Unit 8 Mathematics Wide Angle Teaching Plan (1) in the second volume of Grade Four Mathematics
The teaching goal is to cultivate students' preliminary observation, analysis and reasoning ability. Initially form a comprehensive thinking consciousness. Through practical activities, let students experience the close relationship between mathematics and daily life. The key and difficult point is: let students master the method of guessing. Let students have a preliminary understanding of mathematical reasoning.
Simply guess the game and guess according to two pieces of information. I hold different objects in my hand and give the students a hint: my X hand is not XX. ? Let the students reason and guess. Students can quickly judge what object I have in my hand and explain the reasoning method clearly. So I temporarily adjusted my teaching activities to see if students have the ability to imitate and do this simple guessing game according to the language hints I gave. In practice, I found that some children's imitation activities failed. They directly tell their partners the answers to the objects in their hands, and don't give tips with the opposite information. The reason for this situation in after-class reflection is that I suddenly increased the learning difficulty of students, and the teaching activities failed to face all students. If I can demonstrate several times before asking students to do imitation activities and let individual students imitate them alone, then students should give a hint condition that is contrary to reality and let their peers guess and design. The Imitation Game? The effect will reach my expected effect.
Role-playing, guess according to three pieces of information. I changed the content of the prompting conditions in the exercise of the third question on page 10 1 in the textbook, and asked three students to play characters and give information for students to guess. What did they take? Students think, analyze and reason by themselves first, then communicate with their peers, and finally exchange feedback with the whole class. Feedback middle school students can analyze and infer hidden information from each prompt condition.
At this time, how to guide students to think and express in an orderly way has become a difficult point in teaching. I try to use tables to help students reason. The children expressed their reasoning process with intuitive and clear tables. At the same time, it also paves the way for students to learn more complicated reasoning problems in the future. Then I let the children independently use their favorite reasoning methods to complete the third question on page 10 1 and the corresponding exercises. Students experience the process of simple logical reasoning in a relaxed and pleasant game atmosphere, so that they can feel the charm of logical reasoning and cultivate their analytical reasoning ability and cooperative communication ability.
The fourth grade mathematics Volume II Unit 8 Mathematics Wide Angle Teaching Plan (2)
Learning content: textbook page 1 17.
Learning objectives:
1, knowing and mastering the basic problem-solving methods of tree planting can solve some problems related to tree planting in real life.
2. What is the first situation to master the problem of planting trees? Two-headed? . (that is, the number of intervals is less than the number of plants 1).
3. Develop the good habit of carefully examining questions.
Learning focus: mastering? The problem of planting trees at both ends? A solution to the problem.
Learning difficulties: master the method of finding the number of plants with known plant spacing and full length, and the method of finding the full length with known plant spacing and plant spacing.
Research on autonomous learning and cooperation.
Teaching time: two hours.
Learning process:
I. Knowledge links:
Take a 20 cm wool rope, tie a button every 5 cm, and tie both ends of the rope. Count how many buttons are tied.
Second, interactive discussion:
The self-study textbook 1 17 answers the following questions.
1. How many seedlings do you need to prepare? What must be found first?
2. Discussion: If a line segment is divided into four segments on average, trees should be planted at both ends, so five trees can be planted. According to this idea, it can be inferred that the number of intervals is greater than the number of plants (1 or 1 less). So there is an interval point on the path of 100m, and trees can be planted.
Summary: Because the number of trees is always more than the number of intervals 1, we can first find out how many intervals there are between trees, and the length of each interval is known, so we can find out how many trees can be planted in a * * *.
Column calculation:
3. Next to a road, plant a tree every 5 meters, both at the starting point and the end point, and plant 10 tree. So how long is this road? (Compare with the example 1, discuss in groups and draw a conclusion. )
Column calculation:
4. Example 1 is known as () and (), so () is found. And this problem is known () and (), and (). According to these two questions, we can also get two formulas.
Number of plants = ()? ()+1 total length = (number of plants-1)? ( )
Third, self-summary:
What did you learn from this course?
Fourth, the standard evaluation:
1. Gardeners planted trees along one side of the road, planting a tree every 6 meters, and planted a total of 36 trees. How far is it from 1 tree to the last one?
The total length of bus lines No.2 and No.5 is 12km, and the distance between two adjacent stops is 1km. How many stations are there?
The big clock in the square strikes 5 times at 5 o'clock, and it takes 8 seconds to knock it out. 12 dozen 12 How long will it take?
4. Street lamps should be installed on both sides of the road with the newly-built residential area length of 1000m, and one lamp should be installed every 8m (both ends should be installed). How many street lamps does a * * * need?
Counseling case of "Tree Planting Problem II"
Learning content: textbook page 1 18.
Learning objectives:
1, do you understand? Planting trees? Basic problem solving methods, and can solve some problems in real life? Planting trees? Related issues.
2. Master? Planting trees? What is the second situation? Not both ends? . (that is, the number of intervals is more than the number of plants 1).
3. Develop the good habit of carefully examining questions.
Learning focus: mastering? The problem of planting trees at both ends? A solution to the problem.
Learning difficulties: master the method of finding plant spacing with known plant number and total length, and the method of finding total length with known plant number and plant spacing.
Research on autonomous learning and cooperation.
Course arrangement: two class hours
Learning process:
Knowledge link:
1. Given the plant spacing and total length, how to find the number of trees?
2. Given the distance between plants and the number of trees, how to find the total length?
Second, interactive discussion:
1 game. Take out the note and divide it into 2, 3 and 4 sections respectively. Cut them (), (), (). Compare the number of cuts with the number of segments of the paper tape.
My discovery: the number of deletions is more than the number of paragraphs in my notes ()
2. Self-study textbook page 1 18 Example 2. Answer the following questions:
Or planted at both ends?
What is the relationship between trees and intervals?
If you don't plant both sides, what is the first priority?
Let me calculate how many trees will be planted?
To plant trees on both sides of the path, we must first find out how many trees need to be planted on one side, and then we must first find out the number of intervals on one side:
How many trees have been planted beside the path? How many trees will be planted?
Summary: This is the second case of planting trees? No trees at both ends? That is, the number of trees is greater than the number of intervals (),
Number of trees = ()? ()-1, plant spacing = ()? ( - 1)。
4. Discuss the difference between the comparative example 1 and Example 2.
Example 1 has () at both ends, so the number of trees is more than the number of intervals ().
Example 2 is that both ends are (), so the number of trees is greater than the number of intervals ().
Third, self-summary:
What did you learn from this course?
Fourth, the standard evaluation:
1. Install street lamps on both sides of the street with a total length of 2 kilometers (both ends should also be installed), and install one every 50 meters. How many street lamps need to be installed?
2. A piece of wood is 10 meter long and divided into five sections on average. It takes 8 minutes to saw the next section, and how many minutes does it take to see the next section?
3. There are 16 high-voltage telephone poles from Wangcun to Licun, with an average distance of 200m between two poles. How far is it from Wangcun to Licun?
Counseling case of "Tree Planting Problem III"
Compile: Revise: Review: Xu Study Time: User: Grade 4
Learning content: page 120 of the textbook.
Learning objectives:
1, do you understand? Planting trees? Basic problem solving methods, and can solve some problems in real life? Planting trees? Related issues.
2. Master? Planting trees? What is the third situation? About planting trees with closed graphics? .
3. Develop the good habit of carefully examining questions.
Learning focus: master closed graphics? Planting trees? A solution to the problem.
Learning difficulties: master the method of finding plant spacing with known plant number and total length, and the method of finding total length with known plant number and plant spacing.
Research on autonomous learning and cooperation.
Course arrangement: two class hours
Learning process:
I. Knowledge links:
1. Given the plant spacing and total length, how to find the number of trees? (planting at both ends)
Tree = ()
2. Given the distance between plants and the number of trees, how to find the total length? (Not planted at both ends)
Total length =
Students play games and stand in a square. There are three people on each side. How many people are there? (Drawings are indicated by △)
Second, interactive discussion:
Self-study the contents of the textbook 120, and complete the following questions after self-study.
The outermost layer of Go board can hold 19 pieces on each side. How many pieces can you put in the outermost layer?
1, Method 1: (Figure 1) There are () pieces at the top and bottom, and the pieces at the left and right ends have been counted, so it is impossible to count them repeatedly. Just count () pieces at the left and right sides, and add them up, which is the number of flowers. The formula is: ()
2. Method 2: (Figure 2) Each side only counts one endpoint, so each side has () and * * * has 4 (). The formula is: ()
3. Method 3: Both ends of each side are not counted, so each side has (), * * * has 4 (), plus 4 of 4 endpoints, which is the number of flowers. The formula is: ()
4. Which method is the simplest?
Third, self-summary:
What did you learn from this course?
Did you study today? Planting trees? The third situation? Closed graphics. There are several closed figures, such as circle, square, rectangle and polygon. Because the head and tail overlap, the number of trees planted is equal to the number of segments.
Fourth, the standard evaluation:
1, 64 students are playing games on the playground. Everyone forms a square with equal numbers on both sides. All four vertices are occupied. How many students are there on each side?
2. How many pots do you need to put on the side of the hexagonal pool, so that there are 5 pots of flowers on each side?
In order to welcome Children's Day, the school held a group gymnastics performance. The fourth-grade students line up in a square, with 15 people standing on both sides of the outermost layer. How many students are there in the outermost layer? How many students are there in the whole square?
4. The circumference of the circular skating rink is 150m. If a lamp is installed every 15 meters along this circle, how many lamps does a * * * need?