Work program for teaching materials "School of Russia" in mathematics in 1st grade
Shmatova Natalya Ivanovna
Work program for teaching materials "School of Russia" in mathematics in 1st grade
ACCEPTED AGREED APPROVED
at the teachers' council Deputy director for water management by order of the director
Protocol No. 02 ___B. N. Andreenkova MBOU "Ivanovo Basic School "
dated August 31, 2020 August 28, 2020 dated September 4, 2020 No. 61
WORKING PROGRAMM
in mathematics for the educational complex " School of Russia "
class 1
Number of hours per year: 132h
Total 132 hours, 4 hours per week
Planned control lessons 1
Administrative control lessons _
The planning is based on the federal state educational standard NEO, the author's program in mathematics M. I. Moreau M. “Enlightenment”
2016
Textbook " Mathematics 1st grade "
and others. M. I. Moro M.:
“Enlightenment”
2017
Additional literature ___
___
Thematic planning was compiled by: Shmatova Natalya Ivanovna
2017 -2018 academic year
Work program for the course " Mathematics "
for 1st
grade is compiled on the basis of:
• the law of the Russian Federation “On Education in the Russian Federation ”
dated December 29, 2012 No. 273;
• Order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 No. 373 “On approval and implementation of the federal state standard for primary general education”;
• order of the Ministry of Education and Science of Russia dated December 31 , 2020 No. 1576 “On amendments to the federal state educational standard of primary general education, approved by order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 No. 373”;
• curriculum of the MBOU “Ivanovo Basic School ”
for the 2017-2018 academic year;
• the author's program " Mathematics "
Moro M. I., Bantova M. A., Beltyukova G. V., Volkova S. I., Stepanova S. V., M.
“Enlightenment”
2016
To implement the program, an educational and methodological kit is used
«School of Russia»
:
• 1. Moro M. I., Bantova, M. A. Mathematics : textbook for 1st grade : at 2 o’clock - M.: Prosveshchenie, 2017.
• 2. Moro, M. I., Bantova, M. A. Notebook on mathematics for 1st grade : at 2 o’clock - M.: Prosveshchenie, 2020.
• 3. Volkova S.I. Test work in mathematics for 1st grade . – M.: Education, 2011.
To study the subject " Mathematics "
in the 1st
grade of elementary school, according to the curriculum of the MBOU “Ivanovo Basic
School ,” 132 hours are allocated
(4 hours per week, 33 school weeks)
.
1. Planned learning outcomes in mathematics in grade 1
Personal:
• determine and express, under the guidance of a teacher, the simplest rules of behavior in cooperation common to all people (ethical standards)
;
• in situations of communication and cooperation proposed by the teacher, based on simple rules of behavior common to everyone, make a choice, with the support of other group members and the teacher, what to do.
Metasubject.
Regulatory UUD:
• the student’s readiness to purposefully use knowledge in learning and everyday life to study the mathematical essence of a subject (phenomenon, event, fact)
;
• determine and formulate the purpose of the activity in the lesson with the help of the teacher;
• pronounce the sequence of actions in the lesson;
• learn to express your assumption (version)
based on
work with textbook illustrations;
• learn to work according to the plan proposed by the teacher;
• learn to distinguish a correctly completed task from an incorrect one;
• learn, together with the teacher and other students, to give an emotional assessment of the class’s activities in the lesson .
Cognitive UUD:
• the ability to characterize one’s own knowledge of the subject, formulate questions, and establish which of the proposed mathematical problems can be successfully solved;
•orientate yourself in your knowledge system: distinguish new things from what you already know with the help of a teacher;
•make a preliminary selection of sources of information: navigate in the textbook (on the double page, in the table of contents, in the dictionary)
;
•gain new knowledge: find answers to questions using the textbook, your life experience and information received in the lesson;
•process the information received: draw conclusions as a result of joint work of the whole class ;
•process information from one form to another: compose mathematical stories and problems based on the simplest mathematical models (subject drawings, schematic drawings, diagrams)
;
• cognitive interest in mathematical science ;
• search for the necessary information to complete educational tasks using educational literature, encyclopedias, reference books (including electronic, digital, in the open information space, including the controlled space of the Internet.
Communication UUD:
• convey your position to others: express your thoughts in oral and written speech (at the level of one sentence or a short text)
• listen and understand the speech of others;
• read and retell the text, find in the text specific information and facts given explicitly;
• jointly agree on the rules of communication and behavior at school and follow them ;
• learn to perform different roles in a group (leader, performer, critic)
.
Subject.
Students should know:
• names and designations of addition and subtraction operations, a table of addition of numbers within 20 and corresponding cases of subtraction
Students should be able to:
• estimate the number of items by number and check the estimates made by counting within 20;
• count forward and backward within 20;
• write down and compare numbers within 20;
• find the value of a numerical expression in 1-2 steps within 20 (without brackets)
• solve problems in 1-2 steps that reveal the specific meaning of addition and subtraction, as well as problems to find a number that is several units more (less)
given;
• measure the length of a segment and the length of a broken line;
• construct a segment of a given length;
• calculate the length of a broken line.
Students in joint activities with the teacher have the opportunity to learn:
• use knowledge of the commutative property of addition in the calculation process; (increased level)
• use in the measurement process knowledge of length units (centimeter, decimeter, volume (liter)
and mass
(kilogram)
;
• highlight as the basis for qualification such characteristics of objects as color, shape, size, purpose, material ;
• identify some objects from a larger group based on a common characteristic (species difference)
;
• classify subjects , mathematical objects on one basis;
• solve two-step problems involving addition and subtraction;
•recognize and name flat geometric figures: triangle, quadrangle, pentagon, hexagon, polygon; select rectangles from a set of quadrangles, and squares from a set of rectangles;
• determine the length of the segment;
• fill out a table containing no more than three rows and three columns; (increased level)
• solve arithmetic puzzles and number puzzles containing no more than two actions.
2. The main content of training in the work program is presented in 3 sections:
“Preparation for studying numbers”
“Numbers from 1 to 10. Number 0.” “Numbers from 1 to 20”
This course structuring allows you to:
• Successfully realize the goals of developing logical and abstract thinking;
• Solve practical problems to develop computing skills;
• Make the student a subject of learning, when at each lesson the student clearly understands what he is doing and for what purpose.
• To relieve students from psychological fatigue that occurs due to unmotivated mixing of different types of work .
Numbers and quantities.
Counting items. Formation, name and writing of numbers from 0 to 20. Comparison and ordering of numbers, comparison signs.
Measurement of quantities. Units of measurement of quantities: mass (kilogram)
;
capacity (liter)
.
Arithmetic operations.
Addition, subtraction. Action signs. Names of components and results of arithmetic operations. Addition table. Relationship between arithmetic operations (addition and subtraction)
. Finding the unknown component of an arithmetic operation. Properties of addition.
Working with word problems
Task. Task structure. Solving word problems using an arithmetic method. Planning the progress of problem solving.
Word problems that reveal the meaning of arithmetic operations (addition, subtraction, multiplication and division)
.
Text problems containing relations (more by., less by.)
. Solving problems in different ways.
Presentation of the task text in the form of a picture, schematic drawing, schematic drawing, short note.
Spatial relations. Geometric figures
The relative position of objects in space and on a plane.
Recognition and image of geometric shapes: point, line (straight line, curve, segment, ray, broken line; polygon.
Using drawing tools (ruler, square)
to carry out constructions.
Geometric shapes in the surrounding world.
Geometric quantities
Geometric quantities and their measurement. Length. Units of length (centimeter, decimeter)
. Measuring the length of a segment and constructing a segment of a given length.
Working with information
Collection and presentation of information related to counting (recalculation, measurement of quantities.
Compiling the final sequence (chain)
objects, numbers, numerical expressions, geometric figures, etc. according to a given rule.
Drawing up, recording and executing a simple algorithm (plan)
for searching information. Construction of the simplest logical statements.
3. Thematic planning of mathematics lessons in 1st grade
No. Contents of the material Date of the event
plan fact
Preparing to study numbers. Spatial and temporal representations (8h)
.
1 TB for a math . Textbook of Mathematics . The role of mathematics in people's lives . 01.09
2 Counting objects (using cardinal and ordinal numbers)
. 04.09
3 The same amount. More. Less. 05.09
4 Spatial representations. (Up, down, left, left to right, etc.)
06.09
5 Temporal representations: earlier, later, first, then. 08.09
6-7 How much more (less? 11.09-
12.09
8 Repetition of what has been learned. Check of knowledge. 13.09
Numbers from 1 to 10. Number 0 (28 hours)
.
9 Concepts of “many”
,
"one"
. Number 1. Letter of number 1. 15.09
10 Numbers 1 and 2. Letter of number 2. 18.09
11 Number 3. Letter of number 3. 19.09
12 Numbers 1, 2, 3. Signs «+»
, «-«,
«=»
. 20.09
13 Number 4. Letter of number 4. 22.09
14 Longer. Briefly speaking. Same length. 25.09
15 Number 5. Letter of number 5. 26.09
16 Numbers from 1 -5: receiving, comparing, recording. Correlation between number and figure. The number 5 is composed of two terms. 27.09
17 Numbers from 1 to 5. Pages for the curious. 29.09
18 Point. Curved line. Straight line. Line segment. 02.10
19 Broken line. Link of a broken line, vertices. 03.10
20-21 Repetition of what has been learned. Verification work . 04.10
06.10
22 Comparison signs «>»
,
«<�»
,
«=»
. 09.10
23 Equality. Inequality. 10.10
24 Polygons. 11.10
25 Numbers 6,7. Letter number 6 13.10
26 Consolidation of the studied material . Letter number 7. 16.10
27 Numbers 8,9. Letter number 8. 17.10
28 Consolidation of the studied material . Letter number 9. 18.10
29 Number 10. Writing the number 10. 20.10
30 Numbers from 1 to 10. Consolidation of the studied material . 23.10
31 Project: “ Mathematics around us . Numbers in riddles, proverbs, sayings." 24.10
32-33 Centimeter is a unit of measurement of length. 25.10
27.10
34 Increasing and decreasing numbers. Measuring the length of segments using a ruler. 30.10
35 Number 0. Digit 0. 31.10
36 Addition with zero. Subtracting zero. 01.11
37 Consolidating knowledge on the topic “Numbers 1-10 and the number 0”
. 10.11
38 Test work : “Numbers 1-10 and number 0”
. 13.11
Numbers from 1 to 10. Addition and subtraction. (28h)
39 Addition and subtraction in cases of the form +1, -1. Signs «+»
,
«-»
,
«=»
. 14.11
40 Addition and subtraction in cases of the form +1+1, -1-1. 15.11
41 Addition and subtraction in cases of the form +2, -2. Methods of calculations. 17.11
42 Terms. Sum. Using terms when reading entries. 20.11
43 Task (condition, question)
. 21.11
44-45 Compiling problems for addition and subtraction using one picture. 22.11
24.11
46-47 Addition and subtraction in cases of the form +2, -2. Compiling and memorizing tables. 27.11
28.11
48 Counting and counting by 2. 29.11
49-50 Problems to increase (decrease)
numbers for several units
(with one set of objects)
. 01.12
04.12
51 Consolidating knowledge on the topic “Add and subtract the number 2”
.
Verification work .
05.12 52 Addition and subtraction in cases of the form +3,-3. Methods of calculations. 06.12
53-54 Consolidating what has been learned. Solving word problems. 08.12
11.12
55-56 Addition and subtraction in cases of the form +3,-3. Compiling and memorizing tables. 12.12
13.12
57 Consolidation of what has been learned. Addition and corresponding cases of composition of numbers. 15.12
58 Solving word problems. 18.12
59 Consolidation of what has been learned. Solving examples and problems. 19.12
60 Addition and subtraction in cases of the form +1,2,3, -1,2,3. Consolidation of what has been learned. 20.12
61 Consolidation. Problem solving. 22.12
62 Consolidation. Pages for the curious. 25.12
63 Addition and subtraction in cases of the form +1,2,3, -1,2,3. Verification work . 26.12
64 Problems to increase a number by several units (with two sets of objects)
. 27.12
65 Problems involving reducing a number by several units (with two sets of objects)
. 12.01
66 Solving problems of the studied types. 15.01
67 Addition and subtraction in cases of the form +4,-4. Methods of calculations. 16.01
68 Addition and subtraction in cases of the form +4,-4. Consolidation. 17.01
69-70 Problems on difference comparison of numbers. 19.01
22.01
71-72 Addition and subtraction in cases of the form +4,-4. Compiling and memorizing tables. 23.01
24.01
73 Repetition of what has been learned. Problem solving. 26.01
74-75 Rearrangement of terms and its application for cases +5,+6,+7,+8,+9. 29.01
30.01
76 Addition cases +5,+6,+7,+8,+9 (table)
31.01
77 Composition of numbers within 10. Consolidation. 02.02
78 Composition of numbers within 10. Consolidation. Pages for the curious. 05.02
79 Repetition of what has been learned. Verification work . 06.02
80 The connection between the sum and the terms. 07.02
81-82 Minuend, subtrahend, difference. Using terms when reading entries. 09.02
12.02
83-84 Cases of subtraction 6 -,7 -. Composition of numbers 6, 7. 13.02
14.02
85-86 Subtraction cases 8 -.9-. Composition of numbers 8, 9. 16.02
26.02
87 -88 Subtraction cases 10 -. Addition table and corresponding subtraction cases. 27.02
28.02
89 Kilograms. 02.03
90 Liter. 05.03
91 Consolidation of what has been learned. 06.03
92 Consolidation of what has been learned. Verification work . 07.03
Numbers from 1 to 20. Numbering. (11 o'clock)
93 Names and sequence of numbers of the second ten. 09.03
94 Formation of numbers from one ten and several ones. 12.03
95 Writing and reading numbers. 13.03
96 decimeter. 14.03
97 Cases of addition and subtraction based on knowledge by numbering. 16.03
98 Consolidation of what has been learned. Preparing to study the addition table within 20. 19.03
99-100 Consolidation of what has been learned. Pages for the curious. 20.03
21.03
101 Preparing to introduce two-step tasks. 23.03
102 Introducing a compound task (in two steps)
. 03.04
103 Solving problems in two steps. 04.04
Numbers from 1 to 20. Addition and subtraction. (24h)
104-105 Tabular addition. A general technique for adding single-digit numbers and moving through ten. 06.04
09.04
106 Addition of single-digit numbers with transition through ten for cases of the form +2, +3. 10.04
107 Addition of single-digit numbers with passing through ten for cases of the form + 4. 11.04
108 Addition of single-digit numbers with passing through ten for cases of the form + 5. 13.04
109 Addition of single-digit numbers with transition through ten for cases of the form +6. 16.04
110 Final test . 17.04
111 Addition of single-digit numbers with passing through ten for cases of the form + 7. 18.04
112 Addition of single-digit numbers with transition through ten for the case of the form +8.9. 20.04
113 Addition table. 23.04
114 Addition of numbers. Consolidation of what has been learned. 24.04
115 Consolidation. Pages for the curious. 25.04
116 Table subtraction. A general technique for subtraction with passing through tens. 27.04
117 Subtraction with passing through ten for cases 11 -. 30.04
118 Subtraction with passing through ten for cases 12 -. 02.05
119 Subtraction with passing through ten for cases 13 -. 04.05
120 Subtraction with passing through ten for cases 14 -. 07.05
121 Subtraction with passing through ten for cases 15 -. 08.05
122 Subtraction with passing through ten for cases 16 -. 10.05
123 Subtraction with passing through ten for cases 17 -, 18 -. 11.05
124 Subtraction of numbers. Consolidating what has been learned. Project: “ Mathematics around us .” Shape, size, color. patterns and ornaments" 14.05
125-126 Subtraction of numbers. Consolidation of what has been learned. 15.05
16.05
127 Subtraction of numbers. Verification work . 18.05
Final repetition (5 hours)
.
128 Numbering. 21.05
129 Addition and subtraction of the first ten numbers. 22.05
130-131 Addition and subtraction of second ten numbers. 23.05
25.05
132 Problem solving. 28.05
Work program in mathematics 1st grade “School of Russia” according to the Federal State Educational Standard
The program defines the goals and objectives of the course, discusses approaches to structuring educational material; the results of studying the subject, the main content of the course, thematic planning with characteristics of the main types of student activities are presented; the material and technical support of the educational process is described.The textbooks present material that corresponds to the program and allows primary schoolchildren to develop a system of mathematical knowledge necessary to continue studying mathematics; a system of educational tasks is presented aimed at the formation and consistent practice of universal educational actions, the development of logical and algorithmic thinking, spatial imagination and mathematical speech students.
Many tasks contain an indicative basis for actions, which allows students to independently set educational goals, search for and use the necessary means and ways to achieve them, monitor and evaluate the progress and results of their own activities.
Workbooks are designed to organize students' independent activities. They present a system of various tasks for consolidating acquired knowledge and practicing universal educational actions. The assignments in the notebooks are given in full accordance with the contents of the textbooks.
The manual contains texts of independent test work and subject tests of two types (tests with the choice of the correct answer and tests-statements with the omission of numbers, mathematical symbols or terms). Test papers are compiled on individual, most important issues of the topics being studied. Tests provide a final self-test of knowledge on all studied topics.
The manual presents developments for the course, prepared taking into account the latest changes in the content of the textbook and the composition of the teaching materials. In relation to each lesson, its objectives and planned achievements of students are revealed, a list of necessary equipment is provided, and the features of the content, methods and techniques of work are covered in detail. The teaching aids are built as a kind of navigator in the system of teaching materials. Theoretical calculations are accompanied by links to the relevant fragments of the textbook.
In the proposed lesson developments, the optimal combination of various forms of organizing students’ activities in lessons is determined: individual, group, frontal, collective; Much attention is paid to working in pairs, which in many cases turns out to be the most effective. The manual provides explanations for difficult topics of the course, provides instructional cards for independent work, sample questions for conducting conversations, etc.
The manual contains the most effective oral exercises for each lesson in the textbook. Completing the exercises included in the manual increases motivation, encourages students to solve assigned educational and cognitive tasks, move from the known to the unknown, expand and deepen knowledge.
