The teaching goal of "using mathematics" teaching plan 1 in senior one mathematics.
1. Make students learn to solve simple practical problems with mathematical knowledge.
2. Feeling that mathematics exists in our life.
3. Cultivate students' awareness of environmental protection.
course content
Page 47 of the textbook, using mathematics.
Prepare teaching AIDS and learning tools
Courseware, projector, exercise card.
Teaching design
Situation introduction
Teacher: Students, it's autumn. The sky is high, You Lan. The school organizes students to play in the suburbs. Do you want to join us?
Health: Yes.
Teacher: OK! Let's leave now.
(Courseware: Beautiful Suburbs)
Teacher: Look, what beautiful rural scenery, beautiful grassland, full of sunflowers, beautiful butterflies and fruitful fruit trees, how beautiful! Are you happy?
Health: Happy.
Teacher: Now the teacher takes everyone to play on the grass, and asks students who like math to help the teacher solve practical problems with math. Can you do it?
(Presentation Topic: Using Mathematics)
Health: Yes.
Teacher: Let's see what problems the children on the lawn have encountered first.
Show the first picture and demonstrate. )
Teacher: What do you see? Think for yourself.
Students report after thinking: There are four children catching butterflies on the grass, and two more come (courseware demonstration).
Teacher: Let's meet a new math friend here. Are you happy?
Health: Happy.
(The courseware shows braces)
Teacher: Please guess the name of this friend.
Students speak boldly, saying that students with braces should be affirmed and praised.
Teacher: Our new friend is called braces. He intends to combine these two parts.
Teacher: Can you put forward a math problem based on this picture?
Health: How many children does Yi * * have? (Courseware demonstration:? answer
Teacher: Your question is really good. ? Represents the questions raised by our classmates. Who can solve this problem with what they have learned? Come up with a solution to the problem first, and then discuss it in groups. Speak your mind bravely, and write your answers in your notebook after research.
Teacher: (patrolling) Which group wants to show their research results?
Health: The formula of our group is: 4+2=6, and there are 6 people on the grass.
Teacher: Who has a problem?
Student: What is the title of this course? Why is 4+2 equal to 6?
Health: There were four people, and two more people came. To find out how many people there are, we should combine the two parts, combine 4 and 2, and calculate by addition.
Health: 4 plus 2 can make up 6, so 4+2=6.
Teacher: Students are really smart. I admire you so much. I helped the teacher solve the problem so quickly and made a new friend. The teacher is really happy for you.
Now the teacher takes you to an uncle's house to see what he is doing.
The courseware shows the second picture. )
Teacher: What's the difference between this painting and the first one?
Health: What's under the braces in the first picture? Count and find out how many people are there? In the second picture, there are seven under the braces. Up there.
Teacher: You speak very well, so what math questions can you ask this question?
Health: A * * * has seven sunflowers. Pick two. How many are left?
Teacher: Let's answer this question in groups.
Teacher: Please report to the group and explain clearly what method you used and why you presented it this way.
Student: Our group uses subtraction to calculate. Because a * * * has seven sunflowers, two are picked, two are removed from seven, and five are left, which can be calculated by subtraction. Formula: 7-2=5.
The teacher concluded: Students, you are great. You found many problems in this outing and solved them with your math knowledge. The teacher is really happy for you.
Feedback reinforcement
(Courseware shows pomegranate trees)
Teacher: Can you solve this problem? Solve it by yourself with mathematical knowledge.
Revise after students finish independently.
Teacher: Come and see, everyone. Who is flying? (Courseware shows pictures of butterflies)
Teacher: Can you solve the problem of butterflies?
Students write formulas and correct them collectively.
Classroom consolidation
Teacher: Do you want to continue to solve problems with mathematical knowledge?
Health: Yes.
The teacher puts forward a set of questions, and the students finish and correct them by themselves. Choose a question, let the students say what they think and praise them for doing it right in time.
The teacher summed up: the students are really smart and helped the teacher solve so many problems. Thank you very much. So what do you want to say to everyone through today's outing?
Students casually said that teachers should educate students on environmental awareness in time.
Now let's go home.
Complete the question 13 on page 5 1 in the book. Complete independently and modify collectively.
abstract
Mathematical knowledge is very important, it can help us solve many problems, so we should be good at using mathematical knowledge and study hard.
Instruction design description
The mathematics content arranged in the textbook is to solve the practical calculation problems in life by adding and subtracting 6 and 7. There are braces and question marks here. The two parts are combined with braces, and the question mark is used to indicate the required question. The arrangement of this part of the teaching materials will help students to closely combine their mathematical knowledge with real life, find and solve problems in life, and thus develop their ability to solve simple practical problems. In teaching, students should pay attention to observing pictures with their own personal experience, understanding the contents of pictures, and choosing useful conditions and appropriate methods for calculation.
Teaching Content of Teaching Plan 2 of "Applying Mathematics" in Grade One Mathematics
The teaching content and corresponding exercises of "two digits minus one digit, integer ten" in the second volume of the compulsory education curriculum standard experimental textbook "Mathematics" (People's Education Edition).
Teaching objectives
1. Understand and master the calculation method of the mathematical problem "How much is one number less than another".
2. Correctly calculate the mathematical problem of "finding one number less than another".
3. Through the operation and discussion of learning tools, the thinking method to solve the mathematical problem of "finding one number is less than another" is obtained, and the consciousness of applying mathematics is enhanced.
4. Experience the joy of success in communication with peers, and initially feel that there is mathematics everywhere in life.
Design concept
This lesson "How much is one number less than another" is based on the arithmetic and solution method of "How much is one number more than another". Based on the understanding of the teaching materials, taking into account the age characteristics and cognitive rules of the first-grade primary school students, the following arrangements are made:
1. Pass on analogy and communicate the connection between old and new knowledge.
Mathematical knowledge is closely related, and new knowledge is often the extension and expansion of old knowledge. When "introducing and discovering problems", we should give full play to the role of schematic diagram to arouse students' memory of old knowledge, which is helpful for students to master knowledge systematically and prepare for teaching new lessons.
2. Give full play to the main role of students, and let each student participate in the whole process of learning as much as possible.
Emphasizing intuitive teaching and practical operation in the classroom, setting up student activities such as operation, discussion, trial lecture and trial calculation, guiding students to reveal their own arithmetic, transforming knowledge into ability, is conducive to the formation of students' good cognitive structure and the improvement of their learning ability, and experience the pleasure of success in cooperation with peers.
3. Improve students' interest in learning and stimulate their imagination.
"Interest is the best teacher, and imagination is the soul of creation." According to students' age and psychological characteristics, multimedia is introduced into the classroom, which improves students' interest in learning and enriches their imagination. For example, in the fourth exercise, the teacher only gives the known conditions, so that students can explore the possibility of the result. Ask more questions, let students explore from all kinds of ideas, not limited to one form or one way, give full play to students' imagination and cultivate students' innovative consciousness.
teaching process
First, introduce dialogue and find problems.
1. Create a situation.
Teacher: Boys and girls, this semester, we launched an activity of evaluating homework and winning red flowers. Everyone must have a lot of red flowers! Three children also got a lot of red flowers. Let's have a look, shall we?
The computer shows a list of red flowers:
The students are very interested. Pay attention to the red flower list. )
Designing "homework evaluation" situation diagram can stimulate students' interest in learning, help them better master the methods to solve such problems, and make students feel that there is mathematics everywhere in their lives.
2. Guide observation and find problems.
Teacher: What do you think of when you see this picture? Students observe and speak freely:
There is more light snow and less thunder.
Xiaoxue 12 flower, Xiao Lei 8 flower, floret 9 flower. ...
Teacher: According to this picture, what math problems can you ask?
Students think independently and ask questions:
How many flowers are there in Xiaoxue and Xiao Lei?
How much more light snow is there than in Xiao Lei?
How many more light snow are there than small flowers?
How many flowers are there less in Xiao Lei than Xiaoxue?
……
Second, cooperation and communication to solve problems.
1. Explore independently and try to solve it.
Teacher: The students are so clever that they ask so many questions. Can you answer them? You can say whatever you want.
Students choose answers according to their preferences and difficulties. With the students' answers, the teacher wrote the formula on the blackboard and corrected it. )
Raw armor: 12+8 = 20 (flower)
B: 12-8 = 4 (flower)
Teacher: Why use subtraction?
Health: Because Xiao Xue has more flowers than Xiao Lei.
C: 12-9 = 3 (flower)
D: 12-8 = 4 (flowers)
Teacher: Students, according to D's oral answer, what questions do you want to ask him?
(Students may ask after thinking:
Why use subtraction?
I agree with his method.
Student d may answer: because a small thunder is less than a light snow, we use subtraction ...)
By asking and answering questions, we can cultivate students' independent thinking ability, so that students at different levels can get the joy of success.
2. Cooperative learning breaks through difficulties.
Teacher: Well, the teacher found two problems from these problems.
The teacher pointed to B and D on the blackboard and asked, "How many flowers are there in Xiao Lei" and "How many flowers are there in Xiao Lei"? Why are the formulas "12-8 = 4 (flowers)"? "A small thunder is less than a light snow" with "12-8 = 4 (
Flowers) "to answer, is it right or wrong? Would you like to help the teacher answer these two questions? You can discuss in groups of four, or you can use school tools to put red flowers to think.
Teachers patrol and give appropriate hints to individual groups.
Students discuss in groups and choose a representative to speak in class by combining learning tools:
Health A: The answer "12-8 = 4 (flowers)" is correct.
Health B: Because the meanings of "a few more light snows than Xiao Lei" and "a few less light snows than Xiao Lei" are the same, and the algorithm is the same, both using "12-8 = 4 (flowers)".
……
Teacher: Students are really smart. There are still some problems to be solved. Do you have confidence?
Third, consolidate feedback.
1. "Do it" on page 73 of the textbook.
Computer chart:
Teacher: There are two children, Xiaohong and Xiaoming. They like reading very much. They usually buy a lot of comic books. I think our classmates also like reading comic books. Who wants to read what Xiaohong said? Who will read Xiao Ming's words? Will you answer the questions raised by Xiaoming?
After reading the questions, students think independently and revise collectively.
Basic exercises to consolidate new knowledge.
2. Page 74 of the textbook, exercise 12, 1 topic.
Teacher: There are two children skipping rope in the competition. Let's go and see how many times they danced. Computer chart:
Teacher: The computer doctor gave us two questions.
(1) How many times did Xiao Qing jump than Xiao Fang?
(2) How many times does Xiao Fang jump less than Xiao Qing?
Teacher: Can you answer? Do it in the exercise book.
After reading the questions, students practice independently and revise collectively.
Contrast exercises deepen the relationship between "one number is more than another number" and "another number is less than this number"
3. Multiple choice questions (question 3 on page 74 of the textbook).
Computer chart:
Teacher: Can you choose the right question according to the formula? (Increase the difficulty)
Formula: 44-40 = 4 (basin)
(After students think independently, choose the answers and correct them collectively. )
Question: How many pots are there in a * * *?
How many pots are there fewer roses than chrysanthemums?
How many pots of chrysanthemums are there than roses?
How many pots are left?
Question 5 on page 75 of the textbook.
Computer monitor:
Liping's poultry
Teacher: What questions will you ask?
Students think independently and speak freely;
How many geese are there in Abby Mallard?
How many geese are less than ducks?
How many more chickens are there than ducks?
How many geese are less than chickens?
……
Students calculate the formula according to the question:
30-20 = 10 (only)
30-20 = 10 (only)
45-30 = 15 (only)
45-20 = 25 (only)
Teaching plan 3 of "using mathematics" in senior one;
Use mathematics
Teaching purpose:
1, experience the process of extracting life knowledge from life.
2. Clever calculation
3. Feel the connection between life and mathematics, and promote students' fun in emotion and attitude.
Teaching preparation:
courseware
Thinking training:
Feel the close connection between mathematics and daily life, and experience the fun of learning and using mathematics.
Teaching process:
First, create a situation
Students, what season is it? Then let's go for an autumn outing in the suburbs.
Second, cooperative inquiry (courseware display)
The sun came out in the morning. You see, the scenery of flowers in the suburbs is really beautiful. Look at some lovely monkeys in the distance
Show pictures of monkeys in courseware
There are five monkeys on the left and two monkeys on the right. Show them step by step.
Look at the picture and say what it means. What about the monkey in the picture?
Can you list the formulas independently? Evaluation, who do you think said it well?
Go through the monkey forest and come to the river. Look, how many ducks are there in the river?
Show the duck map in the courseware
Tell the truth and show your meaning.
Classroom communication
Independent formula calculation
Comments: Do you think what he said makes sense?
Third, classroom exercise.
The students are all clever children, and beautiful birds and sika deer are dancing for you.
Fourth, do it.
Sika deer and mushrooms
Independent expression after saying the meaning of the picture
Make up a topic
Try to make up questions for each other in the group so that other students can answer them.
P62 13 14
A verbal contest or poker game.
Verb (abbreviation of verb) course summary
What did the students learn today?
Teaching Content of Mathematics in Senior One "Applied Mathematics" Teaching Plan 4: Applied Mathematics
Teaching purpose: 1. Experience the process of extracting life knowledge from life.
2. Clever calculation
3. Feel the connection between life and mathematics, and promote students' fun in emotion and attitude.
Teaching preparation: courseware
Thinking training: initially feel the close connection between mathematics and daily life, and experience the fun of learning and using mathematics.
First, create a situation
Students, what season is it? Then let's go for an autumn outing in the suburbs.
Second, cooperative inquiry (courseware display)
The sun came out in the morning. You see, the scenery of flowers in the suburbs is really beautiful. Look at some lovely monkeys in the distance
Show pictures of monkeys in courseware
There are five monkeys on the left and two monkeys on the right. Show them step by step.
Look at the picture and say what it means. What about the monkey in the picture?
Can you list the formulas independently? Evaluation, who do you think said it well?
Go through the monkey forest and come to the river. Look, how many ducks are there in the river?
Show the duck map in the courseware
Tell the truth and show your meaning.
Classroom communication
Independent formula calculation
Comments: Do you think what he said makes sense?
Third, classroom exercise.
These students are all clever children. There are beautiful birds and little sika deer dancing for you.
Fourth, do it.
Sika deer and mushrooms
Independent expression after saying the meaning of the picture
Make up a topic
Try to make up questions for each other in the group so that other students can answer them.
P62 13 14
Teaching Plan 5 of "Applying Mathematics" in Grade One;
Do something about the content and 20 pages of this lesson textbook 19.
Teaching material analysis:
Textbook example 3 provides a lot of mathematical information with a scene map of a park. With the help of the situation, students can understand the meaning and make calculations. Finally, the students collect the mathematical information in the background materials themselves, and ask questions and solve problems according to the information.
The purpose of the textbook:
1. Knowledge and ability: I will initially collect mathematical information from real situations, and I can put forward mathematical problems and solve simple problems according to the mathematical information. Develop the ability of observation, imagination and abstract generalization.
2. Process and method: Through observation, imitation, association and other learning methods, experience the game process, collect mathematical information and ask questions. Through the disputes and comments of peers, we can form a preliminary ability to collect information and determine the strategy to solve the problem.
3. Emotion, attitude and values: Feel the authenticity and universality of mathematics knowledge from the activities, stimulate students' enthusiasm for participating in mathematics learning activities, be curious and curious about mathematics, be willing to be close to mathematics, and try to look at things around them from a mathematical perspective.
Key points and difficulties:
Able to ask mathematical questions according to known conditions.
Teaching method: three doubts and three explorations teaching mode.
Teaching aid preparation:
Situation map
Teaching process:
First, set questions and explore yourself (9 minutes)
1, create a situation to stimulate interest
Show me the hide-and-seek game. Look at the situation map, listen to the released information, generate association, and find a solution to the problem through association. Write on the blackboard (using mathematics)
What questions do you want to ask after reading the topic?
Default question
(1) What is mathematics?
(2) Why should we learn to use mathematics?
(3) Where can the lesson of learning to use mathematics around us be used?
(4) What life problems can learning this lesson help us solve?
2. Show the skills of independent inquiry: show the situation map for students to observe.
(1) Can you tell me what the picture says?
(2) How to use mathematical language?
(3) How do you ask questions based on this information?
(4) How to ask for addition calculation?
(5) How to ask questions in subtraction calculation?
Students explore the above problems independently.
Second, dispel doubts and explore together (19 minutes)
1. Look at the picture and answer. Just now, the students answered well and observed carefully! In fact, there are still many math problems hidden in our lives. Can you try to mention them? Students answer voluntarily and write valuable questions on the blackboard.
2. After the students reported, the teacher emphasized that on the basis of 13-6 = 7, the way to guide students to sum up the number of people looking for hiding is to subtract the number of people arrested from the total number.
3. Raise your hand and shoot the game. Think about the combination of information and questions by observing and listening. Communicate your own information combination angles and problems in the group, comment on the correctness of various combinations, and seek solutions to problems. You can ask questions from three different angles: one is to find the total; The second and third part is seeking.
There are 8 female students and 6 male students who lost their handkerchiefs.
(1) A * *, how many people are there? 8+6= 14 (person)
(2) How many girls are there than boys? 8-6=2 (person)
4. Show kicking activities. By observing and listening, I initially learned to collect mathematical information from background materials. I named the students and said: there should be 16 people playing football, and now there are 9 people. Ask questions independently according to the information. How many people are still missing? Solve the problem completely.
5. Group discussion and communication. What other questions can you ask? The teacher pays attention to guiding students to ask both addition and subtraction questions.
Students answer questions orally.
6. Feedback exercises
Observe the vivid river of textbook p20. According to the three questions raised, independently observe, analyze and process information to solve problems. Then exchange comments in the group, or choose your own communication partner. The key point is to make every student move and carry out the activities of helping the prophet after learning, which can not only give the first students a stage to show, but also give the backward students time and space to understand and think.
There were 17 birds, and 8 flew away. How much is left? Formula: 17-8=9 (only)
There are 15 deer on the grass. Nine deer ran to the mountains. How much is left? Formula: 15-9=6 (only)
The teacher asked some students to perform on the blackboard, while others answered in the exercise books. Pay attention to individual counseling when checking.
For example, there are 13 small fish in the river, and 7 have already swam away. How many fish are left?
13-7=6 (article)
Three. Ask questions again (3 minutes)
Have the questions raised before the review class been solved? What questions have you raised? Please bring it up.
In view of the problems raised by students, teachers and students jointly explore and solve them.
Default question
1. How can I correctly answer the question of using mathematics?
2. How can we ask mathematical questions according to mathematical information?
3. How to ask the question of addition calculation?
4. How to ask the question of subtraction calculation?
5, according to the mathematical data, how to ask a variety of questions?
IV. Development and Utilization (9 minutes)
1. I am a primary school teacher.
Ask the students to write down their own questions according to what they have learned in this section.
2. Guess and calculate. (Exercise 4, Question 2)
Students are required to complete it independently. What is the calculated unit name?
Everyone writes 15 Chinese characters, and Lele has to write 6 words. Guess how much she wrote?
Everyone wrote 15 Chinese characters, obviously seven words were written. How many words do you want to write?
3. Think it over and do the math. (Question in Exercise 4 1)
The teacher first shows the pictures and guides the students to observe. What do you see in the picture?
7 rabbits on the left and 8 rabbits on the right; 6 black rabbits and 9 white rabbits; A * * * has 15 rabbits.
Then guide the students to choose two related known conditions and ask a question.
Students work in groups and report and communicate after completion.
4. Class summary.
(1) Students talk about learning gains.
Teacher: What is your greatest achievement in this class? Please say it and share it with everyone.
(2) Teacher's summary.
After the students fully express their opinions, the teacher will emphasize and summarize and guide the content of this section to form a systematic understanding.
Blackboard design:
Use mathematics
1. Eight female students and six male students lost their handkerchiefs.
(1) A * *, how many people are there?
8+6= 14 (person)
A: A * * * has 14 people.
(2) How many girls are there than boys? (person)
There are two more female students than male students.
2. 13 students play catch rice. There are 6 people here. How many people are hidden?
13-6=7 (person)
A: Seven people are hiding.
There must be 16 people to play football, and now there are 9 people. How many people are absent?
16-9=7 (person)
A: There are still seven people missing.