How long is the second grade math volume 1 meter? Lesson plan 2 Beijing normal university edition

Teaching content: unified length unit.

Teaching objectives:

1, so that students can experience the formation process of length units, understand the necessity of unifying length units, and understand the role of length units.

2. Cultivate students' awareness of measuring the length of objects.

3. Cultivate students' practical ability, cooperative spirit and demonstration consciousness, as well as their interest in exploring mathematics and feeling the joy of success.

Teaching emphasis: let students experience the process of forming length units.

Teaching difficulty: measuring the length of an object.

Preparation of teaching and learning tools: multimedia, small wooden blocks, paper clips, coins, pencil boxes, etc.

Teaching process:

First, the introduction of dialogue, creating scenarios

Students, we have math class every day. What do we often use in math class?

The teacher shows the students on the screen according to their answers: textbooks, exercise books, pencils, pencil boxes, etc.

We use them every day, which is familiar, but do you know how long they are? Shall we measure it?

Hands-on operation, explore new knowledge

Second, measure the uniform length.

1, (1) Let's measure the width of the math textbook first.

(The math textbook is displayed on the screen) How do you think it should be measured? (Students talk about their own methods), guide students to measure with their own things.

Students, choose one from other towns, triangles and cubes to measure the width of math textbooks.

Student measurement and teacher patrol guidance. (Pay attention to prompting students to measure methods)

(2) The whole class communicates and reports the measurement results.

2. Panel report

According to the students' answers, the teacher asked: Why do people measure the width of math textbooks, but the results are different?

4. Group discussion report

5. Let the students who choose unified object measurement show the measurement results again.

Discuss in groups and see what you can get.

6. Summary:

In order to get the same result, we should choose the same item as the measurement standard.

Third, measure different lengths.

(1) Measure the length of your favorite items in your favorite way.

Group work, teachers patrol.

(2) The whole class reports communication problems.

Inspire students to ask questions according to the results of the report.

For example, why is the common sense of math textbooks five needles long and the pencil case five knives long, all five, but the lengths are different?

Summary: Because different objects are selected as standard measurement, their lengths are different, so the measurement results do not meet the actual situation, so a unified measurement unit should be selected for measurement.

(3) Which is longer, a single exercise textbook or a pencil case? Please measure it with a small piece of wood.

Report measurement results

Fourth, practice

Do the problem 1: remind students that the above force can be compared with each other's vertical line with a knife and other things.

Do the second question: measure one thing after another.

Do the third question:

Let the students complete the process of measuring with cubes in their minds.

Verb (abbreviation of verb) summary:

Tell me what you learned in this class.

6. Assignment: Do the problem 1, 2, 3.

Second lesson

Teaching content: understanding centimeter quantity.