Third-grade mathematics teachers should make full use of the advantages and functions of multimedia teaching methods in mathematics classroom to improve classroom teaching efficiency. After teaching mathematics, do you know how to write a math lesson plan for the third grade? Are you looking for the teaching plan of the second volume of primary school mathematics that you are going to write? I have collected relevant information below for your reference!

The teaching content of the third grade mathematics people's education edition teaching plan 1;

Compulsory Education Curriculum Standard Experimental Textbook (People's Education Edition) Primary School Mathematics Volume III Textbook Page 76 Example 2, Example 3, Textbook Page 76 "Doing One" and Exercise 17 1, Mathematics Teaching Plan-Double Understanding.

Teaching material analysis:

"Understanding of Multiplication" is the teaching content of Unit 6 "Table Multiplication (II)", which is based on students' learning of multiplication formula of 7. Students have mastered the knowledge of "multiple" and solved the question "How many times is a number?" And "How many times is one number the other?" Lay the foundation for mathematical problems.

Teaching objectives:

1. Experience the initial formation of the concept of "multiple" and the meaning of "multiple of a number".

2. On the basis of full perception, establish the concept of "multiple" and understand the specific meaning of "multiple of a number".

3. Know how many times a number is and use this knowledge to solve simple practical problems.

Teaching aid preparation:

Multimedia courseware, physical projection projector, learning toolbox, etc.

Teaching process:

First, create situations and introduce new lessons.

1, (show courseware)

Teacher: In today's math class, the teacher wants to introduce a new friend to the students. This is Feifei's dog. In this class, our new friend Feifei will learn math knowledge with her classmates. Are the students willing?

2. Student activities.

Teacher: Before class, the teacher invited some students to come up.

The teacher asked three female students to stand in the first row, and then asked six male students to stand in the second row (the three stood together).

Teacher: How many girls are there in the first row? (3)

How many 3s are there in the second row? (2 3s)

After the students answered, the teacher introduced the topic: In this case, we say that boys are twice as many as girls. Today, the teacher and his classmates will learn about the "times". (blackboard writing topic)

Second, hands-on operation, explore new knowledge.

1, which initially formed the concept of "time".

(1) Teaching for 3 times

Take the students to play the disc.

In the first row, there are two disks.

The students said while posing: There are () discs in the first row.

Then 6 disks (2 disks, 2 floors) are discharged in the second place.

Swing said: The second line has () 2.

Teacher: Suppose the number of disks in the second row is (3) times that in the first row, and three twos can also be said to be three times that of two.

(2) Teaching with the same method twice, five times, 1 time.

(3) Ask students to observe and compare the disks in front of them and discuss them in groups: the number of the second row is several times that of the first row. What should we think?

After the students discuss, each group asks a representative to report the discussion results, and the teacher guides the students to draw the following conclusion: What is the number in the second line? Think in two steps: first, look at the front line first. The second is to look at the number in the first line of the second line, that is, the number in the second line is several times that in the first line, and the primary school mathematics teaching plan "Mathematics Teaching Plan-Double Understanding".

2. Consolidate the concept of "time".

How many times is the second line the first? When the students answer, the teacher asks the students to tell the process of thinking.

( 1)

(2)

3. Teaching example 3.

(1) Teacher: Just now we learned that there are two disks in the first row and three twos in the second row, so the second row is three times as big as the first row.

(2) Teacher: If you only tell us that the first row has two disks, and the second row is four times that of the first row, how many 2s are there in the second row? Can the students wear it? Next, the students do it themselves.

(3) Group discussion: How to calculate the number of chips in the second row? Why?

(4) Teachers guide students to summarize: ask how many times a number is, that is, how many times a number is, and calculate by multiplication.

Third, expand and deepen.

1, textbook page 76: "Doing" exercises.

Let the students understand the meaning of the question first, then let them operate the learning tools independently to deepen their understanding of the knowledge, and finally calculate in the form of a table.

2. Title 1 on page 78 of the textbook.

When students practice, give more examples and operate learning tools to make them understand how many times a number is multiplied before it is finished.

3. Group discussion: Where do we use twice as much knowledge in our life?

Fourth, the whole class summarizes.

Teacher: Students, what have we learned today?

The teaching plan of the third grade mathematics people's education edition in primary school Volume II 2 I. Design ideas:

Find the "nearest development zone" where students learn new knowledge and know the score in the big background. At the same time, strengthen intuitive teaching and reduce cognitive difficulty. Create interesting question situations according to the age characteristics of students.

Second, the analysis of learning situation:

The initial understanding of fractions is based on the fact that students have mastered some integer knowledge, mainly to let students understand the meaning of fractions. This is the first time that students are exposed to scores. It is a qualitative leap for students to understand the concept of numbers from integers to fractions, because there are great differences in meaning, reading, writing methods and calculation methods. The concept of score is abstract, so it is difficult for students to accept it at one time and learn it well. Therefore, the knowledge of fractions is taught in stages, and this unit is only a "preliminary understanding". Cognitive score is the first stage of cognitive score, the "core" of the unit and the initial course of the whole unit, which plays a vital role in future study. Therefore, we should use some familiar figures and concrete examples to help students gradually form a correct representation of the score and establish a preliminary concept of the score through demonstration and operation.

Third, the teaching objectives:

(A) cognitive goals

1, by creating a certain learning situation, guide students to explore familiar life cases and intuitive graphics, so that students can initially understand a score, establish a preliminary concept of a score, and can read and write a score.

2. The molecular fraction of 1 can be compared.

(2) Ability goal

1. Cultivate students' cooperative consciousness, mathematical thinking and language expression ability through group cooperative learning activities.

2. Cultivate students' observation and analysis ability and hands-on operation ability, so as to develop students' thinking.

(3) Emotional goals

1, so that students can gain positive emotional experience in the process of discussion and exchange, and develop their awareness of exploration and innovation.

2. In observation, comparison and hands-on operation, cultivate students' spirit of being brave in exploration and independent learning, perceive that mathematics comes from and is used in life, have a sense of intimacy with mathematics, and gain a successful experience of using knowledge to solve problems.

Fourth, the key points and difficulties:

Teaching emphasis: establish the score of representation. Teaching difficulties: a preliminary understanding of the meaning of denominator and molecular representation.

Five, teaching strategies and means:

In the teaching of this class, we should pay full attention to students' operation of learning tools, and let students have an intuitive understanding of the meaning of fractions through origami, so that students can deepen their understanding of the meaning of fractions and reduce the difficulty of understanding the concept of fractions. Especially, when the score of the contrast molecule is 1, the process of pig eight quit dividing watermelon is displayed with a disc. Students intuitively realize that the more copies, the smaller. Therefore, students internalize the knowledge that molecules are the comparison of scores. At the same time, according to the age characteristics of students, create interesting problem situations.

Six, preparation before class:

1, students prepare: rectangular, square and round pieces of paper, scissors.

2. Teachers' teaching preparation: Before class, learn about students' familiarity with scores.

3. Design and layout of teaching environment: prepare some small magnets on the blackboard.

4. Design and preparation of teaching tools: several rectangular, square and circular pieces of paper and a pair of scissors. Two moon cake pictures.

Seven, the teaching process:

(A) the creation of situations, the introduction of new courses

Students, today the teacher will tell you a story from Journey to the West.

It is said that Tang Priest and his disciples traveled thousands of miles to the West to learn from the scriptures. On this day, they came to a market town and saw someone carrying moon cakes on the road, only to remember that today is the Mid-Autumn Festival. At this moment, I happened to pass by a moon cake shop. "Wow, so many moon cakes!" Bajie soon saw all kinds of moon cakes in the shop, and his mouth watered. He kept saying, "Master, I want to eat moon cakes." But the Tang Priest said, "You can eat moon cakes if you want, but I have to test you first." The Tang Priest said, "There are four mooncakes. You and Wukong share them equally. How much is each? Please write down this number. " Pig eight quit to write down this number. The Tang Priest added, "There are two mooncakes, which you and Wukong share equally. How much will each person share? Please write down this number. " Pig Bajie thought about it and wrote down the number. Seeing Pig's quick reaction, the Tang Priest said, "Well, if there is only one moon cake, how many pieces will you and Wukong share equally? How to write? " This really stumbles Bajie.

Students, do you know how much each person will get? (Some people say that everyone is divided into half, while others say that everyone is divided into half. What number can a half moon cake represent? The students don't seem to know what numbers to use. It doesn't matter. Today, the teacher specially invited a new friend to help us solve this problem. Yes-scores. In this lesson, let's learn the preliminary understanding of fractions together. (Show the topic) The first network of the new curriculum standard

[Design Description: Thinking begins with asking questions, and curiosity is the nature of children and the starting point for students to explore the unknown world. According to the characteristics of primary school students' love to tell stories, creating problem situations from stories not only naturally shows the necessity of learning scores (because they can't be solved by integers, they need fractions), but also promotes students' awareness of inquiry. ]

(B) hands-on practice, independent inquiry

Know half.

(1) Guess: If a moon cake is divided into two parts on average, how can one part be expressed as a fraction?

Teacher: Divide a circle into two parts, and half is one of the two parts, that is, half of the circle. Write: 1/2. What does "2" mean by combining moon cake pictures in books? What does "1" mean?

(2) Teacher's Note: 2 means the average number of copies, and 1 means one of them.

(3) Hands-on practice

A, fold a fold: let students use various pieces of paper to fold 1/2, (round, rectangular, square).

Show students several typical folding methods.

C, highlight the thinking process from the operation process.

Teacher: All these different shapes of paper can be folded into its 1/2. Think about it. The shape of the same piece of paper is different. Why can everything be represented by 1/2?

(4) Understand the importance of average score in discrimination.

Fold out several kinds that are not evenly divided. Think about it. Can it be expressed in half? (Re-emphasize the average score)

[Design Description: Through intuitive deduction of the thinking development process contained in mathematical knowledge, students can experience self-digestion. Teachers do not directly tell students ready-made conclusions, nor do they arrange students' thinking patterns and processes. Instead, it drives students' inner thinking vitality through "overlapping" and realizes the connotation and importance of "average score", so that students' thinking mode is not rigid and unconventional, and their thinking realizes leap-forward development. ]

Know quarters.

(1) observation and reasoning

Teacher: Let's think about it. If a moon cake is divided into four parts on average, how much is each part?

(2) Carry out activities with preferential treatment of 1/4.

A, Teacher: What should I do to get 1/4 of a graph? Fold a round piece of paper and show a quarter with a shaded part.

B. Report: How did you get 1/4? What does 1/4 mean?

C, let the students take out the square paper with the same size, fold it into different 1/4 colors in groups and stick it on the floor, and see which group folds the most.

D. how to fold the report. Q: Is this 1/4 part the same size? Why?

Important: If the overall size is the same, its 1/4 size is the same.

Know a little.

(1) We already know 1/2 and 1/4 just now. We call these numbers fractions. Do you remember any other scores? Students' answers on the blackboard. (Write a few scores with larger denominator consciously) Take a few and talk about the meaning of the scores.

(2) looking for. (Show the theme map)

Please observe carefully. What are the children doing in the amusement park? Where did you find the score? Why?

(3) Exercise: Do the problem 1.

[Design Description: Based on 1/2, 1/4 learning will enable students to feel, analyze and solve new problems themselves, learn to associate new knowledge and life experience with existing knowledge and experience, learn to understand knowledge through hands-on operation and practice, and learn to draw inferences from others and make innovations. ]

Reproduce the scene and compare the sizes.

(1) The story raises questions.

Teacher: Next, the teacher went on to tell the story of Journey to the West. Tang priest and his disciples bought some moon cakes at the moon cake shop and continued on their way. They walked, it was already noon, and the pig's stomach was growling with hunger. At this time, the Tang Priest took out a new cake and gave it to Bajie and the Monkey King, saying that he would give it to the Monkey King 1/4 and Pig 1/2. Pig bajie said loudly in a hurry, no, no, I have a big belly. I want to eat a big one. I want to eat 1/4 Students, did the pig get a big bargain and get a big piece? (blackboard writing 1/2 1/4)

(2) Solve the problem:

Let the students think and speak.

Teacher: What do you think? Why do most people eat 1/2 and few people eat 1/4?

Can you use the wafer in your hand instead of the cake to verify it?

Feedback, please tell two students how to verify.

Summary: The original score also has a size. 1/2 means that an object is divided into two parts on average, one of which is larger than the one divided into four parts, so1/2 > 1/4

(3) Extension:

First, at this time, the sand monk also came to eat. He said he would eat the moon cake 1/8. Which of them do you think eats the most and who eats the least?

B, look at the blackboard, can you still compare these scores? Choose two numbers and compare them according to the students' answers. What did you find? (The more copies, the smaller) Which of these scores is the smallest?

(4) Exercise: Do the second question.

[Design Description: Thirdly, the story-telling method leads to the comparison of scores, so that students can find the correct answer by solving the problems in the story. At the same time, the story also contains the correct answer, and the comparison of scores is closely related to real life, so it is not difficult for students to find the correct answer. And once again use wafer instead of moon cakes to prove and verify the answer. ]

(D) Talk about it and make a class summary.

Tell me what you know about fractions.

Think about what the two numbers in the score mean. Is there a clear distinction?

The third grade primary school mathematics people's education edition volume 2 teaching plan 3 teaching objectives:

1. On the basis of full perception, understand the meaning that one number is a multiple of another number, and initially establish the concept of multiple.

2. Cultivate geometric intuition through hands-on operation.

3. Make students understand the connection between mathematics knowledge and daily life, cultivate students' abilities of observation, calculation, analysis and language expression, and form good study habits.

Teaching emphasis: Understand the meaning that one number is several times of another number, and establish the concept of initial multiple.

Teaching preparation: courseware, radish pictures.

Teaching process:

First, review and consolidate.

Students, before learning new knowledge, the teacher wants to test you to see if you can stand my test. Please look at the big screen.

Teacher: Please look at the topic requirements together. Who can quickly tell how many pictures there are? )

Teacher: If two birds are regarded as one and there are two, we can say that there are () ()?

Second, explore new knowledge and understand concepts.

1, a preliminary understanding of the concept of the times.

count

Rabbits can't count radishes. Please help!

Teacher: How do you count it? Oh! There are different kinds of radishes here. Do you know them? (carrot, carrot, white radish)

2 carrots, 6 carrots, and radish 10 (the teacher pasted radish on the blackboard according to the students' description).

If two carrots are regarded as one, can you describe the number of carrots as "several"? Who will go around in circles?

Together:12,22,32.

Find the right relationship: use "time" to represent language.

The number of carrots is as much as three carrots, and it is also three or two. Present a simpler statement: the number of carrots is three times that of carrots.

Blackboard: The number of carrots is three times that of carrots. (Say the names, and then say them collectively)

Teacher: It can also be said that what is three times as much as what. (6 is three times as much as 2. )

Say and circle the multiple relationship between white radish and carrot.

There are two carrots (1) and five white radishes (2), so the number of white radishes is five times that of carrots.

Summary: The understanding of time is obtained by comparing two quantities. If you want to distinguish who is several times who, it depends on who is comparing with whom. Different comparison standards will lead to different results.

2. Further understand the "times".

Requirements: Circle independently, draw a picture and communicate in groups.

3, the teacher shows the courseware: take two carrots as one, there are six white radishes, and the number of white radishes is six times that of carrots. Taking two carrots as one root, there are seven white radishes, and the number of white radishes is seven times that of carrots. To ask questions, if two carrots are regarded as one, there are eight white radishes. The root number of white radish is several times that of carrot. ...

What did you find? How many radishes are there? The number of white radishes is several times that of carrots.

Mother rabbit found another carrot. How many carrots are there at this time? How many times more expensive are carrots now than white carrots? (2 times)

Teacher: Who will talk about your idea? You can use the method of swinging and turning!

Please demonstrate.

Teacher: They are all carrots. They are all compared with carrots. The number of carrots has not changed. Why are multiples different? Students, think about it.

born ...

The teacher concluded: because the number of carrots has changed, that is, the standard of our comparison has changed. There were two carrots just now, and now there are three carrots. The standard has changed, and so has the multiple.

The third grade elementary school mathematics people's education edition teaching plan Volume II 4 I. Teaching materials:

1, content of the textbook:

The new curriculum standard for compulsory education is Grade Two Mathematics, Volume One, Page 76, Example 2 Example 3 "Doing" and Exercise 17 1 and 4.

2. teaching material analysis:

The section "Understanding of Multiplication" appeared after learning the multiplication formula of 7. In Example 2, the meaning of "several times of a number" is deduced from the situation that three children put a square with wooden sticks according to the relationship between two four, three four and 1 four. Example 3 is to guide students to establish the calculation idea of "how many times is a number" and construct the "thinking mode" for solving problems by putting some diagrams.

3. Teaching objectives:

(1) experienced the initial formation of the concept of "multiple" and experienced the meaning of "multiple of a number".

(2) On the basis of full perception, the calculation idea of "how many times is a number" is established.

(3) Cultivate students' abilities of operation, observation and reasoning, good habits of thinking and learning, and interest in mathematics.

4. Teaching emphasis: Experience the initial formation of the concept of "times" and establish the concept of "times".

Difficulties in Teaching: How many times is a number?

5. Prepare teaching AIDS and learning tools:

Multimedia courseware, sticks, pictures.

Second, teaching methods:

According to the above analysis, in teaching, I mainly use audio-visual teaching, inspiring conversation, physical operation, cooperation and communication. Create a certain learning situation and a harmonious and democratic learning atmosphere, and consciously and actively acquire knowledge. In teaching, give full play to students' dominant position, let them communicate the connection between old and new knowledge by placing sticks and pictures, initially establish the concept of "multiple", and then understand the specific meaning of "multiple of a number".

Third, study law:

1. Let students experience the meaning of "several times a number" through operation activities.

2. Use independent thinking and cooperative communication to guide students to express their thinking process in concise language.

Fourth, the teaching process:

The teaching process of this course fully relies on the arrangement ideas of teaching materials, excavates the arrangement characteristics of teaching materials, and carries out teaching in the following links.

(A) create a situation, the introduction of new courses.

Because the concept of time is abstract, it is not easy for students to understand, so this class creates a situation, and invites three female students and six male students to take the stage to induce and enlighten, and explain that male students are twice as many as female students. This lesson is to learn "double understanding". Make students familiar with the teaching content, create a kind of ability to analyze and observe daily life problems from a mathematical perspective, and stimulate their interest in learning.

(2) Hands-on operation to explore new knowledge.

First, let the students observe the' three children' in the courseware, let the students find them by themselves, and guide them to: two four children, three four children. After students have a certain perception, they will reveal the meaning of "times" (three or four can also be said to be three times that of four). Then, let the students put a pendulum on their own, say it, let them feel the existence of "several times a number", experience its significance and function, and truly understand what "several times a number" specifically describes.

Secondly, the courseware gives an example 3. Let the students try to draw circles by themselves. The first row has two circles, and the second row has four times as many circles as the first row. At this time, students can easily understand that there must be four circles in the second row, that is, four twos, so there should be eight circles in the second row. Students establish the representation of "how much is the first line and how many times is the second line" in their minds, and draw the conclusion of multiplication calculation.

Finally, through the practice of clapping games between teachers and students, the knowledge is further abstracted, so that students can establish the idea of "how many times is a number" on the basis of initial perception and build a "thinking mode" for solving problems in the next class.

(3) Expand and deepen.

In this link, the exercises 1 and 17 in this book aim at consolidating new knowledge, deepening the understanding of the concept of "multiple", and clarifying the specific meaning of "multiple of a number" to achieve mastery.

(4) class summary, incentive evaluation.

Let students talk about their performance and gains in this class, which embodies the new curriculum concept and gives students the opportunity to fully express themselves.