Development of universal learning activities. Working with watch models
MBOU "Voyskovitskaya secondary school No. 2"
Gatchinsky district Leningrad region
Summary of the lesson of mathematics
2nd grade, 1st quarter
program "School of Russia"
Topic: "Hour. Minute »
Teacher: Ulyakova Olga Vasilievna
TOPIC OF THE LESSON “Hour. Minute. »
Target:
Introduce the units of time - hour and minute;
Learn to tell the time by the clock
Lesson objectives:
Improve computational skills, ability to solve problems;
Develop logical thinking, speech, attention, cognitive and mathematical abilities;
Cultivate respect for time;
Show the importance of time orientation as one of the means of self-control;
Develop the ability to work in pairs and the ability to check your own independent work;
To promote the development of the ability to plan their activities;
To expand the knowledge of children about the history of their native city.
Development of universal learning activities:
Subject Results: Introduce students to the units of time: hour, minute; to continue work on the formation of the ability to solve expressions of the form 30 + 5, 35 - 5, 35 - 30; to instill interest in the subject Learn the units of measurement of time "hour, minute"; solve simple and complex problems; develop calligraphic writing of numbers,
Metasubject Results: Learn the units of time "hour, minute"; solve simple and complex problems; develop calligraphic writing of numbers, improve reading skills; to expand children's knowledge about the Connetable - Gatchina's sundial.
Regulatory: Analyze, compare the actions performed and the results obtained.
Communicative: Participate in a dialogue in the lesson, perceive the teacher's explanations and instructions, plan educational cooperation with the teacher and peers, be able to express one's thoughts with sufficient completeness and accuracy, control the behavior of a partner, control oneself and a partner when working in pairs.
Personal: Evaluate the results of the work performed. Develop attention. To cultivate accuracy, the ability to save one's own and other people's time.
Equipment :
Textbook M.I.Moro. Mathematics Grade 2 GEF, M. "Enlightenment", 2014
Mathematical table "Time",
Wall clock, manual and mantel clock, alarm clock.
Cards with numbers "3" and "5"
Clock designs.
Didactic material for independent work.
| 2. Calligraphic minute. |
- Presentation.
- Emoticons
- Electronic physical minute
During the classes
1 slide.
2 slide.
- Read the solution to the problem. Answer.
- Read the solution of expressions.
1) 3 slide.
(October, class, work - children explain spelling)
2) A minute of writing.
3) Mathematical dictation:
Find the sum of numbers 7 and 5;
Find the difference between 14 and 6;
Example cards
IV. Brainstorm.
- 4 slide.
What part of the story are we just watching? ("The Tale of Lost Time")
What do you think we will talk about today at the lesson?
V . Theme announcement:
V . Learning new material
But we're not going anywhere. (watch)
2) 5 slide. "What is the watch for?"
4) Working with watch models.
-
Show a small arrow.
What is it called?
Show big arrow.
What is it called?
8 Slide "Price of a minute"
5) Solving examples in 1 min. 9 slide.
VI. Fizminutka.
He proposes to change the question so that the problem can be solved by the action of addition, two actions.
VIII.
IX. The game "
X.Result (2 min.)
X I. Homework.
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"Summary of the lesson on the topic "Hour. Minute""
EDUCATION DEPARTMENT
SIMFEROPOL REGIONAL STATE ADMINISTRATION
YOUTH COMPREHENSIVE SCHOOL
I- IIISTEPS №1
District methodological association of teachers primary school
"Introduction of GEF in educational process schools"
Methodical development discipline lesson:
Maths
Topic: Minute. Hour.
Designed by:
Primary school teacher of the 1st category
Paramonova Lada Anatolievna
Agrarian settlement -2014
WMC "School of Russia"
Lesson topic: Hour. Minute.
Duration of the training session: 45 min
Lesson type: lesson explaining new material
Tasks of the lesson:
To teach to determine the time by the clock, to acquaint with the units of measurement of time - hour and minute;
Develop computational and problem solving skills.
Planned results:
Subject results: To acquaint students with the units of time: hour, minute; to continue work on the formation of the ability to solve expressions of the form 30 + 5, 35 - 5, 35 -30; continue working on inverse problems; instill interest in the subject. Learn the units of measurement of time "hour, minute"; solve inverse and compound problems; develop calligraphic writing of numbers,
Meta-subject results: Learn the units of time "hour, minute"; solve inverse and compound problems; develop calligraphic writing of numbers, PC skills, reading skills
Personal: Evaluate the results of the work performed. Develop attention, variability of thinking. develop creativity and creative qualities personality. To cultivate frugality, accuracy, the habit of taking care of one's things, saving one's own and other people's time.
Equipment :
Personal Computer, television.
Presentation.
Electronic supplement to Moro's textbook. Mathematics 2 cl. FGOSM., Enlightenment, .20012
Mathematical palette with cards “Hour, minute”, “Addition and subtraction within 100 of the form 45 + 4, 45-5.
Wall clocks, alarm clocks, electronic
Cards with proverbs about time
Emoticons
Electronic physical minute
Textbook, student's workbook.
During the classes
1 slide.
I. Organizing time. Greetings.
2 slide. The bell rang, the lesson began.
II. Checking homework
III. Update basic knowledge
1) 3 slide. Record number, classwork.
Describe the number 11 (Two-digit, including 1 dec and 1 unit)
(October, class, work - children explain spelling)
2) A minute of writing. Write down the number that follows the number 11.
3) Mathematical dictation:
Find the sum of numbers 7 and 5;
1 term 3, second term 8. Find the sum;
Find the difference between 14 and 6;
Reduced 11, subtracted 3. Find the difference;
Write down the number in which 3dec. and 8 units; 9dec. and 9 units.
Example cards
20 + 9 = 97 -7 =
IV. Brainstorm.
1)4 slide. Fragment of the cartoon. (Wizards gather under the clock and check the time. The clock is 8 hours 30 minutes.)
What part of the story are we watching now? ("The Tale of Lost Time")
Question for the most attentive. What time was on the clock when the children ran to school? (On the clock 8 hours 30 minutes)
What do you think we will talk about today at the lesson?
V . Theme announcement:
Today in the lesson we will talk about time and get acquainted with some units of time.
V . Learning new material
1) Riddle: We walk at night, we walk during the day,
But we're not going anywhere. (watch)
Why do people need watches? (speak out)
2) 5 slide. "What is the watch for?"
Did you know that man invented the clock a very long time ago. At first it was a sundial. People drew a round platform in the open air and put a peg in the middle. The sun is walking across the sky; a shadow from a peg is walking across the site. It also shows the time (hours). But such hours could only be used during the day and only in good weather. sunny weather. Then people had to come up with other watches.
Water (used 2,500 years ago. Water was poured into a vessel. When all the water was poured out, the people who watched the clock shouted loudly about it and filled the vessel again. This was done 6 times a day)
Hourglass, which are used in medicine, navigation;
Flower clock (flowers open and close in the morning and evening)
Tower clock. Where is this tower located? (Simferopol, railway station)
And by what clock do the inhabitants of our country check their time? (Chimes)
6 Slide "The main clock of the country"
3) Work with the textbook. 7 Slide “Hour. Minute"
Read the rule on page 30 of the textbook.
Chorus: 1 hour 60 minutes. (I post a poster on the board: 1 hour = 60 minutes) Writing in a notebook.
4) Working with watch models.
- Consider a watch model. (at the teacher)
Show a small arrow.
What is it called?
How far does she travel in 1 hour? (from one big dash to another)
Show big arrow.
What is it called?
How far does she travel in 1 minute? (from one small dash to another)
Show on the clock 8 hours 15 minutes, 11 hours 30 minutes.
Do you think a minute is a lot or a little?
What can be done in 1 minute? (speak out)
8 Slide "Price of a minute"(consider and conclude)
5) Solving examples in 1 min. 9 slide.
VI. Fizminutka.
VII. Problem solving in the textbook.
1st game - 30 min
2nd batch - ?, 10 minutes less
He proposes to change the question so that the problem can be solved by the action of addition, by two actions.
VIII. Demonstration electronic application to Moreau's textbook. Mathematics 2 cl. FGOSM, Enlightenment, 20012 Daily regime.
IX. The game " Daily regime". Name the hours of the day.
X.Result (2 min.)
What did you not know before, but now you know? (speak out)
What did you find interesting?
What work did you do in class?
What units of time are we familiar with?
X I. Homework.
Solve problem number 4, bring to the lesson a model of the clock that we will make today at the labor lesson.
10 slide. Well done!! Thank you for your attention!!!
02.02.15
Grade 11
Poposheva A.Yu.
“A person can recognize his abilities only by trying to apply them.” Seneca the Younger.
Lesson topic: Antiderivative and indefinite integral.
The purpose of the lesson: the formation of knowledge and general educational skills through a system of typical, approximate and multi-level tasks.
Lesson objectives:
Educational: to form and consolidate the concept of antiderivative, to find antiderivative functions different levels.
Developing: to develop the mental activity of students, based on the operations of analysis, comparisons, generalization, systematization.
Educational: to form the worldview of students, to educate from responsibility for the result, a sense of success.
Type of lesson: learning new material.
Teaching aids: epigraph, handout.
Expected learning outcomes: the student must
Know:
definition of derivative
antiderivative is defined ambiguously.
Be able to:
find antiderivative functions in the simplest cases
check whether the antiderivative for a function on a given time interval.
During the classes
I. Organizing moment: Hello! Sit down. Who is absent?
1. Message of the topic, purpose of the lesson, tasks and motivation of educational activities.
On the writing board:
*** Derivative - "produces" into the world new feature. Primitive - the primary image.
2. Actualization of knowledge, systematization of knowledge in comparison.
Differentiation-finding the derivative.
Integration is the restoration of a function by a given derivative.
Introduction to new characters:
* oral exercises: instead of points, put some function that satisfies equality. (See presentation) -individual work.
(at this time, 1 student writes differentiation formulas on the board, 2 students - the rules of differentiation).
self-examination is performed by students. (individual work)
updating students' knowledge.
3. Learning new material.
A) Reciprocal operations in mathematics.
Teacher: in mathematics there are 2 mutually inverse operations in mathematics. Let's take a look at the comparison.
STRAIGHT.
REVERSE.
* squaring.
*extract from square root.
*sine of the angle.
* arcsine of the angle.
*differentiation.
*integration.
B) Reciprocal operations in physics.
Two mutually inverse problems are considered in the mechanics section. Finding the speed according to the given equation of motion of a material point (finding the derivative of the function) and finding the equation for the trajectory of motion using the known formula for speed.
Example 1 page 140 - work with a textbook (individual work).
The process of finding the derivative with respect to a given function is called differentiation, and the inverse operation, i.e. the process of finding a function with respect to a given derivative, is called integration.
C) A definition of antiderivative is introduced.
work with the textbook: read the definition, try to remember, say the definition in pairs. (pair work)
Teacher: in order for the task to become more specific, we need to fix the initial situation.
Tasks for the formation of the ability to find the primitive - work in groups. (see presentation)
Tasks for the formation of the ability to prove that the antiderivative is for a function on given interval- pair work. (see presentation)
4. Primary comprehension and application of what has been learned.
Examples with solutions "Find a mistake" - individual work. (See the presentation)
***perform cross check.
Conclusion: when performing these tasks, it is easy to notice that the antiderivative is determined ambiguously.
5. Setting homework
Read the explanatory text chapter 4 paragraph 20, memorize the definition of 1. primitive, solve No. 20.1 -20.5 (c, d) - a mandatory task for everyone No. 20.6 (b), 20.7 (c, d), 20.8 (b), 20.9 ( b) - 4 examples of choice.
6. Summing up the lesson.
During the frontal survey, together with the students, the results of the lesson are summed up, a conscious understanding of the concept of new material can be in the form of emoticons.
understood everything, managed everything.
partially did not understand (a), did not manage to do everything.
7. Reserve tasks.
In case of early completion by the whole class of the tasks proposed above, to ensure employment and development of the most prepared students, it is also planned to use tasks No. 20.6 (a), 20.7 (a), 20.9 (a)
Figure 4
Attached files
Topic: Units of time. Hour. Minute.
Objectives: to introduce the new value; to form an idea of the units of time - hour and minute; improve computational skills and problem solving skills; develop the ability to observe, compare and draw conclusions.
Equipment: hourglass, electronic, pocket, wrist.
During the classes.
1. Organizational moment.
The long-awaited call is given -
The lesson starts.
Here are the ideas and tasks,
Games, jokes - everything for you.
We wish you good luck-
To work, have a good time!
2.Updating knowledge.
* Logic workout.
The case is strange, the case is rare:
The numbers are in shambles! Here are those on!
Not a single one wants to stand with her neighbor!
The work is not easy, the work is not small:
Make it so that on the sheet
Each figure stood far from the neighbors.
The numbers from 1 to 8 are placed in circles so that no number can be connected by a straight line from circle to circle with its neighbors in an ordinal row. Two figures have already been set.
Find the sum of all numbers in a circle (7+4+6+2+5+3=27)
Find the sum of the numbers along the vertical.
Find the sum of the numbers horizontally.
Which of the resulting sums can be replaced by the sum of the bit terms?
What figure will turn out if you mentally connect the numbers:
3,7,4.8,3 (quadrilateral)
3,7,4,6,2,5,3 (hexagon)
5,1,6,5 (triangle)
2.Individual work on cards.
*. Verbal counting.
Count, show the answers with a fan.
* The sum of numbers 5 and 6 is reduced by 8 (3)
*Add 4 (12) to the difference between the numbers 13 and 5
*From 12 subtract the difference between the numbers 14 and 7 (5)
*To 20 add the difference between the numbers 11 and 6 (25)
*From 48 subtract the sum of the numbers 20 and 20 (8)
3.Self-determination to activity.
Name the quantities you know. (length, mass, volume)
Connect each quantity with the units in which it is measured.
UNITS OF MEASUREMENT
Length centimeter
Volume hour
Meter
Liter
Minute
Decimeter
Millimeter
What units of measurement are left? (hour, minute)
What are they measuring? (time)
Formulate the topic of the lesson.
4. Work on the topic.
* Acquaintance with units of time.
Look, the Mathematician is visiting us again. What did he bring us? (alarm)
And another piece of paper. Let's read what is written here.
Two sisters next to each other
They run circle after circle.
Shorty just one time
The one above, every hour.
What is it about? (about clock hands)
What's the little guy running around in circles? (hour hand)
Why does her sister, who is taller, run faster? (this is the minute hand)
How does the hour hand move? (from one number to another, from one big dash to another big dash)
What happens to the minute hand? How is she moving? (from one small dash to another small dash)
How many little dashes are there? Count. (60)
What is the distance from one small dash to another small dash called? (minute)
And the whole circle that she goes through? (hour)
So how many minutes are there in an hour?
Writing on the board, and children in notebooks. 1 h= 60 min
* Work on the textbook.
Open the textbook on p.31 Check if you answered the questions Math correctly?
How many minutes in an hour?
How does the hour hand move? What about a minute?
Reading the rule on p.31.
5.Practical work, familiarity with the varieties of watches.
Watches were not always the way we are used to seeing them now.
Who knows which clock existed before? (water, sand, solar, fire) ICT
Sand is poured from one compartment to another in exactly 1 minute. Let's check to what number you can count in 1 minute.
Measuring time with an hourglass was inconvenient, because they often had to be turned over. But the hourglass is still used today. Who knows where?
There are also Digital Watch. They themselves show the time in numbers. And we worked on a mechanical watch.
Who knows where the most famous mechanical watches are located? (On one of the towers of the Kremlin - on the Spasskaya Tower.)
Show the hour hand on the watch model.
Show minute.
Set the minute to 12 and the hour to 1. What time does the clock show? (1 hour)
Go around 1 circle with the minute hand. How much time has passed? (1 hour)
What number will the hour hand point to? (2)
Place the minute hand on the number 1. How long has it been? (5 minutes)
Name the time. (2 hours 5 minutes)
The minute hand is on the number 2. How many minutes is this? (10min)
Move the minute hand another 5 minutes. What number did you put the arrow on? (3)
*#2 page 31 orally
A poem about the meaning of time. (the student reads the passage and shows the time on the watch model) ICT
6. Fizminutka.
ICT
7. Fixing.
Task 3 p.31
What are the parts of the task? Find a condition. What is the question of the task? Change the question so that the problem is solved in 2 steps.
A brief record of the problem on the board. 1 student at the blackboard, and the rest on their own. Examination.
Give an answer to the problem.
What other options for the question can be? (How many minutes was the second game shorter than the first. How many minutes was the first game longer than the second?)
No. 5 independently with further verification according to the model on the board.
Task 4. Read the task (in chorus, and then 1 student)
Analysis of the task and writing a short note.
Those who know how to decide decide on their own, while the rest receive individual assistance.
Make the reverse of this problem. If you have time, write it down and decide.
8. Bottom line.
What new did you learn in the lesson?
What did you learn?
9.D/Z : r.t.
Public lesson
mathematics
in 2 "B" class
Topic: Units of time.
Hour. Minute.
Teacher: Dzobaeva I.V.
Vladikavkaz 2013
Abstract of a mathematics lesson on the topic: “Hour, minute. Determination of time by hours "
Place of the lesson in the topic: No. 5 in the topic "Numbers from 1 to 100. Addition and subtraction."
Goals:
1. Form an idea about the units of time (hour, minute), the relationship between them, learn to determine the time by the clock.
2. Develop the ability to navigate in time, evaluate the work of yourself and your comrades.
3. Cultivate respect for each other while working in pairs.
Lesson type: combined lesson.
Technology: technology elements of problem-based and student-centered learning, the use of ICT.
Teaching methods: verbal, demonstration, practical, posing a problem question, exercises.
Form: frontal, individual, pair.
Teaching aids: textbook, notebook, text "It's interesting", cards with expressions for counting; dial model, teacher presentation.
Lesson map
Teacher activity Student activity UUD Note
1. Organizational stage
Checking the readiness of students for the lesson, how comfortable students feel, the readiness of the workplace, creates a situation of success
Well, check it out buddy
Are you ready to start the lesson?
Is everything in place, is everything in order,
Pen, book and notebook?
Is everyone seated correctly?
Is everyone watching closely?
Everyone wants to receive
Only a rating of "5".
We wish everyone good luck -
To work, have a good time!
Students are ready for lesson 2. Setting the goal and objectives of the lesson. Motivation of educational activity of students.
Problem statement
- Today at the lesson we will open a new knowledge. And what? This suggestion will help us. Something must have happened to him strong wind, all the words are mixed up, look carefully, try to put the words in their places.
Business before pleasure. (hour, business -, time, fun -, a).
- Well done! This is a proverb. How do you understand this proverb?
Guess the riddle
What always goes, But does not leave the place?
Target setting
- What are we going to talk about in class?
- What are we going to study?. Students correct the sentence, explain the meaning of the proverb.
Solve the riddle. (Watch)
-About the time. About hours.
- Determine the time by the clock. Cognitive UUD
- draw conclusions based on the generalization of inferences.
Regulatory UUD:
We develop skills:
formulate the objectives of the lesson
preliminary discussion;
Slide
Slide
Slide
3. Updating knowledge
Verbal counting
Task 1
The length of a rose petal is 6 cm, and that of a tulip is 8 cm. How many cm is a tulip petal longer than a rose petal?
Task 2
We bought 7 kg of cucumbers for a salad, and 3 kg less tomatoes. How many kg does the whole purchase weigh?
Task 3
There were 15 liters of milk in the can, when cottage cheese was prepared from part of the milk, 8 liters remained in the can. How many liters of milk did it take to make cottage cheese?
What is measured in cm, dm, m, km? What device?
What is measured in kg? What device?
What is measured in liters?
Students raise (teacher's clap) the answer to the problem on a digital fan. and explain the solution to the problem.
Students answer the teacher's questions
-Length. Ruler.
-Mass. scales
-Volume.
Cognitive UUD
We develop skills:
navigate in their knowledge system: independently assume what information is needed to solve a learning problem in one step.
Slide
Slide
Slide
4. Primary assimilation of new knowledge
-Remember the proverb that we collected at the beginning of the lesson.
What instrument is used to measure time?
- Do you know how the clock was invented, and what did the first watch look like? I offer you an informative text. He lies on your desk. Read it and then you can answer my questions. (Application.).
- So, what clock was the first?
- Why did people refuse these watches?
- What clock appeared later?
- Well done, read carefully.
- Listen to the following riddle.
Two sisters one after another Run circle after circle. Shorty only once, The one above - every hour.
- What is the riddle about? If the children find it difficult, hint (Slide) Let's look at the watch model. - And where is this watch?
- What does the clock look like?
- The numbers on the clock are called the dial
It uses two arrows: a small
- What is the name of it?. - And what is the name of the big one?
- The time for which the long hand of the clock travels the distance from one small dash to another is called?
- Let's count on your models, how many small dashes from one number to another?
- Let's calculate how many minutes it will take the big arrow to complete the path around the circle?
(I show on the layout and count in 5.)
- And how many of these lines? The time it takes for the minute hand to complete a circle is called an hour.
– How much distance will the small arrow cover at this time?
– So what conclusion can we draw, remembering what we just talked about?
. Working with Moro's textbook.
- And now let's check the textbook for the correctness of our conclusion, page 27. Read the rule to yourself.
Did we draw the right conclusion?
Read the rule in the textbook aloud.
-Write down in your notebooks the number, classwork and conclusion from the textbook.
-Business before pleasure.
-Hours.
Students read the text "This is interesting"
-solar
- At night, in cloudy weather, it is difficult or not visible at all
- Water and sand
-Hourly.
-Minute
Student work with watch models
- On the Spasskaya Tower
-They have arrows and numbers
--Minute
-minute
-5
Students on the layout move the arrows and count in 5
-60
-1 hour
– In one hour – 60 minutes
Reconciliation by students of their conclusion with the standard in the textbook.
- Yes, correct.
Students write in notebooks: 1 hour = 60 minutes
Cognitive UUD
We develop skills:
acquire new knowledge: extract the information presented in different forms(text, table, diagram, illustration, etc.).
- draw conclusions based on the generalization of inferences Slide
Slide
5. Initial check of understanding
Training exercises
a) Set the hands of the clock to the given time
- In front of you is a watch model. Show on the clock by moving the hands:
- 4 hours
- 6 hours 30 minutes
- 8 hours 15 minutes (or 15 minutes past nine)
- 2 hours 45 minutes (fifteen minutes to three)
b) Determination of time by the clock; (slides)
c) work according to the textbook: task No. 3 p. 27
Students work in pairs with watch models
(shown by moving the hands on watch models)
Students respond orally
- One student at the blackboard, the rest in notebooks. Communicative UDD
- to convey one's position to others: to express one's point of view and try to substantiate it, giving arguments;
– listen to others, try to take a different point of view, be ready to change
your point of view;
Personal: - adhere to ethical standards of communication and cooperation when joint work over the learning task;
Slides
6.Primary fastening
-I will show the time on the watch model, and you write it down in a notebook.
"It is interesting"
- I think guys, it will be interesting for you to know what can be done in 1 minute:
In 1 minute in our country they release:
1 tractor 4 cars 12 TVs 1500 pairs of shoes
- A minute is a short time. When we talk about something light work, they say: "A minute's business."
- For doctors, this is a saved life, for scientists, the discovery of a new one, and firefighters and sappers have a completely different attitude to minutes.
- Now let's see how many examples you can solve in 1 minute. You have cards with examples, on my command you start everything at the same time, and the hourglass will show us the time. You will sign your work, and I will then check and evaluate them. -All students write in a notebook, and 1 student at the blackboard and everyone checks with the standard (writing on the blackboard).
Students solve examples on cards Cognitive UUD
We develop skills:
navigate in their knowledge system: independently assume what information is needed to solve a learning problem in one step.
- process the received information: compare and group mathematical facts and objects.
- draw conclusions based on the generalization of inferences.
Slide
7. Information about homework, briefing on its implementation
- Write down your homework:
p.31 No. 4, No. 5. For task No. 4, compose two inverse ones, remember how to compose them? (For weak students, a support card).
Write down homework.
-Take for the unknown what was known or what we found. 8. Reflection (summing up the lesson)
- Well done: (I list the names of the guys who managed the most).
- A minute is not at all a small unit of time, if used wisely. Summarize.
- Guys, with what proverb did we start the lesson?
- What did you study?
- Where do we need a new skill?
-
In what mood will you leave the lesson? Draw the sun if you think that everything worked out for you, the sun with a cloud, if you think that some moments of the lesson were incomprehensible to you, and a cloud if you did not understand anything.
-Business before pleasure.
- Determine the time by the clock.
-. The departure of trains, the departure of planes, the start of the working day, classes in schools, sports competitions and television broadcasts - all this happens at a precisely appointed hour.
Draw on reverse side example cards. Regulatory UUD:
in dialogue with the teacher and other students, learn to develop evaluation criteria and determine the degree of success in the performance of their work and the work of everyone, based on the existing criteria.
