Lesson Plan Math Template Part 1

Teaching Objectives:

Knowledge and Skills

(1) To know what speed is; that speed is a composite unit; and to be able to correctly read and write speed units.

(2) Recognize speed, time and distance traveled and understand the relationship between them.

(3) Be able to use the knowledge gained to solve some practical problems.

Process and Method

(1) Experience the process of sensing mathematics from life, experiencing problem conflicts and solving problems.

(2) Cultivate the ability to observe, compare and generalize, and promote the development of students' mathematical thinking.

Emotional Attitude and Values

Experience the . Fun, improve the interest in learning math, build confidence in learning math .

Teaching Focus:

Recognize speed, time and distance, and understand the relationship between them.

Teaching Difficulties:

Knowing that speed is a compound unit, and being able to read and write the unit of speed correctly.

Teaching process:

I. Introduction

Teacher: children have run, right, so you know who runs the fastest in our class?

Let's take 50 meters as an example, please 5 you think the fastest children, say the time you used.

[Cite the students' sports activities in the familiar 50-meter run as a scenario, so that students feel the life of mathematics, and mathematics to produce a sense of proximity, and then further to the following distance is the same, the same time, the speed of the change of the situation of the discussion of the pavement].

Second, new teaching

(a) the same distance, than the speed.

Teacher: Who do you think is the fastest among these five children?

Why? (

Teacher: We can see that when the distance is equal, whoever takes the shortest time will run faster.

(ii) When the time is the same, than the speed.

Division: first-grade students see the ( ) athlete ran this achievement, he was happy, happy to say, I actually ran as fast as the big brother of the third grade.

师：说你的想法。 (Students say the idea)

Teacher: It can be seen that when the time is the same, whoever runs a longer distance, who runs faster.

(C) When neither the distance nor the time is the same, than the speed.

1, learn the units of speed

Division: just now we said, when the distance is equal, the shorter the time, the faster the speed; time is equal, the longer the distance, the faster the speed. Then, when the distance and time are not the same, how to compare fast and slow?

Today, we will learn: (unveiled) who runs fast

to see the PK race between Tiny Ting and Fatty, Tiny Ting said, "I walked 180 meters in 3 minutes, Fatty said, "I walked 250 meters in 5 minutes, who is running fast? Who is faster?" Tell us how you are going to do it. (Calculate the distance traveled per minute)

Teacher: please complete in the 1st book (1 students board, proofreading). Teacher: Let's see how the motorcycle racer competes with the car.

Teacher: Tinkerbell here is 60 meters, motorcycle racing here is also 60 meters, everyone is 60 meters, does that mean that Tinkerbell and motorcycle racing as fast?

[The same data, different meanings, put forward such a question, designed to make students in the mind of the "conflict", through the students' own sense, and concluded that each of the data represents the expression of the distance traveled in a unit of time, thus leading to the unit of speed, and the meaning of speed to produce a preliminary sense of].

Teacher: why? Say what you think. (The first 60 meters expressed in the small ding ding 60 meters per minute line, the second 60 meters is a motorcycle race of 1 second line 60 meters)

Division: we just from the data, it is the same, so it is difficult to distinguish between, so at this time, we are very much in need of a unit that can correctly express the speed of the small ding ding, such as the small ding ding, 1 minute exercise of 60 meters, refers to his speed (the board), we put it writing 60 meters per minute. Read, expressed? And the speed of the motorcycle racing should be 60 meters / second. Read, indicate? If we write the unit of speed like this, we can make a good distinction.

Teacher: Do as your teacher did and change the units in your book.

Teacher: Think about this question, now, can you try to use this just learned this skill to complete the answer? (A student chalkboard)

Teacher: Please say what the speed of the jeep you calculated indicates? Read that?

2, feel the speed of life, and understand the meaning of speed

Teacher: In fact, in addition to the speed of the objects we have just encountered, there is a lot of information about the speed of life in our life, let's go to life together to feel the speed of it.

(When encountered by the lion's pursuit, the ostrich even run faster; leopard running skills, in fact, is a survival skills; encountered lightning and thunder? Can you say, is the first to see the lightning or hear the thunder? Do you know why?)

In fact, there is a lot of information about speed in life, be an attentive person, I believe you will know more.

[Through the sense of speed in life, on the one hand, it is the process of letting students practice the reading of speed and the significance of the representation, so that students can further consolidate their knowledge in the process of enjoying and reading in an interesting way; secondly, it enables students to understand that speed is ubiquitous in life through the process, and encourages students to look at life through the eyes of mathematics; on the other hand, through such an introduction to broaden the knowledge base of the students process, so that students learn more while learning math. In fact, it is more important to help students understand the meaning of speed in practical situations]. 3, generalize what is speed:

Division: It seems that, 2250 m / min, 340 m / s, 4 km / h and so on expressed are speed, then, you can use their own words to summarize, what is speed? (The distance traveled by an object in a unit of time.)

4, the relationship between speed and distance and time

Teacher: This is what we have just used six sets of data (ppt presented before the calculation of the six sets of data), observe carefully, think about it, speed and distance and time have how the relationship?

5, oral answer:

(1) a train traveling 180 km in 2 hours, the speed of this train is _____ .

(2) A bicycle travels 600 meters in 3 minutes, the speed of this bicycle is _____ .

(3) An athlete ran 80 meters in 8 seconds, the speed of this athlete is ______ .

[Through practice, students can solve some problems according to the relationship between the three quantities of "speed, distance and time", and develop students' problem-solving ability]

Three, expand

With this sign (labeled 60 on the sign) The road *** is 180 kilometers long, and Uncle Zhang is driving and wants to spend 2 hours to finish the road. Is he speeding?

[This lesson is "who runs fast" the first lesson, so in the lesson focus on the arrangement to solve the "speed", the "distance" and "time" arranged in the second lesson In addition to considering the needs of students' thinking and anticipating the possibility of students solving this problem by finding out the "distance" or "time", I have specially prepared some special data in this problem, in addition to the above exercises which focus on solving the speeds of different objects. data designed to give different students what they need].

IV. Review

Teacher: What have you learned today?

Lesson Plan Math Template Part 2

Fluctuations in Data

Teaching Objectives:

1. To experience the process of exploring the degree of dispersion of data

2. To understand the three measures that characterize the degree of dispersion of data: the extreme deviation, the standard deviation, and the variance, and be able to find out the corresponding values with the help of a calculator.

Teaching focus: can calculate the extreme deviation, standard deviation and variance of some data.

Teaching difficulties: understand the relationship between the degree of data dispersion and the three differences.

Teaching preparation: calculator, slide show

Teaching process:

I. Create a situation

1, projection textbook p138 examples.

(Through the solution of the problem string, so that students intuitively estimate the average quality of 20 chicken legs taken from A and B plants, while allowing students to initially appreciate the average level of similar, the degree of dispersion of the two may not be the same, so that the logical introduction of a measure to portray the degree of data dispersion of the extreme deviation)

2, the extreme deviation: a set of data refers to the difference between the largest data and the smallest data. The extreme variance is a statistical measure used to characterize the degree of dispersion of data.

Second, activities and investigations

If the C plant also participated in the competition, a sample of 20 chicken legs from the plant, the data as shown in the figure (projection textbook page 159 figure)

Problems: 1, the C plant the 20 chicken legs of the quality of the average and the extreme deviation is what?

2, how to portray the difference between the mass of these 20 chicken legs and its average in factory C? Find the difference between the mass of the 20 chicken legs and the corresponding mean for factories A and C, respectively.

3. Which of the two factories, A and C, do you think has the better quality of chicken legs? Why?

(In the above scenario, it is easy for students to compare the extreme differences in the quality of chicken legs sampled in plants A and B to draw conclusions. Here to add a C plant, its average quality and extreme deviation is the same as the A plant, at this time leading to a contradiction in the student's ideology and understanding, for the introduction of the other two portrayal of the degree of data dispersion of the measure of standard deviation and variance as a prelude.

Third, explain the concept:

variance: the average of the squares of the difference between the individual data and the mean, written as s2

Let there be a set of data: x1, x2, x3,, xn, the average of which is

then s2 = ,

and s = called the standard deviation of the data (both the arithmetic square root of the variance)

from above. From the above formula, it can be seen: the smaller the extreme deviation, variance or standard deviation of a set of data, the more stable that set of data is.

Fourth, do a do

Can you use a calculator to calculate the variance and standard deviation of the quality of the 20 chicken legs taken from factories A and C above? Do you think which factory to choose a better specification of chicken legs? How do you calculate?

(Through the solution of this problem, the students recalled the steps of the average with a calculator, and freely explore the detailed steps of the variance)

V. Consolidation exercises: textbook page 172 with the classroom exercises

VI. Classroom summary:

1, how to portray a set of data dispersion?

2, how to find the variance and standard deviation?

VII, assign homework: Exercise 5.5, questions 1 and 2.

Lesson Plan Math Template Part 3

Teaching Objectives

1, through practice activities, so that students further understand the meaning of area, appreciate the size of the unit of area, and be able to carry out a simple conversion of area.

2. To be able to correctly apply the area formula of rectangles and squares to solve some simple practical problems.

Teaching Difficulties

Through practice, further appreciate the meaning of area and consolidate the conversion between area units.

Teaching Process

I. Organization of Teaching

II. New Teaching

1. Choose the appropriate unit to fill in the blanks.

(1) A skipping rope is about 2 () long.

(2) The area of a bedroom is about 22 ().

(3) The area of a newspaper is about 44 ().

(4) The height of a classroom door is about 2 ().

2. Fill in the blanks:

7 square meters = () square decimeters 600 square centimeters = () square decimeters 500 hectares = () square kilometers

3 hectares = () square meters 4 meters = () centimeters 15 square meters 2 square decimeters = () square decimeters

3. A square piece of paper with a 12-cm side can be cut into small 4-cm area How many squares?

4, A piece of wire can exactly enclose a square with a side plant of 4 decimeters, if the wire is used to enclose a rectangle, what is its area?

5, investigate the land area of our country about how many square kilometers. Can you know from the map which province or autonomous region of China has the largest area?

6. The picture on the right shows the floor of a living room with square floor tiles.

(1) How many floor tiles are laid in this living room***?

(2) If the side of each tile is 5 decimeters long, how many square meters is the area of this living room?

7. (1) What is the area of greenery?

(2) Each cement tile is a square with a side length of 1 meter, how many cement tiles are needed to pave the road***?

8, a soccer field is about 100 meters long and 50 meters wide, what is the approximate area of the soccer field?

9, a small survey

Investigate the area of your own house, yard or school playground and share it with the class.

Length㎝

Width㎝

Area㎝

10. Math game

How many

kinds of shapes with an area of 16cm can you draw on the grid paper below? Are their perimeters equal?

(In this activity, students review the meaning of area and perimeter; are able to draw a variety of shapes with different shapes, giving full play to their imagination; and experience the mathematical fact that shapes with the same area may or may not have equal perimeters.)

III. Summary

After teaching: Students can basically use the formula correctly to calculate the area of the rectangle (square) correctly, but they feel caught off guard by some slightly changed topics, which indicates that the spatial concept is relatively poor.

Lesson Plan Math Template Part 4

Teaching Objectives:

Knowledge and Skills:

1. Thousands of awareness.

2. Representation of numbers up to thousand and thousand with thousand chart.

3. Reading and writing numbers up to thousand and logging into the number chart.

4. Split numbers up to thousand.

5. Multiple ways of expressing numbers.

Process and Method:

To develop students' ability to transfer knowledge.

Emotion and Attitude:

To develop students' sense of number.

Teaching key points:

Key points:

Reading and writing numbers within one thousand.

Difficulties:

Multiple ways of expressing numbers.

Teaching Preparation:

Lessons

Teaching Process:

I. Review and Consolidation:

1. There are 853 people in the square.

2. There are 50 pigeons in People's Square.

3. There are 1000 tulips in the flowerbed.

4. 803 families moved into the new forest village.

II. New Lessons

?

1. Express the composition of numbers in terms of equations 853=( )+( )+( )

2. 350=( )+( )+( ) 1000=( )+( )+( )+( ) 803=( )+( )+( ) Splitting of numbers, the following numbers consist of how many hundreds, tens and ones?

3. 314=( )+( )+( ) 728=( )+( )+( ) 990=( )+( )+( ) 461=( )+( )+( ) 700=( )+( )+( )

4. Is this a good way to split the number?700=(500)+(100)+(100)

To summarize:You need to split the number according to the counting unit.

? Read and write numbers with 0 in the middle and at the end.

1. How to read these two numbers? (show ppt) 990=( )+( )+( )read as: nine hundred and ninety 700=( )+( )+( )read as: seven hundred

2. change, how to read 909, 707 (show ppt)

3. what are the similarities between these four numbers? What should we pay attention to when reading? Can you give some examples to prove your point? 990 700 909 707(show ppt)

4. How do you read numbers? (show ppt) 108, 180, 810, 780, 20xx, 2200

?

1. how to write 0 at the end or in the middle (use the equation to help you write the number) 400+30+7= 200+80+1= 700+20+2= 100+90+1= 800+80+0= 900+90+9= 800+0+8=

2. Compare: what do the two 0's mean? 800+80+0= 800+0+8= When you write a number, write 0 on the digit where there is not a single unit.

3. Write the number independently, exercise 4.

4. Form a four-digit number using 4, 4, 0, 0. The smallest is ( ) and the largest is ( ). The smallest is ( ), is ( ), and reading 1 0 is ( ) 1 0 nor reading is ( ).

Summary: Teacher: What have you learned today?

Lesson Plan Math Template Part 5

Lesson 1

Teaching Objectives

1, organizing the students to learn the subtraction of ten times minus nine in a specific context, so that students appreciate that mathematics is around.

2. Cultivate students' simple reasoning ability and expression ability.

Teaching Key Points

Teaching Difficulties

Learning to calculate the subtraction of 9 from 10 in their favorite ways (the main methods: the method of breaking the ten and the method of counting and subtracting)

Teaching Process

Context Map:

I. Talk Introduction

On the day of the New Year's Day, the children of class 1(2) went to the park to participate in an interesting garden tour (the screen displays the panoramic picture of the garden tour on page 10-11 of the textbook). Please observe carefully, in this garden tour on the ground, the children on the left in what? (What are the children on the right in ten?)

Let's go together and see how many balloons the children have bought?

Second, the teaching balloon map

1. Show the picture: Auntie two hands a **** 15 balloons, sold nine.

Ask the students to ask math questions based on this plot.

Students asked questions such as: (1) How many more? (2) How many more will be sold before they are all sold out?

2. Organize the students to think independently of the above questions, and then in small groups to say how to answer. On the basis of the students said, the teacher board equation: 15-9 = ?

3. Guide students to look at the balloon diagram, say 15-9 calculation process.

(look at the balloon diagram, count the number of balloons left / 6 + 9 = 15, 15-9 = 6

10-9 = 1, 1 + 5 = 6 / 15-5 = 10, 10-4 = 6 / 9-5 = 4, 10-4 = 6)

4. Evaluate the students' algorithms above, explaining that they are all correct, and at the same time, guide them to think about: which method do you think is convenient?

Third, teaching the circle picture

1. Show the picture: look at this side of the children are doing? (They are playing the game of lasso.) The rules of this game is a person can only throw 14 circles, it is the turn of Xiaoming cast, let's see how many he set in the circle?

2. Organize students based on the above scenario to ask a mathematical question. Students usually ask the question: how many more did not hit the set?

3. Formulate the answer and say how you did it.

Just now the children from the garden activities raised some math problems, we came up with different ways to solve the problem, really great! Now observe the two equations they have what is the same place? (Both are dozen minus 9 subtraction) Today we will learn dozen minus 9 subtraction, the board book topic: dozen minus 9.

Example 1:

1. 12-9 = □, the organization of the students to think independently, with their own way to calculate the results. For students who have a little difficulty, allow them to use learning aids to swing a pendulum, and then calculate.

2. Organize students to exchange different algorithms of 12-9. Ask each student should listen carefully to what others say, think about their own algorithm and others the same? If different, which method is better?

3. Compare and discuss the different algorithms.

After the students' discussion, the teacher concluded: these algorithms are very good, when calculating the subtraction of a dozen minus nine, you think it is convenient to use whichever method to calculate

Consolidation exercises:

Completion of the practice 1, 2, 3 to master the basic methods: the method of breaking the tens and want to add to calculate the subtraction.

Summary:

This lesson learned the subtraction of ten minus how many? How do you calculate such subtraction?

Board Design

Lesson Plan for Unit 2: Subtraction within 20

Lesson Title

Dozen minus 9

Lesson 2

Lesson Plan Math Templates Chapter 6

Teaching Objectives:

1. Learn the regressive subtraction of a dozen minus 8 and 9.

2. Initially cultivate students' flexibility and independence of thinking.

The focus of the teaching: learn to learn to subtract 8 and 9 from the dozen of the regressive subtraction.

Teaching Difficulties: to explore the calculation method of decimal subtraction of the dozen minus 8, 9.

Teaching preparation: pencil, projection.

Teaching process:

I. Simulate the performance, raise the question

Please perform the children on the stage, the teacher orally described the content, the students perform, a big rabbit opened a stationery store, the little mouse and the kangaroo are also in the stationery store, then came a small rabbit, it said to the big rabbit: I buy 9 pencils. The big rabbit took out all the pencils: a bundle (10) and the loose 5. At that moment the big kangaroo asked a question: 15 pencils, 9 sold, how many left?

Second, guess, list the formula

1, think, guess, how many pencils left?

2. List the equation, 159

III. Discuss the algorithm of 159

1. Let students think independently and try to solve the problem.

2, group discussion: how do you calculate?

3. Tell us how you did the math.

(1), subtract one by one.

(2), 15 divided into 10 and 5, 10-9 = 1 1 + 5 = 6

(3), 9 divided into 5 and 4, 15-5 = 10 10-4 = 6

(4), 9 + 6 = 15 15 -9 = 6

(4), 9 + 6 = 15 -9 = 6

4. Try to practice

(1), let the students take out their learning tools and try to calculate the questions.

(2), exchange, how do you calculate?

Fourth, consolidate the algorithm

1, basic exercises (practice a practice question 1)

(1), let the students calculate independently.

(2), choose 3 questions with the table to say how you calculate?

2, picking apples (practice question 2)

Calculate in the game.

3. Developmental exercises, (practice a teaching game)

(1), let the students freely look at the picture to describe the story, ask questions and try to solve them.

(2), exchange.

V. Summarize

Lesson Plan Math Template Part 7

Teaching Content:

Becoming Number (Example 2 on page 9 of the textbook)

Teaching Objectives:

1, combined with specific things, experience the process of recognizing the number of adults and answering practical questions about the number of adults.

2. To have curiosity about the problem of adult numbers, and to get the successful experience of solving problems by using the existing knowledge.

Teaching Focus:

Understanding the meaning of adult numbers.

Teaching Difficulties:

Solve real-world problems involving primes.

Teaching process:

I. Review

1, fill in the blanks

① four fold is tenths ( ), rewritten as a percentage is ( ).

② six fold is ten ( ), rewritten as a percentage is ( ).

③ 75% is ten ( ), rewritten as a percentage ( ).

2, the store spent 56 yuan to buy a pair of jeans, because the jeans there are on sale at 70% off, the jeans original price of how many dollars?

Second, create a situation to introduce a new lesson

Students have to listen to the farmers said: this year, my family's rice than last year's yield of two percent, my family's cinnamon after drying only five percent, etc.? What do they mean by that? It turns out that the commercial terms related to percentages are discounts, while the agricultural terms related to percentages are into the number. Penetration of environmental education

Third, explore the experience

(a) into the number that a number is another number of tenths, commonly known as a few percent. For example, one achievement is one-tenth, rewritten as a percentage is 10%.

1. Let the students try to rewrite twenty percent and thirty-five percent as percentages.

2. Let the students say what are the other industries that use the knowledge of idioms apart from agriculture where idioms are used.

3. Exercise: rewrite the following idioms as percentages.

Twenty percent = ( ) percent; forty-five percent = ( ) percent; seventy-two percent = ( ) percent.

(b) Teaching Example 2

1, show the example, a factory last year, 3.5 million kilowatt-hours of electricity, this year than last year's electricity savings of twenty-five percent, how many million kilowatt-hours of electricity this year?

2, let the students read the question, analyze the meaning of the question, this year than last year's electricity savings of twenty-five percent how to understand? Which quantity is the unit 1?

3, students try to analyze the problem independently, solve the problem, the teacher visits the classroom to understand the situation, and guide individual students with learning difficulties.

4. Understand the meaning of saving electricity twenty-five percent is twenty-five percent more than last year. Thus, according to the solution to find what percent of a number is how much to list the equation and answer.

350 (1-25%) = 262.5 (million kilowatt-hours)

Or guide the students to list

350-35025% = 262.5 (million kilowatt-hours)

Fourth, consolidate the practice

1, thirty percent = ( ) percent; fifty-six percent = ( ) percent; eighty-three percent = ( ) percent;

2, page 9 Do a do

3, solve the problem

(1) a township last year's rice production was 1500 tons, this year because of the impact of weather disasters rice production is only eighty-five percent of last year's production, this year's rice production is how many tons?

(2) Dinghushan 20xx cumulative tourist trips is 180,000, 20xx cumulative tourist trips in 20xx than 20xx increased by 15%, 20xx cumulative tourist trips is how many? (To play outside, we should do a good job of garbage classification)

(3) The number of students in our school in 20xx is 820, which is 20% less than the number of students in 20xx.

(4) The annual output of a shoe factory in 20xx was 300,000 pairs, and the annual output in 20xx increased by sixteen percent compared to 20xx, and the annual output in 20xx increased by ten percent compared to 20xx, how many millions of pairs of shoes was the annual output of this shoe factory in 20xx?

V. Classroom Summary

What have you gained from this lesson?