Mathematics Teaching Plan of "Understanding of Rice" in Grade Two of a Primary School
Teaching goal: 1, experience the process of measuring the length of an object correctly in meters and centimeters, experience the length of 1 meter, and estimate the length of the object.
2. Experience the close relationship between measurement and life in activities, stimulate students' interest in learning mathematics and develop the concept of space.
Teaching emphasis and difficulty: understand the meaning of rice, know the relationship between centimeters and meters, and know the forward speed of meters and centimeters.
Teaching aid preparation: new pencil, meter ruler, math textbook, pencil box, 1 meter long rope.
First, create a situation
1, teachers and students use tools such as straightedge and triangle prepared before class to measure the length of each item in the group.
2. Instruct students to cooperate at the same table and measure the length of the rope with different measuring tools.
In the process of measurement, students will randomly compare and choose which measuring tools are more suitable. (Mainly ruler or meter ruler)
Measure the length of the table with a meter ruler.
Second, experience exploration.
1, know the meter, and know how long 1 meter is. ?
2. Ask students to visually experience the length of 1 meter in groups.
3. Students know the relationship between meters and centimeters in the process of observation and communication.
Induction: 100 cm = 1 m? ,? 1m = 100 cm， 1m= 100cm？
4. Ask the students to contact the things around them and find out several items with the length of 1 meter.
Third, practical application.
How many pencils are 1 and 1 meter equal?
2. Students independently measure the length (or height) of relatively large objects in the classroom. Teachers should complete measurement activities with students.
3. Show five pages of exercises in the book.
4. Homework: Let students go home and measure the length of objects at home.
Mathematics Teaching Plan of "Knowing Rice" in Grade Two and Grade Two
The learning goal is 1. Knowing the length unit meter, the concept of 1 meter is initially established, and it is known that 1 meter = 100 cm.
2. I can measure the length of an object with a meter ruler.
3. On the basis of establishing the concept of 1 meter length, cultivate students' observation ability and awareness of estimating object length.
4. Perceive the actual length of 1 meter through learning activities such as measurement, observation and comparison, form the concept of length of 1 meter, and experience the mathematical ideas and methods of observation and comparison.
5. Cultivate students' careful study habits and feel the connection between teaching and real life.
Important and difficult
Teaching emphasis: learn the method of measuring length and establish the practical concept of 1 meter. `
Difficulties in teaching: Establish a practical concept of 1 m, and know 1 m = 100 cm.
learning process
First, create situations and introduce dialogues.
Teacher: Yesterday, the teacher asked everyone to go back and measure their height. Have you measured them all? Who can say, what is your height? (Students exchange height)
Everyone used the word "rice" in communication. Today, we will learn about objects that are meters long (blackboard writing topics), usually in meters.
[Design Intention] Let students feel the application of "rice" in life and feel that mathematics comes from life through their own measurement.
Second, explore the experience.
1, estimated actual length 1 m.
Teacher: Teacher's height1.58cm. Can you estimate that the distance from the ground to the teacher is about 1 m high Students estimate according to previous experience.
Estimate again, which part of your body is about 1 m from the ground (and mark it), and say that your height is higher than 1 m or lower than 1 m?
Teacher: Everyone wants to estimate, so shall we play a game? Let two students open the ribbon slowly. Other students carefully observed the opened ribbon. If you think the length of the opened ribbon is 1 m, immediately shout "Stop" (student activity).
Inspiration: Pointing at the drawn ribbon, is this 1 meter? How do we know how long it is? (You can measure it with a ruler) Then please measure it with a ruler. It is inconvenient to measure in centimeters, and it is not easy to get the correct result.
How do you feel about this measurement? (very troublesome)
Teacher: It seems that it is very troublesome for students to measure with their own ruler. Then who has a better idea? (Make a longer ruler) It's clever of everyone to come up with so many good ideas. Teacher, here is a good baby who can measure the length of ribbon quickly. You want to know what it is?
[Design Intention] Starting from the estimation of the teacher's height, students are definitely interested. In this process, the length of 1 meter is estimated by using students' existing life experience, which not only cultivates students' observation ability and estimation consciousness, but also lays the foundation for establishing the length unit of 1 meter.
2. Know the meter scale.
Show me the meter scale.
(1) Dialogue: This is a meter ruler, and its length is exactly 1 meter. It is much easier to compare long objects with it.
This is the epitome of the meter scale. Please take out your ruler and compare it with the meter ruler to see if there is any difference. (Different numbers, different tick marks)
(2) Let a student take his own ruler and measure the scale length from 0 to 10 on the teacher's meter ruler. (10cm)
How many scales are there on that meter scale? The scale of 100 is 100 cm or 1 m.
According to the students' answers, the blackboard is 1 m = 100 cm.
【 Design Intention 】 Through observation, comparison and thinking, let students discover the relationship between meters and centimeters independently.
3. Measure with a meter ruler.
(1) Talk about: How did you measure the length of the ribbon with a meter ruler just now? Who will give it a try? Measure the tape of 1 m by name. How did you measure it?
Summary: When measuring an object, you must start from one end of the object, aim the 0 scale of the tape measure or meter ruler at one end of the object, and put the ruler flat and straight. (Courseware demonstration)
(2) Question: Miss Wang wants to know where she is 1 m above the ground. Who will help the teacher measure her? (After students measure, put a label at the position of 1 m.. )
(3) Students, do you want to know the 1m you just estimated for yourself?
Right? Coordinate the measurement at the same table and place the label correctly. And feel how long 1 meter is? Say it again, is your height greater than or less than 1 m? How many centimeters more?
(4) Talk: Do students know how long 1 meter is now? Please open your hands and estimate whether your legs are longer or shorter than 1 meter. Measure it again.
Communication. Q: Can you draw around 1 meter by hand?
(Actual length drawn by students 1 m)
(5) Talk: Let the children look around in the classroom, next to you.
What objects are about 1 m long? (measurement)
(6) Which objects should be measured in meters?
【 Design Intention 】 Through practical activities such as estimation, measurement, comparison and search, students can fully perceive the length of 1 meter in different ways, establish the actual concept of 1 meter, and learn how to measure the length.
Third, the application of the method.
1, Question: Can you estimate the number of people in the line 1 meter long? Students may think that there are about five people in a vertical row and about three people in a horizontal card.
Question: Think about it. Team 1 meter long. Why do some teams have about 5 people and some teams have 3 people?
2. Group activities.
Requirements: Estimate how many steps it takes to walk 1 meter at our usual pace. (Ask some students to come up and take a walk)
Question: Why is the pace different when walking 1 m?
Dialogue: Do the students want to know how many steps it takes to walk 1 meter?
Team work: Measure the distance of 1 meter on the ground. Everyone comes for a walk.
Group activities. Organize communication.
Children now know the approximate length of 1 meter. The teacher is standing here. Who can come up and find a place where the distance between you and your teacher is exactly 1 m? Can you find another seat at a distance of 1 m from the teacher? Can you still find such a position?
The students stood beside the teacher in succession, and finally formed a circle with a radius of meters.
[Design Intention] Mathematics originates from life and is used in life. In this process, students experience the mathematical ideas and methods of observation and comparison. Feel the connection between mathematics and real life. And apply what you have learned to solve simple practical problems.
Fourth, comb knowledge, summarize and sublimate.
Question: What did we learn today? What have you gained?
[Design Intention] Make a simple review of the study of this lesson, form a basic knowledge network, sort out the learning ideas, and establish the concept of length 1 meter, knowing that 1 meter = 100 cm.
Mathematics teaching plan of "Understanding of Rice" in the third grade of primary school
Teaching content: page 30 to page 32 of the third volume of compulsory education six-year primary school mathematics. Teaching material analysis: This class is the first time for students to contact length units. Its teaching focus is to let students initially establish the concept of 1 meter. Students have little contact with "meter" in their daily life and lack a clear understanding of length units. Through practical activities such as reading, comparing, recognizing, measuring and thinking, the textbook enables students to have a perceptual understanding of the meter ruler as a tool for measuring length and understand the approximate length of 1 meter, thus initially establishing the representation of 1 meter. The textbook also arranges some exercises for students to actually measure the length of an object and estimate the length as needed.
Teaching objectives? Make students know the length unit meter, understand the actual length of meter, and initially establish the concept of 1 meter. I can measure the length of meter-level objects and cultivate my preliminary estimation ability.
Teaching preparation: meter ruler, tape measure, 1 meter long rope, skipping rope.
Teaching process? ：
First, import
1, Teacher: Today, the teacher will learn Understanding Rice with his classmates. (Blackboard: Understanding of Rice) Guess what we will learn "Understanding of Rice". What made you think of learning this?
Students may answer:
Learn a ruler; Study duration; What is rice? When students come up with various answers, ask them why they want to learn this.
2. Teacher: Do you know any rulers? Who would like to introduce the ruler you know to everyone? (Students introduce, teachers add, when students mention a ruler, teachers try to show the real thing)
(1) Long ruler and triangular ruler: Do your homework? It can be used to draw lines and measure the length of relatively short objects.
(2) Tape measure: measure a long distance.
(3) Meter ruler: Teachers use it to draw lines on the blackboard and measure the length of objects.
3. Teacher: Where or when should I use the ruler?
Students may answer:
When crossing the line; Measure height during physical examination; In the long jump competition;
4. So many rulers have their own uses. In this lesson, we will mainly learn "meter ruler".
Second, introduce the meter ruler.
1. (showing the meter ruler in kind) Teacher: This is the meter ruler. Please observe carefully. What is the meter scale you observe? (Students answer separately)
Student's possible answer: the meter ruler is straight and long, with wires and numbers on both sides (what are the numbers? )。
2. Teacher: The lines on the meter scale are called graduation lines. There are lines and numbers on both sides of the meter scale, and the numbers on one side range from 0 to 100. Many rulers range from 1 to 99. Please find this side. Actually, 1 is preceded by a 0 and followed by a 100 (media show) (blackboard writing: 1m).
3. Introduction to the meter: Teacher: The meter is an international unit of length, and the unit symbol is "M".
The teacher demonstrates reading, the students follow, and the book is empty.
Third, preliminary perception, establish the concept of 1 meter.
1, perceived length 1 m.
(1) Teacher: Each student has a rope with a length of 1 meter. Please gently pull both ends of the rope (the teacher will demonstrate at the same time). What is the distance between your arms at this time-1meter? Don't move your arm. Let go of the rope gently and have a look. The distance you stretch your arm is 1 meter.
(2) Put down your arm and don't rely on the rope. Just compare the length of hand-painted 1 meter and give it a try. If it is really difficult, please ask the rope for help.
(3) Feedback: Who will tell the teacher how long 1 meter is? (Choose a student to indicate) Does he mean 1 meter? Measure him (his classmates)
(4) Working in groups, one student shows 1 meter with gestures, and one student measures.
(5) The class tells the teacher by gesture: How long is 1 meter? The teacher measured several students.
2. Perceived height 1 m
(1) Teacher: The teacher put the meter ruler vertically and have a look. Where is 1 m from the teacher's foot?
(2) Please estimate where 1 m might go if it were on you.
(3) Compare it with the meter ruler on your body. Where is 1 m from the sole of the foot? There is only one meter ruler in each group, so specify which student each group starts with. )
(4) Feedback: Who will tell the teacher how high 1 meter is?
Why 1 m goes to the teacher's waist, from chin to mouth? I feel that 1 meter is fixed length and the same height, but people with different heights will reach different parts.
3. Close your eyes and think about how long and high 1 meter is.
4. Find it: I know how long 1 meter is, so please find out which objects in the classroom are about 1 meter long. (The width of the blackboard, the width of the door ...) See which child has the brightest eyes.
Measure energy in time and teach measurement methods.
(When measuring, the scale line of 0 is aimed at one end of the measured object, from 0 to 100, which is exactly 1 meter. )
Fourth, the small estimator.
1, estimate the height of the door.
(1) Students estimate individually first.
Teacher: Let's play a game: Little Estimator. Please estimate the height of this door. How high do you think this door is? Write down the estimated results in your notes.
Students estimate separately.
(2) Verification: the teacher makes a rough measurement, and the students fill in the measurement results in the form.
(3) How did you estimate it so accurately?
(praise the students who estimate accurately, it is estimated that there is a foundation. )
Step 2 estimate the length of the blackboard
Teacher: How long is the blackboard we use in class? Please estimate.
(1) Students can estimate freely and write the estimation results on paper.
(2) Verification:
A, whether the estimate is accurate or not, just test it. Who wants to come up and measure it?
B can you do it alone? Do you need an assistant? (Cultivate students' sense of cooperation)
C. What should other students pay attention to when observing and thinking carefully and measuring an object several meters long? (Make a mark after measuring 1m, and then start measuring from the mark. )
Besides the meter ruler, what ruler can be used to measure? )
3. Estimate first, then measure.
The length of the classroom is about (8? ) meter
The width of the classroom is about (6? ) meter
The height of the podium table is about (? 1? ) meter
The length of skipping rope is about (2? ) meter
(1) estimation: Please estimate the length of these objects.
(2) Group measurement. Choose one group to measure the length of the classroom, one group to measure the width of the classroom, one group to measure the height of the podium, and the other group to measure the length of skipping rope. Start measuring when the music starts and stop measuring when the music stops. If the team has finished measuring before the music stops, it can gently measure the length of the object you want to measure.
The teacher gave guidance to the group, especially to the group measuring skipping rope, and what to pay attention to when measuring soft objects. )
Verb (abbreviation of verb) Summary: What did we learn in this class today? What did you get?
Activity of intransitive verbs:
How many steps does it take to walk from the back of the classroom to the front?
After measuring the length of the classroom, how many steps should I take for such a long distance? Do you want to go for a walk?
2. Take the 10 step and measure how many meters you have walked.
Mathematics Teaching Plan —— Understanding of Rice