1.1. In order to maintain business reputation and ensuring compliance with the norms of federal legislation, FGAU State Research Institute of Technology "Informika" (hereinafter referred to as the Company) believes the most important task ensuring the legitimacy of processing and security of personal data of subjects in the Company’s business processes.
1.2. To solve this problem, the Company has introduced, operates and undergoes periodic review (monitoring) of a personal data protection system.
1.3. The processing of personal data in the Company is based on the following principles:
The legality of the purposes and methods of processing personal data and integrity;
Compliance of the purposes of processing personal data with the goals predetermined and stated when collecting personal data, as well as with the powers of the Company;
Correspondence of the volume and nature of the processed personal data, methods of processing personal data to the purposes of processing personal data;
The reliability of personal data, their relevance and sufficiency for the purposes of processing, the inadmissibility of processing personal data that is excessive in relation to the purposes of collecting personal data;
The legitimacy of organizational and technical measures to ensure the security of personal data;
Continuous improvement of the level of knowledge of Company employees in the field of ensuring the security of personal data during their processing;
Aspirations to continuous improvement personal data protection systems.
2. Purposes of processing personal data
2.1. In accordance with the principles of processing personal data, the Company has determined the composition and purposes of processing.
Purposes of processing personal data:
Conclusion, support, change, termination employment contracts, which are the basis for the emergence or termination labor relations between the Company and its employees;
Providing a portal and services personal account for students, parents and teachers;
Storage of learning results;
Fulfillment of obligations provided for by federal legislation and other regulatory legal acts;
3. Rules for processing personal data
3.1. The Company processes only those personal data that are presented in the approved List of personal data processed in the Federal State Autonomous Institution State Scientific Research Institute of Technology "Informika"
3.2. The Company does not allow the processing of the following categories of personal data:
Race;
Philosophical beliefs;
About the state of health;
State intimate life;
Religious Beliefs.
3.3. The Company does not process biometric personal data (information that characterizes physiological and biological features person, on the basis of which his identity can be established).
3.4. The Company does not carry out cross-border transfer of personal data (transfer of personal data to the territory foreign country authority of a foreign state, foreign to an individual or a foreign legal entity).
3.5. The Company prohibits making decisions regarding personal data subjects based solely on automated processing of their personal data.
3.6. The Company does not process data on subjects' criminal records.
3.7. The company does not publish the subject’s personal data in publicly available sources without his prior consent.
4. Implemented requirements to ensure the security of personal data
4.1. In order to ensure the security of personal data during their processing, the Company implements the following requirements: regulatory documents Russian Federation in the field of processing and ensuring the security of personal data:
the federal law dated July 27, 2006 No. 152-FZ “On Personal Data”;
Government Decree Russian Federation dated November 1, 2012 N 1119 “On approval of requirements for the protection of personal data during their processing in information systems personal data";
Decree of the Government of the Russian Federation dated September 15, 2008 No. 687 “On approval of the Regulations on the specifics of processing personal data carried out without the use of automation tools”;
Order of the FSTEC of Russia dated February 18, 2013 N 21 “On approval of the composition and content of organizational and technical measures to ensure the security of personal data during their processing in personal data information systems”;
Basic model threats to the security of personal data during their processing in personal data information systems (approved by the Deputy Director of the FSTEC of Russia on February 15, 2008);
Methodology for determining current threats to the security of personal data during their processing in personal data information systems (approved by the Deputy Director of the FSTEC of Russia on February 14, 2008).
4.2. The company assesses the harm that may be caused to personal data subjects and identifies threats to the security of personal data. In accordance with identified current threats, the Company applies necessary and sufficient organizational and technical measures, including the use of information security tools, detection of unauthorized access, restoration of personal data, establishment of rules for access to personal data, as well as monitoring and evaluation of the effectiveness of the measures applied.
4.3. The Company has appointed persons responsible for organizing the processing and ensuring the security of personal data.
4.4. The Company's management is aware of the need and is interested in ensuring an adequate level of security for personal data processed as part of the Company's core business, both in terms of the requirements of regulatory documents of the Russian Federation and justified from the point of view of assessing business risks.
The purpose of the lesson:
- Work out practical skills and skills in multiplying and dividing mixed numbers.
- Improve your computing skills.
- Learns to work in pairs, groups, make choices, read diagrams.
- Setting a lesson goal(Annex 1 , slide No. 1)
Teacher: Guys, what did we do in previous lessons?
Children: Multiply and divide common fractions and mixed numbers.
Teacher: Today we will continue this work. We continue to improve our computing skills. We continue to learn to make choices, evaluate our own work and the work of a friend. We will work in groups, rotating pairs, and individually. From what you have heard, set a goal for yourself for this lesson. (Ask 2-3 children). To achieve our goals, I propose the following lesson plan
(Slide No. 2).
- Best theorist (work in pairs)
- Playing math cards (group work)
- Collect a proverb (group work)
- Check yourself ( individual work)
- Reflection (work together with the class)
Do you agree with this lesson plan? As usual, you will work in groups. Distribute positions and fasten badges:
- Organizer (organizes work in the group and monitors the completion of tasks and positions in the group).
- Theorist (a person who knows theoretical material and you can contact him with any question)
- Speaker (a person who reports the results of the group’s work).
- Timekeeper (a person who keeps track of the time allotted for at this stage work).
You have cards on your tables: an accounting board. Please fill them out (enter last names) and give grades as the lesson progresses.
- Best theorist
Target: repeat theoretical material
Teacher: What do we need to be successful in the classroom?
Children: Knowledge of the rules on the topic.
Teacher: You have survey cards on your desks. Take your version, look carefully and tell me what is not clear in the card.
We play the game “Teacher - Student”: agree who will be the first to ask questions and who will answer. Get to work. You are given 5 minutes for this type of activity.
Task cards for the group:
Option #1
Answer the questions:
- How to multiply a fraction by a number? (scheme)
- What numbers are called reciprocals? (scheme)
- How to divide a fraction by a fraction? (scheme)
Option No. 2
Answer the questions:
- How to multiply a fraction by a fraction? (scheme)
- How to multiply two numbers with different signs and two numbers with the same signs? (sign rule)
- How to multiply mixed numbers?
Teacher: Let's check the correctness of your answers. ( Children read the diagrams and tell the rules.(Appendix 1 slides No. 3 - No. 8)). Rate your friend after hearing the correct answers. Put your grades on the scoreboard.
- Math cards
Target: improve computing skills
Teacher: Guys, what is necessary for successful work in class?
Teacher: Let's practice some computing skills. Take mathematical squats for the game and you will have 4 minutes for this type of work. (For a group (4 people), 16 cards are given: 8 with examples and 8 with answers to these examples. The children shuffle them themselves and distribute 4 cards each. Each child takes turns walking, and the rest look for their other half. As soon as the example is collected , then these two cards are set aside.)
Teacher: The result is immediately visible: whose group completed it faster. Organizers, why did your groups cope quickly (or fail)? Evaluate the work of each participant in the game and put marks on the scoreboard.
- Collect a proverb
Target: Consolidate acquired knowledge during exercises
Teacher: We worked with you orally and repeated theoretical material. Now let's secure it this material on practice. Your task is to collect a proverb: in front of you are cards with examples and a key. Having solved the example, you enter the answer in the cell next to it and find the letter corresponding to your answer and also enter it in the cell. As a result, you get a word. Then, you need to create a proverb from the words. (Appendix 2). This work takes 17 minutes.
Answers:
- without flour there is no science;
- If there was a hunt, all work would work out;
- mathematics is mental gymnastics.
- everything is difficult only at first.
Teacher: Speakers from each group say their proverbs and their meaning. The organizer evaluates the work of each student and displays it on the scoreboard.
- check yourself
Target: Testing knowledge on the topic.
Your task is to solve the test using the options correctly and quickly.
Test on the topic: Multiplication and division of fractions
OPTION #1
OPTION #2
| V) 15 | G)-3 |
| A) -9 | b) 9 |
Teacher: Pick up your pencils and check your work (slide number 9).
- No errors - “5”
- 1 error - “4”
- 2 errors - “3”
- More than 2 errors: “repeat the material”
Raise your hands: who received “5”, “4”, “3”. Enter your scores on the scoreboard.
- Reflection
Our lesson is coming to an end, and let's summarize
- Everyone has set a goal, raise your hands if you have achieved it.
- What helped and what hindered your successful work at the lesson?
- Organizers, discuss the work of the above group as a whole. Who coped with their role in the group? Evaluate each other's work in the group and give reasons for your evaluations.
- Write down the homework assignment (Appendix 1 slide No. 10)
Then we follow the rule: we multiply the first fraction by the fraction inverse to the second (that is, by an inverted fraction in which the numerator and denominator change places). When multiplying fractions, we multiply the numerator by the numerator, and the denominator by the denominator.
Let's look at examples of dividing mixed numbers.
We begin dividing mixed numbers by converting them into improper fractions. Then we divide the resulting fractions. To do this, multiply the first fraction by the inverted second. 20 and 25 by 5, 3 and 9 by 3. We got the wrong fraction, so we need to.
Convert mixed numbers to improper fractions. Next, according to the rule for dividing fractions, we leave the first number and multiply it by the reciprocal of the second. We reduce 15 and 25 by 5, 8 and 16 by 2. From the resulting improper fraction select the whole part.
Replace mixed numbers with improper fractions and divide them. To do this, we rewrite the first fraction unchanged and multiply it by the inverted second. We reduce 18 and 36 by 18, 35 and 7 by 7. The result is an improper fraction. We select a whole part from it.
) and denominator by denominator (we get the denominator of the product).
Formula for multiplying fractions:
For example:
Before you begin multiplying numerators and denominators, you need to check whether the fraction can be reduced. If you can reduce the fraction, it will be easier for you to make further calculations.
Dividing a common fraction by a fraction.
Dividing fractions involving natural numbers.
It's not as scary as it seems. As in the case of addition, we convert the integer into a fraction with one in the denominator. For example:
Multiplying mixed fractions.
Rules for multiplying fractions (mixed):
- convert mixed fractions to improper fractions;
- multiplying the numerators and denominators of fractions;
- reduce the fraction;
- If you get an improper fraction, then we convert the improper fraction into a mixed fraction.
Note! To multiply a mixed fraction by another mixed fraction, you first need to convert them to the form of improper fractions, and then multiply according to the multiplication rule ordinary fractions.
The second way to multiply a fraction by a natural number.
It may be more convenient to use the second method of multiplying a common fraction by a number.
Note! To multiply a fraction by natural number It is necessary to divide the denominator of the fraction by this number, and leave the numerator unchanged.
From the example given above, it is clear that this option is more convenient to use when the denominator of a fraction is divided without a remainder by a natural number.
Multistory fractions.
In high school, three-story (or more) fractions are often encountered. Example:
To bring such a fraction to its usual form, use division through 2 points:
Note! When dividing fractions, the order of division is very important. Be careful, it's easy to get confused here.
Note, For example:
When dividing one by any fraction, the result will be the same fraction, only inverted:
Practical tips for multiplying and dividing fractions:
1. The most important thing when working with fractional expressions is accuracy and attentiveness. Do all calculations carefully and accurately, concentratedly and clearly. It's better to write a few extra lines in your draft than to get lost in mental calculations.
2. In tasks with different types fractions - go to the form of ordinary fractions.
3. We reduce all fractions until it is no longer possible to reduce.
4. Multi-storey fractional expressions we bring them into ordinary form, using division through 2 points.
5. Divide a unit by a fraction in your head, simply turning the fraction over.
Lesson topic: "Multiplication and division mixed fractions"Goal: to develop in students the ability and skills to apply the rules of multiplication and division of mixed fractions;
development analytical thinking students, developing students’ ability to highlight the main thing and generalize.
Objectives: repeat the rule for multiplying and dividing ordinary fractions.
Test your ability to apply the rules of multiplication and division of ordinary fractions,
The rule for multiplying a fraction by a natural number and vice versa. Test your ability to convert improper fractions to mixed numbers and vice versa.
Derive a new rule and algorithm for multiplying and dividing mixed numbers.
Practice the new rule by completing tasks.
Subject results: algorithm for multiplying and dividing mixed fractions (memo)
Metasubject and personal results :
Regulatory UUD: goal setting; plan, getting results
Cognitive UUD: general educational, logical, problem formulation and solution
Communicative UUD: work in pairs
Equipment: mathematics textbook, grade 6
Handout.
Projector.
During the classes:
I. Problem situation and updating of knowledge
1. Survey of children on repetition of the studied material on the topic of multiplication and division of fractions (algorithm for implementation, rule for multiplying a fraction by a natural number).
2. Illustration of examples on the projector. Types of ordinary fractions. How to get a mixed fraction from an improper fraction and vice versa.
3. At the end of the survey, independent work including examples of multiplying and dividing ordinary fractions and containing two examples of multiplying and dividing mixed fractions, where children encounter a problem. The correct answers are displayed on the projector for checking with students.
4. Discussion of the problem. Bring to the topic of the lesson.
II. Collaborative discovery of knowledge.
1/Discussion in pairs is proposed to voice a version of the solution to the problem that has arisen. Versions write to school board. How do you know which version is correct?
2/Invite students to refer to the textbook on the relevant topic.
3/Run introductory reading, find the required paragraph and study it to create an algorithm for multiplying and dividing mixed fractions. Control over the completion of the task.
4/Listen to versions, compile from main general algorithm. Display it on a projector and distribute it to students as a reminder.
III.Independent application of knowledge
1/Return to the problem with solutions to examples from independent work and using the resulting algorithm to solve them. Check in pairs. Display the results on the projector for verification.
2/ Give a task from the textbook. Execution control.
IV. Lesson summary
Start with the problem that arose at the beginning of the lesson, talk about ways to solve it and the result obtained.
Assessing student work.
Homework assignment.