People's education printing plate second grade second volume mathematics average score teaching plan

# Lesson Plan # Introduction "Average Score" is the teaching content of the first lesson of Unit 2, Grade Two, Primary School Mathematics published by People's Education Publishing House. The average score plays an important role in this unit and is the basis of learning division. I have prepared the following lesson plans, hoping to help you!

Tisch

First, the teaching objectives:

1, cultivate students' ability to study in groups.

2. Learn to use the average score.

3. Establish the concept of "average score" in specific situations and practical activities.

4. Let students fully experience the process of "average score" and make clear the meaning of "average score".

5, a preliminary understanding of the "average score"

6. Guide students to feel the connection between "average score" and real life

7. Cultivate students' inquiry consciousness and problem-solving ability.

Second, the teaching focus:

Understand and master the meaning and method of average score.

Third, the teaching difficulties:

Master the method of average score.

Fourth, teaching preparation:

All kinds of food.

Verb (abbreviation of verb) teaching process;

(A), create a situation, feel the "average score."

(1), today the teacher brought you some small gifts. The teacher wants to give it to you. Please start distributing candy to every student in the group and ask for all the candy. (The number of sweets in each group is different. )

(2), each group hands-on operation

(3) Each group reports the situation and the teacher writes it on the blackboard.

(2) Observe the problem

(1), let children observe the results of each group. What did you find?

(2) student observation report.

(3) From the observation, we found that some components have the same amount. Can you give such a division a proper name?

(4) Students name themselves.

(3), show the topic

(1), the children's names are very good. In mathematics, we call the same number of points per share the average score.

Write on the blackboard: average score

(2) Let's talk about which groups are average scores and which groups are not.

(3) What can we do to make the groups that have not been averaged just now?

(4) Students exchange reports.

(Design intention): Let students find the average score independently in the situation of dividing candy. Respect students' learning autonomy and creativity. Teachers guide students to think positively and help students understand the average score through the extension of questions.

(4), the average grade of study

1, teaching example 2: Divide 10 cards into 5 pieces on average. How to divide it?

(1), about the allocation scheme.

(2), each group began to divide.

(3), students report points.

(4) What kind of division do you like? Why?

2. Divide one point: divide eight sticks into four parts on average. How many sticks should there be in each part? (Students get one point for starting work)

3. Finish the homework on page 14 of the textbook and divide 12 bottles of mineral water into three parts on average.

Let the students circle their own opinions. )

(Design intent): It embodies the diversity of sub-methods; Open questions, expand knowledge and develop students' thinking.

(5), application development, understanding the average score.

1, exercise 3, question 2.

(1), it is certain that the dichotomy fits the meaning of the topic.

(2) Guide students to observe whether the third score is average. What should be done to make it conform to the meaning of the question?

(3) Students exchange discussion reports.

2. Practical activities: flower arranging activities.

3. List examples of average scores in life.

(design intent): deepen students' understanding of the average score in many ways; Open-ended activities allow students to understand the average score from multiple angles, laying the foundation for learning division with remainder in the future.

Six, the end of teaching:

What do you feel and gain after learning this lesson? Please write it down.

extreme

Teaching content:

Textbook P 13 ~ 14, examples 1, examples 2 and exercises 3.

Teaching objectives:

1. Establish the concept of "average score" in specific situations and practical activities.

2. Let students fully experience the process of "average score" and make clear the meaning of "average score". Initially formed the appearance of "average score".

3. Guide students to feel the connection between "average score" and real life, and cultivate students' inquiry consciousness and problem-solving ability.

Teaching focus:

Understand and master the meaning and method of average score.

Teaching difficulties:

Master the method of average score.

Teaching preparation:

All kinds of food, body projection, etc.

Teaching process:

First, create a scenario generation problem.

Today, the teacher brought some small gifts to everyone. The teacher wants to give it to you. Please start distributing candy to every student in the group and ask for all the candy. (The number of sweets in each group is different. )

Second, explore communication and solve problems.

(1) query example 1

1, hands-on operation for each group.

Each group reports the situation and the teacher writes on the blackboard.

Step 2 observe the problem

(1) Please observe the results of each group. What did you find?

(2) student observation report.

(3) From the observation, we found that some components have the same amount. Can you give such a division a proper name?

(4) Students name themselves.

(2) Propose the theme

(1) The children have good names. In mathematics, we call the same number of points in each part the average score.

(blackboard writing topic)

(2) Let's talk about which groups are average scores and which groups are not.

(3) What can we do to make the groups that have not been averaged just now?

(4) Students exchange reports.

(3) Teaching Example 2: Divide 15 oranges into 5 parts on average. How to divide it? How many points?

(1).

(2) Each team scores one point.

(3) the way students report.

A first put 15 oranges in each plate, then put 1 orange in each plate, and then put 1 orange in each plate, that is, one point, each one gets 3 oranges.

B First put two oranges in each plate, then put/kloc-0 oranges in each plate, and give three oranges to each plate. It's faster this way.

C put three oranges in each plate, which is exactly three oranges in each serving, so you can divide them faster.

D Just now, students used different methods to divide 15 oranges into five parts, each with three oranges. This is to divide 15 oranges into five equal parts, each with three oranges.

(4) What kind of division do you like? Why?

Third, consolidate application internalization and improve

1, one point: divide 8 sticks into 4 parts, how much should each part be? (Students get one point for starting work)

2. Finish the homework on page 14 of the textbook and divide 12 bottles of mineral water into three parts on average.

Let the students circle their own opinions. )

3. Exercise 3, Question 2.

(1) It is certain that the second division conforms to the meaning of the topic.

(2) Guide students to observe whether the third score is average. What should be done to make it conform to the meaning of the question?

(3) Students communicate, discuss and report.

4. Practical activities: flower arranging activities.

5. List examples of average scores in life.

Fourth, review, organize, reflect and improve.

What do you think and gain after learning this lesson?

Tisso

Prepare teaching AIDS and learning tools:

Page 12 of the textbook, an enlarged picture or courseware of food preparation for spring outing; According to the example 1, ask students to prepare physical cards, 10 square cards,150 cards and 20 sticks.

Teaching process:

I. Preparatory work

1. Show the food preparation for the spring outing. The elf cluster in Class Two (1) will go for a spring outing tomorrow. Children are busy preparing spring outing food! Let's see what food they have prepared.

2. Let the students observe the pictures and ask them to say what they have learned.

Second, the new lesson

1. Example 1, introducing "average score".

Talk: Do you want to help the children in Class Two (1) prepare food for the spring outing? ! Please distribute spring outing food to five children in Class Two (1).

(1) Discuss the allocation scheme. Emphasize that "each serving should have the same amount" for each food.

(2) start a minute.

After the distribution, please ask the representatives of each group to show the distribution results.

(3) Let the students observe the spring outing food prepared by each group for the children in Class 2 (1), and find that each food has the same variety.

Note: each share gets the same amount, which is called average score.

2. consolidate the "average score".

(1) Show the textbook "Do it" on page 13.

Let the students look at the questions and say what they mean.

In particular, please tell the students what it means to divide it into five parts on average.

(2) Ask students to replace bread with a square card with 10, and get one point.

After dividing, check at the same table: Is it divided into five parts, each of which is the same? Then fill in the blanks according to the scores.

3. try to distribute the goods equally.

(1) According to Example 2 on page 14 of the textbook, divide 15 oranges into 5 parts on average.

(2) Please use the physical map card (or ○ card) to score one point for each group.

(3) communication. Ask the students to talk about how to divide it and the result.

(4) Teachers' average score summation method: divide 15 oranges into five parts, and each part can be divided into one or several parts. Finally, let each share be equal.

4. Independent average score.

(1) Let the students use wooden sticks instead of mineral water and independently complete the task of dividing 12 bottles of mineral water into three parts.

(2) communication. Please tell me how to divide it.

Third, practice.

1. Exercise 3, Question 1.

(1) Ask the students to replace flowers with sticks and start arranging flowers in three vases.

Description: You can arrange flowers at will. Design at least two flower arrangement schemes.

(2) communication. Let the students show their favorite flower arrangement scheme and say their own ideas.

(3) evaluation. Let the students evaluate each other and appreciate their own works.

Then, let the students choose the flower arrangement scheme with the same number of flowers per bottle.

Key point: These flower arrangement schemes all put flowers in three vases on average.

2. Exercise 3, question 2.

Let the students finish independently first, and then organize communication.

3. Exercise 3, question 3.

(1) Ask students to prepare study cards according to the meaning of the questions.

Let the students say, how many pears have you prepared? Why?

(2) Let the students independently complete the task of putting pears into four plates on average.

(3) communication. Let the students talk about the process and result of division.

Fourth, summary.

1. Let the students remember: What did you learn in this class?

2. Teacher's summary: In this lesson, we learned what an average score is, and we also learned to divide some things into several parts. To divide something into several equal parts, you can put one in each part at a time, or two in each part at a time … Finally, each part gets the same amount.