People's Education Press, Grade Two, Volume II 1 Teaching Contents:
Page 65 and 66, Unit 6, Volume II, Grade Two, Primary School Mathematics, Beijing Normal University Edition.
Teaching material analysis:
The second-grade children have accumulated some life experience and have a preliminary vague understanding of right angles. The textbook of this lesson first presents the living things around three students-math books, blackboards and triangles, and draws right angles on the objects with red lines, so that students can intuitively understand the right angles; Through "comparison, identification", "folding, drawing" and other activities, students can further understand the characteristics of acute angle and obtuse angle and strengthen their understanding of these three angles.
Teaching objectives:
1, combined with life examples, experienced the process of abstracting right angles from actual objects, intuitively understood right angles, and initially developed the concept of space.
With the help of triangle, you can distinguish right angle, acute angle and obtuse angle.
3. Cultivate students' observation ability and hands-on operation ability.
Teaching focus:
Knowing the right angle, acute angle and obtuse angle, we can judge the three angles with the help of triangles.
Teaching difficulties:
Master the drawing of right angle, acute angle and obtuse angle.
Teaching preparation:
Courseware, triangle, cardboard, activity angle
Teaching process:
First, review the introduction.
1, Teacher: Students, last class we met a new friend in a graphic kingdom. who is it?
Health: horns.
Teacher: How much do you know about diagonal corners?
Health 1: A corner has a vertex and two sides.
Health 2: The size of the angle has nothing to do with the length of the side, but with the size of the opening of the angle. The bigger the opening, the bigger the angle, the smaller the opening and the smaller the angle.
Third, angle drawing: first draw the vertex, and then draw two sides from the vertex in different directions.
Teacher: It seems that Jiao is really an old friend of everyone.
2. The courseware has pictures.
Teacher: These are common things in our life. Can you find their hidden horns? (Students observe and identify. )
The courseware demonstrates drawing a right angle from a diagram.
Let the students go through the process of drawing a right angle from an actual object. )
The teacher told the students that these are right angles.
Second, explore new knowledge.
1, know the right angle
(1) Learn about rectangular symbols.
(2) Body language represents a right angle.
Teacher: Please close your eyes. Can you imagine a right angle? Can you be at right angles to your body? Please show it to the students on the stage.
2, judge whether the angle is correct
Method 1: Intuitively judge whether the angle is correct.
Method 2: Identify by triangle.
(design intent: the teacher focuses on demonstrating methods. By comparing the right angles in the triangle, this is a direct observation and verification, which makes students feel the rigor and accuracy of mathematics. )
3. Find a suitable angle.
Teacher: Where is the right angle in our classroom? Say it.
Compare the size of the right angle you find. What did you find?
Through measurement, all right angles are the same size. )
4. At right angles to the activity angle.
5. Know acute and obtuse angles.
Teacher: An angle smaller than a right angle is called an acute angle; An angle greater than a right angle is called an obtuse angle.
6. Feel the relationship between the three angles.
Teacher: If these three corners are arranged according to size, how can they be arranged?
Students can think independently and arrange from big to small, or from small to big, and finally communicate collectively. )
Third, the game is extended.
Game requirements: name the angle that the teacher changed with the activity angle.
(1) judging acute angle.
The teacher and the activity angle form an acute angle, which gradually becomes larger, but it is still acute.
It is concluded that acute angles are large and small, but most of them are smaller than right angles.
(2) Judge whether the angle is correct.
Make a right angle and compare it with a triangle.
Draw the conclusion that right angles are so big.
(3) judge the obtuse angle.
The teacher operated and came to the conclusion that the obtuse angle is big and small, but no matter how small it is, it is bigger than the right angle.
Fourth, hands-on operation.
1. Fold three corners with paper.
2. Draw three corners.
(Teachers demonstrate, students do it independently, patrol and inspect, and give timely guidance when problems are found. )
Fifth, summarize and think.
Teacher: What have you gained from learning this lesson?
Six, homework:
Page 66 of the textbook 1 and 2 questions.
Teaching objectives of the second volume of mathematics teaching plan 2 in the second grade of People's Education Press;
1, so that students can understand the phenomenon of axial symmetry through observation and operation, and can correctly find and draw the axis of symmetry of symmetrical figures.
2. Through hands-on operation and other activities, we have a preliminary perceptual understanding of the nature of axisymmetric graphics; Cultivate students' abilities of observation, analysis, synthesis and abstract generalization, and cultivate students' independent exploration spirit and cooperation ability.
3. Feel the close connection between mathematics and life, and cultivate sentiment by appreciating living things and corresponding graphics.
Teaching focus:
A preliminary understanding of symmetry phenomenon
Teaching difficulties:
Can correctly find and draw the symmetry axis of a symmetrical figure.
Teaching aid preparation:
Courseware, all kinds of symmetrical pictures, scissors, rectangles, squares and circles.
Teaching process:
First, create situations and create problems.
1, guess, stimulate interest.
Teacher: In this blooming season, insects fly happily. Look! They came, but they were only half of them. They said, "As long as you guess who they are, they will appear."
Teacher: Please guess what they are. Show half of dragonflies, bees and butterflies. Let the students guess. If you're right, show the other half of the insect. )
Teacher: The students are great! Then look at these insects carefully. What did you find?
Health: Both sides are exactly the same.
Teacher: Like the object with the same left and right sides above, we call it symmetry. In this lesson, we will learn more about symmetry.
Observe each other, perceive and discuss their findings. Some students observe symmetrical features from the shape of patterns.
Report your findings: both sides of these numbers are the same.
Say: What other things in life are axisymmetric figures?
Second, explore communication and solve problems.
1, cut it, textbook page 29 1.
(1) The teacher demonstrated that first, fold a piece of paper in half, then draw a picture, and finally cut it along the line of the picture. What is opened is a coat.
(2) Students imitate and make paper-cuts. When the students start to cut, the teacher: Be careful with scissors, and don't hurt your little hand.
What are the characteristics of this coat after completion? (It is symmetrical)
(3) Tell me how you cut symmetrical figures in the group?
(4) Show the works cut by students. (Stick excellent works on the blackboard)
Teacher: The students all cut beautifully. What do you find in the middle of the symmetrical figure?
Health: I found a crease in the middle of all the numbers.
Teacher: Yes, there is a crease in the middle of these figures, which divides this symmetrical figure into two parts that are exactly the same on the left and right (or up and down). Then we can give this crease a name! This crease is called symmetry axis in the mathematical kingdom. Turn to page 29 of the textbook, take out scissors and rectangular paper, cut it as it is, and show your own after cutting it. Works.
Just now we found that the pictures are all symmetrical patterns. Can we also look for symmetrical patterns through small hands?
2. 10% discount
(1) Take out the rectangular paper prepared before class and fold it in half. Open it and have a look. What did you find? Fold it up and down again. What do you find? (symmetrical up and down)
(2) Take out the prepared square paper and fold it in half. What did you find? (Talking to each other at the same table)
(Up and down symmetry, left and right symmetry, diagonal symmetry. )
(3) Take out the prepared round paper and fold it in half. What did you find? No matter how it is folded in half, it is symmetrical. )
The teacher concluded: Folding in half, we know that rectangles, squares and circles are symmetrical figures.
Teacher: Mark it with a ruler first, and then draw the symmetry axis with a dotted line.
Students speak freely.
Third, consolidate the application and improve the internalization.
1, textbook page 29, do it.
Which ones are symmetrical in the picture, draw their symmetry axes.
2. Which of the following letters, numbers and Chinese characters is an axisymmetric figure? How many axes of symmetry do they have?
1、2、3、4、5、6、7、8、9
3. Exercise 7, 1-3 on page 33 of the textbook.
Fourth, review and organize, expand and extend.
1. What did we learn in this class? What have you gained?
2. Teacher's summary: Students all say that symmetrical figure is beautiful, that's right! As long as we carefully observe with our eyes and create with our hands, we can better dress up our lives with symmetrical graphics!
Teaching objectives of mathematics teaching plan 3 in the second volume of the second grade of People's Education Press;
1. Knowledge and skills: I have experienced the process of data investigation, collection and arrangement in specific statistical activities, and can answer some questions according to the data.
2. Process and method: Let students further understand the importance of statistics.
3, emotional attitudes and values: know the division of the four seasons, and the season of your birthday.
Teaching focus:
1. Experience in data collection, collation, description and analysis.
2. Show the statistical results with a block statistical chart.
3. Adopt different investigation methods.
4. Comparative analysis and judgment, ask or answer some simple questions.
Teaching difficulties:
1, using different investigation methods.
2. Be able to make reasonable inferences about the investigation time.
Teaching aid preparation:
1. Write a "draw one" grid and a "fill one" form on the blackboard.
2. Calendar
Teaching process:
First, introduce new courses.
1. What day is it today? Does anyone have a birthday today?
Today is obviously his birthday. He brought a birthday cake to share with us. Let's sing "Happy Birthday" for him, shall we?
Students, do you know when your birthday is? Who wants to talk?
I want to know when the students' birthdays are. What should I do?
Second, play middle school.
1, say it.
When is your birthday? Do you know what season it is?
2. One point.
Which months are spring? Which months are summer? Which months are autumn? Which months are winter? How are the four seasons divided?
(1) Group discussion.
(2) Communicate with the whole class and report the discussion results.
Tell me if you have any good ways to remember the division of the four seasons.
3. investigation.
(1) Investigate students' birth seasons in the way you like.
(2) Group communication: How to collect and sort out the data obtained from the survey?
Step 4 apply a layer.
Color the statistical table and organize the data.
5. Tell me about it.
(1) In which season do students have the most birthdays?
(2) How many students celebrate their birthdays in summer and winter?
(3) If you don't know the birthday of a classmate in the class, guess which season he is most likely to celebrate his birthday.
(4) What else can you find from the picture?
Third, the class summarizes.
1. What did you learn from this course?
2, the role of statistics can be great, in our lives, what other issues need statistics?
Fourth, homework
1. Find out how many students in your village are studying in primary schools, junior high schools, senior high schools and universities.
2. How many months are there in a quarter?
Teaching objectives of mathematics teaching plan 4 in the second volume of the second grade of People's Education Press;
Through observation, operation and other activities, the rectangle, square, triangle and circle are preliminarily recognized and recognized, and the human face is realized in the body.
capability goal
Form a sense of space and innovation in the process of hands-on operation.
Affective goal
Through the extensive use of graphics in life, I feel that mathematics knowledge is closely related to life, which stimulates students' interest in mathematics learning.
Teaching focus:
Can recognize these four kinds of graphics.
Teaching difficulties:
Experience in the body.
Teaching preparation:
Multimedia courseware, some three-dimensional graphics, some plane graphics, white paper, crayons, etc.
Teaching rules:
This teaching activity presents the teaching content in the mode of problem situation modeling, explanation and application, and pays attention to the exploration and modeling process from three-dimensional to plane, the development of students, the cultivation of students' spatial concept, the integration of learning methods such as observation, operation, communication and cooperation, and the learning through operation experience.
Teaching process:
(A) the creation of situations, the introduction of new courses
(Courseware: Beautiful Castle) Our good friend naughty took us to a beautiful castle. In this castle, there are various shapes of graphics. Please recognize them and say their names. Cuboid, cube, cylinder and sphere are all three-dimensional figures. In the castle of graphics, in addition to the three-dimensional graphics family, there is also a huge family, that is, plane graphics. (Courseware presentation: plane graphics) Students try to name the graphics they know. Reveal the theme: Today, let's get to know these plane figures together. (Blackboard: Understanding Graphics) Combining with students' existing knowledge background, starting with common objects, let students know and understand plane graphics and enrich their perceptual knowledge of plane graphics. )
(B) business exchanges, exploring new knowledge
1, the sensing surface is on the body.
(1) Observe the operation. Requirements: These plane graphics are hidden in objects on everyone's desktop. Please find, touch and talk, and take action quickly!
(2) Reporting and communication: What figure did you find on what object? Touch the face of the person you are looking for again. How do you feel? Guide the students to say that the main feature of coming forward is flatness. Through the activity of touching, let the students feel for themselves and realize that every side of the object is flat. )
(3) Guided Discovery (the separation process of the courseware presentation surface on the object) Teacher: Through the observation just now, it is found that the home of these plane graphics all live in three-dimensional graphics. (By looking, the initial experience is in the body)
2. Hands-on operation and cooperative learning.
(1) Teacher's inspiration: Who can think of a good way to take these plane graphics out of the three-dimensional graphics and leave them on the white paper on the table? (This requirement is both challenging, exploratory and operable. )
(2) teamwork is completed.
(3) Different methods of reporting and communication guide students to come up with various methods (sketch, painting, printing, etc. ) and give praise. Give students the opportunity to speak, let them state the operation process, express their personal feelings, cultivate the order of language and promote the logic of thinking. Through this kind of learning by doing, let students actively participate in the operation process, experience the formation process of plane, help students establish the spatial concept of plane graphics, and break through the difficulties of this lesson. Realize the experience of mathematics learning, highlight students' autonomy and creativity in learning, realize the reform of teaching and learning methods, and embody the curriculum values based on students' development. )
3. Summary We found a rectangle from a cuboid, a square from a cube, a triangle from a triangular prism and a circle from a cylinder. We also found that these characters have flat faces and only one face. Therefore, these figures are called plane figures.
4. Game: I said you want to try your skills. The teacher said a graphic name, please close your eyes and think about it, and draw a picture with your fingers. You can have interactive exercises between your deskmates. By letting students close their eyes and imagine the graphics they have learned, they can cultivate their spatial imagination and effectively develop their spatial concepts. )
(3) Consolidate and deepen, migrate and expand.
1, Lian Lian: Connect the figures with names (The presentation of variant figures can help students better summarize the obtained properties and characteristics into similar objects, so that students can have a further understanding of the figures in the generalization. )
2. Find out: Where have you seen such a figure in your life? The teacher first guides the students to see which objects in the classroom have such figures, and asks them to leave their seats to find, point and touch them, and then tells them what they have found. ) teacher: actually, we can see these figures on the way home. Now, let's go to the street and have a look! Say: What are the shapes of these traffic signs? Courseware demonstration: introduce the function of traffic signs and infiltrate traffic safety education. Combine the figures known in math class with the objects in life to deepen the understanding of these figures. With the help of the real situation in life, guide students to observe life, realize that there is mathematics everywhere in life, and stimulate students' interest in learning mathematics. )
3. Find friends (further face-to-face experience. )
4. Counting, counting, counting, counting, which plane figures each figure consists of?
5. Fight. Today, the children are doing well in this class. Teacher Hu will give each group a gift. Please open the gift bag (there are several flat graphics in it) and spell out what you like with the graphics inside.
(1) Teamwork.
(2) exchange and display.
Say, what do you spell? What graphics are used? Expand students' thinking, develop students' hands-on operation ability and innovation ability, satisfy students' creative desire and cultivate students' awareness of mathematics application. Through the exhibition, students can learn to appreciate themselves, appreciate each other and cultivate self-confidence. )
6. Class summary: What have you gained in this class? What do you think is the most interesting part of this class?
People's Education Press Grade Two Volume II Mathematics Teaching Plan Unit 5 teaching material analysis:
This unit is arranged on the basis that students learn to calculate two-step problems. The main contents of this unit are: using addition and subtraction to solve problems, learning to use parentheses; Solve problems by multiplication and addition (or subtraction). The textbook of this unit has the following characteristics in writing:
1. Discover and solve mathematical problems in combination with life situations.
2. The presentation of examples is open.
Unit teaching requirements:
1, combined with the specific situation in real life, so that students can understand the basic meaning of mathematical problems, students use two-step calculation method to solve problems, and know the role of brackets.
2. Cultivate students' good study habits such as careful observation and independent thinking, and initially cultivate students' ability to find, ask and solve problems in real life.
Emphasis and difficulty of unit teaching;
The use of parentheses.
2. Application of comprehensive formula.
Unit class arrangement: 2 class hours
Solve problems in the first class
Teaching content:
Example on page 4 of the textbook 1
Teaching objectives:
1, so that students can find problems from specific life situations, master the steps and methods to solve problems, and know that they can solve problems in different ways.
2. Cultivate students' good study habits such as careful observation, and initially cultivate students' ability to find, ask and solve problems.
3. By solving specific problems, cultivate students' initial application consciousness and good emotion of loving mathematics.
Teaching focus:
A preliminary understanding of the meaning of mathematical problems, through the process of discovering, proposing and solving problems from life, will use the learned mathematical knowledge to solve simple practical problems and realize the close relationship between mathematics and daily life. Knowing the function of brackets, I will use brackets in solving problems.
Teaching difficulties: cultivate students' ability to find, ask and solve problems in real life.
Teaching preparation:
Physical projection, amusement park map.
Teaching process:
First, the scene import, stimulate interest
1, Dialogue: Have you ever been to an amusement park, little friend? What do you like to play best?
2. Projection shows the picture of the amusement park and asks, "Let's see what the children in the picture are doing?" Attract students' attention to this painting.
3. Ask students to observe the pictures and ask questions. The teacher appropriately inspired and guided: How many people are watching the puppet show? Students are free to speak and ask questions.
[Design Intention]: Introduce what students like and stimulate their interest in learning.
Second, cooperate and exchange, and explore new knowledge.
1, observe the theme picture Q: What do you want to know when you see this picture? Students speak freely. The teacher has a selective blackboard writing: How many people are watching the play now?
2. Observe and understand information: What do you know from the pictures?
3. Group discussion.
(1) How many people are watching this play now?
(2) After thinking independently, exchange your ideas in the group.
(3) Send representatives from the group to exchange solutions to problems in class.
4. Record the students' problem-solving methods on the blackboard.
Method 1: 22+ 13=35 (person) 35-6=29 (person)
Method 2: 22-6= 16 (person) 16+ 13=29 (person)
5. Compare the similarities and differences between the two methods. Obviously, the result of the two methods is to know how many people are watching the play now, and their thinking of solving the problem is slightly different.
6. Can you write two small formulas into one? Students try to make a comprehensive formula.
Blackboard: (1) 22+13-6 (2) 22-6+13
Communication: What do you think?
7. summary.
[Design Intention]: Let students understand the conditions, ask questions and solve problems independently when observing the occurrence and development of things.
Third, practice, consolidate and apply exercises.
1, exercise 1, question 1, let the students explain the meaning of the picture, make clear the calculated questions, and let the students answer them independently. Then find some classmates to talk about how to solve the problem, so as to inspire students with difficulties.
2. Exercise 1, question 4, let the students finish it by themselves. When teachers report ideas to solve problems, they should combine the specific content of the topic and appropriately infiltrate ideological education.
[Design Intention]: Let students master knowledge in communication and practice.
Fourth, class summary.
What skills have we learned through today's class? Can you solve the problem we learned today?
Verb (abbreviation for verb) class assignment
The second class solves problems.
Teaching content:
Example 2 on page 5 of the textbook
Teaching objectives:
1, so that students can find problems from specific life situations, master the steps and methods to solve problems, and know that they can solve problems in different ways.
2. Cultivate students' good study habits such as careful observation, and initially cultivate students' ability to find, ask and solve problems.
3. Let students know the function of brackets through learning.
4. By solving specific problems, cultivate students' initial application consciousness and good emotion of loving mathematics.
Teaching focus:
Let students know that they can solve problems in different ways, realize the diversity of problem-solving strategies and improve their problem-solving ability.
Teaching difficulties: find and ask questions from different angles and solve problems in different ways.
Teaching preparation:
Physical projection, bakery map.
Teaching process:
First, the scene import, stimulate interest
1, dialogue: children Yesterday we went to the amusement park. Today, let's go to the bakery to see what's delicious there. Do you want to?
2. Projection shows the bakery map of the amusement park and asks, "Let's see what the children in the picture are doing?" Attract students' attention to this painting.
3. Ask students to observe the pictures and ask questions. The teacher appropriately inspired and guided: How many loaves are left? Students are free to speak and ask questions.
[Design Intention]: Introduce what students like and stimulate their interest in learning.
Second, cooperate and exchange, and explore new knowledge.
1, observe the theme picture Q: What do you want to know when you see this picture? Students speak freely. How many pieces of bread are left?
2. Observe and understand information: What do you know from the pictures?
3. Group discussion.
(1) How should I calculate: How many loaves are left?
(2) After thinking independently, exchange your ideas in the group.
(3) Send representatives to exchange solutions to problems in the class in the group.
4. Record the students' problem-solving methods on the blackboard.
Methods 1: 54-8=46 (a) and 46-22=24 (a)
Method 2: 8+22=30 pieces, 54-30=24 pieces.
5. Compare the similarities and differences between the two methods. Obviously, the result of both methods is to ask: How much bread is left? There are different ideas to solve the problem.
6. Can you write two small formulas into one? Students try to make a comprehensive formula.
Blackboard: (1)54-8-22 (2)54-(8+22)
Communication: What do you think? If the second comprehensive formula is difficult, the teacher will give guidance. Special emphasis is placed on calculating the contents in brackets first.
7. After completing exercise 1 and question 5, ask the students to look at the pictures carefully, make clear the problems to be solved and find the solutions.
8. summary.
[Design Intention]: Let students understand the conditions, ask questions and solve problems independently when observing the occurrence and development of things.
Third, practice, consolidate and apply exercises.
1, exercise 1, question 2, ask students to explain the meaning of the picture, make clear the calculated questions, and ask students to answer them independently. Then find some classmates to talk about how to solve the problem, so as to inspire students with difficulties.
2. Exercise 1, question 3, let the students finish it by themselves. Emphasize the use of brackets when reporting ideas for solving problems.
[Design Intention]: Let students master knowledge in communication and practice.
Fourth, class summary.
What skills have we learned through today's class? Can you solve the problem we learned today?
Fifth, class assignments.
Teaching objectives of mathematics teaching plan 6 in the second volume of the second grade of People's Education Press;
1, through practical activities, deepen students' understanding of centimeters and meters, and consolidate the method of measuring the length of objects with a scale.
2. Consolidate statistical knowledge.
Teaching focus:
Further establish the concept of length.
Teaching difficulties:
Can accurately measure and collect data.
Teaching preparation:
Scale (meter scale, centimeter scale)
Teaching process:
First, introduce conversation.
1, children, we already know the commonly used length units. Review the commonly used length units. )
I learned how to measure the length of an object with a ruler. (Review how to use scales)
In this class, let's measure the objects around us with a ruler. How long do you want to measure? (According to the students' answers on the blackboard)
Second, the requirements of group activities.
1. Work in groups and choose four things you are interested in to measure.
2, team leader to do a good job of recording.
(Teachers' patrol guidance)
Third, the group began its activities.
Fourth, report and record data.
1, report and record the measurement data on the blackboard.
2. Complete the student height statistics.
3. Discussion and communication: What have you learned from statistics?
Fifth, class summary.