Model essay on mathematics teaching plan for the third grade of primary school
Teaching objective: 1. Understand the meaning of area.
2. Understand the commonly used area units of square meters, square decimeters and square centimeters, and initially form the concept of the actual size of these units.
3. Learn to compare areas by observing, overlapping, calculating areas and estimating.
Teaching focus:
1. Understand the concept of area from two aspects: the size of the object surface and the size of the plane closed figure.
2. Understand the necessity of unifying area units.
Teaching difficulties:
1. Understand the concept of area from two aspects: the size of the object surface and the size of the plane closed figure.
2. Understand the necessity of unifying area units.
Teaching preparation:
Multimedia courseware has two rectangles: a square with a side length of 1 cm, an equilateral triangle and a circle with a diameter of 1 cm.
Teaching process:
First, pre-school preparation
1, guide the students to look at the pictures on page 60 of the textbook.
Question: What do you see from the picture?
2. Introduce new courses and topics.
All the objects observed by students just now have faces. Through calculation, we also find that faces have sizes. In today's lesson, what we learned is related to the size of the face.
Second, explore new knowledge.
1, the meaning of the teaching area.
(1) Identify the size of the object surface.
Introduction to the teacher's talk. Note: the size difference between the blackboard surface and the national flag surface is quite large, which can be seen by observation.
(blackboard writing: observation and comparison)
(2) Know the size of the planar closed graph.
Show two sets of numbers. These are planar closed figures. How to compare their sizes?
Based on students' operation activities, this paper introduces the overlapping comparison method and the counting square comparison method.
(blackboard writing: overlapping comparison, grid comparison)
(3) Summarize the significance of area.
Question: What is the size of the surface or closed figure of an object? Read what the book says. (The first half of the blackboard title: area)
2. Know the area unit.
(1) Show textbook page 6 1 Example 2.
Guidance: Please use the learning tools in your hand to help.
Comparing the three methods, the square number is the most reasonable method. Solve the questions raised in the question and get the size difference by counting the number of squares.
(2) Understand the importance of unified comparison.
The teacher shows a square and confirms that its area is larger than that shown before by overlapping. The two rectangles are very big, and the teacher has only nine squares on the opposite sides of the squares, which arouses students' questions.
Question: What is the reason? Do you have any way to prove it?
(3) Self-study with questions.
Ask questions:
① What are the commonly used area units?
(2) How is the size of each area unit specified?
③ Comparing with each other, which nail area is closest to 1 cm2.
④ Two people at the same table compare the size of 1 square decimeter.
⑤ Put a piece of paper 1 m2 on the blackboard, and it is estimated that you can put down some exercise books first. Turn the back and count how many exercise books you can actually put down.
Third, the design of new classroom assignments
1, as shown in the figure, each square represents 1 cm2. Draw a figure of 8 square centimeters with a red pen, and then draw a figure with an area of 12 square centimeters with a green pen.
2. Fill in the appropriate units in the brackets.
(1) The area of the TV screen is 25 ().
(2) The area on an eraser is 9 ().
(3) The school playground covers an area of about 500 ().
(4) The area of the classroom is about 40 ().
Fourth, thinking training.
1. Every cell in the figure below is 1 cm2. Please write down the area of each figure in square centimeters.
2. Use your head: Which number is easier to estimate first? Do the math. (Unit: cm)
Model essay on the third grade mathematics teaching plan in the second primary school
Orientation and direction: teaching goal
1, through specific activities, understand the role of direction and distance in determining position.
2. The position of the object can be determined according to any direction and distance.
3. Develop students' concept of space.
Teaching focus
Describe the position of an object with direction and distance.
Teaching difficulties
An accurate description of any angle and specific direction.
teaching process
First, create a scenario generation problem.
Spring is the season of sports, and all our classmates like sports very much. There will be a cross-country race in our school soon. Now the teacher will show you the cross-country map.
Second, explore communication and solve problems.
1. Displays the starting and ending positions of the off-road map.
2. If you were an athlete, which direction would you go from the starting point? What are the advantages of adding direction signs? Why is the direction marked at the starting point? (Take the starting point as the observation point)
3. Independent inquiry, group discussion and cooperation.
The learning of example 1 is to let students know that the position of an object can be determined according to two conditions: direction and distance. Teaching can be combined with the teaching of theme map, so that students can determine the position of objects through two conditions: direction and distance. The specific method of determining the direction in the activity can make students explore in groups.
Do you know you can leave in the northeast of the starting point? What will happen if this happens? Is this accurate in determining the direction? How to get there will be more accurate?
Can it be accurately said that it is 30 due east by north, and can it be expressed by 60 due north by east? When talking about the specific location, we usually talk about the direction closer to the object (the included angle is small) first. -When you approach it, put the direction in front of you.
(Distance 1 km) What if there is no distance?
The point 1 is located 30 northeast of the starting point and the distance is 1 km. Have you learned to express yourself?
Third, consolidate and improve the internalization of exercises.
Draw a schematic diagram of the locations of several buildings near Zhang Xiaoming's home. By determining the direction and distance, students can further clarify the specific methods of determining the direction.
Exercise 3, questions 1 and 2 are the corresponding exercises to determine the direction on the map.
Fourth, review, organize, reflect and improve.
We can determine the position of the object according to the direction and distance provided by the topic. First of all, determine the direction sign.
Model essay on mathematics teaching plan for the third grade of primary school
Teaching content: the characteristics of rectangles and squares on pages P 105 and 106, Practice, Exercise 23, Question 1-4. Teaching goal: to know the characteristics of rectangle and square, initially establish the concepts of rectangle and square, and develop students' initial concept of space.
Emphasis and difficulty in teaching: understanding the characteristics of rectangle and square.
Preparation of teaching AIDS: 2 pieces of rectangular paper, 1 square paper; 1 ruler and 1 triangle ruler.
Teaching process:
First, review and introduce new ideas.
1. What is the line segment in the picture below? Why? (showing the small blackboard)
2. Compare the right angles in the picture below. (showing the small blackboard)
Point out: to know whether it is a right angle, you can compare it with the right angle on the triangular ruler.
3. Introduce new courses.
After we know line segments and right angles, we can know rectangles and squares.
(blackboard writing topic)
Second, the new curriculum teaching
1. Introduce rectangles and squares.
(1) Let the students observe the cover of the math book, and let them point along the edge of the cover together with the teacher.
Question: What are the shapes of the cover of the textbook and the surface of the blackboard? (blackboard writing: rectangle)
Ask the students to observe the surface of the blackboard, and the teacher points out.
(2) display: rectangular pieces of paper. Question: What shape is the front of this paper?
Question: How many line segments does a rectangle consist of?
(blackboard writing: a figure surrounded by four line segments)
(3) Question: What shapes do you usually see on the desktop of a square table? (blackboard writing: square)
Can you name some objects whose faces are square in daily life?
Show me a square piece of paper.
Question: A square is also surrounded by several line segments.
Read aloud in chorus: Rectangles and squares are figures surrounded by four line segments.
2. Know the rectangle.
(1) How many sides and corners does a rectangle have? (blackboard writing: four sides and four corners)
(2) Guide students to fold in half. Explain "opposite sides" first, and ask students to point out which sides are opposite sides.
Students fold in half and draw the conclusion that the opposite sides are equal. (blackboard writing: the opposite sides are equal)
Measure with a ruler. What are the four corners on a rectangular paper?
Ask questions and write them on the blackboard: they are all right angles.
(3) Can you sum up the characteristics of rectangles?
When the students answered, the teacher drew a rectangle on the blackboard.
(4) Explain the length and width of a rectangle. Ask the students to point out.
3. Know the Square
(1) Ask the students to take out a rectangular piece of paper and fold it with the teacher.
(2) Look at a square piece of paper. How many sides and corners does a square have?
Please take out a ruler and measure it. What is the relationship between the Quartet? What are the characteristics of four corners compared with triangles?
(4) Can you sum up the characteristics of a square?
What square-faced items have you seen?
Blackboard: Four sides, four corners are equal, all are right angles.
Explain the side length of a square. Question: What does the side length of a square matter?
4. Summarize the characteristics.
(1) We know rectangles and squares. Who will tell you what are the characteristics of rectangles and squares?
(2) What do rectangles and squares have in common?
Third, class assignments.
Exercise 23, question 4.