Senior one mathematics teaching plan book 2: finding the focus of regular teaching;
Find the law in different ways and solve practical problems with the law.
Teaching difficulties:
Find patterns in different ways.
Teaching aid preparation: watercolor pen, coloring card, snowflake, blank scene map.
Teaching process:
First, in? Guess what? Perceive the law and introduce new lessons.
Teacher: Please guess what's next?
1. Animation demonstration: Red and blue apples (8 apples) fly from right to left at medium speed.
A pair of hamburgers (4 groups) flew from right to left at medium speed.
A cup of coke and ice cream (4 groups) are arranged in three places, flying at a medium speed from right to left.
(After each group of objects appears, ask the students to answer, and the teacher will use animation to verify it. Finally, the above objects will be displayed in full screen, and the last object will blink. )
Teacher: It's amazing! You guessed it all. Why did you guess what would happen next so quickly?
2. Expose the topic: apples repeat in order, hamburgers repeat one by one, and cola and ice cream repeat one by one. This is the law. Today we're going to find a pattern. (blackboard writing topic)
Second, take Christmas as the carrier, deeply perceive the law and find the law.
Teacher: Last night was Christmas. Teacher Zhang attended a Christmas party. The venue there is beautifully decorated.
1. Multimedia display picture: Please tell me the contents of the meeting? What are the rules for the placement of these things? Talk quietly about the secrets you found in the group of four.
2. Report the results: (When students answer the computer, they will show each group of regularly arranged figures separately)
3. ask deeply, for example, what are the rules of lanterns. After the students answer that one is red and the other is purple, the computer adds a dotted line between each group in turn to guide the students to find that every two are a group, and the computer animation demonstration lanterns flash one by one.
4. At the same table, talk about the rules of other groups.
Seeing such a beautiful venue, the little guests couldn't help dancing. When "Dancing with Dolls and Bears" started, 65,438+00 boys and girls appeared on the screen, arranged in a circle regularly, and danced to the music. The music stopped, so did 10 people. ) How did this 10 person stand?
Student: Dancing children stand according to the law of a man and a woman.
Student: Dancing children stand according to the rules of a woman and a man.
Student: I think they are right. If two children in 10 dance let go, the male students will stand according to the law of one man and one woman, and the female students will stand according to the law of one woman and one man.
6. Animation demonstration: 10 Children form a row after releasing their hands.
Third, apply a layer to consolidate sublimation.
The children are really great. A Christmas party made you discover so many rules. Dr Frog can't help but want to test you. He wants you to color the graphics.
1. Let the students take out the coloring cards and draw in groups of four. While drawing, they think: Why do you draw like this? What are the rules?
2. Group communication (showing students coloring cards): What do you think?
Fourth, hands-on operation, creating laws.
Teacher: children have learned to find rules, so can you create your own rules? The teacher prepared some snowflakes for each group of children. Please choose your favorite color and spell it regularly to see which group of things you create is the most regular and beautiful. (In groups of four, give each group a few snowflakes of the same color)
1. Collective report. Students come to the stage to show their works. Q: What patterns did you find? Mutual evaluation.
2. Teacher: Your performance is really wonderful. Will you praise yourself? (students shoot? How about one more time? (continuous shooting three times) What pattern did you find from the racket just now? It turns out that you can create rules with sounds and actions. Can you also create rules with sounds and actions? One student went on stage to perform, and other students followed suit. )
3. Teacher: It turns out that there are laws everywhere around us. Let's find out what laws are around you.
(Talking about the law)
Five, improve and apply the law in the summary.
Teacher: In a few days, 1 month 1 day will be New Year's Day. Tell everyone a good news. There will be lantern riddles in every class in our school. Will the teacher ask you to draw regularly with what you have learned today and make the classroom more beautiful to meet this activity? (Provide each student with a blank scene map)
1. Students create.
2. On-site exchange evaluation.
Design description of intransitive verbs
In this class, students are looking for some intuitive graphics and the changing rules of things, which are not abstract enough, so I combine multimedia-assisted teaching in class to let students find the changing rules of things in an intuitive and vivid learning environment. Interest is the best teacher. Mathematics curriculum standards point out that mathematics teaching must start from students' life situations and things of interest, and provide them with opportunities to participate, so that they can realize that mathematics is around and feel close to mathematics. In teaching, we should try our best to tap the learning resources around students and create a thinking space for them to discover and explore, so that students can discover and create better. Under the guidance of this concept, I have set the following teaching objectives.
1. Let students discover the changing rules of intuitive things in lively situations;
2. Cultivate students' ability of preliminary observation, generalization and reasoning, and improve their ability of cooperation and communication;
3. Cultivate students' awareness of discovering and appreciating the beauty of mathematics;
4. Use the law to solve practical problems.
Reflection after class:
The content of this lesson is relatively independent. Although it is arranged in the second book, I try to teach it after Christmas. Students not only learn without obstacles, but also learn very easily and interestingly.
1. With what? Guess what? Import.
At this stage, I chose apples, KFC hamburgers, McDonald's cola and ice cream that students are most familiar with, which aroused their interest at once, made them quickly integrate into them, improved their enthusiasm for learning, and made students quickly enter the learning state, which naturally produced the rule of finding questions.
2. Find a pattern.
At this stage, I participate in the Christmas party as the carrier and teach at several levels. First of all, I randomly find out the rules of lanterns with the students' ideas, and the rules of other groups are found out through discussion at the same table. There is no in-depth study on the law of circle in the textbook. In the process of design, I let students realize that laws can be found not only from left to right, but also from right to left, from different starting points, and so on. Find it out in different ways, prevent the stereotype, and make students' understanding tend to be comprehensive. This increases the difficulty and deepens the teaching materials, which not only improves the difficulty of knowledge, but also prevents students from finding the examples boring, thus stimulating students' interest.
3. Hands-on let students deeply perceive the law in painting and moving.
Let students do coloring exercises according to the rules first, which further strengthens students' experience and perception of the rules and paves the way for students to create rules and divergent thinking in the next step. Let students create rules in clapping and action, let students devote themselves to speaking fluently, listening carefully and cooperating happily, which truly reflects positive emotional input, greatly mobilizes thinking activities, and makes students become real learning subjects. It not only cultivates students' thinking ability and innovative spirit, but also cultivates students' interest in exploring mathematical problems.
4. Contact life and find the rules around you.
Students color according to the rules and create their own rules, right? Ordinary? Our perception and experience have been further strengthened, and we can already judge the regular things in life, so this link is very appropriate and close to nature, which is useful for students to realize that life cannot be separated from mathematics, not just for the next link? With math? Made the groundwork, cultivated students' mathematical consciousness, and embodied? Learn the mathematics in life and useful mathematics? . Teaching ideas that meet the new curriculum standards.
5. Solve problems in life with mathematics.
The new curriculum attaches great importance to students' experience in activities and emphasizes students' immersive and all-round experience. Let students use what they have learned to solve practical problems, let students taste the joy of applying knowledge, push the classroom atmosphere to * *, and give full play to students' autonomy in activities.
The first grade mathematics teaching plan book 2: abdication subtraction within 20; Subtract the abdication within 20 minutes.
Teaching requirements:
1. Students have experienced the process of communicating their respective algorithms with others and can skillfully calculate abdication subtraction within 20.
2. Let students learn to use addition and subtraction to solve simple problems.
Teaching objectives:
A: Knowledge and skill goals
1. By exploring the problem situation, students can develop various methods to calculate ten MINUS nine on the basis of their own experience. By comparison, students can experience a simple calculation method.
2. Make students understand the thinking process of abdication subtraction of more than ten MINUS nine, and correctly calculate more than ten MINUS nine.
B: process objectives
1, through the process of collecting information, I found mathematical problems and initially realized that there is mathematics everywhere in my life. Understand the value of mathematics
2. The initial infiltration of things is interrelated.
3. By choosing different methods, you can experience the joy of success and stimulate your interest in learning.
Key points and difficulties:
1, by discussing the process of calculation method.
2, can correctly and skillfully calculate more than ten minus nine.
Teaching preparation:
Courseware bird card house card title paper color pen
Teaching process:
First of all, talk introduces new lessons to stimulate interest in learning.
Teacher: A few days ago, we just finished? The fifteenth day of the first month? The elf also participated in a lively and interesting entertainment activity that day. There are some prizes in the activity. Do you want to see them? (The computer shows the theme map)
Second, explore ways to solve problems
1. Observe the theme map and ask questions.
Teacher: Look carefully. What activities are the children doing and what prizes are they going to give? (Answer by name after observation)
Click on the computer and a voice-over will appear.
Bubble: Students, I found many math problems in this picture. Would you like to work it out with me?
Well, let's go and see what Xiaoming and his friends are doing. (Computer shows ferrule diagram)
Teacher: What is this activity? Let the students introduce.
Bubble: Xiao Ming threw 14 laps and missed 9 laps. How many laps did he win?
Teacher: What math question did Paopao ask? Can you help him solve it? How to form? Why use 14-9? How about 14-9? Tell your ideas to your classmates and see which group has the most calculation methods.
2. Communicate in groups and discuss the algorithm.
Answer by roll call, and the teacher writes the algorithm on the blackboard.
Teacher: Please observe these algorithms. Which one do you like best? Please say this question again in your favorite way.
Teacher: When calculating in the future, you can choose your favorite method to calculate.
(The computer shows bubbles with voiceover)
Bubble: Hey, it's so lively over there. Just like classmates. Let's go and have a look! (Computer shows balloon map)
3. Select the algorithm and calculate.
(Voiceover appears)
(1) Paopao: Oh, so the teacher is giving out prizes. Count, how many balloons are there in the teacher's hand? Teacher: Students, look carefully. What happened to the balloon in the teacher's hand?
(Computer demonstration of the process of dividing balloons)
Can you ask a math question? How to go public?
Blackboard: 15-9= what? what do you think? And ask several students to say different calculation methods.
(2) Teacher: The naughty little bubble is gone again. Let's look for it. Where did it go? (Computer shows riddle map)
It turns out that Bubble is guessing riddles. Look at this photo carefully. Can you try to ask a math question? Talk to each other at the same table.
(There are 13 riddles, and 9 riddles have been guessed. How many riddles have you missed? Or: How many guesses are left? Then name the students and report to the class)
Third, skilled algorithm and application
1, see diagram formula (page 12)
Requirements: Understand the meaning of the picture, make an independent statement, and name the revision stage.
2, a circle, calculation (page 13)
Requirements: Let students do it independently. Why do you turn around like this?
Fourth, observe the formula, find out the characteristics and find the law.
Teacher: Students, look at these formulas on the blackboard carefully. What are their characteristics?
2. Besides these, can you write the formula of more than ten MINUS nine? Who can arrange these formulas so that there will be no shortage? (tell the performance of the board of directors)
Look again, what else can you find? Teacher: What's the use of finding these rules?
4. Use the found rules and practice at the same table.
Such as: Student A: 13-9 Student B: 4
Five, the game bird looking for a house (picture on page 13)
Game requirements: let the students work out the formula on the bird first, and then correspond to the numbers on the house one by one; Game form: group cooperation, class review;
Game result: A bird has no house, so the students help it build one.
Mathematics teaching plan of the second volume of senior one: the teaching goal of assembling graphics;
1, through spelling, painting and other activities, let students further feel the characteristics of triangles and the connections and differences between triangles and quadrangles.
2. Feel the transformation thought of mathematics.
3. Cultivate students' practical ability.
Key points and difficulties:
Feel the relationship between triangles and other figures.
Teaching AIDS:
Acute triangle, right triangle, obtuse triangle.
Teaching process:
First, introduce and show the preview outline.
1, group students work together to spell quadrilateral with triangle.
2. What kinds of triangles can be divided into by angle?
3. What kinds of triangles can be divided by edges?
4. How many acute angles does each triangle have?
Second, the exchange of statements and reports
Let the students know
1, not any two triangles can spell a quadrilateral.
2. Two identical triangles can form a quadrilateral.
3. Two identical right triangles can form a rectangle.
4. Two triangles with the same acute angle or obtuse angle can be combined into a parallelogram.
5. Made a trapezoid with three identical triangles.
Third, feedback detection.
Spell out beautiful patterns with triangles.