Excellent Sample Essay on Corner Drawing Lesson Plan for Fourth Grade Mathematics 2020

Excellent example of the fourth grade mathematics drawing lesson plan 2020

"Drawing an angle" is based on learning how to use a protractor, so that students can realize that the protractor is not only the energy angle, but also the energy angle. It can also help students draw corners. The following is the fourth grade mathematics corner drawing lesson plan I compiled. I hope it can be provided for your reference.

Sample 1 lesson plan for drawing angles in mathematics for fourth grade

[Teaching Objectives]

1. Be able to use a protractor to draw angles of specified degrees.

2. Can use a triangle to draw corners with special angles.

[Teaching important and difficult points]

1. Be able to use a protractor to draw angles of specified degrees.

2. Can use a triangle to draw corners with special angles.

[Teaching preparation] Each person prepares a protractor and a set triangle.

[Teaching Process] 1. Draw an angle of specified degrees

1. Try to draw an angle of specified degrees

Let students draw a 60-degree angle : How many methods can you use to draw?

2. Communication and summary

First communicate within the group, and then share the painting methods with the whole class.

How to draw with a protractor? What should you pay attention to? (Pay attention to the number of inner and outer circles, and you can estimate it after drawing)

How to draw with a triangle plate? What should you pay attention to? ( You can only draw angles with some special angles using a triangle)

3. Draw an angle of 150 degrees.

How many methods can you use?

2. Give it a try

1. Give it a try: In question 1, students first use a protractor to measure out a red scarf. Then draw the measure of the angle.

2. Think and discuss what angles can be drawn using a set of triangles.

3. Homework: Practice 2 and 3

[Blackboard design]

Draw angles

Use a protractor to draw angles and a triangle Drawing angles with special degrees

[Teaching Postscript] There are still a dozen people who are still a little unable to draw angles with special degrees on a triangle. I asked the group leader who is good at learning to guide them. I believe they will be fine!

Sample 2 of the Corner Drawing Lesson Plan for Fourth Grade Mathematics

Teaching content: Unit 2 "Drawing the Corner" in Volume 7 of the Fourth Grade Primary School Mathematics Edition of Beijing Normal University.

Textbook analysis: This textbook is based on learning how to use a protractor, so that students can realize that the protractor is not only an energy angle, but also helps us draw angles.

Analysis of the situation and student characteristics of this class: There are 19 students in this class, including 12 boys and 7 girls. The learning atmosphere in the class is relatively positive. Most students can study consciously, and only two Students have some difficulties due to their young age, and students have a strong sense of cooperation.

Teaching objectives:

1. Be able to use a protractor to draw angles of specified degrees.

2. Able to use a triangle to draw angles with special degrees.

Teaching focus: Use a protractor to draw angles of specified degrees.

Teaching difficulties: When using a protractor to draw angles, the inner and outer circles are not distinguished.

Design idea:

Motivate students by recalling how to use a protractor. The protractor not only helps us draw angles accurately, are you willing to try it? Transition naturally. to today’s knowledge points. Then provide students with a relaxed environment and sufficient time to acquire useful skills and methods through independent exploration. At the same time, the basic steps are explained while drawing to cultivate students' language expression ability and logical thinking ability. By using a triangle to draw some angles of special degrees. Cultivate students' flexible problem-solving abilities.

Teaching process:

1. Introduction to review

1. Students draw any angle and measure the degree of the angle they draw.

The teacher inspected and found problems.

2. Show the wrong degrees in measuring angles, consolidate the method of measuring angles, and attract students’ attention

2. New lesson learning

1. Teacher: Just now The number of angles drawn is different. Can the group find a way to make the angles drawn by every student in the group have equal degrees?

The teacher inspected and found:

Some students in the group did not Do what you are asked to do, but still "do your own thing" and draw your own conclusions.

2. The teacher emphasized the requirement again:

Individual groups: At the suggestion of the group leader, draw angles of the same degree: 35 degrees, 50 degrees. However, there are different methods of drawing, and some students have wrong methods

Most groups: The students in the group found that it is faster to draw directly with a triangle board, so they all adopted this method

3. Corner drawing method

(1) Take 50 degrees as an example:

Student 1: Wrong way of drawing

Student 2: Show the correct way of drawing!

Correct the problem in drawing corners:

A. Point the vertex.

B. Draw one of the sides.

C. Determine the other side. How to determine the other side? Self-study book: page P58

(2) Demonstrate the method of drawing angles with the help of a triangle plate

4. The group draws the same angle again

Requirements: Do not draw special angles such as right angles, square angles, and circumferential angles

5. Consolidation exercises:

(1) Drawing Draw angles with the following degrees:

40 degrees 140 degrees

(2) Draw angles of 70 degrees and 120 degrees on the point and ray respectively:

Three . Draw angles at the teacher's request:

1. Draw a 60-degree angle (how do you want to draw it?)

(Generally, some students use a triangle board to draw, and some students use a protractor. Painting. )

Tell me which one is more convenient.

2. Draw a 75-degree angle

(How do you want to draw it?)

(Generally, some students use a triangle board to draw it, and some students use a protractor to draw it. . )

Tell me which one is more convenient.

Draw a 150-degree angle

3. Draw a 15-degree angle

After finding that they could not spell it out with two triangles, the students all used a protractor to draw the angle. Only one student used the method of showing a protractor to draw a 15-degree angle.

Demonstrates the method of "reducing angles" using a triangle plate.

4. Draw a 100-degree angle

I saw that many students used the triangle method to draw 100-degree angles. After a short period of time, they gave up the triangle and used a protractor to draw it.

Teacher: The triangle can only be used to form (subtract) special angles, and many angles need to be drawn with a protractor

4. Class Summary: What did you learn in this lesson?

Example 3 of the teaching plan for drawing angles in mathematics for fourth grade

Teaching objectives:

1. Consolidate how to judge whether straight lines are parallel or perpendicular to each other.

2. Through practice, consolidate the ability to use a protractor to measure the degree of a specified angle and draw an angle of the specified degree.

Key points in teaching: Be able to use a protractor to measure the degree of a specified angle, draw an angle of a specified degree, and be able to determine whether straight lines are parallel to each other and perpendicular to each other.

Preparation before class: physical projection, protractor, triangle, round paper, rectangular paper

Class schedule: 1 class hour

Teaching process:

1. Review the key points of knowledge in this unit

1. Characteristics and reading methods of straight lines, line segments and rays

2. Definitions of parallel and perpendicular and parallel and perpendicular lines How to draw

3. Measurement and drawing of angles

2. Practice

1. The picture below in the first question is part of the urban map of Beijing , please find two groups of roads that are parallel to each other and two groups that are perpendicular to each other (let students talk about the method of judgment)

2. For the second question, tell me which two roads are near your school. Are the roads parallel to each other? Which two roads are perpendicular to each other? You can ask students to draw a sketch

3. For the third question, estimate first, then measure the degrees of the angles below and think about it. The sides of the angles are not enough What should I do if I cannot point to the exact degree on the protractor? (Extend one side of the angle)

4. Question 4

(1) Place a piece of circular paper Fold it in half three times, what is the angle obtained?

A. Students try it out, communicate with their classmates, and then communicate with the whole class.

B. Guide students to discover that each time they are folded in half, the resulting corner is half of the original one.

C. Spread out the folded paper and see what degrees of angles you can find on this paper.

Working in groups, you can draw a picture.

(2) Use rectangular paper to fold out 45° and 135° angles. Let students operate independently first, and then communicate with the whole class.

3. Review using a protractor to measure the size of an angle

Questions 3 and 4 of Exercise 2: First let students estimate the size of an angle, and then use a protractor to measure it.

4. Use knowledge to solve problems:

1. Question 5 of Exercise 2:

This is an operation question, allowing students to discover during the operation Rules, problem solving. This question should be given free rein to allow students to operate, discuss, discover patterns, and solve problems on their own.

2. Question 6 of Exercise 2:

Let students find out the right angles, acute angles and obtuse angles in the picture through independent observation, and then communicate with their classmates.