Informatics in games and tasks, Goryachev A.V., Grade 4
Truth of statements with the words "Not", "And", "Or"
IT-teacher
MBOU secondary school No. 1 named after. M.P. Kochneva: Fadeeva N.S.
Checking homework
plants
forest plants
Colors
forest flowers
Three digit numbers
Vowel sounds
Predatory beasts
- What is a statement?
- What could be the statement?
- the word "NOT", then its elements are outside of the figure.
- If the name of the set contains the word "and", then its elements are at the intersection of figures .
- If the name of the set contains the word "OR", then this means that its elements are in several figures .
Firewood, fire, fire, coal.
Firewood, fire, salt.
There are 4 letters and 4 sounds in a word
Salt, water, fire, coal.
Firewood, fire.
There are 4 letters in the word AND NOT 4 sounds
- The statement with the word "NOT" is true when the same statement without the word "not" is false, and vice versa.
- statement with the word "and" consists of two statements and is true when true both "halves".
- statement with the word "OR" also consists of two statements, but it is true when at least one half is true.
Lesson Objectives:
- understand the concept of "statement";
- to develop the ability to determine the truth value of a complex statement, to design a scheme of a complex statement on Euler circles;
- develop independence, initiative in choosing a solution;
- develop an information culture.
Lesson type: formation of new ZUN.
Lesson resources: cards with numbers and words, diagrams, Euler circles, student workbooks (authors Goryachev A.V., Gorina K.I., Volkova T.O. Informatics in games and tasks. Grade 4. Part 2. Balass Publishing House)
Lesson steps:
- Organizational moment (2 min).
- Actualization of students' knowledge (5 min).
- staging learning task(5 minutes).
- Building a project to get out of the difficulty (5 min).
- Primary consolidation in external speech (7 min).
- Reflection (5 min).
- Homework and his briefing (1 min).
- Independent work students (10 min).
Working methods and techniques:
- explanatory and illustrative;
- reproductive;
- problem statement;
- partial search (heuristic).
Forms of work: group, individual, frontal.
During the classes
1. Organizational moment
The class is divided into three groups.
- What did you do in the last lesson? (We remembered what a set is, what kinds of sets exist, and that actions can be performed on sets).
We will continue to work with sets in the lesson.
2. Updating knowledge
Who is bigger?
Write down as many elements of the set “Trees” as possible on a piece of paper. (Each group is given a blank sheet and a few pencils)
Greedy Numbers
There are numbers in the circle that have the number “3” in them. In the rectangle - the numbers in which there is a number "5". Put the numbers in the picture correctly: 73, 36, 35, 85, 51, 53, 28, 76, 15, 13, 23, 55 (Picture 1).
Picture 1
- What interesting things did you notice? (Some numbers fell into both the circle and the rectangle, i.e. at the intersection).
- What is an intersection? (The intersection includes those elements that have all the given features). The scheme is posted (picture 2).
Figure 2
Have all the numbers found their place? (There are extra 28 and 76 left).
What set can these numbers be combined into? (These are two-digit even numbers).
Find a union
On the drawings (Pictures 3 - 8) find and shade the union of the sets (2 drawings per group). Children's explanation.
 Figure 3 |
 Figure 4 |
 Figure 5 |
 Figure 6 |
 Figure 7 |
 Figure 8 |
- What is a union? (The union includes those elements that have at least one given attribute). The scheme is posted (Figure 9).
Figure 9
– Do you understand everything?
3. Statement of the learning problem
- I have objects hung on the board: a crocodile, a hare, an owl, a rose, a spruce, a hedgehog. Choose from these items those that are GREEN OR SPIKED. (Various options are possible).
Why can't you complete the task correctly? What word is giving you trouble? (It's an OR word. We don't know which set operation to perform.)
- Let's read the topic of our lesson on page 6. (The words “not”, “and”, “or”).
- What do you think we should do in the lesson, judging by this topic? (We must learn to use the words "not", "and", "or" in the correct sense and know what action on sets corresponds to each word).
– In addition, you will need to remember everything you know about statements.
4. Building a project for getting out of a difficulty
Working with prompts on page 6.
- So what items will fall into the union of the sets GREEN OR SPIKED? (Spruce, crocodile, rose, hedgehog).
– What other familiar operation do you see? (The intersection of sets - it corresponds to the clue word AND).
- Who recognized the operation on the third scheme? (This is the negation of sets - it corresponds to the clue word NOT).
- Read what negation is (Those elements that do not have the specified properties fall into negation) (Figure 10).
Figure 10
– List the elements of the set “NOT animals”. (Spruce and rose).
5. Primary consolidation in external speech
No. 8, p. 6
– How many words are on the list? What figure represents this set? (6, square).
How many four letter words? What figure represents this set? (2, around).
How many words out of 4 sounds? What figure represents this set? (3, trapezoid).
Distribution of words in the scheme.
How many words are not 4 letters? Which? What does the word NOT mean? (All words are outside the circle).
– Shade, etc.
- So: if the word NOT is found in the name of the set, then its elements are outside the figure;
if the name of the set contains the word AND, then its elements are at the intersection of the figures;
if the name of the set contains the word OR, then its elements are in several figures.
Now tell me, what are the statements? (True if they are telling the truth, and false if they are telling lies.)
Individually choose any two statements (children decide for themselves the degree of difficulty of the task) and determine the words for which the statement is true.
Examination.
- So: a statement with the word NOT is true when the same statement without the word NOT is false;
a statement with the word AND consists of two statements and is true when both halves are true;
the statement with the word OR also consists of two statements, but it is true when at least one half is true.
6. Reflection
What concepts did you learn in class today?
- What new did you learn at the lesson?
What difficulties did you experience in class?
What else do we need to work on?
7. Homework and instructions
No. 9, p. 7 (similar to task No. 8), any two statements to choose from.
8. Independent work of students
Lesson objectives: To consolidate: To consolidate: The idea of the intersection of sets, the ability to determine whether elements belong to a set; The idea of the intersection of sets, the ability to determine the belonging of elements to a set; The idea of statements and the ability to determine the truth of statements with the words "not, and, or" The idea of statements and the ability to determine the truth of statements with the words "not, and, or"
Lesson plan Review of the point "Many" Review of the point "Many" Work in a notebook page 5 7 Work in a notebook page 5 7 New topic. New topic. Work in a notebook page 6 8 Work in a notebook page 6 8 Self-assessment Self-assessment Summary of the lesson Summary of the lesson Homework Homework
Test yourself: A set is a group of identical objects; A set is a group of identical objects; A subset is a set that is included in another set; A subset is a set that is included in another set; Disjoint sets are two groups of different sets; Disjoint sets are two groups of different sets; Intersecting sets are sets whose elements are in both sets Intersecting sets are sets whose elements are in both sets
Statements: "NOT" - elements are outside the set "NOT" - elements are outside the set "AND" - elements are at the intersection of sets "AND" - elements are at the intersection of sets "OR" - elements are in several sets "OR" - elements are in multiple sets
Work in a notebook Page 6 8 Page part collectively Part 1 collectively Part 2 (table of sayings) independently! Part 2 (table of sayings) on your own!
Lesson development (lesson notes)
Primary general education
UMK line V. N. Rudnitskaya. Mathematics (1-4)
Attention! The site administration site is not responsible for the content methodological developments, as well as for compliance with the development of the Federal State Educational Standard.
The purpose of the lesson
Create conditions for the formation of the ability to determine the truth or falsity of statements, including those with the words "it is not true that."
Lesson objectives
- Contribute to the formation of the ability to determine the truth of statements with subsequent justification with examples. Contribute to the formation of the ability to form statements with the words "it is not true that." Continue the formation of the ability to determine the truth of a statement with the words "it is not true that." use the commutative property of multiplication in calculations. Continue to form logical reasoning skills. Develop students' mathematical speech.
Activities
- Determining the truth or falsity of statements. The choice of a true or false statement from the given statements. The transformation of this statement into a statement with the words "it is not true that." Determination of the truth of the statement with the words "it is not true that." Perform multiplication of single and double digit numbers.
Key Concepts
- A statement, a true statement, a false statement, a statement with the words "it is not true that."
| № | Stage name | Methodological comment |
|---|---|---|
| 1 | 1. Motivation to learning activities | Read the equations, do the calculations. Mark the correct equalities. Name the meanings of the works that are written incorrectly. |
| 2 | 2. Update basic knowledge | Read statements. Perform calculations and determine the truth of statements. Match the true and false statements with the corresponding words. |
| 3 | 3. Independent work with self-test | Determine the truth of these statements. Place the letter “I” next to true statements, and the letter “L” next to false ones. |
| 4 | 4. Application of knowledge and skills in a new situation | Look at the shapes in the picture. Read statements. Complete the statements so that they become true - insert the numbers of the figures. |
| 5 | 5. Generalization and systematization | Read the statements and determine if they are true or false. Mark false statements. |
| 6 | 6. Summary of the lesson |
