Seven grades mathematics positive number and negative number teaching plan one
Teaching plan background
Junior high school students love to play and are active, and they are in the transition stage from image thinking to abstract thinking. Students are often bored and confused by too abstract questions. Multimedia has the characteristics of image and intuition, which can be used to build a platform for students' thinking and imagination, create a good learning atmosphere, fully mobilize students' enthusiasm and consciousness in learning, and achieve the goal of pursuing knowledge in a happy form; The new curriculum standard requires that classroom teaching should be conducive to students' active mathematical activities such as observation, experiment, guessing, verification, reasoning and communication, and the content should be presented in different ways to meet diverse learning needs. In the process of teaching. It is necessary to strengthen students' awareness of hands-on practice, independent exploration and cooperation and exchange, and pay attention to cultivating students' ability to solve practical problems.
1. 1 "Positive and Negative Numbers" Teaching Design Scheme
(Lesson 65438 +0)
People's education edition ninth grade mathematics volume I
Geng Xinhua, Beicheng Middle School, Binbei Sub-district Office, Bincheng District, Binzhou City, Shandong Province
Postal code: 25665 1 Tel: 15865403584
Teaching material analysis:
First, the position and function of teaching materials: the section "1. 1 positive and negative numbers" is the content of the first section of the first chapter of the seventh grade of People's Education Press. The content of this section is mainly to learn the definition and connection of positive number, negative number and zero. It is the basis of rational number learning in this chapter.
Second, the teaching objectives
Knowledge and skills: understanding the meaning of rational numbers with examples in life will determine whether a number is positive or negative, and can use positive and negative numbers to represent quantities with opposite meanings in life.
Process and method: 1. Understand the necessity of introducing negative numbers, feel the universality of rational number application, understand that mathematical knowledge comes from life, and understand the connection between mathematical knowledge and the real world.
2. Be able to put forward and put forward mathematical problems and explain the rationality of the results.
Emotion, attitude and values: Willing to contact with mathematical information in the social environment, willing to talk about mathematical topics and play an active role in mathematical activities.
Third, the importance and difficulty of teaching
Emphasis: Understand the necessity of introducing negative numbers and the universality of rational numbers, and be able to use positive numbers and negative numbers to represent quantities with opposite meanings in life.
Difficulties: Positive numbers and negative numbers can be used to represent quantities with opposite meanings in life, so as to form the habit of applying mathematics to practical problems in life.
Teaching method: adopt the teaching method of "phenomenon-problem-goal" and strive to embody the teaching concept of "subject participation, independent inquiry, cooperation and exchange, and guided inquiry"
teaching process
Teachers demonstrate multimedia courseware with the first picture as the main body in relaxed and cheerful music.
The design intention of students' activities in teacher activities.
Create situations and introduce new courses.
Autonomous learning
Teacher-student interaction
Cooperative investigation
Standard test
Learning summary
The teacher showed pictures to illustrate the generation of natural numbers and fractions. then
Display problem
Question 1 weather forecast: the temperature in Binzhou in winter is -3 ~ 3℃. What exactly does it mean? What is the temperature difference in our city on this day?
Question 2: 2.20 10 China's peanut output increased by 1.8% compared with last year, and rapeseed output increased by -2.7% compared with last year. What does a -2.7% increase mean here?
The two questions of -3 and -2.7% are new numbers that we haven't learned before, which shows that with the development of life and labor, the numbers we have learned before are not enough, so we need to introduce new numbers. Serve our lives. So as to introduce new courses.
First, show the learning objectives of this lesson.
1, and realize the necessity of introducing negative numbers through examples in life.
2. Know what is negative, zero and positive.
3. Will you judge whether a number is positive or not? Still negative?
4. Positive numbers and negative numbers can be used to represent quantities with opposite meanings in real life.
Second, show me the self-study outline of this class.
1, knowledge point 1: the concepts of positive numbers and negative numbers-read the second page of the textbook, such as 3,2,0.5, 1.8%, and sometimes add "+"before positive numbers, such as +5. The "+"in front of positive numbers is generally omitted: numbers with "-"in front of positive numbers such as -3, -2 and -3.5% are called. For example, -6, ... "-6" pronunciation.
2. Knowledge point 2: understanding of "0"-read page 2 of the textbook.
0 is neither a number nor a number, it is the watershed between positive and negative numbers. Its meaning is very rich. It can mean "nothing" or it can mean something else.
3. Knowledge points 3; Use positive numbers and negative numbers to represent quantities with opposite meanings-read page 3 of the textbook.
The quantity of opposite meaning must have two elements: first, their meaning; Second, they are all quantitative, and they must be quantitative.
1. Instruct students to exchange results in their own groups, collect problems that each group can't solve, and try to let other groups solve them.
Second, the teacher collects problems that the whole class can't solve.
Do: (show slides)
Seven grades mathematics positive number and negative number teaching plan two
1. 1 "Positive and Negative Numbers" Teaching Design Scheme
(Lesson 65438 +0)
Teaching material analysis:
First, the position and function of teaching materials: the section "1. 1 positive and negative numbers" is the content of the first section of the first chapter of the seventh grade of People's Education Press. The content of this section is mainly to learn the definition and connection of positive number, negative number and zero. It is the basis of rational number learning in this chapter.
Second, the teaching objectives
Knowledge and skills: understanding the meaning of rational numbers with examples in life will determine whether a number is positive or negative, and can use positive and negative numbers to represent quantities with opposite meanings in life.
Process and method: 1. Understand the necessity of introducing negative numbers, feel the universality of rational number application, understand that mathematical knowledge comes from life, and understand the connection between mathematical knowledge and the real world.
2. Be able to put forward and put forward mathematical problems and explain the rationality of the results.
Emotion, attitude and values: Willing to contact with mathematical information in the social environment, willing to talk about mathematical topics and play an active role in mathematical activities.
Third, the importance and difficulty of teaching
Emphasis: Understand the necessity of introducing negative numbers and the universality of rational numbers, and be able to use positive numbers and negative numbers to represent quantities with opposite meanings in life.
Difficulties: Positive numbers and negative numbers can be used to represent quantities with opposite meanings in life, so as to form the habit of applying mathematics to practical problems in life.
Teaching method: adopt the teaching method of "phenomenon-problem-goal" and strive to embody the teaching concept of "subject participation, independent inquiry, cooperation and exchange, and guided inquiry"
teaching process
The teacher demonstrated the multimedia courseware with the first picture as the main body.
Design intention of linking teachers' activities with students' activities.
Create situations and introduce new courses.
Autonomous learning
Teacher-student interaction
Cooperative investigation
Standard test
Learning summary
The teacher showed pictures to illustrate the generation of natural numbers and fractions. then
Display problem
Question 1 weather forecast: the temperature in Beijing is -3 ~ 3℃ in winter. What exactly does it mean? What is the temperature difference in our city on this day?
Question 2: In the football match in which three teams participated, the red team beat the yellow team (4: 1), the yellow team beat the blue team (1: 0) and the blue team beat the red team (1: 0). How to determine the goal difference and ranking order of the three teams?
Question 3: The length of a machine part is designed as 100mm, and the dimension marked on the machining drawing is100 0.5 (mm). What does 0.5 mean here? What is the length range of qualified products?
Among the three questions, -3 and 0.5 are new numbers that we haven't learned before, which shows that with the development of life and labor, the numbers we have learned before are not enough, so we need to introduce new numbers. Serve our life. So as to introduce new courses.
First, show the learning objectives of this lesson.
1, and realize the necessity of introducing negative numbers through examples in life.
2. Know what is negative, zero and positive.
3. Will you judge whether a number is positive or not? Still negative?
4. Positive numbers and negative numbers can be used to represent quantities with opposite meanings in real life.
Second, show me the self-study outline of this class.
1, knowledge point 1: the concepts of positive numbers and negative numbers-look at the second page of the textbook, such as 3,2,0.5, which is greater than 0. If necessary, sometimes "+"is added before the positive number, such as +5,,,. The "+"in front of positive numbers is generally omitted: numbers with "-"in front of positive numbers such as -3, -2 and -0.5 are called. For example, -6, ... "-6" pronunciation.
2. Knowledge point 2: understanding of "0"-read page 2 of the textbook.
0 is neither a number nor a number, it is the watershed between positive and negative numbers. Its meaning is very rich. It can mean "nothing" or it can mean something else.
3. Knowledge points 3; Use positive numbers and negative numbers to represent quantities with opposite meanings-read page 3 of the textbook.
The quantity of opposite meaning must have two elements: first, their meaning; Second, they are all quantitative, and they must be quantitative.
1. Instruct students to exchange results in their own groups, collect problems that each group can't solve, and try to let other groups solve them.
Second, the teacher collects problems that the whole class can't solve.
Do: (show slides)
In a month, Xiaoming gained 2 Jin, Xiaohua lost 1 Jin, and Xiao Qiang has not changed. Write down their weight gain this month.
Seven grades mathematics positive number and negative number teaching plan three
Teaching objectives
Knowledge and skills:
Let the students understand that both positive and negative numbers are generated from actual needs.
Process and method:
In the process of introducing negative numbers from concrete examples, students will understand the concepts of positive numbers and negative numbers and judge whether a number is positive or negative. Initially, they will use positive and negative numbers to represent quantities with opposite meanings and understand the meaning represented by 0.
Emotions and attitudes:
In the process of forming the concept of negative numbers, we should cultivate students' observation ability, induction ability and generalization ability, and stimulate students' enthusiasm for learning mathematics well.
Analysis of learning situation
1. Understand the background of negative numbers (the generation and development of numbers are inseparable from the needs of life and production) and realize the importance of negative numbers in production and life. 2. Students experience the process of introducing negative numbers: examples in production and life (quantities with opposite meanings)-insufficient numbers-introduction of negative numbers-expression of mathematical symbols-problem solving, etc. To cultivate students' consciousness of mathematical symbols and understand the position and function of mathematical symbols in mathematics learning. Cultivate students' ability to actively explore the essence of problems and be good at observing, summarizing, summarizing and finding solutions to problems in the process of cooperation and communication with others.
Important and difficult
Correctly understand positive and negative numbers, and understand the meaning of the quantity represented by 0.
teaching process
teaching activities
Activity 1 Import Import
Looking back, students have had six years' experience in learning mathematics, and numbers are not unfamiliar to every student. I believe that students have realized that the generation and development of numbers can not be separated from the needs of production and life. First of all, let's review: the generation of natural numbers and the generation of fractions. Demonstrate courseware, show pictures, and intuitively explain the generation and expansion of numbers: (Show pictures to explain the generation of natural numbers and the generation of scores. Let students understand the benefits of the symbol of numbers) Teacher-student activities (guide students to observe pictures and try to explain the meaning of pictures): We know that in order to indicate the number of objects (such as hunting count in primitive society) or the order of things, 1, 2, 3, ... In order to indicate "no" (such as the prey is finished), the number 0 is introduced; Sometimes the result of allocation and measurement (measuring land) is not an integer and needs to be expressed in fractions (decimals). In a word, numbers are developed to meet the needs of production and life.
Design intention: the generation and development of numbers can not be separated from the needs of life and production.
Activity 2 Import Activity 2
Demonstration courseware, showing questions and corresponding pictures.
Question (1) The temperature in Beijing in winter is -3~3. What exactly does it mean? What is the temperature difference in Beijing on this day?
Question (2) In the football match in which three teams participated, the red team beat the yellow team (4: 1), the yellow team beat the blue team (1: 0) and the blue team beat the red team (1: 0). How to determine the ranking order?
Question (3) In 2006, China's peanut output increased by 65,438 0.8% and rapeseed output increased by -2.7% over the previous year. What does -2.7% mean here?
Teacher-student activities: the teacher demonstrates the courseware and explains the background of the problem;
For example, the goal difference problem, first introduce the rules for determining the ranking order of football matches:
The two teams have different points, and the team with high points ranks first;
The two teams have the same points, and the team with more goal difference ranks first;
The two teams have the same points and the same goal difference, and the team with more goals ranks first.
Secondly, it introduces the rules of integral calculation: win a game, get 3 points, draw a game, get 1 point, and lose a game, get 0 point. It is easy to know that the scores of these three teams are all 3+0=3.
Finally, the calculation rules of goal difference are introduced: the red team's victory over the yellow team (4: 1) means that the red team scored 4 goals and lost 1 or the yellow team scored 1 and lost 4 goals, and the goal difference is how many more goals were scored in the game. Goals and goals conceded here are opposite quantities. We stipulate that goals are marked with "+"and goals conceded with "-",so that the number of goals scored and goals conceded can be marked with "+"or "-"before the number of goals scored and goals conceded respectively. Goal difference is the sum of goals scored and goals conceded in the game. For example, the red team scored four goals and conceded two goals (one goal in each of the two games), so the goal difference of the red team is 4+(-2) = 2. Similarly, the yellow team's goal difference is -2 (the goal difference is 2 goals less than the goal conceded, so it is recorded as -2), and the blue team's goal difference is 0.
Under the guidance of the teacher, students think about -3 ~3, target difference and ranking order, and increase the significance of -2.7%. When solving these problems, they need to perform four operations on these new numbers.
Design intention: through the example of temperature-the appearance of a new number-3 also involves the subtraction of rational numbers; In the case of goal difference, there are also negative numbers. Determining the target difference involves the addition of rational numbers, and determining the ranking order involves the comparison of rational numbers. In the example of output growth rate, positive and negative numbers are used to describe the change in the specified direction, and numbers are represented by various symbols, so that students can try to explain, stimulate curiosity, explain the problem at the same time, find out its * * * nature, and reveal the essence of the problem (quantities with opposite meanings).
Representation of quantities with opposite meanings
Teacher-student activities: In view of the above analysis and discussion, under the guidance of teachers, let students try to sum up the expressions of quantities with opposite meanings:
For example, the temperature problem, above zero and below zero (with zero as the dividing point) are quantities with opposite meanings. We stipulate that above zero is positive and below zero is negative; Take the goal difference as an example. Goals and goals conceded are also quantities with opposite meanings. We stipulate that the goal is positive and the goal conceded is negative ... Generally, for quantities with opposite meanings, we can stipulate that one of them is positive and write a "+"(pronounced "positive") in front of it to indicate it; A quantity with opposite meaning is defined as negative, and a "-"(pronounced as "negative") is written in front of it (except zero).
Design intention: Summarize the expression methods of quantities with opposite meanings through examples, and cultivate students' awareness of cooperation and communication and their ability to understand the essence of problems from special to general.
Seven grades mathematics positive number and negative number teaching plan four
[Teaching objectives]
I. Knowledge and ability
With the help of examples in life, we can judge whether a number is positive or negative, and we can use positive and negative numbers to represent quantities with opposite meanings.
Second, the process and methods
1, process: introduce negative numbers through examples, so as to guide students to identify positive and negative numbers and their representations. Positive and negative numbers can be used to represent quantities with opposite meanings.
2. Methods: Discussion, inquiry, teaching and observation.
Third, feelings, attitudes and values.
Willing to contact with mathematical information in the social environment, willing to talk about mathematical topics, and play an active role in mathematical activities.
The focus of this lesson is to understand that positive and negative numbers are generated by actual needs and what numbers are included in rational numbers. The difficulty is the necessity of learning negative numbers and the classification of rational numbers. The key is to accurately cite typical examples of quantities with opposite meanings and clarify the criteria for rational number classification.
There are many ways to introduce positive and negative numbers. The textbook introduces two familiar examples: temperature and altitude. 5℃ higher than 0℃, 5℃ lower than 0℃ and-5℃; It is 8848m higher than the sea level, and it is 8848m lower than the sea level155m, and it is-155m. From these two examples, it is natural to call numbers greater than 0 positive and numbers with "-"negative; 0 is neither positive nor negative, but a neutral number, representing the "benchmark" of measurement. Introducing positive and negative numbers in this way will not only help students correctly use positive and negative numbers to represent quantities with opposite meanings, but also help students understand the size nature of rational numbers. Understand negative numbers as numbers less than 0. The concept of "quantity with opposite meaning" does not appear in textbooks. This is to avoid or dilute this concept. The purpose is to reveal the nature of positive and negative zeros and help students understand the concept of positive and negative numbers correctly.
With regard to the classification of rational numbers, it needs to be clear that different classification standards have different classification results, and the classification results should be neither heavy nor leaking, that is, each number must belong to a certain category and cannot belong to two different categories at the same time.
Teaching suggestion
This lesson introduces negative numbers from quantities with opposite meanings on the basis of numbers learned in primary school. In terms of content, negative numbers are more abstract and difficult to understand than non-negative numbers. Therefore, in the choice of teaching methods and teaching languages, attention should be paid to the connection between primary schools and secondary schools as much as possible, which is neither scientific nor in line with the principle of acceptability. For example, when explaining the concept of rational number, let students clearly understand the fundamental difference between rational number and arithmetic number. A rational number consists of two parts: a sign part and a number part (that is, an arithmetic number). In this way, it is much easier to understand the concept of rational number on the basis of understanding arithmetic numbers and negative numbers.
In order to enable students to master the necessary mathematical ideas and methods, we can consciously penetrate the thinking method of classification discussion when defining the classification of rational numbers, and understand the classification standards, classification results and their relationships. If all positive and negative numbers are unified into rational numbers, the dialectical thought of unity of opposites can be gradually established and infiltrated into daily teaching.
First, introduce negative numbers.
We know that figures come from the needs of people's actual production and life. [Projection 1 ~ 3: Figure 1. 1- 1] By counting and sorting, people produce the numbers 1, 2, 3 ...; In order to express "none" and "vacancy", the number 0 is introduced; Measurement and distribution sometimes can't get integer results, so fractions and decimals are produced.
In life, production and scientific research, we often encounter problems of digital representation and digital operation.
[Projection] 1. The temperature in Beijing in winter is -3 ~ 3℃. What exactly does it mean? What is the temperature difference in Beijing on this day?
Related articles about positive numbers and negative numbers in the seventh grade mathematics teaching plan;
1. Five excellent model essays on the teaching plan of "Positive Numbers and Negative Numbers" in the first volume of Grade One.
2. The first video of positive and negative teaching of mathematics.
3. seventh grade math learning video: positive and negative numbers
4. The first volume of the seventh grade mathematics teaching plan
5. The seventh grade mathematics teaching design 20 17
6. Grade 7 Mathematics Teaching Plan Shanghai Branch
7. Senior One Mathematics Tutorial Video: Positive Numbers and Negative Numbers
8. Chapter 65438 +0 and 2 of the first volume of the seventh grade mathematics teaching plan
9. Model essay on "negative numbers" in the second volume of the sixth grade of People's Education Edition 5.
10. The seventh grade junior high school mathematics teaching plan of Beijing Normal University Volume 1