"Welcome the New Year" I. Contents of the lecture
Mathematics and life welcome the new year >
Second, talk about teaching materials.
(A) the position, function and structural characteristics of the content of this course in the teaching materials
This lesson belongs to the content of comprehensive application. Through classroom study, we can further strengthen the combination of mathematics knowledge and real-life problems and improve students' comprehensive practical ability by integrating the knowledge of re-understanding and possibility of the first few unit scores in this book. The three activities arranged in the textbook of this lesson: activities in festivals, long-distance running relay and prize-winning games, are very realistic, interesting and challenging, which can better broaden students' horizons, improve students' awareness of mathematics application and comprehensively apply what they have learned to solve practical problems.
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(B), teaching objectives
1. Use the knowledge of the identifiability and possibility of the learned scores to solve some practical problems.
2. Dig out the mathematical problems in life, find the mathematical problems, and experience the application of mathematics in daily life.
3. In the process of activities, cultivate students' ability of independent thinking, cooperative communication, listening and expression, and further develop students' thinking ability.
4. Through activities, cultivate students to observe life and solve problems from the perspective of mathematics, and let students experience the joy of success in games, stimulate their interest in learning and cultivate good habits.
(C), the focus and difficulty of teaching
Focus: Use the knowledge of re-understanding and possibility to solve some practical problems.
Difficulties: Cultivate students' ability to observe life and solve problems from a mathematical perspective.
Third, oral teaching methods
With the basic concept of "students are the masters of learning", students can explore independently, cooperate and communicate in the teacher's inspiring language, and gain knowledge and development.
Fourth, the methods of speaking and learning
(A) Analysis of students' learning situation
Before learning the content of this lesson, I have learned the knowledge of re-understanding, multiple, factor and expressing possibility with score. The teaching of this class is mainly to use the knowledge learned before for comprehensive application. Because many students can understand the above knowledge, they need to consolidate and improve it in activities before they can apply this knowledge to solve practical problems in real life.
(2) Guidance on learning the law
1, autonomous query mode
Let students experience the process of finding, asking, solving and using problems in specific life situations, and experience the happiness of exploring success.
2. Cooperative communication method.
In class, exchange activities such as talking at the same table and collective reporting are aimed at improving students' ideas and establishing their own unique methods to solve problems.
Teaching process of verbs (abbreviation of verb)
discuss
Teacher: Students are about to usher in a new year in their happy study. You will definitely plan to do a lot of things in the new year and tell them.
Student: I want to practice dancing.
Health: I want to go shopping.
Health: I want to learn to draw.
Health: I'm going back to grandma's house.
Health: I'm going back to grandma's house.
Student: I am going to get together with my teachers and classmates.
……
Teacher: It can be seen that students want to do too many things in this festival to welcome the New Year. Do students also want to be naughty and laugh in class festivals?
Hallows: Yes.
Teacher: Then let's enter the naughty smiling face class to welcome the New Year.
[Starting from the reality of students' life is conducive to mobilizing students' enthusiasm for learning and exploring knowledge *]
(2) Inquiry activities
One of the activities: welcome the new year
Teacher: Please look at the activities of all the students in the naughty and laughing class during the festival.
(PPT is the table on page 9 1 of the textbook)
Health: Observe the table in PPT carefully.
Teacher: What mathematical information can you get from the table?
Health: ...
Teacher: According to the information you have obtained, what math problems can you ask?
Ask questions freely. Let's solve these problems together and complete the form.
Health: 3/101/53/201/4110 should be filled in the form respectively.
According to the form, students can ask and answer questions independently. Therefore, teachers should fully trust students and give them enough time and space.
Activity 2: Long-distance relay
Teacher: Just now, we made statistics and analysis on the activities of the naughty smiling face class in the new year, but our school also has activities arranged for the new year, which is to hold a long-distance relay race. * * * There are five relay points. Think about it. Where should the five relay points be located? Everyone was lost in thought, and a little boy raised his hand later.
Student 1: Teacher, do these five relay points include the starting point and the ending point?
Health 2: I think it is wrong to include five points, the starting point and the end point.
S3: I don't think the five relay points include the starting point and the ending point. You see, if you count in, there are only three points in the middle.
Health 4: The five relay points mentioned in the question just now definitely do not include the starting point and the end point. (Can't wait)
(At this time, many students below voiced "Yes" and agreed with students 3 and 4. )
Teacher: All five relay points are on the long-distance running route. Please determine the location according to the table below. (PPT shows the illustrations in the book)
(Some students try to divide and draw pencils gently first, as if they are estimating and adjusting, some are measuring the length of lines with a ruler, and some are marking and counting with an eraser ...)
Teacher: Now who can tell us what you think and how to do it?
Health 1: I estimate according to the score.
Health 2: I made a rough estimate with my eyes.
……
Teacher: There is a point that can be dragged onto the courseware. You can put it anywhere on the line by clicking and dragging it.
Teacher: Do you think these five relay points are fair?
Health: After discussion, I think it's unfair.
Teacher: How to design is fair?
Report after discussion: If the total length of the line is 1, then the position of each relay point should be
Health 1: 1/6, 2/6, 3/6, 4/6, 5/6.
Health 2 supplements: 1/6, 1/3, 1/2, 2/3, 5/6.
Teacher: According to the students' answers, show the positions of five fair relay points.
Give full play to students' concentrated wisdom, solve the design position of relay points by many discussions, discuss whether the design of relay points is reasonable, and cultivate students' cooperative consciousness and cooperative reasoning ability.
Activity 3: Bonus game.
Teacher: There are many activities in the New Year. Many prize-winning games are waiting for you to choose.
(The media shows the content of activity (2) on page 92 of the textbook)
Teacher: Which game do you think is more likely to win the prize? Which game do you want to play?
Health 1: I choose the third game because there is a great possibility of winning the prize.
Teacher: What are the chances of it winning the prize?
Health: 2/4.
Health 2: It can also be 1/2.
Teacher: What are the chances of winning the other two games?
Health 5: The possibility of the first red ball is110, and the possibility of the green ball is 1/5.
Health 6: I think it is more difficult to win the prize in the second game.
Teacher: Why?
Health 6: Because the number of people in each movie is different, it is difficult to determine the winning rate.
Teacher: Which game do you want to play most?
(Many students choose Game 3)
(C) the use of knowledge
Teacher: Yesterday, we asked everyone to investigate the prize-winning games in life. Let's exchange the contents of the survey in the group and see which game is the most attractive.
Student: Report and exchange.
(4) Summarize and arrange the homework
In this lesson, we solved so many problems with the knowledge we learned in the game activities to welcome the New Year. It's amazing that everyone has applied what they have learned! Would you please design an attractive game after class?
Teaching content of designing activity plan:
Beijing Normal University Edition "Mathematics" Grade Five Volume I Unit 6 "Design Activity Plan" Page 90.
Teaching material analysis:
The topic of designing activity plan mainly includes three parts: First, put forward the requirements of design plan, and put forward the students' independent design activity plan on the basis of the possibility of students' academic performance. Its purpose is: on the one hand, to further consolidate the way of expressing the possibility by scores, on the other hand, to creatively use the knowledge learned, design practical activity plans, and improve students' interest in learning.
Analysis of learning situation:
Pupils are active in thinking, eager for knowledge and curious, and like to explore ways to solve problems through hands-on practice, especially in happy situations. In the knowledge system, they learned the possibility of understanding objective things, the close relationship with related conditions, the equal possibility and the knowledge expressed by scores. Therefore, students have a stronger desire to explore new knowledge on the basis of the accumulation of possible knowledge, and will feel the joy of success from it.
Teaching objectives:
Knowledge and skills
1, which can express the possibility with scores, and can independently design some activity plans.
2, the events and phenomena in real life, can use the knowledge of possibility to make a reasonable explanation.
(2) Process and method
Give full play to students' imagination, let students learn to express their possibilities with scores through independent inquiry and cooperative exchange activities, and design some activity plans.
Emotional attitudes and values
Experience the fun of learning in the process of independent inquiry and cooperative communication.
Teaching focus:
Be able to design some activities independently.
Teaching difficulties:
Be able to design relevant schemes according to the specified possibility.
Teaching methods:
Independent inquiry, cooperation and communication
Teaching tools:
PPT, crocodile toys, red, yellow and blue balls, homemade cubes, watercolor pens.
Teaching process:
First, create scenarios to stimulate interest.
1, dialogue introduction: Students, do you like playing games? Some games are fun, and there are many secrets in them. Today, let's play a game of "touching crocodile teeth".
2. Introduce the toy "Big Crocodile" and explain the rules of the game.
Ask two students to come to the front to "touch the crocodile's teeth". Crocodiles have 13 teeth. Press one of them, and the crocodile's mouth will touch and bite its finger. Students and teachers participate in games, and other students think through games. How likely are crocodiles to bite their fingers?
4. Let's talk about it after the game. How likely are crocodiles to bite their fingers? The possibility of reporting is113, and explain the reasons.
5. Teacher's introduction. In the game, we use the knowledge learned in the last lesson to conclude that the possibility of crocodile biting fingers is113. Can you design such a fun and interesting game? Be a little designer today.
Blackboard writing-design activity plan.
Through the creation of game links, it is helpful for students to enter the positive situation of mathematics learning, and also points out the purpose of this class: to consolidate and explore mathematics knowledge with practical methods, and a short conversation has formed a bright and attractive teaching effect. ]
Second, practice verification and exploration of new knowledge.
Small assembler
1, teacher's lead-in: Students, today the teacher also brought you three colors of balls. Look, there are red balls, red balls and blue balls. The teacher received an order from the mathematics community. Let's have a look.
2. Requirements for presentation order: put several red, yellow and blue balls in the bag, and the possibility of touching the red ball from the bag is 1/6.
After receiving the order, the teacher thought that the students would definitely help the teacher come up with a good solution. Then we will use what we have learned to try to design a method of assembling balls in groups according to the requirements of the order, and see which groups of students can cooperate tacitly, help each other and inspire each other.
4. Students cooperate in the group, then think independently with the help of physical exercises, and finally communicate with each other in the group to write the design plan. Teacher's camera patrol guidance.
[For the question that the possibility of touching the red ball is 1/6, let the students comprehensively use what they have learned to understand, experience, practice, verify and comprehend by themselves in the activity. This design integrates knowledge, interests and activities, effectively makes students become masters of learning in an open atmosphere, and allows them to participate in the process of knowledge formation. Moreover, group cooperative learning not only broadens the learning time and space, but also cultivates students' awareness of cooperation and communication. ]
5. On the basis of full experimental communication, students report all kinds of distinctive schemes designed.
6. When communicating the design ideas reported by each group, don't rush to deny the schemes that don't meet the design requirements, but guide them according to their own ideas.
7. After exchanging reports, the design of each scheme is expressed in the form of scores.
8. Guide students to observe the total number of different schemes and the number of red balls. Find out the similarities of different schemes and the basic characteristics of the design.
9. Students summarize and improve the basic features of design.
[We can't simply teach "possibility" and other teaching contents as knowledge points. Instead of teaching just to get a conclusion under the guidance of teachers, we should think about how to provide students with greater opportunities for thinking and exploration, teaching activities and communication. Recreate teaching materials in teaching, provide students with opportunities to fully participate in teaching activities and exchanges, let their thinking sparks jump out, let their spirituality freely display, and promote them to truly understand and master mathematics knowledge and skills in the process of communication, exploration, demonstration, induction and promotion. ]
Third, practice again and understand deeply.
1. Students take out a small cube and a marker prepared in advance, and mark numbers on the six faces of the cube, so that the possibility of "3" facing up after the cube is thrown is 1/2.
2. Students independently design activity plans, and students with difficulties can complement each other.
3. Communicate with the whole class and report your design.
4. The teacher shows the students' design methods, and the camera guides the students to understand the basis of design and design methods.
5. Have you found anything or gained anything from these two activities?
6. Students report their own design methods and deepen their knowledge points.
[After students initially realized the method of designing activity plan, they asked to do "do it" activities, which further deepened their understanding of reasonable design methods, allowed them to explore and verify independently, and activated their learning potential. ]
Fourth, contact life, consolidate and extend.
Design a "lucky draw" scheme for the class
1, the final term is coming, and in the intense study, our class will carry out a meaningful "lucky draw" activity. How do you plan to design the activity plan if the probability of each student winning the prize is 1/2? Please simply write down the design process. Give full play to your intelligence! )
Scheme: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2. Students design rationally according to their own experience and exchange design results.
[Timely and necessary consolidation exercises will help students internalize knowledge in time. The topic has certain openness, which is conducive to stimulating students' interest in learning and cultivating students' innovative consciousness and practical ability. ]
Fifth, summarize the promotion and extracurricular practice.
1. What did you find and gain in this class?
2. Show the exercises after class, and suggest doing the activities in groups.
Consolidate and deepen the knowledge of this lesson, let students experience the happiness and success of learning, create extracurricular practice, stimulate students' interest in extracurricular activities, and improve students' application consciousness. ]
"Laying floor tiles" I. Talking about teaching materials
Today, what I am talking about is: Unit 6, Grade 5, Primary School Mathematics, Beijing Normal University Edition (Volume I) "Laying Floor Tiles". In this activity, students will comprehensively use graphics, multiplication and division, equations and other knowledge to solve practical problems, so that students can experience the value and application of mathematics in exploration and practice, which is a good teaching material to cultivate students' preliminary mathematical consciousness. It can cultivate students' habit of using their brains and thinking hard, and enhance their awareness of learning, loving and using mathematics.
According to the intention of compiling teaching materials and the actual situation of students, we set the following teaching objectives.
Teaching objectives:
1. Through activities, you can apply the knowledge of area calculation to solve the practical problems of floor tile laying.
2. In the process of discussion, communication, speculation, analysis and arrangement, understand the proposition of mathematical problems and the application of mathematical knowledge, and form the initial ability to explore and solve simple practical problems.
3. Cultivate everyone's awareness of using mathematics and innovative spirit, and infiltrate everyone with aesthetic education in practice.
4. Experience the connection between mathematics and life, and feel the function and value of mathematics.
Teaching focus:
Instruct students to apply the knowledge of area calculation to solve the practical problems of floor tile laying, reasonably select the required floor tiles according to actual needs, and flexibly solve practical problems according to different requirements.
Teaching difficulties:
Flexible use of area calculation knowledge to solve practical problems.
Second, talk about teaching methods and learning methods.
Create a situation close to students' life, guide students to communicate fully with intuitive activities, and create time and space for students to think independently, operate independently and explore independently, so that students can experience, feel and discover, and master knowledge deeply, flexibly and solidly. Form wisdom while gaining positive emotional experience, and pay attention to cultivating students' active participation and innovative consciousness.
Teaching process:
First, create a situation
1, scene introduction (showing decoration drawing)
Second, independent exploration, cooperation and exchanges
1. Show pictures of Xiaoming's bedroom and guide the students to observe carefully.
2. Inspire students to think: What information did you get from the pictures? Report by name.
3. Show two kinds of floor tiles (let students talk about the shape and size of floor tiles)
4. According to the information in the picture, what questions can you ask? How many bricks does a square floor tile with a side length of 40cm need to cover the bedroom floor? How much will it cost? )
Discuss in groups of four and report by name.
Solve problems in many ways.
Third, give it a try.
1, if you want to use a square floor tile with a side length of 50cm, how many such tiles do you need to cover the whole bedroom floor? How much will it cost?
2. How much does it cost to buy these two kinds of floor tiles? Which is more suitable?
Fourth, consolidate practice.
Xiaoming's father's and mother's rooms are 6 meters and 4 meters in length and width respectively. What kind of floor tiles are cheaper?
(1) intra-group division calculation;
(2) communication
(3) reporting.
Verb (abbreviation of verb) abstract
What did the students learn from this class?
Sixth, homework