Complete works of 8 cases of primary school mathematics teaching designThe complete version of primary school mathematics teaching design case 1Teaching content:Compulsory educati

Complete works of 8 cases of primary school mathematics teaching design

The complete version of primary school mathematics teaching design case 1

Teaching content:

Compulsory educati

Complete works of 8 cases of primary school mathematics teaching design

The complete version of primary school mathematics teaching design case 1

Teaching content:

Compulsory education curriculum standard experimental textbook People's Education Publishing House, second grade, volume 54 ~ 55, examples 2 ~ 3.

Teaching objectives:

1. Through operation and language expression activities, let students understand the meaning of "one number is several times that of another number" and understand the relationship between quantities.

2. Make students experience the process of transforming the practical problem "How many times is one number" into the mathematical problem "How many other numbers does a number contain", and initially learn to solve simple practical problems by transformation.

3. Gradually cultivate students' awareness and ability of "speaking" homework, and improve the thinking content and independent inquiry ability of homework.

Teaching focus:

Make students experience the process of abstracting the quantitative relationship of "one number is several times of another number" from practical problems, and use multiplication formula to solve practical problems.

Teaching difficulties:

The quantitative relationship of "how many times is one number another" is transformed into the problem of "how many other numbers does a number contain".

Teaching process:

First, the introduction of new courses.

1. Fill in the blanks by observation.

Call the students to answer, and talk about the thinking process that the number of dragonflies is twice that of butterflies, that is, twice that of five, and two fives are equal to 10 (only).

Put a stick.

The teacher put five sticks on the projector, and then asked: How many sticks did the teacher put? (5 pieces)

Question: Who wants to put a stick on it?

Let one child put a stick on the projector and the other children put a stick on the desktop.

If the child puts three times as many sticks as the teacher, how should he put them? (Students continue to operate. )

Question: How to say it? How many sticks did a * * * put?

The number of swings of students is three times that of teachers, that is, five swings, five swings, three swings and five swings, and one * * * is 15.

Blackboard: 3 5 is 15.

Three times five is (15)

3. Summary: Just now we reviewed the knowledge about "time" together, and today we continue to learn the math problem about "time".

【 Design Intention 】 Consolidate students' existing knowledge and operational skills, and prepare knowledge and inquiry methods for learning "How many times is one number another".

Second, hands-on operation, exploring new knowledge.

1. fly a small plane and understand the "times".

Teacher: (Make a plane with five sticks) Do the children want to make a small plane?

Let a child put the small plane on the projector, and other children put the small plane on the desktop. The teacher will give guidance. )

Organize reports and exchanges, build a few small planes and how many sticks.

Student's (possible) posture:

Two small planes were set up with 10; Three small planes were built with 15; Build four small planes with 20 sticks. ...

The teacher gave the students an encouraging evaluation to stimulate their confidence in further exploration. )

On the projection, the teacher set up three facets with 15 sticks, which means that 15 sticks are three times as many as five sticks. Then ask: Who can say that two small planes were built with a stick of 10, that is to say, which number is several times that number? With 20 sticks?

Let the students speak more and further understand the meaning of "times".

[Design Intention] The activity of flying a small plane with a small stick before speaking can stimulate students' interest in learning. In the activity of flying a small plane, students experienced the process of hands-on operation and expressing their thoughts in words, gradually abstracted the meaning of "one number is several times of another number", understood the concept of "multiple" and trained students' abstract thinking ability.

2. Put it again and turn the understanding of "several times" into a "division" problem.

The teacher shows the following picture with a projection:

Teacher: The teacher set up a 1 plane with five sticks. How many sticks are the children going to use to take the plane? (15) How many times are the sticks used by children to build small planes than those used by teachers? (3 times)

Let the students talk to each other. Because five sticks can hold 1 small plane, 15 sticks can hold three small planes, which is three times that of five sticks. )

Teacher: Who can swing these 15 sticks quickly (without posing as a small plane) so that everyone can see that 15 is three times that of 5 at once?

Blackboard: 15 is (3) times that of 5.

Please put the picture on the projector and say it.

Student: Divide the 15 stick into five sticks. There are 3 and 5 branches in 15, so 15 is 3 times of 5 branches.

Blackboard: 15 has 3 and 5.

Teacher: If you build a small plane with 20 sticks, how many times is it? (20 is 4 plus 5, so 20 is 4 times 5. )

Summary: "Find how many times one number is another" means "Find how many other numbers a number contains", which is calculated by division. Just like putting a small plane on it, it is required that 15 is several times that of 5. Think: How many 5s are there in 15? Divided by, 15÷5=3, so 15 is three times that of 5. Explain that "times" is a relationship, not a unit of measurement, so there is no need to write anything after 3. Blackboard: 15÷5=3

【 Design Intention 】 Let students insert a stick and use the transformed mathematical thought to transform the practical problem of "how many times is one number another" into the division problem of "how many other numbers are there in one number". Let students learn to think in mathematical ways and improve the quality of thinking.

Think about it and say it.

(1) There are 3 apples and 6 pears. How many times are pears? (There are several 3s in 6. Divide 6÷3=2. )

(2) 6 radishes and 2 eggplants. How many times more radish than eggplant? (There are several 2s in 6, divided by 6÷2=3. )

[Design Intention] Let the students connect the physical objects with multiple relationships, and let the students experience that mathematics comes from life.

(3) Swing the wafer. (hands-on, say again which number is several times which number. )

A put four zeros in the first line and eight zeros in the second line.

B put nine zeros in the first line and three zeros in the second line.

(4) There are () 4 in 8, and 8 is () times that of 4.

12 has () 3, and 12 is () times that of 3.

24 has () 6, and 24 is () times of 6.

There are () sevens in 42, and 42 is () times that of 7.

Third, use knowledge to solve problems.

1. Guide students to read pages 54 to 55 of the textbook.

2. Study Example 3 (Thinking and Answering Questions).

(1) Look at the picture carefully. What information did you get from the picture?

(2) Guide students to think about how to solve the problem that the number of singers is several times that of dancers.

(3) Guide students to solve problems independently.

(4) Let students express their ideas and organize students to revise collectively.

(5) What questions can be asked? According to the students' questions and ideas, guide the analysis and solution. )

3. Guide students to finish "doing one thing".

4. Summary: Find a number that is several times that of another number, that is, find several other numbers in a number and calculate by division.

[Design intent] Highlight students' independent participation and independent thinking. Teachers are the organizers, guides and collaborators of students' learning, so that students have sufficient time to study and explore.

Fourth, consolidate training.

1. Exercise 12, Question 1.

Look at the pictures carefully. (1) What animals are there in the picture? (2) How many? (3) Independent analysis shows that the number of deer is several times that of monkeys. (4) Why do you want to list this? (5) Can I ask other questions?

2. Finish the second question independently.

Primary school mathematics teaching design case full version 2

course content

Learn the number 6- 10 and know "a few" and "which one".

Teaching objectives:

Can read and write 6- 10. Make students understand the different directions of "Ji" and "Which Ji". When you know the "first", you should figure out which direction to start. Let students understand the relationship between things. Cultivate students' ability to flexibly solve practical problems in life.

Emphasis and difficulty in teaching

Understand the meaning of the first few articles.

Teaching preparation

Tian Zi grid of physical projection wall chart

Teaching time:

2 class hours

first kind

Teaching content:

Learn the knowledge of 6- 10 and be able to read and write these five numbers. Teaching number, number and "number" refer to how many things there are, and "number" is the serial number of something.

Teaching objectives:

Can read and write 6- 10. Make students understand the different directions of "Ji" and "Which Ji". When you know the "first", you should figure out which direction to start.

Emphasis and difficulty in teaching

Understand the meaning of several and several.

Students' learning process

First, talk about new lessons.

We learned a lot of math. Do you want to learn? /Let's continue to study today to see who performs best.

Show the wall chart and guide the students to observe and ask questions.

1. The students look at the picture carefully to see who is in it. What are they doing?

(Eagle and Chicken, Race, Children Watch)

2. How many people are running? How many trees, rings, sunflowers and football are there?

There are 6 runners, 7 trees, 8 rings, 9 flowers and 10 football. (Number of blackboard books per teacher)

Third, learn "a few" and "which one"

1. Know "a few".

(1) "How many people are chickens in the picture?" Let the students count themselves first, then let a classmate come to the stage to count, and others will see if his count is correct. )

(2) Can you count how many people are running? How many children are watching?

(3) Exercise: Count how many pieces of chalk are there in my hand? How many windows are there in our classroom? How many doors are there? How many doors are there?

2. Know which one.

(1) In this picture, where does the little girl with pigtails rank?

"Look at this picture, who ranks second and who ranks fifth? How do you know? " (Ask a classmate to count before going on stage and talk about his own thoughts.)

(2) Teacher's instruction: "Students just count from right to left. So, are there other counting methods? " (class discussion. Through students' discussion, it is concluded that attention should be paid to directionality when counting. The teacher stressed: according to common sense, the queue should be counted from front to back, that is, from right to left in the figure)

(3) What else can you say from this picture?

3. Summary: When we count, we should put all the items together. When we count, we must first determine which direction to start, and then count.

What does the "6" on a running child mean?

Group discussion and communication

Who can tell us if there are such numbers in our lives? Let the students understand that some numbers only represent things.

5. What other questions can you ask? Who came last? Where is the classmate with the hairpin? )

6. Do you know the ranking of other students? (Tell each other the ranking of everyone in the picture)

7. Hug: We learned earlier that 1, 2, 3, 4, 5 indicates the number of objects, so what does it mean? (Guide the students to say the order of numbers)

So: 1, 2,3,-10 can mean 1, 2,3-10.

Fourth, instruct students to write 6- 10.

What does student observation 6 look like?

Teacher's performance:

6 accounts for the left half, write one stroke at a time, and write the semicircle smoothly.

Students have free books and practice drawing red.

Learn the number 7- 10 in the same way.

Instruct students to complete "Write Numbers" on page 9 of the textbook.

Verb (abbreviation of verb) expansion: Students, please look at the pictures carefully. Do you have any questions? It doesn't matter. The problem pockets are waiting for us.

Sixth, consolidate practice.

1, show the independent exercise question 4. Students observe first, and then compare who draws fastest and best. (further consolidate what you have learned)

2. Tell me your position in the group and your position in the team.

Seven. Summarize. Today, we learned to count with what we have learned, and learned how to write the numbers 6- 10. You should use them flexibly in your daily life.

Work design:

Have you mastered it? Then let's count the things at home together.

Primary school mathematics teaching design case full version 3

Teaching content:

Editions, chapters and sections

Teaching material analysis:

1. Requirements of this part in the curriculum standard; The knowledge system of this section; The position of this section in the textbook and the logical relationship between the contents of the textbook before and after.

2. The role and value of the core content of this section (why do you want to learn this section),

Analysis of learning situation:

1. Teachers' subjective analysis, interviews between teachers and students, analysis and feedback of students' homework or test questions, and questionnaires are effective measurement methods for learners' analysis.

2. Analysis of students' cognitive development: mainly analyze students' current cognitive foundation (including knowledge foundation and ability foundation) and form the cognitive development line that should be taken in this section.

3. Students' cognitive obstacles: the most important obstacle for students to form the knowledge of this lesson.

Design concept:

The teaching method of this course and its conceptual support.

Teaching objectives:

The determination of teaching objectives should be analyzed according to the three-dimensional objective system of the new curriculum.

Teaching process:

It is not necessary to record all the conversations and activities between teachers and students in detail, but it is necessary to clearly reproduce the main teaching links, teacher activities, student activities and design intentions.

Blackboard book design: a motherboard book that needs to be left on the blackboard all the time.

Evaluation design of students' learning activities: design an evaluation scheme to show students how they will be evaluated (from teachers and other members of the group). In addition, you can also create a self-evaluation form for students to use to evaluate their learning.

Teaching reflection:

Teaching reflection can be considered from the following aspects, without covering everything:

1. Reflect on the cognitive changes of textbook content, teaching theory and learning methods in the process of preparing lessons.

2. Reflect on the implementation of teaching design, the problems that students have in the teaching process, what are the reasons for the problems and how to solve them. In order to avoid talking about the problem without thinking about the reasons and solutions.

3. What is the actual improvement effect of the well-designed teaching links in teaching design, especially through the design of teaching feedback, on the improvement of previous teaching methods?

4. If you were given this course again, how would you take it? Any new ideas? Or how did the teachers or experts who attended the class at that time evaluate your class? What does it inspire you?

Primary school mathematics teaching design case full version 4

June 10, June 17, June 18 participated in the seminar on the teaching operation guide of the national education lecture hall "Understanding Numbers" held in xx. In two days, excellent math teachers from all over the country: xxx masters showed high-level math classes, which made me feel deeply and benefited a lot. Talk about your feelings about this activity.

Generally speaking, teachers have the same advantages: friendly voice, sweet voice and refined language. Whether reflecting on teaching or answering questions raised on the spot, teachers can explain calmly, comprehensively and methodically. Have a thorough understanding of curriculum standards and a high mathematical literacy. These are all worth learning.

First, teaching gains

1, the courseware is beautifully made and dynamic. It is more vivid and intuitive to see whether it is translation or rotation. Encourage children, as long as you study hard, you can also complete this task, which will stimulate students' sense of responsibility in learning mathematics.

2. Teacher Zhang xx's "100% understanding" of this class: the atmosphere of the class is more active. Teachers are in high spirits and humorous, which can infect students. She especially enjoys the teaching process, participates in it, blends in with the children, relaxes the students and allows the children to be fully displayed.

3. Teacher Yang xx's Negative Numbers in Life advocates preview before class, teacher-student interaction and autonomous learning, and talks about how to deal with the relationship between classroom generation and curriculum objectives.

4. Xu xx's cognitive score skillfully establishes the relationship among integers, fractions and decimals around the score of "divide first and then count". Connect all kinds of numbers organically and get through the connection between numbers. In a short class, we put aside the shallow understanding of fractions in general teaching. From number, from number. Scores are also used to calculate departure and stay times.

5. Teacher Wu xx's "Preliminary Understanding of Fractions", in order to establish the concept and understand the meaning of numbers, she spared no time to fully let children operate, try, think, discount and talk to help students understand the meaning of fractions. The whole class is very happy and unconsciously accepts new knowledge. The establishment of the concept is the student. He is an engineer, helping students build a bridge from image to abstraction.

Second, self-reflection.

After listening to the class for two days, I really gained a lot. I saw my own gap and was infected by their passion for class. In class, teachers should have emotions in order to open students' minds. They not only teach, but also communicate with students' minds and arouse their curiosity with their enthusiasm. As a teacher, we should learn to reflect, learn from others' strengths and make up for our own shortcomings; In reflection, we should rise to the height of theory, use theory to guide practice, in turn, deeply understand theory and then guide teaching. In teaching, we should learn to question, grow up in questioning, and gradually form our own unique teaching style.

Primary school mathematics teaching design case full version 5

Textbook analysis

Learning content and task description

1. Learning content:

① What is the perimeter and area of the plane figure? Compare the difference between perimeter and area.

(2) Using network graphics to construct the formula system diagram of the perimeter and area of plane graphics, and reveal the internal relationship between knowledge. ③ The application of perimeter and area of plane figure in real life.

2. Task description: By reviewing the perimeter and area of plane graphics, students can apply basic knowledge, basic skills and methods to solve practical problems in life, and cultivate students' ability to solve practical problems by using mathematical knowledge and their ability of independent learning and cooperative learning.

3. The process of completing the task:

(1) Students in each group clearly define their learning objectives, use the network to learn independently, cooperate within the group, and * * * complete the task.

(2) The group leader makes a tour, organizes students to complete their learning objectives, and summarizes the opinions of the group.

(3) Teachers tour to guide, answer questions and summarize the opinions of the group.

④ Teachers summarize, evaluate and improve according to the students' report results.

Analysis of learning situation

Judging from the age characteristics and physical and mental development of students, the review object of this lesson is the sixth-grade students who are about to graduate. Although at this stage, students' thinking ability is mainly based on concrete image thinking, abstract logical thinking ability has been developed to a certain extent. They have acquired the ability of active learning and independent thinking. For the learning tasks put forward by teachers, they have the internal drive to actively recall and review. They can think and discuss the specific needs in an orderly way and get rich knowledge replication. Moreover, students have certain computer operation ability and are eager to communicate and cooperate with others on the Internet. Curriculum learning under the network environment is a new way of learning and an application of information technology and subject integration. Students are interested in it, but lack the ability to analyze information. Based on the above thinking, I plan to adopt situational teaching method and autonomous learning method, make full use of learning environment elements such as situation, cooperation and dialogue, and give full play to students' initiative, so that students can actively explore, discover and construct the meaning of knowledge and complete their learning goals.

Teaching objectives

Learning objectives:

1. Knowledge objective:

① Guide students to recall and sort out the meaning of the perimeter and area of the plane figure and the derivation process of the calculation formula, and be able to skillfully use the formula to calculate.

(2) Guide students to explore the relationship between knowledge and build a knowledge network, so as to deepen their understanding of knowledge, and learn from it to organize knowledge and master learning methods.

2. Ability objectives:

(1) Let students browse the review content on the designed web page, and initially cultivate their ability to obtain information, analyze information and compare information.

② Cultivate students' ability to solve practical problems, and cultivate students' ability of autonomous learning and cooperative learning.

3. Emotional attitudes and values goals:

① Starting from being close to students' reality, through vivid animation demonstration and abundant network resources, students can experience the process of independent inquiry and cooperative learning, stimulate students' curiosity, and fully embody the people-oriented quality education thought.

② Infiltrate the dialectical materialism viewpoint of "things are interrelated" and guide students to explore the interrelation between knowledge; Experience the connection between mathematics and life, and cultivate students' mathematical consciousness that mathematics comes from life and is applied to life.

Teaching emphases and difficulties

Learning focus: guide students to explore the perimeter and area of plane graphics, build a knowledge network according to their relationship, and apply the knowledge of perimeter and area of plane graphics to solve problems in life.

Countermeasures:

(1) Provide students with relevant information, put forward learning objectives, and let students learn online, obtain information, analyze and summarize, and form conclusions.

(2) Under the guidance of teachers, through exchanges and cooperation, apply what you have learned and solve practical problems.

Learning difficulties:

① In network teaching, according to the differences of students' knowledge and ability, autonomous and cooperative learning is completed.

(2) How can teachers play the role of organizer, instructor and promoter?

Countermeasures:

(1) patrol to understand, observe students' feedback, and timely coach and adjust.

② Incentive measures to mobilize students to actively participate in online testing.

③ concretization of learning content and learning tasks.

Primary school mathematics teaching design case full version 6

First, consolidate the old knowledge and pave the way.

1, oral arithmetic exercise (show oral arithmetic problem card)

10+2= 4+ 10= 13-3= 12- 10= 6+ 10= 10+5= 15-5= 17- 10=

Please tell one or two students how you calculate how much a ten and several ones add up, and how much is left after one ten and several ones are removed.

2. Composition of the number of exercises.

What is the sum of six tens and two? How much are eight singles and five tens?

How many tens and ones are there in 46? How many of 28 are 1 and 10?

[By consolidating what you have learned, you can pave the way for new knowledge]

Second, create a situation

1. Used for animation demonstration: Xiaoming invited many classmates for his birthday, and his mother took Xiaoming to the mall to buy yogurt. (It shows the scene where mom takes Xiaoming to the mall. ) The assistant aunt first gave her mother 30 bottles (30 bottles of yogurt are shown on the left), and then gave Xiaoming 2 bottles (2 bottles of yogurt are shown on the right), asking: Who can work out a math problem?

[Let the students observe the yogurt they want to buy, how to put it, and guide the students to see the rows, each row 10 bottles, three rows of two bottles]

2. Solve 30+2.

Teachers and students work together to solve the problem: How many bottles of yogurt did someone buy? The teacher doesn't write the formula on the blackboard of the exercise book, but uses a stick: 30+2=32. what do you think? Why do you want to use addition calculation?

[Add 30 and 2 together, according to the composition of percentage: three tens and 2 add up to 32]

3. How can I use a formula to solve 2+30?

Teacher's blackboard writing: 2+30=

After thinking independently, write it in the exercise book, express your opinions and communicate with the whole class.

Consolidation Exercise 30+3= 6+20= 70+8= 9+40=

4. Solve 32-2.

The teacher asked: Now we know that mother bought 32 bottles of yogurt for Xiaoming. Look at the picture carefully. What's the matter (Xiaoming took two bottles)? How many bottles are left? Please list the formulas, students answer orally, and the teacher writes on the blackboard: 32-2=30. Can you tell us how it is calculated?

Point out: Why do subtraction? Then, according to the meaning of subtraction, remove 2 from 32 and calculate the result of 32-2. According to the knowledge of the composition of numbers, 32 has three tens and two ones. If two ones are removed, three tens remain, which is 30. You can also think of it this way: subtraction is the inverse of addition. Three tens plus two add up to 32, 32 MINUS two ones, and the remaining three tens are 30.

Consolidation Exercise 63-3= 57-7= 48-8= 29-9=

Ask some students to talk about how to calculate and strengthen new knowledge. Let the students understand the arithmetic of integer ten plus one digit and the corresponding subtraction]

Third, using practical operation,

1. Put it on the table, calculate it, and tell me how you worked it out.

Let one student put a stick on the physical exhibition platform, and let other students put a stick together as required. After careful observation, students ask questions and write corresponding formulas in their exercise books. Students talk about how to calculate.

Put five bundles first, then six bundles (how many bundles are there in one * * *? )

50+6=56 6+50=56

Put 44 first, then take 4. (How many are left? )

44-4=40

2. Fill in one and fill in one company

Do the first question in the textbook and fill in the blanks. Individual students will show it on the exhibition platform and modify it collectively.

The second math game: connect the lines in the textbook and show the pictures of corn to the right people on the display platform.

I am a little judge.

4+60=46 4+60=64

Four ones and six tens add up to 644 ones and six tens add up to 46.

65-5=60 65-5=6

Five tens and seven add up to 575. Ten and seven add up to 75.

74-4=? 90+6=?

[Show rabbits and kittens corresponding to the same question respectively, and the results are different. Students use gestures to indicate whether the rabbit is right or the kitten is right. It is easy for students to make mistakes by involving all students. Students choose the right one after understanding arithmetic and carefully observing and comparing it. The last set of problems requires students to solve them themselves.

Fourth, solve the problem (question 6 on page 43. )

First of all, I will show you a scene of traveling in spring. When spring comes, the teacher takes the students for a spring outing. There is a little problem on the trip that needs you to solve. Show the scene of two people talking in the textbook with multimedia (3 teachers, 40 students, 45 bottles of mineral water enough? ), after reading it, discuss and express your opinions at the same table first. Students who can use formulas can list formulas. Ask individual students to report the results of the discussion. ﹙40+3=4343<； 45 is enough.

Verb (abbreviation for verb) class summary:

What did we learn today? What we learn is the subtraction of adding one to the whole dozen and subtracting dozens. After class, the students give each other questions and count each other. When they got home, they gave each other questions and counted with their parents, which improved the speed and accuracy of calculation.

Primary school mathematics teaching design case full version 7

Textbook analysis

This unit teaches additive commutative law, associative law, multiplicative commutative law and associative law. On the basis of students' mastery of four kinds of calculation and mixed operation sequences, further teaching the algorithm is beneficial for students to better understand the operation, master the operation skills and improve their calculation ability.

This textbook is based on students' perceptual knowledge of four operations after a long period of study, and combines some examples to learn the operation law of addition.

Analysis of learning situation

From the first grade of primary school, students are exposed to more perceptual knowledge besides the knowledge of addition calculation and calculus, which is the basis of learning additive commutative law. Two operational rules of textbook arrangement are introduced from the answers to practical questions that students are familiar with, so that students can find the similarities and differences between different solutions to practical problems through observation, comparison and analysis, and feel the operational rules initially. Then let the students give more examples according to their initial perception of the operation rules, further analyze and compare them, find the rules, and then express the found rules with symbols and letters in turn, and summarize the operation rules abstractly. Teachers should consciously let students make use of their existing experience to experience the discovery process of operation rules, so that students' understanding of operation rules can gradually develop from perceptual to rational in cooperation and exchange, and construct knowledge reasonably.

Teaching objectives

1. Teaching skill objective: To make students understand and master the associative law of additive commutative law and addition, and express additive commutative law and associative law with letters.

2. Process Method Objective: To enable students to experience the process of exploring additive commutative law and associative laws, and to find and summarize the operation rules by solving common practical problems, comparative analysis.

3. Emotion, attitude and values: enable students to gain a successful experience in mathematics activities, further enhance their interest and confidence in mathematics, and initially form the consciousness and habit of thinking and exploring problems independently.

Teaching emphases and difficulties

Key points: Make students understand and master the associative law of additive commutative law and addition, and use letters to represent additive commutative law and associative law.

Difficulties: Make students experience the process of exploring the laws of addition, association and exchange, and discover and summarize the laws of operation.

Primary school mathematics teaching design case full version 8

Teaching content:

Estimated number of soybean grains

Teaching objectives:

Learn the estimation method.

Teaching emphases and difficulties:

Solve practical problems with estimation method.

Teaching preparation:

Soybeans, cups, scales, etc

Teaching process:

First of all, introduce.

Teacher: Look, what's this?