There are 40 sophomores in this class. After one year's math learning activities, sophomore students' mastery of math knowledge and skills and study habits have changed greatly. The completion of homework is also good. Most students have clear homework, correct attitude and great interest in mathematics. However, due to study habits, study methods and students' own reasons, some students can't actively participate in mathematics learning activities, and they still feel a little tired when learning mathematics. Students are willing to calculate, but they are a little numb when solving practical problems. They didn't pay attention to the meaning of the problem and were so eager to start work that they were careless and didn't solve the problem well. Need more stringent requirements, more hands-on, more thinking. Strengthen the cultivation of students' interest in learning, so that students can better devote themselves to learning.

Second, teaching material analysis:

This textbook includes the following contents: division within the table, understanding of numbers within 10,000, simple addition and subtraction within 10,000, graphics and transformation, grams and kilograms, statistics, finding laws, solving problems with mathematics and mathematical practice activities.

Third, the teaching objectives:

1, know the counting units "hundred" and "thousand", and know and believe the decimal relationship between the two counting units; Master the number sequence within 10 thousand, and can read and write numbers within 10 thousand; Knowing the composition of the number within 10,000 will compare the size of the number within 10,000, and can describe the size of the number within 10,000 with symbols and words; Understand and identify approximate numbers within 10,000.

2. Two digits within100 can be added or subtracted, integer hundreds and thousands can be added or subtracted, and hundreds and dozens can be added or subtracted, which can be estimated according to the actual situation.

3. Know the meaning of division, the names of each part in the division formula, and the relationship between multiplication and division; Can skillfully use multiplication formula to find quotient.

4. Understand the significance of mathematical problems, and realize the close relationship between discovering and asking questions from life and mathematics and daily life. Knowing the function of brackets, I will use brackets in solving problems.

5, can distinguish acute angle and obtuse angle; Initially perceive the phenomenon of translation and rotation, a simple figure will translate horizontally or vertically on the grid paper.

6. Understand the unit of mass grams and kilograms, and initially establish the quality concepts of 1g and 1kg, knowing that 1kg = 1000g.

7. Understand the significance of statistics and experience the process of data collection, collation, description and analysis; I will collect and sort out the data in a simple way, understand the data in the bar chart (1 cell represents 5 units) and the simple composite chart, ask and answer simple questions and make simple analysis.

8. Will explore simple rules in a given figure or number arrangement; Have the consciousness of discovering and appreciating the beauty of mathematics; Initially form the ability of observation, analysis and reasoning.

9. Experience the fun of learning mathematics, improve the interest in learning mathematics, and build confidence in learning mathematics well.

10, form a good habit of doing your homework carefully and writing neatly.

Fourth, the teaching focus:

1, table division.

2. Understanding of numbers within 10,000.

3. Solve problems with mathematics

Verb (abbreviation of verb) specific teaching measures;

1, continue to strengthen the cultivation of learning routines and learning habits, such as careful examination of questions and calculations, attention to checking calculations, and standardization of writing formats.

2. Let students learn mathematics in vivid and concrete activities. In teaching, create problem situations according to students' life experience, and encourage students to learn mathematics in vivid and concrete activities. Make full use of students' life experience and design vivid, interesting and intuitive math activities. For example, if the textbook is divided into several small cubes, 10 is one, and 100 is one, then 10 is 10000, and10 is the big cube. Experience "thousands". Use the self-made directional board to identify the direction in the classroom or playground. Through math games, you ask me to answer, the magic "495" exercise of addition and subtraction within 10 thousand, reviewing and understanding graphics through designing patterns, soaking soybeans through experiments, filling in and drawing statistical charts, etc. To stimulate students' interest and let them understand and know mathematics knowledge in vivid and concrete situations. Another example is to carry out the activity of "dividing one point" and experience the significance of division in the process of averaging many points.

3. Guide students to think independently, cooperate and communicate, and help students accumulate experience in participating in mathematics activities. In specific mathematics activities, students are encouraged to think independently, express their opinions bravely, be good at listening to others' opinions and communicate with their peers. At the same time, guide students to cooperate in groups and improve the discipline of mathematics activities.

4. Cultivate students' initial application consciousness and ability to ask and solve problems. This textbook provides many practical problems to be solved by using the knowledge learned, and makes full use of these materials to cultivate students' application consciousness in teaching. Some practical activities are also arranged in the textbook, such as "finding out which problems in life can be solved by multiplication and which problems can be solved by division, and talking with peers" to cultivate students' ability to ask and solve problems and make them realize the connection between mathematics and real life.

5. Pay attention to the infiltration of mathematical thinking methods. According to the characteristics of the subject, combined with the specific teaching content, the ideological and moral education and related concepts are organically infiltrated.

6. Use teaching materials creatively. In teaching, according to the characteristics and actual situation of students in this class, creatively use teaching materials and design teaching process; According to the existing knowledge and life experience of the students in this class, determine the reasonable starting point and focus of teaching, combine the local actual situation and students' life experience, select appropriate teaching materials and create teaching situations. At the same time, record their teaching design and teaching reflection in time, and constantly improve their teaching ideas and teaching methods.

7. Strengthen the guidance of students with learning difficulties and the cultivation of top students. Students with learning difficulties are guided from multiple angles and levels by combining students' mutual assistance with teachers' guidance and mathematics learning with other subjects' learning.