1. Model essay on mathematics teaching plan in the second volume of the third grade of primary school
Teaching objective: 1. Understand the meaning of area.
2. Understand the commonly used area units of square meters, square decimeters and square centimeters, and initially form the concept of the actual size of these units.
3. Learn to compare areas by observing, overlapping, calculating areas and estimating.
Teaching focus:
1. Understand the concept of area from two aspects: the size of the object surface and the size of the plane closed figure.
2. Understand the necessity of unifying area units.
Teaching difficulties:
1. Understand the concept of area from two aspects: the size of the object surface and the size of the plane closed figure.
2. Understand the necessity of unifying area units.
Teaching preparation:
Multimedia courseware has two rectangles: a square with a side length of 1 cm, an equilateral triangle and a circle with a diameter of 1 cm.
Teaching process:
First, pre-school preparation
1, guide the students to look at the pictures on page 60 of the textbook.
Question: What do you see from the picture?
2. Introduce new courses and topics.
All the objects observed by students just now have faces. Through calculation, we also find that faces have sizes. In today's lesson, what we learned is related to the size of the face.
Second, explore new knowledge.
1, the meaning of the teaching area.
(1) Identify the size of the object surface.
Introduction to the teacher's talk. Note: the size difference between the blackboard surface and the national flag surface is quite large, which can be seen by observation.
(blackboard writing: observation and comparison)
(2) Know the size of the planar closed graph.
Show two sets of numbers. These are planar closed figures. How to compare their sizes?
Based on students' operation activities, this paper introduces the overlapping comparison method and the counting square comparison method.
(blackboard writing: overlapping comparison, grid comparison)
(3) Summarize the significance of area.
Question: Objection. What is the size of a surface or closed figure? Read what the book says. (The first half of the blackboard title: area)
2. Know the area unit.
(1) Show textbook page 6 1 Example 2.
Guidance: Please use the learning tools in your hand to help.
Comparing the three methods, the square number is the most reasonable method. Solve the questions raised in the question and get the size difference by counting the number of squares.
(2) Understand the importance of unified comparison.
The teacher shows a square, and through overlapping, it is confirmed that its area is larger than the two rectangles shown in front. The teacher flipped a square with only 9 squares, which aroused students' questions.
Question: What is the reason? Do you have any way to prove it?
(3) Self-study with questions.
Ask questions:
① What are the commonly used area units?
(2) How is the size of each area unit specified?
③ Comparing with each other, which nail area is closest to 1 cm2.
④ Two people at the same table compare the size of 1 square decimeter.
⑤ Put a piece of paper 1 m2 on the blackboard, and it is estimated that you can put down some exercise books first. Turn the back and count how many exercise books you can actually put down.
Third, the design of new classroom assignments
1, as shown in the figure, each square represents 1 cm2. Draw a figure of 8 square centimeters with a red pen, and then draw a figure with an area of 12 square centimeters with a green pen.
2. Fill in the appropriate units in the brackets.
(1) The area of the TV screen is 25 ().
(2) The area on an eraser is 9 ().
(3) The school playground covers an area of about 500 ().
(4) The area of the classroom is about 40 ().
Fourth, thinking training.
1. Every cell in the figure below is 1 cm2. Please write down the area of each figure in square centimeters.
2. Use your head: Which number is easier to estimate first? Do the math. (Unit: cm)
Blackboard design:
Area and area unit
Teaching reflection:
Through the study of this lesson, students can understand the significance of area in actual perception, know the commonly used area units 1 square meter, 1 square decimeter and 1 square centimeter, and initially establish the concept of actual size of these area units.
2. Model essay on the second volume of mathematics teaching plan for the third grade of primary school
Teaching objectives 1. Through practical activities, further consolidate the knowledge learned in this unit, deepen understanding and improve the level of mastery.
2. Be able to use the knowledge and skills learned to solve practical problems.
Emphasis and difficulty in teaching
Through practice, we can further consolidate the understanding of the meaning of scores and the algorithm of comparing scores.
teaching process
First, review and introduce new lessons.
Calculate the following questions:
2/5+ 1/5= 3/8+5/8= 7/9-4/9= 1- 1/3= 4/6+5/6=
7/8-7/8= 10-4/4= 14/30+5/30= 12/28+ 16/28=
Second, new funding.
1, what is the colored part?
2. Draw and compare.
My father ate two-sixths and my mother ate one-sixths.
(1) How much did they eat?
(2) How much is left?
4. Score calculation
5. A moon cake is divided into 8 pieces on average. How much did the two * * * eat this cake?
6. There are three apples and four pears
What percentage of all fruits are apples?
What percentage of all fruits are pears?
How much is the score of apples less than that of pears?
7. What fraction of this figure is the shaded part?
8.( 1) How many people took part in skipping?
(2) What percentage of the total population are boys and girls respectively?
(3) What other math questions can you ask?
9. Math stories
10, practical activities: making puzzles.
This is a practical and challenging activity. The knowledge of fractions should be used to "think about it". Tangram has become a learning tool for adding and subtracting scores.
Students must be encouraged to do the jigsaw puzzle by themselves, which can not only cultivate their practical ability, but also enable them to complete the problems in "thinking" with the help of operation.
1 1, do it.
(1) Take a rectangular piece of paper, fold it into a square and cut it out.
(2) Use cut square paper to make puzzles in the following order and paint them with different colors.
1 1, think about it.
(1) Is the graph 1 a fraction of the original square? What about the second one? What percentage of the original square do they occupy?
(2) How many parts of the original square are the numbers 3, 4, 5, 6 and 7 respectively?
(3) Use the figures in the puzzle to spell out rectangles or squares, estimate and measure them, and work out their perimeters and areas.
Three. abstract
After-class reflection: Through practical activities, students can further consolidate what they have learned in this unit, deepen their understanding and apply what they have learned and skills to solve practical problems.
3. The third grade elementary school mathematics teaching plan Volume II model essay.
Teaching objective: 1. By comparison, let the students feel the meaning of area.
2. Let students experience the process of comparing several graphic sizes and the diversity of comparison strategies.
3. Through students' participation in painting activities, we can further understand the meaning of graphic area.
4. Cultivate students' hands-on operation ability, comprehensive analysis ability and preliminary space concept in activities, and cultivate students' ability to cooperate and communicate with others.
Teaching focus:
1, the meaning of the preliminary perception area.
2. Cultivate students' hands-on operation ability, comprehensive analysis ability and preliminary spatial concept in activities.
Teaching difficulties: experience the diversity of comparative strategies and cultivate students' ability to cooperate and communicate with others.
Teaching aids and learning tools:
Teaching aid: multimedia courseware.
Learning tools: a red rectangle, a yellow rectangle, a blue rectangle, several small squares of the same size, scissors, ruler and marker.
Teaching process:
First, inspire the introduction of conversation.
Students, the teacher here has a very beautiful picture of children. I want to decorate it. What do you need? What does it take to add a frame around it? Give it another piece of glass. What size glass is suitable? Can it still be expressed by length? Let's discuss this problem together in this class.
Second, explore new knowledge.
(1), intuitively feel the meaning of the area.
1. Everything around us has its own face. Please find it and touch it. Noodles, what did you find? What's the difference in size? Let another student touch the surface of the blackboard and observe the surface of the pencil case cover and the surface of the blackboard. What did you find?
The surface of an object is large and small.
2. Look at the courseware to compare the cover size of math books and exercise books, and the surface size of one-dollar coins and dime coins.
3. If we draw a blackboard on paper, what figure is it? What plane graphics have we learned before? (Courseware demonstration) Tell me where the faces of these figures are.
4. (Courseware demonstration) Observe these figures. Where are their faces? Let the students realize that a closed figure is the size of a face.
5. Courseware demonstration: compare the sizes of two plane graphics.
6. The meaning of perceived area.
What were we comparing just now? The larger part has a name called area.
Who can tell what the area refers to? (Guide students to understand and improve the meaning of area) After the students report, the teacher summarizes the definition of area.
(blackboard writing: the size of the surface or closed figure of an object is their area. )
Students read the definition twice.
7. Which of the following four figures has the largest area?
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(2) Compare and experience the diversity of comparison strategies.
1, everyone has three colored papers of different colors. Who can quickly compare which colored paper has the smallest area and which one without learning tools? (Student activities) Talk about the methods used.
2. Report by name.
3. So who is bigger and who is smaller in the area of these two colored papers? (red and blue)
Opinions are divided, how to accurately compare the sizes of these two colored papers? What good idea can you think of? You can try it with your school tools. (Four-person group activity)
4, group report, exchange feedback comparison method. Is there any other way?
5. Read the book and tell me what other methods are introduced in the book.
6. What kind of method do you think? Tell me your reasons.
(3) solve the problem.
1, compare the sizes of graphic areas. (Exercise 18, Question 1)
2. Determine the area of which figure in the grid paper?
3. Determine which of the following patterns has a large area?
Third, summarize.
Tell me what you learned and gained in this class. What we started to discuss was to draw a glass for the child. The size of a glass surface cannot be expressed by its length. What should I use to express it?
Fourth, the pattern design competition. (Graphics with the same experience area can have different shapes.)
Requirements: Draw three figures with an area equal to 7 squares on the square paper, and compare who draws them accurately and creatively.
4. Model essay on the second volume of mathematics teaching plan for the third grade of primary school
Teaching content: Exercise on pages 665438 ~ 62 14, questions 6 and 9, 10,1,12.
Teaching objectives:
1, through practice, students can master the estimation method skillfully and improve the speed of oral calculation.
2. By deducing the estimation steps, students' analogical ability is initially cultivated; Be able to do oral calculations correctly, cultivate the flexibility of thinking and promote the organization of thinking.
3. Combine various exercises to cultivate students' interest in learning mathematics and accumulate mathematics consciousness; Everyone participates in oral arithmetic, so that students can pretend to have a good study habit of using their brains actively and doing oral arithmetic seriously.
Teaching process:
First, oral arithmetic practice
1, exercise 14, question 6.
By comparison, which group picked more?
2. Exercise 14, Question 9: Red Flag Game.
The grouping starts counting in the direction indicated by the arrow. Please tell the representative of the winning team how you estimated it.
3. Exercise 14, question 12. Complete independently and communicate in groups.
Second, evaluation exercises.
1, exercise 14, question 7.
(1) Show statistics and ask questions.
(2) Students finish independently.
(3) Communication with the whole class.
2. Exercise 14, question 8.
(1) Understand the meaning of the question.
(2) Teamwork, collecting data needed for estimation and estimating results.
(3) Communication with the whole class.
3. Exercise 14, question 1 1.
(1) Guide the picture and find out the meaning of the question.
(2) Complete independently.
(3) Organize communication.
Third, the class summary:
What have you gained through practice?
5. Model essay on the second volume of mathematics teaching plan for the third grade of primary school
Teaching objective: 1. Learn data through your favorite situation and feel the application of mathematics in life.
2. Feel the process of data sorting, and get a preliminary understanding of pictographic statistical charts and statistical tables, from which simple statistical results can be obtained.
3. Preliminary orderly observation, habit of organized thinking and awareness of application, and experience cooperation with peers.
4. Guide students to explore ways to solve problems and cultivate students' exploration consciousness and ability.
Teaching process:
First, the situation import:
Teacher: Do you like birthdays, children? Today, our good friend Qiqi the elephant is going to celebrate his birthday. He is going to celebrate his birthday with the children in Class 1 (3). Would you like to? Look, Qiqi is coming. (Elephant: Hello, children. Today is my birthday, and I am very happy, because I can spend my birthday with my children. There will be many guests to celebrate my birthday later. Look, here they come! Small animals wear headdresses and sing birthday songs, and then enter in turn.
Teacher: Who are the guests in the elephant house?
Health: There are puppies, monkeys and pigs in the elephant house.
Teacher: How many do they have?
Health: 5 monkeys, 4 puppies and 3 piglets.
Teacher: How do you know? Is it easy to count now?
Teachers organize students to discuss: How can we clearly know which guests are coming to the elephant house at once, and how many?
Second, start a new lesson:
1, a preliminary understanding of statistics
Discuss and report in groups, and guide students to come up with a classified statistical method one by one.
Teacher: How about one row at a time? Let's try it together. How can we line up neatly and easily see how many animals there are in each species?
Students take the stage to operate. Guide students to form different formations.
Teacher: The small animals also brought their photos. Can you group them like just now?
Work in groups, first discuss how to arrange the division of labor, then do it by hand and post a post.
Students learn to discuss and operate in groups, and then post them on the blackboard for display. Students can arrange horizontally from left to right and from right to left, vertically and obliquely from top to bottom. )
Teacher: Children, which group do you think is the most neat and beautiful?
Student evaluation. Teachers guide students to take neatness and beauty as the evaluation standard and properly evaluate their works. Take out the illustrations on page 68 of the textbook in time. Please fill in the number of each animal in brackets under the horizontal line. (Students fill in this book)
Teacher: What do you know after reading this picture? (Students express their opinions)
Teacher: The children made so many discoveries, all of which were made by ourselves. This is a good statistical method. (revealing the topic)
2. Try to count the flowers.
In this way, we can clearly know that the elephant brought many guests at once. I heard that the children in our class also prepared birthday gifts for elephants! What have you prepared? Answer. It turned out to be a lot of colorful flowers. Can you tell the elephant what color flowers there are? Students show pictures of flowers and introduce them. Can you count for him, too?
Students sort out the learning tools and pictures of flowers in music, stick them on the example map on page 69 of the textbook, count the number of flowers, and then communicate with each other. Students can communicate in groups. The teacher selects some representative students' works and displays them through the physical projector. Ask the students to evaluate each other which paste method is the clearest and the easiest to see the flower amount.
Teacher: Do other children want to show your grades? Hold up the book for everyone to see.
Students show their works to teachers and classmates with books.
Teacher: What do you know through statistics? (Students express their opinions)
Third, consolidate and expand:
1, statistical results
Teacher: The children speak very well! Look, Qiqi the elephant has come to thank you.
Elephant: Thank you for your help. I want to buy some fruit for you to eat. What kind of fruit do you like to eat? Student exchange.
Teacher: There are only apples, peaches, pears, watermelons and strawberries in the fruit shop. Do you want to eat? Elephants don't know which fruits to buy. Which ones buy less? What should we do?
Communicate with students and guide them to use group statistics.
The teacher asked to do an activity: pick a fruit you like best. Then the team leader leads everyone to count your group's favorite fruits on the cardboard distributed to your group. Students choose fruits from music and count them. )
The group leader took the stage to show the exchange, and the teacher showed the statistical pictures of each group together on the physical projector. Teacher: Kid, can you see what the kids in our class like best? Elephant, do you know which fruits to buy now?
Teacher: The children also prepared a beautiful song for the elephant. Can you perform for the elephant now?
Students sing: clap your hands when you are happy.
Teacher: Elephant, would you like to come to Class 1 (3) on your next birthday?
2. Count the number of wisdom stars obtained by each group.
Dialogue: Today, we helped elephants solve two problems. Every child actively uses his brain. With the cooperation of Qi Xin, many students won the wisdom star awarded by the teacher and won the honor for their group. So which group is the champion in today's activity? Is there any way to know the result? Student: Count how many wisdom stars there are in each group. )
The teacher asked two children to come up for statistics. Two students count the stars in each group in the blackboard prize column. Judge the champion group.
3. Class summary: Children, what have you learned from today's study? Is there a problem?
I learned statistics today. What are you going to do after class? Students communicate freely.
How much do you think! Choose a statistic after class, and then we will exchange statistics, ok?