Mathematics 1 Book Delivery Teaching Plan Teaching Content: Textbook P8-P9.
Teaching objectives:
1. can independently analyze and solve the problems that simple decimal addition and subtraction can solve, and correctly handle the algorithmic problems that need to be carried or abdicated when decimal addition and subtraction is performed.
2. Experience the characteristics of the problems that can only be solved by estimation, cultivate the awareness of estimation, estimate according to the specific situation, and explain the process of estimation.
Teaching emphasis: explore the arithmetic and algorithm of decimal addition and subtraction (carry or abdication).
Teaching preparation: wall chart.
Teaching process:
First, situational introduction.
Xiaoxiao is going to post books at the post office. Please calculate her postage.
Second, play middle school.
1. Create situations and reveal problems.
Students observe independently, understand the meaning of the question and list the formulas.
2. Estimate according to the situation and explain the estimation process.
(1) How much postage do students expect to pay? How many yuan to how many yuan?
(2) Partners discuss the results of their own thinking and explain the estimation process.
In the past, there were not too many restrictions on the estimation of students. This time, let the students say what the estimated result is between yuan and yuan. It can also be said that it will not exceed yuan and will not be lower than yuan. Some students may have difficulties, so pay attention to the guidance of methods.
(3) The whole class communicates the estimated results.
3. Explore the arithmetic and algorithm of decimal addition and subtraction (carry or abdication).
(1) Students' independent choice algorithm, autonomous calculation 1.6 yuan+12.4 yuan.
(2) Compare the calculated and estimated results.
(3) Discuss the problems that should be paid attention to when calculating decimal carry addition.
(4) Complete the "Try it" question 1 and talk about what should be paid attention to when calculating the subtraction of decimal abdication.
(5) Complete the second question "Try it".
Third, learn by doing.
1. Finish the exercise 1.
Encourage students to memorize their grades first, and then check them vertically.
2. forest doctor. Finish the second question "Exercise".
Students finish independently and revise collectively.
3. Complete the third question of "Practice".
Pay attention to how many students consciously choose estimation to solve problems.
Change the question to "Xiao Ming bought these two books with 40 yuan." How much money is left? " Let the students do the calculations.
Fourth, you get what you do.
1. Finish the fourth exercise.
Students finish independently, and talk about solving problems.
2. Complete the fifth question "Practice".
When students ask questions, encourage them to ask novel math questions from a new angle. These questions may contain more information.
The problems raised can't be solved for the time being, but the desire to solve the problems will become the motivation for students to further study mathematics.
Verb (abbreviation of verb) summary.
Teaching goal of sending books in math teaching plan 2
1. can independently analyze and solve the problems that simple decimal addition and subtraction can solve, and correctly handle the arithmetic problems of carry or abdication that need to be handled in the calculation process.
2. Experience the characteristics of problems that can only be solved by estimation, cultivate the awareness of estimation, and be able to estimate in combination with specific situations.
3. Cultivate students' ability to observe, ask questions and solve problems from multiple angles through activities such as "delivering books".
4. Cultivate students' interest in learning mathematics and their awareness of cooperation and communication.
Teaching design
(1) Activity 1: Send books
1. Guide students to observe the first picture. (page 8 of the textbook)
Teacher: A few days ago, Xiaoxiao sent a book to her good friend Xiaoming at the post office. Please observe this picture carefully, and then tell your deskmate what mathematical information you have found from the picture, what questions you can ask and list the formulas.
(Students observe independently, carefully examine the questions, and list the formulas first. The teacher makes a tour and then lists the formula in front of the blackboard: 1.6+ 12.4=? )
Teacher: (pointing to the formula) This is the formula listed by some students I saw. Do you have a different formula from this one?
(Students may also list: 12.4+ 1.6=? )
Teacher: In order to help Xiaoxiao solve the postage problem of sending books, we have listed the correct addition formula. Can you estimate the postage for a smile now? The postage required shall not exceed a few yuan and shall not be less than a few yuan. Think about it first, and then tell the students in the group what you think.
Students think independently first, and then communicate in groups to explain the process of estimation. Ask the team to send representatives to report and explain the evaluation process. )
Teacher: We have just estimated the postage required. Now let's see whose estimate is closest to the correct answer. Please choose your favorite algorithm and complete the calculation of the listed formulas independently.
Students work independently and communicate in groups. )
Teacher: Look at how three children calculate in the textbook. Which of these algorithms is the same as yours? Which one did you not think of? Are there any different algorithms?
Let the students think before answering. )
Teacher: What should I pay attention to when adding?
Discuss in the group first, and then communicate in the class. Mainly around the exchange of "decimal points should be aligned and full ten should be advanced one by one", the teacher summarized and further clarified the arithmetic of decimal addition. )
Teacher: So, what's the difference in postage between these two packages of books? Can you make a statement?
(Students answer in columns and communicate in class. )
Teacher: What should I pay attention to when calculating fractional subtraction?
(Students discuss and communicate. )
2. Show the second question of "Practice" on page 9 of the textbook.
Teacher: Please be a forest doctor and treat these young trees.
(Students are required to complete independently and exchange feedback collectively. )
(2) Activity 2: Shopping
1. Show the situational diagram of the third question on page 9 of the textbook.
Teacher: Today, Xiao Ming, Xiao Qing and their mother went to the post office to pick up the book Xiao Xiao sent. They are very happy. Later, they went shopping together. They came to the bookstore first. Xiaoming wants to buy two books, Animal World and Fairy Tales. Did he bring 40 yuan enough money?
Guide students to understand the meaning of the question. )
Teacher: What can you do to solve this problem?
(Student communication: It can be calculated directly or estimated. )
Teacher: If I change the title to "Xiaoming bought these two books for 40 yuan, how much money is left?" Are these two questions the same? What is the difference?
(The problem is different. The title in the textbook only asks whether 40 yuan can buy these two books, and the revised title asks how much money is left. )
Teacher: So, can these two problems be solved by estimation?
(no way. )
Teacher: So, which problem can be solved by estimation and which problem must be solved by concrete calculation? Why?
Students discuss and communicate, and realize what kind of problems must be solved and calculated, and what kind of problems only need to be estimated. )
2. Show the textbook page 9 "Practice" question 4.
Teacher: Mom spent 15.8 yuan on a pen, leaving 34.2 yuan. How much did mom bring? Tell me about your idea and how to present it.
3. Show the fifth question of "Exercise 1 Exercise" on page 9 of the textbook.
Teacher: Xiaoming, Xiaoqing and their mother visited the bookstore and went to the supermarket to buy some food. Who wants to be a waiter in this supermarket and introduce these foods to everyone?
(Students complete the questions independently (1) ~ (3) and exchange feedback in class. )
(iii) Activity 3: Summary
Teaching plan for sending books to mathematics 3 teaching content: the content of pages 8-9 of the second volume of mathematics in grade three of primary school published by Beijing Normal University.
Teaching objectives:
1, can use decimal addition and subtraction to solve simple problems independently.
2, can correctly handle the arithmetic problems that need to carry or abdicate in the process of decimal addition and subtraction calculation.
3. Experience the characteristics that this kind of problem can only be solved by estimation. Cultivate the awareness of estimation, be able to estimate according to the specific situation, and explain the estimation process.
Teaching emphasis and difficulty: carry and abdication in decimal addition and subtraction.
Teaching preparation: physical projection or teaching wall chart.
Teaching process:
First, create situations and introduce new lessons.
Teacher: Students, do you know? Xiaohong from Cai Ying Primary School took part in hand-in-hand pairing activities. On Sunday, she sent two packages of books to her good friend at the post office. The postman told her how much postage each Bao Shu needs, but Xiaohong didn't know how much. Can you help her?
Display the scene map through projection.
Second, explore new knowledge.
1, let the students observe the scene map carefully.
Teacher: What have you learned by observing the scene map?
Health 1: I know that the postage of two packages of books sent by Xiaohong are 1, 6 yuan and 12, 4 yuan.
Health 2: I also know: Xiaohong doesn't know how much postage she needs to pay.
2. Make an estimate first.
Teacher: How much postage does Xiaohong need? How much postage is required? Not less than how many yuan?
Let the students discuss the questions raised by the teacher.
(1) Group discussion.
(2) The team leader reports the discussion results.
Teacher: Xiaohong needs to be no more than 15 yuan and no less than 13 yuan.
3. Solve the problems raised in the scene diagram.
(1) Let students calculate independently.
(2) patrol by districts.
(3) The team leader shows the solution of the team.
The first type: 1.6 yuan = 16 angle 12.4 yuan = 124 angle 16 angle = 124 angle =/4 yuan.
The second type: 1 yuan+12 yuan = 13 yuan, 6 angles +4 angles = 10 angles =10 yuan in 3 yuan+10 yuan in 4 yuan.
The third type:1.6+12.4 =14 yuan.
1.6
+ 12.4
-
14.0
(3) Let the deskmates discuss which method is easier.
4. What's the postage difference between the two packages?
The teacher encouraged the students to do it in the third way.
(1) Let the students do it independently, and the teacher will patrol.
(2) show the situation of doing the problem.
12.4—1.6 =10.8 (yuan)
12.4
— 1.6
————
10.8
A: Postage difference between two packages 10.8 yuan.
5. Decimal addition and subtraction.
Teacher: What should I pay attention to when calculating decimal addition and subtraction?
The teacher instructed the students: when the column is vertical, the decimal points should be aligned (that is, the same numbers should be aligned), and then the calculation should be made according to the law of integer addition and subtraction. Finally, the decimal points on the horizontal lines should be aligned in the resulting numbers.
Projection display law.
Third, consolidate the practice.
1, basic exercise.
(1) Tell the second small problem on page 8 and correct it collectively.
(2) Do the 1 question on page 9 independently. Division patrol, collective error correction.
2. Improve your practice.
Discuss question 2 on page 9 at the same table, find out the cause of the mistake and correct it.
3. Expand practice.
Complete questions 3, 4 and 5 on page 9 independently. Division patrol, collective error correction.
Fourth:
What did you learn from this course? Tell me about your harvest.
Blackboard design:
Send a book
1.6+12.4 =14 (yuan)
1.6
+ 12.4
————
14、0
A: A * * * needs 14 yuan.
Teaching objectives of sending books in math teaching plan 4:
Can independently analyze and solve the problems that simple decimal addition and subtraction can solve, and can correctly handle the algorithmic problems that need to be carried or abdicated in the process of decimal addition and subtraction.
Experience the characteristics of problems that can only be solved by estimation, cultivate the awareness of estimation, estimate according to the specific situation, and explain the process of estimation.
Teaching emphasis: explore the arithmetic and algorithm of decimal addition and subtraction (carry or abdication).
Teaching preparation: wall chart.
Teaching process:
Situation import:
Xiaoxiao is going to post books at the post office. Please calculate her postage.
Play middle school:
Create situations and reveal problems.
Students observe independently, understand the meaning of the question and list the formulas.
Make an estimation according to the situation and explain the estimation process.
How much postage do students expect to pay? How many yuan to how many yuan?
Discuss the results of your own thinking and explain the process of estimation.
In the past, there were not too many restrictions on the estimation of students. This time, let the students say what the estimated result is between yuan and yuan. It can also be said that it will not exceed yuan and will not be lower than yuan. Some students may have difficulties, so pay attention to the guidance of methods.
(3) The whole class communicates the estimated results.
Explore the arithmetic and algorithm of decimal addition and subtraction (carry or abdication).
Students' independent choice algorithm, independent calculation 1.6 yuan+12.4 yuan.
Compare the calculated and estimated results.
Discussion on the problems that should be paid attention to when calculating decimal carry addition.
Finish the "try it" question 1, and talk about what should be paid attention to when calculating decimal abdication subtraction.
Complete the second question of "Try it".
Learn by doing:
Complete the Exercise question 1.
Encourage students to memorize their grades first, and then check them vertically.
Dr. Forrest. Finish the second question "Exercise".
Students finish independently and revise collectively.
Finish the third question "Exercise".
Pay attention to how many students consciously choose estimation to solve problems.
Change the question to "Xiao Ming bought these two books with 40 yuan." How much money is left? " Let the students do the calculations.
Doing:
Finish the fourth exercise.
Students finish independently, and talk about solving problems.
Complete Exercise Question 5.
When students ask questions, encourage them to ask novel math questions from a new angle. These questions may contain more information.
The problems raised can't be solved for the time being, but the desire to solve the problems will become the motivation for students to further study mathematics.
abstract
Mathematics teaching plan 5: Teaching objectives of delivering books;
Knowledge teaching school
1. Master the carry and abdication algorithms in decimal addition and subtraction, and be able to calculate correctly.
2. Be able to independently analyze and solve problems that can be solved simply by decimal addition and subtraction.
Ability teaching points cultivate the awareness of estimation, can estimate according to the specific situation, and explain the process of estimation.
Teaching focus:
Master the calculation method of decimal addition, subtraction, carry and abdication.
Teaching difficulties:
Master the vertical algorithm of decimal addition, subtraction, carry and abdication.
Teaching aid preparation:
courseware
Teaching process:
First, create a scene.
1 Xiaoxiao sent a book to her good friend Xiaoming at the post office. Please observe this picture carefully, and then tell your deskmate what mathematical information you have found from the picture and what mathematical questions you can ask.
The design aims to cultivate students' ability to ask questions. It embodies the basic idea that mathematics comes from life and serves life.
Second, explore independently and solve problems.
1. Next, let's solve the question "How much does a * * * cost?" problem
(1) Guide students to estimate.
Teacher: Can you estimate Xiaoxiao's current postage?
Estimate the design intention according to the specific situation, and explain the estimation process.
(2) Try to solve the problem.
Teacher: Try to do it in the exercise book by yourself. How did you work out this figure? Write down the process.
(3) AC algorithm.
A, 1 yuan+12 yuan = 13 yuan, 6 angle +8 angle = 14 angle = 1 yuan 4 angle, so it is 14 yuan 4 angle.
B, 1.6 yuan = 16 angle, 12.8 yuan = 128 angle, 16+ 128 angle,
C, with vertical:
1.6
+ 12.8
14.4
The design intention is to think for yourself first and experience the process of solving problems by yourself; Re-communication embodies the diversity of algorithms and activates students' thinking.
(4) discussion.
Question: What should I pay attention to when calculating decimal addition vertically with 1.6+ 12.8?
Summary: Like integer addition, ten is full, and one is one.
The design intention is to discuss and summarize the vertical algorithm of decimal carry addition so that students can master the algorithm.
Step 2 try to practice
(1) What's the postage difference between two packages?
After thinking, the students finish it independently in the exercise book, and the whole class exchanges calculation methods. )
(2) Xiaohong paid her aunt 15 yuan. How much should she get back?
After thinking, students try to do it in their exercise books.
② Reporting communication algorithm.
(3) Teacher: What should I pay attention to when calculating fractional subtraction? (Students discuss and communicate. )
The teacher summed up: Like integer subtraction, which one is not reduced enough, you must borrow one from the last one.
The purpose of this design is to explore the calculation method of decimal yield subtraction independently, summarize the vertical algorithm, and enable students to master the vertical algorithm.
3. reveal the topic.
Teacher: Students, what's the difference between the decimal addition and subtraction we learned today and last class?
The teacher revealed the topic, writing on the blackboard: addition and subtraction of decimals (carry or abdication)
Third, consolidate practice.
1, the first question in the exercise book.
Students complete the calculation independently. Choose a few questions and talk about the calculation method.
2. forest doctor.
Tell the reason for the mistake and correct it.
3. Questions 3, 4 and 5 of the book.
(1) Students read the questions and understand the meaning.
(2) List the formulas and calculate them.
(3) Communicate with the whole class and talk about the process of solving problems.
Design intention exercises have various design forms and distinct levels. It not only consolidates students' computing ability, but also cultivates students' ability to apply new knowledge.
Fourth, class summary.
What did you learn today? What should I pay attention to when calculating?
Blackboard design:
Send a book-addition and subtraction of decimals (carry or abdication)
(1)1.6+12.8 =14.4 (yuan) (2)12.8-1.6 =1/kloc.
Teaching goal of sending books in math teaching plan 6
1, can independently analyze and solve simple problems that can be solved by decimal addition and subtraction, and can correctly handle the problems that need to be carried or abdicated during decimal addition and subtraction.
2, can be combined with the specific situation to estimate, experience estimation, cultivate estimation consciousness, improve estimation ability.
Teaching focus
Addition and subtraction of decimals (with carry).
Teaching difficulties
1, decimal addition and subtraction (with carry).
2. Cultivate the awareness of estimation.
teaching process
First of all, old knowledge paved the way.
1, display menu:
Unit price of dish name (yuan)
Fan 1.00
Green vegetables 0.5
Sliced meat 1.20
Scrambled eggs 1.00
Soup 0.40
Fish fillets 1.6
(1) How much does it cost to buy a green vegetable and a piece of meat?
(2) How much does it cost to buy a green vegetable and a scrambled egg?
(3) How much is a piece of meat more expensive than a scrambled egg?
(4) How much does it cost to buy a meal, a green vegetable and a piece of meat?
(5) What other questions can be asked?
Second, teach new lessons.
1, teaching example.
(1) Show the picture of teaching materials.
Look at the pictures, understand the situation and look for mathematical information.
(2) Ask yourself math questions:
1) How much is a * *? 2) How much is one more expensive (cheaper) than the other?
(3) List the formulas.
Choose one of the questions, such as: How much is a * * *?
Formula: 1.6+ 12.4= (yuan)
(4) Estimate how much postage it will cost. (1above 3 yuan, about 14 yuan, 14 yuan, etc. )
(5) Explore the calculation method.
1) Let students explore their own methods:
The first one: turn elements into angles to calculate.
The second type: add according to different units.
The third type: column vertical calculation.
1.6
+ 12.4
14.0
2) Let the students communicate with each other, talk about their own ideas and processes, and analyze and judge whether the answers are correct.
3) Discussion: First, compare which method is simpler and more applicable. Understand the simplicity and accuracy of vertical type. The second is to discuss the problems that should be paid attention to when calculating (whether the decimal points are aligned). The third is to compare today's method with the method in the previous section and find out the differences (carry and no carry).
2. Expand practice.
Page 8 of the textbook (1): What is the postage in Bao Shu?
(1) formula: 12.4- 1.6= (yuan)
(2) Choose the correct calculation method. (vertical column)
(3) AC calculation method and process.
1) handles abdication. 2) decimal point alignment. Reflect on whether you have noticed these problems in your calculation.
3) Class summary.
Summarize the students' own methods of decimal addition and subtraction (with carry or abdication) and the problems needing attention in the calculation process.
Third, classroom activities.
Textbook "Give it a try" Page 8 Question (2)
Let students solve problems independently, and ask them to remind themselves of the problems they must pay attention to in the process of answering questions.
3, small blackboard homework.
Fourth, consolidate practice.
1, homework in and out of class.
Page 9 of the textbook, "Exercise", title 1. (Independent cases are completed vertically, reminding attention to problems. )
2) Select a job.
Five, homework design
1, column vertical calculation.
1.5+2.88.4-5.9 15.8+5.742.8+9.7
8.2-4.85. 19-4.2585.7-5 1.854. 1+9.7
2. Coke unit price 1.8 yuan;
Unit price of juice 10.5 yuan;
(1) How much does it cost to buy a bottle of each of the two drinks?
(2) How much is it more expensive to buy a bottle of juice than a can of coke?
(3)1Can 5 yuan buy two cans of coke and a bottle of juice?
Sixth, blackboard design
Send a book
How much is a * * *?
Formula: 1.6+ 12.4= (yuan)
Column vertical calculation:
1.6
+ 12.4
14.0