Teaching design of the first volume of mathematics in grade one
First, create a situation
Disturb the order and display the prepared fruits, books and toys. Guide: Do the children know these objects?
Put the displayed items on the platform and guide: let's observe. The teacher put these things on the table. Does it look nice? Who can help the teacher tidy up and put these things on the desktop?
Second, explore independently and solve problems.
1, name the student organization, and pay attention to guiding the rest of the students to observe the process of the organization.
After the students finish sorting, guide them to understand the classification standard: well sorted! Can you tell us what category you put it in?
Student: Classify what you can eat, what you can play, and books and homework.
Classify food, toys and school supplies. This is what we are going to learn today. Reveal the topic: one point
How do you feel looking at the desktop now?
Step 2 create a situation
The aunt in the shop also used a little knowledge to organize the goods on the shelves in order. Show me the theme map.
(1) Question: How many shelves are there in the picture? What's the item on the first shelf? What are the purposes of these items? Can you tell me what kind of these items belong to?
(2) Students discuss at the same table and organize feedback.
(3) Dialogue: Just now, the students all said that the items on the first shelf were toys, which were sold to children. So what are the items on the second shelf? What kind does it belong to? What are the purposes of these items? (roll call answer: the items on the second shelf are all books, which are sold to customers. )
(4) Summary: Let's take a look again. What is the first shelf? What is on the second shelf? They are all classified according to what goods are.
Do you know the advantages of arranging things in this way in shops? (Discuss at the same table and call the roll)
In-store classification is convenient for customers to choose and buy, and it is also convenient for sales staff to take it. This is the benefit of classification.
Third, consolidate and deepen and experience again.
1, try it: classification of leaves (think about doing 3)
Show me the theme map and ask: There are some leaves on the map. What criteria are you going to classify them according to? Discuss in the group and see if there are different classification standards.
What are your criteria for reporting to the group by name?
Teacher: The students think it can be classified according to the color or shape of leaves. Next, ask each child to choose a classification standard to classify the leaves.
Please name the students classified according to different standards and talk about their classification results for the whole class to comment on.
2, the classification of animals (think about doing 1) show think about doing 1.
Teacher: Let's go to the zoo first.
Play movie clips of animals.
Teacher: There are so many cute little animals. Now I want to test you. Do you know which small animals live in water? Can you circle the animals that live in water?
Student activities.
Show students several methods of circle. Collective exchange and discussion.
Teacher: After visiting the zoo, let's go somewhere else to play.
3. Classification of vehicles (think about doing 2)
Teacher: Let's go to the traffic model exhibition hall.
Teacher: Do you know these means of transportation, children? Where do they drive? Do you know that?/You know what? Do you know that?/You know what? Talk to your deskmate in turn.
Teacher: Can you classify these vehicles? How do you think it can be divided?
(flying by the sky, driving on the road, sailing in the water)
Students practice and report the classification in groups of four.
Those who fly in the air are painted blue, those who travel on land are painted green and those who travel in water are painted red.
4. Complete "Thinking and Action" 3.
Show me the map of the situation and ask: There are some cups on the map. Can you separate these cups? Observe carefully first, think about how to divide it, and then tell the students in the group what you think. Feedback: What are your criteria?
Please divide the cups in the picture according to your own ideas.
Feedback: How to divide it? What's the score result?
Fourth, practical application, class summary.
1. What did you gain in this lesson today? Are you satisfied with your performance in class today?
In fact, a little method is often used in daily life. Please tidy up your schoolbag and tell your classmates about your exercises. Please look at your room when you get back. Are the items in the kitchen classified according to certain standards? If not, think about how to organize it.
The first volume of the first grade mathematics is divided into one exercise.
1. objects can be classified according to the specified standards and their own standards.
2. Use the certainty of the same standard classification and the diversity of different standard classification to solve the problem.
Only by laying a good foundation can we make a breakthrough.
Draw under animals? Draw under plants? ○? .
2. Circle the similar items in the picture below.
( 1)
(2)
(3)
(4)
3. according to the appearance, even a company.
( 1)
(2)
(3)
4. Do you know the following animals? How many feet do they have? Who can swim?
Number? Please write down the animal number in the corresponding circle.
This is a bridge from in-class to out-of-class
5. Circle the items that match the picture on the left.
6. How to divide these cards?
7. Look at the picture and tell me how the number 1 is divided from Figure 2.
1.2.
8. Which of the following five figures is different from the other four?
9. Think about it, how many ways are there?
10. Have you classified the garbage in our life? (Even for a while. )
1 1. Who should these foods be distributed to? Connect them with a thread.