Sections: Mathematics

Class: 4

Basic goals:

1. To form the ability to isolate the whole part of incorrect fraction.
2. Repeat the concepts of the numerator and denominator, the fractions are correct and incorrect, mixed numbers.
3. To actualize the ability to allocate the whole part of the wrong fraction.

Thinking operations necessary at the design stage: action by analogy, analysis, generalization.

Equipment:

Demonstration material:

1) The division formula with the residue.

Handout:

1) leaflets with a task (to step 2)

2) Detailed sample for self-test (to step 6)

During the classes.

1 self-determination for training activities.

Objectives:

1. Motivate students to learning activities through the consolidation of the situation of success achieved in the previous lesson.
2. Determine the meaningful framework of the lesson.

Organization educational process In step 1.

For several lessons we worked with some numbers. What numbers did we work with? (With fractional numbers).

What knowledge do we have about these numbers? (I can read them, write, compare, solve problems).

I propose to continue our fruitful work. You are ready? (Yes).

Today we will continue to work with fractional numbers. I am sure that we will succeed with you perfectly. But first we repeat the material of previous lessons.

2 Actualization of knowledge and fixation of difficulties in individual activity.

Objectives:

1. To actualize the ability to find the right and incorrect fractions, mixed numbers, determination of the correct and incorrect fraction, mixed number.
2. Actualize thinking operationsnecessary and sufficient to perceive new material.
3. Fix the situation when students cannot allocate the whole part of the wrong fraction.

The organization of the educational process at step 2.

What numbers did we meet in the previous lesson? (With mixed numbers).
- What is the mixed number? (From the whole and fractional part).

The blackboard recorded fractions and mixed numbers.

Which groups can be divided into the numbers?

Right fractions ().

What fractions are called correct? (Fraction that the numerator is less than the denominator. The correct fraction is less than one).

Wrong fraraty. (... ..)

What fractions are called wrong? (Fraction that the numerator more denominator or the numerator is equal to the denominator).

Which of the wrong fractions can be represented as a natural number?

()

What fraction can be represented in the form of a mixed number? (Incorrect fraction, where the numerator is more denominator).

Determine with the help of a numeric beam, which mixed number is equal to the fraction

Students have a sheet with a task (P-1), one student works at the board, comments.

Name the lowest mixed number? ()

Most? ()

What arithmetic action helped you? (Division. Division with the residue).

Prove. (On the board: D-1).

12: 7 \u003d 1 (OST.5); 15: 7 \u003d 2 (OST.1); 25: 7 \u003d 3 (OST.4); 31: 7 \u003d 4 (OST 3)

Highlight a piece of fractions, write a mixed number. Children work on the back of the leaflet. Different response options are taken out on the board.

How did you act?

3 Identification of the causes of difficulties and the purpose of activity.

Objectives:

1. Organize communicative interaction to identify the distinctive properties of a job on the allocation of a whole part of incorrect fraction.
2. Conduct the topic and purpose of the lesson.

The organization of the educational process at step 3.

What task did you perform? (It is necessary to allocate the whole part of the fraction).

What is the task different from the previous one? (That method that helped us allocate the whole of the wrong fraction is not suitable for the fraction. This fraction is inconvenient to show on the numeric ray).

What do we see? (We had different answers).

Why? (We used different ways. We do not have an algorithm for the allocation of the whole part of the wrong fraction).

What is the purpose of our lesson? (Build an algorithm and learn to allocate a whole part of the wrong fraction).

Think and formulate the topic of our lesson. ("Isolation of the whole part of incorrect fraction").

Well done!

The chalkboard opens the name of the lesson.

4 Building an exit project from difficulty.

Purpose:

1. Organize communicative interaction for constructing a new method of action to highlight the whole part of incorrect fraction.
2. Fix new way In the sign and verbal form and with the help of the standard.

Organization of the educational process at step 4

What way do you propose to find, how many units in the fractional number? (Numerator split to the denominator).

What sign in the entry of the fraction you suggested how to act? (Damage fraction - a fission sign).

On the desk:

We write the fraction in the form of private: 65: 7.

What is the type of division? (Division with the residue. On the board: D-1).

Find the result. (65: 7 \u003d 9) (OST. 2)

What does the private 9 and residue 2 mean? (Private 9 means that 65 contains 9 times 7 and 2 remains).

What will be denoted by private 9 in the mixed number? (9 is a whole part of a mixed number).

On the desk:

What will be denoted by the remainder 2 in the mixed number? (2 is a numerator of a mixed number).

On the desk:

And the denominator? (It remains, does not change).

On the desk:

What mixed number did we do?

Did we fulfill the task? (Yes).

What mathematical action Has help us? (Division with the residue. On the board: D-1).

The teacher returns to responses on leaves, summarizes, encourages the word to those who have fulfilled correctly. In group form, students take a new way in a sign form on leaves. Selects the correct option.

Write down using the division formula with the residue (D-1), which mixed number is equal to the fraction?

On the board: D-3

How from incorrect fraction to allocate a whole part?

To highlight the whole part of the wrong fraction, it is necessary to separate its numerator to the denominator. Private will be the whole part, the residue is a numerator, and the denominator does not change.

Well done! Thank you!

Let's still check our opinion with the opinion of the textbook. Open page 26, Mathematics 4 (2 part), read the rule first about yourself, and then out loud.

We were right? (Yes).

Well done!

Fizminutka (by choosing a teacher).

5 Primary consolidation in external speech.

Purpose:

Fix the method of isolating the whole part of the wrong fraction in external speech.

The organization of the educational process at step 5.

Let's repeat the algorithm for allocating the whole part of the wrong fraction. D 2

We compose an algorithm for allocating the whole part of the wrong fraction. What is the purpose of our future activities? (Stretch).

No. 4 (A, B, B) p. 26 - commenting on the sample.

No. 4 (g, d) p. 26 - in pairs.

6 self-control with self-test.

Purpose:

1. Organize an independent execution of the learning tasks for the allocation of a whole part of incorrect fraction.
2. Training the ability to self-control and self-esteem.
3. Check your ability to highlight a whole part of the wrong fraction.
4. Contribute to creating a success situation.

The organization of the educational process at step 6.

You managed to remove the algorithm for the allocation of the whole part of the incorrect fraction and have been trapled in solving examples. I think now you can task yourself.

Perform yourself:

№ 3 p. 26 - 1 option - 1 and 2 columns;

2 options - 3 and 4 columns;

Who wishes can perform the task and other option.

Students perform work at the end of which they check themselves according to the sample for self-test. Used Card P-2.

Check yourself on a sample for self-test and fix the result of the test using the characters "+" or "?" Green handle.

Who made mistakes when performing a task? (...)

What is the reason? (...)

Who is all right?

Well done!

You can organize work on the correction of errors in groups or frontal. Pupils that did not allow mistakes are appointed by consultants.

7 Inclusion in the knowledge and repetition system.

Purpose:

Training the ability to allocate the whole part of the wrong fraction.

The organization of the educational process at step 7.

Let's try to apply our knowledge when comparing the fraction and mixed number.

Find the inequality in which it is necessary to compare the correct fraction with the wrong.

What do we do?

We highlight the whole part of the wrong fraction.

So?!

Incorrect fraction more correct. We proved it by allocation of a whole part.

Well done!

Finish the task, compare.

Check.

8 Reflection of educational activities in the lesson.

Objectives:

1. Fix in speech algorithm for the allocation of the whole part of the wrong fraction.
2. Fix the difficulties that remained, and the ways to overcome them.
3. Evaluate your own activity in the lesson.
4. Agree your homework.

The organization of the educational process at step 8.

What did you learn in the lesson? (Select a whole part of incorrect fraction).

What algorithm did we build? (You can talk the D-2 algorithm).

Who had difficulties? How will you act?

Who is happy today? Why?

It was hard for me in the lesson.
- I understood the lesson, but I need training.
- I understood a lesson well, but I need help.
- I was well done, I understood the lesson on perfectly.

Homework: come up with five irregular fractions and allocate the whole part; №10, №11 p. 28 - on choosing; No. 15 p. 28 (a or b) - at will.

Well done! Thanks for the work at the lesson!

Summary of lesson in grade 5

"Mixed numbers. Allocation of the whole part of incorrect fraction "

During the classes

Organizing time. Greeting.

Oral account we will spend and records all beat

Verbal counting.

Find errors

Right fractions.

b)

Drink on the board what we can not compare.

2. Perform division:

45: 9=5 ; 0: 67=0; 234: 1=234;

567: 567 \u003d 1; 34: 17 \u003d 2; A: a \u003d 1;

3. Perform division with the residue:

6 \u003d 2 (OST. 2)

3 \u003d 8 (OST. 1)

48: 9 \u003d 5 (OST. 3)

Perform the following:

We can't solve the last example, we drank it.

Explanation of the new material

What is shown in the picture? How many parts divided the cake? How many parts took? Imagine fractions.

What is in this picture? It can be seen that the cake on different trays. How many parts on the first tray? Second?

It can be designated in the form of such a number:

1 - Whole part - fractional part.

The amount of the whole and fractional part is calledmixed number .

Determined in the drawing, what mixed number is the fraction?

That is, we saw the relationship between the wrong shot and mixed number.

Make conclusions: we can turn the wrong fraction into a mixed number, i.e. As they say in mathematics, allocate the whole part of the wrong fraction.

The rule of allocation of the whole part of the incorrect fraction:

Split with the residue numerator to the denominator

Incomplete private will be the whole part

The residue gives a numerator, and the divider - the denominator of the fractional part

Work on the lesson.

Set the whole part of the wrong fraction (together with class):

Hold the whole part of the wrong fraction (at the board)

Compare

Historical information.

In the old days, coins were used in dignity less than one penny:

penny - k. andhalf - k.

Other coins also had names:

3 to. - Altyn, 5 to. - Pyhat, 15 to. - Five-thousandth,

10 to. - Grivennik, 20 k. Double,

25 k. - Fast, 50 k. - Filling.

Independent work

As can be represented

1 Grivennik, 1 Altyn, three semishers .

Reflection

What is your mood?

Write a fraction that most complies with your knowledge:

2 (can not understand anything)

2 (It was interesting, but not clear)

3 (hard, the topic is not interesting)

3 (It was difficult, but I will definitely make efforts to study the topic)

4 (Some examples caused difficulties)

4 (I understand everything, but I can not help)

5 (everything is clear, I can help others)

I hope your rating will only increase with each lesson! And what would get the estimate 5, you need to work not only in the classroom, but also at home.

Homework.

In this article we will talk about mixed numbers. First we give the definition of mixed numbers and give examples. Further we will stop in touch between mixed numbers and irregular fractions. After that, we show how to translate a mixed number to the wrong fraction. Finally, we will study the reverse process, which is called the allocation of the whole part of the incorrect fraction.

Navigating page.

Mixed numbers, definition, examples

Mathematics agreed that the amount of N + A / B, where N is a natural number, A / B - the correct ordinary fraction, can be recorded without a mark of addition. For example, the amount of 28 + 5/7 can be briefly recorded as. This entry was called mixed, and the number that corresponds to this mixed record was called a mixed number.

So we approached the determination of a mixed number.

Definition.

Mixed number - this is a number equal amount Natural Number n and correct ordinary fraci A / B, and recorded in the form. With the number N called in a whole part of the number, and the number A / B is called fractional part numbers.

By definition, the mixed number is equal to the amount of its whole and fractional part, that is, the equality that can be written and so :.

Here examples of mixed numbers. The number is a mixed number, a natural number 5 - a whole part of the number, and the fractional part of the number. Other examples of mixed numbers are .

Sometimes you can meet the numbers in a mixed record, but having a fractional part of the wrong fraction, for example, or. These numbers understand the amount of their whole and fractional part, for example, and . But such numbers are not suitable for determining the mixed number, since the fractional part of the mixed numbers should be the correct fraction.

The number is also not a mixed number, since 0 is not a natural number.

Communication between mixed numbers and irregular fractions

Trace communication between mixed numbers and irregular fractions best on examples.

Let the tray lies the cake and another 3/4 of the same cake. That is, in the sense of addition on the tray there is 1 + 3/4 cake. After writing the last amount in the form of a mixed number, we state that the cake is located on the tray. Now the whole cake will be cut into 4 equal shares. As a result, there will be 7/4 cake on the tray. It is clear that the "number" of the cake at the same time has not changed, therefore.

From the considered example, such a connection is clearly visible: any mixed number can be represented as an incorrect fraction..

And now let the tray are 7/4 cake. Folding out of four pieces a whole cake, 1 + 3/4 will be on the tray, that is, the cake. From here it is seen that.

From this example it is clear that wrong fraction can be represented as a mixed number. (In the particular case, when the numerator of the wrong fraction shares aimed at the denominator, the irregular fraction can be represented as a natural number, for example, since 8: 4 \u003d 2).

Translation of a mixed number in the wrong fraction

To perform various actions with mixed numbers, it turns out to be a useful skill representing mixed numbers in the form of incorrect fractions. In the previous paragraph, we found out that any mixed number can be translated into the wrong fraction. It's time to figure out how such a translation is carried out.

We write an algorithm showing how to translate a mixed number in the wrong fraction:

Consider an example of the translating mixed number in the wrong fraction.

Example.

Imagine a mixed number in the form of incorrect fraction.

Decision.

Perform all the necessary steps of the algorithm.

The mixed number is equal to the sum of its whole and fractional part :.

After writing a number 5 as 5/1, the last amount will take the form.

To complete the translation of the initial mixed number in the wrong fraction, it remains to perform fractions with different denominators: .

A brief record of the whole solution is as follows: .

Answer:

So, to carry out the transition of a mixed number to the wrong fraction, you need to perform the following chain of actions :. As a result, received which we will use in the future.

Example.

Record the mixed number in the form of incorrect fraction.

Decision.

We use the formula for translating the mixed number to the wrong fraction. In this example n \u003d 15, a \u003d 2, b \u003d 5. In this way, .

Answer:

Allocation of the whole part of incorrect fraction

In response, it is not customary to record the wrong fraction. Wrong fraction is pre-replaced either equal to it. natural number (When the numerator is divided by a denominator), or the so-called allocation of the whole part of the wrong fraction is carried out (when the numerator is not divided by the denominator).

Definition.

Allocation of the whole part of incorrect fraction - This is a replacement of a fraction equal to her mixed number.

It remains to find out how to select the whole part of the wrong fraction.

It is very simple: the irregular shot A / B is equal to a mixed number of the form, where q is an incomplete private, and R is the residue from division A on b. That is, the whole part is equal to incompletely private from division A on B, and the residue is equal to the partial part.

We prove this statement.

To do this, it is enough to show that. We translate mixed in the wrong fraction as we did in the previous paragraph :. Since q is an incomplete private, and R is the residue from dividing A on B, then the equality A \u003d B · Q + R (if necessary, see

Mathematics lesson in 4th grade Theme: allocation of a whole part of the wrong fraction Theme of the lesson: allocation of a whole part of incorrect fraction. Didactic goal: Create conditions for the formation of new educational information. Objectives and objectives of the lesson: 1. To form the concept of a mixed number. 2. Place the ability to allocate the whole part of the wrong fraction. 3. Develop computational skills. 4. Develop the ability to analyze and solve text objectives to find a part of the number and the number by part of it. 5. Develop logical thinking of students. Planned learning outcomes, formation Wood: subject: to expand the concept of the number, form the ability to translate incorrect fractions into mixed numbers and apply the knowledge and skills when performing various tasks. MetaPered: develop the ability to see the mathematical task in the context of the problem situation in other disciplines, in the surrounding life. Cognitive UUD: develop ideas about the number; the ability to work with a textbook, additional sources of information (analyze, extract the necessary information); The ability to make a generalization, conclusions, establish causal links. Communicative Wood: to bring up respect for each other, develop the ability to join the training dialogue with the teacher, with classmates, observing the norms of speech behavior, the ability to ask questions, listen and answer the questions of others, the ability to put forward the hypothesis. Regulatory Wood: Determine the purpose of the task, learn to plan the stages of work, control your actions, detect and correct errors, critically evaluate the results of its work and work of all, based on the existing criteria, form the ability to mobilize for forces and energy, to overcoming obstacles. Personal Wood: to form educational motivation, initiative, develop the skills of competent oral and written mathematical speech, the ability to self-esteem its actions. Resources: multimedia projector, presentation. Type of lesson: Studying a new material. Stage lesson Teacher's activities Activities of the student organizational moment Greeting, checking the preparedness for the training session, organizing the attention of children. . Turn on in the business rhythm lesson. Methods used, techniques, shapes of verbal formulated Uud be able to draw up their thoughts in oral form (Communicative Wood). The ability to listen and understand the speech of others (Communicative Wood). As you understood from the read, today we will continue to work on the fractions. Guys, at the lesson you must open new knowledge, but, as you know, every new knowledge is related to what we have already studied. Therefore, we will start with repetition. The oral account of the actualizes of knowledge and skills practical answers are recorded in the column, check the responses on the slides. In the lesson, vote to be able to sequence actions (regulatory Wood). To be able to convert information from one form to another (cognitive UUD). Delivering your thoughts in oral and writing (communicative Wood). Blitz poll: what rules you used when: 1. The crushing amount has fallen. 2. There were a difference fraction. 3. A number of part. 4. A part in the number. Talk rules. Participation in a conversation with the teacher. To be able to draw up your thoughts (Communicative Wood). Be able to navigate in your knowledge system: to distinguish a new one from the already known with the help of a teacher (cognitive Wood). The ability to listen and understand the speech of others (Communicative Wood). Goaling E and Motivation 3. Setting the problem of verbal to be able to draw up their thoughts in oral form (Communicative Wood). Be able to navigate in. . His knowledge system: to distinguish a new one from the already known with the help (cognitive teachers of Wood). Children express options for their solutions. 4. "Formulation of the problem and the objective of the lesson, select the whole part from this fraction. What do you offer? What do you think, what is the purpose of the lesson we will put? Formulate the purpose of the lesson and the topic of students. Purpose: Learn to allocate the whole part of the wrong fraction of verbal, practical to be able to extract new knowledge: to find answers to questions using a textbook, your own life experience and information obtained on (cognitive lesson Wood). To be able to draw up their thoughts orally; Listen and understand the speech (communicative other Wood). So, any irregular fraction can be represented as a mixed number. An integer part is a natural number, and the fractional part is the correct fraction. . . Drawing up an algorithm. Vitely practical, reproductive analysis on working lesson to vote to be able to be a collectively drawn up plan (regulatory Wood). Be able to sequence actions (regulatory Wood). Be able to draw up your thoughts in oral and writing; Listening and understanding the speech of others (Communicative Woods) to be able to sequence actions (regulatory Wood). Be able to do work on the proposed plan (regulatory Wood). Having to prove the lesson to assimilate new knowledge and methods of assimilation 5. Recreation of the new: explanation on the board. Write down the shot 16/5 in the form of a private as a rule was used to select the whole part to allocate from the wrong fraction to allocate the whole part from the wrong part: to divide the numerator to the denominator; The received incomplete private write to be able to make the necessary adjustments to effect after its completion based on its assessment and taking into account the nature of the errors made (regulatory Wood). The ability to self-esteem on the criterion for the success of educational activities (Personal Wood). the basis of the whole part of the fraction; residue to write to the fraction numerator; Divider Write to the denomoter. 16: 5 \u003d 3 (OST. 1)) 3 - an integer 1 - numerator 5 - denominator 16/5 \u003d 3 1/5 Reading the rule in the textbook on P. 26, No. 3 - at the board 1 Example with an explanation. Rest with commenting. №4 (a, b, c) - independently. Multi-test. m In an integer, n and b of parts in the fraction is always a whole numerator. The guys tell a rule to find a whole need to multiply 6. Formulate new knowledge. We confirm your statement by the rule in the textbook. 7. Primary fixing 8. Fizkultminutka 9. Repeating the studied entry on the board: M / N \u003d B Highlight where in the fraction of the integer and part? How to find an integer? Applying the rule solve equation. Parts p. 28, task10. What additional questions can be put? Pp. 27, №8 - at the board (A, B, B) - 3 student decide. The rest are solved in pairs (d). Checking the task analysis. Self record solution. Answering questions, analyze their work in the lesson summing up the lesson, verbal, analysis 10. The result of the lesson: what did you study in the lesson? Select a whole part of incorrect fraction. Visible to what conclusion came? It is necessary that it is necessary to separate from the wrong fraction to allocate its numerator to the denominator, the private will be the whole part, the residue with the numerator, and the divider denomoter. And now you will check ourselves as you learned this. Perform yourself. (mutual test). Information about the homework Reflection 11. Homework: C. 26, №4 (g, d, e), learn the rule on with. 26 and p. 28 №11 If you think that you understood the topic of today's lesson, then coloring leaflets with green pencil. What is not if you think sufficiently learned the material yellow. If you think you did not understand the topic of today's lesson red. Self-assessment is able to evaluate the correctness of the performance of an adequate retrospective assessment. (Regulatory Wood). Based on the ability to self-esteem the criterion on the success of training activities (Personal Wood).

Sections: Mathematics

Class: 4

Basic goals:

1. To form the ability to isolate the whole part of incorrect fraction.
2. Repeat the concepts of the numerator and denominator, the fractions are correct and incorrect, mixed numbers.
3. To actualize the ability to allocate the whole part of the wrong fraction.

Thinking operations necessary at the design stage: action by analogy, analysis, generalization.

Equipment:

Demonstration material:

1) The division formula with the residue.

Handout:

1) leaflets with a task (to step 2)

2) Detailed sample for self-test (to step 6)

During the classes.

1 self-determination for training activities.

Objectives:

1. Motivate students to learning activities through the consolidation of the situation of success achieved in the previous lesson.
2. Determine the meaningful framework of the lesson.

The organization of the educational process at step 1.

For several lessons we worked with some numbers. What numbers did we work with? (With fractional numbers).

What knowledge do we have about these numbers? (I can read them, write, compare, solve problems).

I propose to continue our fruitful work. You are ready? (Yes).

Today we will continue to work with fractional numbers. I am sure that we will succeed with you perfectly. But first we repeat the material of previous lessons.

2 Actualization of knowledge and fixation of difficulties in individual activity.

Objectives:

1. To actualize the ability to find correct and incorrect fractions, mixed numbers, determining the correct and incorrect fraction, mixed number.
2. To actualize mental operations necessary and sufficient to perceive the new material.
3. Fix the situation when students cannot allocate the whole part of the wrong fraction.

The organization of the educational process at step 2.

What numbers did we meet in the previous lesson? (With mixed numbers).
- What is the mixed number? (From the whole and fractional part).

The blackboard recorded fractions and mixed numbers.

Which groups can be divided into the numbers?

Right fractions ().

What fractions are called correct? (Fraction that the numerator is less than the denominator. The correct fraction is less than one).

Wrong fraraty. (... ..)

What fractions are called wrong? (Fraction that the numerator more denominator or the numerator is equal to the denominator).

Which of the wrong fractions can be represented as a natural number?

()

What fraction can be represented in the form of a mixed number? (Incorrect fraction, where the numerator is more denominator).

Determine with the help of a numeric beam, which mixed number is equal to the fraction

Students have a sheet with a task (P-1), one student works at the board, comments.

Name the lowest mixed number? ()

Most? ()

What arithmetic action helped you? (Division. Division with the residue).

Prove. (On the board: D-1).

12: 7 \u003d 1 (OST.5); 15: 7 \u003d 2 (OST.1); 25: 7 \u003d 3 (OST.4); 31: 7 \u003d 4 (OST 3)

Highlight a piece of fractions, write a mixed number. Children work on the back of the leaflet. Different response options are taken out on the board.

How did you act?

3 Identification of the causes of difficulties and the purpose of activity.

Objectives:

1. Organize communicative interaction to identify the distinctive properties of a job on the allocation of a whole part of incorrect fraction.
2. Conduct the topic and purpose of the lesson.

The organization of the educational process at step 3.

What task did you perform? (It is necessary to allocate the whole part of the fraction).

What is the task different from the previous one? (That method that helped us allocate the whole of the wrong fraction is not suitable for the fraction. This fraction is inconvenient to show on the numeric ray).

What do we see? (We had different answers).

Why? (We enjoyed in different ways. We do not have an algorithm for allocation of the whole part of the wrong fraction).

What is the purpose of our lesson? (Build an algorithm and learn to allocate a whole part of the wrong fraction).

Think and formulate the topic of our lesson. ("Isolation of the whole part of incorrect fraction").

Well done!

The chalkboard opens the name of the lesson.

4 Building an exit project from difficulty.

Purpose:

1. Organize communicative interaction for constructing a new method of action to highlight the whole part of incorrect fraction.
2. Fix a new way in a sign and verbal form and with the help of a reference.

Organization of the educational process at step 4

What way do you propose to find, how many units in the fractional number? (Numerator split to the denominator).

What sign in the entry of the fraction you suggested how to act? (Damage fraction - a fission sign).

On the desk:

We write the fraction in the form of private: 65: 7.

What is the type of division? (Division with the residue. On the board: D-1).

Find the result. (65: 7 \u003d 9) (OST. 2)

What does the private 9 and residue 2 mean? (Private 9 means that 65 contains 9 times 7 and 2 remains).

What will be denoted by private 9 in the mixed number? (9 is a whole part of a mixed number).

On the desk:

What will be denoted by the remainder 2 in the mixed number? (2 is a numerator of a mixed number).

On the desk:

And the denominator? (It remains, does not change).

On the desk:

What mixed number did we do?

Did we fulfill the task? (Yes).

What mathematical action helped us? (Division with the residue. On the board: D-1).

The teacher returns to responses on leaves, summarizes, encourages the word to those who have fulfilled correctly. In group form, students take a new way in a sign form on leaves. Selects the correct option.

Write down using the division formula with the residue (D-1), which mixed number is equal to the fraction?

On the board: D-3

How from incorrect fraction to allocate a whole part?

To highlight the whole part of the wrong fraction, it is necessary to separate its numerator to the denominator. Private will be the whole part, the residue is a numerator, and the denominator does not change.

Well done! Thank you!

Let's still check our opinion with the opinion of the textbook. Open page 26, Mathematics 4 (2 part), read the rule first about yourself, and then out loud.

We were right? (Yes).

Well done!

Fizminutka (by choosing a teacher).

5 Primary consolidation in external speech.

Purpose:

Fix the method of isolating the whole part of the wrong fraction in external speech.

The organization of the educational process at step 5.

Let's repeat the algorithm for allocating the whole part of the wrong fraction. D 2

We compose an algorithm for allocating the whole part of the wrong fraction. What is the purpose of our future activities? (Stretch).

No. 4 (A, B, B) p. 26 - commenting on the sample.

No. 4 (g, d) p. 26 - in pairs.

6 self-control with self-test.

Purpose:

1. Organize an independent execution of the learning tasks for the allocation of a whole part of incorrect fraction.
2. Training the ability to self-control and self-esteem.
3. Check your ability to highlight a whole part of the wrong fraction.
4. Contribute to creating a success situation.

The organization of the educational process at step 6.

You managed to remove the algorithm for the allocation of the whole part of the incorrect fraction and have been trapled in solving examples. I think now you can task yourself.

Perform yourself:

№ 3 p. 26 - 1 option - 1 and 2 columns;

2 options - 3 and 4 columns;

Who wishes can perform the task and other option.

Students perform work at the end of which they check themselves according to the sample for self-test. Used Card P-2.

Check yourself on a sample for self-test and fix the result of the test using the characters "+" or "?" Green handle.

Who made mistakes when performing a task? (...)

What is the reason? (...)

Who is all right?

Well done!

You can organize work on the correction of errors in groups or frontal. Pupils that did not allow mistakes are appointed by consultants.

7 Inclusion in the knowledge and repetition system.

Purpose:

Training the ability to allocate the whole part of the wrong fraction.

The organization of the educational process at step 7.

Let's try to apply our knowledge when comparing the fraction and mixed number.

Find the inequality in which it is necessary to compare the correct fraction with the wrong.

What do we do?

We highlight the whole part of the wrong fraction.

So?!

Incorrect fraction more correct. We proved it by allocation of a whole part.

Well done!

Finish the task, compare.

Check.

8 Reflection of educational activities in the lesson.

Objectives:

1. Fix in speech algorithm for the allocation of the whole part of the wrong fraction.
2. Fix the difficulties that remained, and the ways to overcome them.
3. Evaluate your own activity in the lesson.
4. Agree your homework.

The organization of the educational process at step 8.

What did you learn in the lesson? (Select a whole part of incorrect fraction).

What algorithm did we build? (You can talk the D-2 algorithm).

Who had difficulties? How will you act?

Who is happy today? Why?

It was hard for me in the lesson.
- I understood the lesson, but I need training.
- I understood a lesson well, but I need help.
- I was well done, I understood the lesson on perfectly.

Homework: come up with five irregular fractions and allocate the whole part; №10, №11 p. 28 - on choosing; No. 15 p. 28 (a or b) - at will.

Well done! Thanks for the work at the lesson!