Decimal fractions on the coordinate beam. Topic: An image of ordinary fractions and mixed numbers on the coordinate beam

Name of the institution GU "Average secondary school

gymnasia№9 "

Position Teacher Mathematics

Work experience 8 years

Subject mathematics

Theme image ordinary fractions and mixed numbers

on the coordinate beam.

Topic: An image of ordinary fractions and mixed numbers on the coordinate beam.

Purpose:

1. educational: summarize, systematize the knowledge and skills of students on this topic; form subject and mathematical functional literacy;

2. developing: develop memory, logical thinking, attention and mathematical speech;

3. educated: Develop the skills of joint activity, a sense of collectivism, the ability to listen to comrades, work in the group.

Type of lesson: Fastening learned knowledge.

Equipment lesson: 16 laptops, an interactive board.

We need a fraction of all sorts,

We have different fractions are important.

Digitly study them

And luck will come to you.

Kohl Fruit Let you know

And the exact meaning to understand them

That will be easy

Even difficult task.

During the classes

I.Organizing time. Psychological classes. (1 min.)

Guys, I smile you, you smile. It is said that a smile and good mood Always helps to cope with any task and achieve good results.

We will try to check this remarkable rule in today's lesson.

II.Fastening a new topic(Check the theory studied at the previous lesson):

1) Oral survey. (7 min.)

1. What is called a coordinate beam?

(The beam with a given single segment is called coordinate beam.)

2. What is a single segment?

(Segment whose length is accepted per unit is called single segment.)

3. What do they call the coordinate point?

(The number corresponding to the point of the coordinate beam is called coordinate this point.)

4. What numbers can be depicted on a coordinate beam?

(On the coordinate beam can be depicted integers, the number of o, ordinary fractions and mixed numbers.)

5. How to portray the correct ordinary fraction on the coordinate beam?

A.Split a single segment to an equal number of parts corresponding to the number in the denomoter denomoter.

B.From the beginning of reference to postpone the number of equal parts corresponding to the number in the fractional numerator.

6. At what intervals are the correct and incorrect fractions?(The correct fractions are depicted by points on the gap from 0 to 1, and the wrong fraraty is of the right to 1 or coinciding with it.)

2) Perform tasks. (5 minutes.)

1. Children from each group paint the number of squares,

corresponding to each fraction on an interactive board.

Determine the greatest and smallest fraction ..

2. (The drawing of the job is made on the board. Explain why? (5 minutes.) (NOC).

3. Interactive simulator (10 min.)

Now go and sit for laptops. Open an interactive simulator.

https://pandia.ru/text/80/343/images/image004_29.jpg "Align \u003d" Left "width \u003d" 225 "height \u003d" 67 src \u003d "\u003e on the coordinate ray of the hatching site highlighted. Find out which of numbers recorded in the table will be depicted by points in this area. Clamp in the bottom line of the table if the number falls on the highlighted area of \u200b\u200bthe beam.

6. The task is performed by children on an interactive whiteboard (optional).

(5 minutes.)

7. Homework (children get on cards - individually)

7. Summing up lesson. Estimation. (2 minutes.)

Children for each correct answer get emoticons and attach to a sheet of achievements. Then they are attached to a magnetic board, where the result of the work is visible. The teacher sets the mark.

8. Reflection (2 min.)

What did you like more in the lesson?

What difficulties do you have?

How did you overcome them?

What mood we finish the lesson?

I ask you with the help of various stickers to estimate:

learned - green sticker,

help required - blue sticker,

did not worry - a pink sticker.

Lesson plan

date

Capesova A.A.

Class: 5.

Participated: everyone

Did not participate: 0

Theme lesson:

An image of ordinary fractions and mixed numbers on the coordinate beam

Training goals achieved in this lesson (reference to the curriculum)

5.5. 2 .3

coordinateordinarye fractions, mixed numbers;

The purpose of the lesson:

Build a coordinate beam and choose an optimal single segment;

Picture ordinary fractions on the coordinate beam.

Evaluation criteria

Pictures ordinary fractions on the coordinate beam.

Builds the coordinate beam and selects a single segment;

Language objectives

part, beam, single segment, correct fraction, irregular fraction

Education of values

M. әngilіk ate: society of universal labor.

Intergovernmental communications

Artistic work. economy

Previous knowledge

Know the concept of the beam;

Can build a coordinate beam, choose a single segment;

Can be marked natural numbers on the coordinate beam;

During the classes:

Organizing time.

To create a psychological atmosphere, he holds the game "I like in you"

Children take each other by hands and smile, call good qualities of their classmates.

Combining into groups

"Magic Pouch"

Students from the bag get candy and sit in groups of candies.

Actualization of knowledge.

Exercise 1.

Oral work.

Work in pairs.

What are the elements of the fraction standing above the line, under the line?

What action can be replaced by a fractional line?

What part of the figure is painted?

Determine what part of the figure is painted gray. Give several answer options.

Students work in a pair are then discussed in the group what is happening with the teacher.

Descriptors:

Calls the elements of the fraci

Understands that it shows the denominator and the numerator of the fraction;

Knows the main property of the fraction

Feedback: pupil - student, student - teacher.

Candy

Handout

Cards

Answers are shown by the teacher (interactive board)

interactive board

Middle lesson

Exit on the topic:

Guys are already known how natural numbers are depicted on the coordinate direct.

Is it possible to depict ordinary fractions on the coordinate direct? (Pupil Answer)

The teacher voiced the topic of the lesson "An image of ordinary fractions on the coordinate beam ».

Distributes the finished material, where students in the group are studying.

Definition. The number corresponding to the point of the coordinate beam is called the coordinate of this point.

To portray the correct fraction on the coordinate ray.

Split a single segment to an equal number of parts corresponding to the number in the denominator.

From the beginning of reference to postpone the number of equal parts corresponding to the number in the fractional numerator.

Sample: To portray a fraction on the coordinate beam, you need to divide a single segment to 9 equal parts and count 5 such parts.

About A.

0 1 H.

Task 2. . "Check yourself"

Mount the flashing point on the coordinate beam.

- Find the coordinates of the points

Descriptors:

Understands what the denominator of the fraction will mean;

Understands what the numerator of the fraction means;

Notes on the coordinate direct corresponding point;

Records its coordinate.

Feedback: "Traffic light"

Students show cards depending on the correctness of the answer:

Green color- Agree, right;

Yellow color - I doubt, there is a question;

Red color- do not agree, wrong

Fizminutka:

Once - bend, get risen

Two - burn, turn

Three three cotton bush

Head three nodies

Four hands wider

Five, six - sit quietly

Seven eight laziness throw.

Task 3.

Method "Jicks".

Position the point A () on the coordinate ray; IN(); FROM().

Draw a coordinate beam, take a section with a length of 1 cm for a single segment. Mark on it:

Point A (6). Set the right and to the left of it segments equal to 2 single segments. Record the coordinates of the points received.

Draw a coordinate beam, take 20 cells of the notebook for a single segment. Mark on it points with coordinates :; What numbers are depicted by the same point.

Descriptors:

Knows how to build a coordinate beam

Knows how to choose a single segment;

Knows how to record the coordinates of the points obtained

Performs a reduction of fractions

Found equal fractions.

Students evaluate the solution with the help sheet of answers

Feedback:

Green-faith

Yellow - need to refine (there are errors)

Red - not right

An inteese board.

Aktivstudio.

List of answers

Stickers (green, yellow, red)

End of the lesson

Lesson's activity reflection

At the lesson, I worked active / passively

I am satisfied with your work / unhappy

The lesson for me seemed short / long

For a lesson, I'm not tired / tired

My mood has become better / became worse

The lesson material was clear to me / incomprehensible

Useful / useless

Interesting / uninteresting

I know …….

I can…….

I need to learn ....

Homework.

differentiated tasks (students themselves choose tasks from the level of complexity).

Cards

With differentiation

tasks

Diffensed tasks cards

Evaluation - how do you plan to check the level of learning the material by students?

F.O. Corporative, competence

« thumb up or down ", fizminutka, traffic light,

Health and Compliance Property

security

Fizminutka, TB rules when working with an interactive board

The number consisting of an integer part and fractional part is called a mixed number.
In order for the wrong shot to imagine in the form of a mixed number, it is necessary to divide the fluster numerator to the denomoter, then the incomplete private will be whole part Mixed number, the residue is a fractional part with a numerator, and the denominator will remain the same.
To present a mixed number as an incorrect fraction, you need to multiply a whole part of the mixed number to the denominator, to add a fractional parts numerator to the resulting result and write in the numerator of the wrong fraction, and the denominator leave the same.

The fractional part means the sign of the division. In the column, we divide the numerator13 to the denominator 3. Private 4 will be a whole part of a mixed number, the residue 1 will become the numerator of the fractional part, and the denominator 3 will remain the same.
Write a mixed number in the form of incorrect fraction:

Number 3 - the integer part of the mixed number is multiplied by the denominator 7 of the fractional part, the number 2- a large part of the fractional part of the mixed number is added to the resulting product; Result 23 will be a numerator of the wrong fraction, and the denominator 7 will remain the same.

An image of ordinary fractions on the coordinate beam
For a convenient image, the fraction on the coordinate beam is important to choose the right length of the unit segment.
The most convenient option to mark the fractions on the coordinate beam - take a single segment from so many cells, what is the denominator of fractions. For example, if you want to portray the fractions with a denominator 5 on the coordinate beam, the unit cut is better to take a length of 5 cells:

In this case, the image of fractions on the coordinate beam will not cause difficulties: 1/5 - one cell, 2/5 - two, 3/5 - three, 4/5 - four.
If you want to mark the fractions with different denominants on the coordinate ray, it is desirable that the number of cells in a single section shall be divided into all denominators. For example, for the image on the coordinate ray of fractions with denominators 8, 4 and 2, it is convenient to take a single segment length in eight cells. To mark the desired fraction on the coordinate beam, a single segment is divided into as many parts, what is the denominator, and we take such parts as much as the numerator. To portray a 1/8 fraction, a single segment is divided into 8 parts and take 7 of them. To portray a mixed number 2 3/4, we count two whole single segments from the beginning of reference, and we divide the third parts and take three of them:

Another example: the coordinate ray with fractions, the denominators of which are 6, 2 and 3. In this case, in this case, it is convenient to take a length of six cells as a single thing:

Questions to the abstract

Dana dots and. Find the length of the car cut.

Sections: Mathematics , Competition "Presentation to the lesson"

Class: 5

Presentation to the lesson

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purpose: To form the ability to record and read the fractions, depict their points on the coordinate direct.

Type of lesson: learning lesson with new material.

Equipment: computer, projector.

Didactic LESSONS: POWER POINT presentation, workbooks with printed basis (RT).

During the classes

I. Organizational moment.

Message Topics and setting lesson purposes. (Slide 2)

The teacher also reports that the "smart owl" will help in the lesson.

II. Oral work. (Slides 3-6)

1. Write down what part of all the figures are: a) one any figure, b) circles, c) squares, d) triangles?

2. What part of the figure is painted?

3. Determine which part of the figure is painted with gray. Try to give several answers options.

4. Read the fractions.

III. Mathematical dictation. (Slides 7-9)

The teacher welcomes all tasks, then students exchange notebooks and perform a check using slides 8-9. (Estimation criteria: 6 tasks - "5", 5 tasks - "4", 4-3 tasks - "3".)

(Tasks 1, 5, 6 - general, tasks 2-4 - by options).

1. Write down the fraci: two thirds, eleven twelve, seven fifths, one hundreds, fifteen sixth, eight seventh, twenty-three hundredths, nine ninth.
2. Which of these fractions are the correct (incorrect)?
3. Write down the three correct (incorrect) fractions with denominator 7.
4. Write down the three incorrect (correct) fractions with a numerator 5.
5. Record the fraction, the numerator of which is 5 units less denominator.
6. Write down the fraction, the denominator of which is 3 times the numerator.

IV. Formation of skills and skills.

1. Preparatory stage in the formation of a new skill. (Slides 10-12)

Correct parts from a log?

RT Part 1, No. 85. Write down with the help of a fraction, which part of the segment is highlighted in blue.

Performing this task, students are based on the meaning of the fraction: the denominator shows how the segments were divided, and the numerator shows how many such parts were taken.

W. No. 747 (executed by students on the board).

O. 748 (Perform independently followed by checking). (Slide 12)

2. Image of fractions of points on the coordinate direct. (Slides 13-17)

Mount the flashing point on the coordinate beam.

Find the coordinates of the points.

RT Part 1, No. 94, 95, 98. (Slide 18)

№ 94. Enter the appropriate fraction above each marked point.

No. 95. Note on the coordinate direct point corresponding to the specified fractions.

№ 98. Note on the coordinate direct number 1.

Fizkultminutka. (Slides 19-22)

W. No. 749 (orally), 750. (Slide 23)

Independent work. (Slide 24)

Dany points ... Which of them are the right (left) 1?

V. The outcome of the lesson.

There is a way to build a point with a given coordinate and once again the question of choosing a single segment convenient for the construction of these fractions is discussed.

Vi. Homework. (Slide 25)

P. 8.2. № 751, 752, 761, 765.

For a convenient image, the fraction on the coordinate beam is important to choose the right length of the unit segment.

The most convenient option to mark the fractions on the coordinate beam - take a single segment from so many cells, what is the denominator of fractions. For example, if you want to portray the fractions with a denominator 5 on the coordinate beam, the unit cut is better to take a length of 5 cells:

In this case, the image of fractions on the coordinate beam will not cause difficulties: 1/5 - one cell, 2/5 - two, 3/5 - three, 4/5 - four.

If you want to mark the fractions with different denominants on the coordinate ray, it is desirable that the number of cells in a single section shall be divided into all denominators. For example, for the image on the coordinate ray of fractions with denominators 8, 4 and 2, it is convenient to take a single segment length in eight cells. To mark the desired fraction on the coordinate beam, a single segment is divided into as many parts, what is the denominator, and we take such parts as much as the numerator. To portray a 1/8 fraction, a single segment is divided into 8 parts and take 7 of them. To portray a mixed number 2 3/4, we count two whole single segments from the beginning of reference, and we divide the third parts and take three of them:

Another example: the coordinate ray with fractions, the denominators of which are 6, 2 and 3. In this case, in this case, it is convenient to take a length of six cells as a single thing: