National Mathematics No. 12 Teaching Plan
The National Book of Mathematics, the 12th volume of the teaching plan
1. Make the students know the characteristics of the cylinder and the cone, and calculate the cylindrical surface area and the volume of the cylinder and cone.
2. To make the students understand the double-fold line graph, two different fold lines will be used to indicate the changes of the two groups. The data in the double-line chart will be used for simple comparison and analysis.
3. To enable students to understand the meaning and basic nature of the proportion, to solve the proportion, to look at the scale, to understand the meaning of proportional and inverse proportions, to determine whether the two quantities are proportional or inverse proportions, and to use the proportional knowledge to solve the easier application.
4. To enable students to systematically review, consolidate and deepen the understanding of the mathematics knowledge learned in the national stage, better cultivate more reasonable and flexible computing skills, develop thinking and space concepts, and improve the comprehensive use of the mathematics knowledge Solve simple practical problem capabilities.
Second, the unit teaching target cylinder and cone:
1. Make the students understand the cylinders and cones, master their characteristics; recognize the bottom, side and height of the cylinder; recognize the bottom and height of the cone.
2. Make the students understand the calculation method of the side area and surface area of the cylinder and calculate it.
3. To enable students to understand the formula for calculating the volume of the cylinder and cone, the formula will be used to calculate the volumetric volume and answer the simple practical problems.
4. Combine the teaching of cylinder and cone to guide students to observe, operate, guess and estimate.
5. Develop students' initial analysis, synthesis, comparison, abstraction, generalization and simple judgment and reasoning skills.
6. Cultivate students' interest and awareness in observing and understanding the physical features in the surrounding things, so that students feel the close connection between mathematics and real life, and initially learn to use the mathematics knowledge and methods to solve some simple practical problems.
Simple statistics:
1. Make the students understand the statistical chart of the double-fold line, and get a preliminary understanding of its characteristics and functions; it can complete the work of drawing and connecting lines when making the double-line chart.
2. Enable students to perform some simple analysis based on the plotted charts.
3. Infiltrate statistical thinking, so that students can further understand the significance and role of statistics.
proportion:
1. Make students understand the meaning and basic nature of the proportion and resolve the proportion.
2. To enable students to understand the meaning of positive and negative proportions, to correctly judge the amount of positive and negative proportions, and to use proportional knowledge to solve the easier application.
3. Enable students to apply the knowledge of the proportion, find the scale of the plan and calculate the distance and actual distance according to the scale.
4. Through the proportional teaching , students will be further enlightened by the dialectical materialism.
Total review:
1. Make students systematically and firmly grasp the basic knowledge about integers and fractions, fractions and percentages, simple equations, ratios, and proportions. They have the ability to perform integer, decimal, and fractional operations, and use simple algorithms that have been learned. Reasonable and flexible calculations will solve simple equations and develop the habit of checking and checking.
2. To enable students to consolidate the size of some of the units they have obtained, to firmly grasp the rate of progress between the units they are learning, to be able to make a simple change in the number of names, and to make simple estimates or apply.
3. To enable students to firmly grasp the characteristics of the geometric shapes they have learned, to further develop the concept of space, to correctly calculate the perimeter, area and volume of some geometric shapes, and to consolidate the simple drawing and measurement skills learned.
4. Enable students to master the statistical knowledge they have learned, to understand and draw simple statistical charts, to calculate the average problem, and to use the data in the statistical chart and the average obtained to perform simple analysis and comparison.
5, to enable students to firmly grasp some of the common quantitative relationships and answers to the questions, can be more flexible to use the knowledge to solve the set of questions and some simple practical problems in life.
Third, the key points and difficulties of this book
1. Recognize the cylinder and cone, understand the characteristics; learn to calculate the side area and surface area of the cylinder; understand the derivation process of the volume.
2. Train students to understand the complex fold line statistics and analyze the problems according to the data in the chart to enhance students' understanding of statistical thoughts and methods.
3. Understand the concept of proportional and inverse proportions, and use proportional knowledge to cover the problem. Can use different knowledge to solve the problem, strengthen the connection between integers, fractional operations and proportions.
4. The system's collation and review will enable students to consolidate and deepen their knowledge of mathematics, and their ability to calculate and answer questions can be further improved to better meet the predetermined goals of mathematics teaching .
Fourth, the class situation analysis and measures a total of 53 people in the class. Most students can learn from existing knowledge and experience. The level of abstract thinking has developed. The basic knowledge is firmly grasped and has a certain ability to learn mathematics. Most students develop good ideology and learning habits. In the classroom, we can actively participate in the learning process, implement division of labor and cooperation, and do our part. Can recharge, hands-on, brain, and actively collect, exchange, process and process learning information. Be brave in expressing your opinions, listening to and respecting the opinions of others, thinking independently, mastering the Fa, practicing boldly, and being able to self-evaluate, self-test and self-reform. The basic knowledge of individual students is poor. Not interested in mathematics, passive learning, not listening carefully in class, homework can not be completed on time, learning is difficult, especially the analysis of the quantitative relationship of the number of applied questions. There are also some students who are smarter, but they are not diligent in learning and their achievements are not outstanding.
V. Teaching measures
1. Further develop the ability to conduct calculations reasonably and flexibly;
2. Improve students' analytical, comparative and comprehensive skills;
3. Develop abstract, generalized abilities and judgments, reasoning skills, and the ability to migrate analogies;
4. Develop the flexibility and agility of thinking.
5. Develop the ability to comprehensively apply knowledge to solve practical problems.
6. Further develop students' spatial concepts.
7. Strengthen oral calculation exercises, learn to answer simpler integers, fractions, and decimals, and gradually improve the ability of students to calculate four.
8, can master some common quantitative relationships and answering questions, and gradually improve the ability to answer questions.
9. Increase the chances of hands-on operation, so that students can get the correct graphical representation and correctly calculate the perimeter, area and volume of some geometric shapes.
10, can grasp the rate of progress between units, can correctly convert the number of points.
1. Make the students know the characteristics of the cylinder and the cone, and calculate the cylindrical surface area and the volume of the cylinder and cone.
2. To make the students understand the double-fold line graph, two different fold lines will be used to indicate the changes of the two groups. The data in the double-line chart will be used for simple comparison and analysis.
3. To enable students to understand the meaning and basic nature of the proportion, to solve the proportion, to look at the scale, to understand the meaning of proportional and inverse proportions, to determine whether the two quantities are proportional or inverse proportions, and to use the proportional knowledge to solve the easier application.
4. To enable students to systematically review, consolidate and deepen the understanding of the mathematics knowledge learned in the national stage, better cultivate more reasonable and flexible computing skills, develop thinking and space concepts, and improve the comprehensive use of the mathematics knowledge Solve simple practical problem capabilities.
Second, the unit teaching target cylinder and cone:
1. Make the students understand the cylinders and cones, master their characteristics; recognize the bottom, side and height of the cylinder; recognize the bottom and height of the cone.
2. Make the students understand the calculation method of the side area and surface area of the cylinder and calculate it.
3. To enable students to understand the formula for calculating the volume of the cylinder and cone, the formula will be used to calculate the volumetric volume and answer the simple practical problems.
4. Combine the teaching of cylinder and cone to guide students to observe, operate, guess and estimate.
5. Develop students' initial analysis, synthesis, comparison, abstraction, generalization and simple judgment and reasoning skills.
6. Cultivate students' interest and awareness in observing and understanding the physical features in the surrounding things, so that students feel the close connection between mathematics and real life, and initially learn to use the mathematics knowledge and methods to solve some simple practical problems.
Simple statistics:
1. Make the students understand the statistical chart of the double-fold line, and get a preliminary understanding of its characteristics and functions; it can complete the work of drawing and connecting lines when making the double-line chart.
2. Enable students to perform some simple analysis based on the plotted charts.
3. Infiltrate statistical thinking, so that students can further understand the significance and role of statistics.
proportion:
1. Make students understand the meaning and basic nature of the proportion and resolve the proportion.
2. To enable students to understand the meaning of positive and negative proportions, to correctly judge the amount of positive and negative proportions, and to use proportional knowledge to solve the easier application.
3. Enable students to apply the knowledge of the proportion, find the scale of the plan and calculate the distance and actual distance according to the scale.
4. Through the proportional teaching , students will be further enlightened by the dialectical materialism.
Total review:
1. Make students systematically and firmly grasp the basic knowledge about integers and fractions, fractions and percentages, simple equations, ratios, and proportions. They have the ability to perform integer, decimal, and fractional operations, and use simple algorithms that have been learned. Reasonable and flexible calculations will solve simple equations and develop the habit of checking and checking.
2. To enable students to consolidate the size of some of the units they have obtained, to firmly grasp the rate of progress between the units they are learning, to be able to make a simple change in the number of names, and to make simple estimates or apply.
3. To enable students to firmly grasp the characteristics of the geometric shapes they have learned, to further develop the concept of space, to correctly calculate the perimeter, area and volume of some geometric shapes, and to consolidate the simple drawing and measurement skills learned.
4. Enable students to master the statistical knowledge they have learned, to understand and draw simple statistical charts, to calculate the average problem, and to use the data in the statistical chart and the average obtained to perform simple analysis and comparison.
5, to enable students to firmly grasp some of the common quantitative relationships and answers to the questions, can be more flexible to use the knowledge to solve the set of questions and some simple practical problems in life.
Third, the key points and difficulties of this book
1. Recognize the cylinder and cone, understand the characteristics; learn to calculate the side area and surface area of the cylinder; understand the derivation process of the volume.
2. Train students to understand the complex fold line statistics and analyze the problems according to the data in the chart to enhance students' understanding of statistical thoughts and methods.
3. Understand the concept of proportional and inverse proportions, and use proportional knowledge to cover the problem. Can use different knowledge to solve the problem, strengthen the connection between integers, fractional operations and proportions.
4. The system's collation and review will enable students to consolidate and deepen their knowledge of mathematics, and their ability to calculate and answer questions can be further improved to better meet the predetermined goals of mathematics teaching .
Fourth, the class situation analysis and measures a total of 53 people in the class. Most students can learn from existing knowledge and experience. The level of abstract thinking has developed. The basic knowledge is firmly grasped and has a certain ability to learn mathematics. Most students develop good ideology and learning habits. In the classroom, we can actively participate in the learning process, implement division of labor and cooperation, and do our part. Can recharge, hands-on, brain, and actively collect, exchange, process and process learning information. Be brave in expressing your opinions, listening to and respecting the opinions of others, thinking independently, mastering the Fa, practicing boldly, and being able to self-evaluate, self-test and self-reform. The basic knowledge of individual students is poor. Not interested in mathematics, passive learning, not listening carefully in class, homework can not be completed on time, learning is difficult, especially the analysis of the quantitative relationship of the number of applied questions. There are also some students who are smarter, but they are not diligent in learning and their achievements are not outstanding.
V. Teaching measures
1. Further develop the ability to conduct calculations reasonably and flexibly;
2. Improve students' analytical, comparative and comprehensive skills;
3. Develop abstract, generalized abilities and judgments, reasoning skills, and the ability to migrate analogies;
4. Develop the flexibility and agility of thinking.
5. Develop the ability to comprehensively apply knowledge to solve practical problems.
6. Further develop students' spatial concepts.
7. Strengthen oral calculation exercises, learn to answer simpler integers, fractions, and decimals, and gradually improve the ability of students to calculate four.
8, can master some common quantitative relationships and answering questions, and gradually improve the ability to answer questions.
9. Increase the chances of hands-on operation, so that students can get the correct graphical representation and correctly calculate the perimeter, area and volume of some geometric shapes.
10, can grasp the rate of progress between units, can correctly convert the number of points.
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