Primary school mathematics courseware published by People's Education Press Part I: Possibility
Teaching objectives:
1. Know the possibility of things happening, realize the close relationship between possibility and quantity, and correctly judge the possibility of things happening.
2. Cultivate students' ability of induction, reasoning and judgment.
3. Get positive emotional experience and the spirit of unity and cooperation by participating in rich mathematical activities.
Teaching emphases and difficulties:
Understand and judge the possibility and size of things.
Instructional design:
First, create situations and introduce new lessons.
The courseware shows the turntable of the shopping mall and plays the lottery game with the students.
Teacher: Xiaoming will take part in the lucky draw. Guess what prize Xiao Ming might transfer to for the first time.
The second time, the third time,,,,
It seems that there are not only various possibilities, but also large and small possibilities. Today, in this class, we will learn the knowledge of possibility. [Title on the blackboard: Possibility]
Second, practice experience and explore new knowledge.
Teacher: Let's do a touch ball experiment in groups to study it, shall we?
1, experimental preparation:
(1) Introduce the experimental materials: The teacher has prepared a box for each group, and there are yellow and white balls in each box.
(2) Computer display experiment requirements: 1. You can't watch the ball when you touch it. After touching the ball, put it back in the box, shake it and touch it again. Everyone in the group touches the ball twice. 3. Each group of reporters recorded the experimental results in the table by drawing the word "positive".
2. Each group cooperated in the experiment and made a preliminary guess.
(1) Each group of experiments is guided by teachers.
(2) Observation report.
Teacher: Please look at the statistics of each group's touch ball. What did you find? Tell your findings to the students in the group.
3. Reasoning, verification and induction.
Teacher: Students, this is the statistical table of our six groups touching the ball. Please observe carefully. What can you find? (Students are free to answer)
Teacher: Hey! There are yellow balls and white balls in each box. Why do each group find yellow balls more often? (Students guess)
Teacher: It's all your guess. Are you right? Let's count them together. (Team * * * completes and reports together)
Teacher: What do you understand when you see the ball in your box and then contact the result of the experiment of touching the ball just now?
(Students are free to express their opinions)
Teacher: It seems that the possibility of finding these two kinds of balls is great or small. Students, think again: if you are asked to touch the ball from your group's box again, what color ball do you think you might touch? Why?
Teachers and students sum up and write on the blackboard: Students, what is the relationship between possibilities in the touch ball experiment? Write on the blackboard according to the students' answers:
[blackboard writing: probably a lot]
Small quantity, small possibility
Third, application expansion.
1, roulette. Many students take part in activities, and guide them to sum up the relationship between possibility and coloring range through the results of activities, and write down on the blackboard that the range is large and the range is small.
2. Gesture judgment. (Gestures to teach students to judge before activities)
(1) Possibility of accidents caused by drunk driving ()
2 ah! The possibility of dad buying the 5 million grand prize in the welfare lottery ()
(3) The possibility of fishing boats capsizing at sea when a typhoon strikes ()
(4) Possibility of traveling in space when you grow up ()
(5) the possibility of running and wrestling on campus in rainy days ()
Infiltrate ideological education in communication
3. Design ball loading activities:
① Show the theme map.
Teacher: Now the teacher asks you to design how to put the ball in this box, so that Mr. Chen can touch the smiling face ball more, and less likely to pray and cry silently.
③ Summarize the ball loading method.
④ Summary: I hope the students will laugh more and more every day. I hope the students have a good time every day!
4. Design Garden Activities: Students, New Year's Day 2007 is coming. Let's design some garden activities for New Year's Day in 2007, shall we? The teacher prepared a picture for each of our groups and asked the students to color it according to the requirements in the picture. This coloring activity needs every member of our group to participate. In order to design our activities well, each of our groups must do it before the activities: before the activities, each group must carefully read the requirements in the pictures; We also need to discuss how your group intends to divide the work. The team leader takes out the painting from the drawer and can start. (Grab a stool game, fishing game, step on a balloon game, touch an envelope game, prize-winning game, prize-winning game)
Teacher: Now which group will you please report loudly on how your group is designed?
Teacher: Students, let's comment. Which group do you think performed well? Where is the outstanding performance?
Fourth, the class summary:
Five, the blackboard design:
possibility
The possibility of a large number (range) is great.
A small quantity (a small range) is unlikely.
Primary school mathematics courseware published by People's Education Press Part II: Possibility
Teaching objectives:
1. Let students experience that some events are certain and some are uncertain.
2. At first, words such as "certain", "possible" and "impossible" can be used to describe the possibility of some events in life. Cultivate students' interest in learning mathematics and form a good cooperative learning attitude.
Teaching process:
I. Activity Import
1, the teacher flipped a coin and guessed: which side is up? (1 yuan is positive, and the other side is considered negative. )
Do you want to have a try? Led by the group leader, the students flipped a coin.
3. Activity summary: The upward side of the coin may be positive or negative. This is the possibility in our life. Today we will study this possibility together. (blackboard title: possibility)
Second, explore the experience
1, it must be a yellow ball, but it can't be a yellow ball.
(1) touch the ball. Rules of the game: touch the ball in male and female groups. Whoever touches the yellow ball more times wins. Boys' bottles are full of yellow balls, while girls' bottles are full of white balls. The game begins.
(2) It must be a yellow ball.
A, teacher: (puzzled) How can boys touch the yellow ball every time? Do you have any ideas? Open the bottle and observe.
B, follow-up: all yellow balls, and then touch any one, what will be the result? Are you sure? (Teacher writes on the blackboard: definitely)
(3) It can't be a yellow ball.
A, Teacher: Why didn't that girl touch the yellow ball once? what do you think? The teacher opened the bottle to observe.
B, the teacher asked: If there is no yellow ball, what will be the result if I touch one at will? Will it be a yellow ball? It can't be a yellow ball, because there is no yellow ball in it.
2. It may be a yellow ball
A, Teacher: The game is over and the boys' team has won the final victory. Do you believe in women's groups?
B, what do you think is fair? Let's talk about freedom.
C. organize students to report and communicate. Serve a small assembly ball and play fair.
D: Do you think we can touch the yellow ball just now? Are you sure you can touch the yellow ball? (Not necessarily) In other words, we may encounter a yellow ball or a white ball. (blackboard writing: possible)
3. Super quiz: Show the flip chart, and the students will answer first. (textbook page 105, for example 1)
Third, expand applications.
1, Teacher: There are also many things in our life that can be expressed by these words expressing possibilities.
2. Complete Example 2.
(1) Show the wall chart and discuss in groups.
(2) Organize students to report, communicate and evaluate, and tell which picture you want.
Can you still use these words to talk about things in life? Communicate with your deskmate first, and then organize the report and evaluation.
4. Game: Choose one card from each of the three stacks and make sentences in the order of arrangement to talk about the possibility of this happening.
5. Homework: Complete 1 and 2 questions on page 108 in the book.
Fourth, the class summarizes.
1, Teacher: What did we mainly learn today?
2. Summary: There are many possibilities in life, some things will happen, some things may happen, and some things may not happen. I hope that students can be conscientious people in life and discover the possibilities in life.