Mathematics teaching plan for the fourth grade of primary school

Teaching plan for last semester of fourth grade mathematics

In this new semester, under the guidance of the new concept provided by the new curriculum, according to the work plan of the teaching and research group and the arrangement of the guidance office, around the central task of classroom teaching and teaching and scientific research, I will explore the practice of cultivating students' innovative spirit and practical ability throughout the whole process of education and teaching, and cultivating students' autonomous learning throughout the whole process of education and teaching. Develop cooperative learning to improve students' comprehensive ability in an all-round way. To this end, I will conscientiously do the following work:

First, the analysis of students' learning situation

This class has many students, a solid foundation, good ideological and moral character, strong learning ability and good study habits, but there are also imbalances. Some students are careless, lazy and have the bad habit of not doing their homework. Therefore, we should give full play to the advantages of this course, give full play to students' enthusiasm and initiative, guide students to explore knowledge consciously and effectively, seek laws, continuously cultivate students' ability and develop their intelligence. Appropriate extracurricular activities in mathematics can broaden knowledge, improve thinking ability and constantly improve students' quality.

Second, the book teaching material analysis

This textbook includes the following contents: understanding of large numbers, multiplying three digits by two digits, dividing divisor by two digits, angle measurement, understanding of parallelogram and trapezoid, composite bar graph, wide-angle mathematics and mathematical practice activities. The understanding of large numbers, the division of three digits by two digits, the measurement of angles, and the understanding of parallelogram and trapezoid are the key teaching contents of this textbook.

In terms of numbers and calculations, this textbook arranges the understanding of large numbers. Three digits are multiplied by two digits, and the divisor is the division of two digits. In primary school, after the end of this semester, all the contents about the understanding and calculation of positive integers will be taught. On the one hand, the study of this knowledge enables students to learn to express and communicate with large numbers, master computing skills in a wide range, and further develop their sense of numbers; On the other hand, through the study of decimal counting method, all aspects of knowledge about the concept of numbers are systematically sorted out and integrated, laying the foundation for students to form a scientific and reasonable mathematical cognitive structure; And pave the way for further systematic study of decimals, fractions and the four operations of decimals and fractions. So this part of knowledge is still the basic knowledge and skills that primary school students should master and form.

In terms of space and graphics, this textbook arranges two units: angle measurement, parallelogram and trapezoid, which are the key teaching contents of this textbook. On the basis of existing knowledge and experience, through rich mathematical activities, students can further understand straight lines, line segments, rays, angles, perpendicular lines, parallel lines, parallelograms and trapezoid, and learn some simple drawing methods; At the same time, we can gain the experience of inquiry learning, understand the characteristics of various graphics and their relationships, and promote the further development of students' spatial concept.

In terms of statistical knowledge, this textbook arranges composite bar charts. The textbook introduces two different forms of composite bar charts, vertical and horizontal, so that students can use their existing knowledge to learn to understand these two charts, learn to analyze data, further understand the role of statistics in real life and form the concept of statistics.

On the one hand, the textbook combines multiplication and division to solve simple problems in life with the knowledge of multiplication and division; On the other hand, arrange the teaching content of "wide angle of mathematics" to guide students to experience the mathematical thinking method of operation and feel the charm of mathematics through observation, speculation, experiment and reasoning. At the same time, let students learn to solve some simple practical problems with optimized thinking methods, cultivate students' ability of observation, analysis and reasoning, and cultivate their interest in exploring mathematical problems and their awareness of discovering and appreciating mathematical beauty.

According to students' mathematical knowledge and life experience, this textbook arranges two comprehensive application questions of comprehensive applied mathematics ── "How big is1100 million" and "Did you send a greeting card?" Through group cooperative inquiry activities or activities with realistic background, students can use what they have learned to solve problems, experience the fun of exploration and the practical application of mathematics, and feel the fun of using mathematics, thus cultivating students' mathematical consciousness and practical ability.

Third, the teaching objectives

(1) Knowledge and skills:

1. Know the counting units of "100,000", "million", "billion", "billion" and "hundred billion", know the natural number, master the decimal counting method, read and write numbers within 100 million and above 100 million according to several levels, and find the divisor of a number by rounding as needed. Experience and feel the application of large numbers in daily life, and further cultivate the sense of numbers.

2. I can calculate the multiplication and division method of dividing three digits by two digits, and I can estimate and check the multiplication and division method accordingly.

3. You can orally calculate two digits multiplied by one digit (the product is within 100) and several hundred dozen multiplied by one digit, divide by ten and divide by several hundred dozen.

4. Know straight lines, rays and line segments, and know their differences; Know several common angles, compare the angles, measure the degrees of the angles with a protractor, and draw the angles according to the prescribed degrees.

5. Know vertical lines and parallel lines, and draw vertical lines and parallel lines with straightedge and triangle; Master the characteristics of parallelogram and trapezoid.

6. Combine life situations and exploration activities, learn relevant knowledge of graphics and develop the concept of space.

7. Understand different forms of bar charts, learn simple data analysis, and further understand the role of statistics in real life.

(2) Process and method

1. Experience the process of finding, putting forward and solving problems in real life, understand the role of mathematics in daily life, and initially form the ability to comprehensively use mathematical knowledge to solve problems.

2. Understand the idea of logistics, cultivate the consciousness of discovering mathematical problems from life, and initially form the ability of observation, analysis and reasoning.

Emotions, attitudes and values

1. Experience the fun of learning mathematics, improve the interest in learning mathematics, and build confidence in learning mathematics well.

2. Develop the good habit of working hard and writing neatly.

Fourth, class allocation.

Understanding of large numbers:

Three digits multiplied by two digits:

The divider is the division of two digits:

Angle measurement:

Understanding of parallelogram and trapezoid;

Composite bar chart:

Mathematical wide angle and mathematical practice;

General review:

Unit 1 Understanding of Planned Large Numbers

1. The content of this unit textbook

This unit is the initial unit of this textbook, based on students' understanding and mastery of the number within ten thousand. Large numbers exist widely in life. Understanding large numbers is not only the consolidation and expansion of reading and writing numbers within ten thousand, but also one of the most basic mathematical knowledge that students must master. This unit consists of two parts: understanding numbers within 100 million and understanding numbers above 100 million. The arrangement between the parts is as follows:

Content of classroom questions

The theme map "Understanding Numbers within 100 Million" shows the total population of five provinces (municipalities) and autonomous regions, which enables students to initially perceive huge numbers, understand the population situation of China and infiltrate national education.

Read/kloc-examples of numbers within 0/100 million 1 Beijing Temple of Heaven. The population of the present capital Beijing. Let the students know that there are more than 10 thousand people in life. By analogy with the relationship between every two adjacent calculation units, we can know the series and the number of digits.

Example 2 Read a number with two layers.

How to write a number within 100 million? 3. Write a number with two levels. Show the numbers within 100 million through TV news, and ask the students to write the corresponding numbers against the table. Infiltrate environmental education.

Comparison of numbers within 400 million.

Example 5 Rewrite the integer 10,000 into a number in units of 10,000.

Example 6 Rewrite the number of non-integer ten thousand into the approximate value of ten thousand by rounding.

The generation of numbers introduces the ancient notation, notation (numbers), Arabic numerals and natural numbers.

Decimal counting method introduced a numerical sequence table, which expanded from 10,000 bits to 100 million bits. Introduce the decimal counting method.

Understand the number of more than 100 million: 1 read with three levels.

Example 2 Write a number with three levels.

Example 3: Rewrite the number of the whole billion into the number of "hundred million"; Rewrite a number that is not an integer of 100 million into a number with the unit of "100 million" by rounding.

The understanding of computing tools introduces abacus and electronic calculator.

Calculate with a calculator. Use a calculator to perform four operations and explore the calculation law.

2. Teaching objectives

(1) On the basis of knowing the number within 10,000, students can further understand the counting units "10,000", "100,000", "million", "10 million" and "100 million", and know the names of each counting unit within 100 million and over 100 million, as well as the relationship between two adjacent units.

(2) Master the numerical sequence table, read and write large numbers correctly according to several levels, compare the sizes of large numbers, rewrite the integer 10,000 and the integer 100 million into numbers with units of "10,000" and "100 million" respectively, and use rounding method to omit the mantissa after 10,000 or 100 million digits from a large number to find its divisor.

(3) In the process of knowing numbers, let students know and feel the application of large numbers in daily life, and further cultivate their sense of numbers.

3. Emphasis and difficulty in teaching

How to read and write numbers within 100 million to cultivate students' sense of numbers?

Unit 2 Measurement of Planning Angle

1. Contents of this unit:

Understand that rays and straight lines are defined by the angle of ray extraction.

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The method of measuring angle with protractor is derived from comparing the size of angle.

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Understand the relationship between straight angle and rounded angle, as well as straight angle, rounded angle, acute angle, obtuse angle and right angle.

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Draw an angle of a specified degree.

2. Teaching objectives

(1) enables students to know more about line segments, rays and straight lines, and to know the differences between them.

(2) Let students know several common angles, compare the angles, measure the degrees of the angles with a protractor, and draw the angles according to the prescribed degrees.

3. Emphasis and difficulty in teaching

Pay attention to let students discover mathematical laws in hands-on operation. By drawing rays, drawing straight lines, measuring angles, operating moving angles, spelling angles with triangular plates and folding angles with paper, students can deepen their understanding of graphics.

Unit 3 Multiply three numbers by two numbers

1, the content of this unit.

Multiply two digits by one digit (the product is within 100)

Multiply a number by hundreds or dozens of numbers.

Three digits multiplied by a two-digit factor, with no zero in the middle and no zero at the end.

There are zeros in the middle and at the end of the factor.

Speed, time, distance and relationship

The changing law of products

estimate

2. Teaching objectives

(1) Make students master the oral calculation method of multiplying one digit by two digits (the product is within 100) or hundreds or tens digits.

(2) According to the existing knowledge, experience and cognitive level, students can introduce and master the written calculation method of multiplying three digits by two digits, and can calculate correctly.

(3) Make students understand the representation of speed, understand the relationship among time, speed and distance, and apply this relationship to solve problems.

(4) Make students master the estimation method of multiplication. In the process of solving specific problems, students can apply appropriate methods to estimate and form the habit of estimation.

3. Class division

9 class hours

(1) oral calculation is about 2 class hours.

(2) Write for about 7 hours.

Unit 4 Parallelogram and Trapezoid

1, the content of this unit.

Example 1. Understand the special positional relationship between two straight lines in the same plane: parallel and vertical.

Example 2. Learn to draw a vertical line and know the distance from a point to a straight line.

Example 3. Learn to draw parallel lines and understand that the distance between "parallel lines" is equal everywhere.

Example 1. This paper classifies quadrangles, summarizes the characteristics of parallelogram and trapezoid, and discusses the relationship between parallelogram, rectangle and square.

Example 2. Understand the instability of parallelogram, the base and height of parallelogram, and learn the names of each part of trapezoid.

2. Key points, difficulties and key points

Focus: the concepts of vertical and parallel; Characteristics of parallelogram and trapezoid.

Difficulties: draw vertical lines, draw parallel lines, draw rectangles and squares, and draw the heights of parallelogram and trapezoid.

The key is to strengthen the training and guidance of drawing and attach importance to the cultivation of drawing ability.

3. Teaching objectives

(1) Make students understand the concepts of vertical and parallel, and draw vertical and parallel straight lines with a ruler and a triangular ruler.

(2) Make students master the characteristics of parallelogram and trapezoid.

(3) Through colorful activities, students gradually form the concept of space and further understand the wide application of geometric figures in daily life.

4. Class division

6 class hours

(1) about 3 class hours.

(2) parallelogram and trapezoid are about 3 class hours.

The divide of unit 5 is that division of two digits.

1, the content of this unit.

Divide ten, hundred and ten by whole ten. Example 1.

Divide two or three digits by two digits. Example 2- Example 5.

Three digits divided by two digits. Example 6.

Example 7.

2. Teaching objectives

(1) enables students to learn how to divide a whole ten by a whole ten (quotient).

(2) Make students master the calculation method of dividing two digits or three digits by two digits.

(3) Let students experience the exploration process and understand the changing law of quotient.

(4) Let the students estimate the division according to the specific situation and explain the idea of estimation.

(5) To enable students to use what they have learned to solve simple practical problems and feel the role of mathematics in life.

3. Teaching focus

(1) Master the calculation method of dividing two or three digits by two digits.

(2) Master the trial commercial law of "rounding".

4. Teaching difficulties

Master the method of "rounding" trial quotient.

5. Class division

14 class hours

(1) oral division takes about 2 class hours.

(2) The written division is about 10 hour.

(3) Organize review for 2 class hours.

Unit 6 Statistics

Teaching objectives

(1) Make students experience the process of data collection, collation, description and analysis, further understand the role of statistics in real life, and understand the close relationship between mathematics and life.

(2) Let students know two kinds of composite bar charts, ask and answer simple questions, find information and analyze simple data according to the charts.

(3) Through the investigation of relevant cases in real life, stimulate students' interest in learning, cultivate students' good study habits of careful observation, and cultivate students' sense of cooperation and practical ability.

Unit 7 Mathematics Wide Angle

Teaching objectives

1. Let students experience the application of operational research and game theory in solving practical problems through simple examples.

2. Make students realize the diversity of problem-solving strategies and form the consciousness of finding the best solution to the problem.

3. Let students feel the extensive application of mathematics in daily life, try to solve simple problems in real life with mathematical methods, and initially cultivate students' application consciousness and ability to solve practical problems.

4. Make students gradually develop the good habit of arranging time reasonably.

Unit 8 General Review

Teaching objectives

Through general review, students can systematically sort out and review what they have learned this semester, further consolidate the concept of numbers, improve their ability to calculate and solve problems, develop the concepts of space and statistics, gain successful experience in improving their own mathematical ability, and fully achieve the teaching objectives set this semester.

Understanding of large numbers in 1 unit

Understanding of Numbers within 1- 1 100 million

Yueri first class

Content: P2-4 cases 1

Teaching objectives:

Knowledge and skills: ● Let students know that there are more than 10,000 numbers in life; ● Make students further understand the counting units "10,000, 100,000, 1 million, 10 million, 100 million", compare the relationship between every two adjacent counting units, and know the series and digits.

Process and method: Make students experience the process of revealing the relationship between counting units, master the numerical sequence table and understand the concept of bit value.

Emotion, attitude and values: experience the wide application of large numbers in life and cultivate students' consciousness and ability to find mathematical information in real life.

Key points: Know the counting units "ten thousand, one hundred thousand, one million, ten million, one hundred million".

Difficulty: master the relationship between every two adjacent counting units.

Teaching aids: pictures and counters

Teaching process:

First, check the import:

1. What numbers have we known before?

2. Count: 1) Count one by one from 689 to 7 12. 2) Count from 420 to 540 3) Count from 9 10 to 1000 4) Count from 200 to 1000.

3. What big numbers have you seen in your life?

4. Show pictures:

In daily life and production, we often use numbers greater than 10,000. Beijing population: 138 19000, please try reading.

In this lesson, we will learn bigger numbers. The blackboard title is: understanding numbers within 100 million.

Second, explore new knowledge.

1. Let the students take out the counter, which is eleven thousand. When we arrive at10000, we ask: How much is eleven thousand, sixty-five and four hundred thousand?

Key point: where are the thousands of 10 beads?

2. Let the students count the plot of 10 10. When the number reaches 10, ask: What is it? Use the counter to ask:1010,000?

3. Keep counting like this. 100000 what is it? 101 million? What is1010 million? .

Teacher: One, ten, hundred, thousand, ten thousand, one hundred thousand, one million and ten million are all units of counting.

Think about it: What is the relationship between every two adjacent counting units?

4. Put the learned numbers in numerical order.

Billion level, ten thousand level, individual level

1 100 million 10000010

Bowls and bowls

A little, a little, a little, a little.

1 3 8 1 9 0 0 0

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Say 800 thousand.

Each counting unit should occupy a position. According to China's counting habit, every four digits are one level.

Tell me about the numbers on other numbers.

Third, consolidate new knowledge.

1, 1 The number of questions is "Do one thing"

2. The two questions of "doing" are about where you spend more than 10 thousand in your life.

1-reading exercises for numbers within 200 million

Yueri first class

Teaching content: exercise 1: 3-5 questions.

Teaching objectives:

1, to further understand the counting unit and digits of billions and their significance.

2. Mastering the pronunciation of numbers within 100 million.

Teaching emphasis: read numbers within 100 million correctly and skillfully.

Teaching difficulties: understanding the meaning of counting units and numbers.

Preparation of teaching AIDS: small blackboard, slides, digital sequence table.

Teaching process:

Teaching content, teaching time, active teachers and active students.

Review the pronunciation of numbers within 100 million 7' 1. Who can tell the counting units and digits of numbers within 100 million?

2. How are the numbers within 100 million graded?

3. Show on the blackboard: Read the numbers below.

32680 145800 5205000

(Requirements: Tell what the numbers on each level are, what to read separately and then read them together) 1. Students say the counting units and the corresponding numbers.

2. Students say the level and the level.

3. Students' reading materials:

32680 is pronounced as 32680.

145800 is pronounced as 145800.

5205000 is pronounced as 5.205 million.

Understand the meaning of the number 6' 1 Projection demonstration: Say what the "2" in each of the following numbers is and what it means.

72650 5624500 2845000

2. Say that the following figures are composed of tens of millions, millions, hundreds of thousands and millions. 567000 7035000

400800000 302000001,students discuss before answering:

In 72650, 2 is in thousands, which means 2 thousand;

2 of 5624500 is in ten thousand, that is to say, 20 thousand;

Of the 2,845,000, 2 is one in a million, which is 2 million.

2. Students discuss and answer.

Consolidation exercise 16' 1. Show it on the blackboard: read the numbers below.

4050000 90083000 38000400

2. Projection display:

(1)56850549 is () bit, and the highest bit is () bit. From left to right, 5 stands for () respectively. Please read the numbers on the scale of ten thousand.

(2) Add () zeros after 54, and the number is 540000. Add () 0 after 63, and the number is 63 million. To change 12345 into12.34 million, it should be (). Add () 0 to 96, and this number is 9006.

3. Game: Use 0, 1, 3, 5 and 7 to form four different five-digit numbers, and then read them out. 1, students grade before reading.

405 0000

9008 3000

3800 0400

2. Students answer in groups first, and then communicate with the whole class.

3. Two people at the same table make up the number, and the other reads.

How to write a number within1-300 million?

Yueri first class

Teaching content: Page 6: Problems in Example 3, Example 4 and Exercise 2 1~5.

Teaching objectives:

1. Write the numbers within 100 million correctly in numerical order.

2. Cultivate students' initial logical thinking ability and make simple generalization and reasoning.

Teaching emphasis: master the writing method of numbers within 100 million.

Teaching difficulty: how to write numbers with 0 in the middle or at the end of each level?

Preparation of teaching AIDS: small blackboard, slides, digital table.

Teaching process:

Teaching content, teaching time, active teachers and active students.

Review how to write numbers below 6' 1 and 10000. Please write down the following figures:

Forty-seven million eight hundred and forty-three

2. Write on the blackboard and introduce new lessons. 1. Students write the numbers in their books and communicate.

New Lesson 22' I. Teaching Example 3:

1, blackboard writing: 730.88 million. Q: How do you write these figures?

2. Q: Where is the highest level of these numbers? What's the number of ten thousand places? What are the other numbers? How to write? Blackboard writing:

70 thousand, write 70 thousand

30.88 million writing 30.8 million

7.08 million writing 7.08 million.

3. think about it: how to write the integer of 10 thousand?

Fifteen million six hundred and ninety thousand words writing:

6723 1 13 writing;

5. Example 4 on the blackboard. Q: There are 10,000 and 10 levels in these figures. What should I write first?

Step 6 check.

7. How to write in two series?

What to write first and then what to write?

What if the number has no unit?

5. Practice: Practice while doing.