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The work experience of a mathematics teacher Kovalenko Galina Ivanovna on the topic: "Modern approaches to organizing the preparation of students for the OGE in mathematics."

INTRODUCTION ………………………………………………………………………………2
1. Psychological preparation of students for the OGE………………………2

2. Forms and methods of conducting training sessions………………………3

3. The use of ICT in mathematics lessons in preparation for the OGE ...... 4

4.Using a differentiated approach when

preparation for the OGE…………………………………………………………..6

5. Monitoring the quality of student preparation for the exam……………..7

6. Oral counting is one of the important techniques in preparing students for the OGE in mathematics………………………………………………………….8

7. Problem group “Forms and methods of conducting training sessions in preparing students for the OGE mathematics”…………………………………………………………………………………………….9

CONCLUSION ………………………………………………………………………..9

LITERATURE ………………………………………………………………………….10

APPENDIX…………………………………………………………………10

INTRODUCTION

The leading goal of school mathematical education is the intellectual development and formation of the qualities of thinking of students necessary for a full life in society. Each student in the learning process should have the opportunity to receive full preparation for the final exams, master the amount of knowledge, skills and abilities that is necessary for the successful passing of the OGE and further education at school. The development of the OGE and the USE in mathematics is determined by the main tasks that education faces in connection with the strategic directions of the socio-economic development of Russia until 2020: "Priority state task is to provide a high-quality basic level of mathematical and natural science knowledge for all school graduates, not only future scientists, but also future skilled workers. Strong mathematical and natural science education, its fundamental nature are competitive advantage Russia. in teaching mathematics and natural sciences we must make the most of the existing potential and Russian traditions, supplementing them with the latest scientific achievements, modern educational technologies»

1. Psychological preparation of students for the OGE.

Basic State exam is a new form of final certification. To successfully pass it, the student must be prepared not only practically, but also psychologically. First of all, in their lessons, deciding typical tasks I emphasize the possibility of their solution by each student - a situation of success. Being class teacher 9th grade students, I conduct extra-curricular activities together with the school psychologist, which help students overcome the fears of students before the exam and properly prepare for the exam.

How can you make a child believe in himself, in the fact that there is always hope for the solvability of any situation? Yes, just show him that he is able to complete these tasks if he uses a certain algorithm or logical reasoning. In the classroom I try to create an atmosphere of comfort, mutual understanding. I use teacher-student and student-student collaboration. In my lessons, I make sure that any child should be understood and heard by the teacher and fellow student: the teaching should take place in "an atmosphere of ease, so that the children and the teacher can breathe freely in the lessons." The teacher requires both skill, and great patience, and love for students. A friendly attitude towards students removes their fear of learning difficulties: the child should not be afraid to make a mistake, ask the teacher if he listened to something or did not understand.

Psychological preparation of students can be as follows: working out the strategy and tactics of behavior during the preparation for the exam; learning skills of self-regulation, self-control, increasing self-confidence, in their abilities.

Methods for conducting classes on psychological preparation students are diverse: group discussion, game methods, meditative techniques, questionnaires, mini-lectures, creative work, oral or written reflections on the proposed topic. The content of the course should focus on next questions: how to prepare for exams, behavior on the exam, ways to relieve neuropsychic stress, how to resist stress. Work with students is carried out at the request of students - with the whole class or selectively.

2. Forms and methods of conducting training sessions.

But the increase in mental load in mathematics lessons also makes us think about how to maintain children's interest in the material being studied and their activity throughout the lesson. To solve this problem, in my work I use various types and forms of student activity in the classroom, non-traditional forms conducting training sessions.

Custom Shapes the organization of lessons allows me to stimulate the activity of students, to reveal creative forces, hidden opportunities every student. I form a cognitive interest in the subject in children through the use of various forms, techniques and teaching methods that affect the personality of the student. A positive educational effect is achieved by combining the intellectual content with the novelty of the form of conducting a lesson: peer learning lessons, consultation lessons, lecture lessons, and others. In the process of learning, I achieve conscious perception by students of the material being studied, the acquisition of skills logical thinking, development of imagination and intuition, understanding the relationship of acquired knowledge, the mechanism of errors and their overcoming. I develop observation, thinking and practical actions in students, and not only specific operations and tricks. In my work, as a means of forming such qualities in students, I use various forms and methods of conducting training sessions, a variety of activities, and creating a problem situation.

In order to improve the effectiveness of teaching mathematics to develop students' creativity and develop the need for creative activity I use the basic provisions and principles of developmental education that are acceptable in high school:

Knowledge, skills and abilities remain the base, the information foundation necessary for the development of the student's potential.

The high level of difficulty of the intended educational material.

In the learning process, the teacher develops observation, thinking and practical actions, and not specifically the operations and techniques required in an isolated academic subject.

Learning takes place at a fast pace without “chewing” what students already know (However, fast paced passing the material is not an end in itself, it is not an accelerated method. This is one of psychological conditions development. The teacher should not verbally return to the old material, but consider it in new connections and relationships, so that for the student he acts as a new still unknown)

Consciousness of learning, i.e. "the ever-increasing awareness of children of the learning process itself: how the acquired knowledge is connected, what is the mechanism of errors and their overcoming."

3. The use of ICT in mathematics lessons in preparation for the OGE.

The use of information and communication technologies makes it possible to increase the effectiveness of lessons and the interest of students in them: slide presentations independently developed by me and students, digital educational resources, materials of the school media library and the possibilities of the Internet. I use the Open Bank of Mathematical Problems, which provides the goal of supporting the work of the teacher and the independent work of students in preparing for the exam at a basic level.

According to research, 1/4 of the material heard, 1/3 of what is seen, 1/2 of what is seen and heard, ¾ of the material remains in the memory of a person if the student is involved in active actions in the learning process.

The technology of using ICT tools in subject education is based on:

use by participants educational process some formalized content models;

activities of the teacher managing these means;

increasing the motivation and activity of students, caused by the interactive properties of the computer.

Computer capabilities can be used in subject education in the following ways:

use of diagnostic and control materials;

performance of home independent and creative tasks;

using a computer for calculations, plotting graphs;

creating lessons using the program “Notebook”, “PowerPoint”

Since the visual-figurative components of thinking play an extremely important role in human life, their use in studying material using ICT increases the effectiveness of learning:

graphics and animation help students understand complex logical mathematical constructions;

the opportunities provided to students to manipulate (explore) various objects on the display screen allow children to assimilate educational material with the most full use sensory organ and communication connections of the brain.

The computer can be used at all stages of the learning process: when explaining new material, consolidating, repeating, controlling, while for the student it performs various functions: a teacher, a working tool, an object of study, a collaborating team.

The computer allows you to increase the motivation of learning through an active dialogue between the student and the computer, the variety and colorfulness of information. In practice, the principle of success is implemented

(the computer allows you to bring the solution of any problem, based on needed help).

When using a computer and introducing ICT in the lessons, age capabilities and educational needs students, the specifics of the development of thinking and other mental processes in the context of informatization of educational activities. Here the task is solved - the foundations of rational and effective communication of the student with the computer, as the main tool of the new information society, are laid. Using PowerPoint in math lessons helps:

- stimulating the learning process, such as the perception and awareness of information;

- increasing the motivation of students;

– development of teamwork skills and collective cognition among trainees;

- the development in students of a deeper approach to learning, and, therefore, entails the formation of a deeper understanding of the material being studied;

– implementation of a differentiated approach;

- the formation of communicative and educational-cognitive competencies of students;

– development of students' computing skills;

– formation of skills of self-control, mutual control and self-learning;

– implementation intersubject communications;

- the inclusion of students in all channels of perception of information.

Application information technologies help:

create a positive motivation for the student in learning new material;

develop cognitive interest in the subject;

first consolidate the knowledge of students;

check the strength of knowledge acquisition.

Application of a presentation created in the PowerPoint environment. Non-standard presentation of material in the form of an electronic presentation improves the quality of any lesson. When studying new material, it allows you to illustrate the educational material with a variety of visual means. These can be: slides with no text; a presentation that consists only of text, if this is a lecture lesson; lesson outline. In this case, the presentation consists of the topic of the lesson, objectives, key concepts and homework.

4 .Using a differentiated approach in preparing for the OGE.

To increase the level of training and the quality of knowledge of students allows the use of monitoring of ZUN, the use of self-diagnosis, self-assessment. All this makes it possible to more effectively carry out individual work with students to eliminate gaps in their knowledge. For each student of the 9th grade there is a monitoring of the performance of diagnostic work for each task. To organize the preparation of schoolchildren for the exam, based on the results of the first diagnostic work, 3 groups of students were identified:

the first group - students who set themselves the goal of overcoming the lower limit (8 tasks);

the second group - students who set themselves the goal of passing the exam with a mark of "4".

the third group - students who set a goal - to get high scores.

For each group, the principles of organizing preparation for the OGE could be determined.

First group. For this group, it is necessary to overcome the threshold of 8 points, scored in total for completing the tasks of all three modules, provided that of them at least 3 points in the "Algebra" module, at least 2 points in the "Geometry" module and at least 2 points in the "Real Mathematics" module . We identify the strong and weak positions of the mathematical preparation of each and work with strong positions (we consolidate what is already obtained), adding feasible tasks from weak positions. We carry out a meaningful development of basic mathematical skills. The purpose of this work is to work out the solution of the selected tasks and instill confidence in students that they can do the lower limit.

Second group. For this group, you need to confidently get 16-22 points , provided that of them 12-16 total points in algebra, 5-8 total points in geometry.

We work with weak positions, constantly keeping strong positions under control by performing appropriate tasks (we achieve the accomplishment of what does not work out). The purpose of the work is to form self-examination skills and achieve a sustainable result (at the expected level) in working with tasks in which the student is more successful, to repeat topics that make it possible to solve the most difficult tasks.

Third group. For this group, we develop the ability to confidently complete the tasks of part 2 in order to score 23-38 points , provided that of them 17-23 total points in algebra, 9-15 total points in geometry. . We regularly solve tasks that develop the creative abilities of students to solve problems of an increased level of complexity. The purpose of the work is to develop the skills and abilities that allow to obtain highest scores.

I use this in my daily work. level differentiation. At differentiated work each student has the opportunity to master the educational material, depending on his abilities and individual characteristics of the personality, when his efforts to master this material and the creative application of knowledge are taken as the criterion for evaluating the student's activities.

5. Monitoring the quality of student preparation for the exam.

Particular attention in the process of activities of the educational institution in preparing students for the OGE is occupied by monitoring the quality and learning in the subject. Monitoring - tracking, diagnostics, forecasting of the results of activities, preventing an unlawful assessment of an event, a fact according to a single measurement (assessment). Monitoring the quality of education is a "tracking" and, to a certain extent, control and regulatory system in relation to the quality of education.

I conduct quality monitoring systematically and comprehensively. It includes the following parameters: control of current grades, grades for control work, grades for independent work, the results of a trial and diagnostic OGE. I analyze them, bring them up for discussion at administrative and production meetings, and bring them to the attention of parents. Monitoring provides the ability to predict grades for the OGE. In my work I am guided by the analysis OGE results in mathematics, presented in the FIPI analytical report “Results of the main state exam ( brief analysis examination results works of the OGE)”, and diagnostic work in OGE format, which made a number of conclusions related to key issues on which preparation for the OGE should be focused. First of all, a large number of computational errors were noted, which were made both in the performance of tasks of the basic and elevated levels difficulties; errors associated with ignorance of the properties of degrees, the square root; with the inability to use standard methods for solving the simplest equations and inequalities; inattentive reading of the text, etc.

I pay attention to the technique of performing examination work:

Training in constant tight control of time.

Learning to assess the objective and subjective difficulty of tasks and, accordingly, the reasonable choice of these tasks.

Learning to estimate the bounds of results and minimal substitution as a method of checking carried out immediately after solving the task.

Teaching the reception of "spiral movement" on the test.

6. Oral counting is one of the important techniques in preparing students for the OGE in mathematics.

In connection with the introduction compulsory USE and GIA in mathematics, there is a need to teach high school students to solve problems quickly and efficiently at the basic level. At the same time, the role of oral calculations and calculations in general increases unusually, since it is not allowed to use a calculator and tables at the exam. Note that many of the computational operations that we tend to write down in the course of detailed solution tasks within the test do not require this at all. You can teach students to perform simple (and not so) transformations orally. Of course, this will require organizing the development of such a skill to automatism.

In order to achieve the correctness and fluency of oral calculations, transformations, and problem solving during all years of study at the middle and senior level, at each lesson, it is necessary to allocate 5-7 minutes for exercises in oral calculations provided for by the program of each class.

Oral exercises activate mental activity students require conscious assimilation educational material; when they are performed, memory, speech, attention, speed of reaction develop. Oral exercises as a stage of the lesson have their own tasks:

1) reproduction and correction of knowledge, skills and abilities of students necessary for their independent activity in the classroom or conscious perception of the teacher's explanation;

2) monitoring the state of knowledge of students;

3) automation of skills of the simplest calculations and transformations.

Oral exercises should correspond to the topic and purpose of the lesson and help to assimilate what is being studied. this lesson or previously covered material. In order for the skills of oral calculations to be constantly improved, it is necessary to establish the correct balance in the use of oral and written methods of calculation, namely: to calculate in writing only when it is difficult to calculate orally.

Practice has shown that systematic work with the CS contributes to a significant increase in the productivity of calculations and transformations. Reduced time to perform operations such as solving quadratic equations, linear inequalities and inequalities of the 2nd degree, factorization, plotting functions, transformations irrational expressions and others. These operations move from the category independent task into an auxiliary category and become a tool (“multiplication table”) for solving more complex problems.

7. Problem group "Forms and methods of conducting training sessions in preparing students for the OGE in mathematics"

Working on the problem “Modern approaches to organizing the preparation of students for the OGE in mathematics”, I am the head of the school problem group “Forms and methods of conducting training sessions in preparing students for the OGE in mathematics”. The purpose of the work is to increase the methodological level of school mathematics teachers in preparing for the OGE and to improve the quality of student training in mathematics and the results of the OGE. Issues discussed at the meetings effective training students for the main state exam, the methodological recommendations of FIPI, SKIPKRO and others on preparing for the OGE are being studied. The experience of working on this issue was heard at a meeting of the district methodological council in March 2015.

CONCLUSION

Applying the approaches listed above to organizing the preparation of students for the OGE in mathematics, I managed to improve academic performance and the quality of knowledge in the subject. All my students successfully passed the OGE in mathematics in 2015. I take an active part in the work of the regional methodological association of teachers of mathematics, make presentations, share my experience with young colleagues. So, in August 2014, the performance of " Innovative transformations in Teaching Mathematics”, conducted open lessons as part of the work of district seminars to prepare students for the Unified State Examination, the effectiveness of open lessons according to the results of the municipal examination is 99%.

Literature

Babansky Yu.K. Activity and independence of students in learning / M.Yu. Babansky - M., Pedagogy, 1989.

Bespalko V.P. Components of pedagogical technology / Bespalko V.P. - M., 1989.

Krasnovsky E.A. Activation of educational knowledge / Krasnovsky E.A. // Soviet Pedagogy. - 1989. - No. 5.

Elkonin D. B. Selected pedagogical works. / Ed. V.V. Davydova, V.P. Zinchenko.-M., 1989.

Schukina G.I. Activation of cognitive activity in the educational process / Schukina G.I. - M., 1979.

Application

Work plan

problem group: "Forms and methods of conducting training sessions in preparing students for the OGE in mathematics."

Objective:

raising the methodological level of school mathematics teachers in preparing for the GIA.

improving the quality of training students in mathematics and the results of the GIA.

2. Exchange of experience in preparing students for

2013-2014 academic year.

1. Discussion of the work plan of the problem group for the academic year.

2.Study of legal documents and recommendations for

preparation for GIA.

1. Forms and methods of conducting training sessions at

preparing students for the GIA in mathematics

2. Analysis of the results of diagnostic work in mathematics

in school classrooms.

3. Rational ways to solve tasks of part 2

Practical lesson:

visit open lesson algebra class 9;

Self-analysis and analysis of an open lesson;

to the OGE in the classroom.

2. Exchange of experience in solving tasks of part 2.

Monitoring of results in the process of preparing students for the GIA.

The results of the trial exam in mathematics in grade 9.

2014-2015 academic year.

1. The results of the GIA in mathematics for 2014.

2Approval of the work plan of the problem group for the 2010-2011 academic year.

1. Use of Internet and ICT resources in preparation for

2. The results of a trial exam in mathematics in grade 9.

Master class: "Forms and methods of conducting training sessions with

preparing students for the OGE in mathematics.

1.Studying the demo version of the OGE in mathematics 2015.

2. Summing up the work of the problem group.

Every teacher is interested in enabling students to get high-quality preparation for the math exam. In the classes where I work, it is conditionally possible to divide the guys into those who can master mathematics, but do not want to; they can master mathematics, but it is necessary to work long and hard; cannot master by virtue of their abilities (ZPR). Therefore, in my work I try to find the most effective forms, methods and technologies of teaching. My main task is to ensure that graduates successfully pass the unified state exam in mathematics.

In preparation for the final certification of all students, I conditionally divide into the following groups, the composition of which may change:

Group 1 - children requiring constant assistance.
Group 2 - children who can cope on their own.
Group 3 - children who are able to cope with the material in a short time with good quality and help others.

Participating in the work of the network community of teachers of mathematics, I got acquainted with teaching aid"Not two at the OGE", prepared by the authors Mikhail Isaakovich Alperin and Sergey Ernestovich Nokhrin GAOU DPO "Institute for the Development of Education" in Yekaterinburg.

Start working on this methodology “Not two at the OGE” on final stage preparation for the OGE (since this type of schoolchildren, as a rule, forgets everything that they studied in a week);
Regularity of classes (tasks are performed by the student daily);
Give tasks on 1-2 of various topics;
You can not give too many tasks, ideally, the work should take no more than 10-15 minutes, i.e. 5-6 tasks at a time;
Assignments for each student to give their own in order to limit cheating.

This method of preparing for the final certification is acceptable for schoolchildren who do not know and do not want to know mathematics, i.e. just for schools that operate in adverse conditions, where students study in classes, for whom school is communication with peers or serving time so that parents do not scold, or these are students with low level motivation and disability.

But I applied the principles of this methodology when preparing for the USE in mathematics for students who have average level preparation.

I will give an example of the application of the “Not two to the OGE” methodology on task 1 of the USE in mathematics. Students are asked to complete a task. The solution is attached to the task, i.e. hints on which theory to remember, how to consistently apply it. Performing each item of the proposed solution order, the student remembers the theoretical material and develops a specific algorithm for solving the task.

After completing all the tasks with hints, several more similar ones are offered, but for complete independent execution without specific solutions.

The “Not two at the OGE” methodology can be used to organize work with poorly performing students, not only in the final grades. This method also works for students with different levels training in any class.

Selection of tasks No. 1 KIM USE in mathematics (profile level)

No. 1. The notebook costs 40 rubles. What is the smallest number of such notebooks that can be bought for 750 rubles after the price is reduced by 10%?

1. What percentage will the price of a notebook be after a 10% reduction?

100 - 10 = 90 (%)

2. Find the price of the notebook after the price has been reduced by 10%:

40:100.90 = 36 (rub)

3. How many notebooks can you buy for 750 rubles?

750: 36 = 20 (rest 30)

20 notebooks can be bought and 30 rubles. change will remain.

Answer: 20 notebooks.

Tasks for preparation.

Find the cost of the notebook after the price has been reduced by 10% if its original price is 50 rubles.
Find the cost of the notebook after the price decrease by 15%, if its original price is 20 rubles.
Find the cost of the notebook after the price is reduced by 20% if its original price is 40 rubles.

No. 2. The store buys flower pots at a wholesale price of 120 rubles apiece and sells them with a 20% markup. What is the largest number of such pots you can buy in this store for 1000 rubles?

1. What percentage will be the price of a flower pot after the markup?

100 + 20 = 120 (%)

2. Find the price of the flower pot after the markup:

120:100.120 = 144 (rub)

3. How many flower pots can you buy for 1000 rubles?

1000: 144 = 6 (rest 136)

6 flower pots can be bought and 136 rubles. change will remain.

Answer: 6 pots.

Tasks for preparation.

Find the cost of a flower pot with a markup of 10% if its original price is 100 rubles.
Find the cost of a flower pot with a markup of 15% if its original price is 200 rubles.
Find the cost of a flower pot with a markup of 20% if its original price is 400 rubles.

#3 One roll of wallpaper is enough to cover a strip from floor to ceiling with a width of 1.6 m.

1. Find the perimeter of the room to determine the number of required strips of wallpaper 1.6 m wide.

(2.3 + 4.2) . 2 = 13 (m)

2. Find the number of wallpaper strips needed to cover walls from floor to ceiling?

13: 1.6 = 8.125 (pieces)

8 whole strips, i.e. 8 rolls and 0.125 from the ninth roll, i.e. You need 9 rolls of wallpaper.

Answer: 9 rolls.

Tasks for preparation.

Find the perimeter of a rectangle with dimensions 2.2 and 3.5.
Find the perimeter of a square with a side of 4.7 cm.
Find the perimeter of a square if it is equal to the perimeter of a rectangle with sides 5.6 cm and 7.5 cm.

#4 A runner ran 50m in 5 seconds. Find average speed distance runner. Give your answer in kilometers per hour.

1. How many km in 50 m?

Convert m to km (1 m = 0.001 km): 50 . 0.001 = 0.05 (km)

2. What part of an hour is 5 seconds?

Convert seconds to hours (1 sec = 1/3600 h): 5 . 1/3600 = 1/720 (h)

3. Find the average speed of the runner (v = s: t):

0.05: 1/720 = 36 (km/h)

Answer: 36 km/h

Tasks for preparation.

Convert to km: 10 m; 24 m; 240 cm; 5000 cm; 10 dm; 7 dm.
Convert to hours: 2 min; 10 min; 36 min; 2 sec; 10 sec; 36 sec; 72 sec.
Find the speed of the runner if he ran 10 m in 5 seconds.
Find the speed of the runner if he ran 100 m in 5 minutes. Give your answer in meters per hour.
Find the speed of the runner if he ran 100 m in 5 seconds. Give your answer in kilometers per second.
Find the speed of the runner if he ran 100 m in 36 seconds. Give your answer in kilometers per hour.

№ 5 The patient is prescribed a medicine to be taken 0.5 g 3 times a day for 21 days. In one package there are 10 medicine tablets of 0.5 g each. What is the smallest number of packages that will be enough for the entire course of treatment?

1. How many grams of the medicine are contained in one tablet?

1 tablet contains 0.5 g of medicine

2. How many tablets per day should the patient take?

The patient takes 0.5 g 3 times a day, one tablet - 0.5 g of the drug, so you need to take 3 tablets in 1 day.

3. How many tablets should be taken in 21 days?

21 . 3 = 63 (tablets) - necessary for the entire course of treatment

4. How many packs of pills should I buy if there are 10 pills in one pack?

63: 10 = 6 (remaining 3), you need 6 whole packs and out of 7 packs 3 tablets, so a total of 7 packs.

Answer: 7 packs.

Tasks for preparation.

The doctor ordered the patient to take 0.5 g of medication per day. One tablet contains 0.25 g of the drug. How many tablets per day should the patient take?
The patient bought a package of the drug in the amount of 10 pieces of 0.5 g each. How many grams of the drug are in the package?
The patient is prescribed to take the medicine 2 times a day for 0.25 g. One tablet contains 0.25 g of the drug. How many tablets should the patient take in 2 days?
The patient is prescribed to take the medicine 2 times a day for 0.5 g. One tablet contains 0.25 g of the drug. How many tablets should the patient take in 2 days?
How many packs of capsules should a patient buy if he takes 4 capsules a day, the treatment lasts 3 days, and there are 6 capsules in one pack?
One package contains 10 tablets with a drug. How many days will 2 packs be enough for a patient if the doctor prescribed to take 3 tablets a day for 7 days?
Will three packs of the drug (10 tablets in one pack) be enough for the patient for a course of treatment of 7 days, 3 tablets per day?

№6 Chocolate costs 35 rubles. Sunday at the supermarket special offer: having paid for two chocolates, the buyer receives three (one - as a gift). What is the smallest number of chocolates you can get by spending no more than 200 rubles on Sunday?

1. How much money do you need to pay for two chocolates?

35 . 2 = 70 (rubles)

2. How much chocolate can you buy for 200 rubles?

200: 35 = 5 (chocolates)

3. How many times is 2 in 5?

5: 2 = 2 (times), i.e. the special offer applies to 4 chocolates.

4. How many chocolates will be given to the buyer as a gift?

For 4 chocolates - 2 as a gift, that means 2 chocolates.

5. How many chocolates will be bought in total, and how many will be given as a gift?

Bought - 5 chocolates, as a gift - 2 chocolates, total - 7 chocolates.

Answer: 7 chocolates.

Tasks for preparation.

How much should you pay for two chocolates if the price of one is 40 rubles?
During the promotion period there is a special offer: when buying two chocolates, the third one is free. How many chocolates can be bought in two days of the promotion?
During the promotion period there is a special offer: when buying two chocolate bars at a price of 30 rubles apiece, the third chocolate bar is free. How much should you pay for chocolate if the customer bought 3 chocolates?
During the promotion period there is a special offer: when buying two chocolates, the third one is free. How many chocolates can I get for free during the promotion period if I buy 6 chocolates?
During the promotion period there is a special offer: buying two chocolates at a price of 30 rubles apiece, the third one is free. How much chocolate can you buy for 120 rubles and how much chocolate can you get for free?

No. 7 Installation of two water meters (cold and hot) costs 2300 rubles. Before the installation of meters, water was paid 1,900 rubles a month. After the installation of meters, the monthly payment for water began to be 1,300 rubles. In what least number of months will the savings on water bills exceed the cost of installing meters if water tariffs do not change?

1. What is the difference between the monthly water bill before and after the installation of meters?

1900 - 1300 = 600 (rubles)

2. How many times more savings on water bills than the cost of installing meters?

2300: 600 = 3(rest 500) - almost 4 times.

This means that in 4 months the savings in paying for water will exceed the cost of installing meters.

Answer: 4 months.

Tasks for preparation.

By how many rubles did the cost of paying utility bills for the month increase, if before the price increase it was 1200 rubles, and after the increase it began to cost 1550 rubles?
What is the savings when paying for water, if the cost of water was 600 rubles, and now it is 450 rubles?
In how many months will the installation of a gas meter pay off if the savings per month are 200 rubles, and the installation cost is 1200 rubles?
The cost of a gas meter with installation is 3200 rubles. What is the savings in paying for gas after installing the meter, if the meter pays off in 8 months?

№8 The house where Yana lives has 9 floors and several entrances. There are 6 apartments on each floor. Yana lives in apartment number 55. In which entrance does Yana live?

1. How many apartments are there in one entrance of the building where Yana lives?

6. 9 = 54 (apartments) in one entrance (in the first one).

2. Where is Yana's apartment?

Yana has apartment number 55, which means she is located on the first floor, second entrance.

Answer: in the second.

Tasks for preparation.

How many floors are there in a house if it has one entrance and only 48 apartments?
How many apartments are on one floor of an eight-story building with only 56 apartments?
How many entrances are there in a four-story building if there are only 60 apartments in it, and there are 3 apartments on one floor?

Pospelova E.N. one

Kerzhentseva T.V. one

1 Municipal budgetary educational institution"Pyatnitskaya secondary school of the Volokonovsky district of the Belgorod region"

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1. Introduction.

math exam in USE form and the OGE, with proper preparation, everyone can pass. The formula for success is simple - a high degree of receptivity, motivation and a competent teacher. In any case, dragging on USE options and the OGE is necessary, but it must be combined with fundamental training, forming systemic knowledge and skills.

In the OGE and the USE in mathematics, there are tricky questions and tasks. They often cannot be quickly solved even by an experienced specialist. These tasks are invisible at first glance and there are few of them, but they are necessarily included by the developers in the USE. However, even in such non-standard tasks, patterns can be distinguished, which allows a properly prepared student to be able to recognize the compiler's train of thought and often used types of tricky tasks.

Tricky and specific tasks are only part of the so-called specifics of the Unified State Examination and the OGE in mathematics. Preparedness in terms of specifics implies knowledge of the nuances and features of the exam. These features include the correctness of the design of tasks, tactics and strategy for solving in the face of a shortage of time allocated for the exam, as well as banal inattention. These and many other features make up the essence of specificity. A mathematics teacher who knows well what the student will face in the exam, in addition to the foundation, devotes most of his time in class to working out questions specific to the exam and the exam.

For effective preparation for the exam and the OGE, training is needed. Bring problem solving to automatism. see the only one possible variant answer among the four proposed.

The OGE and the Unified State Examination are a serious step in the life of every graduate who is considering the choice of his future, striving to fulfill himself in a new socio-cultural situation, continue his education and master professional skills.

Preparation for passing the exam in mathematics should go through the acquisition and development of specific mathematical knowledge. Only this will ensure that the graduate successfully passes the exam.

There are several ways to prepare for exams:

Preparation for exams at school in the classroom and extracurricular activities;

Preparing for exams on your own, including using the Internet.

The administration of our school came to the conclusion that only an integrated approach to preparing students for the Unified State Examination and the OGE contributes to improving the efficiency and quality of the exam results in the test form. By an integrated approach, we understand the purposeful cooperation of the administration, subject teachers, students and their parents.

In the information activities of our educational institution in preparation for the Unified State Examination and the OGE, we highlight three directions: informational work with teachers, with students, with parents.

1) Informing teachers at production meetings:

Regulatory documents for the Unified State Examination and the OGE;

On the progress of preparation for the exam and the OGE at school, in the district and region.

2) Inclusion in the work plans of school methodological associations (SHMO) of the following issues:

Conducting trial USE and OGE, discussion of the results of trial USE and OGE;

Psychological features of 9.11-graders.

1) Organization of information work in the form of instructing students:

Rules of conduct on the exam;

Rules for filling out forms;

2) Information stand for students: regulations, forms, rules for filling out forms, Internet resources for USE issues and OGE.

3) Conducting training sessions for filling out forms.

4) Trial intra-school USE and OGE in various subjects.

1) Parent meetings:

Informing parents about USE procedure and OGE, the features of preparing for the test form of passing exams. Informing about Internet resources;

Informing about the results of the trial intra-school exam and the OGE;

Exam point, questions conducting the exam and OGE.

2) Individual counseling of parents.

2. Preparation for exams at school.

Part 2.1. Oral counting is one of the important techniques in preparing students for the Unified State Examination and the OGE in mathematics.

In the methodology of mathematics, oral and written methods of calculation are distinguished. Oral work in the classroom has great importance- these are the conversations of the teacher with the class or individual students, and the students' reasoning when performing certain tasks, etc. Among these types of oral work, the so-called oral exercises. AT primary school they were reduced mainly to calculations, so the name “mental counting” was assigned to them, although in modern programs the content of oral exercises is very diverse and large due to the introduction of algebraic and geometric material, as well as due to great attention to the properties of actions on numbers and quantities.

The importance and necessity of oral exercises is great in the formation of computational skills and in the improvement of knowledge of numbering, and in the development of the student's personal qualities. The creation of a certain system of repetition of previously studied material gives students the opportunity to master knowledge at the level of automatic skill. Oral calculations cannot be a random stage of the lesson, but should be in a methodological connection with the main topic and be of a problematic nature.

However, mental counting as a stage of the lesson is still used mainly in elementary school or in grades 5-6, having its own main goal development of computational skills. In connection with the introduction of the mandatory Unified State Examination and the OGE in mathematics, it becomes necessary to teach high school students to quickly and efficiently solve problems at the basic level. At the same time, the role of oral calculations and calculations in general increases unusually, since it is not allowed to use a calculator and tables at the exam. Note that many computational operations that we tend to write down in the course of a detailed solution of a problem do not require this at all in the framework of the test. You can teach students to perform simple (and not so) transformations orally. Of course, this will require organizing the development of such a skill to automatism.

Oral exercises activate the mental activity of students, require conscious assimilation of educational material; when they are performed, memory, speech, attention, speed of reaction develop.

If in grades 5-6, mental counting is performing actions with numbers: integers, common fractions, decimals, then in the senior classes - these can be completely different operations, the skill of which must be brought to automatism. For example, in mathematics lessons we use mental counting on topics:

1) Write numbers in standard form and actions with them.

2) Abbreviated multiplication formulas.

3) Solution of the simplest linear equations.

4) Actions with a degree.

5) Graph of a linear function.

1) Linear inequalities and numerical intervals.

2) Solution of the simplest linear inequalities.

3) Solving quadratic equations using the Vieta theorem and special cases.

4) Solving quadratic equations in rational ways.

5) Arithmetic square root and its properties.

1) Solution of inequalities of the 2nd degree.

2) Transformation of graphs of functions.

3) Reduction formulas.

4) Trigonometric formulas.

5) Values of trigonometric functions.

1) Calculation of derivatives.

2) The simplest trigonometric inequalities.

3) Trigonometric formulas.

4) The simplest trigonometric equations.

5) Functions inverse to trigonometric.

6) Transformation of graphs of functions.

1) Calculation of antiderivatives.

2) Properties of logarithms.

3) The simplest exponential equations and inequalities.

4) Protozoa logarithmic equations and inequalities.

Practice has shown that systematic work with mental arithmetic contributes to a significant increase in the productivity of calculations and transformations.

Part 2.2. The use of ICT in mathematics lessons in preparation for the Unified State Examination and the OGE.

Computer capabilities can be used in subject education in the following ways:

use of diagnostic and control materials;

performance of home independent and creative tasks;

using a computer for calculations, plotting graphs.

The use of information technology helps:

create a positive motivation for the student in learning new material;

develop cognitive interest in the subject;

first consolidate the knowledge of students;

check the strength of knowledge acquisition.

At the lessons of consolidation of knowledge, it is good to use programs - simulators for working out theoretical knowledge and developing practical skills.

Part 2.3. Ways to prepare for the exam and the exam.

Preparing for exams on your own.

It is very important to prepare for the exams on your own. This does not require much effort. No need to rush somewhere, ask someone. It is enough just to have willpower. Sit down and solve KIMS to prepare for the OGE and the USE.

Experienced teachers advise children and parents to pay attention to this subject in advance, starting from the 5th grade. The first step is to visit the official FIPI page on the Internet. On the site, teachers, parents, as well as students will find a lot of useful information. From there, you can also download demo versions of the OGE options in mathematics or self-study? Many people think: “How to prepare for the OGE in mathematics?” Is it possible to do this on your own or do you need the help of a tutor? Only a student can answer this question, relying on internal sensations. But a parental view from the outside will also be useful. After all, every responsible parent knows which subjects are easy for his child at school, and which are difficult.

If a future graduate does not have the opportunity to study with a tutor, then he has a question: “How to prepare for the exam in mathematics on your own?” Don't panic. Everything you need to prepare, you can easily find on the Internet. First, download collections of training tasks. Secondly, the Yandex search engine, together with talented teachers from Moscow, prepared a project for Yandex USE graduates. Here, children will find webinars and tests for themselves, with the help of which they can prepare well for the exam. Thirdly, to practice the topic, you can include video tutorials on the YouTube portal, where teachers and children post their videos with the solution of certain tasks. As you can see, it is much easier for today's graduate to prepare for the exam, because there are OGE options mathematics. This factor greatly facilitates the fate of the examinee! Visual information Everyone knows that mathematics and algebra are subjects in which children need to memorize a huge number of formulas, expressions, and so on. You can write down the necessary information in a special notebook or purchase a special manual, where the necessary formulas have already been selected and printed for you to successfully pass the math exam. The more you look there, the more faster formula will be remembered. Parents should treat their children with special attention, understanding and sensitivity during this period. Keep quiet at home when the child is studying or preparing for an exam. In questions about preparation, show not strict control, but natural curiosity, and also offer your feasible help.

So, we have considered the question of how to prepare for the OGE in mathematics. We focus your attention on the fact that the preparation can be independent or with the help of a tutor.

What are Distance Online Courses?

Access to the educational environment around the clock;

Webinars from the best teachers;

Detailed analysis of all parts of the exam;

Problem solving, analysis of typical errors;

Interactive entrance and final testing;

Testing for each topic covered;

Homework assignments at the end of each lesson followed by debriefing.

used in medium educational institutions the methods of preparing for the exam and the exam are far from ideal. Therefore, the Internet is offered on choice several categories courses, from long-term, designed for a year, to weekly intensives. So, the long-term course is intended for those graduates who have the maximum problems with preparation and who need a lot of time to independently study the material for each lesson. During the long-term course classes are held at intervals of a week - during this time it is not problematic to learn the material and prepare homework. For the year, students of long-term courses receive theoretical and work out practical material in an amount sufficient to successfully pass the exams, even if the initial level of the student's preparation was at a low level. Express courses, as a rule, are chosen by those graduates who basically know the subject, but want to additionally practice completing tasks in different parts of the exam.

The benefits of self-training

Minimum cash outlay. A graduate needs to purchase educational material for himself. Classes can be held when possible.

The disadvantages of self-training include

There is no control over the correct execution of tasks.

If there is incomprehensible material, then there is no way to find out the necessary information. Due to the lack of control, as a rule, low training efficiency.

Tips for preparing for the exam

However, it is necessary to take into account the individual characteristics of the graduate himself. If the student has a focus on self-study, then by properly organizing classes, you can achieve good results. To do this, you can follow some tips:

Start preparing from the first days of autumn.

Put together a specific training plan, in which it is necessary to prescribe all the moments of training, given that training includes simultaneous classes with several subjects.

Choose a time that works for you to practice. For the duration of classes, turn off extraneous stimuli.

Plan classes on your own, do not study under duress, that is, the presence of internal motivation to prepare for the exam.

Give preparation certain time, classes should be systematic.

Prepare a specific plan for answering each theoretical question, add up reference diagrams that will help you remember the material.

Not just to memorize the material mechanically, but to build logical connections that will help you understand and remember the material.

Helping a tutor prepare for exams.

Think about what exams you can prepare for on your own, where you need the constant help of a tutor, and in what cases you could get by with his separate consultations. Don't neglect what schools provide for free: sign up for relevant classes in your subjects; do not forget to train on the Internet simulator and look into reference books. Do not ignore your teachers, even if you see that they can do little to help you. Believe that even simple human support from school teachers can mean a lot.

The choice in favor of classes with a tutor should be conscious. In essence, a tutor is a personal trainer for preparing for the exam. He helps, guides, inspires, shows special moves, but he cannot become a champion for you.

It is worth noting that if the work on preparing for the OGE in mathematics will take place with a tutor, this means that it will be systematic. Will you also be able to regularly prepare for testing without outside help?

If you know the subject well, and there are difficulties only in some topics - feel free to take tutors from among school subject teachers of those who lead in high school - they will be closer to the topic of preparing for the exam. With them, you can simply solve training tasks and pay attention to problem areas.

If you have big problems with the chosen subject, hire a good tutor with an experience of 10 years or more - students and novice teachers will not be able to help you because of their little experience. A good professional will have time to go through the entire program with you from and to.

Remember: the tutor teaches - the student learns.

As you study, take responsibility for learning the material. Be active in class. Don't mess around doing your homework. For knowledge to become truly yours, it must be passed through yourself. Strive for knowledge to become part of your worldview.

In addition to the actual preparation for the exam, ask the teacher to work with you on the basic terminology of the course. Very often, students simply do not understand what a particular word in a task means, and therefore find it difficult to complete the task itself. Get a special notebook for questions and write down everything that causes at least minimal difficulties. The tutor is not a medium and is not always able to appreciate the depth of your ignorance. Do not gloss over problems: if you do not know what a logarithm or direct object is, do not understand how the participle differs from the participle, or how the root of the degree is calculated, feel free to say so directly. You may have to go back to the very basics - but it's not scary. Your task is to clarify the essence for yourself.

If you do not understand the teacher's explanation, ask him to repeat it in other words. If you do not at all assimilate his manner of presenting the material, look for another teacher. You need knowledge and as few gaps in it as possible. Among the tutors there is definitely someone who can help you.

Training takes place in a comfortable environment.

The tutor adheres to the individual pace, which is most suitable for the student himself.

If the tutor is an employee of the university, then increase your classes with him Remember that your education, your development and your admission are primarily your personal task, and not even the most brilliant tutor can force you to drink from the source of knowledge if you do not want to.

Unified State Examination and OGE with the help of tutors

Organizing exam preparation work with the help of tutors has many advantages.

Such advantages include

Preparation of an individual program for each individual student. The tutor must find out the level of knowledge of an individual graduate and, based on the results obtained, can constantly adjust his classes and the preparation procedure.

The good efficiency of such classes, because the tutors have the necessary literature, additional material.

From the tutor there is an opportunity to get information about the procedure for conducting the exam, which will help you correctly navigate the exam itself.

The disadvantages of such training are

High cost of lessons.

Preparation for the exam includes the need to prepare for several subjects at the same time, which significantly affects the costs that the parents of students are forced to pay for classes. It is necessary to pay not to a separate tutor, but to several at once.

Strong fatigue, lack of practically free time due to the time spent on the road and in classes.

It is not easy to find a professional tutor who can motivate the student to work, and will not just do the assignments for him.

3.Monitoring the quality of education.

One of the tasks that we solve in mathematics lessons is to prepare students in grades 9 and 11 for the final certification in new form and in the form of a unified state exam, so we try to find such ways of organizing educational process which will accelerate, intensify the development of students and at the same time take into account the capabilities of each.

Particular attention in the process of activities of the educational institution in preparing students for the Unified State Examination and the OGE is occupied by monitoring the quality of education in subjects that students will take in the form and according to USE materials and OGE. Monitoring - tracking, diagnostics, forecasting of the results of activities, preventing an unlawful assessment of an event, a fact according to a single measurement (assessment). Monitoring the quality of education is a "tracking" and, to a certain extent, control and regulation system in relation to the quality of education.

Quality monitoring should be systematic and comprehensive. It should include the following parameters: control of current grades in subjects chosen by students in the form of the Unified State Examination and the OGE, grades for tests, grades for independent work, the results of a trial intra-school exam and the OGE. The teacher analyzes them, submits them for discussion at administrative and production meetings, and brings them to the attention of parents. Monitoring provides the ability to predict grades at the final USE and OGE.

Analysis of the performance of OGE tasks in mathematics:

students

Work elements

points

Zharkov Andrey

Kovalenko Karina

Mezentseva Xenia

Korshunova Anastasia

Kulichenko Evgeniya

Schwartz Anna

completed (number)

Element Analysis:

		Completed	Failed (%)

Module "Algebra"
	Operations with ordinary and decimal fractions
	Putting Real Numbers on the Number Line
	Approximate calculations.
	Actions with degrees.
	Working with charts. Establishing the dependence of a graph and a function
	Equation solution.
	Solution of a text problem.
	Diagram. Statistical characteristics of quantities.
	Determining the relative hit frequency.
	Reading a chart. Working with graphic numerical data.
	Sequences. Arithmetic progression.
	Fractional rational expression with given variable values
	Application mathematical calculations in solving problems in physics. Formula work.
	Solution of inequality.
Geometry module
	Finding the perimeter or area of a rectangle.
	Finding the angle of a rhombus inscribed in a circle.
	Finding the distance from a point to the midpoint of a segment.
	Finding the area of a figure from a drawing.
	Finding the angle of a triangle.
	Theoretical questions on geometry.

Conclusion: In the next academic year, continue work on preparing for the OGE in the classroom, consultations and after school hours (in small groups and individually). Continue monitoring in preparation for the OGE in mathematics.

stimulate cognitive activity students as a means of self-development and self-realization of the individual;

Use individualization and differentiation of student learning;

The control of students' knowledge is carried out in the form of test tasks;

To educate students in a positive attitude towards learning activities;

Carry out interaction between the family and the school in order to organize joint action to solve the success of training and improve the quality of students' knowledge.

Conclusion.

Mathematics is an interesting and complex science, so no opportunity should be missed to make it more accessible.

The increasing role of mathematics in modern life has led to the fact that for adaptation to modern society and active participation it requires you to be mathematically literate. Mathematical literacy refers to the ability of students to:

recognize problems that arise in the surrounding reality, formulate these problems in the language of mathematics; solve these problems using mathematical knowledge and methods; analyze the solution methods used; interpret the results obtained taking into account the problem posed; formulate and record the final results of solving the problem posed

Literature.

1. Generalova N.S. Literature: a guide for preparing for the exam and centralized testing. - M.: Exam, 2010.

2. Generalova N.S. Nikulina M.Yu. Literature: self-training for the unified state exam. - M.: Exam, 2011.

3. Zinin S.A. USE 2012. Literature. Federal bank of examination materials. - M.: Eksmo, 2012.

4. Denishcheva L.O. USE in Mathematics 2016. [Text] / L.O. Denishchev //Mathematics at school. - 2016. - No. 1.

5. Unified state exam 2015 [Text] / Control measuring materials: Mathematics / L.O. Denishcheva, E.M. Boychenko, Yu.A. Glazkov and others - 2nd ed. - M.: Education, 2015. - 127 p.

6. Unified state exam 2017. Mathematics. [Text] / Educational and training materials for the preparation of students / FIPI - M .: Intellect Center, 2017. - 272 p.

7. Typical examination materials: O-39 36 options / ed. I.V.Yashchenko. - M .: Publishing house " national education", 2018. - 240 p.- (OGE. FIPI - school)

In this publication, you can find advice from a practicing mathematics teacher on preparing 9th grade students for the successful passing of the OGE in mathematics.

To successfully pass the exams, ninth graders need certain system preparation.

In preparing students for OGE teacher necessary:

develop self-control skills in students;
to form the ability to check the answer for plausibility;
systematically practice computing skills;
to form the ability to move from the verbal formulation of relationships between quantities to mathematical;
to teach to conduct evidence-based reasoning in solving problems;
to teach how to build arguments when conducting evidence;
learn to write down mathematical reasoning, evidence, paying attention to the accuracy and completeness of the justifications carried out.

Several interesting tricks are offered:

Compulsory Oral Exercises and Quick Counting Rules

Since it is not allowed to use a calculator in the exam, students need to be taught how to perform simple (and not so) transformations orally. Of course, this will require organizing the development of such a skill to automatism.

To achieve the correctness and fluency of oral calculations, it is necessary to allocate 5-7 minutes at each lesson during all the years of study for exercises in oral calculations provided for by the program of each class.

Oral exercises should correspond to the topic and purpose of the lesson and help to assimilate the material studied in this lesson or previously covered. The time for performing such operations as solving quadratic equations, linear inequalities and inequalities of the 2nd degree, factoring, transforming irrational expressions and others is reduced. These operations move from the category of an independent task to the category of an auxiliary one and become a tool (“multiplication table”) for solving more complex problems.

The book edited by Lysenko F.F., Kulabukhov S.Yu. helps in organizing oral calculations. Oral calculations and quick counting. Training exercises for the course of 7-11 grades ”(Rostov-on-Don: LEGION-M. - 2010).

Quick counting techniques are also important, such as:

squaring numbers ending in 5;
multiplication by 25, by 9, by 11;
finding works two-digit numbers, which the same number tens, and the sum of units is 10;
division of three-digit numbers consisting of the same digits by the number 37;
extracting the square root.

Benefits available:

Rachinsky S.A. 1001 tasks for mental arithmetic at school.
Perelman Ya. Quick score. Within the framework project activities It is interesting to work with students on compiling reference books. This develops their individual abilities. The use of the project method leads to the fact that the repetition, and hence the preparation for the exams, goes gradually, as if “hidden”, but leads to solid knowledge and the necessary later life skills.

At the same time, it is observed:

Method of projects for compiling directories.

A high degree of independence and activity of students.

Shifting the emphasis in learning from teaching to learning.

With the increase in the level of complexity of the activities of students, the level of creativity and the quality of the work performed also increases.

Deciding difficult tasks for which there is no specific algorithm, the student forms his own independence and willingness to solve complex problems in real life.

Important in project activities aimed at preparing for the OGE is the ability to perform large-scale tasks that require patience and attention.

Such qualities as responsibility, conscientiousness, the ability to bring the work started to the end, to protect and uphold are formed. personal opinion. These qualities have always been respected and valued in society.

An example would be a project to compile a handbook that brings together topics: “ Quadratic equations”, “Vieta’s theorem”, “Quadratic inequalities”, “Quadratic function”.

The use of group work in mathematics lessons in preparation for the OGE

Psychologists have long proven that people learn best what they discuss with others, and remember best what they explain to others.

Students under the guidance of a teacher create groups of 3-4 people.

Algorithm of actions of students.

Compulsory level tasks (part 1)

After completing the tasks of part 1, they compare the solutions with the answers and with each other.

They work on the bugs.

They receive a different version of the tasks of the 1st part and perform only those tasks in which mistakes were made. Each group receives a task and prepares independently. At the same time, students do not know who will do the task at the blackboard.

Tasks 2 parts

Representatives of each group solve the tasks in order, perhaps only those that were able to solve.

The rest of the students check the assignments, ask questions, evaluate. The whole group receives the assessment. Each group prepares independently during the week. The check is carried out on the elective.

Tasks of increased complexity

Tasks at the blackboard are performed by those students who coped with it on their own.

The rest at the same time have the opportunity to understand the difficulties encountered in the performance of these tasks.

If there are several students who have solved the task, then the check can be carried out in the form of a mathematical battle.

Focus on Geometry

When a trial exam was held in April, they found a lot of papers in which there were practically a lot of unsatisfactory marks precisely in geometry. It is advisable to prepare reference books on the topics "Triangles", "Quadangles", "Circle". Then execute a set of tasks different type difficulty on these topics (take assignments from open bank)

For example, on the topic "Circumference" consider questions:

There are 8 tasks in geometry in the examination paper. Since the geometry at school is passed along residual principle, so special attention must be paid to it.
With this approach, the number of tasks solved by students and checked in a group by each other is significantly increased.
straight lines, segments and angles associated with a circle;
properties of inscribed and central angles;
angles between chords, tangents and secants;
properties of chords;
relationships between the lengths of chords, segments of tangents and secants;
properties of arcs and chords, length of arcs and chords, area of a circle and its parts;
mutual arrangement of two circles.

On the topic "Triangles" consider questions:

signs of equality of triangles;
triangle inequality;
determining the type of triangle;
4 wonderful points of the triangle;
sine theorem;
cosine theorem;
areas of triangles;
signs of similarity of triangles;
inscribed and circumscribed triangles.
On the topic "Quadangles" consider questions:
inscribed and circumscribed quadrilaterals, their properties and areas;
parallelogram and its properties;
trapezium and its properties;
rectangle, its properties and features;
rhombus, its properties and features;
square, its properties and signs.

The authority of the teacher

A good result is obtained when the teacher fakes a "dead end" in the process of solving the problem. In this case, students should be able to find the place from which the "dead end" option went, so that, returning to it, they can find another solution.

The method of showing the teacher a mental search for a way to solve the problem is very effective. The teacher should be ready to reveal to the students the course of his thoughts that he had when he was preparing for the lesson, even if these thoughts were incorrect. It is advisable to unfold before the students the whole picture of the search for a solution, up to showing their draft notes.

A textbook is recommended for this section: Balayan E.N. "Geometry. Tasks on ready-made drawings to prepare for the GIA and the Unified State Examination. 7-9 grades. It contains theoretical information in geometry for the basic school course and exercises in the tables on all topics of geometry in grades 7-9.

If the teacher plans to conduct a test diagnostic testing on a specific topic (and this is reasonable), then the following principle must be observed: a correctly solved previous task prepares an understanding of the meaning of the next one. And I also want to say about trial OGE in April, which is held at the initiative of the Department of Education, a methodological center. The results are very low, because knowledge and skills have not yet become skills in solving mathematical problems. Then begins a negative comparison of the results at the real OGE and at the trial. Such a comparison, I think, is not an indicator for assessing the work of a teacher and the uncleanliness of the performance of examination papers. There are 1.5 months before the exam, it is during this period that 9th grade students try to consolidate their skills, tune in to the exam. Moreover, this is the period when all the program material has already been fully studied, it is during this period that one can fully work out individually those tasks that cause difficulties among students.

The transition to comprehensive testing is reasonable only at the end of the year (April-May), when all topics have been studied and students have accumulated a reserve common approaches to the main types of tasks.

Preparation for the OGE in grade 9 begins at the beginning of the year.

Working with parents.

For students and their parents in September we hold a joint Parent meeting where we talk about the organization and conducting the OGE in mathematics in grade 9 and then how to prepare for the exam To obtain high score , score the maximum number of points.

At the first meeting, we introduce parents to the legal documents, the structure of the exam, the changes that have taken place this academic year, the procedure for conducting the exam, and the assessment system.

Parent meetings are held once a quarter. With many parents, together with the children, it is often necessary to meet and work individually.

When preparing for the OGE, you should know the specifics of the class and the level of knowledge in the subject.

To work on preparing for the OGE, I divided all students into 2 groups (you can even into 3), before each I set my own tasks.


Students who must complete the basic level tasks and achieve a "3" on the exam.	Students who must complete basic and advanced tasks.

1) must learn the whole theory; 2) learn to solve all types of tasks of the basic level; 3) on control works, tests and tests do not write off. 4) if "2" is received, then work out (but no more than 2 times)	1) must learn the whole theory; 2) learn to solve all types of tasks of any topic in different ways; 3) be able to explain why you decide so; 4) be able to solve problems for equations, percentages, progressions; 5) know the theory of geometry and be able to solve problems with parameters. 6) if you get "2", "3" or "4", then work out (but not more than 1 time); 7) attend elective courses; 8) solve all additional tasks.

Holding extra classes in preparation for the OGE:

consultations for weak students (solution 1 part);
consultations for strong guys (solving tasks of the 2nd part);
individual consultations

At the first lessons, I introduce students to legal documents, I instruct them on the rules for the implementation of Kims. I acquaint with the content of the works, their features. In several classes, we perform tasks collectively, with a full explanation and writing on the board, we solve several tests (part 1). At the same time, I try to acquaint them with how to read assignments correctly, read the question of the assignment several times. I try to call each student to the board at the same time.

Systematic inclusion in oral the work of tasks from the OGE of the open bank of tasks of part 1.

Inclusion in the study of the current educational material of tasks corresponding to examination tasks. At each lesson, we solve and analyze tasks not only from the textbook, but also tasks corresponding to the topic of the task from Kims.

Use of KIM materials in homework.

During the first half of the year, I set homework from the open bank of KIM tasks: 4-5 tasks from the option. Those tasks that caused difficulties are analyzed on the board.

Inclusion of examination tasks in the content of the current control.

In control and test work I include tasks from an open bank of tasks. I make sure that the guys work out the tasks in which they made mistakes (sometimes you have to work on the mistakes several times until the task is solved correctly).

During the final repetition and study of new material, starting from the 5th or 6th grade, the guys filled out and used in the classroom and at home rule book(each has its own notebook), where the main formulas, rules, etc. were written. She helped in solving tasks, and with the systematic use of formulas and solution algorithms, they were remembered faster.

Carrying out thematic repetition throughout the year.

In the collections for preparing for the OGE, there are many tasks on a specific topic, for example, "Equations". Preparing for the lesson, the teacher has to look for assignments on this topic in different sources, which takes a lot of time. In addition, it is convenient to repeat the material of the topic when the tasks are located in one place. The most optimal solution is thematic tests.

To do this, from the tasks of the open bank of tasks, you can create tasks for prototypes (thematic tests) and fill in the table based on the results of the test:

etc. We compile the same table on the topics of geometry.

For each student, I collect folders with tasks, in which I gradually add thematic tests and demo options, trial exam papers that the guys wrote.

Repetition of theoretical material in general lessons using computer technology.

Lessons using presentations are spectacular and effective in working with information. Especially if these are lessons of repetition and generalization of the material of a certain topic. The presentation is visual and expressive, it is an excellent didactic and motivational tool that contributes to better memorization of educational material. With its systematic use, the productivity of training increases. With the help of the presentation, you can increase the amount of repetition of material and work performed. In my work I use my presentations and presentations created by colleagues and presented on various educational sites on the Internet:

Online community of teachers
Creative Teachers Network
The festival pedagogical ideas"Public lesson"
Information and methodological site

We start the systematic repetition of the educational material from the 4th quarter.

The final repetition can be built solely on the development of the skills required to get a positive mark on the exam.

I take sample exam papers from various collections to prepare for the OGE (past years and new ones with geometric material)

In addition, children can test their knowledge by solving sample papers in the on-lain mode, as well as papers posted on the website of StatGrad and SdamGIA.

Usage computer presentations in mathematics lessons and in preparing for the exam opens up huge opportunities:

the computer can take over the function of knowledge control,

help save time in the classroom for solving exam problems,

richly illustrate material,

difficult to understand moments to show in dynamics,

to repeat what caused difficulties,

differentiate the lesson according to the individual characteristics of the students,

quickly repeat the theoretical material.

Especially these presentations help with the final repetition of the theoretical material on geometry. Part 1 of the work contains 5 geometric tasks. It is especially difficult to give tasks of type 13, which contain a lot of theoretical material. Presentations help to visually see the answers to questions.

According to research, ¼ of the heard material, 1/3 of what is seen, ½ of what is seen and heard, ¾ of the material remains in the memory of a person if the student is involved in active actions in the learning process.

Systematic work on filling out forms. There are many problems with filling out the forms, therefore, the earlier students start working on them, the less likely they are to make mistakes in the design. In additional classes, we analyze all the mistakes that were made during the performance of diagnostic work. I draw your attention to the fact that each number and sign are written in a separate cell, to the correct spelling of numbers, to the fact that they do not write names in the answers, do not put% signs, do not receive a decimal or improper fraction, etc. answers in notebooks and on the board write in the cells.

Solution a large number tests. From the end of September, in the classroom, in additional classes and at home, you can distribute a large number of tests for solving, preferably different options. The answers are then checked and those tasks in which a mistake was made, parse.

The preparation of the solution of tasks of the second part can be started from the 2nd quarter.

To do this, you can first use additional classes, to which more prepared children can be invited. Can be given homework from 2 parts.

Of course, preparing for lessons, consultations, conducting additional classes take a lot of time and effort, but if you properly organize your activities and interest students in getting a positive assessment, then all the work done will bring the desired result.

There are no easy paths to science. But it is necessary to use every opportunity to ensure that children study with interest, so that most adolescents experience and realize the attractive aspects of mathematics, its opportunities for improvement. mental capacity, in overcoming difficulties and successfully passed the exam.

Methods, reception and means in preparation

to the OGE in the Russian language.

Knowledge only then becomes knowledge

when it is acquired by the efforts of its

thought, not memory.

L.N. Tolstoy

AndThe final assessment is the first truly serious test of the effectiveness of a student's learning activities under the guidance of a teacher. Preparation for the final certification is always a responsible process. And our result depends on how competently it will be built.

Life has long proved that a person's success is determined not by the amount of knowledge, but by the ability to apply it. Most likely, this is the reason for the transition from the traditional form of the exam to the exam in a new form, the main task of which is to ensure the preparation of graduates for the next stage of education.

the main task teachers - to teach to learn, to make students able and willing to acquire knowledge on their own, therefore our position is a teacher-assistant, teacher-partner. I think that this determines the choice of the teacher's strategy and tactics in the system of preparing for the OGE, approaches to organizing the process of interaction with both students and parents.

Currently, the pedagogical community has accumulated some experience in conducting and preparing for the OGE. This process is laborious. To successfully pass the exam in the Russian language in a new form, it is not enough to write correctly, you need to understand the very specifics of the exam.

An analysis of the work shows that the object of control is not individual knowledge, skills and abilities, but their complexes corresponding to one or another competence. The tasks offered to students at the final certification test all types of competencies:

linguistic;

communicative.

Each teacher gradually develops his own style of preparing for the exam.

From my experience, I can highlight the followingareas of work subject training students to the OGE:

development of motivation and goal setting;

formation of the ability to solve tasks of different levels;

development of self-control;

building confidence and positive self-esteem.

Tasks of the teacher:

keep a constant psychological work with students, since even a student who is well prepared in terms of ZUN can show an insufficiently high result. For example, due to the anxiety associated with the OGE procedure itself;

correctly assess the knowledge, skills and abilities of students throughout the entire educational period in accordance with their individual characteristics and capabilities;

organize systematic thoughtful work from grades 5 to 9 in the main school for teaching the subject;

work closely with parents.

Preparation for passing the OGE must necessarily differ from the traditional repetition school curriculum in Russian and should be strictly focused on certain form examination and on a specific system of verification.

All these areas and tasks are closely interconnected and the absence of at least one of them can lead to a positive result.

The system of work in preparation for the OGE includes:

Psychological mood of students:

The main state exam is not only a test of knowledge, but also a kind of test of social and psychological readiness schoolchildren to the constantly changing conditions of modern life. In this regard, the psychological stability of ninth-graders is one of the main factors contributing to successful certification in the form of the OGE. The most significant reasons for the excitement of graduates are:

doubt about the completeness and strength of knowledge;

doubt in one's own abilities;

inability to analyze, concentrate and distribute attention;

fatigue, anxiety, self-doubt.

To solve this problem, a teacher-psychologist Zimina I.V. is involved, who teaches various techniques of auto-training and relaxation.

organization of information work in preparation for the EGE.

Information work is an important condition for the formation psychological stability students. In preparation for the OGE, close communication with parents is necessary. It is necessary to inform parents about the structure and content of control and measuring materials, about changes in the structure of KIMs, about the procedure for conducting the exam, assessment criteria, the progress of preparation for the OGE and the level of readiness of each graduate.

As part of the information work in the office, a stand was designed that reflects general information from the OGE on the Russian language, and the demonstration versions of KIMs of past years, instructions for performing work, recommendations for graduates, a list of references and website addresses are also presented at the stand.

Creation of a methodological base

We purchase manuals, the authors of which are the developers of control and measuring materials. I use the exercises from the book edited by Senina« Preparation for the OGE». Throughout the year we work with students on the basis of Tsybulko's book« Training exercises to prepare for the OGE (36 options)». I begin work on preparing for the OGE with students of the 5th grade according to the book by Bogdanova« Test tasks in Russian».

Tutorials contain options for examination papers to prepare for the final certification in the Russian language in a new form in the 9th grade, structured in accordance with the specifics of 2016, approved by the FIPI and the Federal Service for Supervision of Education and Science of the Russian Federation, and provided with answers. The manuals allow you to effectively organize frontal work in the classroom, independent work at home, and implement a differentiated and individual approach.

ICT in the system of preparation for the OGE.

I actively use ICT (digital educational resources, as well as Internet resources), which effectively help students prepare for both lessons and exams.

The use of new technologies makes it possible to diversify and combine the methods and means of work in preparation for the final certification of students, increase the motivation for learning and improve the assimilation of new material, and makes it possible to qualitatively change self-control and control over learning outcomes.

Internet tests also contribute to the introduction of test technologies and provide significant assistance in preparing for the OGE.

We carry out training and diagnostic work both on-line and at home.

I recommend to students and their parents first of all sitesGIA-9, FIPI, « head over heels in the GIA (OGE) and the Unified State Examination ».

In my work on the preparation of 9th grade graduates, I use a program that is called« Preparation for the OGE», where I painted all 34 hours by topic. In addition, I do extra work after school with all 9th graders.

I build my work on preparing for the OGE in stages. At the beginning of the year, I introduce students to the instructions for the exam, prepare a memo for the exam in advance, introduce them to the forms and tell them how to draw up the title page. In the first classes in preparation for the OGE, we work on a concise presentation. For this I use material« Working on a summary». I teach graduates the methods and techniques of text compression (text compression). So, for example, I show children 2 texts: one is whole, and the other is transformed (i.e., simplified, compressed), and students must determine what techniques were used to simplify and compress the text. Then the children do it themselves. After they learn to work from the sheet, including an audio recording to listen to the entire text. Then we listen in paragraphs and even in sentences (because there are a lot of weak students in the class), and then we write. Then, when everyone has mastered, understood the content of the text, we turn on the entire text 2 times. First, they write in detail, and then they process it according to the rules of text compression.

At the same time, at the beginning of the year, I conduct diagnostic testing for Part II of the exam in order to identify gaps in the knowledge of spelling and syntax. And then, based on the diagnosis, I build a plan to repeat the main topics in all sections of the Russian language. I take several classes to understand the text, as well as to repeat the means of expressiveness of speech. After repeating each topic, I conduct testing (i.e., several test tasks by options). Next, we have a repetition of the spelling of prefixes and suffixes, training tasks on these topics. Then we repeat the syntax, i.e. phrases and grammatical foundations of sentences. In this work, I use the method of finding the correct option - grammatical basis. I show sentences and 4 variants of the grammatical basis for it. We need to find the right one.

Throughout school year I work with low-motivated students. For each such student, I keep a journal of mastering the examination material.

Since the second half of the year I have been conducting tests both on the test part and on the summary. This academic year this test we spent in December. After conducting and checking the work, I write an analysis, where I identify students who have poorly mastered the material on some topics of the examination paper. The presence of such children in the class is explained by the fact that many of them entered the 9th grade directly from other educational institutions with a low level of literacy, or children who often miss classes due to illness. In subsequent lessons, we work on the mistakes made in the tests.

At the same time, from the second half of the year, we begin work on the composition. This task is 15 (I), 15 (II), 15 (III).

The work on the essay-reasoning is also carried out in stages: first we learn to build the thesis, then the main part, and finally the conclusion. I show students speech cliches I teach how to use them correctly in the text. To do this, we make a table« Speech clichés for the thesis, main body and conclusion». The most important thing is to teach children to find arguments in the text and use them correctly in an essay. For this I give finished essay by text with arguments. The task of students is to find errors in compiling an essay-reasoning and in the correct selection of arguments from the text. And then rewrite the essay in the correct version. In parallel, I am working on the repetition of spelling to increase the level of practical literacy.

After that, I introduce students to the classification of grammatical and speech errors, because. many children confuse them. To consolidate, I give the task to students to find grammatical and speech errors in the text and correct them.

At the end of the academic year, I conduct tests in all three parts of the examination paper.

Such a system helps me to solve the main problem of the modern methods of teaching the Russian language - formation of three types of student competencies:

language;

linguistic;

communicative.

Constant varied work in preparation for the OGE in the Russian language helps both the teacher and the student to overcome psychological discomfort during the final control of knowledge. Each teacher who is creative in the learning process develops his own system of working with students in their preparation for the OGE, but we all have one thing in common - we need a result.

And it's not only successful delivery graduates of the Russian language exam, but also the education of a person who respects mother tongue, who owns written and oral speech, a competent person. And, it seems to me, the most important thing in any methodology, in any work is the desire, the awareness of the importance of such work by the students themselves and painstaking work together with the teacher.