Five sample essays on mathematics lesson plans for second grade primary schools

#二级# The introduction lesson plan is for teachers to carry out teaching activities smoothly and effectively. According to the curriculum standards, syllabus and textbook requirements and the actual situation of the students, on a class or topic basis, the teaching content, A practical teaching document with specific design and arrangement of teaching steps, teaching methods, etc. The following is the relevant information compiled by "Five Sample Essays on Mathematics Teaching Plans for Second Grade Primary Schools". I hope it will help you.

1. Teaching objectives of the second-grade primary school mathematics lesson plan sample:

1. Through exercises, students can master the calculation methods of two-digit and two-digit addition and subtraction, and be more accurate. , Proficiently calculate two-digit and two-digit addition and subtraction.

2. Improve students’ computing and checking abilities, and cultivate students’ analytical and judgment abilities.

Key points and difficulties:

Check for omissions and fill them in, provide feedback on problems that arise, and improve students’ calculation proficiency and accuracy.

Teaching tools:

Courseware

Teaching process:

1. Review introduction

1, 36+ 28+17=

65-25-21=

Tell me about your calculation method.

2. The mother monkey picked 52 peaches, and the little monkey transported them home. After transporting them twice, how many were left?

2. Exploring new knowledge

1. Teaching examples

The courseware provides theme maps.

2. Tell us what the picture tells us, what is the problem to be solved, and then answer it.

A. First count 25 people, how many people are in the car.

B. Count how many people there are now.

C. List the comprehensive formula.

Are there any other algorithms?

3. Summary of the algorithm:

Tell me, what should be done when doing mixed calculations of addition and subtraction?

Align the same digits and count from the ones digit; carry if the addition reaches ten, and step aside if the addition is not enough; sometimes simple writing can be used.

3. Intensive exercises

1. Complete question 8 of exercise three on page 21. Three hens came out looking for food with their babies. But the chicks from the three families were mixed together. Can you help the mother chicken find her babies? Teachers make rounds. Report, revise and evaluate by name.

2. Complete Question 12 of Exercise 3 on page 22. Teachers make rounds. Report by name and explain how to fill in the form.

3. Complete Question 13 of Exercise 3 on page 22. After looking at the table, what mathematical questions did you think of? Communicate with classmates in the group. Report by name. Choose two questions you like and do the math. Students at the same table exchanged checks with each other and talked about calculation methods.

4. Summary

What did you gain from today’s practice?

2. Example of mathematics teaching plan for the second grade of primary school [Brief Analysis of Teaching Materials]

The teaching material of this lesson is to help students integrate different methods of averaging, so that students can experience the averaging of some objects Dividing can be divided into several parts, or divided into several parts equally. Although the process of dividing is different, the result of dividing is that each part is the same, so as to understand the meaning of average dividing as a whole. . The textbook designs an open-ended example question and reveals two different scoring processes for one of the results. It then guides students to further discuss and communicate on various other different scoring methods, so as to experience every aspect of average scoring. A result can be obtained from different points of the process.

Think about the questions you are doing and further go through average score problems in various situations, allowing students to gradually deepen their understanding of the essential characteristics of average scores in a layered manner.

［Teaching Objectives］

1. Continue to let students experience the activity process of average points, experience the two operating methods of average points, and further understand the essential characteristics of average points through operations.

2. Through the teaching of open questions related to real life, enhance students’ awareness of mathematical applications, improve students’ ability to solve practical problems, and gain successful experience from the process of solving problems, and establish Confidence in learning mathematics.

3. Cultivate students’ good mathematics learning habits in the learning process of hands-on operations, independent exploration, and cooperative communication.

［Teaching process］

1. Initial perception and preparation

1. The teacher displays 8 discs on the magnetic blackboard.

(1) Make a request:

① Divide them into 4 equal parts and see how many are in each part?

② Divide them into 4 portions and see how many portions they can be divided into?

(2) Students take out their own discs to operate, and at the same time let two students operate the above two division methods on the blackboard.

2. Question: Think about how you divided just now, and then observe the results of the two students on the blackboard. Although the results of these two methods of division are different, they are different. There are also things that we should pay attention to during the process. What are they?

3. Summary: Although these two dividing methods are different, they both divide each portion into the same amount, so they are both divided equally.

[Design intention: Through simple operations at the beginning of the class, students can further experience the different methods of dividing average scores. At the same time, through reflection on the operations and preliminary comparison of the two division methods, students can have a better understanding of the average score. We have a preliminary understanding of the essential characteristics, paving the way for the integration of the following two divisions. ]

2. Hands-on operation, experience and understanding

1. Create a scenario: The mother rabbit brought some pencils and prepared to distribute them to several little rabbits that performed well and count them. ***How ??many branches are there? (Show 12 pencils)

How can Mother Rabbit divide these 12 pencils?

2. Clear requirements

① Presentation conditions: divide 12 pencils equally.

②Question: What does average score mean?

3. Independent exploration

① Are you willing to help Mother Rabbit? Think about how it should be divided?

② Take out 12 discs to represent 12 pencils and give it a try.

4. Preliminary communication, summarizing two ideas

①Who can tell you how you divided it?

Ask a student to show his results and ask: Is he right? Why? Are there any other students like this?

②Their results are all like this, they are all correct, but what do they think?

The teacher first asked the student who presented on stage to speak, and then continued to ask: Do other students have the same ideas as him? Talk about something different.

③ Summary: Although the result is the same, what they think and the process of dividing just now may be different. Some divide it into several portions, and some divide it into several portions equally. In the end, what they divided The results are that the number of pencil branches in each set is the same, so they are consistent with the average score.

④ Take a look at your division method. Does it meet the requirements? Think about it, if someone else thinks the same way as you, what else might they think?

5. Communication within the group

①Exchange your ideas and practices within the group.

②Group discussion: In addition to the several methods of division within the group, are there any other ways of division?

③ Summary within the group: How many division methods has your group discovered? Stick them on the small blackboard.

6. Summary after the display: There are different ways to divide some objects equally. It can be divided into several portions, or it can be divided into several equal portions, but no matter which method is used method, the final result is that each portion is the same and is an average score.

［Design intention: In this aspect of teaching, efforts must be made to properly handle the relationship between independent inquiry and cooperation and communication. Students have clarified the two basic strategies of average scores through independent exploration and independent thinking. In cooperation and communication with their peers, students have accumulated rich perceptual experience in order to grasp the essential characteristics of average scores. ]

3. Consolidate the application and internalize the concepts

1. Show what you want to do in question 1, question 2, question 3, and question 4 in sequence.

① First show the picture and guide students to observe and know that they are all average scores.

②Think about it, how might they be divided? Let students talk about the process of scoring from different perspectives in the group.

③ Complete the blanks independently.

④Proofread in the group.

2. Think about question 5.

① Show the picture and let students observe carefully.

②How many books does a *** have? How did you know?

③If it is an average score, how can it be divided?

④ Complete the blanks independently.

⑤Summary: Each portion is the same as this. It can be regarded as how many objects there are in total, or it can be understood as dividing some objects equally.

3. Think about question 6.

①Show the picture and tell me what is drawn on the picture?

②How are rabbits divided? How is the chicken divided? Say it yourself first.

③Communicate with your deskmates.

［Design intention: Each exercise here is closely linked to the teaching focus and strives to create a speaking environment for students, allowing students to express their own ideas and listen to the opinions of others in the process of mutual communication and cooperation. , constantly improve your own understanding, while building self-confidence and learning to respect others. ]

IV. Summary of the whole lesson, expansion and extension

1. What did you gain from studying this class today? Is there anything else you don't understand?

2. Divergent practice: There are 15 children, and they need to be divided into several equal groups to play games. How can they be divided? How many different ways can you think of dividing it? Go and score a point after class.

［Design intention: Teachers guide students to conduct class summaries on their own, which is helpful for the consolidation of knowledge and the formation of independent learning abilities. After-class expansion encourages students to apply the knowledge they have learned in practice, and subconsciously develops students' awareness of mathematical applications.

]

3. Sample teaching plan for mathematics in the second grade of primary school 1. Situation introduction

1. Today is the birthday of one of our good friends. Do you want to know who he is?

2. (Produced by computer: Naughty) Let’s sing a happy birthday song together! Let's hear what Naughty has to say to us.

3. Writing on the blackboard topic: Birthday.

2. Exploring new knowledge

1. Preparatory activities before statistics

(1) What day is it today? (October 16) It turns out that Naughty was born in October. Who in our class was also born in October?

(2) You were born in October, so do you know what season the month you were born in belongs to?

Nominate students and ask: In what month were you born, and what season did you belong to?

(3) Let’s take a look. Did you just say the season of your birth correctly?

Show the courseware: pictures of the four seasons (and explain which months are which seasons)

(4) Now do you know what season your birthday belongs to? Tell your deskmate about it, and then sit up straight. See which group finishes first.

(5) The teacher wants to see who has a bright eye and take a good look. We ask students who were born in spring to raise their hands; students who were born in summer to raise their hands; students who were born in autumn to raise their hands; students who were born in winter to raise their hands. Guess which season has the most birthdays.

(6) Everyone has different opinions. How can we know which season has the most students celebrating their birthdays? Is there any good way to know?

Student report. Encourage students to come up with different methods (such as counting by raising their hands, holding up cards of different colors, standing in rows, drawing straight words, etc.)

　2. Experience statistical activities

　 (1 ) 6-person group cooperation statistics

Teacher: There are so many ways for students to do this! Next we will conduct a survey as a group. So what should we pay attention to in the investigation? Let’s take a look at the requirements for group work!

(Slideshow)

(2) Group activities

Teacher: Ask students to investigate in groups and complete statistical charts.

(3) Summary of the whole class

Teacher: Just now, the teacher saw the performance of the students in the group. They were so positive! Let's complete the big statistical chart together, shall we? Ask each group leader to report the statistical results of your group and tell us what method you used to make the statistics.

(4) Verification data

Teacher: This is the result of each large group survey just now. The teacher drew this class statistics chart based on your statistics. Please, children, first count how many people have birthdays in spring? How many people have birthdays in summer, autumn and winter?

Teacher: Then do the math, how many students did we count in one day? Take another look, how many students are here for class today? Explain whether there is any redundancy in the statistics? Is there anything missing? It seems that the students are very serious when making statistics.

3. Observe the statistical charts and expand your thinking

(1) Let’s talk

Teacher: Please observe the statistical charts carefully. Now you know which season Do you have the most classmates celebrating birthdays? What else did you discover from the picture?

(2) Teacher: Who wants to be friends with the teacher? Can anyone guess in which season he is most likely to celebrate his birthday? Discuss in groups and give your reasons.

(3) Teacher: Teachers also have birthdays. Guess in which season the teacher’s birthday may be? Guess. Teacher Zhong’s birthday is in December. What season is it? (Winter) By the way, the teacher’s birthday is in winter. Based on the statistical chart, we can guess the most likely result, but this result is not necessarily accurate, just like guessing the teacher’s birthday.

3. Expand application

1. How did you get this statistical chart? Talk about it.

2. In life, what other problems require statistics?

4. Sample teaching content of the second grade primary school mathematics lesson plan:

Beijing Normal University Edition Primary School Second grade mathematics volume one.

Analysis of class situation and student characteristics: There are twenty-one students in this class, most of whom are from immigrant families. After two years of study, students in this class study more seriously, like to learn mathematics, are willing to explore, and are willing to cooperate.

Teaching objectives:

1. Through observation activities, experience that the shapes seen by observing objects from different positions may be different, and up to three sides of the object can be seen.

2. Know the front, right and top sides of objects, and be able to identify the shape of simple objects observed from the front, right side and top.

Teaching focus:

Let students experience the observation process and experience observing objects from different positions. The shapes they see may be different, and they can see up to three sides of the object.

Teaching difficulties:

Be able to correctly identify the shape of the observed object.

Teaching preparation:

Cuboid paper box, courseware, etc.

Teaching process:

1. Create situations and stimulate interest.

Students, the teacher brought a very beautiful gift box today. Do you want to see it? (Show the topic: Take a look (1)) In order to help everyone observe better, the teacher will give you some requirements:

1. Maintain the observation posture, do not look left or right, and change your posture at will. Observe the position.

2. After observing, you should make it clear which number of faces you saw and what shape each of these faces is.

I believe that everyone can observe carefully, think positively, and successfully complete the observation task as required. Do you have the confidence? (Show the cuboid with serial number)

2. Participate in activities and explore new knowledge.

(1) Experience the shapes seen in different locations.

1. Take the questions raised by the teacher and observe them carefully.

2. Through discussions and exchanges, name student representatives from different positions to speak, and talk about how many faces you have seen? What shape is it?

3. Teacher: For the same cuboid, why do some students see square faces while others see rectangular faces?

4. Students discuss, communicate and report.

5. Guide students to draw conclusions: Depending on the location of the observation, the shapes seen may be different. (Courseware Demonstration)

(2) Experience that the number of faces seen in different positions is different, and up to three faces can be seen in the same position.

1. Teacher: I just heard that some students only saw one side, while some students saw two sides, and some students saw three sides. Please wave your hands if you see one face, nod if you see two faces, and clap your hands if you see three faces.

Question: Why are the numbers of faces seen different? (When observing at different positions, the number of faces seen is different)

2. Did any of the students see more faces? So, how many faces can only be seen at the same location?

3. The students once again maintain the same observation posture and position, observe further, and discuss and exchange the questions raised by the teacher

4. Guide the students to draw conclusions: at the same position When observing an object, you can see up to three sides. (Courseware Demonstration)

5. The students performed really well. They not only observed carefully and were good at using their brains, but they also spoke out their thoughts boldly. That’s great! Now, the teacher is leading everyone to play a clapping game. Do you want to do it? (The teacher leads the students to play a clapping game and review the six directions of up, down, left, right, front and back.)

(3) Know the names of each side.

1. Teacher: The gift boxes brought by the teacher are marked with numerical serial numbers. It is very convenient for students to talk about it, but in life it is impossible to put such serial numbers on the surface of every object. How can we correctly name each facet? In fact, people are already used to giving names to each side of an object. Let’s quickly search on page 26 of the book to see what each side is called.

2. Who can put their names on each side of the teacher’s gift box? (Show another rectangular box and name label)

3. Teacher: Generally, we call the upward side of an object "top", but what about the downward side? The side facing the observer is called the "front", but what about the side behind it? The side on the right side relative to the observer is called the "right side", but what about the side on the left?

4. Show different cuboids and change their positions, and let students point out the names of each side, so that students can deepen their understanding of the names of each side and know that the names of these sides are not fixed.

3. Connect with life and practice application.

Game 1: Guess. Show 26 pages of situation diagrams. First, tell where everyone stands on the podium, and then guess which sides of the podium they will see? Finally, one move after another. (Courseware Demonstration)

Game 2: Practice. Show the 4 questions of "Practice" on page 27. Grandpa Wisdom bought a birthday gift for a friend today. Naughty, Xiaoxiao and Smart Dog also joined in the fun. Which side of the gift box did they see? Let’s talk about it first, in Lianlian. (Courseware Demonstration)

Game 3: Mark one mark. Question 1 of the "Practice" on page 27 was shown. The students also learned the names of each side of the object and saw who could mark "front", "top" and "right" accurately and quickly. (Courseware Demonstration)

Game 4: Touch. Take out the rectangular paper box you prepared, touch each side of it, and tell your deskmate the name and shape of each side.

IV. Summary of the whole lesson

What did you gain from studying this lesson?

5. Example of mathematics teaching plan for the second grade of primary school Teaching content: Example 4 and Example 5 on page 4 and "Do it" and Exercise 1 questions 3-5 on page 4.

Teaching objectives:

Knowledge and skills

(1) Initial understanding of the unit "meter" and help students initially establish the concept of the length of 1 meter.

(2) Based on the actual length of 1 centimeter and 1 meter, understand that 1 meter = 100 centimeters.

(3) Learn to measure longer objects using 1 meter length unit.

Process and method

Through various learning activities such as observation and inquiry, students are helped to form the correct representation of meters and experience the rate of progress between units of length.

Emotional attitudes and values ??

By exploring the inner connection between knowledge, we can perceive the truth that mathematics comes from life and can be used in life.

Teaching key points and difficulties:

Focus: Make students learn to use a meter ruler to measure the length of objects.

Difficulty: Experience the actual length of 1 meter and form an impression.

Teaching methods:

Teaching methods: discussion, demonstration.

Study method: independent inquiry and group discussion.

Teaching preparation:

Scale, meter ruler, tape measure, rope, CAI courseware.

Teaching steps:

1. Introduction to review

(1) Questions:

① What length can be used to measure relatively short objects? Unit measurement?

②Which of your fingers is 1 cm wide?

(2) Introducing a new lesson

Ask two students to use a centimeter scale to measure the length of the blackboard and talk about their feelings.

(Very troublesome and tiring)

Yes! We usually use "meter" as the unit to measure longer objects or distances. Today we will learn about "meter".

(Write on the blackboard: Understand how to measure rice)

2. Explore new knowledge

(1) Understand "rice".

Guess how long 1 meter is and use your hands to draw it; show a meter ruler to initially perceive the length of 1 meter; see which objects around us are approximately 1 meter in length.

(2) Understand the relationship between centimeters and meters.

Courseware demonstrates how many 1 centimeters are in 1 meter

(3) Use meters to measure

Use a meter ruler to measure the length of the blackboard and the length and width of the classroom Student’s height, etc.

3. Accumulation and application, expansion and extension

(1) Judgment (mark √ for correct and × for wrong)

① The pencil is 15 meters long. ()

②The desk is 70 meters high. ()

③A tree is 16 cm high. ()

(2) Complete questions 3-5 of Exercise 1.

IV. Summary

What did you learn in this lesson? What are the gains?

5. Mathematics lesson plan for the second grade of primary school

Teaching content:

Enable students to further master the written arithmetic principles of addition and subtraction, become more proficient in calculations of addition and subtraction, and improve their calculation ability.

Teaching process:

1. Revealing the topic

We have learned addition and subtraction within ten thousand, and this lesson will practice the calculation of addition and subtraction.

2. Calculation exercises

1. Oral calculations

(1) Use the small blackboard to show question 9 of Exercise 14. First, name the students who have calculated the sums verbally, and then name the students who have calculated the sums verbally.

(2) Summary: When calculating addition and subtraction verbally, generally start from the high digit, and use the numbers in the same digit to add and subtract. If any digit adds up to ten, add to the previous digit. 1. If any digit is not reduced enough, reduce the previous digit by 1 and the original digit and then subtract again.

2. Written calculation

(1) Do the first question of Question 10 of Exercise 14, name one person to perform on the board, and do the rest in the textbook.

(2) Question: How is addition calculated in vertical form? How to calculate subtraction in vertical form? What do the calculations of addition and subtraction have in common? What's different?

(3) Do the remaining two questions of Question 10 of Exercise 14

(4) Do Question 11 of Exercise 14. After finishing, ask questions: Use whole thousands to subtract, and how many to subtract from the ones after abdication? What about the tens or hundreds? So, the numbers in the ones, tens, and hundreds digits of the subtraction pen difference are regular? Why do the differences and subtrahends add up to 10 in the ones place, and add up to 9 in the tens and hundreds places?

(5) Who can tell me about this rule and what is the result of subtracting the following numbers from 1000? Can anyone tell me how much to subtract from the tens and hundreds places?

(6) Students do No. 13 in their exercise books.

3. Application question exercises

Do questions 14 and 15 of Exercise 14.

IV. Classwork:

Exercise 14, Question 12.