Teaching objectives 1. Through the activity experience, students can know the four directions of east, south, west and north, and can identify the other three directions with a given direction. These words can be used to describe the direction of objects.

2. Through a lot of operation activities, students form the skills of distinguishing east, west, north and south, cultivate their observation ability and develop their spatial imagination.

3. When observing the theme map, infiltrate patriotism education to stimulate students' enthusiasm for learning.

Emphasis and difficulty in teaching

Can identify the east, south, west and north in the real scene, and can use these words to describe the direction of objects.

teaching tool

courseware

teaching process

First, the short story into the new lesson

Xiaohong went to a resort during the winter vacation. One day she went to the forest park next to the resort to play, but she couldn't find the way back. Which direction should she go east, west, south and north?

Second, pleasant experience, explore new knowledge

1, observe the theme map.

(1) Displays the color map on page 2.

We are now in Tiananmen Square in Beijing. What buildings do you see? Would you like to be a little tour guide to introduce you? Explain to each other at the same table.

(3) Naming stage.

2. Learning example 1: Show the color picture on page 3.

(1) The picture shows Xiao Ming and his school. Can you tell the teacher what he is doing? Do you want to go to our playground like him to know these four directions?

In which direction is the sun in the morning? Facing the sun, what direction are we facing? What is the direction behind?

The students talk to each other about their front and back.

Now the students open their arms like teachers. Our left hand points to the north and our right hand points to the south.

(2) Let the students talk about the buildings in the east, south, west and north of the school. Which side of the playground is the teaching building and other buildings?

(3) Please ask four students to stand back to back in four directions and let them talk about the direction they are facing. Guide other students to observe and find that students in the east and west are back to back and students in the north and south are back to back.

Emphasis is placed on east-west relations and north-south relations.

(4) Go back to the classroom and fill in the sample 1

Third, practice in layers to consolidate new knowledge.

1. Tell me about the east, south, west and north of the classroom (exercise 1, 1 question).

2. Tell the directions of the students around your seat in four words: East, South, West and North.

3. You said I would do it: 5 people in a group, 1 person in command, 4 people in action. (1 One person is in the middle of the command post, and four people listen to the four directions of the command post. )

Fourth, class summary.

What did you learn today? Is there a problem?

Go home and observe the layout of the room in four directions and tell everyone tomorrow.

2. Mathematics teaching plan for the third grade of primary school.

Teaching objectives of rotation and translation;

1, through operation, observation, communication and other activities, experienced the process of understanding the phenomenon of rotation and translation.

2. Combined with examples, the phenomenon of rotation and translation is preliminarily perceived. In the process of exploring the rotation and translation of objects, the original concept of space was developed.

3. Feel the close connection between mathematics and daily life, and experience the fun of mathematics activities.

Teaching emphasis: understanding the phenomenon of rotation and translation.

Teaching process:

First, understand the phenomenon of rotation.

(1) Making a windmill:

1, instruct students to make a windmill with square colored paper.

2. Let students play with their own windmills. Observe the rotation of the windmill and talk about its characteristics. The students are discussing in groups.

3. Communicate with the whole class and let the students understand that the windmill rotates around a point or an axis, indicating that the rotation of the windmill is rotation.

(2) say:

According to students' life experience, students can be directly encouraged to contact with the reality of life and tell what rotation phenomena they have seen in their lives.

Second, understand the translation phenomenon.

Do this:

1, under the guidance of teachers, teachers and students operate together.

2. Ask students to communicate their actions of picking up and pushing books.

3. Discussion:

What are the characteristics of the movements of taking and pushing books and the movements of books?

Let the students understand that this book is translated in one direction.

(2) say:

1, let the students observe the examples in the textbook and tell the translation phenomenon.

2. Guide students to contact real life and talk about what translation phenomena they have seen in their lives.

Third, practice:

Question 1: Encourage students to do translation and rotation in various ways.

Question 2: Give students sufficient space for observation and communication.

Question 3: Let the deskmate discuss first, and then communicate with the whole class. Let the students point out the movement of things first, and then say what is translation and what is rotation. Focus on understanding the situation that students use different symbols.

3. Mathematics teaching plan for the third grade of primary school.

Teaching purpose:

1, to further strengthen the training of students' computing ability;

2. Improve students' ability to solve practical problems through practical problems, and at the same time strengthen the awareness of quantitative relations;

3. Let the students know and master the law that a number is multiplied by 1 1.

Teaching process:

First, oral calculation.

14× 10 20×2 1 40× 12 80×30

Show it on the little blackboard.

Second, the written calculation

The small blackboard shows:

34×54 67× 19 40×87

Collective feedback.

Third, review the sixth question.

Thinking: How to calculate the total kilograms?

When giving collective feedback, ask: If you want to sum up these three questions in one sentence, how would you calculate and what would you say?

Fourth, review the seventh question.

Then give directions and answer.

1, with 35×90, get the price of the computer.

2. How much is the computer more expensive than the calculator?

3. What is the price of computer and calculator? Wait a minute.

Verb (the abbreviation of verb) completes the review of question 8.

Collective answer.

6. Study the law of multiplying a number by 1 1.

Show:

24× 1 1 35× 1 1 57× 1 1

After doing this, ask the students to think about the law of multiplying a number by 1 1.

Finally, through vertical guidance, it is concluded that a number can be multiplied by 1 1, as long as both sides of this number are added in the middle, and attention should be paid to carry.

Then fill in the blanks in the form of a competition.

Seven, make up lessons.

4. Mathematics teaching plan for the third grade of primary school.

Teaching material analysis: Unit "Yuan, Angle, Minute and Decimal" is the first time for students to learn decimals. The purpose of textbook design is to let students learn the basic knowledge of decimals and their simple addition and subtraction operations in the situation of "yuan, jiao and fen". Choose the situation of "yuan, jiao and fen" to let students learn decimals. First of all, because the most direct experience of students' understanding of decimals comes from price; Secondly, learning decimals in combination with shopping situations can highlight the close relationship between "yuan, angle and minute" and decimals, help students understand decimals and penetrate the requirements of solving problems. In addition, this arrangement of teaching materials also provides an intuitive and concrete model for studying decimals in the future. Therefore, in practical teaching, we should pay attention to the study of decimals in this unit.

This unit has arranged specific situations such as "buying stationery", "shopping around", "buying books" and "delivering books". The purpose is to let students know the meaning of decimals and the close relationship between decimals and their addition and subtraction operations and life.

Second, the teaching objectives:

1, combined with the specific content, understand the meaning and characteristics of decimals, and be able to recognize and read simple decimals.

2, through the process of comparing commodity unit prices, learn to compare the size of simple decimals.

3, combined with the problem-solving process, learn to add and subtract a decimal.

4. I will use decimals to express some things in daily life, solve some simple problems, communicate with my peers and feel the close connection between decimals and real life.

Third, the problems that should be paid attention to in teaching:

1, combining the specific situation of shopping closely, let students understand the meaning of decimal.

First of all, reading the price tag is a necessary knowledge and skill for shopping. Knowing how to use yuan, jiao and fen to explain commodity prices expressed in decimals is a sign of understanding the meaning of decimals. The learning process of recognizing, reading and writing decimals is based on students' existing experience of "yuan, jiao and fen" and is carried out in specific situations.

2. Give students the opportunity to think and solve problems independently and experience the diversity and rationality of problem-solving strategies.

"Shop around", let students find ways to solve the problem of "which stationery store is cheaper to buy a pencil box", and communicate with each other and share their different strategies with their peers. Teachers should not take the place of others and sum up a certain strategy into knowledge points to instill in students, which restricts students' exploration spirit and creativity; Encourage students to dare to put forward unique ideas or questions; The evaluation of students' various strategies should help them improve their consciousness of strategy selection and reasonable optimization.

3. Combine the process of solving problems with the calculation of learning addition and subtraction.

This is not only because calculation is a means, but also because solving problems is an end. Combining the two can make students realize the necessity of learning calculation. It is also an effective way to cultivate students' awareness of mathematics application and feel the close connection between mathematics and life. Students learn decimal addition for the first time under the background of "buying books". In the process of discussing various algorithms of decimal addition, it is revealed that numbers in the same unit (digit) can be added. This is also the basis for understanding why decimal points should be aligned when adding decimal points. As long as students understand this, they will get through the road of transferring the experience of integer addition and subtraction to decimal addition and subtraction.

4. Gradually expand the time and space for students' independent exploration, cooperation and exchange.

In the lesson of "buying books", students can focus on understanding the arithmetic and algorithm of decimal addition under the guidance of teachers. The course of "delivering books" allows students to explore independently. Because students have studied integer addition and subtraction, have already had experience in dealing with carry abdication, and have a preliminary understanding of the operation of decimal addition and subtraction, the course of "delivering books" can provide students with greater independence and autonomy.

5. Mathematics teaching plan for the third grade of primary school.

Teaching objectives:

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)