The second grade of primary school mathematics 1 teaching plan teaching goal;
1, let the students experience and know the weight of the object through the operation of the object.
2. Learn a simple way to compare the weight of objects.
3, will use some common methods in daily life to compare the weight of the object.
Teaching focus:
Through the operation of the object, let the students experience and know the weight of the object.
Teaching difficulties:
Will use some common methods in daily life to compare the weight of objects.
Teaching tools:
Teaching courseware
Teaching process:
First, introduce new grants.
Teacher: Students, during festivals, parents will buy us many gifts. Teacher, here are some gifts. Can you tell which toy is heavier? Which toy is lighter?
Student exchange
Teacher: Today we will learn to compare the lightness and heaviness of objects.
Second, the new grant to explore
Inquiry 1: direct observation
1, the ratio of balloon to apple
2. And Little Biya
Teacher: Do you know which is heavier than this apple or this balloon? how do you know
Student exchange
Teacher: What about Xiao Pang and Little Abby?
The teacher concluded: We can judge directly by experience. Apples are heavy and balloons are light.
According to the picture, Xiao Pang is heavy and Xiao Ya is light.
Question 2: Hands-on operation
1, compare the weights of the following objects, 2 erasers, magnets, cars, etc. On page 42 of the book.
Provide students with learning tools and hands-on operation.
2. Verify the comparison result: These items can be hung up.
Then sum up the methods and weigh them.
Teacher: Who is lighter or heavier, the math book or the pencil case?
How do you compare students' communication?
The teacher concluded: We can compare the weights by methods.
Survey 3
1, small package yogurt, a pack of 3 cans, large package yogurt, a pack of 6 cans, 4 small packages and 2 large packages yogurt, which is heavier? Which is lighter?
The weight of four badminton players is equal to the weight of six table tennis players, all of which are 24g. Which is heavier, badminton or table tennis? Which is lighter?
Summary: Comparing the weights of objects can also be judged by calculation.
Third, practice and consolidate.
Exercise 1
1, judge the severity.
Cotton and small iron balls
Watermelon and grapes
Refrigerator and telephone
Exercise 2
A small wooden box can hold 4 bottles of gasoline, and a large wooden box can hold 8 bottles of gasoline. So, what is the gasoline weight of 12 small wooden cases and 6 large wooden cases? Which is lighter?
Health: 12×4=48 (bottle)
6×8=48 (bottle)
A: The same weight.
Teacher's summary: Comparing the weights of objects can also be judged by calculation.
Exercise 2
Group activities
Let the children compare the weight of what they bring with the method of comparing the weight of objects they have learned today.
Group exchange
Course summary
Fourth, the summary of this lesson
In order to compare the weight of objects, we often look, weigh and calculate in our lives.
homework
Verb (abbreviation for verb) homework after class
Textbook P42
The overall teaching plan for the second grade of primary school mathematics 2 I. Teaching objectives
(a) Numbers and algebra
1, Unit 1 "Number, Number, Multiply". In the study of this unit, students experience the process of abstracting multiplication formula from specific situations, realize the significance of multiplication, find and put forward problems that multiplication can solve from life situations, and initially feel the close relationship between multiplication and life.
2. Unit 2 "Multiplication formula (1)" and Unit 7 "Multiplication formula (2)". In the study of these two units, students have gone through the process of compiling 2-5 and 6-9 multiplication formulas, formed the habit of thinking about problems in an orderly way and their preliminary reasoning ability, and can correctly use formulas to calculate multiplication in tables and solve practical problems.
Unit 4 "Multiplication and Division" and Unit 5 "Division". Through a large number of "division" activities, students experience the process of abstracting the division formula from specific situations, realize the significance of division, find and put forward the problems that division can solve from life situations, realize the close relationship between division and life, learn to use multiplication formula to find quotient, and realize the reciprocal relationship of multiplication and division.
Unit 6 "Hours, Minutes and Seconds". By studying hours, minutes and seconds, students initially formed a good habit of observing and cherishing time. In the actual situation, we can accurately read the time on the clock face and tell the elapsed time by knowing the hours, minutes and seconds, initially understanding their practical meanings and mastering the speed of progress between hours, minutes and seconds.
(b) space and graphics
1, Unit 3 "Observing Objects". In this unit, students will experience the process of observation and observe objects from different positions. The objects they see may be different, and they can see at most three sides of the object. Can correctly identify the shape of simple objects observed from the front, side and above; Through observation activities, the concept of space was initially formed.
Unit 5 "Direction and Position". Through the study of this unit, students can identify the other three directions according to the given direction (east, south, west and north), and can use these words to describe the direction of objects; If you know the direction on the map, you will look at the simple road map, thus developing students' concept of space.
(3) Statistics and Probability: Unit 9 "Statistics and Guess". Through the study of this unit, students will further experience the process of data investigation, collection and arrangement, answer some simple questions according to some data in the chart, exchange ideas with their peers, and initially form statistical consciousness. In simple guessing activities, we initially feel uncertainty, and experience that some events are certain and some are uncertain.
(4) Practical activities: This textbook has arranged three practical activities-"Festival activities", "Earth travel" and "good friends of mankind", aiming at comprehensively applying the learned knowledge to solve practical problems. At the same time, in the study of other specific contents, arrange "small investigation" activities and diversified life application questions to aim at the practical application of a certain knowledge.
Second, the focus of teaching
1, abstract the process of multiplication formula from specific situations, understand the significance of multiplication, find and put forward the problems that multiplication can solve from life situations, and initially feel the close relationship between multiplication and life.
2. Through the process of compiling 2-5 and 6-9 multiplication formulas, students form the habit of thinking about problems in an orderly way and their preliminary reasoning ability, and can correctly use the formulas to calculate multiplication in the table and solve practical problems.
3. Through a large number of "division" activities, students experience the process of abstracting the division formula from specific situations, realize the significance of division, find and put forward the problems that division can solve from life situations, realize the close relationship between division and life, learn to use multiplication formula to find quotient, and realize the reciprocal relationship of multiplication and division.
Teaching difficulties: understanding the significance of multiplication and division and solving practical problems.
Fourth, teaching measures:
1, cultivate students' desire to learn mathematics.
2. Create a situation.
3. Encourage algorithm diversification.
Five, the schedule:
1, multiply by -5 class hours.
2. Multiplication formula (a)-10 class hour.
3. Observing objects -4 class hours.
4. One minute and division-13 class hours.
5. Direction and location -4 class hours
6, multiplication formula (2)-7 class hours
7. Division -8 class hours.
Teaching timetable
The last semester of the 20xx-20xx school year (Grade 2)
week
Auxiliary start and stop
Hours of monthly plan and daily plan
be filled/suffused/brimming with
Teaching content of unit (course)
1 9, 1 ~ 5 units 1 1-4 Count and multiply by 4.
2 8 ~ 12 cell 1 and cell 2 5, 1-3 multiplication formula 4
3 15 ~ 19 Unit 2 4-7 Multiplication Formula 4
4 22 ~ 26 Unit 2 and Unit 3 8- 10- 1 formula, observation object 4
5 29~ 10, 3 units 3, 4 units 2-4- 1 observation object, divided into 4.
6 6 ~ 10 Unit 4 2-5 Divide by 4
7 13 ~ 17 Unit 4 6-9 Divide by one and divide by four
8 20 ~ 24 Unit 4 10- 13 One minute and one minute and division 4
9 27 ~ 3 1 unit 5 1-4 direction and position 4
10 1 1, 3 ~ 7 units 6 1-4 hours, minutes, seconds 4.
1110 ~14 Unit 6 and Unit 7 5- 1-3 Multiplication Formula (2) 4
12 17 ~ 2 1 Unit 7 4-7 Multiplication Formula (2) 4
1324 ~ 28 Unit 8 1-4 divided by 4
14 12 1 ~ 5 Unit 8 5-8 Part 4
158 ~ 12 Unit 9 1-4 Statistics and guesses 4
16 15 ~ 19 general comment 4
17 22 ~ 26 Review 4
1829 ~ 1, 2 Review 4
19 5 ~ 9 Review 4
The basic situation of 3 classes in the whole volume of mathematics teaching plan for the second grade of primary school;
The children in these four classes have accumulated certain learning experience, learning habits and interests after one and a half years of mathematics learning in Jiangsu Education Edition, and their basic knowledge and skills have basically reached their learning goals. Most students have fast mathematical calculation speed and high accuracy. They can concentrate in class, raise their hands actively, do their homework neatly and have a strong learning atmosphere. However, when encountering problems that are difficult to think about, there is a feeling of shrinking. Although the child did well in the final exam last semester, the results did not represent the whole situation of his learning mathematics. Only in the classroom and mathematics learning activities can the real situation of a child's learning be fully reflected. Therefore, what I should pay more attention to is to keep the interest that has basically formed and gradually guide it to experience the fun of thinking and success. However, a small number of students in four classes have poor self-control ability and often can't control themselves in class. Some students don't want to write and do problems. For example, (2) He Wei, Liu in the class, and (4) Ma Shaonan and Li Jia in the class. The focus of this kind of education is to cultivate their good study habits. Some students, such as Li Liuyang of Class (2) and Zhou Guoqing, Zhang and Tang of Class 4, have great learning disabilities and often can't keep up with the tasks assigned by textbooks. The speed and accuracy of calculation are not high, and it is difficult to complete classroom assignments. Teachers need to give them more guidance and care, encourage them to have firm confidence in learning, and take stimulating their interest in learning as the starting point. The arrangement system of textbooks in Jiangsu Education Edition is somewhat difficult, but it is precisely because of this that some studious and studious children get better grades after two years of study. After entering the second phase in the second year, some students, such as,, Jiang Xinyi, Zhang Xiaocan, Gu, etc. You can try to carry out Olympic Mathematics training to make outstanding students better. Due to the differences in age and learning environment, students' psychological characteristics and thinking development are inconsistent. Teachers should try their best to pay attention to the development and progress of each child.
Teaching material analysis (including important and difficult points)
I. Teaching content
(1) Numbers and Algebra. Knowledge and skills:? Division with remainder 1000 understanding of internal numbers, pen addition, estimation and verification of addition, continuous addition; Pen subtraction, estimation and checking calculation of subtraction; Calculate one digit by two digits, estimate multiplication, add and subtract whole hundred plus whole ten and corresponding subtraction, add and subtract whole ten (the sum does not exceed 100) and corresponding subtraction; Integer times one digit and unnecessary two digits times one digit are both oral calculations. Problem solving:? Understanding of practical problems related to division with remainder, the simple practical problem of "how many times is one number another" and the simple practical problem of "how many times is one number" are solved by multiplication and addition (subtraction) in two steps.
Second,
(2) Space and graphics. Knowledge and skills:? Understanding of northeast, southeast, northwest and southwest, a relatively simple preliminary understanding of road map angles, decimeters and millimeters of right angles, acute angles and obtuse angles, simple measurement, simple conversion between length units and simple length measurement. Problem solving:? Use orientation words to describe the position of an object, or determine the position of an object according to the description of related orientations. In real life, use or design a simple road map, and choose appropriate units and tools to measure the length of objects according to needs. (3) Statistics and probability. Knowledge and skills:? The collected data are sorted according to different standards, and some simple analysis and prediction are made according to the statistical results. Problem solving:? According to the problems to be solved, choose the right angle, collect and sort out the data by the right method, and solve the problems reasonably. Determine the direction of practical activities (describe the positional relationship between objects in real life with words such as east, south, west, time, southeast, northeast, southwest and northwest) and how far you can jump (feel the information contained in the data and appreciate the value of the data through experiments and simple data analysis).
The teaching goal of the whole book teaching plan 4 for the second grade of primary school mathematics;
Cognitive goal
1. Let students experience and compare the lightness and heaviness of objects by manipulating them.
2. Can describe and compare the lightness and heaviness of objects in correct language.
capability goal
Compare the weight of objects in your own way through life practice.
Affective goal
Through the process of learning, playing and practicing, students' interest in discovering mathematical problems in life is stimulated.
Teaching focus:
Through practice, we can compare the lightness and heaviness of objects in our own way.
Teaching difficulties:
It is more important to choose a reasonable method in combination with life.
Teaching process:
First, scene import
(1) compare with each other
Teacher: Children, look at what the teacher put on the platform today. (Student answers)
Teacher: Now who can tell which of the two things in the teacher's hand is heavier and which is lighter? (Multimedia demonstration: apples and balloons; Please observe the object and tell your deskmate's good friend who is more important than who.
Teacher: Why can you tell at once?
Conclusion: This is because we have taken it in our daily life, so we can judge it directly through our life experience and eye observation.
have a guess
Teacher, here are two boxes of the same size, which contain different things. Can you guess which box is heavy and which box is light? (Students guess)
Teacher: Every child has a different guess. Is there any good way to compare the weights of two objects? (health: weigh, lift, balance, seesaw, etc. by hand. )
Teacher: The children have come up with so many good methods, so let's compare the lightness and heaviness of objects together in our own way today. (Program Title: Light and Heavy)
Second, explore new knowledge.
(1) weigh by hand.
Teacher: Just now, the children all thought of many good ways, but what if we don't have scales and seesaws around us? Who wants to come up and feel which of the two boxes in the teacher's hand is heavier and which is lighter now?
Tell everyone how you feel. (Let the students weigh up and get the answer)
Teacher: Mickey Mouse has prepared many presents for all of us. Later, we will use the method of "weighing two objects" to compare.
At present, balloons, pears, apples and mineral water are placed on the tables of each group. Each group can choose two of them and compare them by weighing. (Requirements: Children in each group choose two objects to weigh, compare and talk.
() and () are heavier than (), and () is lighter than ().
(Please tell 3 ~ 4 children)
Teacher: Which is the most important in our comparison? Which is the lightest? (The balloon is the lightest and the water is the heaviest)
Teacher: Why is the balloon the lightest in shape? (Because there is air in it)
Teacher: Does the lightness and weight of an object have anything to do with its size? (no)
The teacher concluded: To compare the weight of an object, we can't just look at its size. The weight of an object is related to its material, and the big one is not necessarily heavy. Therefore, weighing by hand is a common method in our life.
(2) carrying.
1. Teacher: (Showing the courseware) Now Mickey Mouse has a bunch of pears and apples here. It also compares their weights by just weighing them. Do you think it's okay? No, because there are too many. If you can't put them in your hand, they will all fall to the ground. )
Teacher: Can we children think of other ways to compare our weights? (Talking at the same table. Student A: Yes. )
Teacher: We put all the apples in the red bag and the pears in the yellow bag. (Let 2 ~ 3 children carry it on their backs), and tell everyone how they feel. The total weight of pears is heavier than that of apples.
2. Many children want to try the feeling of carrying, so cooperate with your deskmate to find out whose schoolbag is heavy and whose schoolbag is light, and then tell everyone the result of cooperation with your deskmate.
3. Students communicate. My deskmate's schoolbag is light and mine is heavy.
(3) Hanging crane
1. Teacher: The pears here are almost as heavy as apples. It seems impossible to estimate the weight by hand. Is there any good way to compare? (health: weigh it with a balance)
Teacher: This method is good, but without these tools, what good method can be used for comparison? (hang it with a rubber band to compare the weight)
Teacher's demonstration: which paragraph should I watch? (Length of rubber band)
Please come up and point out the length of the rubber band.
2. Compare mineral water with raw pears.
The teacher concluded: The heavier the object hung on the same rubber band, the longer the rubber band will be stretched.
Third, the observation experiment is light and heavy.
1. Teacher shows media: sponge, magnet, glue, clip, toy car;
Teacher: Who can think of a good way to sort these things from light to heavy? (Group discussion and exchange)
(1. Manual estimation, pairwise comparison; 2. Hang them in pairs and compare them; 3. Hang up all five)
Teacher: Which method is more convenient? (all suspended)
Teacher: Actually, according to our life experience, we can already guess who is the lightest. (Sponge) Who is the heaviest? (magnet)
2. Students do experiments to prove and record the results (from light to heavy).
Fill in the form in the book.
3. Student communication
Hang all five things on the rubber band, the shortest rubber band is the lightest; The longest stretch of rubber band means the heaviest object.
4. Let the children point up and see which rubber band is long.
Fourth, knowledge expansion.
1. Show courseware: All the children have played on the seesaw. When the seesaw stops shaking, like now, can you see who is heavier? Why? (It must be chubby, small and light. Xiaopang's side leans downward, while the small bridge tilts upward, so Xiaopang is heavier than the small bridge. )
Teacher: If the two weights are the same, what will happen to the height on both sides of the seesaw? (same height)
2. The teacher shows pictures.
Teacher: What do you understand from this picture? (2 apples =4 bananas; 1 apple =2 bananas)
Teacher: Is there any way you can make the weight on both sides of the seesaw different? (Student answers)
Teacher: If you add 1 apple, how many bananas do you need to add to the right to make them equally heavy? (2 bananas)
3. After-class outreach exercises
Small wooden cases can hold 4 bottles of drinks, and large wooden cases can hold 8 bottles of drinks. So which is heavier, a small wooden box 12 box of drinks or a large wooden box with 6 boxes of drinks?
12×4=48 (bottle)
6×8=48 (bottle)
(same weight)
Teacher: Sometimes we can compare the weight of objects by calculation.
Verb (abbreviation of verb) abstract
What skills did we learn today? What have you gained from your study?
The overall teaching plan for the second grade of primary school mathematics 5 I. Analysis of students' situation;
Grade two students have developed good study habits in the past year. They can think positively, speak actively and finish their homework on time. Most students can skillfully calculate the addition and subtraction within 100, and can ask and solve simple problems. Location, graphics, statistics and other knowledge. You can also master it well. Individual students have not reached the correct and fast calculation, so we should strengthen counseling in the future.
Second, teaching material analysis:
This textbook includes the following contents: division in tables, understanding of numbers within 10,000, simple addition and subtraction within 10,000, graphs and transformations, grams and kilograms, statistics, discovering laws, solving problems with mathematics and mathematical practice activities. The key content of this textbook is division in tables, understanding of numbers within 10,000, and solving problems with mathematics.
The arrangement of division in the table embodies two characteristics. First, on the basis that students have mastered multiplication in tables, the teaching materials focus on the teaching of division in tables. Second, no longer clearly distinguish between "equal division" and "inclusive division", in the average operation activities, let students experience and feel two different life prototypes (divide 15 apples into 5 parts on average; 24 people charter a boat, each boat is limited to 4 people), so that students can understand the meaning of division.
The understanding of numbers within 10 thousand changed the original arrangement structure. Teach the numbers within 1000 first, and then teach the numbers within 10,000, and the number sequence table and divisor appear. The arrangement of addition and subtraction within 10 thousand yuan has transitional characteristics: on the basis of addition and subtraction within 100 yuan in the previous book, two digits are added and subtracted; Teach three-digit (hundreds of dozens) pen arithmetic addition and subtraction to prepare for further learning multi-digit addition and subtraction. This unit also combines hundreds of teaching contents of addition and subtraction to arrange estimation, so that students can further learn to use estimation to solve practical problems according to specific situations.
Solving problems mainly includes two aspects. One is to arrange problem-solving teaching units, taking students' lively extracurricular activities as materials to show all kinds of problems encountered by students in practical activities; Second, in combination with the teaching of division in tables and addition and subtraction of numbers within ten thousand, the relevant contents of solving problems are arranged in time, so that students can learn to apply what they have learned after mastering some knowledge of numbers and calculations. Mathematical knowledge solves some simple practical problems.
In terms of space and graphics, this textbook arranges a chapter on graphics and transformation, including "acute angle and obtuse angle" and "translation and rotation". Compared with the original textbook, the understanding of "acute angle and obtuse angle" is obviously ahead, and "translation and rotation" is a new content. In the measurement of quantity, the teaching of grams and kilograms emphasizes that students can feel grams and kilograms through independent exploration and hands-on practice in specific life situations, and initially establish the concept of quality. In the aspect of statistical knowledge, let students further study the significance of statistics, learn simple data and sorting methods, and know bar statistical charts and simple composite statistical tables. This textbook also arranges the teaching content of "finding the law" to guide students to explore the arrangement law of figures and numbers through observation, guessing, experiment and reasoning. Not only make students know that the regular arrangement of things in real life contains mathematical knowledge, but also cultivate students' observation ability, calculation ability and inductive reasoning ability, discover and appreciate the beauty of mathematics, and use mathematics to create the consciousness of beauty.
Third, the teaching objectives:
1, combined with the specific situation in real life, so that students can understand the basic meaning of mathematical problems, learn to solve problems by two-step calculation, and know the role of brackets. Cultivate students' good habits such as careful observation and independent thinking, and initially cultivate students' ability to find, ask and solve problems in real life.
2. Let students understand the meaning of division in a specific situation, read and write the division formula, and know the names of each part of the division formula. Make students understand the relationship of multiplication and division, and skillfully use multiplication formula to find quotient. Enable students to solve some simple practical problems according to the meaning of division. Combined with teaching, educate students to love learning, labor and nature. Cultivate students' good study habits such as careful observation and independent thinking.
3. Make students know right angle, acute angle and obtuse angle; Let students perceive translation and rotation with examples; Will draw a simple figure on the grid paper after horizontal and vertical translation; The teaching thought method of initial infiltration and transformation.
4. Let the students experience the process of finding the quotient with the multiplication formula of 7-9 and master the general method of finding the quotient with the multiplication formula; Make students learn to apply multiplication and division comprehensively to solve simple or slightly complicated practical problems; In the process of solving problems, let students try to use the methods of analysis, reasoning and transformation.
5. Let student administrators experience the process and function of counting; Capable people can read and write numbers within 10 thousand, knowing that these numbers are composed of thousands, hundreds, tens and ones; Symbols can be used to describe the size of numbers within 10 thousand; Be able to name each number and identify the meaning of each number; Let the students feel the meaning of large numbers, know the divisor and make an estimate according to the actual situation. Can calculate whole hundred, add and subtract whole thousand; Let students further learn to describe things in life with concrete numbers, and communicate with others, cultivate their interest and self-confidence in learning mathematics, and gradually develop their sense of numbers.
6. In specific life situations, let students feel and know the unit grams and kilograms of quality, and initially establish the concepts of 1g and 1kg, knowing that1kg =1000g; Make students know how to weigh objects and make simple calculations; On the basis of establishing the concept of quality, cultivate students' consciousness of estimating the quality of objects.
7. Enable students to correctly calculate the addition and subtraction of two digits, and correctly calculate the addition and subtraction of hundreds and dozens; Enable students to estimate by addition and subtraction in combination with specific conditions, and cultivate estimation consciousness; Cultivate students' awareness of choosing appropriate methods to solve practical problems according to specific situations and experience the diversity of problem-solving strategies.
8. Make students experience the process of data collection, sorting, description and analysis, understand the significance of statistics, and collect and sort out data by simple methods; Make students know bar chart and simple compound statistics, ask and answer simple questions according to the data in the statistical chart, and awaken simple analysis; Through the investigation of interesting cases in real life around us, we can stimulate students' interest in learning and cultivate their sense of cooperation and innovative spirit.
9. Through observation, guessing, experiment, reasoning and other activities, students can discover the arrangement law of figures and numbers; Cultivate students' ability of observation, operation and inductive reasoning; Cultivate students' awareness of discovering and appreciating the beauty of mathematics, create the awareness of beauty with mathematics, and let students know that the regular arrangement of things in life contains mathematical knowledge.
Fourth, teaching measures.
1. Seriously study the mathematics curriculum standards of compulsory education.
2. Solidly carry out teaching and research activities and give full play to the role of collective teaching and research.
3. Seriously study and creatively use experimental teaching materials, carefully prepare lessons and listen to lectures, and demand quality from classroom teaching.
4. Teach students in accordance with their aptitude, so that different students have different development in mathematics.
(1) Provide Olympic mathematics counseling for students who have the spare capacity to study, and further improve their abilities.
(2) Pay attention to the counseling of students with learning difficulties, and establish the growth files of students with learning difficulties.
5, regular testing, timely feedback summary.