About the second grade mathematics courseware daquan 1
Learning objectives:
1. Let students experience the positional relationship between up and down through specific activities.
2. Experience the connection between mathematics and life, cultivate students' ability and imagination of observation, analysis and generalization, and develop students' concept of space.
3. Use inspiring language to stimulate students' interest in learning mathematics and experience the fun of independent exploration and cooperative learning.
Learning point: I can describe the relationship between the upper and lower positions in my own language.
Learning difficulty: experience the relativity of up-and-down position relationship.
Prepare learning tools: courseware, projector, teaching book, exercise book, pencil case, leather, animal pictures, glue.
Learning process:
First of all, an exciting introduction.
The teacher said a word and asked the children to say a word with the opposite meaning. Teacher: Big (small), more (less) ... Up (down), encouragement: children are really smart and speak accurately and quickly. Today, let's study together
Revealing topic: up and down
Second, create situations and explore new knowledge.
(1) short story situation: winter is coming, the weather is getting colder and colder, and the small animals are hiding in the house ... they ask uncle and grandpa for help.
(2) The courseware shows birds and rabbits.
Who wants to help the bird tell its present position?
Student 1: The bird is on it.
Student 2: The bird is on the white rabbit.
Who can tell me the location of the white rabbit?
Student 1: The little white rabbit is below.
Student 2: The white rabbit is under the bird.
(3) Uncle and grandpa made a suggestion: When children say up and down, it is necessary to make it clear who is above who and who is below who.
1, experience the relativity of up and down.
(1) The courseware shows a little squirrel, between a bird and a white rabbit.
Who can tell me where the little squirrel is?
Student 1: The little squirrel is under the bird.
Student 2: The little squirrel is on top of the little white rabbit.
② Discussion: Why do you have to say that the little squirrel is on it? And he said, down there?
③ Class communication.
4 summary.
Motivation: Your answer is excellent, your explanation is very clear, and the teacher will understand it as soon as he listens. Thank you very much.
(2) Courseware display: The little monkey is between the little squirrel and the little white rabbit.
Who can tell the location of the little monkey?
Student 1: The little monkey is under the bird.
Student 2: The little monkey is on top of the white rabbit. Primary school math teaching plan "math teaching plan-up and down".
Student 3: The little monkey is under the little squirrel.
……
Motivation: You are really an observant and careful child.
(3) Assign houses to small animals.
① Four-person group activities.
② Feedback groups with different scores.
3 say it.
Living on the ground floor is the first floor; Living on the top is the first floor; Who lives on the second floor, above, below and on the third floor? Why do you want to divide it like this?
Motivation: You are so thoughtful. I thank you for bringing the animals.
Third, perceive the ups and downs in life.
1, put a pendulum and say it.
(1) Please take out your math book, put your pencil box on it, put your exercise book under it and put your eraser on it.
(2) Show the layout of the courseware:
Are you the same as it? Who can tell me the location of the math book and pencil box?
(3) Change the location of school supplies at will, and talk to each other about your current location.
2. talk about physical problems.
(1) Look at each other in the same place and talk about the relationship between them in combination with physical things.
(2) Organize communication.
3. Talk about the problems in the classroom.
(1) Find out what you can use in the classroom.
(2) Organize communication.
Show me that small bookshelf.
(1) Question: How many floors does the bookshelf have? What's the matter?
(2) Name a small commentator and introduce the placement of items in the bookshelf.
Motivation: Your explanation is wonderful. If there is an opportunity, the teacher will recommend you to be a small commentator in the TV station, okay?
Fourth, expand applications.
1. The courseware shows P59t3.
(1) Question: What do you see? What are you going to say?
(2) Organize communication.
2. The courseware shows P59t5.
(1) Group discussion.
(2) Communication with the whole class.
Motivation: Your idea is unique. Teachers really need to learn from you. Thank you for explaining it so clearly to the teacher.
Verb (abbreviation of verb) evaluation experience
Do you like this course? Tell me what you got. Are you satisfied with your performance? Are you satisfied with your teacher? Why?
Motivation: You have gained a lot. Keep trying. I believe you will be very satisfied with yourself in the future. Thank you for your evaluation of the teacher.
About the second grade mathematics courseware Daquan II
Teaching objectives
Knowledge and skills:
Learn to use color bar diagram (the embryonic form of line segment diagram) to analyze the quantitative relationship, infiltrate the idea of combining numbers with shapes, and enrich the problem-solving strategies. On the basis of solving problems step by step, gradually learn to solve problems with comprehensive formulas, and rationally use parentheses to change the operation order.
Process and method: Through the process of finding, asking and solving problems in life, learn to solve the problems that need to be solved in two steps by finding out the intermediate problems, and enrich students' problem-solving strategies.
Emotional attitudes and values:
In the process of solving practical problems, realize the application of mathematics in daily life, cultivate students' good study habits such as careful observation, independent thinking and cooperative communication, and stimulate students' interest in learning mathematics.
Emphasis and difficulty in teaching
1 teaching points:
Using color bar diagram to analyze the quantitative relationship, master the method of practical problems that need two-step calculation to solve.
2 Teaching difficulties:
Will find out the hidden intermediate problems and reasonably use the comprehensive formula of parentheses to solve the problems.
teaching process
Situation introduction
1. Students, will the teacher show you around the bakery today?
2. Guide students to observe carefully. What mathematical information do you get from the picture?
3. Report the information collected. The baker has baked 90 loaves and 36 loaves. )
4. According to this information, what math questions can you ask? (How many have not been baked? )
5. Students think independently first, and then try to solve it continuously.
6. Students can solve problems according to what they have learned. Today we continue to solve problems (blackboard writing).
Explore new knowledge
(a) Collecting information and asking questions
1. The courseware shows the situation diagram of Example 4 on 53 pages:
According to the information in the picture, what do you know? What math questions will you ask?
Default question: (1) How many times does a * * * need to be baked? (2) How many times has it been baked? (3) How many times should the rest be baked?
Let's solve the problem today. How many times do we have to bake the rest? This question.
4. Think about it: What information do we need to know how many times to bake the rest?
5. Draw a picture: The teacher draws a simple color bar chart according to the students' answers.
(b) exchange discussions and try to answer.
1. How should I solve it continuously? If you want to solve the problem, you have to ask for it first, and then ask for it.
Guide students to discuss in groups, cooperate and communicate, and teachers patrol and guide them to listen to different ideas.
2. Say: How many times do you need to bake? You should first ask how many pieces you need to bake, and then ask how many times you need to bake.
3. Think independently and answer in columns.
(3) Exchange reports and form a blackboard writing.
1. Students report different solutions (let students talk about what they seek in each step? )。
Method one, method two and method three:
90-36=54 (pieces) (90-36)÷9 90-36÷9
54÷9=6 times =54÷9 =54÷9
=6 times =6 times
2. Compare Method 2 and Method 3.
(1) Discuss the differences between the two solutions in groups.
(2) Which method do you agree with? Why? If you don't put brackets, what should you count first?
(3) Why do you use brackets in Method 2? What do you ask for first after parenthesis?
3. If a student says Method 4, the teacher should encourage him in time and ask: What do you think?
(D) examination reflection, induction and summary
1. Instruct students to take the oral test: test the results of the questions as known conditions, and then judge the rationality of the calculated results.
2. Summary: After encountering problems, we should dare to observe and think from different angles. If a problem needs multiple steps to be solved, you should think about what to answer first and then what to answer. When listing comprehensive formulas, parentheses should be used reasonably according to the operation order of elementary arithmetic.
Integrate applications
(A) (Courseware shows the situational picture of "doing" on page 54 of the textbook)
1. Think independently first, then communicate at the same table, and then talk about what to answer first and then what to answer.
2. Students report solutions and compare the two methods. Which method is easier to understand?
Method 1: 3×9-3×6 Method 2: 3×(9-6)
(2) Wisdom contest.
1. (The courseware shows question 5 on page 56)
(1) How many meters do you need to dig every day?
(2) Students report to the teacher and show color bar charts to help analyze.
(3) Students think in the soil and try to solve it.
(4)(60- 15)÷5=9 (m)
2 (Courseware shows the situation map of page 55 of the textbook 1 topic)
(1) What do you need to know first if 20 yuan has enough money to buy a ticket?
(2) What conditions do you need to ask for money to buy tickets?
(3) Students try to solve problems after thinking independently, and at the same time, they are assigned to perform on the board, and then the whole class communicates.
How much does it cost to buy a ticket 2×8+5=2 1 (yuan)
Did 20 yuan buy enough tickets? 2 1 & gt； 20,21-20 =1(yuan)
A:20 yuan doesn't have enough tickets. One yuan short.
3. I bought 15 rabbits instead of 25 rabbits. A * * * has eight cages. How many rabbits are put in each cage on average?
How many rabbits are there? 25+ 15=40 (only)
How many are put in each cage on average? 40÷8 =5 (only)
Comprehensive formula:
(25+ 15)÷8
=40 ÷8
=5 (only)
A: On average, there are five in each cage.
4. (Courseware Showing Courseware) How many rows do students need to stand for 9 rows of exercises?
(1) After reading the questions, let the students say what they want first, and then what they want.
(2) Students finish independently, assign students to perform, and finally communicate with the whole class.
6×3÷9=2 (row)
About the second grade mathematics courseware daquan iii
1. Teaching objectives:
1. Create a warm and comfortable teacher-student atmosphere through the communication between teachers and students.
2. Through the communication and discussion between teachers and students, make clear the importance of mathematics, consciously guide students to learn mathematics well, pay attention to the methods of mathematics learning, and make clear how to be a person who can learn.
3. By telling stories, let children understand that their daily study and homework are laying a foundation for themselves. Learning is not for others, but for yourself. The attitude of doing things and homework every day determines their future development.
4. By combing the teaching materials, let students have a clear understanding of what they have learned this semester and stimulate their interest in learning.
Second, the teaching process:
(1) Tell me what I saw in my summer vacation.
Teacher: Everyone must have had a very happy and fulfilling summer vacation. Can you share your deepest memory with everyone? You can talk about your own play, your own episode during the holiday, and your own harvest.
Students speak freely. This shortens the distance between teachers and students and creates a good atmosphere between teachers and students.
(2) Tell stories to let students know that attitude determines the future.
Tell the story "The Carpenter's House". "An old carpenter is going to retire. He told his employer that he didn't want to build any more houses and wanted to live a more leisurely life with his wife. Although he still lingers on the generous salary, it's time for him to retire. The employer was sorry to see his good worker retiring, so he asked him if he could build another house, even if it was personal help. The carpenter agreed. But the carpenter's mind is no longer on the job. Not only has his craft regressed,
Cut corners. The carpenter finished. The employer came, patted the carpenter on the shoulder and sincerely said to him, I have given you the house. This is my gift to you. The carpenter was shocked and humiliated ... if he knew he was building a house for himself, he would work in a completely different way. "You are a carpenter. You nail a nail, put a board and build a wall every day, but you often don't do your best. Finally, to your surprise, you will have to live in the house you built yourself. If you can start over ... but you can't go back. Life is a project we do ourselves, and our attitude towards doing things today determines the house we will live in tomorrow.
After listening, let the students talk about their ideas. you do not get it , do you? Why did the teacher tell such a story? I want children to understand that every day's study and homework are laying a foundation for themselves. Learning is not for others, but for yourself. The attitude of doing things and homework every day determines their future development. I hope short stories are more powerful and effective than preaching.
(3) Review the results of last semester.
1, learn about last semester's results.
2. Let the students talk about the ways to get good grades or the places where they are not satisfied.
3. Make clear the secret of good grades: study and do your homework at ordinary times, go home and finish your homework carefully, and review more. Take every step down-to-earth, listen carefully in class, review carefully at home, don't be smart, and don't do anything that deceives yourself.
4. Remind students who are usually lazy to study in the form of not naming names: you can't spend your mind on studying.
(4) Meet new friends (new books)
1. Sort out the contents of the new textbook, open the book catalogue, and see for yourself what's in it?
2. Teachers lead students to familiarize themselves with textbooks.
(5) General requirements of mathematics:
1, before class: prepare school supplies (math books, exercise books, oral arithmetic books, exercise books, pencil boxes), ring the bell after class, and recite multiplication formulas according to the teacher's requirements.
2. Class: observe discipline, don't make small moves, listen carefully, use your head and find ways. Raise your hand first, speak loudly, and speak softly at the same table. Grab the learning tools and stationery quickly and put them down gently.
3. Class is over: tidy up school supplies and prepare for the next class.
4. After class: finish your homework independently, write carefully and learn to think.
5. The team leader should send and receive homework in time, and urge students to finish it on time and with good quality.
Third, the whole class summarizes and puts forward hope.
Students, the new year has opened up new hopes. I hope everyone will have a correct attitude towards learning and devote themselves to learning with full enthusiasm. I believe that they will make new breakthroughs in their academic performance and realize the great joy and rich harvest after sailing hard in the ocean of knowledge.
About the second grade mathematics courseware daquan 4
Additive estimation
Teaching content:
The example on page 40 of the textbook, page 4 1, give it a try and think about doing 14.
Introduction to teaching materials:
In this lesson, two addends are estimated by addition, and the estimated results are also expressed as integers. The teaching materials are telephone, bicycle, rice cooker and electric fan. Put forward new practical problems, guide students to estimate, let students ask questions and solve problems by themselves, guide students to explore estimation methods, and help students consolidate their knowledge through practice.
Teaching objectives:
1. Let students experience the application of estimation in daily life, learn the method of additive estimation, enhance the awareness of estimation, and estimate in combination with specific situations in the process of solving simple practical problems.
2. Further cultivate students' emotions, cultivate students' awareness of cooperation and communication and positive feelings for mathematics.
Teaching emphasis: master the estimation method
Teaching difficulty: the practical application of estimation
Design concept: The new curriculum standard points out that effective mathematics learning activities cannot rely solely on imitation and memory, and hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. Therefore, on the basis of improving students' knowledge and skills, I designed interesting exercises to estimate commodity prices. Through independent inquiry and cooperative exchange, I guided students to learn to solve practical problems in estimating the prices of purchased commodities, and cultivated students' creative learning through expanding exercises.
Teaching process:
First, create scenarios to stimulate interest
1, Import: Do you like shopping in supermarkets? Now the teacher invites you to the supermarket, will you? The teacher will give you a test before you go to the supermarket. Only when you solve it successfully can you start. Have confidence?
2. Show the card: Look at the digital card, children. Do you know that they are close to hundreds of integers? (Consider making cards with the number 1 question)
Say its name.
Your answer is really good. Teacher, there are some common items in life here. Please estimate them to be close to several hundred, and see who estimates them most accurately.
Picture display
Telephone, rice cooker, bicycle, electric fan
98 yuan 192 yuan 403 yuan 105 yuan.
The named student replied that the camera showed the price of each item.
4. Reveal the topic: Children, just now we estimated the price of each item above. What should I do if two or more projects need to estimate the total price? This is what we are going to learn today, the blackboard title: addition estimation.
Design intention: The estimated commodity price is close to several hundred and the camera displays the commodity price, so as to better stimulate students' participation consciousness and learning enthusiasm at the beginning of the class. This lays a good foundation for estimating the price of two or more commodities is several hundred yuan.
Second, enter the scene and explore the algorithm.
1, display telephone, rice cooker and other items and price map.
It is estimated that it will cost several hundred dollars to buy a telephone and a rice cooker.
Read the questions by yourself. Tell me what you have read.
Clear: estimate, that is, don't calculate the exact amount of money, just estimate that it will cost about several hundred yuan.
2. Discussion: What methods can be used to estimate the result of this problem?
(1) Group discussion: It is suggested that students can think by estimating the price of each item close to several hundred.
(2) Exchange reports
98 yuan is close to 100 yuan, 192 yuan is close to 200 yuan.
100+200=300 yuan, around 300 yuan.
(3) Summary: The above algorithm is called additive estimation. Can you tell me how you estimated it just now? (Students practice oral English)
Design intention: Organize students to discuss in groups, cultivate students' ability to discuss in groups and communicate with each other, so as to solve the problem, when it is clear that it is not required to calculate the exact figures, but only to estimate the cost of several hundred yuan. Revealing a secret that a student can discover by himself is a gray education, even a sin! To be sure, some students can estimate that two kinds of goods need several hundred yuan. Later, organize group communication and report, so that students who can't master the estimation methods and steps in group and class communication can fully mobilize the subjective initiative of all students.
3. Try teaching.
(1) The first question, tell your deskmate how you estimate, and your deskmate can complement each other.
Again, camera calibration.
(2) Let children buy the two items you want to buy most. It is estimated that it will cost several hundred yuan.
Students do it by themselves and tell their own estimation methods and reasons.
Name the students to answer.
Design intention: In this session, questions are raised with examples and scenarios, and students are required to exchange estimation methods at the same table, so as to improve the estimation ability of all students.
Third, organize exercises to consolidate the application.
1, think about doing the second question.
(1) independently,
(2) Name the students to answer, and tell me how you estimate. Correct it in time.
2. Think about doing the third question.
Clear requirements: first estimate, then calculate vertically.
(1) Students do it independently.
(2) Ask students to answer and ask questions: What is your estimated result? What is the result of the calculation? Are the calculated results consistent with the estimated results?
(3) Tell the students that they should learn to check the calculation results through estimation when doing the problems in the future.
3. think about doing question 4.
(1) Students are free to read the topic, see the meaning of the topic clearly, and talk about the difference between this topic and the above topic.
(2) refers to several students to answer, and tell the reasons for the judgment. Find out whether the calculated result is more or less than the estimated result, and then answer. )
Design Intention: Consolidating new knowledge in class and carrying out layered exercises are conducive to the cultivation of students' estimation consciousness and ability.
Four, contact life, practical application
Teacher: When I was in the street recently, I took a fancy to some things I like.
Microwave oven "100 thousand why" sneakers juicer repeater
305 yuan 98 yuan 1 12 yuan 186 yuan 20 1 yuan.
Can you give me a quick estimate of the total price? We can discuss with each other.
Teacher: What's the total price? How do you estimate it?
Design intention: Estimating the total price broadens the content of this course and can develop students' thinking. Problems come from life and return to life, which can make students deeply feel that mathematics comes from life and serves life.
Verb (abbreviation of verb) class summary
What did we learn in this class? What are the characteristics of addends involved in estimation? What is the method of estimation?
In our daily life, we often use estimation. For example, when we go to the store to buy things, we should estimate how much money we bring before we go, and also estimate whether the money is spent correctly after we buy things. Besides shopping, there are other things that need to be estimated. Please pay attention to them and record them. Can we talk next time?
Related articles of the second grade mathematics courseware daquan;
1. The arrangement of mathematics learning methods in the second grade of primary school
2. Math jingles and formulas in the second grade.
3. There is a complete picture of the second-grade math handwritten newspaper.
4. The special exercises of mathematics application problems in the second grade of primary school.
5. What are the methods to preview mathematics in the second grade of primary school?
6. The second grade math diary finishing.
7. The second grade mathematics knowledge handwritten newspaper content
8. The first lesson of the first volume of the second grade mathematics teaching plan
9. Mathematics classroom teaching methods and mathematics learning methods in the second grade of primary school