Teaching plan design is a higher-level exploration to improve classroom teaching and a necessary work to improve the quality and efficiency of classroom teaching. It can promote the systematization of teaching and make teachers master the rhythm of lectures. Next, I will bring you a math lesson plan about the second volume of the first day of junior high school for your convenience.

The second volume of the first grade of junior high school, Jiangsu Education Edition, Mathematics Teaching Plan 1 1, Understanding Graphics (2)

Analysis of unit learning situation

This part of the content was taught on the basis of "understanding objects and graphics" last semester. Through the study last semester, students have been able to debate and distinguish the plane graphics and three-dimensional graphics they have learned. Here, mainly through some operation activities, students can experience some characteristics of rectangle, square, triangle and circle, and feel some relationships between plane graphics and between plane graphics and three-dimensional graphics.

The key of this unit teaching is to grasp the teaching requirements, which can not be simply repeated on the basis of last semester, but also improve the teaching requirements. Last semester, when we knew objects and figures, we also had puzzles, but at that time, we just used the shapes we learned to assemble interesting patterns and things, so that students could deepen their understanding of the figures they had learned, feel the fun of mathematics learning and appreciate the remarkable characteristics of the figures. The purpose of this unit "Graphic Assembly" is to let students experience some characteristics of plane graphics and perceive the relationship between plane graphics and three-dimensional graphics, between three-dimensional graphics and between plane graphics and three-dimensional graphics through activities such as swinging, spelling and cutting.

Teaching objectives:

1. Let students know the shapes of rectangle, square, triangle, circle and cube, and distinguish and distinguish these shapes by folding, swinging, cutting and spelling.

2. Cultivate students' imagination and innovative ability.

3. Through observation and operation, students can initially perceive the relationship between the learned figures.

Unit focus: understanding rectangles, squares, triangles and circles.

Unit difficulty: initially perceive the connection and difference between graphics.

Unit class arrangement: about 3 class hours.

Lesson 1: Understanding Graphics (1)

Teaching content: Understanding graphics (1)

Teaching objectives:

1. Make students intuitively understand the shapes and edge features of rectangles and squares.

2. By folding, swinging, cutting and spelling, we can deepen our understanding of rectangles and squares and distinguish them.

Teaching emphasis: let students understand the characteristics of rectangle and square through operation.

Difficulties in teaching: We can simply distinguish and judge according to our own characteristics.

Teaching methods: observation and operation.

Teaching preparation: rectangular and square paper and scissors.

Teaching process:

First, review.

Show the rectangle and ask the students to tell the characteristics of each side of the rectangle. (Two long sides are equal and two short sides are equal)

Show the square again and let the students talk about the characteristics of each side of the square. (All four sides are equal in length)

Second, new lessons.

1, take out the rectangular and square paper prepared by everyone in advance, and operate it with teachers and students.

(1) Guide the students to look at the square first, fold it up and down first, and align the edges to see if the upper and lower parts are completely together and whether the upper and lower sides are completely together; Then fold it in half, as above. Then align the two opposite corners of the square paper and observe whether the parts on both sides of the crease are completely together after folding; Continue to fold it in half again and observe whether the folded parts are completely together and whether the four sides are completely together. (Students do it themselves and draw a conclusion)

(2) Fold a rectangular piece of paper and see how long the sides of the rectangle are.

Let the students think first: how to fold a rectangular piece of paper so that the two parts can be completely combined? Then, do it yourself, discuss it in groups of four, and then open the textbook to check.

(3) Distinguish between rectangle and square.

Take out the prepared rectangles and squares (the length of one side of the rectangle and the length of one side of the square, etc.). ) and first overlap the two graphs for students to observe: What is the relationship between the edges of the two graphs? As shown in the figure:

2. Summary: What have we learned today? What did you get?

3. learn to be a windmill.

(1) Show a windmill first, unfold the windmill, and let the students observe what pattern the windmill is made of.

(2) Take out the prepared rectangular paper, discuss with each other at the same table, and figure out what to do if you want to fold the windmill.

Students do it by hand. First cut the rectangular paper into squares, and then make windmills by hand.

Teaching reflection:

Lesson 2: Understanding Graphics (2)

Teaching Content: Understanding Graphics (2)

Teaching objectives:

1. Let students deepen their perceptual knowledge of squares, rectangles, triangles and circles by cutting, spelling and swinging.

2. Understand the relationship between these figures, and develop students' imagination and creativity by decomposing and combining the figures.

Teaching focus:

Find out the characteristics of squares, rectangles, triangles and circles through various methods and make judgments.

Teaching difficulties:

Decomposition and combination of graphics

Teaching method: guided inquiry method

Teaching preparation: rectangular and square pieces of paper and sticks.

Teaching process:

First, review.

1. Fill in the title numbers of the following figures in the corresponding brackets. Exercise 1

Rectangular () Square ()

Triangle () Circle ()

2. Put a rectangle, a square and a triangle with a stick.

Second, new funding.

1. Take out two rectangular pieces of paper prepared in advance. If students are asked to think, what kind of figure can two such rectangles spell? Students found that two such rectangles can be spelled into a square or a rectangle.

2. Draw four small squares prepared in advance and ask students to think about how many arrangements there are.

3. Take out 12 and think about how many tricks you can put on. Discuss in groups of four. (hand-painted)

4. Complete textbooks P4 and 4.

5. Let the students take out a few rectangles, squares, triangles and circles, cooperate in groups, and freely spell out the figures to fully develop students' imagination and creativity.

Third, consolidate practice.

Teaching reflection:

Lesson 3: Understanding Graphics (3)

Teaching Content: Understanding Graphics (3)

Teaching objectives:

1. Let students intuitively understand the shapes and characteristics of cuboids and cubes.

2. Through students' hands-on spelling and swinging, they can know the characteristics of cuboids and cubes, and can identify and distinguish these two kinds of figures.

Teaching emphasis: Understand the shapes and characteristics of cuboids and cubes.

Teaching difficulty: being able to identify and distinguish.

Teaching method: guided inquiry method

Teaching preparation: rectangular and square pieces of paper and sticks.

Teaching process:

First, review.

1. Show some cuboids and cubes.

Ask the students to point out which are cuboids and which are cubes.

2. Draw ""in brackets under the cuboid and "√" in brackets under the cube.

3. Answer orally.

How many faces does a cuboid have? How many faces does a cube have?

Second, new funding.

1, take out two cubes, what figure can you spell?

2. Take out three cubes. What figure can you spell?

3. Take out eight cubes. What figure can you spell?

Teacher: Let the students find out the difference between a cuboid and a cube and the relationship between them.

4. Take out four cuboids, such as: What figure can you spell? (One is a cuboid and the other is a cube)

Third, consolidate practice.

1. Complete textbooks P5 and 1.

2, complete the textbook P5 question 5.

Students finish independently, and the whole class comments.

3. Complete the seventh question in the textbook P7.

Let the students observe the top, front and right of the cuboid first, understand the relationship between up and down, front and back, left and right, and then make the correct connection.

4. Complete the fifth question in the textbook P6.

Observation: (1) What is the relationship between the first line and the third line?

(2) Which lines does the first line relate to?

(3) Which lines does the second line relate to?

(4) What did you find?

(5) How many pieces are missing from the picture? How did you get it?

5. Complete the sixth question in the textbook P7.

6, complete the textbook P7 question 8.

According to the plan of the cube, let the students imagine what numbers are marked on the six faces of the cube, and the teacher will demonstrate.

The second volume of the first grade of junior high school, the second teaching goal of the mathematics teaching plan of Jiangsu Education Edition

1. Let students learn to calculate more than ten MINUS nine.

2. Cultivate students' preliminary abstract thinking ability.

teaching process

First, review.

1.

① 93979949 16

2 9, 199, 129, 159, 18

2. Fill in the appropriate numbers in the brackets.

①9Ten()= 129 ten()= 13。

② 9Decades () =149Decades () = 15.

③9Ten()= 169 ten()= 17。

Second, new funding.

1. Show pictures of the textbook P 10.

Guide the students to look at the picture and ask: Who can tell the meaning of this picture? There are 15 balloons. I bought nine balloons. How much more? )

Think about it, how to calculate? How to form? After the students think and answer, the teacher writes on the blackboard: 15-9 =

Question: If there is no graph, how do you calculate 15 minus 9?

The students discuss with each other in groups of four. Teachers can prompt students to contact old knowledge for calculation. )

Students report the results of the discussion, which may have the following situations:

(1)9 plus 6 equals 15, and 15 minus 9 equals 65.

(2) 15 can be divided into 9 and 6, and 15 minus 9 equals 6;

(3) 10 minus 9 equals 1, 1 plus 5 equals 6;

(4) 15 minus 5 equals 10, minus 4 equals 6.

Teachers should praise students' different ideas in time and encourage them to think more. Further question: so many ideas are right, so which method do you think is fast and good? (Encourage students to add and subtract 9 to get 15, 15 to get 6 from 9) Write "6" on the blackboard at the same time.

2. Children play ring games, throw 14 laps, miss 9 laps, how many laps are caught?

Ask questions:

(1) How many sets are needed? How to list them? (After the students answer, the teacher writes on the blackboard: 14-9 =)

(2) How much is it? what do you think? The teacher got "5" on the blackboard.

3. Summary: What did we learn today? (Ten minus nine) The teacher writes on the blackboard.

How to calculate these questions? The teacher refers to the topic, guides the students to sum up the addition and subtraction methods they want, and encourages the students to choose their favorite methods for calculation.

Third, consolidate the practice.

1. Complete the textbook P 10 "Doing" 1.

Let the students put a pendulum on the table with a stick and whisper their thoughts while operating. Then give it a name and fill in the numbers in the box.

2. Complete the second question "Doing" in the textbook P 10.

Students do it independently and then revise it collectively.

3. Complete the textbook P 10 "Doing" Question 3.

Let the students finish it independently first, and then point to a few questions. Ask the students to say their favorite method.

Fourth, classroom exercises.

Complete the textbook P 1 1 exercise 2, questions 1 and 2.

Junior one, Volume II, Jiangsu Education Edition, Mathematics Teaching Plan 3 Teaching Content: 10- 12 pages.

Teaching objectives:

1, understand the arithmetic of subtracting nine from ten by communicating with others, and construct the basic idea of abdication subtraction within 20.

2, correctly calculate the problem of more than ten MINUS nine.

3. Feel the close connection between abdication subtraction and life within 20 years, and experience the application value of mathematics.

4. Cultivate students' interest in actively participating in mathematics activities and experience the happiness of exploration and creation.

Teaching focus:

Explore the algorithm and calculate correctly.

Teaching difficulties:

Understand arithmetic and establish your own calculation method on the basis of self-reflection.

Teaching preparation: Students learn to use sticks and cards.

Teaching process:

First, create situations and create problems.

Teacher: Students, we just had a happy Spring Festival. What activities did you take part in during the Spring Festival?

The students are happy to talk about their activities during the festival.

Show the pictures in the textbook p 10— 1 1, and let the students observe what the children are doing in the pictures.

After the students answered, the teacher introduced the new lesson in short language: Mathematics is closely related to life, and there are many mathematical problems in these activities. We will solve these problems in this lesson.

Second, discuss communication and solve problems.

(1) Solve the problem of "selling balloons".

Ask the students to observe the picture of "selling balloons": there are 15 balloons and 9 balloons are sold.

1. Ask the students according to the plot: "How many balloons are left?"

Student report formula: 15-9

2, students think independently, combined with their own reality to find ways to solve the problem, students who need hands-on operation can use a stick to swing.

3. Communicate your own algorithm in pairs.

4. communicate in groups.

5. Summarize the calculation method.

Method 1: point method 1, 2, 3...6, and 6 more.

Method 2: Want to add or subtract 9+6= 15, 15-9=6.

Method 3: Ten minus 15-9 = 6.

Method 4: continuous subtraction 15-5= 10.

10-4=6

(2) Solve the problems in the "ring game diagram".

The method is the same as above, so that students can explore the algorithm independently.

(3) Solve the problems in "selling windmill maps" and "crossword puzzles".

Students can choose a picture at will, find, ask and solve problems independently, and then communicate and correct in groups.

(4) Summarize the calculation method and choose your favorite simple algorithm from experience.

(5) Independent completion example 1: 12-9 =

Ask students to choose their favorite simple algorithm to report.

Question: What else do you not understand about these methods?

Third, consolidate application and improve internalization:

1, basic exercise: complete the textbook p 12 and do 1-3 questions.

2. Game: Birds Looking for Houses

Show the bird card and the numbered house. Ask the students to calculate the formula on the card and then correspond to the number on the house.

② Question: There is a bird without a house. Please help it build one.

3. Application exercise: Let students ask questions according to their own life reality, and then solve the problems.

Fourth, review and improve.

1. What did we learn today?

2. What are the characteristics of these formulas? (blackboard writing topic)

3. What have you gained?

The teaching goal of the second volume of the fourth grade of the mathematics teaching plan of Jiangsu Education Press.

1. On the basis of existing knowledge, students learn to count numbers within 100, establish the concept of numbers within 100, and can express and communicate with numbers.

2. Guide students to observe and preliminarily experience the close relationship between numbers and life, and cultivate students' initiative in exploration.

3. Connecting with real life, let students realize that mathematics knowledge comes from life and serves life.

course content

Page 3 1 ~ 33 of the textbook.

Teaching design

Situation introduction

1. Teacher: The teacher brings gifts to the children (showing 100 stars). Estimate, how many? Why?

There are 100 stars.

Teacher: If you give these 100 stars as gifts to the whole class, will one be enough for everyone? Why?

[Pay attention to creating problem scenarios for students to estimate and count, establish digital awareness, and mobilize students' learning enthusiasm. ]

2. The courseware shows pictures of one hundred sheep.

Teacher: Estimate, how many sheep are there? Why?

3. reveal the topic.

Explore new knowledge

1. Teach counting methods.

A. teacher: the student's estimate is quite accurate, and the teacher has prepared something for you to estimate the quantity. This is a kind of seed (display), which is carefully selected by the farmer's uncle and will be used for sowing in spring. There is a basket of seeds on each group's desk. Now please grab one by hand and estimate how many seeds each of you has. Quietly tell your deskmate your estimate.

Let students estimate, guess and count first, which can not only stimulate students' thirst for knowledge, but also help to cultivate students' sense of number and improve students' estimation consciousness and ability. ]

B. Gently put down the seeds and count how many there are.

C. student report.

Teacher: How do you count it? (No.1, No.2, No.5, No.10). )

2. Physical objects with statistical quantity of 100.

A. Teacher: There are several things (school tools, the quantity is more than 100) on each group table. Let the children count, and each person chooses one that they like, and just count 100. Find a way to let people know it's 100 at a glance.

B. Students count the physical objects, and the number is 100.

C. student report.

Teacher: How did you work out 100? (One batch at a time, one pile10; Two two, a pile of 20; Five pieces of land, 10 pieces tied into a bundle ...)

How many 100 do you count? (or a few twenties? How many fifties? )

Fully respect students, let them count with their own experience and methods, gradually perceive decimal counting methods from intuition to abstraction, deepen their understanding of counting units "one" and "ten", and cultivate students' good learning attitude and habits of actively exploring, actively discovering and independently constructing knowledge. ]

D. Teacher: Many students choose a pile of 10 or a bundle of 10 to count, which makes it easier to count and see clearly. Please note that ten sticks are tied into a bundle. How many sticks are there? (Ten ten-bar 100 sticks are pasted on the blackboard. )

How to tell (there are 10 tens, 10 tens is 100. )

(blackboard writing: 10 ten is 100. )

E. summary: 10 ten is 100. How can I say this sentence? (100 has ten digits of100; Five twenties are100; Two fifty-dollar tickets are 100 ...)

F. practice.

Do the second question on page 36 of the textbook.

Students count independently.

Teacher: How do you count it? Encourage students to find out all kinds of figures. )

Count from thirty-five to forty-two.

A. collective operation, counting while putting sticks. Ask a student to give a demonstration on stage. )

Teacher: 39 sticks. How many is one more? (40) Get ten again, the next number is 40, and then this number is 4 1, 42.

What can I do to see that there are 42 sticks? Guide the students to pile up or tie up ten sticks. )

Teacher: 39, 40, add ten to the number here. Pay special attention, then what is the last number of 49? What about 59? What about 79? What about 99?

Teacher: By the way, if you count from 99 to 100, there will be 10 tens.

[Pay attention to let the students count while operating. At the turning point of the number, the students break through the difficulties when they are close to the whole ten. ]

B. practice.

A student randomly names a number within 100. Clap your hands in the group and count down.

Practice for 3 times, one of which continues to count to 100.

Consolidate and develop

1. Count the solitaire game.

The teacher said a number, and the students were grouped according to the relay race. When the teacher said stop, the group with the most numbers won.

2. Guessing game.

Two people agreed on a number within 100, and others guessed what it was. In the process of guessing, it is necessary to constantly remind the same person whether the number guessed is bigger, smaller or close to the agreed number. ...

Teachers and students play games first, and then groups organize games by themselves.

Pay attention to providing students with all kinds of interesting opportunities for mathematical activities, so that students can deepen their understanding of the meaning of numbers within 100 in the process of estimation and counting, and establish their digital consciousness. ]

summary

Teacher: What did you learn today?

Talk about the number within 100 in life.

Teacher: Where are the numbers within 100 in life?

Examples of students: bus stop signs, RMB, elevator buttons. ...

Assign extracurricular tasks

Teacher: There are many numbers within 100 in life. We can't finish it in class. Please look for it after class or count it. Where are the numbers within 0/00 of home/kloc?

Instruction design description

1. teaching material analysis

First-year students have received pre-school education before entering school. Many students have been able to count the numbers within 100 before learning this lesson, and they often come into contact with the numbers within 100 in their life experience. But in children's minds, there is no concept of numbers within 100. This lesson is to help children establish the concept of numbers within 100, and lay a very important foundation for learning other knowledge of mathematics in the future.

The textbook attaches great importance to the establishment of students' sense of number. The theme map gives students an idea of how big the number 100 is, and the sense of number is established through estimation and comparison. Textbooks also attach great importance to students' practical operation. Examples 1, 2, 3 are all taught in students' hands-on practice. Through operation, the concept of 100 is established, and the method of 100 is preliminarily mastered.

Through the understanding and analysis of the teaching materials, the above teaching objectives, teaching priorities and teaching difficulties are determined.

2. Teaching methods and learning methods

A. hands-on learning. By letting students operate by hands, paying attention to arousing students' learning enthusiasm, making students coordinate various senses, thinking in observation and operating in thinking, the formation of concepts is from concrete to abstract, which conforms to students' cognitive laws.

B. cooperative learning. Teacher-student cooperation and student-student cooperation run through the whole teaching process, paying attention to information exchange among students, cultivating students' sense of cooperation and team spirit, and creating a learning atmosphere of equality and mutual assistance.

3. Teaching process

A. The learning of this course is based on students' understanding of numbers in 20 years and their existing life experience. Students seem to know numbers within 100, but the concept is vague. When introducing, the teacher creates a learning situation for the students, gives them a gift-100 star, and gradually establishes a sense of numbers through observation, estimation and comparison.

B. count the seeds of plants. First, show the students the size of 65,438+0 seeds, and then ask them to grab one to estimate the number. At this time, they also want to establish a sense of number through operation, but this sense of number has been further extended to the scope of vision, touch and space, and then count by hand to verify whether the estimation is accurate, and students can actively explore counting methods. Finally, communicate with the class in the form of a report. There are many ways for students to count, some are convenient and fast, and some are cumbersome and slow. At this time, we do not comment on the advantages and disadvantages of various methods, but show them. As for which method is better, let the students experience it by themselves.

C. The number is 100. This link focuses on students' operation of learning tools and requires further improvement. The choice of items should be exactly 100, so that people can know that there is 100 at a glance. The purpose of putting forward these requirements is to guide students to choose a convenient and quick way to finish their tasks quickly and well. In the operation, 10 is 100, 10 is 100. By counting the objects numbered 100, let students go through the counting process from 1 to 100, establish the concept of numbers within 100, and gradually break through the difficulty of this lesson-the transition from counting to integer ten.

Insert exercise 2 on page 36 of the textbook here. I think the point of this small ball diagram is not the number 100, but how to count it. Because of the grid, neat arrangement and color interval, students can better think about counting the number of balls in different ways, which may be five fives, ten tens, twenty twenties and fifty fifties, so that the knowledge they have learned before can be consolidated and developed.

D. count.

Put a stick while counting, let students understand the formation of ten in operation, learn the number within 100, and break through the difficulty of this lesson-the transition from counting to integer ten.

Practice counting in the form of competition to make the classroom atmosphere warm and happy. Students are interested in learning and consolidate their knowledge in interesting activities.

The design intention of guessing game is to cultivate students' sense of numbers. In the game, some students constantly remind their peers that "the guess is too big, too big, too small, very close …"; Another part of the students guessed the number with the help of the target number until they got it right. Cultivate students' sense of numbers in games, and have a deeper understanding of numbers within 100.

E. say the numbers in your life.

There are many mathematical lives within 100. Let students feel that mathematics knowledge is so close to life, knowledge comes from life and serves life.

The teaching goal of the second volume of the fifth grade of the mathematics teaching plan of Jiangsu Education Edition;

1. Through intuition, let students master the oral calculation method of two-digit MINUS one-digit and integer ten on the basis of understanding arithmetic.

2. Cultivate students' observation ability, oral expression ability and reasoning and induction ability by participating in the teaching process of oral calculation methods. Cultivate students' divergent thinking ability.

3. Cultivate students' cooperative spirit and active exploration of knowledge through group learning.

Instructional design:

First, create situations and ask questions.

1, Teacher: Students, a friend who is very familiar to our students came to our class today. Do you want to know who it is? (The flip chart is Pleasant Goat and Big Big Wolf) They want to compare with their classmates to see who is smart. Do you have the confidence to beat Pleasant Goat and Big Big Wolf?

Students should be prepared to see what problems they have:

Let's look at the first level: the little psychic.

The students are so clever that Pleasant Goat passed the first pass.

Next, let's look at the second floor: a small toy store.

During May Day, Pleasant Goat's toy store opened, and the lazy goat also came to the toy store to buy a toy he liked, but the lazy goat encountered problems when buying toys. (Showing Pleasant Goat what he said and reading it casually) Can you help him? So how to make it? (Students say the formula and the teacher writes the formula on the blackboard)

Second, discuss and solve problems in cooperation.

1, can you work out this problem? How should I calculate it? Think for yourself first, and then tell the students in the group what you think. You can swing it with a stick. (Students discuss in groups and teachers participate in the discussion)

2. Report communication algorithm.

The students are really smart and caring. They used their own learning tools to help lazy sheep solve the problem, and also learned the calculation method of subtracting one from two digits, which is really not simple.

4. Consolidation exercise: book exercise 10, question 1

57-3= 99-6= 89-7=

65-4= 48-5= 26-2=

5. Meiyangyang also encountered difficulties. Are you still willing to help her? How to make it?

(Students say the formula teacher writes the formula on the blackboard)

6. How to calculate this question? Discuss it in the group.

7. Report communication algorithm.

8. Exercise: (Book exercise 12, question 2)

30- 10= 50-20= 76-40=

38- 10= 57-20= 95-70=

Third, strengthen the comparison and understand the algorithm.

1, summary: Just now, everyone solved the problems encountered by lazy sheep in their own way. Let's compare, is 35-2=33, 35-20= 15 the same? (health: not the same. ) What are their differences and similarities in calculation methods? (35 is decomposed into 30 and 5, and the single digit is reduced by one digit, and the tenth digit is reduced by ten digits. )

2. Summary: This is the new knowledge we will learn in this class: (blackboard writing topic)

3. Consolidation exercises:

Fourth, practice games to consolidate new knowledge.

1, students, you are really smart, so please use what you have learned to help the teacher solve a practical problem, ok?

I went to the bookstore two days ago and saw a book I like very much. The price is 26 yuan, but I only brought 10 yuan. Do the students know what problems I have encountered? Who can help me solve this problem? how do you know

Thank you. I will bring 16 yuan to buy this book tomorrow.

With your intelligence, you not only defeated Pleasant Goat, but also helped the teacher solve the problem, which is really admirable!

2. Play the game of "Climbing the stairs to win the wisdom star".

The teacher selected two groups of students to compete and answered the questions according to the password relay. The group that finishes first chooses the star of wisdom.

(First, choose one student as the referee and other students as the deputy referees. Then, please prepare the two groups of students to compete as required. Finally, the referee will take everyone to revise the comments collectively.

Fifth, share the harvest and feel happy.

You do well in this class and study hard. You must have gained a lot! Can you tell us what you have gained?