Purpose: organization of conditions for the effective construction of non-standard lessons in standard situations of the implementation of the class-lesson system.

Tasks

To master the patterns and principles of organizing a lesson as the main form of education.

Assess the advantages and disadvantages of the classroom-lesson system of education.

Highlight the grounds for typology and structuring of lessons (on examples)

Master the skills of planning and analyzing the lesson.

Understand the distinctive features, possibilities and effectiveness of non-standard lessons (according to the profile of training).

Learn to apply non-standard techniques in traditional lessons.

Plan

Lesson as the main form of education.

Advantages and disadvantages of the classroom-lesson system of education.

Types of lessons, their structure (examples, analysis).

Requirements for the modern lesson.

Lesson planning and analysis.

Non-standard lessons: distinctive features, opportunities, effectiveness.

The use of non-standard techniques in traditional lessons.

Question 1. Lesson as the main form of education.

From the standpoint of the integrity of the educational process, the main organizational form of learning is the lesson. It reflects the advantages of the class-lesson system of education, which, with a massive enrollment of students, ensures organizational clarity and continuity of educational work. It is cost-effective, especially compared to individual training. The teacher's knowledge of the individual characteristics of students and students of each other makes it possible to use the stimulating influence of the classroom team on the learning activities of each student with great effect. The class-lesson system of education, like no other, implies a close connection between compulsory educational and extracurricular (extracurricular) work. Finally, its undeniable advantage is the ability to organically combine frontal, group and individual forms of learning within the lesson.

A lesson is such an organizational form of learning in which the teacher, for a precisely set time, manages the collective cognitive and other activities of a permanent group of students (class), taking into account the characteristics of each of them, using the means and methods of work that create favorable conditions for all students to mastered the basics of the subject being studied directly during the lesson, as well as for the education and development of cognitive abilities and spiritual strength of schoolchildren.

In this definition, one can single out specific features that distinguish a lesson from other organizational forms of education: a permanent group of students, managing the activities of schoolchildren, taking into account the characteristics of each of them, masters the basics of what is being studied directly in the lesson. These signs reflect not only the specifics, but also the essence of the lesson.

Each lesson consists of certain elements (links, stages), which are characterized by different types of activities of the teacher and students in accordance with the structure of the process of mastering knowledge, skills and abilities. These elements can appear in various combinations, thus defining the structure of the lesson, which should be understood as the composition of the elements, their specific sequence and the relationship between them. It can be simple and rather complex, depending on the content of the educational material, on the didactic goal (or goals) of the lesson, the age characteristics of the students and the characteristics of the class as a team. The variety of lesson structures implies a variety of their types.

There is no generally accepted classification of lessons in modern didactics. This is due to a number of circumstances, but above all, the complexity and versatility of the process of interaction between the teacher and students in the classroom. The most developed and used in practice is the classification proposed by B.P. Esipov. Its basis is the leading didactic goal and place of the lesson in the system of lessons and other forms of organization of learning. He highlights:

combined, or mixed, lessons;

lessons on familiarizing students with new material, with the aim of familiarizing students with facts, specific phenomena, or understanding and mastering generalizations;

lessons of consolidation and repetition of knowledge;

lessons that have the main goal of generalizing and systematizing what has been learned;

lessons on developing and consolidating skills and abilities;

lessons of knowledge testing and analysis of test papers.

Algebra lesson in the 7th grade on the topic "Standard type of number", meta-subject topic "Giants and dwarfs".

Explanatory note.

Meta-subject topic of the lesson "Giants and dwarfs"

Subject: "Standard form of number".

The place of the lesson in the course system

Degree with an integer exponent. The fourth lesson is the standard form of a number.

Lesson type

Lesson of assimilation of new knowledge and application of meta-subject and subject knowledge

Teacher-Student Interaction Strategy

(passive, active, interactive (circular interaction))

interactive

Forms of work

individual, group, frontal

Lesson resources

Basic Tutorial:Algebra.7 class: a textbook for general education. organizations / [SEE. Nikolsky, M.K. Potapov, N.N. Reshetnikov, A.V. Shevkin] - 2nd ed. - M.: Education, 2015.

Screen, Presentation (PowerPoint) "Giants and dwarfs", Internet, projector, laptop, technological map for students 1 and 2. Laundry soap, dishwashing sponge, measuring cup, bottle of clean water, tea bag.

The purpose of the lesson ( for the teacher )

To promote the formation of students' convictions in the importance of knowing and applying the standard type of number through solving practical problems on the topic "Standard type of number".

Formed results

Personal

Provide value-semantic orientation of students, as well as orientation in social roles and interpersonal relationships

While working with study materials students will be able to:

Improve the ability to interact with each other, listen and hear others.

Control the process and the result of educational activities.

Evaluate the result of their educational activities, interest in studying the topic;

Desire to put into practice your knowledge

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 orientation.

The ability to correlate their actions with the planned results, to control their activities in the process of achieving the result;

the ability to create generalizations, establish analogies, classify, independently choose the 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

In the course of working with text materials, discussions in pairs, with the teacher students will be able to:

Apply the acquired early knowledge to solving problems of a practical nature;

See the connection between mathematics and other subjects.

Solve physical problems in arithmetic and algebraic ways.

Lesson objectives (for teacher)

To achieve personal results

Organize and supervise group work;

To cultivate accuracy in the performance of tasks, responsibility, self-confidence;

− increasing the research interest, creative activity and involvement of students in the knowledge of the topic "Standard type of number in our life";

to form skills together with other children in the group to find a solution to the problem and evaluate the results. formation of motivation for learning, readiness of students for self-development and personal self-determination;

creation of conditions for the development of cognitive interest in children to study the topic.

To achieve a metasubject result

Formation of goal-setting skills, control of one's activities, correction and evaluation of results. Development of oral and written speech skills. Formation of work skills individually and in a group, education of students' communicative culture.

To achieve the objective result

To teach how to write numbers in a standard form, to consolidate knowledge on this topic.

The goal of the students (in the form of a learning task) is formulated at the prognostic level.

I will consolidate the ability to solve practical problems using a standard type of number;

I will find out where the notation of the standard form of a number is used, I will learn how to write numbers in the standard form.

Pedagogical technologies

System-activity approach, competence-based technologies: problem-based and dialogue learning, ICT, technology for the development of critical thinking through reading and writing

Methods for diagnosing external and internal educational products of a student.

Diagnostics of personal qualities (internal educational product): the results of his educational achievements on the topic (at the beginning of the topic and at the end of the topic)

Diagnosis of the student's external educational product is the student's verbal self-assessment, then the teacher's verbal assessment by observing his activity 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 a life situation.

Formed concepts

Write a number in standard form. Applications of writing a number in a standard form in other areas.

Fundamental educational objects

The concept of a number, the translation of any number into a standard form

Methodological advice

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, evaluate each other's work. It is necessary that students give themselves points after each stage in the technological maps. There is a summary at the end of the lesson. 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. Evaluation is based on complete trust in each other, this brings up honesty, mutual respect, trust.

By the 7th grade, children are already accustomed to such an assessment system. To correct the grades, the teacher collects student flow charts at the end of the lesson. Trust the principle, but verify

Bibliography

A.V. Mironov "How to build a lesson in accordance with GEF" Volgograd "Teacher" 2016

M.P. Nechaeva G.A. Romanova "Interactive technologies in the implementation of the Federal State Educational Standard" 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 the Ivolginsky district

89835349466

Organizing time

Time: 1 min .

1. The teacher welcomes the students, controls the preparation of jobs. The class is divided into 2 groups, comes up with the name of the team and presents the team members in an original way.

Pupils greet the teacher, check the preparation of jobs.

They choose a captain, come up with a team name and introduce themselves.

The living word of the teacher.

Regulatory: organization of the workplace, their activities

1. Educational tension (challenge and goal setting)

The result of the stage: Finding out 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) 1 round Exchange of blows. The 1st team gives out 1 word, in response the second team has its own word. The team that completes the ring wins. In their technological maps, everyone marks their ball. 1 word -1 point. As a result, at the end of the lesson, everyone will have individual and team points.

You must guess what we are going to talk about in this lesson.

Slide #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.

The second team I propose the concept of micro.

Please explain the meaning of micro. You can also use the internet.

Slide #2

So the prefix Mega is the number 1000000 = 10 6

So the prefix micro is the number 0.000001 = 10 -6

2) 2 round Sort the words by 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 two numbers. 1. Which of the numbers is greater?

We 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. How does this passage relate to our lesson?

When he woke up, it was already quite light. He lay on his back, and the sun shone directly in his face.
He wanted to rub his eyes, but he could not raise his hand; I wanted to sit up, but I couldn't move.
Thin ropes entangled his entire body from armpits to knees; arms and legs were tightly tied with a rope net; ropes wrapped around each finger. Even his long, thick hair was tightly wound around small pegs driven into the ground and entwined with ropes.
He looked like a fish caught in a net.

7. Find words synonyms Gulliver-_______, Lilliputians-________

8. Formulate the name of the lesson

Slide 5.

That's right, the meta-subject topic of the lesson: "Giants and dwarfs."

9. And why is the topic of our math lesson like this?

1.Mega is a prefix of some word.

2. metropolis - a city with a million inhabitants;

3. megastar - a big star.

4. Mega popular

5. Mega Pascal - abbr. MPa million Pascal.

6.One million;

7. ten to the sixth power,

1. microscope - An optical instrument 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 living in air or water; certain types of microbes are sources of disease.

3 .Micro

The first part of compound words with meaning. unit equal to one millionth of the unit named in the second part of the word
Example: microvolt, microroentgen, microstroke, microdistrict, microorganism.

4. one millionth, one divided by a million.

1. Megamillionaire mega- prefix, million- root, er- suffix, zero ending.

2. microwave micro prefix, wave - 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 the Lilliputians"

5. Jonathan Swift

6. A larger number is Gulliver, and a small one is a midget.

7. Gulliver is a giant, midget is a dwarf.

8. "Giants and dwarfs"

9. We will talk about large and small numbers.

interactive whiteboard, presentation, student flow charts,

Personal:

Regulatory:

Forecasting the anticipation of the result and the level of assimilation of knowledge, its temporal characteristics;

Cognitive:

build logical reasoning

modeling - the transformation of an object from a sensual form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or sign-symbolic);

Communicative:

organization and planning of educational cooperation with the teacher and peers;

expressing one's thoughts with sufficient completeness and accuracy

The ability to consciously use speech means in accordance with the task of communication to express one's feelings, thoughts and needs for planning and regulating one's activities; possession of oral, monologue contextual speech

2. Clarification of the educational object (Goal setting).

formulation of the goal of the lesson by students (in the form of a learning task)

Time: 3 min .

1. The teacher organizes the search work of students by setting goals and an action plan. Creates an emotional mood for work.

Slide #6

Solve examples: 1st team is the first example, the second team is the second example.

1000000000*2100000000000000=

0,00000000002*0,000000000003=

Slide number 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 there is a lot of action in the examples and all numbers are either giants or dwarfs?

Yes, that's right.

Slide #8

Look at the following examples and make a 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 did you notice in common in the entries of numbers?

Right. Single notation of numbers.

What do you think is the subject matter and purpose of our lesson?

A single record of a number or otherwise?

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 #8

The standard form of a number.

1. 1000000000*2100000000000000=10 9 *21*10 14 =21*10 23

2 .0,00000000002*0,000000000003= 0,000000000000000000000006=6*10 -23

Uncomfortable. Takes up a lot of space. hard to remember

Student responses.

Perhaps there should be a general rule.

Numbers are written according to a certain rule.

The standard form of a number.

Learn to write numbers in standard form. Perform operations on standard numbers

Technological

lesson card

Personal:

Motivation for learning activities

self-determination

Ability to express your thoughts with sufficient completeness and accuracy, listen and engage in dialogue

Meaning formation The student should ask the question “what is the meaning, the meaning of the teaching for me”, and be able to find the answer to it

Regulatory:

Goal setting The ability to independently determine the goal of training

Planning

Cognitive:

Establishing relationships between data and question

structuring your own knowledge

(analysis, comparison);

Communicative:

Ability to organize educational cooperation and joint activities with the teacher and peers;

3. Explanation of the topic. Primary fixation of the topic.

Time: 9 min .

Let's make a plan for the lesson.

Come up with a lesson plan.

Slide #9

Let's study the topic of the lesson

a) look at the definition

b) How to write a number in standard form?

2. Fix the topic of the lesson by solving examples and tasks

3. Summing up the lesson

4. write down your homework

Assimilation of new knowledge.

Find the definition of the standard number form in the textbook.

Slide #10

standard type of numberA is called a record of the form a * 10 n , where 1≤а<10,

Recall what is a significant figure?

Consider the examples in the textbook:

Slide #11

273,095=2,73095*10 2

0,0234=2,34*10 -2

Draw a conclusion from the examples.

What needs to be done to bring the number to the standard form?

To bring a number to standard form, you need to move the comma in it so that it is directly to the right of the first significant digit, and multiply the resulting number by 10 n , Where nis chosen so that the product is equal to the given number.

Slide #12

1. Each of you can easily answer the question how old are you, and to the question how many seconds are you able to immediately answer? Count how many seconds you have. And write in standard form.

3600*24*365*13=409968000s = 4.09968000s =4.09968*10 -8 ;

2. Distance Moscow Ulan - Ude on the highway is 5628 km, and in a straight line - 4419 km. How many times greater is the distance along the track than the distance along the straight line? Round your answer to tenths.

3. Oscillation frequencymosquito wings 600 Hz, and the oscillation period of the bumblebee wings is 5 ms. Which of the insects will make more wing flaps in 1 minute during flight 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 points, for the second - 1 point, for the third - 3 points.

Provide a lesson plan. Each group writes down their plan. We make a general plan.

standard type of numberA is called a record of the form a * 10 n , where 1≤а<10,

nThe 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 following it.

We move the comma in the number two decimal places to the left and increase the exponent by 2.

We move the comma in the number to the right by 2 decimal places, 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 (mosquito wing flapping period)

N To=60s:0.0017s=35294.117

N w=60s:0.005s=12000

35294,117 - 12000=23294,117=2,3294117*10 -4

Technological map of the student, interactive whiteboard, presentation

Personal:

Motivation for learning activities

Regulatory:

Attention control

Correction

Self-esteem.

Keep the goal of the activity until its result is obtained

Cognitive:

analysis, synthesis, comparison, generalization, the ability to consciously and arbitrarily build a mathematical speech statement in oral form;

Formation and development of ecological thinking, the ability to apply it in cognitive, communicative, social practice and professional orientation.

Modeling

Communicative:

Interaction

4. Dealing with the situation

integration and transfer of knowledge to another subject (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, a tea bag.

You, looking at these items, should give a description or tell what can be done with the help of these items 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 facets.

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. calculated at different levels.

For each correct answer -1 point

Each group has its own task. Distribute the roles of who will be an ecologist, who will be a physicist, etc., and everyone prepares his own answer. The opposing team puts a reasonable mark.

They work in technological maps, fill in the table, draw conclusions.

Possible answers

Physics - easy deformation of the sponge, elastic force - easily takes its original shape, Archimedes' law - the sponge floats, can sink if it picks up water, gravity becomes greater than the Archimedes force, soap and sponge have a certain shape, volume, the mass of soap is 350 g, you can calculate density, both refer to solids, the historian is the history of the creation of households. soap, who received the first patent for the production of soap, when and where was soap used for the first time, improvement of soap, segments of the population that could afford to use soap, chemical - color, smell, composition, soap molecules crush dirt molecules, environmentalist - no harm from household soap to the environment, soap is a natural product, the garden is treated from 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 ribs, make up a problem: if you reduce the length of the ribs 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, varieties of tea, kombucha, benefits and harms of tea, properties of water, liquid, has a certain volume , easily changes shape, the formula of water is -ash 2 o, evaporates, boils, what part of the planet is water, fresh water reserves, about Baikal water, measure the volume with a measuring cup, the capacity of the mug, the capacity of different products is different (rice, sugar, salt, flour , water.)

Technological map of the student, interactive whiteboard, presentation.

Personal:

Orientation in interpersonal relationships

Apply the rules of business cooperation: compare different points of view; consider the opinion of another person; show patience and goodwill in a dispute, discussion, trust in the interlocutor.

Regulatory:

Keep the goal of the activity until its result is obtained

Planning

The ability to assess the correctness of the implementation of the educational task, their own ability to solve it;

Cognitive:

Analyze the results of elementary studies, record their results;

Apply 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 come up with solved problems, draw conclusions based on the data obtained. One of the group conducts a self-assessment of their work.

Children's answers.

Document camera, ID, technological cards.

Personal:

the action of moral and ethical evaluation (“what is good, what is bad”);

formation of a positive attitude towards oneself and the world around;

Regulatory

Keep the goal of the activity until its result is obtained

Assess the level of proficiency in one or another educational action (answer the question “what do I not know and cannot do?”).

Cognitive:

Present prepared information in a visual and verbal form;

Communicative:

To issue a dialogical statement in accordance with the requirements of speech etiquette.

6. Feedback: diagnostics, control, self- and mutual evaluation, formative evaluation, reflection

Stage result:

For the teacher: obtaining data for adjusting and / or individualizing training

For a student: self-determination, setting personal and cognitive goals

Time: 5 min .

To summarize the lesson, we will hold a small auction. 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 final, then 2 points.

Slides

Lot No. 1

Standard

Lot #2

Index

Lot #3

3,006*10 6 ;

Lot No. 4

5621,2*10 8

Lot #5

Why do numbers need to be written in standard form?

Teacher: evaluate your work in class. Calculate your personal scores. Maximum score, minimum score. Is there a big difference between scores? If there is, calibrate, put the corresponding scores in the technological maps. Calculate team scores. Whoever has more points, that team won.

Teacher: Everyone put a grade for the lesson for themselves and try to comment on it.

Who does not want to comment, write in the technological map what you liked, what you did not like. Handing over technological cards.

Possible answers.

Lot #1

According to Ozhegov's dictionary.standard . - something stereotyped, stereotyped, containing nothing original, creative.

In mathematics, numbers are written in standard form. In the Russian language, according to the standard, they parse words, sentences, or inflect words according to cases, gender, and subjects of the natural and mathematical cycle. Basically, tasks are solved according to the same pattern, i.e. according to the standard. According to the standard, parts are made in factories, furniture in a factory, there is a standard for measuring instruments, etc.

Lot #2

According to Ozhegov's dictionaryIn mathematics: a numeric or alphabetic expression showing how many times a number (or quantity) raised to a power is multiplied by itself.

2. - data that can be used to judge the development and progress of something about the progress of studies, an indicator of study, an indicator of a district, an indicator of a school, etc.

Lot #3

The number is written in standard form. The exponent is 6, the base of the exponent is 10, the number 3 and the following digits are called significant figures, this number is 3006000,

Lot #4

This number is written in a 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 comma 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, we move the comma to the left by three digits and increase the exponent by 3, the number has decreased a thousand times, and the degree has increased a thousand times, as a result, the number has not changed. etc.

Students answer the teacher's questions in the form of a dialogue, conduct a self-assessment of their activities in the lesson as a whole.

The guys are talking:

– I did it in class today...

– You're doing well, Saran, and I learned in class...

– I'm happy for you, Mergen, and I learned at the lesson ..., 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:

Meaning formation

Moral and ethical orientation

professional identity,

Evaluate your own learning activities: your achievements, independence, initiative, responsibility, reasons for failures

Regulatory:

Evaluation of educational activities

Correction

Communicative

Determine the task of communication and, in accordance with it, select speech means

Setting homework

Time: 1 min .

1. Required level -№606;

2. elevated level

3. High level

Students choose the level of the task, write it down in diaries.

Children's answers

Diary, technological map

Personal:

Moral and ethical orientation

Regulatory

Possession of the basics of self-control, self-assessment, decision-making and the implementation of a conscious choice in an educational and cognitive task

Problem solving

Distance Moscow Ulan - Ude on the highway by car is 5628 km, and in a straight line by plane - 4419 km. How many times greater is the distance along the track than the distance along the straight line?

Each of you can easily answer the question of how old you are, and the question of how many seconds you can immediately answer.

Choose one of the problems and solve.

Solution:

What was the task? What was the goal, what should have been the result?

Were you able to get a result? Found a solution, an answer?

Did you cope completely correctly or with a minor error (what, in what)?

Did you cope completely on your own or with the help of (who helped, in what way)?

Practical part.

Situation solution. Exercise 1

How many situations he named, so many points he received.

Laboratory work

Sponge and laundry soap.

Calculate the pressure of the soap on the sponge in different ways. Compare 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 at the lesson, and what you didn’t like if you don’t want to speak.

4. Homework:

1.Required level -№606;

2. elevated level - At home, find the technical data sheets of various devices. Write out the data and create a task. Answers to problems should be written in standard form.

3. High level - compose tasks using data from different fields of science. Write the data in standard form and perform operations with standard numbers.

Technological map of the lesson

7th grade student(s)

FI__________________________________________________________

Subject: _________________________________________

search for a lesson topic

search for the purpose and objectives of the lesson

Give 1 point for each correct answer.

Studying the topic of the lesson.

a) If you found a definition of the standard type of number in the textbook, put 1 point.

b) If you remembered 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 put -1 point.

Problem solving

1. Distance Moscow Ulan - Ude on the highway by car is 5628 km, and in a straight line by plane - 4419 km. How many times greater is the distance along the track than the distance along the straight line? Write your answer in standard form.

2. Each of you can easily answer the question of how old you are, and the question of how many seconds you can immediately answer. Count how many seconds you have. And write your answer in standard form.

Choose one of the problems and solve.

Solution:

I solved the first problem - put in the map - 1 point,

I solved the second problem - put it in the map - 2 points,

I solved the second problem - put it in the map - 3 points.

Conduct a self-assessment of your work according to the plan:

What was the task? What was the goal, what should have been the result?

Were you able to get a result? Found a solution, an answer?

Did you cope completely correctly or with a minor error (what, in what)?

Did you cope completely on your own or with the help of (who helped, in what way)?

Practical part.

Situation solution.

How many situations he called, so many points he earned.

Laboratory work.

Water jar and tea bag

Calculate the water pressure on the tea bag in different ways. Compare 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 presentation plan to defend the problem.

Criteria for evaluating laboratory work:

The conclusion is correct. Calculations are correct - 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 levels of homework, do it.

1.Required level -№606;

2. elevated level - At home, find the technical data sheets of various devices. Write out the data and create a task. Answers to problems should be written in standard form.

3. High level - compose tasks using data from different fields of science. Write the data in standard form and perform operations with standard numbers.

A good, useful lesson cannot be held without preparation. That is why it is so important to think over its course in advance. The Federal State Standard for Basic General Education emphasizes that the educational process must be organized so that students can achieve general cultural, personal and cognitive results. Therefore, there are several general requirements for how to write a lesson plan.

What is a lesson outline?

Each competent teacher, before conducting a lesson, draws up his outline plan. What does this term mean? Since student times, everyone has become accustomed to the fact that a synopsis is information that has just been listened to in writing. In the teaching world, things are different. The outline (or in other words the lesson plan) is drawn up in advance and serves as a kind of support, a hint for the teacher. This is information gathered together about what the lesson is about, how it is built, what meaning it carries, what its goal is, how this goal is achieved.

Why do you need to plan a lesson?

First of all, the teacher needs a lesson plan. This is especially true for young teachers who, due to lack of experience, may get confused, forget something or not take into account. Of course, if it is carefully thought out in advance how to present information to students, what exercises to consolidate it, work it out, then the process of assimilation will go much faster and better.

Lesson notes are often required to be presented to the head teachers, because this is a direct reflection of how the teacher works, how the teaching methodology meets the school requirements and curriculum. According to the notes, the strengths of the teacher, as well as his methodological errors and shortcomings, are clearly visible.

Primary requirements

It is difficult to come up with general requirements that all lesson plans should meet. After all, a lot depends on the children, their age, level of development, type of lesson and, of course, the subject itself. The lesson plan for the Russian language will be fundamentally different from the lesson plan, for example, for the world around. Therefore, there is no unified unification in pedagogy. But there are several general requirements for how the outline of the lesson should look like:

What else is worth paying attention to?

As a rule, the teacher, when drawing up a lesson plan, needs to think through every little thing. Up to how much time will be spent on the implementation of each of the points of the plan. It is necessary to write down all the remarks said by the teacher, and give them the expected answers of the students. All questions that the teacher is going to ask should also be clearly spelled out. It will not be superfluous to indicate separately what equipment is supposed to work with in the lesson. If some kind of handout is used in the lesson or the teacher shows a presentation, pictures, etc. for clarity, all this should also be attached to the lesson summary in printed and electronic form. The summary should end with a summary and homework.

How to make a summary?

For himself, the teacher can draw up a plan in any form. It can be just notes, individual remarks, suggestions, or a detailed script. Some schematically depict the necessary information. If you want to hand over the abstract for verification to the authorities, then the most common form is in the form of a table. It is very convenient and visual.

An example of compiling a brief outline plan

Brief lesson plan. 5th grade

Item: Russian language.

Subject: adjective.

Lesson type: combined.

The purpose of the lesson: introduce students to the new part of speech.

Main goals:

develop speech skills and abilities;
develop the ability to coordinate words.

Equipment: board, chalk, handouts, tables.

During the classes:

Organizing time;
checking homework;
explanation of new material (reading the rule, working with it, doing exercises to consolidate the material);
repetition of the studied material;
summarizing the lesson, assessing students' knowledge;
homework.

Please note that all points of the course of the lesson must be described in detail by the teacher, down to each cue. In addition, opposite each item you need to write the maximum time that will be allotted for each of them. So there will be no situation that the lesson is coming to an end, but only half of what the teacher planned has been done.

Not all outlines will be the same. The age of the students is very important when we talk about lesson plans. Grade 6, for example, can perceive new information in a standard form. This is when the teacher explains the rule, writes important materials on the board, and then offers a series of activities to practice and consolidate what has been learned. For class 2, this option will be ineffective. For kids, it is customary to introduce new things in a playful way or with the help of visual materials.

Let's give an example of another abstract.

English Lesson Plan, Grade 7

Subject: repetition of the passed grammatical material.

Lesson type: combined.

The purpose of the lesson: to consolidate the acquired skills on the topic of translating sentences from direct speech into indirect speech.

Main goals:

develop communication skills;
develop the ability to work in a team;
to form the ability to highlight the main thing in the studied material.

Equipment: board, chalk, presentation, tape recorder.

During the classes:

Organizing time;
phonetic warm-up;
lexical warm-up;
repetition of the material covered (exercise, independent work, teamwork);
checking homework;
summarizing the lesson;
homework.

As can be seen from this example, the points of the lesson plan do not have a clear location. A standard homework check can be done at the beginning of the lesson, in the middle, or you can even end the lesson like this. For the teacher, the main thing is not to be afraid to experiment, invent and bring something new to each lesson, so that the lesson is interesting and special for children. To make them look forward to it. Depending on which type is chosen, the lesson plan will also depend. Grade 7 (unlike, for example, from younger students) allows you to build a lesson outside the box. Repetition of the studied can be carried out in the form of a game or competition. You can give students the opportunity to show their skills through independent work. The main thing is to understand what type of activity is suitable for a particular class, a particular group of students (you need to take into account both age and overall performance in the class).

Summing up

So let's summarize all of the above. A step-by-step instruction for compiling a lesson plan will look like this:

Subject/class.
Lesson type.
Lesson topic.
Target.
Main goals.
Equipment.
During the classes:

organizational moment, warm-up, etc. (we begin to prescribe in detail the speech of the teacher and students);
checking homework;
introduction of new material, its development;
consolidation of the past, repetition.

8. Summing up.

The stages of the lesson can be arranged in any order, can be supplemented or presented selectively during the lesson.

Do not forget that, first of all, the abstract is needed not by the authorities, not by the head teacher, not by the director and not by the students. It is a working tool and a teacher's assistant. And here it is not a matter of experience and not the ability to experiment on the spot. No one bothers to bring novelty, zest to the lesson. The teacher can joke, give an example from life (and, of course, this should not be written in the abstract). But in any case, there must be a lesson plan. You got 8th grade, 3rd or 11th - it doesn't matter! The class is active or passive, catches on the fly or long explanations are needed - it doesn't matter! Make it a rule - before each lesson, make a plan. It certainly won't be redundant.

Lesson script

Algebra Grade 8

Textbook: Yu.N. Makarychev, N.G. Mindyuk, K. I. Neshkov, S. B. Suvorova.

Teacher: G.P. Khlystova

Lesson type: ONZ

Lesson topic: "Standard form of number"

Basic goals:

1) to form knowledge about the standard form of a number;

2) to form the ability to build algorithms using the example of a recording algorithm in a standard form;

3) to form the ability to apply the algorithm when presenting numbers in a standard form and actions with them;

Equipment.

Demo material:

Ifa ≠ 0 And n is a negative integer, then

Equipment: technical equipment of the lesson - a computer, a projector for demonstrating a presentation, a screen. Computer presentation in Microsoft PowerPoint.

DURING THE CLASSES

I.1. Motivation for learning activities

Hello guys!What topic did you work on in previous lessons? Today in the lesson you will continue to work with the topic “Degree with an integer indicator” and learn something new. Ready to discover new knowledge?

What do you always start with in class? (From oral work.)

What kind of tasks do you do in oral work? (Assignments for repetition.)

What is the purpose of repetition at the beginning of the lesson? (…)

Well done! So what's the next step in the work? (Oral work.)

2. Actualization of knowledge and fixation of difficulties in a trial educational action

Complete the tasks (screen check). If you completed the tasks correctly, then you should receive the word - STANDARD.
What is a standard? Where did you come across this word? What does it mean?
Standard (from English -standard ) A sample, standard, model, with which similar objects, processes are compared, compared. (Universal Encyclopedic Dictionary). That is, when they talk about the standard, it is easier for people to imagine what is at stake

In the world around us, we encounter very large and very small numbers.

– Is it convenient to write numbers in this form? Why?(Take up a lot of space, waste a lot of time, hard to remember.)
What do you think is the way out of this situation?(Write numbers using powers.)

We already know how to write large and small numbers using the degree of a number.

Write down the mass of the Earth using a power of a number in different ways. 598 10 25 d. Now write down the mass of the hydrogen atom. 17 10 –20 d. Is it possible to write these numbers differently using degrees? 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.

Write down the mass of the Earth and the mass of the hydrogen atom in standard form. What is this task for you?

– Who doesn't have an answer? What couldn't?

– Who has the answer? Justify your answer.

3. Identification of the place and cause of the difficulty

– What was the task before you?

− Some failed, others cannot prove. So we have a problem.

− Let's see what it is.

4. Building a project for getting out of a difficulty

What goal will you set for yourself? (Learn how to write numbers in standard form and learn how to use this way)

– Formulate the topic of the lesson.

What tools can you use to learn something new? (You can use a textbook, reference book.)

– Please open your textbooks on page 211

Possible plan:

2) Find the definition of the standard form of a number.

3) Think about what signs have multipliers

in the definition.

4) Conclude what the number can beα .

5) Analyze what a andn .

6) Make an algorithm for writing a number

in standard form

5. Implementation of the constructed project

Arrange correctly the steps of the algorithm that is on each table.

Put in the given numberα comma so that the integer part contains one non-zero digit.

Determine the sign of the exponent of a numbern .

If n > 0 then≥ 10 if n< 0, то 0< < 1 , если n =0, then 1≤ <10 (If the order is positive, then the number is greater than 10, if - negative - the number is less than 1, and if it is zero, then the number is in the range from 1 to 10)

– In standard form, you can write any positive number!!!
Why?(By definition. Because the first factor is a number that belongs to the interval from )