Mathematics teaching design for the second grade of the first primary school
Teaching content: textbook P 13 ~ 14, example 1, example 2 and corresponding exercises in exercise 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 emphases and difficulties:
1, understand the meaning and method of average score.
2. Master the method of average score.
Teaching preparation:
All kinds of food.
Teaching process:
First, create a situation and feel the "average score"
1, session import, actual operation
(1) Today, the teacher brought some small gifts to the students. The teacher wants to give it to you. Send a package to each group. Please distribute the candy to each student in the group and ask them to finish it. (The number of sweets in each group is different. )
(2) Hands-on operation of each group
(3) Each group reports the situation and the teacher writes it on the blackboard.
Step 2 observe the problem
(1) Let children observe the results of each component of candy. What did you find?
(2) student observation report.
Some groups get as high as 1.
Some groups get one each.
(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.
Step 3 show the theme
Teacher: The children's names are very good. In mathematics, we call the same number of points in each part the average score.
Teacher (blackboard writing topic)
Teacher: Let's talk about which groups are average scores and which groups are not.
Question: What can be done to make the groups that were just uneven become average?
4. Student exchanges and reports
Let the students find the average score independently in the situation of dividing candy. Respect students' learning autonomy and creativity. Teachers guide students to think positively and help students understand the average score through the extension of questions.
Second, do it by hand and learn the average score.
1, 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.
(4) What kind of division do you like? Why?
2. Divide one point: divide eight sticks into four parts on average. How many sticks should there be in each part? (Students get one point for starting work)
3. 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. )
Reflect the diversity of sub-methods; Open questions, expand knowledge and develop students' thinking.
Third, consolidate the average score.
1, 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.
2. Practical activities: flower arranging activities.
3. List examples of average scores in life.
Deepen students' understanding of the average score from many aspects; Open-ended activities allow students to understand the average score from multiple angles, laying the foundation for learning division with remainder in the future.
Fourth, summary.
Mathematics teaching design for the second grade of the second primary school
First, the guiding ideology of teaching this semester: 1. Attach importance to providing students with familiar specific situations according to their existing experience and life experience to help them understand mathematics knowledge.
2. Increase the content combined with reality to help students understand mathematics in real life and feel the close connection between mathematics and daily life.
3. Pay attention to choose learning materials and activities that are full of children's interest, stimulate students' interest in learning, and get a pleasant mathematics learning experience.
4. Pay attention to guiding students to explore independently and cooperate with each other, so that students can learn in the atmosphere of cooperation and independent exploration.
5. Grasp the teaching requirements, promote the development of students, and appropriately improve the methods of evaluating students.
Second, the class analysis:
After one year's mathematics study, the second-grade children have greatly improved their basic knowledge and skills, and have a certain understanding of mathematics study. Hands-on operation and language expression have been greatly improved, and the awareness of cooperation and mutual assistance has also been significantly enhanced, but there is a clear gap between students. But I think their enthusiasm for math learning is still very high. Therefore, in this semester's teaching, we should pay more attention to the cultivation of students' learning interest and learning methods, so that different students can get different development.
Third, teaching material analysis:
This semester's textbook includes the following contents: counting and multiplication, multiplication formula 1, observing objects, division and division, direction and position, hours and minutes, multiplication formula 2, division, statistics and speculation, and mathematical practice activities.
Four, the main purpose of this semester teaching requirements:
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 the preliminary reasoning ability, and can correctly use the multiplication in the formula calculation table to solve practical problems.
3. 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 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 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.
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.
7. 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.
8. Practical Activities: This textbook arranges three practical activities, namely "Festival Activities", "Moon Travel" and "Fun Games", 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.
Verb (abbreviation of verb) teaching measures
1, we should grasp the teaching objectives as a whole. Not only by experience, but how to mention it in the past and how to mention it now; Can't transfer textbooks. All the contents in the textbook should obey the unified teaching requirements, but should be adjusted appropriately according to the syllabus and teaching situation. It is necessary to prevent increasing students' learning burden.
2. Respect students and pay attention to the infiltration of learning methods. In learning, teachers should leave more time for students to explore, communicate and practice in class.
3. Pay attention to cultivating students' mathematical generalization ability and logical thinking ability. Pay attention to students' thinking process of acquiring knowledge.
Six, the focus and difficulty of teaching
Teaching emphasis: multiplication formula and division
Teaching difficulties: multiplication formula, division, mathematical practice and mathematical thinking training.
Seven, schedule:
1, number times —————— 5 class hours
2. Multiplication formula (1) —————————— 10 class hour
3. Observation object —————————— 4 class hours
4. Divide and rule-13 class hours
5. Direction and location -4 class hours
6, multiplication formula (2)-7 class hours
7. Hours, minutes and seconds -4 class hours
8, multiplication formula (2)-7 class hours
9. Division -8 class hours
Mathematics teaching design for the second grade of the third primary school
I. teaching material analysis's book includes the following contents:
1, divided by remainder
2. Hours, minutes and seconds
3. Know the direction and determine the direction
4. Know the number within 10,000.
5, decimeter and millimeter
6. Addition and subtraction of two or three positions
7. A preliminary understanding of the angle.
8. Collect data and get to know your good friends. 9. Review at the end of the term.
Second, the classroom situation analysis
Most students in this class have good study habits. They listen carefully in class, use their brains actively, and can finish their homework carefully. For them, learning is an easy thing. There are also some students who lack discipline in class. I don't want to think, raise my hand and speak in class, and the quality of my homework is not satisfactory. For these students, correcting their study habits is the key.
The knowledge of last semester is ok, but there are also some problems, such as insufficient personal calculation, unclear problems when entering life, and I don't know how to think about changing problems. It is an important moment to train their thinking, oral narrative ability and hands-on operation ability through the study of this book.
Third, the teaching objectives
Knowledge and skills
1, through the average operation of some objects, experience the process of remainder generation and understand the meaning of remainder preliminarily; Explore and master the method of quotient of division with remainder, know that remainder must be less than divisor, use vertical method to calculate divisor and division with remainder, and use division with remainder to solve simple practical problems.
2. By observing the clock face, we can know the units of time: hours, minutes and seconds, and know that 1 hour is equal to 60 minutes, and 1 minute is equal to 60 seconds. We can tell the time displayed on the clock face, initially establish the concept of time, and experience the connection between mathematics and life.
3. Through the operation of the learning tool, know the number within 1000, know the digit sequence within 1000, and know the counting unit of the number within 1000 and the advancing rate between adjacent units; Can read and write numbers within 1000, and compare the sizes of numbers within 1000; According to the meaning of the number, you can orally calculate the whole hundred plus the whole hundred (and within 1000) and the corresponding subtraction, the whole hundred plus the whole ten and the corresponding subtraction.
4. Through independent exploration, master the written calculation method of adding and subtracting three digits, use the vertical calculation and addition within 1000 and the corresponding subtraction problems, orally calculate the whole ten plus the whole ten (and above 100) and the corresponding subtraction, estimate some formula problems of adding and subtracting three digits, and check the addition and subtraction operations.
5. In the real situation, using addition and subtraction, we can further understand the phase difference relationship between quantities and correctly answer the simple practical question "How many numbers are more (less) than a number".
6. Touch the faces of some typical objects, get a preliminary understanding of angles and right angles, know that angles have vertices and edges, know that angles have sizes, know right angles, acute angles and obtuse angles, and draw angles on grid paper.
7. The same set of data will be classified according to different standards. Knowing that filling in forms and drawing boxes are both ways to present statistical results, we will use statistical results for simple judgment, association and prediction.
8. Understanding the concept of "multiple" in connection with the meaning of multiplication can solve the simple practical problems of "how many times is one number another" and "how many times is one number".
9. In the real situation, I have mastered the method of analyzing the quantitative relationship, and can correctly answer some practical questions calculated in two steps by multiplication, addition (subtraction).
10, contact the existing knowledge of east, south, west and north, further understand southeast, northeast, southwest and northwest, and be able to use the learned locative words to reasonably describe the real situation or the positional relationship between objects on a simple plan; Can read simple road maps and describe simple walking routes according to requirements.
(2) Emotion and attitude.
1, further feel the close relationship between mathematics and life, and feel the significance and role of mathematics. Under the teacher's organization, I can actively participate in mathematics learning activities and accumulate interest and curiosity in mathematics.
At first, I had the habit of thinking seriously. With the encouragement and help of my teachers and classmates, I worked hard to overcome the difficulties encountered in math activities, gained successful experience, and was confident to learn math well.
Four, the focus and difficulty of teaching
Key points:
1, understand the meaning of division with remainder and master the basic quotient method of division with remainder.
2. Master the calculation and verification method of subtracting three digits from three digits, and formulate the estimation strategy.
3. Let students gradually establish the representation of decimeter and millimeter in practice.
Difficulties:
1, understand and master the trial-and-error method with remainder division.
2. Be able to identify and read and write numbers within 1000, compare the sizes of numbers within 1000, add and subtract integer 100, add integer 10 and the corresponding subtraction, and cultivate students' estimation consciousness.
3. Compare the angles.
Verb (abbreviation of verb) teaching measures
1, creatively use textbooks, thoroughly understand textbooks, learn textbooks well, and give full play to the role of textbooks.
2. Teach multiplication formula in the form of children's songs that students like to see and hear, and then compile formula from children's songs to reduce the difficulty of formula.
3. Insert some math diary in the class appropriately, and stimulate students' interest by looking for mathematical knowledge, and cultivate the consciousness of applying what they have learned.
4. Respect students, give full play to their dominant position, strive for what they can learn under the guidance of teachers, let students learn by themselves, and leave more time for students to explore, communicate and practice in class, so as to cultivate students' ability to solve problems.
5. In specific teaching, we should pay attention to the openness of teaching, guide students to expose their thinking process and encourage them to think from multiple angles. Make full use of thinking problems, cultivate students' ability to use knowledge flexibly, stimulate students' interest in studying problems with their brains, and promote students who have spare capacity in learning to develop their intelligence.