Math Unit 3 Algorithm and Simple Calculation Teaching Plan (1)
I. Teaching content
Second, the teaching objectives
1. Guide students to explore and understand additive commutative law, associative law, multiplicative commutative law, associative law and distributive law, and can use arithmetic to perform some simple operations.
2. Cultivate students' awareness and ability to choose algorithms according to specific conditions, and develop the flexibility of thinking.
3. Let students feel the connection between mathematics and real life, and use what they have learned to solve simple practical problems.
Third, the arrangement characteristics
1. The knowledge about the operation law is relatively concentrated, which is beneficial to students to form a relatively complete cognitive structure.
It is convenient for students to understand the internal relations and differences between the knowledge by concentrating the knowledge about the operation rules in one unit and arranging it systematically, which is beneficial for students to build a relatively complete knowledge structure through systematic learning.
2. Abstractly summarize the operation rules from the realistic problem situation, which is convenient for students to understand and apply.
A remarkable feature of this textbook is that it is no longer just to give some examples of numerical calculation, so that students can find the law through calculation, but to help students understand the realistic background of the operation law by combining familiar problem situations. This is convenient for students to rely on the existing knowledge and experience, analyze and compare different problem-solving methods, and get the operation law. At the same time, the textbook also arranges some practical problems in practice, so that students can further understand and understand the operation law by solving practical problems.
3. Paying attention to the flexible application of simple calculation in real life is conducive to improving students' ability to solve practical problems.
The third section of this unit changes the tendency of introducing algorithm skills into simple calculation, guides students to apply simple calculation to solve practical problems in real life, and pays attention to the diversification of problem-solving strategies. This will promote the development of students' thinking flexibility and improve their ability to analyze and solve problems.
The third unit algorithm and simple calculation teaching plan of mathematics in the second volume of the fourth grade (2)
First, the teaching content; Second, teaching objectives; 1, to guide students to explore and understand additive commutative law, associative law and multiplication; 2. Cultivate students' awareness and ability to choose algorithms according to specific conditions; 3. Let students feel the connection between mathematics and real life and apply what they have learned; Third, a brief analysis of teaching materials; 1, the knowledge about the operation law is relatively concentrated, which is beneficial for students to form a ratio; 2. Abstractly summarize the operation rules from the realistic problem situation, which is convenient for learning; A remarkable feature of this textbook is that it is no longer just for giving.
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The third unit algorithm and simple calculation
I. Teaching content
Second, the teaching objectives
1. Guide students to explore and understand additive commutative law, associative law, multiplicative commutative law, associative law and distributive law, and can use arithmetic to perform some simple operations.
2. Cultivate students' awareness and ability to choose algorithms according to specific conditions, and develop the flexibility of thinking.
3. Let students feel the connection between mathematics and real life, and use what they have learned to solve simple practical problems.
Third, a brief analysis of teaching materials
1. The knowledge about the operation law is relatively concentrated, which is beneficial to students to form a relatively complete cognitive structure. It is convenient for students to understand the internal relations and differences between the knowledge by concentrating the knowledge about the operation rules in one unit and arranging it systematically, which is beneficial for students to build a relatively complete knowledge structure through systematic learning.
2. Abstractly summarize the operation rules from the realistic problem situation, which is convenient for students to understand and apply.
A remarkable feature of this textbook is that it is no longer just to give some examples of numerical calculation, so that students can find the law through calculation, but to help students understand the realistic background of the operation law by combining familiar problem situations. This is convenient for students to rely on the existing knowledge and experience, analyze and compare different problem-solving methods, and get the operation law. At the same time, the textbook also arranges some practical problems in the exercises, so that students can solve practical problems with its help.
Further understand and understand the operation law.
3. Paying attention to the flexible application of simple calculation in real life is conducive to improving students' ability to solve practical problems.
The third section of this unit changes the tendency of introducing algorithm skills into simple calculation, guides students to apply simple calculation to solve practical problems in real life, and pays attention to the diversification of problem-solving strategies. This will promote the development of students' thinking flexibility and improve their ability to analyze and solve problems.
Fourth, teaching strategies.
1. Make full use of students' existing perceptual knowledge to promote the transfer of learning.
For primary school students, the generalization of the algorithm is abstract. Fortunately, students have learned some operation rules of addition and multiplication through the first phase of study, which is a favorable condition for doing well the teaching of this unit. On this basis, the teaching of this unit should focus on helping students to upgrade these scattered perceptual knowledge into regular rational knowledge.
2. Strengthen the connection between mathematics and the real world and promote the understanding and application of knowledge.
As mentioned above, the most obvious feature of this unit textbook is to pay attention to the realistic background of mathematics, which embodies the desire of mathematics teaching to return to society and life from social life. Therefore, understanding this intention of the textbook, making good use of the textbook and relying on the realistic prototype of mathematical knowledge can mobilize students' life experience, help students understand the operation rules they have learned and construct personalized knowledge meaning. Furthermore, with the understanding of the meaning of knowledge, it is also beneficial to the application of the learned operation rules.
3. Pay attention to the spirit of mathematics curriculum reform with diversified and personalized algorithms, and cultivate students' ability to choose algorithms flexibly and reasonably.
For primary school students, the application of the algorithm is more flexible and requires higher mathematical ability, which is one aspect of the problem. On the other hand, the application of the algorithm also provides an excellent opportunity to cultivate and develop the flexibility of students' thinking. In teaching, we should pay attention to let students explore and try, and let students communicate and question. Accordingly, teachers should also play a leading role. When students explore, they should observe carefully, ponder over their ideas carefully, guide them according to the situation, inspire them appropriately, and lose no time. When students communicate, listen patiently, understand students' real thoughts, and give necessary guidance to help students explain their own algorithms so that other students can understand them.
Verb (abbreviation of verb) teaching time
New lessons and exercises 10 class hour, comprehensive application 1 class hour, arrangement and review 2 class hours, unit test 2 class hours, total 15 class hours.
Additive commutative law and associative laws of the first kind.
course content
Textbook P28, page 29, Example 1, Example 2, and P30 practice related exercises.
Teaching objectives
1, knowledge and skills: ① guide students to know and understand the significance of additive commutative law and the law of association in combination with specific situations.
2. Process and method: additive commutative law and associative law can be expressed by letter formula, and some simple operations can be performed by applying additive commutative law and associative law.
3. Emotional attitude and values: ① Experience independent exploration, cooperation and communication, feel the joy of success, establish self-confidence in learning mathematics, and develop positive feelings for mathematics. ② Cultivate students' initial thinking ability of observation, comparison, abstraction and generalization.
Teaching focus
Understanding and understanding the significance of additive commutative law and the law of association.
Teaching difficulties
Guide students to abstract additive commutative law and the law of addition.
training/teaching aid
Practice the question card.
teaching process
First, goal-oriented learning
(A) the introduction of new courses
1, story import, question.
Teacher: There will be a calculation competition in the animal kingdom. Piglets, monkeys, lambs and bears all took part in these competitions. This competition was proposed by Grandpa Elephant. The game began, and the elephant did eight calculation problems on the blackboard at once. Unexpectedly, in a short time, the pig, who has always been dull, raised the answer board and said happily. I'm finished? Other small animals are dumbfounded. The clever little monkey was suddenly surprised and said, Ah! Too soon. ?
12+25 25+ 12
500+300 500+300
30+20 20+30
1200+650 650+ 1200
Do you want to know why? Today we will learn the law of addition: additive commutative law and the law of association.
2. Reveal the theme: additive commutative law and the law of association.
3.(2) Show the objectives (see teaching objectives 1).
★ Second, autonomous learning
(A) the development of self-study program
Self-study outline (example on page P28 of self-study textbook 1, example 2 on page P29) Complete the self-study outline questions and mark the questions that cannot be answered.
1. List the formulas according to the information in the situation diagram of the example 1.
2. Try to calculate in the way you like.
3. Communicate your own algorithm at the same table.
The teacher writes the students' formulas and answers on the blackboard.
40+56=96 km 56+40=96 km
5. What do you find by comparing the above two formulas? In your own words.
6. List the formulas according to the information in the situation diagram of Example 2.
7. Try to calculate in the way you like.
8. Communicate your own algorithm at the same table.
9. The teacher writes the students' formulas and answers on the blackboard.
88+ 104+96 88+( 104+96)
= 192+96 =88+200
=288 =288
10, compare the above two formulas, what do you find? In your own words.
(2) Students learn by themselves (students refer to the self-study outline on page P28 of the self-study textbook, example 1 and example 2 on page P29 to complete the self-study outline questions, and mark the questions that will not).
(Teachers tour to guide and find sexual problems without disturbing students, so as to master students' learning situation. )
(3) Self-taught test
1, fill in the blanks
387+425=( )+ 387 525+( )= 137+ 525
300+600=( )+( ) ( )+65=( )+35
A+B = ()+ () Even+() = Odd+()
2. Relationship
56+68 150+(25+75)
150+25+75 50+B
68+56
A+B+ 100 A+(B+ 100)
Third, cooperative exploration.
(1) group exploration (If you encounter problems in self-study, you can communicate with each other at the same table or in a study group. Write down the problems that the group can't solve, and ask them when the students question them so that other study groups or teachers can explain them. )
(Guide students to calculate correctly, encourage students to work together, explore exchanges, and teachers tour to help find and collect students' problems. )
(B) mutual inquiry between teachers and students
1, answer the questions that each group will not encounter in self-study.
(1) Ask students questions that they can't solve by themselves.
(2) Teachers guide students to solve the problems left by students.
(3) How are additive commutative law and the law of association expressed in letters?
(4) What are the advantages of expressing these operational laws in letters?
2. The teacher asked students with different practices to report their ideas and methods of solving problems.
Fourth, standard training (1 questions must be done, 2 questions must be selected, and 3 questions must be tested)
1, fill in the blanks.
( 1)360+482=( )+ 360 128+275= 125+( )
(2)( )+ 78 =78 + 149 133+( )= 125+ 133
(3)78+25+22 =78 +( )+25
(4)376+ 175+25=376 +( + )
2. Connect.
38+ 175 147+(72+28)
147+72+28 47+B
B+47 A+(B+ 100)
A+B+ 100 175+38
3. Simply calculate the following questions.
9 1+89+ 1 1 238+ 168+32