Mathematics teachers can let students go through a complete activity process, cultivate hands-on awareness, cooperative exploration and innovation awareness, and improve the ability to solve problems. The following are the math teaching plans for the second grade of primary school that I compiled, hoping to provide you with reference and reference.

Math teaching plan for the second grade of primary school: two-step multiplication

Teaching objectives:

1. Explore the quantitative relationship of two-step multiplication application problems in independent exploration, and apply two-step multiplication to solve related life problems.

2. Can solve the same problem from multiple angles, improve the ability to solve problems and develop thinking.

3. Feel the application value of mathematical knowledge in life and experience the happiness of success.

Teaching focus:

Correctly analyze the quantitative relationship and solve related problems through multiplication two-step operation.

Teaching difficulties:

Understand the quantitative relationship, find out the indirect information to solve the problem, and solve the problem flexibly.

Teaching aid preparation:

Courseware.

Teaching plan:

First, the introduction of situational activation thinking

1, Introduction

The teacher introduced the gymnastics competition activities in the school. The lens explains the words "horizontal line", "column" and "phalanx".

2. Collect mathematical information

Guide the students to look at the theme map and find out the mathematical information. The teacher wrote the collected information on the blackboard.

Each row 10 people, a total of 8 rows. There are three squares.

ask questions

Ask questions according to the collected mathematical information.

The teacher wrote the questions on the blackboard. (1 square How many people are there? )

[Teaching presupposition]: Students may ask: How many people are there in each phalanx? How many people are there in two squares? How many people are there in three squares? How many people are there in three squares than one square? Wait a minute.

Step 4 solve the problem.

First, guide students to solve problems independently. How many people are there in each square?

5. Mutual reporting, exchange and evaluation

Students should clearly explain the process of thinking when reporting, that is, how to think and how to form it.

[Teaching presupposition] Students have learned to solve problems by one-step multiplication. After seeing the theme map, they will quickly collect mathematical information, and students can clearly express their thinking process, as follows:

(1), 10×8=80 (person) means how much money is changed to eight 10 and calculated by multiplication.

(2), 8× 10=80 (person) is how many eights are obtained by multiplication.

7. Summarize learning methods

Teachers and students refine their learning methods: reading-thinking-doing-speaking, and summarizing the ideas for solving problems.

8. Reveal the topic.

The purpose of this link is to introduce the learned one-step multiplication formula into the new lesson, understand the students' thinking foundation and activate their thinking. Then summarize learning methods, express problem-solving strategies and thinking processes, standardize students' problem-solving thinking, and make full preparations for the next inquiry. )

Second, explore new knowledge and train thinking.

1. Let me see the question just raised: each square has 8 rows, and each row has 10 people. How many people are there in three squares?

Step 2 think about solutions

(1) independent formula,

(2) communicate your ideas in the group (group leader statistics: there are several calculation methods in this group)

(3) the whole class exchange evaluation

[Teaching presupposition] Students' problem-solving strategies may be as follows:

The first type: 10×8=60 (person) and 80×3=240 (person)

Type 2: 8× 10=60 (person) and 80×3=240 (person)

The third type: 8×3=24 people, 24× 10=240 people.

The fourth type: 10×3=30 people, 30×8=240 people.

Fifth: 80×3=240 people.

Sixth: 10×8×3=240 or 8× 10×3=240.

[Presupposition: Teachers use courseware to demonstrate students' thinking process according to students' answers and explanations, and use the intuitive effect of courseware to help students at lower and middle levels tide over their thinking difficulties. Remove the same method from the blackboard and show different formulas. Compare the differences between each method and guide students to find the simplest method. The basic method encourages all students to try. )

3. Course summary

(The design intention of this link: to guide students to think before speaking in problem-solving thinking such as reading, thinking, doing and speaking, to be able to express in complete sentences, to use mathematical language correctly, to pay attention to strict standardization, and to transform the internal thinking process of problem-solving into external performance, which is conducive to cultivating the order and rationality of students' thinking in the process of problem-solving and to experience the diversification of problem-solving strategies. )

Third, consolidate the idea of application development.

1, the textbook "Do One, Do One" students try independently.

(Design intention: Doing the problem is very close to students' life, which reflects the diversity of problem-solving strategies. Through this question, students can be guided to use the way of thinking they have learned and master the problem-solving strategies to solve practical problems in life, so as to judge the students' mastery of new knowledge. )

2. Add questions and answer them:

Xiaoqing has two photo albums, each with 24 pages, and each page can hold 4 photos.

(Design intention: Help students to apply analytical and comprehensive logical thinking methods initially, master the initial logical reasoning ability, develop students' divergent thinking, and cultivate students' thinking flexibility. )

Model essay 2 of mathematics teaching plan for the second grade of primary school: understanding of right angle, acute angle and obtuse angle

Teaching objectives:

1. Explore how to spell different obtuse angles with a triangular ruler, knowing that you must spell obtuse angles with right angles and acute angles.

2. Further consolidate the understanding of right angle, acute angle and obtuse angle, and develop the preliminary concept of space.

3. Throughout the whole activity process, cultivate hands-on awareness, cooperative inquiry awareness and innovation awareness, and improve the ability to solve problems.

4. Get positive emotional experience in colorful activities and feel the beauty of mathematics.

Target resolution:

Spelling corners with a triangular ruler is a mathematical activity with rich connotations, and it is also a comprehensive practical activity class arranged at the end of Unit 3. It can not only consolidate students' understanding of right angle, acute angle and obtuse angle, but also cultivate students' practical ability, accumulate students' experience in activities and problem solving, make students more familiar with the characteristics of upper angle of triangular ruler and lay a good foundation for subsequent study.

Teaching emphasis: use a pair of triangular rulers to spell different obtuse angles, knowing that right angles and acute angles must spell obtuse angles.

Teaching difficulties: Flexible use of angle knowledge to spell out angles.

Teaching preparation: courseware, triangular ruler

Teaching process:

First, before the event-fully prepared

(A) understand the meaning of "a pair of triangular rulers"

1. What are the angles of two triangles in a pair of triangles?

2. Number each corner of a pair of triangular rulers.

For example, a triangle ruler of an isosceles right triangle is woven into a ruler, wherein the right angle is a ruler right angle, and the other two acute angles are an acute angle A ruler ① and an acute angle A ruler ② respectively; The other triangle ruler is made of B ruler, its right angle is B ruler right angle, and the other two acute angles are B ruler ① acute angle and B ruler ② acute angle respectively.

(2) Review the old knowledge and stimulate the introduction of interest.

1. What is the relationship between acute angle, right angle and obtuse angle? (acute angle

There are right angles and acute angles on the triangular ruler, but there is no obtuse angle. Can you spell them into an obtuse angle? (blackboard writing topic)

Design Intention: Before using a pair of triangular rulers to spell corners, students should first understand the meaning of "a pair" in "a pair of triangular rulers" and know what angles and characteristics two triangular rulers in a pair of triangular rulers have. At the same time, mobilize the knowledge of the relationship between acute angle, right angle and obtuse angle to prepare for "spelling angle"

Second, in activities-cooperation and communication.

Example 6: Use a pair of triangular rulers to spell an obtuse angle.

(1) Group discussion and free spelling.

1. Think about how to spell an obtuse angle with a pair of triangular rulers.

2. Students begin to spell corners, draw corners, and teachers patrol for guidance.

(B) display, communication between teachers and students

1. Team leader report.

2. Choose different spellings and show them on the blackboard.

3. What did you find in the process of spelling the obtuse angle?

(3) Classification, discussion and questioning of works

1. There are different spellings on the blackboard. Can you classify them according to certain rules?

2. Discuss communication: one is composed of acute angle and acute angle, and the other is composed of right angle and acute angle.

3. Question: Can acute angles and acute angles spell obtuse angles? (Not necessarily) Can a right angle and an acute angle form an obtuse angle? (affirmative)

(d) Verify obtuse angles and optimize spelling.

1. AC verification method

Visually, it looks bigger than a right angle.

Measure the right angle ratio with a triangular ruler

Reasoning-A right angle and an acute angle can definitely form an obtuse angle.

Summarize spelling

Of course, the right angle and acute angle on a pair of triangular rulers can be spelled into an obtuse angle.

Design intention: Through the activity of "spelling obtuse angles with a pair of triangular rulers", we can perceive in free spelling, think in cooperative communication, question in classified discussion and sublimate in verification and optimization. According to the relationship between right angle and obtuse angle, understand the advantages of spelling based on right angle and acute angle. Let students experience the orderly thinking in the process of mathematics learning, which can improve the efficiency of solving problems.

Third, after the activity-utilization and expansion

Page 42 of the textbook "Doing"

1. Choose two of the two pairs of triangular rulers and spell an obtuse angle.

2. Choose two from two pairs of triangular rulers and spell out a right angle.

3. Choose two from two pairs of triangular rulers and spell out an acute angle.

Work together at the same table, communicate in groups, and then report to the class.

(2) Choose three from the two pairs of triangular rulers and spell out an obtuse angle.

Spell and draw the corners at the same table, and then discuss them in class.

(3) Exercise 8 13 on page 45 of the textbook.

Comprehensive use of acute angle, right angle, obtuse angle knowledge, with the graphics on the puzzle to flexibly spell out the corners.

Design intent: Application expansion is divided into three levels. On the first level, on the basis of spelling with a pair of trigonometric rulers, two pairs of trigonometric rulers are used to spell the angle to improve students' problem-solving ability; The second level, spell out the angle with three sets of triangular rulers to distract students' thinking; At the third level, using various figures in the puzzle, we can further deepen our understanding of the diagonal, cultivate the flexibility of thinking, feel the beauty of mathematics in the puzzle, and develop students' initial concept of space.

Four. Activity summary

(1) What did you gain from this class?

(2) Expansion and extension

1. What is the obtuse angle minus the right angle? What is the obtuse angle minus the acute angle? Why?

2. You also thought of it. ...

Design intention: Summarize the whole class by talking about the harvest, so that students can feel the happiness of learning success, and at the same time, put forward several open questions to arouse students' thinking and stimulate their inner interest in mathematics.

Math teaching plan for the second grade of primary school: Fan Wensan: length unit

Textbook analysis

Know centimeters, use centimeters. It is very important for students to know the actual length of the length unit centimeter. It can be applied in practice. The textbook first explains the usage of the ruler, and then let the students look at their own small rulers and know the length of 1 cm, 2 cm. Example 1 is to record the length of the pushpin with a ruler. Let the students feel the approximate length of 1 cm. Example 2. Practice activities arrange students to record a line segment and their finger width. Let every student know how long 1 cm is. Deepen students' understanding of centimeters. Example 3. It measures the length of notes. Let the students know how to measure the length of an object. Through examples and comprehensive application exercises. Let students learn to measure the length of an object. In order to highlight key points and break through difficulties. In the design of this lesson. Mainly highlight the following points:

1. accords with students' cognitive law. Permeation method.

This lesson knows one centimeter and several centimeters. Establish the concept of length of 1 cm. Teaching of measuring three knowledge points in centimeters. I always follow the mode of "observation and perception, operational imagination, abstract generalization and practical creation". Create a series of situations. Mobilize students to actively participate in teaching practice and naturally master new knowledge.

2. The teacher guides the students to operate carefully. Let students' multiple senses work together. Physical skills.

3. For all students. Let learning live and learn to use.

Analysis of learning situation

In this lesson, we will learn the length in centimeters and record it in centimeters. Students have a preliminary understanding of the length of the object. But this lesson is the beginning of understanding the unit of length, and students' life experience must be used. Provide rich perceptual materials to help students initially establish the concept of length.

The basic method of learning record length. The focus of teaching is to let students know the length unit centimeter.

It can be applied in practice. The difficulty of teaching is based on the characteristics of second-year students. Establish the concept of length of 1 cm.

Teaching objectives

1. Students should use a ruler to screen out the length of the most measurable object, know the length unit cm, and initially establish the concept of 1 cm. And learn to record the length of shorter (whole centimeter long) objects in centimeters.

2. In actual observation and operation. Cultivate students' observation ability, hands-on operation ability and spatial imagination ability. Let students form the habit of being serious and careful. I feel the idea that knowledge comes from practice and is applied to practice.

3. Actively participate in mathematics learning activities. Have curiosity and thirst for knowledge about mathematics. Experiencing mathematics activities in mathematics learning activities is full of exploration and creation. Get a successful experience. Build self-confidence.

Teaching preparation

Teacher preparation: computer courseware, physical projection, student ruler. Students point out, compare and find out the cards used.

Students prepare: student ruler, scissors, thumbtacks, thread, white paper with a width of one centimeter, wooden sticks, and colored cards (the yellow bar is 8 centimeters long. The red color bar is 5 cm long) and the side length is 1 cm, such as small squares, digital cards and feedback cards.

teaching process

First, the introduction of the problem

Computer display: two line segments. One is 10 cm long. Vertical; The other is 1 1 cm long. Put it sideways, please guess. These two line segments. Which is longer? Which one is short?

Students can guess the vertical length. It is also possible to guess that two pieces are the same length.

Question: How can we know their length accurately?

Design intention: start the class. By comparing the lengths of line segments. Let the students recall their own life experiences, so as to know the length of the object. Need a ruler.

Second, explore new knowledge.

(1) Understand the questions raised by the scale teachers and guide the students to discuss in groups.

Computer display discussion questions:

Take out your ruler. Observe carefully. Compare and find out what are the similarities.

2. About these similarities. What do you want to know?

Students discuss in groups. Teachers participate in students' discussions.

3. Students report the results of the discussion.

4. Teacher-student evaluation answers students' questions.

Design intention: Start with the ruler that students use every day. Let the students look, point, compare, say and find. Instruct students to learn to observe and analyze in a lively and pleasant atmosphere. Learn to grasp the essence of things from the changeable appearances. At the same time, it also provides students with the opportunity to ask questions actively. It is convenient for students to enter the state of actively exploring new knowledge.

(2) How long is 1. 1 cm? Please try to point it out on the ruler.

2. The computer displays from 0 to 1 and from 1 to 2. From 2 o'clock to 3 o'clock ... the length of each paragraph is 1 cm. What did you find through careful observation?

It is concluded that the length between every two adjacent longer tick marks is 1 cm.

3. From 0 to 2. How many centimeters are there between these two tick marks? What about from 0 to 3? What about from 0 to 5? How many centimeters are there on your ruler? How do you know that? What conclusion can you draw?