Pilikina Valentina Vladimirovna
teacher of Russian language and literature
MAOU Lyceum No. 1, Kungur
Russian language lesson in 6b grade
Lesson topic: “Digits of cardinal numerals.”
Lesson type: a lesson in “discovering” new knowledge.
Forms of work: individual, frontal, group.
Equipment: computer, multimedia projector, envelope with tasks for group work.
The purpose of the lesson: familiarization with the distinctive features of different categories of numerals, developing the skill of classifying cardinal numerals into integers, fractions and collectives.
Tasks:
identify the degree to which students acquire knowledge about the signs of a numeral as a part of speech, division into quantitative and ordinal, simple and compound;
to develop the ability to set an educational task based on the correlation of what is already known and learned by students and what is still unknown;
organize group work in order to develop the ability to listen and engage in dialogue, participate in a collective discussion of a problem, express your thoughts, listen to the statements of others;
teach students to recognize quantitative numerals in oral and written speech, determine their rank, and distinguish them from ordinal ones;
develop students' cognitive interest and creative abilities.
During the classes
Motivation (slide number 1)
Hello guys! I'm glad to see you. We're in a good mood. This means we can work and make small discoveries. This is what we will do in class today.
Updating knowledge.
1. Reading a letter (slide No. 2)
Guys, I received an email with the note: “For students of grade 6b of Lyceum No. 1.”
The teacher reads out the contents of the letter.
"Guys! We will tell you a secret. Many parts of speech love to masquerade as numerals so much that it is difficult to determine where the numeral is and where it is a noun, adjective, verb, or adverb. Do you know well all the signs of a numeral name? Help us find the numerals. Special features: precise character, closely related to numbers and counting. We are waiting for your help!!! Sincerely, numbers."
2. Working with text Students read the text (slide number 3).
Class assignment:
Find numerals in the text and give reasons for your opinion. Give characteristics of numerals.
That's it over XXII Winter Olympic Games in Sochi. Russian athletes took first place in the team medal standings, having won thirteen gold, eleven silver and nine bronze medals.
First Speed skater Olga Graf added a medal to our team’s treasury.
Three times Russian short track speed skater Viktor An won gold.
Figure skater Adelina Sotnikova first in women's single skating climbed to the highest step of the podium.
Thirteenth brought the Russian team a gold medal four Alexandra Zubkova, winner of the bobsleigh competition.
The cross-country skiing race was a real triumph for the Russian team. fifty kilometers mass start. Alexander Legkov won, Maxim Vylegzhanin finished second, but closed three the strongest Ilya Chernousov.
Suggested answer(slide number 4)
Twenty-second games (ordinal, composite), first place (ordinal, simple), thirteen gold (quantitative, simple), eleven silver (quantitative, simple), nine bronze medals (quantitative, simple), first medal (ordinal, simple), thirteenth gold medal (ordinal, simple), second(ordinal, simple).
All of these names are numerals, as they indicate the number of objects or the order of objects when counting, and answer the question how many? which one?
(Slide No. 4)
Why are other words not numerals? Justify your answer.
Three times- adverb; won how many times? how often? denotes a sign of action)
First– adverb; conquered when? sign of action)
Single- adjective; in what kind of skating? sign of an object)
Four- noun; brought what? denotes an object)
Fifty-kilometer- adjective; what kind of mass start? sign of an object)
Three- noun; shorted what? denotes an object)
III. Formulation of the problem.
Encouraging awareness of contradiction
Answer the following questions and write down your answers.
How many months are there in a year? (twelve)
How many students sit at one desk? (two, two)
Now imagine that they served apples in our dining room. Before the bell rang, you managed to eat half an apple. How much of the apple did you eat? (one second, zero point five).
Twelve, two, two, one second, zero point five.
Now check if these are all numerals. Why? (They all answer the question (how many?) and indicate the number, the number of objects).
What do they have in common? (Quantitative)
All these numbers are quantitative, but they differ from each other. Why do you think? (Denote different numbers or the same, but in different ways)
2. Encouragement to formulate the problem as a lesson topic.
What question do you have?
What are cardinal numbers and what groups are they divided into?
What will be the topic of our lesson?
Suggested answer
Places of cardinal numerals.
Write down the topic of the lesson in your notebook (slide number 5).
Teacher
What do we need to know to solve this problem, what do we need to learn? (formulate the objectives of the lesson).
Suggested answer
Find out into what categories quantitative names and numerals are divided;
Recognize the categories of cardinal numerals in oral and written speech, distinguish them from ordinal numbers.
IV. “Discovery” of new knowledge by children (slide No. 6)
Search for a solution to a problem (discovery of new knowledge) by students
Work in groups (7-10 minutes)
We are in the “Numeral” laboratory. All of you are currently junior researchers at the laboratory. Scientific discoveries await you.
(Slide No. 7)
Here is a scheme for the classification of numerals, which we compiled in the first lesson on the topic “Numerals”. Does it reflect all the information about numerals that you currently have?
No. The diagram does not indicate the categories of cardinal numbers. The result of your work will be the discovery of new knowledge “Classification of cardinal numerals”
Number places
QUANTITATIVE
ORDERAL
one hundred thirty-fifth
one hundred thirty-fifth
Assignment for groups (slide No. 8)
Divide cardinal numerals into groups.
On what basis did you divide the numerals into exactly these groups?
- How many groups did you have?
Seven, fifty, five, one eighth, five point one tenth, two hundred, three, three, three quarters, six, two fifths, four, eight million.
Speech by each group on the classification of cardinal numerals (slide No. 9)
Seven one eighth five
fifty-five point one three
Two hundred three quarters six
Three two fifths four
Eight million
- Did all groups distribute numerals this way? If it's the same for you, pick up the green card. If you disagree, raise your red card.
-What do the numerals of the first group mean? (Whole numbers)
- What do the numerals of the second group mean? (Fractional numbers)
- What is the meaning of the numeral of the third group? What would you call such numbers? I give you options: friendly numerals, collective, capacious.
(Several objects, taken as one whole, united by something in common. Not five or six, but five and six).
(Collective, from the verb to collect)
There are few such numerals (two, three, four, five, six, seven, three more, which are almost never used in modern language: eight, nine, ten. And both (both). The form both is used with masculine and neuter nouns, and both forms - only with feminine nouns.
- So, what categories of cardinal numbers have we identified? (Numerals denoting whole numbers, fractional numerals, collective numbers).
3. Filling out the table by students independently (slide No. 10)
Result of work (product)
Number places
by meaning and grammatical features
QUANTITATIVE
ORDERAL
two fifths
Collective
Numerals denoting whole numbers
twenty five
one hundred thirty-fifth
one hundred thirty-fifth
(Slide No. 11)
- Now determine the category of numerals that we wrote down at the beginning of the lesson.
Twelve - whole , two is a whole, two is collective, one second - fractional zero point five– fractional.
V . Application of new knowledge (slide 12).
When I was going to class today and bringing home assignments to you, it suddenly began to snow. He blurred some words in my notebook. Let's restore these words. Let's give them a description.
(Oral work with the board).
... measure once, ... cut once.
Don’t have... rubles, but have... friends.
... they are fighting - ... don’t poke your nose in.
An old friend is better than a new one...
... plows, and ... - they wave their hands.
... damn it's lumpy.
Smart and cunning - ... wiped his nose.
... I ground it for a day, and in ... I ate it.
Let's check! (slide number 13).
Seven times measure cut once.
Don't have a hundred rubles, but have a hundred friends.
Two are fighting - the third one doesn’t interfere.
An old friend is better than two new ones.
One is plowing, and seven are waving their arms.
The first damn thing is lumpy.
Smart and cunning - he wiped the noses of five people.
I ground it for three days and ate it in one and a half days.
One and a half is how much?
One and a half - one point five
- What proverbs that contain numerals do you know? Name them.
VI. Reflection.
What goals did we set for today’s lesson? Did we answer all the questions posed at the beginning of the lesson?
What do you think you succeeded in today’s lesson, and what else do you need to work on?
Today I found out...
It was interesting...
It was difficult...
I realized that...
V. Homework:
1. Exercise 705 (oral statement “Digits of numerals”) pp. 104-105.
2. Extract 6 sentences from the novel “Gargantua and Pantagruel” by F. Rabelais with numerals of different categories.
Creative task (optional)
1. Come up with a fantastic device. Describe it using as many numeral digits as possible.
“Knot for memory” - pick up interesting facts about the history of origin, structure, meaning of numerals.
“Task Fair” - come up with or select tasks on the topic “Numeral. The categories of numerals."
Open lesson on Russian language in 6th grade
Topic: Cardinal numbers
Goals :
Educational: consolidating the skills of correctly writing numerals, distinguishing cardinal and ordinal numerals, determining the morphological features of this part of speech, becoming familiar with the categories of cardinal numerals,repeat the spelling of vocabulary words.
Developmental: development of creativity, logical thinking, speech.
Educational: nurturing interest in the Russian language and a sense of collectivism.
Equipment:
cards with texts;
layout of the newspaper “Magic Number”.
video projector
Interdisciplinary connections: Russian language and mathematics.
DURING THE CLASSES
Organizing time.
Numbers surround us everywhere. We are used to seeing them in stores, hearing about them on television and radio. Numbers play a huge role in our lives.
How to do without numbers
A whole science could?
In any case, calculation is needed.
And be friendly with the numeral.
During the lesson we will repeat everything we know about this independent part of speech and learn a lot of new things.
Let’s conduct a lesson in the form of a business game: “Editing”. Let’s try to publish a newspaper ourselves, which will be called “The Magic Number”.
We are used to writing numbers in numbers. Now we know that numbers can be written in words. Our newspaper is about these amazing, magical numbers.
2. Lexical work.
Teacher: New words that will be heard in class today are written on the board:
Edit, Editorial
Journalist
Write them down in dictionary notebooks, remember the spelling and think about the lexical meaning.
Edit – check and correct text in preparation for printing.
Editorial –
1. A room where a publication is edited.
2. A group of workers editing the text.
1. Section, subdivision.
2. Heading of a section in a newspaper.
(On the board you see three headings in our newspaper)
A journalist is a literary worker engaged in literary and journalistic activities in magazines and newspapers.
In the last lesson we got acquainted with the wordscorrector Andcorrespondent. Remind me what these people do?
Students: ( response standard ) Corrector - a printing house worker who corrects errors on the printing press.Correspondent – Writer of reports on current events.
Teacher: Our editorial office will have three departments: editors, correspondents and journalists.
Whether everyone is ready to work in our editorial office will showwarm-up .
So, let's begin! Open your notebooks and write down the number.
Updating knowledge.
Vocabulary work with self-test.
− We will start the lesson with vocabulary work, during which we will also test your mathematical abilities.
four hundredDivide the result by 2
two hundred
Add 108 to the resulting number
Three hundred eight
Subtract 218 from the amount received
ninety
10.
Subtract 79 from the result obtained
eleven
10.
Subtract 5 from the result obtained
six
11.
Multiply the result by 100
six hundred
12.
Ten identical items
ten
What number did you get? Well done!
Now check whether you have written the vocabulary words correctly (self-test). Raise your hands who hasn't made a single mistake? Well done.
From the written words, read only those that relate to numerals.
Why are other words not numerals?
Give the definition of a cardinal number.
Numerals
Remember which numerals are simple and compound?
Numerals consisting of one word are simple, those of two or more words are compound.
The teacher walks by and watches how the students cope with the task.
Examination: one student reads how he did it, the rest check and discuss.
Teacher: Now I see that everyone is ready to work in the editorial office. Let's get started. We work together and with concentration. We save time. The newspaper should be ready by the end of the lesson.
1st section: “News from school”
A task for all departments to repeat.
( Students receive cards with the text )
Teacher: Our correspondents attended the reporting meeting in grade 6-A. Here's their message.
They provided the editor with a speech from the class commander.
Comrades classmates! This month ourfifth “A” class has achieved enormous success. We have conqueredfirst place in competition with the fifth “b” grade for the best academic performance and best behavior. This month we receivedone hundred fifty seven fives. It's ontwo fives less than in “b” class. This month we handed over waste paperone hundred and twenty kilograms. This is true, ontwenty five kgmore than last month, but eight kilograms less than in “b” class. And finally, this month we participated in sports competitionsfour times. True, this indicator is the same for us with the “b” class.
Exercise:
1. Determine what parts of speech the highlighted words are.
2. Determine the grammatical features of numerals - simple or compound, quantitative or ordinal.
Answer: ( students write in their notebooks )
1. sixth – numeral, simple, ordinal;
2. first – numeral, simple, ordinal;
3. one hundred and fifty seven – numeral, compound, quantitative;
4. two – numeral, simple, quantitative;
5. twos – noun;
6. nineteen – numeral, simple, quantitative;
7. three – numeral, simple, quantitative;
8. three thousand seven hundred - numeral, compound, quantitative;
9. two hundred - numeral, simple, quantitative;
10. eight - numeral, simple, quantitative;
11. thirty-one - numeral, compound, quantitative.
Examination - traffic lights.
2nd section: “Repetition is the mother of learning”
Teacher: When working on this column, we will have to split up to collect as much material as possible. The editors will be editing exercise #353. Here the numbers in the sentences are written in numbers. Your task is to write them down in words.
Journalists, creative individuals, will try to remember and write down as many proverbs, sayings and riddles with numerals as possible. Above the numerals, indicate the category (quantitative or ordinal).
The correspondents will go to a math lesson and try to solve the problem.
Task: In the country of Numerals, in Linguinia, a sixth-grader went from point A to point B - a big fan of complex numerals. The distance between points A and B is 1 km. Every 110 m, the student saw road signs on which numbers indicated how many meters were left to point B. The sixth grader, having nothing better to do, began to read all the signs out loud.
Exercise:
1. Write down the numbers that the boy read in words.
2. Count how many times you wrote the letter ь.
3. How many complex numbers did he name?
Answer:
1. Eight hundred ninety, seven hundred eighty, six hundred seventy, five hundred sixty, four hundred fifty, three hundred forty, two hundred thirty, one hundred twenty, ten.
2. 11 times.
3. 8 complex numbers.
Examination:
1. We read out loud the proverbs of journalists. (Suggested answer:
Seven do not wait for one. There is safety in numbers. Seven times measure cut once. Two ends, two rings, carnations in the middle. Five young men are sitting in five wells. Five brothers have been equal for years, but different in height. Seven Fridays a week. Four brothers stand under one hat, belted with one sash.)
2. Completion of the exercise is checked by mutual verification.
3.
The solution to the problem is discussed together with the teacher
. Correspondents give their answers,The spelling of numerals is checked against the correct entry on the board.
3rd section: “Learning something new.
Guys, now I invite you to listen to the dialogues of the little men I met in the park. Listen carefully.
In the country of Numerical, in the city of Quantitative, strange people live. Our correspondents met with them and recorded the conversation between them.
From somewhere around the corner a group of little men appeared.
Today we planted in the parkone hundred and twenty eight trees. There will be a WHOLE forest.
And I tore it offeleven daisies – it turned out to be a WHOLE bouquet,” one local resident boasted.
There are five of us, but we are a WHOLE class,” said the little men with backpacks on their backs.
(Slide show #1)
Teacher: Guys, have you noticed that all numerals use the same word? Which? (Whole). That's right, that's what they're called -"numerals denoting whole numbers" . (Show slide No. 2, write down numerals in a notebook)
I met the next group in a small, cozy cafe. The little people ordered food and drinks, but did it somehow unusual:
Me pleaseone second apple,” one asked.
And just for meone third “I can’t handle another glass of juice,” said another.
The seller had very accurate scales, and we noticed divisions on the cups in which the juice was sold.
A pie was being cut at the next table.
Let'sone fourth We’ll eat some of it now, andthree-quarters “We’ll take it with us,” the little man with a ruler in his hands made a proposal.
(Slide show #3)
Why do you like to share everything so much? – we asked.
And we numerals are very fair and accurate. We are used to cutting, measuring, dividing, and CRUSHING everything. That's what we're called...... Guess what?
(Fractional numbers)
(Show slide number 4, write down numerals in a notebook)
But our brothers in the neighboring yard have their own rules,” said one of the little men, “get to know them better.”
The brothers, as it turned out, also lived in the language according to special laws. They never walked the city streets alone. Here's a couple:
GET IT UP, people! Ustwo ! We're going to hopscotch! Join us!
Those who were interested came up, found out what was going on, and within a minute they shouted:
Usthree ! Oh no, nowfour ! We're going to hopscotch! GET IT UP, people!
Then again:
We are alreadyseven ! Join us!
(Slide show #5)
Why are you shouting like that? – we were curious.
WE GATHER THE PEOPLE! Alreadyseven collected. We are bored and we want to Gather as many people as possible into our company. That's what we call ourselves.........(Collective numbers)
(Show slide number 6, write down numerals in a notebook)
Exercise: insert the missing letters, underline the numerals, indicate their ranks.
( Writing on the board and in a notebook )
Integers (whole numbers)
Quantitative fractions (fractional numbers)
Collective (several items as one whole)
Working with the textbook. Ex. No. 356
Differentiated task:
Editors - write down two correct phrases from the exercise in each column.
Correspondents - write down one phrase from the textbook in each column, and come up with a second one.
Journalists - write down two invented phrases in each column.
Examination: mutual.
Result:
Teacher: We did a good job. We created our own newspaper for other schoolchildren, which will help them understand this amazing part of speech - the numeral. (During the course of the lesson, printed texts with a report, with a task, with proverbs, with a recording of new material are attached to whatman paper, where the titles of the newspaper and sections have already been drawn up. The result is an entertaining and instructive newspaper on the Russian language.)
Tell me, what did we repeat in class?
What new things have you learned about numerals?
What do integers, fractions and collective numbers have in common?
House. Exercise
From our regional newspaper, write down phrases with numerals. Indicate the category of cardinal numbers.
§ 1 Places of numerals
No one doubts the fact that in everyday life it is difficult to do without special words - numerals, with the help of which we can determine a particular date, provide a phone number, find the amount, difference, balance and much more.
Using this part of speech, we conduct a dialogue with a salesperson in a store, consult a doctor, and actively use it when answering questions at school.
In this lesson we will get acquainted with the categories of cardinal numerals.
Numerals denoting an abstract number or number of objects are divided into three grammatical categories:
Cardinal numbers denoting whole numbers;
Collective;
Fractional.
§ 2 Cardinal numbers
The first group of numerals denotes an integer (three, twelve, seventy-eight).
The second group of numerals - collective - denotes several objects as one whole. Such numerals are combined with nouns used only in the plural form. and with masculine and general nouns naming male persons (seven friends, five children, three wolf cubs).
The last group - fractional numerals - denotes fractional quantities (three sevenths, two thirds, one sixth).
We systematically use numerals of all groups in speech.
In mathematics lessons, we most often turn to fractional numerals and numerals denoting integers. This is what one of the tasks in the textbook sounds like:
“Write down the number 80 five times in a row. Read the resulting number.”
To write this example, two cardinal numbers are used: 5 and 80.
They are whole.
Literature lessons often introduce different folklore genres. Proverbs such as “Seven do not wait for one” and “Two plow, but seven wave their hands” help to understand folk wisdom. In these proverbs, the cardinal numerals seven and two are collective, since they denote a group of people as one whole.
Traveling around our country in a geography lesson is also not complete without the help of numbers. We read in the textbook:
“Russia occupies one sixth of the landmass.”
This sentence uses a fractional number - one sixth.
As can be seen from the examples, numerals of all categories are widely used both in everyday life and in school classes.
Now let’s try together to distribute works of art and proverbs that mention numerals into groups.
In the first column we will write expressions with numerals denoting integers. In the second - with collective ones. In the third we place phrases with fractional numerals.
|
Whole numbers |
Collective |
|
|
"35 kilos of hope" |
"Three in the boat, not counting the dog" |
“I ground it for three days and ate it in one and a half days.” |
|
"Three Comrades" |
"Five from One Pod" |
SO, quantitative numerals are divided into the following categories:
Numerals denoting whole numbers;
Collective numerals denoting several objects as one whole;
Fractional numerals denoting fractional values rather than integers.
List of used literature:
- T.A. Ladyzhenskaya, M.T. Baranov. Russian language. 6th grade. 2012.
- N.G. Goltsova. Russian language grades 10-11. 2012.
- V.V. Babaytseva. Russian language. Theory. 5-9 grades. 2012.
- G.A. Bogdanov. Russian language lessons in 6th grade. 2012.
- BUT. Kramarenko. Russian language lessons in 6th grade. Lesson plans. 2002.
- N.V. Egorova. Testing and measuring materials. Russian language. 6th grade. 2011.
Municipal secondary school - boarding school of secondary (complete) general education in the village of Samburg
Russian language lesson
Class: 6
Subject: Introduction to the categories of cardinal numbers.
Lesson type: explanation of new material
Lesson format: lesson - presentation lesson - excursion
Technical requirements for the lesson: computer, Power Point program, multimedia projector, interactive whiteboard, screen.
Equipment: presentation, application, handouts.
Lesson objectives:
Educational: consolidate the concept of the numeral as an independent part of speech, reveal its semantics, introduce the categories of cardinal numerals, reveal some of their morphological and syntactic features, and show the speech function.
Educational: develop creative, speech and mental activity using various forms of work, develop students' interest with the help of additional information.
Educational: formation of respect for the native language, instilling a sense of pride in the school.
During the classes
Organizing time.
1.1.Announcement of the topic and objectives of the lesson.
Today we have an unusual lesson. You see, we have guests who have arrived from afar. They want to get to know you, but above all they want to know a lot about our school. I invite you to become a tour guide and tell us very briefly about our school. Do you agree? Our lesson today is a trip around the school. And we will begin our excursion with a short spelling warm-up to find out which words of which part of speech will help us today. But write down the number first, great job. And let’s also find out what definition of the word “excursion” Ozhegov’s dictionary gives us:
(Slide 3) Excursion - a trip (hike) somewhere for educational (entertainment) purposes. This means that today during our excursion we will learn a lot more about ourselves.
1.2.. Warm-up. Spelling dictation on completed spellings in 6th grade (children write down only the inserted letters) (slide 4)
1. Skillful re(s, h)ik
2. H(i, e) hundred in the class
3. (h, s) harvesting
4. Co(l,ll)eso history
5.Choose your answer
6. Smile cheerfully
7. Fresh breeze
8.Parallel(l,ll)no
9. Whistling sols(b,b)ya
10.Y(n,nn)th hero
11. Bad rose (s, and) penny
12.Sp(e,i)shil for class
Guys, correctly entered letters (spellings) will help us determine which part of speech we will talk about today. What did we get? (Numerals) So, during our journey through the school, numerals will help us. Let the words serve as the epigraph for the lesson: (slide 5)
How to do without numbers
A whole science could?
In any case, calculation is needed.
And be friendly with the numeral.
The purpose of our excursion is to recall the previously covered material about the numeral. And during our excursion we will get acquainted with the categories of cardinal numbers and learn to use them in speech.
1.3. Frontal conversation on theory. (slide 6)
Before starting the excursion, let's remember some rules of numerals:
What is a numeral noun?
What questions does the numeral answer?
What digits of numerals do you know?
What question do cardinal numbers answer?
Which ones – ordinal?
What numerals are there in composition?
What part of the sentence is the numeral noun?
1.4. Syntax minute. Guys, I suggest you analyze four sentences by members to confirm the rule you said. (slide 7)
Three and two – five.
First damn it's lumpy.
Kindcase three centuries lives.
Seven one don't wait
Updating basic knowledge.
We begin our excursion (the text is on the desks in front of each student or projected onto the board): (slide 8)
Our school is a beautiful modern three-story building. The doors of the school opened for children in two thousand and three.
The school can be mentally divided into three parts: spacious classrooms, a cozy dormitory building and strict administration offices.
There are six classrooms on each floor of the academic building. Pupils from first to fourth grades study on the lower floor. There are eleven classes in the primary school, so classes for children are held in two shifts. The next two floors house schoolchildren in grades five through eleven. There are a total of two hundred students enrolled in the high school.
2.1. Task: find, find and write down the numerals into two groups: ordinal and cardinal. (slide 9)
| Quantitative: | |
| in two thousand and three | |
| eleven |
|
| fourth | |
| eleventh |
And we will go on to introduce guests to our school and invite everyone to the dormitory building. (slide 10) One hundred and eighty-six pupils are accommodated in the dormitory building on three floors. They live in thirteen families with fourteen children each. Five families live on the third floor. This is the friendliest floor. Over the past time, the guys have held twenty-one joint events. All children are distinguished by good academic performance. There are ten good students in these families, and all of them together miss school for only ninety-seven hours per quarter.
2.2. Assignment: Write down the numbers in two columns, simple and compound, and then change with your deskmate and check with the board: (slide 11)
| Composite | |
| one hundred eighty six |
|
| thirteen | twenty one |
| fourteen | ninety seven |
Well, we invite guests further and want to show them our magnificent gym. (slide 12) Its area is six hundred seventy-five square meters. There are eight basketball hoops in the gym. On the huge window sills there are soft modules, thirty of them. This gym hosts five to ten classes every day. Physical education lessons are conducted traditionally. First, jogging, girls run six laps, and boys eight. Then the girls jump rope fifty times, and the boys do thirty push-ups. At the end of the lesson, the teacher checks the pulse of one or two students; its beat should be eighty to eighty-five beats per minute.
2.3. Write down all the numerals, explain what general rule they are united by? (slide 13)
| b in the middle of numerals | |
| fifty |
|
| thirty | six hundred seventy (five) |
| eighty |
|
| eighty five) |
|
| thirty |
2.4. Fun stuff: Do you know why four tens are called forty? After all, this numeral is not like thirty or fifty. (slide 14, 15)
The word “forty” was originally a noun and meant “a bag with four dozen sable skins (for a full fur coat),” which used to replace money. And then the noun became a numeral instead of “four-ten”. The word shirt is of the same root, which at first was a primitive bag with slits for the head and arms.
Physical education minute. (slide 17)
All the guys stand up. Determine the spelling of b in numerals by ear.
If b is written in the middle, clap your hands;
If b is written at the end, sit down.
Fifteen, fifty-five, six hundred seventy-four, three, eighteen, eight hundred forty, nine hundred seven, five.
3. Formation of general educational skills.
Today we must look at the categories of cardinal numbers. What question do cardinal numbers answer? How many? What could they mean? Answer my questions:
How many months are there in a year? (There are twelve months in a year.)
How many people do you have on duty in the classroom? (We have three people on duty in the class.)
Now imagine that they served apples in our dining room. You managed to eat half of it before the bell rang. How much of the apple did you eat? (I managed to eat one second part of the apple.) (Slide 18)
Cardinal numbers
twelve three one second
(integer) (collective) (fractional)
Now check whether all the numbers written on the board are cardinal? Why? (They all answer the question How many?)
What do these numbers mean? (Integer, collective, fractional)
Formulate a rule about the ranks of cardinal numbers. (Students' answers)
Compare phrases: (slide 19)
five boys and five girls
1). Determine the categories of cardinal numbers and the gender of nouns. Do you think the use of the collective number is related to the gender of nouns?
2). Formulate a rule about the use of collective numerals.
3). Is it possible to determine who the sentence is talking about? (Use the rule about using collective numerals.)
There were four of us (only males or baby animals)
There were four of us (feminine only)
4. Consolidating new material:
But we haven't finished our excursion yet. Our next point of visit is the dining room. (slide 20) One hundred and ten people can dine at the same time in our dining room. Five chefs prepare delicious food for all children. Two-thirds of all schoolchildren have lunch every day. And three-quarters of all children living in the boarding school have breakfast and dinner. Today at the afternoon tea there were twelve tables left unset. Eight guys left for the draft board. They will stay in the regional center for three days.
Determine the category of cardinal numbers by writing them in the appropriate column (Slide 21):
| Fractional | Collective | |
| one hundred ten | three-quarters |
|
| twelve | eight | Two-thirds |
Interesting stuff. Read the phrase (Slide 22):
Soon the 7th o5 will sit behind 100l, shining with cleanliness. The sisters-40s e2 managed to pre-cook dinner, to find 100 os3ts that would pre100precede a whole feast. (Soon the family will sit down again at the table, sparkling with cleanliness. The magpie sisters barely managed to prepare dinner in advance and find so many oysters instead of sturgeon that there will be a whole feast).
Remember: What? Where? When? (slide 23)
Far away. How much is this? 27
In the old days, there was a popular system of counting by nines, so distant means 3 to 9, i.e. 27
Complicated cheating: replace numbers with words. (slide 24)
Tyumen is a working city. 85% of the population is employed in the sphere of material production; 6.9% - in education, science, culture; 5% in healthcare. More than 120 thousand residents are regular library readers.
5. Conclusions on the topic.
So our tour of the school with the help of a numeral has ended. But this was only the first introductory trip. You will go to this kingdom more than once, for “Numerals” is one of the most interesting sections in linguistics. We are constantly counting something: days, hours, minutes. We count the number of pages read, the number of goals scored on the football field. And we constantly need numbers. And they hide so many mysteries. Here in this bag are riddles with numerals. Your task is not only to guess the riddle, but also to find the numerals in them.
(if there is time left)
Two braids, two sisters
Made from fine sheep yarn.
How to walk, how to wear,
So that five and five do not freeze.
His eyes are colored
Not eyes, but three lights.
He takes turns with them
Looks down at me.
Living in a difficult book
Cunning brothers.
Ten of them, but these brothers
They will count everything in the world.
Guess what, guys?
What kind of figure is an acrobat?
If it stands on your head,
Will it be exactly three less?
6. Lesson summary:
At the end of our meeting, I would like to ask you just three questions.
When did we go on our trip?
What ordinal or cardinal number will help us not to forget about this day? (date of lesson)
How long were we on the excursion? (40 minutes)
What grades can I give you? (Four five)
Grading.
6. Homework.
Ex. 356, rule on page 144.
Khakimova Iraida Djurabaevna, teacher of Russian language and literature MOSHI Samburg
Russian language lesson in 6th grade. Lesson topic: Places of cardinal numbers.
Lesson type: Discovery of new knowledge.UMK:"School 2100"
UUD: cognitive – find reliable information in a textbook, master semantic reading, analyze and generalize;
regulatory – to determine the goal, problem, plan activities; evaluate the degree and methods of achieving the goal;
communicative – organize work in pairs, express your opinion, correct your and your interlocutor’s opinion;
personal – to be aware of your emotions, to choose. How to act and be aware of your choice.
The purpose of the lesson: familiarization with the categories of cardinal numbers.
Lesson objectives:
Educational – learn to determine the category of numerals.
Developmental - improve communication skills, develop oral speech, spelling and punctuation skills, form the basis of independent work with educational material.
Educational - to cultivate a respectful attitude towards the interlocutor, partner in the group and dialogue, instill a love for the native language based on educational texts.
Form of organization of educational activities: collective, individual, in pairs, group.
Visual aids: handouts (cards with texts).
Educational technologies: problem-dialogical, heuristic, self-assessment technology.
During the classes.
1. Organizational beginning.Exercise “Compliments”. Each student compliments his seatmate. A consultant on duty is also assigned at the beginning of the lesson.
2. Updating the learned knowledge. True - false statement.
1) By composition, cardinal numbers are simple, complex and compound (+)
2) Simple numbers consist of one compound word, which includes two roots (-)
3) Complex numerals consist of one word, which includes one root (-)
4) Compound numerals consist of two or more words (+)
5) Division into simple, complex and composite numerals is a variable morphological feature (-)
6) Three hundred is a simple numeral (-)
7) One hundred and forty is a compound numeral (+)
8) Ten is a simple numeral (+)
3. Formulation of the topic and objectives of the lesson.
4. Introduction to new knowledge.
Students review observation material on p.93
Conversation on proverbs. Written task: write down cardinal numbers. Working with sentences in the textbook. 1) One tenth of a second separated the athlete from victory. 2) Everyone rode in silence for two thirds of the way.
How are the numbers indicated in these sentences?
Working with textbook theory. Independent semantic reading of the rule and further discussion of it in pairs: we ask questions about the rule to each other.
5. Reproduction of new knowledge.
Primary consolidation: Next, perform exercise 195. On the back of the board, the teacher has prepared a standard - a completed exercise with answers. At this stage, the students’ ability to check the model is tested.
Training: Exercise for consolidation: the teacher dictates numerals, students write down in groups (the first group writes down whole numbers, the second – fractional numbers, the third – collective numbers). Three, two-fifths, four, one hundred forty-five, eleven, two-thirds, two point three-fourths, seven, three hundred and fifty, five, six, seven-eighths, eight hundred.
6. Summing up, generalization. Also in groups: the first group talks about whole numbers with examples written down before; the second group is about fractional ones, the third is about collective ones.
7. Reflection of activity.
Everyone has three cards with emoticons on their desk: sad, indifferent, happy. Children choose the one that matches their mood in connection with a successful or unsuccessful lesson and pin it on the board.
8. Homework of your choice.
1) Write down 10 sentences in an educational-scientific style with numerals of various ranks in a notebook and indicate them.
2) Select 6-7 examples for each numeral category and write them down in groups.