A second grade math

 Second grade math lesson plans
a next volume of teaching content
This textbook contains the following elements: problem solving, the table division (a), graphics and change the table except (b), million less than the number of awareness, understanding of grams and kilograms, million addition and subtraction within (a), Statistics, find law, such as the total review.
II Analysis
materials focus on the content of this textbook is the division table, million less than the number of mathematical knowledge and problem solving. table division is the basis for learning multi-digit division. This textbook is another focus of several thousand less than the understanding, through this part of the study, expanded the number of students identified to four. It is learning to read, write more than the median foundation.
(a) to solve the problem is in learning the number and calculation of some knowledge, the combination of specific real-life situations so that students initially understand the basic math problems meaning, so that students learn to use the computing knowledge to solve some simple practical problems, students initially found the problem in real life, ask questions and solve problems. this part of the students for problem-solving skills to achieve the teaching goals, has very important.
(b) the measurement of the amount, the initial establishment of quality books to the students, thus allowing the students an initial understanding of grams and kilograms. to provide students with specific life situations, through self-exploration and hands-on practice feelings grams and kilograms of activities, the initial establishment of 1 gram and 1 kg of the quality concept. and through practice and experience, the quality of students measure the objects of consciousness.
(c) in the space and graphics, arrangements for the textbook Graphics and transform the chapter, including graphics of the graphic translation, will recognize right angles, acute angle, obtuse angle. the development of student space concept, the initial feelings of transformation of mathematical thinking.
(d) statistical knowledge, the textbook for students to learn more about the meaning of statistics, learning simple method of data collection and collation, understanding to a bar chart when the five and a simple double-tables, according to data presented in charts and answer simple questions, and be able to conduct simple analysis. and by the surrounding reality life examples of investigative activities relating to stimulate students interest in mathematics, students sense of cooperation and innovation.
(e) of this textbook also arranged observation, speculation, experiment, reasoning and other activities explore the alignment of graphics and data, not only so that students know the real life of things arranged in a regular implicit mathematical knowledge, while students observe, operation and inductive reasoning ability to discover and enjoy beauty of mathematics, the use of mathematics to create awareness of the United States.
(f) This volume of learning based on students mathematical knowledge and life experience, arranged for two math practice for students through group work activities or to explore realistic background activity, to apply the knowledge to solve problems, experience the fun and explore the practical application of mathematics to experience the pleasure of using mathematics, mathematics students awareness of and practical ability.
Third, teaching heavy and difficult:
to apply the knowledge to solve problems, experience the fun and explore the practical application of mathematics to experience the pleasure of using mathematics, mathematics students awareness of and practical ability.
four teaching objectives
(a) skills
1, Modified two-step formula to understand the order of operations problems, can more skillfully calculated.
2, to understand the meaning of multiplication, the multiplication formula in that each part of the name, master the multiplication formulas 2 to 6.
3 to understand the meaning of division, that division equation in the name of each part, a preliminary understanding of the relationship between multiplication and division, can be calculated using multiplication formulas skilled division table.
4, grasp the simple multiplication and division word problems and number of structural features relations, and lists the formula correctly, specify the unit name thanks to a number, write the answer.
5, recognized unit of length and quality of units kg m, the initial establishment of 1 m, 1 kg of the concept.
6, intuitive understanding of cylindrical and spherical.
7, with the teaching content, to good study habits and mental quality of
(b), mathematical thinking about
1, able to use life experience, to explain the relevant mathematical information, and initially learn to use specific data depicting a simple real-world phenomena.
2, can be simple objects and graphics on the shape, size, position, relationship, movement exploration process, the development concept.
3, in the teacher's help, learn to select useful information for the preliminary and simple induction and analogy.
(c), problem-solving
1, found from life experiences and ask questions, problem-solving process, to experience mathematics and close contact with daily life, feelings of Mathematics role in daily life.
2, understand the same question can have different solutions.
3, have students work together to solve problems with experience.
4, the initial learn to express the general problem-solving process and results.
(d), emotion and attitude
1, in others the encouragement and help, on the side with the mathematical curiosity about certain things, can actively participate in vivid, visual teaching activities.
2, in others to encourage and help overcome the mathematical activities in some of the difficulties encountered, the success of the experience, there is confidence in learning mathematics.
3, through observation, operation, inductive process of learning mathematics, etc., feel the rationality of the process of mathematical thinking.
4, under the guidance of others, to find errors in math activities, and timely correction.
5, experience learning mathematics fun, raise interest in learning mathematics, the establishment of confidence in learning mathematics.
6, develop a serious job, writing clean and good habits.
five years
situation analysis study (5) Total Students 64, after a year of mathematics learning, the basic knowledge, skills, basically achieve learning targets, learning mathematics has a certain interest, willing to participate in learning activities. In particular, some hands-on, need to work together to complete are more interested in learning content. But the depth of thinking in the face of difficult issues, there are daunting emotions. Although the children on the Final test results are good, but the results do not represent all the cases he studied mathematics, only the class and mathematics learning activities, can fully reflect the true state of a child to learn. So for these students, I should be more concerned about is to make persistent efforts have been basically formed to maintain the interest and gradually guided the thinking of the fun, success Experience gained in the fun.
six, methods and measures
outline the characteristics and requirements under the materials and the student's cognitive level and age characteristics, the following specific measures be taken this semester:
1, the teaching content provided the basis to expand the scope of knowledge, focusing on the content of the richness and openness, reflecting the distinctive modernity. correctly grasp the characteristics of mathematics education, to explore the content of mathematics curriculum to develop scientific, comprehensive and flexible teaching objectives . knowledge and capacity, process and methods, attitudes and values of the three aspects of mutual penetration, integration.
2, starting from the age characteristics of students, to take a more game-like teaching, guide students willing to participate in mathematics learning activities. teaching in the classroom, pay attention to understand more conducive to children's problems, rather than to the hard, wide. should consider the level of the students actually thought, more care and thinking Slowly Zhong Dengsheng students.
3, depending on the students experience and the experience, the student's existing experience and knowledge of design activities and learning materials. In the process of teaching activities for students familiar with the situation, to help students understand the concepts, building on the mathematical knowledge, try to select, design realistic, open learning activities for students through activities, positive thinking, mutual exchange, understanding the meaning of mathematics. Arrangement some of the more interesting jobs, such as hands-on job, less rigid practice.
4, arranged, need to stimulate their motivation to learn. and to contact the teaching materials and children's actual penetration of age characteristics of students moral education.
5, creating harmony in the classroom teaching environment, and create a pleasant, relaxed, cooperation, and the resonance of the classroom teaching atmosphere, to inspire the active participation of all students, so students can empathize, producing teaching force. created to have the mental ability of students to challenge the teaching environment, promote democracy and to arouse the students desire to succeed. train students to become innovative and the critical spirit of the learners.
6, to encourage questions, cultivate independence of thought; stimulate imagination, develop thinking with mobility; broken stereotype, develop multi-directional thinking.
7, use of multimedia computer assisted instruction, classes started another media advocacy to change the concept of teachers, improving teaching methods, and actively explore new knowledge of multimedia technology involved in teaching, learning and opening up of the implementation.
8, build quality of the education system of classroom teaching classroom teaching for all students, all students learn to seek knowledge through classroom teaching, learn, learn to labor, learn to live, learn and learn fitness aesthetic, in the classroom teaching students with full respect for the personality of teachers, encourage students and teachers and students equal exchanges demonstrate their ability to give each student the opportunity to participate in teaching activities.
9, in the careful production of teaching appropriate props, multi-stories, songs, and more compiled some games, for students in the joy learning. to strengthen family education and school education links, appropriate for parents to teach children to learn some of the correct method of guidance.
seven Class Schedule:
(a), to solve the problem (4 hours)
( b), the table division (a) (13 hours)
1. division of the initial understanding about
average hhhhhhhhhhhhhhh2 class division hhhhhhhhhhhhhhhh3 hours
about
2. using multiplication formulas 2 to 6 ask Business hhhhhh7 class collate and review hhhhhhhhhhhh.1 about
hours
(c), graphics and transformation (4 hours)
needs cutting hhhhhhhhhhhhhh.1 class
(d), the table division (b ) (9 hours)
multiplication formulas with 7,8,9 business hhhhhh3 seeking to solve the problem hhhhhhhhhhhhh.4 class lessons about
about
collate and review hhhhhhhhhhhh.2 hours
(V), million less than the number of awareness (8 hours)
(f), g and kg (2 hours)
(VII), million addition and subtraction within (a) (7 hours)
have multiple hhhhhhhhhhhhhhh1 hours < br> (h), Statistics (3 hours)
(IX), to find regularity (4 hours)
(X), the total review (4 hours)
[second-year arrangement under the term of 60 mathematics teaching hours of teaching content, teachers teaching appropriate according to the specific circumstances of bumban flexibility]
first unit: Unit Teaching Plan
unit teaching content: the first unit (problem solving)
Learning Materials Analysis:
students to learn in this unit is calculated based on the theme of two-step arrangement. the main content of this unit are: the use of two-step calculation of addition and subtraction to solve problems and learn to use parentheses; the use of multiplication and addition (or subtraction ) two-step calculations to solve the problem. This unit in the preparation of teaching materials have the following characteristics:
1. with life situations and solve problems found in math.
2. Example of the present form is open.
Unit Teaching Requirements:
1, combined with the specific situations in real life, so that students initially understand the basic meaning of mathematical problems, students with a two-step method of calculation to solve the problem, know the role of parentheses.
2, students careful observation, independent thinking, good study habits, students initially found the problem in real life, ask questions, problem-solving abilities.
unit teaching heavy and difficult:
1, the use of parentheses.
2, the integrated application of formula.
learning situation analysis:
after the last semester after studying mathematics, basic knowledge, skills, basically achieve learning targets, there is a certain interest in learning mathematics, happy participate in learning activities. In particular, some hands-on, need to collaborate more interested in the learning content. But the depth of thinking in the face of difficult issues, there are daunting emotional.
unit hours arrangements: about 4 hours < br> solve the problem
first class teaching content:
textbook first four cases 1
teaching objectives:
1, so that students from specific life situations identify problems and master problem-solving steps and methods that can use different methods to solve the problem.
2, students carefully observe and other good study habits, students initially found the problem, ask questions, problem-solving abilities.
3, by addressing specific issues to develop students awareness of the initial application of the good feelings and love for mathematics.
learning situation analysis:
through the last semester of study, students have mastered the multiplication, with a certain degree of proficiency, so learn from this part of the content more easily.
teaching points:
initial understanding of the meaning of mathematical problems, from life experience to discover and ask questions, problem-solving process, will use the knowledge learned to solve simple practical mathematical problems, Mathematics and experience close contact with everyday life. know the role of parentheses will be used to solve the problem in parentheses.
difficulty of teaching: students identify problems in real life, ask questions, problem-solving abilities.
teaching preparation:
projector, the amusement park context diagram.
teaching process:
one scene import, to stimulate interest
1, conversation: the children you've been to the amusement park? Do you most like to play? < br> 2, the projector to show the amusement park context map, and asked: problem. teachers inspire and guide appropriate: How many people see the puppet show? students to speak freely, ask questions.
Second, cooperation and exchange, and explore new knowledge
1, observe the thematic map Q: see this screen, you want to know What? students to speak freely. Teachers have a choice of writing on the blackboard: Now look how many people play?
2, observe the understanding of information: From the figure, you know what?
for the above two questions can become a question exchange of ideas in the group.
(3) representatives selected by the group in class communication solutions to the problem.
4, the records of students to solve problems on the blackboard.
Method One, 22 + 13 = 35 (people) 35-6 = 29 (people)
method II ,22-6 = 16 (people) 16 +13 = 29 (people)
5, compare similarities and differences between the two methods. clearly two The results are seeking ways to see now how many people play in addressing the issue in slightly different ideas.
6, the two little formula you can write a formula it? students to try out comprehensive formula. < br> writing on the blackboard: (1) 22 +13-6 (2) 22-6 +13
exchange: how do you think?
teachers should be emphasized that the method of the consolidated formula is the formula into two a formula.
7, Summary.
Third, practice consolidation, application practice
1, the first one to practice a title, description of plans intended to enable students to explicitly calculate the problem, students answer the independent formulation . and then you talk about several students to solve problems, to the needy students to inspire.
told several students to answer more towards the target 80%.
2, a 4 of practice questions, so that students themselves independently. reported problem-solving ideas, teachers with subject specific content, appropriate infiltration of ideological education.
IV Summary
through classroom lessons we learned today, what is it? you keep us Today, the knowledge learned to solve our problem with raw edges?
five, writing on the blackboard design: problem solving
22 +13-6 22-6 +13

second class teaching content to solve the problem: < br> textbook first five cases of 2
teaching objectives:
1, so that students from specific life situations identify problems and master the steps and methods to solve the problem, know that you can use different methods to solve the problem.
2, students carefully observe and other good study habits, students initially found the problem, ask questions, problem-solving abilities.
3, through learning, enable students to understand the role of small brackets.
4, by solve specific problems, to develop students awareness of the initial application of the good feelings and love for mathematics.
teaching points:
so that students know they can use different methods to solve problems, understand the diversity of problem-solving strategies to improve ability to solve problems .
difficulty of teaching: from a different point of view and ask questions and find different ways to solve the problem.
learning situation analysis:
students parentheses is the first time for contact, should be in the use of some difficulty instruction and practice should be strengthened.
teaching preparation:
projector, bakeries situation map.
teaching process:
one scene import, to stimulate interest
1, remarks: Yesterday we went to the children amusement park, today, we went to the bakery look to see if there are any good, would like to do?
2, projected to produce bakery Figure amusement park, and asked: what? easy to ask questions. direct writing on the blackboard.
Second, cooperation and exchange, and explore new knowledge
1, observe the thematic map Q: see this screen, you want to know? students to speak freely. Teachers have a choice of writing on the blackboard:: How many left the bread?
2, observe the understanding of information: From the figure, you know what?
repeat this part of the front, eliminating the need.
3, panel discussions and exchange.
(1) How should calculate: How many left the bread?
(2) to think independently, put their own ideas in the group exchange.
(3) representatives selected by the group in class communication solutions to the problem.
4, the records of students to solve problems on the blackboard.
Method One ,54-8 = 46 (a) 46-22 = 24 (a)
method two, 8 +22 = 30 (a) 54-30 = 24 (a)
5, compare similarities and differences between the two methods. clearly the results of both methods are the requirements: the number of bread left?, in different ideas to solve the problem.
6, the two little formula you can write a formula it? students to try out comprehensive formula.
writing on the blackboard: (1) 54-8-22 (2) 54 - (8 +22)
exchange: how do you think? If comprehensive formula difficult second Enlightenment teachers guidance. special emphasis on the first count calculations inside parentheses.
talking about 54 - (8 +22), the use of misleading the law to enable students to calculate 54 - 8 +22's results, the students themselves find errors, positive mental and physical address, together with parentheses, thus deepening the understanding of parentheses.
7, to complete a 5 question exercise to let students carefully at the pictures and clear to resolve problems and find solutions to the problem.
8, Summary.
Third, practice consolidation, application practice
1, a 2 of practice questions for students to explain Figure Italy, a clear calculation problems to enable students to separate out type answers. and then you talk about several students to solve problems, to the needy students to inspire.
2, 3 practice one question, so that the students themselves independently. reporting problem the idea, emphasized the use of parentheses.
IV Summary
through classroom lessons we learned today, what is it? you can learn the knowledge we have today to solve our problem with raw edges?
Five, writing on the blackboard design: problem solving
54-22-8 54 - (22 +8)

third class teaching content to solve the problem:
textbook first eight cases 3
Teaching Target:
1, so that students from specific life situations identify problems and master the steps and methods to solve the problem, know that you can use different methods to solve the problem.
2, students carefully observe and other good study habits the initial students identify problems, ask questions, problem-solving abilities.
3, by addressing specific problems, students preliminary application of good sense and love of mathematics emotion.
4, through cooperation and exchange, to enable students to experience to the cooperation of the happiness, the joy of learning.
teaching preparation:
projector, seesaw park map.
teaching points, teaching difficult:
use different methods to solve problems, understand the diversity of problem-solving strategies , improve problem-solving abilities.
learning situation analysis:
increase in the last semester with even less basis, students learn it should be handy.
teaching process:
one scene into to stimulate interest in
1, conversation: the children playing see-saw it? park today to play a game of seesaw please?
2, projected to produce seesaw situation map, and asked: What are they doing? , the teachers ask questions directly, save time.
Second, cooperation and exchange, and explore new knowledge
1, observe the thematic map Q: see this screen, you want to know? students to speak freely. Teachers have a choice of writing on the blackboard : seesaw, a total of how many people park?
2, observe the understanding of information: From the figure, you know what?
excess above should be omitted.
3, panel discussions and exchange.
(1) should be How to calculate the total number of people seesaw park?
(2) to think independently, put their own ideas in the group exchange.
(3) representatives selected by the group in class communication solutions to the problem.
4, the records of students to solve problems on the blackboard. (there is a special kind of writing can allow students to think how to count)
5, compare similarities and differences. explicitly name the results are seeking ways to seesaw Paradise of the number of people, but to solve the problem in a slightly different idea.
6, students try out comprehensive formula.
writing on the blackboard: (1) 4X3 +7 = 19 (2) 2X6 +7 = 19 (3) 2X8 +3 = 19 hh
exchange: how do you think?
large student answers the better. teacher that encouraged.
7, Summary.
three exercises to consolidate , Application of
1, the first one to practice a title, description of plans intended to enable students to explicitly calculate the problem, let students to type out answers. and then you talk about several students to solve problems, to have difficulties students to inspire.
2, question 2 practice II, Italy illustration students, clear calculation of the problem, to enable students to type answers to the independent column. Then you talk about several students to solve problems, to needy students to inspire. Zunlaoaiyou also the education of students.
IV Summary
through classroom lessons we learned today, what is it? you can learn the knowledge we have today to solve our The problem with raw edge?
five, writing on the blackboard design: problem solving
4t3 +7 = 19 2t6 +7 = 19 2t8 +3 = 19
the fourth class to solve problems (practice sessions)
teaching Content:
page exercise books section 10,11 Second
teaching objectives:
1, in real life situations, students ask questions, problem-solving abilities.
2, students explore the knowledge awareness and capacity, and further understand the role and use of parentheses.
3, students develop the ability to collect and collate information.
teaching points: leak filled, feedback problems, improve their problem-solving accuracy and diversity.
teaching difficult:
1, the same understanding of the digital numbers on the truth to add that the written calculation of the Good computing.
teaching preparation:
projector, practice context diagram illustrations.
teaching process:
one, talk into, to stimulate interest
previous lesson we have learned the two-step calculation subject, and know that the use of small brackets with kids today, the first teacher to the grass to go up right? But after reading several issues still to resolve.
in the lead before class, review the role of parentheses. serve to strengthen role.
Second, cooperation in the exploration and consolidate new knowledge
1, page 9 of the projector to produce thematic maps do a do, cooperation and exchange students to answer after the discussion. teachers pay attention to guiding the students to observe from different perspectives and thinking. If observed birds, flowers, bees, etc., which discovered the problem from various angles, ask questions, answer questions. At the same time using a variety of methods to solve the same problem.
2, presented on page 11 question 3. students to observe and asked: they buy a ticket with 20 dollars be enough? how do you think? student exchanges and discussions. by solving the problem, the consolidation of the two-step calculation with multiplication and addition to solve the problem, but also to estimate awareness of students, enhance student The Number Sense.
3, complete question 4 students to complete the form and talk about how calculated the total score. by calculating the team scores, the students according to the actual situation, the flexibility to choose the information to solve problems, to develop students thinking flexibility.
4, Question 5 Questions to complete requirements: a total number of square pieces of wood? students to answer a number of ways. formula can be: 3X3X3-2 = 25 (a) 3X3X2 +7 = 25 (a) 3X3 +3 X3 +7 = 25 (a) hh
III summarizes
classroom through this class, what we gain? Can you solve our knowledge of our students learn side problem?
second unit: Unit Teaching Plan
unit teaching content: the table division (a) of the textbook P13 ~ 36 页.
Learning Materials Analysis: The teaching content of this unit are: an initial understanding of division by 2 6 seek commercial multiplication formulas to solve practical problems.'s initial understanding of division in two levels: first, to life in common . First, an initial understanding of division to solve the problem underlying the teaching content of pregnancy. and then multiply by 2 to 6 after the formulas into the business seeking to resolve the practical problems and the average multiplication and division needed to solve a simple two-step calculation of the actual the content in question.
unit teaching requirements:
1, so that students experience in specific situations the meaning of division. will read, write division equation, knowing the various parts of the division equation name.
2, so that Students take the preliminary understanding, the relationship between the division. skillfully used to compare the multiplication formulas 2 to 6 business demand.
3, so that students initially learn the meaning of division according to some simple practical problems to solve.
4, by the combination of teaching so that students love learning, labor, love of nature education. students careful observation, independent thinking, good study habits.
unit teaching focus: to enable students to understand the meaning of division, based on the understanding to master the multiplication by 2 to 6 business methods and seek formulas to solve the problem.
unit teaching difficult: the meaning of division by division to solve simple practical problems.
learning situation analysis: students compared to master the multiplication formulas skilled, especially the multiplication formulas 2-6. So, this part of the focus should be on solving problems. with reality to make it easier for students to master these.
unit teaching arrangements:
1, the division's initial understanding of < br> about
average hhhhhhhhhhhhhhhhhh2 lessons about class division hhhhhhhhhhhhhhhhhhh3
2, multiply by 2 to 6 hours or so formulas
seeking business hhhhhhhhhhh7 collate and review hhhhhhhhhhhhhhh 1 class first class average of about
< br> Teaching Content:
textbooks P13 ~ 14 pages, Example 1, Example 2 and the corresponding three exercises to practice.
teaching objectives:
1, in specific situations and practices, to establish the points guide the students to feel the method.
learning situation analysis: average examples can be seen everywhere in life, is no stranger to students of average. Therefore, there will not be difficult to learn.
teaching preparation: a number of various types of food, multimedia, etc. .
teaching process:
First, create situations, to feel the teachers to give to you. Please hands the candy given to each student in the group and asked to finish the candy points. (the number of candies for each group are not the same)
(2), each group hands-on
(2), students observe the report.
(3), from observation, we found that some components of the same number, you give this method to take a suitable sub- The name you?
(4), the students themselves named.
3, to produce subjects
(1), taking the name of the children are good at math these points, we put as much of each called average.
(Blackboard subject)
(2), which groups the children say that is just average, which group is not average.
(3), just not the average score of the group you have any way to make it average?
(4), student exchange, reporting
average and in clear after the discussion a good way for students to add or remove a few out to achieve the average. This deepening average score of students on the knowledge and understanding. played a very good effect.
Second, the actual operation, learning average
1, Teaching Example 2: the average of 15 divided into 5 copies of oranges, how points? have Several points system?
(1), On the distribution program.
(2), one point of each sub-group hands-on.
(3), students report points system.
(4), you What kind of points system like? Why?
2, points one point: the eight small rods were divided into four portions, each number should be the root? (students hands-on points one point)
3, completed 14 of textbook Take this page, the 12 were divided into 3 bottles of mineral water.
(for students to circle around and tell their own points system.)
above the exercises thinking is a good spread of questions distributed should make full use of 12 can be divided into several and a few of the many ways in which students were divided into a fraction is divided by a few of the significance of a few.
Third, the application development, understand average
1, Question 2 Exercise Three .
(1), certainly the second sub-method is in line with title-defined points system.
(2), guide the students to observe the No. 3 seed law is not the average? to make it consistent with how the meaning of the questions should be do?
(3), student exchanges and discussions on reporting.
2, practice: flower arranging activities
3, lists examples of average life.
Fourth, experience success, memorable average. < br> learn this lesson you have any ideas and gain?
five, Blackboard Design:
average as much per share average
called second class of practical problems
teaching content:
textbooks P13 page 3 and practice the three cases the corresponding exercises.
teaching objectives:
1, so that students build a wealth of practical activities