Model essay on primary school mathematics teaching design case 1

Teaching aid preparation: multimedia courseware

Teaching process:

First, record numbers and understand the value of negative numbers;

⑴ Requirements: Listen to the information clearly and think independently; Choose your favorite way to express information accurately and concisely.

(2) Teachers describe and record.

Teacher: When the bus arrived at Station A, eight people got on and six got off.

My school has transferred 68 students and five students in the semester.

On August 5th, the teacher continued to deposit 20xx yuan on the basis of last month, and took out 1500 yuan on August 24th.

(3) Feedback communication.

Show students' records: words,+,,

Teacher: Which method can make people understand the change of data easily? Unified to+,

Teacher: From this lesson, we can call+a plus sign or a minus sign.

(4) Introduction Do you know?

Description: Mathematics is a science developed by people in their production and life. In fact, this idea of recording was recorded as early as 20xx years ago.

Show it by projection, a paragraph on page 9 of the textbook.

5] Point out the meaning.

Teacher: Actually, when the bus arrives at Station A, there are people getting on and off, and the change of the quantity is opposite, so is the change of the quantity of grain leaving the warehouse and the quantity of grain entering the warehouse. In this lesson, we will learn the relevant mathematical knowledge of understanding negative numbers.

Second, contact life and understand the meaning of negative numbers.

1. Teaching examples 1

At 7: 30 every day, there is a weather forecast on CCTV 1. On a certain day in 20xx 1 month, the temperature in Nanjing is 3 to 5 degrees below zero.

Teacher: What's the highest temperature this day? What about the lowest temperature?

Show the teaching aid (self-made thermometer) and ask: How do you indicate on this thermometer that the highest temperature on this day is 5 degrees?

Ask the students to operate. Q: Where do you count to indicate 5 degrees? It's MINUS 3 degrees. What does the thermometer say?

Let the students realize that the temperature below zero is difficult to express and lead to 0.

After determining 0 degrees, ask students to express 5 degrees above zero and 3 degrees below zero again.

Teacher: How do you count scales?

(2) Description: On a certain day in 20xx year 1 month, the highest temperature is counted from zero upwards, so this temperature is 5 degrees Celsius above zero, and it is recorded as +5 degrees Celsius. The lowest temperature is counted down from zero, and this temperature is MINUS 3 degrees Celsius, which is recorded as -3 degrees Celsius.

(3) Reading and writing methods of positive and negative numbers.

Note: +5 is pronounced +5. When writing, just add a plus sign before 5. You can also omit the plus sign and write 5 directly. -3 is pronounced negative three. When writing, write a minus sign first, and then a 3. This symbol cannot be omitted.

2. Try teaching.

Students work independently to introduce the temperatures of Celsius and Fahrenheit with pictures of Hong Kong. Students read the temperature and say how to read it.

Let the students read the rest of the temperature by themselves and give feedback on whether the reading and writing methods are correct.

Summary: Use +5, 19 and -3,-1 1, -7 to distinguish the temperature above 0 degrees Celsius from the temperature below 0 degrees Celsius.

3. Teaching Example 2

(1) teaching example

Show examples and pictures. Teacher: What do you know from the question?

Teacher: There is a new term called sea level. What is sea level? Introduce relevant knowledge.

Description: It is 8844 meters above sea level, usually called 8844 meters above sea level. Altitude155m, usually called altitude-155m. (2) Question: Will you use the knowledge you learned today to express the altitude of these two places?

Students try to write numbers and give feedback.

Summary: 8844 and-155 are used to distinguish altitudes above and below.

(3) Question: Can you classify the scores we just learned?

To sum up the blackboard: Numbers like +4, 19 and +8844 are all positive numbers.

Numbers like -4,-1 1, -7,-155 are all negative numbers.

Teacher: Is 0 a positive number? Is it negative? Why? Combine the pictures of Example 1 and Example 2 to understand the relationship between 0 and positive and negative numbers.

Blackboard: 0 is neither positive nor negative.

Third, consolidate practice.

1. Practice 1

Read and fill in the circle with the corresponding numbers.

Feedback, Teacher: Is 8 a positive number? In which circle should I write 0? Why?

Step two, practice. 2

Students finish independently and communicate with each other through feedback.

Fourth, class summary.

What did you learn in this class? What do you know about negative numbers?

Fifth, class assignments.

1. Read.

The boiling temperature of (1) water is 100℃.

Teaching objectives:

1, understand the background of negative numbers in real situations, understand the meaning of positive and negative numbers and zero, and master the expression methods of positive and negative numbers.

2. Positive numbers and negative numbers can be used to describe phenomena in real life, such as temperature, income and expenditure, altitude and other quantities with opposite meanings.

3. Experiencing mathematics is closely related to daily life and arouses students' interest in mathematics.

Teaching emphasis: understand the meaning of positive and negative numbers and zero in real situations.

Teaching difficulty: describe the phenomena in life with positive and negative numbers.

Model essay on primary school mathematics teaching design case II

Teaching content:

Conversion between Fractions and Decimals Lesson 2

Teaching objectives:

1. Knowing the characteristics of simplest fraction that can be reduced to finite decimals, we can judge whether a simplest fraction can be reduced to finite decimals.

2. Cultivate students' abilities of observation, comparison, analysis and inquiry.

3. Cultivate students' team spirit in group cooperation, enhance students' learning confidence and stimulate students' interest in learning.

Teaching emphasis and difficulty: judging whether simplest fraction can be reduced to a finite decimal.

Prepare teaching AIDS and learning tools: some cards and slides.

Blackboard design:

1/4= 1÷4=0.25

9/25=9÷25=0.36

17/40= 17÷40=0.425

5/6=5÷6≈0.833

3/ 14=3÷ 14≈0.2 14

16/33= 16÷33≈0.485

Teaching process:

I. Wonderful introduction (retrospective introduction)

1, turn the following fraction into a finite decimal, and see who does it right and fast? 3/ 10, 39/ 100, 1 and 511000.

2. Summary: How to decimalize fractions with denominators of 10, 100 and 1000? ...

3. Let the students compete with the teacher to judge that the denominator is not the simplest score of10.100.1000 ... which can be simplified to a finite decimal.

4. Demystifying the topic: Why does the teacher judge so quickly? Let's learn this rule together in this class.

Second, cooperative inquiry (newly awarded)

1, try to ask questions.

Example 3: Convert1/417/405/63/1416/33 into a finite fraction? (except for the inexhaustible, keep three decimal places)

According to the calculation results, blackboard writing

According to the results, these scores can be divided into several categories.

According to the classification, what problems do you think of? The core problem of this lesson

2, voluntary grouping * * * band exploration

Please discuss in groups voluntarily according to your research direction.

Teachers participate in students' discussions.

3. Report and exchange results.

Report to each group

According to the summary of the student report: whether it can be converted into a finite decimal has nothing to do with the numerator; The denominator of the simplest fraction can be converted into a finite decimal, which can be divided into fractions of 10, 100, 1000 ...; It can be reduced to the denominator of finite decimals, and the prime factors can be decomposed and classified by students.

4=2X2

25=5X5

40=2X2X2X5

6=2X3

14=2X7

33=3X 1 1

Summary: The denominator of the simplest fraction can be converted into a finite fraction without prime factors other than 2 and 5, and the denominator of the simplest fraction cannot be converted into a finite fraction, with prime factors other than 2 and 5.

Please read the textbook and see how it is expressed.

4. Improve evaluation and realize optimization.

Are there any contradictions between the findings of the second group and the third group?

Summary: A simplest fraction can be divided into fractions with letters 10, 100 and 1000 if the denominator does not contain prime factors other than 2 and 5. ...

Which method do you think is easier to judge whether a simplest score can be reduced to a finite score?

Third, consolidate and expand.

Demonstrate and practice 2

Students in the same group count each other and judge whether they can be reduced to finite decimals.

Fourth, the class summary

leave out

Verb (abbreviation for verb) students' homework

Model essay on primary school mathematics teaching design case 3

[Teaching objectives]

1. Knowledge and skills: Through observation, measurement, operation, exploration, communication and other forms of activities, we can gain intuitive experience and graphic knowledge of space.

2. Process and method: The perimeter of triangle, rectangle and parallelogram can be measured and calculated.

3. Emotion, attitude and values: Calculate the perimeter of various figures by using the knowledge learned. Can actively discover the mathematical information in life.

[Teaching Focus]

You can measure and calculate the perimeter of triangles, rectangles, parallelograms and other figures.

[Teaching difficulties]

Calculate the perimeter of a graph in different ways.

[Teaching process]

First, create situations and introduce new lessons.

Students, do you know which parks are there in our city? A child also went to a small park. In this small park, he found many math problems. The teacher will also take you to the park today to see what math problems you can find.

Second, cooperation and exchange, interpretation and exploration.

1. Show the wall chart of the small park. This is a small park. Students, can you ask any math questions?

2. Among many questions raised by students, today we will focus on one of them, which is related to the mathematical knowledge we have learned during this period-perimeter.

Can you point out the perimeter of this small park? What information do you need to know if you want to calculate the perimeter of this park? Is there any way for you to get this information?

Now that the teacher has told you this information, can you work out the perimeter of this small park? Give it a try.

5. Ask students to show different solutions.

Thirdly, the application of migration, integration and improvement.

1, can you sum up the method of finding the perimeter of a small park in one sentence?

2. Calculate the perimeter of the picture below.

Fourth, sum up reflection and expand sublimation.

1. Near this small park, small animals are still holding some interesting things and people. Do you know that?/You know what?

There are six groups in our class. Teacher, there are six figures here. How many can each group bring? But the teacher wants each group to calculate the perimeter of two figures. Can you help the teacher do something?

Today we went to a small park to play. Did you get anything?

5. homework: homework.

Model essay on primary school mathematics teaching design case 4

Textbook analysis

Learning content and task description

1. Learning content:

① What is the perimeter and area of the plane figure? Compare the difference between perimeter and area.

(2) Using network graphics to construct the formula system diagram of the perimeter and area of plane graphics, and reveal the internal relationship between knowledge. ③ The application of perimeter and area of plane figure in real life.

2. Task description: By reviewing the perimeter and area of plane graphics, students can apply basic knowledge, basic skills and methods to solve practical problems in life, and cultivate students' ability to solve practical problems by using mathematical knowledge and their ability of independent learning and cooperative learning.

3. The process of completing the task:

(1) Students in each group clearly define their learning objectives, use the network to learn independently, cooperate within the group, and * * * complete the task.

(2) The group leader makes a tour, organizes students to complete their learning objectives, and summarizes the opinions of the group.

(3) Teachers tour to guide, answer questions and summarize the opinions of the group.

④ Teachers summarize, evaluate and improve according to the students' report results.

Analysis of learning situation

Judging from the age characteristics and physical and mental development of students, the review object of this lesson is the sixth-grade students who are about to graduate. Although at this stage, students' thinking ability is mainly based on concrete image thinking, abstract logical thinking ability has been developed to a certain extent. They have acquired the ability of active learning and independent thinking. For the learning tasks put forward by teachers, they have the internal drive to actively recall and review. They can think and discuss the specific needs in an orderly way and get rich knowledge replication. Moreover, students have certain computer operation ability and are eager to communicate and cooperate with others on the Internet. Curriculum learning under the network environment is a new way of learning and an application of information technology and subject integration. Students are interested in it, but lack the ability to analyze information. Based on the above thinking, I plan to adopt situational teaching method and autonomous learning method, make full use of learning environment elements such as situation, cooperation and dialogue, and give full play to students' initiative, so that students can actively explore, discover and construct the meaning of knowledge and complete their learning goals.

Teaching objectives

Learning objectives:

1. Knowledge objective:

① Guide students to recall and sort out the meaning of the perimeter and area of the plane figure and the derivation process of the calculation formula, and be able to skillfully use the formula to calculate.

(2) Guide students to explore the relationship between knowledge and build a knowledge network, so as to deepen their understanding of knowledge, and learn from it to organize knowledge and master learning methods.

2. Ability objectives:

(1) Let students browse the review content on the designed web page, and initially cultivate their ability to obtain information, analyze information and compare information.

② Cultivate students' ability to solve practical problems, and cultivate students' ability of autonomous learning and cooperative learning.

3. Emotional attitudes and values goals:

① Starting from being close to students' reality, through vivid animation demonstration and abundant network resources, students can experience the process of independent inquiry and cooperative learning, stimulate students' curiosity, and fully embody the people-oriented quality education thought.

② Infiltrate the dialectical materialism viewpoint of "things are interrelated" and guide students to explore the interrelation between knowledge; Experience the connection between mathematics and life, and cultivate students' mathematical consciousness that mathematics comes from life and is applied to life.

Teaching emphases and difficulties

Learning focus: guide students to explore the perimeter and area of plane graphics, build a knowledge network according to their relationship, and apply the knowledge of perimeter and area of plane graphics to solve problems in life.

Countermeasures:

(1) Provide students with relevant information, put forward learning objectives, and let students learn online, obtain information, analyze and summarize, and form conclusions.

(2) Under the guidance of teachers, through exchanges and cooperation, apply what you have learned and solve practical problems.

Learning difficulties:

① In network teaching, according to the differences of students' knowledge and ability, autonomous and cooperative learning is completed.

(2) How can teachers play the role of organizer, instructor and promoter?

Countermeasures:

(1) patrol to understand, observe students' feedback, and timely coach and adjust.

② Incentive measures to mobilize students to actively participate in online testing.

③ concretization of learning content and learning tasks.

Model essay on primary school mathematics teaching design case 5

First, create scenarios and production problems.

Play the clock ticking. Listen to the students.

Teacher: What's that noise?

Health: This is the sound of the clock running.

Teacher: You are so clever. People compare this sound to the pace of time. Do the students think so? (like)

Teacher: Who created this hurried pace of time?

Health: second hand

Teacher: Yes, sir, here is a clock. On its surface, there are two old friends. One is grandfather's hour hand, and the other is brother's minute hand. Can this clock tell us the time now? Health: No, because it only has an hour hand and a minute hand, which is incomplete.

Teacher: What else should be on the clock face? Health: second hand

Teacher: We can give the second hand a name. What is this?

Student: Second-hand sister (second-hand brother)

Teacher: Besides the second hand sister (brother), what else is on the clock face?

Student: (numbers, big cases, small cases)

Teacher: Teacher, there is another clock here. What clock is this? (Electronic clock, electronic watch) Teacher: Who can read an electronic watch? Health: XX hours, XX minutes, XX seconds.

Teacher: Today, we are going to study hours and minutes (blackboard: hours and minutes).

Teacher: Let me see the question:

1, walking in minutes 1 is (), walking around is ().

2, walk clockwise a big grid is

)。 According to the students' answers, it produces: 1 hour = 60 points.

Teacher: It turns out that when the minute hand brother walks for 60 minutes and the hour hand grandfather walks 1, do the students want to know the second hand sister? Then go and see with the teacher.

Second, discuss communication and solve problems.

1, teaching second understanding

Courseware shows that the second hand occupies a small space. Teacher: How long is it? Health: This is 1 sec.

The courseware shows that the second hand keeps going. Teacher: How long is it? Health: This is 10 seconds, 30 seconds. ...

Summary: It takes 1 second for the second hand to make a circle.

2. Teach the relationship between seconds and minutes.

Group activity: Observe the movement of the minute hand and the second hand.

Courseware display, minute hand walks small squares, second hand walks once (60 squares) Summary: 1 minute = 60 seconds.

Teacher: Ahhh, the minute hand brother walked 1 minute, and the second hand brother walked for 60 seconds. Does anyone know how much the second hand brother walked when Grandpa Clockhand walked 1? Health: When Grandpa Zhong Han walked 1, Brother Zhong Han walked for 3600 seconds. Teacher: Why? Can you tell me your thoughts? Health: ...

Presentation: 1 hour = 3600 seconds

Third, consolidate the application and improve the internalization.

Teacher: The students are so clever that they know so much about time. Now let's do some exercises together, shall we?

Show classroom exercises:

1, do it

3 o'clock = () minutes

4 minutes = () seconds 120 seconds = () minutes.

60 seconds = () minutes

Step 2 compare sizes

9 minutes and 90 seconds

04: 24, 05: 500.

140 sec 02 min

3. Fill in the hours, minutes and seconds in ().

(1) A pupil takes a nap every day (1).

(2) Xiao Fang ate about 25 ().

(3) The pulse jump 10 times took about 8 ().

(4) The time of a class is 40 ().

Teacher: These exercises seem too easy for students. Are you willing to accept more arduous challenges?

Exercise: Help the kitten adjust the clock.

Experience the value of 1 sec.

Teacher: Students, today we have learned so much time knowledge together and solved many problems with this knowledge. So, who knows the famous saying about time? Health: ...

Music and courseware show time quotations, so that students can read silently and feel first. Then ask the students to recite these famous time words with music.

Teacher: After listening to the students' wonderful quotes about reading time, the teacher felt a lot. Time will not stop because of what we do. When we heard a "tick-tock", 1 second passed and we couldn't come back. The student said, does time pass quickly? How time flies! When people talk about time, they always use these words to describe it. Do you know these words?

Show the students how time passes, how time passes and how the sun flies.

Teacher: These words remind us to cherish every minute of our lives, because it is an integral part of our lives, so we can have one day, one month, one year ... Teacher: Students, do you want to know what we can do with 1 second? The teacher also wants to know. Let's explore together. Activity: 1 sec What can you do?

Every minute counts, and students choose to do some meaningful activities.

1 and 60 seconds can do?

2./kloc-what can you do in 0/0 second? Teacher: What can 1 sec do?

Health: ...

Teacher: Actually, 1 sec can still do a lot of things, and 1 sec may cause a lot of things.

The courseware shows what can be done and what may happen in 1 second.

Teacher: In daily life, the value of 1 second is enormous. I hope the students cherish every second and make good use of it.

Fourth, review and sort out.

Reflection and promotion

Teacher: What have you gained from this class? How do you feel? Health: ...

Model essay on primary school mathematics teaching design case 6

Teaching objectives:

(1) Knowledge objective:

1, combined with life experience, students can know the time unit year, month and day by observing calendar cards, understand the knowledge about big month, small month, normal year and leap year, remember the number of days in each month, and master the method of judging leap year.

2, can be linked with life, skillfully use the knowledge of the year and month to solve simple practical problems, and enhance the awareness of application.

(2) Ability goal: in the process of inquiry, cultivate students' ability of observation, comparison and generalization, and promote the development of students' mathematical thinking.

(3) Emotional goal: make students fully feel the close relationship between time and mathematics, make mathematics live and mathematize life, cultivate students' feelings of being willing to explore knowledge, and carry out ideological and moral education for students in combination with relevant time.

Teaching focus:

Know the time unit year, month and day, and master their relationship.

Teaching difficulties:

Remember the number of days in each month and the judgment method of leap year.

Prepare teaching tools:

Calendar cards and forms, courseware

Learning guidance process:

First, create a situation to ask questions.

Students, how long have you been studying in this school since you entered the first grade? Do you remember how many months have passed? Do you know how many days have passed?

2. In our life, we often use the time unit year, month and day. Now, teachers and students explore the knowledge of the year, month and day together.

3. What do you know about the year, month and day? Related contents of teachers' blackboard writing.

Second, group cooperation to explore problems, focusing on feedback to solve problems

(a) summarize the relevant conclusions of the year, month and day

1, from 20xx to 20xx, in the past three years of primary school life, we are growing happily every day, every month and every year, and we are harvesting knowledge. Let's take a look at the happy days we have lived. Would you like to record these happy days? Please take out the calendar card of 20xx—20xx, fill in the days of these three years1-65438+February, and work out the days of the whole year you like. How to save time and efficiency? Who has a good idea?

2, two people cooperate, the whole class report to fill in the situation.

Look at the table 1 carefully and see what you can find. Tell your deskmate what you found.

3, the report found that the teacher's camera blackboard. Introduce which months are big and which months are small.

4. With so many months, it is easy to remember the number of days. How to remember the number of days in each month? Does anyone have any good ideas? The whole class communicates.

5. Exercise: Are the months of Children's Day and National Day big or small?

(B) the method of judging the average year and leap year

1. Calculate the days of 20xx-20xx three years, and find that the reason for the different days is in February. Check the number of February days from 1997 to 20xx and fill in Table 2. Look at table 2 carefully. What rules did you find from the information recorded in the table? Tell your team.

2. Report.

3. According to the knowledge learned, judge whether 20xx is a flat year or a leap year?

4. Display information. What do you know after reading it?

Three. Interpretation and application

1, judge whether the following year is a flat year or a leap year?

19xx 19xx 2400 1800

2. Thinking training

Xiaoming had four birthdays. How old can he be this year?

Fourth, class summary.

What do you want to say through this lesson?

Verb (abbreviation for verb) assignment

Answer the questions that we have studied in this school for several months and days, and write them in math diary. You can also write about other things related to mathematics.

Blackboard Design: Year Month Day

Big month (3 1 day): 1, 3, 5, 7, 8, 10, 12.

Abortion (30 days): 4, 6, 9, 1 1

Ordinary year: February 28th; Leap year: February 29th.

Gregorian calendar year is a multiple of 4, which is a leap year; The Gregorian calendar year is a whole hundred, and it must be a multiple of 400 to be considered as a leap year.