The second volume teaching plan of the second grade of primary school mathematics

Three teaching plans in the second volume of mathematics in the second grade of primary school

In the math classroom, the second-grade math teacher should stimulate students' interest in learning to the maximum extent and make the classroom a stage for students. Do you know how to write a math lesson plan for the second grade after you have been engaged in math teaching? Are you looking for the lesson plan to be written in the second volume of primary school mathematics? I have collected relevant information below for your reference!

The teaching goal of the second volume of primary school mathematics teaching plan 1;

1. Through review, students can consolidate their understanding of grams and kilograms, and can distinguish and apply grams and kilograms according to the actual situation, thus forming a correct concept of quality.

2. Through review, cultivate students' abilities of observation, analysis and reasoning, and learn to use laws to solve some practical problems.

Target resolution:

The content reviewed in this lesson is more abstract. In the process of reviewing grams and kilograms, students should be guided to describe the mass of surrounding objects in mathematical language and estimate the mass of objects according to the actual situation, so as to cultivate students' estimation consciousness and help them accumulate estimation experience. In the process of reviewing simple reasoning, we should pay attention to cultivating students' observation ability, analysis ability, reasoning ability and orderly mathematical expression ability, so that students can learn to think in an orderly and comprehensive way.

Teaching emphasis: consolidate the understanding of grams and kilograms, form a correct view of quality, and cultivate students' awareness of estimation.

Teaching difficulties: let students learn to think about problems in an orderly and comprehensive way.

Teaching preparation: courseware.

Teaching process:

First, consolidate old knowledge and introduce new knowledge.

(1) The review process requires students to recall what they reviewed this semester and whether they have any questions about this knowledge.

(2) Introducing a new lesson Today, we will continue to review grams and kilograms and reasoning.

Design intention: to provide a platform for students to learn and reflect, and to cultivate students' question awareness and questioning ability.

Second, teacher-student interaction, exploring new knowledge

(1) Review grams and kilograms

1. Composite

(1) Say, what did you see when you were shopping at the fruit shop?

(2) What unit is used to measure the mass of an object? What is the unit of mass?

2. Intuitive feeling.

(1) What do you think of when you see 1g and 1kg?

(2) For example, what objects in life have a mass of about 1g or 1kg?

(3) Physical display: 1 piece of chewing gum weighs about 1 g, and two bags of 500g salt weigh 1 kg.

3. The relationship between forward speed.

(1) It has been made clear that grams and kilograms are units of mass, so what is the relationship between grams and kilograms?

(2) How many pieces of chewing gum add up to the same weight as two bags of 500g salt?

Measure.

(1) What is used to measure the brightness of an object? What should I pay attention to when measuring?

(2) Tell me about the scale you know.

5. Comprehensive exercises.

(1) Complete Exercise 22, Question 7.

Students practice independently, and focus on the third topic in group communication to cultivate students' habit of carefully examining questions.

(2) Complete Exercise 22, 17.

Students are required to investigate before class, fill in the survey results, and solve problems in class according to the survey results.

Design intention: Arouse students' attention to the quality of objects in specific situations, and let students feel and experience through operation and questioning activities, which is conducive to students' establishment of a correct cognitive structure. In the exercise, let the students talk about their mistakes and reasons, so as to attract the attention of other students.

(2) Review reasoning

1. Review reasoning (1).

(1) Create a situation: Li Bing, Wang Ming, Zhang Qiang and Yu Xia line up to get on the bus. Zhang Qiang is between Bing and Wang Ming. Yu Xia is the last one, but Bing is not the first one. Please write down their names after you leave.

(2) Thinking: Whose position do you decide first? Why?

(3) Students finish independently. After the completion, sit at the same table and talk to each other about the process of reasoning, providing opportunities for full expression.

(4) Tell the method and process of reasoning, and other students will supplement it to guide students to pay attention to the order of expression.

2. Review reasoning (2).

(1) Display title: In the box above, there are four numbers 1 ~ 4 in each row and column, and each number appears once in each row and column. B what should it be?

(2) Students discuss in groups and teachers patrol for guidance.

(3) Reporting and communication, teachers should pay attention to timely guidance.

Design intention: reasoning focuses on the process. In review, let students experience the process of thinking reasoning, speaking reasoning, demonstrating reasoning and observing reasoning, and consciously refine and improve reasoning methods. Let the students find a key sentence as a breakthrough when making clear reasoning. Improve the method of filling in the form, alternately "confirm" and "exclude", improve the effect and be easily accepted by students.

Third, the classroom summary, clear objectives

What have you gained from reviewing this lesson?

(2) What problems can you solve through our review today?

Teaching objectives of the second volume of primary school mathematics teaching plan;

1. knowledge and ability: to cultivate students' ability to flexibly use division knowledge with remainder to solve simple practical problems in life and cultivate their sense of application.

2. Process and method: Guide students to express their ideas bravely in cooperation and exchange, and learn to listen to others' opinions.

3. Emotional attitude and values: By reasonably solving practical problems, let students experience the joy of success.

Teaching focus:

Use division with remainder to solve problems and practice students' real life.

Teaching difficulties:

Through independent exploration, cooperation and exchange, analyze and solve practical problems in life.

Teaching aid preparation:

courseware

Application of teaching methods:

Interpretation, analysis, guidance and practice

Learning law guides independent exploration, cooperation and exchange.

Teaching process:

First, the introduction of new courses.

Review (check preview)

1. How many can I fill in? (Name and answer)

()×6 & lt； 25 8×()& lt； 38 7×()& lt； 40 named answers consolidate old knowledge through review

Second, beginners explore new knowledge in the new curriculum.

(preliminary exploration)

Show the P 10 theme map to guide students to observe.

1. Looking for information: 22 people, each ship is limited to 4 people.

2. Ask such a question: How many boats should I rent at least?

Solve the problem.

Conduct group communication on the basis of personal thinking. Communication revolves around: how do you think, how to form, how to answer questions.

4. Ask the students to observe the pictures carefully and understand the meaning of the questions.

5. Let students think independently.

6. Conduct group communication. Communication revolves around: how do you think, how to form, how to answer questions. Guide students to express their ideas bravely in cooperation and exchange, and learn to listen to others' opinions.

Third, guide and dispel doubts.

(Cooperative learning) Students answer orally and the teacher writes on the blackboard.

22÷4=5 (article) ... 2 (person)

Rent at least six boats.

How do you think the distribution is reasonable? Please wave it with a stick and show your distribution plan. (Let students express their opinions)

Students may have the following plans.

(1) There are five boats, each with four people and one with two people. 4×5+2=22。

(2) 4 boats, each with 4 people; The other two ships, one with three people and one with three people. 4×4+6=22。 1. Let the students swing with sticks according to their own methods and come up with your distribution plan. (Let students express their opinions)

Ask the students to draw the moon on paper to represent the ship, and insist on representing people in the draft book.

3 List the formulas according to the pendulum diagram.

1. Cultivate students' ability to flexibly use the knowledge of division with remainder to solve simple practical problems in life and cultivate their sense of application.

Fourth, expand learning.

(in-depth exploration)

1. Summary: In today's lesson, we applied the knowledge of division with remainder to solve practical problems in simple life. When solving this kind of problem, we should think about it in combination with the actual situation, such as the chartering problem above ... As for how to allocate these six ships reasonably, we should think about it, but the allocation must not violate the "four-person limit" rule.

Emphasis: all activities should pay attention to safety, and you can't do anything that violates safety regulations.

2. Summary of classroom communication.

You can't communicate in violation of the "four-person limit" when allocating. Let students experience the joy of success by solving practical problems reasonably.

Five, in-class testing, practice and consolidation

(Learning diagnosis) Practice finished 1, 2, Question

1 question string encourages students to divide with remainder again. The actual problem enters the 1 process: understand the meaning of the problem first and solve it continuously.

1. Understand the meaning of the question first.

2. Solution in the column

3. Report by name.

4. Collective revision.

5. Cultivate students' ability to flexibly use the knowledge of division with remainder to solve simple practical problems in life and cultivate their awareness of application.

Sixth, the class summary

(combing summary)

What did you learn in this class? Do you think you are learning well?

1. Group communication.

2. Report by name. Let students experience the joy of success.

Blackboard design:

charter a boat

22÷4=5 (article). ..... 2 (person)

A: Rent at least six boats.

Primary school mathematics teaching plan Volume II Teaching plan 3 Teaching objectives:

1. Cultivate students' ability to ask and solve problems through the problem situation of "buying flowers".

2. Combined with the problem-solving process, explore the operation order of multiplication and division before addition and subtraction, and realize the close relationship between mathematics and real life.

3. Guide students to master the writing requirements of disjunctive calculation and correctly calculate the two steps of addition and subtraction.

4. Cultivate students' habit of cooperative learning and experience the happiness of cooperative learning.

Teaching emphases and difficulties:

1. Combining with the problem-solving process, explore the operation order of multiplication and division before addition and subtraction, and realize the close relationship between mathematics and real life.

2. Guide students to master the writing requirements of disjunctive calculation and correctly calculate the two steps of addition and subtraction.

Teaching process:

First, create situations, stimulate interest and expose topics.

(1) Review preparation: (Show the topic)

1. Calculation:

40+6×8 70-5×4

2. A rose 5 yuan, a carnation 3 yuan.

According to the above information, what math problem can you ask?

(B) create a situation, import chat

Now it's spring, the grass has sprouted and the flowers are blooming. This is a new beginning of the year, and hedgehogs have a new business. Look, its flower shop has opened. (Show pictures of teaching materials)

Second, the combination of support and release to explore new knowledge

1. Let the students observe the pictures and ask: What mathematical information can you find?

2. What math questions would you ask?

Just now we have a certain understanding of the flowers in the flower shop. Now, according to the mathematical information in the picture, what mathematical questions can you ask?

Everyone has asked so many math problems. If we want to solve this math problem:

How much is carnation cheaper than roses? What conditions do we need to know?

4. For the first method, it is emphasized that if there are both subtraction and division in an equation, the division should be calculated first and then the subtraction.

Why do you calculate division first and then subtraction? (Say one more word in a sense. ) key points.

How much does it cost to buy a chrysanthemum and a lily?

What conditions do you need to know to solve this problem?

After most of the students finish the calculation, organize the report.

6. Timely summary:

In a formula, there are both multiplication and division and addition and subtraction. What should be considered first, and then what?

Thirdly, feedback correction and implementation of double bases.

A major breakthrough in organizational intelligence;

The first level: (divided into boys and girls)

4+24÷8 5-8÷4

72÷8-3 36+8 1÷9

45+8×4 80-6×8