Possibility teaching plan

As a teaching worker, you may need to write teaching plans. With the help of lesson plans, teaching methods can be properly selected and used to arouse students' learning enthusiasm. How to focus on lesson plans? The following are five possible lesson plans that I have collected for reference only. Welcome to reading.

Possibility lesson plan 1 1. Introduction to the dialogue:

Show me playing cards and a sieve: Students, do you know what game the teacher wants to play? Want to play together? We are going to play math.

Second, carry out activities:

1, activity 1, card-touching game.

(1) Say and guess: (Computer shows) Teacher, here are two playing cards of four different colors, mixed together and neatly folded. Touch one at a time and touch it 40 times. Guess how many times each deck may be touched? Please write down your estimate.

(2) Will it be the same as you guessed? We just need to try it ourselves to find out.

(3) The teacher announced the rules of the activity, demonstrated the card touching once with multimedia, and explained the sequence and requirements of the activity: touching the card-drawing the word "positive"-putting it back-shuffling ... After touching the card for 40 times, paint the color in the box at the bottom of the record table, and indicate the result of the card touching with a straight bar.

(4) Students work together at the same table, one person touches the cards, the other person writes them in a notebook, and then uses a bar chart to show the results.

(5) Students report the results of card-touching. See if it is similar to your estimate, and exchange your findings and experiences in the group. Ask the students who have guessed very closely to explain why they guess so. )

(6) The whole class exchanged experiences in the card-touching game.

(7) Dialogue: If you put in four more hearts and touch them 40 times at will, what might be the result? Guess first, then cooperate with the experiment. Work together at the same table, exchange with the division of labor just now, one person touches the cards, and the other person writes them in a notebook to make bar charts.

(8) The whole class communicates their findings and analyzes the reasons for the different results.

(9) In the cooperative activities at the same table, randomly select playing cards with different numbers and colors, estimate how to touch them 40 times as just now, and then carry out experiments. And record it in your notebook in your fastest way.

(10) Talk: If you are most likely to touch the spade card, what are you going to do? Choose the pattern and quantity of playing cards according to the teacher's requirements.

2. Activity 2: Chess game.

(1) Transition: The teacher thinks he is good at playing cards. However, once he played chess with others and lost a lot. What happened?

(2) The computer explained while demonstrating: On that day, we played chess like this, using a small cube with five sides painted red and 1 side painted black. One person plays black and one person plays red, all starting from "0". Who plays chess is decided by throwing the cube down. The two men took turns throwing diamonds. No matter who throws it, as long as it is red, the red chess will go one square; Black moves up, black moves two squares. Whoever gets to the last box first wins.

(3) Can you play with your deskmate like a teacher?

(4) Make a small cube first, and cut off the chess paper attached to the textbook. Work together at the same table and choose a color to carry out activities at will. After a game, you can exchange pieces and play a few more games. What color is used to record the number of games you won in the notebook?

(5) Communicate their winning situation in the group, and the team leader counts the winning sets of red and black chess in the group.

(6) Communicate game results in class. Group report, teacher record, total.

(7) Can you guess what color chess piece the teacher took that day? (biology)

The teacher is puzzled: I think the black one can go two squares, so I chose black. But why is it different from what I imagined? (Students discuss and communicate)

(8) If you want to make the two colors of chess win almost the same number of times, how should you change it?

Third, expand thinking:

Can you find some activities that take advantage of this possibility in your daily life?

If you are the manager of a shopping mall, please plan an attractive and reasonable "lucky draw" activity.

Blackboard design:

Touch cards and play chess

Order: Touch the card-draw the word "positive"-put it back-shuffle the cards. ...

Red: Go one square.

Black: Go two squares.

Possibility lesson plan 2 topic:

Observation object, statistics and possibility, digital coding

Review objectives:

1, can observe objects from different angles and draw a plan to cultivate students' spatial concept.

2. If you know a simple possibility event, you will find the possibility of this simple event and express it with a score. Can combine specific examples to experience the fairness of the game, will find the median of a set of data, and improve students' statistical awareness and ability.

3. Through some examples in daily life, let students understand the application of digital coding in solving practical problems, learn to code with numbers, and initially cultivate students' abstract generalization ability.

Review points:

Observe multiple geometric figures from different directions.

Teaching preparation:

Small cube 10.

Teaching process:

First, introduce conversation.

In today's lesson, let's review the knowledge about observation objects, statistics and possibility, and number coding. [blackboard writing topic]

Second, organize review.

1, review the observed object

① How many faces can you see when observing a cuboid?

② Show the general review question 8.

Let the students review the questions first, understand the meaning of the questions, then draw a picture on the draft book, and finally show the students' works and revise them collectively.

Please find the shape seen from the top, front and side.

Answer by roll call.

④P 124 problem 1 1.

Put a pendulum between the deskmates, and then show the students' different postures in class.

2. View statistics and possibilities

①P 122 question 9.

Xiaohong and Xiaogang are playing a coin toss game. Who can tell us their rules of the game?

Are the rules of the game fair? Tell me what you think.

There are four possible outcomes after throwing two coins (as shown in the table). The probability that Xiaohong and Xiaogang win is 2/4( 1/2), so the game is fair.

The result of the first coin and the second coin

1 Zheng Zheng Xiaohong wins.

Two heads against Xiao Gang won.

Anyway, Xiaohong wins.

4 Anti-small and just victory

②P 125 problem 12

After four-person group discussion, the whole class communicates.

Three students may have the following eight situations (as shown in the table), and the probability of all students winning is 2/8( 1/4), so the game is fair.

The grades of the first classmate, the second classmate and the third classmate

1 palm palm tablet

The third student won.

Third, the second student wins.

The first student on the back of the hand wins.

The back of hand is flat.

The first student in the palm wins.

7. Back of hand, palm, the second student wins.

8. Back of hand, back of hand, palm of hand, the third student wins.

③ Tell the median of the following set of data.

Q: What should we pay attention to when seeking the median?

If there are even numbers of data, how to find the median?

3. Check the number code.

What is the postal code of our school?

How many digits does the postal code * * * consist of? What do you mean by the first two? What do the first three, the first four and the last two mean respectively?

Introduce your ID number and tell what each number stands for.

The teacher emphasized that the penultimate digit of the ID card is used to indicate gender, the singular number indicates male, and the even number indicates female.

Third, review and summary

What did you review in this class today? What did you get? Are there any questions you don't understand?

Teaching reflection:

In the first few parts of the review, I arranged for top students to attend the review class, but I dare not let go of this part again. The main reason is that some possible exercises are controversial among teachers, not to mention students. Sure enough, when teaching coin toss on page 122 today, the students had a huge disagreement about whether there were three or four possible outcomes. 125 pages of the textbook "Palm and Back of Hand" made them unable to start. When teaching this topic, I will focus on guiding students to write all possible situations, without repetition or omission. I want to thank Zhou Xin in particular. Her answer was clear and inspired the whole class.

Teaching errors:

When assigning homework on Friday, I didn't expect students to prepare 65,438+00 cubes, so today I have to ask students to come on stage and put together the teaching AIDS. Because the whole class has changed from "engineer" to "audience", children are not ecstatic when they find their creations in class. I will make up for this mistake in time in tomorrow's math class.

Possibility teaching plan Part III Teaching objectives:

1. Let students have a preliminary experience through guessing, game activities and life experiences. Some events are certain and some are uncertain.

2. Be able to make a reasonable judgment on the possibility (affirmation), possibility and impossibility of some events in combination with existing experience, and simply explain the reasons.

3. Cultivate students' expressive ability and logical reasoning ability.

4. Cultivate students' interest in learning mathematics and good cooperative learning attitude.

Teaching focus:

Can make a correct judgment on the possibility of some events.

Teaching preparation:

1, school tools: 1 box of colored pencils, study answer sheets, etc.

2. Teaching aids: courseware, paper boxes (3 pieces) and table tennis (white and yellow 12 each).

Teaching time:

1 class hour

Teaching process:

First, the game stimulates and introduces the theme.

Teacher: Students, do you like playing games? Have you ever played the guessing game of "scissors, stone and paper"?

1. Let the students try at the same table first, and then invite two students to play a guessing game in front of the stage. Guess before you play: who will win? Who do you support by a show of hands?

2, guess boxing 2-4 times, and different results appear. Q: Are you right?

Teacher's summary: In the guessing game just now, either you won or the other side won. This is a possibility. (Camera blackboard title: Possibility)

【 Design Intention 】 To stimulate students' interest in learning through familiar guessing game activities.

Second, contact with ball games and explore new knowledge.

Teacher: (showing the box 1, the teacher shakes it) Listen and guess what the teacher brought you. Let the students guess, and then start to touch the ball.

1, the initial perception of deterministic events. Understand "must" and "impossible"

(1). Show me a box with eight white balls. Everyone can only touch it once. Can you guess the result of your touch? Express in one sentence. (Students guess, writing on the blackboard: definitely)

Show me a box with eight yellow balls. Everyone can only touch it once. Can you guess the result of your touch? Is it possible for us to get a white ball from this box? (blackboard writing: impossible)

Why are you so sure? (Blackboard: OK)

2. Initial perception of uncertain events. Know the "possibility"

Show a box with four yellow balls and four white balls. Everyone can only touch it once. Guess the result of your touching in one sentence. (blackboard writing: possible)

When the outcome of a thing is uncertain, we use "possibility" to describe it. (blackboard writing: uncertain)

[Design Intention] Students feel the possibility of an event through touch games, guessing, touching and speaking, and make reasonable judgments with certain, impossible and possible words.

Third, contact life and consolidate new knowledge (teaching example 2)

Teacher: It turns out that mathematics is around us, and there are "possibilities" everywhere in life. Then, can we use "certainty", "possibility" and "impossibility" to accurately judge and explain the reasons for the following phenomena closely related to our lives?

1. Observe Example 2 on page 105, and make the judgment in the book after thinking.

2. Communicate your ideas with the students in the group.

3. Report and summarize.

Key Tips: Figure 1 The teacher helps students understand that "the earth is turning every day" is certain; Figure 5 shows some pictures to make students understand that it is possible for people to hold chopsticks with their left hand when eating. Figure 6 shows that it is certain for students to understand that "people are born every day in the world" with the help of survey data.

【 Design Intention 】 Through teaching example 2, let students experience the possibility phenomenon in life and feel that mathematics and daily life are interrelated.

Fourth, consolidate practice and strengthen new knowledge.

1. Complete Exercise 24, Question 1.

(1), indicating how students judge the possibility of an event.

(2), key tips: Figure 1 Wang's flowers stink like feces, and then flowers such as osmanthus and orchids in Myanmar are fragrant flowers, so the "flower fragrance" is uncertain. Figure 2 Teachers can play the video "The Movement of the Moon" to help students understand the inevitability of the event "The Moon goes around the Earth".

2. Complete Question 2 of Exercise 24. (Apply one coat as required)

(1), ask students to understand the meaning of the question before drawing. Students do it independently.

(2) Students report and teachers summarize. Important: All five small squares in Figure 1 can be painted red; As long as the five circles in Figure 2 are not painted blue, other colors and colorful colors can be used; The five cones in Figure 3 are at least 1 or more yellow.

3. Complete Question 3 of Exercise 24. Use the words "possible", "certain" and "impossible" in the following sentences according to your own life experience. )

【 Design Intention 】 Through painting, thinking and speaking, students' expressive ability is cultivated, and the knowledge of possibility is consolidated and strengthened.

Verb (abbreviation of verb) course summary

What did you learn in this class? (Name, Teacher's Summary)

Blackboard design:

Article 4 of the Possibility Curriculum Plan Learning Objectives:

1. Through review, students can further understand the meaning of the possibility of an event, know how big or small the possibility is, and express the possibility of some simple events with scores.

2. Further understand the close relationship between possibility and real life, and feel that many phenomena in life are random;

3. Cultivate the ability of simple reasoning and enhance the interest in learning mathematics.

Teaching focus:

Use scores to indicate the size of possibility, and understand the practical significance of scores to indicate possibility.

Teaching difficulties:

Flexible use of knowledge about possibilities to explain and design game activities.

Teaching aid preparation:

multimedia courseware

Learning method:

Hands-on operation, experiment, observation and thinking

Teaching process:

First of all, review the meaning of possibility and the size of possibility.

1. displays the following four graphs: (projection display)

2. Ask a question: the red ball must be found in the pocket (); Must be a green ball in () pocket; It may be a red ball in () pocket, or it may be a green ball.

Follow-up: From which two pockets is the result of touching the ball certain, and from which two pockets is the result of touching the ball uncertain? (uncertain)

Conclusion: Yes, the occurrence of some things in life is certain, and the occurrence of some things is uncertain. These are the possibilities of events.

Secret: Let's review the possibilities together today. (blackboard writing: possibility)

3. Ask a question: Which pocket is more likely to touch the ball in Figure 3 or Figure 4?

Question: Can you use scores to indicate the possibility of touching the red ball from pockets ③ and ④?

The possibility of touching the red ball from pocket ③ is (), the possibility of touching the green ball from pocket ③ is (), the possibility of touching the red ball from pocket ④ is (), and the possibility of touching the green ball from pocket ④ is ().

Second, guide the practice.

1. Do 1 question. (Projection demonstration)

It is pointed out that there are four disks here, and the pointer can be rotated at will, and the area where the pointer stays has the following situations. Can you relate them?

Let the students contact each other first, and then name the thinking process. (Multimedia presentation)

2. Do the second question. Put five balls numbered 1, 2, 3, 4 and 5 in a box.

(1) Feel free to touch 1 ball. Are the following situations "impossible", "certain" or "possible"?

① The number on the ball is odd; ② The number on the ball is less than 6;

③ The number on the ball is greater than 5; ④ The number on the ball is not 5;

Let the students judge for themselves first, and then name the thinking process.

(2) Feel free to touch 1 ball. Is it more likely that the number on the ball is odd or even?

Discuss at the same table and say why.

Follow-up: Can scores be used to indicate the possibility of touching odd numbers and even numbers respectively?

3. There are six cards with labels of 1, "2", "3", "4", "5" and "6".

(1) What is the probability of finding the number "1" by touching 1 at will?

(2) Random touch 1, what is the probability of finding that the number is even?

(3) What is the probability of finding a prime number by touching 1 at will?

(4) According to this operation, what can you do if the possibility of finding an even number is 7/ 10?

Third, material analysis.

On the eve of the China Chess Finals, the school announced the relevant information of the two players who participated in the finals.

Li Jun Zhang Ning

The record of engagement between the two sides is 5 wins, 6 losses, 6 wins and 5 losses.

The practice score of the school chess team is 15 wins and 3 losses 1 1 wins and 5 losses.

(1) Who do you think is more likely to win the chess final? Tell me why.

(2) If the school wants to recommend a chess player to participate in the competition in the district, who do you think is more suitable? Briefly explain why.

Fourth, the class summarizes.

5. Design the sales plan.

Jelly in the supermarket has many flavors: strawberry, lemon and apple. The sales department has received an order from Children's Paradise, asking for several strawberry, apple and lemon-flavored jellies in the packaging bag. The possibility of touching lemon-flavored jellies from the packaging bag is.

The fifth chapter of the possibility of teaching plan [teaching content]

94 and 95 pages of the textbook, 96 pages of exercises 1 and 2.

[Teaching objectives]

1, so that students can understand and master the basic thinking method of expressing possibility with scores, and express the possibility of simple events with scores, thus further deepening their understanding of possibility.

2. In the process of learning to express the possibility with fractions, students can further understand the internal relationship between mathematical knowledge and feel the rigor of mathematical thinking and interest in mathematical learning.

3. Make students willing to exchange ideas with others in the learning process and gain some successful experiences.

[Teaching Focus]

Fractions are used to represent the probability of a simple event.

[Teaching difficulties]

Understand and master the basic thinking method of expressing possibility with scores.

[Teaching process]

First of all, talk about

Do you know what our national sport is? Do you know any famous table tennis players? The photos of famous table tennis players are displayed on the computer. It is amazing that these athletes have won many honors for their motherland through their own efforts. We should learn from them.

Everyone likes table tennis very much. The teacher wants to test whether everyone knows the rules of table tennis. Guess whether the referee puts the table tennis in his left hand or right hand, and the right hand serves first; Best of five games; Score system per ball; 165438+ 0 point per game)

[Teaching assumption: Table tennis is the national sport of our country. Talking about related topics with students can often stimulate students' interest, and students are willing to communicate. Such a good communication atmosphere can certainly be extended to the later teaching activities. Put some related pictures while chatting. Students will have a sense of pride while communicating and appreciating, and they will also have ideological education. ]

Second, the new curriculum teaching

1, teaching example 1.

Talk: Just now, we talked about that in table tennis, we decide who will serve first by guessing whether the referee will put the table tennis in his left hand or his right hand. (Show the scene map. )

Do you think it is fair to decide who will serve first by guessing left and right? (Fairness) Have you ever wondered why this is fair to both athletes? Can you share your thoughts with your deskmate first?

Communicate with the whole class to form a * * * knowledge: the referee has 1 ping pong ball in his hand, so that no one knows which hand the ball belongs to, and give the contestants a guess. Because table tennis may be in the referee's left hand or in the referee's right hand, it may be right or wrong. In other words, the possibility of guessing right or wrong is the same and equal.

Teachers will also be referees. Ask two students to guess and verify the results we just discussed.

[Teaching assumption: First, let students have their own understanding through discussion, and then let students understand more intuitively through practical demonstration. In this case, the possibility of guessing right or wrong is the same and equal, so it is fair. ]