What did you learn in class? And now everyone draw a conclusion for themselves. I am today …	Statements of assumptions, systematization of knowledge.

02.02.15
Grade 11
Poposheva A.Yu.
“A person can recognize his abilities only by trying to apply them.” Seneca the Younger.
Lesson topic: Antiderivative and indefinite integral.
The purpose of the lesson: the formation of knowledge and general educational skills through a system of typical, approximate and multi-level tasks.
Lesson objectives:
Educational: to form and consolidate the concept of antiderivative, to find antiderivative functions of different levels.
Developing: to develop the mental activity of students, based on the operations of analysis, comparisons, generalization, systematization.
Educational: to form the worldview of students, to educate from responsibility for the result, a sense of success.
Type of lesson: learning new material.
Teaching aids: epigraph, handout.
Expected learning outcomes: the student must
Know:
definition of derivative
antiderivative is defined ambiguously.
Be able to:
find antiderivative functions in the simplest cases
check whether the antiderivative for a function on a given time interval.
During the classes
I. Organizing moment: Hello! Sit down. Who is absent?
1. Message of the topic, purpose of the lesson, tasks and motivation of educational activities.
On the writing board:
*** Derivative - “produces” a new function. Primitive - the primary image.
2. Actualization of knowledge, systematization of knowledge in comparison.
Differentiation-finding the derivative.
Integration is the restoration of a function by a given derivative.
Introduction to new characters:
* oral exercises: instead of points, put some function that satisfies equality. (See presentation) -individual work.
(at this time, 1 student writes differentiation formulas on the board, 2 students - the rules of differentiation).
self-examination is performed by students. (individual work)
updating students' knowledge.
3. Learning new material.
A) Reciprocal operations in mathematics.
Teacher: in mathematics there are 2 mutually inverse operations in mathematics. Let's take a look at the comparison.
STRAIGHT.
REVERSE.

* squaring.
*extract from square root.

*sine of the angle.
* arcsine of the angle.

*differentiation.
*integration.

B) Reciprocal operations in physics.
Two mutually inverse problems are considered in the mechanics section. Finding the speed according to the given equation of motion of a material point (finding the derivative of the function) and finding the equation for the trajectory of motion using the known formula for speed.
Example 1 page 140 - work with a textbook (individual work).
The process of finding the derivative with respect to a given function is called differentiation, and the inverse operation, i.e. the process of finding a function with respect to a given derivative, is called integration.
C) A definition of antiderivative is introduced.
work with the textbook: read the definition, try to remember, say the definition in pairs. (pair work)
Teacher: in order for the task to become more specific, we need to fix the initial situation.
Tasks for the formation of the ability to find the primitive - work in groups. (see presentation)
Tasks for the formation of the ability to prove that the antiderivative is for a function on a given interval - pair work. (see presentation)
4. Primary comprehension and application of what has been learned.
Examples with solutions "Find a mistake" - individual work. (See the presentation)
***perform cross check.
Conclusion: when performing these tasks, it is easy to notice that the antiderivative is determined ambiguously.
5. Setting homework
Read the explanatory text chapter 4 paragraph 20, memorize the definition of 1. primitive, solve No. 20.1 -20.5 (c, d) - a mandatory task for everyone No. 20.6 (b), 20.7 (c, d), 20.8 (b), 20.9 ( b) - 4 examples of choice.
6. Summing up the lesson.
During the frontal survey, together with the students, the results of the lesson are summed up, a conscious understanding of the concept of new material can be in the form of emoticons.
understood everything, managed everything.
partially did not understand (a), did not manage to do everything.
7. Reserve tasks.
In case of early completion by the whole class of the tasks proposed above, to ensure employment and development of the most prepared students, it is also planned to use tasks No. 20.6 (a), 20.7 (a), 20.9 (a)

Figure 4

Attached files

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3. F? SCHOOL OF RUSSIA DFGOS M. and. Moro S. I. Volkhova Mathematics Workbook for general educational institutions In two sections Part 1 2nd edition Moscow Prosiskpepise 2012
4. Udk 3734674251 The Russian school series was founded in 2001 LBC 22.1302 ‘t’ Symbols: @ - connect the dots along the ruler; ® - color, draw; ® - match the drawing and mathematical notation; ® - insert one of these signs to get ® correct entries: Ш - write down such a number to get the correct equality or the right answer; Sh - Circle. Notebooks in mathematics (Parts 1 and 2) "Impotent for organizing the capacious work of bookbinders. The task of them is located in accordance with the textbook winding. tklvss (authors M. I. Moro‚ S. I. 8olkoa. S. V. Stepan) However, notebooks can also be used when working with other textbooks, since they present a system of various toshroyuishkhi expanded and improved for the first time teaching mathematics in elementary grades. т Формирования поисковиками шифр и выполниться других математическикэаписеи. Учебное парение Серии «Школа России Море Мария Игнатьевна. Подкова Светлана Ивановна МАТЕМАТИКА иеюпррозштияиачалмоюоброэоашюя Руцоюжмштнкмшмзштши руководителе аАжеломшоаа. Руковоштеаьицетепьсаотоюоте сниманием здназороаа Редактор ЛБьБушХудотоитиЕнСмоефцСнСашшкод Хуаоттоестеемнйредпторкндосидвед Коипьотериее hersptagnsvloaoaag. Techkteokkyreshttorsnireaovshcorrectorndakumda. Tax exemption - General Russian Association of Caesifostor trolls OK 005-93-953000 Ed. that. Series id M 05024 dated 12.09.01. In addition to the press 05.10.11. Forint 10.000 Bhutan offset. Headset TechVooks. Offset printing. ush-ISA. clause 2.12 add. weights 100,000. Order no. 5278. Publishing house opened by the shareholder askeddemepchep. 121521. Moscow. 3rd passage of Marinka grove. 41. Has disappeared-o e slop corresponding to the Cyclops to present acetylene- impatient in OM) walls-b the order of labor Kok-squishy. - children's colonyOOF-pefttiat will tolerate so-called ship-in CCSS. PIF. t. Assure me, prospect I m! Spur, 46. YO WON OYUZ-I-IIP-PYA) Oh, look for / flatter with cables. .. 2011 1888 Msh.) O Artistic OFOIMOM- Iedatepsteo oProseeetseiiieo. 2011 Dowry
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20. Signs E What time does the clock show? Write down the required number. How many green balls are in the picture? Ш How many pink balls? Ш 00000000 Which balls are more: green or pink? Fill in the blanks. More f balls than Write it with numbers and signs >,<. Каких мячей меньше: больших или маленьких? Меньше „_. мячей, чем ф. Запиши это с помощью цифр и знаков >‚ <. 18
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25. shshshshshshshpysh. Yo | P| | P| 0 0 0 0 0 0 0 E: """ "" | || O If the card has an example with the answer 3, color it red, if 2 - blue. " | ® 4 - 2 E E: 5 - 3. Yopp E! drinking (h stumps d). . ... -- _ | P| "about [email protected]@ Yo in ---------- k: O Trace and color on each line as many "I figures as indicated by the number. . y | ; [in n W d Bazam' ". :.. ==: aa: :E: Yo
26. Centimeter О Fill in the circles with the numbers of segments, which can be used to designate red and green pencils. О Using a ruler, measure in the figure and write down the length of the pencil and the length of the counting stick. 0 O Continue the pattern. D. 1:21 R” + a +-o- +-4--+-4--+-4-+ “u “g tch-“b-c-
27. EEEEEEEEEEE%EEEBSH< Увеличить на Уменьшить на о Рассмотри рисунки. Рамку с равенством для перехода от рисунка слева к рисунку справа закрась жёлтым цветом, а от рисунка справа к рисунку слева зелёным. ° тузы / =1 Сделай рисунок к записи. 19+т / =% О Увеличь на 1: Уменьши на 1: ЦЕНЕ ПЕНЕ! ШШШШШ о Раскрась бусинки: одна - красная, две - си- ние, одна - красная, две - синие Сколько красных бусинок? Ш’ Сколько синих бусинок? Ш Сколько всего бусинок? Ш
28. 555%: pi ;:. e:h: D% 3 + 9; 5.7‚61; / 0‚: D; " ; ; ; b, O Using the pictures, write in the boxes the numbers you need about ". gz -P \u003d t 2 y; - y-t +3-13=’ O Measure the segment and write down its length. W cm By how many centimeters should the length of the segment be increased to obtain a segment 9 cm long? On W, see Draw this segment. YOYOZHOYOYO
29. Consolidation of the learned O Color the examples with the same answers as indicated. O Fill in the missing numbers. y t. .. : count t. ‚i1;lad: .$;5#; &% `* "ЁТ 1 1 6 | „ . o °т4)т
30. Choose your entry for each picture. Fill in the missing numbers. Sh dzaza g a i. a+0=. : ; . 9 + t \u003d 9t g: _; e-: na: dev: s ' 9th: \u003d: 9 s-zhv \u003d ko and “yes + wx \u003d s + 7 \u003d 7 Grandmother knitted socks for her grandchildren, one at a time a couple for each. How many grandchildren does grandmother have? Write down: W 28
31. Write down your equality for each picture. What numbers are closed by cards? Write it down. Write down three more examples in each column. Comput. . _ With. Yos: 9-Yo9 \u003d [Yo1: Yo t.8-‚ / \u003d Yo Yo Yo yo17yo + B75 \u003d Yo 1 Yo Yo 858% Yo t 1 1Yo 7-%: h. Yo 5: + Yo / \u003d Y:: YO Y+7=DO YO YO: ‚ . . . . . . . . ‹ › . . „ ‚ . . . . . . ‚ . . . t. ‚ 4 . . . . . . . ‚ . . . ‚ ‚ . . . . t
32. Fill in the missing numbers and the + or - sign. . . . . . . t b. . . . t. . ‚ ‚ ‚ . . . . . . . . . Write down your own equation for each picture. $4?' "k`__›__`^" 'Y r _ _ ‚ . ‚Th' with r p o dg' d: "" d "ka” Ch” 7 '37- , Yo' ` 4/ (5 ) 3+2y1+3%5-1y2+3 9 @ 2+2 6-1 1+4 3+1 Write the required numbers in the boxes according to the pictures. - C) How many apples are on two plates?
33. PNSCHEPEEP PPPPNNNNPP 0 Show with different colors how you can get the number 4 in different ways. o (d o 4 ® oFo (EF 0) Measure the length of each segment. P E] 'PIEPPPPNCPPPPPPPPPPPPPPPP
34. Terms. Sum. 4 0 Underline the equalities in which the a-+ terms are missing. Comput. h--+ .4 Sh! Yeoyoung" a: nyeongpyonyoa: !E! for blame. and! |"k! d!p „„ pi ptspppppppp pini; _+. i 0 Write down your equation for each picture. one; dЁ'dChR "e: for d" "pF; ; tt SPPPP] GUM] 0 Color the pencils so that the red karan-'4 dash is longer than the blue one, but shorter than the green one. ' of the shortest pencil: W cm; 1 of the longest pencil: W cm. _ about. l ‹ h _ t d ‘d’ | 1 t t + t+ t- + +- A - ›-+-+ -+-#-r-+4-bt - “l -+ ‚- * „t. t "_ -‚/ +' "T" in -+-+-t-+ g 4. 7% b + `- -t 9 +--9- "-+-4 "leaks - 4 and a c - #t-+- -+ 1z+p+‹ ' 1 1 t
35. Problem Draw a diagram for each problem. Solve problems. 1) The cat has 3 white kittens and 2 black ones. How many kittens does a cat have? o [JDDZH Yo‚ DT? YG 7 Y 1 Y ° ‘y’: TTTd 2) There were 8 cubes in the box. Misha took 2 cubes from the box. How many cubes are left in the box? tata; 7% t; harem „yad gita: 1:2 y ' and: 'yo-y 1 t = tayoayty' Show with different colors how you can get the number 5 in different ways. ode @@@@@ $Ъ®@®®@ Draw two segments: one 6 cm long, the other 2 cm shorter. . . . ‚ . . . . . . . . ‘ ‚ . ‚ . . . . . . . b. . ‚ . . . ‚ _ . . . . c. . . ‚ ‚ . .
36. About For each scheme, make up a problem and solve it. 1) reason SPECIAL: they will reach-P 2 › pinii ‘ 13:13:13 sewed O Complete the condition and solve the problem: Yura had Sh cars. They gave him 2 more cars. How many cars did Yura have? PPCPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP 9 PyoPPPPPPPPPPPPPPPPPPPPPP ShPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP R Dima -UPPPPPPPPPPP about Dima cut out 2 snowflakes, and Lena cut out the same. How many snowflakes did Dima and Lena cut in total? Draw a diagram and solve the problem. PPPPPPPPPPPPPPPYYOYABYOMLPPPPPPPP O Connect the dots along the ruler to make a quadrilateral and a polyline of three links. FROM. . . . oh
37. It became 2 more. How. we": Fill in the tables. I+2=t; t:2+:2gz; ; MORE It became 2 less. How. ALSO: shish. . . . ‹ - › t 35
38. O How many more fish are there in each next picture than in the previous one? Fill in the boxes with numbers. ЁЁPP Ш PIPEIPPPITSEЁPPPЁPBPPP' O By what rule do the drawings change? Fill in the boxes with numbers. P P P EE O Color the squares in two colors, green and yellow, so that in the first row there are 1 less green squares than yellow ones, and in the second row there are 3 more green ones than yellow ones.
39. O Find two problems. Circle their numbers. Solve every problem. 1. There are 6 pencils in one pencil case, and 2 pencils in the other. How many brushes are in two pencil cases? 2. There are 5 red balls and 2 blue ones in a bunch. How many red and blue balls are in this bundle? 3. Brother is 8 years old and sister is older than brother. How old is your sister? 4. There were 10 balls in the basket. 2 balls were taken from the basket. How many balls are left in the basket? 5. There are 6 penguins on the big ice floe, and 2 on the small one. How many penguins are on the big ice floe? PPPPPPPPPPPPPPPPPTsTsTsTsTsTsTsTsPTsTsTsTsTsTsTsTsTsTsTsTsTsPPPPPPPPPPPPPPPPPPPPPPPPPPTSPPPPSHISH IL P O Measure and compare the lengths of the links of each crowbar- P I P y P PPP P PNI P noi. W SM W CM R” W CM Wcm>Wcm Wcm>Wcm
40. Draw a diagram for each problem. Solve problems. 1) Kolya had 5 rubles. He bought a pencil for 3 r. How many rubles does he have left? 2) There were 4 hares in the clearing, but there were 2 more. How many hares were in the clearing? shshshsh shshshsh “+030” 000000 o.9;-t3:= o s O o a a „.9-; I-_ % \u003d E_b E © 3 + 2 in-2 | 9-2e6-o @® 4 + 2 7-2 8-2 4 + 3 Color all the quadrangles in red. OOSCHS7<7<>
41. O In the morning there was y y 9 y $ y in the flowerbed. In the evening it became 3 less. How many tulips are there? The squirrel had it. . . . . . There are 3 more. How much has it become? ППППППППЦПППЦПЦЙЁЯЪЁМЛППППППП " ЦК: ПЕЁПЦПЕЕЦЕЁПЦПЕЕПБИНП' С] ПППЦЦППЦЦППЦПЦППЦПЦЦППППП ПИПЕЫПЦПЪЗЕЦЕНППЦВПЕЩМЦП ПППППППППЦПЦПППППНППППППП ПЕЦЕНПНПИБЦЕЁЦППЕЕМЕПППП О Зачеркни лишнее число в ряду: 2, 4, б, 7, 8, 10. О Определи, на сколько сантиметров красный отрезок длиннее синего. На Ш см. О Разбей все фигуры into two groups according to different criteria. Write down the equality for each case. " _ o a sh! '-1 11: 11 111 Yo -. 0 * "C
42. О Choose your entry for each picture. y F d t ’ a 1 . t d Yo baboon $00 . . A On each basket it is written how many apples are in it. Connect the drawings with a line in which the same number of apples are drawn r ‘r, and write down two correct equalities.
43. . d ‚ ‚l- Youiyot --^< а- из»! Стало на 2 больше. Стало на 3 меньше. Сколько? Сколько? Сначала Коля сделал из бумаги Ш фонарика, а потом ещё 3. Дополни условие, поставь вопрос, реши задачу.
44.4 - ‚ . ‚ “. o. 1 with o. . . b--. T t ' * t. and write down true equalities and true m+ inequalities using the numbers 7, 2, 5, 9 and the signs +, -, =, >,<. т; пацан мамин ипипк ° ПЕПЕЛ] О Оля 6 кукол: т} Аня-на2больше:888%8888. „ т °"°’""‘° М"? пипипипдтитжппнд +т+ " Д: .Ш у О С одного куста сняли ё. т г „‚ Ё + с другого- 3. Сколько всего? $ т т Ь от О Какие числа закрыты карточками? Запиши. : „ О Оля старше Кати, а Катя старше Вики. За- крась карточку с именем девочки, которая „. т + ›ет_„‚+, + т 4-4 т + 1 т. + . + т 4 чтт. т т т ‘ т " т ‘ т т + . т т › ‹ т-4 + + 4тт« › - т т т т ‚ тч+„+„+ т 5 1 ` „ь т. - ч-ъ- „С; м» " „а „д- 4 4 ч; д. „дйштёе. 4т4-+-+- ` . . 4 старше ДВУХ других. ‚д, ‚к 4,.
#48 ". " 0 Watch how the drawings change from left to - ". " right. For each picture, compose and write down ". | equality. . PI Underline the equality that can be named. .| superfluous. PP! 8 П. ППИППШППШППЁ'. П. 'ППППППИППППЕП. 'ПЦПППППЦПИЦПЦП 'П. ' 'ПППППППППППППЦП. 'ППЦППП. 0 Начерти такой узор и продолжи его до конца строки. ПППНПППППППППППППНПЦПЦПППЦП ПЙППППШПППППППЦППЦПЦЦЦППЦЦП ПППППППППППЦЦППППЦЦЦПЦЦПП ПВЙПППБЙНПППЦЦПНПЦП ППППППППППППЦЦПЦППП
49. O Watch how the DRAWINGS change from left to right. For each picture, compose and write down "-" equality. |-| Compare equalities And underline THAT THEY ARE SIMILAR. o What two parts can be used to make a triangle, which is drawn on the right? Color O Determine the rule by which each row of geometric shapes is composed. Draw the missing figures. 555356 ;!; ppppnpp; d;; !;; ;
50. The boys made Yo, and the girls made 2 snowmen. How many snowmen did the boys and girls make in total? rt; g t e t t tat T Tet / ‘ a-t. ‚Az ha Did Petya have a r? !) t’ 25.1 as’ h / w. He gave his brother 3 candies. How many sweets does Petya have left? What numbers are closed by cards? Write it down. you v-dzgt ё t: t= i ‚tёtsʹta= y% + t3=t dgt+gt= l dat-e 6:4": r= tsh: already t-v; g Ed) - 7 \u003d E d a + ’= t; 9;. . : :3+:3=‘ t dt-tz- ; t. ... E t t tst. t t": t t
51. t t tt; ;*`: s ‘ - ‘hell, t: t’ ----tt -- ‚r ‚ ` h. "‘r’ › ; L
52. y „dn O from Moro M. I. and others. Mathematics. Grade 1 - Textbook - Appendices to the textbook on electronic media Working work - Testing work - Mathematics Manual and designed-yew - Manual For 'gsh. then loves nggsmapnsu - › tisgolttchsskn’ recommendations - Uspntts practice - Cotttroitttts rpbstgt. t h! classes - zttatsmptikp. Work programs. t yut yushsst Site “Primary school- / shooting range. °//1-4.guess. gi 1 $ vn 978- -o9-o2b27-7 ‘9 785090 Yo pgosvvshvniv i3LA "t" 1g-. ‹_: tgt1t 266277 Yo