Template and case of primary school mathematics teaching design 1
[Brief description of teaching materials]
In tex
Template and case of primary school mathematics teaching design 1
[Brief description of teaching materials]
In textbooks, examples focus on the comparison between two numbers. Look at the figures in the tenth place first, and the figures in the tenth place will be bigger. Ask the students to compare the corresponding numbers by counting and calling, and then use the number indicated by the comparison counter in "Trial" to reveal the other two situations: the size of the comparison number is larger than the number of digits, the number with more digits is larger, the number with fewer digits is smaller, and the size of two digits is compared with the size of two digits. When the ten digits are the same, the larger the digits, the larger the number. Then, in "Think and Do", compare the numbers directly. In this way, from concrete to abstract, it is convenient for students to understand and master the method of comparing numbers. [Target Default]
1, knowledge goal: make students master the numerical order within 100; Learn how to compare the sizes of two numbers in 100.
2. Ability goal: to cultivate students' comparative ability.
3. Innovation goal: to cultivate students' ability to explore laws.
4. Moral education goal: to make students realize the logical beauty of the internal connection between mathematical knowledge.
[Key Points and Difficulties]
Teaching focus:
Organize students to talk about how they compare and think, and improve their life experience to mathematical understanding. Teaching difficulties:
Master the method of comparing sizes.
[Design concept]
On the basis of independent inquiry and cooperative communication advocated by the mathematics curriculum standards, this class practices innovative teaching and learning methods, emphasizing the actual situation and students' existing knowledge, providing students with opportunities to fully engage in mathematics activities and exchanges, promoting them to truly understand and master basic knowledge and skills in the process of independent inquiry, and at the same time gaining rich experience in mathematics activities.
[Design concept]
In teaching design, the idea is to provide students with realistic and interesting mathematics learning content and students' independent learning methods. Pay attention to cultivating students' observation ability, comparison ability and abstract generalization ability in teaching, and master the arrangement order of "number" and "number" to compare numbers. In teaching, I mainly use the methods of conversation introduction and guided discovery to organize students to discuss and study, cooperate in groups and explore independently. In the whole teaching process, activities such as taking a look, talking and comparing are arranged purposefully and consciously, and observation, thinking, discussion and practice are combined, giving full play to the advantages of multimedia teaching, assisting verification, helping students to obtain relevant figures, and truly allowing students to participate in the whole process of acquiring knowledge.
[Teaching process]
First, the introduction of conversation, revealing topics
1, dialogue: Yesterday the teacher asked everyone to go back and find out the age of their families. Who will report it? (Name)
Just now, the child said that his father is 36 years old and his grandfather is 63 years old. Do you know who 1 is?
3. Comparing the size of age, that is, comparing the size of numbers, today we will learn the size of numbers. (blackboard title: compare the size of numbers)
Second, cooperative learning, exploring new knowledge
Level 1: compare the size of numbers, which is greater than the number of digits, and the number with more digits is less than the number with less digits.
(1) classified by numbers.
Multimedia display: students' oral answers and teachers' courseware display.
(2) Specific dimensions
Multimedia display:
The ratio of one digit to two digits, students' oral answers, teachers' multimedia demonstrations.
Multimedia display:
(3) Practice summary:
The courseware shows the questions and indicates the students' oral answers.
What did you find?
Summary: Comparing the sizes of numbers, the numbers with more digits are larger and the numbers with less digits are smaller.
Level 2: For example, when comparing two digits with two digits, look at the top ten digits first, and the top ten digits will be larger.
(1), showing the multimedia theme map.
The teacher told this story:
On a sunny afternoon, after the tide receded, beautiful shells appeared on the beach. After a while, the little squirrel and the little white rabbit both picked up a basket of shells. The little squirrel counted and said, "I picked up 38 shells." The white rabbit counted them and said, "I picked up 46." The little squirrel said, "I picked up a lot." The white rabbit said, "I picked up a lot." Who picked up more? Can you judge them?
2. Who are the squirrel and the white rabbit? Why? Please tell your deskmate what you think.
3. Communicate with the whole class, encourage students to express their ideas and praise the children who are right.
4. It is pointed out that comparing two small animals who pick up more is to compare the size of 38 and 46. (Blackboard: 46 038) There are many ways to compare two numbers. The relationship between two numbers can be expressed by the learned mathematical symbols. Who will write it?
5. Read the blackboard after naming.
6. Summary: Comparing two digits with two digits, first look at the number in the tenth place, and the number in the tenth place will be larger. The third level: two-digit and two-digit comparison. When the ten digits are the same, it is greater than one digit, and the number with one digit is even greater.
1, multimedia display 63 68:
Summary: two-digit and two-digit comparison. When the ten digits are the same, it is greater than one digit, and the number with one digit is 3.
2. Give it a try (show the counter)
(1) Look at the counter and write the numbers. (53、56; 100、98)
(2) Can we compare the size of these two groups of figures? (Students finish in the book)
(3) What do you think? Summarize students' methods of comparing two numbers.
Third, organize exercises and deepen improvement.
1, questions 2 and 3 of "think about it and do it"
2. "Thinking and Action" Question 4
(1) Everyone in the group writes 1 with two digits and six digits. Compare which is the smallest, remove the duplicates and line up. Let's talk about the two digits of six digits. How many? What are they?
(2) Everyone in the group writes 1 two-digit, with six out of ten digits. Which is the smallest?
3. Question "Think about it and do it" 5
(1) Look at the picture. Mother rabbit took three pictures of the little rabbit:
Guess what season it is? The temperature varies from season to season. After reading the thermometer, the teacher wrote three numbers to indicate the temperature: 2 degrees, 20 degrees and 35 degrees.
(2) Can you use symbols to express the size relationship of three numbers?
4. "Think about it" Question 6: Finish it independently and check at the same table.
5. Write a number game: Students write a number at will.
(1) Queue in groups from small to large.
(2) Numbers greater than 30 and less than 60 stand up and line up.
(3)7-digit numbers stand up and line up.
(4) Numbers greater than 60 stand up and line up.
Fourth, the class summary
Do you like today's math class? What did you get?
Primary school mathematics teaching design template and case 2
Analysis of teaching content:
There are many axisymmetric figures in nature and daily life. Through the pictures of airplanes, butterflies and _ _ _, the textbook allows students to observe and analyze their * * * characteristics, and then do paper-cutting experiments to reveal the axisymmetric figure and draw the symmetry axis, so that students can further deepen their understanding of the axisymmetric figure. Some practical contents are arranged in the textbook, so that students can know the characteristics of graphics and understand the meaning of related concepts in practical activities.
Analysis of teaching objects:
Students have learned some basic graphic functions. Students learn this knowledge, on the one hand, they can deepen their understanding of some graphic features they have learned, on the other hand, they can understand some axisymmetric things in nature and daily life, laying a foundation for further learning mathematics and studying the basic properties of some problems in the future.
Teaching objectives:
I. Knowledge and skill objectives:
1. Students can further understand and explore the characteristics of axisymmetric graphics through examples in life, and can accurately describe the characteristics of axisymmetric graphics with words such as folding and overlapping.
2, can identify the axisymmetric figure, and can determine its axis of symmetry.
Second, the process and method objectives:
In rich realistic situations, let students experience mathematical activities such as observation and analysis, appreciation and imagination, operation and discovery, so as to improve their spatial imagination and thinking ability and develop their spatial concept and aesthetic ability.
Third, emotional attitudes and values:
Actively participate in the activities of drawing graphics and feel the symmetrical beauty of graphics.
Teaching preparation:
Teacher: multimedia teaching courseware, cutting leaves, big trees, gourds, love clothes. Students: 3 pieces of colored paper, scissors 1, ruler 1, study materials 1.
Teaching focus:
(1) Understand the characteristics of axisymmetric graphics and establish the concept of axisymmetric graphics;
(2) Accurately judge which objects in life are axisymmetric figures, and find out the symmetry axis of simple symmetric figures.
Teaching difficulties:
Judge the symmetrical figure and make the axisymmetric figure.
Teaching process:
First, create situations and introduce new knowledge.
1. The teacher saw such a pair of glasses in the optical shop. Please check whether it is qualified. Why? (Show Courseware: Asymmetric Glasses)
The students answered. The teacher reveals "symmetry" and writes it on the blackboard.
Please see if this pair of glasses is qualified, and why? (Showing courseware: Symmetrical glasses)
The students answered.
This is a beautiful dragonfly. Do you think it is symmetrical? If where is symmetry?
The students answered.
4. Where have you seen such symmetry in your life?
The students answered.
The teacher also collected some symmetrical phenomena in life, please enjoy them.
The courseware shows the symmetry phenomenon in life and is accompanied by music. )
6. Are they beautiful? Is this butterfly beautiful? Where is good to see?
The students answered.
7. Butterfly's family and friends brought a question to test everyone. Please observe carefully:
(Showing courseware: The two sides completely overlap after folding)
8. What did you find?
The students answered. The teacher revealed "complete coincidence" and wrote it on the blackboard.
9. Can you express "complete coincidence" with both hands? Can you use a piece of cardboard to mean "complete coincidence"? Do it while doing it, and the teacher will evaluate it.
Second, hands-on operation to understand new knowledge.
1, this simple paper, the teacher can turn it into many beautiful symmetrical figures, do you believe it? please
Look at the teacher's work. Show simple and symmetrical figures such as prepared trees, gourds and small clothes. )
2. Do you want to do it? Look forward behind your little hands and listen carefully. Let's have a love together. (Courseware demonstration, teacher's paper demonstration process)
Step 1: Fold the paper in half to make it completely coincident.
Step 2: Draw half love in the right place.
Step 3: Cut along the trace just drawn.
Step 4: Openness is love.
Please prepare your school tools and cut a love.
Students operate and teachers patrol.
Show the students' works and put them on the blackboard.
You are great artists who can cut such beautiful works. We put these two sides together.
The symmetry of a sample is called a symmetric graph.
6. Can you cut out other symmetrical figures?
Students operate and teachers patrol.
7. Show the students' works and post them on the blackboard.
8. Open the symmetrical figure in your hand. Please observe carefully. What did you see first?
Health: A crease.
Teacher: reveal the "axis of symmetry" and show the courseware to explain the axis of symmetry: it is usually a straight dotted line that can extend to both ends. Please draw the symmetry axis in your hand.
9. Look carefully at the symmetry axis of the teacher's blackboard and the symmetry axis you drew. What's the difference?
The students answered, the teacher instructed: when the symmetry axis is in the physical object, you can't draw an extension line, you can only draw the work itself. The teacher's work is on paper, so he can draw an extension.
10. A figure that is folded in half along the axis of symmetry like this and the two sides can completely overlap is called an "axisymmetric figure".
Write on the blackboard.
Third, consolidate practice and apply new knowledge.
1. Which of the following figures is axisymmetric? (Courseware demonstration)
The students answered.
2. Judgment: Is the picture below symmetrical? If yes, please draw the symmetry axis. (Show courseware) Students take out exercise paper to do the questions.
Step 3 connect.
The students answered.
Fourth, review new knowledge and summarize and improve.
1. The study tour of this class is coming to an end. Please review what we observed in this class. The students answered.
2. Through the cutting activity, we find that the axisymmetric figure has a remarkable feature: after being folded in half, the two sides can completely overlap, leaving an obvious axis of symmetry.
3. Students feel the beauty of symmetry in life and cut out beautiful axisymmetric figures in class. Are you in a beautiful mood at this time? Let's enjoy the beautiful picture with this beautiful mood. The courseware is presented with music. ) blackboard design:
axial symmetric figure
axis of symmetry
Fold in half → completely coincide
Teaching reflection:
The teaching of this course is carried out in the order of "knowledge introduction-concept teaching-knowledge application", which embodies the formation process of knowledge.
Firstly, through the comparison between asymmetric glasses and symmetric glasses, students can initially perceive the phenomenon of symmetry, and then introduce the physical map of dragonflies, so that students can observe and analyze their similarities and differences and draw out the concept of symmetry. Talk about what is symmetry in life and other practical activities, so that students can experience the application of axial symmetry in life. Next, let the students find the axis of symmetry by folding, drawing and cutting, so as to understand the characteristics of axisymmetric graphics.
First, create vivid problem situations to stimulate students' enthusiasm for learning and desire to explore.
The ancients said, "Learning begins with thinking, and thinking begins with doubt". If you have doubts, you can think and explore. Teachers are the organizers of classroom teaching activities. Teachers can only carefully design meaningful and challenging problem situations close to students' lives, so that students have a suspense in their hearts, and then achieve the goal of promoting learning with doubt. At the beginning of this class, the children's interest was stimulated by the glasses in life. Familiar and unfamiliar phenomena make children initially perceive the beauty and value of symmetry.
Second, build an experience exploration platform and carry out orderly and effective practical activities.
"Mathematics Curriculum Standard" points out: "Effective mathematics activities can't rely solely on imitation and memory, and hands-on practice, independent exploration and cooperative communication are important methods for students to learn mathematics". In this class, I started a series of orderly learning activities, such as observing symmetrical figures, finding features, cutting symmetrical figures by hand, appreciating and applying them. For example: Activity 1: Observe symmetry phenomenon and perceive symmetry figure. Activity 2: Cut out symmetrical figures by hand to deepen the experience in the activity. In the activity of "cutting and cutting", let students explore the method of cutting symmetrical figures and try to cut them. The development of this activity has aroused students' interest and desire to operate.
Third, contact the reality of life and feel the fun of mathematics.
Mathematics is closely related to life. In teaching, students should take mathematics out of the classroom and into life, understand mathematics in life and experience its value. So symmetrical objects give people a sense of symmetry and beauty. I grasp the characteristics of symmetrical graphics and carefully design: red Chinese paper-cuts, beautiful butterflies, dragonflies, Chinese Peking Opera masks, various buildings and other pictures. Teachers and students enjoy the beautiful and symmetrical pictures in life together, which brings good feelings to students. Then, guide students to find symmetrical figures from their lives, tell what is symmetrical in life, and judge whether specific things in life are symmetrical figures, so as to feel the symmetrical figures around them.
Primary school mathematics teaching design template and case 3
Teaching objectives:
1. Contact with specific objects in life, so that students can initially understand the symmetry phenomenon in life, identify the axisymmetric graphics in physical objects and plane graphics, and make axisymmetric graphics by some methods.
2. Cultivate students' inquiry and operation ability through observation and operation activities.
3. Make students feel the symmetrical beauty of objects or figures in the process of understanding and making simple axisymmetric figures. Teaching focus:
Understanding Symmetry and Axisymmetric Graphics
Teaching difficulties:
Can identify axisymmetric figures
Can correctly find and draw the symmetry axis of a symmetrical figure.
Preparation of teaching AIDS: multimedia courseware, colored paper scissors.
Teaching process:
First, the introduction of teaching from life phenomena
Teacher: Introduction: Students, I saw a pair of glasses in the optical shop yesterday. Please take a look at it for me. Should I buy it? (Show a pair of asymmetric glasses with courseware)
Student report: No, because the two sides are different and asymmetrical?
Teacher: Everyone says that glasses are asymmetrical. What exactly is symmetry? You can make a gesture with your hand.
Health: It is symmetrical to draw the same size on both sides. Teacher's blackboard writing: both sides are the same
Teacher: Can I buy one of these two? It seems that I have to choose a pair of symmetrical glasses. Thank you, class. What a great idea. In this class, we will learn the mathematical knowledge about symmetry together. Blackboard writing: symmetry
Second, the preliminary understanding of axisymmetric graphics
Appreciate some symmetrical phenomena in life (courseware shows pictures: foreign flags, Facebook, planes? )
Teacher: Spring is coming, and students like to fly kites outside. Look at these two pictures of kites. What do they have in common? Health: There are wings on both sides. Follow-up: What are the left and right wings?
Teacher: Look at the picture below. What do they have in common?
Health: Symmetry, both sides are the same.
Teacher: Tell me about this symmetry phenomenon in life. Is there one in the teacher?
Health: Like what?
Teacher: These symmetrical phenomena in life appear in the form of pictures, which are graphics. I invited some people here to recognize, (clothes, trees, gourds, arrows, hospital cross symbols. )
Teacher: Are these figures symmetrical? How did you know?
Follow-up: How can you prove that they are symmetrical? You can start with a discount.
Teacher: Who will prove the figure of the clothes? (Please operate)
Q: What method did you use? (student: 50% off. )
How to fold in half? (Health: 50% off)
Then you see both sides of the chart. What happened?
(health: it happens to be the same, no more, no less. )
Is it partially or completely coincident? (health: complete coincidence)
Teacher: I use these four words to represent what you see after you fold it in half. Blackboard writing: complete coincidence
Demonstration performance: left hand application, right hand completely folded. (feeling completely coincident)
Teacher: Next, please ask four students to fold these four figures in half. In turn? .
Such as: health 1: I put it.
Health 2: I'll play.
The edges are completely coincident, so they are symmetrical.
Summary: The students are great! A figure that can be completely overlapped on both sides after being folded in half like this is mathematically called an "axisymmetric figure". Now do you know what an axisymmetric figure is? (health: after being folded in half, the two sides can completely overlap. )
Teacher: I also have a figure here, a purple-gold flower-shaped picture. Is it symmetrical? Try to split in half. (Student: After the demonstration is folded in half, it can't completely overlap. It's asymmetrical. )
Third, understand the "symmetry axis"
Teacher: Just now, after the students folded these figures in half, there was a straight crease in the middle, just right.
What's wrong with this figure! (health: there are two sides. )
Teacher: It can be divided into left and right sides, upper and lower sides, and the hypotenuse is the same. We also give this crease a mathematical name: "symmetry axis"
Teacher: We draw the symmetry axis of clothes with dotted lines. When we draw, we should go beyond the two ends of the figure, so that it is easier to see the position of the crease. The teacher draws the symmetry axis of each figure in turn. It is pointed out that the purple golden flower diagram has no symmetry axis. "Symmetry axis" on the blackboard.
Fourth, practice consolidation.
1, find the symmetry axis and points of these graphs.
2. Find the axisymmetric figure, tick "√" for the right and "×" for the wrong.
3. Numbers, letters and Chinese characters can also be written symmetrically.
4. Some cars in life have symmetrical bank signs.
To sum up the question: What did the students get from their study just now? (student: omitted)
Verb (abbreviation of verb) actual operation
We already know the axisymmetric figure. Please take out a piece of white paper prepared by yourself. Can you use this paper to cut a dress with symmetry knowledge? Would you please finish it with the teacher?
(1) Fold: Fold a rectangular piece of paper in half.
(2) Drawing: Draw a line on the folded paper.
(3) Cutting: Cutting along the line just drawn will cut out the pattern of a coat. Be careful when using scissors, so as not to hurt your little hand. )
2. Can I cut other graphics? Such as pine trees, peach hearts, gourds, etc.
(1) Now, please cut it yourself. Choose one of the three figures of pine tree, peach heart and gourd to see who can think and do it.
(2) Show the works cut by students. (Stick excellent works on the blackboard)
Fourth, the classroom knot
Teacher: What did the students get from today's study?
Students speak freely.
Teacher's summary: In this lesson, we know the axisymmetric figure from the symmetry phenomenon in our life. As long as we pay attention, axisymmetric figures can be seen everywhere in our lives. It is precisely because of these graphics that our life will be dressed so beautifully.
Blackboard design:
Axisymmetric graphics: after folding, the two sides can be completely overlapped, and the paper-cut works of students and teachers can be posted.
Primary school mathematics teaching design template and case 4
I. Purpose of the activity:
In order to improve the ability of all mathematics teachers to delve into teaching materials, cultivate teaching backbones, carry out more in-depth research (research on cultivating students' interest in learning and using teaching skills in high-quality mathematics classes), improve the quality of mathematics teaching, and enable teachers to show their elegance, the school specially held this mathematics teaching design competition.
Second, the entry requirements:
1. Participants: individuals, young teachers under 40 years old.
2. Competition content: In order to be fair and just, the participating teachers will take the teaching content of this grade as the competition content. The content is determined by the judges, that is, five or six teaching contents are selected for each grade, and then the lesson preparation team leader of each grade draws lots to determine the specific content of this grade.
3. The competition time is scheduled to start at 2: 00 pm on Tuesday of the eighth week, and the venue is the amphitheater. The competition lasts for one hour.
Third, the award setting and evaluation methods
There are 2 first prizes, 3 second prizes and 3 third prizes in this competition.
Four. List of competition judges:
Liu, Li and Liao,
Verb (abbreviation of verb) scoring standard:
See attached table.
Xingguo county hongmen primary school
Primary school mathematics teaching design template and case 5
Multiplication formula of 7:
Teaching content: the content on page 72 of the textbook.
Teaching objectives:
1. Make use of students' existing knowledge, experience and analogy ability, let students experience the formulation process of the formula independently, understand the source of the multiplication formula of 7, and understand the significance of the multiplication formula of 7.
2. Master the characteristics of the multiplication formula of 7, memorize the formula, and gradually improve the ability to use the formula flexibly.
3. Through multi-angle practice, we realize that mathematics is around us and stimulate students' interest in learning mathematics knowledge.
Teaching process:
First, independent exploration.
1, Introduction
The teacher showed a picture made of a jigsaw puzzle.
Teacher: This is a pattern made up of puzzles by students. What are they spelling?
Teacher: How many puzzles does it take to spell a pattern? How many sevens are there? How to list multiplication formulas? Can you come up with a multiplication formula?
Teachers and students answer the blackboard together as follows:
1 7 is 7 1×7=77× 1=7. 17 equals 7.
Teacher: How many puzzles does it take to spell two patterns? How many sevens are there? What is the corresponding multiplication formula or formula?
The teacher continued to complete the corresponding blackboard writing.
Teacher: Like this, can students try to make up other multiplication formulas of 7 according to these seven patterns?
2. Formulation
Open page 72 of the textbook and try to fill it in.
3, the whole class communication
(1) Report and write it on the blackboard.
(2) According to the students' report, the courseware shows the multiplication formula of 7.
(3) check the students' learning situation.
Tell me which formula can represent the number of pieces of a puzzle with four patterns? What is the corresponding multiplication formula?
How many puzzles does it take to spell out six patterns? What is the multiplication formula used? Which multiplication formula can you come up with according to this multiplication formula?
What does the phrase "5735" mean?
Why can the formula "7749" only be used to calculate a multiplication problem?
Second, the memory formula
1. Just now, Qi Xin made up a multiplication formula of 7. Please clap your hands and read the formula together. After reading it, let the students recite the formula by themselves.
Teacher: Which multiplication formula of 7 do you think is easy to remember? Why?
The teacher tells the situation in the cartoon and asks the students to find the multiplication formula of 7 and use the associative memory formula.
Teacher: You see, these stories and sayings in life can also help us associate multiplication formulas.
What are the characteristics of the multiplication formula of 2 and 7?
From top to bottom, the first number in the formula is 1, the second number is 7, and the product is 7.
Teacher: Why does the product increase by 7 in turn?
Use the discovery to make students remember the formula again, and then play the password game.
Third, flexible use.
1, see the formula and say the formula.
7×3= 7×5= 7×6= 3×7+7=
7×4= 7×7= 7×2= 7× 1= 7×7-7=
2. Think about it. What are the things, phenomena and stories related to 7 around us?
(1) Points on ladybugs.
(2) Calculate the number of words in a poem
Quatrain
Two orioles sing green willows,
A line of egrets rose into the sky.
The window contains autumn snow in Xiling,
Mambo Wu Dong Wan Li Ship.
This poem is a classic poem read this week. Can you recite it? Students shoulder to shoulder.
Is there a 7 here? Do you know how many words there are in a poem? what do you think?
Teacher: Each sentence has seven words, so it is also called "seven-character poem".
Teacher: How many words are there in the topic 1 * * *? How to form?
(3) The first part
1 dwarf 1 hat, 7 dwarves and 7 hats;
1 Dwarf with 2 clothes, 7 Dwarfs with () clothes;
1 dwarf has 3 pairs of pants, and 7 dwarves have () pairs of pants;
1 Dwarf () shoes, 7 Dwarf () shoes.