Topic: Comparison of numbers in sequence. Teaching content: the order comparison of numbers.
Teaching hours: teaching time: time:
The numerical order within 100 of teaching objectives, knowledge objectives and understanding.
Competency goals compare the size of numbers according to location; Will compare the size of the number according to the physical object and the number.
Emotional goals can activate thinking, broaden thinking and improve interest by finding the arrangement law of digital tables within 100.
The focus of teaching is to understand the order of numbers within 100; Will compare the size of the number according to the location.
The difficulty in teaching is to find the rule of table arrangement within 100.
Teaching method, interpretation method and comparison method
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Teaching and learning process
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The design intention of students' activities in teacher activities.
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1. Oral calculation
14-8 15-7 9+4 12-7
8+9 7+5 13-6 1 1-3
2. Count from 1 to 100 by train.
3. Fill in the blanks (1)38 consists of () tens and () ones.
(2)25 has () ten and () one.
Ten and one make twenty-three
(4) The number consisting of four tens and five ones is (). 4. fill in ">", "
14○ 14 18○ 15 19○20 9○ 13
Student computing
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Consolidate the knowledge learned and lay a good foundation for the content of Protestantism.
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Grant two, fill in the law of table within 100.
1. Show me the blank form and see what's in it. How many? How did you know? Students can speak freely and discuss the best way. Each line has 10 squares, and a * * has 10 lines, which means 10 tens, which means 100. )
(1) Display the first line: What do you think of when you see the numbers in the first line? (what to fill in? What is the number? ) odd and even reading, one digit and two digits. Thinking: Is one digit big or two digits big? Find the largest number and the smallest number in the first line.
(2) Are both two digits greater than one digit? Keep studying. Show me the second line: what is the difference between the known number in the second line and the known number in the first line by comparison? (Single and double, within 10, within 20) What's the number in the second line? Read the second line.
(3) Display oblique numbers such as 22, 33, 44, 55, 66, □, 88 and 99. Q: What are the characteristics of these figures? What number is missing? (Fill in 77. ) Does the number 77 mean the same as the number 77? Talk about the composition of other numbers at the same table.
(4) Display 28, 37, 46, 55, 64, 73, 82, 9 1. Please read and observe the characteristics of these numbers. (Look at the number of digits and ten digits respectively)
(5) What else can you see from the figures where the two lines cross?
Show the badminton picture in Example 8: Please observe the comparison size (why? )
(1)25 is two tens and five ones, 23 is two tens and three ones, and 25 is more than 23.
(2)25 and 23 are both in the third row, and 25 is behind, so it is bigger than 23.
Show me the counter chart: first observe and then compare, how can it be simpler? What is the reason? (1)38 is three tens and eight ones, and 45 is four tens and five ones. Four tens are bigger than three tens. ) (2)38 is in the fourth row and 45 is in the fifth row, so 45 is bigger than 39.
Students fill in the form
Observation form
fill in a form
relative dimension
Students look at pictures.
Students compare sizes.
Cultivate students' ability to observe and compare numbers.
Compare in different ways.
Cultivate students' observation ability
consolidate
solid
small
According to the order of the main teaching figures and the comparative size of the figures, students can compare the figures in different ways through teaching, laying a foundation for future teaching.
work
The industry requires clear handwriting.
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