Teaching plan of mathematics multiplication and division in the third grade of p
Teaching plan of mathematics multiplication and division in the third grade of primary school 1
Unit content: 2-8 pages of the textbook.
Unit goal:
1, knowing the time unit "seconds", knowing that 1 minute =60 seconds. Can do some simple time calculations.
2. Simple conversion of time unit and method of calculating elapsed time.
Unit weight and difficulty: a simple conversion of time units and a method for calculating elapsed time.
1 class hours, minutes and seconds
Teaching objectives:
1. Know the time unit of seconds and 1 min =60 seconds, so as to realize the application of seconds in life.
2. Through observation, experience and other activities, students can initially establish the concept of 1 second, several seconds and 1 minute.
3. Through teaching, let students experience the close relationship between mathematics and life, and at the same time infiltrate the education of cherishing time and traffic safety.
Teaching focus:
1. Know the time unit and second, understand and master 1 =60 seconds.
2. Initially establish the time concepts of 1 sec, seconds and 1 min.
Teaching Difficulties: Initially establish the concept of 1 second, several seconds, 1 minute.
Teaching process:
First, create situations and introduce new lessons.
1. Display theme map:
Students, what do you see? You see, the New Year's bell is about to ring. Let's count down, ten, nine,
Eight, seven, six, five, four, three, two, one!
2. Reveal: Measure for a short time, usually in seconds. Seconds are smaller units of time.
3. blackboard writing topic: understanding of seconds.
Second, operating experience and exploring new knowledge
1. Dialogue: What do you know about seconds? how do you know
2. Combine students' answers to guide the inquiry.
(1) Know the second hand.
Show the clock face (no second hand): What do you see? (hour hand, minute hand, 12 number, 12 big square, 60 small square. )
② Show the clock face (with second hand): What's the difference with the clock face just now? (There is an extra pointer. ) reveals that the longest and thinnest hand on the clock face is the second hand.
③ What are the characteristics of the second hand when observing the clock face? (thinnest, longest and fastest)
Find: Look for the second hand on the clock face of your school tool and show it to your deskmate.
(2) Know 1 sec and a few seconds.
① Revealing the secret: the time for the second hand to walk 1 is 1 second.
② How many seconds does it take for the second hand to walk 2 squares? A big step? what do you think? What about the time for the second hand to walk 1 lap? Why?
(3) Understanding 1 =60 seconds.
① Courseware demonstrates the movement of the second hand 1 time. Students observe and say the time: 1 sec, 2 sec, 3 sec, 58 sec, 59 sec, 60 sec.
(2) courseware demonstration, students carefully observe the clock face, think about it, what do you find?
③ Student report and teacher's guidance: How many seconds did it take for the second hand to turn once? How many squares did the minute hand walk while the second hand walked once? Just a few minutes. What did you find? (1 min =60 seconds)
(4) What do you find between the three units of hours, minutes and seconds? (1 = 60min,1min = 60s)
(3) Understand the stopwatch and the timing method of seconds.
① Show the courseware.
This is a stopwatch. Seconds are usually used to record time in sports.
② Introduce the stopwatch timing method.
(3) Courseware.
Some electronic watches can display seconds. Do you know the time displayed by this electronic watch? (6: 55: 57) ④ Time to read the electronic meter.
⑤ What other places and tools do you know to record time in seconds?
(4) Experience 1 min, 1 sec and several seconds.
① How long is1minute?
The courseware plays "Time is like a small carriage". How long do you think it will last?
Courseware verification.
② Students feel 1 min with their eyes closed.
③ 1 min. What can I do?
④ How long is1sec?
Displays the ticking of the clock. Close your eyes and feel.
⑤ 1 sec. What can you do?
Students speak freely and show courseware.
In one second, cheetahs can fly 28 meters on the grassland;
Hummingbirds flap their wings 55 times a second;
1 s, the earth revolves around the sun for 29.8 kilometers and receives 48.6 billion kilowatts of energy from the sun. The solar system runs 220 kilometers in the Milky Way, and 79 stars in space explode, ending "life".
6. Feel for a few seconds.
The teacher recited Song of Tomorrow. Guess how long it took the teacher? what do you think?
Timing verification.
The teacher recited Long Songs. Estimate, how long did it take the teacher? How do you estimate it?
Third, classroom practice to consolidate new knowledge
1. Question 2 on page 6 of the textbook.
2. Title 1 on page 6 of the textbook.
3. Question 3 on page 6 of the textbook.
4. Question 7 on page 7 of the textbook.
Fourth, summarize the whole class and sublimate new understanding.
1. Play Long song in the courseware and tell me what you know from it.
2. What other famous aphorisms about time do you know?
3. What did you get from this lesson? Is there anything unclear?
Teaching plan of multiplication and division of mathematics in the second grade of primary school
Teaching objectives:
1. Through general review, students can consolidate their knowledge of "hours, minutes, seconds" and "kilometers, tons", improve their calculation and estimation ability, and use their learned mathematical knowledge to solve practical problems.
2. Improve students' interest in learning mathematics and establish confidence in learning mathematics well.
Teaching emphasis: let students establish the time concepts of hours, minutes and seconds, the length concepts of millimeters, decimeters and kilometers, the quality concepts of grams, kilograms and tons, and know the progress rate between units.
Teaching difficulties: simple calculation and estimation between units.
teaching process
First, summarize and communicate with each other.
1, talk guide
Students, so far, we have learned several groups of concrete units that represent things and their characteristics in mathematics. Do you know which units there are?
What are the units that represent time? What do you mean by other units?
2. Group discussion
The group leader recorded the results of the discussion.
Step 3 communicate and show
And judge which group of records is the most complete.
Second, deepen the experience and establish the concept.
1, count.
Displays the time unit hours, minutes and seconds. Discussion: How do we feel and remember these time units?
Let the students review the time knowledge from the aspects of understanding the clock face, what 1 hour, 1 minute, 1 second did, and the progress between hours, minutes and seconds.
2. compare it.
Display length unit: millimeter, decimeter, meter and kilometer.
Group discussion: How to feel and remember these length units?
Let the students review the unit of length and its advancing speed in an all-round way by gesticulating with their hands and describing with language, so as to link the previous knowledge and systematize the knowledge.
3. Estimate an estimate
Displays the mass units: grams, kilograms and tons.
Group discussion: How to feel and remember these quality units?
Ask students to evaluate the quality unit and its progress rate after comprehensive review.
Third, contact with life and practical application.
1, calculating
Show the ninth question on page 122 of the textbook. Ask the students to say the meaning of the question and then answer it independently. Finally, talk about your own algorithm.
Step 2 guess
According to the fourth question on page 10 of the textbook, ask the students to guess whether they are walking, cycling or flying according to the distance.
3. Estimate an estimate
Through question 8 125, students can master the calculation and estimation between kilograms and tons.
Fourth, consolidate exercises:
Independent completion of the textbook page 122 10, collective inspection.
Verb (abbreviation of verb) summary and evaluation:
Students, what knowledge have we reviewed in this class? How did you master it? What's the difficulty?
Teaching plan of multiplication and division of mathematics in the third grade of primary school 3
Teaching objectives:
1, combined with the actual life, independently explore the algorithm for calculating the elapsed time, which can be flexibly calculated according to the specific situation.
2. Further perceive and experience time, and gradually establish the concept of time. Further understand the application of mathematics in real life, enhance the interest and confidence in learning mathematics, and further cultivate the habit of independent thinking.
Teaching emphasis: ideas and methods of calculating elapsed time.
Teaching difficulty: calculate how much time has passed from a few minutes to a few minutes.
Teaching countermeasures: give priority to oral answers, let students fully discuss, on the basis of discussion, help understand and inspire each other with intuitive line segments or clock faces, and experience flexible calculation of time in various ways.
Teaching preparation: program preview table.
Teaching process design:
First of all, review the 24-hour timing method:
Show program forecast:
Planning forecast
8: 50 am golden childhood
9: 30 am children's English
…… ……
2 p.m. Liu Yi Theatre
4 pm art starry sky
4: 40 pm Tangram
…… ……
6: 30 pm windmill
The news broadcast at 7 p.m.
…… ……
Can you broadcast this program 24 hours a day?
Practice at the same table.
Show me the program preview.
Second, the new grant:
1. This is a record of some schedules of Xiaohong's summer vacation. What did you learn from it?
Display: get up at 6: 30.
Have breakfast from 7 to 7: 30.
Do housework from 7: 30 to 8: 00
Do your homework from eight to nine.
9: 00- 1 1: 00 to Xinhua Bookstore to buy books.
11:00-11:20 lunch.
11:20 ——11:40 Have a rest after dinner.
Take a nap11:40-12: 40.
12: 40- 13: 00 and rest at home.
13: 00- 14: 30 swimming in the swimming pool.
watch TV
┈┈
2. Xiaohong's life activities start from the hour and end at the hour, and some start from what time and end at what time. Can the above activities be classified according to this situation?
(Guide students to divide the activity time into three categories:
1) entire time-entire time.
2) When and how many minutes-When and how many minutes (how many minutes are the same)
3) when and when-when and when (a few minutes are different)
Can you work out Xiaohong's activity time? How to calculate it? Discuss at the same table or in groups.
4. Summarize the AC calculation method.
The whole time is easy to understand, as long as the previous time is subtracted from the later time, 16- 14=2.
How many minutes to how many minutes (a few minutes is the same, which is easier for students to understand)
How many minutes to how many minutes (some differences, students don't understand very well) can be calculated by clock diagram or line segment diagram.
There are two ways of thinking: 14: 30- 15: 20 to watch TV.
(1) First, 14: 30 to 15 is 30 minutes, then 15: 20 to 15: 20 is 20 minutes. A * * * for 50 minutes.
(2) First, the ratio of 14: 30 to 15: 30 is 1 hour, and the ratio of 15: 30 to 15: 20 is greater than 10, so a * *
Third, practice:
1, program prediction table
(1) Returns the approved plan forecast table (24-hour clock)
Can you tell me when your favorite program started and ended, and how long it lasted?
Communication summary.
2. Think about doing 1 on page 53 of the book.
Read the questions and understand the meaning.
Think independently. Communicate your thoughts.
There are two ways of thinking:
(1) Calculate the length of the morning and afternoon respectively and add them up. 12: 00 to 13: 30 is 1 hour 30 minutes, 15: 40 to 1 hour 20 minutes, 2 hours and 50 minutes.
(2) One is that 12: 00 to 17: 00 is 5 hours. So, it's 2 hours 15: 40, so it's 2 hours and 50 minutes.
Four. Summary: (omitted)
Blackboard design: a simple calculation that takes time
16- 14 = 2 A: I played for 2 hours.
Thinking: From 14: 30 to 15, it is 30 minutes, and after 20 minutes, it is 15. In 20 minutes, I played for 50 minutes.
Teaching plan of multiplication and division of mathematics in the third grade of primary school 4
Teaching objectives:
1, let students experience the operation process of folding, measuring and comparing, and understand the characteristics of rectangles and squares.
2. Be able to distinguish between rectangles and squares in life.
3. Learn to draw rectangles and squares.
Teaching emphasis: let students know the characteristics of rectangles and squares, and draw rectangles and squares.
Teaching difficulties: master the method of drawing rectangles and squares.
Teaching preparation:
Teaching AIDS: courseware, rectangle, square paper, triangle.
Learning tools: rectangle, square paper, triangle, observation platform, wooden stick.
Teaching process:
First, create situations and ask questions.
1, lead: Son, do you like walking with your parents after dinner? Where do you like the night view of Zhenhai best? Yes, our Zhenhai is getting more and more beautiful, and even the buildings are so warm and charming under the night sky. (Media playback)
2. Doubt: When you were intoxicated with the beautiful scenery, did you find any math problems? (abstract rectangles and squares)
3. Understanding: Can you talk about your understanding of rectangles and squares? (According to the students' original understanding, complete the related questions in the observation table, such as how many sides and corners there are)
4. Expose the topic: It turns out that you have made friends with them. The teacher continues to know rectangles and squares with you today. It seems that it should not be a problem. (blackboard writing topic)
Second, explore independently and solve problems.
(1) Preliminary perception:
1, according to the original cognitive structure, judge which graphics in the courseware are rectangular and which are square.
2. Question: It seems that figures with four sides and four corners are not necessarily rectangles and squares, so there must be many secrets hidden in their sides and corners waiting for us to discover them one by one. Would you like to?
(2) In-depth exploration:
1, know the rectangle:
1) What's the secret of the edges and corners of rectangles and squares?
2) Hands-on operation to verify your guess.
3) Reporting and communication, and media selectively show students' methods.
4): Children really use their brains. By folding, measuring and comparing themselves, they know that the opposite sides of a rectangle are equal and all four corners are right angles. (Presented by the media, read together)
5) Understanding "Length" and "Width"
6) Find the rectangle around you and point out its length and width.
7) Introducing excitation into the study of squares.
2. Know the square
The inquiry method is the same as above, but slightly shorter than the presentation.
3. Try to verify what will happen. At first, some quadrangles were not rectangles and squares.
4, know the relationship between rectangle and square:
1) The foursome discussed the similarities and differences between them based on the findings just now.
2) Report and communicate.
5. Learn to draw rectangles and squares.
1) Put a rectangle and a square with a stick and talk about what to pay attention to when putting them.
2) Do you want to draw your rectangle? (Express your opinions first, then the teacher models the painting, and then the students try to draw it themselves)
3) Do you draw squares and rectangles in the same way? What should I pay attention to?
4) Draw a square independently, name the chessboard and let others act.
Third, communication and promotion.
What did you learn from this course? What do you think you are dissatisfied with during your study? (Let's talk about it in the group first)
Fourth, practice is consolidated, expanded and deepened.
1, guess the length of side, length and width.
2. Count how many rectangles and squares there are.
Design a rectangle or square you like, specify the length, draw a beautiful pattern, and talk about where you want to use your design in your life.
Teaching plan of multiplication and division of mathematics in the third grade of primary school 5
Teaching material analysis:
The main content of this lesson is to teach two-digit plus two-digit oral arithmetic. We have learned to add and subtract integer decimal numbers by oral calculation; Two digits plus or minus one digit; Two digits plus and minus ten; Add and subtract two digits by writing two digits. The addition of two digits in oral arithmetic is the continuation of previous oral arithmetic teaching, and it is also the basis of addition and subtraction within ten thousand in the future. The teaching content of this lesson plays an important role in the calculation of mathematics in the whole primary school.
Design concept:
1. Contact with students' real life, so that students can learn mathematics in a vivid and rich background, feel the connection between mathematics and reality, realize the practicality of learning mathematics and learn useful mathematics.
2. Attach importance to students' existing knowledge and experience, pay attention to the diversification of algorithms, advocate students' personalized learning, change "learning method" into active "construction method", and use observation, exploration and cooperation teaching methods to cultivate students' initial feelings, attitudes and values about mathematics.
3. Infiltrate the awareness of estimation.
Teaching objectives:
1, master the calculation method of two-digit oral calculation, and be able to perform oral calculation correctly.
2. Find mathematical problems from life, sort out and analyze data, and solve practical problems.
3. Cultivate students' diversified problem-solving methods and improve the flexibility of thinking.
Teaching focus:
1. Correct oral calculation of two-digit addition.
2, can choose the appropriate method to solve the problem according to the specific situation.
Teaching difficulties:
Cultivate students' oral expression ability.
Teaching rules:
Explaining method, guiding method and independent inquiry
Teaching process:
First, the introduction of new courses.
1, and fill in the appropriate number in ().
Review the division of two digits.
2. See who can calculate quickly and accurately.
35+30=64+5=
48+30=79+4=
53+40=66+8=
Students finish independently and revise collectively.
Teacher: Who can tell us how you calculate these problems? Let's look at the two-digit array on the left and add up the whole ten. How to calculate it?
Health: Add up the figures of ten digits first, and then add up the figures of one digit.
The students said that the teacher was performing on the blackboard.
Teacher: Then how do you calculate the group of two numbers plus one number on the right?
Health: I want to add up the numbers in one place and then add ten integers.
The students said that the teacher was performing on the blackboard.
Second, new knowledge teaching.
The courseware shows "Haibao" to introduce the information of Shanghai World Expo.
1. Create a situation and ask questions.
(1) Observe the theme map and find the mathematical information.
Show the courseware, teacher: What mathematical information do you know by observing this picture?
Answer by name
(2) Find problems and ask questions.
Teacher: If you are the head teacher of all grades, what should you consider first?
Default: How many tickets should I consider buying?
Teacher: What math questions do you ask? Ask questions by name.
2. Explore independently and master the algorithm.
(1) Teaching example 1
The teacher selectively wrote the question on the blackboard: "How many tickets do I have to buy for Grade One?"
Teacher: Can you solve this problem? Please write it in your exercise book.
Students' independent formulaic calculation.
Report and communicate.
(2) Teaching Example 2
The question of choosing students is "How many tickets should I buy for Grade Two?" Question, for the formula 39+44 listed by students =? Let the students think independently and do oral calculations in their own way.
Report and communicate.
Teacher: Tell me how you calculate by mouth.
The teacher writes on the blackboard according to the students' reports.
(3) Observation and comparison
Teacher: What are the similarities and differences between the two questions just learned?
Student: Today, I learned two-digit plus two-digit oral arithmetic.
Teacher's guidance: Compare the numbers in the two addend units of these two formulas with the sum of the numbers in the units. What do you find?
The students answered.
Teacher's summary: that is, 35+34 is non-carry addition and 39+44 is carry addition.
Teacher: What should I pay attention to in the calculation of two-digit plus two-digit oral calculation?
When the numbers add up to ten, you must enter 1 to ten digits.
Third, knowledge application.
1, fill in (judge the tenth digit)
Teacher: Can you fill in the numbers in the box quickly by oral calculation?
Say it first, then calculate.
23+46=63+ 17=
3. Please use the information in the theme map to complete the following questions and tell me how you calculated them.
How many tickets do I need to buy for the third grade?
How many tickets should I buy for the fourth grade?
Step 4 solve the problem.
Show courseware: How much will my father and I spend?
Fourth, summary.
Teacher: You must have gained a lot today. Who wants to share it with you?