1. The first volume of primary school mathematics teaching plan
Teaching content: compulsory education curriculum standard people's education edition, mathematics textbook volume I, pages 96-98, teaching objectives? ：
1. By exploring the problem situation, students can come up with various methods to calculate 9 plus several on the basis of their existing experience. Through comparison, students can experience a simple calculation method; Make students understand the method of "ten addition", master the thinking process of adding 9 to several decimal places, and correctly calculate the oral calculation of adding 9 to several decimal places.
2. Cultivate students' abilities of preliminary observation, comparison, abstraction, generalization and hands-on operation, as well as their abilities of preliminary asking and solving problems, so as to expand students' thinking and cultivate innovative consciousness.
3. Cultivate students' awareness of cooperative learning and learning mathematics. Promote each other's improvement of learning psychological level in learning.
Emphasis and Difficulties in Teaching —— Understanding the Thinking Process of "Toning Ten Methods"
Teaching aid preparation: 18 physical projection, slides, sticks.
Preparation of learning tools: each person prepares 18.
Teaching process? ：
First of all, stimulate interest and review basic knowledge.
Students, there is a sports meeting in our school. Do you want to attend? If you want to participate, you have to go through two levels first. Let's break through. (Review the exercises with the sum of 1 and 10 equal to more than ten in the form of breakthrough)
2. Teacher: We have successfully passed the two levels. Let's hurry to the playground, the sports meeting has already started! (Show the scene map of the campus sports meeting)
Second, try independently and explore the algorithm.
1, Creating Information Environment, Teaching Example 1
(1) Teacher: The games on the playground are very lively. Please take a closer look. What activities did the students participate in?
Health: There are shuttlecock kickers, rope jumpers, runners and long jumpers.
(2) Which project do you like best? How many people are there in each project?
Health: I like skipping rope best. There are three people attending. ……
(3) Teacher: The students watched carefully. These athletes have made great efforts to participate in these competitions, so the children of the school service team prepared many delicious drinks for the athletes (showed some pictures of drinks) and sent some away. Please take a closer look. How many boxes have not been sent?
Health: There are still 13 boxes that have not been delivered.
(4) Teacher: How do you know? Talk to your deskmate first.
Students discuss and report.
Students in the group communicate and then report at different levels. Some students use counting method, some students use counting method, and some students use counting method and other calculation methods.
(5) Teacher's summary: The students really used their brains and came up with so many methods. Which of these three methods do you like best?
2. After the students answered, the teacher pointed out: Just now, some students knew how many boxes of drinks were left by counting, and some students got them by calculating. Let's see how these students calculate.
Question: How many boxes are there? (blackboard writing: 9+4)
Teacher: Today we are going to learn how to add 9. (blackboard title: 9 plus a few)
Teacher: How to add a few to 9? Please use sticks to represent 9 boxes of drinks in the box, and put 4 sticks on the right to represent 4 boxes of drinks outside the box.
According to the students' answers, the teacher wrote the following on the blackboard:
Teacher: Who can fully explain how we worked out 9+4 on the blackboard just now?
3. Use the resources on the right side of the textbook to put forward the mathematical problems of addition calculation.
For example, there are 9 shuttlecock kicks and 6 long jumps in the sports meeting. How many shuttlecocks and long jumpers do you need? How should we arrange them?
After calculating the formula, the students posed with their own sticks.
After the students reported, the teacher inspired: What other questions can you ask?
Every time a student asks 1 question, the teacher asks the students to say how many people there are. Let the students talk about their own ideas on the question of adding a few to 9.
Second, practice consolidation and improvement.
1, circle it. ("Do it" question 1)
Look at the picture independently and say the meaning of the picture. Draw a circle by hand, and then look at the numbers written in the picture.
2. Look at the chart. ("Do it" question 2)
Students can fill in the pictures independently. When reviewing, students can express their thoughts.
3. Teacher's question: Can you work out the formula of 9 plus several through this lesson? Please name a few formulas for adding 9 and how to calculate them.
Class Summary: What are we studying today? The students thought of many ways. Among them, the "plus ten method" can make us calculate faster.
2. The first volume of primary school mathematics teaching plan
First, the classification and comparison of teaching materials is an important mathematical thinking method, and it is also the basis for students to learn other mathematical knowledge. This lesson takes "helping mother put clothes" as the situation. Through the dialogue between mother and child, students can learn to compare the thickness by using their own life experience. At the same time, they can compare the length, quantity, size, weight, thickness and height of vases, glass balls and porcelain horses provided in the picture. Through "searching and comparing in the situation diagram", students can find comparable objects by themselves and choose comparison standards for "comparison", which gives students more room to play freely and embodies the new concept and goal of quality education with "people-oriented" and "development-oriented".
Second, the goal.
1, knowledge and skills
(1) Let students learn to compare the quantity, size, weight, height, length, distance, width, thickness and thickness of things through observation, operation and other activities.
(2) Let the students form the preliminary observation, analysis and comparison ability in comparison.
2. Process and method
(1) Under the guidance of teachers, students can find and put forward simple math problems about "comparison" in daily life, and can initially report and exchange their ideas.
(2) Pay full attention to students' learning process, and give full affirmation and praise to students' active participation and brave communication.
3. Emotions, attitudes and values
Make students experience the process of comparison, feel the close connection between mathematics and life, and have curiosity and interest in things related to mathematics around them.
Iii. Key Points and Difficulties
Key points: Through observation, operation and other activities, let students learn to compare the quantity, size, weight, height, length, distance, width, thickness and thickness of things.
Difficulty: Let students form preliminary observation, analysis and comparison in the process of comparison.
Fourth, teaching strategies.
1, speaking and learning.
According to daily life experience, students have a certain basis for comparing things, such as quantity, size, weight, height, length, distance, width, thickness, thickness and so on. Pay attention to guiding students to consider various comparative methods in teaching.
2. Design conception
In line with the idea of letting students learn mathematics around them and mathematics in life. Design must make students feel, experience and understand in their own personal experience. Based on this idea, a series of games are designed to let students practice and feel that mathematics knowledge is around.
3. Preparation of teaching AIDS: multimedia courseware, balloons and bouncy balls.
5. Pre-class game: password.
The teacher said the last sentence, and the students said the next sentence.
When I say big, I am small; I said tall, I am short; I say low, I am high; When I say long, I am short; When I say thin, I am thick; I say light, I am heavy; When I say wide, I am narrow; I said far, I said near. ...
The lively interactive password game between teachers and students fully aroused students' interest in learning. The content of password is closely related to the knowledge points in this lesson, which is convenient for students to perceive and understand and pave the way for "comparison" learning.
Sixth, the teaching process:
First, situational introduction.
1, the teacher asked a taller classmate in the class to cooperate and compare his figure. Draw the conclusion that the teacher is shorter than his classmates.
Please compare the two students with the first one and draw conclusions respectively.
3. Lead the topic. These conclusions are all drawn through "comparison" (blackboard writing: comparison). Today I will learn "comparison" and see what else I can know through "comparison" activities.
Design intention: Draw out "comparative" learning from the little things around students, and let students realize that mathematics comes from life. Teachers participate in students' activities in a democratic way and mingle with students. Teachers put forward their own "opinions" as collaborators, encourage students to refute with their own life experiences, cultivate students' spirit of daring to express their opinions, and fully mobilize students' enthusiasm for studying "comparison" issues.
Second, guide the inquiry.
1, overall perception situation map. (The courseware shows the situation map)
Teacher: Look carefully and tell me what's in the picture.
Through observation, the students said that there are hanging wardrobes and storage wardrobes on the left side of the picture, and there are clothes for mom and dad and Xiaoming. On the right is an antique shelf, with porcelain horses, vases, glass balls and so on.
2, how much, thickness.
Xiao Ming said: Mom has so many clothes!
Teacher: Do you agree with Xiaoming? How did you know?
(Multimedia highlights the wardrobe for students to observe. )
When students express their opinions, the following situations may occur:
(1) Count, there are1pieces of mom's clothes and 4 pieces of Xiaoming's clothes, so mom has more clothes than Xiaoming.
(2) Mom's clothes are thicker than Xiaoming's, so mom has more clothes.
(Multimedia demonstration of thickness and thickness comparison process)
Summary: Students compare their mothers' clothes in many good ways. Many problems can also be found by comparison.
3. Compare lengths.
Teacher: It's autumn and it's very cold. My mother prepared three coats to hang in the closet. What did you find?
Students think independently first, then discuss in groups and report to the class.
Students will come to many different conclusions, such as: mom's clothes are longer than Xiaoming's; Xiaoming's clothes are shorter than his mother's; Dad's clothes are longer than Xiaoming's; Xiaoming's clothes are shorter than dad's; Mom's clothes are longer than Xiaoming's and shorter than Dad's. Dad's clothes are the longest, and Xiaoming's clothes are the shortest ... praise the group that can compare with various standards.
Conclusion: When comparing, be sure to determine who compares with whom. Different comparison standards will lead to different results.
3. What can you compete with?
Carefully observe the situation map, the group determines the research content, chooses one item in a theme map, and cooperates to conduct comparative research.
Group report, other groups supplement the assessment.
The team can choose glass balls to compare their size, weight, etc. You can choose porcelain horses to be taller, shorter and more. You can also choose vases that are fat, thin and tall.
Summary: (Evaluate according to the situation of group cooperative learning. )
Design intention: Independent exploration and cooperative communication are important ways to learn mathematics. First of all, the teacher leads the students to fully perceive the situation map and talk about what they see. Question "Mom has so many clothes, don't you think?" Stimulate students' interest in using life experience to explore independently. According to the age characteristics of students, teachers help students learn in group cooperation by helping them release. First, lead the students to compare the thickness of clothes, and then give them to the group to compare the length of clothes. Finally, through "what can be compared", let the group choose research topics and compare them, so as to guide students to learn step by step in group cooperation, and through group cooperation, complement each other and inspire each other, so as to have a clearer and more comprehensive understanding of new knowledge.
Third, the consolidation of "breaking customs".
What is the first pass rate and thickness (question on page 23 of multimedia display 1)
The teacher asked: which side has the most books and which side is the thickest?
Students think independently.
The second level is more important (question 2 on page 24).
The process of weighing fruit with multimedia simulation balance,
Students judge the weight after independent thinking.
Tell me why. Students can intuitively feel the principle that the heavy end of the balance bar sinks and the light end tilts according to their life experience of pressing the seesaw. )
Design intention: Through multimedia demonstration, the static presentation of teaching materials will be changed into dynamic presentation, which will stimulate students' feelings about their existing life experiences, so as to perceive the relevant principles of balance weighing more intuitively and vividly.
The third level is the length of the hand (question 4 on page 24).
Demonstration activities: the teacher plays the mother, the older students play "I" and the younger students play "Brother". Whose hand is the longest?
Design intention: Organize illustrated classroom role-playing demonstration activities in independent exercises, firmly grasp students' attention, conform to children's appreciation and cognitive characteristics, and help students solve problems better.
The fourth level: practical application activities: who is suitable?
1. Show me a balloon and a bouncy ball.
Teacher: Please guess which ball is heavier? Which ball is lighter?
2. Students weigh it, give it a try, and then talk about the results of the actual comparison.
Design intention: Let the students guess which ball is heavier and which ball is lighter. Children who are familiar with these two kinds of balls will quickly judge that bouncy balls are heavier than balloons according to their own life experience. Teachers should organize children who don't have this kind of life experience to try it themselves, and realize the dialectical thought that big things are not necessarily heavy and small things are not necessarily light. This is a comprehensive and open question, so we must leave enough space for students to exchange ideas in groups.
The fifth level: practical development activities
3. The first volume of mathematics teaching plan for the first grade of primary school
Teaching content: examples and exercises on pages 25 and 26, exercise 3 on pages 27, questions 5, 6, 7 and 8.
Teaching objectives:
1. Let students know the meaning of subtraction through operation and demonstration; Can read the subtraction formula correctly; Let students realize that there are many problems in life that need to be solved by subtraction.
2. Through comparative exercises, let students initially perceive the relationship between difference and return, and at the same time initially penetrate the idea of function.
3. Cultivate students' hands-on operation ability and language expression ability through students' operation and expression; Cultivate students' initial awareness of mathematical communication.
Emphasis and difficulty in teaching: understanding the significance of subtraction.
Class schedule: 1 class hour
Teaching process:
First of all, create situations and create problems.
In the beautiful sparkling lake, there are three beautiful cranes singing happily. After a while, 1 a crane spread its wings and flew away. How many cranes are there on the lake?
The teacher shows three paper cranes, and then slowly moves away 1 paper crane). Teachers guide students to observe carefully and exchange experiences.
Second, cooperate to explore and solve problems.
( 1) 3- 1
1, (The teacher shows three paper cranes, and then slowly moves away 1 paper crane). Teachers guide students to observe carefully and exchange experiences.
2。 Students follow the teacher and take out three folded paper cranes. Hands-on demonstration, three cranes fly away from 1 crane, that is, 1 crane is removed from the three cranes. Use subtraction to calculate, and use "-"to indicate removal. After removal, the remaining numbers are represented by numbers, that is, numbers are numbers. The teacher explained the equation of blackboard writing: 3- 1=2. (Students can experience the meaning of subtraction, and also express their meaning by putting pictures. )
3. Students try to read the formula. Teachers inspire students to tell other examples that can be expressed by 3- 1=2. Students give other examples that can be expressed by subtraction.
Design intention: In the beautiful situation described by the teacher's language, through the paper crane demonstration, students can feel more intuitive and friendly, and can participate in the demonstration in person, which fully embodies the students' main role and deepens their understanding of subtraction.
(2) 4-2
1, the teacher shows four balloons, slowly releases two balloons, how many balloons are left? Guide students to observe carefully and try to solve problems.
2. Guide the students to say the meaning of 4-2=2 and read the formula together.
(3) Hands-on operation and experience the significance of subtraction.
(1) Make a picture on the left.
① The teacher demonstrates the meaning while operating.
② Students operate and express their meaning.
(3) Explain the method of removing graphics. (dashed line, crossed line)
(2) Draw a picture on the right (2, 3)
Look at the pictures and express the meaning independently.
(4) 5-2
1. Create a situation and create a problem: five mushrooms grew on the grass after the rain, and the white rabbit picked two. Please describe the situation and try to ask questions. The teacher led the students to ask, "How many mushrooms are there on the grass?" problem Teachers should give more encouragement when students ask questions. Then ask: how to format? After the students answered, the teacher wrote on the blackboard: 5-2=? Teacher's question: How much is 5 minus 2? How to calculate it?
2. Cooperate to explore and solve problems.
(1) Students think independently and solve problems.
(2) Students communicate in groups and teachers patrol for guidance. Then let students with different ideas talk about their own calculation process.
(3) Report, show and communicate. The teacher encouraged both the counting method and the composition calculation of numbers. Then ask: if you don't look at the picture and count your fingers, will you count? Use the composition of numbers to guide students to calculate: 5 can be divided into 2 and 3, so 5-2=3.
Design intention: adopt the image of rabbits picking mushrooms that students like, so that students are willing to participate in teaching activities. Under the guidance of teachers, according to students' existing knowledge and life experience, think independently and initially form a solution to the problem, and then communicate in groups to form collective wisdom. Finally, show the whole class communication, with optimization. In line with students' cognitive laws. In this process, students actively explore the mathematical problems in the story, and teachers encourage students to use various algorithms to protect the diversity of students' thinking. Then through comparison, guide students to find that it is easier to calculate subtraction with the composition of numbers.
Third, consolidate the application and improve the internalization.
1, do it on page 26, and let the students say the meaning of the subtraction formula.
2. Show the courseware 1, which dynamically shows that there are 4 frogs on the lotus leaf. 1 jumps into the water. There used to be four sheep on the grass, and then two ran away. How many sheep are left on the grass?
Students talk about the meaning, restatement and communication algorithm of the problem.
3. Show courseware 2. The students mean: 1. There are four loofahs on the shelf. Take off two. How many are there on the shelf? There are five iron pillars in the fire pool, and then the students complete the arrangement and communicate with each other in groups for correction.
4. Students take out five paper cranes prepared by themselves. Can you make several different subtraction formulas with these five paper cranes? Give it a try and see who puts more.
5. Contact life and enrich communication.
Ask the students to list examples in life and express them by subtraction.
Design intention: consolidate the problem 1 in the exercise, which is a basic exercise and further consolidate students' understanding of subtraction. The second and third questions are demonstrated by courseware to improve students' practical interest: Exercise the fourth question to give full play to students' active exploration ability, and let students try to put different formulas with five paper cranes to spread students' thinking and improve their understanding of subtraction. Question 5: Connecting with the reality of life, let students experience that there is mathematics everywhere in life. Mathematics comes from life.
Fourth, review, reflect and improve.
The students in this class are doing well. What did you learn in this class?
The teacher summarized the lesson according to the students' performance. Go home and think about it and see where subtraction is used in life.
4. The first volume of mathematics teaching plan for the first grade of primary school
Teaching content: pages 6-7 and "doing" content of the textbook, exercise 1 of 1 ~ 4 questions. Teaching objectives:
1, let students know the one-to-one correspondence and know the meaning of "as much"; Initially learn to compare the number of objects with a one-to-one correspondence method and know the meaning of more and less.
2. Let students experience the sense of numbers through operation and observation, stimulate students' interest in learning mathematics, and experience the fun of cooperative learning.
Teaching emphasis: know the meaning of "as much" and know the meaning of more and less.
Teaching difficulties: initially learn to compare the number of objects with one-to-one correspondence method,
Preparation of teaching AIDS: tape recorder, magnetic tape, physical projector, rabbit head, pig head, brick and wood pictures.
Prepare learning tools: pencils. Erase pear slices. Apple map. Triangle. CD. There are some flowers.
Class schedule: 1 class hour
Teaching process:
First, listen to the story and ask questions.
Story: Three little pigs grew up and left their parents to live by themselves. They each built a small house. The eldest built a straw house, the second a wooden house and the younger a brick house. After the house was built, they moved into their hut happily. But one day, a hungry and thirsty wolf came. He came to the big brother's house first and blew hard. Big brother's straw house was blown down, and big brother fled to his second brother's house. But the wolf blew hard again and the second brother's cabin was blown down. No way, the two brothers quickly fled to their younger brother's house. This time, no matter how the wolf blows, the brick house will not move. Later, the three little pigs used their brains to drive away the bad wolf. All three brothers gave thumbs up and said, "Brick houses are the strongest." ? On this day, the weather is fine, and the small fish in the river are swimming happily in the water. Hey! Why is the grass so busy over there? Small fish "Hua" jumped out of the water and looked at it. Oh, it turns out that three enthusiastic little pigs are helping the neighbor rabbit build the strongest new house! They moved wood, I moved bricks, and they did a great job! The small house will be built soon! There are many delicious foods on the stone table over there. It must be a hospitable rabbit to entertain the pig. ?
(A) teaching "as much as possible"?
Children, today the teacher tells you a story. The name of this story is three pig brothers. The teacher plays the recording "Three Pigs". Ask the students to listen and answer (while reading):
1. Why do three pig brothers help rabbits build houses?
Infiltrate moral education: educate students to be United, friendly, caring for others, helpful and hospitable.
2. How many rabbits are there in the picture? How many bricks can each rabbit carry?
When the students answered, the teacher posted pictures of rabbit heads and bricks.
3. A rabbit moves a brick. Do you have any extra bricks? Do you have any extra rabbits?
A rabbit is facing a brick. There are no extra rabbits and no extra bricks. We said: rabbits have more bricks. (blackboard writing: that's all. )
Student representative theory, repeat it. Students and teachers are not required to say exactly the same thing, as long as they can fully explain the meaning.
4. What other objects are there in the picture? (Random comparison)
(2) Operation (title/kloc-0 on page 8 of the textbook).
The teacher instructed the students to put "as much".
After the teacher put six erasers, the students were asked to put as many pencils and erasers as possible.
It means that 1 students put them on the projector and the other students put them on the desks. Finally, the students see if they are the same as those on the projector.
The whole class fills in "as much" independently.
Put apple slices under the pear slices (5 slices), and put as many pear slices as possible.
Answer: How many pears are there? An apple is facing a pear ... Is there any extra? How about pear slices and apple slices?
(3) teach "more and less"?
1. How many pigs are there in the picture? A * * * There are several pieces of wood (the students answer the teacher and post pictures of the little pig's head and wood. )
A little pig's head is facing a piece of wood. Are there any extra little pigs in the end? Do you have any extra wood? Is there more pigs or more wood? Who is more and who is less.
Ask the representative of the group leader to answer after the students exchange. The teacher wrote on the blackboard: more, less.
Teacher's explanation: more wood, less little pig head. We can also say that there is more wood than a small pig head, and a small pig head is less than wood. Students imitate and say who is more and who is less, and who is more and who is less.
What else can be compared in the picture? (Random comparison)
(4) Operation (the second question of "Do it") The whole class begins to operate, 1 students operate on the projector.
In lines 1 and 1, five deltas are placed, and a ○ is placed below ○, which is more than a ○ 1. How many zeros did you put in the second line?
2. Line 1 has four red flowers, and yellow flowers are less than red flowers 1. How many yellow flowers are there in the second row?
Second, the application of new knowledge.
1, question 1: There are many monkeys on the left and many bones on the right. (Avoid students thinking in a fixed way)
2. Question 2: Students observe that cocks and ducks are placed as long as they are, but the density is different, and then judge that there are more ducks and fewer cocks.
3. Question 3: On the basis of observing that there are as many cakes in the first row, students only need to compare the second row in two boxes. There are more in the second row, but fewer in the opposite.
Question 4; This question is to compare the numbers in the same row. When the beads appeared in the fifth cycle, only one yellow bead appeared, so there were more yellow beads and less red beads. Introduce your method.
Third, summary: Today, we learned "comparison" and know that when comparing, we must compare one by one to get the correct result.