Teaching plan template for high-quality mathematics teaching in primary schools (I) I. Teaching objectives
1. Let students feel that the average is the need to solve some practical problems in rich specific problem situations, and understand the meaning of the average through calculation and thinking, and learn to calculate the average of simple data (the result is an integer).
2. In the process of using average knowledge to explain simple life phenomena and solve simple practical problems, we will further accumulate methods for analyzing and processing data and develop statistical concepts.
3. Experience the fun of solving problems with the learned statistical knowledge and establish confidence in learning mathematics.
Second, the difficulties in teaching
Teaching emphasis: understanding the meaning of average; The average value is calculated.
Teaching difficulty: understanding the meaning of average.
Third, the teaching process
(A) create a situation, leading to the average.
1. The first round of the ring race
(1) Teacher: Look! Boys and girls in the sports group are having a hoop competition, each with 15 laps.
The starting players are the captains of two teams: xx and xx. Do you want to see their grades?
(2) Teacher: First round competition: Is the boy more accurate or the girl more accurate? How do you compare it? (6< 10, compared with figures or directly seen from the height of bars in statistical charts)
2. The second round robin
(1) Teacher: The game continues: boys need to cheer! Who's outside? In the xx episode ...
Girls are not to be outdone! How's the grade?
(2) Now look at the scores of three boys and three girls. Is it more accurate for boys or girls? How to calculate it?
(3) The second round of boys is more accurate! Boys are catching up! Boys and girls are neck and neck!
3. The third round of ring race
(1) Teacher: Here comes the last chance! Who was the last boy to play? How many people are trapped? Look at the girls again!
(2) Now, is it more accurate for boys or girls? (It's just unfair than the total, the number of boys and girls is different! )
(3) Discussion: What is fairer than what? There are 28 boys and 30 girls in this group. How to compare?
The teacher concluded: the number of boys and girls is not equal, so it is not only fairer than the total number, but also fairer than the average number of each group!
(2) Do more and make up less, and understand the average.
1. Show the statistical chart of boys' grades.
(1) Teacher: Let's look at the statistics of boys' grades first. You can only look with your eyes, compare and see who has a good eye!
Can you see from the picture that each boy is trapped in several circles?
Teacher: How do you know? (Instruct students to dictate the process of doing more and making less, and demonstrate by courseware)
The teacher summed up: moving from more to less makes each copy the same. This is called "moving more to make up less".
(2) Teacher: "7" means that every boy got seven?
The teacher summed up: this "7" is the result of "moving more to make up less" and is the average of the numbers in the four boys' collections. (Blackboard Title: General)
2. Show the statistics of girls' grades.
(1) Teacher: Look at the statistics of girls' grades again. This time, let's compare and see who can estimate accurately.
Estimate, how many laps are each girl trapped? Write it in your notebook and don't show it to others!
(2) Teacher: What is your estimate?
(3) Teacher: Is it possible to estimate 10? Why?
Is it possible for girls to average 4 sets? Why?
(4) How do you estimate?
3. Teacher: Now, can you quickly judge whether a boy or a girl is more accurate?
Who helped us solve this problem? Average is really useful!
(three) in-depth study, calculate the average.
1. Calculate the average of boys in each group.
Teacher: Just now, we used the method of "shifting more and making up less" to find the average value. Think about it. Is there any other way to get the average?
Teacher: Who will calculate the average number of laps for each boy? (Students answer, the teacher writes it on the blackboard)
2. Calculate the average number of girls in each group.
Can you calculate the average number of girls in each group? (self-training, reporting)
compare
(1) Teacher: Is the calculation result the same as "moving more to make up less"?
(2) Teacher: Why do you divide the total by 4 when calculating the average of each set of boys and by 5 when calculating the average of each set of girls?
4. Teacher's summary: I found that students' mathematics quality is very high! Good eyesight, more movement and less compensation; I can use my head, or I can use the method of "sum first and then average" to calculate the average. Which of these two methods do you prefer? Which is better? Practice makes true knowledge! Next, let's have a try!
Practice in time
(1) Practice the "Want to Do" question 1.
① Show three pen holders (6, 7 and 5).
Teacher: How many pens are there on average in each pen container? Students report and communicate. How did you get it?
② Five pen containers (9, 1, 3, 6, 2).
Teacher: How many pens are there in each pen container on average? The teacher asked: Why not use the method of "doing more and making up less"?
③ Teacher's summary: When calculating the average, we should choose the method flexibly according to the specific situation.
(2) Practice the second question "Think about it and do it".
Show me three ribbons. What is the average length of these three ribbons? (Vivid writing, reporting, communication)
Follow-up: Where is 18cm? Point to the screen.
(d) Consolidate practice and deepen understanding.
1. The height of a basketball player.
Teacher: How tall are you? You need a tall man to play basketball!
Teacher: Listen to Teacher X, please judge. Mark "√" for the right and "×" for the wrong. Prepare a pen!
(1) Then, the height of each player on the basketball team is 160 cm.
(2) Is it possible that the height of X is 155 cm? (oral answer)
(3)x is the center and the tallest in the team. How many centimeters may he be? (oral answer)
Teacher: Before class, Teacher X took their photos and introduced them to everyone: Please look!
Which is X? Which is X?
2. Is swimming dangerous?
(1)xx height 130 cm. Is it dangerous for her to practice swimming in the children's swimming pool with a depth of 1 10 cm?
(2)xx height 130 cm. He swims in a pond with an average depth of 1 10 cm. Is it dangerous to swim in water? Why?
(e) Move exercises and expand applications.
Maneuver: Go back to our boys' and girls' competition and guide the students to see and ask questions.
Conclusion: Guide students to think about numbers greater than 12.
Teaching plan template for high-quality mathematics teaching in primary schools (II) I. Teaching objectives
1. Master the calculation method of three-digit non-abdication and discontinuous abdication subtraction.
2. Experience the diversity of algorithms and cultivate students' innovative thinking.
3. Feel the mathematical value of solving practical problems in life with three digits.
Second, the preparation of teaching AIDS
Rmb, scene map, courseware, counter.
Third, the teaching process
(1) Scenario introduction
Screen display: On Sunday, my mother took 340 yuan and xx to the mall. Wow! There are so many things in the shopping center. (Showing pictures) Ordinary calculator 120 yuan, "Wenquxing" 235 yuan. Please help xx calculate: how much is left after buying 1 calculator?
(2) Explore new knowledge
1. Students try to calculate independently.
2. Show communication.
Teacher: Who can tell me how you worked it out?
Student 1: I got 100 yuan from 300 yuan, 20 yuan from 40 yuan and 220 yuan left. (Stage operation or screen demonstration of this process)
Student 2: I think this method is actually to use three hundred MINUS 1 hundred to leave two hundred, four tens MINUS two tens to leave two tens, and two hundred and two tens add up to 220.
Student 3: You can pick the ball at the counter. (stage demonstration)
Teacher: Your method is very clear. Is there any other way?
Student 3: I'll list the formula 340- 120 first, and then write it vertically, like this: 340- 120220 minus the aligned numbers, 0-0=0, 4-2=2, 3- 1=2, and finally it is equal to 220 yuan.
Teacher: Yes, you can apply the calculation method of two-digit subtraction to three-digit subtraction, and do subtraction with the numbers on the same number. You are good at learning.
Teacher: Everyone uses various methods to calculate the 220 yuan left after buying this calculator. Can we use the estimation method to test whether this result is reasonable?
Student 1: Because 120 is considered as 100, more than 300 minus 100 is more than 200.
Teacher: If mom buys Wenquxing, how much is left after buying it?
Student 1: There may be more than 100 left. Because 235 is more than 200, 300 MINUS 200 leaves 100.
Student 2: You can think the same way. 235 yuan plus 100 yuan is 335 yuan. If 340 yuan removes 235 yuan, there is still more than 100 yuan left.
Student 3: I think so. Wenquxing is more expensive than ordinary calculator 100 yuan. There was more than 200 yuan left just now. Spent more than 100, leaving only 100.
Teacher: Everyone's analysis is very reasonable, but how much is left?
Student: 40 is more than 35 in 5 yuan, 300 is more than 200, 100 yuan, and finally there is 105 yuan left.
Teacher: Let's do a longitudinal calculation. (Students try to calculate)
Teacher: Is there a problem? What's the difference between this question and the last one in calculation?
Student 1: I found that the number of digits is 0-5, which is not enough to reduce. What should I do?
Student 2: You can do it by two-digit subtraction. If the subtraction is not enough, it will retreat from 4 to 1 to 10. 340-235 1 0510-5 = 5,4 returns to1,leaving 3,3-3 = 0,3-2 =1,and finally leaving 105 yuan.
Teacher: In this way, there are many similarities between three-digit subtraction and two-digit subtraction. Who will tell us what to pay attention to when doing three-digit subtraction?
Student 1: The same numbers should be aligned.
Student 2: Whoever doesn't cut enough will start from the last "1".
Student 3: Who mentioned 1 and remember to lose 1. Teacher: Yes, how do you remember that you dropped "1" from the tenth place?
Student: I remember.
Student: I will put a dot on the head of the return "1" so that I won't forget it.
Student: I will write a small √ on the head of the 4 that returns "1", and I won't forget it. ……
(3) Teacher: If Mom still wants to buy 520 yuan, will it be enough? How much is it? (Students' Trial Calculation) 520-340= 180 (yuan). 520-340 is not enough to reduce ten places. What should I do?
Strengthen reporting: whoever fails to reduce the amount will start from the last "1".
(3) Consolidate and deepen
Teacher: Look at what information the form tells us.
Student 1: I know that the number of girls is 448, and the total number is 876.
Student 2: How many boys do you need?
Teacher: Let's estimate first.
Teacher: Everyone has worked it out. How do we know that we have solved it correctly?
Student 1: Compared with the estimated result, the estimated value is more than 400, and the calculated result is also more than 400, which shows that the calculation is correct.
Student 2: This estimate is not accurate enough. We can check it by calculating again.
Student 3: We can also use the number of boys plus the number of girls to see if this number is consistent with the total.
Teacher: Everyone's methods can be used. Let's check with addition to see if our calculation is correct.
Teaching plan template for high-quality mathematics teaching in primary schools (3) I. Teaching objectives
1. Based on the living conditions and operational activities, I have a preliminary understanding of acute angle and obtuse angle, and I can judge right angle, acute angle and obtuse angle with a triangular ruler.
2. Make students experience observation, operation, classification, comparison and other mathematical activities, cultivate students' preliminary observation ability, practical ability and abstract ability, and enhance students' awareness of understanding things with mathematical ideas.
3. Feel the close connection between mathematics and life in activities, enrich students' thinking in images, feel the beauty of mathematics and stimulate students' interest in learning.
Second, the difficulties in teaching
Teaching emphasis: understanding acute angle and obtuse angle.
Teaching difficulties: understanding the characteristics of acute angle, obtuse angle and right angle.
Third, teaching preparation.
Courseware, triangular ruler, activity angle, etc.
Fourth, the teaching process
(A review of old knowledge, paving the way for import
1, find a corner of life.
(1) Example 5: Where can you find the corner in the picture?
(2) According to the student's report, draw six representative angles in the picture above. (2 right angles, 2 acute angles, 2 obtuse angles)
2. Review in communication.
What are the horns made of? How to judge right angles?
3. Introduce questions.
(1) courseware demonstration: extract the six corners just drawn from the physical diagram of Example 5.
(2) Arouse thinking: Do these angles look the same? Can you classify them according to their characteristics?
(B) explore cooperation and exchange of new knowledge
1, communication report, perceptual characteristics.
(1) Group discussion: What criteria do you use to divide these different angles? Tell me the reason for the split.
(2) the whole class feedback, exchange points.
Method 1: Divide into two categories according to right angle or not.
Method 2: According to the size of the angle, it can be divided into three types: right angle, angle greater than right angle and angle less than right angle.
(C) classification verification, experience characteristics
1, verify that the angle is correct. Instruct students to make correct judgments with right angles on a triangular ruler.
2. Verify the angle less than right angle and the angle greater than right angle.
Clear method: Like these two angles, sometimes you can tell which angle you belong to with your eyes, and you don't need a triangular ruler to verify it.
(D) Induce and understand the characteristics
1, name it yourself and use your imagination.
Like you, you divide angles into three categories according to their size, one of which has its specific name called right angle. Do you want to give the other two angles a proper name?
2, clear concept, point out the topic.
Students' imagination is really rich! In fact, people call an angle smaller than a right angle an acute angle and an angle larger than a right angle an obtuse angle. Today, we are going to learn about acute and obtuse angles.
3. Compare sizes and deepen understanding.
(1) What angles can be pulled out with movable angle pulling?
How to get it: enlarge the right-angle opening to form an obtuse angle, otherwise narrow the right-angle opening to form an acute angle.
(2) Revealing the law: acute angle
(5) Consolidate new knowledge, understand and apply it.
1, Lian Lian
(1) courseware demonstration: the second question of "doing" on page 4 1 of the textbook.
(2) Independent completion and collective evaluation.
Step 2 look for it
(1) courseware demonstration: question 9 on page 44 of the textbook.
(2) Independent completion and collective evaluation.
(3) Team work: Find the corner around you and say what kind of corner it is.
Step 3 draw a picture
(1) Students draw an acute angle, an obtuse angle and a right angle independently.
(2) deskmate communication: talk about painting methods and judge each other whether painting is correct.
Step 4 perform
(1) Free expression: Use the movements of the limbs of the body to express the angle.
(2) report performance. This is an interesting exercise. Students only need to make actions that basically conform to the three types of angle characteristics, and do not need to compare with a ruler. )
Step 5 think about it
(1) Find the right angle, acute angle and obtuse angle in the triangle below. (Question 10 on page 44 of the textbook)
(2) Thinking: What did you find?
(6) Combination of reflection, expansion and extension.
1, tell me what you have gained from this class. Do you have any questions?
Find a corner in your life and tell your family and classmates what every corner is.