How to write the math teaching plan for the second grade of primary school?

Solve problems in the first class

Teaching content: Example on page 4 of the textbook 1.

Teaching objectives:

1, so that students can find problems from specific life situations, master the steps and methods to solve problems, and know that they can solve problems in different ways.

2. Cultivate students' good study habits such as careful observation, and initially cultivate students' ability to find, ask and solve problems.

Teaching focus:

A preliminary understanding of the meaning of mathematical problems, through the process of discovering, proposing and solving problems from life, will use the learned mathematical knowledge to solve simple practical problems and realize the close relationship between mathematics and daily life. Knowing the function of brackets, I will use brackets in solving problems.

Teaching difficulties: cultivate students' ability to find, ask and solve problems in real life.

Teaching preparation:

Physical projection, amusement park map.

Teaching process:

First, the scene import, stimulate interest

1, Dialogue: Have you ever been to an amusement park, little friend? What do you like to play best?

2. Q: "Let's see what the children in the picture are doing?"

3. Let the students observe the pictures and theme pictures. Q: What do you want to know when you see this picture? 2. Observe and understand information: What do you know from the pictures?

3. Group discussion.

(1) How many people are watching this play now?

4. Record the students' problem-solving methods on the blackboard.

5. Compare the similarities and differences between the two methods. Obviously, the result of the two methods is to know how many people are watching the play now, and their thinking of solving the problem is slightly different.

6. Can you write two small formulas into one? Students try to make a comprehensive formula.

Blackboard: (1) 22+13-6 (2) 22-6+13

Communication: What do you think?

7. summary.

Third, practice, consolidate and apply exercises.

1, exercise 1, question 1, let the students explain the meaning of the picture, make clear the calculated questions, and let the students answer them independently. Then find some classmates to talk about how to solve the problem, so as to inspire students with difficulties.

2. Exercise 1, question 4, let the students finish it by themselves. When teachers report ideas to solve problems, they should combine the specific content of the topic and appropriately infiltrate ideological education.

[Design Intention]: Let students master knowledge in communication and practice.

Fourth, class summary.

What skills have we learned through today's class? Can you solve the problem we learned today?

Verb (abbreviation for verb) class assignment

The second class solves problems.

Teaching content:

Example 2 on page 5 of the textbook

Teaching objectives:

1, so that students can find problems from specific life situations, master the steps and methods to solve problems, and know that they can solve problems in different ways.

2. Cultivate students' good study habits such as careful observation, and initially cultivate students' ability to find, ask and solve problems.

3. Let students know the function of brackets through learning.

4. By solving specific problems, cultivate students' initial application consciousness and good emotion of loving mathematics.

Teaching focus:

Let students know that they can solve problems in different ways, realize the diversity of problem-solving strategies and improve their problem-solving ability.

Teaching difficulties: find and ask questions from different angles and solve problems in different ways.

Teaching preparation:

Physical projection, bakery map.

Teaching process:

First, the scene import, stimulate interest

1, dialogue: children Yesterday we went to the amusement park. Today, let's go to the bakery to see what's delicious there. Do you want to?

2. Projection shows the bakery map of the amusement park and asks, "Let's see what the children in the picture are doing?" Attract students' attention to this painting.

3. Ask students to observe the pictures and ask questions. The teacher appropriately inspired and guided: How many loaves are left? Students are free to speak and ask questions.

[Design Intention]: Introduce what students like and stimulate their interest in learning.

Second, cooperate and exchange, and explore new knowledge.

1, observe the theme picture Q: What do you want to know when you see this picture? Students speak freely. How many pieces of bread are left?

2. Observe and understand information: What do you know from the pictures?

3. Group discussion.

(1) How should I calculate: How many loaves are left?

(2) After thinking independently, exchange your ideas in the group.

(3) Send representatives from the group to exchange solutions to problems in class.

4. Record the students' problem-solving methods on the blackboard.

Methods 1: 54-8=46 (a) and 46-22=24 (a)

Method 2: 8+22=30 pieces, 54-30=24 pieces.

5. Compare the similarities and differences between the two methods. Obviously, the result of both methods is to ask: How much bread is left? There are different ideas to solve the problem.

6. Can you write two small formulas into one? Students try to make a comprehensive formula.

Blackboard: (1)54-8-22 (2)54-(8+22)

Communication: What do you think? If the second comprehensive formula is difficult, the teacher will give guidance. Special emphasis is placed on calculating the contents in brackets first.

7. After completing exercise 1 and question 5, ask the students to look at the pictures carefully, make clear the problems to be solved and find the solutions.

8. summary.

[Design Intention]: Let students understand the conditions, ask questions and solve problems independently when observing the occurrence and development of things.

Third, practice, consolidate and apply exercises.

1, exercise 1, question 2, ask students to explain the meaning of the picture, make clear the calculated questions, and ask students to answer them independently. Then find some classmates to talk about how to solve the problem, so as to inspire students with difficulties.

2. Exercise 1, question 3, let the students finish it by themselves. Emphasize the use of brackets when reporting ideas for solving problems.

[Design Intention]: Let students master knowledge in communication and practice.

Fourth, class summary.

What skills have we learned through today's class? Can you solve the problem we learned today?

Teaching reflection:

The third class solves problems.

Teaching content: Example 3, Page 8 of the textbook

Teaching objectives:

1, so that students can find problems from specific life situations, master the steps and methods to solve problems, and know that they can solve problems in different ways.

2. Cultivate students' good study habits such as careful observation, and initially cultivate students' ability to find, ask and solve problems.

3. By solving specific problems, cultivate students' initial application consciousness and good emotion of loving mathematics.

4. Through cooperation and communication, students can experience the happiness of cooperation and learning.

Teaching preparation:

Physical projection, seesaw paradise map.

Teaching emphases and difficulties:

Solve problems in different ways, realize the diversity of problem-solving strategies and improve the ability to solve problems.

Teaching process:

First, the scene import, stimulate interest

1, Dialogue: Do children like to play on the seesaw? Shall we go to the seesaw park today?

2. The projection shows the seesaw situation map and asks, "Let's see what the children in the picture are doing?" Let the students observe the picture carefully.

3. Ask students to observe the pictures and ask questions. The teacher appropriately inspired and guided: How many people are there in the seesaw park? Students are free to speak and ask questions.

[Design Intention]: Introduce what students like and stimulate their interest in learning.

Second, cooperate and exchange, and explore new knowledge.

1, observe the theme picture Q: What do you want to know when you see this picture? Students speak freely. The teacher has a choice of writing on the blackboard: how many people are there in seesaw heaven?

2. Observe and understand information: What do you know from the pictures?

3. Group discussion.

(1) How to calculate the number of people in the seesaw park?

(2) After thinking independently, exchange your ideas in the group.

(3) Send representatives from the group to exchange solutions to problems in class.

4. Record the students' problem-solving methods on the blackboard. There is a style of writing that makes students think about how to calculate.

5. Compare the similarities and differences of various methods. The result of defining famous species is to find out how many people are in the seesaw park, but the way of solving problems is slightly different.

6. Students try to make a comprehensive formula.

Blackboard: (1) 4x3+7 =19 (2) 2x6+7 =19 (3) 2x8+3 =19. ...

Communication: What do you think?

7. summary.

Third, practice, consolidate and apply exercises.

2. Exercise 2, question 2, let the students explain the meaning of the picture, make clear the calculated questions, and let the students answer them independently. Then find some classmates to talk about how to solve the problem, so as to inspire students with difficulties. At the same time, educate students to respect the old and love the young.

[Design Intention]: Let students master knowledge in communication and practice. Make full use of the theme map.

Fourth, class summary.

What skills have we learned through today's class? Can you solve the problem we learned today?

Verb (abbreviation for verb) class assignment

Problem solving in the fourth class (practice class)

Teaching content: Exercise 2 on page 10, 1 1.

Teaching objectives:

1. Cultivate students' ability to ask and solve problems in real life situations.

2. Cultivate students' awareness and ability to explore knowledge, and further master the role and usage of brackets.

3. Cultivate students' ability to collect and organize information.

Teaching emphasis: check and fill gaps, feedback questions, and improve the accuracy and diversity of students' problem solving.

Teaching difficulties:

1, understand that the numbers on the same digit can only be added, that is, the problem of "counterpoint" in written calculation.

2. Master the calculation rules of written calculation and be skilled in calculation.

Teaching preparation:

Physical projection, practice illustration situation map.

Teaching process:

First, the introduction of dialogue to stimulate interest

We learned the topic of two-step calculation in the previous class, and we know the usage of brackets. Will the teacher take the children to the grass first today? But after reading it, I have to solve a few problems.

[Design Intention]: Introduce what students like and stimulate their interest in learning.

Second, cooperation and exploration to consolidate new knowledge

1, project page 9 and make a theme map. After the students answer independently, discuss in cooperation. Teachers pay attention to guiding students to observe and think from different angles. For example, observing birds, flowers, bees and so on. , so as to find problems, ask questions and answer questions from all angles. Solve the same problem in many ways at the same time.

2. Display the third question on the page 1 1. After the observation, the students asked: Do they have enough money to buy tickets with 20 yuan? what do you think? Students exchange and discuss. By solving problems, it not only consolidates the two-step calculation of multiplication and addition, but also cultivates students' estimation consciousness and enhances their sense of numbers.

3. Complete the fourth question. Students complete the form independently and talk about how to calculate the total score. By calculating the total score of each group, students can flexibly choose relevant information to solve problems according to the actual situation and cultivate the flexibility of students' thinking.

4. Complete Question 5: How many squares are there? Students can answer in many ways. The formula can be: 3X3X3-2=25 (pieces) 3X3X2+7=25 (pieces) 3X3+3X3+7=25 (pieces). ...

[Design Intention]: Let students master and apply knowledge in communication and practice. Thinking about problems is conducive to developing students' thinking.

Third, the network summary of the first class of new curriculum standards

What have we learned from today's class? Can you solve our life problems with what we have learned?

Fourth, class assignments.

Second unit

Average grade of the first category

Teaching content:

Textbook P 13 ~ 14, examples 1, examples 2 and exercises 3.

Teaching objectives:

1. Establish the concept of "average score" in specific situations and practical activities.

2. Let students fully experience the process of "average score" and make clear the meaning of "average score". Initially formed the appearance of "average score".

3. Guide students to feel the connection between "average score" and real life, and cultivate students' inquiry consciousness and problem-solving ability.

Teaching emphasis: understand and master the meaning and method of average score.

Teaching difficulty: mastering the method of average score.

Teaching preparation: several kinds of food, physical projection, etc.

Teaching process:

First, create a situation and feel the "average score"

1, session import, actual operation

(1), today the teacher brought you some small gifts. The teacher wants to give it to you. Please start distributing candy to every student in the group and ask for all the candy. (The number of sweets in each group is different. )

(2), each group hands-on operation

(3) Each group reports the situation and the teacher writes it on the blackboard.

Step 2 observe the problem

(1), let children observe the results of each group. What did you find?

(2) student observation report.

(3) From the observation, we found that some components have the same amount. Can you give such a division a proper name?

(4) Students name themselves.

Step 3 show the theme

(1), the children's names are very good. In mathematics, we call the same number of points per share the average score.

(blackboard writing topic)

(2) Let's talk about which groups are average scores and which groups are not.

(3) What can we do to make the groups that have not been averaged just now?

(4) Students exchange reports.

Design intention: let students find the average score independently in the situation of dividing candy. Respect students' learning autonomy and creativity. Teachers guide students to think positively and help students understand the average score through the extension of questions.

Second, practice and learn the average score.

1, teaching example 2: divide 15 oranges into 5 parts on average. How to divide it? How many points?

(1), about the allocation scheme.

(2), each group began to divide.

(3), students report points.

(4) What kind of division do you like? Why?

2. Divide one point: divide eight sticks into four parts on average. How many sticks should there be in each part? (Students get one point for starting work)

3. Finish the homework on page 14 of the textbook and divide 12 bottles of mineral water into three parts on average.

Let the students circle their own opinions. )

Design intention: reflect the diversity of sub-methods; Open questions, expand knowledge and develop students' thinking.

Third, application expansion, understanding the average score

1, exercise 3, question 2.

(1), it is certain that the dichotomy fits the meaning of the topic.

(2) Guide students to observe whether the third score is average. What should be done to make it conform to the meaning of the question?

(3) Students exchange discussion reports.

2. Practical activities: flower arranging activities.

3. List examples of average scores in life.

Fourth, experience success and have an average aftertaste.

Teaching reflection: