28.11. 2019, in the group of 101 IS, an open lesson in mathematics was held by Suleimenova Gulnar Isaevna.
The topic of the lesson is included in the section “Trigonometry”.
Lesson topic: Basic trigonometric identities.
The purpose of the lesson: ensuring the assimilation of knowledge in their system.
Tasks:
1) teaching – reproduction and correction of supporting knowledge on the topic; improving skills in applying basic trigonometric formulas and reduction formulas; formation of skills for solving exam problems;
2) developing – the development of the ability to compare and generalize, the development of logical thinking, memory, mathematical speech; self-control skills;
3) educational – the education of will and perseverance, a culture of mental work, cognitive interest in the subject; communicativeness.
Type of lesson: lesson of generalization and systematization of knowledge.
Lesson equipment: didactic handouts (tests, cards for individual work, trial version demo), formulas tables, trigonometric circle model, computer, multimedia projector, slide presentation.
Various working methods were applied.
– active (the process of learning comes from the students),
– clearly – demonstrative,
– partially – search,
– practical
The actualization of knowledge began with an oral calculation and the repetition of trigonometric formulas, which led the student to independent work.
Using a visual – demonstrative method of teaching, the student had the opportunity to express their opinions, be cognitive, draw conclusions.
In the repetition of knowledge was used in part – search, practical teaching methods. During which the student learned to analyze, compare, generalize and draw conclusions.
The consolidation of the studied material assumed the continuation of work to achieve the objectives of the lesson. Mathematical speech, logical thinking, the ability to work independently: – the student did very well. The child has the necessary knowledge, is well versed in trigonometry formulas. Throughout the lesson, an atmosphere of goodwill, efficiency and mutual assistance was maintained. Switching from one activity to another provided warnings for student overload throughout the lesson. The student applied the acquired knowledge in the lesson; reflection was carried out.
