Teaching plan of "Seeking a number greater than a number" in second grade mathematics 1 Teaching content: Example on page 33 of the textbook, thinking about doing the problem on page 34 1-4.
Teaching objective: to enable students to learn to solve practical problems of seeking more than one number (or less than one number) and to cultivate their ability of analysis, comparison and reasoning.
Teaching preparation: 33 red flowers
Teaching process:
First, review.
Say a word with "greater than", "less than", "greater than" or "less than". Tell me who has more and who has less.
Second, new funding.
1. Introduction:
Students lay flowers and play games. Xiaoying (the girl in the middle) put 1 1 red flower, and Xiaohua (the boy on the left) wants to put three more flowers than Honghong. How many flowers do you think the floret will put?
(1) Let the students make a pendulum and arrange it in a row.
(2) Question: How many red flowers do you think small flowers should have? How can I put it? If you use a formula, how should you express it? (blackboard writing: 1 1+3= 14 (sheets))
(3) According to the formula, why use addition to calculate?
Talk about the meaning of 1 1, 3, 14 in the formula.
How many red flowers are required for small flowers. As long as you add up as many flowers as Xiaoying and three more than Xiaoying, you can find out the number of small flower pendants. Therefore, when the required number is greater than 1, it should be calculated by addition.
(4) Clap your hands to consolidate:
The teacher took two pictures, and the students took three more than the teacher. How many photos did the students take?
The teacher took six pictures, and the students took two more than the teacher. How many photos did the students take?
Practice in groups. After each exercise, ask the students to list the corresponding formulas orally.
Practice freely in the same seat.
2. Show examples: Xiaoping also plays the game of arranging flowers with them. Xiaoping wants to put three times fewer flowers than Xiaoying.
(1) Question: How many red flowers do you think Xiaoping should put? Why? Group discussion, you can use learning tools or other methods.
(2) Report the activities of the group:
Question: How to express it with an expression? [Blackboard: 1 1-3=8 (pieces)]
Why use subtraction calculation?
: How many Xiaoping pendants do you need? As long as the part of Xiaoying's red flower that is more than Xiaoping is removed, it is the number of Xiaoping's pendulum, that is, find the number that is less than 1 1 and calculate it by subtraction.
Just now, we helped Obana Xiaoping count how many red flowers they each put. Now, please think about it. What is the difference between the calculation methods of these two problems? Tell the group what you think. (After discussion in groups, send representatives to speak. )
4. Clap your hands to consolidate:
(1) The teacher took five pictures, and the students took two less than the teacher. How many photos did the students take?
(2) The teacher took 9 pictures, and the students took 6 pictures less than the teacher. How many photos did the students take?
Practice in groups. After each exercise, ask the students to list the corresponding formulas orally.
Practice freely in the same seat.
Third, consolidate the practice.
1. Finish thinking and do 1 questions.
(1) Look at the pictures and dictate the meaning completely.
Question: Who walked more? How did you know?
(2) Students answer independently and talk about the methods and ideas to solve the problem.
(3) Reminder: After solving this problem, it is generally necessary to write the appropriate unit name after the number.
2. Do the second and third questions after thinking.
After reading the questions, students dictate the meaning of the questions.
After the students answer the questions in the form of columns, talk about the ideas of solving problems.
Fourth, the classroom.
Today, I use the knowledge I have learned before to solve the practical problem about the number that is more (or less) than a number. In the process of solving problems, it is necessary to find out who is more and who is less, and then choose the correct method to answer.
Verb (short for verb) homework
Think about doing the fourth question. (vertical calculation)
Postscript of teaching:
Teaching plan 2 of "seeking a number more than a number" in second grade mathematics;
The compulsory education curriculum standard experimental textbook has 33-34 pages, with examples and "thinking and doing".
Teaching objectives:
1. Let students master the solution of "finding more (less) problems in one number" through operation inquiry learning.
2. Adopt the excellent classroom teaching mode of "learning before teaching, cooperation and communication, reaching the standard in class".
3. Let students feel the close connection between mathematics and life, stimulate students' emotion in learning mathematics, and enhance their self-confidence in learning mathematics well.
Teaching focus:
Enable students to correctly solve "more than (less than) a number of practical problems".
Teaching preparation:
Learning objectives, preview and checklist of "Finding more (less) than one practical problem", small blackboard, peach chart 14, wall chart. Each student has twenty sticks.
Teaching process:
First, explain the learning objectives. (small blackboard)
1. Let students master the solution of "seeking more than (less than) a number" through operation inquiry learning.
2. Adopt the excellent classroom teaching mode of "learning before teaching, cooperation and communication, reaching the standard in class".
3. Let students feel the close connection between mathematics and life, stimulate students' emotion in learning mathematics, and enhance their self-confidence in learning mathematics well.
Second, preview the inspection.
Show the preview sheet of "Seek more (less) and seek one", and the teacher will give it to the students in advance at the end of the last class, so that the students can complete it independently. This course will be previewed for the second time. Let the students read 33-34 pages first, and then check the preview list. The teacher will patrol and extract the contents that most students can't understand and the places where students are prone to mistakes.
Third, submit questions.
Be sure to let the students finish reading the 33-34 pages of the book, and then check the preview list. The teacher will patrol and extract the contents that most students can't understand and the mistakes that students are prone to make. For example, "Xiaoming has 1 1, Xiaoming has three more peaches than Xiaohong, and how many peaches does Xiaohong have?" General students use addition. When they were asked to give a speech, most of the students said that there was "much" in the question, so they used addition, but it was not.
Fourth, cooperation and exploration.
Let the group talk, then say the name of the second person in the group number, explain the idea of solving the problem and give a speech. Because there is "more than" in the question, add it. At this time, no child in the class noticed the key point of solving this kind of problem, that is, he didn't understand the meaning of the problem. Some students did not even look at the questions, so they did it blindly. Some saints don't know the ways and means to solve practical problems. I took out the teaching aid Ding Taotu and posted it on the blackboard to help students analyze it. Let the students put their study sticks on the table and think about it. At this time, I made a suggestion to solve the practical problem. If you want less, use subtraction. Many students immediately said the correct formula and solved it. I also showed the special question in the second question, "Xiao Ming has 1 1, Xiao Ming has three more peaches than Xiao Fang, and how many peaches does Xiao Fang have?" . Many students know how to calculate by subtraction. I also took out an example wall chart for the group to communicate, wrote the names of the representatives on the blackboard, gave a speech and expressed my ideas on solving problems. Most students did it right. And the speech is clear and in place.
Fifth, in-class testing.
1, let students finish "think and do" independently. Play and say by name. Solution.
2. Show me the test paper.
(1) There are 28 people with strong speech skills in junior grades, 57 people with strong speech skills in senior grades, and how many people with strong speech skills in senior grades?
(2) First, supplement the questions and conditions missed in the topic, and then answer them in the form of a table.
1. The white rabbit pulled out 25 radishes, and the gray rabbit pulled out 7 radishes more than the white rabbit. _ _ _ _ _ _ _ _ _ _ _? Let the students do it independently, the teacher is still patrolling, and those students who still have difficulties are staring at one and tutoring individually. Give guidance.
Sixth, the layout.
1, this lesson mainly studies the solution of the practical problem of finding a number greater than (less than). The key is to look at what the problem is and what to seek, so as to find the conditions with problems, analyze them and find out who is more and who is less. If there are many questions, use addition; If you want to be less in the problem, use subtraction.
2. In the next class, the teacher will issue a preview sheet, and the teacher will give appropriate hints to help the students clear up their confusion points, help the students build their interest in preview, and tell the students to read the contents of the book first, and then do the preview questions on the basis of understanding.
The second grade mathematics "Seek a number more than one number" teaching plan 3 topic: Seek a number more than one number.
Teaching content: Case 23,4 (1) and Exercise 4,1.
Teaching objectives:
Knowledge and skills
(1) Make students understand and master the quantitative relationship of the application problem "Find a number more than one number" and answer it correctly.
(2) Through the process of observing, analyzing, thinking and solving problems, cultivate students' ability to solve practical problems.
Process and method
Through students' observation, operation and other practical activities, students' ability to collect and process information and to find and solve problems is cultivated.
Emotional attitudes and values
In the process of learning and operating, enhance the awareness of learning and using mathematics.
Teaching emphases and difficulties:
In the process of observing the operation, I felt the process and method of "seeking more than seeking"
Teaching methods and learning methods:
Teaching method: combining dialogue with discussion.
Learning method: independent inquiry method.
Teaching preparation:
Multimedia courseware.
Teaching process:
First, review and pave the way
(1) Sing the children's song "Left Hand and Right Hand". How about we talk about the number of fingers in the left hand and the right hand?
Lead out: as much.
(2) Projection shows the title map.
① How much more than ○?
(2) How to form.
Second, the new curriculum teaching
(1) Example 4( 1) Read the questions by name.
(2) Analyze and understand the meaning of the question and answer in parallel.
What is the first condition that this question tells us?
② What is the second condition?
What can you see from this condition?
(4) Based on class one, which class is more and which class is less?
⑤ Then the number of red flags in Class Two can be divided into two parts?
6. How many faces are there in Class One? How many more than Class One?
⑦ What is this question?
How many red flags are there in Class Two? What about these two parts? What is the formula?
Third, consolidate the practice.
(1) Think about the following two sentences. What is more than what? What are the two extra parts?
There are three more apples than pears.
② There are 2 more white rabbits than black rabbits.
(2) Complete Exercise 4, Question 1.
(3) Listen to the tape and answer this question.
① There are 4 1 little monkey, 3 big monkeys are more than little monkeys, how many big monkeys are there?
② The height of sika deer 1 m, the giraffe is 3 meters taller than sika deer, and how many meters is the giraffe?
③ The weight of the red panda 10 kg, the giant panda's weight is 20 kg, and the giant panda's weight is how many kg?
Fourth, summary.
In this lesson, people learned the application problem of "finding a number more than one number". The key is to grasp who is more than who, who talks nonsense more and who talks nonsense less, divide the more into two parts, and combine the two parts to calculate by addition.
blackboard-writing design
Find a number greater than the number.
1 class got 12 little red flag, class 2 got 3 more than 1 class, how much did class 2 get?
The first 1 class: 12
Class 2: There are 3 more faces than Class 1.
12+3 = 15 (face)
Answer: Class Two got 15.
Reflection after class
The application of "finding a number greater than a number" is a difficult point in the teaching of simple application problems in lower grades, and its basis is to find the difference between two numbers. The key is to make students understand that large numbers are composed of the same parts as decimals and many parts with decimals. Ask for a bigger number and add up the two parts. In the teaching process, we should give full play to students' main role, carefully guide students to observe, operate, discuss and reason, and let students explore the law themselves.