Work program for extracurricular activities in mathematics in grade 5 “Entertaining mathematics”

Thematic course planning for 5th grade.

Extracurricular activity in 5th grade “Entertaining mathematics” lesson plan in mathematics (grade 5)

Extracurricular activity “Entertaining mathematics”

5th grade

The purpose of the game lesson: To develop interest in the subject of mathematics through the use of game forms. Development of attention and intelligence, logical thinking, formation of communication skills, strong-willed personality traits.

Objectives of conducting a lesson-game in mathematics at school:

Educational:

1. Improve the professional skills of teachers in the process of preparing, organizing and conducting lessons.
2. Increase the level of mathematical development of students and broaden their horizons.
3. To deepen students' understanding of the use of information from mathematics in everyday life.
4. Developing students’ skills in working with educational information, developing the ability to plan and control their activities.

Educational:

1. To develop students' interest in mathematics.
2. Identify students who have creative abilities and strive to deepen their knowledge in mathematics.
3. Develop speech, memory, imagination and interest through the use of creative tasks and tasks of a creative nature.

Educational:

1. To cultivate independent thinking, will, perseverance in achieving goals, and a sense of responsibility for one’s work to the team.
2. Developing the ability to apply existing knowledge in practice.
3. Developing the ability to defend one’s beliefs and make a moral assessment of the activities of others and one’s own.

Principles of organizing a mathematics lesson:

1. The principle of mass participation (work is organized in such a way that as many students as possible are involved in creative activities).
2. The principle of accessibility (multi-level tasks are selected).
3. The principle of interest (tasks should be interestingly designed to attract attention visually and in content).
4. The principle of competition (students are given the opportunity to compare their achievements with the results of students in different classes).

Expected results:

1. Confirmation of students' basic knowledge in accordance with the topic of the mathematics lesson.
2. Acquaintance with types of creative independent activities and development of skills in its implementation.
3. Identification of the circle of students seeking to deepen their knowledge in mathematics.
4. Involving parents in joint activities with students during events.
5. Expanding the historical and scientific horizons of students in the field of mathematics.
6. Development of communication skills when communicating with students of different ages.

Forms of rewarding active and successful participants:

1. Awarding individual winners with certificates from the educational institution and prizes.
2. Giving good grades to active and successful students in the journal.

Events should not be drawn out over time. It is also necessary to take into account the fact that the educational load on children increases. The content of a mathematics lesson should be selected so that everyone is interested, and multi-level tasks would allow everyone to feel successful. Lesson - a game in mathematics should be held under the motto: “Success begets success!”

Teacher: Guys, today we have an unusual mathematics lesson, and the lesson is the game “World of Mathematics”. And I want to start it with M. Borzakovsky’s poem “Mathematics is Everywhere!”:

Math is everywhere. Just use your eye and you will immediately find a lot of examples around you. Every day, getting up cheerfully, you begin to decide: Walk quietly or quickly, so as not to be late for class. This is a big construction project. Before you start, you still need to draw and calculate in detail. Otherwise, the frames will be skewed and the ceiling will collapse. And who, friends, might like this? Oh, I’ll tell you guys, I can’t name all the examples, But it should be clear to everyone that we need to know mathematics. If you want to build a bridge, watch the movement of the stars, Drive a car in a field, or drive a car up high, Do a good job at school, study conscientiously!

1st competition. Mathematical warm-up

• How many tails do seven cats have? (7)
• How many noses do two dogs have? (2)
• How many fingers do four boys have? (40)
• How many ears do five babies have? (10)
• How many ears do three old ladies have? (6)
• How many ears and tails do ten donkeys have? (30 = 20 ears + 10 tails)
• On one leg, an ostrich weighs 60 kg. How many kilograms does he weigh on two legs? (60 kg)
• Three horses ran 30 km. How many kilometers did each horse run? (30 km)
• It's raining at 12 o'clock at night. Can we say that in 48 hours the sun will be shining? Why? (No, because in 2 days it will be night again)
• What is heavier: a kilogram of hay or a kilogram of iron? (Same weight)

2nd competition. Decipher the puzzles.

ME100; 40A (place; magpie)

3BUNA; I100RIYA (tribune; history)

3rd competition. Fun multiplication.

Host: Who knows how to multiply two two-digit numbers in a column? Can everyone do it?! Let's check! I invite one participant from each team to the board. (After the children have left, the presenter continues.) But I forgot to warn you that you will be multiplying blindfolded! So 18 * 12 =

4th competition. Mathematics + Literature.

The team is asked to write as many proverbs containing numbers as possible. For example, don’t have 100 rubles, but have 100 friends.

5th competition. Blitz tournament.

Teams are asked to fill out the tables one by one with the help of all team members. The tables are given as equivalent. In the tables, the “Verbal Recording” column is filled in, and the children need to fill out the “Symbolic Recording” column.

6th competition. Pantomime.

Teams are invited to come up with and perform a pantomime on the theme “Los student at the blackboard.” In the meantime, the teams are preparing for the competition. Another competition for fans is being offered.

7th competition. BLITZ TOURNAMENT.

Teams must solve an example containing all mathematical operations, but complete this task as a whole team.

• 1st student - arranges the order of actions.
• 2nd student - performs the first action.
• 3rd student - performs the second action.
• 4th student – ​​performs the third action.
• 5th student - performs the fourth action.
• 6th student - performs the fifth action and writes down the answer.

Row 1: 14 + (36*18 – 522:87) – 21= 635

36*18=648; 2) 522:87=6; 3) 648 – 6 = 642; 4) 14+642=656; 5) 656 -21 = 635

Row 2: 23 + (468: 78 + 46 * 24) – 157 = 976

1) 468:78=6; 2) 46*24=1104; 3) 1104+6=1110; 4) 23+ 1110 = 1133;

5) 1133 – 157= 976

Row 3: 689 – (621: 69 + 35*18) + 57=107

621: 69 = 9; 2) 35*18=630; 4) 630 +9 = 639; 5) 689 -639 = 50: 6) 50+57=107

8th competition. Mathematical football.

What number is divisible without a remainder by any number other than zero?

(Answer: number zero)

The sum of which two natural numbers is equal to their product?

(Answer: 2 and 2, 2 + 2 = 4, 2 * 2 = 4)

When are the dividend and the quotient equal?

(Answer: when the divisor is equal to one)

A brick weighs 2 kg and another half brick. How much does the entire brick weigh? (Answer: 4 kg)

Three cats catch three mice in three minutes. How many cats does it take to catch 100 mice in 100 minutes? (Answer: 100 cats)

Without making any entries, increase the number 86 by 12?

(Answer: reverse the number and get 98)

Did you subtract one from a three-digit number and get a two-digit number? What are these numbers? (Answer: 100 – 1 = 99)

Using action signs, write the number 1 in three twos.

(Answer: 2 + 2 : 2 = 1)

How should you arrange the “+” signs in the notation 1 2 3 4 5 6 7 to get a sum equal to 100? (Answer: 1 + 2 + 34 + 56 + 7 = 100)

What integer is divisible without a remainder by any number other than zero?

(Answer: number zero)

What integer is divisible without a remainder by any number other than zero?

(Answer: Number zero)

The sum of which two natural numbers is equal to their product?

(Answer: 2 and 2, 2 + 2 = 4, 2 * 2 = 4)

When are the dividend and the quotient equal? (Answer: When the divisor is equal to one)

A chocolate costs 10 rubles and another half of a chocolate bar. How much does all the chocolate cost? (Answer: 20 rubles)

A rooster, standing on one leg, weighs 5 kg. How much will a rooster weigh standing on two legs? (Answer: 5 kg)

What number ends in the product of all numbers from 5 to 87? (Answer: Zero)

What is greater: the product of all numbers or their sum? (Answer: Sum,0*1*2*3*4*5*6*7*8*9=0, 1+2+3+4+5+6+7+8+9 = 45)

How should you arrange the “+” signs in the notation 1 2 3 4 5 6 7 to get a sum equal to 100? (Answer: 1+2+34+56+7 = 100)

9th competition. Find the extra word

STRAIGHT, BEAM, SEGMENT, PERIMETER

(Perimeter is not a geometric figure)

TRIANGLE, RECTANGLE, SQUARE, PARALLELEPIPED (parallelepiped is a three-dimensional figure)

10th competition. Readers.

One representative of the teams is invited to the board, who write down the words from dictation: EQUATION, DIVISION, QUARTENTIAL, SUM, LENGTH, COORDINATE.

11th competition. Solve the crossword puzzle

1. Some number
2. What you need to know by heart.
3. Geometric figure.
4. Arithmetic operation.
5. Unit of length.
6. An equality containing an unknown quantity.
7. A geometric figure denoted by one letter.
8. Mathematical tool.
9. A geometric figure in which all angles are right.
10. Divisions on measuring instruments.

Crossword “Math”

12th competition. Who has the better eye?

One team is given a glass with candy peas, and the other is given a mug with the same peas. The team that gives the answer closest to the correct one wins. (The organizers of the competition must take the trouble to count the number of sweets in each container in advance. As a prize, a glass of sweets can be given to the captains, who will undoubtedly share with the team and fans).

You can ask the teams to name the length of a pencil, the width of a notebook, the thickness of a textbook, etc., but first you need to measure these items yourself and know the exact answers.

Comment. For convenience and speed of summarizing the lesson, I suggest using tokens (they must be prepared in advance). At the end of the lesson, count the number of tokens for each student and give grades. Of course, this is an unusual lesson and there should be no unsatisfactory grades. The results of the game are summed up immediately after its completion. Active and successful students are given excellent and good grades in the magazine. In this lesson there are no bad grades and students should be rewarded only with grades “4” and “5”.

Thematic course planning for 6th grade.

Work program for the extracurricular activity course “Entertaining Mathematics” 9th grade

The content is structured in such a way that the study of all subsequent topics is provided by knowledge of previously studied topics of the basic courses. The proposed study methodology and program structure make it possible to most effectively organize the educational process, including general repetition of educational material. During the classes, new solution methods are introduced, but at the same time, knowledge acquired earlier is repeated, deepened and consolidated, and the ability to apply this knowledge in practice in the process of independent work is developed.

General characteristics of the course.

Many people in their lives have to perform quite complex calculations, use commonly used computer technology, find and apply the necessary formulas in reference books, master practical techniques of geometric measurements and constructions, read information presented in the form of tables, diagrams, graphs, understand the probabilistic nature of random events, create simple algorithms. Teaching mathematics in secondary schools is determined by its role in the development of society as a whole and the formation of the personality of each individual. Mathematical education contributes to the formation of a person’s general culture. Every person in his life has to perform quite complex calculations, use computer technology, and read information presented in the form of tables, graphs, and diagrams. More and more specialties require a high level of education. Thus, the circle of schoolchildren for whom mathematics is becoming a professionally significant subject is expanding.

Choosing this direction

training of students is due to the fact that the program aims to introduce them in a popular scientific form to various areas of application of mathematical knowledge, the role of mathematics in human life and culture; provide guidance in the world of modern professions related to the acquisition and use of mathematical skills; secondly, to provide an opportunity to expand your horizons in various areas of application of mathematics, realize your interest in the subject, support the theme of the lessons, test your professional aspirations, and confirm your choice.

The program is designed for a basic level of mastering mathematical knowledge and assumes a general understanding of the application of mathematics.

Novelty of the program

is that this program is quite universal and has great practical significance. It is available to students. You can start studying the program from any topic; each of them has a developmental focus. The proposed program is designed for students who seek not only to develop their skills in applying mathematical transformations, but also consider mathematics as a means of gaining additional knowledge about professions.