The second grade knows the teaching goal of time mathematics teaching plan 1.
(1) Know the angle initially, and know the names of each part of the angle; Learn to draw corners with a ruler.
(2) By allowing students to observe and analyze, cultivate students' observation ability, hands-on operation ability and abstract thinking ability, and develop students' autonomous learning ability and creative consciousness.
(3) Cultivate students' good spirit of cooperation.
Emphasis and difficulty in teaching
Students' understanding of angles often stays in the perceptual stage with the help of physical objects, lacking systematic understanding of angles. Therefore, the focus of this lesson is to let students form a correct representation of angles, know the names of various parts of angles, and initially learn to draw angles with a ruler. The difficulty is to guide students to draw corners.
teaching tool
Ppt courseware
teaching process
(1) Get down to business
1, Teacher: The teacher brought you several members of the graphic family of the Mathematics Kingdom. Do you still know them? Square, triangle, circle, etc. Draw on the blackboard. (Student's answer) Today, we will know another new member of the graphic family: Angle, and introduce the topic "Preliminary Understanding of Angle". Today we are going to learn "the preliminary understanding of diagonal".
2. Teacher writing on the blackboard: a preliminary understanding of the angle
(2) Connecting with practice and guiding inquiry.
1, Teacher: Students must be familiar with diagonal lines. (Play PPT) Let the students look at the pictures. There are corners in these figures. Students, open your eyes. This is the corner.
Show the slides about the school scene and let the students find the corner. The students answered one by one.
2. Teacher: It's amazing that the students have found so many corners.
Teacher: So, are there many corners around us now? Students, look for it. (Please give me some advice. Students answer: desk corner, textbook corner, door and window corner and so on.
4. Teacher: The students have found so many horns, so what parts are the horns made of? (Play PPT) Say while playing that a corner is composed of two sides of a vertex. Play it again. The teacher said vertex, edge, edge. Then write on the blackboard: vertex, edge, edge.
5. Teacher: We all know what a horn is, and we also know all the parts of a horn. So how is the angle drawn? Students look at the big screen (PPT). You got it? When drawing a corner, you should set the vertex first, and then draw two sides. The teacher demonstrated it again on the blackboard.
6. Look carefully, how many vertices and sides does a corner consist of? (a) consists of a vertex and two sides. When we express an angle, we can't just click on it. See how the teacher expresses the angle. (Teacher's action demonstration: one vertex, two sides, and then hand-painted) Pick up your little hand and let's order together. Now, who will point to the corner of this ruler like this? Are there any other corners? )
7. Teacher: Think about it. How can you draw a corner? What should I pay attention to? Draw a point first. From this point, draw two lines in different directions with a ruler to form an angle. Please try to draw one according to this method. Show your deskmate the vertices and sides of the corner you drew. Just point out the vertices and edges when giving feedback. )
8. Compare the sizes of corners, and put two corners with the same size, but the sides are not the same length. Ask the students which angle is bigger. Students may say that the angles with longer sides are bigger (slide). The teacher asked the students whether the longer the side, the bigger the angle. Students see that the size of an angle has nothing to do with the length of the side, but with the size of its opening.
9. Teacher: Draw another corner with a different size. Please grade the corner you drew.
10, corner folding: Let the students take out their own paper and fold a few corners, and compare the sizes at the same table. Fold another round piece of paper to see if the students can fold the corner. The teacher will patrol and guide.
(C) consolidation and expansion, extra-curricular extension
1, Teacher: Just drew a corner, and the teacher added another line here. How many horns are there now? What the students mean is that the teacher drew an arc. )
2. Teacher: I have a rectangle here. If you cut off a corner, please guess how many corners are left?
Teacher: Can you tell your partner what you have gained today?
The second grade knows the teaching content of time mathematics teaching plan 2;
Question 3 on page 10 1 in the textbook, exercise 25, question 12.
Teaching objectives:
Knowledge and skills
(1) further enables students to read and write for a few minutes.
(2) Further let students know that "1 hour = 60 points".
(3) Further cultivate students' awareness and habit of cherishing time.
Process and method
Through review, let students experience the process of summing up knowledge and the internal connection of mathematical knowledge.
Emotional attitudes and values
In the review process, feel the close connection between mathematics and life, and stimulate students' interest in learning.
Teaching emphases and difficulties:
Focus: Let students have a deeper understanding of time.
Difficulties: Cultivating students' mathematical application ability.
Teaching methods and learning methods:
Teaching method: teaching method.
Learning method: practice method.
Teaching preparation:
Situation map in practice class.
Teaching process:
First, create situations and introduce riddles.
Enlightening dialogue: Today, the teacher brought us a riddle. Listen carefully and see which student guessed it first.
Elder brother is long, younger brother is short, and younger brother follows elder brother. Brother runs once, brother walks once. What is this? (clock)
In this lesson, we will review the understanding time.
Second, when to review?
(1) Who can tell me what's on the clock face?
Guide the students to see that there are 1- 12 numbers, including the hour hand and the minute hand, and there are 12 squares, each square has 5 squares and 60 squares.
(2) The teacher set aside 7 o'clock and 7: 30 to let students write in two ways. Name the students, write them on the blackboard and give feedback.
And guide the students to sum up: ① When the minute hand points to 12, the hour hand points to several hours. (2) When the minute hand points to 6, the hour hand has just passed a few minutes. The interval is 30 minutes.
(3) Review "1 hour = 60 points".
The teacher dialed 12 and asked: What time is it?
Please observe carefully the changes of the hour hand and minute hand. (When calling 1)
The hour hand walks a big grid and the minute hand walks a circle.
Guide the students to answer together: When the clockwise hand walks a big grid, it is-1;
The minute hand is-1;
The minute hand is a big step -5 points.
The teacher adjusted the clock and led it to count from 5 minutes to 5 minutes and 60 minutes. The minute hand just walked for 60 minutes, and the hour hand just walked a big grid, which is 1 hour.
Blackboard: 1 hour =60 points
Third, do it.
(1) When the teacher dials the time (7: 45, 10: 50,11:5, 1: 35), the students write and talk on the paper.
(2) When the teacher tells the time (3: 45, 1: 25, 4: 05, 6: 55), the students set the clock face.
Emphasis: the number of points should be two, and those less than 10 should be 0.
Fourth, look back at the past time.
(1) 5 minutes after 4 o'clock is (). (2) 10:30 and 10 are followed by ().
(3) at eight forty-five, five minutes later is (). (4) It's past 6 o'clock at 5: 56 ().
Verb (abbreviation for verb) consolidation exercise
(1) Complete the third question on page 10 1 in the textbook.
Complete independently and modify collectively.
(2) Complete Exercise 25, 12.
Independent completion, group review.
Sixth, summarize and improve.
What did you gain from this review class? Is there anything unclear? Bring it up and we'll work it out together.
The second grade knows the teaching goal of time mathematics teaching plan 3;
1, let students experience the process of operating activities and observing line segments, describe the characteristics of line segments in their own language, count the number of line segments and draw line segments.
2. Make students gradually cultivate the consciousness and ability of thinking and exploration in observation and operation, and develop students' spatial concept.
3. Make students willing to study in lively situations, actively participate in learning activities and feel the mathematical facts in life.
Teaching focus:
Understand the characteristics of line segments.
Teaching difficulties:
Establishment of line segment representation.
Teaching preparation:
Multimedia courseware, lines, rulers or other tools for drawing line segments, rectangular paper, etc.
Teaching process:
First, know the line segment.
(A) feel the straight line segment
1, (courseware shows bird's nest map) What is this, children?
Yes, this is the Bird's Nest. This summer, the Olympic Games was held here. Look! /kloc-On the 0/00 meter field, the athletes raced against time and struggled hard.
2. (Courseware shows the runway map) This is a runway of 100m. What's the difference between these two lanes?
Yes, this one is straight. (blackboard writing: straight)
3. (The courseware shows pictures of wool) What shape do you think this wool is? Can you think of a way to straighten this wool? Please pick up the wool on the table and have a try. How did you straighten it (before naming it)?
4. (Courseware shows drawings) Yes, we hold two sections of the line and tighten it, and the line will be straight. Straighten the line, and the section between your hands can be regarded as a segment. Today, let's get to know the line segment. Watch it twice.
(2) Feel the two endpoints of the line segment
(Demonstration) I want to ask a child to touch where this line segment comes from. (Touch by name) Where is the line where the teacher holds this place with both hands? The two ends of a line are also called two ends. Mathematically, they are called endpoints. (blackboard writing: endpoint) Read it twice. How many endpoints does a line segment have? (Blackboard: 2)
(3) Schematic diagram of line segment.
The line segment can be represented by such a diagram. (Draw a line segment diagram) Use two short vertical lines to represent two endpoints, straight. These two endpoints can sometimes be represented by two dots.
(D) Summarize the characteristics of line segments
1, (demonstration) point, where is the endpoint of this line segment? (Student's finger) (Show) So can a section between hands be regarded as a line segment? Tell me your reasons, will you? (Demonstration: Changing the root length) How about this? (Demo:) How about this? Why?
2. What should a line segment look like? Yes, the line segment must be straight and have two endpoints. Do the children remember what it looks like?
(5) Practice:
(Let me see, think about doing 1) Which of the following figures are line segments? (Student answers)
Teacher: Why do you say these are line segments?
(6) Illustrate line segments in life with examples.
1 (shows ruler) What's this? Can you find the line segment we just learned? (Name)
Yes, each side of the ruler can be regarded as a line segment. So what other objects around us can also be regarded as line segments? (Students talk about it)
2. Line segments can be seen everywhere in our lives, such as doorframes, stairs, eaves, railings of guardrails, and drawstrings of bridges. These can all be regarded as line segments.
(7) Line segments in the figure
Teacher: There are many figures around us, with lines hidden inside. Let's find and count. (Show me, think about doing the second question)
Second, break the line segment, knowing that the line segment is long and short.
1 (showing rectangular paper) What is this figure? How many lines does it have? Which four articles? (Biology) Besides these four lines, can you create another line segment with them? (can be discussed)
2. Statement: Can you make it longer (before naming)? What about something shorter than it? What about something longer than vertical folding?
Point out that line segments are long and short. (blackboard writing: length)
Third, draw a line segment.
Teacher: The children are amazing. They can not only count line segments, but also create line segments, which shows that line segments have become our good friends. Can you draw this good friend? Take out your notebook and try to draw a picture. Draw and think:
① Which tools can draw line segments?
② What should I pay attention to when drawing a line segment?
Show: How did he draw it? Can you tell us how you drew it? Is there anything you want to remind everyone?
What did you draw with? What other tools can draw line segments? Yes, you can draw line segments as long as the edges are straight.
Fourth, organize exercises.
1, show, think and do 3
Teacher: I will give you two points. Can you connect them into a line segment? On page 49 of the book, consider doing the third question.
Teacher: How many line segments can you draw when connecting two points?
2. Show, Think and Act 4
Teacher: How about three o'clock? How many line segments can you draw to connect every two points? On page 49 of the book, consider doing the fourth question. (Xiu) Is that right? Let's take a look again. (demonstration)
Teacher: What shape is it?
3. Show, Think and Act 5
Teacher: How about giving you four points? Guess first? Draw another picture and see how many line segments can be drawn. (display)
Teacher: When we are drawing, how can we draw all of them without missing anything? Courseware demonstrates sequential painting.
Verb (abbreviation of verb) class summary.
Children, what do you know through this lesson? What have you learned?
Six, spelling graphics
Teacher: Children, don't underestimate this line segment. It can form many beautiful patterns. Please see: (showing courseware)
Teacher: Please draw a picture after class, and create more and more beautiful patterns with the line segments learned today, which will make our life more exciting!