Mathematics courseware for the third grade of primary school: mathematics in tourism

Mathematics courseware for the third grade of primary school: mathematics in tourism

Teaching objectives:

1, knowledge and skills goal: let students use the mathematical knowledge and methods they have learned to solve simple problems in tourism life in a simulated tourism situation.

2. Process Method Objective: In solving the problem of how to rent a car reasonably, infiltrate the list to solve the problem. Through observation, thinking, operation and other mathematical exercises, we can cultivate practical ability and innovative ability and accumulate life experience.

3. Emotion, attitude and values: realize the value of mathematics in activities, understand the relationship between mathematics and life, and stimulate students' interest in learning mathematics.

Teaching focus:

Feel that there is mathematics everywhere in life, accumulate experience in solving life problems with mathematics, and improve the ability to use knowledge to solve practical problems.

Teaching difficulties:

Strategies for solving problems through ordered lists.

Teaching preparation:

Courseware and exquisite video of Chexi Scenic Area

Instructional design:

First of all, an exciting introduction.

Teacher: Do the students like traveling? (Yes), where have you traveled, or where do you really want to go?

Courseware: Spring is coming.

Students must also feel the breath of spring. In this class, teachers and students will enjoy the beautiful scenery of spring and go to Chexi, a folk scenic spot in Yichang. What problems should be solved first when traveling to Chexi? (student: renting a car)

Design intention: through asking questions, arouse students' memories or yearning for the beautiful experience of past tourism and pave the way for future tourism activities; Then, a picture of the beautiful spring scenery in Yichang Scenic Area was presented, which attracted the attention of the students and stimulated their enthusiasm for participating in learning activities.

Second, cooperative exploration.

(1) Activities 1: Car Rental

1, (The courseware shows the situational information completely) Students read the information by themselves. Ask: What information do you learn from the pictures?

(1) There are 3 1 students in our class, and 9 teachers have been sent to school for safety.

(2) Load limit of each cart 18 persons; Each car is restricted to 12 people. (Schematic diagram of cart and trolley)

2. How can we rent a car? (Dialog box shows questions)

3. Study the car rental scheme.

Tips:

(1) Please design the car rental scheme independently and fill in your scheme in the form. See who has more ideas!

(2) communicate in groups of four, sort out the car rental schemes in the group and fill them in the table on the blackboard.

(3) See which group cooperates and describe the ideas in the group in an orderly way.

First, student activities

B. communicate with the whole class. (Each group sent representatives to speak on the stage)

The teacher shows his arrangement form on the whiteboard.

Teacher: Please look at these forms carefully. What kind of arrangement do you think? Why? (Students compare the statistics of car rental schemes) (blackboard writing: orderly thinking) 4. With so many options, which one would you choose? Why?

Please see (supplementary information of courseware): each big car 160 yuan, each small car 120 yuan.

5. Guess: Which scheme is the most economical?

(blackboard writing: the least space is the most economical)

5. Let's check together: How much does it cost to calculate various schemes in groups?

Comparatively speaking, it is most reasonable to rent 1 cart, while 400 yuan has the least empty seats.

Design intention: Through group cooperation, we can get different car rental schemes, fully respect students' dominant position, reflect the superiority of group cooperation, cultivate students' awareness of cooperation and exchange, give students enough thinking space, and encourage students to think from different angles, which is conducive to cultivating students' innovative consciousness.

(2) Activity 2: Buy tickets

1. Display information: Students, we got on the bus and soon arrived at the gate of Chexi Scenic Area. Please see the big screen (courseware display information) to buy tickets!

Adult 80 yuan, student 40 yuan.

Group ticket 40 yuan/person (minimum order is 45 people)

2. Question: How to buy a ticket is the most cost-effective?

Step 3 solve the problem

(1) Students' independent design scheme.

(2) Collective communication

(c) Tour Chexi: courseware presentation: beautiful scenery of Chexi

Teacher: Now let's visit Chexi. (Look at the picture and introduce)

Teacher: When we wandered in the green mountains and green waters of Chexi, the endless local flavor moistened our hearts like a clear spring, as if we had returned to the "hometown of dreams".

After the design intention solved the problem of renting a car, the students were a little tired. Appreciating the beautiful scenery of Chexi scenic spot can adjust the classroom atmosphere, let students relax briefly, and also play a transitional role.

(4) Activity 4: Dining

Teacher: The intoxicating scenery really makes people linger, and they are hungry before they know it. Students, let's see what's delicious.

Multimedia display of 37 pages of fast food restaurant pictures

1, reasonable order

(1) Teacher: If a group of you come to our restaurant for dinner, what would you like to eat? * * * How much? Please design a most reasonable scheme.

(2) Communicate your ideas and make plans in the group.

(3) reporting.

(4) Look carefully, what kind of ordering plan is good, and why? It is concluded that when ordering food, attention should be paid to nutrition, collocation of meat and vegetables, collocation of staple food, and at the same time, attention should be paid to developing the habit of thrift. (blackboard writing: mix meat and vegetables, pay attention to nutrition, save and not waste)

2. Reasonable side dishes

(1) Teacher: Dear students, now our restaurant has launched the activity of sending four dishes and one soup of rice from 20 yuan. If you are the owner of a fast food restaurant, how do you plan to serve the food? How to make reasonable side dishes? Please think about it and design a reasonable side dish plan in the group.

(2) Students communicate in groups and design schemes.

(3) Reporting and communication.

Design intention: let students order again and communicate with group members, so that students can experience the superiority of cooperation with others; Evaluate other people's dishes and put forward reasonable suggestions, which enhances the communication between students, improves students' judgment ability and fully mobilizes students' learning enthusiasm.

Third, reflect on communication and feel happy.

Teacher: Students, today's travel activities are very smooth and enjoyable. Are you happy? What did you learn during the trip? (Life talks about harvest)

Teacher added: 1. There is mathematics everywhere in life, and mathematics is needed everywhere.

2. Besides learning to be careful and save money, we should also pay attention to safety, hygiene, health and civilization.

Design intention: Through review and summary, let students feel that there is a lot of mathematical information in real life. Mathematics has a wide range of applications in the real world, and mathematics learning is meaningful, so as to deeply understand the value and charm of mathematics.

Fourth, practice activities and apply what you have learned.

Teacher: Students, today, we have solved many problems in our trip by using the mathematical knowledge and methods we have learned. You're amazing! There are many math problems to consider when traveling, such as time, accommodation and so on. Make a travel plan for the class after class. We will communicate with the whole class next class.

Homework:

Design a travel plan

The students are very happy about this trip, and they have gained a lot. Where do you want to visit?

Assign students to design and fill out travel plans.

Mathematics Courseware for Grade Three in Primary School Part II: Mathematics in Tourism

First, the teaching objectives

1. With the help of the specific situation of "fast food restaurant" in Mathematics in Tourism, we can experience mathematics in our daily life and feel the close connection between mathematics and life.

2. Enrich students' understanding of real life, let students apply decimal knowledge to solve problems in life, and cultivate students' awareness of application and spirit of active exploration.

3. Cultivate students' initial sense of cooperation and evaluation, so that students can gain confidence in learning mathematics and feel the fun of learning mathematics.

Second, teaching material analysis

A preliminary understanding of the decimal system has expanded the scope and application of numbers. The understanding of decimal concept is the key link for students to understand the concept of "number", which is helpful to further cultivate students' sense of number. Students have a preliminary understanding of the decimals in Unit 1 of this book and have been able to correctly understand, read and write simple decimals. This course, one of the contents added in the new textbook, is practical activity class, which is to let students apply decimal knowledge to solve practical problems in life, with the goal of consolidating, applying and expanding mathematical knowledge, to cultivate their interest in learning mathematics and their innovative ability, so as to improve their application ability of mathematical knowledge.

The textbook provides us with a situational map of a fast food restaurant, which embodies the connection between mathematics and the real world. Let students participate in social practice activities, apply mathematics to solve practical problems, and go through a process of "mathematical modeling". In this process, we should combine solving practical problems with decimal addition and subtraction to cultivate students' application consciousness and feel the close connection between mathematics and life. Students should be given the opportunity to think and solve problems independently and experience the diversity and rationality of problem-solving strategies. This not only requires students to have the ability to turn practical problems into mathematical problems and choose to create certain mathematical methods, but also requires students to have the group consciousness of cooperative learning. In this way, teachers' creative mathematics classroom teaching will leave us more creative space.

Third, the analysis of the situation of schools and students.

Our school is a rural primary school, and the teaching conditions are at a medium level compared with similar schools in this county. Students are active in learning and have a high enthusiasm for participating in mathematics learning activities, especially for life-oriented and challenging mathematics classes. In recent years, through the practice of classroom teaching reform, students in our class have a certain sense of group cooperation on the basis of independent thinking. The overall goal of the Standard clearly states that the teaching goal should truly realize the integration of knowledge, ability and attitude. Therefore, it is necessary to further cultivate students' emotions, attitudes and abilities in all aspects in the teaching process.

Because everyone has their own life background, family environment and specific life and social and cultural atmosphere, this leads to different ways of thinking, different hobbies and different development potential. Therefore, in view of the actual situation of students and the characteristics of knowledge, I designed this lesson with the plot of "introducing menu, ordering food reasonably, side dishes and pricing", connecting all the links in series, striving to embody the life of mathematics knowledge, making the whole teaching process full of life and challenges, creating a good atmosphere and space for students to actively explore and consciously cultivate students' rich emotions and positive attitudes.

Fourth, the class record (a) situation introduction

Show the storefront map of fast food restaurant with multimedia courseware.

(2) Introduction menu

Teacher: Ask a classmate to act as a waiter and introduce our menu to customers. Who wants to try?

Health 1: We have mixed tofu, shredded potatoes, fried celery ... (only introduce the name of the dish).

Health 2: I think I can speak better and more comprehensively. Hello, customer, our existing cold dishes are tofu 3 yuan, shredded potato 4 yuan and fruit salad 6 yuan; Hot dishes include shredded chicken in 7 yuan and fried celery in 4 yuan. )

Teacher: What else did you find through the introduction of two students just now?

Health 1: I found that the most expensive dish in our restaurant is shredded chicken with fish flavor, and the most expensive dish is mixed tofu.

Health 2: I found that shredded potatoes are as expensive as fried celery.

Health 3: I found that the prices of all kinds of drinks are the same.

Health 4: I also found that the fruit Chalabi roasted eggplant is expensive.

……

(The students are still wanting more. )

(3) Reasonable sequencing

1. Customer 1

Teacher: The first customer in our shop is a teacher. What will the teacher order? * * * How much? Please help me think about it and tell me what you think.

Health 1: I think the teacher wants a fruit salad, because it can beautify the face. Fish-flavored shredded chicken is rich in nutrition, as well as a baked eggplant, a bottle of drink and a bowl of rice. A * * * costs 2 1.50 yuan.

Health 2: What a waste! Can teacher Liu eat? I think it is enough for Mr. Liu to order shredded chicken with fish flavor, a bowl of rice and a bottle of mineral water. A * * * 10.50 yuan is cheaper than raw 1.

Health 3: I know that Mr. Liu likes to eat shredded potatoes, so I want a shredded potato, a bowl of noodles and a bottle of juice, 8.50 yuan. It's cheaper and more cost-effective than their method.

……

2. Customer 2

(1) Teacher: If your family comes to our restaurant for dinner, what would you like to eat? * * * How much? Please design a most reasonable scheme.

(2) Students design consumption plans and exchange ideas in groups.

(3) reporting.

Health 1: There are three people in my family. I want a fruit salad, a shredded chicken with fish flavor, a shredded potato, plus three bowls of rice, two bottles of juice and a bottle of soda, totaling 27.50 yuan.

Health 2: There are three people in my family. My mother and I both like shredded potatoes, so we ordered shredded potatoes from 4 yuan. My father likes tofu. We'll have 3 yuan's mixed tofu and three bowls of rice. One bottle of each beverage 17.50 yuan.

Student 3: This is the first time for our family to come to our store, so I want to have a dish and a flower ... (Before Student 3 finished, other students stood up anxiously and interrupted his speech. )

Health 4: I object to the practice of health 3. There are so many dishes in fast food restaurants that you want everything. Can you eat at home? What a waste!

Health 5: I feel the same way. If you want to taste our food, you can come several times and order different dishes each time.

Health 3: OK! I accept. Let me think again.

Health 6: There are four people in my family, and we need four dishes to get enough to eat. ...

……

(4) Pricing of new dishes

Teacher: When Uncle Li ran a fast food restaurant, customers complained that there was too little meat. So, he added a dish, which is spicy chicken. This dish is delicious and the cost is higher than that of shredded chicken with fish flavor. If you are the owner of a fast food restaurant, how much are you going to sell it? Health 1: I think this is a new dish, and it should be introduced at a lower price, so it is priced in 8 yuan.

Health 2: I think it's expensive and delicious, so I set the price 12 yuan.

……

Teacher: According to everyone's pricing, if you subtract one dish from the dish you just ordered and add this dish, how much will you spend?

Health 1: Our family will spend 27.50-6 = 2 1.50 yuan, 2 1.50+8=29.50 yuan.

Health 2: 17.50-4 = 13.50 (yuan), 13.50+ 12=25.50 (yuan).

……

(5) Reasonable side dishes

1. Teacher: Students, now our restaurant has launched the activity of delivering rice with three dishes and one soup in 20 yuan. If you are the owner of a fast food restaurant, how do you plan to serve the food? How to make reasonable side dishes? Please think about it and design a reasonable side dish plan in the group.

2. Students communicate in groups and design schemes.

3. Report.

Health 1: in order to attract customers, our group thinks that the three dishes can be: shredded chicken with fish flavor, fruit salad, roasted eggplant and a soup with three delicacies.

Health 2: We object. If the food is served like this, the fast food restaurant will definitely lose money. Our group thinks that three dishes and one soup should be shredded potatoes, shredded chicken with fish flavor, fried celery, and a seaweed soup. 20 yuan is just right to ensure no loss and give customers food.

……

(6) Summary