Unit 8 Mathematical Wide Angle-Collocation (2)

New knowledge points:

1, the number of simple things.

2. The number of combinations of simple things.

Teaching requirements:

1. Contact with students' real life, and let students find out the number of permutations and combinations of simple things through observation, guessing and experiments.

2. Cultivate students' initial ability of observation, analysis and reasoning, and their awareness of thinking in an orderly and comprehensive way.

3. Let students feel the extensive application of mathematics in real life and try to solve problems in real life with mathematical methods.

4. Infiltrate mathematical thinking methods to improve students' mathematical quality.

5. Make students form a good habit of cooperating with others in mathematics activities and learn to express the general process and results of solving problems.

Teaching suggestions:

Mathematics Wide Angle-Collocation (II) mainly introduces students to simple knowledge of permutation and combination, cultivates students' mathematical thoughts and methods, and makes students feel the application value of mathematical knowledge in real life. Permutation and combination is the primary knowledge of combinatorial mathematics, the basis of learning probability and statistics, and also the widely used mathematical knowledge in daily life. Therefore, we should pay more attention to grasping and mastering the favorable materials suitable for students' development in teaching.

1, choose examples around students and some lively and interesting activities to arouse students' enthusiasm and initiative in learning mathematics. For example, Children's Day is coming, what clothes to wear, how to match, how to choose a tour route and so on.

2. Pay attention to the teaching of learning methods and cultivate students' mathematical quality. The content of this unit is active and operational. Students should practice and study in groups as much as possible, such as arranging different three-digit numbers and matching numbers, so that students can feel the number of simple things according to practical problems.

3. Pay attention to the infiltration of mathematical thinking methods and cultivate students' ability. After each activity, students should be allowed to express their opinions and initially cultivate their awareness of thinking in an orderly and comprehensive way. For example, the question before the activity: how to ensure that it is not heavy or leaking?

4. Pay attention to the expression of teaching language and grasp the teaching objectives. When teaching, we should try our best to avoid the terms of arrangement and combination, so as not to affect students' thinking. It is enough to express and communicate in a language that students can accept, so that students can feel the wide application of simple things in real life.

The number of simple things arranged in the first class.

The subject initially feels the arrangement of simple things.

The teaching goal is 1, which enables students to find out the arrangement number of simple things through hands-on operation and experience mathematical ideas and methods.

2. Cultivate students' initial ability of observation, analysis and reasoning, and their awareness of thinking in an orderly and comprehensive way.

3. Cultivate students' interest in mathematics and good habits of cooperation with others.

The focus of teaching is to let students discover the arrangement number of simple things and experience the writing ideas and methods.

Teaching difficulties enable students to find the arrangement number of simple things and experience writing ideas and methods.

Prepare digital cards for teaching AIDS.

teach

study

get through

Reflections on the Teaching Design of Curriculum

First, pre-school preparation

1, how many two-digit numbers with "2" in the tenth place are there?

2. How many two-digit numbers with "0" are there in the unit?

3. Take out the prepared digital cards 7, 3 and 9.

Second, explore new knowledge.

1, 0, 1, 3,5 How many non-repetitive two-digit numbers can be formed?

Work in groups and think about the following questions.

(1) How to ensure that the pendulum does not sink or leak?

(2) How many double digits did you give? How is it placed?

(3) What method is used to record clearly, and it is not heavy or leaking?

2. Students explore in groups and teachers patrol and guide.

3. Report:

(1) Put them in a certain order to ensure that they are neither heavy nor leaking.

(2) According to the digital pendulum:

If the decimal number is 1, you can put 10, 13,15;

If the decimal number is 3, you can put 30,3135;

If the decimal number is 5, you can put 50,5153.

(3) According to a certain order, it can be guaranteed that it is neither heavy nor leaking, and it is clear at a glance.

Third, the design of new classroom assignments

1, textbook exercise 22, question 1.

(1) Group activity: Find four people to play four mentoring and one person to record.

(2) How to exchange positions more clearly?

(3) How many different arrangements can there be?

2, textbook exercise 22, question 2.

Line up independently and record. Pay attention to the order of the row and experience the method.

3. Exercise 22 in the textbook, question 3.

Fourth, thinking training.

Choose two cards with 1, 2, 3, 4 written on them and do one-digit multiplication. * * * How many different multiplication formulas can be formed? * * * How many different products are there? Write these formulas.

Five, the blackboard design