The first volume of the fourth grade mathematics teaching plan, the whole volume of PEP (1), the teaching content.
Two Common Quantitative Relationships P52 —— Case 4 and Case 5 of p53.
Second, the teaching objectives
1. Make students know the meanings of unit price, quantity, total price, speed, time and distance, and understand and master these two groups of quantitative relations in specific life situations.
[2] Knowing how to find different quantities in these common quantitative relations, we will apply these common quantitative relations to solve some practical problems. ]
3. Initially cultivate students' ability to use mathematical terms and the ability of synthesis, abstraction and generalization, and penetrate the viewpoint that things are interrelated.
Third, teaching focuses on difficulties.
[Key: Make students understand the meanings of unit price, quantity, total price, speed, time and distance, and understand and master these two groups of quantitative relations in specific life situations. ]
Difficulties: initially cultivate students' ability to use mathematical terms and their ability of synthesis, abstraction and generalization, and penetrate the viewpoint that things are interrelated.
Fourth, teaching preparation.
multimedia courseware
Teaching process of verbs (abbreviation of verb)
(A) the introduction of new grants
Dialogue: Students, here are some price information of items. Please be a shop assistant and figure out how much it will cost. (Show textbook P52, example 4)
(2) Exploration and discovery
1, teaching example 4
(1) How much does it cost to buy three basketball 80 yuan?
(2) Fish per kilogram 10 yuan. How much does it cost to buy 4 kilograms?
Students try to solve problems continuously, report by name and write them on the blackboard.
[Teacher: Tell me, what are the characteristics of these two questions? What do they want?
Summary: Both questions are about the price of goods. In the title, each 80 yuan and fish in basketball is per kilogram 10 yuan, so the price of each commodity is the unit price (blackboard writing: unit price), so the number of pieces bought is the quantity (blackboard writing: quantity), and the money used to find a * * * is the total price (blackboard writing: total price). ]
Teacher: Let's have a look. What is the unit price of math books? Do you know the unit price of other items?
Teacher: Tell me about the unit price, quantity and total price of basketball in the question (1). How to find the total price? (2) What's the problem?
Can you find the relationship between unit price, quantity and total price from the above two questions? Students summarize and write on the blackboard.
Think about knowing the total price and quantity, how to find the unit price? Health report
If you know the total price and unit price, how can you find the quantity? Health report
Summary: When memorizing this set of quantitative relations, we can come up with "total price ÷ quantity = unit price" and "total price ÷ unit price = quantity" according to the relationship between the parts of the multiplication formula.
2. Teaching Example 5
Show examples and answer independently.
(1) A car travels at 70 kilometers per hour. How many kilometers in four hours?
(2) A person riding a bicycle is 225 meters per minute. How many meters is 10 minute?
Students try to solve problems continuously, report by name and write them on the blackboard.
Teacher: Tell me, what are the characteristics of these two questions? What do they want?
[Summary: Both questions are about travel. In the question, the journey is 70 kilometers per hour and 225 meters per minute. The distance traveled per unit time is speed (blackboard writing: speed), and the time spent is 4 hours 10 minute (blackboard writing: time). The calculated distances are 280 kilometers and 2250 meters. ]
Teacher: Tell me about the speed, time and distance (1) of the problem car, and how to find the distance. (2) What's the problem?
Can you find the relationship between speed, time and distance from the above two questions? Summarize and write on the blackboard.
Think about what two conditions you should know if you want speed. How to form? Health report
What two conditions should you know if you want time? How to form? Health report]
Summary: When remembering this set of quantitative relations, we can calculate "distance ÷ time = speed" and "distance ÷ speed = time" by remembering "speed × time = distance".
(3) Consolidate differences
Do the teaching material P52-P53 and report by name.
(4) Evaluation feedback
Tell me what you got.
(5) Blackboard design
Two common quantitative relations
Unit price × quantity = total price × speed = distance
Total price/quantity = unit price/distance/time = speed
Total price/unit price = quantity/distance/speed = time
[Teaching reflection]
Through learning, students initially understand the meanings of unit price, quantity, total price, speed, time and distance, and understand and master these two groups of quantitative relations in specific life situations. Knowing how to find different quantities in these common quantitative relations, we will use these common quantitative relations flexibly to solve some practical problems.
The fourth grade mathematics teaching plan Volume I, the whole volume of People's Education Edition (2) Teaching objectives:
1. Let students know more about line segments, rays and straight lines, and know the differences between them. Further understanding of the angle, know the meaning of the angle, you can use the symbol of the angle to represent the angle.
2. Through activities such as "drawing" and "counting", I have a preliminary understanding: you can draw countless rays from one point, countless straight lines after one point, and only one straight line after two points.
3. Infiltrate the idea that things are interrelated and constantly changing. Cultivate students' abilities of observation, operation, comparison, abstraction and generalization in activities.
Teaching focus:
Master the meaning of straight line, ray and angle; Master the differences and connections between straight lines, line segments and rays.
Teaching difficulties:
Master the differences and connections between straight lines, line segments and rays.
Teaching preparation:
Teaching, triangle, group discussion form.
Instructional design:
First of all, create situations and create problems.
Teacher: Children, you have learned a lot about mathematics now. Everyone knows that mathematics is closely related to our life, and a lot of knowledge is found in life. Now let's see where today's knowledge began. Let the children look at the big screen: show a picture of life (there is obvious sunshine and the lines of the building are obvious). Students observe carefully.
Teacher: This picture is taken from life. Isn't it beautiful? The mathematical knowledge we explored today is hidden in these pictures. There are many lines hidden in the picture. Let's look for them and draw the lines you are looking for by hand. (movable painting)
Teacher: What line are you drawing? (2-3 students are invited to speak)
Second, discuss communication and solve problems.
1. View line segments
Displays a graph with line segments and extracts line segments from the graph.
Teacher: A child just found these lines. What are these lines called? line segment
Teacher: Look carefully, children. What does a line segment look like?
Students; There are two endpoints, some are straight, some are long, some are short, and so on.
Understand the ray
Teacher: Some children found these lines (showing the daylight map and abstracting the colors into rays). Do you know the name of this line?
Write on the blackboard to understand the characteristics of rays.
Learning straight line
Teacher: Just now, we found that there are many lines and lights in life, and there are some curves. However, there is still a line that we can't find in our life, but it occupies a very important position in our mathematics kingdom. Do you want to know this mysterious friend?
Displays a straight line and lengthens the animation.
Draw a straight line in your notebook.
4. The connection and difference between line segments, straight lines and rays.
Teacher: Now that we know line segments, rays and straight lines, what is the connection between them?
Next, we need to carefully observe and discuss the differences and connections between them. Please listen carefully to the requirements before the activity.
Activity requirements:
Please cooperate with each group to fill in the report form.
After filling in, the group will join hands to explore and find out the differences and connections between the three lines.
Report:
How much do you know about diagonal corners? Books are our best teachers. Let's explore the secret of the corner!
3. Read 36 pages by yourself.
(1) Self-taught, able to speak, draw and compare.
(2) Group discussion to determine the content of communication.
4. Collective communication. (Depending on students' communication, the teacher will guide them in time.)
(1) Students summarize the concept of angle. What are the horns made of? (Shows two rays with no common * * * endpoints) You can also draw some angles.
Draw a corner (first draw it casually, then project it for a lifetime). Tell me, how do you draw? (Fixed point, resulting in two rays)
Third, consolidate the application and improve the internalization.
1 P36 do it.
2 Exercise 4 1, 2
Fourth, review, organize, reflect and improve.
What have you learned from today's study?
The first volume of the fourth grade mathematics teaching plan, the whole volume of People's Education Edition (3), analysis of learning situation.
After three and a half years' study, the class I taught this semester has basically reached the learning goal in basic knowledge and skills, and has a certain interest in learning mathematics. Most students are willing to take part in learning activities. Especially hands-on operation, they are more interested in the learning content that needs cooperation to complete. Last semester's final exam, the children's grades were still relatively good. For the students in this class, I think we should pay more attention to maintaining the interest that has basically formed, and gradually guide them to the fun of thinking and the fun of successful experience. Cultivating students' innovative consciousness and improving their innovative ability should be the most important issue this semester.
Second, teaching materials
The contents of this textbook include:
This textbook includes the following contents: the meaning and nature of decimals, addition and subtraction of decimals, four operations, operation rules and simple calculations, triangles, positions and directions, statistical charts of broken lines, mathematical wide-angle and comprehensive application activities of mathematics.
The significance and nature of decimals, addition and subtraction of decimals, operation rules and simple calculations, and triangles are the key teaching contents of this textbook.
The main features of this textbook are:
On the whole, this experimental textbook still has the characteristics of rich content, paying attention to students' experience, embodying the process of knowledge formation, encouraging the diversification of algorithms, changing students' learning methods and embodying open teaching methods. Textbooks strive to embody new concepts of textbooks, teaching and learning, which are innovative, practical and open. We should not only reflect new ideas, but also inherit the connotation of traditional mathematics education, so that the teaching materials are basic, rich and developmental.
1, improve the arrangement of four operations, reduce the learning difficulty and promote the improvement of students' thinking level.
2. Understand the teaching arrangement of decimals, pay attention to students' understanding of the meaning of decimals, and develop students' sense of numbers.
3. Provide rich teaching content of space and graphics, pay attention to practice and exploration, and promote the development of students' space concept.
4. Strengthen the teaching of statistical knowledge, so that students' statistical knowledge and concepts can be further improved.
5. Infiltrate mathematical thinking methods step by step to cultivate students' mathematical thinking ability and problem-solving ability.
6. The cultivation of emotion, attitude and values permeates mathematics teaching, and stimulates students' interest and inner motivation with the charm of mathematics and the harvest of learning.
Third, the teaching objectives
1, understand the meaning and nature of decimals, experience the application of decimals in daily life, further develop the sense of numbers, master the law of decimal size change caused by decimal position movement, and master the addition and subtraction operation of decimals.
2. Master elementary arithmetic's operation order and perform simple integer elementary arithmetic; Explore and understand the operation rules of addition and multiplication, and use them to perform some simple operations to further improve the calculation ability.
3. Knowing the characteristics of triangles, we will classify triangles according to the characteristics of sides and angles, and know that the sum of any two sides of a triangle is greater than the third side, and the sum of the internal angles of the triangle is 180 degrees.
4. Initially master the method of determining the position of objects, and can determine the position of objects according to the direction and distance, and can draw a simple road map.
5. Understand the statistical chart of broken lines, understand its characteristics, initially learn to analyze the changing trend of data according to statistical charts and data, and further understand the role of statistics in real life.
6. Experience the process of finding, putting forward and solving problems in real life, understand the role of mathematics in daily life, and initially form the ability to solve problems by using mathematical knowledge comprehensively.
7. Understand the thinking method of planting trees, form the consciousness of discovering mathematical problems from life, and initially form the ability of observation, analysis and reasoning.
8. Experience the fun of learning mathematics, improve the interest in learning mathematics, and build confidence in learning mathematics well.
9. Develop the good habit of working hard and writing neatly.
Fourth, teaching measures.
1, carefully prepare lessons, carefully design exercises, do well in every class, and strive to improve the quality of classroom teaching.
2. In classroom teaching, we should strive to build an interactive teaching model, pay attention to the application of knowledge in practice, improve students' interest in learning mathematics, and change "I want to learn" into "I want to learn".
3. Communicate with students more, understand the inner world of students, help students solve various problems in the process of study and life in time, untie the knots in their hearts, and let them feel the fun of learning in a happy and relaxed atmosphere.
4. Appreciate every little progress of students at all levels, encourage, praise and affirm in time, criticize more, increase their self-confidence in learning, and let them feel the happiness brought by learning.
5. Use various forms to help junior and middle school students catch up with the team, pay close attention to the two-basic education and improve the teaching quality.
6. organically combine school education with family education to teach every student well.
Teaching progress of verbs (abbreviation of verb)
leave out
The first volume of the fourth grade mathematics teaching plan, the whole volume of the People's Education Edition (4) Teaching content:
The size of the angle, the unit of measurement of the angle, and the method of measuring the angle with a protractor. (Page 37-38 of the text, "Do it")
Teaching objectives:
1. If you know the protractor and the unit of measurement of angles, you will find angles of different sizes on the protractor and know its degree. You will use a protractor to measure the angle.
2. Cultivate students' practical ability through some operational activities. And let students understand the meaning of measuring angle by connecting with life.
4. By observing and operating learning activities, students can form the skills of measuring angles, and at the same time, students can experience and appreciate the formation process of knowledge.
5. In the process of learning, feel the close connection between mathematics and life, and stimulate students' interest in learning mathematics.
Teaching emphases and difficulties:
Know the protractor and measure the angle with the protractor.
Teaching aid preparation:
Protractor, ruler or triangle
Teaching process:
First, create situations and introduce topics.
Show the following three kinds of chairs and ask the students: What kind of chair do you like to sit in and why?
After the students answered, they made the following summary: According to the communication of the students just now, it seems that the chair has different functions because of different angles. For example, the second kind of chair is specially designed for astronauts who landed on the moon. If you want to build such a chair, you must know the angle of the chair. Is there any way to know its angle? (According to the students' answers to the blackboard topic: Angle measurement)
Second, explore independently and know the protractor.
1, know the center of the protractor, 0 scale line, internal and external circle scale.
(1) Teacher: What tools are used to measure angles?
Teacher: Please observe your protractor carefully, study it carefully and see what you find.
(2) Group cooperative learning protractor.
(3) Students report the research results. Pay attention to let students express their ideas as much as possible here. Some questions can be answered by students.
According to the students' answers, the teacher should explain where the center of the protractor is, where the 0-degree scale line is, where the internal scale and the external scale are, and the protractor divides the semicircle into 180 parts. Do the following blackboard writing according to the answers: center, 0-degree scale line, internal scale and external scale. (If the students can't answer that the protractor divides the semicircle into 180 equal parts, the teacher can ask the following questions for inspiration: According to the scales and numbers on the protractor, how many equal parts do you think the protractor divides the semicircle into? )
2. Establish the concept of 1.
(1) Let the students divide the protractor into 180 equally. How big is the angle of a thin wire game stick (cut from a plastic broom) on the desk?
(2) Discuss with the students * * *, and come to the conclusion that the angle the students just posed is 1.
3. Know the temperature.
(1) Show the following angles on the protractor and ask the students what the angle is and why.
Draw an angle of 20 on the protractor, in which each scale is marked with a dotted line. Ask the students to tell why it is 20 and omit it. )
(2) Display the angles of 60 and120 on the protractor (draw the angles printed on paper on the protractor). Discuss with the students why one scale means 60 and the other means 120. So let the students talk about what they should pay attention to when reading angles on a protractor. Break through the difficulty of reading the scale of inner and outer circles.
(3) Find the angles of 30, 100 and 135 on the protractor.
Third, try to measure the angle and explore the method of measuring the angle.
1. Show the following angle (P37) and ask: Can you read the degree of this angle? Because there is no marked degree, students can't understand it. Then ask: what should I do to read the degree of this angle? Guide students to practice and measure angles step by step.
The first step is to make the central point of the protractor coincide with the vertex of the angle; Step 2, making the zero scale line of the protractor coincide with one side of the angle; The third step is to look at the scale on the protractor on the other side of the angle, which is the degree of this angle. The teacher demonstrated while explaining and guided the tour.
2. Measure the degrees of the following angles (P39,3). (If the side of the second corner is not long enough, you can extend the side to measure. Ask the students why they can extend the edge to measure. ).
Fourth, compare the angles.
Measure the following two groups of angles with a protractor and compare their sizes. (P38 case 1)
Discussion: What does the angle have to do with it?
Conclusion: The size of the angle has nothing to do with the length drawn on both sides of the angle. The size of the angle depends on the size of the opening x on both sides. The larger the opening x, the greater the angle.
Verb (abbreviation for verb) consolidation exercise:
1, P38 "Do it"
2.P39 and P4 estimate the degree of each angle first, and then verify it.
3. P40,6 Spell out angles of the following degrees with a set of triangles.
75 105 120 135 150 180
Class summary: What did we learn today? What did you get?