Mathematics teaching plan for the first grade of primary school Volume I 1 Come on.
Unit 1: Counting (* *1class hour)
Teaching content: pages 2-5 of the textbook.
Teaching objective: 1. Through observation, help students understand the number 1- 10 and cultivate their interest in observation.
2. Cultivate students' good study habits, such as raising their hands actively and listening carefully to classmates.
3. Carry out patriotism and environmental awareness education in combination with the contents of teaching materials.
Teaching emphasis: guiding observation methods and cultivating observation interest.
Class schedule: 1 class hour
Teaching process:
1. Observe as required. (Textbook 2.3 Two-page Theme Map)
1. Look at the picture on the second page. This is a beautiful rural primary school. Today is the first day of school, and the children come to school happily. Let's see what we have here. Who can tell us what you know from this painting?
Look at the picture carefully and see what's on it. When reporting, make it clear what is 1, what is 2 and what is 10?
Students observe independently.
Two. Report.
1. Students report in the order of 1, 2,3, and the teacher writes 1, 2,3 on the blackboard.
There are 1 red flag, teaching building, teachers, playground, weather vane, incubator and football.
There are two parallel bars, skipping rope and goalposts.
There is a stone bench and a hat with three numbers.
There are four trash cans and national flag guardrails. Q: How did you know there were four trash cans?
There are some tall buildings with the number five.
There are flowers and trees,
The number of some birds is 7.
There are eight small trees.
There are nine female students.
There is a male classmate, and the number is 10.
Allow students to speak more than 10. )
2. refer to the blackboard. Can you count these figures?
3. It can be said that there is 1 whats, and two deskmates can talk to each other.
4. Who will tell you? Let the rest of the students listen carefully and clap their hands if they are right. )
Three. Discuss. Just now, the children were very capable. Now, can you find out what is in our classroom? Discuss in groups and report later.
Four. Report. The group sent representatives to report the results of the discussion.
Summary: The children in this class performed very well. Now, can you tell me what skills you have learned? Today, we counted many things, such as people, flowers, trees, pigeons and so on. In the beautiful rural primary school, there are doors and windows of the classroom. After school, you can also count what you see at home or elsewhere.
Blackboard design; count
1 2 3 4 5 6 7 8 9 10
There are as many math teaching plans as 2 in the first grade of primary school.
Teaching content: what is the content of pages 6 ~ 7 of the textbook? Do it. 1 ~ 4 in exercise1
Teaching objective: 1. Let the students have a preliminary understanding of one-to-one correspondence, ok? As much? The meaning of; 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 focus: Know? As much? 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.
Preparation of learning tools: pencils, erasers, pears, apples, triangles, disks and 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 that 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? Fish? Hua? Jump out of the water and have a look. Oh, it turns out that three enthusiastic little pigs are helping their 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. ?
(1) Teaching? As much.
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 (textbook page 8? Do it. Question 1)
1, the teacher instructs the students to swing? 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. ?
2. The whole class is independent? As much? . ?
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. Do you have any extra ones? How about pear slices and apple slices?
(3) teaching? More, 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 group leader's representative 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.
3. What else can be compared in the picture? (Random comparison)
(4), operation (? Do it. Question 2) The whole class started to operate, and 1 student operated on the projector.
1. There are five deltas in line 1, and a ○ is more than a ○ 1 is put under the deltas. Put a few zeros 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, use 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. ?
4. 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: Did we study today? Compare? You must know that when comparing, you must compare one by one to get the correct result.
Blackboard design: as much.
How many?
The first volume of mathematics teaching plan 3 for the first grade of primary school is long and short.
Teaching content: page 9 of the textbook, do exercises 5 and 6.
Teaching objective: 1. Students can initially perceive the length of an object by observing it; Students learn the general method of comparing the length of objects through operation; Know that long and short are compared. ?
2. Cultivate students' operational ability, observation ability and language expression ability. ?
3. Cultivate students' good habits of caring for school tools and stimulate students' interest in learning.
4. Let students realize that there is mathematics everywhere in life.
Teaching emphasis and difficulty: mastering many comparison methods will indirectly compare the lengths of several objects.
School supplies: twelve bags of different things. Two pencils of different colors and lengths.
Class schedule: 1 class hour
Teaching process:
First of all, do you think the object is long or short?
1? Guide observation?
Dialogue: There are two paper bags on each desk. Do you want to know what's in it? Two people pour them into a bag and have a look. What's there?
2? Communication report?
(1) Q: What did you find?
(2) Group communication?
(3) student reports. ?
Students may say: three pencils, one is red, the other is white and the other is green; Two rulers, one is white and the other is blue; Three sweaters, one is red with buttons, one is pink, the other is blue, and so on. ?
(Design description: Through observation, students can initially perceive the length and the short of objects; Stimulate students' interest in learning. )
(4) Guide students to say that objects are long and short.
Blackboard writing: long, short
Second, explore longer and shorter methods?
1? Q: How do you know whether these objects are long or short?
2? Group cooperative inquiry method. ?
3? Team report. ?
Students may say:?
( 1).？
(2) Put the learning tool horizontally on the desktop, aim at one end or poke it vertically on the desktop to compare the length of the object.
(3) The two ends are not aligned. As shown in the figure:
So as to compare the length of the object. ?
?
Different methods of observation and comparison will lead to different conclusions. As long as it is meaningful, the teacher will give affirmation. )?
Through group activities, let students experience the method of comparing the length of an object and participate in the formation of knowledge. )
4? Reveal the general method of comparison. ? Whether we put a pencil upright on the table or hand, a ruler flat on the table or a stick flat on the table, we all have one thing in common: we usually align the two ends of several objects to be compared. ?
5? Show the pencil diagram and guide the students to say who is longer than who and who is shorter than who, and write it on the blackboard. ? Further deepen students' understanding of length and cultivate students' language expression ability. )
Third, feedback exercises?
1? Teacher's talk: Now, let's play a long game. You can form a team freely and play as you like. ?
2? Student activities. ?
Students will compare learning tools, skipping rope, arms, hands and feet. ?
Students work in groups, and compare the length with objects or parts of the body in daily life, so that students can realize that there is mathematics everywhere in their lives. )?
Fourth, consolidate the exercise?
1? Show the picture of exercise 1 question 6 by projection. Let the students say the meaning of the picture first, and then finish it in the book. After the revision, talk about the idea. ?
2? Show the fifth question in exercise 1 by projection, and let the students finish it in the textbook. ?
Through practice, we can further consolidate what we have learned, say various methods to compare the length and cultivate students' imagination. )
5. Organize school tools?
The teacher made a request:
1. The things in the original schoolbag don't move, so put away the books and your own things. ?
2. Pack one for every two people, then put the learning tools on the desktop, compare them and listen to the requirements.
3. Put the longest learning tool on the desktop into a paper bag; Then put the shortest learning tool on the desktop into the bag.
4. When there is only one learning tool left in each group, ask the students to put the remaining learning tools in the bag.
5. Put the packed schoolbag in the upper left corner of the table. ?
Summary: What have you gained from your study?
Organizing learning tools is an integral part of cultivating students' good study habits, and orderly operation can deepen students' understanding and application of what they have learned. )
Blackboard Design: Length and Shortness