Teaching objective: 1. Understand the meaning of area.

2. Understand the commonly used area units of square meters, square decimeters and square centimeters, and initially form the concept of the actual size of these units.

3. Learn to compare areas by observing, overlapping, calculating areas and estimating.

Teaching focus:

1. Understand the concept of area from two aspects: the size of the object surface and the size of the plane closed figure.

2. Understand the necessity of unifying area units.

Teaching difficulties:

1. Understand the concept of area from two aspects: the size of the object surface and the size of the plane closed figure.

2. Understand the necessity of unifying area units.

Teaching preparation:

Multimedia courseware has two rectangles: a square with a side length of 1 cm, an equilateral triangle and a circle with a diameter of 1 cm.

Teaching process:

First, pre-school preparation

1, guide the students to look at the pictures on page 60 of the textbook.

Question: What do you see from the picture?

2. Introduce new courses and topics.

All the objects observed by students just now have faces. Through calculation, we also find that faces have sizes. In today's lesson, what we learned is related to the size of the face.

Second, explore new knowledge.

1, the meaning of the teaching area.

(1) Identify the size of the object surface.

Introduction to the teacher's talk. Note: the size difference between the blackboard surface and the national flag surface is quite large, which can be seen by observation.

(blackboard writing: observation and comparison)

(2) Know the size of the planar closed graph.

Show two sets of numbers. These are planar closed figures. How to compare their sizes?

Based on students' operation activities, this paper introduces the overlapping comparison method and the counting square comparison method.

(blackboard writing: overlapping comparison, grid comparison)

(3) Summarize the significance of area.

Question: What is the size of the surface or closed figure of an object? Read what the book says. (The first half of the blackboard title: area)

2. Know the area unit.

(1) Show textbook page 6 1 Example 2.

Guidance: Please use the learning tools in your hand to help.

Comparing the three methods, the square number is the most reasonable method. Solve the questions raised in the question and get the size difference by counting the number of squares.

(2) Understand the importance of unified comparison.

The teacher shows a square, and through overlapping, it is confirmed that its area is larger than the two rectangles shown in front. The teacher flipped a square with only 9 squares, which aroused students' questions.

Question: What is the reason? Do you have any way to prove it?

(3) Self-study with questions.

Question: ① What are the commonly used area units?

(2) How is the size of each area unit specified?

③ Comparing with each other, which nail area is closest to 1 cm2.

④ Two people at the same table compare the size of 1 square decimeter.

⑤ Put a piece of paper 1 m2 on the blackboard, and it is estimated that you can put down some exercise books first. Turn the back and count how many exercise books you can actually put down.

Third, the design of new classroom assignments

1, as shown in the figure, each square represents 1 cm2. Draw a figure of 8 square centimeters with a red pen, and then draw a figure with an area of 12 square centimeters with a green pen.

2. Fill in the appropriate units in the brackets.

(1) The area of the TV screen is 25 ().

(2) The area on an eraser is 9 ().

(3) The school playground covers an area of about 500 ().

(4) The area of the classroom is about 40 ().

Fourth, thinking training.

1. Every cell in the figure below is 1 cm2. Please write down the area of each figure in square centimeters.

2. Use your head: Which number is easier to estimate first? Do the math. (Unit: cm)

The second elementary school third grade second volume mathematics teaching plan.

Teaching objective: 1. Through the life situation and students' life experiences, let students identify the four directions of east, south, west and north, and know the four directions of east, south, west and north on the map.

2, in the east, south, west, north, given a direction (east, south, west or north) to identify the other three directions, and can use these words to describe the position of the object.

3. With the help of realistic mathematics activities, cultivate students' awareness of distinguishing directions, develop the concept of space and experience the close relationship between mathematics and real life.

Teaching emphasis: I can identify the east, south, west and north in the real scene, and I can use these words to describe the direction of objects; Know the direction on the map.

Difficulties in teaching: Under specific circumstances, we can determine the other three directions according to a given direction.

Teaching process:

First, children's songs pave the way for new lessons

Students, can you recite nursery rhymes about east, west, north and south? Facing the sun in the morning, the front is east, the back is west, the right is south, and the left is north. )

After reading this children's song, can you tell the four directions of east, west, north and south? Let's discuss this problem together in this class. (Title on the blackboard: Understanding East, West, North and South)

Second, explore and experience new knowledge in life situations.

1. Ask the students to identify the east, south, west and north directions on the school playground according to the children's songs in groups of four.

2. What buildings are there in the four directions of east, west, north and south?

3. When you get to the classroom, please put the recording paper on the blackboard and report and exchange different methods. What is the direction above and why?

After the students discussed various methods, the teacher explained the usual directions on the map: up north, down south, left west and right east.

Instruct students to rearrange their records according to the recording method of maps and complete the campus schematic diagram. Talk about the location of various scenery in the east, west, north and south with the schematic diagram.

Third, practice in layers to consolidate new knowledge.

1. Tell me what's in the east, south, west and north of the classroom. (Exercise 1, Question 1)

2. Tell the directions of the students around your seat in four words: East, South, West and North.

You said I would do it.

4. Cooperate to finish the second question of exercise 1 in the textbook.

Fourth, class summary.

What did you learn from this course?

Math Teaching Plan for Grade Three in Grade Three Primary School Volume Two

Teaching objective: 1. Help students review the knowledge in this unit, so that students can form a complete knowledge system and further deepen their understanding of what they have learned.

2. Cultivate students' ability to use knowledge flexibly, make students feel that mathematics comes from life and serves life, and then improve students' ability to analyze and solve problems.

Key points and difficulties:

1, forming the knowledge system of this unit.

2. Solve practical problems with domain knowledge.

Prepare teaching AIDS and learning tools:

Projection (courseware), learning tool bag [rectangular square paper containing four small triangles (right angle, acute angle and obtuse angle), small rectangle, small square, circle and small parallelogram].

Teaching process:

First, warm-up activities.

Do you like playing games? Let's play a math game today! (Projection display P54)

1, the teacher explained the rules of the game.

① Draw a figure with an area of16cm2 on the square paper and color it.

(2) Draw the border of the drawing.

(3) The winner is the person who finishes all kinds of painting methods at the same time.

2. Students can participate in activities alone and exchange and select works in groups.

3. Project the works in kind and evaluate each other between teachers and students.

4. What did you get from this game?

(Area and perimeter have different meanings; Equal area, not necessarily equal circumference)

Second, sort out and summarize.

1. What else did you learn about area in this unit? Talk to each other in the group and summarize in your favorite way.

2, the whole class exchanges, the teacher writes on the blackboard:

zone

Unit and speed of propulsion

App application

Calculation method

3. What aspects of life will use this knowledge?

Third, the practical application:

1, the courseware shows the situation diagram of P55 practical activities. Xiao Ming's kitchen decoration, how to choose floor tiles.

What mathematical information did you get from it? Can you help Xiaoming solve this problem? Use your brain and hands to see who is a little expert in mathematics.

(1) Students think, analyze and answer independently.

(2) Intra-group communication.

(3) communicate with the whole class and express your opinions.

Courseware shows the process of solving problems.

Fourth, classroom practice. (Courseware demonstration)

1. Make a rectangle with two squares with a side length of 6 cm. What is the circumference and area of this rectangle?

2. A bathroom is paved with rectangular floor tiles, each row is 15, and each row is 10. How many tiles are laid in this bathroom?

If each floor tile is 3 meters long and 2 meters wide, how big is the bathroom?

Five, thinking training

P55 Drawing (1).

(1) Let the students draw a picture in the textbook first, and give them enough time to experience it by themselves.

(2) Q: What conclusion have you reached?

(Triangle and rectangle can cover rectangle)

(3) Discussion: Can any triangle be covered by a rectangle?

What other shapes can be covered with rectangles?

Take out the learning tools in your schoolbag and spell them out.

(4) The whole class exchanges their respective incomes.

Can you design a pattern to cover this rectangle?

Draw pictures after class, and the works selected by the group are posted in the "corner of mathematics". Let's judge the little designers in our class, shall we?

Summary of intransitive verbs:

What did you learn from this course? How do you feel?