Mathematics teaching plan for the fourth grade of primary school 1

Teaching objectives:

1, the time unit of knowledge and skills is "seconds", and knowing 1 min =60 seconds.

2. Processes and methods allow students to collect information about time and cultivate their practical ability.

3. Emotion, attitude and values initially established the concept of hours, minutes and seconds, and cultivated consciousness and habits.

Teaching focus:

Knowing the time unit "second", we know that 1 minute =60 seconds.

Teaching difficulties:

Let students collect information about time by observing and exploring the relationship between minutes and seconds, and cultivate their practical ability.

Teaching process:

First, import

Students, every New Year's Eve, we will sit with our relatives and watch the live program of the Spring Festival Evening. Look, the New Year's bell is about to ring. Let's count them together! Ten, nine, eight, seven, six, five, four, three, two, one! The New Year's bell is ringing! Measuring a short time like this usually uses a smaller unit-second. Understanding of seconds.

Second, new funding.

(a) know the second, know 1 =60 seconds.

1. Take out your watch and have a look. What do you see?

Communicate in situ and report by name.

2. What do you want to know about seconds?

Health 1: How long is a second?

Health 2: How long does it take for the second hand to walk once?

..... Students ask questions.

Who can help him solve this problem?

3. Summary

When the second hand goes 1, it is 1 s, and when the second hand goes 1 circle (60 squares), the minute hand goes 1 square, so 1 minute =60 seconds. Blackboard: 1 =60 seconds.

Third, consolidate the practice.

1, exercise 14, question 1, and fill in the appropriate time units.

Xiao Ming sleeps about 9 () every day; Xiaohong needs 20 () to wear a red scarf; It takes about 25 () to cook with an electric cooker.

Students do it independently. Speak your mind.

2. Do it. 2. (Feel the length of time)

The teacher pinched the watch and asked the students to do what they liked. Just try it. What can 1 minute do?

Students do it together.

3. Game: Students close their eyes and the teacher says start. When you think 1 minute is up, raise your hand to see who has a more accurate estimate of 1 minute.

Fourth, class summary.

What did we learn today?

Mathematics Teaching Plan II for Grade Four in Primary School

1, through the process of observation, operation and comparison, learn to recognize symmetrical figures.

2. Through the participation of various senses and forms, we can perceive the characteristics of symmetrical figures and find out the axis of symmetry.

3. Experience cutting, spelling and painting, develop the concept of space, cultivate the ability of observation and hands-on operation, and experience the joy of learning.

Emphasis and difficulty in teaching: the characteristics of symmetrical graphics.

Teaching preparation: exercise paper, graphic paper, scissors, courseware, etc.

Teaching process:

First, create a situation

There are many butterflies on the beautiful grass.

2. What do you think of this painting? Where are the butterflies?

Let's study it from the angle of mathematics today! (Courseware demonstration: Butterfly wings folded and unfolded)

Second, understand symmetrical graphics

1, the teacher brought a lot of graphics to see what graphics there are.

2. Fight. Can you choose two of the above pictures to make the following pictures?

First, the student operation, teacher guidance.

Let the students show their works.

C. Besides these figures, can you spell other figures of the same type?

D, student show.

3. Are the children spelling correctly? Let's take a look at the characteristics of these graphics first.

Health: the same; Folding in half will overlap ...

Look at the numbers spelled by our classmates. Are they different? (verification)

Step 5 get a name

Let's give a name to a character like this. (symmetrical figure)

What are the characteristics of symmetrical graphics?

6, contact life to find symmetrical graphics.

Third, hands-on operation, making symmetrical graphics.

Teacher: There are so many symmetrical figures in life. Now let's make a symmetrical figure. We want to be a small pine tree. Is there any good way?

Student: Draw a picture (how? ) draw half a tree/cut it directly.

Teacher: Then let's try!

Show students' works. How did you cut it?

Only by cutting in this way can we be symmetrical. We call this crease the symmetry axis, and the left and right sides of the symmetry axis have the same shape. (Courseware shows symmetry axis)

Can you draw this symmetry axis?

Fourth, judge the symmetrical figure and draw the symmetrical axis.

1. Observe carefully and judge whether these patterns are symmetrical. Talk about the method of verification.

2. Draw the symmetry axis of the symmetrical figure.

3. Draw a symmetry axis of a square and a circle (maneuver)

Five, a variety of forms, independent contact

1. After the upper figure is folded in half, it is the lower one, connected by a line.

2. After the above picture is expanded, it is the following picture, which is connected by lines.

3. Facebook appreciation. Show half, let the students imagine the complete face, and then present it.

Expand after class and enrich knowledge.

Mathematics teaching plan for the fourth grade of primary school 3

Teaching objectives:

1. Through independent inquiry and communication, I can understand various calculation methods of decimal and integer multiplication and feel the superiority of vertical calculation.

2. By comparing with integer multiplication, understand the calculation rules of decimal and integer multiplication, and can calculate correctly in the column.

3. Infiltrate the diversification of problem-solving strategies and experience the diversification and diversification of algorithms.

Teaching philosophy: autonomous learning, active exploration and cooperative communication are three learning methods strongly advocated by the new curriculum. The purpose of this course is to let students actively construct, actively participate in mathematics learning, experience the formation process of knowledge and feel the diversity of algorithms, and finally achieve the diversified goal of understanding the calculation methods of decimal and integer multiplication and calculating correctly.

Teaching process:

First, the introduction of situations, causing cognitive conflicts

Students, it's autumn and many fruits are ripe. You must all like fruit very much! Let's go to the fruit supermarket in Datong China! (The courseware shows the fruit map with price tag.)

3 yuan per kilogram of apples.

0.9 yuan per kilogram of sugarcane

Buy a fruit you like now!

Students choose, and then the whole class communicates.

The teacher bought 2 kilograms of apples first. How much did the teacher spend?

Later, I bought 3 Jin of sugarcane. Do you know how much the teacher spent?

Ask the students to work in groups of four, first calculate by themselves, and then communicate with their peers. How do you calculate it?

Group presentation:

(1)0.9×3 is the sum of three 0.9. I can calculate 2.7 yuan vertically with decimals 0.9+0.9+0.9.

(2)0.9 yuan is a 9-angle, and three 9-angles are a 27-angle, which is 2 yuan's 7-angle, which is 2.7 yuan.

(3) It can also be calculated vertically as an integer.

Contrast: The vertical calculation of addition and multiplication is simpler.

Design intention: Students love to eat fruits and introduce them into life scenes, which will naturally connect with students' real life, and students will soon enter the learning state. Students can easily calculate the price of 2 kilograms of apples, and then throw out 3 kilograms of sugarcane, that is, 0.9×3, which students have never met. At this time, there is a cognitive conflict, and with the help of students' existing life experience, this conflict can be broken through to a certain extent because it is in the nearest development area of students. Through students' independent exploration and communication, we know that there are many calculation methods for the result of 0.9×3. I feel the diversity of algorithms and strategies to solve problems.

Second, actively participate in and experience the process.

1, students, watermelons are on sale in the supermarket today, only 2.35 yuan per kilogram. Xiaoming's mother wants to buy 3 kilograms of watermelon. How much does she have to pay for it? (add first, then multiply) (courseware shows pictures)

Student formula, teacher blackboard: 2.35×3. Can I do the math myself? The students end up with books.

Design intention: The method is further simplified as addition and multiplication. Through the calculation of decimal addition and decimal multiplication, it feels that decimal multiplication has the same meaning as integer multiplication, which means a simple operation to find the sum of several identical addends.

If we want to buy 32kg watermelon instead of 3kg, how much should we pay?

How to calculate the student formula 2.35×32? Give it a try, and then communicate your calculation method with your partner.

Design intention: At this time, students' cognition conflicts again. It is obviously not simple enough to calculate by addition, but it is obviously the right method to multiply vertically. In this way, students can experience multiplication from a variety of calculation methods.

Step 2 give it a try

Use a calculator to calculate the following questions and see what the decimal place of the product has to do with the factor.

4.72× 12 2.8×53 103×0.25

Tell your partner what you found.

Communicate with the class, reveal the calculation rules of decimal and integer multiplication, and reveal the problems.

Design intention: With the help of calculator, students can quickly find the relationship between the decimal places of product and factor, which is also a good embodiment of using calculator to help students find the laws advocated by the new curriculum.

Third, use new knowledge to solve problems.

1, fast punch attack

(1) Write the product of the following questions directly according to 148×23=3404.

14.8×23= 148×2.3= 148×0.23= 1.48×23=

Students finish directly in the book, and then communicate.

Design intention: This is a basic exercise designed for the relationship between the decimal places of products and factors. Through this group of exercises, students can further perceive the similarities between decimal multiplication and integer multiplication in calculation methods, further consolidate the calculation methods, and make it clear that the factor * * * has several decimal places, and its product has several decimal places, paving the way for learning decimal multiplication in the future.

(2) practice.

Students, let's see who is better at calculation. Please finish it in the book.

When proofreading, talk about how to align and how to determine the decimal places of products.

Design intention: In this group of exercises, students should not only calculate correctly, but also determine the decimal places of products correctly, and also understand the vertical arrangement and writing of decimal multiplication, that is, align the calculation through integer multiplication and finally point to the decimal point. This is very important for future calculation.

(3) Students, can you work out the following results vertically by yourself?

0.68×9 3.24×65 32× 1.9 54×0.4 1 1.05×24 0.2 17× 1

Please 1, group 2 students do the first line, group 3 and group 4 students do the second line, and 6 people perform.

After completion, students at the same table exchange checks to check whether the board performance is correct.

Design intention: This exercise is carried out after students have made clear the requirements and writing format of column and vertical calculation, which is helpful to further consolidate the calculation rules and improve the proficiency of calculation. Moreover, mutual inspection can also cultivate students' self-awareness, cooperation awareness and evaluation ability.

2. Great challenges

Can you work out the result of 0.12+0.12+0.12+0.12? 555 communication, how did you do it? Why are you doing this?

Design intention: Students can list the multiplication formula by themselves according to the meaning of multiplying decimal by integer, and calculate the result correctly. Addition becomes very difficult here, but multiplication shows its unique advantages. Students can experience that although the algorithm is diversified, we still have to choose the most suitable method, which is based on its diversification. Talking about why this is done can fully expose students' thinking process.

3. Go into life and solve problems.

(1) Students, do you know what is the fastest object in the world?

Yes, it's bright. How fast?

300,000 kilometers per second. The speed of sound in air is only 0.33 kilometers per second, so we always see lightning first and then hear thunder. How far is lightning from us?

Display: Xiaohua heard thunder 3 seconds after seeing the lightning in the distance. It is known that the propagation speed of lightning in the air is 0.33 kilometers per second. How far is lightning from Xiaohua? (The time from lightning to seeing lightning is omitted)

Students calculate and communicate independently.

Design intention: Thunder is a natural phenomenon that students often encounter in their lives, and students are very familiar with it. Using the decimal multiplication learned today, students can calculate how far lightning is from us, which makes them feel very novel, and unconsciously consolidates the calculation method again, which brings the distance between mathematics and life closer, builds a bridge between mathematics and life, and enhances students' positive feelings about mathematics learning.

(2) Last Sunday, Mr. Gao drove to Suzhou Amusement Park. Our home is about 200 kilometers in Suzhou amusement park. Before leaving, Mr. Gao checked the fuel tank and found that there were 25 kilograms of gasoline in it, and each kilogram of gasoline could run 6.8 kilometers. Guess, did Miss Gao refuel on her way to Suzhou Amusement Park?

Students express their opinions.

Then how can we know if Mr. Gao has refueled on the road?

Through calculation, we can know that if 25×6.8 is greater than 200, it means there is no need to refuel; if it is less than 200, it is necessary to refuel!

Students prove their point of view through calculation.

Design intention: This is also a common problem in life. By guessing first, then calculating, and finally verifying, students have experienced a process of solving practical problems, which is also one of the ideas I want to embody in this class.

(3) I am a small housekeeper

Students, usually parents buy food and cook. Do you want to be a small housekeeper yourself today? The following are some vegetable prices in today's market: (RMB/kg)

Partial market price: (yuan/kg)

pork

green vegetables

European crucian carp

Shrimp/egg

Small carrot

Chicken (as food)

cabbage

7.5

2.5

eight

15.5

2.8

6.4

1.5

Please work with your partner to design an economical and nutritious menu and calculate the amount you need. Compare whose menu is the most reasonable. Then do it yourself on Sunday and be a capable little master. Design concept: This is a challenging problem. Through selection and calculation, students not only consolidate their knowledge, but also cultivate their practical ability and enhance the practicality of mathematics.

Fourth, the whole class summarizes and extends after class

Students, what have you gained today?

Don't forget to go home and be a little housekeeper! Next time, when you go shopping, do the math yourself.

Mathematics teaching plan for the fourth grade of primary school 4

Teaching objectives:

1. Further understand the meaning of decimals, master the methods of reading, writing, size comparison, addition and subtraction calculation of a decimal, and make relevant calculations correctly and quickly.

2. According to the specific situation, flexibly use the relevant knowledge of decimals to solve practical problems in life.

3. By understanding the process of decimal generation and development, we can improve our interest in learning mathematics and enhance our patriotic feelings.

Teaching emphasis: further understand the meaning of decimal, master the reading and writing, size comparison and addition and subtraction calculation of a decimal.

Difficulties in teaching: Flexible use of relevant knowledge to solve practical problems in life.

Teaching preparation: small blackboard.

Teaching process:

First, reveal the requirements of the topic.

In this class today, we will do a comprehensive exercise about decimal knowledge. (Writing on the blackboard) Through practice, I hope students can further understand the meaning of decimals, master the methods of reading and writing, size comparison and addition and subtraction calculation of decimals, flexibly use the knowledge of decimals to solve practical problems in life, and make relevant calculations correctly and quickly.

Second, promote the internalization of stratified practice.

(1) Basic exercises

1. Finish the exercise on page 106 10, question 1.

(1) Show pictures, and students can draw independently.

(2) Answer by name and focus on your own ideas.

(3) Teachers and students * * * return together: first look at how many copies are scored on average, and then look at how many copies are drawn.

2. Complete the exercise on page 106 10, question 2.

(1) Fill in the appropriate decimals in the textbook independently.

(2) Collective feedback, focusing on what you think.

(3)。

3. Complete the exercise on page 106 10, question 3.

(1) Show the questions and ask the students to say orally how much money each person has saved.

(2) comparison, collective feedback, the focus is on how to compare.

(3)。

4. Complete the exercise on page 106 10, question 4.

(1) Guide to understand the number axis and understand the meaning of the problem. New curriculum standard

(2) Do it independently and think about which number is closest to 0.5 and which is closest to 2?

(3) the whole class exchanges feedback.

(2) Comprehensive exercises

1.

6/ 10 of (1)/yuan is () yuan, and written as a decimal is () yuan; 3 Angle is () of 1 yuan, is () yuan, and written as a decimal is () yuan.

(2)0.5 decimeter is () decimeter, () of 1 decimeter, and () centimeter.

(3) 0.8 (), 2.6 is pronounced as ().

(4)1.4m = () m () decimeter 3 yuan 2 jiao = () yuan 0.4 decimeter = () cm 7 jiao = () yuan 16.5 yuan = () yuan () jiao.

2. fill in ○ >,

0.5○0.9 1.2○0.82.6○3.4 10.5○9.8

3. Arrange 2.4, 0.9, 1.7, 1.5, 0.4 in descending order.

4. In the long jump, Xiaoming jumped 3.2m, Gao Xiao 2.8m and Jun Xiao 4m, and () jumped far. In the 100 meter race, Xiao Ming ran 15.6 seconds, 16.5 seconds, and 16.9 seconds, () ran very fast.

Finish independently on the homework paper.

Group proofreading and communication.

Communicate with the whole class and focus on the questions in question.

5. Homework: Exercise 10, Question 5 (the first four questions)

Proofread the whole class after independence.

Compare the questions in each group. What did you find? Talk about your findings in a group.

Third, feedback sublimation.

What do you think of your performance in this class? What did you get? Is there a problem?

Mathematics teaching plan for the fourth grade of primary school 5

Teaching objectives

1. Make students master the problem of 6 plus 10 to calculate 6 plus several, understand the calculation process of 6 plus several and say it orally.

2. Cultivate students' language expression ability, abstract generalization ability and transfer ability.

3. Infiltrate the thought of function to cultivate students' spirit of active exploration and good calculation habits.

Teaching focus

Master the calculation method of 6 plus several.

Teaching difficulties

Skilled in the calculation of 6 plus several.

teaching process

First, check the import.

Teacher: Students, we have learned the topics of 9 plus several, 8 plus several and 7 plus several. Do you remember how to calculate it? Show the dictation card: tell the dictation process. (Think about it: use 2 to make 8 10, and use 5 to divide 2 and 3.

8 plus 2 equals 10, 10 plus 3 equals 13. )

Show the oral arithmetic cards in turn, and the students drive the train to do oral arithmetic.

Projection demonstration

Answer by roll call.

Teacher: Some time ago, we studied the topics of 9 plus several, 8 plus several and 7 plus several. Guess what we should learn today? (6 plus a few)

Writing on the blackboard: 6 plus a few

Second, guide exploration.

1. Teaching examples 1.

(1) blackboard writing: □

Teacher: How to solve this problem? Please do your best.

Students work hard to finish. Class communication:

As the students dictate, the teacher demonstrates Courseware 6 and adds a few.

Teacher: Students can calculate this problem in different ways, which shows that you are good at learning. Who wants to talk about the calculation process of this problem adding up to ten again?

Answer by roll call. The teacher wrote on the blackboard:

Q: Why is 5 divided into 4 and 1?

(2) blackboard writing: □

Answer by roll call. If a student tells the result quickly, ask him: How did you work it out so quickly? Students may have worked out from the last question, so we should encourage and guide them to work out with the method of ten. If the last question has no result, how to add 6 to 6? )

Students communicate in groups.

Roll call, the teacher wrote on the blackboard:

2. Teaching Example 2: Continue to demonstrate Courseware 6 and add a few.

The blackboard says: □, □, □

Teacher: Can you do these questions? Please do your best. After the students are independent, communicate:

(There may be several ways: ① ② Think about it, so)

Contrast: Which method can tell the numbers quickly? (It is easier to calculate the position by using the commutative addend. )

Third, consolidate the practice and continue to demonstrate the courseware 6 plus a few.

1.

Description: There are 6 ladybugs in the left leaf and 5 ladybugs in the right leaf. How many ladybugs are there?

Students solve independently.

Revision: How to calculate?

2.

Students describe their pictures and answer them in succession.

Revision: How to calculate?

3. Name and quantity.

4. Students finish the next question independently.

Fourth, class summary.

What did we learn today? What did you get? Is there a problem?

Game: See the inquiry activity for shooting.

Mathematics teaching plan for the fourth grade of primary school 6

First, the teaching objectives:

1. Explore and master the calculation method of multiplying two digits by two digits (no carry) and make the calculation correctly.

2. In specific situations, simple problems in life can be solved in different ways.

3. Feel the close connection between mathematics and life, and stimulate the interest in learning mathematics.

Second, the teaching focus:

Explore and master the calculation method of multiplying two digits by two digits (not carrying), and calculate correctly.

Third, the teaching difficulties:

Under specific circumstances, we can solve simple problems in life in different ways.

Fourth, teaching AIDS:

Multimedia courseware.

Verb (abbreviation of verb) teaching process;

(1) scene import.

1, the teacher introduced: Today, I will make friends with you. Are you welcome? What kind of teacher do you like? Guess what kind of students the teacher likes? The teacher has heard the saying that girls who study are the most beautiful, boys who study are the most handsome and children who study are the most lovely. Do you like reading? Well, the teacher wants to take you to the book city today. Would you like to?

2. However, the teacher has a request, that is, give me the right questions before going. Now let's see what the problems are (multimedia presentation and oral calculation)

( 1)20×3040×5070×20__×20

(2) 12×40 13×7060×5080×40

3. Teacher: The students did a good job. Now let's go to the bookstore!

4, show the theme map (click on the courseware, enter the book city. )

(2) Explore new knowledge.

1, understand the meaning.

(1) Teacher: Please look at the picture carefully. What mathematical information can you get from the picture?

(2) Students answer after observation: Xiaohong buys story books, a set of 12 books, each 24 yuan. How much is a * * *? (Find out the known conditions and problems)

Step 2 ask questions.

Teacher: Requirements: One * * *, how much do I have to pay? How to form?

3. Students try to solve problems independently.

(1) Students solve problems independently (formula: 24× 12)

(2) Question: Who can help Xiaohong work out the money payable? Discuss in groups of four.

(3) Show the situation of doing the problem and let the students talk about how you did it. The teacher made it.

5, and reveal the knowledge topic.

(1) Teacher: Just now, the students also learned new knowledge while helping Xiaohong calculate. This is what we are going to learn today: two digits multiplied by two digits (without carry).

(2) Teacher: What should I pay attention to when I multiply two digits vertically?

(3) Students answer: The same numbers should be aligned and multiplied from one digit to one digit.

(3) consolidate and improve.

1, Teacher: The students helped Xiaohong work out the price, and she was very happy. In order to thank everyone, she introduced us to buy some good books. What kind of books do you like to buy? Please work out the price:

(1) Multimedia presentation:

Students can do it in groups, and the team leader will check and choose the best homework.

(2) Show the report and let the students talk about the calculation process.

2. Teacher: How clever the students are! But the careless Xiaoming hasn't bought a book yet! What's going on here? (Multimedia display "Correct Wrong Questions")

(4) Expand the application.

1, Teacher: Are you happy that everyone has bought books that they are satisfied with? It's really fun to visit the book mall. You can not only buy good books, but also draw prizes.

(1) Look at the picture to introduce the rules of the game.

(2) Teacher-student games. (The highest score wins)

2. Teacher: Did you win the lottery? Let's go home too. Today's book shopping activity is over. Goodbye!

(5) classroom.

1. What have you gained from this course?

2. How did you do in this class?

Mathematics teaching plan for the fourth grade of primary school 7

Teaching objectives:

1, knowing that a force can stop a moving object or make a stopped object move.

2. Explore what factors are related to the movement and stop of objects.

3. Know that force can act on objects directly or through other substances.

4. Pay attention to the forced phenomenon that objects stop and move in life.

Teaching emphasis: how to make objects move and stop, and explore what factors are related to the movement and stop of objects.

Teaching difficulties: through experimental operation, explore what factors are related to the movement and stop of objects.

Teaching preparation: table tennis, 2 or 3 toy cars with different weights, courseware.

Preview requirements: observe the phenomenon of object movement and stop in life, and initially think about what factors are related to object movement and stop.

Teaching process:

First, the introduction of new courses.

1. Video playback: A bus slowly drives to the platform and stops. After the passengers get on the bus, the bus starts again and continues to move forward.

2. Teacher's explanation: Everyone should be familiar with the scene of this video. When the bus reaches the platform, it will stop. Passengers get on the bus and continue to drive. So what's the relationship between bus stopping and moving? Today we will discuss this problem in this class.

3, blackboard writing topic: 9, moving and stopping

4. Students read the topic together to understand the learning content.

Second, how can we stop and move?

1. Teacher's question: Students, what would you do if you were asked to start the stopped scooter? In turn, I ask you to stop moving the scooter. What would you do?

2. Students exchange and discuss. The teacher's camera guide. If we want the stationary scooter to move, we must push it back with our feet. If you want to stop the moving scooter, you must put your foot against the ground to stop the scooter.

3. Teacher's summary: Both moving stationary scooters and stopping moving scooters need hard work. Only with the help of force can a stopped scooter or a stopped scooter be moved.

Third, explore what factors are related to making cars move and stop.

1. Show me some toy cars with different weights. Students, look at how many cars the teacher has. These cars come in different models, sizes and weights. Are these toy cars in the teacher's hand moving or stopping? What factors are related to them?

2, students put forward their own assumptions, the teacher camera guidance.