Possibility teaching plan

As a teaching worker, it is necessary to carefully prepare teaching plans, which is conducive to the improvement of teaching level and the development of teaching and research activities. How to write the lesson plan? The following are three possible lesson plans I collected for your reference, hoping to help friends in need.

Possibility teaching plan 1 teaching content: the first volume of the third grade of the new curriculum standard people's education edition 104- 105 page.

Teaching objectives:

1. Let students have a preliminary experience, some things happen with certainty and some are uncertain. At first, they can use words such as "certain", "possible" and "impossible" to describe the possibility of some things happening in life.

2. Be able to list all possible results in a simple experiment.

3. Cultivate students' interest in learning mathematics and form a good cooperative learning attitude.

Teaching emphases and difficulties:

Experience the certainty and uncertainty of events.

Teaching aid preparation:

Courseware, boxes, chess pieces, etc.

Teaching process:

First of all, create situations and create problems.

Teacher: Students, do you like New Year's Day?

Health: Yes.

Teacher: What program do you want to perform for your classmates on New Year's Day?

Health 1: singing.

Student 2: Dance.

……

Teacher: (There are pictures on page 104 in the courseware) Please observe the pictures carefully. Do you think anyone can say something?

Student 1: At the New Year's Day party, each student performs a program and draws lots to decide what program to perform.

……

Teacher: If we perform the program like this, can you still perform the program you prepared?

Health 1: Not necessarily.

Health 2: Maybe.

S3: Not sure.

……

Teacher: This is a new problem and possibility that we will study today. (blackboard writing: possibility 1)

(Design intention: Through the familiar scene generation problem of "New Year's Party Draw Show", the purpose is to let students experience the uncertainty in real life and feel the connection between mathematics and daily life from the existing life experience. )

Second, discuss communication and solve problems.

(1) Teaching examples 1

1, leading thinking and exploring methods

Teacher: Please sit in groups, take out two bags of chess pieces and two boxes, put 1 bag of chess pieces into 1 box, and put two bags of chess pieces into two boxes.

Ask the team leader to shake the pieces in the two boxes evenly. (1No. is red, and No.2 is red, yellow, green and blue. Except for the color, the tablets are exactly the same. )

The teacher showed me this question: which box can definitely touch the red chess piece?

Teacher: Who will guess?

Box 1: 1.

Box 2: 2.

......

Teacher: Let's try.

Teaching plan "The possibility teaching plan of the first volume of the third grade mathematics of People's Education Press (1)",

Note that every student should shake the chess piece before touching it, and put it back after touching it. Don't peek.

Students try to communicate in groups.

Teacher: Which group will talk about the results of your verification?

Health 1: Our group knows through experiments that box 1 can definitely find red chess pieces, and box 2 may find red chess pieces.

Health 2: Our group knows that 1 box is full of red pieces, so we can definitely find the red pieces.

Health 3: Through experiments, our group found that there are red chess pieces in Box 2, so we may find red chess pieces, yellow chess pieces, green chess pieces or blue chess pieces, but we may not find red chess pieces.

Ask students to list all possible outcomes. Praise students who speak actively and completely in time to stimulate learning. )

……

(Design intention: Through guessing and verification, students can initially experience that some events are certain and some events are uncertain. )

(4) Teacher's summary: Through guessing and verification, we know that the box 1 is full of red pieces, so we can definitely find the red pieces; There are red pieces in Box 2, so you may find red pieces, green pieces, yellow pieces and blue pieces.

Possibility teaching plan Part II Teaching content:

Compulsory education curriculum standard second-year experimental textbook Volume I, pages 98-99.

Teaching objectives:

1. Through a series of games, let students realize that some things are certain and some things are uncertain. At first, we can use words such as "certain", "possible" and "impossible" to describe the possibility of some things happening in life.

2. Cultivate students' preliminary judgment and reasoning ability.

3. Cultivate students' interest in learning mathematics and form a good cooperative learning attitude.

Teaching emphases and difficulties:

Let students know the "possibility" of the event through specific operation activities. And can make a correct judgment on the possibility of some events.

Teaching preparation:

1, each group has 2 pockets, 1 holds 6 red balls, 1 holds 3 green balls and 3 blue balls.

2. Write 1, 1, 2, 2, 3, 3 in each group.

3. 4 A in different modes

Teaching process:

First, the exploration of group cooperative games

1, children, do you like playing games? Shall we play games together in this class?

2. Teacher shows 1 plaid pocket: Who can guess what the teacher put in the bag? (Students guess)

Want to know the answer? Ask a child to come up and feel it outside the bag.

Please tell the children what the teacher put in his pocket. (Ball) Who guessed right?

3. If the teacher randomly touches a ball from his pocket, must it be a red ball? Show me: Touch a ball at will. Must it be a red ball? (Students guess)

4. Do you want to know if you guessed right? Let's try it ourselves.

5. Announce the rules: You also have this bag on your desk. Ask the group leader to touch a ball for everyone in turn with the bag, then remember what color you touched and put the ball in the basket. begin

Statistics after the activity: What colored balls have you touched? Who guessed right just now?

6. Why does every student touch a red ball? (Because the bag is full of red balls, it must be red balls. ) Show and read: The bag is full of red balls, and it must be the red balls that are touched.

7. Summary: It turns out that the schoolbag is full of red balls, so every time I touch it-the student says: it must be red balls.

Blackboard: Of course.

8. Take out the black bag and touch a ball randomly in this bag. Must it be a red ball? Why? Do you have a different idea? (Students guess)

9. According to the method just now, let's touch it again at will to see if it must be a red ball. (Student group activities)

10, Question: Raise your hand if you touch the red ball? How can so many people not touch a red ball? What is the reason? There is no red ball in the bag, so it is impossible to touch it. ) Show and read: There is no red ball in the bag, so it can't be a red ball.

1 1, summary: It turns out that there are only blue balls and green balls in the bag, but there is no red ball, so the students say: It can't be a red ball. Blackboard: Impossible.

12. What color ball did you touch just now? (green ball and blue ball)

13. Now, please ask the group leader to put two red balls, two blue balls and two green balls in the black bag. Think about it, a ball, if you touch it casually, what color will it be? (It may be a red ball, a green ball or a yellow ball) Why? (Because there were two red balls, two blue balls and two green balls just now) Is his idea right? If you think like him, please raise your hand. Do you want to test your idea by touching it? Note: This time, after each person touches a ball at random to see the color, they should put it back in the bag, shake it and touch it for other children in turn (student activity).

14, raise your hand if you touch the red ball? Raise your hand if you touch the blue ball? The rest must have touched the green ball. Just now we touched a red ball, a blue ball and a green ball. How did this happen? (Because there are red balls, blue balls and green balls in the bag) So show and read what you touch: blackboard writing: There are red balls, green balls and blue balls in the bag. You may touch red balls, blue balls and green balls.

15, summary: From the game just now, we know that the bags are full of red balls, and they must have touched them. There is no red ball in the bag, so it can't be a red ball. There are red balls, green balls and blue balls in the bag. It may be a red ball, a blue ball or a green ball.

Second, contact life to consolidate new knowledge.

1. Do you still want to play touch ball?

Show me and think about it. Make the first picture: touch any ball from each pocket. Must it be a yellow ball? (Students' Reading Requirements)

The teacher stressed: Feel a ball from each pocket at will, must it be a yellow ball? Talk about your thoughts in the group first. (Students communicate in groups)

Classroom communication: Who can talk about touching any ball from each pocket? Must it be a yellow ball? Be careful and give your reasons.

Point to the first pocket: touch a ball casually, must it be a yellow ball?

Touching a ball at will is not necessarily a yellow ball. It may be a yellow ball or a red ball. Because there are red balls and yellow balls in the bag. )

What about the second bag? Touch any ball. Must it be a yellow ball? Touching any ball in the second pocket can't be a yellow ball. Because there are no yellow balls in the bag. )

What else can I say? (It may be a blue ball or a red ball) That's good.

What about the third bag? Feel free to touch any ball. Must it be a yellow ball? Any ball found in the third bag must be a yellow ball. Because there are only yellow balls in the bag. )

What else can I say? (It is impossible to touch balls of other colors) Good point.

2. Do you want to play stock toss?

Show the students a small cube. What numbers did the teacher write on the six faces of the cube? (1, 2, 3) If I just fall, what will be the upward side? (Students guess) The teacher fell down and showed the result. What is that? Who guessed right?

Do you still want to play this game? Next, the teacher asked each of you to be a little teacher once. (Give the first person at each table a small cube) When playing, the little teacher should let the children guess what the number is like a teacher, and then throw it out to see who guessed it correctly. Everyone will fall down once in order. Let's begin (student activities)

Question: Who fell to 1? 2 Who is it? The rest must have dropped to three.

You had a good time just now, and the teacher wants to play. Do you agree? Now the teacher wants to play touch ball. Would you please load the ball for the teacher?

(1) Think about it: What balls should I put in my pocket every time?

(2) show it; Touch any one, it can't be a green ball.

The group can discuss what ball to put first, and then a team leader will pick it up and lift it.

Question: Why not take the green ball? Because if you touch any one, it can't be a green ball. So you can't take the green ball. You can take balls of other colors. ) You are so clever.

(2) Can I touch it again? Show me: touch any one, it may be a green ball. Now it depends on what balls you have. That's settled, team leader. Put it on. (Students discuss holding the ball) Why are there so many colored balls? (Because you may touch the green ball, red ball and blue ball) So as long as there is a green ball, you can put it in other colors. You are right again.

(3) Put another bag, this time the teacher (show: touch any one, it must be a green ball. What ball should I take?

Why are they all green balls? Because the teacher touches any one, it must be a green ball, so he can't take balls of other colors. ) That's clever. What happens if I add 1 red balls? (Not necessarily a green ball, it may be a green ball or a red ball. If there are/kloc-0 red balls and 5 green balls in the bag now, who is more likely to meet them? (There is a great possibility of touching the green ball) Why? (More green balls, less red balls)

4. Indeed, some things will happen in life, and some things will not happen; There are still some situations that may or may not happen. For example, your parents ask you: If you check whether the teacher is a female teacher or a male teacher, you must say that it is a female teacher, but it is impossible to answer that it is a male teacher. And check the comparison between the teacher and a child. Teacher Cha must be taller than this child now. 10 years, will Cha be higher than him? Why?

5. Can you also talk about things in life with "certain", "possible" and "impossible"?

Students say teachers pay attention to evaluation.

6. Do you still want to play poker?

Show students four different a's. Now the teacher has four different designs of A in his hand. Question: What pattern is on the top? (Maybe ... four situations) Let me see: Who guessed right? You're amazing.

What is the design of the card on it now? Why not guess (the pattern just came out)? Because he's not in there anymore. How clever you are! Let me see. Who guessed right?

Now there are two cards left. The teacher has one in each hand. What do you think this card might be? What if this is? so this is it？ Then guess what this is? (Student guesses) Tell me, who guessed right,

There is only one now. what can I say? (This must be ...) How clever you are! show

Third, the summary of the whole class is broadened and extended

1. In this lesson, we learned about possibility together (blackboard writing: possibility).

2. After returning home, tell your parents what you have learned, and then do a survey to see what can happen, what can't happen or what may happen in life. A week later, we can use the comprehensive activity class to have an exchange meeting to see who speaks a lot and speaks well.

You can continue to play the game we just played with your parents after you go home. For example, you can write 1, 3, 3, 4, 5, 6 on the cube to see how many times you have fallen. You can also try. If I want to drop to the same number every time, what number should I write on the cube?

(Comment) The possibility of learning this course is the preliminary probability, that is, the uncertainty and possibility of the event. Let students feel the possibility and uncertainty of events, and initially experience that some events are bound to happen, some events are impossible to happen, and some events may or may not happen.

1. Attach importance to creating situations so that students can learn mathematics from real life.

The standard points out that in the first period of teaching, teachers should make full use of students' life experience, design vivid, interesting and intuitive teaching activities, stimulate students' interest in learning, and let students understand and know mathematics in vivid and concrete situations.

In the possibility course, I combine students' life experience to make students realize "certainty", "possibility" and "impossibility" in real situations. At the beginning of this class, I designed students to guess: What's in their pockets? Is it possible to touch any one and touch the red ball? Through activities such as guessing, it is not only interesting, but also can stimulate students' enthusiasm for learning. The creation of this situation allows students to learn in real life, which not only gives them a preliminary feeling of certainty, possibility and impossibility, but also understands the connection between mathematics and real life.

Also, in the process of using new knowledge to solve practical problems, I ask students to relate what they have learned today to our lives and think about what will happen, what will not happen, what may or may not happen, and use examples of "must", "possible" and "impossible". Finally, I also arranged four playing cards A with different patterns. Let the students guess again. Who might be the top card? After the remaining three, let the students say why it can't be the one just released. Let the students use what they have learned today to judge the possibility and impossibility of things happening.

2. Pay attention to operation exercises, so that students can learn mathematics in mathematics activities.

Mathematics teaching is the teaching of mathematics activities. In the teaching process, we should attach great importance to students' practical activities and direct experience, and fully let students start, talk and think in the activities, explore their own mathematical knowledge and mathematical thinking methods, and experience the joy of success in the activities.

I arranged several levels of activities in this class. The first activity is to touch the ball. First, ask students to predict whether the ball they touch must be red. Use "certainty", "impossibility" and "possibility" to describe the result, and then let the students touch it themselves to experience the certainty and uncertainty of the event, and pay attention to the intuitive feeling of uncertainty and possibility. The second activity is to talk about it, show the ball in the bag, let the students talk about what it will be like to touch the ball in the bag at will, and let the students further perceive the possibility and impossibility of things happening. The third activity is stock selling. Ask the students to guess the numbers that may appear at the top and feel the possibility of things happening. The fourth activity is to put the ball into the pocket as required. The teacher asked the students to try to judge "what color ball should be put in the pocket every time to achieve the expected effect". Then let the students practice and experience their own ideas. Through these four activities, students can truly feel that some events are certain and some events are uncertain, so as to have a preliminary understanding of the possibility of events.

During the whole activity, I provided students with enough space for activities, exploration and creation. The purpose of the activity is clear and the requirements are clear, so that every student can move, feel, experience and recognize it.

3. Strengthen cooperation and exchange, and guide students to explore and learn independently.

The standard points out: "Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics." In this class, I pay more attention to students' cooperative learning and attach importance to teaching students cooperative strategies in order to make a fair and reasonable evaluation of cooperative students in time. For example, when touching the ball, one person holds the bag and touches it for each other in order to let everyone see what color the ball is. Another example is to throw a stock, one person falls, the other children guess, and take turns. I also attach great importance to students' communication in activities in various forms. For example, ask students to talk about the possible reasons for the incident in the group. The group also discussed what color balls might be found in the bag and how to place them to meet the requirements. This is the communication between the students in the group. For example, after the students put the ball as required, they will demonstrate and report and guess the cards. This is a class exchange. Through cooperation and communication, we have deepened our understanding of what we have learned.

4. Pay attention to students' emotions and attitudes, help students get a successful experience, and establish confidence in learning mathematics well.

The standard regards emotion and attitude as one of the four general goals, because mathematics classroom is regarded as the classroom of quality education. Mathematics teaching is not only to impart knowledge and cultivate ability, but more importantly, to let students actively participate in mathematics learning activities, be curious and curious about mathematics, gain successful experience and be confident in overcoming difficulties.

Possibility Teaching Plan 3 Students have initially learned to collect, record and sort out information in previous textbooks, and express statistical results with simple tables or colored squares. They have also initially realized that some things are certain and some things are uncertain, and they can describe the possibility of some events in their lives with words such as maybe impossible. This unit continues to teach possibilities, so that students can understand that the possibilities of various situations in an event are sometimes equal and sometimes unequal, and learn to describe the possibilities of some things in life with words such as frequent and accidental opportunities. When teaching is possible, textbooks should make full use of students' existing statistical knowledge to further improve students' statistical ability. The close combination of possibility teaching and statistical methods is a bright spot in the compilation of this unit textbook.

1, page 90 ~ 9 1 and other possibilities, that is, the probability of various situations occurring in the event is equal.

This example requires students to play the game of touching the ball. There are red balls and yellow balls in the pocket, and the number of these two balls is equal. Let the students experience that the chance of touching the red ball is equal to the chance of touching the yellow ball. The example first clarifies the game method: touch 1 ball at a time, put the ball back in your pocket after touching, and touch it 40 times at a time. Then the recording method is defined, and the color of each touch is recorded in the touch result record table by orthography. After touching the ball for 40 times, count the times of touching the red ball and the yellow ball respectively, and fill in the statistics table of touching the ball. This example also leads students to think mathematically through four questions: touch 1 ball at will, estimate what color they may be, and how many times the red ball and yellow ball may be touched in 40 times. Is the statistical result similar to your estimate? What did you find?

In order to ensure the objectivity of the competition results, we should pay attention to six points in teaching.

(1) Feel free to touch 1 ball. Students should feel freely when they can't see the color of the ball; After putting the touched ball back in the pocket, shake the pocket several times to make the balls of different colors randomly distributed in the pocket.

(2) Contact several times. Because the more contact, the greater the possibility of contact with two colors. If the number of contacts is too small, it is not easy to show that the possibilities are equal. The example requires touching 40 times, and teaching can only be more than 40 times, not less.

(3) When estimating the number of times that red balls and yellow balls may contact each other, let the students think empirically in the realistic situation where the number of red balls and yellow balls in their pockets is the same, not only to estimate the number of times that balls of two colors may contact each other, but also to explain why they make such an estimation.

(4) Guide students to record. What color balls you touch should be recorded at any time, and statistics can only be made after the game. Students used to record by drawing, but now they record by drawing. We should tell students how to draw orthography and make them realize the benefits of this kind of recording.

(5) Organize student exchanges. In each group of students' 40 touches, they usually don't touch balls of two colors for 20 times, but they know a little more about one color and a little less about the other, so it is not easy to show equal possibility in individual cases. Only through communication between groups and observation and analysis of many cases can students learn almost the same number of times from the two colors and have equal opportunities to experience them.

(6) Organize students to reflect. Ask the students to think and say why they touch the red ball and the yellow ball almost the same time, and find out why the number of red balls and yellow balls in their pockets is equal.

2. In the course of event teaching on pages 92 ~ 93, there are more opportunities in some cases and fewer opportunities in others, that is, the possibilities are large and small.

This example still allows students to play touch ball games. There are three yellow balls and 1 red balls in the pocket, and the number of balls in the two colors is different. Touch 1 ball at will every time, and record the color of the ball in time. After touching 10 times, count which colored balls are touched more times. The game method is basically the same as the example of mathematical thinking and equal possibility, and the clues of mathematical thinking are still real situation conjecture, experimental verification conjecture and analysis of reasons. Statistical charts are used to record information. The textbook provides two kinds of statistical charts. The one on the left is the block diagram used in the previous volumes, and the one on the right is to connect the squares into strips. Students can choose any kind of records. Guide students to transition from block diagram to bar diagram through two kinds of recording diagrams here.

There are three points to be grasped in organizing student exchanges after the game.

(1) Considering the reasons from the results, the possibility of understanding is great or small. As a result of touching the ball in each group, the number of times of touching the yellow ball is more and the number of times of touching the red ball is less. Let the students think and say why.

(2) Compare the two charts. Ask the students to discuss how the statistical chart on the right is drawn, what is the significance, what are the similarities and differences between the two statistical charts, and realize the transition from block diagram to bar chart.

(3) Compare equal possibility and unequal possibility. Both examples are touching the ball. Why does the first example touch the yellow ball almost as much as the red ball, while the second example touches the yellow ball much more than the red ball? Let the students find out the reasons themselves.

3. Think and do the two examples once each, both of which are two questions. Although the two questions have different thinking directions, they can help students to strengthen their experience of possibility.

In the question 1, the possibility of continuing to experience example teaching by throwing small cubes is equal and different. The second question uses the understanding of possibility to put a pencil into the bag according to the preset result, and then verifies whether it meets the expected requirements through touching the pencil, so as to further understand that the possibility is equal and whether the possibility is big or small.

Exercise 9: Question 1~3 is related to weather, playing turntable and things in life respectively. Guide students to describe the possibility vividly with words such as regularity and contingency.

4.96 ~ 97 pages of practical activities, so that students can continue to experience the possibility and possibility of equality in card touching and chess.

In the card-touching game, the number of times to touch cards from four colors is almost the same, and the number of times to touch cards from hearts is obviously more than other colors, which can make students feel that the possibility will change with the change of conditions.

The rules of chess games are very complicated. There are more faces painted red than black on the cube, and there are fewer squares with red face up than black face up on the chessboard. Finally, the person who holds the red chess often wins. By analyzing the reasons, students can get many feelings and have more experience of the possibility.