Mathematics Courseware for Grade Two in a Primary School (Text Edition) Volume II
Teaching objective: 1. Through examples in life, let students feel the common rotation phenomenon in life.
2. Cultivate students' practical ability through their rotation experience.
3. Cultivate students' awareness of applied mathematics.
Emphasis and difficulty of teaching: perceptual rotation
Teaching process:
First, experience feelings.
1. Observe rotating objects, such as electric fans and windmills.
Please show how they move with your hands.
3. Are there any sports like this in your life? Please give an example.
What do we call a phenomenon like this?
Judge: which objects belong to rotation.
Second, feel the direction of rotation.
1. Show two objects rotating in different directions for students to classify.
2. Why do you want to divide it like this?
3. Show the clock face and let the students observe how the second hand turns.
4. Give the rotation a name according to different rotation directions.
Summary: This rotation from left to right like a second hand is called clockwise rotation, and the opposite rotation is called counterclockwise rotation.
Third, do it.
1, complete the third question on page 43.
2. Make a rotation by yourself. Let what you have spin.
3. Turn in different directions as instructed.
4. Finish page 42 of the textbook, and then do it.
Fourth, show the beauty of rotation and create the beauty of rotation
1. Show the picture of Bauhinia, and let the students think about how it was created.
2. Use rotation to create beautiful patterns.
The second volume of mathematics courseware for the second grade of primary school (text version)
1. Guiding ideology: Strive to implement the Party's educational policy and make students understand the close relationship between mathematics and nature and human society according to the basic concept of new curriculum standards; Appreciate the value of mathematics and enhance confidence in understanding and applying mathematics; Initially learn to use mathematical thinking to observe and analyze the real society and solve problems in daily life, and then form a scientific spirit of courage to explore and innovate; Get the necessary mathematical knowledge and application skills to adapt to the future social life and further development.
Second, the classroom situation analysis:
This semester, my class is still Class 3 and Class 9, Grade 2. There are 54 students in Class Three and 49 students in Class Nine. After one year's math learning activities, the math knowledge, skills and learning habits of junior two children have changed relatively. The completion of homework is also good. Most students have clear homework and correct attitude, showing great interest in mathematics. However, due to their study habits, methods and their own reasons, there are still a few students who can't actively participate in mathematics learning activities and still feel a little tired when learning mathematics. Students are willing to calculate, but they are a little numb when solving practical problems. They didn't pay attention to the meaning of the problem and were so eager to start work that they were careless and didn't solve the problem well. Need more stringent requirements, more hands-on, more thinking. Strengthen the cultivation of students' interest in learning, so that students can better devote themselves to learning.
Third, the teaching objectives:
1, know the counting units of hundreds and thousands, and know and believe the decimal relationship between the two counting units; Master the number sequence within 10 thousand, and can read and write numbers within 10 thousand; Knowing the composition of the number within 10,000 will compare the size of the number within 10,000, and can describe the size of the number within 10,000 with symbols and words; Understand and identify approximate numbers within 10,000.
2. Two digits within100 can be added or subtracted, integer hundreds and thousands can be added or subtracted, and hundreds and dozens can be added or subtracted, which can be estimated according to the actual situation.
3. Know the meaning of division, the names of each part in the division formula, and the relationship between multiplication and division; Can skillfully use multiplication formula to find quotient.
4. Understand the significance of mathematical problems, and realize the close relationship between discovering and asking questions from life and mathematics and daily life. Knowing the function of brackets, I will use brackets in solving problems.
5, can distinguish acute angle and obtuse angle; Initially perceive the phenomenon of translation and rotation, a simple figure will translate horizontally or vertically on the grid paper.
6. Understand the unit of mass grams and kilograms, and initially establish the quality concepts of 1g and 1kg, knowing that 1kg = 1000g.
7. Understand the significance of statistics and experience the process of data collection, collation, description and analysis; I will collect and sort out the data in a simple way, understand the data in the bar chart (1 cell represents 5 units) and the simple composite chart, ask and answer simple questions and make simple analysis.
8. Will explore simple rules in a given figure or number arrangement; Have the consciousness of discovering and appreciating the beauty of mathematics; Initially form the ability of observation, analysis and reasoning.
9. Experience the fun of learning mathematics, improve the interest in learning mathematics, and build confidence in learning mathematics well.
10, form a good habit of doing your homework carefully and writing neatly.
Four. Teaching material analysis: Specific targets.
Unit 1: Solving Problems
1, students combine the specific situation, and realize the significance of the four operations.
2. Through shopping and other activities, I feel the close relationship between hybrid computing and life, and can use relevant knowledge to solve practical problems in life.
3. Cultivate students' cooperative consciousness and ability, and let students experience the process of communicating their respective algorithms with others.
4. According to the specific situation, let students realize that the mixing operation should have a certain order; In the process of solving the problem, we found the operation order of multiplication and division before addition and subtraction, and the role of brackets in the operation.
5. Guide students to solve simple problems in life in different ways and judge the rationality of the results.
Unit 2 and Unit 4: Division in Table
1, guide students to experience practical operations such as apple division, understand the close relationship between remainder division and life, and apply it in real life.
2. Make students experience the calculation process of vertical division and correctly master the writing format of vertical division with quotient of one digit.
3. Explore the trial-and-error method with remainder division, and realize that the remainder must be less than the divisor.
Unit 3: Graphics and Transformation
1, combined with life situations, guide students to intuitively understand right angles, acute angles and obtuse angles, and understand the above three angles with the help of a triangle.
2. Through observation, measurement, comparison and induction, students can describe rectangles, squares and parallelograms in their own language.
3. Ask the students to draw rectangles and squares on the grid paper as needed.
4. Let the students understand the parallelogram intuitively by combining the life situation.
Unit 5: Understanding Numbers within 10,000
1, learn the number within 10,000 according to the actual life, and realize the close relationship between number and life.
2. Through practical operation, I can feel the practical significance of large numbers, express and communicate with numbers, and gradually develop a sense of numbers.
3. Understand the numerical order of numbers within 10,000 through teaching activities such as dialing; Can read and write numbers within 10 thousand, can compare the sizes of numbers, and can estimate according to the actual situation.
Unit 6: grams and kilograms
1. In specific life situations, let students feel and know the unit grams and kilograms of quality, and initially establish the concepts of 1g and 1kg, knowing that 1kg = 1000kg.
2. Let students know how to weigh objects with scales and make simple calculations.
3. On the basis of establishing the concept of quality, cultivate students' consciousness of measuring the quality of objects.
Unit 7: Addition and subtraction (Part 1)
1, guide students to combine specific situations, cultivate students' awareness and ability to ask and solve problems, and infiltrate moral education in specific situations.
2. In the process of solving problems, let students further understand the close relationship between addition and subtraction and real life, and feel the application of mathematics in real life.
3. Guide students to explore the calculation methods of addition and subtraction of integer ten and integer hundred and three-digit addition and subtraction, so as to make the calculation correct.
4. Guide students to experience the process of communicating their algorithms with others.
Unit 7: Addition and subtraction (Part 2)
1. Guide students to understand the relationship between addition, subtraction, multiplication and division and real life in the process of solving practical problems and feel the role of mathematics in real life.
2. Guide students to explore the methods of addition, subtraction, multiplication and division, which can be estimated in combination with specific conditions.
3. Guide students to experience the process of communicating their own algorithms with others, and be able to flexibly use different methods to solve simple problems in life.
Unit 8: Statistics
1. Guide students to further experience the process of data collection, collation, description and analysis.
2. Guide students to know statistics and bar charts, and complete the corresponding charts.
3. Enable students to answer some simple questions according to the data in the chart, make simple predictions, and actively exchange their ideas with their classmates.
4. Let students feel the wide application of statistics in life and cultivate students' interest in learning mathematics.
Verb (abbreviation of verb) specific teaching measures;
1, continue to strengthen the cultivation of study habits and habits, such as careful examination and calculation, attention to checking calculation, standardization of writing format and other education.
2. Let students learn mathematics in vivid and concrete activities. In teaching, create problem situations according to students' life experience, and encourage students to learn mathematics in vivid and concrete activities. Teachers should make full use of students' life experience and design vivid, interesting and intuitive mathematics activities. For example, if the textbook is made of small cubes, 10 is long, and 100 is one layer, then 10 is one thousand, and 10 is ten thousand, which means "thousand". Use the self-made directional board to identify the direction in the classroom or playground. Through math games, you ask me to answer, Magic 495 practices addition and subtraction within 10,000, reviews and understands graphics by designing patterns, soaks soybeans by experiments, fills and draws statistical charts, etc. To stimulate students' interest and let them understand and know mathematics knowledge in vivid and concrete situations. Another example is: carrying out "one point" activities, experiencing the meaning of division in the process of averaging many points, and so on.
3. Guide students to think independently, cooperate and communicate, and help students accumulate experience in participating in mathematics activities. In specific mathematics activities, students are encouraged to think independently, express their opinions bravely, be good at listening to others' opinions and communicate with their peers. At the same time, guide students to cooperate in groups and improve the discipline of mathematics activities.
4. Cultivate students' initial application consciousness and ability to ask and solve problems. This textbook provides a lot of practical problems to be solved by using the knowledge learned. We should make full use of these materials to cultivate students' application consciousness in teaching. Some practical activities are also arranged in the textbook, such as "finding out which problems in life can be solved by multiplication and which problems can be solved by division, and talking with peers" to cultivate students' ability to ask and solve problems, so that students can realize the connection between mathematics and real life.
5. Pay attention to the infiltration of mathematical thinking methods. According to the characteristics of the subject, combined with the specific teaching content, the ideological and moral education and related concepts are organically infiltrated.
6. Use teaching materials creatively. In teaching, according to the characteristics and actual situation of students in this class, creatively use teaching materials and design teaching process; According to the existing knowledge and life experience of students in this class, determine the reasonable starting point and focus of teaching, combine the actual situation in other places and students' life experience, choose appropriate teaching materials and create teaching situations. At the same time, record their teaching design and teaching reflection in time to improve their teaching ideas and teaching methods from time to time.
7. Strengthen the guidance of students with learning difficulties and the cultivation of top students. Students with learning difficulties are guided from multiple angles and levels by combining students' mutual assistance with teachers' guidance and mathematics learning with other subjects' learning.
8. Strengthen estimation and encourage algorithm diversification.
Estimation is widely used in daily life. In this kind of teaching, teachers should seize the opportunity to cultivate students' estimation consciousness and preliminary estimation skills. For example, estimate how many peanuts there are in a bucket and how many words there are in an article. When calculating the addition and subtraction within 10 thousand, estimate the approximate range of the number before calculating. When learning to measure, first estimate the length of the measured object, and then actually measure it, which is conducive to cultivating students' estimation consciousness and estimation skills.
The second volume of mathematics courseware for the third grade of primary school (text version)
Teaching objective: 1. Through the investigation, collection and arrangement of numbers within 10 thousand in life, students can feel multi-digits initially and cultivate their practical analysis ability.
2. Make students master the reading method of numbers within 10,000, and they will read numbers within 10,000 correctly.
3. Cultivate students' practical ability and oral expression ability.
4. Cultivate students' awareness and ability of group cooperation.
5. Give full play to students' creativity and initiative.
Teaching process:
First, collect data before class and perceive four or five digits. Students collect information before class, write it on cardboard and stick it on the blackboard. Yesterday, all the students collected the price of computers. Now, please stick them on the blackboard so that everyone can see your grades.
Second, classification
Teacher: There are so many numbers on the blackboard. Please try to read them gently first, then observe their characteristics and classify them.
Health: One of these two numbers has zero and the other has no zero.
Third, reading methods
1, there is no zero digit reading.
Teacher: Which numbers do you think are easier to read? Who can read it?
Is there any good way to read these numbers?
Show me the blackboard:
Read in numerical order from the high place;
Tens of thousands of people go to school, thousands of people go to school and hundreds of people go to school. ...
2. How to read numbers with zeros?
Teacher: Which of these numbers with zeros will you read? Can you find a number in the same category as him?
Students discuss in groups.
Teacher: Let's think independently first, and then communicate in groups.
The teacher moved the numbers on the blackboard.
Teacher: Is there any good way to read these numbers?
The blackboard shows: there is a 0 in the middle or several zeros in succession, all of which are read-only;
Teacher: Can you read another number? (Numbers with zeros at the end) Find the numbers with zeros at the end,
Teacher: What's the best way to read these numbers?
The blackboard says: No matter how many zeros there are at the end, don't read them.
Teacher: Just now, we found a way to read and write four or five digits with zeros. Can you write a number with zero in the middle and end for everyone to see?
Teacher: Why do you read like this?
Now please ask your deskmates to give each other questions and test each other.
Fourth, writing methods
Teacher: The prices collected by some children just now were not displayed. Now I'll let these students report it and see if you can write it down.
Students review.
Teacher: How did you write it down?
Show me the blackboard: write tens of thousands, thousands and hundreds. ...
Teacher: Who can report it? (Numbers with 0)
Students try to write.
Students review.
Teacher: How did you write it down? Chatting with two people at the same table.
Student report.
Show blackboard writing: write 0 in the middle or at the end where there is no previous unit.
Verbs (abbreviation for verb) practice and consolidate.
1, P75 "Do it"
2.P76 "Do it" 1, 2
Summary: What did you learn from this lesson? What do you think?