As a diligent educator, it is very necessary to carefully design teaching plans, which is the joint point of the transition from preparing lessons to classroom teaching. So how to write the math lesson plan for the next volume of senior one? The following is the math teaching plan for the second volume of grade one I compiled for you. I hope you like it!

The teaching goal of the second volume of the first grade mathematics teaching plan 1;

1. Understand the composition of decimals from hundreds to tens, and preliminarily perceive the counting method of decimals.

2. Grasp the addition and subtraction of integer ten digits within 100 through hundreds of digits.

3. Let students understand and master the percentage separation with their own experience and methods, and cultivate students' learning attitudes and habits of active exploration and discovery.

Teaching emphases and difficulties:

Know the composition of hundred, and master the addition and subtraction of integer ten within hundred.

Teaching preparation:

Multimedia teaching software, hundreds of pictures

Teaching process:

First of all, introduce.

1. The media demonstrates how to package bread, so that students can carefully observe how uncles and aunts package bread.

2. Show 10 bags of bread and ask the students: A * * *, how many breads are there? How do you calculate it?

3. Guide students to summarize: 10 Ten is 1 100.

Blackboard: 10 Ten is 1 100.

4. Q: Who knows how many tens are in 100?

5. Discussion: How to put the number 100 into the number table?

Second, expand

Show me hundreds of pictures: Do you know how many points there are?

Let the students observe the digital chart, discuss their own digital methods and communicate.

Complete the exercises on the right and read them together.

Third, go deep.

1. We can also add and subtract on the percentile map.

2. Use the teaching software "Hundred Bitmaps" to demonstrate in turn.

3. Group discussion: What methods can be used to do these topics?

(Students may say 1 ten plus 1 ten equals 20, and 20 equals 20. Or because 1+ 1=2, 10+ 10=20)

4. Group communication: 50+ 10=? 50+20=? 50+30=? 50+40=?

5. Display: 40- 10=? 50-20=? 70-40=? 30-20=? 90-50=?

Let the students discuss the solutions to these problems themselves, and then communicate with the whole class.

6. summary: these figures are integer ten digits. We learned the addition and subtraction of integer decimal by our own brains. You can choose your favorite method to do the problem.

7. Complete the fourth question with what you have learned and compare who has the highest correct calculation rate.

When you are finished, check with your friends and tell them what you think when you calculate.

8. To complete the first three columns of question 5, it is required to compare who is the fastest on the basis of correct calculation. The fastest children in each group can be small teachers and check the completion of other children in their own group.

9. In the last two columns of the fifth question, first guide the students to carefully observe the changes in each part of the question, and then try again to see how to continue editing.

Fourth, summary.

In this class, students actively think and discuss with their friends, and learn a lot of knowledge. What have you gained? Tell it to everyone.

Teaching objectives of the second part of the second volume of the first grade mathematics teaching plan;

1. In the process of observation and communication, we found a regular arrangement phenomenon in life.

2. Be able to find simple arrangement rules in a given thing and use your own findings to solve problems.

3. Guide students to observe things around them from a mathematical point of view, and discover and appreciate the regular beauty in life.

Teaching focus:

Use your own findings to solve problems.

Teaching difficulties:

Discover the simple arrangement law in a given thing,

Teaching process:

I. Introduction:

Children, before the new lesson begins, the teacher wants you to answer a question: where did mom and dad take you on Sunday?

Answer the teacher's question. Students may name all kinds of places, such as amusement parks, squares, supermarkets and so on. )

Who can tell us which supermarkets are there in Qian 'an? Dong 'an, Dongdou, Le Jia, etc. Today, another supermarket opened in our city. Let's go and have a look. (Show the scene of the supermarket opening. ).

Second, teach new courses.

1. Look, there are many people coming. What impression does this supermarket give you? Can you talk to everyone?

Answer the teacher's questions and express your ideas boldly. According to the students' answers, the teacher pointed out that the layout of the supermarket is very neat and beautiful. Guide students to find other regular arrangements. Give a little smile or a little star to encourage good students. )

Children, when the supermarket was set up just now, a staff member was temporarily occupied, but his work was not finished. Shall we help him? The students will certainly be happy to help. Show me pictures of hanging lanterns. The teacher asked the frog a question and asked a student to help him finish it. Guide the students to say how and why to hang it.

Third, consolidate practice.

1. Show the first exercise and explain the meaning. Students observe the rules of pictures and then complete the activity of pasting pictures.

2. Show the second exercise and explain the meaning. Students observe the color rules on the picture and then finish drawing.

3. Add a topic that is not in the textbook. There is a sports meeting in the zoo. Look! Small animals lined up to come in, (showing the scene map made). Hey! Why is it so untidy? Take a quick look at what happened. Oh! It turns out that some small animals haven't come yet. Look who else is missing. Guide the students to judge who is missing according to the arranged team, and post the pictures of small animals in the correct position. Further deepen the understanding of this lesson.

Fourth, expand and extend.

The exercises in the textbook are all in the form of pictures. I think we should apply what we have learned to our lives, so we can design such a small activity: children, we have a performance this afternoon, and organize a team first. Which child can help the teacher? Teachers rank first: a boy and a girl, a boy and a girl. Then choose a classmate to help queue up and see if he has a regular queue.

Summary: What have we learned in this lesson? Students talk about their gains and experiences. We find that regular arrangements in life can give us a good feeling. Here, I think the teaching of this unit is to let students discover the arrangement of laws, so as to discover the beauty of laws. However, in real life, many things are irregular, but also beautiful. For example, the color of the rainbow is beautiful, but its arrangement is not as regular as in the textbook. In teaching, we can also design some questions like this: (Show a rainbow picture) Do you think it looks good? See what the students think. If they think the rainbow is beautiful, we can explain that not only regular things are beautiful, but some things are irregular, but they are also beautiful; If some students think the rainbow is not beautiful, we can say to them: Maybe one day you can use scientific knowledge to turn the rainbow into your favorite color, and study hard! Secondly, encourage students to study scientific and cultural knowledge hard.

Fifth, arrange the actual work.

Go home and observe the regular arrangements in life and communicate with each other in the next class.

The second volume of the first grade mathematics teaching plan 3, teaching objectives:

1, review the basic knowledge of number recognition, further understand the meaning of numbers within 100, and strengthen the ability of counting and communicating with numbers.

2, can correctly calculate the integer ten plus integer ten or one digit, and the corresponding subtraction.

3. Further develop students' sense of numbers, feel the connection between mathematics and life, and cultivate students' interest in learning mathematics and confidence in learning mathematics well.

Teaching focus:

Further understand the meaning of numbers within 100, and use the learned numbers correctly to communicate and express.

Teaching resources:

Counter, clock face, card

Teaching process:

First, review the basic knowledge of consolidating counting.

1, Question 1: Look at the picture and fill in the blanks with the counter:

() Ten and () add up to ().

There are () tens and () ones in ().

2. Question 2:

(1) There are 5 in ten digits, and the number with 0 in one digit is ().

(2) The number of 8 digits and 7 digits is ().

(3) The number of ten digits with () and one digit with () is ().

3. Question 3:

(1) Let the students finish the problem in two minutes.

(2) Communication: Name several people and talk about their ideas.

Second, consolidate the practice of solving problems and experience the connection between mathematics and life.

1, question 4:

(1) Physical Projection Presentation Form

(2) Ask students how to find the numbers in brackets.

(3) student calculation.

(4) communication.

2. Question 5:

(1) Students calculate independently.

(2) Communication: Let students exchange ideas to solve problems.

Third, class summary, classroom exercises.

1. What did you gain in this lesson today?

2. Practice:

(1) () Ten and () add up to ().

There are () ten and () one.

There are () ones and () tens in 98.

(2) Fill in the figures according to the law:

5、 10、 15、()、()、30、()、()、()、()

2、4、()、8、()、 12、()、()、()、()

50、60、()、80、()、()

The fourth teaching goal of the second volume of the first grade mathematics teaching plan

1, let students experience the statistical process, master the statistical methods and answer questions according to the statistical chart.

2. Cultivate students' statistical awareness.

Teaching focus

Further enable students to master statistical methods and experience and feel the process of sorting out data.

Teaching difficulties

Look at the chart and answer the questions.

training/teaching aid

Slides and pictures

Teaching process:

First, talk about.

(1) Students, the new year has come. We need some balloons to decorate the classroom. What colors of balloons do you think we can buy?

Red, yellow, green and blue

(2) Students speak freely.

Q: What is the basis for buying more?

Students discuss and report the results.

(3) Let's make statistics.

Second, make a bar chart.

(1) What method do you want to record?

Red, yellow, green and blue

(2) Statistics, making statistical charts.

(3) Answer questions

1. As can be seen from the statistical chart, () students accepted the survey.

2. What color do people like best? People who like () color are the least?

3. If a classmate in your class doesn't come, he is most likely to like () color?

4. What color balloons should I buy to decorate the venue?

Third, practical activities:

What is each student's favorite TV program?

Cartoon sports competition movie news

Do a statistic.

Summary: What did you gain today?

The fifth teaching content of the second volume of the first grade mathematics teaching plan:

Information window 3

Teaching objectives:

In the process of solving problems, explore the oral calculation (abdication) of subtracting one digit from two digits.

Teaching emphases and difficulties:

The problem of "seeking more than or less than a number" is the difficulty of this lesson.

Teaching aid preparation:

Wall charts, sticks, counters

Teaching process:

First, check the import.

1. Oral practice:

25+ 10= 16+8= 27+7=

15+6= 35-25=

2.20-8=? Guide students to understand "abdication plus ten"

Second, new funding.

(1) Observation situation map

Through the efforts of the students, many wastes were recycled. Let's look at the statistics.

(B) red dot teaching-(two digits minus one digit abdication oral calculation)

1. "How many batteries did Class Two receive than Class One?"

(1) According to this question, what information can you find out about the problem?

(2) What do you think can be done? (24-8=) What do the parts of the formula mean? 4-8 is not enough, what should I do?

(3) Can it be put out with school tools? The two partners cooperate with each other and communicate in the class.

(4) How do you think it is calculated? Tell me what you think.

(5) What kind of group communication do you like best? Which method is better? Tell me why.

2. Decomposition method: pendulum method:

24-8= 16, first put 24, first split a bundle into 10, and subtract 8 from 14, and go through the process of abdication and adding ten.

10 14

six

(c) teaching the problem of green dot marking

"How many cans did Class Two collect than Class Three?"

(1) What relevant information can be found according to the question?

(2) How to calculate the formula? Answer it yourself. 2. What other questions can you ask?

Third, practice.

13-6= 33-6= 53-6=

83-6= 93-6=

Teaching reflection:

Second lesson

Teaching content:

Self-exercise 1-5, Smart House

Teaching objectives:

Consolidate the oral calculation method of subtracting one digit from two digits within 100 (abdication).

Teaching emphases and difficulties:

Intelligent cabin is the difficulty of this lesson.

Teaching aid preparation:

exercise book

Teaching process:

First, independent practice

1. Practice independently 1

Take out a set of exercises: 45-3= 45-7=

Tell the group how you worked it out.

Other exercises: How do you calculate quickly and correctly?

2. Self-exercise 2: Big sale

(1) Look at the picture and say what it means.

(2) Can you list the formulas? Tell me the meaning of each part of the formula you listed.

3. Independent Exercise 3: Step on a balloon

(1) Look at the picture carefully and say the meaning of the topic.

(2) According to the information in the picture, what questions can you ask? Can it be solved?

(3) the whole class reports and exchanges.

Independent exercise

(1) Look at the picture carefully and say what's in it. What are they doing?

(2) Instruct students to make up math stories and communicate.

(3) What math questions would you ask? Use the formula and tell me how you calculated it.

Independent practice

(1) Tell me what is in the picture. Clear meaning.

(2) What questions can I ask?

(3) Can it be solved? Try to solve these problems in the way you like.

(4) Communication with the whole class.

Second, intelligent housing.

Guide the students to find the rules and then fill in the numbers.

Teaching reflection: