Math teaching plan for the second grade of primary school, volume 1, model essay
Teaching goal: 1, knowledge and skills: can further understand squares, rectangles, triangles and circles;
2. Process and method: Through practical operation, cultivate students' imagination and creativity, and improve students' discrimination ability and interest in learning.
3. Emotion, attitude and values: In the process of understanding the four kinds of graphics, you can preliminarily summarize the essential characteristics of various graphics in your own words;
Teaching focus:
1, you can summarize the essential characteristics of each graph in your own words;
2. Be able to use what you have learned to combine patterns.
Learning aid preparation:
1, one set of building blocks for each group;
2. A square and rectangular piece of paper is used for folding;
3. A piece of colored cardboard and various graphics for students to puzzle.
Teaching process:
First, create situations and introduce new lessons.
1, riddle guessing (before class): Let the children guess the riddle they brought to everyone, and then the teacher said, "I also brought you a riddle today. Let's guess: little guy, wooden head, he is good at building houses and bridges, and the children like him. " (Building blocks)
2. Introduction: Do you like playing with building blocks? Raise your hand if you like children? But today we are not here to play with building blocks, but to see building blocks; Now, please ask each child to choose your favorite building block. Please raise your hand if you choose the right one?
(Design intention: By introducing the building blocks that students like, it is easy to arouse students' interest and let children enter the learning state quickly. )
Second, to stimulate interest in practical activities
1, initial perception (touch, trace)
(1) Activity: Please touch the front of the building block with your hands. Can you draw the face you touched on this white paper with a watercolor pen? Let's listen to music, compare and see which child draws fast and well!
(2) Presentation: Can you show us your drawings? Draw a student's work and paste it on the blackboard, then ask, "Are these figures different?" Post different shapes
(3) Understanding the topic: Please see that these figures were all drawn by our children. Did you see it clearly? In order to make everyone see them more clearly, the teacher enlarged them on the screen. Do you know him? Show while knowing: square, rectangle, triangle, circle. Today, in this class, we will learn about these figures. Display theme: Understanding graphics
(4) Connecting with reality: Ask children to think about what objects in our lives have these shapes. Students speak freely.
2. Know the characteristics
(1) Observation and communication: Just now, the children gave many examples in life. Now, please observe these numbers on the screen carefully. Think about it, what are their characteristics? Let each child choose your favorite figure, find out its characteristics and tell everyone in the group first. The teacher will patrol to understand the situation.
(2) Report:
A: Which child can bravely stand up and tell us about the characteristics of the graphics you chose?
B: Which child chose a different graphic? Speak freely and praise appropriately. A square is a square, a rectangle is flat, a triangle is pointed, and it is round. )
(3) comparison.
Which of these figures do you think look similar? (Rectangular and Square)
What are the similarities between them? What's the difference (4 sides and 4 corners)? (Four sides are equal or unequal)
(4) origami verification
A: It's clever of you to find that the four sides of a square are equal, the top and bottom of a rectangle are equal, and the left and right sides are equal. So which child has a good way to test xxx's idea? (origami)
B: Then let's use this kid's method to fold this square piece of paper again with the teacher. (Fold in half) What do you find when you fold it like this? (turns into a rectangle) What else did you find? (The two sides are stacked together and evenly matched. What did you find when you folded it like this? Turn into a triangle with equal sides. )
Summary: So the four sides of a square are equal.
D: Can you use this rectangular paper to verify that the upper and lower sides of the rectangle are equal, and the left and right sides are equal? Please give me a discount.
E: Take the students to the stage to give a speech and praise them collectively.
(5) swing.
A: Can you swing it with a toothpick according to the characteristics of squares and rectangles? Students' activities and teachers' appropriate guidance.
The physical projection is correct. Raise your hand with different postures?
(Design intention: Through students' hands-on operation, students can experience the formation process of knowledge, which is beneficial to students' cognition; On the basis of students' perception, further let students imagine the shapes of these figures, which is conducive to the development of students' spatial concept. )
Three. Summarize and review
It's amazing that children can talk, find and release! Now, please recall, how many kinds of graphics did you know in class today? What kind are they?
Fourth, deepen practice.
1, courseware demonstration
Ask questions:
What is the (1) graph?
(2) What kinds of graphics are there? Please count how many squares are there? What are the three? Can you show it to everyone? The courseware flashes. What about the rectangle? How many triangles are there? Count together. What about the circle?
Step 2: Difficult problems
(1) Display model: Look, what image is this? Find out what figures are in this picture. Can you spell out a beautiful picture with these numbers in the envelope? Listen to the music and compare which group of pictures is the most beautiful.
(2) Group cooperation activities.
Model essay on mathematics teaching plan of grade two in second primary school, volume one
Teaching content: P36 I improved my teaching objectives;
1, through practical activities, deepen students' understanding of centimeters and meters, and consolidate the method of measuring the length of objects with a scale.
2. Consolidate statistical knowledge.
Teaching emphasis: further establish the concept of length.
Teaching difficulties: accurate measurement and data collection.
Teaching preparation: scale (meter scale, centimeter scale)
Teaching process:
First, introduce conversation.
1, children, we already know the commonly used length units. Review the commonly used length units. )
I learned how to measure the length of an object with a ruler. (Review how to use scales)
In this lesson, let's use the ruler in our hands to measure the objects around us. How long do you want to measure? (According to the students' answers on the blackboard)
Second, the requirements of group activities.
1. Work in groups and choose four things you are interested in to measure.
2, team leader to do a good job of recording.
(Teachers' patrol guidance)
Third, the group began its activities.
Fourth, report and record data.
1, report and record the measurement data on the blackboard.
2. Complete the student height statistics.
3. Discussion and communication: What have you learned from statistics?
Model essay on the first volume of mathematics teaching plan in the third grade of primary school
Teaching goal: 1, experience the process of measuring the length of an object correctly in meters and centimeters, experience the length of 1 meter, and estimate the length of the object.
2. Experience the close relationship between measurement and life in activities, stimulate students' interest in learning mathematics and develop the concept of space.
Teaching emphasis and difficulty: understand the meaning of rice, know the relationship between centimeters and meters, and know the forward speed of meters and centimeters.
Teaching aid preparation: new pencil, meter ruler, math textbook, pencil box, 1 meter long rope.
First, create a situation
1, teachers and students use tools such as straightedge and triangle prepared before class to measure the length of each item in the group.
2. Instruct students to cooperate at the same table and measure the length of the rope with different measuring tools.
In the process of measurement, students will randomly compare and choose which measuring tools are more suitable. (Mainly ruler or meter ruler)
Measure the length of the table with a meter ruler.
Second, experience exploration.
1, know the meter, and know how long 1 meter is. ?
2. Ask students to visually experience the length of 1 meter in groups.
3. Students know the relationship between meters and centimeters in the process of observation and communication.
Induction: 100 cm = 1 m? ,? 1m = 100 cm， 1m= 100cm？
4. Ask the students to contact the things around them and find out several items with the length of 1 meter.
Third, practical application.
How many pencils are 1 and 1 meter equal?
2. Students independently measure the length (or height) of relatively large objects in the classroom. Teachers should complete measurement activities with students.
3. Show five pages of exercises in the book.
4. Homework: Let students go home and measure the length of objects at home.