1. The first volume of mathematics teaching plan for the third grade of primary school
Teaching content: Jiangsu Education Press's curriculum standard experimental textbook, Grade Three Mathematics (Part I) 49 ~ 5 1 Example.
Teaching objectives:
1, through specific life situations, make students understand the 24-hour timing method and use the 24-hour timing method to correctly represent a certain time of the day.
2. Let the students realize the wide application of 24-hour timing in daily life in the process of understanding 24-hour timing; Help students to establish a good concept of time and form a good habit of cherishing time.
Teaching process:
First, guess.
1. Play the opening music of the news broadcast, and let the students guess what the program is and when it will be broadcast.
2. Presenting the opening video of news broadcast, causing students' cognitive conflicts and initially revealing the topic.
3. Show the TV program forecast table and let the students try to talk about their own understanding.
Second, comparison.
1. Study the differences between the two timing methods in groups and discuss which one you like.
2. Compare the similarities between the two timing methods and get a preliminary understanding of the conversion method.
Third, communication.
1, learn to convert the 24-hour timing method into 12-hour timing method.
2. Learn to convert the 12 timing method into a 24-hour timing method.
Fourth, strengthen the zero time.
1, show a straight line, point out that this straight line is used to represent time, and ask to represent some moments of today on a straight line.
2. Discuss the start time of the day.
3. Discuss several issues in groups around zero.
Verb (abbreviation for verb) View and query
1, review the above learning process and let the students talk about their gains.
2. Guide students to ask further questions.
Application of intransitive verbs
1. Discuss the banking hours.
2. Discuss the departure time on the train ticket and the time to go to the train station.
Seven, the game
Indicate the specified time with your arm.
2. The first volume of mathematics teaching plan for the third grade of primary school
Teaching objectives
1, so that students can know the unit weight of tons, know the practical application of tons, initially establish the concept of 1 ton, and know that 1 ton = 1000 kg.
2. Simple conversion between weight units is possible.
Emphasis and difficulty in teaching
Teaching emphasis: establishing the concept of weight unit "ton"
Teaching difficulties: establish the concept of "ton" and the conversion between ton and kilogram.
teaching tool
ppt
teaching process
First of all, introduce new lessons and introduce new ones with old ones.
1. Show the apples. Ask the students to say that the weight of an apple is 250 () and the weight of a basket of apples is 15 ().
2. Kilogram and gram are the units of mass that we have learned before. What's the relationship between grams and kilograms? (1 kg =1000g).
The weight of a car full of apples is 2 ()
Introduce a new lesson and reveal the topic "understanding of tons"
Second, explore research problems independently.
1, intuitive perception, a preliminary understanding of "tons".
(1) Show examples of teaching materials, containers, train carriages and gasoline.
Measure the mass of heavy or bulk goods, usually in tons (t).
(2) Let the students talk about the objects in life that are usually "tons" according to their general understanding of tons and supplement extracurricular materials.
(3) Courseware display: trucks, train carriages, ships, planes, whales, buildings, etc. It is more appropriate to use "tons" as the unit.
Question: What are the common characteristics of objects usually measured in tons?
① Students observe and discuss in groups.
② Students communicate and report in groups.
(3) The cooperation between teachers and students leads to the conclusion that large objects and heavy objects are usually measured in tons.
Objective: To display pictures with courseware and enrich the kinds of perceptual materials. Let the students feel that mathematics is around us, and then play group cooperative learning to draw a conclusion. At the same time, it also cultivates students' observation ability.
2. Understand the relationship between kilograms and tons.
(1) Students in the group carry each other's backs and feel the weight.
Students remit their own weight.
② Students are divided into groups and recite each other.
3 talk about your feelings.
④ Feeling 1 ton
(2) The courseware shows 1 bag 100 kg of rice.
Question: How many students does it take to lift it? (8)
Please observe: How many bags of rice are there? (10 bag) Question: 1 bag rice weight 100 kg, 10 bag rice weight? (1000 kg) blackboard writing: 1000 kg.
what do you think? It takes eight students to lift 100 kg of rice. How many students does it take to lift 1000 kg of rice? (80). Description 1000 kg of rice is relatively heavy.
By weighing the weight of an object repeatedly by a group of students, students can experience and feel the actual weight of an object in practice. The weight of 1 ton was moved.
Teacher's guidance: the weight of each bag of rice 100 kg, 10 bag of rice 1000 kg, is 1 ton.
Namely: 1 ton = 1000 kg. The teacher added the blackboard: 1t = 1000kg.
(3) Consolidate the relationship between kilograms and tons.
Teachers and students play a game of guessing the weight. Please guess how many kilograms the teacher weighs. (50 kg), if the average teacher's weight is calculated according to 50 kg, how many teachers' total weight is 1 ton? what do you think?
(4) Fill-in-the-blank exercises: The average weight of grade three students is 25 kg, and the weight of 40 students is () kg, which is () tons.
Third, reading questions
Read the book by yourself, mark the key sentences and places you don't understand, and then answer.
Fourth, multi-layer exercises are consolidated and deepened.
1, say, under what circumstances in daily life, use tons as the unit.
2. Fill in the appropriate number in () so that the total weight of everything is exactly 1 ton.
3. think about it and fill it in.
The weight of a whale is 6000 kilograms, which is () tons.
The on-board mass of the truck is 5 tons, which is () kilograms.
Verb (abbreviation for verb) summarizes cooperation and solves problems.
Question: What did you learn from this lesson? Know what? Mathematics is everywhere in students' lives. I hope that students can constantly use what they have learned to solve problems in life.
Design concept:
This class is a knowledge class of mathematical concepts. In the process of concept teaching, I skillfully set up various scenarios related to students' life by using practical examples in life, so that students can master and understand the concept of "ton" in rich life scenarios. So as to break through the difficulty of this course. Then I use practical problems in my life to help students further consolidate their knowledge. Let students feel that mathematics knowledge comes from life and can also be applied to the fun of life.
3. The first volume of mathematics teaching plan for the third grade of primary school
Teaching objective: 1. Make students know the time unit "second" with a small score and remember 1 =60 seconds, and initially establish the time concept of seconds.
2. Cultivate students' observation ability and logical reasoning ability.
3. Further educate students to cherish time, from one minute to the next.
Teaching emphasis and difficulty: let students perceive the time unit "second" in vivid and intuitive situations, and experience the second as a time unit less than hours and minutes, thus helping students to establish the time concepts of "1 second" and "several seconds".
Teaching preparation: video, exercise paper, etc.
Teaching process:
First, create a situation, stimulate interest, and initially perceive the time unit "second".
1, exciting situation: Students, are you happy to know that there are so many teachers in class with us today? Students still remember the launch of Chang 'e 1 (12: 59) on the night of February 3? There is still some mathematical knowledge hidden in this scene. Do you want to review this exciting moment again? Ok, let's follow the commander and cheer for its countdown!
(countdown to broadcast launch) teachers and students count down together: 10, 9, 8, 7, 6, 5, 4, 3, 2, 1!
Who discovered the hidden knowledge of mathematics? Answer freely.
The teacher concluded: Just now, every number we counted was one second, and "second" is also a unit of time.
2, son, think about it, where is the second time unit in your life still used? For example.
Teacher's summary: Liu Xiang won the Olympic men's 1 100 meter hurdles championship with the score of12.91; This is the traffic light we often see when crossing the road, and the number of hops on the display screen is also calculated in seconds.
The teacher concluded that there are still many places where the time unit of "second" is used in life. Today, let's get to know "second".
Understanding of seconds.
Second, organize activities, explore new knowledge, and intuitively feel 1 second.
(1) Observe the clock face model and review the old knowledge.
Teacher: (showing the clock face) Do you recognize it? Ask the students to introduce the clock.
(B) A variety of sensory participation, the establishment of the concept of 1 second (listening, watching and speaking)
1, know that the second hand still has 1 second.
Teacher: There is a new friend on the clock face. Name it (the second hand). Who will describe which hand is the second hand? The long thin one.
Teacher: How is the second hand timed? Now, please listen carefully and look carefully. How to get to the second hand on the clock face? Demonstration: On the clock face, the second hand moves several squares with the sound of "tick". ) Students are free to answer.
Teacher: How long does it take to walk in the second hand 1?
Health: It takes one second for the second hand to walk a small square.
Writing on the blackboard: the second hand moves one square 1 sec.
2. Experience feelings and establish the concept of 1 sec.
Transition: the second hand moves one square, which is 1 second. How long is 1 sec? Let's quietly feel how long 1 second is.
(1) (clock face demonstration 1 sec), do you feel it? Let's feel it again. Try to remember in your mind how long 1 second is this time.
(2) say, how do you remember? (Clap your hands, stamp your feet, say a few words and nod your head)
(3) How do you feel about 1 sec? Students express their opinions. )
The teacher concluded: 1 second is really short, and second is a smaller unit of time than hours and minutes.
(3) Interactive experience, feeling for a few seconds, deepening the understanding of 1 second.
1, experience 10 second.
Teacher: Let's play a game. Please close your eyes and feel how long 10 seconds is. When you feel 10 second, open your eyes, quietly raise your little hand, and remember how many seconds you saw.
Student activities, and then feedback.
2. Feeling 15 seconds.
Teacher: Do you still want to play this game? Increase the difficulty and feel 15 seconds, okay? How far is the second hand from 12?
Student activities.
Teacher: It seems that students' feelings are getting more and more accurate.
3. Game activities
Teacher: Is this game interesting? Now two people sit at the same table and feel at their own time. One student looks at the clock face and the other student feels and communicates. Help each other and adjust the rhythm.
Student activities, teacher patrol guidance.
(4) Experience exploration shows that 1 min =60 seconds.
Teacher: Just now, the children behaved very well. Encourage yourself. Now, the teacher will send you a gift and a wonderful piece of music to relax you. How many seconds did we feel in your own way when listening to this piece of music? Play a 60-second piece of music Liang Zhu. )
Teacher: How many seconds does this piece of music have?
Teacher: How many seconds did this piece of music last? Let's take a walk with the second hand and enjoy the music again. But this time, please carefully observe what happens to the minute hand when the second hand moves. Play this 60-second piece of music again, and the picture shows that the second hand starts to turn from 12 and the minute hand ends at 1. )
Teacher: How many seconds did the second hand go? How many seconds of music is this?
Health: The second hand went once and the minute hand went 1 grid.
Teacher: How long does it take for the second hand to turn once? The minute hand has gone 1. Where is the square?
Health: It takes 60 seconds for the second hand to walk once and 1 minute for the minute hand to walk once.
Teacher: I know this piece is 60 seconds, and now it's 1 minute. Is it 1 min or 60 seconds?
Health: 1 min =60 seconds.
Blackboard: 1 =60 seconds
Lesson summary: Let's recall that just now we know the time unit "second", feel how long 1 second is, and know that 1 minute = 60 seconds.
Third, practice, feel and deepen understanding.
What do you think you can do if you are given 10 second? Student exchange. /kloc-What can you do in 0/0 second? Let's do a little experiment. Here I have prepared an article, some oral arithmetic problems and half a blank sheet of paper for you. Everyone chooses one thing to do the experiment according to his hobby.
Fourth, class summary.
10 second We have gained so much, so what can you do if we only give you 1 second? Student exchange. You don't think 1 sec can do anything? Is that so? Let's take a look together!
Summary: the car 1 s can travel 20 meters, and the train 1 s can travel 30 meters; Aircraft 1 sec can fly 250 meters; The earth can rotate about 4 1 00 meters in1second; Satellite 1 s travels about 7900 meters.
So don't underestimate this short 1 second. In some international competitions, success or failure is often within this short 1 second. (Show the video of the Olympic men's 100 meter final. This is a wonderful picture of the Olympic men's 100 meter final, and the gap between the champion and the runner-up is less than 1 second.
No wonder people often say that "an inch of time is an inch of gold, and a thousand dollars can't buy an inch of time." This is the value of time. What have you gained from today's study? The theory of birth freedom. Congratulations on your harvest today. I believe that children can cherish every minute, make good use of every minute, and be the master of future time.
4. The first volume of mathematics teaching plan for the third grade of primary school
I. Teaching objectives (1) Knowledge and skills
With the help of concrete objects in life, we can know the application of mass unit ton and perception 1 ton in life.
(2) Process and method
Knowing the relationship between quality units, 1 ton = 1000 kg, you can perform simple unit conversion.
(3) Emotional attitudes and values
Through observation, guessing, reasoning, induction and other mathematical activities, I experienced the formation process of the concept of tonnage and felt the close connection between mathematics and life.
Second, the target analysis
The understanding of tons is based on students' understanding of kilograms and grams, and they have certain life experience and calculation ability. According to students' cognitive characteristics, make full use of visual materials in teaching and help students understand the meaning of 1 ton in connection with real life. Ton is an abstract quality unit, and students often can't feel it directly because they don't have much contact in their daily life. Therefore, various activities are organized in teaching to help students experience and feel 1 ton. Provide more life materials, guide students to use various reasoning methods to perceive the weight of 1 ton, and deepen their understanding of 1 ton = 1000 kg. The conversion between tons and kilograms of teaching quality allows students to reason according to the ratio relationship between tons and kilograms, shows students' thinking process and cultivates students' logical reasoning ability.
Third, teaching focuses on difficulties.
Teaching focus:
Establish the quality concept of tons, skillfully use 1 ton = 1000 kg, and correctly convert the units between tons and kilograms.
Teaching difficulties:
Establish the quality concept of tons.
Fourth, teaching preparation.
Courseware, 10 kg 1 bag of rice, 1 bucket of water, 1 bundle of books prepared by students themselves, etc.
Teaching process of verbs (abbreviation of verb)
(a) Creating an environment and introducing new knowledge
Do children like going to the zoo? What animals do you like? Let's see how heavy these animals are. (The courseware shows the following animal pictures.)
A parrot weighs about 35 ().
A rabbit weighs about 3 ().
A Siberian tiger weighs about 350 ().
An elephant weighs about 5 pounds.
Why do parrots, rabbits and Siberian tigers choose grams or kilograms as units? Tell me what you think.
Is it appropriate to use "gram" or "kilogram" as the unit of elephant weight here?
The quality of elephants should be measured in tons. Do you know what other objects in life are measured in tons? Give examples. The courseware shows the corresponding pictures.
The quality of heavy objects or bulk goods is usually measured in tons, which can be represented by the symbol "T". In this lesson today, we will learn this new quality unit-ton (blackboard writing: understanding of ton).
The design intention is to create problem situations with the help of familiar animals that students like, to stimulate students' interest, and to help students recall the mass units grams and kilograms they have learned. Next, when it is appropriate to use kilograms to represent the mass of heavier objects, it will cause the conflict of students' existing cognition, and the need to use new mass units will arise, resulting in the mass unit "ton".
(2) Activity experience and the construction of new knowledge
1, preliminary understanding of weight 1 ton.
(1) Thinking: How much does 1 ton weigh? What's the relationship between tons and kilograms?
(2) Guide students to observe 10 bags of rice, each bag weighs 100 kg, and two bags weigh 200 kg. ...
10 bag is 1000 kg, which means 1 ton. 1 ton = 1000 kg.
(3) (Showing pictures) One polar bear weighs about 500 kilograms, and two polar bears weigh about () kilograms, which is () tons.
The design intention is to help students understand the meaning of 1 ton with intuitive living materials, and let students know that tons are indeed much larger than kilograms.
2. How heavy is the activity experience of1ton?
(1) * * Experience1ton weight.
Each group prepares a bag of 10 kg of rice, each person holds the weight of 10 kg, and then cooperates to feel the weight of 20 kg and 30 kg, instructing students to calculate how many bags there are in 1 ton. (courseware demonstration 100 bag is 1 ton)
(2) Work in groups and feel the weight of 1 ton.
Each group can prepare a bucket of water, a bundle of books, a classmate's weight and other different items.
(2) Each student personally hugs, lifts and backs.
(3) Through calculation and estimation, how many identical articles have a mass of 1 ton.
④ Report the results in groups.
(3) Do the second question on page 32 of the textbook.
Guide students to draw conclusions through calculation. For example, 500 kg+500 kg for two cows = 1 000 kg, which is1ton. Two bags of cement are 1000 kg, and 20 bags are 1 000 kg, which is1ton.
The design is intended to be experienced by the whole class first, so that students can personally feel the weight of 1 ton, which will play a guiding and demonstration role for the later group experience. The following experience materials are divided into groups, so that students can choose familiar items independently. Through group cooperation and communication activities, students can experience the process of operation, calculation, communication and imagination, further strengthen their understanding of 1 ton, and form the quality concept of 1 ton.
3. Conversion between tons and kilograms
(1) courseware gives example 8.
4 tons = () kg
3000 kg = () tons
(2) Students fill in the blanks by thinking independently.
(3) After intra-group communication, report the transformation reasoning process.
(4) Complete page 32 of the textbook and do it.
An elephant weighs 6000 kilograms, which is equivalent to 6 tons.
(6) The on-board mass of the truck is 5 tons, that is, (5000) kilograms.
The unit conversion of tons and kilograms is the same as "kilometers and meters", which is not difficult, and students can do it independently.
(3) Strengthen practice and consolidate improvement.
(1) Title 1 on page 34 of the textbook.
This is a related problem, and through practice, students can further deepen their feelings about the two quality units of kilograms and tons. Students connect independently first, and then communicate collectively.
(2) Question 2 on page 34 of the textbook.
Let students practice independently first, and then exchange feedback. Let the students say what they think.
(3) Question 3 on page 34 of the textbook.
Students perform unit conversion and simple calculation according to the relationship between tons and kilograms, and unify the units before calculation.
(4) Question 4 on page 34 of the textbook.
Guide the students to find that the machine with 1000 kg is already 1 ton, and the mass of the machine with it cannot exceed 1 ton. Encourage students to express different ideas and understand the diversity of problem solving in communication.
The design intention is to enable students to further master the conversion and simple calculation methods of tons and kilograms through diversified exercises, further establish the quality concept of tons, and solve the corresponding problems of relevant quality units in real life.
(4) Summary, expansion and extension
1. What did we learn today? What did you get?
2. Question 5 on page 34 of the textbook.
Find out how many tons of water your family uses every month. Do you think it's ok to use less 1 ton of water every month? Discuss with mom and dad what water saving methods can be used.
The design intention is to further review and reflect on the knowledge learned in this class through the summary of the students in the class. Using tons of knowledge in mathematics practice, the acquisition of knowledge extends from class to extracurricular, so that students can feel the close relationship between mathematics and life.
5. The first volume of mathematics teaching plan for the third grade of primary school
Teaching objectives
1. Through teaching, explore and master the formulas for calculating the perimeter of rectangles and squares.
2. Students will use various methods to calculate the perimeter of rectangles and squares, and can use what they have learned to solve practical problems in life.
3, through cooperative learning, cultivate students to actively participate in mathematics learning activities, and have curiosity and thirst for knowledge about mathematics.
Emphasis and difficulty in teaching
Teaching emphasis: explore and master the calculation method of rectangle and square perimeter.
Difficulties in teaching: being able to use what you have learned flexibly to solve practical problems in life.
teaching process
First of all, exciting introduction:
Do all the students like watching the cartoon Pleasant Goat and Big Big Wolf? Today, there will be a sports meeting on the grassland. The first track and field event is race walking. Athletes are Pleasant Goat and Lazy Goat. Lazy goats take the rectangular route and pleasant goats take the square route. Let's walk around and see who walks fast. The lazy goat said, "It's unreasonable. I walked a lot, and Pleasant Goat walked a short way. "
Look at the picture and show the multimedia courseware. )
Students, you come as judges to see if the requirements of lazy sheep are reasonable.
Guidance: Pleasant goat and lazy goat can't be persuaded by your guess alone. We must use scientific methods to verify them and convince them. What mathematical knowledge do you think the routes taken by Pleasant Goat and Lazy Goat are related to? (perimeter of rectangle and square)
Secret: You are so smart! The teacher appreciates your sensitivity to mathematics. Today we will learn the perimeter of rectangles and squares. Question: How do they calculate the distance they travel?
Blackboard: the perimeter of rectangle and square.
Second, explore new knowledge:
1, please take out the rectangle in your hand and touch the long side of the rectangle, and then touch the short side of the rectangle. The longer opposite side of a rectangle is called the length of the rectangle, and the shorter opposite side is called the width of the rectangle. Ask the students to measure the required data and calculate their perimeters.
2. Guidance: I can see from the students' faces that you must have achieved something. Who will show you? The student said that the teacher wrote it on the blackboard. Ask for a clear explanation of the reasons for this. ) There are three ways to calculate the perimeter of a rectangle:
(blackboard writing)
(1)6+4+6+4=20 (cm) circumference = length+width+length+width.
(2) 6× 2+4× 2 = 20cm circumference = length× 2+width× 2.
(3)(6+4)×2=20 (cm) circumference = (length+width) ×2
3. Question: Which method do you prefer to calculate the circumference of a rectangle? Tell me what you think.
Please take out the square in your hand again, measure it first, and then find the circumference of the square in your exercise book.
There are two ways to calculate the circumference of a square: (blackboard writing)
(1)5+5+5+5=20 (cm)
Side length+side length+side length+side length = perimeter
(2)5×4=20 (cm) side length× 4 = perimeter
Question: Which method do you prefer to calculate the circumference of a square? Tell me what you think.
Question: What conditions (side length) do you need to know to find the perimeter of a square?
5. Question: Lazy Sheep also measured the length of rectangular lawn and the width of 6 meters with a ruler of 12 meters. Would you please help it calculate the circumference of this lawn?
Say the name of the board, and other students write down the calculation process in their exercise books.
6. Having solved the problem of lazy sheep, let's help Pleasant Goat calculate the distance he has traveled! He also measured the side length of the square lawn as 9 meters. Please work out its circumference.
7. Students, compare who walked this long distance. (same length)
8. Dialogue: It turns out that they both walked as much. After scientific calculation, lazy sheep was persuaded. They stopped arguing and threw themselves into the game.
Third, consolidate the practice.
1. Please measure the required data and calculate its perimeter.
2. If you walk around the basketball court, how many meters should you walk? What is the circumference of the basketball court?
Try it: the side length of the square handkerchief is 25 cm. What's its circumference?
Its circumference is 100 cm.
4. Think about it.
Can you spell it into different rectangles? Are their perimeters equal?
Fourth, expand and extend:
Exercise after class:
A rope 24 meters long.
(1) forms a square. How long are the sides of this square?
(2) form a rectangle. If the length of a rectangle is 9 meters, how many meters is its width?
Think about it: If the length is not 9 meters, what integer meters of rectangles can be enclosed?
Let the students think independently and then communicate. Show the pictures according to the students' answers)
Five, the class summary:
1. Did you learn anything from this course?
2. In this lesson, we learned the perimeter of a rectangle. There are many interesting questions about the circumference in life. As long as we carefully observe and discover, we will find the mystery.