Teaching plan of "kilometer knowledge" in mathematics of grade three in a primary school
First, the teaching goal (1) knowledge and skills: make students know the unit of length kilometers, initially establish the concept of 1 kilometer, and know 1 kilometer = 1000 meters.
(2) Process and method: Experience the process of exploring 1 km by using the migration law, so that students can further learn to estimate and analyze problems.
(3) Emotion, attitude and values: Know the kilometer in specific life situations, let students feel the connection between mathematics and real life, and experience the fun of learning mathematics in communication with peers.
Second, the target analysis
"Kilometers" is a commonly used unit of length measurement, and students often hear and see the use information of kilometers in their lives. Because "kilometer" is a large unit of length, which is abstract for students, it is difficult to establish the concept of kilometer in the learning process, which is the difficulty of learning. When designing the teaching of this course, through the integration of teaching before class, during class and after class, students can discover in experience, construct in discovery, practice in construction, internalize and improve in practice. In addition, when collecting teaching materials, we should firmly grasp students' life experience and practical feelings, organize students to actively explore, research and discover around the teaching focus of "knowledge of kilometers", and let students feel, construct and apply "kilometers" in pleasant interest.
Third, teaching focuses on difficulties.
Teaching focus:
1, knowing the length unit kilometer, establish the length concept of 1 kilometer.
2. Grasp the relationship between 1 km and 1 m. ..
3, will use decimeter as the unit of measurement.
Teaching difficulty: establish the concept of length of 1 km.
Fourth, teaching preparation: courseware, tape measure, measuring the length of the school playground runway in groups before class.
Verb (abbreviation of verb) teaching process;
(a) review of imports
1, review old knowledge
(1) What length units have we learned? (Teacher writes on the blackboard) Express 1 m, 1 decimeter, 1 cm in the way you like.
(2) Fill in the appropriate length unit in ().
① The length of a pencil is 18 ().
② A 1 cent coin is about 1 () thick.
The desk in the classroom is 8 () high.
④ The classroom floor is about 8 () long.
⑤ The distance from Beijing to Huangshan City is 13 16 ().
2. Introduce new courses
Topic revealed: It is far from Beijing to Huangshan City. It's too much trouble to use rice. We need to measure it in larger units of length. Today, we will know a new unit of length-kilometer. (Teacher's blackboard writing topic)
The design intention is to introduce new lessons from simple review, which not only reviews old knowledge, but also paves the way for exploring new knowledge, and at the same time makes students feel the systematicness between knowledge. It is proposed to measure the distance from Beijing to Huangshan City, starting from students' real life, so that students have cognitive conflicts and feel the necessity of knowing kilometers.
(B) contact life, the establishment of appearances
1, initially establishing the concept of 1 km.
(1) Say: What do you want to know about your new friend "Qianmi"?
(2) Think about it: How long is 1 km? Can you specify the length of 1 km in your mind? (It can be described by combining the information learned before class. )
2. Further establish the representation of 1 km.
(1) How long do you think 1 km is in combination with measuring the length of the school playground runway before class? The runways in each school may be different. In actual teaching, use the data around students as much as possible. )
Courseware shows that the track of our school playground is 200 meters, and the length of walking along the track is exactly 1000 meters, 1000 meters in a larger unit is 1 km. Teacher's blackboard:1km =1000 m.
(2) Show a picture of the standardized runway, indicating that the runway is 400 meters in one lap.
Courseware shows that walking half a circle along the runway is () meters, and the walking length () is exactly 1 km.
3. The actual feeling of 1 km
(1) Measure the distance from 100 meters to the playground, and let the students observe it carefully. (This session can also be completed before class. )
(2) It takes about 1 min15s for students to actually walk at normal walking speed.
(3) Let the students imagine how far 10 100 meters is.
4. Appreciate the kilometers in life
Courseware shows pictures such as guiding signs, the height of the main peak of Mount Everest, speedometer, etc., so that students can realize the "kilometer" in life and be conscientious in life.
Design Intention The design of this link pays attention to students' psychological needs, provides rich learning materials as living teaching materials for mathematics teaching, has timeliness, makes mathematics full of realism and intimacy, and students can feel the value of its existence. Let students fully establish the concept of the length of 1 km, which is more impressive.
(C) consolidate the practical application of new knowledge
Complete Exercise 6, Question 1, 2, 3 on page 28 of the textbook.
The comprehensive practice of design intention allows students to explore and cooperate independently, strengthen their understanding of kilometers and cultivate the concept of length in solving problems.
(D) class summary, clear objectives
1. What did you get from this lesson?
2. Can you find 1 km from your life?
(e) Practical application, extension and expansion
Complete the "doing" on page 26 of the textbook.
Teaching plan of "kilometer knowledge" in mathematics of the third grade in the second primary school
Teaching target knowledge and skills: know the length unit kilometer, also called kilometer, and know 1000m = 1km.
Process and method: let students perceive the length of one kilometer in their own experience and establish the concept of one kilometer length. Through observation, inference and other methods, it is clear that 1000m = 1km, and the conversion between units is carried out.
Emotion, attitude and values: cultivate students' reasoning ability through teaching, and cultivate students' good habits of active exercise and learning through teaching content.
Emphasis and difficulty in teaching
Teaching emphasis: knowing the length unit kilometer, knowing 1km = 1000m, and the conversion between length units.
Teaching difficulties: let students experience the length of 1000m and establish the spatial concept of 1km.
Multimedia courseware for preparing lessons
teaching process
First of all, review old knowledge and establish contact.
1. What length units did we learn in the previous study? Can you recite it from an early age? And each small unit is represented by hand.
Teacher's blackboard writing: millimeter (mm), centimeter (cm), decimeter (dm), meter (m)
2. Let's express the length of 1mm, 1cm, 1dem, 1m by hand.
Second, practice, the introduction of new courses
1, students, have you ever seen such a major sports event as the Olympic Games? What events are there in the Olympic Games? Students think and answer.
2. So what are the running events? Students listed100m, 200m, 400m, 800m,1000m,1500m, 3000m, etc.
3. All the running races are completed at the designated track. Have you tried running these lengths of exercise? What is the sport with the longest running time? -Marathon (ppt presentation)
4. The teacher introduced the marathon. Why is the marathon in kilometers? Kilometers are bigger than meters. How much bigger?
5. Students speculate that 1 km = 1000 m (because 1000g= 1kg) can be clearly deduced from the knowledge framework known to children.
Third, experience and feel the length.
1, according to the actual situation, it is suggested that our school playground is about 200 meters, so how many laps do we need to run 1000 meters?
2. Estimation: How many meters is 1000 meters, so how long will it take to run on the playground?
Students think quickly, some calculate on the draft book, and some think silently by themselves.
3. Summarize the correct number of laps: 200+200+200+200 =1000 (m).
4. So we usually run exactly five laps on the playground, which is the real length of1000 m. Share your feelings with you.
Fourth, share feelings and continue to explore.
1, the whole class * * * shares their feelings.
Let the students communicate in the group first, and then the teacher organizes class communication.
Then let's sort out the length units from childhood to college.
Teacher's blackboard writing: mm cm DM km
Summary: When we measure long distances, we usually take kilometers (kilometers) as the unit.
3. Think about it: How many laps do we have to run on our playground to finish 3000 meters? After thinking, the students came to the conclusion that it takes 15 laps to finish the 3000m in 200m.
Then, how many 1000 meters are there in 3000 meters? Teachers guide students to discuss and draw conclusions: 3.
Step 4 do the math
6000m = () km 5km = () m () m = 7km。
9000m = () km 3500m = () km+() m。
5. Summary:
Collating the blackboard: 1km = 1000m, 1mm = 10mm, 1mm = 10cm,1cm =/kloc-0.
Fifth, read the questions and consolidate the exercises.
1, read a book, think about what you don't understand or have questions, and we'll solve them together.
Reflections on the teaching of "kilometer knowledge" in mathematics in grade three of three primary schools
"Understanding of kilometers" is based on students' mastery of the application of meters, decimeters, centimeters, millimeters and other length units in daily life, so that students can understand the relatively large length unit kilometers commonly used in daily life. "Kilometer" is a larger unit of length, which is not as visible, tangible and gesticulating as previously studied. The representation of "1 km" is also difficult to establish. Often in class, students can only learn from books, let them know 1000 m = 1 km, and then a series of exercises. In fact, it is precisely because this part of knowledge lacks perceptual knowledge for grade three students that it is difficult to establish the concept of 1 km in this class. In teaching, I broke through this difficulty through three steps: preparation before class, practice in class and consolidation after class.
First, prepare before class. The day before I met the kilometer, I took an afternoon off for self-study, took my students to the playground, and measured 10 meter and 100 meter with a rope with my classmates, so that the students walked 10 meter and 100 meter respectively, and counted how many steps and how long it would take. Then, it is pointed out that 10 100 meters is 100 meters (initially perceived as how long 100 meters is), and our playground is about 100 meters. Walking around the playground 10 is about 100 meters. Let the students know that one kilometer is one.
Second, practice in class. Ask the students to recall walking 100 meters. Let the students think that a few 100 meters is 1 km. According to the steps and time taken to walk 100 meters yesterday, calculate how many steps and how long it takes to walk 1 km. This series of activities is intended to enable students to have a comprehensive and in-depth understanding of the length of 1 km on the basis of walking test before class, and then through rich activities such as estimation, calculation and conversation. Then, in order to experience the distance of 1 km more accurately, I led the whole class to take a measuring rope and measured 1000 m from school to Dingjiakeng, and walked this 1 km with my classmates. After coming back, my classmates and I counted several steps and looked at the time. Through this practice, students finally have a more perceptual and accurate understanding of 1 km.
Third, after-school consolidation, in order to let students know the application of "kilometers" in life, I collected some length data of famous peaks, rivers, highways and bridges and the speed (in kilometers) of walking, cycling, cars, airplanes and spacecraft 1 hour, and showed it to students through multimedia projection, so that students could feel the extensive use of the length unit "kilometers". Through these activities, students finally established a clear concept of "kilometer". Break through the teaching difficulties.