As an excellent teacher, you often need to write lesson plans, which are the link and bridge between teaching materials and syllabus and classroom teaching. So how to write the math teaching plan for the sixth grade next semester? The following is the math teaching plan for the sixth grade next semester, I hope you like it!

Mathematics teaching plan for the next semester of grade six 1 teaching objectives:

1. Knowledge and skills: Connecting with the actual life, guide students to know some common percentages, understand the meaning of these percentages, and master the general method of finding percentages through independent inquiry, so as to correctly find the common percentages in life. According to the internal relationship between scores and percentage application problems, students' transfer and analogy ability and mathematics application consciousness are cultivated.

2. Process and method: guide students to experience colorful mathematical activities such as exploration, discovery and communication, construct knowledge independently, and summarize the method of calculating percentage.

3. Mathematical thinking: enable students to learn to understand the world from a mathematical perspective and gradually form the habit of "mathematical thinking".

4. Emotion, attitude and values: Let students realize the usefulness and necessity of percentage. Perceived percentage comes from life, and the applied value of experienced percentage.

Teaching focus:

Understand the meaning of percentage and master the method of calculating percentage.

Teaching difficulties:

Explore the meaning of percentage.

Teaching tools:

Ppt courseware

Teaching process:

First, the audit import (8 points)

1, show oral problems, 1 min, correct problems.

2. Summarize the questions raised by the students and say them orally.

3. Change "a few percent" in the question to "a few percent" to guide students to analyze and answer.

4. Summary: The algorithm is the same, but the expression of the calculation results is different.

5. Description: We call the percentage of correct questions to the total number of questions the correct rate; Then a few percent of the total number of wrong questions is called the error rate. These are collectively referred to as percentages. Introduce new courses and reveal goals.

6. Oral arithmetic contest: (1 min) (see courseware)

7, according to the oral calculation, put forward mathematical problems. What percentage of the total number of questions did you answer correctly? What percentage of the total number of questions is wrong? )

8. Try to answer the revised question.

9. Comparison: Solve the similarities and differences between "how much one number is another number" and "how much one number is another number"?

10, give some percentages in life, make clear the goal, and enter the new curriculum: (1) Know the meaning of percentages such as compliance rate, germination rate and qualified rate. (2) Learn the method of calculating percentage, and the problem of calculating percentage will be solved.

Second, ask questions and guide (9 points)

1, explaining the meaning of the compliance rate.

2. The formula for calculating the compliance rate of blackboard writing, and explain why the division is written in the form of fractions.

3. Organize students to discuss in groups of four.

4, the tour guide writing format. Read the examples and think about the following questions.

(1) What is the compliance rate?

(2) How to calculate the compliance rate?

(3) Thinking: Why is there "× 100%" in the formula?

(4) The success rate of the trial example 1.

Three. Ask questions (5 points)

1. Show the percentage calculation formula written by students on the display platform.

2. Ask students to be careful and carry out ideological education.

What percentage does (1) occupy in life? What do they mean? How to find these percentages?

② Find the germination rate in 1(2).

Four, consolidate the exercise (14 points)

1, ask questions by name, organize collective evaluation, and lead students to consolidate the meaning of percentage again.

2. Let the students make a thorough analysis and understanding of each question and find out the reasons for the mistakes.

3. Show the questions, guide students to write the format, and emphasize

4. Pay attention to solving problems: see clearly what rate is sought? Find the corresponding quantity.

5. Ask students to compare and find out: What are these percentages compared with 100%? What percentage may exceed 100%?

6. Lead students to observe and find that: attendance rate+truancy rate = 1.

Verb (abbreviation of verb) strengthens consolidation.

1, tell me what the following percentage means. (1 star)

(1) The school planted 200 seedlings with a survival rate of 90%.

(2) The myopia rate of students in Class Six (1) reached 14%.

(3) The salt yield of seawater is 20%.

2. Judges. (2 stars)

(1) All the 105 saplings planted in our school last semester survived, and the survival rate of these saplings was 105%. ()

(2) There are 54 students in Grade 6 * *, all of whom arrived at school today. The attendance rate of grade six students today is 54%. ()

(3) Put 25g of salt into100g of water, and the salt content of salt water is 25%. ()

(4) The qualified rate of a batch of parts is 85%, so the unqualified rate of this batch of parts must be 15%. ()

3, solve the problem (3 stars)

(1) There are 27 students in our class. Last semester's final exam, 24 were excellent. Then what is the excellent rate of our class? All 27 students are qualified. What's the pass rate?

(2) Class 6 (1) has 48 students at school today, and 2 students are absent from class, seeking attendance.

(3) Ask two people to check each other in groups, and each person will practice a question and make an oral statement. 1. Uncle Wang planted trees on the barren hills, planted 125 trees and survived 1 15 trees. What is the survival rate of these trees?

(4) Of the 300 parts processed by Master Wang, 298 were qualified. What's the pass rate?

The second part of the mathematics teaching plan for the next semester of grade six;

1. In specific cases, explore the method of determining the position, and several pairs can be used to represent the position of the object.

2. Ask the students to determine the position on the square paper in pairs.

Teaching emphasis: The position of an object can be represented by several pairs.

Difficulties in teaching: the position of objects can be expressed by number pairs, and the order of rows and columns can be correctly distinguished.

First, import

1. There are 53 students in our class, but most students and teachers don't know each other. If I want to invite one of you to speak, can you help me think about how to express it simply and accurately?

2. Students express their opinions and discuss how to use the method of "which column and which row".

Second, new funding.

1, teaching example 1

(1) If the teacher uses the second column and the third line to indicate the position of _ _ classmate, can he also indicate the position of other classmates in this way?

(2) Students practice showing other students' positions in this way. (pay attention to the column first and then the emphasis of the lines)

(3) Teaching method: The position of _ _ students is in the second column and the third line. We can express it like this: (2, 3).

Can you write down your position according to this method? (Students write down their positions in their exercise books and name their answers)

2. Summary example 1:

(1) How much data did you use to locate a classmate? (2)

(2) We are used to saying columns before rows, so the first data represents columns and the second data represents rows.

If the order of these two data is different, then the position of the representation is different.

Step 3 practice:

(1) The teacher reads the name of a classmate in the class, and the students write his exact position in the exercise book.

(2) When do you need to locate yourself in your life? Talk about the way they determine their position.

4. Teaching Example 2

(1) We just learned how to express the position of our classmates. Now let's see how to show the location of the venue on such a schematic diagram.

(2) According to the method of example 1, the whole class discussed how to display the gate position. (3,0)

(3) Discuss and tell the location of other venues at the same table, and answer by name.

(4) Students mark the positions of "Bird House", "Orangutan House" and "Lion Tiger Mountain" on the map according to the data given in the book. (Projection Review)

Third, practice.

1, exercise 1, question 4

(1) Students independently find out where the letters in the picture are and tell the answers.

(2) Students mark the positions of letters according to the given data, and connect them into figures in turn, and check them at the same table.

2. Exercise 1, Question 3: Guide the students to know how to read the page numbers first and find the corresponding positions according to the data.

3. Exercise 1, question 6

(1) Write the position of each vertex on the graph independently.

(2) Vertex A is translated 5 units to the right. Where is it? What data has changed? Point a is further shifted upward by 5 units. Where is it? What data has also changed?

(3) Translate point B and point C according to the method of point A, and get a complete triangle after translation.

(4) Observe the pictures before and after translation and tell me what you found. (The graph remains the same, the column, that is, the first data changes when moving to the right, and the row, that is, the second data changes when moving up).

Fourth, summary.

What did we learn today? What do you think of your present situation?

Verb (short for verb) homework

Exercise 1: Question 1, 2,5,7,8.

The third part of the sixth grade mathematics teaching plan for the next semester teaching objectives:

1. Make students know negative numbers in real situations, understand their functions, and feel the necessity and convenience of using negative numbers.

2. Let students know the reading and writing of positive and negative numbers, and know that 0 is neither positive nor negative. Positive numbers are all greater than 0, and negative numbers are all less than 0.

3. Make students experience the close relationship between mathematics and life, stimulate students' interest in learning mathematics, and cultivate students' ability to apply mathematics.

Teaching focus:

A preliminary understanding of positive and negative numbers, as well as reading and writing methods.

Teaching difficulties:

Understand that 0 is neither positive nor negative.

Prepare teaching tools:

Multimedia courseware, thermometer, exercise paper, cards, etc.

Teaching process:

First, the game lead-in (feel the opposite phenomenon in life)

1. Game: Let's play a game to relax. This game is called "I am against me, I am against me, I am against myself". Rules of the game: If the teacher says something, please say something with the opposite meaning.

Look up (down)

② Walk 200 meters forward (200 meters backward)

③ The elevator goes up15th floor (down15th floor).

Let's take a more difficult test to see who has the fastest response.

I deposited 500 yuan (took out 500 yuan) in the bank.

(2) knowledge contest, class five (1)20 points (20 points deducted).

(3) 10, the school canteen earned 500 yuan. (Thanks to 500 yuan).

④ Above zero 10 degrees Celsius (below zero 10 degrees Celsius).

Explain what is the opposite quantity (opposite meaning)

3. Dialogue: A friend of Mr. Zhou likes traveling. 1In late October, he plans to take a walk in several tourist cities. As for me, I will help him pay attention to the lowest temperature in these places in the future so as to prepare clothes before going out. Please watch the weather forecast with me. (Weather forecast title)

The sixth grade next semester mathematics teaching plan 4 teaching content:

Try to practice in Example 4 on pages 15 ~ 16 and 16, and complete 1 ~ 3 in Exercise 3.

Teaching objectives:

1, combined with specific conditions and practical activities, to understand the meaning of cylindrical volume (including volume) and further understand the meaning of volume and volume.

2. By exploring the process of verifying the calculation method of cylinder volume by analogy conjecture, mastering the calculation method of cylinder can correctly calculate the volume of cylinder and solve some simple practical problems.

3. Guide students to explore and solve problems, infiltrate and experience the ideas and methods of mutual transformation between knowledge.

Key points and difficulties:

Master the derivation process of cylindrical volume formula.

Teaching resources:

PPT courseware, cylindrical dichotomy model

Teaching process:

1. Show the orthographic drawings of cuboids, cubes and cylinders in Example 4.

2. Q: Will you ask for these three-dimensional volumes? What kind of three-dimensional volume would you ask for? Inspiration: Do you want to know how to calculate the volume of a cylinder? Guess: What does the volume of a cylinder have to do with it? How to calculate?

3. Introduction: Are our guesses correct? Today, let's discuss the calculation formula of cylinder volume.

The fifth teaching content of the sixth grade mathematics teaching plan for the next semester;

Do the contents of P24 P23-26 textbook and complete 1 and 2 questions in Exercise 4.

Teaching objectives:

1, know the cone, the height and side of the cone, master the characteristics of the cone, read the plan of the cone, measure the height of the cone correctly, and make the cone correctly according to the experimental materials.

2. Make and measure the height of the cone by hand, and cultivate students' hands-on operation ability and certain spatial imagination ability.

3. Cultivate students' awareness of independent exploration and stimulate students' strong desire for knowledge.

Teaching focus:

Master the characteristics of cones.

Teaching difficulties:

Correctly understand the composition of the cone.

Teaching aid preparation:

Everyone has a cone, and the teacher prepares a large cone model.

Teaching process:

First, review.

1. What is the formula for calculating the volume of a cylinder?

2. What are the characteristics of a cylinder?

Second, the new lesson

1, Understanding of Cone (Discussion Report on Intuitive Feeling Observation)

(1) Let students observe and fiddle with the cone model, and then specify several students to tell their observation results, so that students can realize that the cone has a curved surface, and the vertices and surfaces are round, and so on.

(2) A cone has a vertex and a bottom surface is a circle (mark the vertex, bottom surface and its center O on the diagram).

(3) A cone has a face, and this face of the cone is called a side face. (Mark the side on the drawing)

(4) Let the students look at the teaching AIDS and point out that the distance from the apex of the cone to the center of the bottom is called the height. (All lines along the surface are not the height of the cone, because the cone has only one vertex, so the cone has only one height. )

2. Summary

The characteristics of the cone (which can inspire students to summarize) emphasize the characteristics of the bottom and height, so that students can understand that the characteristics of the cone are: the bottom is round, and the side is a surface with vertices and heights.

3. Measure the height of the cone (organize students to measure in groups)

Because the height of the cone is inside, we can't measure its length directly, so we need to measure it with a flat plate.

(1) Level the cone bottom first;

(2) horizontally placing a flat plate on the top of the cone;

(3) Measure the distance between the flat plate and the bottom surface vertically.

4. Teaching cone side development diagram.

(1) What figure will the students guess when one side of the cone is unfolded?

(2) Experiments show that the side of the cone is fan-shaped after being unfolded.

Third, classroom exercises.

1, do the topic on page 24.

Ask the students to take out the model pattern prepared before class, make a cone first, and then ask the students to try to measure its base diameter independently. Teachers will patrol all walks of life and give timely guidance to students who have difficulties.

2. Exercise 4, Question 1.

(1) Let students observe freely and point out anything close to a cylinder or cone.

(2) Let the students talk about what other objects around them are made up of cylinders and cones.

3. Complete the second question in Exercise 4.

Supplementary exercises

1 displays a set of graphs and identifies which ones are cones.

Show a set of numbers to indicate which is the height of the cone.

Show a group of combined graphics and point out which graphics are combined.

Fourth, summary.

What do you know about cones? Can you introduce the cone in your hand to your classmates?

Teaching reflection:

Through observation and perception, we can know and master the characteristics of the cone, experience and explore the process of measuring the height of the cone, and deepen our understanding of the height of the cone. In the process of rotation comparison between cylinder and cone, we can deepen our understanding of the characteristics of cone and develop students' thinking.