Selected cases of mathematics teaching plans in the second volume of the sixth grade (1) Teaching objectives:
1, so that students can feel and discover the relevant characteristics of a circle in activities such as observation, operation and drawing, and know what the center, radius and diameter of a circle are; Can draw with tools, and can draw a circle of a specified size with compasses; Can apply the knowledge of circle to explain some daily life phenomena.
2. Make students further accumulate learning experience in understanding graphics, enhance the concept of space and develop mathematical thinking.
3. Make students further experience the connection between graphics and life, feel the learning value of plane graphics, and improve their interest in mathematics learning and self-confidence in learning mathematics well.
Teaching focus:
Feel and find the relevant characteristics of the circle in activities such as observation, operation and drawing. You can draw a circle of a specified size with tools and compasses.
Teaching difficulties: being able to explain some daily life phenomena with the knowledge of circle.
Teaching preparation: multimedia courseware, some circular objects and circular pieces of paper, compasses.
Preparation of school tools: compasses, school tools and collected pictures of some circular objects.
Teaching process:
Talking before class: the story of sheep eating grass (guess)
A man nailed a stake in a meadow and tied a sheep there with a rope.
Please guess a word first. Guess the fruit names of two more words.
Teacher: Let's look at the extent to which sheep eat grass.
Use computer to demonstrate the situation that the sheep tightens the rope and rotates once, so that students can intuitively see that the range of grass that the sheep can eat is a circle. )
First, dialogue import
1, the students will not feel strange to the circle, will they? Where have you seen circles in your life?
Today, the teacher also brought some for everyone. Have you ever seen calm water? What will you find if we drop a pebble (computer demonstration) from it?
In fact, this phenomenon can be seen everywhere in nature. Let's have a look. (Appreciate) Did you also find the circle from these natural phenomena?
Some people say that our world has become so wonderful because of the circle. In today's class, let's explore the mystery of the circle together, shall we? (Title on the blackboard: Understanding the Circle)
Second, try to understand the characteristics of the circle.
(A), a preliminary understanding of the circle
1. Say so many times and watch so many times. Do you want to draw a circle yourself? Think first, then use what you have. The problem is just to draw a picture with tools. (Students draw circles by hand)
2. Guide the students to communicate their own circles and let them talk about how to draw them. Don't ask too many questions.
3. Contrast: Look at the circle you drew. What's the difference between it and the plane graphics you learned before?
Communication: The figures I learned before are all surrounded by line segments, and the circle is surrounded by curves.
(2) Draw a circle with a compass
1. A classmate just drew a circle with a compass. Will other classmates draw? Please take out the prepared compasses and draw a circle on the white paper.
Communication: Who can tell us how to draw a circle with compasses? Or what should we pay attention to in the process of painting? Say the names and guide the students to say how to use the compasses. )
Key points: the needle tip should be poked on the paper, the other foot is a pen, and the feet are separated at will.
The circle you just drew is big or small. If I want our class to draw a circle of the same size, can I? What do you suggest?
Draw a circle with a diameter of 4 cm: We draw a circle with our feet 4 cm apart. (After painting, students take out scissors to cut circles. )
(3) Names of the parts of the circle
1, a circle, like other graphs, has the names of its parts. Please open your book and read an article in Example 2 carefully.
2. Feedback communication: How much do you know about the circle?
(The center, radius and diameter are represented by the letters O, R and D respectively. )
According to the students' answers, the teacher writes on the blackboard. And ask the students to mark a part and draw a picture on their circle.
3, complete the "practice" X problem.
Show the X circle, judge separately and express your thoughts.
(4) The relationship between center, radius and diameter.
1, I have learned it now, and I should know something about circles. Then do you think there is anything worth studying further? In fact, if nothing else, there are many rich laws hidden in the center, diameter and radius. Do you want to do your own research? Everyone has a disc, ruler, compass and so on at hand. This is our research tool. I'll let you make a discount later, measure it, compare it and draw a picture. I believe you will gain a lot. In addition, I have two suggestions: First, don't forget to record your group's conclusions, even any small findings, during the research process, and then we will communicate together. Second, there is really no research. The teacher also prepared a research tip for each group. It may be helpful for everyone to open it then.
Student group activities.
2. Feedback communication:
Key points:
(1), countless radii and diameters can be drawn in the same circle. (Emphasis in the same circle)
(2) In the same circle, the lengths of radii are all equal, and the lengths of diameters are also equal. (Emphasis in the same circle)
(3) The radius in the same circle is half of the diameter, r = 2/d; The diameter is twice the radius, and d=2r.
(4) A circle is an axisymmetric figure with numerous symmetry axes, and these symmetry axes are the diameters of the circle.
Anything else? Students can speak freely.
3. complete exercise x.
Students are free to fill in forms and exchange feedback.
Third, application expansion.
Finish the second question "Exercise".
(1), look at the problem and talk about how to understand the meaning of the problem. (Note that the diameter is 5 cm, and the radius should be 2.5 cm when the compasses legs are separated. )
(2) Students draw a picture and give feedback.
Fourth, the class summary
Through your inquiry, we have gained a lot of knowledge about circles. Now let's take a look at the picture just now (the courseware is shown again).
Why is the calm water thrown into the stone and the ripples are round? Now, can you explain this phenomenon mathematically?
Yes, simple natural phenomena contain rich mathematical laws. I believe everyone can explain why there are circles in other phenomena. In fact, it's not just nature that has a soft spot for circles. In every corner of our lives, the circle plays an important role and becomes the embodiment of nothingness. Let's enjoy it together-how does it feel?
Isn't this the charm of the circle?
Verb (abbreviation for verb) assigns homework.
Ordinary sixth grade (II) Teaching content Volume II Selected cases of mathematics teaching plans;
Draw games.
Teaching objectives:
1. Make students understand some basic principles in extraction problems and solve simple problems.
2. Understand the relationship between mathematics and daily life, understand the value of mathematics, and enhance the consciousness of applying mathematics.
Teaching focus:
Pick up the question.
Teaching difficulties:
Understand the basic principle of extracting problems.
Teaching process:
First, teaching examples
There are four red and four blue balls in the box. If you want to touch the ball, you must have two balls of the same color. How many balls do you have to touch at least?
1. Guess.
Let the students think and guess how many balls they have to touch at least.
2. Experimental activities.
(1) How many situations can you touch two balls at a time?
Results: It is possible to find two balls of the same color.
(2) Touch three balls at a time. What's the situation?
Result: You can definitely find two balls of the same color.
3. discover the law.
Inspiration: What is the relationship between the number of balls and the number of colors?
It is not difficult for students to find that as long as they touch more balls than their colors 1, they can ensure that the two balls are the same color.
Second, do it.
Question 1.
(1) Think independently and judge right and wrong.
(2) Students communicate and explain the reasons.
Question 2.
(1) Say at least a few. How did you know?
(2) If you take X balls, can you guarantee to get two balls with the same color? Why?
Third, consolidate the practice.
Complete exercises X and X in the text.
Selected Simple Cases of Mathematics Teaching Plan in the Second Volume of the Sixth Grade (3) First, analysis of teaching materials and students;
"The meaning of comparison" is one of the teaching focuses of the eleventh textbook of the sixth grade in primary school. It plays an important role in teaching materials. Through the teaching of this part, students can not only sublimate the existing knowledge about the comparison of two numbers, but also lay a solid foundation for students to further learn the nature, application and proportion of comparison. The knowledge of "the meaning of comparison" is complicated, and students lack the original perception and experience, so it is difficult to understand and master it. According to the characteristics of knowledge content and students' cognitive law, in the teaching process, I adopt the teaching method of organizing students' autonomy, exploring, cooperating, communicating, analyzing, summarizing, comparing and inducing the problem of "ratio", highlighting the traditional teaching mode and realizing students' autonomous learning. In the teaching process, cultivate students' innovative spirit.
1, teaching objectives:
Determine the following goals from three dimensions: knowledge and skills, process and method, emotional attitude and values.
(1) Understand and master the meaning of comparison, and read and write correctly. Remember the names of the parts of the ratio and find the ratio correctly.
(2) Through the discussion and study of active discovery, stimulate the sense of cooperation, understand and correctly grasp the relationship between ratio, division and score, and make it clear that the latter term of ratio cannot be zero. At the same time, I understand that things are interrelated.
(3) Cultivate students' abilities of comparison, analysis, abstraction, generalization and autonomous learning. Cultivate their awareness of finding mathematical problems and asking questions in their lives.
2. Emphasis and difficulty in teaching:
Understand the significance of mastering ratio and the relationship between ratio and fraction and division.
Second, the design of teaching methods
1. Create situational method to stimulate students' research interest in comparative knowledge.
2, from daily life, cultivate students to find math problems.
3. Change students' learning style, so that students can improve their problem-solving ability in independent inquiry and cooperative communication.
4. Consolidate in class, practice feedback in class and practice in various forms, so that students can understand the significance of comparison from various learning activities.
5. Encourage students to compare and think more, be good at exploration and cooperation, and adopt various effective methods such as encouragement and evaluation to cultivate students' good habits of learning mathematics.
Three. Activities and arrangements in the teaching process
Using a piece of news to arouse students' interest in comparative knowledge learning, students can not only gain emotional experience through ideological education, but also find the application of comparison in life, thus cultivating students' awareness of finding and asking questions in life.
Independent investigation, cooperation and exchange
1, "the meaning of comparison" teaching.
The first step is to give two conditions: the number of boys and the number of girls in the class, so that students can ask questions in parallel. According to the division formula in the column of students, we can clearly see that boys and girls are comparing, which inspires students' thinking. In addition to comparing two quantities with the division knowledge learned before, we can also compare them in a new way. Then, the teaching activity of "the meaning of comparison" is launched, and the ratio of the number of boys to the number of girls is said. The second step is to look at the formula and speak with new knowledge. Description: Extract math problems from the' quantity' around students, thus leading to new knowledge. Inheriting old knowledge is relaxing and enjoyable. The third step is to show the form (fill in the form) so that students can initially know that the relationship between two different categories of quantities can also be expressed by ratio. On the basis of the above two examples, let the students summarize the significance of comparison.
2. Reading and writing the ratio, the names of each part, and the teaching of the method of finding the ratio.
Teachers guide students to master the reading and writing methods of ratio, and explore the names of each part of ratio and the methods of finding ratio independently in group cooperative learning. Then organize students to report their learning results and guide them to introduce the method of finding the ratio. After knowing it, instruct students to use the method, write several examples of ratios, calculate the ratios and consolidate their knowledge. In the process of reporting, look for the law of the ratio, which can be a fraction, an integer or a decimal.
3. The relationship between ratio, division and score. Why can't the latter term of the ratio be zero?
Cooperation and communication can guide students to read on the blackboard, compare the relationships among "ratio", "division" and "score", fill in the form, and then clarify their differences through understanding the word "equivalent".
(2) Summarize and induce students to talk about learning feelings.
What knowledge did the students learn through this class? Can you tell us what you have gained? In the student report, you can consolidate the knowledge points of this lesson.
(3) Multi-level exercises to consolidate new knowledge.
Various forms of exercises not only consolidate the knowledge of this class, but also increase the interest, especially cultivate the habit of independent thinking of students.