1. Cultivate students' concept of time by deepening their understanding of time units.

2. Some simple time calculations will be made.

3. Develop the awareness and habit of observing and cherishing time.

Teaching emphases and difficulties:

Simple conversion of time unit and method of calculating elapsed time.

Teaching aid preparation: clock model, projector, courseware

Teaching process:

I. Introduction to the guessing game:

1, riddle: short people take one step, tall people take a circle. Short people walk around, tall people walk for half a day.

2. After the students guess the answer, the teacher takes out a clock face model and asks:

(1) "What is a dwarf"? "What do you mean by high?"

(2) "How long does it take for the minute hand to walk a square?" ? How long does it take for the minute hand to walk around? How long does it take to walk a big grid clockwise? How long does it take to walk clockwise?

③ How many points is "1"? 1 How many seconds is it?

3. Teachers demonstrate courseware, leaving different time for students to read out the time. Such as: 5 o'clock, 3: 20, 6 o'clock, 9: 50, etc.

4. Leading the topic: We have learned to look at the time, but how to calculate the elapsed time? In this lesson, we will learn "Calculation of Time" together. (blackboard writing topic)

Second, the new curriculum teaching:

1, teaching Example1:2 hours = () points.

(1) Teacher: 1 equals ...? (Student answers) What about 2 o'clock?

(2) Students cooperate and explore independently.

(3) Feedback

1. 60+60= 120 points

B and 2 are two 60 points, that is, 60×2= 120 points.

(4) Teacher's summary.

2. Complete "Done" on page 4.

Complete it independently first, and then modify it collectively. When reviewing, you can name the students and say what the numbers are. How did you come up with it? Then the teacher summed up conversion of time's method.

Method (1) Hours, minutes and seconds are units from big to small, such as hundreds, tens and hundreds.

Method (2) convert hours, minutes and seconds from small units to adjacent large units, that is, convert them into minutes of seconds. In division, the conversion is full 60 decimal 1, and the principle of carry is similar to carry from unit to ten and from decimal to hundred.

60 seconds =1(101=10)

60 points =1(1010 =1100)

The reverse is also true.

3, teaching example 2:

(1) The teacher projected the scene picture of Example 2 and asked the students to observe the picture carefully and explain its meaning: Xiaoming left home at 7: 30 and arrived at school at 7: 45.

(2) Teacher: How long did it take Xiao Ming to get from home to school?

(3) Students discuss and answer, and try to let students summarize various methods of calculating time:

A, the minute hand turns from 6 to 9. Walk three squares, and it's 15 minutes.

B, 45-30 = 15, which means 15 minutes.

4. Summary

Please tell one or two students when they left home and arrived at school. Let the students in the audience help with the calculation.

Third, consolidate the exercises:

1. Complete "Done" on page 5.

When correcting collectively, you can call the roll in front of the blackboard and do the actual operation.

2. Fill in the blanks:

The score of (1)50 is less than 1 (), and the score of 1 is more than 45 ().

(2) a class is () points, a class is () points, plus () points, is 1 hour.

3. Competition:

How many minutes have passed since the teacher verbally reported the time, such as 3: 00 to 3: 45? The students scrambled to answer, and the teacher rewarded them to see who scrambled quickly.

Four, the class summary, regression evaluation:

Teacher: What time is it? We just started our class at 9 o'clock. How many minutes have passed since we started our class? A class of 40 minutes passed quickly. "An inch of time is an inch of gold, and a thousand dollars can't buy an inch of time." Yes, time is as precious as gold. We should cherish every minute, learn more skills and build our motherland better when we grow up.

Teaching reflection:

The teaching of this course can be closely linked with students' real life, using the calculations that students are familiar with and interested in, and using the time from home to students to organize teaching. On the one hand, teachers should trust students, give them time and space for independent exploration and cooperation, and guide them to obtain the time and method of calculation through their own experience. On the other hand, teachers should conscientiously guide and consolidate their knowledge through students' summary and practical application of calculation methods. By accumulating problem-solving strategies, students' innovative consciousness and practical ability are cultivated.