Selected edition of the first volume of mathematics teaching plan for grade two in 2022 (1) Teaching objectives:
1. Create situations to guide students to further understand the meaning of "times" and develop their ability to solve problems.
2, combined with the actual situation, solve the specific problems related to "multiple" and know how to multiply a number.
Teaching emphasis: truly understand the significance of "times" in specific activities.
Teaching difficulty: truly understand the significance of "times" in specific activities.
Teaching process:
First, review.
1, calculate while listening.
2. Look at the formula. 12÷3=4 (average score, 12 is 4 times of 3).
Second, look at the picture. New lesson.
1, pendulum in the first row: 4 disks.
Pendulum in the second row: 8 disks.
Q: How many times the number of wafers in the second row is that in the first row? How to answer? Why?
Find out how many times one number is another and calculate it by division.
2. Pendulum in the first row: 2 disks.
Second row pendulum: three times the number of wafers in the first row.
Q: There is () in the second row.
Who is the multiple? (Number of wafers in the first row) The number of wafers in the second row is three times that in the first row. What does that mean?
Three twos. How to calculate the sum of three twos? (multiplication)
3. Please compare 1) and 2). What's the difference between them?
Contact: It's all related to the times. The first question is how many times one number is another. That is, how many digits there are in a number. Use division. The second question is how many times a number is, that is, the sum of several numbers. By multiplication. You must find a multiple.
4. Look at the stationery store's information and talk about it.
Rabbit bought 1 pen and spent 2 yuan.
The calf said, I bought three pens.
The fox said: I spend four times as much money as the rabbit.
Question: 1. How much did the calf cost?
2. How much did Fox spend?
Find out the conditions needed to solve the problem respectively.
1. How much did the calf spend and how much did it cost to find out what the calf bought? (3 pencils) How much is each pencil? How much are three 2 yuan?
2. How much did the fox spend? Finding a fox costs four times as much as finding a rabbit. The money spent by rabbits is multiple. Is to find out what four twos are.
Third, practice.
1, draw a picture. One flower has three leaves. 15 How many flowers does a leaf match?
Every 3 pieces are matched with a flower, that is, each piece is 3, how many flowers can be matched, that is, 15, how many 3?
2. There are three ○, and the number of △ is twice that of ○. How much delta?
The number of delta is twice that of o, and the number of o is multiple. Just ask how much is two threes.
Exercise on page 49.
1, as shown in the figure.
1) The length of a long pencil is twice that of a short pencil. The length of a short pencil is 8cm, and the length of a short pencil is a multiple of it. If you want to know the length of a long pencil, you must know how much two eights are.
2) A multiple is 5 yuan, and 10 yuan is several times that of 5 yuan, that is, how many 10 are there?
2. There are 7 hippos, which is a multiple. There are five times as many zebras as hippos. How many zebras are there? Is to find out what five sevens are.
Red beads are several times as many as white beads. White beads are multiples. Find out how many times one number is another and calculate it by division. That is, there are several 2' s in 6.
3. Find out the quantitative relationship. The quantitative relationship should correspond.
Conditions: There are twice as many passengers in the van as in the car. There are six passengers on the van. There are twice as many passengers on the bus as on the truck.
Question: 1) How many people are there in the car?
Solution: Who is the number of people on the bus related to? (It has something to do with the number of vans. What does it matter? Multiple relationships. Who is the multiple? What is the multiple of a number? That is, a few.
2) How many passengers are there in the car?
Solution: Who has anything to do with the number of passengers in the car? What does it matter (the number of people in the van)? There are twice as many passengers in the van as in the car. There are six people in the van. When did 6 double? Multiply. Divide six into two parts. How much is each part? Use division.
Summary: Find how many times a number is another number, that is, how many zeros there are in a number, calculate by division, and find how many times a number, that is, find the sum of several zeros and calculate by multiplication.
Selected edition of the first volume of mathematics teaching plan for grade two in 2022 (II) Teaching objectives
1, observe the same object from different angles, experience different objects from different angles, and initially understand the relationship between the part and the whole.
2. Help students to establish the concept of space by observing various objects.
Emphasis and difficulty in teaching
1, the preliminary experience of the relationship between parts and the whole for objects with different angles and shapes.
2. Cultivate students' concept of space.
Teaching preparation
The elephant toy model has a rectangular box, a cup and three abstract cups painted with different colors.
Students bring a small toy.
teaching process
First, the introduction of new courses.
Did you travel during the summer vacation? Tell me where you have been.
During the summer vacation, our three children, Mao Mao, Naughty and Qiqi, also went on a trip. They came to India. The most famous animal in India is the elephant. They also saw an elephant on this day. (Showing elephant toys)
Mao Mao said, "I saw a tail hanging on the door."
Naughty said, "I found an ear on a wall."
Qiqi said happily, "I saw a lovely elephant with two ears fanned by the wind and a long nose."
Why do the same elephant and three children see completely different pictures?
A: Because of the different angles of observation, they didn't see the whole elephant.
If you want to know an object comprehensively, you must observe it comprehensively and learn to observe it.
In this class, we observe objects together. (blackboard title: observing objects)
Second, explore new knowledge.
1 (showing a rectangular box) Now the teacher has a box in his hand. What shape is it?
Answer: cuboid.
Look at this cuboid carefully. Is every face the same color? (Rotating a cuboid) What color is it?
(Blackboard: yellow, red, white, green, blue and black)
With a box in his hand, the teacher asked the children who were far away. How many colors can you see at once in your position?
Write the answers of several children on the blackboard and classify them according to the number of categories.
Why do some children see three colors, and some children see two or even only one?
A: The observation angle is different.
Then think about it carefully: how many colors can we see at most at a time?
Answer; Three kinds.
How can a child who sees only one color or two colors see three colors?
Answer: Turn the cuboid or change the viewing angle.
3. Now take out your toys and experience the fun of observation by yourself.
Requirements: in groups of four, observe the same toy from different angles, tell your partner which part of the toy you see, and think: are the parts seen from different angles the same?
We have just observed our toys. Who can tell us what you see?
Ask questions to the team members. During the observation, did you turn your toy to observe? What do you find by turning the toy?
The teacher concluded, writing on the blackboard: different observation angles lead to different observation results (read together).
Game: Now let's play a little game, guess what it is, and discuss it freely for 30 seconds. What's your answer to these four pictures?
In fact, these four pictures are the same object. Some students may wonder, how can the same object have four different pictures? (Different perspectives)
Then put the four pictures together and think, what is the answer?
A: Cup.
Is it really a cup? (showing the cup) Let's see if it's a cup!
From what angle did you see the first photo? The second picture, the third picture and the fourth picture?
Third, practice consolidation (textbook 67 pages).
1, the military museum held a dinosaur exhibition, and Xiao Liang, Xiaoming and Xiaohong all came to see dinosaurs. Do you know who saw these pictures respectively? (The teacher visits and corrects collectively)
If you don't put the book on now, will you do the second question? Just try it.
Fourth, summary.
What do you gain by observing the cuboid, your own toys and guessing games?
Selected edition of the first volume of mathematics teaching plan for grade two in 2022 (III) Teaching objectives:
Knowledge and skills
(3) Know that the shape of the observed object is different in different positions.
(4) Through activities, the shape of an object observed from the front, side and back of the object can be correctly recognized.
Process and method
Through practical activities such as observation and operation, students' observation ability and imagination ability are cultivated.
Emotional attitudes and values
In learning activities, help students to initially establish the concept of space and cultivate their sense of cooperation.
Teaching emphases and difficulties:
Can recognize the shapes of simple objects observed from different positions.
Teaching methods and learning methods:
Teaching method: talking.
Learning method: group discussion.
Teaching preparation:
Panda toy, car toy, small blackboard, animal card, etc.
Teaching process:
First, create situations and introduce new lessons.
(10) Play the music of various animals. Ask the students to guess which animals there are and ask, "How did you guess the underestimation?"
(1 1) Show some animal cards, covering a part of animals. Please guess what animal it is.
(12) According to the students' answers, gradually remove the paper covering the animals and ask the students how they guessed.
Second, explore new knowledge.
(1) Please take out the panda toys and put them on the table, and observe the shapes of pandas in groups. Report, what shape do you see?
(2) The panda shape seen by students.
(3) Show pictures. Ask the group leader to collect the pictures of the group and paste them on the blackboard.
Think about it: Why do people paint pandas in different shapes?
(13) Please switch places and observe it again, and then draw the shape of the panda you see.
Third, application expansion.
Looking for friends. Ask each member of the group to put their car toys on the table, and then ask each student to introduce the shape of the car they see from their position. When the teacher is the same, show the pictures and let the students judge.
Fourth, the evaluation summary.
In our life, there are many shapes of objects seen from different positions (display boards), so the world in our eyes is rich and colorful, and there is a lot of mathematical knowledge in it, so we should love our life.
Reflection after class
Observing objects is a new teaching content in the curriculum standard. In teaching, students should not only learn how to observe objects, but also develop their spatial concepts. In teaching, I think we should pay attention to the following issues:
First, stimulate students' psychological needs for observation.
Second, pay attention to the guidance of observation methods.
Third, express the results of observing objects in an appropriate way.
Fourth, pay attention to establishing the connection between objects and views.
Selected edition of the first volume of mathematics teaching plan for grade two in 2022 (IV) Teaching objectives:
1. Combine the perspective of life situation, and describe the characteristics of the perspective in your own language through observation and operation.
2. Experience observation, operation and other mathematical activities to cultivate students' observation ability, practical ability and abstract ability, establish a preliminary concept of space, and develop students' thinking in images.
3, through group cooperation, collective communication and other forms of activities, learn to cooperate with people, communicate with people, and initially form an evaluation consciousness.
4. Through practical activities, students can gain successful experience and build self-confidence; Through the creation of life scenes, I feel that there is mathematics everywhere in my life.
Teaching emphases and difficulties:
Identify angles according to their characteristics.
Students prepare:
A pair of scissors, a triangle and a piece of white paper.
Teacher preparation:
Rulers, stepmother of various shapes; Rectangular, square, round white paper 7 pieces each; 12; Some pushpins.
Teaching process:
First of all, the introduction of life reveals the theme.
1, perceive the angle in life.
(1) courseware display objects (red scarf, clock face, straw, directional board).
(2) Find out where the angles in the above objects are and guide the students to draw the angles. Cooperate with students' speeches, courseware demonstrations and abstract demonstrations.
(3) Find a corner of life.
Method 1: communicate the collected information before class.
Method 2: Collect corners of life on the spot.
(1) The teacher explained the scope of the collection site (classroom) and the communication time (2 minutes).
② Students collect and exchange information.
③ Feedback. Talk and guide the students to draw a corner. )
2. Reveal the topic.
Teacher: Through discovery, I know that horns can be seen everywhere in life. Let's meet Jiao today.
Writing on the blackboard: from the perspective of understanding
Second, practice perception and establish appearances.
1. Draw a picture and cut it out.
The teacher provides each group with various materials (rulers, triangles, scissors, building blocks).
(1) The teacher explained the operation requirements: students choose their favorite tools from the above materials to draw corners on the paper and then cut them out.
(2) Students choose their own tools and carry out activities.
(3) Collective communication: Draw an angle from the cutting diagram.
2. Touch and explore the characteristics of the angle.
(1) Touch the corner you just drew. What did you find?
(2) Students can report the following:
(1) sharp.
A demonstrate where sharp corners are and guide the whole class to re-perceive them.
B, name it.
Teacher: Actually, this sharp point is a point. (blackboard writing) Do you know what this point is called? What do you want to call it? Write down the names given by the students. )
C, name it. (blackboard writing: vertex)
It' s flat and straight.
A, guide the whole class to re-perceive.
B, grab the students and get the names. (blackboard writing: edge)
③、④……
3. Summary: Figures like this are called corners.
4. Close your eyes and think about the angle. You can make gestures in the way you like.
Third, activity operation, consolidate application.
1. Activity (1): Find it.
(1) Define the activity requirements: Look without eyes, and find an angular figure in the schoolbag.
(2) The feedback mode is as follows:
(3) Group communication: ① Where are the corners of each figure? ② How many angles does each figure have?
(4) Feedback with gestures. Students may disagree with the third number. The teacher seized the opportunity to get the correct result in the form of debate. (Guide students to evaluate in this link. )
2. Do it.
(1) Explain the activity requirements: Choose useful materials (scissors, rectangles, squares, round cardboard, strips of cloth, thumbtacks) in the group to make a corner you like, and then display it on both sides of the classroom.
(2) Students choose their favorite learning methods to start activities.
(3) Organize students to visit the works.
(4) Students question, evaluate and ask questions.
Can you tell me where this corner is made?
Fourth, extension.
1, summary: Today we met a new friend & Jiao. What do you know about it?
2. Extension: What else do you want to know about the angle?
Teacher: After class, students can consult relevant materials and learn about horns. We will continue to communicate next class.