Primary and secondary school teachers:

Ding Yadong

Teaching content: 28-29 teaching content.

Teaching analysis:

This lesson is the teaching content of Unit 3 of Class 4, Grade 1, Senior High School. It is difficult for students to compare these figures in the abstract. Therefore, the textbook first stimulates students' interest in learning through the vivid pictures of monkeys and bears comparing red fruits, so that students can compare the size of two numbers in specific situations, and in practice, students can explore and compare abstract numbers with their own experience.

Teaching objectives:

1, and further understand the meaning of numbers and the order within 100, and compare the sizes of numbers within 100.

2. Further accumulate experience in comparing numbers and cultivate a sense of numbers.

3. Get positive emotional experience through students' participation in mathematics activities, and realize the fun of learning mathematics.

Teaching focus:

Learn to compare numbers within 100.

Teaching difficulties:

Master the method of comparing numbers.

Teaching methods:

Create situations, explore independently, and cooperate and communicate.

Teaching preparation:

Teaching courseware, teaching wall chart.

Teaching process:

First, the scene introduction (take a look)

Teacher: Students, bears and monkeys think our classmates are smart and often help them solve problems.

Look at this picture. What math problems do you want to know? (Courseware shows the theme map)

Health: How many red fruits does the bear have? How much red fruit does this monkey have? Who has more?

Teacher: How to compare who has more red fruits? What can you do?

Please discuss in groups and choose the best way to communicate with your classmates.

Second, explore new knowledge:

1. Students communicate in groups (thinking and comparing)

2. Students' classroom communication (speaking)

3. There may be some methods.

1 reciprocal comparison.

2 physical model comparison.

3 compare with the middle number.

4 counter comparison

5 Comparison of digital composition

4. Teacher: Students, you are really amazing. You have found so many good methods. Who can sum up, which method can we use more simply? Can you tell me why?

5, teachers and students * * * with summary:

According to the sequence of numbers, compare the physical model, the middle number, the counter and the composition of the numbers.

Third, consolidate the exercises:

1. Four ways to invite students to study. Do you have any new knowledge to share with your classmates in the exercise?

Practice the textbook p29.

2. Question 1

Ask the students to write two numbers to compare with the counter, and then compare them.

3. Question 2

The answer is not unique. Let the students think independently first, and then talk about their own views. Students with learning difficulties can think backwards.

4. Question 3

You can compare the sizes by playing games, but let the students speak their minds.

5. Question 4

Ask the students to express the numbers in different familiar ways.

6. Question 5

This topic is a form of practical activities, aiming at cultivating students' practical ability.

Third, the class summary

1. Compare sizes by counting to see the composition of numbers and the order of eucalyptus numbers. What are your gains and feelings? What have you learned?

Five, the blackboard design

Who has more red fruits?

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