As we know, teaching plan is the guarantee to improve teaching quality and the premise to help teachers complete teaching tasks in a planned, step-by-step and quality way. Are you still having a headache about the lesson plan? Model essay is a good direction! The following is the "Mathematics Teaching Plan for the Third Grade of Primary School (5 Selected Articles)" compiled by me for your reference only. Welcome to read this article.

The first part: the teaching objectives of the second volume (choose 5 articles) of the third grade mathematics teaching plan in primary school.

1. Make students further understand the meaning of bar charts and learn to read horizontal bar charts.

2. Learn to make bar charts initially.

3. Be able to correctly analyze bar charts and cultivate the ability of observation, analysis and hands-on operation.

Emphasis and difficulty in teaching

Learn to make horizontal bar statistics initially.

teaching tool

Courseware.

teaching process

First, create a situation and review the introduction.

Statistics of four kinds of mineral water sold in a store from June 3rd to June 10.

Teacher: How can we express the sales of four kinds of mineral water at a glance? (Draw a bar chart)

Students began to make bar charts.

Analysis: What do you see from the statistical chart?

Second, ask questions and introduce new lessons.

Teacher: Histograms can also be drawn like this.

Contrast: What's the difference between these two statistical charts?

Teacher: The previous data is marked on the vertical axis, the brand of mineral water is marked on the horizontal axis, the following data is marked on the horizontal axis, and the brand of mineral water is marked on the vertical axis. We call this statistical chart a horizontal statistical chart. Now, please complete the bar chart.

Teacher: When we draw the vertical axis and the horizontal axis, we draw an arrow, which means that both the vertical axis and the horizontal axis can extend up and to the right indefinitely.

What do you want to know according to this histogram? Communicate in groups of four. What you want to know.

2. Summary: When drawing a bar chart, you can choose whether to use a vertical bar chart or a horizontal bar chart as needed.

Third, consolidate the use

Exercise 10, 1 topic on page 40 of the textbook.

(1) Let the students finish the first two small questions independently, and then the teacher will comment.

(2) What other questions can you ask?

Fourth, class summary.

What did you learn in this class? What did you get? What should I pay attention to when making statistical charts?

homework

Finish the exercises after class.

The second part: the teaching content of the second volume (5 selected articles) of the mathematics teaching plan for the third grade of primary school.

Textbooks P2-P3.

Teaching objectives

1. Combine the specific situation of "buying stationery" to understand the meaning and characteristics of decimals.

2. Be able to recognize and read simple decimals.

3. Experience the connection between mathematics and real life, and feel that mathematics is around.

Teaching focus

Can recognize and read and write simple decimals.

Teaching preparation

Teaching aid: wall chart, "attached page 1" map 1.

teaching process

First, situational introduction

Xiaoxiao is going to the stationery store to buy stationery, but the price tag of the stationery store is the first time Xiaoxiao saw it. She can't understand it and wants to ask her classmates for help.

Second, play middle school.

1. Create situations, activate previous life experiences, feel and understand the meaning of decimals, and appreciate the characteristics of decimals.

(1) Show the stationery price tag. Students carefully observe and divide the numbers on the stationery price tag into two categories.

Pencil 0. 50 yuan ruler 1. 06 yuan notebook 3. 50 yuan

School bag 45 yuan watercolor pen 16. 85 yuan has 8 pens. 00 yuan pencil box 12 yuan

(2) Talk to each other at the same table about the unit price of each stationery in the decimal category.

(3) Write down the prices of all kinds of stationery and check with each other at the same table.

2. Observe and compare, be able to recognize and read and write simple decimals.

(1) Guide students to observe these decimals and the numbers they have learned before, compare them and talk about the characteristics of this group of numbers.

(2) Explanations like 3.50, 1.06, 16.85, ... are all called decimals, and you know the decimal point.

(3) Briefly introduce the origin of decimals. Know how to read decimals Read at the same table.

(4) Write down the unit price of stationery in decimal form and read it again. (You can write a book or a familiar unit price in your life. )

(5) Small discussion: Is the decimal point important? What if Xiaoming writes the unit price of the notebook from 3.50 yuan to 0.35 yuan? Ask the students to discuss and report after the exchange. )

3. Where have you seen decimals in your life?

Ask the students to talk about decimals they have seen in their lives. If some students can't say it, they can leave their homework, let them look for it in their lives, and then communicate with each other before the next class.

have a try

Finish the exercises in Try it independently, and give feedback to each other at the same table.

Third, learn by doing.

1. Write and read. Complete the Exercise question 1. Students understand the meaning of the question by themselves and finish it independently. Pay attention to the small question "How much is a RMB and a nickel in 20 yuan?" .

2. Complete the second question of "Practice".

Fourth, do it.

Math game. Finish the third question of "Practice".

Verb (abbreviation of verb) abstract

The third part: The second volume (5 selected articles) of the mathematics teaching plan for the third grade of primary school in teaching material analysis.

The unit "Yuan, Angle, Minute and Decimal" is the first time for students to learn decimals. The purpose of textbook design is to let students learn the basic knowledge of decimals and their simple addition and subtraction operations in the situation of "yuan, jiao and fen". Choose the situation of "yuan, jiao and fen" to let students learn decimals. First of all, because the most direct experience of students' understanding of decimals comes from price; Secondly, learning decimals in combination with shopping situations can highlight the close relationship between "yuan, angle and minute" and decimals, help students understand decimals and penetrate the requirements of solving problems. In addition, this arrangement of teaching materials also provides an intuitive and concrete model for studying decimals in the future. Therefore, in practical teaching, we should pay attention to the study of decimals in this unit.

This unit has arranged specific situations such as "buying stationery", "shopping around", "buying books" and "delivering books". The purpose is to let students know the meaning of decimals and the close relationship between decimals and their addition and subtraction operations and life.

Teaching objectives

1, combined with the specific content, understand the meaning and characteristics of decimals, and be able to recognize and read simple decimals.

2, through the process of comparing commodity unit prices, learn to compare the size of simple decimals.

3, combined with the problem-solving process, learn to add and subtract a decimal.

4. I will use decimals to express some things in daily life, solve some simple problems, communicate with my peers and feel the close connection between decimals and real life.

Problems needing attention in teaching

1, combining the specific situation of shopping closely, let students understand the meaning of decimal.

First of all, reading the price tag is a necessary knowledge and skill for shopping. Knowing how to use yuan, jiao and fen to explain commodity prices expressed in decimals is a sign of understanding the meaning of decimals. The learning process of recognizing, reading and writing decimals is based on students' existing experience of "yuan, jiao and fen" and is carried out in specific situations.

2. Give students the opportunity to think and solve problems independently and experience the diversity and rationality of problem-solving strategies.

"Shop around", let students find ways to solve the problem of "which stationery store is cheaper to buy a pencil box", and communicate with each other and share their different strategies with their peers. Teachers should not take the place of others and sum up a certain strategy into knowledge points to instill in students, which restricts students' exploration spirit and creativity; Encourage students to dare to put forward unique ideas or questions; The evaluation of students' various strategies should help them improve their consciousness of strategy selection and reasonable optimization.

3. Combine the process of solving problems with the calculation of learning addition and subtraction.

This is not only because calculation is a means, but also because solving problems is an end. Combining the two can make students realize the necessity of learning calculation. It is also an effective way to cultivate students' awareness of mathematics application and feel the close connection between mathematics and life. Students learn decimal addition for the first time under the background of "buying books". In the process of discussing various algorithms of decimal addition, it is revealed that numbers in the same unit (digit) can be added. This is also the basis for understanding why decimal points should be aligned when adding decimal points. As long as students understand this, they will get through the road of transferring the experience of integer addition and subtraction to decimal addition and subtraction.

4. Gradually expand the time and space for students' independent exploration, cooperation and exchange.

In the lesson of "buying books", students can focus on understanding the arithmetic and algorithm of decimal addition under the guidance of teachers. The course of "delivering books" allows students to explore independently. Because students have studied integer addition and subtraction, have already had experience in dealing with carry abdication, and have a preliminary understanding of the operation of decimal addition and subtraction, the course of "delivering books" can provide students with greater independence and autonomy.

Chapter four: The teaching objectives of the second volume (choose 5 articles) of the mathematics teaching plan for the third grade of primary school.

1, so that students can understand the meaning of the average and learn the simple method of finding the average.

2. Understand the statistical significance of the average and feel the connection between mathematics and life.

3. Cultivate students' ability to solve problems.

Important and difficult

Make students understand the meaning of the average and learn the simple method of finding the average.

teaching process

I. Understanding the average

1, the teacher showed a glass of water, told the students that this large glass of water is about 600g, and then put this glass of water into four cups (the water in each cup is different). Q: Can you calculate the average weight of the water in these four cups?

Students begin to solve problems and exchange solutions.

2. Introduce "average"

Second, learn to calculate the average.

1. Show the scene: What are the teachers and classmates doing?

2. Show statistics: guide students to collect information.

3. Guide the students to work out how many books each person has collected by using the method of "more activities and less supplements": What can you do to solve this problem with this statistical chart? The communication style of students after independent thinking.

4. Question: In life, everyone collected a lot of mineral water bottles. How did everyone get together? If there is no such statistical chart, just how many people report that they have collected it? How do you know how much each person in this group has collected on average?

5. Discuss the solutions in groups and send representatives to communicate, saying that 13 is the average. Does it mean that each of them takes 13? Understand that the average is an imaginary number. Teachers guide students to understand the calculation process of average and its meaning.

6. Summary

Teacher: Boys and girls, why do you want to get rid of one point and the lowest point when grading the game on TV? Can you tell me why?

Aroused a heated discussion among the students. Students solve practical problems through discussion, and their understanding of the average rises to a higher level, knowing that the average is not a real number. The reason why the score and the lowest score are removed is because the final score will not deviate too far from the average score.

Third, consolidate training.

Another environmental protection group also collected many mineral water bottles, including 15 from Xiaojun, 16 from Xiao Wei, 12 from Xiao Peng and 13 from Xiao Xin. How much did this group collect on average?

Four. abstract

What did you get from this lesson? What's your problem?

Chapter 5: The new semester begins in the second volume of the third grade mathematics teaching plan in primary school. In order to further implement the curriculum reform, let students master what they have learned in a relaxed learning atmosphere, and cultivate students' ability to think, analyze and solve problems independently, the mathematics teaching plan for this semester is formulated as follows:

Analysis of students' situation

There are xx students, X boys and X girls in Grade Three. Basically, it is the habit of students in study, work and rest. It's become official. However, because students come from different families, parents' educational level and moral quality are quite different. Therefore, some students' study habits and behavior habits are poor. Most students just stay in class and listen attentively, lacking the consciousness and habit of active participation. Some students are lax in class discipline, like to talk at will, refuse to finish their homework on time, and like to drag their homework.

Therefore, this semester, in view of these characteristics, mathematics classes should not only be rich in content, diverse in forms and attractive; Moreover, it is necessary to cultivate students' interest in learning mathematics and let them participate in it, so as to strengthen students' confidence in learning mathematics well, enhance students' willpower and develop good study habits.

Textbook analysis

This textbook includes the following contents: divisor is the division of one digit, two digits are multiplied by two digits, the initial understanding of decimal, location and direction, area, year, month and day, simple data analysis and averaging, solving problems with mathematics, wide angle of mathematics and mathematical practice activities.

This book arranges two mathematical practice activities according to students' mathematical knowledge and life experience, so that students can use what they have learned to solve problems, experience the fun of exploration and the practical application of mathematics, and cultivate students' mathematical consciousness and practical ability through group cooperative exploration activities or activities with realistic background.

Teaching emphases, difficulties and objectives

1, teaching emphasis and difficulty

Divider is the division of one digit, two digits are multiplied by two digits, area and simple data analysis and average are the key teaching contents of this textbook. Location, direction and area are the other two key teaching contents in this textbook.

2. Objectives

1. Under the guidance of teachers, collect and combine information from real life and real situations, find and put forward simple mathematical problems, thus developing the consciousness of mathematical application.

2. Under the guidance of teachers, make a preliminary study reflection and evaluation.

3. Under the encouragement and guidance of teachers, I can actively participate in observation, operation, exploration, communication and other mathematical activities, and I am curious about some things related to mathematics around me, interested in learning content and learning activities, and have the desire to learn mathematics well.

With the encouragement and help of teachers and classmates, we can overcome the difficulties in mathematics activities, gain successful experience initially, and further cultivate our desire to learn mathematics well.

5. In the process of solving practical problems, we should further learn to think in an orderly way, grasp the relationship between quantity, and cultivate rational reasoning ability and deductive reasoning ability.

Specific measures

1. Create a free, open and safe learning atmosphere, expand students' thinking and stimulate innovation.

2. Introduce open examples in the classroom, so that students can promote the development of divergent and divergent thinking in exploration.

3. Reform the spatial organization form of classroom teaching, reveal the laws of knowledge and methods to solve problems in the form of problem-based teaching and group cooperation and communication, learn to help each other in problem-based and cooperative communication, realize complementary learning, enhance cooperation consciousness and improve communication ability.

4. Create problem situations and encourage students to question boldly.

5. Encourage students who have spare capacity to study to actively participate in outward bound training, and prepare some exercises at different levels in class to stimulate their interest in learning mathematics and give full play to their potential.