Teaching plan 1 of "solving problems" in the second volume of mathematics in the second grade of primary school
Teaching objective: 1. Cultivate students' ability to ask and solve problems in real life situations.
2. Cultivate students' awareness and ability to explore knowledge, and further master the role and usage of brackets.
3. Cultivate students' ability to collect and organize information.
Teaching emphasis: check and fill gaps, feedback questions, and improve the accuracy and diversity of students' problem solving.
Teaching difficulties:
1, understand that the numbers on the same digit can only be added, that is, the counterpoint problem in written calculation.
2. Master the calculation rules of written calculation and be skilled in calculation.
Teaching preparation:
Physical projection, practice illustration situation map.
Teaching process:
First, the introduction of dialogue to stimulate interest
We learned the topic of two-step calculation in the previous class, and we know the usage of brackets. Will the teacher take the children to the grass first today? But after reading it, I have to solve a few problems.
[Design Intention]: Introduce what students like and stimulate their interest in learning.
Second, cooperation and exploration to consolidate new knowledge
1, project page 9 and make a theme map. After the students answer independently, discuss in cooperation. Teachers pay attention to guiding students to observe and think from different angles. For example, observing birds, flowers, bees and so on. , so as to find problems, ask questions and answer questions from all angles. Solve the same problem in many ways at the same time.
2. Display the third question on the page 1 1. After the observation, the students asked: Do they have enough money to buy tickets with 20 yuan? what do you think? Students exchange and discuss. By solving problems, it not only consolidates the two-step calculation of multiplication and addition, but also cultivates students' estimation consciousness and enhances their sense of numbers.
3. Complete the fourth question. Students complete the form independently and talk about how to calculate the total score. By calculating the total score of each group, students can flexibly choose relevant information to solve problems according to the actual situation and cultivate the flexibility of students' thinking.
4. Complete Question 5: How many squares are there? Students can answer in many ways. The formula can be: 3X3X3-2=25 (pieces) 3X3X2+7=25 (pieces) 3X3+3X3+7=25 (pieces).
[Design Intention]: Let students master and apply knowledge in communication and practice. Thinking about problems is conducive to developing students' thinking.
Third, the classroom.
What have we learned from today's class? Can you solve our life problems with what we have learned?
Fourth, class assignments.
The second part of the teaching plan for solving problems in the second volume of mathematics in the second grade of primary school
Teaching objective: 1. Enable students to find problems from specific life situations, master the steps and methods to solve problems, and know that they can solve problems in different ways.
2. Cultivate students' good study habits such as careful observation, and initially cultivate students' ability to find, ask and solve problems.
3. By solving specific problems, cultivate students' initial application consciousness and good emotion of loving mathematics.
4. Through cooperation and communication, students can experience the happiness of cooperation and learning.
Teaching preparation:
Physical projection, seesaw paradise map.
Teaching emphases and difficulties:
Using different methods to solve problems, the diversity of problem-solving strategies, and improving the ability to solve problems.
Teaching process:
First, the scene import, stimulate interest
1, Dialogue: Do children like to play on the seesaw? Shall we go to the seesaw park today?
2. The projection shows the seesaw situation map and asks, "Let's see what the children in the picture are doing?" Let the students observe the picture carefully.
3. Ask students to observe the pictures and ask questions. The teacher appropriately inspired and guided: How many people are there in the seesaw park? Students can ask questions freely.
[Design Intention]: Introduce what students like and stimulate their interest in learning.
Second, cooperate and exchange, and explore new knowledge.
1, observe the theme picture Q: What do you want to know when you see this picture? Students speak freely. The teacher has a choice of writing on the blackboard: how many people are there in seesaw heaven?
2. Observe and understand information: What do you know from the pictures?
3. Group discussion.
(1) How to calculate the number of people in the seesaw park?
(2) After thinking independently, exchange your ideas in the group.
(3) Send representatives from the group to exchange solutions to problems in class.
4. Record the students' problem-solving methods on the blackboard. There is a style of writing that makes students think about how to calculate.
5. Compare the similarities and differences of various methods. The result of defining famous species is to find out how many people are in the seesaw park, but the way of solving problems is slightly different.
6. Students try to make a comprehensive formula.
Blackboard: (1)4X3+7= 19
(2)2X6+7= 19
(3)2X8+3= 19
Communication: What do you think?
7. summary.
[Design Intention]: Let students understand the conditions, ask questions and solve problems independently when observing the occurrence and development of things. The master answered in many ways.
Third, practice, consolidate and apply exercises.
1, exercise 1, question 1, let the students explain the meaning of the picture, make clear the calculated questions, and let the students answer them independently. Then find some classmates to talk about how to solve the problem, so as to inspire students with difficulties.
2. Exercise 2, question 2, let the students explain the meaning of the picture, make clear the calculated questions, and let the students answer them independently. Then find some classmates to talk about how to solve the problem, so as to inspire students with difficulties. At the same time, educate students to respect the old and love the young.
[Design Intention]: Let students master knowledge in communication and practice. Make full use of the theme map.
Fourth, the classroom.
What skills have we learned through today's class? Can you solve the problem we learned today?
Verb (abbreviation for verb) class assignment
The third teaching plan for solving problems in the second volume of mathematics in the second grade of primary school
Teaching objective: 1. Enable students to find problems from specific life situations, master the steps and methods to solve problems, and know that they can solve problems in different ways.
2. Cultivate students' good study habits such as careful observation, and initially cultivate students' ability to find, ask and solve problems.
3. By solving specific problems, cultivate students' initial application consciousness and good emotion of loving mathematics.
Teaching focus:
A preliminary understanding of the meaning of mathematical problems, through the process of discovering, proposing and solving problems from life, will use the learned mathematical knowledge to solve simple practical problems and realize the close relationship between mathematics and daily life. Knowing the function of brackets, I will use brackets in solving problems.
Teaching difficulties: cultivate students' ability to find, ask and solve problems in real life.
Teaching preparation:
Physical projection, amusement park map.
Teaching process:
First, the scene import, stimulate interest
1, Dialogue: Have you ever been to an amusement park, little friend? What do you like to play best?
2. Show the picture of the amusement park by projection. Q: Let's see what the children in the picture are doing. Attract students' attention to this painting.
3. Ask students to observe the pictures and ask questions. The teacher appropriately inspired and guided: How many people are watching the puppet show? Students can ask questions freely.
[Design Intention]: Introduce what students like and stimulate their interest in learning.
Second, cooperate and exchange, and explore new knowledge.
1, observe the theme picture Q: What do you want to know when you see this picture? Students speak freely. The teacher has a selective blackboard writing: How many people are watching the play now?
2. Observe and understand information: What do you know from the pictures?
3. Group discussion.
(1) How many people are watching this play now?
(2) After thinking independently, exchange your ideas in the group.
(3) Send representatives to exchange solutions to problems in the class in the group.
4. Record the students' problem-solving methods on the blackboard.
Method 1: 22+ 13=35 (person) 35-6=29 (person)
Method 2: 22-6= 16 (person) 16+ 13=29 (person)
5. Compare the similarities and differences between the two methods. Obviously, the result of the two methods is to know how many people are watching the play now, and their thinking of solving the problem is slightly different.
6. Can you write two small formulas into one? Students try to make a comprehensive formula.
Blackboard: (1) 22+13-6 (2) 22-6+13
Communication: What do you think?
7. summary.
[Design Intention]: Let students understand the conditions, ask questions and solve problems independently when observing the occurrence and development of things.
Third, practice, consolidate and apply exercises.
1, exercise 1, question 1, let the students explain the meaning of the picture, make clear the calculated questions, and let the students answer them independently. Then find some classmates to talk about how to solve the problem, so as to inspire students with difficulties.
2. Exercise 1, question 4, let the students finish it by themselves. When solving problems, teachers should combine the specific content of the topic and appropriately infiltrate ideological education.
[Design Intention]: Let students master knowledge in communication and practice.
Fourth, the classroom.
What skills have we learned through today's class? Can you solve the problem we learned today?
Verb (abbreviation for verb) class assignment