The second-grade math teacher should stimulate students' interest, put themselves in their shoes, understand students' ideas and take students as the center. The second-grade math teaching plan can improve the teaching quality of second-grade math teachers, which is of great benefit to their work. Are you looking for and preparing to write "Teaching Plan for Unit 1 of Grade Two Mathematics of Beijing Normal University Edition"? I have collected relevant information below for your reference!

Beijing normal university printing plate second grade mathematics unit 1 teaching plan 1

Teaching objectives:

1. Students experience the formation process of length units, understand the necessity of unifying length units, and understand the functions of length units.

2. Ask students to measure the same length with different items in specific activities.

3. Experience the necessity of unifying length units.

Key points and difficulties:

Students use different items as measuring units to measure the same length in specific activities, so as to experience the necessity of unifying length units.

Teaching preparation:

Round, square, triangle, paper clip, pencil, eraser, etc.

Teaching process:

First, the scene import, stimulate interest

Dialogue: The teacher wants to know the width of this math book. Can you help the teacher figure out what to do?

Students use their imagination to express their views.

[Design Intention]: Introduce familiar things around students and stimulate their interest in learning.

Second, organize activities and experience mathematics.

(1) Organize students to measure the same length with different items.

1, the teacher defines the method of activity first.

(1). As a standard, items should be placed one by one, flat and straight.

(2) With four people as a group, each student chooses a different project from four projects (circle, square, paper clip and triangle) to measure.

(3) After the measurement, the four-person group communicates and reports their own measurement results, and thinks: Why do they all measure the width of the math book, but the measurement results are different?

2, student activities, teacher patrol guidance.

3, the whole class exchange report. The conclusion is that the result of quantity is different because different items are selected as standard measurement.

4. Ask students to choose the same thing to measure and show their measurement results.

The conclusion is that in order to get the same result, we should choose the same project as the measurement standard.

(2) Organize students to use items of different lengths as standard quantities.

1. Ask students to choose different objects (such as erasers, pencils, paper clips or by hand) to measure the length of desks, pencil cases and other objects.

2. Communicate and show the students' measurement results to inspire students to ask questions.

For example, why is the width of a math book the length of five paper clips and the pencil case the length of five erasers, but their lengths are different?

Why is the desk longer than the pencil case, but the desk is only four pencils long and the pencil case is five erasers long?

Guide primary school students to realize that because the measurement standards are different and the length is different, the measurement results may not be consistent with the facts.

Let the students use the same object (square) as the unit of measurement to measure objects of different lengths and see what the result is.

Experience the necessity of unified length units.

[Design Intention]: Teaching organizes and helps students understand the necessity of unified length units from two aspects. Let the students measure the width of the math book with different items as the standard in specific operation activities, and then measure different lengths with different items as the standard. This has caused cognitive conflicts and experienced the necessity of unifying length units.

Third, practice consolidation and practical application.

1. Do the problem 1. Look at the picture. Visually, each vegetable is about several squares long.

Students finish independently before communication.

If students can't clearly see which square the right end of the top vegetable is aimed at, they can compare the vertical lines of the squares with a ruler.

2. Do the second question and ask the students to measure the length and height of the table and the height of the stool with a pencil.

The method of determining the quantity is different from the previous one. Don't put the standard items one by one, but let the students measure them one by one to see how long the measured objects are.

3. Do the third question. Students look at pictures intuitively. First estimate the number of cubic meters of the measured object, and then measure it in your head by the method of the previous question.

If students have difficulty in measuring pictures, they can also use cubic objects to measure them. Remind students to pay attention to the measurement method when measuring in kind: the left end of the object should be aligned with the left end of the measured object, so that the measurement result is more accurate.

[Design Intention]: Practice in different ways, so that students can experience the necessity of unifying length units again in specific activities.

Fourth, class summary.

What impressed you the most in today's math class? What are you trying to tell me?

Five, in-class exercises

Beijing normal university printing plate second grade mathematics unit 1 teaching plan 2

Teaching objectives:

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' problem consciousness 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?

Beijing normal university printing plate second grade mathematics unit 1 teaching plan 3

Teaching objectives:

1. Deepen the understanding of division in table and division with remainder, and further understand the relationship between them.

2. Consolidate the operation sequence of mixed operation and improve the calculation ability of mixed operation.

3. Go through the sorting process, construct the knowledge system between division in table and division with remainder, and cultivate thinking ability.

4. Feel the value of division and mixed operation in solving problems and enhance the interest in learning mathematics.

Target resolution:

Going through the sorting process of division in table and division with remainder in questions is more helpful for students to understand the meaning of division and consolidate the calculation method; Distinguishing the order of mixed operations in comparison is more helpful for students to understand the function of brackets and improve their computing ability.

Teaching focus:

1. Be familiar with the method of finding quotient by multiplication formula, consolidate the process of finding quotient by trial division with remainder, and further understand why the remainder should be less than divisor.

2. Consolidate the operation sequence of four operations with brackets in the same layer, different layers, deepen the understanding of operations and their relationships, and improve the calculation ability.

Difficulties in teaching: Through the guidance of questions, students organize the knowledge related to division independently and gradually learn the methods of arrangement.

Teaching preparation: courseware

Teaching process:

First, the introduction of activities, revealing the topic

(1) Game activities:

The teacher chose 12 children to take the stage.

1. grouping.

Let the other students divide into groups, requiring the same number of students in each group, with each group exceeding 1 person.

(2 people in each group can be divided into 6 groups; Each group can have 3 people, divided into 4 groups; There can be 4 people in each group, divided into 3 groups, and 6 people in each group can be divided into 2 groups. )

2. Answer first.

After grouping, start the game of answering questions first.

(Courseware will be demonstrated in turn:)

78 () () 30 () 8 148 () 54÷9=() 35÷( )=7 ()÷8=9 ()÷2=5

(2) reveal the theme:

Today, let's review the knowledge about division.

(blackboard writing topic)

Design intention: Through the form of activities, not only guide students to review what they have learned, that is, the meaning of division and the formula of multiplication, so as to reveal the topic, but also mobilize students' enthusiasm for review and improve the efficiency of review.

Second, review and comb, and establish contacts.

(1) Review the division and division with remainder in the table.

1. Courseware demonstration:

(1) 16 pencils, packed in 4 boxes, how many pencils are there in each box?

(2) 16 pencils are packed in a box of 8. How many boxes do you need?

(3) 16 pencils, packed in 7 boxes, how many pencils per box on average? How many branches are left?

2. Students analyze the formula after calculation.

3. Student report

(1) How to formulate the three questions? Why use division?

(2) What multiplication formula is used to calculate?

(3) What is the rest of the third question? What is the relationship between remainder and divisor?

4. Students ask questions independently. What else can you ask about the organization? And answer.

For example, how many boxes do you need to pack every three in a box?

5. What are the similarities and differences between division and division with remainder in the table?

Step 6 practice:

(1) demonstration exercise: If each pencil costs 80 cents, how many pencils can Xiaoying buy with 6 yuan money? How much is left? (Column and Vertical Calculation)

(2) Report communication and talk about matters needing attention in vertical calculation.

(3) Comparison: 60 ÷8=6 (branch) ... 12 (angle) 60 ÷8=7 (branch) ... 4 (angle)

Ask students to understand the reason of the first mistake by comparison. Why can't there be 12 corners left? (Because 12 has 1 8, you can buy a pencil. ) to further understand why the remainder must be less than the divisor.

Design intention: By creating a problem situation, the division in the table is linked with the division with remainder, so that students can experience the process of knowledge arrangement in solving problems, better understand the significance and calculation methods of division and division with remainder, and further improve their calculation ability.

(2) Review the mixed operation.

1. Courseware presentation:128-64+366+18 ÷ 348 ÷ 8× 68× (36-29) 64-40 ÷ 8.

(1) Say: Please tell the students the order of these mixed operations first.

(2) Score one point: Let students classify these formulas in the order of operation.

Such as: Category I: 128-64+36 48÷8×6

Category II: 64-40÷8 6+ 18÷3

Category III: 8×(36-29 years old)

(3) Calculate separately according to the classification results. Let the students try to give similar examples themselves.

2. Practice:

(1) courseware presentation:18-6 ÷ 3 (18-6) ÷ 318 ÷ 6× 318-6× 3.

(2) student calculation.

(3) AC calculation method: first look at the operation order, and then calculate.

Design intention: The key point of mixed operation is to look at the operation order first, so before reviewing, three different mixed operations are shown, and students are asked to say the operation order before classifying, which not only highlights the importance of operation order, but also points out the direction for students to review mixed operations. On this basis, through targeted exercises, the computing ability of mixed operation is further improved.

Third, consolidate practice and deepen understanding.

(1) Basic exercises.

1. Complete Exercise 22, Question 1.

Consolidate the understanding of the meaning of division and division with remainder, and communicate the relationship between them with direct graph.

2. Complete Question 2 of Exercise 22.

Consolidate the vertical calculation method of division and strengthen the skill of trial and error.

3. Complete question 3 of exercise 22.

By saying "what counts first, then what counts", it highlights the consolidation of the operation order of mixed operations and cultivates the ability to carefully examine questions.

(2) Practical application.

1.40 graphs are arranged as follows: ... The 34th graph is (), and there are () in 40 graphs.

Chen Xiao intends to finish reading a 60-page book in one week (7 days). On the first day, she read page 12. How many pages do the rest read on average every day?

Design intention: The selection of review questions in this session highlights different levels, from simple consolidation to practical application, which not only cultivates the rigor of students' thinking, but also pays full attention to cultivating the flexibility of students' thinking.

Fourth, talk about the harvest and summarize the promotion.

Talk: What knowledge have you mastered through the review of this lesson? What methods have you learned? What other questions are there?

Beijing normal university printing plate second grade mathematics unit 1 teaching plan 4

Content analysis:

"Buying flowers" is the content of Unit 2, Book 2, Grade 2. This lesson is based on creating a problem situation of "buying flowers". How much does it cost to buy 1 chrysanthemum and 1 lily? This question lists mixed operations including division and addition, and through specific situations, makes students realize that in the formula with both division and addition, division should be calculated first, and then addition should be calculated. On this basis, teachers can also guide students to solve the question "How much is 1 carnation cheaper than 1 rose?" This question can be answered by students in two different ways. When students find that there are both division and subtraction, they should calculate division before subtraction.

Analysis of learning situation:

Students have mastered the multiplication and division method in the table and can add and subtract skillfully. Last class, they just learned the mixed operations of multiplication, addition, addition, subtraction, multiplication and division. It won't be too difficult to learn by transferring knowledge. However, students have different knowledge backgrounds and different comprehension abilities. Therefore, we should take various forms of exercises for individual students to improve their understanding of the calculation order of mixed operations.

Teaching objectives:

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

2. Combined with the problem-solving process, explore the operation order of "division first, then addition and subtraction" and realize the close connection between mathematics and practice.

Teaching focus:

Can correctly calculate the two-step problem about addition and subtraction.

Teaching difficulties:

In the process of solving problems, explore the operation order of addition and subtraction.

Teaching preparation:

Teaching courseware, various flower awards.

Teaching methods:

Use guidance, communication and observation. Using courseware and pictures, four teaching activities were created to guide students to describe the order of addition and subtraction in accurate language through observation and analysis. With inspiring language and timely evaluation, students can keep a happy mood from beginning to end and participate in the whole classroom learning. After-class exercises are carried out at different levels, so that most students can master the content of this lesson.

Teaching process:

First, create a situation that reveals the problem.

Teacher: Students, Women's Day is coming. What gift are you going to give your mother? (Student says) Xiaohong wants to buy a bunch of flowers for her mother. Now let's go to the flower shop with her!

1, show the theme map.

2. Who can tell me what you saw in the flower shop?

[Design intention: This question is mainly to let students know the picture information. Cultivate students' observation ability and oral expression ability, and cultivate students' ability to ask valuable questions. ]

Seeing such beautiful flowers, Xiaohong really wants to buy them all home for her dear mother, but the money in her pocket is limited, only enough to buy two kinds of flowers, and she can only buy one of each. Students, if you are Xiaohong, how are you going to buy it?

4. Intra-group communication. Buy 1 chrysanthemum and 1 lily, 1 carnation and 1 lily, 1 chrysanthemum and 1 rose. ...

Second, explore, discover and build models.

(A) to explore the order of division and addition mixed operations

Teacher: Xiaohong is very happy to hear that her classmates are so enthusiastic about helping her. She also asked me to thank you for her. Moreover, she also said that what she likes best is the collocation method that her classmates think, that is, buying 1 chrysanthemum and 1 lily. Then can you use your brain to help Xiaohong figure out how much it costs to buy 1 chrysanthemums and 1 lilies?

Guide students to think:

(1) What should I know first to solve this problem? (1 price of chrysanthemum and 1 lily)

(2) 1 How much does it cost? (I don't know) 1 How much is Lily? (4 yuan)

(3) What do you want first? (1 price of chrysanthemum)

What else do you want? How much is it to buy 1 chrysanthemum and 1 lily? )

(5) Ok, now let the students try to solve the problems on the draft paper.

(6) Who will tell me how you set it up? And explain why. 8÷4=2 (yuan) 2+4=6 (yuan)

(7) Last class, we learned that two related formulas like this can be written into a comprehensive formula. Who will? (8÷4+4) So, in this formula, there are both division and addition. What should we calculate first? What is it?

[Design Intention: This is a difficult point. Through group cooperation, students can explore independently to get answers and cultivate their sense of integration. ]

(Lead the students to say: the price of 1 chrysanthemum is unknown, so we should calculate the price of 1 chrysanthemum first, that is, we should calculate the division first, then the total price of 1 chrysanthemum and 1 lily, and finally calculate the addition. )

(8) There are both addition formulas and division formulas like this, so we call it addition-subtraction mixed formula. Then in the mixed formula of division and addition, division should be calculated first, and then addition should be calculated.

(9) Introduce the calculation format and writing method of the comprehensive formula (explain and demonstrate while writing on the blackboard).

8÷4+4

=2+4

=6 (yuan)

(B) Explore the order of mixed operations of division and subtraction.

Teacher: Who can help the teacher think: 1 carnation is much cheaper than 1 rose?

(1) What does "cheap" mean in the title?

(2) Students, just now we solved Xiaohong's problem. The teacher believes that this problem will not be difficult for you. Ok, now let the students think for themselves and try to calculate the formula on the draft paper.

(3) Well, most students have made up their minds. Now, please tell your classmates what you think.

(4) Who will tell me how you set it up?

24÷8=3 (yuan) 5-3=2 (yuan)

(5) Why do you want to do this?

I don't know the price of 1 carnation, so I have to calculate it first, and then compare it with the price of 1 rose. )

(6) How to calculate the formula?

It can also be listed as a comprehensive formula: 5-24÷8.

Can you tell me what you think?

Your speech was wonderful. So, when we calculate, should we do subtraction first? Or divide it first? Why?

(Lead the students to say: Because the price of 1 carnation is unknown, it needs to be calculated first, so divide it first. )

(9) Summary: There are both addition and subtraction formulas like this, which we call the mixed addition and subtraction formula. Then in the mixed formula of addition and subtraction, division should be calculated first, and then subtraction should be calculated.

( 10)5-24÷8

=5-3

=2 (yuan)

(1 1) Students are really smart children! With everyone's cooperation, this problem has finally been solved. The teacher is really happy for you!

Third, understand the application and strengthen the experience.

1, dialogue: The florist knows that all the students want to give gifts to his mother. He was very moved, so he specially held out a large bunch of flowers and said, "As long as you can work out the formula of flowers, I will give it to you." Students, do you want to give your mother a good gift with your wisdom?

(1) Show the flower calculation card (P 19) (Students, you can choose your favorite flowers to calculate. As long as you calculate correctly, the flower shop will give you that flower. Do you want it? Come on! )

Emphasis: when calculating, you should think clearly about what to calculate first and then what to calculate, and pay attention to the writing format of the comprehensive formula.

[Design intention: Continue the situation in the new lesson, consolidate the new knowledge learned through various forms of practice, and cultivate students' ability to solve problems. ]

(2) Take a closer look at the six formulas we have just worked out. What happened? (There are addition, subtraction and multiplication and division)

⑶ Summary: There are formulas for addition, subtraction, multiplication and division. I have to calculate first (multiplication and division) and then (addition and subtraction).

Teacher: Congratulations to these students for getting so many beautiful gifts, which they got with wisdom. Mom will be very happy.

2. The teacher wants to know whether you have mastered the rules just summarized, and dare to test you again? (P20 Question 4)

3. forest doctor. (P20 Question 3)

Grandpa Dashu is ill, very ill. Let's help uncle and grandpa treat diseases and make them laugh healthily, shall we? (Guide the students to find the reason first, and then correct it again)

Fourth, sum up and improve experience.

1, students, time flies. I will say goodbye to you in a happy 40 minutes. What do you have? Tell your partner quickly. (Students speak freely)

2. Well, let's meet again tomorrow and have a happy 40 minutes. Goodbye!

[Design intention: Let students form an overall impression of this class. ]

Five, blackboard writing