5 group way math

The Most Important Math Concepts Kids Learn In 1st Grade

Your child has progressed from kindergarten to first grade. That’s exciting news! There is so much learning to come their way, especially from their first grade math class.

Math skills and concepts build on each other from grade to grade, which is why children need to get a firm foundation so they can handle the more complex challenges as they progress in school.

As a concerned parent, you might be wondering what some of these mathematical concepts will be and, more importantly, how you can help your child master them. You don’t have to figure it out on your own.

Here, we will give you a breakdown of what to expect from your child’s math class. We’ll also add a few tips on how to help your young learner thrive through it all.

Let’s get started!

Why Is Math Important?

Math is taught in the classroom, but that doesn’t mean that’s the only place it’s relevant. We use it every day!

From the hexagonal bee combs to the circles, semi-circles, and crescents of the phases of our moon, mathematics is an essential part of the world we live in, and learning it helps us make sense of everything around us.

Did you know that math skills can also be linked to music? Children who play musical instruments use the same part of the brain when doing math. This is why studies have shown that music students do better in mathematics than their non-musical peers.

Sports and mathematics also have an interesting connection. Just think about all the coordination involved in performing well in certain sports. Research has shown that these skills can also be used to learn math.

In addition, mathematics helps us be stronger logical thinkers. Since most young kids tend to enjoy math time, it’s essential to foster this natural love for the subject just as much as we want to encourage children’s love for reading.

Helping children develop a love for mathematics generally works well when approached actively as a problem-solving skill rather than a rote memory task. Math helps children thrive in various aspects of their lives.

So, how do we get there? It all starts with the foundation.

Below are the key first grade math concepts your child will soon learn and some tips on how you can support them on their journey.

8 Important First Grade Math Concepts

1) Numbers And Counting

At first grade level (and for the next few years in school), learning different numbers and counting will form a significant part of your child’s mathematics lessons.

By the end of the first grade, your child will have learned to:

• Count and write numbers from 1 to 100
• Count by 1s, 2s, 5s, and 10s
• Count backward
• Count onward from any number
• Count backward from any number

There are different ways to help your child grasp numbers and counting at home, and hands-on activities work best.

An effective strategy is to help your child visualize what all these numbers mean. For example, instead of just memorizing the numbers, they can count bears, large dried beans, or even craft sticks.

2) Addition And Subtraction

In first grade math, your young learner will start adding and subtracting numbers up to 30. They will also solve basic word problems with the help of drawings, objects, and equations.

By the end of the first grade, your child will have been shown how to:

• Add three one-digit numbers
• Write and show an understanding of the mathematical symbols (+, -, =)
• Solve problems involving one and two-digit numbers
• Solve problems involving an unknown. For example, 1 + _ = 4

Addition and subtraction are two math skills that can be demonstrated in everyday life situations. This makes it relatively easy to practice at home!

For instance, you might ask, “If you have two teddy bears and granny buys you three more, how many teddy bears will you have in total?” Or, “There were six strawberries in the fridge. Daddy ate some strawberries. There are now four left. How many did daddy eat?”

3) 2-D Shapes

During pre-k, children get introduced to different shapes. In first grade, they will continue to extend their understanding of them.

By the end of the first grade, your child may be able to:

• Examine the attributes of different shapes (number of sides, faces, etc.)
• Name the 2-D shapes

To help your child grasp these shapes at home, continue to point out and name the 2-D shapes in the world around you (circles, triangles, pentagons, etc.).

When doing so, remember to always highlight the attributes (e.g., this book has four equal sides, so it’s a square).

4) Sorting And Patterns

Understanding and sorting patterns also forms a part of first grade math.

Your first grader will learn to:

• Sort different objects by attributes such as color, shape, and function. For example, sorting a mixed group of blocks so that the red, blue, green, and yellow blocks are separated.
• In addition, if these blocks are placed in a pattern (e.g., green, yellow, green, yellow, etc.), your child should be able to both predict which color will come next and create their own identical pattern. This skill will help develop your child’s logical thinking.

Continue to allow your young learner to play with fun building blocks and create their own patterns to help them master this skill.

5) Fractions

As a first-grader, your child will be introduced to fractions as equal shares and basic fractions such as ½, ⅓, and ¼. For children to fully grasp these concepts, it’s essential to keep things intuitive.

For example, you can start by helping them understand that a half is two equal parts, a third is three equal parts, and so forth. They also need to understand that although three is bigger than two, ⅓ is smaller than ½.

Fractions can be tricky for kids to learn, which is why it’s important to use practical and everyday items.

For example, you can help your young learner examine the fractions of a full pizza. Then, as you divide the pizza into different slices, talk about the parts that you’ve created from the whole.

The concept of equal shares can also be demonstrated from one object and a group. For instance, you can have ½ of a single item (e.g., ½ of a cookie), or you can have ½ of a group of objects (e.g., ½ of four cookies is two cookies).

6) Number Place Values

With all the counting in first grade math, your child will naturally be introduced to the concept of place values. For instance, understanding that in the number 288, the 2 is worth 2 “hundreds” (or 200).

There are various activities you can do at home to help your young learner with this concept, including:

• Using number lines
• Base ten blocks

For more ideas to help with number place values and other 1st grade math concepts, take a look at the book Games for Math: Playful Ways to Help Your Child Learn Math, From Kindergarten to Third Grade by HOMER’s very own Peggy Kaye.

7) Time

Telling time (both digital and analog) is an important life skill that kids learn from first grade. The concept of elapsed time will also be introduced at this stage.

In first grade math, your child will learn to:

• Tell time to the nearest hour, half-hour, and quarter-hour (sometimes even to five minutes)
• Make the connection between time and events (e.g., shorter, longer, after, before)

Understanding the analog clock can be tricky for a child who’s only exposed to digital clocks. So help your young learner by buying one (or making one for learning) to hang up at home.

You can then speak to your child about what it means when the hands move. To make things easier, start by helping them tell time to an hour and half-hour before progressing to quarter-hours.

8) Measurements And Comparisons

First grade math also involves some measuring and unit comparisons.

Your child will learn how to measure using a ruler and, after taking measurements, compare and order objects by length. First-graders will also learn how to compare the weights and volumes of different objects.

To help your young learner at home, keep rulers nearby and take measurements together of some of the objects they love (e.g., stuffed toys, cookies, etc.).

Bonus tip: If you’re a regular baker, why not help them see how you use measuring tools to create their favorite treats? Yum!

Helping Your Child With First Grade Math

We’ve already mentioned a few ways in which you can help your first grader with math at home. In addition to the above, playing math games is a fun and easy way to practice math at home!

Here are some examples of more math activities your young learner will enjoy at home:

• Fill in a number grid puzzle
• Build objects with legos and measure
• Number Hunt, Hopscotch, Is It A Number, and Find A Number

Math Is All Around Us

Helping your child grasp first grade math concepts at home is easier when you focus on the fact that mathematics is a part of our everyday lives. It is in the shape of road signs, the parts of sliced pizza, and even the watches on our wrists!

Sometimes kids (and parents) forget that math can be lots of fun. So whenever you can, incorporate games and activities to bring a little excitement to all the learning.

Will this help your child become our next best mathematician? Only time will tell. But one thing is for sure — all of the great mathematicians started somewhere. Even Isaac Newton had to master first grade math!

For more ideas and inspiration, visit the HOMER Learn & Grow app.

Author

Guided Math Small Groups - Everything you need to know!

Teaching math in small groups has been such a game changer in my 1st grade classroom! Read to learn all about how to organize and manage guided math small groups in first grade.

You can read more about our Guided Math Block in 1st Grade in this Blog series!

• Part 1: Getting Started with Guided Math
• Part 2: Launching Guided Math at the Beginning of the Year
• Part 3: The Math Mini Lesson
• Part 4: Small Group Instruction: Everything You Need to Know
• Part 5: Guided Math Rotations
• BONUS: 4 Tips for Managing Math Centers

If you’ve been following along with this blog series, you know that I used to teach math using only whole group instruction. My lessons would be 45 minutes long, I tried to follow our math textbook exactly, and I constantly felt like I was failing my students. My sweet first graders were not engaged. The high kids were bored sitting and waiting for others to catch up and my low kiddos were completely lost. I was trying so hard to reach everyone at the same time which resulted in no one getting exactly what they needed to learn.

I made the switch to a Guided Math structure and saw an immediate improvement in my classroom! My favorite part of workshop teaching is that I was able to meet with all of my students in a small group every single day. In a Guided Math structure, we start with a whole group math mini lesson, then break into our guided math groups for 3 rotations:

Today I’m going to share with you tips for Guided Math Small Groups. I’ll cover planning, organization, management, activities, and assessment!

Want to get started with Guided Math? Grab my Ultimate Guided Math Planning Binder FREEBIE for:

• Lesson Planning Templates
• Binder Covers
• Math Center Planner
• Small Group Organizers
• Data Trackers
•  And MORE! 

Grab it here!

Why Teach Math in Small Groups? 

Guided Math Small Groups allows me to:

• Get to know my students’ math strengths and needs
• Differentiate to meet the needs of all my learners
• Give my students hands-on math experiences in an easy to manage way

When you teach in small groups, it is amazing how much you learn about your students. You can watch them solve problems and listen as they explain their thinking. You can correct any misconceptions right away. Students also learn so much from listening to one another! 

It is also so much easier to use manipulatives in small groups. I used to try to use them in whole group and it never worked well. It took forever to pass them out and it was a mess! Small group gives so much more opportunity for hands-on learning! 

Grouping My Students for Guided Math Small Groups

In my classroom, I have 3 guided math groups. We have 3 rounds of guided math rotations and I meet with each group every day. In the past, when I have had bigger class sizes, I have also done 4 groups! This works also but I have found 3 to be less overwhelming and makes it easier to fit everything in my schedule.

I group my students based on level so this usually means I have an above level group, an on level group, and a below level group. Having homogeneous, or ability-based grouping allows for easy differentiation!

My groups are flexible and change often throughout the year based on student growth and data. I use our iReady math program to group my students, but you can also use pre-assessments for your math units to group students. 

You can find my Digital Center Rotation Slides here!

Guided Math Groups Schedule

My math block is about 75 minutes. Here’s how I break down my time so that I am able to meet with each of my 3 groups every day!

• Warm Up 10 Minutes
• Mini Lesson 15 Minutes
• Small Group 1 15 Minutes
• Small Group 2 15 Minutes
• Small Group 3 15 Minutes
• Wrap Up 5 Minutes

That means each group has about 15 minutes with me at teacher table! I have found this is the perfect amount of time for engaging, hands-on practice of math skills! This is also a great amount of time for my other groups to complete their center activities while being independent.

Planning for math small groups 

When planning for small groups, it can feel overwhelming. But here’s a secret- you don’t have to write a separate lesson for each group.  In my math small groups, we are working on the same standards and usually doing the same activity (Or similar!) The difference is the level of support that each group gets! I am able to give each of my students the scaffolds they need to be successful!

To plan, I quickly jot notes on my Small Group planning page. I DO NOT make detailed lesson plans for each of my small groups! My plans are not fancy! It is important to me to have a system that is manageable. These notes are just for quick planning so I know what materials to pull and what activities to do each day.

Get the planning page for free here!

My number 1 tip for planning for small groups: Let it be easy! You don’t need fancy activities and games every day! Most of my small group lessons are just individual dry erase boards and manipulatives. The important thing is that your group is getting hands-on practice and support from you at their level.

While it’s great to make this time engaging and fun for students, the reason why kids love going to teacher table is because they are getting individualized attention from you and feel successful with math skills!

Small Group Organization

For my small groups, I like to make sure we have everything we need at my teacher table ready to go! I have a bookshelf behind my teacher table where I keep all of my small group teaching materials.  

I have a few systems for organizing my materials:

• I keep one larger basket for materials and manipulatives that all my groups will be using throughout the week. On Fridays, I fill the basket with the materials for the following week. This is where I keep any manipulatives that my students will need for our small group lessons, laminated materials and activities, and my mini anchor charts. 
• Color Coded Bins – I keep the materials needed for each group in bins from Lakeshore Learning. I color code by matching the bin to the group color on our Rotation Board. Any differentiated materials go in these bins! If I know my lower group is going to need number lines to complete an activity, I put them in their group bin. 
• Folders – I like to have a folder for each of my groups for any exit tickets or paper activities we are using throughout the week!
• For materials we used every single week (like dry erase boards, markers, and erasers) I have a permanent home behind my small group table! That way I can easily access them.
• I also have a guided math workshop binder where I keep my lesson plans, student skill checklists, and plenty of post-its! Grab it here for free!

For materials that we are not currently using, I like using these Sterilite containers organized by math unit or skill. I keep them in a cabinet and can easily switch them out when we start a new math unit. I have one cabinet for math and one for reading/phonics materials where I store all of my unit bins!

Prepping for Small Groups

I always clean out and restock my small group materials each Friday for the following week! First I check my plans, and grab any manipulatives, math mats, games, or activities I need and put them in my group bins. Then, I make any copies and put them in my group folders.

What do you teach in Small Group?

During my Small Group instruction, I take our math goal that students are introduced to during our mini lesson, and give my students hands-on experiences to meet that objective.

We use a CRA Instructional Approach or a Concrete-Representational-Abstract approach. We always start any new math skill with concrete learning experiences. This means students are working with manipulatives and real world problems. When students are ready, we move to the representation stage. This means we are using drawings, tallies, dots, etc. to model problems instead of concrete objects. Finally, we move to the abstract (using only numbers and equations to solve problems.) 

My lower group needs a lot more repeated practice and stays in the concrete stage, while my higher group can move to abstract more quickly. Please note that for some skills, some first graders might not be ready for abstract. Many still need pictures and models to help and that is completely okay! 

Using Math Mats and Manipulatives

I love using math mats to practice different skills in hands-on ways! I always slip our math mats into dry erase pockets so that students can use dry erase markers and I can reuse them for each group! After using math mats in my small group, I like to use the same activity for a math center. This makes it easy to introduce math centers quickly because students are already familiar with the activity and are able to be independent!

You can grab 6 Addition Math Mat activities for free here!

My Favorite Materials for Guided Math Small Groups

• Manipulatives – My small group table always gets messy because this is the time when we are using ALL of the math manipulatives. It is so much easier to work with math manipulatives in small group rather than whole group! I like to sort my manipulatives into pouches or small containers so each student can have their own! This makes clean up easier too! Some of my favorite manipulatives include cubes, counters,
• My Table Top Dry Erase board for our weekly I Can Statement and example problems.
• Dry erase boards and markers
• Math Mats with Dry Erase Pockets
• Mini Anchor Charts
• Task Cards

Find the Visual Directions Picture Cards here!

Small Group Management

Modeling expectations and procedures is SO important for Guided Math to run smoothly. My students know that teacher table time is one of the most important parts of our day where SO much learning happens. It is their job to come to the table ready to work and ready to learn.

I have specific friends in each group who are in charge of passing out materials from our basket and friends who are in charge of collecting and putting materials away when we are finished. 

Another important management element is making sure that my friends that are working in other math rotations are able to be independent! I do this by choosing activities that students are familiar with for math centers. All of my math center activities are spiral review so students are able to complete them independently. I’ll share more about this in next week’s blog post about our Guided Math Rotations.

Assessment in Small Group

Most of the assessment that takes place during Small Group math time is through observation. I am able to learn so much more about my students by watching them work in a small group setting rather than during our whole group lessons. Sometimes I jot down notes on my Guided Math Group Notes page or just on a post-it!

Sometimes I will also collect a piece of work we’ve do together in small group or give students a daily exit slip to check for understanding quickly. My favorite way to do quick exit slips is by giving students a post-it note. I write a problem on our dry erase board and have students solve on their post-its before leaving the table! I love that this is a no-prep way to get a quick assessment in!

Teaching Guided Math Small Groups is probably my favorite part of the day! I love seeing my students have light bulb moments as they understand new math skills. I love getting to know my students on such a deep level!

Do you teach math in small groups? Let me know in the comments!

Description of the lesson in a socio-game style. Mathematics. Grade 5 Group work.

Group work

Obolenskaya secondary school
Serpukhov district of the Moscow Region
Teacher Travina Olga Pavlovna

At the very beginning of the lesson, the guys received small clean leaves, signed them with their names and names. Then they opened mathematics on page 56 and, walking around the classroom with an open textbook in their hands, a personalized sheet of paper and their ballpoint pen, the students began to complete assignments under No. 349where it was necessary to perform oral calculations:

On the name sheets, the students wrote down only the answers. nine0013

Those who more or less quickly coped with the mental calculation: 1) put their record of the five answers received on the corner of the teacher's table; 2) sat down in their place and in their notebook now completed another task in writing - No. 354 (it is given on the next page of the textbook).

When the last sheets of oral calculations were handed in and everyone was already seated, the teacher's signal sounded, according to which all written work in notebooks was stopped (whoever had time - he wrote as much). nine0013

This oral-written test took exactly 5 minutes to complete (time was measured using an hourglass!).

Distribution by teams

The choice of captains was lightning fast. Of all the sheets of paper folded on the corner of the table, I randomly chose only 4 and read the names. The owners of these sheets became the captains of four teams.

The distribution of students into teams also did not take much time. The newly minted captains, again, randomly pulled one leaf from the pile until it dried up. Whose sheet the captain pulled out, that student goes to his team. And thus in two teams it turned out five people, and in two teams six. nine0013

Pupils of each team chose one of the corners of the classroom and, having equipped the team “nest” and sat down in it with their notebooks, textbooks and pens, clapped their hands in unison - they say, “ready for work!”

The sheets with the results of oral calculations were stacked on the corner of the teacher's table, not in one common, but in four "piles" - according to the commands.

Checking the results

To check the results of the oral count, the answer sheets were sent to neighboring teams. nine0013

So, all the sheets were checked: points were awarded for each correct answer, and the total team result was written on the board.

Then the teams changed nests so that the checked leaves would go to their owners. Began rechecking and captious recalculation of points.

Let me emphasize that all the rechecking work was carried out standing ! Therefore, when some misunderstandings were discovered, all clarifications proceeded in a very businesslike style, and situational problems were again solved almost immediately. I think, because we had the following condition: whoever checked, that team sits down. A each team wanted to excel and sit down together first.

The work of checking and rechecking also took 5 minutes.

Study of new material

New material was "activated" in this way. The teams opened their textbooks facing up to §10 "The Equation" (pp. 58-59). All teams were given two minutes (according to the stopwatch) to see, remember, read. That is, be prepared to answer any tricky questions related to pages 58-59.

When the time was up and the textbooks were closed, my “drama-hermeneutic” questions went:

- How many ticks were there in the text?

After the team answers appeared on the board: 3, 4, 4, 6, the textbooks were opened and everyone rushed to check. It turned out that in the new topic on this spread , five places are marked with red ticks as especially important. That is, none of the teams managed to give the correct answer. What successfully provoked my fifth graders ...

- How many color entries are there on the spread?

Here again everyone is confused. In the textbook on the page, separate semantic parts of the text are highlighted with red checkmarks and colored dotted lines in the margins. But the text itself is almost everywhere printed in black ink. Exceptions on reversal 58-59few, but they are: the red letter "D" (exercises for homework) and on "Fig. 44" two red signatures "+a" and two blue "-a" on graphic illustrations of the algorithms for finding the unknown term and the unknown reduced .

So again no one answered correctly, but on the other hand, when checking, some of the students figured out that these same red “+a” and blue “-a” refer to quite specific rules.

- How many times was the word "equation" used? nine0175

Guessing answers began to appear on the board. Then they opened the textbooks and began to check (“And if the word is not in the nominative case, should it be counted or not?” The joint decision is to count!).

When recalculating the text of the new topic, the students read and reread it very carefully. With genuine interest, they found out who was in their team and in what place the desired word managed to be overlooked. They argued a little about how many of these words are actually on pages 58-59. But in the end, they came to a consensus. nine0013

And each member of the group that put the numerical value closest to the true on the board got a point.

- What is in the picture?

Answered orally. In turn. The team chosen by counting started. The one that gave the most complete answer won (about the task of weighing a watermelon, when only two weights: 2 kg and 5 kg and the spouts of the cups are “balanced”). And again, each student of this team was awarded a point.

1st shift

I timed the first change in the composition of the groups for a new type of activity. The fifth-graders settled in the group in numerical order (except for the captains), and all the 1st and 3rd ones went to the neighboring team.

Then messengers were chosen in the teams of the new composition.

Teams received further tasks through messengers (to receive the next task, each group sent a new messenger).

1. In 1 minute, learn to read the “definition of an equation” in a friendly chorus .

[Three teams got one point and one team got two points by reciting the same text of the paragraph: " Equation is equal to containing the letter whose value is to be found."]

2.Definition "root of the equation" learn to read "in a chain" (1 min.).

[The attention to the reading "chains" was fantastic. And again, four times a new definition sounded very harmoniously: “ The meaning of the letter , at which the correct numerical equality is obtained from the equation , they call the root of the equation .]

3. In a friendly chorus with the textbook closed, answer what it means to “solve the equation” (1 min. for preparation).

[The text of the definition was chanted by all the teams so unanimously - no worse than some kind of rhyme or a newfangled turnip - that all the recitations that delighted all neighboring teams four times were evaluated by as many as two points for each team: “ To solve the equation means to find all its roots (or to make sure that this equation does not have any roots)»]

2nd change of composition

2nd change of composition of groups was again associated with a new type tasks. But first, about how we carried out this change: in each group, we found out who had the longest hair on their heads and who had the shortest hairstyles. It was they who had to be sent to the neighboring group.

When the groups got mixed up, the detective was called "Looking for clues". nine0013

At recess, when there were no children in the class, I hid 4 sheets of equations in the classroom for this game:

X + 11 = 85

25 - z = 6

m - 84 = 18

156 + p = 218

The leaves were colored with a side sticky stripe. I glued one on the back of the tabletop of one of the student desks. The other is on the jamb of the window opening behind the translucent tulle. She attached two tickets to the back of the seats of two student chairs. (During the lesson, no one stumbled upon these “methodical blanks” of mine and accidentally violated them - after all, everyone was busy, so it was hard to look around). nine0013

And at my signal, all fifth graders rushed to look for unknown "evidence". The first one was found under the countertop. And the condition was this: when searching - NO SOUND ! . Found - SILENTLY call the team to the place, look for the right rule in the textbook, solve the equation together and print the solution on the board large and beautiful.

As a result of this stage was a lot of fun! But with complete silence!!!

The students of the team that completed the task the fastest received four points each, the students of the next team received three points each. And two and one - the rest. nine0013

We managed not only to check the equations, but also to sum up the results.

When calculating the points, they remembered what they did in the lesson and for what the students received these very points (including individual written performance in notebooks of individual examples from No. 354 during oral calculations “in motion”).

As a result: the winners - fives , the second place - fours , and homework for everyone.

During the lesson, the composition of the groups changed several times. Therefore, the spread of individual points earned per lesson was in all teams, so that the victory in the last competition of not everyone in the group led to a mark in the class magazine. But, despite this, the past lesson (or rather, its stormy activity on it) all were happy! Including me!

Group work in mathematics class 5-6 "Measures of length"

Municipal general education institution

Secondary secondary school №7

group the work of students on the example of

Lesson - studies "Measures of length"

Prepared by: math teacher

Kozlova Evgenia Leonidovna

2015

·
The main goal of the modern school is to create such an education system, - which would provide the educational needs of the individual in accordance with its inclinations, interests and opportunities, would create conditions for self-realization, would prepare for creative intellectual work. In conditions new times need people with the ability to establish relationships partnership, cooperation, mutual assistance. So the social order society and the need of the education system make the problem of group forms of organization of educational activities in mathematics lessons in the conditions student-centered education. nine0013

The group form of work in the lesson is due to the following reasons. Big the heterogeneity of the composition of secondary school students is its specific feature.

Learner-centered education suggests that learning students are built according to their individual abilities, which different levels of mastery of educational material - from very deep to very superficial - should be considered quite normal for different students. Pedagogy and psychology have established that, according to their natural abilities, the level of perception, the pace of work, and most importantly, the specifics of mental activities of students are very different from each other. Often in the same class it is possible to observe schoolchildren with extreme, opposite to each other levels development (from very high to very low). In this situation, the teacher must choose forms and methods of training aimed at achieving results average student. But at the same time, insufficient attention is paid to weak students, and strong and talented guys completely fall out of sight of the teacher. At in such an attitude, strong students lose interest in learning, they become bored in the classroom, and as a result, by the end of the training, talented children turn into mediocre students. As for the weak guys, the tasks of the average levels seem unbearable to them. There is a feeling of inferiority, fear express your opinions when answering. Because of this, such students, in the end finally, they refuse any mental activity, use workarounds: rote learning, waiting for clues, cheating. At the end Finally, the weak develop an aversion to teaching. All these negative things known for a long time. nine0013

One can overcome them by organizing differentiation within one class, with the purpose of further effective organization of group work in the classroom.

Student work in groups can be applied at various stages of the lesson, and at various stages of studying any topics, sections, etc.

The group way of learning requires serious training on the part teachers. Such an activity should be developed in all details. The teacher is obliged clearly formulate the main and additional tasks for groups, carefully think over the organization of work (the composition of groups in the class, the time for completing tasks, methods of operational control, etc.), take into account possible malfunctions. nine0013

Group training gives good results both in education and in educational attitude. In the process of such training, it unites and develops class student team. Almost all students show interest in group a form of education that instills in students the skills of business communication in the classroom activities. In any traditional lesson, hints, the desire to help a friend are decisively suppressed, and in groups one of its goals is the development cooperation. The work is organized so that the student feels in a group. comfortable and was able to achieve the goal. The goal set by the teacher match the student's goals. Each group lesson (group way of learning) differ from each other in purpose, but the form of the lesson remains the same. nine0013

Group work of students in preparation for control work, where students conduct a collective search for a solution to the problem, give self-assessment and evaluate each other's work. Final group session when there is preparation for independent or control work, it has its own goal: to identify each student his own gap and eliminate it, asking for help from classmates and teachers.

When analyzing errors in control or independent work, a another goal is to help the weak to see their mistakes, to fill gaps in knowledge. Students who successfully completed the tasks work in a separate group and a goal was set for them: to carry out another task in depth. Rest students are divided into groups depending on the mistakes they made when performing verification work. They have another goal: to consider their mistakes and try with the help of the teacher, their classmates to eliminate knowledge gaps. The group develops social and business communication skills. nine0013

Using the group method helps the teacher to progress from the development of cognitive interest of students to the development of their cognitive activity. A group way of learning is such an organization, with in which learning is carried out through communication in groups, when a strong student teaches a weak student. The work is organized in such a way that everyone in the group performs some task, feasible for him, he learned to perform with the help of classmates more complex, felt a part of his work in the team, rejoiced at the success teams and their own. nine0013

Initially, the composition of the groups is determined by the teacher, based on abilities students. The group must have a student - a consultant who receives assistance from the teacher and can himself convey to a classmate what he knows and knows, can check the educational material (definitions, theorems, properties, laws, etc.) in teacher positions.

Such groups are formed at the beginning of the school year, may change according to composition. It is best if there are four of them. Temporary groups are formed on class after completing the test. Working in groups, students together with the teacher solve the problems of versatile preparation of students for the upcoming life. nine0006 The following problems of pedagogy are solved:

implementation of an individual approach;

motivation of trainees;

student dominance task heuristic knowledge over algorithmic;

questions removal of socio-pedagogical barriers of communication and interaction in the educational group, etc.

The content of the educational process is developed through intellectual resource of students, and not limited to information and methodological qualifications a specific teacher standing in front of them; depth of understanding discussed in groups of questions is also regulated by students, and is not constrained by a temporary standard lesson, disciplinary passivity in the classroom. nine0013

In the traditional way of teaching, the triune principle of receiving is violated, assimilation and transfer of information and experience. Students do not participate in their transmission. It was possible to include students in the active assimilation and transfer of information and experience with organization of training in groups.

How does this learning take place? The student works in a group, knows that he can seek help not only from the teacher, but also from his classmate. AT a group can form pairs, they can help each other to assimilate new knowledge or train one another. Each student gets the opportunity pass on to a friend what you have learned and what you have learned yourself. One teaches many many teach one. New connections are established between students, they change duties and functions, activities. nine0013

An example of group work in a lesson is serve the next lesson.

Lesson – research "Measures of length".

Mathematics 5-6 grade.

Based on the study of the origin and application of Russian ancient measures of length show the advantage of a single metric system for measuring lengths and distances.

Lesson objectives.

- Find out which length measures existed in Rus' and exist now. Where and how are they were used. nine0013

- What do they mean proverbs and phraseological units in which there are names of ancient measures of length.

- Determine what is a meter. What units of length exist in the metric system of measures.

- Develop interest of students in the field of measurements, work out the work of students in groups.

- Develop cognitive and communication skills of students.

This lesson harmoniously merges into a number of lessons on the study of the topic: "Measuring quantities." He includes practical tasks: measuring segments, repeating measures length, calculation of perimeters and areas of various figures at the level of 5, 6 grades. The lesson includes the connection of mathematics with the Russian language and literature. Along the way lesson, students determine what a phraseologism is, why and where it is used. Students, perhaps for the first time, are faced with the concept of a standard meters, for the first time they learn where it came from and how the concept is defined - a meter. Students in the classroom are not passive listeners, but directly participate in discussions, take repeated measurements, make logical findings. At the end of the work, students evaluate not the work of the teacher or their own their own, but evaluate their well-being, their emotional state. nine0013

Stroke lesson.

Students are placed in groups of 4-6 people. Each table has a folder with ruler (30 cm), ribbon, two figures (triangle and parallelogram), sheet with the image of a person and applied measures of length. On the board are two tables that students complete during the measurement process. On the interactive blackboard - presentation of the lesson.

Slide No. 2 The teacher reads : “If you are a high bird flight, how can you know how high you flew? If you hit the lane bad luck, how do you know how wide it is? If you went to wander vast world, how do you know how vast it is? And if the world is small, again “But how do you know exactly how much?” nine0013

Teacher: Indeed, measurement issues are all around us. Today at the lesson we find out what length measures existed in our country in the old days and still exist now. Tell me, do you know or heard how the measures of length were called in Rus'?

The guys answer.

Teacher: Let's see a fragment of the cartoon "Humpbacked Horse" and the image of a Russian hero. Students watch Slide 3 with a fragment of the cartoon and a photo hero. nine0218 Slides 3, 4.5

And I'll also give you a skate, twenty-three inches tall, on the back with two humps, and with ears.

Teacher: What units of length do we meet here? nine0013

Students: Vershok, arshin, oblique fathom.

Teacher: Tell me, guys, what names of old Russian measures of length did you meet and where.

Students name the old units of length known to them.

Teacher: Let's see in which proverbs and phraseological units there are old measures of length and try to explain what they mean.

Slide №6 Students read emerging phraseological units and try to explain what they mean. nine0013

"Don't give back any spans of the earth" - to defend the whole earth and even a small part of it

"Seven spans forehead" - a very smart person

"One like finger " - a lonely person

“From the pot two inches ” - a man of small stature