5 model essays on mathematics teaching plans in the third grade of primary school

# 3 Grade # Introduction Teaching Plan is a practical teaching document designed and arranged by teachers in order to carry out teaching activities smoothly and effectively, based on curriculum standards, syllabus and teaching materials requirements and the actual situation of students, taking class hours or topics as units. The following is the relevant information of "Five Model Essays of Math Teaching Plan for Grade Three in Primary School", hoping to help you.

1. Model essay on mathematics teaching plan for the third grade of primary school

Teaching objective: 1. Make students understand the meaning of the average and learn the simple method of finding the average.

2. Understand the statistical significance of the average and feel the connection between mathematics and life.

3. Cultivate students' ability to solve problems.

Important and difficult

Make students understand the meaning of the average and learn the simple method of finding the average.

teaching process

I. Understanding the average

1, the teacher showed a glass of water, told the students that this large glass of water is about 600g, and then put this glass of water into four cups (the water in each cup is different). Q: Can you calculate the average weight of the water in these four cups?

Students begin to solve problems and exchange solutions.

2. Introduce "average"

Second, learn to calculate the average.

1. Show the scene: What are the teachers and classmates doing?

2. Show statistics: guide students to collect information.

3. Guide the students to work out how many books each person has collected by using the method of "more activities and less supplements": What can you do to solve this problem with this statistical chart? The communication style of students after independent thinking.

4. Question: In life, everyone collected a lot of mineral water bottles. How did everyone get together? If there is no such statistical chart, just how many people report that they have collected it? How do you know how much each person in this group has collected on average?

5. Discuss the solutions in groups and send representatives to communicate, saying that 13 is the average. Does it mean that each of them takes 13? Understand that the average is an imaginary number. Teachers guide students to understand the calculation process of the average and the significance it contains.

6. Summary

Teacher: Boys and girls, why do you want to get rid of one point and the lowest point when grading the game on TV? Can you tell me why?

Aroused a heated discussion among the students. Students solve practical problems through discussion, and their understanding of the average rises to a higher level, knowing that the average is not a real number. The reason why the score and the lowest score are removed is because the final score will not deviate too far from the average score.

Third, consolidate training.

Another environmental protection group also collected many mineral water bottles, including 15 from Xiaojun, 16 from Xiao Wei, 12 from Xiao Peng and 13 from Xiao Xin. How much did this group collect on average?

Four. abstract

What did you get from this lesson? What's your problem?

2. Model essay on mathematics teaching plan for the third grade of primary school

Teaching objective: 1. Combined with the specific situation, make students know the four directions of east, south, west and north, and be able to identify the other three directions with the given direction, and describe the direction of the object with these words.

2. Cultivate students' good observation ability.

Moral education infiltration: improving students' awareness of learning and using mathematics.

Teaching emphasis: let students know the four directions of east, west, north and south.

Teaching methods: practical experience

Learning methods: cooperation and communication

Teaching aid preparation: East, South, West and North cards

Teaching process:

First, introduce the new course:

1. Create a scene and let the students talk about "Forward, Backward, Left, Right, Left, Right, Turn Back". Review and feel the position.

2. Organize student activities: face the blackboard and point to the front, back, left and right.

3. Teacher: "Who knows the direction of east, west, north and south? How do you know each other? "

4. Exhibition topic: East, West, North and South

Second, new knowledge:

1. Where does the sun rise in the morning? Go east.

2. Which direction is the East? What's in the east of the classroom? (blackboard)

3. East and West are relative, so which side is West? What's in the west of the classroom?

4. Organize class activities, stand up and point east and west. Point to the left to practice expression: this road is north. Point to the right: this road is south. What are the north and south of the practice classroom?

5. Fill in the blanks in this book and do:

Example 1 wall chart:

The library is to the east of the playground, and the gymnasium is to the side of the playground. The teaching building is on the playground. The gate is on the side of the playground.

Finish "do it"

Third, consolidate the exercises:

1, finish the exercise 1, question 2

Observe first. What did you learn from the conversation? (two directions can be determined: north and west)

Can you tell me which side is east and which side is south? Tell me the layout of the room. What's in the southeast and northwest?

2. Play "Directional Games" in the classroom.

3. Group discussion: How do you remember the east, west, north and south directions of our school? What's in each direction?

4. Group discussion: How to remember Xuchang's east, west, north and south directions?

5, recite children's songs: get up in the morning and face the sun, the front is east, the back is west, the left is north, and the right is south.

Fourth, summary.

3. Model essay on mathematics teaching plan for the third grade of primary school

Teaching objective: 1. Through the collection and appreciation of various logos, we can understand the difference between symmetry and asymmetry, and further understand the characteristics of axisymmetric graphics.

2. Develop students' spatial imagination and cultivate their innovative and aesthetic consciousness through the mathematical activities of designing signs.

3. Have a positive emotional experience in the activities of logo design, and realize the close relationship between mathematics, art and life.

4. In the process of appreciating the beautiful patterns created by graphic movement, we can further feel the extensive application of symmetry, translation and rotation in our lives, the beauty of mathematics and the value of mathematics.

Second, the teaching focus:

Use the laws of symmetry, translation and rotation, give full play to imagination and design creative works.

Third, the teaching difficulties:

Cultivate students' ability to use knowledge and think in images.

Fourth, the teaching process:

(a) contact life, wonderful introduction.

1, get in touch with life and enjoy the beautiful patterns in life. Little designer

Talk: Students, the teacher collected some beautiful pictures before class, please enjoy them together. Please look at the big screen. The courseware shows a set of exquisite patterns. Are these pictures nice? Please think about it, where have you seen such a pattern in your life? Students can answer freely.

2. Wonderful introduction There are many such patterns in our life. Do you think it is easy to design such a pattern? However, through today's study, I believe the students will change your mind. (Design intention: The regular patterns in life will be dynamically displayed in the form of multimedia, which will make students feel cordial and natural, stimulate students to produce the beauty of life, and mobilize students' initiative, enthusiasm and interest in exploring and learning. )

(B) from patterns to graphics, understand the transformation of graphics

1. Find the basic graph from the given graph. Students, please look at the big screen. (The courseware has illustrations. ) How many parts can this design be? Is the shape of each part the same? Teacher: Are these four parts the same shape? (isomorphic) refers to one of them. Q: What's its name? (Basic graphics) There are three other graphics on your desk. Can you find its basic figure like this? Teacher: Did you find it? Who would like to go on stage and show you a circle?

2, hands-on operation, experience the movement of graphics

Teacher: The students have found their own basic graphics and know that these graphics have moved. What kind of movements have taken place in these basic figures? Let's ask two students to discuss in groups. What changes have taken place in these figures? (The teacher posted four basic figures)

Teacher: Have you studied it clearly? Who wants to talk about what kind of sports happen to become these numbers? Say the names on the blackboard and talk about how the basic graphics move to get beautiful patterns. (The first picture and the second picture) are on the blackboard at the same time: translation, axis symmetry and rotation.

Teacher: Just now, the students found that the same figure can be obtained by different sports methods. It seems that different sports methods can also get the same beautiful patterns. Do you want to see how these two pictures move? Please look at the big screen. (When the courseware demonstrates the movement of the first and second pictures) Teacher: Who can talk about the movement of the last two pictures at once?

(3) operate independently and feel the transformation of a graphic.

Teacher: Through careful observation, the students discovered the movement mode of these figures. Which graph are they all moving in? Next, please take out a basic picture from the four pictures on the table and put it in front. Is it complicated? It's not complicated, it's simple. There is only one basic figure in the teacher's hand. Such a simple figure can also get such beautiful patterns through exercise. It seems that simplicity can create beauty. Do you want to design a beautiful pattern by yourself with this simple picture? The courseware demonstrates the process of making a set of pictures.

Teacher: Please choose your own picture materials and use the graphic movement method you have learned to design your favorite patterns that are different from the teacher. Please note that when designing, you should consider how your basic graphics move. Here we go. Teacher: Whoever has such materials will share them with you. (Show the works presented by the four basic graphics respectively. At the same time, tell the movement mode of the designed figure. )

Teacher: Which figure do you think uses the rotating motion mode? What kind of exercise is it? Different sports methods can also get the same beautiful patterns. What do you think of his model?

Teacher: Such a simple figure has been carefully designed by the students and turned into a beautiful pattern. You're amazing! Little yellow dog sent your work to the weaving factory. The workers in the weaving factory thought your pattern was too small and our cloth was very big! What should we do next? Who wants to talk? The courseware shows the pattern.

Q: Which graphic can we use for translation? (Big block diagram) How to translate? Teacher: Who spelled it like this just now? Next, we will fight on the spot.

Teacher: In the past, we moved the basic graphics, but now we move the whole graphics. In other words, we translate such a whole pattern as a basic graphic. Why are we doing this? Now that we have such a basic graph, what should we do next? But what if the cloth I want is much bigger than this? (You can translate or rotate the whole cloth) (Design intention: Under the guidance of the teacher, fully mobilize the initiative of students' independent exploration in hands-on practice and cooperative communication, and highlight the difficulties well. )

(D) Independent design, trying to design

Teacher: The teacher only teaches you to practice basic graphics, but you can draw inferences from one example to another. This is a good learning method. It was the teacher who provided you with the basic graphics just now. Do you want to create and design a beautiful pattern by yourself? How are those beautiful patterns designed before class? (Courseware demonstrates the production process. ) Teacher: Do the basic graphics first, and then move the basic graphics. Look at another set of pictures (courseware demonstration) Teacher: The teacher gives each of you four pieces of paper with carbon paper in the middle. You can draw your favorite patterns on it, and then put the drawn patterns together on a piece of square paper. Let's start! Teacher: If it is finished, you can color it, talk to your classmate and tell him how your work moves. (Design intention: This activity not only stimulates students' interest in learning, but also consolidates new knowledge and cultivates students' practical ability. Here is the fusion of art and mathematics. Through students' hands-on drawing, cultivate students' strong interest in design and further feel the ubiquity of mathematics. So as to create beauty. )

(5) Review and reflection

Teacher: Students can use different sports methods to make different patterns. You are really something. Is a little designer in our life. Little designer. Today, this class will be over. What impressed you most about this course? Who will say something? The teacher summed up the transformation of graphics with a little poem. Please read it together. (Courseware display) Graphic transformation is really wonderful, and it is simple and novel. Learn mathematics, practice skills and beautify life. Teacher: As long as we use smart wisdom and hard-working hands, we will certainly create more beautiful patterns in our lives!

4. Model essay on mathematics teaching plan for the third grade of primary school

Teaching objective: 1. Understanding the arithmetic of three digits plus three digits and mastering the calculation method can correctly write the addition problem of three digits plus three digits' continuous carry.

2, according to the actual, choose a reasonable method, correct and flexible calculation of three digits plus three digits.

3. Understand the significance of checking calculation, correctly check the addition of three digits, and initially form the habit of checking.

4. Experience the process of solving problems by addition within 10,000 yuan, and realize the close relationship between mathematics and life.

Second, the teaching focus:

Master the calculation rules of three-digit plus three-digit continuous carry addition, and you will be able to calculate and check correctly.

Third, the teaching difficulties:

Correct calculation of three-digit plus three-digit continuous carry addition problem; Can choose a reasonable method to calculate three digits plus three digits in combination with reality.

Fourth, the teaching process:

(A) review the old knowledge

Written calculation 346+93

657+329

What should I pay attention to when adding with a pen?

The same numbers are aligned from one number. The last digit adds up to ten, and the previous digit is 1.

(2) Introducing new courses.

1, dialogue import.

Teacher: Have the students been to the wetland?

Show pictures and introduce wetlands. Show me the information again: there are 445 species of wild plants and 298 species of wild animals in a wetland.

Teacher: According to these two pieces of information, what information can you give?

2. Communication problems.

When the students speak, the teacher shows the corresponding questions.

Default 1: How many kinds of wild plants and animals are there in this wetland?

Premise 2: How many kinds of wild plants are there in this wetland than wild animals?

Premise 3: How many kinds of wild plants are less than wild animals in this wetland?

Teacher: In this class today, let's learn the first question first.

New curriculum.

1, explore the calculation method.

(1) Complete Example 3.

There are 445 species of wild plants and 298 species of wild animals in a wetland. How many kinds of wild plants and animals are there in this wetland?

Teacher: What method do the students want to use to calculate this problem?

Blackboard writing formula: 445+298

(2) Evaluate the results and communicate.

Teacher: What is the result of this question? Can students estimate?

(3) Try to calculate and communicate.

Teacher: How much is this question? Can the students figure it out by themselves? Please have a try.

The whole class communication method:

Column vertical calculation.

(4) Comparison with the estimated results.

2. Explore the checking method.

(1) independently explore the checking calculation method.

Teacher: Is this problem correct? Can students check the calculations?

(2) communication methods.

Default: 1: Use the original vertical calculation again to see if the answers are the same.

Preset 2: The positions of 445 and 298 can be reversed and recalculated.

Default 3: Add the numbers on the same number from bottom to top in the original vertical form.

(3) inductive calculation method.

Teacher: It's great that you have come up with so many inspection methods! You can choose your favorite method to check in the future, but you should develop the good habit of checking in time.

3. practice.

I'm a doctor. Correct my mistakes.

163+979

395+475

4. Summarize and refine the written calculation method.

Question 1. What else shall we do today?

Continuous carry

Question 2. How do we calculate this figure?

For the same digit alignment, starting from the single digit, which digit adds up to ten, it goes to the previous digit 1.

Question 3: Is there anything that needs special attention in order to ensure the correct calculation?

The same digits should be aligned, starting with single digits, and the decimal digits should not be omitted, and should be checked in time after completion.

(4) Practice and expand.

Think about whether there is a carry, then calculate and check.

67+93

165+78

409+394

Summarize and review

Review the gains of this lesson.

Looking back at the questions raised by students when introducing new lessons, please ask interested students to study after class and continue their research in the next class.

work arrangement

Do it on page 38, four questions.

5. Model essay on mathematics teaching plan for the third grade of primary school

Teaching objective: 1. Learn to calculate the time that passes in a day.

2. Be able to know the difference between time and moment.

Teaching focus

Distinguish between time and moment.

Teaching difficulties

Calculate the elapsed time in a day.

training/teaching aid

courseware

teaching process

First, pre-school preparation

1, answer orally.

(1) How many days are there in a normal year? How long is 1 day?

(2) When is17? What time is 22: 40 in the evening?

2. Use the 24-hour timing method to indicate the following time.

It's () 1 1 at night and () 12 at noon.

It is () at 8 am and () at 3 pm.

Second, explore new knowledge.

1, create a dialogue scene.

(1) Understand the means of transportation that students take when they travel.

(2) Show your train ticket and bus ticket.

(3) Observing the time on the ticket, what did you find?

2. Learn Example 3 on page 84 of the textbook.

What information can be learned by observing the scene? What else do you want to know?

(2) Description: The train leaves at 9 o'clock and arrives at grandma's house at 6 o'clock in the afternoon.

(3) Question: Can you answer how long it took?

Teacher: How to calculate the elapsed time?

Inquiry method.

(1) counts directly on the clock.

Use the clock to indicate twice.

By the way, we can know that it takes nine hours to get to grandma's house by train.

(2) By calculation.

Teacher: The expressions of these two times are different. Can you calculate it directly?

Guide the students to answer. There are different representations, so it cannot be calculated directly. It is necessary to convert all the time into 24-hour timing.

Convert 6: 00 pm to 24: 00 pm, that is, 18, and the arrival time MINUS the driving time is the elapsed time.

18-9=9 (hours)

Third, the design of new classroom assignments

1, exercise on page 85 of the textbook 18, question 3.

(1) Read the questions and understand the meaning.

(2) Question: What timing method is given to us in the question?

(3) Collective communication to solve problems.

(4) Teachers encourage different methods to solve problems.

2. Fill in the appropriate numbers in the brackets.

(1) Yang Yang goes to bed at nine o'clock in the evening and gets up at six o'clock the next morning. She slept a total of () hours.

(2) The extracurricular activities begin at 14:30 and end at 1 hour 20 minutes, and the ending time is () hours () minutes.

3. Observe the following table, calculate the train running time and fill it in.

The starting point, end point and running time of the train

7 1 1 Beijing 10:22 Shenyang beiri 19:29

72 1 Beijing 18:00 Shanghai at 8:00 the next day.

T42 Xi 'an 17:48 Beijing 7:23 the next day.

4. A volleyball match starts at 19: 30 and lasts for 155 minutes. What time does the game end?

(1) Read the questions and understand the meaning.

(2) Analyze the quantitative relationship.

(3) Question: What do you think of 155 minutes? (/kloc-The elapsed time of 0/55 minutes should be rewritten as 2: 35)

(4) Students answer independently.

Fourth, thinking training.

Page 85 of the textbook,/kloc-the fourth of 0/8 exercises.

(1) courseware demonstration, showing the business hours of Feng Chun restaurant.

(2) Question: What timing method is used on the business card?

(3) Group communication problem-solving strategies.

(4) Collective communication and courseware demonstration.