Be able to perform actions with functions (The largest and smallest value of the main functions: using the derivative and based on the properties of the function).
Be able to solve equations and inequalities (Equations, systems of equations: trigonometric, exponential, logarithmic, mixed).
Know how to act with geometric shapes, coordinates and vectors (Stereometry: angles and distances in space).
Be able to solve equations and inequalities (Inequalities and systems of inequalities).
Be able to perform actions with geometric shapes, coordinates and vectors (Planimetric task).
Be able to use the acquired knowledge and skills in practical activities and Everyday life(Problems for interest).
Be able to solve equations and inequalities (Equations, inequalities, systems with a parameter).
Be able to build and explore the simplest mathematical models.
Evaluation of the performance of tasks with a short answer.
Last name, first name | Number of completed tasks |
|||||||||||||
Lutkov N.S. | ||||||||||||||
Mezentsev R.S. | ||||||||||||||
Nurpisova G.K. | ||||||||||||||
Samokrutov A.N. | ||||||||||||||
The number of correctly completed tasks | ||||||||||||||
% of correctly completed tasks | ||||||||||||||
From the table above, it can be seen that students have difficulty completing task No. 12 to find the largest (smallest) function values, tasks No. 7 and 8 ( geometric meaning derivative and stereometric problem), when solving text problems (No. 11). 25% solved the text and 50% problem on the geometric meaning of the derivative. 50% of students completed the stereometric task. 25% of students do not experience any difficulties when performing a planimetric task, 100% accurately completed the simplest text task, the simplest equation.
Evaluation of the performance of tasks with a detailed answer.
Last name, first name | Total points for |
||||||||
Lutkov N.S. | |||||||||
Mezentsev R.S. | |||||||||
Nurpisova G.K. | |||||||||
Samokrutov A.N. |
Analyzing the results of a trial rehearsal exam in mathematics in USE form it can be concluded that 9 out of 15 graduates who scored 50 points and above have not only a basic level of training in mathematics high school but also profile. Lutkov Nikolai - a student of grade 11 did not overcome minimum threshold at 27 points set by Rosobrnadzor for 2018.
Based on the foregoing, the mathematics teacher recommended:
1. Analyze the results of the performance of KIM tasks, paying attention to the identified typical mistakes and ways to eliminate them.
Analytical report on the results trial exam in mathematics (basic level)
Form of work: testing in the USE format
Target: preparation for a single state exam mathematics
alumni educational organizations areas.
Control measuring materials(KIM) USE in mathematics basic level consisted of one part, including 20 tasks with a short answer. The basic level exam is not a lightweight version of the profile one, it is focused on a different goal and another direction in the study of mathematics - mathematics for everyday life and practical activities. Structure and content control works the basic level make it possible to test the ability to solve standard problems of practical content, to carry out simple calculations, to use educational and background information, to solve, including complex tasks that require logical reasoning, to use the simplest probabilistic and statistical models, to navigate in the simplest geometric constructions. The work includes tasks of a basic level in all main subject areas: geometry (planimetry and stereometry), algebra, basic mathematical analysis, probability theory and statistics.
The results of the basic USE in mathematics are issued in marks on a five-point scale, are not converted to a hundred-point scale and do not give an opportunity to participate in the competition for admission to universities.
10 out of 13 students took part in a trial exam in mathematics at the basic level. Absent:
The test results are as follows:
the percentage of twos was 20%,
the percentage indicator "4" and "5" was 40%.
The number of points scored by students
| Percent Complete |
Element Analysis
| Task designation in work | Checked requirements (skills) | Difficulty level | Job completion percentage |
| Calculations (actions with fractions) | |||
| Calculations (operations with powers) | |||
| The simplest word problems (percentages, rounding) | |||
| Expression Transformation (Formula Actions) | |||
| Calculations and transformations (transformations of algebraic, trigonometric, logarithmic expressions) | |||
| The simplest word problems (rounding up and down) | |||
| The simplest equations (rational, irrational, exponential) | |||
| Applied Geometry (Polygons) | |||
| Dimensions and units | |||
| The beginnings of probability theory (classical definition of probability) | |||
| Reading graphs and charts | |||
| Choosing the best option | |||
| Stereometry (polyhedra) | |||
| Analysis of graphs and charts (rate of change of values) | |||
| Planimetry (right triangle: element calculation; circle) | |||
| Problems in stereometry (pyramid, prism) | |||
| Inequalities ( numerical axis, number intervals, exponential inequalities A) | |||
| Claim analysis | |||
| Numbers and their properties (digital notation of a number) | |||
| Tasks for ingenuity |
As a result of the examination work in mathematics of the basic level
caused the least difficulty following tasks
:
No. 1 (90%) - the ability to perform calculations and conversions of fractional numbers, multiplication, addition, subtraction of fractions;
No. 6 (80%) - the ability to use the acquired knowledge and skills in practical activities and everyday life; students made computational errors, some students do not know how to analyze real numerical data, use estimation and estimation in practical calculations;
No. 9 (90%) - the ability to establish a correspondence between quantities and their
possible values;
No. 11 (80%) - the ability to find the smallest and highest values values according to
graphics.
No. 14 (60%) - the ability to analyze graphs and charts (the rate of change of values). The mistakes made show that the students have poorly formed skills and abilities to “read” the graph of the function, and the students were not able to match the characteristics of the function and the derivative
The students did a little worse with the tasks:
No. 3 (50%) - the task of the ability to use the acquired knowledge and skills in
practical activities and everyday life, solving problems on interest. In each of the options, one problem out of three types of interest problems was considered. The difficulty was caused by the tasks of finding a number by its percentage, of finding the percentage of two numbers.
No. 4 (40%) - the ability to calculate the values of numerical and literal expressions, carrying out
necessary substitutions and transformations;
No. 5 (40%) - the ability to perform calculations and transformations: rational expressions, logarithmic expressions, trigonometric expressions. The students successfully coped with finding the value of a rational expression, there were errors in calculating the logarithmic expression: ignorance of the formula, computational errors. Most of the errors were in finding the value of the trigonometric expression. To successfully complete the task, students need to know and apply the basic trigonometric formulas of the algebra course and the beginning of the analysis of the 10th grade. However, the students made mistakes when applying the reduction formulas, specifically when determining the signs trigonometric functions in the corresponding coordinate quarter
No. 8 (50%) - the ability to perform actions with geometric shapes, solve planimetric problems for finding geometric quantities (area), solve applied geometric problems;
No. 10 (50%) - the ability to build and explore the simplest mathematical models. When calculating the probability of an event, students made errors in the representation common fraction as a decimal. Some students do not know the definition of probability. Least of all completed this task from the first option. The students did not read the problem carefully.
No. 16 (40%) - the ability to perform actions with geometric shapes, solve problems in stereometry (pyramid, prism). When solving a stereometric problem, students showed that they did not know the formula for calculating the volume of a pyramid. Students have little
the ability to find the angle between planes is formed.
No. 18 (50%) - the ability to analyze statements. The mistakes made showed that students do not know how to solve logical problems, do not know the methods of logical reasoning that lead to correct conclusions. Some students do not know how to use the property of transitivity in cases of formulating logical conclusions, they do not know how to evaluate the logical correctness of reasoning.
No. 19 (40%) - the ability to perform calculations and transformations, work with numbers and their properties (digital notation of a number). Students made mistakes when compiling a mathematical model according to the condition of a text problem for the composition of a number. They showed poor possession or unformed ability to write multi-digit numbers using bit terms, inability to explore the constructed models using the apparatus
algebras, resulting in a very low task completion rate
The remaining tasks can be attributed to typical errors:
No. 2 (20%) - when completing the task, the students had to
demonstrate knowledge of the properties of a degree with integer and irrational exponents and the ability to apply them when converting fractional expressions. This task in the first variant caused particular difficulty, in which it was necessary to calculate the degrees with irrational indicators, the students made a mistake when subtracting the indicators, as a result of which, instead of decimal fraction got an integer;
No. 7 (30%) - the ability to find the root of the equation, in the variants, students were asked to solve three types of equations: fractional-rational, irrational, exponential
No. 12 (30%) - the ability to build and explore the simplest mathematical models, the choice of the optimal option: selection of a set, choice of an option out of three possible ones, choice of an option out of four possible ones, students made computational errors;
No. 13 (40%) - the ability to perform actions with geometric shapes, with polyhedra. Inability to perform actions with geometric shapes,
lack of self-control.
No. 15 (30%) - the ability to perform actions with geometric shapes, solve planimetric problems on the topics of a right-angled triangle: calculation of elements; circle. Students have a poorly formed area calculation skill
circles. Ignorance of the definition of cosine also led to errors acute angle right triangle, as well as the property of cosines of adjacent angles. At
a significant number of errors were made during the calculations.
No. 17 (10% - the ability to solve inequalities, match numbers on the coordinate line.
Mistakes made while completing the task indicate that some of the students who performed this work, do not know how to solve exponential inequalities (do not take into account the properties of monotonicity exponential function), make mistakes in applying the properties of numerical inequalities.
No. 20 (20%) - the ability to build and explore the simplest mathematical models, solve
tasks for ingenuity or tasks using formulas. When completing the task, the students showed their inability to analyze the real situation proposed in the task. Students do not know formulas arithmetic progression, so there are many computational errors in solving problems 1 and 3 options.
Analysis of errors and the results of the implementation of the regional trial USE-2016 in
basic level mathematics revealed a number of problems. To overcome them, we
necessary to work on the mistakes, analyze each task of two options
with all students who completed the USE at the basic level. Adjust individual work with students who have difficulty learning mathematics.
Conclusions:
In general, analyzing the results of the examination work of the trial regional
USE in mathematics at the basic level, we can conclude that 11th grade students are not sufficiently prepared to complete the tasks of the basic level at this stage of preparation for the exam.
Continue work on preparing for the exam in mathematics
Analysis of the trial exam in mathematics ( profile level)
(04/12/2016)
Class: 11 "A"
Number of students: 15
Teacher: Kurganova Yu.A.
The exam in mathematics at the profile level consists of two parts, including 19 tasks.The minimum threshold is 27 points.
The examination paper consists of two parts, which differ in content, complexity and number of tasks.
The defining feature of each part of the work is the form of tasks:
part 1 contains 8 tasks (tasks 1-8) with a short answer in the form of an integer or a final decimal fraction;
part 2 contains 4 tasks (tasks 9–12) with a short answer in the form of an integer or a final decimal fraction and 7 tasks (tasks 13–19) with a detailed answer (full record of the decision with the rationale for the actions performed).
Target: analysis and evaluation of the effectiveness of training, evaluation of effectiveness educational process in terms of educational standards.
Checked requirements:
Be able to use the acquired knowledge and skills in practical activities and everyday life (Simple text tasks (rounding up and down, percentages).
Be able to use the acquired knowledge and skills in practical activities and everyday life (Reading graphs and diagrams).
Be able to perform actions with geometric shapes, coordinates and vectors (Planimetry: calculation of lengths and areas. Vectors, coordinate plane).
Be able to build and explore the simplest mathematical models (Beginnings of the theory of probability).
Be able to solve equations and inequalities (Simple equations (linear, quadratic, cubic, rational, irrational, exponential, logarithmic, trigonometric).
Be able to perform actions with geometric shapes, coordinates and vectors (Planimetry: tasks related to angles in various planimetric figures).
Be able to perform actions with functions (Derivative: physical, geometric meaning of the derivative, tangent, application of the derivative to the study of functions, antiderivative).
Be able to perform actions with geometric shapes, coordinates and vectors (Stereometry: tasks for calculating the main elements of geometric bodies).
Be able to perform calculations and transformations (Calculation of values and transformations of expressions, fractions different kind: algebraic, trigonometric, exponential, logarithmic).
Be able to use the acquired knowledge and skills in practical activities and everyday life (Tasks with applied content).
Be able to build and explore the simplest mathematical models (Text problems: for movement in a straight line and a circle, on water, for joint work, interest, alloys, mixtures, progressions).
Be able to perform actions with functions (The largest and smallest value of the main functions: using the derivative and based on the properties of the function).
Be able to solve equations and inequalities (Equations, systems of equations: trigonometric, exponential, logarithmic, mixed).
Be able to perform actions with geometric shapes, coordinates and vectors (Stereometry: angles and distances in space).
Be able to solve equations and inequalities (Inequalities and systems of inequalities).
Be able to perform actions with geometric shapes, coordinates and vectors (Planimetric task).
To be able to use the acquired knowledge and skills in practical activities and everyday life (Problems for interest).
Be able to solve equations and inequalities (Equations, inequalities, systems with a parameter).
Be able to build and explore the simplest mathematical models.
Evaluation of the performance of tasks with a short answer.
1(1b)
(1b)
(1b)
(1b)
(1b)
(1b)
(1b)
(1b)
(1b)
(1b)
(1b)
(1b0
Number of completed tasks
Share of total
Antonov N.
83%
Belyakova E.
67%
Dyakov P.
75%
Krutov D.
58%
Kshnyaykina E.
100%
Pantileikina Yu.
58%
Parvatkin Ya.
92%
Paulov A.
100%
Petryakov D.
100%
10.
Ruskin A.
83%
11.
Saushin E.
92%
12.
Sonina Yu.
100%
13.
Stepushov D.
67%
14.
Strelchikova M.
100%
15.
Khannikova R.
58%
The number of correctly completed tasks
% of correctly completed tasks
93%
87%
100%
80%
93%
87%
67%
73%
87%
93%
67%
60%
From the table above, it can be seen that students have difficulty completing task No. 12 for finding the largest (smallest) function values, tasks No. 7 and 8 (the geometric meaning of the derivative and the stereometric problem), when solving word problems (No. 11). Only 60% completed tasks inPerforming an action with functions (the largest and smallest value of the main functions: using the derivative and based on the properties of the function).
67% solved the text and the problem on the geometric meaning of the derivative. 73% of students completed the stereometric task. 100% of students do not experience any difficulties when performing a planimetric task, 93% accurately completed the simplest text task, the simplest equation and the task with applied content.
Evaluation of the performance of tasks with a detailed answer.
13(2b)
(2b)
(2b)
(3b)
(3b)
(4b)
(4b)
Total points for
part 2
Antonov N.
Belyakova E.
Dyakov P.
Krutov D.
Kshnyaykina E.
Pantileikina Yu.
Parvatkin Ya.
Paulov A.
Petryakov D.
10.
Ruskin A.
11.
Saushin E.
12.
Sonina Yu.
13.
Stepushov D.
14.
Strelchikova M.
0
0
0
15.
Khannikova R.
0
0
0
0
0
0
0
0
Exam results:
Analyzing the results of a trial rehearsal exam in mathematics in the form of the Unified State Examination, we can conclude that 9 out of 15 graduates who scored 50 points or more have not only a basic level of training in secondary school mathematics, but also a profile one. All 11th grade students have overcome the minimum threshold of 27 points set by Rosobrnadzor for 2016.The best result was shown by Kshnyaykina E. (84b) and Parvatkin Ya. (82b). Krutov D., Pantileikina Yu., Khannikova R. scored the least points (33b).
Based on the foregoing, the mathematics teacherrecommended:
1. Analyze the results of performing CMM tasks, paying attention to the identified typical errors and ways to eliminate them.
2. Organize a repetition system with lesson control and verification.
3. Use the tasks included in the KIM in the lessons.
4. Pay attention to the formation in students of general educational and simple mathematical skills that are directly applicable in practice.
5. When organizing a repetition, pay the necessary attention to the questions that caused the greatest difficulties for schoolchildren in the mock exam.
6. Systematically work with students, practicing with them tasks of a basic level of complexity.
Reference
based on the results of the trial examination work in mathematics
in class 11A in uniform and USE materials
In accordance with the work plan of the school, on April 22, a trial examination in mathematics was held in grade 11 "A" in the form and materials of the Unified State Examination. The work was compiled in accordance with the demo approved in November 2010.
The work consisted of 12 tasks with a short answer - tasks of the basic level of complexity and 6 tasks involving a detailed solution - tasks advanced level difficulties.
The tasks tested the knowledge gained in algebra, algebra and the beginnings of analysis, geometry for grades 7-11.
The aim of the work was to diagnose the level of knowledge of students in mathematics at this stage of education in order to plan the process of preparing for the USE in the time remaining until the state final certification.
Total / wrote | "2" | "3" | "4" | "5" | % success | % quality |
24 /24 | ||||||
100% | 12,5% | 62,5 | 12,5% | 12,5% | 87,5% |
The results of regional diagnostic work:
Results in November:
Results in December:
Results in January:
Results in February:
March results:
April Results
Comparative analysis of the results of the trial exam for three years:
year | 5 "2" | "3" | "4" | "5" | % success | % quality | Teacher |
2008 - 2010 | 100% | Tkachenko A.B. |
|||||
2009 - 2010 | Shvydchenko N.A. |
||||||
2010 - 2011 | 12,5% | 62,5 | 12,5% | 12,5% | 87,5% | Tkachenko A.B. |
The minimum number of points - 3 points: ________________
Failed to complete any task
Execution Analysis individual tasks students of 11 "A" class in April 2011:
Ability to apply the acquired knowledge and skills in practical activities and everyday life (whole numbers, fractions, percentages). | |||
Ability to apply the acquired knowledge and skills in practical activities (graphical presentation of data) | |||
Equations (proportion, fractional rational, logarithmic, exponential) | |||
coordinates and vectors (right triangle) | |||
The ability to use the acquired knowledge and skills in practical activities and everyday life (building a mathematical model) | |||
Ability to work with geometric shapes coordinates and vectors. Finding the areas of plane figures | |||
Ability to perform calculations and transformations | |||
Ability to perform actions with functions (application of the derivative to the study of functions) | |||
Ability to perform actions with geometric shapes, coordinates and vectors (volumes and surface areas of polyhedra and bodies of revolution) | |||
AT 10 | Ability to use acquired knowledge and skills practical activities and everyday life (physics, mechanics, application of equations and inequalities) | ||
AT 11 | Ability to perform actions with functions (finding the largest, smallest value of a function, maximum, minimum) | ||
AT 12 | The ability to build and explore the simplest mathematical Models (tasks for movement, percentages, alloys, mixtures, work) | ||
Solve equation, inequality | |||
Job with parameter |
var | AT 10 | AT 11 | AT 12 | ball | ots |
||||||||||||||||
Total students | |||||||||||||||||||||
Results in % | |||||||||||||||||||||
The diagram shows that the most successful 79% of students completed
task B1 , which tested the ability to apply the acquired knowledge and skills in practical activities and everyday life (whole numbers, fractions, percentages). The level of implementation is low; on diagnostic work 12/21/2010 and 02/15/2011 03/15/2011, 04/26/2011 the level of completion of tasks of this type was 100%; 86%, 95% and 100% respectively. The analysis showed that students made computational errors. Only ____________ does not understand the meaning of the task. At this stage, he has not worked out this task yet as a student.Task B2 school students performed at the level of 73%. The task tested the ability to read graphs and diagrams of real dependencies. The result is worse than at the diagnostic work on 01/25/2011 and 03/15/2011, 04/26/2011. (the level of completion of tasks of this type is 83%, 83% and 100%, respectively). 3 students did not cope with the task due to inattention when reading the question (___________________) and 1 student - Voronov Vladimir did not understand the task, however, the skill of solving tasks of this type was worked out by the student.
At a similar level - 79% students coped with
task B3 . The task tested the ability to solve equations. At the diagnostic work on 12/21/2010 and 03/15/2011, tasks of this type were correctly completed by 80% and 96% of students, respectively.There were 4 types of equations at work:
Equation Type | Performed | Failed |
Proportion | 6 students | |
Fractional-rational | 9 students | Kuznetsov Artem Mishev Igor Yurchenko Artem |
Logarithmic | 3 students | Okopny Sergey |
exemplary | 6 students | Kolesnikova Olga Voronov Vladimir |
Task B4. The average level of fulfillment of this task is 58% (in the region - 62.5%). The task tested the ability to perform actions with geometric shapes, coordinates and vectors (triangle). The solution of this problem is based on knowledge of the properties of an isosceles triangle and the sum of angles in a triangle; right triangle solution
As you can see from the above solution, the level of performance of this type of task is available for the average student. However, these guys also make computational errors (_______________________). Poor students did not even start the task (________________________________)
Task B5 tested the ability to use the acquired knowledge and skills in practical activities and everyday life (tabular presentation of data). At the diagnostic work on November 23, 2010, January 25, 2011, March 15, 2011 and March 26, 2011. the level of completion of tasks of this type was significantly higher - 60%; 63%; 83; and 68% respectively. Individual students made a mistake in the calculations (______________________) or incorrectly made a comparison.
However, a number of students incorrectly compiled a mathematical model of tasks (_______)
With task B6 , which tested the ability to perform actions with geometric shapes, coordinates and vectors, did somewhat better - 54%. These are 13 students, with good and average progress
Task type | Performed | Failed |
Coordinates | 3 students | |
Vector | 4 students | |
Area of the shaded figure | 9 students | |
Angle tangent | 3 students | |
Find the height of the shaded figure | 3 students | |
trapezium, circle | 2 students |
The calculations that need to be performed when getting the answer to this task are simple. If you carry out systematic training for solving tasks of this type in parallel with the repetition of theoretical material, then you can get more high score. Compared to work in March (37%), the result on the trial USE is slightly higher.
Task B7 tested the ability to perform transformations of expressions and find their values. This task was completed correctly by 54%, which is much better than in March at the KRA (35% of students). To solve problems of this type, it is enough to know and be able to apply some formulas, as well as correctly perform calculations. A fairly low percentage of completion of this task indicates the committed computational errors (___________) and insufficient knowledge (________________________________)
Task B8 , which tested the ability to perform actions with functions (the geometric meaning of the derivative) was correctly solved by 42%
At the diagnostic work on 12/21/2010, 01/25/2011, 02/15/2011 and 03/15/2011, students completed tasks on the topic "Derivative" at the level of 40%, 58% and 26.5% and 42%, respectively , which indicates the variety of tasks on this topic. As can be seen from the analysis, the level of performance of tasks of this type is accessible to the average student, however, these students also make mechanical mistakes (________________________)
With task B9, 17% of students who presented the geometric problem coped. Most of the guys did not even begin to solve the geometric problem. Arushanyan, Kostenko, Kolesnikova made computational errors. In March, 32% of students coped with the KDR.
Task B10 , which tested the ability to use acquired knowledge and skills in practical activities and everyday life (inequalities, physics, mechanics) was completed by 21% of students. These are good students. As can be seen from the analysis, the level of performance of tasks of this type is accessible to the average student. Compared to the KDR in March, the result is somewhat better (13%). Hotel students made computational errors (__________________). This result indicates, first of all, the inability of students to analyze the text of the problem and correctly build its mathematical model, as well as problems with computational skills.
Task B11 completed by 25% (compared to the KDR on March 15, 2011 - 22%) of graduates. _______________ made computational errors. 12 students did not start the task.
Runlevel
tasks B12 , who tested the ability to build and explore the simplest mathematical models (teamwork problems, movement, percentages, alloys and mixtures, decimal notation natural numbers) amounted to 25% (in March on the KDR - 48%). This result indicates that most students do not know how to analyze the text of the problem and correctly build its mathematical model, as well as the computational errors that students make when solving the equation.Summing up the results of the tasks of the basic level of complexity, we can note:
It is enough for students to master the methods of solving the simplest text problems with integers, fractions and percentages (task
IN 1 ); average level of work with graphs of real dependencies AT 2, good skills in solving exemplary and logarithmic equations, proportions (task AT 3 ); tasks B4.Insufficient ability to use the acquired knowledge and skills in practical activities and everyday life (data tabular presentation) (task AT 5);
Insufficient knowledge of students in geometry (task B6, B9 ),
Analysis of the trial exam in mathematics (profile level) in grades 11 of the Tulgansky district (03/18/2016)
from 0 to 26 points
from 27 to 49 points
from 50 to 67 points
from 68 to 84 points
from 85 to 100 points
MBOU "Almaly secondary school"
MBOU "Blagoveshchenskaya secondary school"
MBOU "Blagodarnovskaya secondary school
MBOU "Gorodets secondary school"
MBOU "Ekaterinoslav secondary school
MBOU "Lyceum №1" village Tyulgan
MBOU "Raznomoyskaya secondary school"
MBOU "Tashlin secondary school"
MABU "Troitskaya secondary school"
MBOU "Tugustemir secondary school"
MBOU "Tulgan secondary school No. 1"
total for the municipality
Taking into account the points received, the students received the following marks (according to a five-point system). These results can be compared with the results for the first half of the year.
Trial exam K / r for the first half of the year
"2" - 0 people. (0%); "2" - 7 people. (eleven%);
"3" - 25 people. (41%); "3" - 17 people. (27%);
"4" - 25 people. (41%); "4" - 32 people. (51%);
"5" - 11 people. (18%). "5" - 6 people. (9.7%).
Comparing the results, we can conclude that there are no unsatisfactory grades, the number of “5” has increased, at the same time, the quality of knowledge has generally decreased by 1.7%.
table 2
Table 2 shows that 6 students, i.e. 9.8% of students, have only crossed the threshold. These are students of the following schools: MBOU "Lyceum No. 1" in the village of Tyulgan (1 pers.), MBOU "Tulganskaya secondary school No. 1 (1 pers.), MBOU" Raznomoyskaya secondary school "(1 pers.), MAOU" Troitskaya secondary school (3 pers. .)
job number | Tested Skill | % completed |
Be able to use the acquired knowledge and skills in practical activities and in everyday life | ||
Be able to perform actions with geometric shapes, coordinates and vectors | ||
Be able to perform actions with geometric shapes, coordinates and vectors | ||
Be able to perform calculations and transformations | ||
Be able to use the acquired knowledge and skills in practical activities and in everyday life | ||
Be able to build and explore the simplest mathematical models | ||
Know how to use functions | ||
Be able to solve equations and inequalities | ||
Be able to perform actions with geometric shapes, coordinates and vectors | ||
Be able to solve equations and inequalities | ||
Be able to perform actions with geometric shapes, coordinates and vectors | ||
Be able to use the acquired knowledge and skills in practical activities and in everyday life | ||
Be able to solve equations and inequalities | ||
Be able to build and explore the simplest mathematical models |
The table shows that none of the students completed all the tasks. More than 90% of students successfully completed tasks No. 2 (be able to use the acquired knowledge and skills in practical activities and in everyday life), No. 3 (be able to perform actions with geometric shapes, coordinates and vectors), No. 5 (be able to solve equations and inequalities) . Students (more than 80%) successfully completed tasks No. 1 (be able to use the acquired knowledge and skills in practical activities and in everyday life), No. 4 (be able to build and explore the simplest mathematical models), No. 6 (be able to perform actions with geometric shapes, coordinates and vectors).
The most difficult task for students from the first part was task No. 7 (be able to perform actions with functions), as well as tasks of the second part, which had to be solved in expanded form.
(average score for the region - 50 points)
Above the regional average:
1. MBOU "Ekaterinoslav secondary school" - 66.7.
2. MBOU "Tashlinskaya secondary school" - 56.7.
3. MBOU "Lyceum No. 1" village Tyulgan - 53 b
4. MBOU "Blagodarnovskaya secondary school" - 52.5
5. MBOU "Gorodets secondary school" - 50.5
6. MBOU "Tulgan secondary school No. 1" - 50.37.
Below the regional average:
7.MBOU "Tugustemir secondary school" - 49
8. MBOU "Blagoveshchenskaya secondary school" - 48.5.
9. MBOU "Almaly secondary school" - 44
10 MBOU "Raznomoyskaya secondary school" - 38.5
1. Analyze the results of the trial USE (profile level) in each OO;
District teachers to strengthen the training of students who want to take mathematics at the profile level. Provide additional individual and group consultations for students of various groups. When preparing students for the Unified State Examination in mathematics (profile level), pay attention to solving tasks with a detailed answer, in order to improve the quality of knowledge and, in general, the average score for the district in 2016.
methodologist MKU TsSDOU
