Teaching reflection on the understanding of 6 and 7 1 1 Create situations and problems
Students, do you like Snow White's fairy tales?
Show the pictures of seven dwarfs and guide the students to observe.
Teacher: Who do you think they are? Can you clap your hands to show how many people there are? (the student answers. ) Teacher writes on the blackboard: 7.
Teacher: What else do you observe from this painting? Tell the students that there are six bearded dwarfs. ) blackboard writing: 6.
Today we will meet 6 and 7. (Show complete topics: 6 and 7)
[Design Description: According to the psychological characteristics of primary school students, the fairy tale "Seven Dwarfs" was introduced into teaching, which stimulated students' interest in learning and paved the way for later learning. ]
Second, discuss communication and solve problems.
Count and recognize.
Teacher: (showing the theme map) What's on the map?
Hygiene: there are personnel, desks, chairs, blackboards, etc.
Teacher: Please count the students. How many people are there in the picture?
Students: ... (number of students reported)
Teacher: How do you count the people in the classroom?
Student: Let's count the students and teachers who are cleaning in the classroom. 5 plus 1 equals 6. Plus a classmate who came in from the outside, a ***7 people.
Teacher: How else can I count?
Student: Count six students first, then one teacher. It's seven o'clock.
Teacher: Count, how many desks and chairs are there? How do you count the number of chairs?
Health: Count six chairs that have been put away first, and then count 1 those that have been removed. Six plus 1 equals 7.
Teacher: Students, this counting method is really good. Let's count it again together. (Combined with the counting process, the courseware flashes the counted objects, so that students can find the relationship between 5, 6 and 7 more clearly. )
Teacher (summary): Children, the classroom is where we study. We should be a child who stresses hygiene, loves the collective and loves labor. Can you do it? We just counted them in order. In counting, we find that the number after five 1 is six, so the number after six 1 is seven, seven is greater than six, 1, six is greater than five, 1.
[Design Description: Make full use of the resources provided by the theme map of the textbook, so that students can count in different ways from different angles. Educate students about hygiene, love labor, love the collective, and work together. ]
According to the basic meanings of 6 and 7, things in daily life are represented.
A. count the number of people and ideas under the theme map. (Courseware corresponding to demonstration)
B. Swing: Group activities, with 6 sticks and 7 sticks to put out different figures and perform on the stage. Tell us how many sticks are used to put out what patterns to further strengthen our understanding.
C. said, "Please observe carefully. The number of those objects in the classroom is 6, and the number of those objects is 7? " "Tell me again what things in life can be represented by numbers 6 and 7." (four-person group)
[Design Description: Let students talk about things that can be represented by 6 and 7 in life, so as to realize the connection between mathematics and life and the application of mathematics and stimulate students' interest in mathematics. ]
Writing of 3.6 and 7.
Teacher: So many things can be represented by 6 and 7. Can you write 6 and 7? There are many things in our life that look like the shapes of 6 and 7. What do you have in mind? Tell me about it (whistle, hoe, etc.). )
The teacher showed the students to draw red in the book, and each number described two.
4. Teach series.
A. Show the counter: Ask the students to dial five beads on the stage. How many beads is the other one? (6), that is, what is 5 plus 1? Six beads, how many are seven beads? (1), that is, what is 6,7?
Q: What is 1 plus 5? 6 What is 1? What is 7 minus 1? What is 6 minus 1?
B. teach the sequence intuitively through the ruler chart.
Courseware shows ruler chart: 0, 1, 2, 3, 4, 5, (), ().
Teacher: Do you know what to fill in after 5? Where should I write 6 and 7?
Health: Fill in 6 and 7, with 6 written after 5 and 7 written after 6.
Teacher: Who can count from 0 to 7 and from 7 to 0?
Student activities: Count names and clap your hands.
Teacher: Who is behind 5? Who's behind six? Who is in front of 7?
Student activities: 6, 7, 6 (answer first).
5. Compare sizes 5, 6 and 7.
Teacher: When autumn comes, all the fruits are ready.
It's cooked What kind of fruit do you like to eat? (Students speak)
The teacher drew five oranges and six apples on the blackboard.
Students say the numbers and compare them.
The teacher is drawing seven pears to guide the students to compare.
Teacher: Choose two numbers from these three numbers to compare their sizes, and connect them with ">" and ".
Let each student think independently about the record, and then work together at the same table to make their answers as complete as possible. See which group writes the most answers. (Choose from these three numbers)
Reports: 7 > 6, 7 > 5, 6 > 5, 5 < 6, 5 < 7, 6 < 7.
[Design Description: Combining with real life, taking "what kind of fruit do you like" as a clue, comparing the sizes of 5, 6 and 7 can not only improve students' learning enthusiasm, but also make students understand that mathematics is everywhere in life. As long as you observe carefully, you can find out. ]
The ordinal meaning of 6.6 and 7
A, the game.
Teacher: Now, children, let's play a game together. Please take seven children. The name of the game is: do the action as required. If they are right, everyone praises them; If they are wrong, raise your hand and tell the teacher where they are wrong. )
Teacher: The seventh child squatted down, six children squatted down, the sixth child took six pieces of chalk from the podium table, and the seven children behind raised their hands. ...
[Design Description: This part is the focus of this lesson. If it is only explained by the teacher, it is difficult for students to master and understand, so it is helpful for students to understand the ordinal meaning of 6 and 7 by letting them experience it for themselves here. ]
B, show the goldfish map. Look at page 44 of the textbook and answer orally.
Teacher: Can I ask a question like this? Ask questions by name and answer questions. Ask and answer at the same table.
Encourage students to study. )
Third, consolidate the application and improve the internalization.
1, textbook 4 1 page do 1, 2 questions;
2. Exercise 9 1, 2, 3, 4.
Fourth, review and improve.
What did you learn in this class? Are you satisfied with your performance in this class?
[Design Description: Let students review and sort out what they have learned in this class, and increase their self-confidence in learning through self-evaluation. ]
Blackboard Design: Understanding of 6 and 7
67
7>67>56>5
six