Mathematics teaching plan for the first grade of primary school
The teaching content of the first class: page 65438 of the textbook +0-3.
Teaching objectives:
1, can identify the directions of up, down, front and back, and use these directions to describe the relative position of objects.
2. Be able to apply what you have learned to real life, and initially make clear the position and direction of yourself or others in the same place.
3. Actively participate in the cognitive process of position and direction, realize the value of position and direction in life, and develop students' emotional experience of active learning.
Teaching emphasis and difficulty: correctly distinguish the positional relationship between up and down, before and after, and understand its relativity.
4. Exercise students' oral expression ability.
Teaching process:
First, contact life, revealing the topic
Teacher: Who can tell us what's on your desk and what's under it?
Students speak freely.
Teacher: Who can help the teacher count? How many children are there in front of you? What about the back?
Student report.
Write on the blackboard: up and down, back and forth.
Second, the new lesson
1, up and down
Show me the theme map, Teacher: This is a bridge across the river in a city. Look, how spectacular it is. Who can tell me what he saw on the map?
Ask students to describe the theme map in their own words, and focus on guiding students to accurately describe the positional relationship of objects with "up" and "down".
Students fill in the blanks in their textbooks independently.
Connecting with the reality of life, students use "up" and "down" to describe the positional relationship of things around them.
2. Front and back
The second elementary school first grade second volume mathematics teaching plan.
Teaching goal (1) Knowledge goal: Know the unit and the counting unit of ten digits, and know that reading and writing start from high places;
(2) Ability goal: read and write numbers within 100 correctly, and be able to correctly say the digits of each number and the numbers on the digits.
(3) Emotion, attitude and values: cultivate the ability to observe, operate and transfer analogies.
Analysis of teaching difficulties
(1) teaching emphasis: be able to read and write numbers within 100 correctly.
(2) Teaching difficulties: being able to correctly say the number of digits of each number and the number on the number of digits.
Teaching time:
1 class hour
teaching process
(a) Review the basics and introduce new courses.
Children have learned the composition of numbers within 100. Now I want to test you. Listen carefully.
1, (1) () One is ten, and there are () in ten.
(2) () A ten is a hundred, and there are () tens in a hundred.
(3) Four tens and two ones ()
(4)3 10 yuan and 5 1 yuan ().
(5)75 has () ten and () one.
2. Count from 5 1 to 100.
In this class, the teacher also invited a good friend to study with us. who is it? (display counter)
Review the table: "Starting from the right, what is the first place?" What about the second place? (one, ten) Yes! Some write a few in ten places, and some write a few in one place. ""So how do you express 17 with a counter? " (roll call to answer, come up and dial the beads)
"yes! Because 17 consists of 1 tens and 7 ones, dial 7 for the tens and 1 for the unit. " (Write and read the number 17 by name. You can write it on the blackboard by name. )
4. Import:
"Just said the number is less than 20, if it is greater than 20, how do you say? Who knows that 2 1 is represented by a counter? " (Students discuss and the teacher calls the roll to answer)
(Teachers can guide students to think: 2 1 consists of two tens and 1 one, so dial 2 for the tenth place and 1 for the unit. Writing: 2 1 pronounced: 2 1).
"In fact, reading and writing over the age of 20 is the same as reading and writing under the age of 20." So in this lesson, let's learn to read and write on the blackboard within 100.
(2) Explore new knowledge and set sail for new courses.
The teacher bought some pencils as a reward for the children who can think and raise their hands. Can you help the teacher count together?
1, teaching example 4.
Show me 2 bundles of pencils (each bundle 10) and 4 pencils.
Q: ① How many pencils do I have in my hand? Why? How many tens and how many ones? (2 ten and 4) "
② How to express it on the counter? Tell me the reason why you pull out pearls. Inspire the students to say that two bundles of pencils represent two tens, two beads are placed on the tens, four pencils represent four ones, and four beads are placed on the numbers.
③ Reading the numbers on the counter (guiding reading)
(4) Write down this number (to guide writing)
2. Teaching example 5.
(1) Let the students independently complete the three questions in the first line, read them to the classmates at the same table, and the teacher will patrol and guide them.
(2) In the second line, the teacher guides the students to observe that there are four beads in ten places and one place is not. How to write this number? After the students answered, the teacher stressed, "If there are dozens of digits, write 4, if not, write 0". So write: "forty" is pronounced "forty".
(3) Ask the students to try the second and third questions in the second line and tell the classmates at the same table. The teacher asks individual students questions and corrects them collectively.
The teacher stressed that when writing numbers, if there are several tens, write a few tens, and write a "0" in each number, such as 30, 40, 50 ... all numbers are written with "0". Is it okay if you don't write "0" on these numbers? Why?
Design intention: to cultivate students' awareness of autonomous learning and their ability to find and solve problems through independent inquiry. )
3. Teaching example 6.
(1) Ask the students to dial one by one at the counter, dial nine for each position and ask, "How much is the other dial?" 10 How much is it? How to express it on the counter? "The student dials and answers. (10 one is ten, dial one on the ten digits of the counter. )
(2) Ten places are dialed one by one, and nine are dialed. Ask: "What do these nine beads mean? How many tens does the other dial? 10 how is ten expressed on the counter? "
Discuss and communicate at the same table and then answer. (10 Ten is one hundred, dial one on the hundred digits of the counter. )
(3) One student acts it out, and the rest of the students try to write this number in their exercise books and read it out.
Writing: 100 Reading: 100
Write neatly and beautifully than anyone else.
(4) Talk to each other about the digital table on the counter. From the right, the first digit is (), the second digit is (), and the third digit is (). What do the numbers on each number mean?
After answering, open page 35 of the book and fill it in. Read it twice in class.
The teacher summed it up and wrote it on the blackboard: reading and writing are all from a high position.
(Design intent: Through operation, further understand the basic principle and numerical sequence table of decimal counting method in which 10 is ten and 10 is one hundred. )
class exercise
1 and (1) receive the ball, and answer by name, train and class respectively.
(2) Teachers read, students listen and write, and then the whole class answers.
(3) Two people at the same table work together. One person says the numbers, and the other person writes the numbers in the dictation book. The numbers and readings to be written should be written out. Everyone says three.
2. Exercise: Do the third question on page 35.
Homework arrangement
Mathematics teaching plan for grade one in grade three primary school volume two
Activity introduction: talk: test what kind of mathematical plane figure can you spell with four wooden sticks of equal length? How about three sticks? What if two sticks? (Students prepare) Can you spell different shapes of corners?
Let's get to know such a horn today. Someone gave it a nice name.
Today, let's first know right angles (blackboard writing: knowing right angles)
Second, the new curriculum teaching
1, identification:
Dialogue: Actually, there are many right angles around us. Look: This is a handkerchief and a math book. Can you find the right angle on their faces? Ask the students to point out
Question: Think about where the right angle is hidden around us.
(Pay attention to the right angle on the triangle)
Question: There is a right angle on the triangle. Let the students draw.
Conclusion: Right angles are everywhere in our lives.
Step 2 draw a picture
Question: How to draw a standard right angle?
Think about it. What's the best way?
The size of the openings on both sides of such a right angle can only be felt, not necessarily the standard right angle? Is there a better way? )
Question: A triangle has three angles. Why draw a right angle with this angle?
Dialogue: It's really a good method. Did the other children see it clearly? Who will talk about the method?
Narrative method: press the triangle on the paper, find the right angle on the triangle and determine a vertex.
Then draw two sides along the ruler.
Question: Can you draw right angles in different directions by turning a triangle? Let the students say: How are you going to draw?
Do other children want to try it on their own? Please draw a right angle on question 1 in the exercise paper.
Summary: Look, the teacher chose some children to draw them. They are all at right angles in different directions.
In order to distinguish it from other angles, people also give a special symbol to the right angle? The teacher demonstrated that we called him "rectangular symbol".
The students began to mark the right angles they drew.
3. 10% discount
Dialogue: We drew a right angle with our brains. Now let's do a test. This is an irregular piece of paper. Can you fold it twice to form a right angle?
Just try it.
Question: How to discount communication? Discuss it.
Please go on stage and demonstrate your folding method.
Question: Two people at the same table compare the folded right angles. Then compare the folded right angle with the right angle on the triangular ruler. What are the main findings from these two comparisons? I found that right angles are all the same.
Step 4 have a debate
(1) The children are really good. I want to ask you, if you are given some corners (hanging a small blackboard), is there any way to verify whether they are right angles? Tell your method to the students in the group.
Discuss the method of verifying whether an angle is a right angle in groups.
(For example, the shapes of these three corners are particularly different, and you can judge them directly with your eyes, but some corners are close to each other, but what if you can't judge them with your eyes? )
Summary: If you want to verify the right angle correctly, you can use a tool: the triangle. Now let's learn from the doctor of computer science.
The student said: find the right angle on the triangle, vertex to vertex, align one side and look at the other.
The edges overlap at right angles.
Students talk about the method of judging right angles with triangles (teacher's paste method)
(2) What do you find by comparing the right angle on the triangle with the other two angles? Students draw acute and obtuse angles on the teacher's blackboard. )
Student exchange.
Point out: an angle smaller than a right angle like this is called an acute angle. How about this corner?
Comparison of students' oral answers.
An angle larger than a right angle like this is called an obtuse angle.
By comparison, we know what kind of angle is acute. What kind of obtuse angle is it?
(blackboard writing: acute angle and obtuse angle)
Guess: The teacher shows the angle of the activity, the students look at the angle, and quickly answer what angle it is.
Dialogue: Children are really amazing. They not only know three angles, but also learn the correct judgment method.
Now, please ask the children to complete the second question on the exercise paper and compare it with triangles to see what angles they are.
Third, the practical application of angle
(1) Dialogue: Who is the best at right angles, acute angles and obtuse angles? Tell you what, let them have a game, okay?
1 Building is at right angles to the ground, and Building 2 is at an acute angle to the ground. Which house do you want to live in? Why?
Teacher: Who won this round?
(2) Enter the second round of competition: the nail tips of pushpins are acute and obtuse respectively. Which one do you want to use? As shown in the picture: Teacher: Acute Angle won again.
(3) The third game has begun. Which of these two chairs do you want? What's your reason?
Teacher: The obtuse angle won this time. The game is over. Who is the best?
Dialogue: Yes, they all play an important role in life! It is precisely because acute angle, right angle and obtuse angle have their own strengths that such a wonderful world has been created!
Fourth, expand activities:
Make a right angle, an acute angle and an obtuse angle with two different triangular plates.
blackboard-writing design
Understand right angles, acute angles and obtuse angles.
Right angle, acute angle and obtuse angle