1. The first volume of mathematics teaching plan for the second grade of primary school
Teaching content: On page 102, the textbook always reviews exercise 25, question 9~ 1 1. Teaching objectives:
Knowledge and skills:
1. Make students know more about the length units of meters and centimeters, and measure and draw line segments with a scale.
2. Make students deepen their understanding of diagonal lines and right angles and distinguish them correctly.
Process and method:
Have an intuitive understanding of lines, angles, right angles and other graphics in operation, observation and other activities, and cultivate students' spatial concept. Emotional attitudes and values:
In the process of learning, cultivate students' serious and good study habits.
Point: Measure and draw line segments.
Difficulties: knowing angles and right angles, and drawing angles.
Teaching methods and learning methods:
Teaching method: talking method
Learning method: group discussion.
Teaching preparation: student ruler, projector.
Teaching process:
First, reveal the topic.
Announce the review content of this lesson and write it down on the blackboard: review of meters and centimeters, angles and right angles.
Second, review old knowledge.
1, experience length 1 m and 1 cm.
① Use your arm to indicate how long 1 meter is, and use your finger to indicate how long 1 cm is.
Answer: Students draw pictures.
B. By the way, what objects in life are about 1 meter long? Which objects are about 1 cm long?
(2) The ratio between meters and centimeters.
1 m = () cm 400 cm = () m
3 m = () cm 700 cm = () m
2. Measure and draw line segments.
① Look at the question 10 on page 105 of the textbook and estimate how long the two line segments are.
Answer by roll call.
(2) Start measuring and verify whether your estimation is correct.
Please report the measurement results and talk about the method of measuring the length of the object.
③ Draw a line segment with a length of 5cm.
Students in groups check each other.
3. Angle and right angle, acute angle and obtuse angle.
(1) Tell me where there are corners in the classroom, which are right angles, and how many vertices and sides a corner has.
(2) Judging right angles and drawing right angles.
How do I know if an angle is a right angle?
Compare it with the right angle on the triangle.
How to draw right angles?
Draw with the right angle of a triangle. Starting from the vertex of the right angle, draw two lines along the two sides of the right angle to draw a right angle.
4. Complete question 6 on page 102 of the textbook.
Third, consolidate the practice.
1. Complete Exercise 25, Question 9.
Answer independently and correct collectively.
2. Group activities.
① Group cooperation to carry out learning activities.
(2) communicate with each other, how do you fold? How do you spell it? How many squares can a rectangular piece of paper be folded? How to judge acute angle and obtuse angle? .
③ Draw an acute angle and an obtuse angle. Complete the question on page 105 1 1.
Fourth, summarize and improve.
2. The first volume of mathematics teaching plan for the second grade of primary school
First, the analysis of students' situation: Senior two students have developed good study habits in the past year, and they can actively think and speak in class, and their homework is carefully completed on time. Most students can skillfully calculate the addition and subtraction within 100, and can ask and solve simple problems. Location, graphics, statistics and other knowledge. You can also master it well. Individual students have not reached the correct and fast calculation, so we should strengthen counseling in the future.
Second, teaching material analysis:
This textbook includes the following contents: division in tables, understanding of numbers within 10,000, simple addition and subtraction within 10,000, graphs and transformations, grams and kilograms, statistics, discovering laws, solving problems with mathematics and mathematical practice activities. The key content of this textbook is division in tables, understanding of numbers within 10,000, and solving problems with mathematics.
The arrangement of division in the table embodies two characteristics. First, on the basis that students have mastered multiplication in tables, the teaching materials focus on the teaching of division in tables. Second, no longer clearly distinguish between "equal division" and "inclusive division", in the average operation activities, let students experience and feel two different life prototypes (divide 15 apples into 5 parts on average; 24 people charter a boat, each boat is limited to 4 people), so that students can understand the meaning of division.
The understanding of numbers within 10 thousand changed the original arrangement structure. Teach the numbers within 1000 first, and then teach the numbers within 10,000, and the number sequence table and divisor appear. The arrangement of addition and subtraction within 10 thousand yuan has transitional characteristics: on the basis of addition and subtraction within 100 yuan in the previous book, two digits are added and subtracted; Teach three-digit (hundreds of dozens) pen arithmetic addition and subtraction to prepare for further learning multi-digit addition and subtraction. This unit also combines hundreds of teaching contents of addition and subtraction to arrange estimation, so that students can further learn to use estimation to solve practical problems according to specific situations.
Solving problems mainly includes two aspects. One is to arrange problem-solving teaching units, taking students' lively extracurricular activities as materials to show all kinds of problems encountered by students in practical activities; Second, in combination with the teaching of division in tables and addition and subtraction of numbers within ten thousand, the relevant contents of solving problems are arranged in time, so that students can learn to apply what they have learned after mastering some knowledge of numbers and calculations. Mathematical knowledge solves some simple practical problems.
In terms of space and graphics, this textbook arranges a chapter on graphics and transformation, including "acute angle and obtuse angle" and "translation and rotation". Compared with the original textbook, the understanding of "acute angle and obtuse angle" is obviously ahead, and "translation and rotation" is a new content. In the measurement of quantity, the teaching of grams and kilograms emphasizes that students can feel grams and kilograms through independent exploration and hands-on practice in specific life situations, and initially establish the concept of quality. In the aspect of statistical knowledge, let students further study the significance of statistics, learn simple data and sorting methods, and know bar statistical charts and simple composite statistical tables. This textbook also arranges the teaching content of "finding the law" to guide students to explore the arrangement law of figures and numbers through observation, guessing, experiment and reasoning. Not only make students know that the regular arrangement of things in real life contains mathematical knowledge, but also cultivate students' observation ability, calculation ability and inductive reasoning ability, discover and appreciate the beauty of mathematics, and use mathematics to create the consciousness of beauty.
Third, the teaching objectives:
1, combined with the specific situation in real life, so that students can understand the basic meaning of mathematical problems, learn to solve problems by two-step calculation, and know the role of brackets. Cultivate students' good habits such as careful observation and independent thinking, and initially cultivate students' ability to find, ask and solve problems in real life.
2. Let students understand the meaning of division in a specific situation, read and write the division formula, and know the names of each part of the division formula. Make students understand the relationship of multiplication and division, and skillfully use multiplication formula to find quotient. Enable students to solve some simple practical problems according to the meaning of division. Combined with teaching, educate students to love learning, labor and nature. Cultivate students' good study habits such as careful observation and independent thinking.
3. Make students know right angle, acute angle and obtuse angle; Let students perceive translation and rotation with examples; Will draw a simple figure on the grid paper after horizontal and vertical translation; The teaching thought method of initial infiltration and transformation.
4. Let the students experience the process of finding the quotient with the multiplication formula of 7-9 and master the general method of finding the quotient with the multiplication formula; Make students learn to apply multiplication and division comprehensively to solve simple or slightly complicated practical problems; In the process of solving problems, let students try to use the methods of analysis, reasoning and transformation.
5. Let student administrators experience the process and function of counting; Capable people can read and write numbers within 10 thousand, knowing that these numbers are composed of thousands, hundreds, tens and ones; Symbols can be used to describe the size of numbers within 10 thousand; Be able to name each number and identify the meaning of each number; Let the students feel the meaning of large numbers, know the divisor and make an estimate according to the actual situation. Can calculate whole hundred, add and subtract whole thousand; Let students further learn to describe things in life with concrete numbers, and communicate with others, cultivate their interest and self-confidence in learning mathematics, and gradually develop their sense of numbers.
6. 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 that1kg =1000g; Make students know how to weigh objects and make simple calculations; On the basis of establishing the concept of quality, cultivate students' consciousness of estimating the quality of objects.
7. Enable students to correctly calculate the addition and subtraction of two digits, and correctly calculate the addition and subtraction of hundreds and dozens; Enable students to estimate by addition and subtraction in combination with specific conditions, and cultivate estimation consciousness; Cultivate students' awareness of choosing appropriate methods to solve practical problems according to specific situations and experience the diversity of problem-solving strategies.
8. Make students experience the process of data collection, sorting, description and analysis, understand the significance of statistics, and collect and sort out data by simple methods; Make students know bar chart and simple compound statistics, ask and answer simple questions according to the data in the statistical chart, and awaken simple analysis; Through the investigation of interesting cases in real life around us, we can stimulate students' interest in learning and cultivate their sense of cooperation and innovative spirit.
9. Through observation, guessing, experiment, reasoning and other activities, students can discover the arrangement law of figures and numbers; Cultivate students' ability of observation, operation and inductive reasoning; Cultivate students' awareness of discovering and appreciating the beauty of mathematics, create the awareness of beauty with mathematics, and let students know that the regular arrangement of things in life contains mathematical knowledge.
Fourth, teaching measures.
1. Seriously study the mathematics curriculum standards of compulsory education.
2. Solidly carry out teaching and research activities and give full play to the role of collective teaching and research.
3. Seriously study and creatively use experimental teaching materials, carefully prepare lessons and listen to lectures, and demand quality from classroom teaching.
4. Teach students in accordance with their aptitude, so that different students have different development in mathematics.
(1) Provide Olympic mathematics counseling for students who have the spare capacity to study, and further improve their abilities.
(2) Pay attention to the counseling of students with learning difficulties, and establish the growth files of students with learning difficulties.
3. The first volume of mathematics teaching plan for the second grade of primary school
Teaching content: Statistics-Birthday (Beijing Normal University Edition), the first volume of the second year of mathematics. Teaching process:
First, create a musical situation and ask questions. (Play Happy Birthday)
Teacher: Today is naughty birthday. Shall we sing a birthday song for him to celebrate? The students get excited at once and can't help clapping their hands and humming. ) Naughty said that his birthday was in 65438+February, and he was born in winter.
Teacher: Who wants to tell you when you were born? What season does it belong to?
Health 1: My birthday is in June, not in summer.
Health 2: My birthday is 65438+February, and I was born in winter.
Health 3: My birthday is in April, and I was born in winter.
Teacher: Are you right? Look at the big screen: March, April and May are spring, June, July and August are summer, September, October and November are autumn, and December, January and February are winter.
Teacher: Now do you know which season you were born in? Talk to the partners in your group.
Teacher: It seems that some students' birthdays are in spring, some students' birthdays are in summer, and some students' birthdays are in autumn or winter. Which season has the largest number of students celebrating their birthdays? (The teacher looks puzzled)
(Students talk about their own views)
Teacher: Everyone has different opinions, but the teacher is very difficult. What should I do if I want to know exactly which season has the most students celebrating their birthdays? Students have different opinions and ideas, and they realize the need to count everyone's opinions. ) blackboard writing: birthday-statistics
Second, personally investigate and collect information.
1, investigation preparation
Today, in this class, we will use statistical methods to investigate which season the students in our class have the most birthdays.
Teacher: Next, we will use the method of group cooperation to carry out the investigation. How do you want to investigate?
Student 1: Students who celebrate their birthdays in spring can stand in one row, and students who celebrate their birthdays in summer can stand in another row. ...
Student 2: Let the students who have birthdays in spring raise their hands and count how many there are. Let the students who celebrate their birthdays in summer raise their hands again ...
Student 3: Let each student write down the birthday season on paper and give it to the group leader for statistics.
Life 4: Let the birthday party in spring stretch out one finger, the birthday party in summer stretch out two fingers, the birthday party in autumn stretch out three fingers, and the birthday party in winter stretch out four fingers.
Teacher: It seems that students still have many ways. Before the survey, ask the team members to discuss how you plan to divide the survey.
Teacher: What problems should we pay attention to when investigating? (Don't repeat, don't leave out) Emphasize silence.
2, team cooperation survey, draw a statistical chart.
Teachers focus on students who need help or have different recording methods, and evaluate them.
3. Reporting and communication
Teacher: The students have finished the investigation. Which group would like to send a representative to tell us how your group conducted the investigation? What was the result?
The teacher asked: Other students listen carefully to see if the results of the survey are the same as those of the group.
Teacher: Are the students in other groups the same as those in their group?
Let's count the number of people together and see if there are any omissions.
(Each group reports in turn) When the students report, the teacher counts the number of people born in each big group in a big table.
Third, verify the data.
Teacher: This is the result of a survey conducted by all major groups just now. The teacher drew this class chart according to your statistics. Please count the children first. How many people celebrate their birthdays in spring? How many people celebrate their birthdays in summer, autumn and winter?
Teacher: Then do the math. How many students did we count? Take another look. How many students are taking classes here today? Is there redundancy in the interpretation statistics? Did you lose anything? The students seem to be serious about statistics.
Fourth, analyze the statistical results and solve problems.
Teacher: Look at the picture carefully and see what you can find.
Health 1: I know there are the most people who celebrate their birthdays in spring.
Health 2: I know that there are eight more people celebrating their birthdays in spring than in summer.
Teacher: If XX comes to our statistical activities, guess which season he is most likely to be born? Why?
Fifth, the possibility of teaching infiltration
Teacher: This is the statistical table Xiao Xiao made for our students born in the second spring. What math problems can you ask according to this table? Please communicate in groups, ask the most classic questions and test other groups.
Teacher: In our two years, the number of people born in class three in spring ranks second. Please guess how many people were born in class three in spring? Why?
Sixth, expand and extend, and sum up the whole class.
Teacher: In today's class, we are going to investigate which season the most people were born in our class. Is the problem solved? How is it solved?
Health: ...
Teacher: Yes, that is, through personal investigation, we get the data, then sort it out and make a statistical chart, and solve it according to the analysis of the statistical chart, which is statistics.
Teacher: What other problems need to be calculated in life?
Student 1: Do you want to know which score had the largest number of people in the last exam?
Student 2: If you want to know how much pocket money each student in our group has every week, you should also use statistics.
S3: To know which class in the school has the largest number of students, we should also make statistics.
I believe that through today's study, you can better apply statistical knowledge to our lives.
Comments: Which group in this class performed well today?