What is money lesson presentation. What is money? Physiotherapy for the eyes

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What is money.

Solve the crossword The main human need. It is necessary for the extraction of natural resources, the production of goods. (Work)

Solve the crossword puzzle 2. He is on the paths in the yard, He is really needed by the kids, He is at construction sites, and on the beach, He is even melted in the glass (Sand)

Solve the crossword puzzle 3. Drowned, dried, Beaten, tore, twisted, weaved AND put on the table (Flax)

Solve the crossword puzzle 4. Chemical… .- an integral part of the economy. (Industry)

Solve the crossword puzzle 5. Work that people do to satisfy certain needs of others (Services)

Solve the crossword puzzle 6. It is very strong and resilient, Builders are a reliable friend, Houses, steps, pedestals Become beautiful and noticeable (Granite)

Money is a special product that can be exchanged for any goods and services

Money of the past

Money of the past = 1000 cowrie shells 1 bull

Money of the Past Gold and Silver Bars

Money of the present

Barter Purchase and sale Methods of exchange

Product price - the cost of one thing, item

Fizkultminutka Buratino stretched, Once bent down, two bent down. He spread his arms to the sides, I couldn't see the coins. To get us the coins We have to stand on our toes. Get a coin from the bush, Bury them in the field is rare, So that they grow up.

Consolidation of what has been learned What is the name of the payment for work? (Salary) Money that you save for the future? (Savings) What monetary units do you know? (Ruble, dollar, euro, dinar, lat, hryvnia, marks)

Consolidation of the learned Special goods that can be exchanged for any other goods and services (Money) Direct exchange of some goods for others (Barter) What was the name of half of the hryvnia? (Ruble)

Lesson summary What is money

Homework Assignment 1 of the "Think!" (p. 71) Assignments 2, 3, 4, 5 (textbook, p. 72)

On the subject: methodological developments, presentations and notes

This folder contains a summary of the lesson and a presentation on the outside world for grade 3. The material is archived ....

"What is money."

Lesson on the outside world "What is money" The world around us. A.A. Pleshakov What seems simple and ordinary to an adult is interesting and informative for a child. As simple as possible ...

Project of a lesson on the outside world in grade 3 "What is money" ("School of Russia")

The material presents the development of a draft lesson on the outside world in grade 3 "What is money" with a methodological justification in accordance with the FSES of the second generation (lesson draft, start ...

LET'S CHECK KNOWLEDGE CROSSWORD

The main human need. It is necessary for the extraction of natural resources, the production of goods.
He's on the paths in the yard

The kids really need him,

He's at the construction site and on the beach

It is even melted in glass.

3. They drowned, dried, pounded, tore, twisted, weaved, and put them on the table.

4. Chemical ... .. - an integral part of the economy.

5. Work that people do to meet certain needs of others.

6. It is very strong and resilient,

A reliable friend to builders

Houses, steps, pedestals

They will become beautiful and noticeable.

Install
Understand, what is barter.
To find out what is buying and selling.
Trace
Remember monetary units of foreign countries.
Create your currency.

2. What is barter?

3. What is buying and selling?

7. What is money?

I do not know anything - (-)
Informed, heard - (?)

WITHOUT WHAT WE CANNOT LIVE IN LIFE?

Primitive society

www.eurosmi.ru - primitive people

Craft development

People have already learned how to grow the necessary plants, have tamed and domesticated some animals, learned how to forge iron, weave cloth and much more. For every business, craftsmen were needed. Everyone could not grow plants and weave fabrics, sew shoes and forge iron, build houses and sow fields. People had to divide the work among themselves. Some began to hunt, others to raise domestic animals, others to engage in agriculture, still others to forge iron, and so on.

EXCESS PRODUCTS

What happened in such a society?

There was a surplus of their own labor and the need to own the products of the labor of other people.

Exchange of goods

How did people begin to act?

It is true that they began to exchange various products and goods. After all, there was no money then either.

Exchange options

http://enc.lib.rus.ec/bse/008/103/878.htm - ram

http://fotki.yandex.ru/ - ax

http://hworld.by.ru/hyst/sumer/dodin.html - pitcher

WORK WITH THE TEXTBOOK P. 68

direct exchange of some goods for others.

Find on page 66 the definition of what barter is. (This is a direct exchange of some goods for others.)

Have you ever exchanged for something?

4. Write down the definition of what barter is in a notebook.

Read what you wrote down.

Game "Barter"

pie

boots

Now you were bartering, you have cards on your tables. A picture is drawn on one side of the card - this is the product that you have. Take your product cards - and turn to your neighbors. Try to exchange your item for a classmate item. To whom

did you manage to make an exchange?

-How convenient, fast, can you make such an exchange?

-Under what conditions will such an exchange take place?

-Who is the winner in the exchange; are there any losers?

FIND AND CHANGE

Conclusions:

It takes a lot of time.

The complexity and inconvenience of the search.

The exchange may not take place.

Find and change

Students have cards on their tables. A picture is drawn on one side of the card - this is the product that the child has. On the other, it says what he needs to receive in exchange for this product.

The cards are designed in such a way that the exchange can take place only through an intermediary.

1 student has a card: eat chicken, need chicken;

2 student: there is a chicken, a dog is needed;

3 student: there is a dog, a chicken is needed.

Purpose of the game: exchange cards in order to get the desired product.

The game: children are looking for the right item and try to exchange. When all exchanges have taken place, a discussion takes place.

Conclusions on the game: What are the difficulties in such an exchange?

1. It takes a lot of time.

2. The complexity and inconvenience of the search.

3. The exchange may fail.

Physiotherapy for the eyes

http://www.xrest.ru/overview/45140/ - Pinocchio

FIRST MONEY IN RUSSIA

In the beginning, our ancestors had money

served cattle or animal skins, more often

everything, squirrels, sables, martens.

Before the Mongol invasion of the Russian land

there was no word for money in our language.

Monetary values

called cattle,

princely treasury

- a cowgirl, and a treasurer -

cattleman.

http://www.bildweb.ru/files/img_pages/kr_mus7.jpg - shell necklace

http://www.russianshanghai.com/articles/china/post2239 - sink

http://www.animalpix.ru/down/abc/cow/29/300/ - bull

1000 pieces

First money

Cattle

PRODUCTS

http://www.happy-school.ru/publ/12-1-0-543 - sheep

http://www.istranet.ru/news?page=62 - bull

http://profitstar-hk.com/zerno - wheat

http://otvetin.ru/2010/03/08/page/3/ - vegetable oil

http://www.vippersona.ru/rubrik/doit_viewrub/id_0/page_187.html - a jug of wine

http://www.webzabor.ru/show/83356/ - sable skins

http://msk.terdo.ru/item/10442/ - fabrics

METAL MONEY

In the 11th century, money began to be denoted by the word "kuns".

They were metal bars, rings, shovels,

hatchets and even bronze discs in the form of skins

animals. And what were the advantages

metallic money before

others? They are not

spoiled, did not occupy

a lot of space. And with transactions

easily divided into parts.

But the most important thing is that they

you could pay

for any product.

They were made from silver, gold, copper.

The first metal money

Hryvnia

numizmat.ru - pictures

KOPEYKA

RUBLE

Historically, the concept of "ruble" arose in the 13th century in Novgorod.
Rubles were pieces of a hryvnia or pieces of silver with notches indicating their weight. Hryvnia chopped in half and each half was called a ruble (a silver bar weighing 200 grams).

RUBLE

RUSSIAN MONEY

25 kuna = hryvnia

Coons

Novgorod hryvnia

Silver and goldsmiths

Kopeck money

1534 years

Still, metallic money turned out to have an important drawback - they are heavy and take up a lot of space. It was dangerous and inconvenient for wealthy merchants who traded with distant countries to carry cargo with them: no matter how they hide, robbers and robbers will immediately find it.

Metal money still had an important drawback - they are heavy and take up a lot of space .. It was dangerous and inconvenient for rich merchants who traded with distant countries to carry cargo with them: no matter how they hide, robbers and robbers will immediately find it. People came up with a way out: they transferred the gold for storage to the bank, and instead of it they took paper receipts for this gold with them on the road.

Why did paper money and banks appear?

BANG BANG!!!

People came up with a way out: the gold was transferred to the bank for safekeeping, and instead of it, they took paper receipts for this gold with them on the road. So for the first time, paper money was born, on which it is written how much of the gold stored in the bank they are equal.

So for the first time, paper money was born, on which it is written how much of the gold stored in the bank they are equal to.

The first paper money appeared in Russia under Empress Catherine II.

Working with the textbook p.69

Read the textbook material on page 69 and find the answer to the question: What is the name of another way of exchange in which money is involved?

What is the price of a product?

Physical education

COCK and BEAN GRAIN

For money you can

buy any product

sell any product

Fairy tale

Teacher: At a literary reading lesson, you and I read a Russian folk tale about the chicken that saved the cockerel. What was the name of this tale?

What did the chicken do to save the cock?

Children: Changed.

Teacher: What could have happened to the cock while the chicken was changing?

Children: The cockerel could choke and die.

Teacher: And how a chicken could get butter very quickly.

Children: If she had money, she could buy quickly.

Teacher: Once the chicken had money, what could you call it?

Children: Customer.

Teacher: And the one who has the product?

Children: Salesman.

Teacher: Are you sure the seller will take the money for their product? What will he do with them?

Children: He can buy what he needs.

We draw a conclusion what money can you

buy any product, sell any product

Teacher: Which is more convenient: to exchange goods or buy with money?

Children: It is more convenient to buy. Faster. More reliable.

Purchase and sale

"Money is metal and paper signs that are a measure of value in buying and selling, a means of payment and an object of accumulation."

From the dictionary of S.I. Ozhegov.

2 erasers

1 notebook

Practical task:

Will Buratino have enough money to buy 3 pens, 2 erasers, 1 notebook and 1 notebook?

How much change should he get?

Working with the tutorial with. 69
Purchase and sale this is an exchange involving money.

MONEY FUNCTIONS

Funds

accumulation

(saving)

Measure

cost

Means of exchange for goods and services

GAME "IS IT ALL POSSIBLE TO BUY?"

TV, coffee pot, doll, ball, sun, book, kindness, shoes, wind, skates, friendship, apartment, health, dacha, conscience, dress.

Parts of the coin

NOMINAL

Obverse or "eagle"

Reverse or "tails"

REVERSE

FACIAL

LEGEND

"GRILLE" FROM THE WORD LATTICE

Silver ruble

Petra I

Reverse or "tails"

Edge of the coin

"Herd"

RESEARCH PLAN

Consider a coin. Find the side on which its NOMINAL is indicated, that is, its dignity - 2 rubles, 5 rubles, ... This is negotiable the side of the coin is “REVERSE” or “tails”.
Find the side that has a coat of arms, portrait, or other design. it facial the side of the coin is “AVERS” or “eagle”.
Look closely at the inscriptions on the coin. All inscriptions on the coin are called LEGEND.
Examine the edge of the coin. The edge of the coin is called “GURT”.
Complete the task on the card (1gr.),

№ 3 in a notebook on page 39 (2 gr.)

MONEY

bills coins

Monetary units

RUBLES

DOLLARS

EURO

What does money represent?

What kind of money would you come up with for your class?

Install, as in ancient times, paid for the goods.
Understand, what is barter.
To find out what is buying and selling.
Trace, the sequence of the appearance of money.
Remember, monetary units of foreign countries.
Create your currency.

WORK ON THE TEXTBOOK

On Reception "Insert"

While reading the text, students make notes in the margins:

"V" - already knew;

"+" - new;

"-" - thought differently;

"?" - did not understand, there are questions Call for two ways to exchange.

QUESTIONNAIRE FOR MEASURING THE LEVEL OF KNOWLEDGE AT DIFFERENT STAGES OF THE LESSON

1.How did people in ancient times pay for goods?

2. What is barter?

3. What is buying and selling?

4. What is depicted and painted on coins?

5. Do you know the monetary units of foreign countries?

6. What is the name of the part of the money that is set aside for the future?

7. What is money?

I do not know anything - (-)
Informed, heard - (?)
I know the correct and exact answer - (+)

DETERMINE THE SET AMOUNT

RUB 3

DETERMINE THE SET AMOUNT

RUB 15

DETERMINE THE SET AMOUNT

51 rbl.

DETERMINE THE SET AMOUNT

RUB 600

GRAPHIC DICTANT

(if the statement is correct, put a "+" sign, if it is incorrect - "-")

Direct exchange of some goods for others is savings.
Pay for work - wages.
Money that is saved for the future is savings.
The reverse side of the coin is a edge.
The inscription on the coin is called Legen doy.

Checking: -, +, +, -, +.

SUMMARIZING

Output: money - a special product that can be exchanged for any other goods and services.

-Count your

lesson salary.

SYNQUWINE

Name (1 word) –

Description (2 adjectives) –

Action (3 verbs ) –

Feeling –

The essence (1 word) -

SYNQUWINE

Name (1 word) – money

Description (2 adjectives) - paper, metal

Action (3 verbs ) – buy, sell, exchange

Feeling - Don't have 100 rubles, but have 100 friends.

The essence (1 word) - product

Textbook: read the text p.68 - 71, answer the questions in the "Check yourself" section on p.71.
Workbook: p.39 No. 2.4 (1gr), 1.3 (2gr)

What is money?

Completed by E.A. Gubanova

MOU secondary school № 130, teacher Smirnova T.P.

“Money bewitches people. Because of it, they suffer, they work for it. They come up with the most skillful ways to spend it.

Money is the only commodity that cannot be used otherwise than to get rid of it. They won't feed you, clothe you, give you shelter, or entertain you until you spend or invest them. People will do almost everything for money, and money will do almost everything for people.

Money is a captivating, repetitive, mask-changing enigma. "

What is money?

MONEY - metal and paper signs that are a measure of value in buying and selling, a means of payment and an object of accumulation.

S. Ozhegov's Explanatory Dictionary

The purpose work is to draw up a single, general idea of money, its origin, role in the economy and the life of every person.

The work allows us to consider the question posed from different points of view. Allows you to evaluate the entire

the importance and inevitability of the existence of money.

Origin of money

The origin of money is associated with 7-8 thousand BC, as a means

facilitators of exchange were used - cattle, cigars, shells, stones, pieces of metal.

Money is determined by society itself; all that society recognizes as circulation is money.

The role of money, the standard of all exchanges, always fell to the commodity that was in abundance or for which there was the greatest demand.

Gold and silver money

As social wealth increases, the role of the universal equivalent is assigned to precious metals (silver, gold).

The first gold coins, according to Herodotus, are attributed to the Lydian king Gyges (VII century BC).

The word "coin" first appeared as a title for the goddess Juno in 279 BC. in Rome. The first to depict his profile on the coin was Alexander the Great.

On the territory of our country, the minting of coins, silver and gold, dates back to the time of Prince Vladimir the First (Kievan Rus, late 10th - early 11th centuries).

At the beginning of the 17th century, a single monetary unit, a kopeck, was established in Russia (a horseman with a spear was depicted on the coin), weighing 0.68 grams of silver. In addition, the ruble, poltina, hryvnia, altyn were introduced into the accounting system, although the minting of the silver ruble

became the rule only under Peter I. Gold money - "chervontsy"

appeared in Russia since 1718.

Paper money

The history of the appearance of paper money dates back to the 1st century. BC.

However, the widespread use of paper money began at the end of the 17th century. The transition to paper money circulation has dramatically expanded the scope of commodity exchange. Unlike metal money, paper money is only a sign of value, a representative of gold.

Paper money

In the XX century. the function of money and, in general, the role of gold in the exchange process has undergone significant changes. Ubiquitous

gold has ceased to function:

Nowhere is the value of goods measured in gold:

In no country in the world is gold in circulation;

Gold does not function as a means of payment.

Electronic money

Electronic money first appeared in the 70s. The plastic card is a standard size plate (85.6mm 53.9mm 0.76mm),

made of special, resistant to mechanical and thermal influences, plastic.

One of the main functions of a plastic card is to ensure the identification of the person using it as a subject of the payment system.

Cost measure function.

The first function of money is the function of the measure of value, i.e. their ability to measure the value of all commodities serves as an intermediary in determining prices.

Function of the vehicle

Money was born of trade and emerged as a technical means to facilitate the exchange of goods. As an intermediary in the process of circulation of goods, money serves as a medium of circulation.

Accumulator function.

An amazing property of money as a means of accumulation is its ability to win - or, in any case, to deceive time itself. Indeed, money makes it possible to preserve a part of the profit received for the future, as if to preserve it until it is needed.

Means of payment function.

Money, which serves as a means of payment, appears in a qualitatively new unity. They function, firstly, as a measure of value in determining the price of a commodity; secondly, as an ideal purchasing tool.

The function of world money.

The development of commodity production and the exit of commodity exchange beyond national borders were the material prerequisite for the emergence of this function of money. And if within a separate country not only full-fledged, but also defective money can circulate, then on the world market the signs of value that are obligatory to be accepted within the framework of a separate state become invalid.

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Lesson type. Combined.

The purpose of the lesson: the formation among students of the foundations of economic knowledge about money, the history of their appearance.

Lesson Objectives:

- to acquaint with the new concepts of “barter”, “purchase and sale”, “exchange”, “money”, “price” and some monetary units;
- to develop the speech of students, the ability to highlight the main thing, compare, generalize;
- expand the horizons of children;
- to foster a culture of behavior in the conditions of market relations.

During the lesson, students:

Updating:

- ideas about the peculiarities of commodity-money relations;
- knowledge and ideas about the types of money, their characteristic features, ways of appearing in people;
- ideas about the monetary units of different countries;
- ideas about the functions of money in human life.

Acquire:

- ideas about what money is;
- knowledge that broadens the horizons in the field of commodity-money relations, explaining the relationship between price, value and quantity of goods;
- the ability to establish causal relationships between the emergence and development of monetary circulation;
- the ability to compare the analyzed concepts: “exchange”, “purchase and sale”;
- ideas about the very first funds in Russia.

Fix:

- skills of working in a group, a couple, frontally and individually;
- Ability to work with various sources of information (textual, auditory, visual);
- the ability to generalize information, highlight the main thing, draw conclusions, observe, express your thoughts logically, give examples, argue your point of view and expressing your attitude to the opinion of others, establish relationships, cooperate;
- character traits, such as respect for the opinion, point of view of classmates, thrifty attitude to money, respectful attitude towards those who earn money, rational use of funds received from adults.

Necessary equipment and materials:

- Computers - 11 pcs. (1 for teacher, 10 for students)
- Multimedia projector, screen.
- Presentation "What is money?"
- Electronic test on the studied material of the lesson;
- Russian coins (modern, outdated);
- paper money illustrations (modern and outdated) (Annex 1);
- cards for practical work;
- cards for the game “Let's exchange”;
- The world. Grade 3. Textbook for educational institutions. Part 2. / A.A. Pleshakov. - M .: Education, 2009
- The world. Grade 3. Workbook. Part 2. / A.A. Pleshakov. - M .: Education, 2009

During the classes

I. Organizational moment

(At this point in the lesson, the active greeting method “Say hello with your elbows” is used.)

- Guys, in order to start our lesson of the world around us in a good mood, I suggest you play the game "Say hello to your elbows." You need to stand in a circle, settle for the first-second-third and do the following:
Each “number one” folds his arms behind his head so that the elbows are pointing to the sides.
Each “number two” rests his hands on his hips, spreads his arms to the sides.
Every “number three” bends forward, puts his palms on his knees and puts his elbows out to the sides.

Only 3 minutes are given to complete the task. During this time, you should greet as many classmates as possible.

II. Communication of the topic and purpose of the lesson. Updating students' knowledge

- Guys, in order to determine the topic of our lesson and repeat the material you learned in previous lessons, we will now solve the crossword puzzle. (Presentation 1)

The teacher reads the questions:

1. One of the three pillars of the economy. The extraction of natural resources and the production of goods are based on it. (WORK)

2. He is on the paths in the yard,
The kids really need him,
He's at the construction site and on the beach
It is even melted in glass. (SAND)

3. Rules, laws of housekeeping. (ECONOMY)

4. An integral part of the economy. (INDUSTRY)

5. Work that people do to meet the needs of others. (SERVICES)

6. What industry produces sweets, biscuits, yoghurt? (FOOD)

- What word came out in the highlighted column? (MONEY) (Slide 1)

- Can every word of the crossword puzzle be associated with money? Explain.

- Today, guys, you will find out what money is, when it appeared, what the first money was. (Slide 2)

III. Learning new material

1. Conversation about the life of people without money

- Can any of you now say what money is?

- In order to find out, we will go on a short trip.

- Who is in front of us? (Primitive people) (Slide 3)

- Do you think they had money?

- Of course not.

Primitive people lived in caves, dressed in animal skins, and ate what nature gave them. - Moving in time for thousands of years. People have already learned how to grow the necessary plants, have tamed and domesticated some animals, learned how to forge iron, weave cloth and much more. For every case, craftsmen were needed. Everyone could not grow plants and weave fabrics, sew shoes and forge iron, build houses and sow fields. People had to divide the work among themselves. Some began to hunt, others to raise domestic animals, others to engage in agriculture, and still others to forge iron.

- What happened in such a society? (There is a surplus of manufactured items and the need to have other items at home). (Slide 4)

- What did people start to do?

- They began to exchange various items with each other. Potters changed pots and jugs, blacksmiths - arrowheads, knives, axes. Farmers - grain, vegetable oil; pastoralists - bulls, sheep, wool and leather. The victorious warriors - their captives. (Slide 5)

“But it was very difficult to exchange goods. The value of things and products is different. It depends on how much labor is expended to make this or that thing. For example, one ram could get two axes, four jugs or a cart. (Slides 6-7)

- What else could people exchange?

- And the more different goods appeared, the more difficult it was to exchange them for each other. For example, you need to exchange fish for a cow: first, you need to catch a lot of fish so that the exchange is equal. Secondly, find a person who needs a lot of fish. Thirdly, make sure that the fish does not spoil. There was also a leapfrog with prices. Today a sack of flour can be exchanged for 2 axes, and tomorrow a hungry merchant will give you 3 axes for a sack of flour.

- The exchange of goods for goods is called BARTER.

- What kind of barter do you carry out with each other?

2. Game "Let's exchange"

(At this stage of the lesson, an active method of working on the topic is used).

- Guys, now we will introduce ourselves as residents of ancient Russia. You are divided into 4 groups: merchants, artisans, hunters, peasants. Each of you has cards with images of different objects and a task that you need to bring home from the fair. Try now to exchange your own product for the required one.

(You can make cards in such a way that children can exchange their object for the desired thing only through a double exchange).

Time to complete the task is 3 minutes.

- Did you like the fair of ancient Russia?

- Who was unable to exchange?

- What difficulties did you encounter during the exchange?

- Do you agree with the statement that it was really very difficult to exchange goods?

- What do you think people came up with to make their life easier?

3. The teacher's story about the first money

- To facilitate the exchange, people began to think about which item is most suitable for this. We tried a lot: livestock, furs, pieces of cloth, bird feathers, grain, tobacco, even dried fish. (Slide 9)

- Was that kind of money convenient? (Sheep and bulls had to be kept and fed somewhere, and food spoils from storage.)

- Gradually people realized that money should not be temporary, but permanent. They should not deteriorate during storage and when passing from hand to hand. You need money to be easy to carry with you. It is necessary that they are easily divided into small parts, but at the same time do not lose their value.

- One of the first money was cowry shells from the southern seas. A hole was drilled in the shells and strung on a string like beads, 40 shells each. (Slide 10)

- How were they convenient? (Do not spoil, do not lose sight, easy to carry).

- Comfortable?

- Many decades passed before metal money appeared. But they also differed from modern ones. They were in the form of bars, rings, rods, ingots. (Slide 11)

- What are the advantages of metallic money? (They do not deteriorate, they can be used to pay for any product)

- In Russia, there was an exchange coin - a silver hryvnia (bar). If the item was worth less, then a circle was cut off from the hryvnia. (Slide 12)

- What happened? (RUBLE)

- Under Ivan IV, money was issued, which depicted a horseman with a spear in his hands. What has appeared? (KOPEYKA)

4. Physiotherapy for the eyes (Slide 13)

- Metal money still had an important drawback. Determine which one? (They are heavy and take up a lot of space. It was dangerous and inconvenient for rich merchants who traded with distant countries to carry cargo with them: no matter how they hide, robbers and robbers will immediately find it). People came up with a way out: the gold was transferred to the bank for safekeeping, and instead of it they took paper receipts for gold on the road. This is how paper money appeared for the first time, on which it is written how much gold they are equal to. (Slide 14)

- So, guys, what is money? (A special product that can be exchanged for any other goods and services). (Slide 15)

- Exchange of goods for money is called PURCHASE-SALE.

- How do we know how much money needs to be paid for a particular product? (Each product and each service has its own price). (Slide 16)

- Where do people get their money from?

5. Physics (Slide 17)

Pinocchio stretched
Bent down once, bent down twice.
He spread his arms to the sides,
Coin, apparently not found.
To get us coins
We need to stand on our toes.
Get a coin from the bush,
It is rare to bury them in the field.

IV. Consolidation of the studied material

- Guys, you did a good job on the new topic. And now, I propose to check myself.

1. Practical work in pairs

- You have Russian coins on your table: 1 ruble and 1 kopeck. You need to determine what is depicted and written on them, what are the names of the parts of the coin. Now open the tutorial - p. 70, notebook: p. 39, task number 3 - practical work in pairs.

Text of the textbook: the side with the coat of arms (portrait or other drawing) is the front side. It is called "obverse" or "eagle". The other side is the flip side. It indicates its denomination, that is, the dignity (for example, 1 ruble, 5 rubles). This side is called "reverse" or "tails". The inscription on the coins is called a legend, and the edge of the coin is called "edge"

- Read in the 2nd task, what are the names of the different parts of the coin. Sign the pieces of the coin in the notebook.

2. Individual work

Verification of the studied material in pairs:

- Place the coins in front of you so that you can see the front side. What is it called? Now lay it down so that the other side is visible. What is it called?

What is the denomination on it? And the legend? (Slide 18)

- Consider modern and old money: what is depicted and drawn on it? (2 minutes.) (Annex 1)

- How are money similar and different from different times?

3. Independent work in workbooks

- Open with. 38, task 2.

- Cut out photographs of currency units from the application and paste them. Sign titles.

- What monetary units are used in the USA, in Europe? (Slide 19)

4. Final test on the studied material in the lesson (Presentation 2)

Reflection of activities in the lesson

- Guys, what was the main question in the lesson today?

- And what is money?

- What types of exchanges do you know now?

- How should the money be spent?

- How can you explain the proverb: Not to live with money, but with kind people.

The final reflection of the work in the lesson is carried out using the active method "Fair". Students are asked to imagine what they have spent today at the fair and are asked to answer the following questions:

- Most of all I liked…

- I would buy more of this ...

- I didn't have enough money for ...

- Most of all I bought ...

- The most valuable thing at the fair ...

- I would also like to look into the ranks ...

(At this stage of the lesson, the active method of reflection is used). ( Slide 20)

- Write a mini-essay on the topic "What is money for?"

Used sources and literature:

- Dmitrieva O.I. Maksimova T.V. Lesson development for the course "The World Around": Grade 3: Variety of study topics. Tests, practical tests, etc.: A new set of lessons. Ed. 2nd, revised, add. - M .: Education, 2008

- Arefieva I.P., Lazarev T.V. A piggy bank of active teaching methods. - International Development Institute "EcoPro", 2008