The fourth grade mathematics teaching plan book 1

As a tireless people's teacher, you often need to prepare lessons. With the help of teaching plans, the teaching quality can be improved and the expected teaching effect can be achieved. So do you know how to write a formal lesson plan? The following is the fourth-grade math teaching plan of Qingdao edition I collected for you for your reference, hoping to help friends in need.

Qingdao Edition Grade Four Volume I Mathematics Teaching Plan 1 teaching material analysis;

The textbook creates a temperature situation and helps to understand the meaning of positive and negative numbers by comparing the difference between hot and cold. The thermometer is intuitive, equivalent to a vertical axis. Students can easily observe the difference between zero and MINUS temperature or between positive and negative numbers.

Analysis of learning situation:

Students often come into contact with temperature from real life and TV, so they are familiar with temperature and easy to master. The main purpose is to guide students to understand the difference between above zero and below zero. In practice, it is difficult to express temperature and compare it with below zero.

Teaching objectives:

1, let students use the temperature situation to understand the expression of positive and negative numbers, feel the necessity of introducing negative numbers, understand the expression of MINUS temperature in life, and read and write correctly.

2. According to the specific situation, let students experience activities such as watching, comparing, speaking, connecting and arranging, cultivate students' observation ability, generalization ability and logical thinking ability, cultivate students' sense of cooperation, and enable students to master the method of comparing two sub-zero temperatures.

3. Let the students know that there is a great difference between the north and the south in winter in China through activities such as small announcers. Let students experience the happiness of success in mathematics activities, feel the close connection between mathematics and real life, and cultivate students' interest in learning mathematics.

Teaching focus:

Use the temperature situation to understand the expression of positive and negative numbers, feel the necessity of introducing negative numbers and read and write correctly.

Teaching difficulties:

Will compare two sub-zero temperatures.

Resource utilization rate:

Schematic diagram of thermometer for electronic whiteboard courseware A glass of ice water and a glass of warm water.

Teaching process:

First, create scenarios and introduce new knowledge.

1. First listen to the teacher describe two scenes, close your eyes and these two scenes come to mind. How do you feel after listening?

Scene 1: The sun is scorching the earth, and cicadas are shouting in the trees. Although pedestrians in the street are wearing umbrellas, people are wearing short-sleeved shorts and people are still eating ice cream in their mouths, the sweat on their foreheads is still bubbling.

Scene 2: The cold wind is howling and snowflakes are flying all over the sky. People put on cotton-padded clothes, gloves and thick scarves, but pedestrians in the street are still tightening their necks and shivering.

2. Tell your feelings.

3. Introduction to the topic: Hot and cold means that the temperature is changing. In this lesson, we will learn about temperature.

(blackboard writing topic).

Second, explore new knowledge.

(A) the expression of temperature

1. Listen to a video broadcast and make a clear request: record the temperature in Xi 'an and Xinjiang with colored pens in your favorite way.

2. Broadcast: Xi 'an 8℃ to13℃; Xinjiang-4 C to 5 C.

3. Teachers patrol to sort out students' expressions.

4. Show, communicate and compare several representation methods, and get "+,-"through optimization.

What does "-"mean here? (indicating that the temperature is below zero)

The teacher guides the students to observe and compare, and draws a conclusion that zero is relative with a symbol.

Meaning expression, this is the unique beauty of simplicity in mathematics!

② The "-"here is not a minus sign, but a minus sign, which is pronounced as: negative 1 Celsius or negative 1 Celsius. What about 9 degrees Celsius above zero? (Write a+sign before 5℃) This+sign is called a plus sign here. What does this mean?

Blackboard writing: +5℃ -4℃ plus sign minus sign

③ Do you usually write "+"before 5℃?

It is concluded that the "+"in front of positive numbers can be omitted and the "-"in front of negative numbers cannot be omitted.

What temperatures have you seen in your life?

(1) refrigerator door temperature display, knowing degree-day: Celsius℃

Centigrade is a kind of temperature scale widely used in the world at present, which is represented by the symbol "℃". It was put forward by Anders Chris, a Swedish astronomer in the18th century. Later generations remembered him with his initials "C".

(2) The average normal body temperature is between 36℃ and 37℃ (underarm). If it exceeds this range, it means a fever; If it is lower than 38℃, it means low fever; If it is above 39℃, it means a high fever. Above 39℃, it is dangerous.

Cognitive thermometer

What tools do people use to measure temperature? (thermometer)

It's amazing that a small thermometer can know the heat and cold. Do you want to know? (thinking)

(1) all kinds of thermometers, so that students can understand different styles of thermometers. (Courseware demonstration)

(2) Show commonly used thermometers for measuring room temperature by projection, so that students can observe them carefully. What did you find on the thermometer?

(3) report by name

① Unit temperature ② The red liquid column will increase or decrease.

(3) There is a scale of 0 in the middle, the temperature is above zero, and the temperature is below zero.

④ The cell of1is 1℃

⑤ Teacher profile ℉: Fahrenheit was set by German Warren Heiter in 17 14. Both Fahrenheit and Celsius are units used to measure temperature.

(2) Practice reading and writing temperature

1. Read the temperature displayed on the thermometer. (Show courseware) 15℃, 0℃,-15℃

2. Can students read thermometers? (Using the screen curtain function, three thermometers appear in turn. )

First say and write down the temperatures displayed on the three thermometers.

Randomly compare the three temperatures and tell who has the lowest temperature.

(3) Sensing temperature

1. Show me the schematic diagram of the thermometer.

(1) Call the roll to ask students to read some books above zero and below zero respectively.

(2) Try to tell the readings on the thermometer with your eyes closed, and let the students initially establish a thermometer model in their minds.

(3) The teacher gives the following temperature, based on 0℃, and asks the students to indicate by hand that the temperature is above zero or below zero.

8℃ -5℃ 15℃ - 15℃ -20℃

measure the temperature

(1) Show two cups: one is warm water and the other is ice water mixture.

(2) Estimate their temperatures first, and then measure the temperatures of two glasses of water with two thermometers at the same time.

3. Know 0℃

(1) Ask a student: How many pens did you bring today? (0)

What does 0 mean? (indicating no)

So 0℃ means no temperature?

(2) Name names to talk about the understanding of 0℃.

(3) Summary: Temperature indicates the degree of heat and cold of an object, and any object has a temperature. 0 degrees Celsius is only a numerical value in temperature, and it is also the dividing point between zero and below zero in weather, which physically represents the melting point of ice. Above 0 degrees, the ice began to melt into water; Below zero, water begins to freeze.

Scientists set the temperature of ice-water mixture at 0℃ at standard atmospheric pressure, which is read as 0℃. The boiling water temperature is set to 100℃.

4. Connect the corresponding temperatures with wires. (Use the writing function of the whiteboard)

Above zero 12 centigrade 10 centigrade 16 centigrade.

- 10℃ + 12℃ - 16℃ 0℃

(1) Ask the students to read the temperature in the first row first.

(2) Report the connection by name.

5. Read the temperature, so that students know that there is a great temperature difference between the north and the south in China at the same time.

Everyone did a good job. In order to reward everyone, the teacher decided to take everyone to Harbin to participate in the Ice and Snow Festival. (Courseware demonstration)

Wow! Everyone was shocked by the visual impact brought by the ice sculpture world!

(1) What was the temperature in Harbin that day? What about the temperature in other cities? Look at the screen

This is the temperature collected by the teacher in several major cities that day. Who can be an announcer and broadcast the weather to the whole class? (national map)

(2) Let students be small announcers to broadcast. (Use the searchlight function of the whiteboard)

(3) By comparing the temperatures in some southern and northern cities, we can know that the temperatures in northern and southern China are quite different at the same time.

Third, consolidate the practice.

1. estimate

(1) Show some local pictures of different seasons and connect them with appropriate temperatures. Let the students know the temperature in different seasons in our local area. (Connect the writing function of whiteboard)

Summer short-sleeved sweater coat cotton-padded jacket cotton shoes (ice and snow)

-8℃ 36℃ 19℃

2. Compare the temperature between -5℃ and -20℃. (Show the situational picture of Exercise 1 on page 88 of the textbook)

Name exchange report.

3. The following table shows the temperatures of some cities in China given by the weather forecast. (Courseware demonstration)

(1) Which city is hotter, Beijing or Shenyang?

(2) Arrange the temperatures of these five cities from low to high. (Use the drag-and-drop function of the whiteboard to name students and arrange them)

& lt& lt& lt& lt

Fourth, expand and extend.

Pointing at the blackboard: the temperature in Xinjiang is 5℃, and the lowest temperature is -4℃. What is its temperature difference?

(1) Let your deskmate discuss with the help of the thermometer schematic diagram. (2) Exchange reports. (3) induction.

Verb (abbreviation of verb) course summary

What did you learn from this course? What other puzzles are there?

Summary: There is mathematics everywhere in life. As long as we are willing to live, we can solve many problems in life with the mathematics knowledge we have learned.

Six, homework arrangement

1. Check the data after class and collect the temperature of some other objects.

(such as the temperature on the surface of the moon, the temperature on the surface of the sun, the melting temperature of some metals, etc.). )

2. Except for some temperatures with "-"in life, have you ever seen numbers with "-"?

Collect some communication in the next class.

The teaching goal of the fourth grade mathematics teaching plan II of Qingdao Edition;

A further understanding of parentheses will solve the problem of formulas containing parentheses.

Teaching process:

First, the problem feedback

1. Talk about self-study gains: Students, we have watched the video about brackets before class. Tell me, what did you get?

(communication point: the calculation order of the formula with brackets. )

2. Preview the exchange of questions in the list.

Correct the wrong problem. What's wrong with this title? How to correct it?

The students seem to be learning well.

Second, difficult breakthroughs.

So, what questions do you have in the process of self-study? (Guide students to ask questions)

The teacher asked: Why should brackets be introduced when there are brackets? That is, where are brackets used? Just for calculation?

Of course not. Many times, the operation we learn serves to solve problems. In this lesson, let's experience how to solve problems with formulas with brackets. Writing on the blackboard: brackets

Third, cooperation has improved.

1. Gifts: bread 8 yuan/bag, egg yolk pie 12 yuan/bag. The unit price of chocolate is twice that of bread egg yolk pie.

What questions can I ask? What is the unit price of chocolate? How to calculate the formula? (Show step-by-step formula and comprehensive formula)

Xiao Ming brought 80 yuan. What questions can you ask based on this information?

How many boxes of chocolates can I buy? )

2. How to solve that problem? Please list the step-by-step formula and the comprehensive formula. Write the students' exercises on the blackboard and post them. Gradually correct, completely wrong and completely correct)

exchange; communicate

Who can tell me what your requirements are for each step?

remove doubts and misgivings

80÷ (8+ 12)×2

80÷[(8+ 12)×2 ]

Which one is correct? Why?

Yes, the first formula has only one bracket. Here, first calculate brackets, then division, then multiplication, then multiplication, and then division. There is already a bracket here, so you can't set any more brackets, it will be chaotic. To avoid confusion, we use parentheses.

Yes, in the formula with brackets, when you need to change the operation order again, you need another symbol, and the brackets appear.

Comparison: Comparing the step-by-step formula with the comprehensive formula, which formula is more concise? Yes, that's why people invented parentheses. Parentheses can not only change the operation order, but also make our words more concise.

extend

Can I use parentheses? Let's have a try. Fill in the blanks first, and then synthesize the calculation formula.

Communication: Why do you put a bracket here?

solve problems

It seems that the students have listed the comprehensive formula in brackets, and the next few questions should not be difficult for everyone.

(1) There are 8 boys and 4 girls in the model airplane group. There are twice as many people in the art group as in the model airplane group. There are 72 people in the choir. How many times are there more chorus groups than art groups? (column synthesis formula solution)

(2) Xiaoming packed 18 buns, Xiaogang had twice as many buns as Xiaoming, Xiaojie had six more buns than Xiaoming and Xiaogang combined, and Xiaomei had 20 buns. How many times does Xiaojie have as many bags as Xiaomei? (column synthesis formula solution)

expand

Teacher, there are still a few questions here. Can you tell me the operation order of each question? Talk to your deskmate.

This is a piece of cake for everyone, so let's make it harder.

Just like the teacher said.

180÷4+2 ×3, we can say that the quotient of 180 and 4 plus the product of 2 and 3, what is the sum?

180÷(4+2)×3, how do you say this formula?

( 180÷4+2)×3

180÷[(4+2)×3]

Or if these four formulas are compiled into application questions, what kind of application questions may they be? This is for everyone to think after class.

Fourth, sort out and summarize

Students, what have you learned from this class?

Parenthesis is an operation symbol, and its function is to indicate the order of operation. The bracket "()" was used by the French mathematician Veda before the Dutch mathematician Girat began to use it in the17th century. Besides the brackets that I learned before, what else is possible to change the operation order? Braces? Students are good at association. Like this, it's braces What do you think is the operation order of this problem?

Yes, a lot of knowledge is interlinked. As long as we are good at thinking and dare to associate, we will find more mysteries in our knowledge.

Classroom detection

72÷[960÷(245- 165)]

(960÷40- 10)÷2

Xiaojun walked from home to the Children's Palace 14 minutes. How many minutes does it take him to walk from home to school at the same speed?