In math class, the second-grade math teacher can let students talk about their own understanding and feelings through autonomous learning. Every second-grade math teacher should know how to write a good second-grade math teaching plan, so that the teacher's teaching work can go smoothly. No matter whether you are looking for or preparing to write "Teaching plan of parenthesis in second grade mathematics", I have collected relevant information below for your reference!

The teaching goal of 1 in the parenthesis teaching plan of the second grade mathematics;

1. Knowledge and skills: Through practical activities such as taking a look, comparing and measuring, we can know the length unit centimeter, initially establish the expression of 1 centimeter, and can measure the length of an object (limited to the whole centimeter) with a ruler.

2. Process and method: Through students' observation, inquiry and other learning activities, let students establish their understanding of length units in their own creative activities.

3. Emotional attitude and values: experience the connection between mathematics and life and cultivate students' innovative consciousness.

Teaching focus:

Establish the concept of length of 1 cm.

Teaching difficulties:

Measure the length of an object with a student's ruler (only the whole centimeter)

Teaching process:

First, introduce a conversation

Students, who is taller, mother or teacher? Who is short?

How much higher? How much shorter? Make a gesture. Can you know exactly how tall and how short?

"How tall" and "How short" are actually comparing the length of the human body, which requires the use of length units.

Second, explore new knowledge.

(1) unified unit of length

How did the ancients do it when they didn't invent the unit of length?

(Example 1 scene diagram. ) What information have you learned by observing these pictures?

Guide the students to say: the ancients measured the width of the stone with open arms and used one

"or foot length" is the length of a standard object.

What do you think of their methods?

The teacher concluded: In fact, each of us carries several rulers. The length of an object can be measured by one step (ZH ǐ), one step and one step (tu ǐ). Thousands of years ago, the ancients came up with many such methods to measure objects. Now let's measure the length of this table with one foot. Teachers and students measure the length of desks. )

The teacher asked a question: I only measured 3 feet. We all measure the same table. Why is the result different?

Let the students fully express their opinions, and let them gradually understand that the length of each foot is different, and the measured results are different.

Follow-up: How can we get the same result? Is there any good way?

Teacher's summary: Because the standards used in the measurement are different, their length units are also different, so the measurement results may be inconsistent with the facts. This requires a unified unit of length. Let's get to know the length together in this class.

(B) overall perception, understanding centimeters

1. Observe the ruler and know the scale.

Some of these vertical lines are long and some are short. We call it a tick mark. Each number points to a relatively long tick mark. The first number is O, so we call this scale O scale ... What about the back? (Scale 1 ...) Let's read these scales.

There is such a letter on the ruler-cm, and some students have the word "cm" on the ruler. In fact, cm is

It means centimeters. "centimeter" is a unified unit of length. Measure the length of a relatively short object, usually in centimeters.

2. I know 1 cm.

The teacher pointed out: this scale 0 is very important, it is like the starting line, which means starting from here. Congke

The length from 0 degree to the scale 1 is 1 cm. (blackboard writing: 1cm)

Which section of the ruler is also 1 cm in length? Who will point it out?

The teacher demonstrates (gestures) while explaining: the length of this big grid from level 2 to level 3 is L cm, and the length of this big grid from level 3 to level 4 is also 1 cm. What about grades 4 to 5? What did we find? The length of each large cell is 1 cm. Because the length of each grid is the same, we have a unified standard when measuring the length of an object with a ruler.

Students, what do you think of the length of 1 cm? (It's very short. ) Yes, 1 cm is really short.

Follow-up: What objects in life are about 1 cm in length? Let the students speak freely. )

The teacher's courseware shows the width of index finger, the width of Tian Zige and the length of thumbtack.

In a word, the width of our index finger is about 1 cm. Can you also say a sentence in l centimeters?

3. Know a few centimeters.

Teacher: Just now the students met 1 cm. Now the teacher will increase the difficulty. How many centimeters is the length from 0 to 3 and from 0 to 7?

4. Teaching Example 3 (Measure a quantity).

(1) Take out the things prepared before class.

Note, draw its length by hand and say how many centimeters it may be. The teacher demonstrated while explaining: aim the scale O of the ruler at the left end of the note, and then look at the right end of the note. This bill is several centimeters long. Remind students to put the ruler flat on the edge of the measured object and measure along the straight edge of the object, and press the ruler tightly when measuring.

(2) If the ruler is broken and the minimum scale is 2, can you still measure the length of this note? How to measure? (aim the scale 2 of the ruler at the left end of the note, then look at the right end of the note, and subtract a few from the big number, which is the length of the note. )

Third, consolidate the practice.

1. Complete "Doing" on page 4 of the textbook.

Let the students look at the scale, say the length of the pencil, and then say what they think.

2. Complete the first 1 question in the textbook Exercise 1. Estimate a few centimeters before measuring.

3. Complete the second question in the textbook "Exercise 1".

Look at the scale on the ruler and tell how many centimeters the width of the palm and the length of one foot are.

Note: If it is close to 8 cm, we say it is about 8 cm.

Fourth, class summary.

What impressed you the most in today's math class? What are you going to say?

Blackboard design:

Uniform length unit identification centimeter

When measuring, different standards have different results-uniform length unit cm.

A relatively small object can be measured in centimeters.

Measurement method: aim the scale o of the ruler at one end of the object, and the other end of the object faces several meters. The length of this object is several centimeters.

Teaching objectives of parenthesis teaching plan for grade two;

1. Make students understand the characteristics of three angles, know right angles, obtuse angles and acute angles, and draw the angles with a ruler.

2. Infiltrating the method of comparative angle, we can find three angles in life.

3. Cultivate students' ability of hands-on operation and communication and exploration.

Emphasis and difficulty in teaching: distinguish acute angle and obtuse angle by comparing with right angle.

Teaching process:

First of all, introduce.

1, the teacher appeared in the classroom in a suit (polygonal). Today, the teacher came to the classroom with a math knowledge we had learned before. This old friend is on the teacher's clothes. Please observe carefully.

1, let the students talk about what parts the corner is made of and what its characteristics are.

2、

Second, observe the theme map.

1, please observe the theme map. Tell me what you see. Do you have horns? Tell me where it is.

2. Besides the known right angle, what other angles are there?

Third, understand obtuse and acute angles.

1, please show these angles with your body.

2. Compare these angles on the theme map with the right angles of the triangle. Have you found that these angles on the map can be divided into several categories?

3. What are these angles smaller than right angles called in the book? What are these angles greater than right angles called?

Can you make an acute angle with the paper? How do you know that the angle you fold is acute? Let the students compare and say.

5. fold an obtuse angle and say it again

6. Find three angles of life.

7. Complete the question on page 39 1.

Fourth, draw the angle by hand.

1, try to draw a picture and tell me how you draw the corner. What to pay attention to.

2. Draw corners according to the teacher's requirements.

Fifth, complete the second question on page 39.

6. Use triangles to spell obtuse angles to see who spells more.

Teaching plan of parenthesis in second grade mathematics 3 I. Introduction of the subject.

Play the dubbed text "If You Get Lost in the Wild" and read the recording aloud. Let the students talk about their feelings and gains after listening, and lead to the topic of writing on the blackboard: find the right direction.

Second, mobilize the original experience and perceive the new direction in reality.

(1) Review.

What four directions did we learn last semester? (East, South, West, North) Can you identify it in the classroom? If you are in a new environment, how do you identify these directions? (Watch the sun, trees, use a compass ...)

(2) Explore new knowledge.

1. What other directions have you heard of? The students answer the teacher's blackboard. If a student says southeast, northeast, southwest and northwest, the teacher should also consciously correspond to the blackboard.

2. With the help of people's living language habits, unify descriptive words about direction.

3. Activity Experience 1: Let students try to point to the southeast direction in the classroom: Why is this direction called southeast?

Students can communicate in groups and then report by name. To sum up, the middle between east and south is southeast.

Similarly, let students learn to distinguish the northeast, southwest and northwest directions.

(3) deepen the experience.

1. Activity Experience 2: Sit in your seat and tell me who your classmates are. Students find it themselves first, and then report it by name.

2. Activity Experience 3: Name two students to the podium, and let other students talk about where student A is in student B? Where is student B in student A? Then think, discuss and communicate: they are two classmates, but their job descriptions are different. Why? Make students truly experience the relativity of direction.

Second, sublimate life experience and explore new directions of maps.

(1) Review.

The teacher shows the direction board (on the blackboard). Who can mark the east, west, north and south directions on the teacher's direction board? Name the board of directors. Summary and emphasis: the directional characteristics of the directional plate.

(2) Explore new knowledge.

1, with the help of students' existing knowledge and experience, let students mark the other four directions on the direction board. Students can communicate, cooperate and help each other in groups, teachers can patrol and guide, and finally report, summarize and show their orienteering boards.

2. Show the teaching wall chart on page 22 of the textbook so that students can identify and dictate the direction of the school with the help of the direction board.

Complete the "recognition".

3. Deepen perception. Tell me where the zoo is in the school. Which direction is the school in the zoo?

Third, expand applications.

1. Guide the students to complete the question 1 on page 23.

The teacher asked the students to tell what they saw on the map first. What country's map is this? After the students answer, the teacher can educate the students in patriotism in time, emphasize the direction of the north, and then train them to distinguish the direction.

2. Guide the students to finish the second question on page 23.

Let the students communicate with each other in the group first, then with the whole class.

Fourth, the whole class summarizes.

What knowledge have we learned? What did you get? What do you think of your performance?