Model essay on mathematics teaching plan for the second grade of primary school
Teaching objectives 1. Let the students discover the arrangement rules of figures through observation, guessing and reasoning.
2. Make students fully feel the value of mathematics in mathematics activities, know the regular arrangement of life things, and initially cultivate students' awareness of discovering beauty and appreciating beauty.
3. Develop students' imagination and cultivate students' innovative consciousness through mathematical activities.
Teaching focuses on understanding the law of circular arrangement.
The arrangement law of teaching difficulty example 1
Teaching AIDS: prepare floor plan, computer courseware, blank paper and production materials.
teaching process
First, the creation of situational import
Today, the teacher will take everyone to a small club as a guest. Do you want to go? Then why don't we go?
(1) Introduction
You see, the spring is beautiful all the way, white clouds are floating in the blue sky, and the grass on the ground is so beautiful! Even the color of roadside telephone poles is so beautiful. What characteristics do you find in the colors of these telephone poles?
(2) Student reporting rules.
(3) Teacher's summary: The arrangement law that appears repeatedly like this is what we learned in senior one. Today, we continue to learn to find the law.
(blackboard writing topic: looking for the law)
Teacher: OK! Let's keep walking!
Second, explore new knowledge.
(A) the door of law
1, Introduction
Teacher: OK, here comes the young master.
Teacher: His door is the latest technology product-the password door. As long as you enter the correct password, the door will open automatically.
2. Show me the password door.
(1) import
Teacher: Xiaodong entered three rows of passwords, and the last row wanted to stay and test us. What exactly is this row of passwords? Let's discuss in groups and compare which group can find the password fastest.
3, student report rules (teachers according to the student's report display rules)
(1) Looking vertically-what are the four numbers in each row? Fill in which number is missing. The student said that the teacher demonstrated the courseware.
(2) Look horizontally-the figure of each diagonal line is the same, so fill it diagonally. The student said that the teacher demonstrated the courseware.
(3) Look sideways-according to the student demonstration class.
Teacher: What has changed from the first row to the second row?
The teacher concluded that the first number in the first row has been moved to the last one in the second row, and the other three numbers have been moved to the left in the original order.
Teacher: What changed from the second row to the third row?
What about the third to fourth rows?
The teacher concluded that the first number in the first row has been moved to the last one in the second row, and the other three numbers have been moved to the left in the original order. Second to third rows, third to fourth rows ...
The arrangement law like this is the periodic law we are going to learn in this class.
Step 4 open the door and go in
Is the password you are looking for correct? Let's have a try. After the teacher enters the secret, the students shout "open sesame" together, OK?
(b) Minimum laws
Teacher: The password is correct! The children in Class 2 (4) are really clever. Let's go in. Small business owners are really beautiful, and the floor tiles in his house are even more beautiful! do you want to see it ? But the teacher doesn't want everyone to see it yet. I took some patterns of floor tiles first. Let's study the rules of color arrangement of floor tiles together.
(1) courseware demonstrates floor tile patterns, and students think independently.
(2) Reporting rules.
(3) Show the room covered with floor tiles: Is the floor of small business owners like this? Let's take a look together!
(4) Summary: Oh! No wonder the floor tiles of small owners are so beautiful. It turns out that their arrangement is learned. It seems that there is mathematics everywhere in our life!
(3) Fruit Law
1, introduced by the teacher
Xiaodong's mother is hospitable and has prepared many delicious fruits for the children. But Xiaodong wanted to test everyone before eating fruit and set two questions. Do you have confidence?
(1) Let's see: It turned out to be a set of numbers. Please follow the rules of the first three groups of numbers carefully. Then think about how to set up the fourth group. The students took out their school tools and posed in groups to see which group was the fastest. The fastest group can get a flower of cooperation and show exercises. (blackboard writing: figure 1)
(2) It's really good to ask the group representatives to express their opinions! Give a round of applause to this group of students.
(c) Next, enter the second level: Do it, and let the team leader take out Exercise 2 and discuss it in groups.
(d) Ask the group representatives to talk about their ideas. Great! Send laughter and cooperation flowers to our classmates (write them on the blackboard and do it). (Compare two laws) Ask two students to show them.
Congratulations to the children for successfully passing the test. Mother Xiaodong is preparing fruit in the kitchen! Let's go to the kitchen and have a look! The arrangement of this fruit also hides secrets. Watch carefully and see who finds it first.
2. Students think, discuss and find out the rules.
(1) students' thinking
(2) Reporting rules
Teacher: What's the difference between the first set and the second set?
What is the difference between the second set and the third set?
What do you find from these three plates of fruit?
According to the law you found, how should the fourth set be set up?
We asked a doctor of computer science to verify our idea. Let's look at the second problem of fruit movement. Xiaoming said that the children in Class 2 (4) are great.
(4) Queuing rules
1, Teacher: Shall we eat fruit and play games in a small club?
Ask four children to play four kinds of small animals-tiger, rabbit, cat and bear.
Let's see which small animal ranks first now. Who won the second place? Who ranks third? Who was the last one? According to the newly discovered law, what should be done to make rabbits rank first? Find a classmate as a commander and direct them to change positions?
What if the kitten comes first? ……
2. Teacher: Who can say how they should change according to the rules they just learned?
Find a classmate as a commander and direct them to change positions.
The students ordered to change places, and the teacher wrote on the blackboard.
Teacher: They are really good commanders. Does everyone want to be a commander? Then let us command them together! What is its arrangement law?
Through the study just now, we know that there is mathematics everywhere in life. Who can say that the arrangement of those things in life is regular? With so many classmates, the teacher also found some. Let us enjoy it together!
(5) Try to be a small designer.
(1) These patterns are really nice. Can you design beautiful lace or patterns with the mathematical rules we learned today? Let's compare which group has the most regular and creative design. The teacher gives each group a blank sheet of paper on which you can draw patterns or designs with the materials you have collected.
(2) Exhibition of works:
Three. Summary and evaluation
We had a great time at the small club today! What mathematical knowledge did we learn in his home? You see, mathematics can not only make us smart, but also create beauty everywhere in our lives! What do you think after this class? What do you think of your performance in this class?
Model essay on the second grade mathematics teaching plan in the second primary school
Teaching objectives: to make students know the symbols of multiplication, know the meaning of multiplication, master the reading methods and formulas of multiplication, know the names of various parts in the multiplication formula, and cultivate students' preliminary ability of analysis, synthesis, abstraction and generalization.
Teaching emphasis: understanding the significance of multiplication and multiplication.
Teaching difficulties: master multiplication formula reading and formula.
Teaching aid preparation:
Teaching wall chart or multimedia, small blackboard
Self-addition and subtraction in teaching process
First, the introduction of new courses.
We learned addition and subtraction. Starting today, we will learn a new algorithm, which is multiplication. In this lesson, let's learn the preliminary understanding of multiplication first.
Second, new funding.
1, teaching example 1.
(1) Draw an example of 1
(2) Question: How many places in the picture are there white rabbits? How many are there in each place? How many are there in a * * * 2? How many white rabbits are there?
Blackboard: 2+2+2=6 (only)
How many places in the picture have chickens? How many are there in each place? How many 3s does a * * * have? How many chickens are there in a box? How to calculate?
Blackboard: 3+3+3+= 12 (only)
(3) The teacher pointed to the formula and asked:
What are the addends in these two formulas? How much does it add up to? how much is it?
(4) Summary: How many rabbits are there? That is, how much each of the three * * * can be added together forever. Find the number of chickens * * *, that is, what is four and three * * *, and four and three can be calculated by adding them together.
2. Try teaching.
Self-addition and subtraction in teaching process
(1) Give it a try.
(2) Question: How many flowers are there in each row? How many rows are there? How many kinds of flowers are there in Qiu Yi? How to calculate? To find the number of flowers in a * * * is to find the sum of several.
Look vertically by line. How many flowers are there in each row? How many rows are there? How many kinds of flowers are there in Qiu Yi? How to calculate? Find the number of flowers in a * * *, which is the sum of several.
(3) Students fill in books, try and concentrate on communication.
(4) Are the figures in these two formulas the same?
On the basis of students' answers, the teacher summed up three 5' s added horizontally and five 3' s added vertically, with the same number.
3. Teaching Example 2
(1) shows the diagram of Example 2.
(2) Can you find out how many computers are in a * *?
Blackboard: 2+2+2+2=8
2+2+2+2=8, which means how much do you get when you add it up?
(3) The teacher explained that four twos add up to eight, or it can be calculated by a multiplier and written as 22=8. Formulas such as 24=8 are multiplication formulas. This symbol (finger) is called multiplication sign (blackboard writing: multiplication sign), and it can be written like this (demonstration writing). 24 and 2 times 4.
(4) Four twos add up to 8, which can be written not only as 24=8 but also as 42=8. Who can read this formula);
The multiplication formula is the same as the addition formula, and each part has a name. Who will talk about the names of the parts of the addition formula first?
Students answer the teacher's blackboard: 2+2+2+2=8.
(addendum) (addendum) (addendum) (addendum) (and)
The teacher explained: in the multiplication formula, the number before the equal sign is called the multiplier, and the number after the equal sign is called the product.
Blackboard: 42=8
(Multiplier) (Multiplier) (Product)
Students at the same table talk to each other about the names of the parts in the multiplication formula.
Who can tell me the names of the parts of multiplication formula 24=8?
Self-addition and subtraction in teaching process
(5) Teacher's summary: Find out how many computers there are in a * * *, that is, how many computers there are in four twos. It can be calculated not only by addition but also by multiplication. It can be written as 24=8 or 42=8, and can be read as: 2 times 4, 4 times 2. The one before the equal sign is called maturity, and the one after the equal sign is called product.
4. Try teaching.
(1) Let me have a look. Q: What are the children doing? The children are skipping rope in groups. How many people are in each group? How many people jump rope? How do you count it?
(2) Students independently develop solutions, teachers patrol, understand the situation of students' problem solving, coach students with difficulties, and communicate collectively.
(3) discussion; What's the total of four fives? Which is simpler to write?
Third, finish thinking and doing 1~4
1, want to do 1.
(1) Show the picture of 1. Q: How many sticks are there in the box 1? How many boxes? A * * *, how many branches, that is, how many?
Students fill in the blanks independently.
(2) Students independently complete the second question, and focus on asking this question in group communication. How many flowers do you want?
2. Think about it and do it. 2
(1) Put a pendulum with a disc, two in each pile, four in each pile, and call the roll. How much did you put in?
Students write an addition formula and two multiplication formulas independently and communicate collectively.
(2) Put a pendulum with a disc, 4 in each pile and 2 in each pile. Call the roll and answer: How many did you put?
Students independently write addition, subtraction, multiplication and division formulas and communicate collectively.
(3) What are the similarities and differences between these two arrangements?
3. Finish thinking and doing 3
Read the multiplication formula and say what the multiplier and product are. Students at the same table talk to each other first, and then call the roll.
4. Complete thinking and action 4
Complete independently and communicate collectively.
Self-addition and subtraction in teaching process
Fourth, summary.
What did we learn today?
Model essay on mathematics teaching plan of grade three and grade two in primary school
Teaching objectives 1. Students can correctly understand the meaning of multiplication.
2. Know multiplication sign, multiplier and product, and read and write multiplication formula.
3. Students initially learn to list multiplication formulas according to mathematical problems, cultivate students' habit of thinking in an orderly way and improve their problem-solving ability.
Teaching focus
Know the meaning of multiplication, understand that "finding the sum of several identical addends" is relatively simple, and can read and write multiplication formulas.
Teaching difficulties
Can rewrite the addition formula into multiplication formula and know the meaning of multiplication formula.
Core concept
Symbolic consciousness model thinking
Mathematical thought
Symbolic thinking mode thinking
Teaching preparation
Presentation document
teaching process
ring
Teaching design
Design intent
Link 1: Introduction
Sunday has arrived. Xiaoming is playing with his friends. Let's have a look. (Show the theme map)
What is this place? What's your favorite sport?
(Playground. A small train, plane, etc. )
Then let's take a closer look at this picture. What kind of mathematical information can you find from it? Can you ask some math questions according to the information in the picture? Discuss and communicate in groups.
Health: 1. How many people are playing with small planes?
2. How many people take the train?
3. How many people are there on the roller coaster?
Other students answered and the teacher wrote on the blackboard.
3+3+3+3+3= 15 (person)
6+6+6+6=24 (person)
2+2+2+2+2+2+2= 14 (person)
Teacher: Students carefully observe these addition formulas on the blackboard. What are their similarities?
Health: The addend in each addition formula is the same.
Teacher: As mentioned above, to find the sum of several identical addends, besides addition, we can also use a simple method, which is the problem we are going to study today-multiplication.
Create scenes with the help of students' favorite amusement facilities to stimulate students' interest.
"Add a few" is the basis of learning multiplication. The teacher instructs the students to count by hand, and compares them in the formula, so that the students can have a preliminary understanding of "adding a few" and pave the way for learning multiplication.
Link 2: Explore new knowledge
Teacher: What are the characteristics of these addition formulas? What is the same addend? How many?
The addends in these formulas are all the same, and each formula represents the sum of several identical numbers.
Teacher: Like this, to find the sum of several identical addends, besides addition, there is a relatively simple method called multiplication.
Introduction: Multiplication, like the addition and subtraction we have learned before, also has an operation symbol called multiplication sign, which is written as "×".
In the multiplication formula, the multiplied two numbers are called multipliers, and the result of multiplication of two numbers is called product.
5+5+5= 15
5×3= 15
3×5= 15
Multiplier multiplier product
Teacher: How to write multiplication formula? We take
Take 3+3+3+3 = 15 as an example.
Let's take a look first. What is the same addend?
The same addend is 3, just before the multiplication sign.
Count it again. How many threes are there?
Write the number 5 with the same addend after the multiplication sign.
3×5 means that five 3s are added together and five 3s get 15, so the formula is 3×5= 15, which is read as 3 times 5 equals 15. Or it can be written as 5×3= 15 and read as 5 times 3 equals 15. Can you write the other two additions into multiplication expressions? Who can read it?
Health: 6×4=244×6=24
2×7= 147×2= 14
Multiplication is to find the sum of several identical addends, which students can feel and get by comparing the addition and multiplication formulas, and at the same time make students form a more comprehensive understanding and understanding of multiplication.
Link 3; Consolidation exercise
1. Complete the second question "Do" on page 48.
Teacher: Count one * * * and how many are there. What kind of addition and multiplication formulas can you write?
The students answered and the teacher corrected.
2. Judge right and wrong and correct mistakes. Why?
4+4+4=4×3()
2+2+2+2+2=2×5()
7+7+4=7×3()
6+6+6+6=6×4()
(same addend, multiplication)
The first question is to let students consolidate the content of classroom learning in exercises, from several to several, which leads to addition and then multiplication.
The second question emphasizes that only the same addend can be used for multiplication calculation.
Link 4:
Course summary