Mathematics teaching plan for the second grade of primary school I. Teaching objectives
& ltI > knowledge objectives
1, let students know the meaning of "average score" by dividing objects by themselves, and understand the meaning of division clearly and intuitively from the process of average score;
2. Make students know divisor, read and write divisor formula, and know the meaning of divisor formula;
< second >, ability goal
1, through practical operation, cultivate students' practical ability and language expression ability;
2. Cultivate students' ability to explore knowledge and learn independently;
& lt Third, the goal of moral education
Educate students to be polite.
Second, the importance and difficulty of teaching
Teaching emphasis: understanding the meaning of division;
Teaching difficulty: understanding the meaning of "average score"
Third, teaching AIDS and learning tools.
Teaching AIDS: courseware, paper strips, magnets.
Learning tools: digital cards, memory sticks
Fourth, the teaching process
& ltI > Interest Introduction
1, exciting
Students, have you shared anything? In this class today, let's divide things together and learn new skills by dividing things, shall we?
Hands-on exercise 1:
1. Teacher asked: Please divide 8 digital cards into 2 randomly, that is, 2 piles;
(2) Students operate and teachers observe and guide;
(3), student report
Question: Who wants to talk about how he divided it? Students say that teachers should write on the blackboard, and students should pay attention to encouraging innovation when speaking. )
8 8 8 8
1 7 2 6 3 5 4 4
4. The teacher pointed to the above four points and asked questions: One of these four methods is quite special. Did you find it?
Let the students talk and explain why they are different.
6. The teacher concluded that in the last method, the numbers of each digital card are the same, all four. (The teacher writes on the blackboard: as much)
Step 2 introduce
Hands-on exercise 2:
1. The teacher clearly requires: Please divide the eight digital cards into four piles, each pile has the same amount;
(2) Students begin to operate and teachers check and guide;
(3) Ask a student to go to the blackboard and divide the eight magnets into four parts, each with the same number;
(4) After the students finished dividing, the teacher asked: Do you get the same amount for each part? How many/much? The teacher pointed to the magnets distributed by the students and said, like this, each share gets the same amount. This method is called average score. The teacher put a note under the magnet and the students read it. )
< second > explore new knowledge.
1, learning example 2
(1), create a situation
The teacher created the situation by telling stories: one day, three small animals, the elephant, the white rabbit and the bee, came to the old horse's house as guests (the courseware showed them three small animals), and the old horse treated them warmly and took out six big and red peaches (the courseware showed them six peaches). Elephants, white rabbits and bees are all drooling, and the old horse knows very well that if it is unfair to divide them, it is unfair. So, Ma Lao wants to ask the children in Class 206 to help us divide the peaches, but there are two questions to test before we start work: ①. Do you want us to divide these six peaches into several parts? Students say three copies, and the teacher shows three plates. How to divide it?
(2), hands-on practice three:
Teacher: Let the students use digital cards instead of peaches.
(3) Watch the animation to demonstrate the process of dividing peaches.
Teacher: When the students divide, the old horse is also dividing. Let's see how the old horses are divided. Question: How many do you put on each plate? Have you finished dividing it? Keep dividing. (Courseware demonstrates the process of dichotomy) Question: How many times did the old horse divide it before it was finished? How much did you put in each plate for the first time? How much is left? How much was put in each plate the second time?
(4), hands-on exercise 4:
Now, would you please learn from the old horse once?
(5), students on stage to demonstrate the process of points.
Teacher: Who wants to perform on stage? (Demonstrating with a magnet)
(6) Teacher's summary: Put six peaches on three plates, and put the same amount on each plate, that is, divide the six peaches into three parts, two for each, which can be done by division.
2. Learn how to read and write division formulas.
1. Separate
The operation symbol representing division is called division symbol (blackboard writing:? ), write horizontally first, write horizontally, then go up and down a little, and align the two points.
(2) Read and write the division formula.
Write the total number of things to be divided into 6 parts before division, and write the average of 3 parts after division. Division indicates the average score, and each part gets 2, and then write 2 after the equal sign. (The teacher writes on the blackboard while explaining)
The whole formula reads? 6 divided by 3 equals 2? (Write it on the blackboard and read it by the whole class), students read it? 8? 4=2? Consolidate
Divide 6 into three parts, each part is 2, (write it on the blackboard and read it together), the students say? 8? 4=2? Meaning of.
& lt Third, form exercises.
(1), do? Do it. The first question, the first little question
(1), read the question and understand the meaning of the question.
Ask a student to tell us what the topic asks us to do.
(2), hands-on exercise five:
Students operate according to the meaning of the question and fill in the formula.
③ Watch animation.
Students watch the animation demonstration of the process of dividing bars. Question: What's the total score? How many pieces did you fold for the first time?
④ Guiding formula
How many sticks should 12 be divided by to divide the stick into three parts? Equal to what?
Why divide by 3?
What is the meaning of 12 in the formula? What does the division symbol mean? What does 3 mean? What does 4 mean?
2. What to do? Do it. The second sub-question of the first question
(1), students do it independently
②. Collective correction
Divide 12 sticks into 4 parts, and find out how many sticks there are in each part. What does 12 mean? What does 4 mean? What does 3 mean?
③ Compare the first and second questions.
Why is the first question divided by 3 and the second by 4?
(3) Do supplementary exercises
The teacher distributed 10 exercise books to two students on average. How many copies did each student get?
The courseware shows the topic, and the students talk about how to formulate and calculate the meaning of each number.
& lt fourth > summary
What new knowledge have we learned today? I know how to divide a thing into several parts and find out how much each part is by division.
& lt Class assignments
Do the first question of exercise 12.
& lt 6 >, blackboard design (omitted)
Verb (abbreviation of verb) instruction design description
& lt teaching material analysis.
Calculation teaching is the focus of primary school mathematics teaching, division is an important part of calculation, division in table is the basis of learning division, and "preliminary understanding of division" is the beginning of students' learning division and the first lesson of learning division concept. Students do not have this knowledge in the original knowledge structure. Students' understanding of the meaning of division and their interest in division will directly affect their future study, so this lesson is particularly important.
Textbooks are introduced from dividing things, and students can understand the practical significance of dividing things. Example 1 clarify the meaning of "average score" by asking students to divide some objects manually and use the same amount. Example 2 enables students to clearly see the process of average score and intuitively understand the meaning of "average score". Then it leads to the reading, writing and meaning of the division formula. In order to make students understand the "average score" better, some practical problems are arranged in "Do one thing, do one thing" and exercise 12, so that students can set a pendulum and divide it one by one, then write the division formula, and then talk about the significance of the division formula.
Second, teaching objectives, key points and difficulties.
Teaching objectives:
1, let the students divide the objects by themselves, make clear the meaning of "average score", and make clear from the process of "average score"
Understand the meaning of division intuitively;
2. Students know divisor, can read and write divisor formula, and know the meaning of divisor formula;
3. Internationalized operation, to cultivate students' practical ability and preliminary language expression ability;
4. Cultivate students' ability to explore knowledge and strong interest in division;
5. Educate students to treat others warmly.
Key points: Let students know the meaning of division through actual division.
Difficulty: Understand the meaning of average score.
& lt Third, instructional design.
1, the guiding ideology of instructional design
(1) Starting from the reality of life, it reflects the formation process of knowledge and conforms to the law of students' great cognition;
(2) Pay attention to all aspects of students' development in class and achieve three goals;
③ Based on cultivating students' innovative consciousness and autonomous learning ability;
④ In the teaching process, pay attention to creating situations and atmosphere.
2. How many levels of instructional design?
(1), the average score is obtained from the same amount.
Here are two practical operations. One is to randomly divide eight digital cards into two; The second is to divide eight digital cards into two parts, and each part has the same number. Through the first hands-on operation, students' reports lead to "as much", and through the second hands-on operation and teachers' questions, they lead to "average scores".
(2) Use "average" to guide the operation.
After the teacher tells the story, ask the students to divide the six peaches into three parts on average and find out how many there are in each part. Then use the "average score" just learned to guide students to operate.
(3) How to solve the "average score"
In the last exercise, the students were only asked to try to get an average score, but they were not told how to get an average score. After the students operate, watch the scoring process of the old horse, imitate the scoring method of the old horse, and finally invite a student to give a demonstration on stage to help students solve the average score.
The math lesson plan for the second grade of primary school (1) enables students to know the meaning of division, how to divide a number into several parts, find out how much a part is, and calculate by division. (2) Make students learn the reading and writing methods of division formula. (3) Cultivate students' hands-on operation ability.
Teaching emphasis and difficulty focus: the significance of division.
Difficulty: master the first method.
Teaching aids and learning aids: 6 pencils, 8 cubes, 6 peaches and 3 plates. Learning AIDS: 8 cubes, 12 sticks, 15 triangles.
Teaching process design
(A) through the physical demonstration, understand the meaning of the average score.
The teacher took out six pencils and gave them to two students. What are the possible points?
One of them has 1 and the other has 5;
Two for one person and four for the other;
One of them has three and the other has three.
Among these points, the first two points are not equally divided, and the last point is equally divided. We call it? Average score? .
How to get an average score?
The teacher took out six pencils and asked three students to come to the front. The teacher gave six pencils to three students, each with the same number, and asked the students to pay attention to the process of dividing pencils.
Give it to everyone for the first time 1. Finally, the teacher asked: Have you finished dividing it? After the students answered, the teacher continued to divide. Second split 1. The teacher asked: Is it finished (finished)?
The teacher asked all the students to observe. How many cigarettes did each of the three students get? The student replied:? Everyone gets two cigarettes. The teacher asked: Does everyone get the same amount? It's called. Divide these six pencils among three people, each with two pencils.
(2) Teaching examples 1
Let each student take out eight cubes and put them on his desk. Then divide the eight cubes into four parts, and divide each part? As much? Let each student put a pendulum and watch it separately. The teacher made a tour to understand the students' pendulum.
After the students are released, the teacher assigns 1 students to demonstrate the grading process in front of the blackboard and say how to divide it. (Student: Take out four cubes, each of which is 1, and then take out the remaining four cubes, each of which is 1).
? Do you get the same share? How many are there in each serving?
The teacher pointed out: this is to divide eight cubes into four parts, two for each part.
(3) learning? Divide a number into several parts equally. How much is part of it? Calculate by division
Teaching example 2, show:? Put six peaches on three plates evenly, and how many peaches are there in each plate (take out six peaches and three plates when talking about the topic).
? What does it mean to put it on three plates on average? (that is, put the same amount in each plate)
? Put six peaches in three plates. Put the same number of peaches in each plate. How should I put it? After the students answer, the teacher will show the students the process of average score. Because you want to put them on three plates evenly, you should first take three peaches and put 1 on each plate. Then ask: Is it finished?
The teacher put 1 peach on each plate and asked:? Have you finished dividing it?
? Put a few on each plate.
? Are the number of plates the same?
? This way of dividing things is called how to divide (average score)
Divide eight cubes into four parts and put six peaches into three plates in this way, that is, divide one thing into several parts and find out how much one part is. In mathematics, we have to use a new method to calculate division.
? It's called division. Draw a horizontal line when writing, one above and one below. The horizontal line should be straight and the two points should be aligned.
Divide six peaches into three equal parts. How much is each part? How to list the division formula of this problem? (talking and writing) How many peaches do you want to share? Release? 6? Write before the division symbol (blackboard writing: 6? ); Divide the sixth grade into several parts. Release? 3? Write after the division symbol; How much is each? Put this? 2? Write it after the equal sign. Is the teacher pointing? 6? 3=2? Note: this formula is called division formula, which means that 6 is divided into 3 parts, each of which is 2.
Then guide the students to read the formula: 6 divided by 3 equals 2. Then tell one or two students what the formula means and read the formula aloud.
Then ask the students to open their books and guide them to look at the picture of the children dividing peaches on page 45. First, ask the students to explain the meaning of the picture, and then guide them to separate the remaining three peaches in the picture on the right by connecting lines.
Comprehensive feedback
1. Do page 46 of the textbook. Do it. 1997 problem.
In the sub-question (1) of the 1 question, let each student take out 12 sticks, arrange them by hand, then write the division formula completely, and then call the students to tell the meaning of each number in the division formula.
Question (2), let the students do it, the teacher patrol, and then correct it collectively.
Question 2: First, guide the students to understand the meaning of the picture. How many balls should we divide? How to divide it? Let the students actually contact and express the process of division. Then fill in the formula in the book and read the division formula by name.
2. Do questions 0 and 2 of 65438+ 14.
Question 1, first read the division formula by name, and then let the students say the meaning of the division formula completely.
Question 2: First read the formula by name, then let each student put it in a triangle, then fill in the numbers and tell the meaning of the formula.
Summary: Today, we divided things by hand and learned how to divide things evenly into several parts and how to calculate the number of each part by division. We also learned how to read and write division formulas.
Description of classroom teaching design
This lesson is the beginning for students to learn division. What is the basic meaning of division? Average score? Therefore, in the design of teaching process, first, let students understand which method is general and which method is not.
On this basis, study how to score, in order to get an average score. Divide a thing into several parts on average. When you figure out how much each part is, use division to calculate, and closely link the reading and meaning of the division formula with the specific operation.
When consolidating the feedback, do it again, so that students can further understand the meaning of division.
Selected exercises of preliminary understanding of division
1. Fill in the blanks
Divide 10 into 5 parts, each part is 1.
List formulas:? =
fill (up) a vacancy
24? 4= pronounced division, which means to divide the components equally, and each part is, that is, there is one in it.
fill (up) a vacancy
Formula: □? □=□
Indications: Divide the ingredients equally, each serving is.
fill (up) a vacancy
(1) 10 divided by 5 equals 2. □○□=□
(2) The dividend is 12, the divisor is 6, and the quotient is 2. □=□
5. Application questions
Addition formula: _ _ _ _ _ _ _ _ _ _ _
Multiplication formula: _ _ _ _ _ _ _ _ _ _ _
Division formula: _ _ _ _ _ _ _ _ _ _ _