Maths

Grade: 3

Teacher: Kizbikenova A. L.

The date: 26.09

Topic:"Table of multiplication and division of a number by 7"

Goals: to form knowledge about the methods of multiplication and division with the number 7; learn to use the commutative property of multiplication when compiling a multiplication table; consolidate knowledge of the multiplication and division tables for the cases covered; to cultivate the ability to properly allocate time, the ability to make friends, respectful attitude To friends.

Equipment: inscription of numbers, the game "Who is faster", tasks for working on what has been learned, equations

During the classes:

Psychological mood.

Organizing time. Math has arrived

She brought us tasks.

Solve, guess, dare.

A moment of cleansing.7 14 21

70 Characteristics of numbers. (1 student)

What did you notice?

Mathematical dictation. (1 student at the board)

1.2*4=8 6.120:2=60

2.36:6=6 7.0*99=0

3.24:4=6 8.9*6=54

4.100:10=10 9.42:6=7

5.236+64=300 10.18:3=6

Verbal counting.

The game "Who is faster"(they decide along the chain and pass from the last desk along the row)

Introduction of new knowledge.

Let's do a physical. Stand up and when bending, add 7: 7, 14, 21, 28, 35, 42, 49, 56, 63, 70. Then, on the contrary, we squat and count down 7: 70, 63, 56, 49, 42, 35, 28, 21, 14, 7.

Making a multiplication table.(at the board in a chain)

Textbook p. 144-145 #1.

There are 7 units in each jump of the hare. How many units in three, five, eight jumps? Compose and write down 4 columns of the multiplication and division table with the number 7.

Why do you think it is possible to start writing a table with the case 7 * 7?

Primary fastening.

Problem solving with. 145 No. 2 (a, d). Recording the solution at the blackboard on the call of the teacher.

Expression comparison. With. 145 #3. You can rely on the compiled multiplication and division table.

Work on what you have learned.

Problem solving orally. Tasks for students: (optional)

1. Serik has 30 tenge. How many buns can he buy if one bun costs 5 tenge? (30:5=6)

2. Asel bought 2 hairpins for 8 tenge. How much money did she spend? (8*2=16)

3. Alikhan paid 12 tenge for 2 notebooks. What is the price of a notebook? (12:2=6)

A task. With. 145 No. 4 (recording of the decision)

Independent work.

With. 146 #8.

(650+85)-480=255 175+(900-465)=610

500-(609-452)=343 850-(360+185)=305

With. 147 #9(The girl has 2 nuts more)

Equations. x*5=190-150 Individual exercise.

(on the board) a * 4 \u003d 2 * 10 Solve in a column with a check:

120's=6*9 251+23 89-54

b+25=100-40 100+56 215-10

Checking s/r.1

Summarizing. Reflection.

What have you learned? What did you repeat? What did you like? Grading.

Homework.

What should be the d / z in order to master the studied material well?

Learn. tab. smart at 7, p. 108 No. 2, p. 106 #4

7 14 21 70

1. Serik has 30 tenge. How many buns can he buy if one bun costs 5 tenge?

2. Asel bought 2 hairpins for 8 tenge. How much money did she spend?

3. Alikhan paid 12 tenge for 2 notebooks. What is the price of a notebook?

Individual exercise.

Solve in a column with a check:

x*5=190-150

a*4=2*10

120's=6*9

Lesson plan - a document regulating the activities in the lesson: teachers - on the organization of the educational process; students - on mastering knowledge, skills, skills in the subject in accordance with curriculum. Drawing up lesson planning is regulated by the school Regulation on lesson planning, approved by order of the school principal dated April 02, 2010 65

The main tasks of the lesson plan: determining the place of the lesson in the topic being studied; definition of the triune goal of the lesson; selection of the content of the lesson in accordance with the goals and objectives of the lesson; grouping the selected educational material and determining the sequence of its study; selection of teaching methods and forms of organization cognitive activity students aimed at creating conditions for their assimilation of educational material.

The main components of the target lesson plan: setting learning goals for students, both for the entire lesson and for its individual stages; communicative: determining the level of communication between the teacher and the class; meaningful: selection of material for study, consolidation, repetition, independent work, etc.; technological: choice of forms, methods and techniques of teaching; control and evaluation: using the assessment of the student's activities in the lesson to stimulate his activity and development cognitive interest.

Stages of lesson planning: determining the purpose and type of lesson, developing its structure; selection of the optimal content of educational material; highlighting the main material that the student must understand and remember in the lesson; selection of methods of technology, means, teaching methods in accordance with the purpose and type of lesson; the choice of forms of organization of students' activities in the lesson, forms of organization and the optimal amount of their independent work; determining the list of students whose KUN will be checked; thinking through the forms of summing up the lesson, reflection; determining the forms and volume of homework; lesson plan design.

Rules that ensure the successful conduct of the planned lesson: Accounting for individual age and psychological features students of the class, their level of knowledge, as well as the characteristics of all cool team generally. A selection of various learning tasks. Differentiation of educational tasks. Determination of ways to develop the cognitive interest of students. Thinking through the methods of pedagogical technique.

Drawing up a lesson plan Formal part of the abstract: number of the lesson; date and topic of the lesson; the triune purpose of the lesson; equipment. The content of the abstract: a description of the stages of the lesson, the names, sequence and content of which depend on the specific subject.

Traditional list of lesson steps: Review basic knowledge(definition of concepts that need to be activated in the minds of students in order to prepare them for the perception of new material; independent work students, its volume, forms; forms of control over the work of the class, individual students) Assimilation of new knowledge (new concepts and methods of their assimilation; definition of cognitive learning objectives lesson, i.e. what students need to learn and master; independent work and its content; problematic and informational issues; options for solving the problem; options for consolidating the material studied) Formation of skills and abilities (specific skills for practicing; types of oral and written independent work and exercises; ways of "feedback" with students; names of students who will be interviewed) Homework (what to repeat and prepare for the lesson ; creative independent work; volume and timing of homework)

Instruction

Make a lesson plan not so difficult. The main thing is to know its main components. Over the time of writing plan and won't take as much of your time as it did in the beginning. But first it is worth noting that it must necessarily be associated with a calendar-thematic plan approved on methodical association-subjects.

First of all, you need to take a short period of time at the beginning of the lesson to survey students on previously learned learning material, thematically related to the material to be explained. Usually, such a survey takes from 3 to 5 minutes. During the survey, students recall what they have learned, their ability to learn new information rise. The next 20-25 minutes should be spent explaining new topic. Your students will remember the material better if it is accompanied by layouts, diagrams, tables, audio, and examples. It is necessary to evenly allocate time for oral explanation and work with visual aids. This will activate several mechanisms at once, improving its quality. The last 10-15 minutes of the lesson should be left to consolidate the material just passed. In order to make the lesson plan as convenient as possible, sometimes you have to make adjustments to it later. For example, you can increase the time to consolidate the material by including a short five-minute survey. This will allow you to evaluate the quality of students' knowledge and their work.

Which is better: use ready plan Or is it better to make a lesson plan on your own?

In principle, both options are possible. Sometimes it is easier for a novice teacher to use ready-made methodological material. However, over time, most prefer to make a lesson plan on their own and individually. A well-designed lesson plan allows you to rationally use the time of the lesson and significantly increases its effectiveness.

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Sources:

• how to make a plan open lesson in 2019

Planning work as a teacher is a necessary element of his activity. Careful preparation will help the teacher to purposefully and timely solve the tasks facing the training. The source documents for planning are academic plan schools, the program of the course of the subject, calendar and thematic planning and directly the plan of each lesson separately.

Instruction

Plan lesson must have the following elements: subject and ; stages lesson, indicating the time of the event; methods and content of knowledge testing; sequence and methods of studying new material; demonstrations; scroll technical means; tasks and exercises with their solution; .

When making a plan lesson the teacher, first of all, reveals the goals and objectives lesson. In one lesson, not one, but several tasks are usually solved, however, the teacher must identify several main tasks. The tasks specified in the plan are divided into educational, developing, and educating. When staging too a large number tasks from them will not be able to be fully completed and to the end.

Next, the teacher selects the necessary for assimilation factual material studying the textbook, and establishes the scope and content of the material. Here, a popular science and methodical one is selected, which contains material,. All this is necessary for drawing up the structure lesson, breaking it into stages, the distribution of time for each of them.

Before it is necessary to select equipment for demonstration experiments and shows, be sure to check it and scroll through the experience to make sure that all the devices will work and will not let the teacher down at a moment that students love very much. In terms of lesson only a list of equipment names is indicated without specifications.

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Teachers, in addition to directly teaching children, have to make lesson plans. This is done first for better preparation to the presentation of new material or checking the assimilation of the passed. Secondly, according to these plans, along with other indicators, management educational institutions or inspectors from the education authorities judge the level of qualifications of teachers and whether the lessons are appropriate school curriculum.

Instruction

At the very beginning of the plan, clearly indicate what topic the lesson will be devoted to. Try to make sure that it exactly matches the school curriculum. Remember that excessive independence, innovation of the teacher, which goes beyond the approved plans, alas, is not welcomed either by their own leadership or by higher authorities.

Decide on the type of lesson. If it will be given test to check the assimilation of the material covered - indicate this with the obligatory specification of how long it will take (the whole lesson or 30 minutes, etc.) If it is combined lesson(repetition of the material covered and learning new) - break it into parts and indicate at least the approximate duration of each of them.

Don't forget to indicate which study guides, demonstration exhibits, videos and similar materials you will need to successful lesson.

Next item your plan - the connection of the topic you just covered with the one you plan to give to the children in the lesson. it important point. Try to indicate the best way to move from one material to another so that the students are interested and understandable.

Then comes the main part of the lesson. Try to be clear and precise about what you are going to explain to the students. Special attention Focus on how you plan to motivate students to actively discuss new material. Will it be a call to individual students to the board, a survey from the field, participation in demonstration experiments, if we are talking, for example, about physics lessons and or consideration of the biography of some famous person, alternative development of events if a history lesson is planned.