Possibility Lesson Plan

As a conscientious people’s teacher, you often need to write lesson plans, which are teaching blueprints and can effectively improve teaching efficiency. So how should we write lesson plans? Below are 4 possible lesson plans that I have compiled. You are welcome to learn from them and refer to them. I hope they will be helpful to you. Possibility Lesson Plan 1

Teaching objectives:

1. Let students experience and experience the process of collecting, organizing and analyzing data, and learn to collect and organize data by drawing the word "正" , be able to complete corresponding statistical charts, and understand that statistics is one of the methods for researching and solving problems.

2. Enable students to experience the specific process of the experiment, experience the possibility of certain events, and make simple judgments about the possible results of simple experiments or the possibility of certain events. , and make appropriate explanations to communicate your ideas with classmates.

3. Cultivate students’ awareness of actively participating in mathematical activities, and initially feel that hands-on experiments are an effective way to obtain scientific conclusions, stimulate their enthusiasm for active learning, and further develop their awareness and ability to cooperate and communicate with others.

Teaching focus:

Understand the possibility of some events happening through activities.

Teaching difficulties:

Understand that when the number of red balls and yellow balls is equal, if you touch it once, the numbers of the red ball and the yellow ball will be equal.

Teaching preparation:

Multimedia, 3 red balls and 3 yellow balls

Teaching process:

1. Create situations and stimulate Interesting import.

1． Show a bag containing 3 red balls

(1) Conversation: If you touch any ball from it, what will be the result? (The red ball must be drawn out)

(2) Add 3 yellow balls to the pocket. What if you draw a ball from such a pocket? (You may get a red ball or you may get a yellow ball)

2. Revealing the topic: In our lives, some things will definitely happen, and it is difficult to determine whether some things will happen or not. We can only say that they are possible. Today we continue our study of possibilities. (Writing on the blackboard: Possibilities)

2. Activity experience and exploration of new knowledge.

1. Touch the ball.

(1) Guess.

(Show the above-mentioned transparent bag containing 3 red balls and 3 yellow balls)

Talk: Pick one ball at random from this pocket without looking at the ball, and draw out Then put the ball back into your pocket and touch it 40 times a day. Guess, how many times can the red ball and the yellow ball be touched each?

Students can guess freely

(2) Verification.

Talk: This is just our guess. We want to know if our guess is right. What can we do? (Touch)

①Clear the activity requirements.

Conversation: Stir the balls in the bag before touching them, then touch any ball from them without looking at the ball, record it after you touch it, and put the ball back into your pocket. In this way, *** Touch 40 times.

②Clear statistical methods.

Question: How can I remember the result of each touch of the ball?

What methods have we used to record before? (Draw "√", paint squares...)

What other methods of recording data have you seen in life? (Guide on how to draw the word "正")

How to record by drawing the word "正"? Who can introduce it to you?

The teacher showed the "ball touch result record sheet" and introduced it to the students.

Explanation and demonstration: A stroke of "一" means 1 time, and a stroke of "正" means recording 5 times.

Red ball

Yellow ball

③Clear division of labor.

Conversation: We must cooperate and help each other during activities so that we can successfully complete the task. Each group is asked to carry out division of labor activities under the leadership of the group leader.

④Activity experience.

Students conduct experiments in groups, and teachers inspect and provide guidance.

(3) Summary.

① Each group communicates and reports statistical results, and the teacher uses physical projection to display them.

② Question: Are the statistical results similar to your estimates? Let's compare the number of times each group touched the red ball with the number of times they touched the yellow ball. What did you find? (Some groups touched the red ball as many times as they touched the yellow ball. Some groups touched the red ball more times than they touched the yellow ball. Some groups touched the red ball more times than they touched the yellow ball. The number of times you touch the yellow ball is less) If you continue to touch, what will happen to the number of times you touch the red ball and the number of times you touch the yellow ball?

Description: This means that if you randomly touch a ball from a bag containing 3 red balls and 3 yellow balls, the person who touches the red ball will be the same as the person who touched the yellow ball. will be equal, that is, the probability of touching the red ball and the yellow ball is equal.

Question: How do we record the results of touching the ball? Do you think it’s better to record it by drawing the word “正”? (Easy to record and quick to organize) What did we do with the data after recording? (Fill in the statistical table) It can be seen that using statistical methods to study the possibility of things happening is a good method. What conclusions were drawn from experiments and statistics? (The possibility of touching the red ball and the yellow ball is equal)

3. Communicate during play and internalize communication.

1. Throw a small cube.

The teacher showed the small cube and asked: Do you know how many sides the small cube has? There are numbers written on 6 sides. Group members carefully observe which numbers are there? How many times did each appear?

If you toss the small cube 30 times, what will happen to the number of times "1", "2" and "3" turn up?

Verification.

Clear activity requirements: Team members take turns tossing small cubes in order and record the number of upward numbers.

Clear division of labor within the group.

Activity experience: Students first conduct experiments in groups, then tally the results and fill in the following form.

Upward numbers

1, 2, 3

Summarize the times.

Each group will report the statistical results, and the teacher will fill in the data in the table below.

Numbers facing up

1, 2, 3

Total

First group

Second Group

Group Three

Group Four

Question: Look carefully at the statistical table. Are the statistical results similar to your estimates? What did you find?

Reflection. What did you understand through this activity? Why do 1, 2, and 3 face up almost the same number of times?

Narration: According to the data in the total column, we can see that the more times you toss, the closer the numbers 1, 2, and 3 will be. So once you toss it, how many possibilities are there for the upward number? What are the magnitudes of these three possibilities? (Equal)

3. Expand and deepen

Conversation: If you want to touch a ball at random in a pocket containing red balls and blue balls, the possibility of touching red balls and blue balls If the sexes are equal, how can the ball be released?

Students expressed their opinions

Conversation: Why can it be put like this? (Because the number of red balls and blue balls is the same, if you touch a ball at random, the probability of getting a red ball and a blue ball is equal.)

2. Complete question 2 of "Think about it, do it"

Discuss in groups first, then present and share ideas.

4. Summary

Question: What did you learn through studying this class? What do you know?

Blackboard design:

Statistics and possibility

3 red balls and 3 yellow balls

When the red ball and the yellow ball in the pocket When there are the same number of balls, the probability of getting a red ball or a yellow ball is equal. Possibility Lesson Plan Part 2

"Possibility" is the content on pages 104-105 of the third grade volume of the standard experimental textbook for compulsory education courses (People's Education Press Edition). The relevant knowledge is an additional teaching content in the new curriculum standards and belongs to the field of statistics and probability learning. This class is the first time students come into contact with knowledge about possibility. It is the transition from qualitative to quantitative knowledge and understanding of possibility. The primary school mathematics curriculum standards clearly point out: Mathematics teaching is the teaching of mathematical activities, and is a process of interaction and mutual development between teachers and students, and between students and students.

"Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. Teachers should stimulate students' learning enthusiasm and provide students with opportunities to fully engage in mathematical activities..." According to this concept, based on this Teaching content and students’ knowledge base. When designing teaching, I focus on connecting students’ life experiences, creating effective teaching situations, carefully organizing activities, and providing students with inquiry space and communication platform to promote students’ active learning.

Case description:

Teaching objectives:

1. Through a variety of activities, fully experience that the occurrence of some things is certain, and the occurrence of some things is uncertain. Certain, and can use "certain, possible, impossible" to describe the possibility of something happening.

2. In the process of exploring and solving problems, develop preliminary judgment, reasoning, and generalization abilities.

3. Stimulate students’ interest in learning mathematics and generate positive emotional experiences.

Teaching focus:

Feel and experience the certainty and uncertainty of things happening, and be able to judge the "certain, possible, and impossible" things that happen in life.

Teaching and learning tools: , colored balls, plastic bags

Teaching process:

1. Create scenarios and initial perceptions

1 , Initial feeling of the certainty of things happening

(1) Use "certain" to describe the certainty of things happening.

Teacher: Students, the teacher has recently learned a very magical magic and wants to show it to everyone. Do you want to see it?

Student: I want to see it.

Teacher: The teacher has a magic bag (an opaque bag) in his hand, which contains some colored balls. Please take out any one from it. I can guess what color it is. Do you believe it?

(Some students say they believe it, some say they don’t believe it)

Teacher: Then let’s give it a try.

(The teacher shows an opaque bag with colored balls inside and asks the students to pick out any ball at will. The teacher can accurately guess the color of the ball. The students guess that the bag contains yellow balls. )

Teacher: Because the bag is full of yellow balls, so you take out any one from it, what is the result?

Teacher: When something is certain to happen, we can use "certainly" to describe it. (Write on the blackboard: Definitely)

Pour the white ball into an empty opaque bag and ask students to describe what color ball they will touch?

[Design intention: A good start is half the success. The ball guessing game is introduced into the new lesson at the beginning, so that students can quickly enter the best learning state, be full of interest, and actively participate. This enables students to understand the meaning of "certain" when participating in the process of guessing the ball, and initially experience that the occurrence of some events is "certain". ]

(2) Use "impossible" to describe the certainty of something happening.

Teacher: Teacher Lin wants to take out a red ball from the bag (the bag that just contained the white ball), is that okay? Why?

Teacher: We use the word "impossible" (written on the blackboard: impossible) to describe something that is certain not to happen. What color ball is it impossible to find from this bag?

［Design intention: Based on students’ understanding of “certain”, it is natural to elicit “impossible” things that happen, and further experience the circumstances under which events are “impossible”. At this point, students have formed a preliminary understanding of deterministic events. ]

2. Initial experience of the uncertainty of what is happening.

(1) Use "possible" to describe the uncertainty of what will happen.

Teacher: (Pour several yellow balls into a bag containing only white balls) At this time, randomly pick out a ball, what is the result?

Guidance: Use "possible" to describe the uncertainty of what will happen.

(2) Deepen the understanding of "possibility".

Ask students to pick out a ball at random from the bag containing yellow, white, and red balls. Before touching it, guess what color ball they may touch.

[Design intention: Let students actively participate in guessing, learn to use their own language to describe the occurrence of events, and create conditions for the internalization of new knowledge.

]

2. Interactive communication, in-depth experience

1. "Life-based" dialogue, describing possibilities.

Teacher: Through the activity just now, we know that when something is sure to happen, we can use "certain" to describe it. When something is sure not to happen, we can use "impossible" to describe it. When something is not certain to happen, we can use "maybe" to describe it. Next, the teacher introduces some children in the book (showing the illustrations of Example 1) and asks the students to observe carefully. What can you say using "certain", "impossible" and "possible" to the children who are about to play chess? ?

[Design intention: Dialogue is indispensable for classroom learning and communication. Let students have a "dialogue" with books. Students will find it novel and interesting, be willing to dialogue, and dare to dialogue. In the dialogue and exchange, they will further consolidate new knowledge. , and improve students' mathematical abilities such as observation, reasoning, and communication. ]

2. Reveal the topic

3. Study Example 2 and judge the possibility.

Example 2 is given to students to make independent judgments and communicate and report.

［Design intention: At this point, students have a certain grasp of the content learned in this lesson. For example 2, let students learn independently and cultivate their ability to learn independently. ]

3. Connect with life and expand application

1. "Life-to-life" dialogue.

In-group activities:

①Put balls into the bag and say a sentence using "certain, impossible, possible".

②Make a request and install the ball according to the request.

Inter-group activities:

Each group sends representatives to ask questions to students in other groups and solve them on the spot.

［Design intention: Re-design the dialogue link, the student-student communication within the group, and the student-student dialogue between the groups all reflect the students’ autonomy and give full play to the students’ main role. ]

2. Distinguish. (Book exercises)

3. Paint. (Book exercises)

4. Use "certain, possible, impossible" to give examples in life.

［Design intention: Let students use mathematics to understand life and experience the value of mathematics in combination with life. ]

4. Class summary, sublimation of emotions

Teacher: What did you learn in this class, and what did you gain? How do you think you learned? How are you feeling?

Teaching reflection:

1. Better organize teaching resources.

The teaching of this lesson should create more situations for students to experience in them. The textbook provides a wealth of situational material, on the basis of which I have integrated it. For example, in Example 1, we first design activities such as touching the ball and guessing the color of the ball to initially perceive the possibility of things happening. Example 1 has also been adapted to have a conversation with the children in the book to further experience the possibility of things happening.

2. Organize mathematical activities flexibly.

“Mathematics teaching is the teaching of mathematical activities.” The teaching of this class flexibly organizes mathematical activities according to students’ cognitive rules and the particularity of teaching content, providing students with sufficient space for activities and exploration. space and create space, so that students can understand "possibility" in operation, comparison and practice, such as the "guess" activity at the beginning of the class, the following "touching the ball" activity, intra-group and inter-group activities, etc., the whole process The learning and judgment of "possibility" are everywhere. It can be said that activities run through the whole class, and "possibility" also runs through the whole class.

3. Carefully design teaching dialogues.

Every class is inseparable from dialogue, and the teaching dialogue in this class can be said to be a highlight. When designing teaching, I attach great importance to the positive role of "dialogue" in the teaching process. Mainly reflected in the following three points.

(1) Teacher-student dialogue

In the dialogue with students, I focus on using enthusiastic, vivid language and a natural and approachable attitude to communicate and interact with students, creating an equal and harmonious environment. **, harmonious classroom atmosphere, while paying attention to the cultivation of students' expression and generalization abilities.

(2) Basic dialogue

When teaching Example 1, I designed the "Original" dialogue link: "Can you use certain, not necessarily, maybe with this person in the book?" What did the little boy who was about to touch the ball say? "The students felt that this activity was novel and interesting, and they were willing to talk and dared to talk. In the dialogue, they not only further consolidated their new knowledge, but also improved their mathematics skills such as observation, reasoning, and communication. ability.

(3) Life-student dialogue

After teaching Example 2, I designed a "life-student" dialogue session. The student-student exchanges within the group and the student-student dialogue between the groups all reflect the students' autonomy and give full play to the students' main role.

Reflection on shortcomings:

During the communication activities between groups, the teacher was too hands-off, and the questions raised by the students could not be well centered around "possibility". Haoguo teachers provide certain demonstrations and guidance in advance, and then let students move freely, which can enhance the operability and effectiveness of the activities. Possibility Lesson Plan Chapter 3

In the first few textbooks, students initially learned to collect, record, classify and organize information, and use simple tables or colored squares to express statistical results. They also learned about lottery balls, Through activities such as playing spinners and throwing discs, I initially realized that the occurrence of some things is certain and some are uncertain, and I can use words such as maybe, impossible, and certain to describe the possibility of some events in life. This unit continues to teach possibility, allowing students to realize that the likelihood of various situations in an event is sometimes equal and sometimes unequal, and learn to use words such as often and occasionally equal chances to describe the possibility of some things in life. . When possible in teaching, the teaching materials make full use of students' existing statistical knowledge to further improve statistical abilities. The close integration of probability teaching with statistical methods is a highlight of the compilation of the textbooks for this unit.

1. Teaching on pages 90-91 and other possibilities, that is, the chances of various situations occurring during the event are equal.

The example question asks students to play a ball-touching game. There are red balls and yellow balls in their pockets. The number of balls of these two colors is equal. Let students experience the chance of catching a red ball during the ball-touching activity. The chances of touching the yellow ball are equal. The example questions first clarify the game method: touch one ball each time, put the ball back into your pocket after touching it, and touch it 40 times in one go. Then clarify the recording method and record the color touched each time in the "Ball Touching Result Record Form" by drawing straight characters. After touching the ball 40 times, count the number of red balls and yellow balls touched respectively, and fill in the "Ball Touching Result Record Form". "Result Statistics Table". The example questions also guide students to think mathematically through four questions: touch a ball at random, estimate what color it may be, and how many times the red ball and yellow ball may be touched in 40 times. Is the statistical result similar to your estimate? What did you find?

In order to ensure the objectivity of the game results, you should pay attention to six points when teaching.

(1) Touch one ball at will each time. Students should touch the ball at will without seeing the color of the ball; after putting the ball back into their pocket, they should shake the pocket several times so that balls of different colors are randomly distributed in the pocket.

(2) Touch it more often. Because the more times you touch, the more likely it is that the times you touch two colors are similar. If the number of touches is too few, it is not easy to show that the likelihood is equal. The example questions require 40 touches. During teaching, you can only touch more than 40 times, not less.

(3) When estimating how many times the red ball and yellow ball may be touched each, students should be asked to think in connection with experience in a realistic situation where the number of red balls and yellow balls in their pockets is the same. Estimate the number of times the two colors of balls may be touched, and explain why you made such an estimate.

(4) Instruct students to record. What color ball is touched each time should be recorded at any time, and statistics can be collected after the game is over. Students used to record by drawing, but now they record by drawing and straightening. The students should be taught how to draw and straighten, and let them experience the benefits of this kind of recording.

(5) Organize student exchanges. Among the 40 times that each group of students touched the balls, they generally touched the balls of the two colors 20 times each. They touched one color slightly more often and the other color slightly less often. The individual cases do not reflect the equal possibility. Only in the communication between each group and in the observation and analysis of many cases, students can realize that the two colors have almost the same number of times and realize that the opportunities are equal.

(6) Organize students to reflect.

Ask the students to think about and talk about why they touched the red ball and the yellow ball almost the same number of times, and find out why the number of red balls and yellow balls in their pockets is equal.

2. In the process of teaching events on pages 92 to 93, some situations have more chances to occur, and some situations have less chance to occur, that is, the possibility is high or low.

The example question still asks students to play the ball-touching game. There are 3 yellow balls and 1 red ball in the pocket. The number of balls of the two colors is different. Touch a ball at random each time, record the color of the ball in time, and after touching it 10 times, count which color ball is touched more often. The game method is basically the same as the examples of mathematical thinking and equal possibilities. The clues to mathematical thinking are still conjecture experiments in real situations to verify the reasons for conjecture analysis. Statistical charts are used to record information. The textbook provides two statistical charts. The one on the left is a block diagram used in previous volumes, and the one on the right connects squares into bars. Students can choose any one for recording. Through the two recorded pictures here, students are guided to transition from understanding block diagrams to understanding bar diagrams.

Three points should be grasped when organizing student exchanges after the game.

(1) Think about the reasons from the results, and realize whether the possibilities are high or low. The result of each group touching the ball is that they touch the yellow ball more often and the red ball less often. Let students think about it and talk about why.

(2) Compare the two statistical charts. Let students discuss how the statistical chart on the right is drawn, what it means, what are the similarities and differences between the two statistical charts, and other issues to achieve the transition from block charts to bar charts.

(3) Compare equal possibilities with unequal possibilities. Both examples involve touching balls. Why do the yellow balls touched almost as often as the red balls in the former example, and the yellow balls touched much more often than the red balls in the latter example? Let students find out the reason on their own.

3. Each of the two example questions is followed by a moment of thinking and doing. They are both questions. Although the thinking directions of the two questions are different, they can both help students strengthen their experience of possibilities.

In the first question, by throwing a small cube to continue to experience the possibility of teaching the example questions, the possibility is equal and the possibility is greater or less. Question 2 uses the understanding of possibility to first put a pencil in the bag according to the preset result, and then use the pencil touching activity to verify whether the expected requirements are met, so as to further understand the equality of possibilities and the greater or lesser possibility.

Questions 1 to 3 of Exercise 9 relate weather conditions, playing the wheel, and things in life respectively to guide students to vividly describe the possibility using words such as often, occasionally, equal likelihood, etc.

4. The practical activities on pages 96 and 97 allow students to continue to experience the equality of possibilities and the greater or lesser possibilities in drawing cards and playing chess games.

In the card drawing game, the number of draws for the four suits is almost the same, to the number of draws for the card of the heart suit is significantly more than that of the other suits. It can make students feel the consequences of changes in conditions. Changes in possibilities.

The rules of chess are relatively complicated. There are more red-painted faces than black-painted faces on the cube. The number of squares on the chessboard with the red side facing up is less than that with the black side facing up. The final result is that the person holding the red chess piece often wins. By analyzing the reasons, students can gain a lot of feelings and have a better understanding of the possibilities. Possibility lesson plan 4

(First lesson)

Teaching objectives:

1. Make students understand that some things are bound to happen and some things are not. Possible. Some things are possible. The probability of occurrence has a certain degree and can be expressed as a fraction.

2. Combined with real life examples, students can further experience the mathematical problems that exist in life.

Important and difficult points in teaching: Let students experience the specific process of the experiment and experience the possibility of something happening.

Teaching preparation: 1 white ball, 3 yellow balls, red and green pencils, etc.

Teaching process:

1. Situation, introduction

1. Teacher’s description, situation: To celebrate the "June 1" party, the teacher requires everyone to To perform a show, the form of the show is: singing, dancing, cross talk, sketch, etc. Determined by drawing lots.

Before drawing lots, Xiaohua thought: I have a golden voice, it’s best if I get the chance to sing...

2. Discussion: Will Xiaohua definitely get what he wants? Why?

[Comments]: Leave space for students to create opportunities, let them use their brains, capture phenomena in life, closely integrate the knowledge they have learned with the students' real life, and deepen their understanding of mathematical knowledge. This situation has been experienced by the students, so they know that Xiaohua may not be drawn to sing, but it is possible that Xiaohua will be drawn, but the probability of being drawn is unlikely, because only one of these lots is for singing. This naturally leads to the topic: possibility.

3. Summary: In our lives, some things are bound to happen, some things are impossible to happen, and some things are possible, and the likelihood of happening varies. Today we will learn (writing on the blackboard) the possibilities.

2. Experimental exploration

1. Ball touching activity.

Activity rules: Prepare 3 yellow balls and 1 white ball. The balls are of the same size. Put them into the bag and stir them.

(1) Deskmate activities. Each person touches the ball 10 times, one ball each time, and then puts the ball in. After stirring, touch the ball a second time and a third time... Fill in the statistics table of touching the ball 20 times (the word "positive" can be used).

(2) Student group activities.

(3) Observation: Are the first experimental results the same as the predicted results?

(4) Work in a group of four people and fill in the statistics sheet of 40 touches.

(5) Observation and discussion: Are the summarized results close to the predicted results?

(6) Summary: The more times you touch, the closer the result will be to the predicted result.

[Comments]: This activity reflects the learning method of "hands-on practice, independent exploration and cooperation and exchange", and students gain knowledge from practice.

2. Practice questions 1-4 on page 89 of the textbook.

(1) Students think independently and practice.

(2) Communicate collectively, discuss the learning situation, and explain your reasons.

3. Expansion and extension

1. Mark three numbers 1, 2, and 3 in a cube, meeting the following requirements: the probability of number 1 and number 2 is both 1 /6, the probability of the number 3 is 2/3.

2. Prize drawing activity.

(1) There are 4 red and 2 green pencils in the box. You are asked to tell me first what color pencil you want to touch? What are the possibilities? Then go into the box and touch it. If the color you say matches the color you touch, you can take the pencil away.

(2) There are three identical pens, red, blue, and black, in the box. If two pens are randomly taken out, how many possible outcomes will occur?

[Comments]: This is an activity that students are more interested in. It is interesting and challenging, and provides ample space for students to develop.

IV. Summary: What did you gain from this lesson?

organizer, guide and collaborator. Judging from the actual teaching effect, students learn proactively and have sparks of innovative thinking.