Beijing Normal University Edition Grade Four Volume II Mathematics Teaching Plan 1 Decimal World
[Review content]: The relevant contents on pages 102 and 103 of the textbook.
[Evaluation objective]:
1, review four decimal operations and use relevant knowledge to solve simple problems.
2. Review, organize and reflect on what you have learned, and cultivate the ability of self-evaluation.
[Review key points and difficulties]:
1 to further understand the meaning of decimals.
2. Improve the computing power.
[Review Preparation]: Courseware
[Review methods]: Practice method and group discussion method.
[Review Process]:
First, organize the import.
We learned some decimal knowledge this term. What knowledge have you learned?
Second, organize knowledge.
Let the students browse the first, third and fifth units in the textbook. Look what you've learned.
1, students read the textbook independently.
2. Ask students to talk with their deskmates and talk about what they have learned.
3. Use tables or network diagrams to summarize and organize. (Feet can provide some ideas or tables)
4. Show students' works.
Third, classroom practice. 1, decimal reading and writing. Courseware demonstration:
Five point eight seven four
230.9 12.03
1.023
0.082
Twelve o'clock zero zero zero eight two 230.9
One point zero two three 5.87
Requirements:
(1) Parachutes appear one by one, and landing platforms appear once from top to bottom;
(2) Students look for "writing numbers" through reading and "reading" through reading, so as to judge the placement;
(3) Complete the title on page 102 of the textbook.
2. Decimal calculation. Complete questions 2 and 3 on page 102 of the textbook.
The teacher shows the cards orally, and the students answer them orally. Some questions let the students talk about how to think, how to calculate, calculation rules and matters needing attention.
Step 3 solve the problem.
(1) Let the students talk about the decimals they encounter in their lives.
(2) Put forward mathematical problems in combination with life situations.
The length of the classroom is 7.8 meters and the width is 6.4 meters.
○ 1 What is the perimeter of the classroom?
What is the area?
How many times the length is the width?
2 courseware demonstration:
Festival special offer
Exquisite hamburgers are 9.80 yuan each.
French fries are 5.50 yuan per package.
Coke is 3.85 yuan per cup.
According to the scene diagram, put forward mathematical problems. Students may ask questions about addition, subtraction, multiplication and division.
Fourth, consolidate practice.
Complete questions 4 ~ 10 on pages 102 and 103 of the textbook.
Teaching objectives of fourth grade mathematics teaching plan II of Beijing Normal University Edition
1. Experience the meaning of numbers and feel that mathematics is around.
2. Cultivate students' ability to observe carefully, think seriously and explore independently.
3. Through hands-on operation, students can count, read and write, and get a preliminary understanding of the significance of the sequence.
Teaching focus
Calculate the number of objects correctly.
Teaching difficulties
Write the numbers correctly.
Teaching AIDS and learning tools
Digital cards and courseware.
teaching process
First, create a situation.
(1) Introduction
Teacher talking: How many new friends have you made these days? Can you introduce it to us?
1. The students talk to each other on the phone.
2. Answer by name.
Teacher's question: Does anyone know any new friends? Who made two new friends? Do you have any more?
Who are these two new friends?
Teacher's blackboard writing: 1 2 3 4 5 (according to the students)
(Comment: Learning mathematics in connection with students' real life is the basic requirement of curriculum standards. Through the introduction of the plot of "introducing new friends", let students realize that mathematics is around us and stimulate their desire for learning. )
Teacher's talk: A child named Naughty also made a new friend, Xiaoxiao. One day, naughty.
Please smile and be a guest at home.
(2) Show the theme map
The teacher asked questions.
1. What do you want to say when you see this picture?
2. What toys are they playing with? Please count and say. Guide the students to say the number of objects in the picture.
Student: They are playing with toys. There are five blocks, four cars, three balls and so on. )
(Comments: Create a situation where students can't count involuntarily, so that students can feel that numbers can be seen everywhere in their lives and are widely used.
At the same time, it also stimulates students' enthusiasm for counting and using numbers. )
Second, try to explore.
(A) teachers ask questions
1. How do you know the number of these objects? (counted)
2. How do you count? (One by one, two by two)
(2) Count the names and say them.
1. Group discussion: What do you think is the best counting method? Why?
Thinking: If there are many objects, how to count them?
(Three on three, five on five, ten on ten ...)
2. Teamwork: Count the number of stationery in the pencil box. (Show by name, communicate with the whole class. )
If you want to invite your new friends to your home, what will you do?
Student 1: I'm going to invite my good friends to play with two dolls.
Student 2: I'm going to invite my good friends to play with four cars.
Student 3: I'm going to invite my good friends to play with five toys.
(Comments: By observing the physical objects, let students realize the counting method and the number of objects should be one-to-one, thus infiltrating more objects. At the same time, it can distract students' thinking, let them further perceive that there is mathematics everywhere in their lives, and thus gradually have a sense of intimacy with mathematics. )
(3) Reveal the topic
Just now, the students prepared so many toys. You are such a hospitable little host. At the same time, I also heard that you mentioned many objects numbered 1, 2, 3, 4 and 5. This is what we are going to learn today.
Teacher's blackboard: toys (1, 2, 3, 4, 5)
(4) guiding writing.
Teacher's talk: We will count 1, 2, 3, 4, 5 objects. How should these figures be written? Who can write 1? 2 how to write?
(Name the blackboard)
Teacher's question: What do you think of their writing? So how can we write beautifully and regularly?
Show me Tian Zige and the model words.
The teacher asked: How do you feel when you see these words?
Teacher: Let's practice how to write together.
Contrast: Which do you think is better? What are the disadvantages?
(Comment: First guide students to observe the writing method of numbers, then draw them after understanding them, and finally write them yourself. This process is actually learning to write in the process of unconscious demonstration. )
(5) Compare the numerical order.
1. Look at the picture and count.
Teacher talk: naughty and smiling have a good time. Mother prepared some fruits for them.
Show me the fruit map.
The teacher asked: What fruits are there? How many are there in each? how do you know
The teacher made it clear that 1, 3,5 is singular, and 2,4 is even.
2. compare it.
What fruit has the most? What is the least? how do you know
3. Where else have you seen these characters in your life? What are they for?
(Comments: By observing objects, students can feel the relationship between numbers, and at the same time, they can connect with real life, further increase their interest in learning, and thus feel that mathematics is around us. )
4. Sequence
Teacher's talk: Two good friends have just eaten fruit, and the cartoon has started.
Show me the train map.
The teacher asked: What are they doing? Naughty said the tiger was in the first quarter, and Xiaoxiao said the panda was in the first quarter. Which of them is right? Which section is the squirrel in? What about elephants?
Third, summary.
What are you most happy about this class?
Comments:
1. In this class, students can further experience and feel some counting methods in the process of counting. Teachers strive to create various learning situations conducive to students' independent exploration, provide students with various opportunities to participate in learning, encourage students to enhance their awareness of application in life, and let students feel that mathematics knowledge comes from life and can be applied to life.
2. Mathematics learning is not only in class and after class, but also should not be limited to teachers' "introduction" and students' active exploration. Appropriate opportunities should also be used to expand this cooperation. For example, the concepts of counting method, singular number and even number are all cleverly designed by teachers and introduced into the classroom. By playing games, students can feel and understand, and also lay the foundation for future addition and subtraction learning.