Technological map of the art studio classes as part of extracurricular activities

Topic: “Color science. Seven-Colored Miracle"

Target: creation of conditions for the creative execution of a drawing on the theme "The Seven-Colored Miracle".

Tasks: 1. Formation of knowledge and skills in a consistent image of the colors of the rainbow;

2. Formation of the ability to independently determine the goals of their learning, set and formulate new tasks to achieve creative success;

3. Development of figurative thinking;

4. Preservation and maintenance of the individuality of students;

5. Promoting the development of aesthetic taste, the ability to perceive the aesthetics of natural objects, to express one's attitude through artistic means;

6. Raising interest in the subject area "Fine Arts".

Equipment: A4 sheets, watercolors, brushes, notebook and multimedia presentation, stripes (parts of the rainbow) for pair work.

Formed UUD:

Subject: Know the concepts of "color", "tone"; "colorless paints"; master the basics of the language of painting; to distinguish between basic and compound, warm and cold colors. Master in practice the basics of color science. The ability to use the listed paints to change the nature of primary and secondary colors.

Metasubject: the formation of the ability to see and perceive the manifestations of artistic culture in the surrounding life; to learn how to transform a practical task into a cognitive one; recognize, name and define objects and phenomena of the surrounding reality.

Personal: education of an oriented view of the world in the diversity of nature; respect for other opinions; aesthetic needs; formation of cooperation skills.

Stages of the lesson

Stage tasks

Teacher activity

Student activities

Formed UUD

Organizational. Self-determination to activity.

General readiness of children for the lesson; mood, concentration of students' attention.

Greetings. Checking readiness for the lesson. Choosing an effective way (method) of concentrating children's attention and creating an emotional mood for joint work.

Hello guys! I welcome you to the next lesson of the art studio. Let's smile to each other and to me and get a charge of positive energy, which is so necessary for us in today's lesson. Sounds like music from the cartoon "From a smile ...".

Readiness self-control.

Reaction to the words and actions of the teacher; to music.

Personal: the ability to self-organize.

Regulatory: the ability to regulate one's actions.

The stage of motivation and updating of knowledge.

Attracting the attention of children to identifying the topic of the lesson. Creation of conditions for the emergence in children of an internal need for inclusion in the creative process.

Organization of an active dialogue.

Suggests to guess the topic of the lesson by listening to the melody.

Organizes immersion in the topic:

You expressed your opinion about the topic of our lesson. To verify the correctness of these assumptions, guess the riddle:

What a marvelous beauty!

painted gate

Show up on the way!

Do not enter them

Don't come in! /rainbow/

Emotionally-shaped attitude to the lesson.

Determine the topic of the lesson, express their assumptions.

They listen and guess the riddle, confirm the hypotheses that the lesson is dedicated to the rainbow.

Formulate the topic of the lesson.

Cognitive: the ability to consciously build one's statement.

Personal: development of emotional-narrative responsiveness; motivation to learn new things.

Regulatory: control the correctness and accuracy of peer responses.

3. Setting goals and objectives.

Organization of the discussion of children in setting the goals and objectives of this lesson.

Leads the children to identify the goals and objectives of this lesson.

How many of you have seen a rainbow in nature?

What conditions are necessary for a rainbow to form? Guess what we have to learn today, remember.

What else do you think will be discussed in today's lesson?

Let's try to plan our lesson.

Listen carefully to the words of the teacher and peers.

Express their guesses.

They provide clear answers to questions.

Determine the goals and objectives of the lesson.

Together they discuss an approximate plan of action for the implementation of work.

Cognitive: building a logical chain of reasoning; development and deepening of the needs and motives of educational and cognitive activity.

Regulatory: Mutual control of the correctness of statements. Action planning.

Personal: awareness of choice; personal experience.

Communicative: cooperation with the teacher and peers.

Systematization of knowledge on the topic.

Generalization and systematization of knowledge about the colors of the rainbow; about Newton's discovery of the order of their arrangement.

Informs students about who and when it was revealed which colors "hid" in the rainbow.

Offers to remember the location of colors in the rainbow with the help of associations.

Organizes work in small groups aimed at memorizing the colors of the rainbow and their location.

You have already remembered from your own life experience what conditions are necessary for the appearance of a rainbow. This remarkable natural phenomenon attracted the attention of not only ordinary observers, but also real scientists. So, the English scientist Newton also became interested in how this phenomenon occurs. He passed a ray of sunlight through a glass prism and found out that sunlight, which seems transparent to us, actually consists of 7 colors. Newton noticed that these colors are always arranged in a certain order. The sequence of colors of the rainbow is easy to remember if you learn the phrase: "Every hunter wants to know where the pheasant sits" (by the first letters of the colors of the rainbow)

I suggest you work in pairs and make your own rainbow from the stripes, applying the knowledge gained.

Listen carefully to the words of the teacher and peers.

Remember the order of the flowers.

View presentation slides.

They answer the questions asked.

Work in pairs to complete a task.

Cognitive: application of the acquired knowledge in their own activities.

Regulatory: accept and maintain learning goals and objectives; plan your activities accordingly.

Communicative: the ability to listen and engage in dialogue; enrichment of key competencies with artistic and aesthetic content.

Creative practical activity.

Drawing on the topic of the lesson in compliance with the rules of expressive means. Practicing reception: conducting

continuous colorful lines

The use of the listed paints to change the nature of the main and

compound colors.

Development of creative abilities of students.

Organizes the activities of students in the application of new knowledge. During the implementation of practical work, he performs frontal, individual, preventive control.

So, you have wonderful rainbows on your desks. Do not forget that each color has its own mood. What do you think: what is the mood of the red color? At the blue? Etc.

And now let's try to depict a rainbow using watercolors.

Before work, let's remember the rules of the artist (the rules for working in art classes, with a brush, with paints, etc.)

We can get started!

For those who complete before the rest, an additional task: finish painting the background and decorate the lawn.

The music is pleasant and inspires creativity.

They provide clear and complete answers to questions.

Show imagination and creativity.

They remember and correctly formulate the rules of the artist known to them.

Doing a creative job.

Regulatory: organize independent artistic and creative activities, choose means for the implementation of an artistic concept.

Cognitive: independently create an algorithm of activity; apply knowledge in their own artistic and creative activities; use various means of artistic expression to convey their own idea.

Personal: the ability to distinguish and convey character, emotional state and one's attitude to art in artistic and creative activity.

Control of assimilation, discussion of the work performed.

Analysis of the work performed. Discussion of mistakes made and their correction.

Organizes an exhibition of children's work.

Introduces the criteria for evaluating creative work.

Provides a positive reaction of children to the creativity of classmates. Forms the ability to adequately evaluate the work of one's own and others.

Analyze the work of their own and classmates in accordance with the criteria.

They express their own opinion.

Personal: moral and aesthetic assessment of creative activity; tolerant acceptance of the work of others.

Regulatory: adequately perceive the teacher's assessment and peer reviews; evaluate the result of their work during the lesson.

Communicative: the ability to listen and engage in dialogue; participate in a collective discussion of the content and expressive means of creative works.

Reflection.

Developing the ability to evaluate yourself. Summing up the lesson.

Offers to return to the purpose and objectives of this lesson and draw conclusions from the lesson. Assess your emotional state after work.

What do you think: did we manage to achieve everything planned?

Have we achieved our goals and objectives?

Determine your emotional state after creative work: with the help of the Mood Flower.

What was new for you in class?

What was easy?

What did you experience difficulty?

What else would you like to ask adults about this topic or read in books?

Remember the goals and objectives of the lesson, set at the beginning. Analyze and draw conclusions. Assess their knowledge, skills and abilities on a given topic.

Personal: emotional and value attitude to the world around; ability and interest in observing natural phenomena.

Regulatory: the ability to adequately evaluate the result of one's work.

Cognitive: understand the meaning of art in human life.

Abstract of the lesson on extracurricular activities on the topic: "Polite words. Request"

Description of work: the lesson contains exercises in the use of polite words, small dramatizations illustrating the importance of "magic words", children are invited to analyze situations and find out how to act politely; children learn and systematize knowledge about the difference between a request and an order. This lesson is intended for the implementation of extracurricular activities of the social, scientific and cognitive direction in accordance with GEF IEO; the material of the lesson is aimed at developing communication skills in younger students.
Godlevskaya Natalya Borisovna, student of group Sh-31, Yeysk Pedagogical College
Lesson type: combined.
Class technology: game, collective interaction.
Educational Purpose: learn to use various means of expressing politeness; to acquaint with etiquette expressions of the request; to teach how to choose the appropriate means of expressing a request for a given situation; use intonation as a means of polite request.
Development goal: develop children's speech, thinking, vocabulary.
educational goal: to cultivate a culture of communication, a culture of behavior in society, the rallying of the children's team, to form a sense of camaraderie.
Formation of UUD:
Personal UUD:
1) formation of readiness and ability of students for self-development
2) formation of motivation for learning and cognition
3) formation of a holistic, socially oriented view of the world in its organic unity and diversity of nature
4) the formation of a respectful attitude towards a different opinion
Regulatory UUD:
1) mastering the ability to accept and maintain the goals and objectives of educational activities, search for means of its implementation
2) mastering ways to solve problems of a creative and exploratory nature
3) the formation of the ability to understand the reasons for the success / failure of educational activities and the ability to act constructively even in situations of failure
4) mastering the initial forms of cognitive and personal reflection
5) mastering the initial information about the essence and features of objects, processes and phenomena of reality
Cognitive UUD:
1) awareness of the integrity of the surrounding world, the elementary rules of moral behavior in the world and people.
2) the formation of the ability to adequately, consciously and arbitrarily build a speech statement in oral speech
3) establishing cause-and-effect relationships, building a logical chain of reasoning, proof
Communicative UUD:
1) the formation of the ability to build a speech statement in accordance with the tasks of communication and compose texts orally
2) the formation of the ability to use speech means and means to solve communicative and cognitive tasks
3) the formation of the ability to listen and engage in dialogue.
Equipment: computer, projector, presentation (the content of the slides is indicated during the lesson)

Lesson progress

Teacher: Guys, today a guest cat Leopold came to our lesson. Cat Leopold wants to tell you about a very important quality of any well-mannered person. Compare two situations:
1) Denis said:
- Nikita, give me a pencil, and quickly.
2) Sasha asked:
- Nikita, give me a pencil, please, otherwise mine is broken.
Teacher: What is the difference between these requests? (the first is impolite, the second is polite)
Who do you think Nikita will give the pencil to? Why? Raise your hand, who has already guessed what the cat Leopold will tell you about.
Teacher: Today you will learn about polite words and how to make a request correctly. Guys, what does polite mean?

Polite - observing the rules of decency, well-mannered

Teacher: And where should the instillation of decency be observed? (everywhere) Politeness is one of the most important qualities of a well-mannered person. Previously, the word "vezha" meant "expert" - one who knows the rules of decency and forms of expression of a good attitude towards people.
Teacher: Guys, think about how you can be polite? (gestures, facial expressions, polite words) What polite words do you know? To better remember polite words, we will play the game "Tell me a word." Who knows the answer - raises his hand.

Having met a bunny, a hedgehog neighbor
Tells him: “…” (Hi!)
And his neighbor is eared
Answers: "Hedgehog, ..." (Hello!)
To Octopussy Flounder
I swam on Monday
And on Tuesday goodbye
She said: "..." (Goodbye!)
Clumsy dog ​​Kostya
The mouse stepped on its tail.
They would quarrel
But he said "..." (Sorry!)
Wagtail with berezhka
Dropped a worm
And fish for a treat
She gurgled: “…” (Thank you!)
Wonderfully sang among the branches
vociferous nightingale,
And to him all over the oak forest
Sparrows shouted: "..." (Bravo!)
Fat cow Lula
She ate hay and sneezed.
To not sneeze again
We will tell her: “…” (Be healthy!)

Teacher: Well done! Guys, polite words are also called magic. And why are they called that? With the help of magic words, you can even restore a good mood to a sad or offended person. Polite words have a "magic" effect on a person. Listen to Valentina Oseeva's story "The Magic Word" and get ready to answer questions.

Valentina Oseeva "The Magic Word"

A little old man with a long gray beard was sitting on a bench and drawing something in the sand with an umbrella.
“Move over,” Pavlik told him and sat down on the edge.

Lena opened her eyes wide. Her fingers loosened, and, taking her hand off the table, she muttered in embarrassment:
- Which one do you want?
“A blue one for me,” Pavlik said timidly.
He took the paint, held it in his hands, walked around the room with it and gave it to his sister. He didn't need paint. He thought now only of the magic word.
"I'm going to my grandmother. She's just cooking. Drive or not?
Pavlik opened the door to the kitchen. The old woman was taking hot cakes off the baking sheet.
The grandson ran up to her, turned his red wrinkled face with both hands, looked into her eyes and whispered:
“Give me a piece of pie…please.”
Grandma straightened up. The magic word shone in every wrinkle, in the eyes, in the smile.
- Hot ... hot hot, my dear! - she said, choosing the best, ruddy pie.

Pavlik jumped for joy and kissed her on both cheeks.
"Wizard! Wizard!" he repeated to himself, remembering the old man.
At dinner, Pavlik sat hushed and listened to his brother's every word. When the brother said that he was going to go boating, Pavlik put his hand on his shoulder and quietly asked:
- Take me, please.
Everyone around the table went silent. The brother raised his eyebrows and chuckled.
“Take it,” said the sister suddenly. - What are you worth!
- Well, why not take it? Grandma smiled. - Of course, take it.
“Please,” Pavlik repeated.
The brother laughed out loud, patted the boy on the shoulder, tousled his hair:
- Oh, you traveler! Okay, get going!
“Helped! Helped again!
Pavlik jumped out from behind the table and ran out into the street. But the old man was no longer in the square. The bench was empty, and only incomprehensible signs drawn by an umbrella remained on the sand.

Teacher: Why did Pavlik want to run away from home?
What was he upset about?
What magic word did the old man say to Pavlik?
How to say the magic word? (looking directly into your eyes, in a low voice)
How did the magic word help Pavlik?
Why did Pavlik want to return to the old man?
Teacher: The word is truly magical. Guys, raise your hand those who have already had to ask for something. What is a request?

A request is a polite way of addressing someone to do something.

Teacher: Guys, how can I express a request? (gestures, facial expressions, words) Now two of you will show a skit, and you will need to voice it. (before class, the teacher warns two children)
Scene: There is a chair on which one of the students is sitting. One silently asks the other to give way.
Teacher: How was the request made? How to express it with words? Now two of you will show this scene, only with words.
Teacher: And now two more will show both with words and with gestures.
Teacher: Guys, the cat Leopold has prepared for you the Dictionaries of Polite Words. (Annex 1) Hand out one dictionary to each. Read polite words to yourself. Reading aloud the words of the first column. Reading aloud the words of the second column.

Teacher: What words have you not used before in your speech? Let's make sentences-requests with these phrases. Let's make a phrase with the first word, the second, etc. based on a dictionary of polite words.
Teacher: Guys, what do you think, after these words you want to fulfill the request? Now we will learn how to correctly express an appeal with a request. And the plan will help us in this.

Plan:
1. Appeal.
2. Please help.
3. Gratitude.

Teacher: In this sequence, the request should be built. Where do we start? If this is your age, then we will address him by name. And if an adult - by name and patronymic. Next is the request. What must be included in the request? (Magic word) And when they answer us with consent, we must thank the person.
Teacher: Now everyone will choose to whom he will turn with a request, say it to himself, and then voice it. Whoever is ready will raise their hand. You have 1 minute.
Teacher: Well done. Now listen to the passage, and determine from which fairy tale it is.

Then the girl said to him sternly:
- Pull your leg out from under you and lower it under the table. Do not eat with your hands, there are spoons and forks for this.

Teacher: What story is this passage from? This is an excerpt from the fairy tale by Alexei Tolstoy "The Golden Key, or the Adventures of Pinocchio." Determine if Malvina used the request when talking with Pinocchio. So what did Malvina use when referring to Pinocchio? (order) What words did she use? How is a command different from a request?
Differences between a request and an order are displayed on the slide

Teacher: Read how an order and a request to yourself are built. There are magic words in the request, but in the order? (No)
The request is pronounced in a quiet voice, looking straight into the eyes, but what about the order? (Strict, imperative intonation.)
The request is carried out at will, but the order? (Required.)
Teacher: And now let's return to an excerpt from the fairy tale "The Golden Key, or the Adventures of Pinocchio." How was it necessary to tell Malvina so that Pinocchio wanted to do everything? Correct the words of Malvina.
Teacher: Now let's play a scene. In the skit, Malvina will use a request, not an order, and Pinocchio will fulfill Malvina's request.
Teacher: To see the difference between a request and an order, an excerpt from the cartoon "Return of the Prodigal Parrot" will help us.
Teacher: Who gave the order? And who's request?
Teacher: Politeness is manifested not only in words, but also in deeds. Listen to a few situations and determine who is being polite and who is not.
Situation 1. The boy shouted to a passerby: "What time is it?".
Questions: Will the passer-by answer the boy? Correct the situation so that it sounds like a polite request.
Situation 2. Two boys collided at the door. They can't separate at all.
Questions: Which of them should give way if one is 8 years old and the other is 11 years old?
Situation 3. The teacher asked the class a question. Anya knows the answer and, as befits a student, she raised her hand to answer. And Styopa shouted out the answer, not allowing the other guys to answer.
Questions: Who acted impolitely? How should Styopa have acted?
Situation 4. During the break, the teacher was talking to a teacher from a parallel class. And Olya urgently needed to ask something, and she interrupted the conversation.
Questions: Who acted impolitely? What should Olya have done?
Situation 5. Petya came to Katya's birthday party. Petya prepared words for congratulations, but Katya immediately snatched a gift from Petya's hands from the threshold and began to remove the wrapper, not yet inviting the guest to the house.
Questions: Who acted impolitely? What should Katya have done?
Teacher: This is where our lesson comes to an end.
1. What did the cat Leopold introduce you to today?
2. How to make a request correctly?
3. Name polite words.

Extracurricular lesson on etiquette for younger students

The abstract was compiled by the teacher of the 5th group (11-14 years old) Boldyreva L.A. - Educator of the 1st category.
Subject: Rules of conduct in public places. “The theater is already full ...” (the role of the spectator)
Target: educate the norms of behavior in public places.
Tasks:
- formation of skills and habits of behavior of pupils in public places;
- education of the basics of cultural behavior;
- socialization of pupils to life in society.
Equipment: pictures of famous theaters, homemade children's fashion magazine, presentation "The theater is already full ...", pictograms.

Lesson progress

I. Organizing time"Good afternoon" - you said
"Good afternoon," you replied.
How two strings are tied
Warmth and kindness.
II. Main part
1. Dramatization of the auditorium of the theater. (the chairs are arranged like rows in the auditorium. Children stand at the entrance).
Educator. Guys, today we will play theater. But we will not perform on stage, but we will learn to be spectators. Yes Yes! Study! Being a spectator is not so easy, because you need to know the rules of conduct in the theater, at a concert or in a cinema. We have turned our classroom into an auditorium. Now go to your seats. (Children sit down, and the teacher watches them).
2. Looking at pictures
caregiver. Guys, look at the pictures that hang here. These are famous theaters of the world and just theaters. What are they?

Children: (children's answers)
Educator. That's right, both famous theaters and little-known theaters are very beautiful. Theater is a temple of art. Therefore, it is necessary to behave in the theater with dignity, culture, and education.
3. Introduction to basic theater terms
Educator. Guys, first we will get acquainted with the basic theatrical terms (slide show of the presentation).
Basic terms: theater, artist, spectator, stage, auditorium, foyer, intermission, program (we speak after viewing).
4. Rules of conduct in the theater
Rule one: clothes should be smart (slide).
They don’t come to the theater in jeans and sneakers, and even more so in a tracksuit. Men usually wear a dark suit, light shirt and tie. Women, as usual, come in evening dresses (slide).
Rule two: to hand over outerwear to the wardrobe (slide).
To hand over outerwear to the wardrobe, you need to go to the theater early. You still need to clean yourself up, and in the remaining time you can walk in the lobby, pay attention to the exit plans and find out where the buffet is. You will need this.
Rule three: turn off all gadgets before the show starts (slide).
Mobile phones, tablets interfere not only with the artists during the performance, but also prevent you from concentrating and perceiving the magical action that you came to enjoy.
Rule four: pass to the place facing the seated (slide).
Guys, when you took your seats, I watched you. Let's go back to our seats. Now everyone is sitting, and Maxim goes to his place, which is at the end of the row. What mistake did Max make? Look at the slide (children watch and analyze the situation with Maxim).
Rule five: during the performance you can not talk, eat, drink (slide).
People come to the theater to watch a performance, to enjoy the beautiful music, the play of artists, and conversations distract both artists and spectators. And we will eat and drink during the intermission.
Rule six: you don’t have to run to the buffet during the intermission (slide).
Even if you slowly go to the buffet, you will still have time to walk around the theater lobby, where beautiful paintings, photographs of artists, scenes from performances hang.
Rule seven: you must leave the auditorium after the curtain is lowered (slide).
The artists did their best and showed you a beautiful spectacle. Getting up and running ahead of time is disrespectful and bad manners. Applause is a reward and gratitude to the artists for a wonderful evening.
III. Anchoring 1. The game "Rules of conduct in the theater" (staging rules 3, 4, 7)
2. Creative work "Theater through my eyes" (draw the most liked moments of the lesson).
3. Working with icons.

IV. Final part
Reflection
- What did we talk about today?
- What have we learned?
- What did you draw? Why?
List of used literature
1. Developmental and educational psychology. // M.V. Matyukhina, T. S. Mikhalchuk, Prokina N.F. and etc.; Under. ed. Gamezo M.V. etc. M.: Business book, 1984. - 243 p.
2. Alyabyeva E.A. Moral and ethical conversations and games with preschoolers. M.: Enlightenment, 2003. - 202 p.
3. Bogdanova O.S., Kalinina O.D. The content and methodology of ethical conversations. Moscow: Education, 1985. 275 p.

Me: Now we will introduce you to the content of the lesson of the extracurricular activity course "Financial Literacy" for elementary school children.

YV: Theme of the lesson: Treasure voyage or What is money and where did it come from?

EV: Goals (slide 2)

VN: Subject results are presented: Personal, meta-subject and subject

Formulation of the topic and goal setting

Crossword puzzle

1. An employee of the tax service.

2. The amount that the buyer pays

The amount that suits the seller;

As a measure for the exchange of all goods,

The market is called ... (price)

3. What did the Tatar-Mongols collect? (tribute)

4. Payroll Specialist? (accountant)

5. The person who gives out the money? (cashier)

Knowing the keyword, we formulate the topic. We draw up a plan that includes questions of interest to the children.

How did the first money appear?

What are the money?

How did coins appear?

Money in Ancient Rus'

What are they needed for?

Me: How did the first money appear? Or the start of a journey

To find the treasure, we need a map. You can get it by passing the first test

Children learn about the history of money

The concept of "Commodity-money"

The appearance of goods that became equivalent to all goods

So, for example, in ancient Mongolia it was pressed tea, and in the Caroline Islands it was huge stones. Only a few people could move such a “money-stone”, and this is quite problematic. Among the peoples of Africa, Asia and Oceania, shells served as money for a very long time. The cowrie shells from the Maldives were the world's first money. In Mexico, cocoa beans were money; in Canada, Alaska and Siberia, ancient ancestors used the skins of valuable animals as money; among some tribes of South America and on the islands of Oceania, pearls were money. In some places grain or salt served as money. Before the invention of coins, one of the most common forms of money in ancient times was cattle. Sheep, bull, cow - these are the money that many ancient peoples used before they had real money.

HV: Find and trade game.

One card is dealt out, on which on one side a picture-object is drawn, that is, the product that belongs to the player, and on the other side the word-name is written, which must be received in exchange for this product, then the children begin to look for goods from the players, which they need.

EV: Money in Ancient Rus'

And here, in Rus', money had its own history. Scientists studied coins, and it became clear to them that money appeared in Rus' from the 9th century and arose independently. They did not come from the East, and not from the West. In Rus', there was a weight unit - hryvnia, kuna, rezana and nogata. Over time, the hryvnia began to be called a monetary unit. But the origin of the word "ruble" is connected with the word "cut". The fact is that the money bars were chopped into separate pieces. For the first time, the word "ruble" is found in birch bark letters of the 13th century. At that time, Novgorod hryvnias were called rubles - silver bars weighing about 200 grams. In the 14th century, the ruble becomes a counting unit equal to 200 Moscow money or 100 kopecks, but the ruble first appeared as an independent coin only in the middle of the 17th century. But this coin was not made for long, and only at the beginning of the 18th century, Tsar Peter the First resumed minting coins in denominations of one ruble. And since then, the ruble has been the monetary unit of our state. Today's ruble equals 100 kopecks. And the word "penny" itself came from the image of a rider with a spear.

Even in Rus' there was an exchange coin - a silver hryvnia bar. If an item cost less than a hryvnia, then a piece was cut off from the hryvnia.

Under Tsar Ivan IV, they began to issue money, on which a horseman was depicted with a spear in his hands. What appeared? (children's answers).

Over time, people switched to minting coins from precious metals, then came up with paper money, which was backed by precious metals. But metal money turned out to have disadvantages - they are heavy and take up a lot of space. But people came up with a way out - they handed over the gold to the bank for safekeeping, and in return they took paper receipts for this gold with them on the road. This is how paper money was first born, on which it was written how much gold stored in the bank, they are equal. And only under Catherine II did paper money appear, they were also called “katenka”.

HV: Game "Collect a proverb"(the children have envelopes on the tables, in which there are leaflets with proverbs. The sheets are cut into pieces, the children need to “collect” the proverbs)

It is not easy to make money, but it is easy to live.

He lives without need, who saves money.

Labor money is always strong.

A bargain is a bargain.

Money account love.

You can't buy brains with money.

Coin pocket does not pull.

I will be healthy - and I will get money.

Money can't buy a friend.

You can’t fill a party with money, like a bottomless tub.

Money can do a lot, but the truth is everything.

It is difficult to check money in someone else's pocket.

In time, a penny is more expensive than a ruble.

Money is not mushrooms - you can find it in winter.

Money is like jackdaws, everyone huddles in a flock.

Money is a good servant, but a bad master.

It's easy to pay from someone else's wallet.

Like money in a hip, so it will help in trouble.

When money speaks, then the truth is silent.

When the wallet is light, the soul is heavy.

IV: Practical work. Solving economic problems

Each sample of money of different denominations. The guys use them to collect given amounts of money in different ways. I must say that the guys perform such tasks in mathematics lessons.

Marusya had 4 coins of 10 rubles, 4 coins of 5 rubles. and one 50-ruble bill. The stall sold chocolates. Chocolate "Alyonka" cost 30 rubles, chocolate "Marinka" - 40 rubles. and chocolate "Polinka" - 50 rubles. What sets of chocolates could Marusya buy without change?

I: We open the "treasure"-chest: and there is a spider

Because with the help of the "Spider" method (work in teams - children are divided into 2 teams), we will now see what kind of treasure we have acquired

Filling out the scheme, the guys systematize the knowledge and skills they have received, explain, argue, prove, draw conclusions.