Algebra lesson in 7th grade on the topic “Standard form of number”, meta-subject topic “Giants and Dwarfs”.
Explanatory note.
Meta-subject topic of the lesson "Giants and Dwarfs"Subject topic: "Standard type of number".
Place of the lesson in the course system
Degree with an integer exponent. Fourth lesson - Standard form of number.
Lesson type
Lesson in mastering new knowledge and applying meta-subject and subject knowledge
Strategy for interaction between teacher and students
(passive, active, interactive (circular interaction))
interactive
Forms of work
individual, group, frontal
Lesson Resources
Basic tutorial:Algebra.7th grade: textbook for general education. organizations / [SM. Nikolsky, M.K. Potapov, N.N. Reshetnikov, A.V. Shevkin] – 2nd ed. - M.: Education, 2015.
Screen, Presentation (PowerPoint) “Giants and Dwarfs”, Internet network, projector, laptop, technology map for students 1 and 2. Laundry soap, dish sponge, measuring cup, bottle of clean water, tea bag.
The purpose of the lesson ( for the teacher )
To help students develop a belief in the importance of knowing and using the standard form of number through solving practical problems on the topic “Standard form of number.”
Generated results
Personal
Provide students with value and semantic orientation, as well as orientation in social roles and interpersonal relationships
While working with educational materials students will be able to:
Improve the ability to interact with each other, listen and hear others.
Control the process and result educational activities.
Evaluate the result of your educational activities, interest in studying the topic;
Desire to put your knowledge into practice
Adequately perceive the assessment of the teacher and classmates
Metasubject
Not related to the subject, suitable for any lesson, related to UUD
Ability to navigate the knowledge system.
Formation and development of practical thinking, the ability to apply it in cognitive, communicative, social practice and professional guidance.
The ability to correlate one’s actions with the planned results, to monitor one’s activities in the process of achieving results;
the ability to create generalizations, establish analogies, classify, independently select grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, inference.
Development of motivation to master the culture of active use of dictionaries.
Subject
System Basics
scientific knowledge in a given subject area
During work with text materials, discussion in pairs, with the teacher students will be able to:
Apply acquired early knowledge to solve practical problems;
See the connections between mathematics and other subjects.
Decide physical tasks arithmetic and algebraic methods.
Lesson Objectives (for teacher)
To achieve personal results
Organize and support work in groups;
Develop accuracy when performing tasks, responsibility, and self-confidence;
− increasing research interest, creative activity and involvement of students in learning the topic “Standard form of number in our lives”;
develop skills, together with other children in the group, to find a solution to a problem and evaluate the results obtained. formation of motivation for learning, students’ readiness for self-development and personal self-determination;
creating conditions for the development of cognitive interest in children to study the topic.
To achieve a meta-subject result
Formation of goal-setting skills, monitoring one’s activities, correction and evaluation of results. Development of oral and written communication skills. Formation of skills to work individually and in a group, nurturing a communicative culture of students.
To achieve a substantive result
Learn to write numbers in standard form, consolidate knowledge on this topic.
The students' goal (in the form learning task), formulated at a prognostic level.
I will strengthen my decision skills practical problems using a standard number form;
I will find out where the standard form of numbers is used, I will learn to write numbers in standard form.
System-activity approach, competency-oriented technologies: problem-based dialogue learning, ICT, development technology critical thinking through reading and writing
Methods for diagnosing external and internal educational products of a student.
Diagnostics personal qualities(internal educational product): the results of his educational achievements on the topic (at the beginning of the topic and the end of the topic)
Diagnosis of the student’s external educational product – verbal self-assessment of the student, then verbal assessment by the teacher based on observation of his activities in the lesson.
Ways to evaluate the success of your lesson:
Aftereffect, i.e. transferring knowledge to other lessons, to other areas of science, to life situations.
Formed concepts
Write a number in standard form. Applications of writing numbers in standard form in other areas.
Fundamental educational facilities
The concept of number, converting any number into standard form
The Internet is necessary, most children have the Internet on their phones, warn that the phones are charged, there is a positive balance, the office is equipped with computers, but it is convenient for children to sit compactly to discuss, argue, defend their opinions, and evaluate each other’s work. It is necessary that students give themselves points after each stage in the technological maps. At the end of the lesson a summary is made. The child receives 2 marks - personal and team and an assessment of personal results. A personal mark mainly expresses subject results, a team mark expresses meta-subject results. Assessment is based on complete trust in each other, this fosters honesty, mutual respect, and trust.
By the 7th grade, children are already accustomed to this assessment system. To adjust technological marks student cards The teacher collects at the end of the lesson. The principle of trust but verify
Bibliography
A.V. Mironov “How to build a lesson in accordance with the Federal State Educational Standard” Volgograd “Teacher” 2016
M.P. Nechaeva G.A. Romanova “Interactive technologies in the implementation of Federal State Educational Standards” M. “VAKO” 2016
ME AND. Perelman “Entertaining algebra. Degrees." M. "Olma Media Group" 2013
ME AND. Perelman “Entertaining algebra. Numbers and tricks." M. "Olma Media Group" 2013
Job title:
Place of work:
Contact number:
Radnaeva Zhargalma Rabzhinovna
Mathematic teacher
Municipal educational institution "Verkhne-Ivolginskaya secondary school" of Ivolginsky district
89835349466
Organizing timeTime: 1 min .
1. The teacher welcomes students and controls the preparation of workplaces. The class is divided into 2 groups, comes up with a team name and introduces the team members in an original way.
Students greet the teacher and check the preparation of jobs.
They choose a captain, come up with a team name and introduce themselves.
Living word teachers.
Regulatory: organization of the workplace, its activities
1. Educational tension (challenge and goal setting)
Result of the stage: Clarification of the topic of the lesson.
Time: 3 min .
The teacher organizes the work of students to find the topic of the lesson.
math ring.
1) 1st round Exchange of blows. The 1st team gives out 1 word, in response the second team gives its word. The team that completes the ring wins. In their technological maps, everyone marks their score. 1 word - 1 point. As a result, at the end of the lesson, everyone will have individual and team points.
You should guess what we will talk about in this lesson.
Slide No. 1
I propose to the first team the concept of MEGA. Please explain the meaning of this concept. In what cases is it used?
You can use the Internet.
I propose to the second team the concept of micro.
Please explain the meaning of the concept micro. You can also use the Internet.
Slide No. 2
So the Mega prefix is the number 1000000 = 10 6
So the micro prefix is the number 0.000001= 10 -6
2) 2nd round Parse the words according to their composition (morphemic analysis).
1st command you are given the floor
Megamillionaire
2nd command you have the floor
microwave
3) Round 3 Who is faster?
Now let's compare the two numbers. 1.Which number is greater?
We have found out that there is a big difference between the numbers.
2. How many times is the first number greater than the second?
3.What prefix is used for the number trillion?
I will read you an excerpt from fiction.
4.You must say an excerpt from which work?
6.What does this passage have to do with our lesson?
When he woke up, it was already quite light. He was lying on his back, and the sun was shining directly in his face.
He wanted to rub his eyes, but could not raise his hand; I wanted to sit down, but could not move.
Thin ropes entangled his entire body from his armpits to his knees; arms and legs were tightly tied with a rope net; strings wrapped around each finger. Even his long thick hair was tightly wound on small pegs driven into the ground and intertwined with ropes.
He looked like a fish caught in a net.
7. Find words synonymous with Gulliver-_______, Lilliputians-________
8. State the title of the lesson
Slide 5.
That's right, the meta-subject topic of the lesson: “Giants and Dwarfs.”
9. Why is the topic of our math lesson like this?
1.Mega is a prefix of a word.
2.metropolis - a city with a million inhabitants;
3. megastar – big star.
4.Megapopular
5.Mega Pascal - abbreviated MPa million Pascal.
6.One million;
7. ten to the sixth power,
1. microscope - An optical device with highly magnifying glasses for viewing objects that are indistinguishable to the naked eye.
2. microbe (Greek mikros small, and bios life). A microscopic organism that lives in air or water; Some types of microbes are sources of disease.
3 .Micro
The first part of complex words with meaning. a unit equal to one millionth of the unit named in the second part of the word
Example: microvolt, micro-roentgen, micro-stroke, microdistrict, microorganism.
4. one millionth, one divided by a million.
1. Megamillionaire - mega prefix, million - root, er - suffix, zero ending.
2. microwave micro-prefix, vol-root, ovk-suffix, a- ending.
1.10 6 >10 -6
The first number is greater than the second
2. 10 6 :10 -6 =10 12 a trillion times
3. Tera
4." Gulliver in the Land of Lilliputians"
5. Jonathan Swift
6. The larger number is Gulliver, and the small one is Lilliputian.
7. Gulliver is a giant, Lilliputian is a dwarf.
8. "Giants and Dwarfs"
9.We will talk about large and small numbers.
interactive board, presentation, student technological maps,
Personal:
Regulatory:
Forecasting, anticipation of the result and level of knowledge acquisition, its time characteristics;
Cognitive:
build logical reasoning, inference
modeling - transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or symbolic-symbolic);
Communicative:
organizing and planning educational collaboration with the teacher and peers;
expressing your thoughts with sufficient completeness and accuracy
Ability to consciously use speech means in accordance with the task of communication to express one’s feelings, thoughts and needs to plan and regulate one’s activities; mastery of oral, monologue contextual speech
2. Clarification educational facility(Goal setting).
formulation of the lesson goal by students (in the form of a learning task)
Time: 3 min .
1. The teacher organizes the students’ search work to set goals and action plans. Creates an emotional mood for work.
Slide No. 6
Solve the examples: 1st team is the first example, 2nd team is the second example.
1000000000*2100000000000000=
0,00000000002*0,000000000003=
Slide No. 7
1)1000000000*2100000000000000=10 9 *21*10 14 =21*10 23
2)0,00000000002*0,000000000003= 0,00000000000000000000006 =6*10 -23
Was it convenient to calculate and write down examples?
How can we do calculations if the examples contain a lot of action and all the numbers are either giants or dwarfs?
Yes, that's right.
Slide No. 8
Look at the following examples and draw your own conclusion:
The mass of the Sun in grams is:
1 983 000 000 000 000 000 000 000 000 000 000= 1,983*10 30
The distance to the Andromeda nebula in kilometers is:
95 000 000 000 000 000 000= 9,5*10 18
The thickness of a human hair is 0.00007m=7,0*10 -5
The mass of a gold atom is: 327.02*10 -27 = 3,2702*10 -25
What do you notice in common in the numbers?
Right. A single record of numbers.
What do you think is the subject topic and purpose of our lesson?
A single number record or something else?
Let's open the textbooks on page 155 and find out how you can name the topic of the lesson differently.
What is the purpose of the lesson?
Slide No. 8
Standard type of number.
1. 1000000000*2100000000000000=10 9 *21*10 14 =21*10 23
2 .0,00000000002*0,000000000003= 0,000000000000000000000006=6*10 -23
Inconvenient. Takes up a lot of space. It's hard to remember
Student answers.
There should probably be a general rule.
Numbers are written according to a certain rule.
Standard type of number.
Learn to write numbers in standard form. Perform actions on standard numbers
Technological
lesson card
Personal:
Motivation for learning activities
Self-determination
The ability to express one’s thoughts, listen and engage in dialogue with sufficient completeness and accuracy
Meaning formation The student must ask the question “what meaning does the teaching have for me,” and be able to find an answer to it
Regulatory:
Goal setting The ability to independently determine the purpose of learning
Planning
Cognitive:
Establishing relationships between data and question
structuring your own knowledge
(analysis, comparison);
Communicative:
Ability to organize educational collaboration and joint activities with the teacher and peers;
3. Explanation of the topic. Primary consolidation of the topic.
Time: 9 min .
Let's make an action plan for the lesson.
Come up with a lesson plan.
Slide No. 9
Let's study the topic of the lesson
a) let's get acquainted with the definition
b) Let’s find out how to write a number in standard form?
2. Let’s reinforce the topic of the lesson by solving examples and problems
3. Let's summarize the lesson
4. write it down homework
Assimilation of new knowledge.
Find the definition of the standard form of number in your textbook.
Slide No. 10
Standard view numbersA is called a notation of the form a*10 n , where 1≤a<10,
Let's remember what a significant figure is?
Let's look at the examples in the textbook:
Slide No. 11
273,095=2,73095*10 2
0,0234=2,34*10 -2
Draw conclusions from the examples.
What needs to be done to bring the number to standard form?
To bring a number to standard form, you need to move the comma in it so that it is immediately to the right of the first significant digit, and multiply the resulting number by 10 n , Where nis selected so that the product is equal to the given number.
Slide No. 12
1.Each of you can easily answer the question how old are you, but can you immediately answer the question how many seconds do you need? Count how many seconds you have. And write it down in standard form.
3600*24*365*13=409968000s = 4.09968000s. =4.09968*10 -8 ;
2. Distance Moscow Ulan - Ude along the highway it is 5628 km, and in a straight line - 4419 km. How many times is the distance along the highway greater than the distance in a straight line? Round your answer to tenths.
3. Oscillation frequencymosquito wings 600 Hz, and the period of oscillation of the bumblebee wings is 5 ms. Which insect flaps its wings more in 1 minute when flying and by how much? Write your answer in standard form.
Find on the Internet the meaning of the words period, frequency.
For the first task - 2, for the second - 1 point, for the third - 3 points
Offer a lesson plan. Each group writes down its plan. We draw up a general plan.
Standard type of numberA is called a notation of the form a*10 n , where 1≤a<10,
n-the exponent can be any integer.
The significant digit of a number is its first (from left to right) non-zero digit, as well as all the digits that follow it.
We move the comma in the number two places to the left and increase the exponent by 2.
We move the comma in the number to the right by 2 places and reduce the exponent by two.
1 .3600*24*365*13=409968000s = 4.09968000s. =4.09968*10 -8 ;
2 . 5628:4419 =1,2735 ≈1,3
3. T=1/600Hz=0.0017s (period of mosquito wing flapping)
N To=60s:0.0017s=35294.117
N w=60s:0.005s=12000
35294,117 - 12000=23294,117=2,3294117*10 -4
Routing student, interactive whiteboard, presentation
Personal:
Motivation for learning activities
Regulatory:
Attention control
Correction
Self-esteem.
Maintain the goal of an activity until its result is obtained
Cognitive:
analysis, synthesis, comparison, generalization, the ability to consciously and voluntarily construct a mathematical speech statement in oral form;
Formation and development of environmental thinking, the ability to apply it in cognitive, communicative, social practice and professional guidance.
Modeling
Communicative:
Interaction
4. Resolving the situation
integration and transfer of knowledge to another subject (applied application of knowledge)
Time: 15 min .
Exercise 1 .
I give the first group a sponge and laundry soap, the second group a measuring cup, water, and a tea bag.
Looking at these objects, you must characterize or tell what can be done with the help of these objects as an ecologist, historian, physicist, chemist, mathematician, linguist.
Task 2. for the first group.
Laboratory work.
Sponge and laundry soap.
p=? 1. S 1 =9*5,5=49,5 S 2 =9*6,5=58,5 S 3 =5,5*6,5= 35,75 m=350g =0.35kg
F=0.35*10=3,5; R 1 =0.07 PA;
The pressure of solids depends on the surface area of the faces. Soap has 3 different faces.
Task2. for the second group.
Laboratory work.
A jar of water and a tea bag.
The pressure in a liquid depends on the height of the liquid level. Calculate at different levels.
For each correct answer -1 point
Each group has its own task. They assign roles to who will be an ecologist, who will be a physicist, etc., and everyone prepares their own answer. The opposing team makes a reasonable assessment.
They work on technological maps, fill out the table, and draw conclusions.
Possible answers
Physicist - slight deformation of a sponge, elastic force - easily takes its original shape, Archimedes' law - a sponge floats, can drown, if it takes on water, gravity becomes greater than Archimedes' force, soap and a sponge have a certain shape, volume, mass of soap is 350 g, can be calculated density, both relate to solids, historian - the history of the creation of households. soap, who received the first patent for the production of soap, when and where soap was first used, improvement of soap, segments of the population who could afford to use soap, chemist - color, smell, composition, soap molecules crush dirt molecules, environmentalist - no harm from household soaps for the environment, soap is a natural product, treats the garden against aphids, the sponge is harmful because microbes collect in them, they cannot be used for a long time, it is dangerous to health, when burned, the sponge releases harmful substances into the atmosphere Mathematician - soap is a parallelepiped, has 6 faces, 8 vertices, 12 edges, create a problem: if you reduce the lengths of the edges by 2 times. How many times will the volume of the parallelepiped decrease?
Tea taste, smell, color, history of tea creation, Kyakhta - tea way, tonic drink, diffusion, depends on temperature, price, weight, types, types of tea, kombucha, benefits and harms of tea, properties of water, liquid, has a certain volume , easily changes shape, formula of water -ash 2 o, evaporates, boils, what part of the planet is water, fresh water reserves, about Baikal water, volume is measured with a measuring mug, the capacity of the mug, the capacity of different products is different (rice, sugar, salt, flour , water.)
Student technological map, interactive whiteboard, presentation.
Personal:
Orientation in interpersonal relationships
Apply the rules of business cooperation: compare different points of view; take into account the opinion of another person; show patience and goodwill in disputes, discussions, trust in the interlocutor.
Regulatory:
Maintain the goal of an activity until its result is obtained
Planning
The ability to evaluate the correctness of completing a learning task and one’s own capabilities to solve it;
Cognitive:
Analyze the results of elementary research, record their results;
Use tables, diagrams, models to obtain information
Communicative:
Learning collaboration with teacher and peers
Determine the task of communication and, in accordance with it, select speech means
Group discussion of problems (if necessary)
5. Demonstration of educational products
Time: 8 min .
Students present solved problems and draw conclusions based on the data received. One of the group conducts a self-assessment of his work.
Children's answers.
Document camera, ID, technological maps.
Personal:
the action of moral and ethical assessment (“what is good, what is bad”);
developing a positive attitude towards yourself and the world around you;
Regulatory
Maintain the goal of an activity until its result is obtained
Assess the level of proficiency in one or another educational activity (answer the question “what do I not know and cannot do?”).
Cognitive:
Present prepared information visually and verbally;
Communicative:
Formulate a dialogical statement in accordance with the requirements of speech etiquette.
6. Feedback: diagnostics, control, self- and mutual assessment, formative assessment, reflection
Stage result:
For the teacher: obtaining data for adjusting and/or individualizing training
For the student: self-determination, setting personal and cognitive goals
Time: 5 min .
To summarize the lesson, we will hold a small auction. A lot is offered to you. You say everything you know about this lot. For one correct answer, give yourself 1 point; if your answer is complete, then 2 points.
Slides
Lot No. 1
Standard
Lot No. 2
Index
Lot No. 3
3,006*10 6 ;
Lot No. 4
5621,2*10 8
Lot No. 5
Why do you need to write numbers in standard form?
Teacher: Evaluate your work in class. Calculate your personal points. Maximum score, minimum score. Is there a big difference between the scores? If there is, grade it, put the corresponding points in the technological maps. Calculate the team's total points. Whoever has the most points wins.
Teacher: Everyone gave themselves a grade for the lesson and try to comment on it.
Who does not want to comment, write in the technological map what you liked and what you didn’t like. We hand over technological maps.
Possible answers.
Lot No. 1
According to Ozhegov's dictionary.standard . - something template, cliche, which does not contain anything original or creative.
In mathematics, numbers are written in standard form. In the Russian language, according to the standard, they parse words, sentences, or inflect words by cases, genders, in subjects of the natural and mathematical cycle, basically problems are solved according to the same pattern, i.e. according to the standard. According to the standard, parts are made in factories, furniture in factories, there is a standard for measuring instruments, etc.
Lot No. 2
According to Ozhegov's dictionaryIn mathematics: a numerical or alphabetic expression that shows how many times a number (or quantity) raised to a power is multiplied by itself.
2. - data by which one can judge the development and progress of something, the progress of studies, study indicator, district indicator, school indicator, etc.
Lot No. 3
The number is written in standard form. The exponent is 6, the base is 10, the digit 3, and the following digits are called significant digits, this number is 3006000,
Lot No. 4
This number is written in non-standard form. In standard form it will be like this: 5.6212*10 11 . To write a number in standard form, you need to move the decimal point so that it is to the right of the first significant digit and change the exponent so that the number is equal to the original value,
In this number, move the comma to the left by three places and increase the exponent by 3, the number decreased a thousand times, and the degree increased a thousand times, in the end the number did not change. etc.
Students answer the teacher’s questions in the form of dialogue and conduct a self-assessment of their activities in the lesson as a whole.
The guys are having a dialogue:
– I repeated this in class today...
– Well done, Saran, and I learned in class...
– I’m happy for you, Mergen, and I learned in class..., etc. along the chain.
Students give themselves an assessment and comment on it at will (it is advisable to listen to the assessment of both strong and weak students.)
Personal:
Sensemaking
Moral and ethical orientation
professional self-determination,
Evaluate your own educational activities: your achievements, independence, initiative, responsibility, reasons for failures
Regulatory:
Assessment of educational activities
Correction
Communication
Determine the task of communication and, in accordance with it, select speech means
Setting homework
Time: 1 min .
1. Mandatory level -№606;
2. increased level
3. High level
Students choose the level of the task and write it down in their diaries.
Children's answers
Diary, technological map
Personal:
Moral and ethical orientation
Regulatory
Mastery of the basics of self-control, self-esteem, decision-making and making informed choices in educational and cognitive tasks
Problem solving
Distance Moscow Ulan - Ude along the highway by car is 5628 km, and in a straight line by plane - 4419 km. How many times is the distance along the highway greater than the distance in a straight line?
Each of you can easily answer the question of how old you are, and you can immediately answer the question of how many seconds you are.
3. Oscillation frequencymosquito wings 600 Hz, and the period of oscillation of the bumblebee wings is 5 ms. Which insect flaps its wings more in 1 minute when flying and by how much? Write it down in standard form.
Choose one of the problems and solve it.
Solution:
What was the task? What was the goal, what was to be achieved as a result?
Did you manage to get the result? Found a solution, answer?
Did you do it completely correctly or with a minor error (which one, what)?
Did you cope completely on your own or with help (who helped, with what)?
Practical part.
Resolution of the situation. Exercise 1
As many situations as I named, I received as many points.
Laboratory work
Sponge and laundry soap.
Calculate the pressure of soap on a sponge in different ways. Compare the results. In which case is the pressure greater and by how much? Write the result in standard form.
Conclusion:
The conclusion is incorrect. -0 points.
For defense – 1 point.
Reflection: for participation in the auction for one answer -1 point.
Write what you liked about the lesson and what you didn’t like if you don’t want to speak.
4. Homework:
1. Mandatory level -№606;
2. increased level - At home, find technical data sheets for various devices. Write down the data and create a task. Write answers to problems in standard form.
3. High level - compose problems using data from different fields of science. Write down the data in standard form and perform actions with standard numbers.
Technological lesson map
7th grade student(s)
FI__________________________________________________________
Subject: _________________________________________
group
search for lesson topic
finding the purpose and objectives of the lesson
We give 1 point for each correct answer.
Studying the topic of the lesson.
a) If you find a definition of a standard type of number in a textbook, give it 1 point.
b) If you remember the definition of a significant figure, put 1 point
c) Look at the examples in the textbook and write down the conclusion. If the conclusion coincides in meaning with the correct one, then give -1 point.
Problem solving
1. Distance Moscow Ulan - Ude along the highway by car is 5628 km, and in a straight line by plane - 4419 km. How many times is the distance along the highway greater than the distance in a straight line? Write your answer in standard form.
2. Each of you can easily answer the question of how old you are, and you can immediately answer the question of how many seconds you are. Count how many seconds you have. And write the answer in standard form.
3. Oscillation frequencymosquito wings 600 Hz, and the period of oscillation of the bumblebee wings is 5 ms. Which insect flaps its wings more in 1 minute when flying and by how much? Write your answer in standard form.
Choose one of the problems and solve it.
Solution:
Solved the first problem - put 1 point in the map,
Solved the second problem - put it on the map - 2 points,
If you solved the second problem, put it on the map – 3 points.
Conduct a self-assessment of your work according to plan:
What was the task? What was the goal, what was to be achieved as a result?
Did you manage to get the result? Found a solution, answer?
Did you do it completely correctly or with a minor error (which one, what)?
Did you cope completely on your own or with help (who helped, with what)?
Practical part.
Resolution of the situation.
I earned as many points as I named situations.
Laboratory work.
A jar of water and a tea bag
Calculate the water pressure on a tea bag using different methods. Compare the results. In which case is the pressure greater and by how much? Write the result in standard form.
Conclusion:
Demonstration of educational products:
Prepare a speech plan to defend the task.
Criteria for assessing laboratory work:
The conclusion is correct. The calculations were made correctly -2 points.
The conclusion is correct. Calculations with errors – 1 point.
The conclusion is incorrect. -0 points.
For defense – 1 point.
4. Homework:
Choose one of the homework levels and complete it.
1. Mandatory level -№606;
2. increased level - At home, find technical data sheets for various devices. Write down the data and create a task. Write answers to problems in standard form.
3. High level - compose problems using data from different fields of science. Write down the data in standard form and perform actions with standard numbers.
Lesson plan - "alpha" and "omega" of the teacher's activities. A detailed, detailed plan will help conduct the lesson as effectively as possible, save time and allow you to quickly achieve your goals. A clearly structured lesson structure helps the teacher keep students’ attention throughout the lesson.
Stage 1. Lesson topic
The topic of the lesson is always indicated in the teacher’s annual lesson plan. But in some cases clarification is required. For example, the topic “Biography of A. Pushkin” in 5th grade will differ in volume and coverage of material from the same topic in 9th grade. Therefore, when formulating a topic, clarify the volume of material in advance.
Stage II. Lesson Objectives
Modern methods do not require the division of goals into teaching, educational and developmental. But it is more convenient for young teachers to use the old, proven method and clearly distinguish the objectives of the lesson into three positions:
Educational goals. These could be goals such as:
Give an idea about...;
Summarize and systematize knowledge about....;
Introduce students to (concept, rule, facts, law, etc.)
Develop skills (for example, analysis of lyrical text).
Educational:
To instill in students a sense of patriotism, humanity, hard work, respect for elders, aesthetic taste, ethical standards, and discipline.
Developmental. Here are goals that will help develop students’ memory, imagination, thinking, cognitive skills, will, independence, and communication. If the lesson provides for group work, then you can indicate that the main developmental goal will be to teach how to work in a team, express and defend your point of view, and develop communication skills.
Stage III. Planned tasks
This indicates the minimum knowledge and skills that students should acquire during the lesson. The planned tasks should be compared with the requirements for the knowledge and skills of students, which are designated by the Ministry of Education for each grade and for each subject.
Stage IV. Type and form of the lesson
They may not be indicated in the plan, but each time you should clarify for yourself whether this will be an explanation lesson, a conversation lesson, or whether you are aiming to teach a non-standard lesson.
For convenience, we provide examples of the most common types and forms of lessons.
Types and forms of lessons
1. Lesson on introducing new material.
Forms: conversation, problem lesson, lecture.
2. Lesson to consolidate what has been learned.
Forms: games, competitions, KVN, travel, benefit performance, briefing, auction, fairy tale, briefing, performance, etc.
3. A lesson in applying new knowledge and skills in practice.
Forms: the same as for consolidation lessons. You can also conduct research lessons, laboratories, creative workshops, competitions, testing, excursions, etc.
4. Lesson of generalization and systematization of knowledge.
The form is chosen freely, at the request of the teacher.
5. Test lesson.
Forms: both traditional tests, tests, dictations, essays, and more creative types: seminars, briefings or consultations.
6. Integrated lessons. The forms are free, since 2 or more subjects are involved in one lesson.
Stage V. Equipment
This lists everything the teacher will use during the lesson. These are multimedia presentations, reproductions of paintings, audio and video materials, visual and handout materials.
Stage VI. During the classes
1. Organizational moment- a mandatory stage of all lessons. Helps to concentrate students' attention, determine their composure and readiness for the lesson.
2. Checking homework. Experienced teachers practice checking homework every day. This helps not only to check how well the previous topic has been learned, but also to remind the class of the main points of previous lessons.
Exceptions are control lessons.
3. Updating students’ knowledge on the topic. This stage is not mandatory, but is very popular in teaching methods. Actualization helps students tune in to the perception of the topic and identify the range of issues that will be discussed in the lesson. In addition, actualization makes it possible to set a practical goal for the lesson.
For example, listening to P. Tchaikovsky’s composition “The Seasons” activates imagination and prepares students for the fact that we will talk about the seasons.
4. Announcement of the topic and objectives of the lesson. The teacher himself can define the topics and goals of the lesson. Or you can lead students to this during a preliminary conversation, creating a cluster or mini-test.
5. The main part of the lesson.
This part of the lesson will vary depending on the type and form of the lesson. But the principle of construction is the same: from simple to complex, from general to specific.
6. Summing up. This step is optional. Many teachers replace this stage with reflection. It is important for the teacher to understand what students have learned, what questions remain unclear, and what problems remain unresolved.
7. Grading. This step is self-explanatory. There is only a clarification. Grades can be given by the teacher himself, analyzing and evaluating the work of students in the lesson. Recently, self-assessment or a cumulative points system have become more practiced. In this case, students evaluate their own work.
8. Homework.
Traditionally, this stage is left until the end of the lesson. But homework can be given both at the beginning and in the middle of the lesson. Especially if homework is assigned, for example, writing an essay, an essay, or doing a laboratory test. In this case, the teacher draws attention in advance to the fact that the points developed in class will be important when doing homework.
Modern methodology recommends, in addition to the mandatory task, to offer students options at a more complex level or aimed at developing creative abilities. For example, not just learn a poem, but also create a collage, draw a picture on a topic, or prepare a report or presentation.
Recommendations: Remember that every lesson should contain a “zest”. This could be an interesting fact, a non-standard task, an unusual form of presenting material, an intriguing epigraph - something that will contribute to the interest of students.
Pedagogical science and practice offer a fairly wide range of forms of education that not only contribute to the solid consolidation of knowledge, but also activate the mental activity of students, form practical skills, and instill business qualities that are so necessary in real life. In the last decade, game lessons, quiz lessons, press conference lessons, talk shows, etc. have become extremely popular in schools; university forms of education (lecture, seminar, colloquium) are widely used in high schools. However, the possibilities of a standard forty-five-minute lesson are far from exhausted; it is only necessary to make some adjustments to the educational process. According to A.N. Leontyev, in order to informally learn the material, you need to “not serve out” the teaching, but live it, you need the learning to enter into life, so that it has vital meaning for students.” This is quite possible to achieve if, firstly, you update the topic of the lesson, talk about the events and problems of today; secondly, appeal not only to the mind, but also to the feelings of children; and thirdly, consider the lesson as a link in the student’s continuous activity, using the integration of school subjects of one cycle (for example, the humanities) and various forms of extracurricular activities. Let me give you an example of such work.
Preparing to study V. Veresaev’s story “Competition” in the sixth grade, the children and I began a conversation about what beauty is and what its standards are. Students were asked to bring to class reproductions of paintings, photographs, posters depicting those whom they consider the standard of beauty. Many girls enthusiastically showed posters of Alsou, Britney Spears, Natalia Oreiro, Brad Pitt and other stars of show business and Hollywood cinema. It was all the more surprising and pleasant to see that five or six people in the class considered their own mothers (or older sisters and brothers) to be the standards of beauty.
During the lesson, after the children carefully examined and discussed everything brought, I asked them to write a miniature essay: “Why is (name) the ideal of beauty for me?” We got some pretty interesting answers. Here are a few snippets.
Yana M.:“I consider Vladimir Vysotsky to be the standard of male beauty. Maybe someone will disagree with me, but I often watch old films with his participation, and it seems to me that he is an example of masculinity, reliability and strength. He always has a beautiful expression in his eyes - sad, tired, wise. When he starts talking in his hoarse voice, I feel terribly sorry that he died so early.”
Sasha Sh.:“The ideal of beauty for me is my mother. She is tall, slender, with blue eyes and hair like a doll. She has musical fingers, a ringing laugh, very long eyelashes. Everything about her is perfect, except maybe her character when she gets angry.”
Zhenya S.:“I have a very beautiful sister. She has the appearance of a fashion model, however, she is not as tall as she needs to be, and she will not become a fashion model or fashion model. But she has a very slender figure, bright lips, brown eyes and golden hair (her own, she doesn’t dye it). And she also has a very beautiful smile and straight teeth, not like mine.”
At the end of the lesson, some of the children's essays (at their request) were read out. At the same time, an atmosphere of genuine interest and goodwill towards all storytellers reigned in the class. It is also important to note (and the children did this) that many people value not only physical, but also spiritual attractiveness in their idols. For example, girls who were fans of Alsou proudly reported that this singer does not smoke, does not drink strong alcoholic drinks, works hard, receives a good education and almost never attends fashionable “parties.” This information, gleaned from magazines and newspapers, was no less important for the students than the external parameters of the girl whom they considered their ideal.
The homework was quite unusual. The children had to answer the question whether they consider themselves beautiful. At the same time, the condition was discussed in advance: the “pure truth” is written, but if the student does not want his miniature essay to be read aloud, he puts an “asterisk” (*) on the title page. If he does not mind the violation of confidentiality, then he draws a “plus” (+) with a red or blue felt-tip pen. The results exceeded my expectations. The writings were surprisingly sincere and touching. The children were not afraid to write things about themselves that even an adult very rarely admits to anyone except those closest to them (and maybe doesn’t admit to anyone at all). Here are just a few excerpts from works marked with a “+” sign.
Katya K.:“I'm an ordinary girl. The nose is like a nose, the mouth is like a mouth, arms and legs are in place. Still, in my free time I don’t mind twirling in front of the mirror. I like to try on different outfits (including my mother’s), because I have a good figure. I love making all sorts of intricate hairstyles out of my thick wavy hair. I have unusual oriental eyes, which I don’t know how to touch up yet. But I was lucky with the shape of my fingernails. Here I show my creativity with all my might, I draw everything that comes to mind. This is called “artistic manicure”... My character is quite peaceful. I don't like to gossip and give away other people's secrets. And if I decide to do something, I always try to see it through to the end.”
Vitalik A.:“I am a kind and good person. I have brown eyes, a slightly upturned nose and long legs. I have dark hair, a crew cut. I have big ears to hear everything in class, but for some reason they don’t work. This is who I am.”
Sonya S.:“I don’t like anything about myself. I have an expressionless face. I don't like anything."
Sasha R.:“I have a strong build, my shoulders are broad, and I am tall. My hair is dark, my eyes are big brown... By nature I am a kind, sympathetic person, I have a well-developed sense of responsibility for the assigned work. I have a sense of humor. But I’m not perfect externally and internally, I still need to work hard.”
Lena B.:“I think I have beautiful hair and also eyes. I like my face. I believe that I live up to the Renaissance ideal of beauty. But I'm too fat, my feet are too big, and my hair never combs properly.
The only thing I like about my character is my intelligence. “And I’m very hot-tempered, I have a changeable mood, and I can easily offend a person.”
Natasha I.:“Every person is beautiful and attractive in their own way. It is difficult for me to judge my external beauty, because our physical appearance is given to us from birth and much of it can be improved. My beauty, perhaps, is my calm, balanced character. “What beautiful eyes she has! What amazing jeans!” - these are very dubious compliments. I think we need to get people to say: “What a nice and sweet person she is, what a charming and modest girl.”
At the next lesson, we discussed several student works, after which an art historian from the Kaliningrad Art Gallery spoke to the children. He told what standards of beauty existed in the ancient world, in the Middle Ages, in the 17th and 18th centuries of courtly and gallant centuries, in the era of romanticism, etc. Showing slides (portraiture paintings by Rokotov, Borovikovsky, Bryullov, Kiprensky, Serov), the lecturer clearly showed the students how the idea of beauty has changed over time among people of different countries and social groups. Then the students had the opportunity to get acquainted with the photo album “Russian Beauty in Exile” - and were shocked by how beautiful and spiritual the faces of the women captured in photographs of the first third of the twentieth century were. During the discussion, the children said: “How strange it is that at the beginning of the twentieth century, all fashion models had different faces. And now they are almost the same.” A discussion ensued about whether it is necessary to hold beauty contests at all and what beauty is: compliance with certain standards (for example, 90-60-90) or, on the contrary, originality and “uncommon expression” of the face. Thus, the children naturally approached the discussion of the topic of what beauty is: “Is it a vessel in which there is emptiness, or a fire flickering in the vessel?”
Homework was reading the story “The Competition” and answering the questions: what is the ideal of Beauty for the Twice-Crown? And for the Unicorn? The children were asked to answer these questions in writing (make a table), writing out quotes from the text that support this or that thesis. And finally, in the third lesson, devoted to the study of this topic, the children, working with fragments of the text, during the discussion answered the question: why did not the famous Twice Crowned, but his student, who painted the simple and modest Dawn, win in the competition between two artists? (He showed that every person is beautiful if you look at him with eyes full of love).
The system of lessons and homework is as follows:
1. First hour- lesson-conversation about beauty standards; cool essay-miniature on the topic: “Why... (name) is the ideal of beauty for me?” Homework: a written argument on the topic of whether the student considers himself beautiful.
2. Second hour. Speech development lesson: discussion of children's works; lecture by an art critic. Homework: reading a story, answering questions.
3. Third hour. Lesson-discussion on the text of the work.
Note. In order not to overload children with written homework, the teacher can combine literature homework with Russian language homework. As a result, the story, which had every chance of being misunderstood by sixth-graders (due to the abstractness of the plot and the peculiarities of Veresaev’s creative style), became for them one of the most liked and remembered works in the 6th-grade literature course (this is evidenced by the reader’s questionnaires filled out by children in end of the fourth quarter).
A similar system of lessons can be built when studying other works: Gogol’s story “Portrait” (the problem faced by the artist Chartkov: how to capture beauty on canvas and what it is), the novel “Eugene Onegin” by Pushkin (Tatyana, who “was not distinguished by beauty” his sister), “The Captain’s Daughter” by Pushkin (was Masha Mironova beautiful).
To be successful, a lesson must become a link in the continuous activities of students, and its topic is designed to arouse cognitive interest. Such a system of lessons and homework not only allows students to receive a large amount of information, but also creates an atmosphere of genuine interest in the work being studied, attention and respect for another person. Children feel free, their self-esteem increases, they are emotional and sincere.
The use of relevant material and the interaction of classroom and extracurricular activities make it possible to more fully realize the developmental potential of the educational process and its unit - the lesson; help solve one of the most important tasks of pedagogy - the task of holistic formation of individuality.
Tatiana Ptitsyna
Lesson topic:
Standard type of number. 8th grade
Learning goal of the lesson:
explain the terms “standard form of number”, “number order”;
teach any positive number to be represented in standard form;
using test tasks, check students’ knowledge of the previous topic, as well as consolidation of the new topic;
continue work on self-education, self-control, mutual control,
pay attention to interdisciplinary communication .
Developmental goal:
Continue to develop the ability to highlight the main, essential things in the material being studied, and to generalize the facts studied.
Continue developing logical thinking.
To develop students' cognitive interest in the subject.
Educational goal:
1. Developing the will, the ability to finish what you start, and overcome difficulties.
To form self-assessment of knowledge, a critical attitude towards oneself, creative activity, accuracy, discipline, attention.
Expand your understanding of the world around you.
Lesson type: a lesson in explaining and initially consolidating new knowledge.
Teaching methods: according to the source of acquired knowledge - verbal, practical, visual;
according to the level of cognitive activity - problematic, partially search.
Equipment: route sheet (MR); technical equipment of the lesson - computer, projector for demonstrating presentations, screen. Computer presentation in Microsoft PowerPoint.
DURING THE CLASSES
I. Organization of the beginning of the lesson (7 min)
Good afternoon friends! I'm glad to see you and really want to start working with you. Have a good mood and success! Is everyone ready for the lesson?
Children: Yes!
Teacher: Then go ahead!
Please check that you have handouts on your desk and that you are ready for the lesson.
What topic did we study in the last lesson?
Properties of powers with negative integer exponent.
Blitz survey.ML1slide1
II. Report the topic, purpose and objectives of the lesson (5 min)
– Before starting to study a new topic, complete the tasks on the first page of the route sheet (check on the screen). If you completed the tasks correctly, then you should receive the word - STANDARD.
What is a standard? Where have you come across this word? What does it mean? (SCREEN). Standard in the Encyclopedic Dictionary:
Standard - (from the English standard - norm- sample), in a broad sense words-sample, reference, model, taken as initial ones for comparison with other similar objects. Standard how does the regulatory and technical document establish complex norms, rules, requirements for the object of standardization. Standard Maybe be designed as material items(products, standards, samples of substances), and to standards, rules, requirements in different areas. An education standard is an official document with a list of requirements that must be fulfilled by educational institutions accredited by the state. That is, when they talk about a standard, it is easier for people to imagine what they are talking about. Today we will talk about the standard form of numbers. So, this is the topic of today's lesson. We have decided on the topic, but what goal will we set for ourselves?
Learner's answers:
Which entry is called standard;
Learn to represent a number in standard form;
Where is this number notation used?
Why was such a recording needed?
III. Updating students' knowledge. Preparation for active educational and cognitive activity at the main stage of the lesson (10 min)
In the world around us we encounter very large and very small numbers. We already know how to write large and small numbers using powers. 5.98·10^24 kgEarth: 5.98.10^21 t
– Is it convenient to write numbers in this form? Why? (Take up a lot of space, waste a lot of time, and are difficult to remember.)
– What do you think was the way out of this situation? (Write numbers using powers.)
Write the mass of the Earth using powers of .598 10 25 g. Now write the mass of the hydrogen atom. 17 10 –20 Is it possible to write these numbers differently using powers? Try it! 59.8 10 26, 5.98 10 27; 0.598 10 28 ; 5980 10 24.
17 10 –20 ; 1,7 10 –19 ; 0,17 10 –18 ; 170 10 –21 ;
– All results are correct. But can we talk about standard recording? What should I do? (Agree on a single recording of numbers.)
– Try to discuss with your neighbor what kind of record should be a single, standard one?
– What should be the factor before the power of 10 so that it is convenient to REMEMBER the number and present it?
IV. Learning new knowledge(7 min)
– Please open your textbooks, paragraph 35, page 187, and find the definition of the standard type of number and write it down on the route sheets.
– The standard form of a number is a notation of the form A 10n, where 1 A
Algorithm
Move the comma so that the integer part contains the number A was 1≤a
2. Present 10 as a positive power if the decimal point is moved to the left and as a negative power if the decimal point is moved to the right.
3. Present the number as a ∙ 10 n
What does the order of a number indicate? A large positive order gives an idea of how large it is and a large negative order tells how small the number is. For example: if the order is 3, then this means that 1000≤α
ML3Find the definition of the standard type of number from the textbook and write it down on the route sheet.
What number can be written in standard form?
– In standard form you can write any positive number!!!
Why? (By definition. Since the first factor is a number belonging to the interval from )