Teaching plan of "knowing the clock" in mathematics for the first grade of primary school
Teaching objective: 1. In specific activities, let students know the clock face, know that the short hand is the hour hand and the long hand is the minute hand, and know the hour on the clock face and the time close to the hour.
2. In the process of observation, operation, generalization and communication, students develop mathematical thinking ability, establish a preliminary concept of time, and initially cultivate the consciousness and habit of cherishing time and working on time.
Teaching emphases and difficulties:
Teaching emphasis: always know.
Teaching difficulty: knowing the moment close to the hour.
Teaching preparation:
1, multimedia courseware, clock teaching aid, clock learning tool.
2, students know before class:
(1) When to get up in the morning and when to go to bed at night.
(2) What are you doing at 8 o'clock, 12 and 4 o'clock every day?
Teaching process:
First, import
1, dialogue: There are bell towers in many places to tell us the time accurately. (After the music starts, bang, bang) After listening to the sound just now, do you know what time it is?
2. (After the music starts, it jingles and jingles seven times) Do you know when it was reported just now?
3. reveal the topic.
Dialogue: The children speak very well. Do you want to see the clock face at this time? (Showing the clock face) In this lesson, let's get to know clocks. (Sticker theme)
Second, explore
(a) know all the time.
1, know the clock face.
(1) Dialogue: We often look at the clock face to know the time. Observe this clock face carefully and tell your deskmate what you know about it.
(2) student activities. Teachers participate in students' activities.
(3) Say something about the clock face. Teacher's camera blackboard: on the clock face, the short hand is the hour hand and the long hand is the minute hand.
(4) Dialogue: Just now, a child said that there was a number 12 on the clock face. Please read after the teacher.
2. Know 7 o'clock.
(1) Dialogue: Take a closer look. What time is it on the clock? Tell the children at the same table what you think.
(2) Communication: What time is it on the clock? How do you know that? Name two students and point to the projection.
(3) Summary: The minute hand points to 12 and the hour hand points to 7, which is 7 o'clock (chessboard: 7 o'clock).
3. Try teaching.
(1) When the teacher dialed 1 on the clock face, he asked: Do you know what time it is on this clock face? How do you know that? Say the name and point to the projection.
(2) Inspiring conversation: If you want to dial 5, how should you dial it? Answer by name and then dial (physical projection) together. Summary: When the hour hand is set to 5, the minute hand still points to 12.
(3) Talk: Ask the children to dial 1 1 on their school clock. The process of naming names to physical projections for AC dialing.
4. Exchange summary.
Show the clock faces above and ask: Look at these clock faces carefully. Who can tell us which needle on the clock face is at 1, 5, 1 1, which is the same as 7 o'clock when we first met? Name 3-4 people and lead them to say: The minute hand on the clock points to 12 and the hour hand points to what time.
5, timely consolidation: think about doing the fourth question.
(1) Dialogue: Can you dial at 3: 00, 9: 00, 12: 00? Please select a time to dial.
(2) student operation.
(3) Class communication, teacher evaluation: the minute hand points to 12, and the hour hand points to 3, which is 3 o'clock; The minute hand points to 12, and the hour hand points to 9, which is 9 o'clock; Both the minute hand and the hour hand point to 12, which means 12.
(2) Know the time near the hour
1, less than 7 o'clock.
(1) The teacher will release the picture at 6 o'clock. Dialogue: When is this?
(2) Question: Which needle can I continue to pull from 6: 00 to 7: 00?
(3) When the teacher dialed 6: 30, he asked: Is it 7 o'clock?
(4) When the teacher dials 6: 45, continue to ask: Is it 7 o'clock?
(5) When the minute hand is set to 1 1 and 12, stop asking: Is it 7 o'clock now? Q: Why?
(6) Teacher's statement: Oh, it turns out that although the hour hand seems to point to 7, the minute hand hasn't reached 12, so it can't be said to be 7 o'clock, but it can only be said to be less than 1 point.
Just after 7 o'clock.
(1) The teacher keeps dialing. When the minute hand pointed to 12, he asked: Is it 7 o'clock now?
(2) The teacher continued to dial, and the minute hand turned between 12 and 1.
Dialogue 1: Alas, the teacher accidentally moved the minute hand again. Question: Is it still 7 o'clock? How do you know that?
② Question: Is it far more than that? (a little)
Dialogue 3: Now, just after 7 o'clock (posted by the teacher).
3. Discrimination.
(1) Show the two clock faces in the textbook and ask: Are these two clock faces 7 o'clock? Why? (The minute hand does not point to 12. )
(2) Dialogue: Although the hands of these two clock faces seem to point to 7, only the minute hand on the clock face at 7 o'clock points to 12, which is the real 7 o'clock; Of these two clock faces, one minute hand is less than 12 and the other just passed 12, which can only be said to be close to 7 o'clock. When it is close to 7 o'clock like this, it can be said that it is around 7 o'clock (board: around 7 o'clock).
4. Consolidate in time: think about doing the third question.
(1) shows three clock faces that are less than 8 o'clock, just after 9 o'clock and just after 5 o'clock.
(2) Speaking: Please look at these three clock faces. When are they all?
(3) Question: What time is it on these three clocks? Talk to each other at the same table.
(4) Communication with the whole class. Q: How did you see that?
(5) Summary: Although the hands of these clocks have pointed to the time, the minute hands have not pointed to 12. It's only a few hours or just after, it can only be said that it's about time.
(3) class summary.
1, dialogue: At this point, the teacher wants to ask you, in this class, we got to know clocks together. What have you learned?
2. Answer by name.
3. Dialogue: Which moment do you think is easy to identify? Which moment is more difficult to identify? Is there any good way?
4. Dialogue: In fact, no matter what time it is, they are reminding children to cherish time, love the motherland and study hard.
Transition: Next, the teacher wants to know whether the children in my class are good students who cherish time.
Third, practice.
1, think about doing 1 problem.
(1) Talk: When do you get up in the morning and when do you go to bed at night? Who will tell me?
(2) Summary after the roll call: Children should get up and rest on time, so that they can become the masters of arranging time.
2. Think about doing the second question.
(1) Talk: Talk about yourself, and then look at others.
(2) Multimedia pictures in question 2. Tell me the time on the clock. What are the children doing in the picture?
(3) call the roll. Question: What are you doing at these moments every day?
(4) Summary after communication: If children arrange their time reasonably, you will get good grades.
3. Think about doing the fifth question.
(1) Heart-to-heart talk: Next, the teacher came up with a difficult problem to test everyone.
(2) Multimedia display of three clock faces. Talk: Please look carefully. What do you see?
(3) call the roll. Summary: Yes, these three clock faces are incomplete, some are short of minute hands and some are short of hour hands.
Dialogue 4: Can you draw a lost needle? Do you want to remind everyone before painting?
(5) call the roll. Summary: When drawing, you must first see clearly what needle to draw; The hour hand should be short and thick; Draw the minute hand longer and thinner.
(6) Students finish and teachers patrol.
(7) The whole class communicates, the teacher evaluates, and the children who draw the whole picture praise themselves.
4. think about doing question 6.
(1) Talk: The child is really amazing! The teacher can only test everyone's most difficult questions!
(2) Show two pictures in question 6 at the same time. Dialogue: Look at the picture and tell the time on the clock. What are the children doing?
(3) call the roll. Q: What did you find? Follow-up: How did this happen?
(4) Summary after communication: There are two 10 hours a day, one in the morning, that is, 10 hours in the morning; One in the evening, afternoon 10.
5. Think about doing Question 7.
(1) Talk: Children really study hard in this class! Next, let's meet other clock faces.
(2) Display electronic watches, TV screens and other pictures marked with different times. Question: Do you know what time it is?
(3) call the roll. Question: Where else have you seen this expression?
Teaching plan of "knowing clocks and watches" in mathematics of grade one in second primary school
Teaching objective: 1. Let the students know the clock face and learn to read the whole time in a familiar life situation.
2. Help students to initially establish the concept of time and cultivate the good habit of observing time.
3. Cultivate students' observation ability and practical ability.
Teaching emphasis: learn to know the minute hand and hour hand of a clock and watch the hour time on the clock.
Teaching difficulty: learn two ways to express time.
Teaching aid preparation: physical clock, a piece of paper for each student, courseware.
Teaching process:
First, guess the import
Riddle: Pony never stops, never rests day and night. Tick-tock, tick-tock, remind people to get up early. (smash a daily necessities)
Teacher: Let's guess. What is he? In this class, let's learn about clocks. (Exhibition topic: Know the clock)
Second, the new teaching
1, know the clock face
① Show two clock faces and let students observe what they have in common (there are 12 numbers, 12 squares, hour hand and minute hand).
(2) Let the students make clock faces with hair paper.
Summary: The clock face has an hour hand, a minute hand, 12 square, and 12 numbers.
2. Understand the whole process
(1) display the theme map.
Question: What is Xiaohong doing? When does she get up? How do you know that? (Name the students to answer)
(2) Display three clock faces: 8 o'clock, 3 o'clock and 6 o'clock.
Question: Do you know the following time? Is there any good way to get to know each other? Tell your deskmate first? And tell everyone? It's time to start.
(Students discuss and report)
Summary: The minute hand points to 12, and the hour hand points to what time.
(3) Consolidate
The content of the article "Knowing Clocks", the first volume of mathematics teaching design in the People's Education Edition, is from! This website will provide you with more excellent teaching resources! We already know the teaching design of "Knowing Clocks" in the first volume of the first grade mathematics of People's Education Press, and the teacher wants to test everyone.
The teacher dialed the clock. What time did the students say?
When the teacher says, the students dial the clock.
When the students speak, they dial the clock.
3. Two writing methods in the whole process of teaching
(1) Introduce the writing method when using Chinese characters.
What time? Just add some time words after the numbers.
(2) Introduce the writing method expressed by numbers.
There are two zeros behind the dot, what time is in front of it (remind students to write a colon in the lower right corner of the number)
(3) The teacher dials the clock and asks the students to express it in two ways (collective comment).
Third, consolidate the practice.
1, the following is Ming Ming's schedule for Saturday.
Question: Look at the picture and say, what is Xiaoming doing?
Then let the students have two ways to write in the book (students will comment collectively after writing)
2. Ask students to write down the time after one hour according to the given time.
Teachers should guide students to understand the meaning of 1 hour (students should do it first and then correct it collectively)
Fourth, the class summary
Teacher: Today, we got to know the clock together. We can see the whole time on the clock. Time is precious. I hope the students will arrange your time well, cherish it and be its little master.
Verb (abbreviation for verb) assigns homework.
Teaching plan of "knowing clocks and watches" in mathematics of grade one in grade three.
Let's start with the textbook: Understanding Clocks and Watches is the content of Unit 5 in the second volume of Senior One. This lesson requires students to understand the whole time, which is the first attempt of students to establish the concept of time, and also lays the foundation for the teaching of time and minutes in the future. Textbooks should be compiled from students' life experience, so that students can learn mathematics vividly and concretely. Write in the order of establishing the concept of reading and writing time to understand the structure of the clock face.
Generally speaking, 6-year-old children have to get up, eat and attend classes at a certain time every day, thus imperceptibly perceiving the existence of the abstract concept of time in life. Therefore, I set the goal of this class as:
1, cognitive goal:
Through observation and operation, students can initially understand the external composition of the clock face; Combined with life experience, the method of understanding the whole period of time is summarized; Know the two forms of time.
2, emotional goals:
Cultivate students' awareness of inquiry and cooperative learning through observation, operational communication and other activities.
3, thinking development goals:
(1) enable students to initially establish a concept of time and consciously form a good habit of observing and cherishing time and arranging time reasonably.
(2) Let students realize that there is mathematics everywhere in life.
Key points: fully understand the external composition of the clock face and master the method of reading the whole hour time;
Difficulty: Tell the hour time on the clock face correctly.
Second, the teaching rules:
The teaching object of this class is first-year students. They are young, active, playful and curious, so they are prone to fatigue and distraction in forty minutes of teaching. According to this feature, in order to catch students' interest and stimulate their curiosity, I adopted the happy teaching method, created the situation and designed colorful courseware for students to learn in the situation created by the courseware. At the same time, I also adopted the teaching method of moving image discovery, so that children can discover the structure of the clock face through cooperation and communication, which not only enlivens students' thinking, stimulates their cognitive interest, but also gives full play to their learning enthusiasm.
In order to better highlight students' dominant position, in the whole teaching process, students are encouraged to actively move their eyes, ears, brain and mouth through thinking, counting, speaking, comparing, writing and dialing, and are guided to learn new knowledge through their own learning experience, so as to actively carry out teaching activities in this class.
Third, the overall design:
I arranged four teaching links in this class:
(1) Create a situation to stimulate interest.
(2) Participate independently and explore new knowledge.
(3) Apply new knowledge to solve problems.
(4) Guide students to summarize the whole class.
The first layer: create situations and stimulate interest.
In this session, I will first show the alarm clock sound and recording with courseware, so that everyone can guess. When students guess the alarm clock, let's talk about its function. This leads to the topic. The purpose is to stimulate students' strong sense of excitement and intimacy, create a positive learning atmosphere and create a good scene for learning new knowledge.
The second layer: independent participation, exploring new knowledge.
In this link, I divide it into two steps:
The first step is to understand the clock face.
In this part, I pay attention to using students' existing knowledge and experience to guide students to observe the clock face on the courseware and the clock in their school to see what they find. Let the students speak and count, explore, observe and solve problems actively, communicate with the children at the same table and study cooperatively. In the process of communication, students' thinking is chaotic and it is not easy to internalize knowledge. For example, some students find that there are long needles and short needles. In the teaching design, I fully consider this point, using computer-aided teaching, so that the hour hand and the minute hand can introduce themselves and make full use of them. Then follow the computer to get the basic structure of the clock face, and also emphasize the characteristics of slow hour hand and fast minute hand. This kind of organization makes students' thinking orderly, and also cultivates students' language expression ability. This is more memorable than the teacher's direct answer, which fully embodies the principle that students are the main body and teachers are the dominant.
The second step is to learn to read, read and write all the time.
Although some students can know all the time of their lives, their concepts are vague. In order to better grasp the key points and break through the difficulties, I put three clocks on the blackboard. Through observation, comparison and discussion, the students finally reached a * * * understanding: the minutes of these three clocks all point to 12, and thus draw a conclusion: when the minutes point to 12, what time does the hour hand point to? In order to better let students participate in learning activities to stimulate students' interest in learning, strengthen the distinction between hour hand and minute hand, and make a small game of making friends with hour hand and minute hand. Finally, let the students dial. Here the teacher will demonstrate that the clock face should be set clockwise, and then let the whole class refer to the teacher's method. One person tells the time, and the other sets the clock. This paved the way for future teaching.
When teaching two ways to write a whole period of time, let me first introduce the expression of Chinese characters. When teaching the form of electronic watch, I will make full use of the teaching materials, show the theme map and guide the students to observe what is on the table. Where have you seen such a clock? Nature skillfully links knowledge with real life, which opens the door for students to remember and enables them to find answers from life. Through the teaching of two writing forms at 8 o'clock, students can understand and master two writing methods in a whole period of time, and then through practice, students can play the other two writing methods of the clock face on the blackboard. Let students apply what they have learned and promote the internalization of knowledge.
The third layer: apply new knowledge and solve problems.
In this link, teaching is entertaining, practice is dissolved in games, and students can consolidate their knowledge in play. Here I mainly design three sections, 1: children's schedule. 2. Find friends. 3. Life situation experience.
1, I use courseware to show Children's Day, let students tell each other what they are doing while watching the video, and then let students comment on whether his arrangement is reasonable? In this way, mathematics classroom teaching will become an activity class for students to know life and mathematics, which embodies the idea that mathematics comes from life, is endowed with life and is used in life. It also lays the foundation for the later homework. ;
2. When looking for friends, let all the students participate, give each child a headdress (clock face and the hour), and let the children of the same period shake hands and be good friends. This design allows students to further consolidate the connection between the clock face and the two time recording methods, and at the same time mobilize the enthusiasm of the whole class and push the classroom atmosphere to a climax.
3. Through the life experience of shopping, inspire students to solve the problems around them with what they have learned, initially establish the concept of time, and consciously form a good habit of observing and cherishing time and arranging time reasonably.
The fourth level: guide students to summarize the whole class.
Let me tell the students what they have learned in these 40 minutes. How did you know? Let the students sort out and consolidate what they have learned. And arrange homework expansion training, go home and design a class schedule for yourself with the help of mom and dad.