Three teaching designs of mathematics in the second volume of the second grade of primary school

The study of # Senior Two # reading guide proves that primary school is the initial period of students' all-round development, and it is easier to accept information input at this time. Therefore, English language learning is a good development period at this stage, which is more likely to arouse students' interest. Of course, there are many reasons for not learning. You might as well look for interest in learning English language from the following materials that are not prepared for you.

Tisch

I. Teaching Contents This textbook includes the following contents:

Solve the problem,

Table division (1),

Graphics and changes,

Except for (2) in the table,

Understanding of numbers within 10 thousand,

Understanding of grams and kilograms,

Addition and subtraction within ten thousand (1),

Statistics, discovery patterns, general review, etc.

The content of calculation teaching in this textbook is addition, subtraction, written calculation and division within ten thousand. These two parts are the important basis for further research and calculation. Therefore, table division, like addition and subtraction within 20, is an important basic knowledge of primary school mathematics, but the division that primary school students need to master is the mathematical knowledge and skills that people often use when solving problems in daily life. Therefore, in these two parts of calculation teaching, the textbook uses this knowledge to arrange problem-solving teaching, so that calculation teaching and problem-solving teaching can be organically combined. This not only helps students to understand the connection between mathematical knowledge and real life, but also helps to cultivate students' ability to solve practical problems by applying the learned mathematical knowledge.

In the measurement of quantity, the understanding of grams and kilograms appears in this textbook, so that students can understand and use the unified weight unit through various self-exploration learning activities. Establish the weight concepts of 1g and 1kg. In terms of space and graphics, this textbook arranges teaching contents such as graphics and changes, so that students can initially understand translation and rotation phenomena through observation and operation, and form a preliminary concept of space.

In the aspect of statistical knowledge, this textbook arranges simple methods of data collection and arrangement, so that students can understand bar charts in one way and five ways and experience the process of solving problems by statistical methods. Mathematics introduces simple combinatorial thinking and logical reasoning methods from a wide angle, and cultivates students' preliminary observation, analysis and reasoning abilities, as well as their consciousness of thinking about problems in an orderly and comprehensive way.

This textbook arranges two mathematical practice activities according to students' mathematical knowledge and life experience, so that students can use what they have learned to solve problems, experience the fun of exploration and the practical application of mathematics, and cultivate students' mathematical consciousness and practical ability through group cooperative exploration activities or activities with realistic background.

Second, the teaching objectives

The teaching objective of this volume is to enable students to:

1, know the counting units of hundreds and thousands, and know the decimal relationship between two adjacent counting units; Master the number sequence within 10 thousand, and can read and write numbers within 10 thousand; Knowing the composition of the number within 10,000 will compare the size of the number within 10,000, and can describe the size of the number within 10,000 with symbols and words; Understand and identify approximate numbers within 10,000.

2. Two digits within100 can be added or subtracted, integer hundreds and thousands can be added or subtracted, and hundreds and dozens can be added or subtracted, which can be estimated according to the actual situation.

3. Know the meaning of division, the names of each part in the division formula, and the relationship between multiplication and division; Can skillfully use multiplication formula to find quotient.

4. Have a preliminary understanding of the significance of mathematical problems, and experience the process of finding, asking and solving problems from life. I will use the mathematics knowledge I have learned to solve simple practical problems and realize the close connection between mathematics and daily life. Knowing the function of brackets, I will use brackets in solving problems.

5, can distinguish acute angle and obtuse angle; Initially perceive the phenomenon of translation and rotation, a simple figure will translate horizontally or vertically on the grid paper.

6. Understand the unit of mass grams and kilograms, and initially establish the quality concepts of 1g and 1kg, knowing that 1kg = 1000g.

7. Understand the significance of statistics and experience the process of data collection, collation, description and analysis; Will use a simple method to collect and sort out data, and know the bar chart (1 stands for 5 sets) and simple composite statistics table; Can ask and answer simple questions according to the data in statistical charts, and can make simple analysis.

8. Will explore simple rules in a given figure or number arrangement; Have the consciousness of discovering and appreciating the beauty of mathematics, and have the consciousness of using mathematics to create beauty; Initially form the ability of observation, analysis and reasoning.

9. Experience the fun of learning mathematics, improve the interest in learning mathematics, and build confidence in learning mathematics well.

10, form a good habit of doing your homework carefully and writing neatly.

1 1. Experience the close relationship between mathematics and daily life through practical activities.

The preliminary requirements for oral calculation are as follows:

At the end of the unit, the speed of the average error rate at the end of the cycle.

6% in-table division, most of them can achieve 8 questions per minute, and within 4%, most of them can achieve 10 questions per minute.

Third, the writing characteristics of teaching materials

The compilation of this experimental textbook is based on the basic concept of the standard and the prescribed teaching content, and is arranged on the basis of summarizing the research and use experience of the current nine-year compulsory primary school mathematics textbook. In the arrangement and treatment of teaching content, we try our best to make the structure of the whole set of experimental textbooks conform to the principles of pedagogy and psychology and the age characteristics of children, which embodies the same style and characteristics of the first two experimental textbooks. Therefore, this experimental textbook still has the characteristics of rich content, paying attention to students' experience and understanding, embodying the formation process of knowledge, encouraging the diversification of algorithms, changing students' learning methods, and embodying open teaching methods. At the same time, due to the different teaching contents, this experimental textbook also has the following obvious characteristics.

1. The combination of pen calculation teaching and problem-solving teaching enables students to experience the problem-solving process while learning calculation, thus cultivating students' problem-solving ability and forming application consciousness.

Writing addition and subtraction are the basic knowledge and skills that students are required to master in primary school mathematics teaching. In the past, the focus of teaching was to make students understand the arithmetic of written calculation, master the calculation rules and methods, and achieve proficiency in calculation through certain training. The outstanding change in the arrangement of this textbook is that it is no longer an isolated teaching method, but based on solving practical problems, so that learning to solve problems with pens can be organically combined. For example, the problem of visiting the museum by bus is arranged in the addition of pen calculation, and the comparison of the number of votes won after Beijing's successful bid for the Olympic Games is arranged in the subtraction of pen calculation. The order here is: put forward the calculation problems that need to be solved in real situations to highlight the necessity of learning calculation. Then, through operation and intuition, the calculation principle is discussed and the calculation method is displayed. After students understand the calculation and get the algorithm, they can see if they can solve the practical problems mentioned above through calculation. In this way, calculation teaching and problem-solving teaching are organically combined.

For example, the textbook first provides a scene in which a sophomore wants to visit a museum by bus. The elf suggested which two classes share a car. Question, let the students be in the problem situation. Through the example 1, example 2 and example 3, three riding problems are mentioned, all of which need to be solved by calculation. Then, three calculation formulas of carry-free addition and carry addition are introduced, and the written calculation is also introduced. In the teaching of written calculation method, the teaching material shows the calculation principle intuitively by inserting sticks, combined with the intuitive presentation algorithm. When students understand mathematics and algorithms, they can use them to solve problems. In Example 3, each car is limited to 70 passengers. According to the calculation results, the number of 1 class and class 2 is 7 1, which exceeds the limit, so the monitor concludes that 1 class and class 2 cannot share a car. Make the problem solved. This not only allows students to experience the formation process of written calculation knowledge, but also allows students to experience the whole process of applying written calculation to solve problems. Students actively construct knowledge in this purposeful learning activity, gain successful experience in using mathematics, and gradually form the ability to solve problems and the consciousness of applying mathematics.

2. Provide rich materials about space and graphics to promote the development of students' space concept.

For students, a good concept of space is not only an important means for them to understand the space and the real world where human beings live, but also an important foundation for their further development. Therefore, the main purpose of mathematics space and graphics teaching in primary schools is to promote the development of students' concept of space. Let primary school students gain knowledge about space and graphics in observing objects, knowing directions, making models, designing patterns and operating experiments, so as to better understand the surrounding things from the shape, grasp the characteristics of things, describe the relationship between things, and form and develop a good concept of space.

According to the above educational ideas and the specific teaching objectives of the first section of the Standard, this experimental textbook has taken some measures to arrange the contents of space and graphics: First, it has provided rich contents and materials about space and graphics. The teaching contents of cognitive units such as figure and change, gram and kilogram are arranged. In the unit, various practical activities are designed, such as observation, spelling, origami, measurement, drawing and making. Through these activities, students can perceive, experience and understand the concepts, translation and rotation phenomena of weight unit grams and kilograms, experience and understand the graphs obtained by observing objects from different angles, and the relationship between the graphs obtained, so that students can gain rich perceptual experience of space and graphs. Secondly, the textbook designs a variety of exploratory operation activities. For example, before knowing the weight unit, an inquiry about the necessity of measuring with a unified weight unit was arranged; Before I met Dick, I arranged to explore an effective activity to measure the weight of soybeans. Let students perceive and feel the meaning of geometric concepts and the characteristics of the learned graphics through observation, speculation, operation and discussion in various exploratory operation activities, and then make reasoning with the help of graphic representations to cultivate a preliminary concept of space.

3. Strengthen the cultivation of estimation consciousness and ability in combination with relevant teaching contents.

As a member of today's information society, it is very important to respond quickly to the changes in the objective world and make quick judgments on all kinds of information. The estimation ability to be cultivated in primary school mathematics is one of the foundations of the above ability. In the previous primary school mathematics teaching content, the training of estimation ability was rarely involved, and only some multiplication and division estimates arranged in the current nine-year compulsory education textbooks were selected as the learning content. Strengthening estimation is one of the important ideas of current computing teaching reform. The standard stipulates the teaching content of estimation and the training requirements of estimation consciousness and skills. For example, the first stage requires that the estimation can be combined with the specific situation and explain the estimation process. This experimental textbook takes strengthening the cultivation of estimation consciousness as one of the key points of reform. Not only the corresponding teaching content of estimation is arranged in the teaching of calculation, but also estimation is regarded as an important thinking method, which is infiltrated and cultivated in combination with the teaching of other mathematical knowledge.

For example, this textbook arranges a section of addition and subtraction estimation in addition and subtraction teaching within 10 thousand, which is the beginning of formal teaching of estimation. The textbook combines examples to show different estimation methods through group discussion and exchange of situations. Let students know that estimation is also a problem-solving strategy. There are different methods of estimation, and we can use it to solve some problems concisely and quickly. So as to gradually cultivate students' estimation thinking. Secondly, the textbook also pays attention to infiltrating the content of estimating consciousness cultivation in related teaching contents or exercises. For example, in the teaching of weight units, some exercises are to observe the approximate weight of an object, and only ask the approximate weight when measuring an object. Make students understand that when solving practical problems, sometimes you don't need accurate calculation or accurate results, you only need a rough data to achieve your goal. After teaching students the basic estimation methods, the textbook also arranges some exercises to solve simple practical problems by using estimation methods to gradually improve students' estimation ability.

4. Pay attention to the exploratory learning process and cultivate students' awareness of exploration and innovation.

The new concept of mathematics education holds that mathematics teaching should start from students' life experience and existing knowledge background, provide students with sufficient opportunities for mathematics activities and exchanges, and help them truly understand and master basic mathematics knowledge and skills, basic mathematics ideas and methods in the process of independent exploration, and at the same time gain rich experience in mathematics activities. According to this idea, the arrangement of this volume of experimental teaching materials should start from students' existing knowledge and experience, and provide students with sufficient opportunities for mathematical inquiry activities and exchanges by using various learning contents, so that students can gradually form their interest and innovative consciousness in exploring mathematical problems while gaining rich experience in mathematical activities. As mentioned above, students should be organized to carry out inquiry activities before teaching the understanding of weight units grams and kilograms. Through practical operation, group discussion, inductive reasoning and other activities, it is concluded that only by measuring with a unified weight unit can we get consistent results and communicate with each other. After students know grams and kilograms, they don't directly tell them that there is a unit of length that is as big as bick, but let them explore ways to measure the weight of a bag of salt themselves, so that students can have the idea that they should use a larger unit of weight in their activities, which leads to kilograms. The two mathematical practice activities arranged in this experimental textbook are both open activities to explore the mathematical content of the surrounding things or homework materials. In these hands-on explorations, students can not only acquire mathematical knowledge, but also stimulate students' desire for further study and exploration, generate curiosity to explore various phenomena in the real world, motivate students to actively explore the unknown, and then gradually form a rigorous and realistic scientific attitude. These are also the necessary processes for students to form innovative consciousness and develop mathematical thinking.

Teaching tools: table division exercise table, number table within ten thousand, simple balance, operation learning tool for learning translation and rotation, oral calculation exercise table, etc.

Five, the schedule:

(1) 4 class hours to solve problems.

(2), table 13 class hours

A preliminary understanding of 1 and division

The average score is about 2 hours.

About nb3 class hours.

2. Use the multiplication formula of 2-6 to find the quotient of 7 class hours.

Review 1 class hour

(3), graphics and transformation 4 class hours

Jianyijian 1 class hour

(4), table teacher (2) 9 class hours

Use the multiplication formula of 7, 8 and 9 to find the quotient of about 3 class hours.

Solve the problem in about 4 class hours.

Organize and review 2 class hours.

(5) Understanding numbers within 10,000 is 8 class hours.

(6), grams and kilograms 2 class hours

(7) Addition and subtraction within 10,000 (1)7 class hours.

(8), statistics 3 class hours

(9), found the law 4 class hours

(10), total review 4 class hours.

extreme

Teaching Content: Average Score (2)

Teaching objectives:

1, further understand the method of average score and deepen the understanding of average score.

2. Cultivate students' observation and hands-on ability, and infiltrate the education of caring for animals.

3. Through vivid pictures and the operation of learning tools, let students gradually understand the method of average score and deepen their understanding of average score.

Teaching emphasis and difficulty: solving practical problems with average score method.

Teaching preparation: situation map, 24 pieces,15m2.

Teaching process:

I. Preparatory activities

1, how many ways are there to divide six small disks into three parts?

Ask the students to pose independently, name the board and show the results. )

The first method: OOOOOO

The second method: OOOOOO

The third method: OOOOOO

2. Which of the above three points is the average score?

3. Divide the 12 branch into 6 parts on average. How many sticks are there in each part? (Students begin to operate and check each other. )

First, teach new lessons.

1, teaching example 3.

(1) Teacher: Students, do you like spring outing? Let's take a look at what problems these spring outing students have encountered.

(2) Show the chart of chartering, let the students talk about the meaning of the picture, and clearly solve the problem of "renting several boats".

(3) Collecting information to solve the problem, the teacher emphasized that "each boat is limited to 4 people" and "how many boats can 24 people rent?" .

(4) Group discussion: How many boats should we rent? Students can score a point with a stick. )

(5) Communicate the methods and results of solving problems in each group.

It is clear that "every four people rent a boat, and 24 people can be divided into six groups, so we have to rent six boats."

2. Classroom exercises. Textbook page 15 "Do".

(1) presents a vivid and interesting picture of small animals preparing dinner. The students talk to each other about their intentions.

(2) Teacher: How many small animals are you going to eat? How many chopsticks are there in a pair? How many chopsticks are there now? Is that enough?

What about the integral? Let the students use sticks instead of chopsticks to divide one point in the group.

(3) Exchange results and ask questions: 12 How many pairs of chopsticks are there? Enough points?

Second, consolidate the practice.

Exercise 3, question 4.

Let the students look at the pictures first, and make clear how many radishes are divided equally by rabbits and how many radishes are divided according to each rabbit. Let students "circle" independently. Finally, communicate the results.

Exercise 3 Question 5: Students observe the pictures and understand the meaning of the question. (Students communicate the results independently. )

Exercise 3, Question 6: Guide students to observe and compare, and further understand that "average score" means "same number of copies". )

Fourth, the class summary: What is the average score?

Tisso

Teaching content: how long is the pencil in the first class of Unit 4, Volume 2, Grade 2, Beijing Normal University Edition?

1. Through the actual measurement process, we know how long 1 decimeter and 1 millimeter are, master the relationship between meter, decimeter, centimeter and millimeter, carry out simple unit conversion, feel the practical significance of decimeter and millimeter, accumulate measurement experience, and initially develop the concept of space.

2. We can choose the length unit appropriately according to the specific situation, estimate the length of some objects, further understand the practical significance of the unit, initially develop the estimation consciousness, and stimulate students' curiosity about measurement learning and initiative to participate in measurement activities.

3. By looking for "1 decimeter" and "1 millimeter" in life, we can strengthen our understanding of the practical significance of decimeter and millimeter and feel the connection between mathematics and real life.

Teaching focus:

Know how long 1 decimeter and 1 mm are. Understand the relationship between meters, decimeters, centimeters and millimeters.

Teaching difficulties:

Perceive the length of 1 decimeter and 1 mm.

Teaching process:

First, the riddle is introduced.

Teacher: Before class, let's guess a riddle: "In flowery clothes, you have a thin and long body. If you want to write well, all you need is its help." Guess what this is?

Health: Pencil.

Teacher: Pencils are our study partners. In this class, we will learn how long a pencil is.

The blackboard writing project "How long is the pencil"

Second, explore new knowledge.

1. Know decimeter.

(1) estimation. (1 min)

Show me a pencil.

Teacher: Can you estimate the approximate length of this pencil with what we have learned?

Ask two or three students to get up and talk.

(2) Measurement (2 minutes)

Guide the students to think: I want to know how long the pencil is, what should I do?

Health: Measure it with a ruler.

Teacher: Please take out your answer sheets. 1 The length of the pencil in the question is the same as that in the teacher's hand.

As long as a pencil. Measure and fill in the questions completely.

Teacher: How long is this pencil?

Health: The length of this pencil is 10 cm.

Teacher: There is another saying: 10 cm. Do you want to know?

Teacher: 10 cm can also be called 1 decimeter. The decimeter is the first new unit of length that we want to know today, which is represented by the letter dm. Read it together.

Teacher: Then what symbol shall we use to connect 1 decimeter and10cm?

Health: 1 decimeter = 10/0cm. The letter means 1dm= 10cm.

Read it twice and write it on the blackboard.

Teacher: So the length of this pencil just now can be said to be 10 cm. What else can I say? Health: The length of this pencil is 1 decimeter.

(3) looking for. (3 minutes) Just talk to three classmates.

Teacher: Can you find out from which scale 1 decimeter on the ruler goes to which scale? Health 1: The scale ranges from 1 to 1 1.

Health 2: from level 5 to 15.

……

Summary: As long as the length on the ruler is 10 cm, it is 1 decimeter.

(4) Competition (2 minutes)

Teacher: Next, we must try to remember this 1 decimeter. I need your thumb and forefinger to help me. Draw 1 decimeter on the ruler like this. Take off the ruler, keep the distance between your fingers unchanged, and compare with your deskmate.

Teacher: OK, measure it with a ruler again and put this 1 decimeter in our minds. Close your eyes and remember this 1 decimeter.

(5) Contact life (2 minutes)

Ask 2~3 students to talk about it.

Teacher: Take this 1 decimeter and think about it. Is there anything in our classroom or home that is about 1 decimeter in length?

Health: The length of the switchboard is about 1 decimeter.

Health: The length of the chalk box is about 1 decimeter.

(6) Use 1 decimeter. (3 minutes)

Teacher: Our children also have 1 decimeter hidden in their bodies. Look for it.

Health: The length of thumb and forefinger after straightening is about 1 decimeter.

Teacher: The distance between thumb and forefinger is called "one foot". But it should be noted that with the growth of age, the length of a foot is getting bigger and bigger. For example, the teacher's words are better than yours.

A foot big. So we should say that the length of a child's feet is about 1 decimeter.

Teacher: Now let's measure the length of desks and desktops with one foot. How many decimetres is it?

Student: The length of the table is about 5 decimeters.

Student exchange report.

(7) Explore the relationship between decimeter and meter (5 minutes)

The teacher showed a meter ruler, 1 meter long. We have known this before, and we all know that there is 1 001cm in1m, right? Now let's see how many 1 decimeter are in 1 meter. Who will guess?

Teacher: On what basis do you make such a guess?

Teacher: Next, let's do a little experiment to verify your guess.

Teacher's demonstration: What problems should be paid attention to during posting?

Health: pay attention to alignment, one by one.

Deliberately wrong demonstration, let life correct.

Let two or three students move on the blackboard, and let the other students count how many centimeters they have posted, and they can change them into several centimeters.

Draw a conclusion: 1 m = 10 decimeter. In letters, it is 1m= 10dm. Parallel blackboard writing

Understanding millimeter

(1) Go ahead (2 minutes)

Teacher: Here is a pencil. Would you please measure the length of this pencil with a ruler?

Health: The length of the pencil is about 6 cm.

Teacher: Do you have any different opinions?

Health: The length of this pencil is about 7 cm.

Teacher: How did this happen? Is that 6 cm accurate or 7 cm accurate?

Health: None of them are accurate.

Teacher: In fact, when we measure the length of an object, we often encounter the situation that the measurement result is not meters. At this time, we need a new unit to help, and this unit is millimeter. Millimeter is a unit of length less than centimeter. Represented by the letter mm.

Guide students to observe the scale from 0 to 1, and you will find many cells.

Teacher: The cell of 1 is1mm. Are they two squares? How about three squares?

(2) Perception 1mm(2 minutes)

Teacher: Do you know how long 1mm is? Let's find it on the ruler and draw it by hand. How do you feel?

Health: 1mm is too small.

(3) Contact life (2 minutes)

Teacher: Yes, 1mm is too small. For example, the thickness of this CD in the teacher's hand is about1mm. Think again, what objects in our life are about 1 mm thick?

Health: The thickness of the bank card is about1mm..

Health: The thickness of coins is about1mm..

Please take out 1 cent coins and feel 1 mm again. Put 1mm in your head.

(4) Relationship between centimeters and millimeters (2 minutes)

Teacher: Students take out rulers and see how many 1cm there are 1mm?

Let the students talk about it

Teacher: How do you know?

Student: By counting.

The whole class counted together, and the conclusion was 1 cm = 10 mm, which means 1cm= 10mm in letters.

(4) Read the length of the pencil correctly. (2 minutes)

Teacher: After learning the new length unit millimeter, can you read the length of the pencil correctly?

Health: The lengths of pencils are 6 cm and 4 mm. ..

Conclusion: With the help of millimeter, our measurement results are more accurate.

Step 3 queue up (2 minutes)

Today we know two new units of length: decimeter and millimeter. Plus the rice and centimeter we learned before, there are four units of length. Who will help them line up?

From big to small: meter, decimeter, centimeter, millimeter.

From small to large: mm, cm, decimeter, meter.

Third, consolidate the practice.

Teacher: Today, we learned new knowledge, so we should know how to apply it to our lives. Now the teacher wants to test you, dare to accept the teacher's challenge.

1. Unit conversion

7 meters = () decimeter

3 cm = () mm

90 decimeters = () meters

60 cm = () decimeter

5dm= () cm

70 mm = () cm

Please fill in the appropriate length unit.

The length of a math book is about 3 ()

The height of the flagpole is about 8 ()

A Xinhua dictionary is about 6 ()

The thickness of the eraser is about 1 1 ()

Teacher: The length of a math book is about 3 ()

Student: The length of a math book is about 3 meters.

Teacher: Why not fill in other units?

Health: 3 meters is too big, 3 centimeters is too small, and 3 millimeters is even more impossible.

Teacher: That's right, so it's very important for the company. If you fill it in incorrectly, you will be laughed at.

For other questions, let the child directly say what unit to fill in.

3. Correct the unreasonable places.

Show me a passage, the naughty diary on page 35 of the textbook:

This morning, I got up from a 2-meter-long bed, picked up a 1 mm toothbrush to brush my teeth, wash my face, dry my face with a 70-meter-long towel, and went to school after breakfast. The school is not far from my home, about 900 mm When I came to school, I sat on a 5-meter-high stool and took out a 7-centimeter-thick Chinese book, ready to start my Chinese class.

Read it by the teacher, pretend to be surprised at the wrong place, and let the students find the problem. Discuss at the same table, where is the problem and how to change it?

Let the students point out the mistakes, and let's judge whether the revision is correct.

Fourth, class summary.

What did you get from this lesson?

Teacher's summary: Today we know two new units of length "decimeter" and "millimeter", and we know 1 m =1decimeter,1decimeter =1cm =1cm.

Five, the blackboard design

Decimeter millimeter

1 decimeter =10cm1DM =10cm.

1m = 10 decimeter 1m= 10dm

1cm = 10mm 1cm = 10mm