1. The first volume of mathematics teaching plan for the second grade of primary school
Teaching objectives:
1. Knowledge and skills: I have experienced the process of data investigation, collection and arrangement in specific statistical activities, and can answer some questions according to the data.
2. Process and method: Let students further understand the importance of statistics.
3, emotional attitudes and values: know the division of the four seasons, and the season of your birthday.
Teaching focus:
1. Experience in data collection, collation, description and analysis.
2. Show the statistical results with a block statistical chart.
3. Adopt different investigation methods.
4. Comparative analysis and judgment, ask or answer some simple questions.
Teaching difficulties:
1, using different investigation methods.
2. Be able to make reasonable inferences about the investigation time.
Teaching aid preparation:
1. Write a "draw one" grid and a "fill one" form on the blackboard.
2. Calendar
Teaching process:
First, introduce new courses.
1. What day is it today? Does anyone have a birthday today?
Today is obviously his birthday. He brought a birthday cake to share with us. Let's sing "Happy Birthday" for him, shall we?
Students, do you know when your birthday is? Who wants to talk?
I want to know when the students' birthdays are. What should I do?
Second, play middle school.
1, say it.
When is your birthday? Do you know what season it is?
2. One point.
Which months are spring? Which months are summer? Which months are autumn? Which months are winter? How are the four seasons divided?
(1) Group discussion.
(2) Communicate with the whole class and report the discussion results.
Tell me if you have any good ways to remember the division of the four seasons.
3. investigation.
(1) Investigate students' birth seasons in the way you like.
(2) Group communication: How to collect and sort out the data obtained from the survey?
Step 4 apply a layer.
Color the statistical table and organize the data.
5. Tell me about it.
(1) In which season do students have the most birthdays?
(2) How many students celebrate their birthdays in summer and winter?
(3) If you don't know the birthday of a classmate in the class, guess which season he is most likely to celebrate his birthday.
(4) What else can you find from the picture?
Third, the class summarizes.
1. What did you learn from this course?
2, the role of statistics can be great, in our lives, what other issues need statistics?
Fourth, homework
1. Find out how many students in your village are studying in primary schools, junior high schools, senior high schools and universities.
2. How many months are there in a quarter?
2. The first volume of mathematics teaching plan for the second grade of primary school
Teaching content: P8-p 1 0 cases,1case, and 2 cases of second-grade mathematics textbooks published by People's Education Press.
Teaching objectives:
1, further understand the meaning of addition, and understand that only numbers with the same number can be added.
2. From time to time, explore and master the calculation method of two-digit plus two-digit addition, initially master the law of pen addition, and be skilled in calculation.
3. Cultivate students' habit of being careful and writing neatly.
Teaching focus:
1, understand that numbers on the same digit can only be added.
2. Master the calculation rules of written calculation and be skilled in calculation.
Teaching difficulties:
Understand the truth that numbers on the same digit can only be added, that is, the problem of "counterpoint" in written calculation.
Teaching preparation:
Physical projection
Teaching process:
First, the scene import, stimulate interest
Show P8 theme map with projection, and guide students to observe: Students are going to visit museums. Please look at this photo carefully. What digital information did you find? Tell the students in your group. The whole class reported that. Which two classes can share a car? Students communicate and report in groups.
Second, cooperate and communicate, and master the algorithm.
1, organize teaching according to students' communication. Students say their thoughts and reasons. Independent thinking, group communication calculation method. Try to write the vertical body first, and then discuss the problems that should be paid attention to in summarizing the vertical body of the column.
2. Do P9, and students will talk about the calculation method after completing it independently.
3. Teaching example 2. Students try to calculate and exchange algorithms. Try to calculate with various algorithms.
4. complete P 10. Do it. Students independently complete the teacher's inspection and guidance.
Third, practice and practical application
1, exercise 2, question 1, talk about meaning, communicate algorithm and report.
2. Exercise 2, Question 2: Students independently complete and execute the written calculation process, and teachers patrol for guidance.
Fourth, the class summary:
What have I learned through today's study? The teacher instructed to comb.
3. The first volume of mathematics teaching plan for the second grade of primary school
Teaching content textbook page 94, example 3 and classroom activities, questions 2 and 4, exercise 18, questions 2-5.
Teaching objectives
1, we can use the concept of multiple to understand how many times a number is, and further strengthen the understanding of multiple.
2. Can solve the problem of how many times a number is, and cultivate students' problem-solving ability.
Prepare teaching AIDS and learning tools
Teaching AIDS: physical projector, table tennis badminton, cards.
Learning tools: small triangular pieces of paper, small discs, cards, etc.
teaching process
First, dialogue import
Teacher: The children in Class Two (1) take part in voluntary tree planting activities.
Look at the screen: (Example 3 of Physical Projector)
Teacher: According to this picture, what math problems can you ask?
Student: How many trees were planted in the first and second groups?
Teacher: Can you solve this problem? Yes!
Student: ...
Student: The number of trees planted in the second group is several times that of the first group.
Teacher: Great! Who can answer it?
Student: Use 14÷7=2.
Teacher: This is the question "How many times one number is another" that we learned last class.
Second, independent exploration.
The screen shows: How many trees did the third group plant?
Teacher: Can you answer these questions? Let the children discuss in groups of four. School tools can be used instead of saplings in the discussion.
Teachers patrol and guide the classroom during students' activities. Students can use learning tools to set up: first set 7 sticks, then set 7 sticks as 1 copy, and set 3 copies to indicate that the third group is planting trees. It can also be represented by drawing vertical lines: 7, 7, 7; You can also rely on the previous understanding of "times" and directly say that "the number of trees planted in the third group is as many as three or seven"
Teacher: Just now, the teacher saw that all the children posed, painted and talked in their own way, and understood the meaning of this picture. Who would like to report the results of your discussion on behalf of your group?
Student 1: This is what our group discussed. First draw seven vertical lines in a circle to represent seven seedlings, and then draw three seven vertical lines in a larger circle on the right. Because the three sevens are 2 1, the third group planted 2 1 tree.
Teacher: Your group can help to understand the meaning of the question by drawing pictures. Great! The teacher is really happy for you.
Student 2: Our group uses sticks instead of saplings. The first one discharged seven, and the second one discharged seven, seven, seven. Count it. A * * * is 2 1.
Teacher: Great! Your group is very good at hands-on operation and is worth learning.
Student 3: Because the first group planted 7 trees and regarded 7 trees as 1 share, the trees planted in the third group were 3 times as many as those in the first group, so there were 3 shares, that is, 3 sevens.
Teacher: Do you know how to calculate "3 times the first group" now?
Student 1: Find the number of three 7s, which is 7×3=2 1 (tree).
Student 2: It can also be written as 3×7=2 1 (tree).
Teacher: You are right. How much is three sevens should be calculated by multiplication. Please fill in the blanks in Example 3 in the book.
Third, classroom activities.
1, the third question is divided into groups, one person shows the cards (four cards are prepared for each group), and the other three people answer. Let's see who is the most accurate. Exchange after one person finishes the problem.
2. Question 4 Students complete Question 4. After the independence, please show it on the projector and tell your classmates what you think.
Student 1: Because there are four χ s, and χ is three times that of χ, I drew four χ s for 1, and then drew two copies of it, and there are three fours, and χ is three times that of χ, so there are 12 χ s.
Student 2: Because there are four δ's, the number of δ's is three times that of δ, that is, three 4' s are 12, so I drew 12δ.
3. Exercise 18 Questions 2~5
Ask students to complete the second and third questions in exercise 18 independently, and guide them to discuss and compare the connections and differences between the two questions. Let the students finish it independently, make comments in class, and talk about the meaning of the formula with questions.
Fourth, reflection and summary.
Teacher: What have you gained from this class? Guide the students to sum up: "How many times is a number" means "How many times is the sum of several additions", and use multiplication operation.
4. The first volume of mathematics teaching plan for the second grade of primary school
Teaching content: Page 30-3 1 of the first volume of the second grade mathematics in primary school.
Teaching objectives:
1 to further understand the meaning of multiplication.
2. Write the multiplication formula with the help of the meaning of multiplication.
3. Cultivate social humanistic consciousness.
Teaching focus:
Master the induction of multiplication formula.
Teaching difficulties:
Recite multiplication formula.
Teaching AIDS:
Wall charts, formula cards
Teaching process:
First, import.
The little squirrel picked up a big basket of pine cones in the pine forest. Can you count them for them?
Second, teach new courses.
1. Counting pine cones (showing pictures of squirrels counting pine cones) Who can help little squirrels count?
According to the students' dictation, there are 5 pinecones in each pile. Write on the blackboard on the desk.
The number of piles is 1 and the number of pinecones is 5. How about two piles of pine cones?
How to calculate it?
Can you continue to fill in this form? Two students at the same table talk to each other.
Report and fill in the form.
What do you find from this form?
Compilation of multiplication formula of 2 and 5
Can you calculate the number of pine cones by multiplication?
Blackboard: 1 5 is 5, 1× 5 = 5 or 5× 1 = 5.
Two 5s are 10, 2× 5 = 10 or 5× 2 = 10.
Keep writing, okay? Please write down and name this board in your notebook.
Collective revision.
Read and write the good formula together.
Does anyone know the product of 10×4? Independent computing, group communication.
According to these multiplication formulas, what multiplication problems can you work out?
These formulas mentioned by everyone are calculated according to the nine formulas on the blackboard. Let's look at these formulas again. They all contain the multiplier 5. In order to facilitate our application, we have adapted these formulas into one formula. Let me say: 15 gets 5.
Can you try to continue? Say it in groups and write it down in groups.
Emphasize several problems that should be paid attention to in writing.
Read the multiplication formula of 5 together.
Give three minutes to remember the formula.
How do you remember the formula? Is there any good way?
3. Find the multiplication formula of 5 in life.
There are many things related to the multiplication formula of 5 in life. The teacher wove them into nursery rhymes. Do you want to listen to them?
There are 5 people in one group, 2 groups 10, 3 groups 15, and 4 groups with 20 people. ...
Can you make up other children's songs?
Third, consolidate practice.
Please use the formula you learned today to solve this problem.
The multiplication formula of 1 5.
2. Fill in: P 1 1 question 3.
3. Question 4 of P11.
Fourth, the whole class summarizes.
What did you buy today?
Fifth, homework.
Read and recite the multiplication formula of about 5.
5. The first volume of mathematics teaching plan for the second grade of primary school
Teaching goal: cognitive goal
1, through the operation of objects, let students experience and compare the lightness and heaviness of objects.
2, can use the correct language to describe the lightness and heaviness of objects and compare them.
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: Children have come up with so many good methods. Today, let's compare the lightness and heaviness of objects in our own way. (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 weighing. 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. (Please ask 2 ~ 3 children to come up and recite) 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, two comparisons; 2. Compare them in pairs; 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 hands-on 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-school 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?