Mathematics teachers should make students realize that there is mathematics everywhere in life, and using mathematical knowledge can solve simple mathematical problems in life. The following is the first volume of my second-grade math teaching plan, hoping to provide you with reference and reference.

The first volume of the second grade mathematics teaching plan, Fan Wenyi: Translation and Rotation

Teaching objectives:

1. Knowledge and skills: Through life cases, students can initially understand the translation and rotation of objects or graphics, and can correctly judge whether the movement of simple objects or graphics is translation or rotation.

2. Process and method: Through observation, operation and other activities, students can correctly distinguish the motion modes of objects (translation and rotation).

3. Emotion, attitude and values: Let students realize that there is mathematics everywhere in life, and using mathematical knowledge can solve simple mathematical problems in life.

Teaching focus:

Can correctly understand the translation and rotation of objects.

Teaching difficulties:

Find the rotation point or axis of rotation of the rotating object.

Teaching process:

First, the initial perception of translation and rotation

1. Teacher: Please have a look. What is on the screen? Show PPT(2, 3, 4, 5, 6). How do they move? If there is a problem with language expression, it can be indicated by gestures.

2. Evaluate children's performance. The teacher here has some pictures of objects moving. Can you tell how they move? (Show PPT7) Are they moving in the same way? If they are different, please tell them the difference.

Second, explore the phenomenon of translation and rotation

1. Explore translation

(1) Can they be classified according to their different movement modes? Think about why you have to divide it like this. (PPT98 shows the classification, thus verbally revealing the translation and rotation phenomena of these objects. )

(2) Summary: Mathematically, we call the movements of ships, flag-raising, cranes, sliding elevators, cable cars and trains as movements. They always move straight like this. The translation of the object can be up and down, left and right, and back and forth. Please see: PPT( 10). Let students know more about the translation of objects. Uncovering "translation". )

(3) Exercise: Show PPT( 1 1) and let the students judge for themselves. Just now, children have been able to correctly judge the translational motion of objects. So what is the rotational motion of an object? Show PPT( 12)

Step 2 explore rotation

(1) show PPT( 13). Have you ever played these? Understand the rotational motion of objects.

(2) Talk about what the objects on the picture revolve around. Show PPT( 14, 15, 16,) and ask students to point out the rotation point of the object.

(3) Exercise: Show PPT( 17) and ask children to point out which of the following are rotation phenomena, and where is the rotation point of the rotating object? Merges the rotation points of rotating objects. )

(4) Show PPT( 18) summary: like fan blades, helicopter propellers, hands on the clock face, cars, etc. They move in a circle around a point or an axis, which is called rotation.

3, looking for translation and rotation

(1) Look for translation and rotation in our classroom.

(2) What other translation and rotation phenomena have you seen in your daily life? Talk to your deskmate. The whole class reported the results of the exchange.

(3) After completing PPT( 19), can you use gestures to express translation and rotation again?

(4) Summarize translation and rotation.

Blackboard design:

Translation: Linear motion in the same direction.

Rotate: To move around a center and change direction.

Third, consolidate translation and rotation.

1. Finish Exercise 4 and Exercise 5 after class.

2. Finish exercises 6, 7 and 8 after class.

Fourth, the class summarizes.

1, students talk about harvest.

2. Summarize the students' performance.

3. Homework (PPT24)

Model essay on the second grade mathematics teaching plan Volume 1 II: "Observing objects"

Teaching objectives:

1. Through the practice of this lesson, students can correctly distinguish the shapes of simple objects observed from different positions, and let them know that when they observe the same object from different directions, the shapes they see may be different.

2. Let students feel the beauty of symmetry and penetrate aesthetic education.

Teaching focus:

Cultivate students' spatial imagination.

Legal learning guidance:

Students' activities are combined with teachers' guidance.

Teaching AIDS:

Everyone prepares a small mirror.

Teaching process:

First, review and review

Tell me what you have learned in this unit.

What do you know from studying these contents?

Second, layered practice.

1, exercise 16 1.

(1) Students do it independently.

(2) Tell me how you did it?

(3) What do you know through the practice of this problem?

2. Exercise 16, question 2.

Where did you see the following three pictures? Fill in the corresponding serial number in brackets.

3. Exercise 16, question 3.

Ask the students to observe the math book from different angles and tell them what they see.

Then connect to the book.

4. Exercise 16, question 4.

Look at the pictures prepared by the teacher and see where they were taken. Fill in the corresponding serial number in brackets.

5. Exercise 15, question 5.

(1) Students do it independently.

2 tell me about your judgment?

Third, the class summary

What did you learn by doing exercises?

Looking at the same object from different directions, the shape you see may be different.

After observing objects, we should look at them from several directions.

Fourth, classroom testing.

Put another cube on the table and ask the students to answer the following questions.

(1) Is the shape you saw the same as last time? If not, please tell me the specific shape you see.

(2) Draw the shapes you see and check them one by one.

The first volume of the second grade mathematics teaching plan, Fan Wensan: a preliminary understanding of division

Preparation before class:

(1) Preview the contents on page 18 of the textbook.

(2) Prepare 12 and 18 disks.

Teaching content:

Textbook 18 Page Example 4.

Teaching hours: 1 hour.

Teaching material analysis:

Calculation teaching is the focus of primary school mathematics teaching, division is an important part of calculation, division in table is the basis of learning division, and "preliminary understanding of division" is the beginning of students' learning division and the first lesson of learning division concept. Students do not have this knowledge in the original knowledge structure. Students' understanding of the meaning of division and their interest in division will directly affect their future study, so this lesson is particularly important. The textbook begins with the introduction of panda's bamboo shoots. Students can understand the practical significance of division through bamboo shoots. Then it leads to the reading, writing and meaning of the division formula. Some practical problems are also arranged, so that students can set a pendulum, divide it into points and connect them, then write the division formula, and then talk about the significance of the division formula.

Teaching objectives:

Knowledge and skills: (1) Let students know the meaning of "average score" through hands-on practice, and know how to divide a number into several parts, and how much each part is, and calculate by division. (2) Make students know division, read and write division formula, and know the meaning of division formula;

Process and method: through practical operation, cultivate students' ability to explore knowledge and strong interest in division;

Emotion, attitude and values: cultivate students' practical ability and preliminary language expression ability.

Teaching focus:

Make students divide the object equally, understand the meaning of division, know how to divide a number into several parts on average, and calculate how much each part is through division;

Teaching difficulties:

Make students divide objects equally, understand the meaning of "average score" and the meaning of division.

Research preparation:

Teaching AIDS: teaching courseware, sticks.

Learning tools: 18 graphics card, each person 12.

Teaching process:

First, review.

Teacher: Little friend, we learned the average score earlier. Do you know what the average score is? What is the method of average score? (Answer by name) Everyone's performance is really good! Now the teacher has two questions that he wants everyone to calculate by hand. Did you really master the previous knowledge?

Please look at the topic

1.2 group do the first question,

Group 3.4 do the second question and score one point by yourself! Students report the results.

The students in Class 2 (5) are really excellent! Now the teacher will test everyone. Do you all like animals? Does anyone know what China's national treasure is? (Giant Panda), everyone is so smart! Today, Beibei Panda also came to our classroom to study with us, and then showed it with courseware. It has a problem: it wants to put 12 bamboo shoots on four plates on average. I don't know how much to put in each plate. Can you help it? Now, please use 12 stick instead of 12 bamboo shoots and help yourself.

5. Report the results: put 3 on each plate. Teacher: Like this, put 12 bamboo shoots in four plates, three for each plate, that is, divide a thing into several parts on average, and the question of how many parts is an average score. In the kingdom of mathematics, we can express it in a new way, that is division. In this lesson, we will learn the preliminary understanding of division (blackboard problem).

Second, new funding.

1. Division, like addition, subtraction, multiplication and division we have learned before, is also an operation method. It also has its own symbol, called the division symbol. When writing a division symbol, write a short cross first, and then point a dot at the top and bottom. The short cross should be straight, the two points should be round and aligned.

2. Put 12 bamboo shoots in four plates on average, and put three on each plate. How to list this division formula? (1) First of all, how many bamboo shoots should we divide? (12) Write 12 before the division symbol. (2) Divide 12 into several parts (4 parts) and write 4 after division. (3) What is the share of results? (4) The result of this formula is 3, so 12÷4 is equal to 3. It means that 12 is divided into four parts, each of which is 3. This formula reads: 12 divided by 4 equals 3. When reading, read from front to back. Reading is divided, reading is equal, and other numbers remain the same. (Read both sides together)

3. Thinking: Divide 12 bamboo shoots into 2 parts on average. What is each part? Starting from a point, after the point, the teacher asked: Who can list a division formula? (Answer by name)

Three. abstract

Through the study just now, we know that dividing a number into several parts can be calculated by division. Consolidation exercise: show the textbook 18 pages and do it. Ask the students to make a pendulum with 18 round slice instead of 18 cake, then list the division formula and name three students to act out.

Teacher: Through the practice just now, it seems that everyone has learned to read and write division formulas, and can also list division formulas. Next, the teacher will test everyone, dare to accept the teacher's challenge? 3. Please see the first question (the courseware shows the first question): (1). Drive the train and read the formula. 8 ÷ 4 215 ÷ 5 310 ÷ 2 512 ÷ 3 46 ÷ 3 29 ÷ 3 (2) Please write the division formula. Six divided by three equals two. Divide 20 into five equal parts, each of which is 4. 12 people, divided into 4 groups on average, 3 people in each group. There are nine apples, which are divided equally among three people, and each person is divided into three. (3). First talk about the meaning of the topic, and then make the formula. After the courseware was presented, the teacher asked: What does it mean that each bear takes the same amount? (4) Look at the picture and write the division formula. Class summary: Teacher: What have you gained from studying this course? Teacher's summary: Through the study of this lesson, we know how to divide something into several parts on average, and how much a part is can be calculated by division. We also learn how to write and read the division formula and its meaning. I hope the students will review carefully after class to further understand and master this knowledge.

Today's homework is a booklet: page 9, questions 1, 2, 3.

Blackboard design:

The preliminary understanding of division put 12 bamboo shoots in four plates on average, and put (3)12 ÷ 4 3 in each plate. The division sign reads: 12 divided by 4 equals 3.