Primary school mathematics teaching plan

The learning goal of unit 1 in primary school mathematics teaching plan;

1, experience the process of abstracting numbers from actual situations and the close relationship between numbers and real life.

2. Be able to express and communicate with numbers, and gradually develop a sense of numbers.

3, combined with real life, accounting numbers, can read and write numbers within 100, can compare the size of numbers, and can estimate according to the actual situation; On the second basis, we have a preliminary understanding of cardinal number, ordinal number and value system.

Unit teaching material analysis:

This module extends the recognition range from 20 to 100. For the understanding of logarithm, the textbook first emphasizes the process of abstracting numbers from actual situations, and designs activities such as "counting peanuts" to help students abstract numbers within 100. The textbook also attaches great importance to cultivating students' sense of numbers, and arranges activities such as grasping the meaning and relative size of numbers, understanding the value system, expressing and exchanging information with numbers in specific situations.

Key points of unit teaching:

Combined with the actual life, I can count, read and write in 100, compare the numbers, and estimate according to the actual situation; On the second basis, we have a preliminary understanding of cardinal number, ordinal number and value system.

Difficulties in unit teaching:

Unit study hours: 7 hours.

Count peanuts (within 100) 1 class hour.

Count (within 100) 1 class hour

Count beans (read and write within 100) 1 class hour

Who has more red fruits (compare the number size) 1 class hour

Small farm (relative number) 1 class hour

Make one hundred tables (numerical order within 100) 1 class hour.

Exercise 2 1 class

The teaching content is peanuts (/kloc-number method within 0/00)

65438 class +0 class

Teaching objectives:

1. I can calculate and read numbers within 100 through the process of extracting numbers from actual situations.

I can count in different ways.

3. Through observation, operation, problem solving and other activities, feel the meaning of numbers, understand the role of numbers in expression and communication, and initially establish digital consciousness.

4. Feel the connection between mathematics and life in the process of counting, and cultivate students' interest in actively participating in mathematics activities.

Teaching emphasis: Know the numbers within 100.

Teaching difficulty: The number of objects within 100 can be calculated by different counting methods.

Teaching process:

First, create situations and introduce new lessons.

Today, the teacher brought something (showing a box of peanuts). Do you know what's inside? Guide the students to guess and make sure that the box is filled with peanuts.

So, how do we know how many peanuts are in the box? (Title on the blackboard: Counting peanuts)

Second, count peanuts.

(1) How many peanuts are there in a handful? Students guess and talk in groups.

(2) Count Q: How many peanuts are there in a handful? Answer by roll call. how do you know Grab a handful of peanuts first, then count them.

How did you count just now? Student report: one by one.

(3) A handful of peanuts can be counted one by one. How many peanuts are there in those three handles? Who can count it quickly?

Students try to count.

Now, who wants to introduce their methods to other students?

Organize collective communication. The teacher numbered the blackboard according to several methods.

(1) the number of two two.

② Five-five numbers.

③ The number of ten.

The teacher added: When we are not sure whether we count correctly, we can count in another way.

Third, application expansion.

(1)7 Solitaire: The teacher said a number, and you said the next five consecutive numbers to see who said it quickly and accurately.

① Teacher-student interaction. ② Interaction between students and students.

(2) relay race. Can you fill in the last three figures according to the figures given? 34,36,38,(),(),()。

45,50,55,(),(),()。

(3) sorting.

The school sports meeting is coming. Today, the teacher specially selected several athletes. Look-six students are on stage. Everyone has a number written on his chest, which is 13, 1 1 5, 14, 16, 12. Now please line up the athletes according to the figures on your chest to see who can line up quickly and well!

Student activities.

(4) Expansion: Today we learned the numbers within 100. Where have you seen or heard of them in your daily life?

Summary: What did you gain from this class? Do you have any questions? Supplementary opinions

Blackboard design:

27, 28, 29, 33, 14, 15, 16, 15, 25, 30.

Primary school mathematics teaching plan 2 lesson 1

Teaching content:

This textbook has 6566 pages.

Teaching objectives:

1. Combined with the specific situation, we can further understand the significance of addition and subtraction, and we can calculate the addition and subtraction of three digits with continuous carry and abdication.

2. In the process of solving problems, explore the calculation method of three-digit addition and subtraction of continuous carry and abdication, and cultivate the initial application consciousness and problem-solving ability.

3. In the process of asking questions and solving problems, feel that mathematics comes from life, experience the joy of successfully solving mathematical problems, and enhance the interest and confidence in mathematics learning.

Teaching focus:

Master the written calculation method of addition and subtraction of three-digit continuous carry and continuous abdication, and can calculate correctly.

Teaching difficulties:

Understand the arithmetic of continuous carry and abandon.

Teaching preparation:

Courseware, counters, etc.

Teaching process:

First, oral arithmetic training

Look at the dictation card

Second, create situations and introduce new lessons.

1. Students, do you know ladybugs? It's a small guard in the country. Do you want to see their work scenes?

2. Look at the picture carefully, what do you find? What math questions would you ask?

How many cabbages are there?

How many ladybugs are there in the field?

Third, cooperate to explore and solve problems.

1. How many cabbages are there?

Talk about your ideas and algorithms in the group.

Let the students talk about it separately. When calculating vertically, write it vertically on the blackboard.

Ask the students to talk about arithmetic and algorithm again against vertical arrangement.

2. How many ladybugs are there in the field?

Just now we calculated the problem of how many cabbages there are. Now can you solve the problem of how many ladybugs are in the field in your own way?

3. Summary: What should I pay attention to when calculating addition? Guide students to talk about important problems in computational addition.

4. How many eggplants have not been inspected?

Can you handle it yourself? Try it yourself. Share your thoughts in the group.

Which group is willing to tell the students what this group thinks?

Speaking of vertical blackboard writing

Algorithm: If you subtract one digit, 5 minus 6 is not enough; If 6 is subtracted from 10 digit, 1, 15 equals 9; If 10 is minus 7, 1, 12 minus 7 equals 5; 100 digits minus 2 equals 1, so 435 minus 276 equals.

5. How much did eggplant check more than Chinese cabbage?

Do it the way you like. The whole class exchanges their own vertical algorithms.

6. Summary: What should I pay attention to when calculating subtraction?

Guide students to sum up and communicate from two aspects: ceaseless abdication and careful calculation.

Fourth, consolidate practice.

Column vertical calculation

192+58= answer

432- 153 = answer

646+354= Answer

542- 169 = answer

Let the students talk about their own vertical calculation algorithm after they finish it independently.

Fifth, class summary.

What did you get from this lesson?

Reflection after class:

The third part of the primary school mathematics teaching plan teaching objectives:

1. Let students know some simple laws of objects according to the arrangement of figures through activities such as looking at pictures, talking, posing, drawing and thinking.

2. Understand that there are certain rules in the arrangement of some things, master the method of finding the rules, and use the found rules to solve practical problems. Cultivate students' preliminary observation ability and logical reasoning ability.

3. Cultivate students' habit of observing things carefully and looking for laws, and feel that mathematics is actually around us. Use what you have learned to create your own rules and cultivate students' innovative consciousness.

Teaching emphasis: we can find the simple arrangement law of graphics and describe the law simply with language.

Teaching difficulties: find out the methods of simple laws of things and learn to create laws.

Teaching process:

Pre-class games:

1. Do you like playing games? Play a game with the teacher first, carefully observe how I do it, and then play with the teacher when I understand it. Clap your hands, clap your shoulders ... clap your hands and guess what you should do next. How did you come up with it?

Comment: You are really observant.

2. Who can lead everyone to play such an interesting game like a teacher? (2)

Is it fun? There will be more interesting games waiting for you in class later. Are you ready? Let's go to class

First, the law of perception in competition

This design, from the perspective of students, fully mobilizes students' learning motivation and interest, correctly grasps students' starting point, and provides students with opportunities to think and try. At the same time, they perceive the existence of law in the game and initially perceive the value of law. )

Introduction to stimulate interest, the law of perception:

1. Students, let's have a competition between boys and girls to see who has a good memory. Here the teacher has two sets of pictures to see who can write them down in order at the fastest speed. Boys remember the first group, girls remember the second group. Let's leave now.

Default: Girls remember quickly.

Q: Do girls remember so quickly? Why can't boys remember?

Student 1: repeated or regular memory of girls.

Student 2: Girls remember simply. Boys remember chaos.

Conclusion: Oh, it's not that boys have a bad memory, but that girls always remember rabbits and mushrooms regularly.

In fact, in our life, many things are arranged regularly. Today, in this class, let's find the rules together. (Supplementary blackboard writing: looking for the law)

Second, find the law in the situation

1, create a situation: In a few days, it will be Children's Day. Look (showing the theme map), how beautifully these children have decorated the classroom. What are they decorated with? Beautiful colorful flags, lanterns and small flowers hide the secrets of mathematics. Please observe carefully and tell your deskmate the secret you found.

Children's Day is the happiest moment for children. Creating a situation here can arouse students' interest at once. )

2, observation, deskmate communication

3, found the law, report:

Then who will tell us what you found?

The law of student report discovery:

(1) bunting: one yellow and one red.

(1) Let the students speak fully. Students will definitely answer in a trembling voice: it's a … a … a … a ….

(2) who and he found the same, say again.

The teacher posted what you saw, a yellow, a red, a yellow and a yellow, and asked: What do you post below? Can you hang a blue one? Why? Go on, a yellow, a red, a yellow, a red ... evaluation: they observe very carefully.

(3) Let's talk about what the teacher posted and read with the beat.

What did you find?

Health: (always) Q: What kind? What do you mean? It's always like this. It's just repetition.

⑤ Follow-up: Who is repeating? The teacher circled, drew a vertical dotted line, pointed to the blackboard, and appeared in groups. This is repetition.

Teacher's summary: the colorful flags are arranged repeatedly in a group of yellow and red. You have found the rules for arranging colorful flags. Who will talk about the repeated arrangement of colored flags completely?

Train students to describe complete words in mathematical language.

(2) The teaching method of lanterns and small flowers is the same as that of colored flags. (Follow each rule courseware)

Lanterns are arranged in groups of one purple and one blue: what about the last two? Small flowers are arranged repeatedly in groups of one green and one red. Q: What about the middle two? Followed by a row of students.

Pay attention to the rules that guide students to fully express lanterns and small flowers.

(3) Children's Team: Look, these children are practicing dancing in their own classrooms! What secrets did you find from the children's team? (Take students and praise students: You have found a good rule. Teacher: They dance in a circle. If you start with a boy, it's a man and a woman. What if they start with girls? (A woman and a man)

Summary: What a group of clever children. Just now, through observation, you not only found their color arrangement rules from colorful flags, lanterns and small flowers, but also found their gender arrangement rules from children's teams.

(4) The number of different colors is different.

What should I do if the classroom is decorated like this?

Do you think it's regular? Read it. Q: How did you find this pattern? What color lantern should it be in the back?

(5) Different shapes

What should I do if the classroom is decorated like this? Ordinary? Read it. Q: How did you find this pattern? What should be behind?

(6) Observing and comparing, these two groups of graphs are regular. What is the difference?

Summary: In the process of finding the law, we should not only pay attention to the change of color, but also pay attention to the change of shape and even the change of quantity.

What's the difference between that and the flowers, colorful flags and lanterns in front?

Summary: It seems that the law is not single, the same shape, different colors are arranged regularly, different colors, different numbers are arranged regularly, the same color, different shapes, and different numbers are arranged regularly, so we say that as long as the arrangement is repeated, there will be laws.

Third, create laws in operation.

1. Next, do you want to do it yourself and create new rules?

Listen to the needs clearly: use the learning tools in your hand to propose an updated set of rules. Let's see whose pattern is beautiful and unusual.

2. At the same time, put the rules on the blackboard by name.

Presentation:

Let students build their learning tools, cooperate in groups on the basis of independent thinking, and sort out regular patterns. In this way, students' thinking can be better dispersed, more and more complicated laws can be created, and their awareness of bold innovation can be cultivated. This link embodies the new concept of "entertaining through education" in the new standard. )

The teaching of this course does not stop at discovering and creating laws, but guides students to return to life in time to discover and appreciate similar laws in daily life. Make students feel the beauty of mathematics from the beauty of law and get flexible thinking training. )

Fourth, consolidate the law in practice.

Lead: You can create such a beautiful rule. Let's make a quick judgment.

1. Judge, is this a routine arrangement?

Discuss and communicate.

Comments: You are really good at communication.

2. Think quickly. If these three groups of figures are arranged regularly, which group is the sixth red?

The student guessed, the teacher asked, where did you guess? (or ask why? )

V. Application of Laws in Homework

We have already talked about the example of 1 on page 88 of this book. Let's start with Example 2. Colour Example 3 and the one below on page 89.

Sixth, the law of appreciation in life.

1. There are many regular things around us. Who can tell us?

Teaching objectives of primary school mathematics teaching plan 4

1, combined with the specific situation, let students find and solve mathematical problems in physical education teaching and experience the close relationship between mathematics and physical education.

2. Try the integration of mathematics and physical education to cultivate students' comprehensive practical ability.

Emphasis and difficulty in teaching

Cultivate students' comprehensive practical ability.

Teaching preparation

Class arrangement 1

teaching process

First, introduce a conversation

1. Do students like sports? What sports do you like?

In fact, there is a lot of math knowledge in sports. Did you find it? Discover math knowledge?

The school organizes interesting sports competitions: gymnastics performance and tug of war. Does everyone want to participate?

Second, design the modeling of gymnastics performance.

1, let the students watch the gymnastics performance, and then ask: What did you think of the performance just now? How can I make objects look better?

2. Students design the transformation method of shapes and cooperate in groups.

3. Show and compare the designs designed by students, and let students talk about their ideas.

Third, arrange to participate in the tug-of-war competition

1. The whole class is divided into four groups to participate in the competition. How do we arrange the game? (Round robin and knockout)

2. Play a game every two groups. How many games are there in the class? Talk about the solution to the problem.

3. Let the students arrange round robin in groups.

4. How many matches are needed in the knockout? How to arrange it? Draw lots for the game.

Fourth.

blackboard-writing design

Mathematics in physical education

The fifth chapter of primary school mathematics teaching plan teaching objectives:

1. The process of solving the simple problem that one number is more or less than another number through abdication subtraction of more than a dozen subtractions by combining knowledge and ability with specific situations.

2. Master the process and method of abdication subtraction of more than ten MINUS five, four, three and two.

3. Emotional attitudes and values enable students to learn to observe things from a mathematical perspective in the process of exploring the practical problem of finding the difference between two numbers.

Teaching focus:

The simple problem that one number is more or less than another number is solved by more than a dozen abdication subtraction.

Teaching difficulties:

Understand the process of finding the difference between two numbers.

Teaching aid preparation:

Small stick, multimedia courseware

Teaching process:

First, create situations and introduce new lessons.

Today, with blue sky and white clouds and cool weather, the little snail performed a wonderful program in the beautiful forest. do you want to see it ? (Show: from the beautiful forest to the blue sky, and then to the parachutes falling one after another) (Answer) Now the teacher will take the children to enjoy the parachute jump performance of the little snail (pointing to the blackboard topic: parachute jump performance). Please look at the big screen. Arouse students' interest.

Second, new lessons for beginners

(Preliminary Exploration) Using Computer to Show the First Panorama of Textbooks

Can you explain the meaning of this painting?

Ask a subtraction problem

How to go public?

14-6=? How to calculate? The following students use their favorite methods to keep fit.

14-6=8 (pieces)

Can you ask different subtraction questions?

How to go public?

14-6=? How to calculate? The following students use their favorite methods to keep fit.

14-7=7 (piece)

Observe the picture and understand its meaning.