Mathematical template of teaching plan 1

Teaching objectives:

Knowledge and skills

(1) Know what speed is; Speed is a compound unit; Can read and write speed units correctly.

(2) Know the speed, time and distance, and understand the relationship between them.

(3) Be able to use what you have learned to solve some practical problems.

Process and method

(1) experienced the process of understanding mathematics from life, experiencing problem conflicts and solving problems.

(2) Cultivate the ability of observation, comparison and generalization, and promote the development of students' mathematical thinking.

Emotional attitudes and values

Experience the fun of learning mathematics, improve the interest in learning mathematics, and build confidence in learning mathematics well.

Teaching focus:

Know speed, time and distance, and understand their relationship.

Teaching difficulties:

Knowing that speed is a compound unit, you can read and write the speed unit correctly.

Teaching process:

First, import

Teacher: The children all ran away, didn't they? Do you know who runs fastest in our class?

Let's take 50 meters as an example, ask five children who you think are the fastest, and talk about the time you spend.

[Take the familiar 50-meter running in students' sports activities as the scene, let students feel the mathematics in life and have a sense of closeness to mathematics, further paving the way for the following discussion on the change of speed when the distance is the same and the time is the same. ]

Second, new funding.

(a) When the distance is the same, the specific speed.

Teacher: Who do you think runs fastest among the five children?

Why? (Life reasons)

Teacher: It can be seen that under the condition of equal distance, whoever takes a short time will run fast.

(2) When the time is the same, the specific speed.

Teacher: My first-year student A was ecstatic when she saw the result of the race (). He said happily that I ran as fast as my big brother in grade three.

Teacher: Tell me what you think. (innate idea)

Teacher: Obviously, at the same time, whoever runs a long distance will run fast.

(3) When the distance and time are different, the specific speed.

1, the unit of learning speed

Teacher: Just now we said that when the distance is equal, the shorter the time, the faster the speed; When time is equal, the longer the distance, the faster the speed. So, when the distance and time are different, how to compare the speed?

Today we are going to learn: (uncover the topic) Who runs fast?

Let's take a look at Xiaohe's pk game. Novel: "I walked in 3 minutes 180 meters, saying:" I walked 250 meters in 5 minutes. Who runs fast? "Tell me, how are you going to compete? (Calculate the distance traveled per minute)

Teacher: Please complete it in the textbook 1 (1 students perform and proofread). Teacher: Let's take a look at motorcycle races and car races.

Teacher: Tintin here is 60 meters, and so is the motorcycle race here. Everyone is 60 meters. Does it mean that Tintin is as fast as a motorcycle race?

[The same data, different meanings, asking such questions aims to make students have "conflicts" in their hearts. Through the students' own feelings, it is concluded that each data represents the expression of the distance traveled per unit time, which leads to the unit of speed and a preliminary understanding of the meaning of speed. ]

Teacher: Why? Tell me what you think. (The first 60m means that Tintin travels 60m per minute, and the second 60m means that he travels 60m within 1 second of the motorcycle race. )

Teacher: Just from the data, we are the same, so it is difficult to tell them apart, so at this time, we really need a unit that can correctly express the speed. Like little Dingding, he 1 minute exercises 60 meters, which is his speed (blackboard writing). Let's write it as 60 meters/minute. Reading and expressing? The speed of motorcycle race should be 60 meters per second. Reading and expressing? If we write the speed unit like this, we can distinguish it well.

Teacher: according to the teacher's appearance, modify the units in your notebook.

Teacher: Think about this problem. Now, can you try to solve it completely with the skills you just learned? (student blackboard)

Teacher: Please tell me, what do you mean by calculating the speed of the jeep? Reading?

2. Feel the speed in life and understand the meaning of speed.

Teacher: In fact, besides the speed of the object we just met, there is a lot of information about speed in our life. Let's feel the speed in life together.

When an ostrich is chased by a lion, it runs faster. Leopard's running skill is actually a survival skill; Have you ever met lightning and thunder? Can you tell me, did you see the lightning or hear the thunder first? Do you know why? )

In fact, there is still a lot of information about speed in life. Be a conscientious person, I believe you will know more.

By understanding the speed in life, on the one hand, it is a process for students to practice reading methods and the meaning of speed, so that students can further consolidate their knowledge points in the process of interest appreciation and reading; Secondly, through this process, let students understand that speed is everywhere in life and encourage students to look at life from a mathematical perspective; On the other hand, through this introduction, the process of broadening students' knowledge will enable students to learn more while learning mathematics. In fact, it is more important to help students understand the meaning of speed in actual situations. ] 3. To sum up what speed is:

Teacher: It seems that 2250 m/min, 340 m/s, 4 km/h and so on all represent speed. So, can you sum up what speed is in your own language? The distance traveled by an object in a unit time. )

4, the relationship between speed and distance and time

Teacher: This is the six sets of data we just used (ppt presents the six sets of data calculated before). Watch carefully and think about it. What is the relationship between speed and distance and time?

5. Oral answer:

(1) A train runs for 2 hours180km, and the speed of this train is _ _ _ _.

The bike traveled 600 meters in 3 minutes. The speed of this bike is _ _ _ _ _.

(3) An athlete runs 80 meters in 8 seconds, and the speed of this athlete is _ _ _ _ _.

Through practice, students can solve some problems according to the relationship of "speed, distance and time" and cultivate their ability to solve problems.

Third, expand

The road with this sign (marked with 60) is180km long. Uncle Zhang wants to finish this paragraph in two hours. Will he be speeding?

This lesson is the first lesson, so the second lesson focuses on solving "speed" and arranging "distance" and "time", but considering the needs of students' thinking, it is also presupposed that students can solve this problem by finding "distance" or "time". So in addition to the above exercises, we focused on solving the speed of different objects. ]

Fourth, review.

Teacher: What did you gain today?

Mathematical template of teaching plan II

Data fluctuation

Teaching objectives:

1, experiencing the exploration process of data dispersion.

2. Understand the range, standard deviation and variance that describe the degree of data dispersion, and get the corresponding values with the help of a calculator.

Teaching emphasis: Will calculate the range, standard deviation and variance of some data.

Teaching difficulty: understanding the relationship between data dispersion and three differences.

Teaching preparation: calculators, slides, etc.

Teaching process:

First, create a situation

1, the projection textbook p 138 cites examples.

(By solving the problem string, students can intuitively estimate the average quality of 20 chicken legs extracted from Factory A and Factory B, and at the same time, students can initially understand that when the average level is similar, the dispersion degree of the two may be different, so it is logical to introduce a measurement range that describes the dispersion degree of data. )

2. Range: refers to the difference between the maximum data and the minimum data in a group of data. Range is a statistic used to describe the degree of data dispersion.

Second, activities and inquiry

If Factory C also participated in the competition, 20 drumsticks were sampled from this factory, and the data is shown in the figure (projection textbook 159).

Question: 1. What is the average and extreme difference of the mass of these 20 chicken legs in factory C?

2. How to describe the gap between the quality of these 20 drumsticks and the average level of Factory C? The difference between the mass of 20 chicken legs in factory A and factory C and the corresponding average value was obtained.

Which do you think is more suitable for the quality of chicken legs, factory A or factory C? Why?

(In the above situation, it is easy for students to compare the poor quality of chicken legs extracted from two factories, A and B, and draw a conclusion. The addition of a third factory here, whose average quality and scope are the same as that of a factory, leads to contradictions in students' ideological understanding, paving the way for the introduction of two other measures describing the standard deviation and variance of data dispersion.

Third, explain the concept:

Variance: the average value of the square of the difference between each data and the average value, recorded as s2.

There is a set of data: x 1, x2, x3, xn, and the average value is.

S2=，

And s= is called the standard deviation of the data (that is, the arithmetic square root of variance).

As can be seen from the above calculation formula, the smaller the range, variance or standard deviation of a group of data, the more stable the group of data is.

Fourth, do it.

Can you use a calculator to calculate the variance and standard deviation of the quality of 20 chicken legs extracted from the above two factories? Which factory do you think has better specifications for chicken legs? Tell me how you worked it out.

By solving this problem, students can review the steps of calculating the average value with a calculator and freely explore the detailed steps of calculating the variance.

Verb (abbreviation of verb) consolidation exercise: classroom exercise on page 172 of the textbook.

Sixth, the class summary:

1. How to characterize the dispersion of a set of data?

2. How to find variance and standard deviation?

Homework: Exercise 5.5, Question 1 and 2.

Teaching plan 3 mathematical template

Teaching objectives

1. Through practical activities, students can further understand the meaning of area, understand the size of area units, and make simple area conversion.

2. We can correctly apply the area formulas of rectangles and squares to solve some simple practical problems.

Emphasis and difficulty in teaching

Through practice, we can further understand the meaning of area and consolidate the conversion between area units.

teaching process

I. Organizing teaching

Second, new funding.

1, choose the appropriate unit to fill in the blanks.

(1) A skipping rope is about 2 () long.

(2) The area of a bedroom is about 22 ().

(3) The area of a newspaper is about 44 ().

(4) The height of the classroom door is about 2 ().

2. Fill in the blanks:

7 square meters = () square decimeter 600 square centimeters = () square decimeter 500 hectares = () square kilometers.

3 hectares = () square meters 4 meters = () cm 15 square meters 2 square decimeter = () square decimeter.

3. How many square pieces of paper with a side length of 12 cm can be cut into small squares with an area of 4 cm?

4. A line can only form a square with a side length of 4 decimeters. If this line is used to form a rectangle, how big is its area?

5. Investigate how many square kilometers the land area of our country is. Can you know from the map which province or autonomous region in China has the largest area?

6. The picture on the right shows the living room floor with square floor tiles.

(1) How many tiles are laid in this living room?

(2) If the side length of each floor tile is 5 decimeters, how many square meters is the living room?

7. What is the green area of (1)?

(2) Each cement brick is a square with a side length of 1 m.. How many cement bricks do you need to pave the road?

8. The length of a football field is about 100 meters and the width is about 50 meters. What is the area of the football field?

9. Small survey

Investigate the area of your house, yard or school playground and communicate in class.

dragon

wide

area

10, math game

Draw a figure with an area of 16cm on the square paper below. How many can you draw?

Kind? Are their perimeters equal?

In this activity, the students reviewed the meaning of area and perimeter; Can draw various shapes of graphics, give full play to the imagination; Experience the mathematical fact that the perimeters of figures with the same area may or may not be equal. )

Three. abstract

Postscript: Students can basically use the formula correctly and calculate the area of a long (regular) square correctly, but they are caught off guard by some slightly changed topics, which shows that the concept of space is poor.

Teaching Plan Mathematical Template Part IV

Teaching objectives:

Knowledge and skills:

Understanding of 1.000.

2. Use thousands of digits to represent numbers within thousands.

3. Read and write in thousands, and log in the digital instrument.

4. Divide the numbers into less than 1000.

5. Various expressions of numbers.

Process and method:

Cultivate students' knowledge transfer ability.

Emotions and attitudes:

Cultivate students' sense of numbers.

Teaching emphases and difficulties:

Key points:

Read and write within 1000.

Difficulties:

Various expressions of numbers.

Teaching preparation:

courseware

Teaching process:

First of all, review and consolidate:

1. There are 853 people in the square.

There are 50 pigeons in People's Square.

There are 1000 tulips in the flower bed.

4.803 families moved into the forest new village.

Second, new funding.

1. Use the expression 853=( )+( )+ () to represent the combination of numbers.

2.350 = ()+()+()1000 = ()+()+() 803 = ()+()+() The following numbers are composed of hundreds, tens and tens.

3.3 14=( )+( )+( ) 728=( )+( )+( ) 990=( )+( )+( ) 46 1=( )+( )+( ) 700=( )+( )+( )

4. Is this okay? 700=(500)+( 100)+( 100)

Summary: it should be split according to the logarithm of the counting unit.

Read and write numbers with zeros in the middle and at the end.

1. How do you pronounce these two numbers? (Show ppt) 990=( )+( )+ () pronounced as 99700 = ()+ () pronounced as 700.

2. For a change, how to read 909 and 707 (show ppt)

What do these four figures have in common? What should I pay attention to when reading? Can you give some examples to prove your point? 990 700 909 707 (ppt presentation)

4. What is the reading method? (Show ppt) 108,180,810,780,20xx,2200.

1. Write with 0 at the end or in the middle (using formulas to help write numbers) 400+30+7 = 200+80+1= 700+20+2 =100+90+1= 800+80.

2. Contrast: What do two zeros mean? 800+80+0= 800+0+8= When writing numbers, where there is no unit, where to write 0.

3. Write numbers independently, exercise 4.

4. Use 4, 4, 0, 0 to form four digits. The minimum value is (), is (), reading 1 zero is (), and reading 1 zero is ().

Third, summary: Teacher: What did you gain today?

Teaching Plan Mathematical Template Chapter 5

Lesson 65438

Teaching objectives

1, organize students to learn the subtraction of more than ten MINUS nine in a specific situation, so that students can realize that mathematics is around.

2. Cultivate students' simple reasoning ability and expressive ability.

Teaching focus

Teaching difficulties

Learn to use your favorite method to calculate more than ten MINUS nine (main methods: breaking ten and adding and subtracting)

teaching process

Situation chart:

First, introduce a conversation

One day in January, the children of Class 1 (2) went to the park to participate in an interesting garden activity (the screen shows the textbook10 ~1page panorama of the garden party). Please watch carefully. What are the children on the left doing in this garden? What's the child on the right of Shili? ")

Let's go and have a look. How many balloons did the children buy?

Second, the teaching balloon map

1. Show pictures: Auntie sold 9 balloons with two hands *** 15 balloons.

Ask the students to ask math questions according to the plot.

The question asked by the students is: (1) How many more? (2) How many are sold out?

2. Organize students to think about the above questions independently, and then talk about how to answer them in the group. On the basis of what the students said, the teacher wrote on the blackboard: 15-9 =?

3. Guide the students to look at the balloon diagram and tell the calculation process of 15-9.

(Look at the balloon map and count the remaining balloons /6+9 = 15, 15-9 = 6.

10-9= 1, 1+5=6/ 15-5= 10, 10-4=6/9-5=4, 10-4=6)

4. Evaluate the students' above algorithms and explain them correctly. At the same time, guide them to think: which method do you think is convenient?

Third, the teaching circle diagram

1. Show pictures: What are the children doing here? They are playing basketball games. The rule of this game is that one person can only throw 14 laps, and it's Xiao Ming's turn to throw. Let's see how many laps he swam.

2. Organize students to ask a math question according to the above situation. The question raised by students is generally: How much is missing?

3. List the solutions and say how you worked them out.

Just now, the children raised some math problems from the garden activities, and everyone came up with different ways to solve them. It's amazing! Now look at these two formulas. What do they have in common? (It is the subtraction of more than ten MINUS nine. ) Today we are going to learn the subtraction of more than ten MINUS nine. Title on the blackboard: more than ten MINUS nine.

Example 1:

1. Display 12-9 =□, organize students to think independently and calculate the results by their own methods. For students with slight difficulties, they are allowed to make a pendulum with learning tools and then calculate.

2. Organize students to exchange different algorithms of 12-9. Ask each student to listen carefully to other people's speeches and think about whether his algorithm is the same as others. If not, which method is better?

3. Compare and discuss different algorithms.

After the students discussed, the teacher concluded that these algorithms are all very good. When calculating the subtraction of more than ten MINUS nine, use the method you think is convenient.

Consolidation exercise:

After practicing 1, 2, 3, master the basic methods: breaking ten and addition and subtraction.

Summary:

How many subtractions have you learned in this course? How to calculate this subtraction?

blackboard-writing design

Unit 2 《 Subtraction of abdication within 20 》 Teaching plan

Curriculum problems

Ten MINUS nine

second kind

Teaching plan 6 mathematical template

Teaching objectives:

1, learn the abdication subtraction of more than ten MINUS 8 and 9.

2. Initially cultivate the flexibility and independence of students' thinking.

Teaching emphasis: learn how to subtract 8 and 9 from a dozen.

Teaching difficulty: discuss the calculation method of abdication subtraction of more than ten MINUS eight and nine.

Teaching preparation: pencil, projection.

Teaching process:

First, simulate the performance and ask questions.

Please ask the children who are performing to perform on the stage, and the teacher will dictate the content and perform. A big rabbit runs a stationery store, and mice and kangaroos are also in the stationery store. At this moment, a little rabbit came over and said to big rabbit, I want to buy 9 pencils. Big Nutbrown hare took out all the pencils: a bundle (10) and five scattered ones. At this time, the kangaroo raised a question: 15 pencils, sold 9, how many are left?

Second, guess and list the formulas.

1. Think and guess. How many pencils are left?

2. List the formulas, 159

Thirdly, the algorithm of 159 is discussed.

1, let students think independently and try to solve problems.

2. Group discussion: How did you work it out?

3. how to calculate it?

(1), one by one.

(2), 15 is divided into 10 and 5, 10-9 = 1, 1+5 = 6.

(3) Divide 9 by 5,4,15-5 =1010-4 = 6.

(4)、9+6= 15 15-9=6

Step 4 try to practice

(1), let the students take out their learning tools and put them on the table, and test the questions through calculation.

(2) communication, how to calculate?

Fourthly, the merging algorithm

1, Basic Exercise (Exercise 1 Question)

(1), let students calculate independently.

(2) Choose three questions and tell your deskmate how you worked it out.

2. Pick apples (Exercise 2)

Calculate in the game.

3. Develop exercises (practice teaching games)

(1), let the students freely look at the pictures to describe the story, ask questions and try to solve them.

(2) communication.

Verb (abbreviation of verb) abstract

Teaching plan 7 mathematical template

Teaching content:

Convert into numbers (Example 2 on page 9 of the textbook)

Teaching objectives:

1, combined with specific things, experience the process of knowing numbers and answer practical questions about numbers. .

2. The logarithm problem is full of curiosity, and the successful experience of using the existing knowledge to solve the problem is obtained.

Teaching focus:

Understand the meaning of numbers.

Teaching difficulties:

Solve practical problems about scores.

Teaching process:

First, review.

1, fill in the blanks

(1) 60% off is 10 (), which is rewritten as a percentage ().

(2) A 60% discount is 10 (), which is rewritten as a percentage ().

(3) A 10% discount is (), which is rewritten as a percentage ().

The shop bought a pair of jeans with 56 yuan money, because the jeans there were 30% off. What is the original price of this pair of jeans?

Second, create situations and introduce new lessons.

Students have heard farmers say: this year, my rice yield is 20% higher than last year, and my cinnamon is only 50% after drying? What do they mean? Initially, the term related to percentage in business was discount, while the term related to percentage in agriculture was percentage. Infiltrate environmental education

Third, explore the experience

(a) into a number, that is, a number is a few tenths of another number, commonly known as a few percent. For example, ten percent is one tenth, and if it is rewritten as a percentage, it is 10%.

1, let the students try to rewrite 20% and 35% into percentages.

2. Ask students to talk about other industries that use decimal knowledge besides agriculture.

3. Exercise: Rewrite the following percentages.

Twenty percent = ()%; Forty-five = ()%; 72% = ()%.

(B) Teaching Example 2

1. For example. A factory used 3.5 million kwh of electricity last year and saved 25% this year. How many million kWh did it use this year?

2. Let the students read the questions and analyze the meaning of the questions. How to understand that this year saves 25% electricity compared with last year? What is the amount of 1?

3. Students try to analyze and solve problems independently, and teachers go to the classroom to understand the situation and guide individual students with learning difficulties.

Understand that saving electricity by 25% means saving electricity by 25% compared with last year. Therefore, the formulas and solutions are listed according to the solution of a few percent of a number.

350 (1-25%) = 262.5 (10000 kwh)

Or guide students to enumerate.

350-35025%=262.5 (10,000 kWh)

Fourth, consolidate practice.

1, 30% = ()%; 56% = ()%; Eighty three = ()%;

2. Do it on page 9.

Step 3 solve the problem

(1) Last year, the rice output of a township was 1500 tons. This year, due to weather disasters, rice production is only 85% of last year's. How many tons of rice is produced this year?

(2) In 20xx, Dinghushan received a total of 6.5438+0.8 million tourists, an increase of 15% over 20xx. What is the cumulative number of tourists in 20xx? (Sort out the garbage when you go out to play)

(3) In 20xx, the number of students in our school was 820, which was 20% less than that in 20xx. What is the number of students in our school in 20xx?

(4) The annual output of a shoe factory in 20xx is 300,000 pairs, which is 16% higher than that in 20xx and 10% higher than that in 20xx. What is the annual output of this shoe factory in 20xx?

Verb (abbreviation of verb) course summary

What did you gain from this class?