Model essay on detailed case template of primary school mathematics teaching plan (1) Teaching objectives:
1, through ten tens, know the composition of hundred, and initially perceive the counting method of decimals.
2, through the hundred bitmap, master the addition and subtraction of integer ten digits within one hundred digits.
3. Let students understand and master the percentage separation with their own experience and methods, and cultivate students' learning attitudes and habits of active exploration and discovery.
Teaching emphases and difficulties:
Know the composition of hundred, and master the addition and subtraction of integer ten within hundred.
Teaching preparation:
Multimedia teaching software, hundreds of pictures.
Teaching process:
First of all, introduce.
1, the media demonstrated how to wrap bread, so that students could carefully observe how uncles and aunts wrapped bread.
2. Show 10 bags of bread and ask the students: A * * *, how many breads are there? How do you calculate it?
3. Guide students to summarize: 10 Ten is 1 100.
Blackboard: 10 Ten is 1 100.
4. Q: Who knows how many tens are in 100?
5. Discussion: How to put the number 100 into the number table?
Second, expand
Show me hundreds of pictures: Do you know how many points there are?
Let the students observe the digital chart, discuss their own digital methods and communicate.
Complete the exercises on the right and read them together.
Third, go deep.
1. We can also add and subtract on the percentile map.
2. Use the teaching software "Hundred Bitmaps" to demonstrate in turn.
3. Group discussion: What methods can you use to do these questions?
(Students may say 1 ten plus 1 ten equals 20, and 20 equals 20. Or because 1+ 1=2, 10+ 10=20)
4. Group communication: 50+ 10=? 50+20=? 50+30=? 50+40=?
5. Display: 40- 10=? 50-20=? 70-40=? 30-20=? 90-50=?
Let the students discuss the solutions to these problems themselves, and then communicate with the whole class.
6. summary: these figures are integer ten digits. We learned the addition and subtraction of integer decimal through our own brains. You can choose your favorite method to do the problem.
7. Complete the fourth question with what you have learned, and compare and calculate the correct rate.
When you are finished, check with your friends and tell them what you think when you calculate.
8. To complete the first three columns of question 5, it is required to compare who is the fastest on the basis of correct calculation. The fastest children in each group can be small teachers and check the completion of other children in their own group.
9. In the last two columns of question 5, first guide the students to carefully observe the changes of each part of the question, and then try again to see how to continue editing.
Fourth, summary.
In this class, students actively think and discuss with their friends, and learn a lot of knowledge. What have you gained? Tell it to everyone.
Model essay on detailed case template of primary school mathematics teaching plan (2) teaching objectives;
1. Experience the process of data collection, collation, description and analysis, get a preliminary understanding of the significance of statistics, and use orthography to collect and collate data.
2. Have a preliminary understanding of bar charts (1 cell represents two units) and statistical tables, and be able to ask and answer simple questions according to the data in statistical charts.
3. Through the investigation of interesting cases around us, stimulate the interest in learning and cultivate the awareness of learning cooperation and practical ability.
Teaching focus:
Through the process of data collection, sorting, description and analysis, I have a preliminary understanding of the significance of statistics, and I will collect and sort out data by orthography; Know bar charts (1 cell represents two units) and statistics tables.
Teaching difficulties:
Know bar charts (1 cell represents two units) and statistical tables, and be able to ask and answer questions according to the data in the statistical tables.
Teaching methods: discussion, observation, situational method and group cooperative learning.
Preparation of teaching AIDS: statistical tables and watercolor pens.
Teaching process:
First, set up situational questions to ask questions and introduce the new curriculum.
Teacher: Boys and girls, it's Children's Day. There are two programs in our class. What do you think we can do?
Health: singing, dancing, painting, and keeping up with fashion.
Teacher: Yes, we can consider chorus, dance, sketch and musical instrument. We can choose two programs from these four categories. How can we decide which two schemes? This will use the statistical knowledge we learned in grade one. The teacher asked everyone to vote. Next, the teacher asked each group to discuss two programs and vote later. The blackboard says "Statistics".
Second, explore new knowledge.
1. The process of collecting data.
Teacher: We need to collect data as the first step to know which two programs have voted.
Write "collect data" on the blackboard.
Teacher: Discuss the methods of collecting data in groups.
Teacher: Let each group report and exchange various methods, and talk about the simplest recording method that the group thinks, and why?
Teacher: Today, the teacher brought you a new orthography. Next, the group leader draws a stroke on the blackboard in the order of orthography. (Students came to the stage to vote in large groups accompanied by music)
2. The process of sorting out data.
Teacher: Please sort out the voting situation of each program and fill in the statistical table. The process of calculating the number of "plus" strokes is the process of sorting out the data. (Write "Organize Data" on the blackboard)
Teacher: In order to make the figures of each program more intuitive, let's make a statistical chart together. Group discussion, report and communication. The teacher wrote down the program types on the blackboard according to the students' reports. ) Teacher: 0 is the starting point. If 1 stands for 1 ticket, then the numbers to be marked in turn on the axis are 1, 2, 3. Oh, no, the chorus has a maximum of 8 votes and only 5 squares. What if it's not enough?
Teacher: Let's discuss the solution to the problem together.
Student: (Reporting the exchange results) One box does not mean 1 ticket, but just four and a half boxes for two tickets.
Teacher: Do you think his method is feasible? That's right. We can use a grid to represent two votes. Please show the voting status of each program on the bar chart in this way. The teacher wants to invite a classmate to draw a picture on the blackboard.
Teacher: One grid indicates that the number of votes should be determined according to the maximum number of items in the statistical table and the total number of grids in each vertical row.
3. The process of description and analysis.
Teacher: What do you see from the statistics and charts on the blackboard? Know what, understand what? Student: xx votes the most? Xx tickets are the least? How much is the most votes more than the least votes? It is known that a grid in a bar graph can not only represent 1 person or thing, but also represent two or three or even more people or things according to the specific situation.
Teacher: Your answer just now is the process of our description and analysis of statistical tables ("description and analysis on the blackboard").
Third, contact life.
Teacher: We need statistical knowledge in many places in our lives. For example, when we come back from shopping with our mother, we can count which goods we buy the most. The teacher should count which group has the most five-pointed stars in the class, which group performs best and so on. After returning home, we continued to look for examples that can be used in statistics. Let's talk about it together next class.
Fourthly, descriptive analysis.
This case can be close to students' life, and materials can be selected from cases that students are interested in for teaching. In the case, the teacher began to be familiar with the interesting "Celebrating June 1st" party and created a good learning situation for the students. Because students like many programs, but there are two programs, which requires statistical activities. We must choose two programs that most people like from the programs that students like. Only through statistics can we determine which two schemes are. Let students go through the process of collecting and processing information and gradually realize the necessity of statistics. In such a good situation, students actively explore, cooperate and communicate, and the classroom becomes a space for students to create inspiration.