Jiangsu Education Publishing House: Five Model Essays in the First Volume of Mathematics Teaching Plan for Grade Three Primary School (Part Two)

Jiangsu Education Publishing House, the first volume of the mathematics teaching plan for the third grade of primary school, is a model essay "Calculation of the perimeter of a rectangular square".

Teaching analysis:

Junior three students have mastered the basic characteristics of rectangle and square, initially understood the meaning of perimeter, and mastered certain calculation ability. Based on the existing knowledge and experience, through observation, measurement and calculation, they can better master the calculation method of rectangle and square perimeter.

Teaching objectives:

Emotional attitudes and values

Through audio-visual teaching, students are guided to intuitively summarize the calculation methods of the perimeter of rectangles and squares.

Process and method

Let students do it by themselves and use their brains, acquire knowledge through group discussion and show their achievements, so as to cultivate students' practical ability, language expression ability and cooperative communication ability.

Knowledge and skills

Correctly understand the meaning of rectangle and square perimeter. Learn to calculate the perimeter of rectangle and square, and establish the spatial concept of the perimeter of rectangle and square.

Teaching focus:

Explore and master the calculation method of rectangular perimeter.

Teaching difficulties:

Understanding of rectangle perimeter algorithm.

First, create scenarios, stimulate interest and lead to problems

Teacher: Students, the flower beds in our school are beautiful and lovely, which attracts many students' attention. Some students can't help but enter the flower bed to enjoy the flowers and plants, which will ruin the beautiful scenery. So our school is going to put a guardrail around him. How much is 8 yuan a meter? How to calculate? If it is a square flower bed, can you count it? (Show pictures of courseware: physical pictures of rectangular flower beds) (Students answer together)

Results: We need to calculate its circumference first, and then multiply it by 8, which is the amount of money spent.

Situation arouses interest and raises questions.

Independent exploration, inductive methods, integration of theory with practice, expansion of application, summary and consolidation.

Teacher: What about the perimeter of the rectangle and the square? Ok, today we are going to learn how to calculate the perimeter of rectangles and squares. (Blackboard Title: Calculation of the Perimeter of Rectangle and Square)

Second, independent inquiry.

(1) Recall (review old knowledge)

Teacher: Students, we have learned rectangles and squares, and what is the perimeter of a figure. Look at the screen Who knows what are the characteristics of their edges? What's the circumference? The courseware shows rectangles and squares of different colors.

Conclusion: The opposite sides of a rectangle are equal, and the four sides of a square are equal. The length of a circle around a figure is the perimeter. (Teacher writes on the blackboard: the opposite sides of a rectangle are equal, and the four sides of a square are equal)

(2) Give it a try (explore new knowledge)

1, Teacher: Can students calculate the circumference of a rectangle with a length of 6 cm and a width of 4 cm on the screen in different ways? (Show courseware: a rectangle with a length of 6 cm and a width of 4 cm) (Group cooperation)

Query results: There are three methods.

(1)6+4+6+4=20 (cm)

6×2= 12 (cm) 4×2=8 (cm) 12+8=20 (cm)

(3)(6+4)×2=20 (cm)

2. Teacher: Students, which method is the easiest? Conclusion: (6+4)×2=20 (cm) is the simplest.

3. Teacher: What do these numbers mean? What conclusions can we draw from it? (Group discussion) (Show the courseware after discussing the results: Formula of Rectangular Perimeter)

Discussion results: "6" represents the length of the rectangle, "4" represents the width of the rectangle, and "2"

Represents two equal-length sides and two equal-width sides, and "20" represents the circumference.

Get the perimeter of the rectangle = (length+width) ×2 (the teacher wrote this formula on the blackboard).

(3) Show (expand application)

1, Teacher: We learned how to calculate the circumference of a square. Can the perimeter of the guardrail of a square yard with a length of 8 meters on the screen be calculated? (courseware animation demonstration) (group discussion)

Discussion result: the perimeter of the parking lot guardrail =(8×4)—8=24 (m). Because there is no guardrail on the side of the yard against the wall, you should subtract the length of one side.

2. Teacher: Students, if two figures are put together to form a new figure, is the perimeter of the new figure the sum of the perimeters of the two figures? Look at the big screen Can you calculate the perimeter of a rectangle with a side length of 1 cm composed of these two squares? (courseware animation demonstration) (group discussion)

Research results: The length of rectangle is 2cm and the width is 1 cm.

The circumference is (2+ 1)x2=6 (cm). Students should understand that when two figures are put together, the perimeter of the new figure is not the sum of the perimeters of the two figures.

Third, summarize and sort out

1, and the perimeter is the length of a circle around the graph.

2. The perimeter of the rectangle = (length+width) x2.

3. The circumference of a square = the side length x4.

Jiangsu Education Publishing House published the model essay "Multiplication with 0 in the middle of multiplier" in the first volume of the mathematics teaching plan for the third grade of primary school.

Teaching objectives:

1, through the interesting fairy tale situation, independently explore "a number multiplied by 0 gets 0".

2. By exploring the method of multiplication oral calculation in the middle month of multiplier, we can correctly calculate the multiplication oral calculation with the middle month of multiplier being 0.

3. Get a successful experience in mathematics activities, and further enhance the interest in learning mathematics.

Teaching process:

First, create a situation to stimulate interest

Dialogue: Have you heard the story of a kitten fishing? Three kittens went fishing today. Let's see what they have.

Second, explore independently and gain new knowledge.

1, exploring "What is 0 times a number?"

(1) Show the kitten fishing scene.

Q: What information did you get from the picture? How do you know that? How many fish did three kittens catch?

⑵ Students make and calculate the results independently.

(3) Q: Can we rewrite the multiplication formula? What does this formula mean? Three zeros add up to zero. How to rewrite multiplication formula?

(4) Think about it: 0×7=? 8×0= ? The teacher concluded: 0 and multiplication sign are bombs. Whoever meets them equals 0, so we say: 0 times any number equals 0, and any number times 0 equals 0. Ask the students to say it again to your deskmate.

Answer by roll call.

Q: Can you name a few similar formulas? What did you find out from it?

2. Explore the multiplication method with the middle of multiplier being 0.

(1) Show the map of the stands.

Q: How many rows are there in this stand? How many seats are there in each row? how do you know Can you find out how many seats there are in this stand?

⑵ Students calculate independently.

(3) One stand has 102 seats, and the school gymnasium has four such stands. How many seats are there in the school gymnasium?

Discuss in groups and talk about the estimation method.

(4) Calculate how many seats are there? Students try to use vertical calculation and name the board.

5. Classroom communication comments.

Q: How did you get the 0 th digit of the product? Is it close to the result just estimated?

[6] Try it: 104×4.

Third, consolidate and deepen, apply and expand.

1, think about doing 1.

Calculate in the book, check the calculation results at the same table and correct them.

Step 2 consider doing 2

Complete it independently in the book, and exchange and modify it in the group after completion.

Step 3 consider doing 3

Check independently, revise in the book, and then communicate with the whole class. Show the mistakes in the exercises in the book on the booth, analyze the reasons for the mistakes and then ask: What mistakes do you think are most likely to occur when multiplying by 0 in the middle of the multiplier? How to avoid these mistakes?

4. Think about doing 5

Look at the picture. How many books are there on each of the four shelves? What did you find? Can you estimate how many books are on the four shelves? Tell me your estimated reason.

Step 5 consider doing 6

Dialogue: According to the information provided in the picture, what questions can you ask? Talk to the students in the group.

Write the questions put forward by the students on the blackboard and let them choose and solve them.

Fourth, summarize the whole class and deepen understanding.

Q: What did you learn in this class today? What should I pay attention to when calculating the multiplication with 0 in the middle of the multiplier?

Verb (short for verb) homework

Consider doing 4

Multiplying 0 by any number to get 0 is not a difficult problem for junior three students, which can simplify the process and strengthen the results for students to remember.

Multiplication of 0 emphasizes the number of digits and where the top chicken must be written. If there is 0, it must be added to the product of this position.

Strengthening vertical alignment will be beneficial to correct calculation.

The model essay "The Arrangement of Weekends and Sundays" published by Susan Education Press, the first volume of mathematics teaching plan for the third grade of primary school.

Teaching objectives:

1, which further consolidates the expression method of 24-hour timing method and the simple time calculation of 24-hour timing method.

2. Cultivate students' own observation ability and comparative ability, make their own weekend arrangements through group cooperation, and let students be educated to cherish time and make rational use of time through mutual communication.

Teaching emphasis: experience the application of 24-hour timing in life.

Teaching difficulty: reasonable arrangement of work and rest time.

Teaching countermeasures: combined with specific life situations.

Teaching process design:

First, review the old knowledge.

1 and 4: 00 pm ().

16: 00 is the afternoon ().

18: 30 is () afternoon.

Go to bed at 8 o'clock in the evening and get up at 6 o'clock the next day. She slept () hours.

Second, practical activities.

1. Show Xiaohua's weekend life arrangement.

2. Students discuss in groups: What information did you learn from Xiaohua's class schedule?

According to this information, what questions can you ask?

4. The teacher selected some representative questions, such as: How much time did it take to do housework? How long did it take to do the homework? How about buying books at Xinhua Bookstore?

The group discussed and solved the problem. Let students get more enlightenment from it.

○ Sleep 14 hours during the day and 10 hours at night.

Take a nap 1 hour 10 minute.

○ 2 hours of study, 1 hour, 30 minutes of model airplane making.

Buy books 1 hour for 20 minutes.

Exercise and housework 1 hour.

○ Entertainment: 4 hours and 40 minutes.

○ Every meal takes half an hour.

5. Let the students talk about the benefits of this arrangement of Xiaohua. Or where do you think he arranged it? Where's the good news?

6. Instruct students to talk about how to arrange the weekend: it should be reasonable, scientific, substantial and meaningful.

Third, will you arrange your own weekend?

What do you think should be paid attention to if you are allowed to arrange it? Students can speak freely.

Students make their own:

1. Each student takes a piece of paper and makes his own weekend.

2. After the production is finished, let the students talk about their weekend arrangements. What's so good about it? You can also have students discuss in groups.

Teachers can evaluate students according to their personal situation and encourage some specially arranged students.

Blackboard design: weekend arrangements

○ Sleep 14 hours during the day and 10 hours at night.

Take a nap 1 hour 10 minute.

○ Study for 2 hours and make a model airplane 1 hour for 30 minutes.

Buy books 1 hour for 20 minutes.

Exercise and housework 1 hour.

○ Entertainment: 4 hours and 40 minutes.

○ Every meal takes half an hour.

Thinking before class:

This time activity is mainly for students to design and make their own weekend schedules. There are two levels of activity. At the first level, students are guided to observe the given weekend schedule, and are required to use the information in the schedule to find problems, ask questions, and use what they have learned to solve problems, so as to consolidate their understanding of the 24-hour timing method and further master the method of calculating the elapsed time. On the second level, students are inspired to work out their own weekend schedules according to their own reality and the weekend schedules given in textbooks. Through communication, students are educated to cherish time and make rational use of time.

Reflection after class:

Review what you have learned first, and accumulate some calculation methods for students' study weekend arrangement. According to Xiaohua's weekend life, students put forward their own mathematics related to this unit, and cultivate their questioning ability in the process. And can ask valuable questions. Because of the enlightenment of Xiaohua's weekend arrangement, students can arrange their weekends reasonably and scientifically when arranging themselves. I can also give information according to the table, put forward many mathematical problems and calculate them, but the calculation time is not so skilled, which needs further practice and consolidation. There are great differences among students in calculating the elapsed time. Although we exchange methods many times in class, every student has an opportunity to exchange knowledge interactively, and can also improve their ability to calculate the elapsed time under the inspiration of other people's methods. However, due to the limitation of their own life experience, the difference between them is still obvious. Maybe students are unfamiliar with this relatively abstract knowledge, but they don't know that with the passage of time, they will feel that the difficulty is decreasing and gradually accept this knowledge.

Reflection after class:

This part is a comprehensive exercise of the whole unit, which helps students to clarify the main points of knowledge, consolidate knowledge points and skillfully use calculation methods. For the first two questions, students can basically answer them independently with their own calculation methods, but they can still see individual differences. In the last math problem that Xiaohua arranged to ask at the weekend, students can basically ask different math problems in the way of the first two questions, and they can answer them independently. It is not difficult for students to make their own weekend schedules, because Xiaohua's case has happened before. However, due to the lack of life experience, students can't really use it flexibly.

Reflection after class:

The arrangement of this course is closely related to students' life experiences. First, show Xiaohua's weekend activities, let students think for themselves, ask questions and solve problems. This process not only reviews the 24-hour timing method, but also enables students to further master the calculation method of elapsed time. Then organize students to make a timetable according to their own experience, experience the application of 24-hour timing method in life, and guide students to arrange their time scientifically and reasonably and develop good living habits.

Reflection after class:

Through the arrangement of Xiaohua's one-day weekend, the class is further proficient in the conversion between ordinary timing and 24-hour timing, and consolidates the methods and skills of students to calculate simple time. On the understanding level, the conversion between the simple 24-hour timing method and the ordinary timing method is ok, but once it is connected with life and slightly complicated, especially when it involves the calculation of time span of two days, the situation of students is not so ideal. After all, they have little life experience. Based on this situation, in the process of guiding students to discover the connection between ordinary timing method and 24-hour timing method, students' answers vary widely because of their individual differences, so teachers must or can only predict students' various possible phenomena, but can't design students' answers at all, and adjust them in time according to students' answers, so that students can constantly correct their problem-solving strategies under mutual inspiration and finally achieve * * * knowledge.

Simple time calculation, the first volume of mathematics teaching plan for the third grade of primary school published by Sisu Education Press.

Teaching objectives:

1. Explore a simple time calculation method by using the learned 24-hour timekeeping method and feelings about the elapsed time in life.

2. In the process of using different methods to calculate time, experience the application of simple time calculation in life, establish the concept of time, and form a good habit of cherishing time.

3. Further cultivate the interest in extracurricular reading and the ability to collect information through multiple channels.

Teaching focus:

Time-consuming ideas and methods of calculation.

Teaching difficulties:

Calculate how many minutes have passed from a few minutes to a few minutes.

Teaching process:

First, create a scene to stimulate interest in the introduction.

1, Dialogue: Do you like Sunday, children? The teacher believes that we all have a good time on Sunday! Yao Ming also had a happy Sunday. Let's have a look at a bright day, shall we?

The small blackboard shows the timetable for next Sunday.

Get up at 7: 10-7: 30 and brush your teeth and wash your face;

Exercise early from 7: 40 to 8: 20;

Have breakfast from 8: 30 to 9: 00;

9: 00- 1 1: 00 to watch the writing homework.

3. What did you know after reading the timetable for Ming Ming's Sunday? how do you know What else do you want to know?

Second, independent exploration, to find a way

1, Dialogue: Xiaoming did a lot of things on Sunday. Do you know how long it takes Xiaoming to do everything? Choose two things from each group and calculate how much time they spend.

(1) Group study.

(2) Collective communication.

2. Calculate the study time according to the order of students' questions. Calculate the elapsed time from the hour to the hour.

(1) Students try to spend the time from 9: 00 to 1 1: 00 practicing reading and doing homework.

(2) AC calculation method: 1 1 -9 =2 hours.

The elapsed time is tens of minutes.

(1) How long did it take Ming Ming to do morning exercises from 7: 40 to 8: 20? Show me the line drawing.

Teacher: There are six squares between 7: 00-8: 00 and 8: 00-9: 00, and each square represents 10 minute. The arrows at the bottom of the two line segments indicate the start time and end time of morning exercise respectively, and the colored part of the line segment diagram indicates the time of morning exercise. Talk: Look at the picture. How many minutes have passed from 7: 40 to 8: 00? (20 minutes) How much time has passed from 8: 00 to 8: 20? So a * * *, how many minutes have passed. (20+20=40 points) Children, keep exercising for dozens of minutes every day, and your body will be great.

(2) Can other methods be used to calculate the time of morning exercises? It took an hour from 7: 40 to 8: 40, and MINUS the extra 20 points is 40 points. Or used 1 hour from 7: 20 to 8: 20, MINUS the extra 20 points is 40 points. )

(3) Practice: Find out what needs to be done for dozens of minutes on a sunny day.

Can you use your favorite method to calculate how many minutes it took Ming Ming to do these things? How to calculate it?

Third, comprehensive exercises to consolidate and deepen.

1, think about doing 1: library lending time. Do you know how long it takes to borrow books from the library every day? Student calculation.

(1) Students try to practice and exchange calculation methods.

(2) The teacher writes on the blackboard.

2. Think about doing 2.

(1) Students do it independently.

(2) Communication with the whole class.

3. Think about doing 3.

Students practice independently and communicate with the whole class.

4. Think about doing 4.

(1) Students do it independently.

(2) Classroom communication (let students talk about how to calculate)

5. Think about doing 5.

(1) deskmate communication.

(2) Collective communication.

(3) Summarize the general method to calculate the induction time.

Fourth, knowledge extension and extracurricular practice.

1, summary: What skills have we learned in this class?

It seems that we have learned a lot about time, learned simple time calculation methods and realized the importance of time in our lives. Do you want to know anything else about time? Ask the students to read "Do you know" on page 55 of the book.

Teacher: Do you know anything else about time? (Students ask questions) Actually, there is a lot of knowledge about time. If children are interested, they can collect more knowledge from extracurricular books, TV and the Internet.

3. assign homework.

(1) Collect knowledge about time.

(2) Use the 24-hour timing method to design a day's schedule for yourself.

4. Show the class time and class time of this class, and ask students to calculate the class time as quickly as possible.

Wusu Education Publishing House published the first volume of the mathematics teaching plan for the third grade of primary school, the model essay "Three Numbers Multiply One Number"

Teaching goal: Through analogy, guide students to explore and master the written calculation method of multiplying three digits by one digit. Cultivate students' knowledge transfer ability and enhance students' interest in mathematics.

Teaching emphasis: the writing method of multiplying three digits by one digit.

Teaching difficulty: the continuous carry problem in the calculation process.

Teaching process;

First, review.

Xiaoming's home is 23 meters away from Xiaohua's home, and the distance from Nana's home to Xiaohua's home is four times that from Xiaoming's home to Xiaohua's home. How far is Nana's home from Xiaohua's?

Student column calculation (vertical column)

Tell me about the calculation process.

Second, new funding.

It takes Xiaohua 4 minutes to run to the stadium from home, and it takes 4 minutes for college students to ride bicycles from home to the stadium.

Xiaohua runs 152 meters per minute, while Sheng Da runs 248 meters per minute. (Show the theme map)

How many meters is Xiaohua's home from the stadium?

Student formula

Can you calculate? Write and calculate.

Tell me about the calculation process

Teacher: What should I write on hundreds of products? Why?

Refer to 2-3 students to talk about the calculation process.

give it a try