Primary school mathematics teaching plan

As a conscientious people's teacher, it is often necessary to compile teaching plans. With the help of teaching plans, teaching methods can be appropriately selected and used to arouse students' learning enthusiasm. How to write the lesson plan? The following are four math teaching plans for primary schools that I have carefully arranged for reference only, hoping to help everyone. Primary school mathematics lesson plan 1

Teaching process:

First, create a preliminary perception of life situation

1. Play the title to reveal two ways of writing

Teacher: This is a TV program that teachers like. When will it be broadcast?

is that what it says on the TV screen?

can both of these words indicate when the program will be broadcast?

2. report the survey results to further enrich the perception.

teacher: when are your favorite programs broadcast, and when do they correspond to morning, afternoon or evening? Who wants to tell you the results of your survey two days ago?

the teacher writes on the blackboard according to the students' answers: (omitted)

3. Compare and reveal the topic

Teacher: Now there are two kinds of timing methods on the blackboard. Where are they similar and different?

teacher: this kind of timing method, which uses -12 hours and indicates the morning, afternoon and evening, is called ordinary timing method. (blackboard writing: ordinary timing method). The second method is called 24-hour timing method, which only uses the numbers -24 without adding words. (Reading on the blackboard: We are going to study the 24-hour timing method today)

Second, observe and compare, and explore the characteristics.

1. Define the learning objectives

What do you want to study about the 24-hour timing method?

where else have you seen the 24-hour clock in your life? (Solve it on the spot: it is widely used in life, such as banks, tickets, postal services, television, computers, etc.) How is the 24-hour timing method timed? What is the relationship between it and ordinary timing method, and how to transform it into each other? How to calculate the elapsed time?

2. Ask the group to solve the problem

Question 1: How is the timing method timed at 24 o'clock?

guess: why is it called 24-hour timing?

Reading for self-study:

Courseware enhancement: (Courseware: the clock goes twice): 24-hour timing method, the first lap is the same as the ordinary timing method, and the number on the clock pointed by the hour hand on the second lap should be added with 12 respectively. (Why add 12? ) Don't call 1 pm and call 13 pm, and call 14 pm at 2 pm? 12 o'clock at night is called 24 o'clock.

question 2:

teacher: the 24-hour timing method is such a thing that everyone understands it. Then what is the relationship between it and the ordinary timing method, and how to transform it into each other? Who will try?

1. Try to practice

Teacher: I ask by the ordinary time method, and you answer by the 24-hour time method: We arrive at school at 7: 3 a.m. and finish school at 4: 3 p.m. (Student: 7: 3). (16: 3). 12 noon, 12 pm,

ask by the 24-hour clock method, and you answer by the ordinary clock method: 16: 4: 12: 24

2. Summary rule: the numbers at the time before 13: (1: noon) are the same, and after 13: (1: noon), the numbers at the two times differ by 12.

3. Exercise:

1. What time can the following clocks and watches indicate? (Courseware)

1: 13: , 4: , 16: , 6: 18

Let's talk about it by ordinary timing.

strengthen points.

teacher: if this straight line indicates time, I will write yesterday, today and tomorrow on it. There is a dividing point between yesterday and today, and there is also a dividing point between today and tomorrow.

Yesterday and tomorrow

Teacher asked: Do you want to say something about this point?

health: I want to say to the dividing line between yesterday and today that although you are a small point, you have many names, namely 24 o'clock yesterday, 12 o'clock last night and o'clock today.

health: I want to say to the dividing point between today and tomorrow that although you are a small point, you have many names, including 24 o'clock today, 12 o'clock tonight and o'clock tomorrow.

health: you are like the stars at night and the eyes of the moon.

health: as soon as you disappear, a new day begins. I like you very much.

health: as soon as you disappear, it means that another day has passed. Time is fleeting, so we should cherish it.

teacher: yes, our days are like this, and they will never come back. We must cherish our time. Let's look at the screen and experience it again.

(teacher plays courseware: walk 2 times clockwise. In the first circle, the numbers 1 to 12 appear in turn, and in the second circle, the numbers 13 to 24 appear in turn in the outer circle. As the clock face changes, the moon in the background gradually fades, the sun rises slowly, and the recycling is repeated. )

Voice-over: Yesterday's clock went to 12 o'clock at night, which is o'clock today, and a new day began. Next, at 1: and 2: , the stars of the moon were scarce-the first light of dawn-the scorching sun was in the sky until 12: and 13: -the sunset was all over the sky, and night fell, and finally at 24: . 24 o'clock is exactly o'clock the next day, so it is customary to say only o'clock, not 24 o'clock. Question 3: How to calculate the elapsed time? Teaching example 2 (courseware)

1. Teaching example 1:

A bus started from Beijing at 18: 2 and arrived in Shijiazhuang at 22: 4. How much time did you spend on the road? (oral answer)

After observing the clock chart, I understand the meaning of time and moment.

teacher: who can say whether 18: 2 is the time or the moment? What about 22: 4?

Time is usually expressed in words and spoken, but when writing, it should be written as required.

from the picture, what does the passage between 18: 2 and 22: 4 indicate? Time (the time that this bus travels on the road) is generally expressed by. Schematic diagram: time refers to that moment, which is a moment. Time refers to a period of time that has passed between two moments.

group discussion: how to find out how much time was spent on the road?

Answer by name, and guide thinking in sections (courseware): 4 hours +2 minutes Teaching Example 2

2. Teaching Example 2: How long does this sign (as shown on the right) hang at the door of a shop mean to be open all day?

Teacher: One day the teacher passed by the door of a shop and

saw this sign.

(1) Show the brand and discuss in groups: What mathematical information do you know about this brand?

One group representative speaks, and the other groups add

(The sign on the right uses the ordinary timing method. What are the two segments of a day divided by the ordinary timing method? )

it opens at 8 a.m. and closes at 7 p.m. They are open 11 hours a day. ) (before 8 am, after 7 pm, I can't buy anything)

(8 am and 7 pm indicate the time, and the business hours of the whole day refer to the time)

(2) Group discussion: How to calculate the business hours of the whole day? Is there any other calculation method?

(3) group representatives speak

Method 1: divided into morning business hours and afternoon business hours

Method 2: converted into 24-hour counting method

Fourth, review and query.

Looking back at the learning process just now, what have you gained? What other issues need to be discussed? (What is the 24-hour timing method, what are its advantages, the difference between time and time, and how to find the time that passes within one day)

V. Extension:

1. Start the time train

(Courseware) After the following moments are correctly sorted, The time train will start:

1: a.m., 1: 3 p.m. and 18: 13 p.m. (the correct order is : a.m., 3: p.m. and 1: 3 p.m. and 18: p.m.)

noon in the morning and late at night in the afternoon

(the correct order is noon in the morning and late at night)

2.

group cooperation: can you ask questions related to this lesson according to the information it provides?

Ask questions in turn, and the team leader will record valuable questions.

Yongchun Primary School's 2xx spring work and rest schedule

(2) Questions raised by inter-group communication, typical questions of teacher blackboard writing.

rewrite this table into 24-hour clock method

how many minutes are there in each class?

what is the school time all day?

(3) Choose one question you like to answer, and the fast group can choose one or more questions to answer.

(4) collective correction.

VI. Extracurricular practice

Investigate the daily routine of mom or dad and make a timetable. Then work out the working hours of mom and dad in a day, and exchange your views with mom and dad on their schedules.

teaching purpose:

1. extract materials from life, cultivate students' ability to obtain mathematical information in life, and let students experience mathematics at hand.

2. Make students know the meaning of the 24-hour clock method, and use it to express the time, learn to calculate the elapsed time within one day initially, and be able to identify the time and time.

teaching emphasis: use 24-hour timing method to express time.

Teaching difficulties: distinguish time from moment; Calculate the elapsed time within one day. Primary school mathematics teaching plan 2

Teaching objectives:

Knowledge and skills

(1) Know the circle and the names of its parts.

(2) enable students to master the characteristics of a circle, understand and master the relationship between radius and diameter in the same circle, find any radius and diameter in the same circle, and independently complete the problem of finding a diameter with a known radius or finding a radius with a known diameter.

(3) Make students learn to draw circles with compasses. A circle with a known radius or a circle with a known diameter can be drawn with a compass.

process and method

(1) to train students' drawing ability through hands-on activities.

(2) through group learning, hands-on operation, active exploration and other activities to cultivate students' innovative consciousness, abstract generalization and other abilities, and further develop students' spatial concept.

(3) In the process of learning, cultivate students' ability to cooperate with others and exchange thinking process and results.

Emotion, attitude and values

Through the understanding of the circle, I feel that beauty comes from life, and experiencing the circle is closely related to daily life, and I feel the charm of mathematical knowledge.

Teaching objectives:

1. Observe and experience the characteristics of a circle, know the names of various parts of the circle, and understand the relationship between diameter and radius in the same circle or an equal circle.

2. Understand and master various methods of drawing circles, and learn to draw circles with compasses initially.

3. In the activity, feel the difference between the circle and other figures, communicate with them, gain rich experience of mathematical beauty, and enhance students' recognition of mathematical culture.

Teaching emphasis:

Explore the names, characteristics and relationships of various parts of a circle.

Teaching difficulties:

Experience the characteristics of circle through practical hands-on operation.

Teaching process:

1. Perceive the circle as a whole

1. Show the slide: the circle in life

Photographic works. What figures did you find in these beautiful pictures? Where have you seen a circle in your life?

2. Reveal the topic: The circle is everywhere, so we will know it in this lesson.

writing on the blackboard: understanding the circle

3. Do students like to play the game of hoop? Why don't you try it now

I have a toy here, and you are required to stand three meters away from it and throw a circle. Where can you stand?

We use three centimeters to represent three meters. Can you mark your position in this book?

2. Really invest in students' achievements (from drawing a few points to many points until the circle)

Q: Is it ok to stand on these points? Why? Can we only stand on these points?

after the circle appears, ask, is there any place to stand?

3. Courseware demonstration

Teacher: So where can I stand? (Any point on the circle)

How many such points are there on the circle?

2. Knowing the circle in operation

1. There is a circle on the screen. Can students make a circle with existing tools?

2. Students draw a circle, and the teacher makes a tour

3. Report on different methods of drawing a circle (look for the report of drawing with a circular tool first)

Show the blackboard with a rope

Talk: This classmate drew such a big circle on the blackboard with such a long rope. What if I want to draw a big circle on the playground?

practical demonstration of compasses

4. Summarize the method of drawing a circle with compasses

5. Students practice drawing several circles with compasses

Since we can draw circles with the help of circular tools, why did people invent compasses?

6. Observe the circle you draw. What else is there besides a closed curve? (a little)

Give it a name-the center of the circle (let the students say it if they can) is represented by the letter O.

7. Take out the circular paper in your hand. Is there any way for you to determine the center of the circle?

Students start folding

Q: What else did you find besides the center of the circle? (crease)

What does the crease you found look like?

teacher: who wants to go to the front and introduce their findings? Reveal the definition of diameter and radius

Can you draw the diameter and radius on the circle?

Mark the center, draw the radius and diameter on the circle you draw

Third, communicate and explore the circle

What is the function of the center and radius? Draw a picture and you will know

1. Draw several different circles on the book with a compass to see who draws beautifully.

2. Projection display

Q: Some circles you draw are above, some are below, some are to the left and some are to the right. What is the decision?

Students report, why is the circle so obedient?

Teacher's summary: The center of the circle determines the position of the circle. No wonder people call it the center of the circle.

These circles are different in size, so how to draw them can make them big and small?

Summary: The radius of the circle determines the size of the circle (the distance between the two feet of the compass)

3. Teacher: The radius is not small. Do you want to know what other characteristics of the radius are? Shall I tell you directly or study it myself?

Then combine the teacher's tips and use the tool group in your hand to study together.

4. Research tips

What is the relationship between radius and diameter in the same circle?

how many radii are there in the same circle?

are all the radii equal in length in the same circle?

Report

The diameter of the same circle is twice the radius on the blackboard d=2r

Q: How do you know?

There are countless radii of the same circle. Why? (There are countless points on the circle, found in creases)

There are countless radii of the same circle, so what is the diameter?

blackboard writing: inner radius of the same circle