Presentation of the application of the comparison of integers. Presentation "Comparison of integers" presentation for the lesson in algebra (grade 6) on the topic. Statement of the educational problem

Insert the missing words so that you get the correct statement.

a) Of the two negative numbers less is that with __________ __________, and more is that with _____________ _________________.

b) Any negative number ___________________ zero.

c) Any positive number ___________________ zero.

d) Any negative number __________ any positive number.

e) On the coordinate line, a point with a larger coordinate lies _______________ points with a smaller coordinate.

Insert the missing words so that you get the correct statement.

a) Of the two negative numbers, the less is the one with __________ __________, and the larger is the one with _____________ _________________.

b) Any negative number ___________________ zero.

c) Any positive number ___________________ zero.

d) Any negative number __________ any positive number.

e) On the coordinate line, a point with a larger coordinate lies _______________ points with a smaller coordinate.

"Lesson outline COMPARE"

MBOU "Mozhginskaya secondary school of agricultural profile"
mathematic teacher
Sobina O.A.

Lesson summary

Goals:

Educational:

• introduce the rules for comparing positive and negative numbers;

  teach to apply the knowledge gained when performing various tasks.

Developing:

• to promote the mastery of students in the main ways of mental activity (the ability to compare, analyze, draw conclusions);

  contribute to the development of students' mathematical speech.

Educational:

• contribute to the formation of cognitive interest;

  contribute to the formation personal qualities: kindness, mutual assistance, mercy, ability to hear and listen, work in pairs and groups.

DURING THE CLASSES

1. Organizing time

– Good morning! Look at each other, smile, and mentally wish your friends good luck and good!

As the epigraph of our lesson, I took the words of Confucius - an ancient thinker and philosopher of China

Learning without thinking is useless, but thinking without learning is dangerous.
Confucius

2. Updating knowledge.

Repetition of the covered material- the results are added to the list of achievements.

1) Name the coordinates of these points:

A (-3), B (-1.5), C (3), D (5.5)

2) Which of the lines in the figure are coordinate lines, and which are not?

3) Calculate: a) | - 4 | ∙ | -1.5 | =

b) | 34 | - | - 16 | =

c) | 23 | + | - 8 | =

4) Given numbers
-4; 8; 9; -1,5; 0; -16; -14; 100; -7; 120; 14; -150; -9; -8
call:
a) natural numbers; b) whole numbers; c) negative numbers;
d) positive numbers; e) pairs of opposite numbers

The number a is greater than 2. Is a necessarily positive?

The number b is less than 3. Is the number b required to be negative?

The number with is greater than -1. Is it obligatory with positive?

D is less than -5. Is d necessarily negative?

The results are added to the list of achievements.

3. Preparation for the assimilation of new material. Creation of a problematic situation.

Compare the numbers:

There was a difficulty in the last two lines.

Why can't we compare the last 2 pairs of numbers?

What are these numbers called?

Can we compare all numbers?

Then formulate the goals and objectives of the lesson (the teacher can write them on the board).

Get together in groups and try to answer the questions posed. If it is very difficult, then you can refer to the textbook (p. 163)

4. Group work

Insert the missing words so that you get the correct statement.

a) Of the two negative numbers, the less is the one with ________________________, and the larger is the one with _____________________________________.

b) Any negative number _________________ zero.

c) Any positive number ________________ of zero.

d) Any negative number ______________ any positive number.

e) On the coordinate line, a point with a larger coordinate lies ____________ points with a smaller coordinate.

5. Learning new material

The conclusions of the groups on these issues are announced. We draw a general conclusion.

module more , and more is the one withmodule less .

b) Any negative numbersmaller scratch.

c) Any positive numbermore scratch.

d) Any negative numbersmaller any positive number.

to the right points with a smaller coordinate.

6. Physical education.

1) - I read the statement, if it is correct - 3 jumps, if it is incorrect - 2 squats:

5 is a positive number, - (- 3) is a negative number, and –а are opposite numbers, | -25 | = -25

2) if the number belongs to the interval from -3 to 5, then hands up, if not, then hands to the sides ....

Numbers: 2, -3.1; 0.55; 2.7 ....

7. Anchoring.

According to the textbook No. 974 (a-e), 976 (a-e), 980 (a-e) in pairs.

No. 974 (a-e) - compare numbers using a coordinate line. Which rule will you use? Explain your choice.

976 (a - e) - Which rule will you use? Explain your choice.

980 (a - e) - Mutual check in pairs.

8. Computer test for the primary fixation of the material.

9. Summing up. Reflection.

Scoring and grading in the achievement sheet.

Each student gives himself a grade for work in the lesson according to the criteria

12 - 16 points - "3"

17 - 20 points - "4"

21 - 24 points - "5"

and fills in the table:

Rate yourself!

	did you understand the theory:		remember the rules:		emotional attitude
	I understood the rules		memorized all the rules
	I did not understand the rules		I did not remember all the rules
	understood nothing)		did not remember no one

At the end of the lesson, the work is summed up, the level of goal achievement:

Today in the lesson I learned ...

It was interesting to me…

It was difficult for me:

I understood …

I felt that:

Most of all I liked…

I am satisfied with my work in the lesson (not entirely, not satisfied), because:

10. D / s: p.29, No. 995, 996, 991 * - task for research work.

View document content
"Achievement sheet"

Total points: Criteria: 12-16 pts. - "3"; 17 - 20 points - "4", 21 - 24 p. - "5". Rate yourself! did you understand the theory: remember the rules: emotional attitude I understood the rules memorized all the rules felt free, comfortable I did not understand the rules I did not remember all the rules felt shy, uncomfortable understood nothing) did not remember no one I didn’t like anything, I felt bad

Achievement sheet _______________ Total points: Criteria: 12-16 pts. - "3"; 17 - 20 points - "4", 21 - 24 p. - "5". Rate yourself! did you understand the theory: remember the rules: emotional attitude I understood the rules memorized all the rules felt free, comfortable I did not understand the rules I did not remember all the rules felt shy, uncomfortable understood nothing) did not remember no one I didn’t like anything, I felt bad

Achievement sheet _______________ Total points: Criteria: 12-16 pts. - "3"; 17 - 20 points - "4", 21 - 24 p. - "5". Rate yourself! did you understand the theory: remember the rules: emotional attitude I understood the rules memorized all the rules felt free, comfortable I did not understand the rules I did not remember all the rules felt shy, uncomfortable understood nothing) did not remember no one I didn’t like anything, I felt bad

Achievement sheet _______________ Total points: Criteria: 12-16 pts. - "3"; 17 - 20 points - "4", 21 - 24 p. - "5". Rate yourself! did you understand the theory: remember the rules: emotional attitude I understood the rules memorized all the rules felt free, comfortable I did not understand the rules I did not remember all the rules felt shy, uncomfortable understood nothing) did not remember no one I didn’t like anything, I felt bad

View presentation content
"NUMBER COMPARISON"

Learning without thinking is useless, but thinking without learning is dangerous. Confucius MBOU "Mozhginskaya secondary school agricultural profile " mathematic teacher Sobina O.A.

Calculate:

a) | - 4 | ∙ |- 1,5 | =

b) | 34 | - |- 16| =

c) | 23 | + | - 8 | =

Given numbers -4; 8; 9; -1,5; 0; -16; -14; 100; -7; 14; -150; -9; -8 call: a) natural numbers b) integers c) negative numbers d) positive numbers e) pairs of opposite numbers

1) The number a is greater than 2. Is a necessarily positive? 2) Number b less than 3. Is the number required b negative? 3) The number with is greater than -1. Is it obligatory with positive? 4 ) Number d smaller -5 . Is the number required d negative?

Compare numbers:

15 and 28;

13.7 & 8.6;

and;

12.3 & 12.29;

-8 and 6;

-25 and -32.

Comparison

numbers

The purpose of the lesson: - get acquainted with the rules for comparing positive and negative numbers; - learn to apply the knowledge gained when performing various tasks; - develop the ability to compare, analyze.

a) Of the two negative numbers, the less is the one with __________, and the larger is the one with _______________.

b) Any negative number __________ zero.

c) Any positive number __________ zero.

d) Any negative number __________ any positive number.

e) On the coordinate line, a point with a larger coordinate lies ____________ points with a smaller coordinate.

Insert the missing words so that you get the correct statement.

a) Of two negative numbers, the less is the one with module more , and more is the one with module less .

b) Any negative number smaller scratch.

c) Any positive number more scratch.

d) Any negative number smaller any positive number.

e) On the coordinate line, the point with the larger coordinate lies to the right points with a smaller coordinate.

№ 974 (a-e),

№ 976 (a - e),

980 (a - e) in pairs.

Computer test to repeat (10 min)

Criteria for evaluation:

12 - 16 points - "3"

17 - 20 points - "4"

21 - 24 points - "5"

Rate yourself!

Did you understand the theory:

I understood the rules

I did not understand the rules

Remember the rules:

memorized

all the rules

understood nothing)

Emotional attitude

not all rules

memorized

felt free, comfortable

did not remember

no one

felt shy, uncomfortable

I didn’t like anything, I felt bad

• Today in the lesson I learned ...
• It was interesting to me…
• It was difficult for me ...
• I realized that ...
• I felt that ...
• Most of all I liked…
• I am satisfied with my work in the lesson (not entirely, not satisfied), because ...

thanks

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Slide captions:

“You are talented children! Someday you yourself will be pleasantly amazed at how smart you are, how much and how well you are, if you constantly work on yourself, set new goals and strive to achieve them. " Jean-Jacques Rousseau

Give examples of positive numbers. - Give examples of negative numbers. - How do positive and negative numbers differ from each other? - What can you say about the number 0? Positive and negative numbers

Negative numbers in life Positive temperature - warm Negative temperature - cold

Mountain heights Mountain heights are measured using positive numbers. Positive and Negative Numbers in Geography Sea Depth The depth of water is measured using negative numbers.

Positive and negative numbers in medicine

0 1 - 1 2 3 - 2 - 3 X

Compare the numbers:

Comparing numbers

Any negative number less than any positive number - Of two negative numbers, less is the one with the largest modulus, and the greater is the one with the smallest modulus - Any negative number less than zero... - Any positive number greater than zero

Physical education

Independent work:

Independent work:

Arrange the numbers in ascending order. Then replace each number with a letter. You will get the word.

- Indian mathematician who lived in the 7th century. He was one of the first to use positive and negative numbers. He called positive numbers "property", negative numbers - "debts." Brahmagupta

· Today in the lesson I learned ... · I was interested ... · It was difficult for me: · I understood ... · I felt that ... · Most of all I liked ... · I was interested ... · I am satisfied with my work in the lesson (not quite, not satisfied), because ... "Ladder of achievements"

Homework: P 2.3, the rule to learn number 240, number 241

On the subject: methodological developments, presentations and notes

Lesson in 6th grade "multiplication of integers"

The proposed lesson for 6th grade students on the topic: "Multiplication of integers" involves an independent search by students for the multiplication of negative integers and numbers with different signs. Lesson type - u ...

Topic of today's lesson: Comparing integers

Let's recap:

1) Name the opposite number
given:
a) 21; b) -16; c) -48; d) 81; e) 0;
2) Name the modules of these numbers:
a) 16 b) -27 c) 1 d) -5 e) 0
3) Name two opposite numbers,
having a module:
a) 17 b) 8 c) 40

Equal sign =

By numbers we characterize many
things in our life: cost, weight, height,
forecast, points in the game, etc. Therefore, very
it is important to learn how to compare numbers.
What comparison signs do you know?
Less sign<
Greater than sign>
Equal sign
=

Comparing numbers

Rule of thumb: more of two integers
the one to the right in the row of integers
0 and 5
-2 and 0
-1 and 3
5 and -4
0<5
-2 < 0.
-1 < 3
5 > -4
Let's repeat the rules for comparing integers:
1. Any positive number greater than 0
2. Any negative number less than 0
a> 0
-a< 0
3. Any positive number greater than a negative number
a> -b

Yesterday the thermometer on the street showed -2 ​​degrees, and today it shows 1 degrees. Has the temperature rise or fall? How

write inequality?
Rose.
1 > -2

Let's repeat the rule for comparing a negative number with a negative

|-5|=5
Compare -3 and -5
-5
-3
|-3|=3
0
Of two negative numbers, the greater is
which has a smaller module.
|-3| <|-5| , значит -3>-5.

What numbers can be written instead of * to get the correct inequality:

- 274 > -27*
-1890 < -189*
-4*6> -416
-*38> -338
-12*7< 1287
-4*15> -4015

Replace * with a number such that the inequality is correct:

3 < * < 8;
0 < * < 2;
-5 < * < 0;
-3 < * < 3;
-10 < * < -7;
-100 < * < -93.

Write the numbers in ascending order

-27; -14; -38; -5; 7; 10; -1; 21;
5; -3; -17; -24; -20; -41; -35;
-41; -46; -32; -18; -11; -20; 7; 9.

Independent work

1. Write down the opposite numbers: +12, 9, -16
2. Determine the modules of numbers: +11, 0, -34
3. Simplify notation of numbers: + (+ 10), + (- 11), - (- 12), - (+ 13)
4. Compare the numbers:
a) +22 and 0 b) -11 and 0 c) -16 and +5
d) -18 and -17 e) +300 and +400 e) -300 and -400
5. How many integers are between -22 and +23
1
2
3
4
5
-12,-9,16
11, 0, 34
10, -11,
12, -13
a) 22> 0 b) -11<0
c) -16<+5 г) -18<-17
e) 300<400
f) -300> -400