Teaching content: Example 3 on page 52-53 of mathematics in the third grade of primary school and related practical teaching objectives.
1, knowledge and skills: through self-study, guide students to know the 24-hour timing method, and initially understand the application of the 24-hour timing method in posts and telecommunications, transportation, broadcasting and other departments; There will be a 24-hour timing method to express time and understand the difference between time and time.
2. Process and method: Through learning, students' observation ability, oral expression ability and deductive reasoning ability are cultivated.
3. Emotional attitude and values: Feel the connection between mathematics and life, and stimulate students' interest in learning mathematics.
The focus of teaching will be expressed through 24-hour timing.
The difference between time and instant in teaching difficulties.
Prepare lessons with multimedia and time cards.
teaching process
First, the situation into (5 points)
1. During the winter vacation, the Kangfu family and the Xiaojing family traveled to China. I made a phone call the night before: the Kangfu family bought a plane ticket at 8 o'clock the next day and asked the Xiaojing family to wait at the airport. But the next morning, the Xiaojing family waited at the airport for a long time, and the Kangfu family didn't come. Guess what happened? (Kangfu bought a plane ticket at 8 pm)
2. Are there different 8 o'clock in the day? How to distinguish two different eights in life without misunderstanding?
3. Is there any other way to express the 12-hour timing method we usually use?
Second, autonomous learning (10)
1, 52 pages of students' autonomous learning materials
2. Intra-group communication: What time is the clock from 5: 00 pm to 24: 00 pm?
3. Try to train: (Do it on page 53 of the textbook)
Even continuously:
Sleep, have lunch and finish school at night.
15:30 12:00 2 1:00
4. Student report.
5. The teacher emphasized the summary: In a day, the clockwise hand on the clock just goes twice, ***24 hours. Therefore, the timing method of 0:00-24:00 is often used, which is usually called 24-hour timing method.
6, students learn the textbook independently, 53 pages, Example 3
We started from Beijing at 2: 40 pm, and the 17: 45 train arrived at Shijiazhuang Station on time. How long does it take from Beijing to Shijiazhuang by train?
7. Mass sending: How many calculation methods can there be?
8. Student report.
9. Trial training: Spring Bud Art Exhibition is open from 8:00- 17:00 every day. How long does this exhibition last every day?
10, the teacher concluded that counting can be used. Of course, after changing all the time in the question to 24: 00, you can also use the calculation method, which is relatively simple.
Three, independent practice (8 points)
1, Teacher: Through the self-study just now, the students have mastered the relevant knowledge of 24-hour timekeeping. Next, we will practice independently.
Ordinary timing method
24-hour timing method
Ordinary timing method
24-hour timing method
Ordinary timing method
24-hour timing method
seven o'clock
15:40
Evening 12
Eleven p.m.
2 pm 65438+ 00 pm
twenty past eight
Noon 12: 30
8 a.m
2 1: 10
165438+ 0: 35 am
15:00
10 pm
Four, in-class testing (13 points)
Teacher: Students, let's make persistent efforts and end today's study with our achievements, shall we? Then let's have a classroom test to see who can finish it quickly and accurately! Students who have done well will also be rewarded with red flags!
Five, evaluation summary (4 points)
1, the teacher approved about 3 people face to face, and then exchanged answers in the group, self-approved, and counted the correct rate;
2. The team reports the completion.
3. The teacher summed up the types of wrong questions and said it again.
4. Students talk about gains and self-evaluation.
The second elementary school third grade second volume mathematics teaching plan.
First, create a situation to stimulate interest. Introduce the teacher to draw two rectangles on the blackboard in advance, one is 4dm long and the other is 3dm wide. The other one is 10dm long and 1dm wide.
Dialogue: These are two vegetable fields. The lion king wants to give them to goats and foxes. The honest goat asked the fox to choose first, and the fox hastily chose this (the last rectangle). Did the fox take advantage this time? (Students express their opinions)
Second, actively participate and explore new knowledge.
1, teaching example 1
(1) Take a look and perceive the size of the surface.
① Show the situation map and ask: Where is this situation? What do you see from this picture?
② Observe the surface of the blackboard and the cover of the textbook, and talk about which side is bigger and which side is smaller.
Observe the surface of the desk and the cover of the textbook, and tell which side is bigger and which side is smaller.
(3) it is pointed out that the surface of objects is large and small through observation, and we call the surface size of objects their area.
(2) Say and express the size of the surface.
① Talk: Now, who will tell us the size of the blackboard? What about the cover of the textbook?
② Can you compare the size of the blackboard surface with the size of the textbook cover? (Speak in the group first, then communicate collectively)
(3) Touch and compare the sizes of the surfaces.
Please touch the desktop and the chair surface with your hands to compare which surface has a larger area and which one has a smaller area.
Touch the cover of the exercise book and learn the front of the cover of the toolbox and the front of the triangular ruler. Which face do you think has the smallest area after touching it?
(4) look around. Can you compare the surface areas of other objects in your life?
5. Narrator: By observing and touching the surface of an object, we know that the size of the surface of the object is the area of the surface of the object.
2. Teaching Example 2
(1) shows a square and a rectangle.
Q: What are these two numbers? Please take out two pieces of paper like this. Is there any way to compare the sizes of these two graphs?
(2) Group discussion.
(3) Collective communication.
(4) Description: You compare the areas of these two figures by overlapping and measuring, which are two good comparison methods. From the comparison results, it can be seen that in these two figures, the area of rectangle is larger than that of square, which also shows that the area of plane figure is also large and small.
3, teaching "give it a try"
(1) shows two plane figures.
Q: Can you find a way to compare the areas of these two plane figures in the book?
⑵ Group discussion and collective communication.
⑶ Dialogue: Let each student compare the areas of these two planes in their favorite way.
Third, consolidate and deepen, and expand the application.
1, think about doing 2
Show the questions and read them by name.
Q: Can you tell which province has a large area and which province has a small area?
Talk: If students are interested, they can find some provinces on the map of China for comparison after class.
Step 2 consider doing 3
Show pictures in the book. Read the questions and make clear the requirements.
Q: How do you compare the areas of these four figures?
Students try to count the squares in the book and compare which figure has the larger area.
Tell the comparison results and ask: How do you know that there are 8 squares in Figure 4?
Step 3 consider doing 4
Read the topic silently and make clear the requirements.
The students draw pictures in books.
Q: How long is the blue line you are tracking? How big is the part painted red?
4. Think about doing 5
Show the school plan in the question.
Dialogue: This is the plan of the beautiful campus. What can you see from the picture? Can you compare the area of each area in the plan?
Group discussion and collective communication.
5. Solve the problems raised at the beginning of the class.
Dialogue: At the beginning of the class, we discussed whether the fox took advantage of the vegetable field first. At that time, people had different opinions. Can we solve this problem now?
Provide two pieces of paper 1 square decimeter, and let two students measure on the blackboard and compare the results.
Fourth, the class summary
Q: What did we learn together in this class today? What methods have you mastered? What are your gains and questions?
Homework: arrange students to do thinking questions after class.
Math Teaching Plan for Grade Three in Grade Three Primary School Volume Two
Teaching content: P33-35, Grade Three Mathematics, Beijing Normal University Edition. Teaching purpose: By practicing the first exercise, students can consolidate the basic knowledge of two-digit multiplication learned in this unit and apply this knowledge to solve simple mathematical problems in real life, so as to further perceive the close relationship between mathematics and life.
Allocation of teaching time: 2 class hours
I. Teaching content
There are 1-7 questions on page 28 and page 33 of the textbook.
Second, the teaching objectives
1, so that students can skillfully and accurately calculate the multiplication of integer decimal factors, and can use their knowledge to solve some simple practical problems.
2. Help students to consolidate the order of elementary arithmetic, improve their computing ability and strengthen the basic skills of mixed operation.
3. Cultivate students' good study and calculation habits, improve students' oral and mental arithmetic abilities, and establish students' confidence in learning mathematics well.
Iii. Key Points and Difficulties
1, so that students can skillfully and accurately calculate the multiplication of decimal integer factors.
2. Improve students' oral and mental arithmetic ability.
Fourth, the preparation of teaching AIDS.
Physical projection, picture.
Teaching process of verbs (abbreviation of verb)
Pre-school preparation
Last class, we learned the multiplication of decimal integers. Who can give you such a difficult problem?
Students report questions and the teacher writes them on the blackboard.
Question: How to calculate the factor is the product of integer ten?
(Omit the 0 in the factor first, calculate the product first, and add the omitted 0 in the cause after the product.)
(2) Review old knowledge and improve ability.
1, students independently complete the 1-3 questions in the exercise.
Collective revision.
2. Basic arithmetic
Show pictures: Apple 30 yuan, Pear 40 yuan.
Buy 16 boxes of apples and 18 boxes of pears.
(1) How much are two kinds of fruits?
(2) What is the salary of a * * *?
Finish it independently in the exercise book and then revise it collectively.
Write on the blackboard according to the students' answers:
(1)30× 16=480 (yuan)
40× 18=720 (yuan)
(2)480+720= 1200 (yuan)
Question: When you ask the second question, can you make a comprehensive formula? Try it in the exercise book.
Blackboard: 30× 16+40× 18
Ask a question: What is the order of elementary arithmetic?
(1) If there are only two addition and subtraction operations, or only two multiplication and division operations, or only one series operation in an expression, it should be calculated from left to right.
(2) If there are addition and multiplication, or subtraction and multiplication, or addition and division, or division and subtraction in a formula, it is necessary to calculate multiplication or division before addition and subtraction.
(3) If there are brackets in an expression, count the brackets first and then the outer brackets.
Done independently. Two students finish it on the blackboard, and then sit at the same table and talk about how it is calculated.
(C) Classroom assignment design
1, exercise questions 4 and 5.
2, page 33, question 1-7.
(4) class summary
Students, calculation can help us solve many practical problems, and it is also a basic skill in life. I hope you can practice your brain more and become a good student with quick thinking.
Second lesson
First, the teaching content exercise 1 8- 15
Second, the teaching objectives
1, further consolidate the calculation method and estimation method of two digits, and improve students' ability to solve practical problems by using what they have learned.
2. Help students to consolidate the order of elementary arithmetic, develop good calculation methods and improve their calculation ability.
3. Let students feel that mathematics comes from and serves life, realize the value of mathematics, and enhance their confidence in learning mathematics well.
Second, the key points and difficulties
The calculation method of 1 multiplied by two digits.
2. Cultivate students' mathematical quality.
Fourth, the preparation of teaching AIDS.
Physical projection.
Teaching process of verbs (abbreviation of verb)
(A) summary, pointing out the topic
With the joint efforts of all of us, we have completed the research of two-digit multiplication, mastered the calculation method and estimation method of two-digit multiplication, and solved some practical problems. In this lesson, we will review this part.
Writing on the blackboard: review class
(2) Review old knowledge and improve ability.
1, the following questions are calculated orally (projection):
200×8= 17× 100= 12×400=
42×20=50×60= 14×200=
23×30=43×200=2 1×40=
2. Solve practical problems.
There are 24 classes in the experimental primary school. On the eve of the sports meeting, the school bought badminton rackets and 12 sets of darts toys for each class as prizes. Please calculate:
How much does it cost to buy a badminton racket? Badminton racket 19 yuan per pay
(2) How much does it cost to buy a darts toy? Dart 25 yuan/set
(3) How much is a * * *?
Teacher: Make an estimate first, and then finish it alone in the exercise book.
Collective revision:
Student A: Badminton racket 19 yuan/Fu, just as 20 yuan, 2OX24=480 yuan, buy badminton.
A wool racket will cost no more than 480 yuan.
Student B: I think it's 20 yuan/Fu, 24 classes are 25 classes, and 20×25=500 yuan. I can't buy more badminton rackets than 500 yuan.
Student C: Each set of darts from 25 yuan, 12 sets 10 sets, 25× 10 = 250 yuan. Spent more money on darts than 250 yuan.
Accurate calculation results:
(1) 19×24=456 (yuan)
(2)25× 12=300 (yuan)
③456 ten 300=756 (yuan)
Question: What question? Is there a different way?
Student D: When calculating 25× 12, I thought it was 25×4×3, so I quickly worked out 300.
Teacher: You can analyze specific problems, which is very good. When a number is multiplied by 25, if the multiplier contains a factor of 4, it is simple and convenient to calculate 25×4 first. Do you know how to calculate 26×35?
3. Mathematical laws.
(1) First calculate the following questions orally, and then observe these formulas to see what you find. How can I work it out?
2×25=()200÷4=()
4×25=()400÷4=()
6×25=()600÷4=()
8×25=()800÷4=()
12×25=() 1200÷4=()
(2) collective communication, come to the conclusion:
A number multiplied by 25 can be expanded by 100 times, and then divided by 4, and the result remains unchanged.
(3) Thinking: Why is there such a rule?
Because dividing 100 expansion by 4 (shrinking by 4 times) is actually expansion 25, that is, finding 25, there is such a law.
Summary: For this rule, students should use it flexibly, and analyze whether to simply multiply 25 or divide by 4, and must not calculate it blindly.
(3) Thinking training 8- 13
(d) Class assignment design 14, 15.
(5) class summary
What have you gained from this course? What are you most satisfied with? Is there anything you want to say to everyone? What other puzzles do you have?