Tisch
Teaching objectives:
1. Knowledge and skills: Through self-study, learn about the traditional calculation tool in China-abacus and its calculation method; Let the students know the function of the function keys on the calculator and use the calculator to calculate.
2. Process and method: Cultivate students' self-study ability through independent study and cooperative communication.
3. Emotional attitude and values: stimulate interest in learning and realize that there is mathematics everywhere in life.
Teaching focus:
Understand the use of abacus, calculator and calculator.
Teaching difficulties:
Calculate with a calculator.
Teaching preparation:
Multimedia courseware.
Teaching process:
First, the conversation into (3 points)
Since ancient times, computing tools have experienced a long development process with the continuous progress of human society.
Two, autonomous learning (5 points)
1, 23-24 pages of textbooks, students learn independently.
(1) Understand the development history of computing tools.
(2) know the abacus. Each gear on the abacus represents a number. We choose a file as a number (make a mark), and count from this file to the left, that is, ten digits, hundreds of digits, thousands of digits, and tens of thousands of digits, which are exactly the same as integer digits. When all the beads are near the box, there are no numbers on the abacus. When counting, dial the main beam. The lower bead stands for 1 and the upper bead stands for 5. At 10, 100, 1000 and 10, 000, pulling the ball against the beam indicates 10, 100, 1000 and 10, 000 respectively, and a gap indicates "0".
(3) Understanding of calculators. Ask the students which function keys of the calculator do you know?
2. Students learn 26 pages of textbooks by themselves 1.
3. Trial training: 825-138 = 26× 39 = 312 ÷ 8 =
4. Example 2: A 26-page textbook for students to study independently.
5. Students report and communicate.
6. The teacher emphasized and summarized.
Three, independent practice (8 points)
Teacher: Through the self-study just now, the students have mastered the knowledge of this lesson. Let's practice independently and see who has learned today's knowledge and which is the best!
1, calculated with a calculator.
55846+7646= 13027-8934= 66280×23=
6908×37= 1 1 1 1 1 1 1 1 1÷9= 3954 12+ 10589=
2. Panel report. (Draw lots to report, you can choose oral report or blackboard report, etc. )
3. The teacher emphasizes summarization.
Fourth, in-class test (issuing test papers)
Teacher: Students, let's make persistent efforts and end today's study with our achievements, shall we? Then let's have a classroom test to see who can finish it quickly and accurately!
Five, evaluation summary (4 points)
1, the teacher approved about 3 people face to face, and then exchanged answers in the group, self-approved, and counted the correct rate;
2. The team reports the completion.
3. The teacher summed up the types of wrong questions and said it again.
4. Students talk about gains and self-evaluation.
extreme
Teaching objectives:
1, combined with the specific situation, let students experience the process of data collection, sorting, description and analysis.
2. Explore the method of composite bar graph.
3. Be able to consciously analyze the data according to the statistical chart and cultivate students' analytical reasoning ability.
4. Feel farther away
Teaching focus:
Ask and answer questions according to the statistical chart, and make simple judgments and predictions according to the information provided.
Teaching difficulties:
Independently explore the drawing of compound histogram.
Teaching aid preparation:
Teaching courseware.
Teaching process:
Instruct students to draw two simple bar charts before class (saving time and ensuring the realization of teaching objectives)
First, the scene is introduced.
Talk: Students, do you know how many people there are in our country? What other demographic data do you know? The following is a statistical table of urban and rural population from 1985 to 2000. Let's sort out and analyze this information together in this class and see what we can gain!
Second, independent exploration, cooperation and exchange.
1, make a single bar chart (preview before class is completed)
Teacher: What should I pay attention to when drawing? A brief summary after the teacher answered the question: pay attention to the straight line when drawing, and mark the data after drawing.
2. Independent investigation
① Students observe a single bar chart (the courseware shows the urban demographic chart and the rural demographic chart respectively).
(2) Problems that are difficult to set:
The practical significance of statistics, understand the close relationship between mathematics and life.
(3) Students try to complete the double bar chart independently (according to page 99 of the book), and teachers patrol and coach individual poor students. Those who have finished first can be compared at the same table and talk about what they have done well.
3. Cooperation and communication
① Show the composite bar chart drawn by students. Teacher's guidance after students evaluate each other: This is a composite bar chart. (Show the prepared bar chart and write the topic on the blackboard)
② Discussion and communication: What's the difference between a composite bar chart and a single bar chart? Please think for yourself first, and then share your thoughts with other students in the group.
③ Report and communicate with the whole class.
④ Propose and solve mathematical problems.
⑤ Discuss and communicate with the actual emotional groups and analyze the population changes year by year.
Third, consolidate the application
1. Show the statistical chart of monthly sales of two drinks in a supermarket and answer it.
What information can you get from the statistical chart?
If you are a supermarket owner, how should you purchase goods next month?
2. Show the statistical table of wastewater discharge in China from 1997 to 2000, observe and answer questions.
Is industrial wastewater discharged year by year? Is domestic wastewater discharged year by year?
What do you think of the picture? (Infiltrating environmental awareness)
Fourth, expand applications.
1, please investigate the sleep time of parents in your group for one week and make a statistical table.
2. Make a composite bar chart according to the composite statistical table.
3. What information did you find?
Five, review and summarize, show personality
What did we learn in this class today? What are your thoughts and experiences?
Tisso
Teaching objectives
1. Make students briefly understand the development of calculation tools, including ancient counting methods such as knotting, simple calculation knowledge, traditional calculation tools-abacus and its calculation methods, calculators commonly used in life, and the development history of modern computers. Show the great creative process and wisdom of human beings, and realize that educating people to love and learn science is to facilitate their exploration and efforts in computing tools.
2. Let the students know the function of the function keys on the calculator and use the calculator to calculate. Cultivate students' hands-on operation ability and innovation ability.
3. Through learning, students can feel the role of computing in daily life and production practice.
Important and difficult
Calculate with a calculator. Correct use of storage operation keys.
Teaching strategy
1. The introduction of computing tools can be combined with 25 pages of reading materials, so that students can have a more comprehensive understanding of the development of computing tools.
2. The introduction of abacus has rich cultural and traditional educational factors. Students can consult the information in advance to introduce the development process of abacus, its brilliant history of being widely used and its influence on Asian countries.
3. When introducing electronic calculator, it is very important to introduce the functions and usage of common keys to students. Students can use the calculator in their hands to explore and discover the function of each function key. When figuring out how to calculate and use the storage key, you can use computer courseware for practical demonstration.
teaching process
First, direct import:
Teacher: Let's have a math class in this class. As we all know, mathematics is always inseparable from calculation. Today, let's get to know the computing tools. (blackboard theme: understanding of computing tools)
Second, explore the computing tools independently.
What computing tools do you know? Who would like to introduce you?
Students may answer: calculator, abacus ...
Design intention: Students can preview and find information before class. At the beginning of the class, let students show their understanding of computing tools, distract their thinking and improve their interest in learning. According to the students' report, the teacher mainly asked the students to introduce the use of knots and calculations, so as to further let the students understand the development process of calculation tools.
1. Ancient Earl:
Teacher: It seems that the students have a lot of knowledge, but their knowledge about computing tools is far more than that. With the continuous progress of human society from ancient times to the present, computing tools have experienced a long development process. In ancient times, human beings had the need to count the labor of fishing, hunting and fruit gathering. What do people count with? (blackboard writing: ancient counting)
Memory: Count with knots or nicks on fingers, stones and sticks.
2. Plan:
Teacher: this method can only count, but it can't clearly show what the counting level is. People began to think of some new ways to count. This has produced such a counting method-counting and filling. (Show courseware)
(blackboard writing: calculation and preparation)
Teacher: Introduction to Calculation and Preparation: Calculation and Preparation for Ancient People in China. The chip is made of 27/kloc-0 sticks or bamboo. Show it on the multimedia whiteboard. How to count chips? There are several numbers, which one represents a few, just use a stick to represent it. One vertical line is 1, two are 2, and five are indicated by horizontal lines ... spaces represent zero.
3. abacus:
Teacher: Later, the working people in our country created the abacus as a calculation tool. Seven or eight hundred years ago, abacus was widely used in our country. Show the real thing.
Show abacus: there are two beads on it, each representing 5, and each bead on the bottom represents 1. How much is a * *? On behalf of 15. Because China was 15 in ancient times. It's over ten into one now. Therefore, the abacus later cruised to Japan, North Korea and other countries. It has been improved. This is the abacus in the teacher's hand. There are 1 beads on it. What does first gear mean? First gear means 10. It is characterized by simple structure, convenient use and special practicality. It is more convenient for him to calculate a lot of addition and subtraction.
4. Calculator:
Teacher: What is the most commonly used computing tool?
Student: Calculator.
Teacher: Where have you seen calculators?
Students may answer: the vegetable market and the morning market calculate the price of vegetables. Supermarkets calculate the prices of goods. ..... (student introduction)
Teacher: Take out your calculator and the students can look at each other. Is your calculator the same? Because according to different needs, there are scientific calculators and the simplest calculators … but the functions are similar.
Design intention: Show the calculator to students, so that students can have a preliminary understanding of the size, appearance and function of the calculator, and lay the foundation for the next step of learning the use of the calculator. And arouse the interest of exploration.
5. Electronic computers:
Teacher: Then technology moved forward. What did people invent?
Health: computer. Microcomputer.
Teacher: Electronic computer. (Show courseware)
Students look at courseware: desktop computer, notebook computer, PDA.
Teacher: With the development of science and technology, human computing tools will be more advanced. Just wait for everyone here, your generation to realize.
Design intention: By understanding the evolutionary history of the development of computing tools, understanding the calculation and various abacus, and understanding the counting of abacus, let students feel the wisdom of ancient working people. Make students feel the profoundness of the motherland culture at a deeper level, and get patriotic education from it. Courseware can be displayed quickly, and it is an electronic computer itself, showing the development of modern science and technology. And guide students, technology will not stagnate, and there are more advanced computing tools waiting for you to discover and invent in the future.
Third, the understanding and use of calculators.
Teacher: Now let's learn to use a calculator. Take out your calculator. What function keys do you know? What do they do? Try to press it yourself and think about it.
Explore, try the function of each key, and say when you find it.
Teachers guide all students to learn according to their findings. Try to follow the teacher's instructions.
Teacher: Date means date. The teacher just heard some calculators making noises. Do you know how to get rid of music and sound? Think for yourself.
Teacher: The computer displays the names of the function keys. Show and explain.
Teacher: Now let's use the calculator in your hand to calculate. Try addition: 4468+ 1792=
Original operation. Then say the result and explain the input process. Enter 4468 first, then the plus sign 1792, and then the equal sign.
The result appeared. Teachers can actually demonstrate the calculation process with computer courseware. )
Teacher: Try subtraction, multiplication, division and decimal calculation. 320 10-8925= 126×39= 3 12÷8=
6.34-4.7=
Students operate, input data and say the calculation results.
Teacher: Calculate the comprehensive formula. View the operation sequence. What should I do when calculating 6396÷(520-438)?
Students discuss methods. You can record it on paper and count it. you can ...
Teacher: Let's learn the usage of storing operation keys. M+ means storing data, m- means deleting data, and mr means extracting data. Let's have a try. Enter 520-438, calculate the result, enter m+ for storage, then enter 6396, then enter mr extraction, and enter the equal sign.
Teacher: Play it again to consolidate it. Show a topic, let the students use this method to calculate, and find a classmate to demonstrate it on the computer. Explain the process while demonstrating.
Design intention: To know the calculator, I choose the way of self-inquiry, so that students can independently understand the functions of the function keys of the calculator, and under the guidance of the teacher, use the calculator to carry out four operations and explore the operation rules, especially the use of storage function keys is more interesting and difficult. It not only cultivates students' ability of observation and reasoning. You can also correct students' correct attitude towards calculators and know how to use them reasonably.
Fourth, practical application:
Teacher: It seems that all students can use calculators, so let's play a game with calculators, shall we?
1. Enter the game:
(Rules of the game: 1. With the group as the unit, * * * broke through two levels. If you pass both levels, you win. 2. At the beginning of each level, the teacher's password shall prevail. )
2. Find a fast calculation method:
25×4×8= 13897× 16×0= 99+ 199= 155555÷5=
Verb (abbreviation of verb) expansion and extension:
Teacher: Today, in this class, we got to know computing tools together. What else do you want to know? After class, students can go to the website to learn about calculators.
blackboard-writing design
Understand computing tools
1. Ancient Earl
plan
abacus
4. calculator: m+ store m- delete mr extraction
5. Computer