The teaching goal of the second grade of primary school mathematics 1;
1, knowledge and ability: cultivate students' ability to flexibly use the knowledge of remainder division to solve simple practical problems in life, and cultivate students' application consciousness.
2. Process and method: Guide students to express their ideas bravely in cooperation and exchange, and learn to listen to others' opinions.
3. Emotional attitude and values: By reasonably solving practical problems, let students experience the joy of success.
Teaching focus:
Use division with remainder to solve problems and practice students' real life.
Teaching difficulties:
Through independent exploration, cooperation and exchange, analyze and solve practical problems in life.
Teaching aid preparation:
courseware
Application of teaching methods:
Interpretation, analysis, guidance and practice
Learning law guides independent exploration, cooperation and exchange.
Teaching process:
First, the introduction of new courses.
Review (check preview)
1, how many can I fill in? (Name and answer)
()×6 & lt； 25 8×()& lt； 38 7×()& lt； 40 named answers consolidate old knowledge through review
Second, beginners explore new knowledge in the new curriculum.
(preliminary exploration)
Show the P 10 theme map to guide students to observe.
1, looking for information: 22 people, each ship is limited to 4 people.
2. Question: How many boats should I rent at least?
Step 3 solve the problem. Conduct group communication on the basis of personal thinking. Communication revolves around: how do you think, how to form, how to answer questions.
4. Ask the students to observe the pictures carefully and understand the meaning of the questions.
5. Let students think independently.
6. Conduct group communication. Communication revolves around: how do you think, how to form, how to answer questions. Guide students to express their ideas bravely in cooperation and exchange, and learn to listen to others' opinions.
Third, guide and dispel doubts.
(Cooperative learning) Students answer orally and the teacher writes on the blackboard.
22÷4=5 (article) ... 2 (person)
Rent at least six boats.
How do you think the distribution is reasonable? Please wave it with a stick and show your distribution plan. (Let students express their opinions)
Students may have the following plans.
(1) There are five boats, each with four people and one with two people. 4×5+2=22。
(2) 4 boats, each with 4 people; The other two ships, one with three people and one with three people. 4×4+6=22。
1, let the students swing with sticks according to their own methods, and put out your distribution plan. (Let students express their opinions)
2. Let the students draw the moon on paper to represent the ship, and use sticks to represent people.
3. List the formulas according to the pendulum diagram.
1. Cultivate students' ability to flexibly use the knowledge of division with remainder to solve simple practical problems in life, and cultivate students' application consciousness.
Fourth, expand learning.
(in-depth exploration)
1, summary: In this lesson today, we applied the knowledge of division with remainder to solve simple practical problems in life. When solving this kind of problem, we should think about it in combination with the actual situation, such as the chartering problem above ... As for how to allocate these six ships reasonably, we should think about it, but the allocation must not violate the "four-person limit" rule.
Emphasis: all activities should pay attention to safety, and you can't do anything that violates safety regulations.
2, the whole class exchange summary.
You can't communicate in violation of the "four-person limit" when allocating. Let students experience the joy of success by solving practical problems reasonably.
Five, in-class testing, practice and consolidation
(Learning diagnosis) Practice finished 1, 2, Question
1 question string encourages students to divide with remainder again. The actual problem enters the 1 process: understand the meaning of the problem first and solve it continuously.
1, first understand the meaning of the question.
2. Solution in the column
3. Report by name.
4. Collective revision.
5. Cultivate students' ability to flexibly use the knowledge of division with remainder to solve simple practical problems in life and cultivate their awareness of application.
Sixth, the class summary
(combing and summarizing)
What did you learn in this class? Do you think you are learning well?
1, send in groups.
2. Report by name. Let students experience the joy of success.
Blackboard design:
charter a boat
22÷4=5 (bar) x2 (person)
A: Rent at least six boats.
Design description of teaching plan 2 for the second grade of primary mathematics
1. Follow the law of students' cognitive development and help students establish the concept of division.
The two kinds of realistic situation models are generally called equal division and inclusive division. In order to let students establish the concept of division with the help of two different realistic situation models, this class first obtains the intuitive experience of average division by letting students do division and circle. Then, through the activities of speaking and filling, try to describe the process of average score in mathematical language; Finally, learn to express by division formula, and let students experience the abstract process of "practical problem-average activity (physical operation or representation operation)-division formula", which conforms to the law of students' cognitive development, so as to realize the practical significance of division.
2. Infiltrate the idea of modeling through the transformation of various representations.
On the basis of students' understanding of division, this lesson further allows students to explore the meaning of division formula with examples, so that students can clearly understand the process and result of division formula representing average score, and then let students express in language how the result of average score is expressed by division formula. Through the expression of the meaning from the actual operation to the average score and then to the formula, students can combine the average score and division organically, realize the transformation from action representation to language representation and then to symbol representation, and deepen their understanding of the meaning of division while infiltrating the modeling thought.
Preparation before class
Teachers prepare PPT courseware
teaching process
⊙ Set questions and guide participation
1.
(1) Tell me, what is the average score?
(2) Give two examples to illustrate the average score.
2. Courseware shows the situation diagram of Example 4 on page 13 of the textbook to guide students to solve problems in groups.
(1) Students work in groups and report the results.
The first method: divide the land one by one, and each plate is divided into three pieces.
The second method: divide the land in two, and then divide it one by one, with three in each set.
The third method: three or three points, each plate is also divided into three parts.
(2) Summary: No matter how you divide it, the result is the same, that is, put three bamboo shoots in each dish.
(3) Students work in groups. The process and result of expressing the average score in words.
(Put 12 bamboo shoots into 4 plates on average, with 3 in each plate)
Design intention: On the basis of students' existing knowledge and experience, set questions, guide students to participate independently, and strengthen the consciousness of applying average scores through activities such as observation, operation, communication and problem solving, so as to review the past and learn new things and lay the foundation for introducing division operation.
Learning new knowledge
1. Introduce division and know the division formula.
(1) Guide students to explore: Just now, we helped the panda solve a problem through the average score. Can such a problem be expressed in a formula?
Students discuss in groups and explore the expression methods.
(2) Reveal the topic: This formula has never been learned, and now the teacher will learn this new operation-division with you. (blackboard writing: division) We can use division to represent the average score in this way. (blackboard formula: 12 ÷ 4 = 3)
2. Introduce the reading and writing of division formula.
(1) Introduce the writing of division symbol: Today, the teacher introduced a new operation symbol, which is "∫" and is pronounced as division symbol. When writing a fractional line, draw a horizontal line first, and then point a point above and below the horizontal line. The horizontal line should be straight, the two points should be round and aligned. Students try to write. (Students practice writing class)
(2) The teacher pointed to the division formula and introduced the reading method of the division formula: 12 ÷ 4 = 3 pronounced as 12 divided by 4 equals 3. (Students practice reading the division formula)
(3) Summary: As long as it is an average score, it can be expressed by the division formula.
Design intention: Guide students to ask "Can it be expressed by an equation?" Stimulate students' thirst for knowledge. On the basis of introducing division, learn the writing method of division symbol and the reading method of division formula, so that students can know that the average score can be expressed by division formula, so as to prepare for learning Example 5.
3. Explore how to use the division formula to express the average score.
(1) The courseware shows the situation diagram of Example 5 on page 14 of the textbook. Guiding question: Please observe carefully to see what problems need to be solved. Can you help pandas divide bamboo shoots?
Students will score one point when they start work, and then report.
(20 bamboo shoots, put one plate for every four, you can put five plates)
(2) Guide students to express the process of dividing bamboo shoots with division formula. (List the formulas and read them out: 20 ÷ 4 = 5)
The teaching content of the third teaching plan for the second grade of primary school mathematics;
Textbook P 13 ~ 14, examples 1, examples 2 and exercises 3.
Teaching objectives:
1. Establish the concept of "average score" in specific situations and practical activities.
2. Let students fully experience the process of "average score" and make clear the meaning of "average score". Initially formed the appearance of "average score".
3. Guide students to feel the connection between "average score" and real life, and cultivate students' inquiry consciousness and problem-solving ability.
Teaching focus:
Understand and master the meaning and method of average score.
Teaching difficulties:
Master the method of average score.
Teaching preparation:
All kinds of food, body projection, etc.
Teaching process:
First, create a scenario generation problem.
Today, the teacher brought some small gifts to everyone. The teacher wants to give it to you. Please start distributing candy to every student in the group and ask for all the candy. (The number of sweets in each group is different. )
Second, explore communication and solve problems.
(1) query example 1
1, hands-on operation for each group.
Each group reports the situation and the teacher writes on the blackboard.
Step 2 observe the problem
(1) Please observe the results of each group. What did you find?
(2) student observation report.
(3) From the observation, we found that some components have the same amount. Can you give such a division a proper name?
(4) Students name themselves.
(2) Propose the theme
(1) The children have good names. In mathematics, we call the same number of points in each part the average score.
(blackboard writing topic)
(2) Let's talk about which groups are average scores and which groups are not.
(3) What can we do to make the groups that have not been averaged just now?
(4) Students exchange reports.
(3) Teaching Example 2: Divide 15 oranges into 5 parts on average. How to divide it? How many points?
(1).
(2) Each team scores one point.
(3) the way students report.
A first put 15 oranges in each plate, then put 1 orange in each plate, and then put 1 orange in each plate, that is, one point, each one gets 3 oranges.
B First put two oranges in each plate, then put/kloc-0 oranges in each plate, and give three oranges to each plate. It's faster this way.
C put three oranges in each plate, which is exactly three oranges in each serving, so you can divide them faster.
D Just now, students used different methods to divide 15 oranges into five parts, each with three oranges. This is to divide 15 oranges into five equal parts, each with three oranges.
(4) What kind of division do you like? Why?
Third, consolidate application internalization and improve
1, one point: divide 8 sticks into 4 parts, how much should each part be? (Students get one point for starting work)
2. Finish the homework on page 14 of the textbook and divide 12 bottles of mineral water into three parts on average.
Let the students circle their own opinions. )
3. Exercise 3, Question 2.
(1) It is certain that the second division conforms to the meaning of the topic.
(2) Guide students to observe whether the third score is average. What should be done to make it conform to the meaning of the question?
(3) Students communicate, discuss and report.
4. Practical activities: flower arranging activities.
5. List examples of average scores in life.
Fourth, review, organize, reflect and improve.
What do you feel and gain after learning this lesson?
Teaching plan for the second grade of primary school mathematics 4 I. Scenario design
1, the game of formula solitaire is introduced in the new class, and students are given names to match formulas at will.
2. How much can I put in ()?
3×()& lt； 19 6×()& lt； 38()×8 & lt； Practice formula thinking to fill in the blanks and say what you think. Let the students review what they have learned before in the game, so as to lay the foundation for the business test.
Second, explore new knowledge.
1. Teacher's question: Last class, we solved the division problem of oranges and learned the vertical calculation division. Please finish this problem (2 1÷8), or you can put it on with a stick and report to the class.
2. If you changed 2 1 to 55, would you do it? (Show the strawberry scene) Speak your thoughts in the group.
(1) The teacher leads the students to discuss. How many strawberries are there in each plate? Let's estimate first.
(2) Teachers guide students to discuss: Which answer is correct? How to take the exam? Complete the vertical position.
(3) Why is the quotient 6 instead of 5 or 7? How to answer?
Can you sum up how we try to do business on the issue of "dividing strawberries"? The teacher summarized according to the actual situation of the students' answers.
4. Complete the "try it": () You can fill in several students' exercise books and name one person on the blackboard to do it.
Third, consolidate the practice.
1. Complete the question in an exercise 1 to 5.
Question 1: Create an apple picking scene. Choose a representative from each group and choose an apple at will. Communicate the method of trial business in the group and report to the whole class.
Question 2: Students are required to write vertically independently.
Question 3: Create a scene of wrong diagnosis, so that students can correct mistakes independently.
Questions 4 and 5, ask students to say the meaning of the questions, state independently and answer the questions clearly.
2. Students complete the exercises according to the teacher's requirements. Taking various forms of exercises will help students master the knowledge they have learned flexibly and further consolidate the method of trying to do business.
Fourth, the class summary
What have you gained from this course?
The teaching goal of the fifth teaching plan for the second grade of primary school mathematics;
1, the teaching content is rich and vivid, which stimulates students' interest in learning and consolidates wide-caliber quotient through multiplication.
2. Explore the relationship between multiplication and division formulas and understand the idea of seeking quotient with multiplication formulas.
3. Cultivate students' ability to analyze and solve problems.
Teaching focus:
Through understanding and trying different algorithms, I realized the benefits of using multiplication formula to find quotient.
Teaching difficulties:
Cultivate students' ability to choose reasonable calculation methods.
Teaching methods:
Practical exploration method and deductive generalization method. While strengthening intuitive teaching, we should pay attention to the promotion from concrete to abstract, and initially cultivate students' abstract thinking ability.
Teaching process:
First, review the introduction.
1, do the math, say the formula.
4×2= 6×5= 2×9= 6×3=
5×5= 3×4= 2×4= 5×4=
20÷4= 35÷5= 12÷3= 10÷2=
Students do oral calculations, say numbers, and say which formula is used for calculation.
2. Introduce new courses.
Teacher: Last class, we learned to find quotient by multiplication formula. In this lesson, we will continue to learn the new knowledge of finding quotient by multiplication formula.
Second, the new interactive award.
1, Dialogue: Students, Master Wang's steamed bun shop opened today. Let's go and have a look. (Example 2 is shown)
(1) What information did you get from the picture? (Observe and collect information. )
Teacher: Each steamer has four steamed buns and six drawers. Do you know how many steamed buns are in a steamer? (the student answers. )
The teacher asked: Why use multiplication? How to form? (Find a * * * and how many buns there are, which is the sum of six 4s. Calculate by multiplication, and the formula is: 4×6=24).
Teacher: Which formula shall we use when calculating this formula? (4624)
(2) Teacher's question: What kind of questions can be asked to turn this formula into a division formula?
Look at the picture and change the topic. The teacher showed that a * * * has 24 steamed buns, and each steamed bun has four drawers. How many drawers can you hold?
How to form? (24÷4=6)
what do you think? Which formula is used? (4624)
(3) Teacher: What else can I ask? (Students speak freely. )
The teacher showed the topic: A * * * has 24 buns, which can hold 6 drawers. How many buns are there in each drawer?
How to form? (24÷6=4)
what do you think? Which formula is used? (4624)
2. Explore the relationship between multiplication and division.
Teacher: Look at the three formulas on the blackboard. What did you find?
Students describe the law of discovery in their own words. (According to the discussion of classmates, give positive comments. It is emphasized that we should understand the multiplication and division relationship from the changes of formulas and arithmetic. )
Teacher's summary: Through observation, the students found some laws more or less. There are three numbers, 4, 6 and 24, which mean the same thing. Although the meanings of 4, 6 and 24 in the three formulas are exactly the same, the conditions and problems are different and the formulas are different. Please think about it. What are the names of 4, 6 and 24 in the multiplication formula? What are they called in the division formula? Many students also found that among the three formulas we calculated just now, there is a multiplication and two divisions. Which multiplication formula is used? Similarly, we can say that a multiplication formula can write three formulas, such as "4624": 4× 6 = 24 24 ÷ 4 = 6 24 ÷ 6 = 4.
3. Show a formula and ask students to write three formulas.
368
According to the students' communication, the teacher reiterated that a multiplication formula can be transformed into two division formulas, and the corresponding problem can be transformed into finding one of the multipliers. Of these three numbers, the multiplication of two numbers equals one number, and the division of two numbers equals another number.
Third, consolidate and expand.
1, let the students independently complete the 1 topic "Doing" on page 19 of the textbook.
Let the students say the meaning of the question first, and then calculate. After the calculation, the deskmates discuss with each other how to work out the quotient.
2. Let the students independently complete the second question of "doing" on page 19 of the textbook.
Let the students observe the three questions in each group and think about how to get the quotient of each question quickly and what is the formula of each question.
3. Let the students independently complete the fifth question in the textbook Exercise 4.
Ask the students to write the multiplication and division formula according to the children's participation in the game of "two people and three feet" during the practice. Pay attention to let the students dictate the pictures, ask questions and then write the formula.
Means of communication. Ask the students to talk about the practical significance of the division formula and say which formula to use to think about business. Think about quotient according to multiplication formula, and deepen the understanding of multiplication and division.
Fourth, class summary.
Teacher: What did you learn in this class?
Students speak freely.
Teacher's summary:
In this lesson, while reviewing how to find the quotient by multiplication formula, we also found the relationship of multiplication and division. In each set of formulas, the multiplication of two of three numbers equals one number, and vice versa, the division of two numbers equals another number. This is the relationship between the parts of the multiplication formula and the division formula that we have learned in the past. If such a relationship is found, multiplication and division can be considered when calculating division.