Teaching objectives of the sixth grade mathematics teaching plan model Volume I 2022 (1)
1. Let the students know the circle and know the names of its parts.
2. Through hands-on operation and experimental observation, explore the characteristics of a circle and the relationship between radius and diameter in the same circle.
3. Initially learn to draw circles with compasses to cultivate students' drawing ability.
4. Cultivate students' thinking ability of observation, analysis, abstraction and generalization.
Emphasis and difficulty in teaching
Teaching focus:
Grasp the characteristics of circles in hands-on operation and learn how to draw circles with compasses.
Teaching difficulties:
Understand the concepts on the circle and summarize the characteristics of the circle.
Teaching tools:
Courseware.
teaching process
Activity 1: Demonstrate the operation and reveal the topic.
The courseware shows, "Everyone is the referee!"
Demonstrate the animation of two people riding bicycles. One person's bicycle wheel is round, while another person's bicycle wheel is of other shapes.
Let students perceive the application of circle in life.
Activity 2: Hands-on operation, exploring new knowledge
(1) The teacher asked the students to illustrate which objects around them have circles.
(2) Know the name of the part of the circle and the characteristics of the circle.
1. Students take out round learning tools.
2. Teacher: Touch the edge of the circle. Is it straight or curved?
The teacher explained that a circle is a curved figure on a plane.
3. Understand the names of various parts of the circle and the characteristics of the circle through specific operations.
(1) First, fold the circle in half, open it, change the direction, fold it again, open it again ... Repeat several times.
Teacher's question: What did you find after folding it several times?
Look carefully, where do these creases always intersect in the circle?
The teacher pointed out: we call this point of the center of the circle the center of the circle. The center of the circle is generally represented by the letter o.
Teacher's blackboard writing: the center of the circle.
(2) Measure the distance from the center of the circle to any point on the circle with a ruler and have a look. What can you find?
The teacher pointed out: We call the line segment connecting the center of the circle and any point on the circle as radius, and the radius is generally represented by the letter R: radius.
Teacher's question:
According to the concept of radius, students think. What conditions should the radius meet?
How many radii can a circle draw?
Are all radii equal in length?
Teacher's blackboard writing: The same circle has countless radii, all of which are equal in length.
(3) Students continue to observe: When the circle was folded in half just now, where did each crease pass through the circle? Where are the two ends of the circle?
The teacher pointed out: we call it a line segment passing through the center of the circle with both ends on the diameter of the circle. Diameter is generally represented by the letter d, blackboard: diameter.
Teacher's question:
According to the concept of diameter, students think. What conditions should a diameter have?
How many diameters can a circle be drawn?
Measure several diameters in the same circle with a ruler and have a look. Are all diameters equal in length?
Teacher's blackboard writing: The same circle has countless diameters, and all the diameters are equal in length.
(4) Teacher's summary: We know from the study just now that the same circle has countless radii, and all the radii are equal in length; There are countless diameters, all of which are equal in length.
(5) Discussion: What is the relationship between the length of the inner diameter and the length of the radius of the same circle?
How to express this relationship in letters?
Conversely, in the same circle, the length of the radius is a fraction of the diameter.
Teacher's blackboard writing: In the same circle, the diameter is twice the radius.
Feedback exercise
1, P58' s "do" question 1, 3,4.
2. Exercise 2 and 3 in Question 14.
(d) drawing a circle
1, students learn by themselves, reading 57 pages.
2. The students try to draw.
3. Students draw a circle with compasses and pay attention to the problem by summarizing the trial drawing.
4. The teacher summarizes the blackboard: 1. Fixed radius; 2. fix the center of the circle; 3. Rotate once.
The teacher stressed: when drawing a circle, the distance between the two feet of the compass should not be changed, the foot with a needle tip should not move, and the center of gravity should be placed on the foot with a needle tip when rotating.
5. Students practice
P58' s "Do it" question 2.
(5) Teachers ask questions
Why do students draw different circles? What determines the size of a circle? What determines the position of the circle?
Teacher writes on the blackboard: the radius determines the size of the circle, and the center of the circle determines the position of the circle.
(6) Thinking: In physical education class, the teacher wants to draw a big circle on the playground to play games. What if there are no compasses this big?
Third, the class summarizes.
What did we learn in this class? What did you get from this lesson?
Fourth, homework
Exercise 14, question 1
homework
Exercise 14, question 1
The sixth grade mathematics teaching plan model Volume I 2022 (II) Teaching objectives
Make students understand the meaning of directions such as north (south) in the Middle East and south (north) in the west in specific situations, describe the position of objects with directions and distances, and initially feel the scientificity and rationality of determining the position of objects with directions and distances. Further cultivate students' ability to observe, read pictures and express in order, and develop the concept of space.
Emphasis and difficulty in teaching
Key points: by solving practical problems, let students know the application of positioning in life and the methods of positioning; In the situation, students can determine the position of objects according to the direction and distance, and describe a simple road map.
Difficulties: By solving practical problems, students can determine the position of objects according to the direction and distance, and can draw a simple road map.
teaching process
First, set the scene and introduce a new course.
Students, have you seen the story of the race between the tortoise and the hare? I've seen it. Who knows who won the game? Say tortoise together. Why did the tortoise win? The student said: Because the rabbit is asleep. The rabbit knows that he is wrong, and it will race with the tortoise again today:
Please watch the sequel of Tortoise and Rabbit Race.
Look at the pictures of the tortoise and rabbit race and introduce the topic.
Why did the rabbit lose again? Sheng smiled and said that it was because the rabbit ran in the wrong direction. How can we reach the finish line? What are the factors that determine it? What we are going to learn today is: in what direction is the starting point and the end point? How far is the end point from the starting point?
With these two questions, let's learn today's new lesson: site selection.
Students, what direction have we learned? Health: East, South, West and North. What else is there? Health: southeast, southwest, northeast, northwest. We have learned eight directions. Show courseware
Second, independent exploration, cooperation and exchanges
Every year, the coastal areas of China are hit by typhoons. Look, this is a map of a strong typhoon in a certain year. Please calculate it.
(1) Teaching examples 1
1. Current position of typhoon center. (Courseware demonstration)
At present, the typhoon center is located on the ocean surface 30 southeast of A city, 600 kilometers away from A city, and is moving straight to A city at a speed of 20 kilometers per hour. ..
How many hours will the typhoon arrive in city A?
2. What do you mean by 30 east by south? If this is the only condition, can you determine the specific location of the typhoon center?
3. What will happen if this is predicted? Is this accurate in determining the direction? How to predict more accurately?
4. Is there anything else to announce? (distance)
(600 kilometers away) What if there is no distance?
5. Summary: When forecasting a typhoon, we should say both the direction and the distance. Key point: how to express 30 east by southeast? It can also be said that it is 60 east of the south, but in life, we usually say that it is closer to the direction of the object (the angle is smaller). 6. Oral answer: How many hours will the typhoon arrive in City A?
7. Exercise: Complete the exercise on page 20 of the textbook.
Let the students finish it independently, let the students experience the process of knowledge formation in operation, and then correct it collectively.
(B) Teaching Example 2
1. Courseware shows that after the typhoon arrives in City A, it changes direction and moves to City B ... Affected by the typhoon, there will also be heavy rain in City C. City B is located 30 degrees northwest of City A, 200 kilometers away from City A. City C is just north of City A, 300 kilometers away from City A. Please mark the locations of City B and City C in the icon of example 1.
2. How to express distance?
First determine the direction on the floor plan, and then determine the distance of each building. If the students don't say anything, the teacher can guide them: How are you going to show 200km on the map? So as to help students determine the scale and distance on the map. It is more appropriate to use 1cm to represent 100km.
3. Students independently complete and collectively revise.
4. Modified communication: What do you think your group should pay attention to when determining the location of this point on the map? How can we be sure?
How do you think to determine the position of an object through the study just now?
Teacher's summary: Generally, when drawing a plan, the angle is determined first, and then the distance on the plan is determined.
According to the direction and distance, the position of the object can be determined.
5. Oral answer: After the typhoon arrives in City A, its moving speed becomes 40km/ h, and how many hours will it arrive in City B?
6. Exercise: Finish the exercise on page 2 1 of the textbook and open the exercise on page 2 1 of the textbook.
(1) information
The teaching building is in the north of the school gate150m.
The library is 35 degrees northeast of the school gate150m. The gymnasium is 200 meters north of the school gate at 40 degrees.
(2) Teacher: What aspects do you think should be considered to accurately mark the location of a place on the floor plan? (3) Teachers and students * * * comb together: a. First determine the center of the plan. B. determine the direction and distance.
(4) independent operation, independent drawing plan.
(5) Improve the drawing process through name display and communication.
Students show drawings and demonstrate the process, and other students comment and supplement them.
It seems that the painting process is a bit complicated. Let's review the whole process again. Is the process and method of drawing clear? Did you just draw it like this?
Third, knowledge feedback, consolidate application.
It seems that the students have a good understanding of this section. Do you have the courage to challenge yourself now?
Courseware demonstration:
1. The police station received the schematic diagram sent by undercover.
(1) The criminal 1 is in the () direction of the police station, with a distance of () meters.
(2) The distance between criminal 2 and the police station is () meters.
(3) Criminal3 is in the () direction of the police station, with a distance of () meters.
2, do, show the courseware, and modify it after independent completion.
Fourth, class summary.
What is your greatest achievement in this course? What else don't you understand?
Location and direction are often encountered in life; To keep a correct position, we should remember two points: direction comes first and distance is indispensable.
Verb (abbreviation of verb) students who have expanded their enrollment have gained a lot. Can you create a school building plan with what you have learned today? Try it yourself!
The sixth grade mathematics teaching plan model Volume I 2022 (3) Teaching objectives
1. Through group cooperation and independent exploration and construction, students can determine the position with several pairs of combined grid paper, and can determine the position on the grid paper according to the given number of pairs.
2, through classroom learning activities, enhance students' ability to use what they have learned to solve practical problems and improve their awareness of application.
3. Through cooperative learning, demonstration and classroom interaction, let every student experience the happiness brought by learning and cultivate students' learning interest and learning ability.
Emphasis and difficulty in teaching
Teaching emphasis: use number pairs to determine the position on square paper.
Teaching difficulties: correctly representing columns and rows with grid paper.
Teaching tool: a square paper map of the zoo schematic diagram.
teaching process
First, review the lead-in and put forward the learning objectives.
1, review: first, use a number pair to indicate a classmate's position in the class, and then say 1 number of the number pair. What does it mean? What does the second number mean?
2. Expose the topic and put forward the learning goal.
Let the students speak first, and then show their learning goals:
(1) Which lines represent columns and which lines represent rows on the grid paper?
(2) The method of using grid paper to determine the position of objects.
Second, show the learning results.
1, understand the ranks of plaid paper
Vertical lines are columns and horizontal lines are rows.
2. Self-study and group demonstration
(1) Learn 3 pages of Example 2 independently, and complete 1 and 2 questions. These groups communicate and discuss with each other. Teachers use cameras to guide and collect students' learning information. The key point is to let students show different thinking methods and mistakes, especially to guide students to communicate and discuss in groups. )
(2) roll call students to perform.
Step 3 show it to the class
(1) Question 1: The Panda Pavilion is in column 3, line 5, and is indicated by (3,5); The aquarium is in the fourth row of the sixth column, which is indicated by (6, 4); Monkey Mountain is in the second row of the second column, which is indicated by (2,2); The Elephant Pavilion is in the fourth row of the column 1, which is indicated by (1, 4).
(2) Question 2: Let the students in the board show how to mark the positions of various venues.
Third, expand the extension of knowledge.
1. Finish the exercise 1, questions 3 and 4.
2. Complete question 6 of exercise 1.
(1) Write the position of each vertex on the graph independently.
(2) Vertex A is translated 5 units to the right. Where is it? Which number in the number pair has changed? Point a is further shifted upward by 5 units. Where is it? Which number in the number pair has also changed?
(3) Translate point B and point C according to the method of point A, and get a complete triangle after translation. Communicate and discuss with each other in groups. )
(4) Observe the pictures before and after translation and tell me what you found.
(5) Report: The graph remains unchanged. When moving to the right, the column changes, and the first digit of the digit pair changes. When moving up, the row changes, and the second digit of the digit pair changes.
(6) Students question, ask difficult questions and stimulate knowledge conflicts.
A. Students are free to ask questions and ask difficult questions in response to classmates' reports.
B. Teachers guide students with learning difficulties to ask questions: Students, have you encountered any difficulties in your study? Can you tell everyone about your difficulties? Then do you have any thoughts and suggestions on your classmate's statement?
Fourth, induction and summary.
What did we learn today? What do you think of your present situation?
Homework: Exercise 1, Questions 5 and 7.
Six, teaching postscript
Through cooperative learning, demonstration and classroom interaction, let every student experience the happiness brought by learning and cultivate students' learning interest and learning ability.
The sixth grade mathematics teaching plan model Volume I 2022 (4) Teaching objectives
1. Make students know the meaning of columns and rows in specific situations, and know the rules for determining columns and rows. Can understand the meaning of number pairs initially, and can use number pairs to represent the position of objects in specific situations.
2. Combining with the specific situation, let students experience the process of abstracting a specific seat map into a plan represented by columns and rows, improve their thinking ability and develop the concept of space.
3. Make students experience the close relationship between mathematics and life, and further enhance their awareness of observing life from the perspective of mathematics.
teaching process
First, the introduction of situations to stimulate demand
Question: Can you tell me where the squad leader in our class is sitting?
Give an example of 1 theme map and ask students to describe Xiaojun's position according to their own ideas. Students may think that Xiaojun is sitting in the third place in the fourth group, or they may think that Xiaojun is sitting in the fourth place in the third row. )
Q: They all expressed Xiaojun's position. How can there be two different expressions? (The first opinion is to regard a platoon as a regiment, and the small army is the third in the fourth regiment; The second opinion is to regard a horizontal row as a row, and the small army is in the third row.
Question: How can we state Xiaojun's position more concisely in a consistent way? Students may think: explain clearly what the platoon is, or what the regiment is, and then explain what the small army is. Uniform rules, horizontal rows, everyone said according to this rule)
Question: Which method do you think is better? There may be two different opinions among students, so we should pay attention to guiding students to realize that if there is an agreement, everyone will abide by such rules, so that they will not be confused.
Secret topic: how to stipulate the horizontal and vertical lines? In this lesson, we will learn an accurate and concise method to determine the position. (blackboard writing topic)
[Description: Ask the students to tell the position of the squadron leader, effectively mobilize the students' existing experience in determining the position with the knowledge of "which group is which" or "which platoon is which", and help the students find the connection point between the old and new knowledge. Let the students describe the position of Xiaojun by using the existing experience, and let them realize that the position of Xiaojun is described by using the existing experience. Because the standards are different, the results are different, which creates the inherent need to learn and explore new methods and effectively stimulates the enthusiasm of students. ]
Second, know columns and rows, and understand number pairs.
1. Know the columns and rows according to the seating diagram.
Note: (Show the seat map on page 15 of the textbook) Traditionally, we call vertical lines columns and horizontal lines rows. Determine which column is generally counted from left to right and which row is generally counted from front to back. In this way, Xiaojun is sitting in the fourth column and the third row. (blackboard writing: column 4, line 3)
Question: (Xiao Ming is pointed out in the fourth line of the second column of the schematic diagram) Xiao Ming is sitting in this position. What column and row is his position? (blackboard writing: column 2, line 4)
Question: Xiaoli is sitting in the fifth row and the second row. Can you find Xiaoli's position in the picture? (Students point out Xiaoli's position and write it on the blackboard: column 5, line 2)
Find a point in the picture by yourself, describe the position of this point in the way of' which column and which row', and communicate with the students in the group.
Feedback: Will the position of the object be determined by which column and which row? (Ask students to give examples)
2. Use number pairs to represent the position of objects.
Dialogue: Now that we know the columns and rows, which columns and rows can we use to locate the object? Since everyone has agreed on which column and which line to use to express the position of the object, there will be no misunderstanding. Can you express it in a more concise way? Students may want to use letters to represent columns and rows respectively. )
Question: What does the number mean to the previous number 4? What about 3?
Question: Can you indicate the positions of Xiao Ming and Xiao Li by numbers? Students use number pairs to express and explain the meaning of each number pair. )
Please cooperate with your deskmate. One person points out the position, and the other person says which column and which row this position is, and how many pairs are used to represent it.
3. Complete the exercise on page 15 of the textbook.
(1) Find the position of the second column and the fourth row in the graph. When you find it, draw it in the picture, show it in pairs, and fill it in brackets in the book.
(2) (6,5) What column and row position does this number pair represent in the diagram?
[Description: First, let the students understand the meaning of columns and rows and determine the rules of columns and rows through specific situations, and then help the students to be familiar with this rule by determining the positions of Xiaoming and Xiaoli, which lays a solid foundation for pair introduction. From the stipulation of columns and rows to the expression of number pairs, it is not only beneficial for students to understand the meaning of number pairs, but also to infiltrate the symbolic thought, which is beneficial for students to feel the simplicity of mathematical symbols and appreciate the application value of mathematics. Then let the students try to describe the position of other things with logarithmic pairs to deepen their understanding of logarithmic pairs. The whole link is clearly designed and focused, which conforms to students' cognitive rules and improves students' learning efficiency. ]
Third, consolidate practice and develop wisdom.
1. Complete Exercise 3, Question 1.
Show the classroom seat map and mark each student's name.
(1) Say: Ask the students to point out the position of themselves or their classmates in pairs and organize exchanges.
(2) Comparison: Work together at the same table and point out the position of a classmate on the map, so that the deskmate can point out the position of this classmate with several pairs as soon as possible. Let's see who is quick.
(3) Guess: Point out the position of your good friend in pairs, and other students guess who this classmate is.
2. Complete Question 2 of Exercise 3.
Show me the problem.
(1) number pairs are often used to determine the position in life. Look, there are tiles on one wall of Xiaoming's kitchen. Please use several pairs to indicate the position of the four decorative bricks.
After the students are finished, the whole class communicates.
(2) Discussion: Do you find any characteristics of the number pairs representing the positions of these four tiles? (The previous figures are the same, indicating that the two tiles are in the same column; The last number is the same, indicating that two tiles are in the same line)
3. Show courseware Exercise 3, Question 3
Show me the problem.
(1) Location: This is the plan of the school conference room. Students in the same seat tell each other the location of each colored floor tile. (represented by which column and which row)
(2) Write number pairs: Can you use number pairs to indicate the position of these tiles? (After the students finish speaking, organize communication)
(3) Find patterns: Observe the position of these tiles. What did you find?
Let the students talk about their findings in groups first, and then organize the whole class to communicate.
4. Expand the application
Show the picture on the right.
Dialogue: As shown in the figure, the position of the word "light" can be represented by (c, 2). Say what Chinese characters each group of letters and numbers similar to a number pair represents, and read them together: (b, 3), (a, 5), (c, 4), (e, 2), (d, 1).
Students communicate in groups, then the whole class communicates and reads together: "We love mathematics".
Question: Do you love math? Why?
Description: Through various forms of practice, it not only stimulates students' interest in learning, but also improves their ability. First of all, according to the students' position in the classroom, students can further consolidate their understanding of the meaning of column, row and number pairs through activities such as saying, comparing and guessing. Then ask the students to determine the location of the wall tiles and floor tiles in pairs. Here, by comparing the position characteristics of tiles and floor tiles, students can communicate fully on the basis of observation and comparison, and let students find some rules between pairs, just as the first number between pairs is the same in a column. In the same row, the last number of pairs is equal, which improves students' understanding ability. Finally, we can find the corresponding Chinese character-"We love mathematics" through a group of letters and numbers similar to number pairs, which will further deepen students' understanding of number pairs, improve their ability to solve practical problems by using what they have learned, and stimulate students' enthusiasm for learning mathematics. ]
Fourth, summarize independently and generate problems.
Question: What did we learn in this class? What did you get? What other questions are worth discussing after class?
Show the picture of "Shenzhou VI" spacecraft returning to Earth.
Talk: The reason why Shenzhou VI can return smoothly also needs to use the knowledge we learned today. The earth is so big, how to determine its position on the earth? Please consult relevant materials after class and communicate with other students.
Note: The end of a class should not be the end of students' exploration activities. Let the students leave the classroom with question marks and enter the big classroom of exploration. In teaching, by playing back the picture of "Shenzhou VI" returning to the earth, students are prompted to think: how to determine their position on the earth? This will not only lay a foundation for further determining the position with number pairs in the next class, but also effectively stimulate students' awareness of questions and independent inquiry. ]
The sixth grade mathematics teaching plan model Volume I 2022 (5) Teaching content
The sixth grade experimental textbook of Beijing Normal University Edition, Volume I, Page 38, Unit 3 Compulsory Education Curriculum Standard "Mathematics Appreciation".
Teaching objectives
1. By choosing interesting and beautiful patterns in life, let students appreciate, cultivate aesthetic consciousness, know the beauty of mathematics and experience the magic of the graphic world.
2, guide students to try to draw beautiful patterns and other operational activities, so that students can gain experience in learning graphics. Experience the fun of learning mathematics and stimulate students' interest in learning mathematics.
Emphasis and difficulty in teaching
1, appreciate the beautiful patterns in life and cultivate aesthetic consciousness;
2. The method of drawing beautiful patterns.
Prepare teaching AIDS and learning tools
1, triangular ruler, ruler, marker, compasses, cardboard, scissors, thumbtacks, adhesive tape.
2. Courseware 1: Video of beautiful patterns in life (take pictures of beautiful patterns around you before class).
Courseware 2: Making an animated demonstration of exquisite patterns in teaching materials.
teaching process
First, create a situation
1, enjoy the beautiful patterns in life.
2. What do you want to say about these beautiful patterns in life?
3. What other interesting patterns did you see around you?
4. Reveal the topic: Today, let's appreciate and make beautiful patterns.
Second, appreciate the beautiful patterns.
1. Courseware shows the patterns in the textbook (you can also choose some other patterns). Ask the students to observe and say how these patterns are obtained, and which basic patterns are obtained by what transformation method.
2. Communicate in groups.
3. The group representative reports the research results. (Report which basic graphics transformed these patterns you found? How did you get it? )
4. Multimedia animation demonstrates the process of pattern formation.
5. The teacher summed it up. In fact, many beautiful patterns are transformed from basic patterns. As long as we observe them carefully, we can find their laws.
Third, draw beautiful patterns.
1. The group discussed which basic pattern to use to transform the following beautiful patterns. What should the drawing steps be like?
2. The team leader reports the results of communication.
3. The multimedia demonstrates the drawing steps again and reads the drawing methods in the textbook.
The steps of drawing:
5. Discuss the problems that should be paid attention to when drawing.
6. Operation activities: Start drawing patterns, play relaxing music, and the teacher will tour to participate in the guidance.
Fourth, the display and evaluation of the works.
1. Exhibition of Works: All the designs drawn by the students are posted around the classroom, and all the students sit down and visit the works.
2. Student evaluation
(1), choose the works that impress you the most (you can draw well or poorly). Compare and see who evaluates it well.
(2), teacher system evaluation:
First, student performance
B. Advantages and disadvantages of work
C, the necessity of improvement
D, put forward hope
Five, the class summary:
1. Students, you learn from each other and cooperate with each other in this class. Tell us what you learned in this class. How do you feel?
2. Teachers inspire students and arouse hope.
Sixth, extracurricular expansion:
Observe what other beautiful patterns are there in life? Please choose one that interests you and draw it.