Teachers should guide students to collect and process information, observe, compare and associate, improve students' ability to solve daily life problems and cooperative learning, and cultivate students' innovative consciousness. The following are the math teaching plans for the third grade of primary school that I compiled, hoping to provide you with reference and reference.

Mathematics teaching plan for the third grade of primary school: Fan Wenyi: quantitative relationship

Teaching purpose:

1. Further strengthen the training of students' computing ability;

2. Improve students' ability to solve practical problems through practical problems, and at the same time strengthen the awareness of quantitative relations;

3. Let the students know and master the law that a number is multiplied by 1 1.

Teaching process:

First, oral calculation.

14× 10 20×2 1 40× 12 80×30

Show it on the little blackboard.

Second, the written calculation

The small blackboard shows:

34×54 67× 19 40×87

Collective feedback.

Third, review the sixth question.

Thinking: How to calculate the total kilograms?

When giving collective feedback, ask: If you want to sum up these three questions in one sentence, how would you calculate and what would you say?

Fourth, review the seventh question.

Then give directions and answer.

1. Use 35×90 to get the price of the computer.

2. How much is the computer more expensive than the calculator?

3. What are the prices of computers and calculators? Wait a minute.

Verb (the abbreviation of verb) completes the review of question 8.

Collective answer.

6. Study the law of multiplying a number by 1 1.

Show:

24× 1 1 35× 1 1 57× 1 1

After doing this, ask the students to think about the law of multiplying a number by 1 1.

Finally, through vertical guidance, it is concluded that a number can be multiplied by 1 1, as long as both sides of this number are added in the middle, and attention should be paid to carry.

Then fill in the blanks in the form of a competition.

Seven, make up lessons.

Math teaching plan for the third grade of primary school: Fan Wener: time unit

I. Teaching content

Teaching material of People's Education Society 8 1-83 pages.

Second, the teaching purpose

1, so that students can understand the basic knowledge about the time unit "year, month and day". Knowing the knowledge of big moon, small moon, normal year and leap year can preliminarily judge whether a year is a normal year or a leap year.

2. Guide students to collect and process information, observe and compare, make associations, improve students' ability to solve daily life problems and cooperative learning, and cultivate students' innovative consciousness.

3. Let students feel the close connection between mathematics knowledge and daily life, and cultivate students' good quality of cherishing time.

Third, teaching focuses on difficulties.

The distinction and calculation of leap year and peace year, and the memory of big and small months

Fourth, teaching preparation.

1. The teacher prepares teaching assistant courseware and several statistics of the number of days in a certain year.

2. Students collect calendars and school boxes of different years before class.

Teaching process of verbs (abbreviation of verb)

(1) Introduction to riddles

Students, the teacher has a riddle here, please guess (the teacher shows the courseware: give birth to a baby, wear more than 300 clothes, take off one every day until the end of the year). Student guess: Calendar. What's the use of naming calendars?

Teacher: Calendars bring us a lot of convenience. Today we will study it. (revealing the topic)

(2) Explore new knowledge

Understanding of 1, Big Moon and Small Moon

(1) teacher: (showing the calendar of 2004) what information can students get from this calendar? Name your favorite day (students answer) Before class, the students also collected some calendars of different years. Please fill in the date of each month with the calendar in your hand. (Students fill in the form)

(2) Ask three students to show it and say the number of days in each month. Teacher: What kind of information can you see about the number of days in a month from your table? (Students answer, the teacher writes on the blackboard: 3 1 day, 30 days, 28 days, 29 days)

(3) Teacher: (Showing the courseware) I also collected the days of every month in the past ten years. Please look at the teacher's statistics. What did you find? (Group discussion, write down the discussion on paper)

(4) the group representative speaks.

(5) (Teachers guide students to summarize) Show concept courseware: the concept of big and small months (3 1 day in a month is called big month, and 30 days in a month is called abortion).

(6) Group activities: Tell me about your birthday, and whether your parents' birthdays are big or small.

2. Understanding leap year and peace year

(1) Teacher: Students, why are there no February in big and small months? Please observe, what's the date of teacher's1995-February 2004 in the last ten years? (28 days, 29 days) Can you find any patterns?

(2) Guess: 1994, 1993, 2005, how many days are there in February 2006?

(Courseware shows a perpetual calendar for calibration)

(3) The teacher shows the concept courseware of leap year and peace year, revealing what is a flat year and a leap year.

Teacher: which month is the main day to judge whether a year is a normal year or a leap year? (February)

(4) Query: Just now, we know the number of days in February. There are 28 days in three of the four years, and 29 days in 1 year. What is this? Teacher: Students can name a few years at will. Please tell the teacher whether this year is a normal year or a leap year, and what day is February.

(5) Teacher: Do students want to know how the teacher judges? Explain the method of seeking leap year (the teacher shows the courseware).

Feedback exercise: Give the years of 1949, 1997, 1999 and 2008. Ask the students to decide in groups whether it is a flat year or a leap year, and tell them what happened in these years. (Students' Moral Education)

(6) Teacher: Students will judge a flat leap year, but how do you know a leap year and a peaceful year? (The teacher shows the courseware to explain the origin of the flat leap year)

(7) Teacher: We know the origin of leap year and peace year, so what is your usual leap year? (4 years) Why is there a leap in four years instead of a hundred years and a leap in four hundred years? What about the statement? (Show courseware description)

3. Memory method of large and small months

(1) Teacher: How do you recite the big moon and the small moon? Please hold out your left hand and clench your fist. The teacher shows the courseware: the first memory method.

(2) Shorthand nursery rhymes

"135780 wax, 3 1 day is always like this, 469 130 days, leap year 2 is 29, and the normal year is February 28? Quot (The teacher explained the word "pull", please read it together. )

(3) Formation and application

Students, just now we learned the knowledge of big month, small month, leap year and normal year. Now the teacher will test whether you understand. Shall we play a little game?

1, dragging the fruit (judging the size of the month)

Show with courseware, please complete.

2. Be a little detective (a criminal tried to pass the customs with the border card of1February 29, 979 after plastic surgery, but he was caught by the police at a glance. Why? )

3. Judge the leap year in a normal year, and ask the students to enter the number of days in February in different years in front of the computer.

4. (Group discussion completed) Xiaoxing's story (Xiaoxing lived in grandma's house for 62 consecutive days, which two months did it happen? What if it is 6 1 day? What about 60 days? What about 59 days? )

(4) Practical operation

The teacher gave the calendar of 2005 1 month, and asked the students to make a calendar of February 2005 with the school tools, so that the whole class could communicate.

(E) emotional incentives, summary and evaluation

Students, through your participation, what do you think of children's learning? Which student is the best? How many stars will you give him? Would you please comment?

(6) Blackboard design (omitted)

Fan Wensan: The characteristics of decimals.

Teaching content: teaching materials P2-P3

Teaching objectives:

1. Combine the specific situation of "buying stationery" to understand the meaning and characteristics of decimals.

2. Be able to recognize and read simple decimals.

3. Experience the connection between mathematics and real life, and feel that mathematics is around.

Teaching emphasis: be able to recognize, read and write simple decimals.

Teaching preparation:

Teaching aid: wall chart, "attached page 1" map 1.

Teaching process:

First, situational introduction.

Xiaoxiao is going to the stationery store to buy stationery, but the price tag of the stationery store is the first time Xiaoxiao saw it. She can't understand it and wants to ask her classmates for help.

Second, play middle school.

1. Create situations, activate previous life experiences, feel and understand the meaning of decimals, and appreciate the characteristics of decimals.

(1) Show the stationery price tag. Students carefully observe and divide the numbers on the stationery price tag into two categories.

Pencil 0. 50 yuan ruler 1. 06 yuan notebook 3. 50 yuan

School bag 45 yuan watercolor pen 16. 85 yuan has 8 pens. 00 yuan pencil box 12 yuan

(2) Talk to each other at the same table about the unit price of each stationery in the decimal category.

(3) Write down the prices of all kinds of stationery and check with each other at the same table.

2. Observe and compare, be able to recognize and read and write simple decimals.

(1) Guide students to observe these decimals and the numbers they have learned before, compare them and talk about the characteristics of this group of numbers.

(2) Describe the image 3. 50, 1。 06, 16。 85, ... Such numbers are called decimals, so you should know the decimal point.

(3) Briefly introduce the origin of decimals. Know how to read decimals Read at the same table.

(4) Write down the unit price of stationery in decimal form and read it again. (You can write a book or a familiar unit price in your life. )

(5) Small discussion: Is the decimal point important? Xiao Ming estimated that the unit price of this notebook was 3 pounds. 50 yuan is written as 0. 35 yuan, what will happen? Ask the students to discuss and report after the exchange. )

3. Where have you seen decimals in your life?

Ask the students to talk about decimals they have seen in their lives. If some students can't say it, they can leave their homework, let them look for it in their lives, and then communicate with each other before the next class.

4. Give it a try.

Finish the exercises in Try it independently, and give feedback to each other at the same table.

Third, learn by doing.

1. Write and read. Complete the Exercise question 1.

Students understand the meaning of the question by themselves and finish it independently. Pay attention to the small question "How much is a RMB and a nickel in 20 yuan?" .

2. Complete the second question of "Practice".

Fourth, do it.

Math game. Finish the third question of "Practice".

Verb (abbreviation of verb) summary.