202 1 Beijing normal university edition fourth grade mathematics first volume teaching plan 1
Lecture content:
The lesson "land area" is the content of page 6-7 of Unit 1, Book 7 of Primary School Mathematics published by Beijing Normal University.
Teaching material analysis:
"Census" is the third lesson of Unit 1 "Understanding Big Numbers". According to the characteristics of students' thinking development, the second volume of grade two learned the number sequence table within 10 thousand, understood the meaning of numbers within 10 thousand, and read and write methods of numbers within 10 thousand. The content of this unit is to learn large numbers above 10 thousand. "Census" is to learn to read and write large numbers on the basis of knowing the counting unit "100000", numerical sequence table and larger numbers. The focus of this course is to estimate multiple digits and cultivate estimation consciousness.
Teaching objectives:
1. knowledge and skills: with the help of numerical sequence table, master the reading and writing methods of large numbers, read and write large numbers correctly, and cultivate good habits of reading and writing carefully.
2. Emotional attitude: through the process of exploring uncle's reading and writing methods independently, improve the ability of inductive thinking.
3. Problem solving: Close the connection between large numbers and social life, and feel the value of mathematics.
Teaching focus:
Because the fourth-grade students are still in the transition stage from concrete thinking in images to abstract logical thinking, the key and difficult point of this lesson is to master the reading and writing methods of large numbers with the help of numerical sequence tables, correctly read and write large numbers, and cultivate the good habit of reading and writing carefully.
Teaching rules:
Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience, take students as the main body, guide students to actively explore, actively think and discuss exchanges, abstract practical problems into mathematical models, and explain and apply them. Therefore, in this class, students' learning comprehensively uses thematic teaching, relying on vivid and interesting situations to stimulate students' interest in learning and actively explore _; Through students' active exploration, guide students to participate in various senses and experience the process of mathematical modeling; Group cooperation is the main form of learning, and each activity is for everyone. At the same time, on the basis of open practice, pay attention to the publicity of personality. At the same time, independent attempt, verification and other learning methods suitable for teaching methods are designed.
Teaching process:
"Give the class back to the students and let them become the theme of the class", advocate the teaching mode of "learning before teaching, teaching less and learning more, and training in class", and strive to create time and space for students' independent learning and group cooperation in teaching activities. Starting from this design concept, in order to better achieve the teaching objectives, I will teach from the following links.
First, the teacher, as a participant, presented some data of the sixth population census in China for students to discuss.
(1) Can you read these numbers?
(2) Can you write down the population of Hong Kong and Macao?
(Design intention: Based on the 6th population census in China on 20 10, talk introduces the problem situation, guides students to pay attention to social problems and stimulates their study. )
Second, organize autonomous learning.
1, put forward the learning task "How to read the number of people in Beijing, Anhui and Hong Kong?"
2. According to the numerical sequence table, combined with the reading method of numbers within 10,000.
3. Share in groups and feel the reading method.
(Design intention: Effective mathematics learning activities can't just rely on imitation and memory. Under the guidance of this concept, I start with the actual learning situation of students, prepare a learning list for students to try independently, first give students enough time to explore independently, read the number of people in Beijing, Anhui and Hong Kong according to the numerical sequence table, and share the reading methods in groups. )
Third, teamwork, complete the card. (Clear goal: each group explores the pronunciation of "several hundred million" according to the requirements. )
1. Displays the activity requirements of the device group.
2, according to the previous summary, further feel the reading of large numbers.
3. Teachers make up lectures and evaluate students' activities.
(In this session, let the students think independently, the teacher will give individual counseling, and then talk about their achievements in the group, so that the group leader can arrange for the group members to take turns to speak. In the process of speaking, the group members can supplement and help the students with learning difficulties. The teacher will patrol and coach the group of students with learning difficulties, and finally communicate with the whole class. Students will demonstrate the courseware during the reporting process.
Fourth, consolidate the application and read and write large numbers correctly.
1, instruct students to grade the numbers, and then read them carefully step by step;
2. Finish independently first and exchange methods together.
Tip: When giving a presentation, I let representative students show their works.
V. Students talk about the harvest and carry out evaluation activities.
I designed this link to find out the problems in this course and make up for them when students communicate these problems in the future.
Blackboard design:
Reading and writing of large numbers
Billion level, ten thousand level, individual level
Hundreds of billions, hundreds of billions, hundreds of billions.
Billion billion
1 2 6 5 8 3 0 0 0 0
1265 million 830 million
202 1 Beijing Normal University Edition Grade Four Mathematics Volume I Teaching Plan 2
Teaching objectives:
1. Go through the process of collecting common large numbers in daily life and tell the meaning of these large numbers.
2. Can read and write multiple numbers correctly.
3. Be able to estimate multiple numbers and develop estimation consciousness.
Teaching focus:
Multi-digit reading and writing method with "zero" in the reading.
Teaching preparation:
Digital card counter
Teaching process:
First, practice reading and writing and review old knowledge.
1, look at the numbers below.
2000,4500,4523,6005
2. Write the following numbers: The teacher dictated the students' numbers.
3, 40059000 is () digits, including () and () levels, and consists of () and (). Dial the following numbers on the counter and tell the composition of each number as before. 320080, 479853000,20070000 10。
Second, how to read multiple digits
Pronunciation of numbers within 1 and 1 100 million
In 2000, China conducted the fifth population census, showing the map.
There are about 13820000 people in Beijing and about 100 10000 people in Tianjin. Can you read the population of Beijing and Tianjin?
Students report after trying.
Why did you only look at more than ten thousand figures? Why do you want to add ten thousand words? How to pronounce the two zeros in the middle?
2. How to read hundreds of millions or more?
The total population of China is about 1295330000, and the world population is about 6302309700. Students try to read and summarize reading.
3. Practice reading.
Try the first question; Practice the first question.
Third, multi-digit writing
1, how to write within 100 million?
(1) There are about 440,000 people in Macau; 6.78 million people in Hong Kong; Teachers guide the number of people in Macao, and students try other cities independently. Ac assessment, verification (reading written scores)
(2) 3,500,600, writing.
Process requirements: Students write numbers independently. Communicate in groups and check with each other. Let each student say what he thinks and how to write. Feedback communication results.
2, the number of hundreds of millions or more.
(1) Presented topic: 5.256 billion.
Process requirements
Please read this number first to see how many levels it contains.
(2) try to write to the number sequence table.
③ Feedback the writing results.
④ Group communication and class communication. The blackboard shows the results.
"5.256 billion" Writing: 5256000000
(2) Presenting the topic: "243,500" writing.
Technological requirements;
① Students write numbers independently, and those who have spare capacity for learning are required to give up the number sequence table and write numbers directly.
(2) Exchange their writing with the same group, focusing on "zero".
③ Feedback the communication results.
Writing on the blackboard: "243,500" Writing: 20 ~ 0435 ~ 0000.
There is no numerical sequence table on the blackboard at this time. In order to help students understand, the numerical sequence table can be replaced by hierarchical line segments.
(3) Summarize billions of words.
Let the students talk about the rules of writing numbers in their own words.
① Find out how many levels there are.
(2) Write from bits, and write the numbers of each level.
(3) Who has no unit, write a placeholder of 0.
Writing exercise: try question 2, write the numbers and estimate the size of the numbers. Practice the second question. Supplementary exercise: grade first, and then read the following figures.
439 1000, 7060020, 1300000800, 439 10000,
70600020, 13000000800, 600600, 6000600
Fourth, consolidate practice.
1, practice the third question, read first and then connect. Finally, write digital verification on the right. 2. Read what you know and understand the international segmentation method.
3, deskmate reading and writing number game: a classmate dials the number with a counter, and a classmate reads a book.
Number; One student writes numbers and the other reads them.
4. Dial, write and read again
Use four "5" s and four "0" s to form an eight-digit number.
(1) Don't read any zeros.
(2) Read only a zero.
(3) Read two zeros
(4) read three zeros.
V. Class summary and practical activities arrangement
Large numbers are widely used in life. Please collect some information about large numbers in newspapers, magazines or TV, and communicate in class.
202 1 Beijing Normal University Edition Grade Four Mathematics Volume I Teaching Plan 3
[Teaching content] Intersection and verticality (page 17- 19)
[Teaching objectives]
1, with the help of the actual situation and operational activities, to understand the vertical.
I can draw a vertical line with a triangular ruler.
3. According to the principle that the vertical line segment between points and lines is the shortest, some simple problems in life can be solved.
[Teaching Emphasis and Difficulties]
1. Draw a vertical line with a triangular ruler.
2. According to the principle that the vertical line segment between a point and a line is the shortest, some simple problems in life can be solved.
[Teaching preparation] Teaching wall charts, wooden sticks and triangular rulers
[Teaching process]
First, measure a quantity.
There are different situations when two straight lines intersect. When learning, let the students first put out various intersecting figures with wooden sticks or pencils, thus leading to the concept of intersection.
Observe and discuss the angle formed between these intersecting graphic lines, thus leading to a special angle-right angle. When students confirm the right angle relationship between two straight lines, they should know how to verify it with the right angle in the triangle ruler.
Second, a 10% discount.
Ask the students to fold the creases perpendicular to each other with the paper in their hands. Students can be completely allowed to fold themselves. After folding the paper, the teacher should guide them to learn to use their own verification methods. For example, the relationship between two creases at the right angle of a triangular ruler can be used to determine whether the two creases are perpendicular to each other.
Third, talk about it.
1, talk about the vertical line segment in the classroom and life.
2. Tell me which faces of the cube are perpendicular to each other.
Fourth, practice.
1, I said you put it.
Practice at the same table: one student first puts a stick on the table and asks another student to put another stick as required.
2. Have a look. What did you find?
Guide students to observe the vertical relationship between two lines in daily life. Q: How to determine whether two adjacent sides of a door frame are vertical, so that students can explore the measurement method by themselves.
Arrange students to measure with a triangular ruler to judge whether it is vertical or not, so as to improve students' awareness of applying mathematics.
Verb (abbreviation for verb) draw a picture
1. Determines which line is vertical.
2. Make it clear whether it is required to draw a vertical line: First, it is only perpendicular to a straight line; The other is not only vertical, but also passes through a certain point.
Six, quiz
Let students apply longitudinal knowledge to solve practical problems in life. Guide students to discover the law.
Make it clear that the vertical line segment from a point outside the line to the line is the shortest.
202 1 Beijing Normal University Edition Grade Four Mathematics Volume I Teaching Plan 4
Teaching objectives:
1. Understand verticality with the help of actual situation and operation activities.
You can draw a vertical line with a triangular ruler.
3. It can solve some simple problems in life according to the principle that the vertical line segment between points and lines is the shortest.
4. Cultivate students' spatial concept and preliminary drawing ability.
Teaching focus:
Establish the concepts of intersection and verticality, and draw vertical lines with a triangular ruler.
Draw a vertical line and solve the problem according to the principle that the vertical line segment between points and lines is the shortest.
Teaching difficulties:
In order to establish the concepts of intersection and verticality, vertical lines will be drawn with a triangular ruler.
Teaching process:
First, create situations and learn new knowledge.
1. Wave a stick.
Please take out two sticks and form two parallel straight lines.
2. Think about it.
What can two straight lines do besides being parallel? Crossroads.
3. Write on the blackboard.
Parallel intersection.
Second, learn new knowledge.
1. Let's have a look.
Put all kinds of intersecting figures on the table with a small stick.
Observe, what do you find in so many intersecting figures?
Summary: When two lines intersect at right angles, they are perpendicular to each other.
2. Compare perpendicularity and intersection.
Discuss at the same table: What are the similarities and differences between verticality and intersection?
Ask the students to erect vertical numbers.
And tell me how you can tell whether they are perpendicular to each other.
3.give me a discount.
Take out a rectangular piece of paper and let the students think. By folding it, can you fold lines perpendicular to each other?
Ask the students to try a discount. If there is any difficulty, they can finish each other at the same table.
Put forward the activity request: take out a square and fold it in half so that the two creases are perpendicular to each other. After folding, ask the students to draw each group of broken lines in different colors, which is easy to distinguish.
Show the students' works and let them tell how you verified that they were vertical.
4. find it.
There are many vertical lines in our life. Can you talk about the vertical line in our life?
5. I said you put it there.
Complete the question 1 on page 22 of the book.
Applications in life: take a look. What did you find?
6. Learn to draw vertical lines.
Question: Can you draw two vertical lines?
Learn to try to draw a vertical line by yourself.
Show, report and communicate: Why do you draw like this? Tell me the reason for this painting?
Summary: Draw a straight line with a ruler, mark a point, and draw a vertical line through this point.
Specific steps: overlap a right-angle side of the triangular ruler with this straight line, the vertex of the right angle is the vertical foot, and draw a straight line along this right-angle side, which is the vertical line of the previous straight line.
The teacher said and demonstrated.
Deskmate operation: Draw a line perpendicular to each other at a point outside the straight line. Feedback communication.
Third, consolidate practice.
The little experiment on page 23 of the book.
Question: What's the shortest way to the river?
Discuss in groups.
The whole class reports and exchanges.
Teacher's question: How many possibilities are there from point O to straight line AB?
Contrast: What do you find in so many line segments? Which one do you think is the latest? Why?
Four. abstract
A point outside the straight line leads to the shortest vertical line.
Blackboard design:
Intersection and verticality
Specific steps: overlap a right angle edge of the triangular ruler with this straight line, and the vertex of the right angle is the vertical foot, along the
This right angle draws a straight line, which is perpendicular to the previous straight line.
202 1 Beijing normal university edition fourth grade mathematics volume 1 teaching plan 5
Teaching content: intersection and verticality, book 7 of this textbook published by Beijing Normal University.
Teaching objectives:
1, let students understand the basic concepts of intersection and verticality through practical activities, and master the contents of vertical, vertical and vertical lines. Master the knowledge of the shortest distance from a point to a straight line and master the basic skills of making a vertical line.
2. Through students' practical activities, understand the connotation of intersection and verticality, and establish the abstract concepts of intersection and verticality. Let students perceive and practice the method of making vertical lines.
3. Through students' perception of interest in mathematics in practice, they feel that mathematics is around and in their own lives. Cultivate students' positive emotions in learning mathematics and cultivate students' good habits of discovering mathematics in life.
Teaching emphasis and difficulty: let students establish abstract concepts perpendicular to each other and master the skills of making vertical lines.
First, import
The teacher took some beautiful photos. Do you want to see them? These straight lines all have one characteristic. They all (intersect).
There are many intersecting straight lines in daily life, and two intersecting straight lines will form an angle. What we are learning today is related to intersection.
Second, new funding.
1. Two sticks intersect to get the angle. Do you want to play? (Requirements) Put small sticks together at the same table, and then draw the angle obtained by the intersection of two small sticks in the picture. Then report
Look at these straight lines. When they intersect, there are (angles), (acute angles, obtuse angles) and (right angles). Do you have any way to prove that your swing angle is a right angle?
Student: Measure with a protractor, measure with right angles on a triangle, spell with angles of 30 degrees and 60 degrees, and use the angle ratio of a book. (The courseware demonstration is measured at right angles with a triangular ruler)
What angle do these three groups of straight lines intersect? How many straight lines intersect at right angles? (blackboard writing: two straight lines intersect)
Reveal the concept
Like this, when two straight lines intersect at right angles, they are perpendicular to each other.
What is the key to judge whether two straight lines are perpendicular? (intersecting at right angles)
4. Question: Is there anything you don't understand about being perpendicular to each other? What do you mean by "mutual"?
The teacher held up a small stick. Can you say that this stick is vertical? There must be another stick perpendicular to it.
Let's take figure 1 as an example. To distinguish them, take a point on a straight line. We can't say that line segment OA is vertical.
It should be that OA is perpendicular to OB, and OB is perpendicular to OA. Note: OA⊥OB
Two perpendicular straight lines have an intersection, which is called vertical foot.
When two straight lines are perpendicular to each other, one of them is called the perpendicular of the other.
4. Further understand the concept.
(1) Ask the students to tell which two sides of what they see are perpendicular to each other.
Students communicate after thinking independently.
(2) Determine and point out which two straight lines in the following figure are perpendicular to each other? Why?
Students judge and give reasons.
(3) Fold a square piece of paper so that the two creases are perpendicular to each other.
Students try to report at a discount. Encourage students to fold in various ways. )
3. Transform the form and strengthen the concept.
(1) Tell me which sides of the cube are perpendicular to each other.
(2) I said you put it: practice the textbook 2 1 face 1 topic.
(3) Take a look: Practice the second question in the textbook 2 1.
Third, application-draw a vertical line.
1. Draw two vertical straight lines.
Draw a straight line first, then align and overlap this straight line with one right-angle side of the triangle ruler, and draw a straight line along the other right-angle side. )
2. A point on a straight line is a vertical line.
Overlap a right angle edge of the triangular ruler with a known straight line, translate the triangular ruler so that the known point A coincides with the other side of the triangular ruler, and draw a straight line along the other side of the triangular ruler (crossing point A), which is perpendicular to the known straight line.
3. A point outside the straight line is a vertical line.
The method is the same as 2. Let the students do it.
4. Actual perception: The distance from a point to a straight line is the shortest among the vertical lines.
Fourth, solve the problem.
Let the students apply what they have learned, solve the problems introduced in class, and find the shortest route from Xiaoming to the roadside by the right method.