1. The first volume of the sixth grade mathematics teaching plan
Teaching purpose: 1. Let the students understand the meaning of reciprocal. Master the method of finding the reciprocal of a number.
2. Infiltration is the enlightenment education of the concept of cosmic communication.
Teaching emphasis: understanding the meaning of reciprocal and how to find reciprocal.
Teaching difficulty: description of reciprocal method.
Teaching process:
First, introduce a new idea: driving and walking are divided into forward and backward. So, what does the countdown mean? Today's content teacher wants to invite students to teach themselves first.
Second, self-study new lessons:
Self-study book P 19. And think about the following questions:
1, what is reciprocal?
2. How to find the reciprocal of a number?
3. Is there a reciprocal for any number? Do you have decimals? Do you have a score?
Third, discussion and analysis:
1, what is reciprocal?
2. Look at the following four questions. What can you say about the countdown?
3. What are the conditions for reciprocity?
(1) two numbers.
(2) The product of these two numbers is 1.
4. Can you say that 80 is the reciprocal, and 1/80 is the reciprocal? Can a number be called reciprocal?
5. Summary: The reciprocal is for two numbers, which are interdependent. One number must be the reciprocal of another number, and a number cannot be said to be reciprocal in isolation.
6. Summarize the method of finding the reciprocal of a number.
Fourth, thinking: What is the reciprocal of 0.2?
Verb summary: Ask the students to say what they have learned in this lesson.
Homework: Exercise 5 3-8.
2. The first volume of the sixth grade mathematics teaching plan
Teaching objective: 1. Through group cooperation and independent exploration and construction, students can use number pairs to determine the position on the grid paper, and can determine the position on the grid paper according to the given number pairs.
2, through classroom learning activities, enhance students' ability to use what they have learned to solve practical problems and improve their awareness of application.
3. Through cooperative learning, demonstration and classroom interaction, let every student experience the happiness brought by learning and cultivate students' learning interest and learning ability.
Teaching emphasis: use number pairs to determine the position on square paper.
Teaching difficulties: correctly representing columns and rows with grid paper.
Teaching tool: a square paper map of the zoo schematic diagram.
teaching process
First, review the lead-in and put forward the learning objectives.
1, review: first, use a number pair to indicate a classmate's position in the class, and then say 1 number of the number pair. What does it mean? What does the second number mean?
2. Expose the topic and put forward the learning goal.
Let the students speak first, and then show their learning goals:
(1) Which lines represent columns and which lines represent rows on the grid paper?
(2) The method of using grid paper to determine the position of objects.
Second, show the learning results.
1, know the columns and rows of grid paper.
Vertical lines are columns and horizontal lines are rows.
2. Teach yourself and show in groups.
(1) Learn 3 pages of Example 2 independently, and complete 1 and 2 questions. These groups communicate and discuss with each other. Teachers use cameras to guide and collect students' learning information. The key point is to let students show different thinking methods and mistakes, especially to guide students to communicate and discuss in groups. )
(2) roll call students to perform.
3. Show it to the whole class.
(1) Question 1: The Panda Pavilion is in column 3, line 5, and is indicated by (3,5); The aquarium is in the fourth row of the sixth column, which is indicated by (6, 4); Monkey Mountain is in the second row of the second column, which is indicated by (2,2); The Elephant Pavilion is in the fourth row of the column 1, which is indicated by (1, 4).
(2) Question 2: Let the students in the board show how to mark the positions of various venues. For example, aviary (1, 1) is located at the intersection of column 1 and row 1 ...
Third, expand the extension of knowledge.
1. Finish the exercise 1, questions 3 and 4.
2. Complete question 6 of exercise 1.
(1) Write the position of each vertex on the graph independently.
(2) Vertex A is translated 5 units to the right. Where is it? Which number in the number pair has changed? Point a is further shifted upward by 5 units. Where is it? Which number in the number pair has also changed?
(3) Translate point B and point C according to the method of point A, and get a complete triangle after translation. Communicate and discuss with each other in groups. )
(4) Observe the pictures before and after translation and tell me what you found.
(5) Report: The graph remains unchanged. When moving to the right, the column changes, and the first digit of the digit pair changes. When moving up, the row changes, and the second digit of the digit pair changes.
(6) Students question, ask difficult questions and stimulate knowledge conflicts.
A. Students are free to ask questions and ask difficult questions in response to classmates' reports.
B. Teachers guide students with learning difficulties to ask questions: Students, have you encountered any difficulties in your study? Can you tell everyone about your difficulties? Then do you have any thoughts and suggestions on your classmate's statement?
Fourth, induction and summary.
What did we learn today? What do you think of your present situation?
Homework: Exercise 1, Questions 5 and 7.
Six, teaching postscript:
3. The first volume of the sixth grade mathematics teaching plan
1. teaching material analysis: "Understanding of Circle" is the teaching content of Unit 5 "Circle" in the first volume of the sixth grade of primary school mathematics published by People's Education Press. This lesson requires students to further understand the circle, understand the characteristics of the circle, and master drawing the circle with compasses. Infiltrated the relationship between curve graphics and straight line graphics. Through the understanding of the circle, we can not only deepen our understanding of the surrounding things and improve our ability to solve practical problems, but also lay a good foundation for studying the circumference, area, cylinder and cone of the circle in the future.
Second, the analysis of learning situation:
This lesson is based on students' understanding of rectangular, square, triangular and other plane graphics, and it is also a common plane graphics in the last class of primary school. Circle is a common and simple curve figure. Before students learn about the circle, they already have some life experience and a preliminary perceptual knowledge of the circle. It is difficult for primary school students to connect their understanding of the circle with the mathematical problems in life, and it is difficult to have a rational understanding of the circle. In class, we should strengthen the connection with real life and strengthen practical operation, so that students can gain knowledge experience through folding, testing and drawing.
Third, the teaching objectives:
1, know the circle and master the names and characteristics of each part of the circle.
2. Understand the relationship between diameter and radius in the same circle or in the same circle.
3. Will correctly use tools to draw circles and cultivate students' drawing ability.
Four, teaching difficulties:
1, teaching focus: perceive and understand the basic characteristics of the circle, and know the names of each part of the circle.
2. Teaching difficulty: understanding the relationship between diameter and radius.
Verb (abbreviation for verb) Preparation before class:
1. Students should prepare compasses, rulers and circular pieces of paper.
2. Bring a round object Students bring one or two small round objects.
Sixth, the teaching process.
(A) create a situation to stimulate interest
1, let students observe the theme map on page 57 of the textbook. Question: Now, students, please observe the theme map carefully and see who finds more circles on this map. Student report. (Wheels, flower beds, pools ...)
Circles are closely related to our lives. Who can give some round objects? Student report (clock face ...). The teacher also found some circles. Let's share.
3, lead to the topic, the circle is closely related in our lives, today we will learn "the understanding of the circle."
4. What are the floor plan lines we have learned before? What lines are these figures surrounded by? Briefly talk about the characteristics of these graphics?
Rectangular, square, parallelogram, triangular trapezoid
(B) to explore new knowledge, hands-on discovery
1, in the "I can draw" session, students draw circles (not limited to compasses) by their own favorite methods (students use cylinders, triangle circles, ruler circles and teacup covers).
(1) Draw a circle on the paper by yourself, and then tell the students in the group how you draw a circle.
(2) Group communication: Which painting method do you think is better than your group's?
2, self-study textbook page 58, find out the key words, and mark the key points or attention.
3. Give a 10% discount.
What did you find after folding it twice? (The intersection of two creases is called the center of the circle, and the center of the circle is generally represented by the letter O)
4. Know the diameter and radius.
(1) Draw a crease with a pencil. Is it equal to comparing?
(2) Observe the characteristics of these line segments. (The distance between the center of the circle and any point on the circle is equal)
(3) Summary: The line segment connecting the center of the circle to any point on the circle is called the radius. The line segment passing through the center of the circle with both ends on the circle is called the diameter.
(4) Show "inside, inside and outside the circle" for students to understand.
(C) to understand the characteristics of the circle
1, 10% discount, drawing, measuring, discussion, group discussion:
(1) How many radii can a circle draw? What diameter?
(2) Are the radii in the same circle all equal in length? What about the diameter?
(3) What is the relationship between the diameter and radius of the same circle?
Summary: In the same circle, there are countless diameters, all of which are equal.
In the same circle, there are countless radii, all of which are equal.
2. The relationship between diameter and radius.
Students independently measure the diameter and radius of the circle in their hands with a ruler to see what is the relationship between them. Then discuss the measurement results and find out the relationship between diameter and radius. Draw a conclusion.
(4) Draw a circle with compasses for teaching.
1. Guide the students to draw circles with compasses and summarize the steps and methods of drawing circles.
(1) Separate the two feet of the compass and fix the distance between the two feet (i.e. fixed radius);
(2) Fix a foot on a point (the center of the circle) with a needle tip;
(3) Turn one foot with the tip of a pencil once and draw a circle.
Please draw two circles with compasses, observe and compare the two circles drawn. What is the difference? What's the difference (size, location)? Please think about why the two circles are different. What determines the size of a circle? (the radius is small, the circle is small; The bigger the radius, the bigger the circle. )
The position of the circle is different because the position of the fixed point is different, which leads to the position of the center of the circle is different, so the position of the circle is different.
Summary: The center of the circle determines the position of the circle and the radius determines the size of the circle.
3. Exercise: Draw a circle with a compass with a radius of 2cm, and mark the center, radius and diameter with letters O, R and D. ..
(5) Consolidate exercises
1, deepen the circle of understanding in practice
Step 2 judge right or wrong
(1), the same circle can only draw 100 diameters. ( )
(2) All circles have the same diameter. ( )
(3) The diameter of a circle is twice the radius. ( )
(4) A circle with a diameter of 3 cm is larger than a circle with a radius of 2 cm. ( )
(6) class summary, review knowledge
1. Teacher: What did we learn in this class today? What did you get?
2. Homework: Book P60, Question 1-4.
4. The first volume of the sixth grade mathematics teaching plan
Teaching objective: 1. In specific cases, explore the method of determining the position, and use several pairs to represent the position of the object.
2. Ask the students to determine the position on the square paper in pairs.
Teaching emphasis: The position of an object can be represented by several pairs.
Difficulties in teaching: the position of objects can be expressed by number pairs, and the order of rows and columns can be correctly distinguished.
First, import
1. There are 53 students in our class, but most students and teachers don't know each other. If I want to invite one of you to speak, can you help me think about how to express it simply and accurately?
2. Students express their opinions and discuss how to use the method of "which column and which row".
Second, new funding.
1, teaching example 1
(1) If the teacher uses the second column and the third row to indicate the position of XX, can he also indicate the position of other students in this way?
(2) Students practice showing other students' positions in this way. (pay attention to the column first and then the emphasis of the lines)
(3) Teaching writing: the position of XX is in the second column and the third line, which we can express as: (2, 3). Can you write down your position according to this method? (Students write down their positions in their exercise books and name their answers)
2. Summary example 1:
(1) How much data did you use to locate a classmate? (2)
(2) We are used to saying columns before rows, so the first data represents columns and the second data represents rows. If the order of these two data is different, then the position of the representation is different.
Step 3 practice:
(1) The teacher reads the name of a classmate in the class, and the students write his exact position in the exercise book.
(2) When do you need to locate yourself in your life? Talk about the way they determine their position.
4. Teaching Example 2
(1) We just learned how to express the position of our classmates. Now let's see how to show the location of the venue on such a schematic diagram.
(2) According to the method of example 1, the whole class discussed how to display the gate position. (3,0)
(3) Discuss and tell the location of other venues at the same table, and answer by name.
(4) Students mark the positions of "Bird House", "Orangutan House" and "Lion Tiger Mountain" on the map according to the data given in the book. (Projection Review)
Third, practice.
1, Exercise 1, Question 4
(1) Students independently find out where the letters in the picture are and tell the answers.
(2) Students mark the positions of letters according to the given data, and connect them into figures in turn, and check them at the same table.
2. Exercise 1, Question 3: Guide the students to know how to read the page number first, and then find the corresponding position according to the data.
3. Exercise 1, question 6
(1) Write the position of each vertex on the graph independently.
(2) Vertex A is translated 5 units to the right. Where is it? What data has changed? Point a is further shifted upward by 5 units. Where is it? What data has also changed?
(3) Translate point B and point C according to the method of point A, and get a complete triangle after translation.
(4) Observe the pictures before and after translation and tell me what you found. (The graph remains the same, the column, that is, the first data changes when moving to the right, and the row, that is, the second data changes when moving up).
Fourth, what have we learned today? What do you think of your present situation?
Verb (short for verb) homework
5. The first volume of the sixth grade mathematics teaching plan
Teaching objective: 1. Know the names of the circle and its parts;
2, master the characteristics of the circle, understand and master the relationship between radius and diameter in the same circle;
3. Learn to draw circles with tools;
4. Cultivate students' observation ability, practical ability and abstract generalization ability. Make students learn to apply what they have learned to solve simple practical problems;
5. Make students like beautiful circles and stimulate their interest in exploring the characteristics of circles.
Key points and difficulties:
Understand and master the characteristics of the circle.
Teaching preparation:
courseware
Teaching process:
First, pre-class activities
Students, how about taking a break before class and doing exercises between classes? erect
Section 1: Swing your arm (change direction after going)
Section 2: Turn your head.
Section 3: Turn around in the same place
Second, the introduction of new courses.
1, Teacher: What did you find in the practice before class? (doing circular motion)
2. Teacher: I just found that some students' arms don't turn like a circle. How can they turn more like a circle? (Hands straight, shoulders still)
3. Teacher: We can create circles in sports, and there are many circles in life. Look: enjoy the picture of the circle.
4. Expose the topic: understanding of the circle
5. Teacher: How many circles do we see on this dining table?
There is a lot of math knowledge in it. Do you believe it?
Third, hands-on operation.
(1) Teacher: Let's make this dining table.
[Media] Do it: work at the same table. Everyone draws a circle on white paper, and then cuts it out to form a round table model.
(2) Teacher: Let's talk about how to do it.
[Step 1] Our first step is to draw a circle. How did you draw it?
1. Tell me how you draw a circle with a compass.
Teacher: The teacher also draws a circle on the blackboard.
Separate the legs of the compass and determine the distance (radius) between them.
Fix a foot on a point (the center of the circle) with a needle tip.
Turn your feet with a pencil and draw a circle.
3. How is the teacher's circle drawing? What should I pay attention to when drawing a circle? (Needle tip fixed, foot spacing fixed)
4. Why are the two circles you drew different sizes? (The distance between feet is different)
[Step 2] We cut the drawn circle and asked: What is the difference between cutting and cutting a square and a triangle?
Teacher: What about the circle? Mathematically, we call it a curve, so a circle is surrounded by curves, which is quite different from a plane figure surrounded by line segments.
[Step 3] How to combine the cut circles? Where did these two pinholes come from?
Teacher: This point of the pinhole, which we call the center of the circle, can also be represented by the letter "O".
Teacher: Is there any other way to find the center of the circle? Take it off and try it on first. (hands-on operation)
Teacher: How did you fold it?
Possibility: ① Health: Fold in half and then fold in half, and the intersection point is the center of the circle. Teacher: How else to fold it?
② Fold in half, unfold, fold in half again, unfold again.
Teacher: Let's see how many creases there are here. And they all go through such a crease, which is called the diameter of the circle and is represented by the letter D (drawn on the blackboard).
Teacher: What else is in the circle? (Radius) Do you have it in the circle you folded? Point (draw on the blackboard). This is the radius.
Teacher: What are diameter and radius? Look at the self-study textbook p80.
Teacher: What's the diameter? Explain in the circle, explain outside the circle, and explain inside.
Let's point and say what the radius is.
[Media] Is it a radius that connects the center of a circle with a point on the circle? How many radii are there? Why? [blackboard writing]
You also need to draw a diameter and radius.
Look carefully, what else do you find?
① One diameter = two diameters.
Teacher: What else can I say? How did you know? How to express it in letters?
② All diameters and radii are equal.
Teacher: What do you think? What method can be used to prove it? You measure.
What did you measure? What about the result of quantity? What's your conclusion?
Teacher: We observe carefully and use our brains well. Now the teacher has a question, I don't know? All diameters are equal in length? (Same lap) Not bad? (Equal circle) What other conclusions do you think need this premise?
[blackboard writing]: In the same circle or equal circle
Fourth, application
Teacher: So we should think carefully and thoroughly when considering problems in the future, right? Let's look at a set of blanks.
1, filled in by [Media].
2. [Media] Please demonstrate again: Are the following sentences correct?
(1) The line segment with both ends on the circle is called the diameter.
(2) All radii are equal.
(3) A circle is a closed figure surrounded by curves.
Verb (short for verb) Draw a circle.
Teacher: That's a good answer. Now the teacher wants to make a new request. Can you accept it?
Please draw a circle with a radius of 2 cm.
Teacher: Think about how to draw a radius of 2 cm. We can discuss it before painting. (original painting)
Teacher: How did you draw it? (The distance between the feet is 2 cm, then fix it and draw it. )
In short, how do you determine the radius of 2 cm?
What if you draw a circle with a radius of 3 cm?
Draw a circle with a diameter of 8 cm?
What connection did you find? (Radius = distance between two-foot compasses)
What determines the size of a circle? Where is the location?
Draw a circle with a diameter of 1 m.
(Wait a minute)
Teacher: Why not draw? What should I do (the compass is too small)? (nail, rope) How long is the rope? (50 cm) Why? Shall we have a try after class?
Abstract of intransitive verbs
Teacher: Today, we learned Yuan. Is there anything else worth asking about all kinds of knowledge from round tables to circles?
Teacher: These are all things we will learn in the future. The teacher has another question: who uses the western-style dining table at home? How do you feel? Relatively speaking, what about the round table?