Senior one mathematics volume II 1 (7 blocks) teaching objectives;
1. By filling in the hundred-digit table, students can clearly understand the arrangement order of numbers within 100, construct the relationship between numbers, deepen their understanding of logarithmic concepts and cultivate their sense of numbers.
2. Through the observation and analysis of hundreds of tables, explore the law of numbers within 100, cultivate students' interest in inquiry and develop their thinking.
Teaching emphases and difficulties:
1, and found the general law of the number arrangement order within 100.
2. Initially construct the relationship between numbers and establish a sense of numbers.
Teaching process:
First, create a situation to reveal the topic.
The elf brought a treasure map and led to a "hundred tables"
Second, deconstruct the hundred tables and explore the law of numbers.
1, observe 100 tables and find the law.
Show the numbers given in the first and second lines of the 100-digit table on page 4/kloc-0, and observe: What are the characteristics of these numbers? Can you fill in the numbers between them in this order?
What's so special about showing two special teams (two diagonal lines) in turn?
Can you fill in the rest? Students fill in these 100 forms in a certain order.
2, color, find the law.
(1) Complete the coloring activity of Example 4( 1) on page 4 1. The rules of exchange coloring.
(2) Have you found any new rules?
Observe and think for yourself.
Talk to children at the same table or at the front and back tables.
The whole class communicates.
3. Class summary.
Third, expand and improve according to law.
1, find a home for the number:
(1)34 and 56
(2) Pages 78 and 45
2. Complete "Done" on page 4 1.
Fourth, the class summary
What have we learned in this class? What did you get?
The teaching plan of the second volume of the first grade mathematics (7 pieces) 2 teaching objectives
1, learn to compare the numbers within 100, and solve some problems in life.
2. Cultivate students' good habits such as careful observation, positive thinking, correct comparison and good cooperation and communication with others.
Emphasis and difficulty in teaching
Learn to compare numbers within 100.
teaching process
First, review the introduction and reveal the theme.
1, dialogue introduction: Students, I know you have learned the composition of numbers, the reading and writing of numbers, and the order of numbers. The teacher wants to test you. Dare you accept the teacher's test?
(1), 6 is () digits, 100 is () digits, and 82 is () digits.
(2), 8 of 28 is in the position of (), which means () (); 2 in the () position, indicating () ().
(3) and 36 are composed of () tens and () ones; The number consisting of four tens and five ones is (); There are () ten and () one in 99, followed by ().
(4), according to the data order:
34、35、()、37 69、70、()、72
2. The students study well. Let's look at these two questions.
(1), in ○, "<," = ".
15○20 1 1○9 8○8
(2) Of the numbers 66, 25, 9, 89, 75 and 100, the smallest is (), and the smallest is ().
The student answered and asked, "How do you know which number is the smallest and which number is the smallest so quickly?" Guide students to say that one digit is less than two digits, and two digits are less than three digits. Finally, it is concluded that the more digits, the greater the number.
3. Practice at once.
4. If they are both double digits, can you compare the sizes so quickly? In this lesson, we will continue to learn the comparison of numbers within 100. (blackboard writing topic. )
Second, explore new knowledge.
1. Let's play a game. The teacher has some cards with two digits on them. We asked a representative of the two groups to draw cards to see which group had the larger number.
Start the game.
Let the students understand the method of comparing the size of two digits in the game.
2. Summarize the methods of comparing the size of numbers within 100: compare the sizes, first look at the number of digits, and the number with more digits is larger; If they are all two digits, ten digits are different from ten digits, and ten digits are the same as one digit.
Third, consolidate the exercises:
1. Students independently complete "Do it" on page 42 of the textbook, and then call the students to talk about how it compares.
Can you tell me the number of the sixties? (In order) Compared with sixty, are these numbers greater than or less than sixty? What about seventy? Forty is between dozens and dozens. Eighty is bigger than dozens, but smaller than dozens.
Fourth, expand the topic.
1, connect. (courseware)
2. Fill in the appropriate figures.
26□7 100 >3□58 & lt； 5□78 & lt； □2
3. Do you know who I am? (courseware)
Verb (abbreviation for verb) class summary:
What did you buy today?
The teaching plan of the second volume of the first grade mathematics (7 pieces) 3 teaching objectives
1. On the basis of existing experience, students can independently explore various methods to calculate the addition of 8, 7 and 6; Make students further understand the method of ten addition, and be able to calculate the addition of 8, 7 and 6 correctly and skillfully.
2. Cultivate students' abilities of preliminary observation, comparison, abstract generalization, hands-on operation, knowledge transfer and analogy.
3. Cultivate students' awareness of cooperative learning and mathematics application.
course content
Textbook page 103 ~ 104: 8, 7 and 6.
teaching process
First, create a situation to stimulate the desire for knowledge
The video shows that eight children went to the park to buy tickets, and then five children came. )
1, the teacher creates a situation: Sunday morning, the weather is fine, and eight children, including Xiaowen, Xiaoli and Xiaoming, go to the park to play. They came to the gate of the park and were about to buy tickets when five of their classmates came. How many children are there at the moment? How many tickets should I buy? They want to ask their classmates to help them calculate. Do students want to help? Let's discuss how to solve this problem in the group first, shall we?
2. Group discussion.
3. Group report and communication.
Health 1: We count these children. There are 13 people.
Health 2: Our group thinks so. Eight people came for the first time, and then count down, 9, 10,1,12, 13, and 13.
Health 3: We made up 10 from two of the five children who came later, 10 and the remaining three. A * * * is 13 people.
Health 4: We divide eight children into five children and three children groups, and then add these five children and five later children to make up 10, 10 and the remaining three people, and one * * * is 13.
Teacher's summary: These methods that students come up with are all good. Which of these four methods do you like best?
Second, hands-on operation, self-awareness and exploration of new knowledge.
1. After the students answered, the teacher pointed out: If the calculation method is used, how should the formula be formulated?
The students answered, the teacher wrote 8+5 on the blackboard.
Teacher: How to calculate 8+5? Let the students swing with sticks in the group.
Group report and exchange, because students have the basis of 9 plus a few, it is easy to think of making up 10 to solve this problem.
Health: Our group will set up eight branches first, then five branches, and then take out two of the five branches and put them into eight branches to make up 10, 10 plus the remaining three branches, which is equal to 13.
The teacher asked several groups to explain how they did it.
According to the reports of several groups, the teacher summarized the operation while writing on the blackboard: the students were so clever that they all thought of taking out two of the five sticks, using eight sticks to make 10, 10, and the remaining three were equivalent to 13. This method is really good.
Do other groups have different calculation methods?
Because of the foundation of several plus nine, other methods, such as counting method and connecting method, no longer appear or rarely appear.
2. Teacher: Just now we put a stick and worked out 8+5= 13. Now we don't put a stick, just look at the formula. Can you work out the results of 8+4, 7+6 and 6+5?
Students reflect that because students have learned to calculate 8 plus 5 by inserting rods, there should be no problem in calculating the three formulas of complement 10. Teachers should let more students speak their minds at this time.
On the basis of students' reports, the teacher summed up the method of rounding ten: students just add 8, 7 and 6 to 10 respectively, and then add the remaining numbers to 10. This is the main content of our study today.
(Teacher's blackboard writing topic)
Consolidate internalized and divergent thinking
Teacher: It's not easy for students. They figured out a way to add a few questions on the basis of 8, 7 and 6. What does this method have to do with the method of adding a few to nine that we have learned? That teacher has a topic 8+9 here. See which student thinks the most ways?
Student report:
Students 1:9 take 2 and add 8 to get 10, and 10 plus 7 equals 17.
Health 2: Take out 1 from 8, use 9 as 10, and 10 plus 7 equals 17.
Health 3: I think because 9+8= 17, 8 plus 9 equals 17.
The teacher affirmed all three methods, especially praised the third method. Teachers infiltrate and exchange the position of addend, and get the law that the number is invariant. Teachers demonstrate the thinking process of 9+8= 17 and 8+9= 17 with courseware to help students realize the transfer of learning.
Third, apply new knowledge to solve problems.
1, (courseware demonstration) circle and calculate.
2. (Courseware shows) 1 There are 6 people on the bus and 7 people got on it. How many people are there on the bus at this time?
3. (Courseware display) Rabbits find a home: every rabbit has a recipe and every hut has a number. After the students do it right, the rabbit can go home.
4. (Show the courseware) Write the formula. Write the formula according to the situation in the picture to see which student writes more and better.
The teaching plan of the second volume of the first grade mathematics (7 articles) 4 1. Fill in independently.
math play
Prepare lessons for the second class in the special reading room
teaching
Second, the number game:
1, topic skipped
teaching
2. Show pictures:
The little squirrel picked up a big basket of pine cones. It ate 25 pinecones and there was 17 left in the basket. Who knows how many pine cones the little squirrel has? 25+ 17=42 (piece)
3. Say goodbye to the little squirrel and come to the lake. The lotus in the lake is pink, and dragonflies are flying in the air. They are looking for their favorite flowers. Let's help them find them. Independent connection P64 See the connection in the picture.
4. Come and look over there. The mother elephant is testing her baby elephant.
Elephant: I am 3 years old. Mother elephant: I was 29 when you were born.
Do you know how old mother elephant is this year? 29+3=32 years old
5. Look at what that naughty little monkey is doing. Measure the height of the deer.
Floret: 92 cm dot: 73 cm yellow: shorter than floret and taller than dot.
How high can Xiao Huang be? Please select: (56 cm 73 cm 80 cm 95 cm)
6. Some stupid bears want to play on the seesaw. Come and do math, and then help them draw a seesaw.
7. Mathematical activities:
Brother Naughty took 20 yuan's money to buy toys. What can he buy?
Show pictures: toy gun: 1 1 toy car: 2 1 doll: 18 yuan.
Teddy bear: 13 puzzle: 7 yuan building block: 9 yuan ball: 5 yuan
Group discussion: How many ways to buy? How much is each way? How much is the change?
8, math games:
Guess what I am?
(1) I am older than 38 17. 38+ 17=55
(2) I subtract 13 to get 60. 60+ 13=73
I add 20 to make 52. 52-20=32
Third, rank the scores:
68+ 17 94-48 62- 18
82-35 38+25 49+27
()& lt()& lt()& lt()& lt()& lt()
Teaching plan (7 sheets) of the second volume of mathematics for grade one 5 Teaching content: P23, standard experimental textbook for compulsory education curriculum, Exercise 5, 1-3 questions.
Teaching objectives:
1. Review the calculation and mathematics of abdication subtraction in 20 years to improve students' mastery of this unit.
2. Let students develop their personality and summarize the rules through hands-on operation in independent thinking and cooperative learning, and cultivate their independent exploration ability and cooperative learning consciousness.
Teaching emphasis: summarize the calculation method of abdication subtraction within 20.
Teaching difficulty: mastering abdication subtraction within 20.
Teaching process:
First, introduce a conversation to reveal the topic:
We learned the abdication subtraction within 20 minutes. In this lesson, we will review the abdication subtraction within 20.
Writing on the blackboard: and reviewing.
Second, autonomous learning and cooperative discussion:
1, oral calculation:
Practice oral calculation first and answer by train. Which train will leave? (* * *15 formula in the first row and the first column of the subtraction table in 20 years).
Question: How did you work out this question (15-9) by mouth? Who has different ideas?
2. Preliminary perception law:
(1) Just now, we calculated the abdication subtraction within 20 by various methods. Now, the teacher arranges these 15 cards in two rows and sticks them on the blackboard. Please observe them carefully and think about them. What are the characteristics of these formulas? What rules can be used to queue these formulas? (Think independently first, then organize a group discussion)
⑵ The minuend of the first line is the same, so it can be queued according to the size of the minuend. The subtraction in the second line is the same, and can be queued according to the size of the minuend. Next, the teacher wants the students to line up in the study group 15 formula. Ask the team leader to take out the black bag and put it on the table, which contains the formula of 15. Students in each group should listen to the arrangement of the group leader, some look for formulas, and some paste formulas. Let's work together to see which group of students cooperate best and arrange correctly and quickly.
(3) Students begin to operate.
(4) Show in groups and tell us what rules it is arranged according to.
5]: The students are really good. It is amazing that you have come up with so many arrangements through eye observation, brain thinking and hands-on operation. But there are 2 1 formulas for abdication subtraction within 20. For a more intuitive arrangement, let's first arrange it according to this arrangement method (③).
In the student arrangement:
① Arranged in two rows;
(2) arithmetic;
③ It is arranged in an inverted "7" shape. Can you arrange it quickly according to this method? Ok, let's see which group is right, fast and neat. There is a group that has this arrangement. Let's discuss it. What's the next arrangement?
3, the use of law, complete the form:
(1) Who can tell us the rules of this line and column just arranged?
(2) Which formula should be arranged next? (Teacher refers to the box under 1 1-8). Ask the team leader to take out the second bag, which contains the remaining 2 1 arithmetic cards. Work in groups and continue to arrange according to law. See which group lines up quickly and neatly.
(3) Students begin to operate.
4. Guide students to say the law of "subtraction table within 20".
(1) vertically, what are the rules of the arrangement of formulas? How do you know that the difference is from small to large?
⑵ Looking sideways, what are the rules? How do you know that the difference is from small to large?
Besides these, what new discoveries have you made? How do you know that the difference is the same if you look at it from the side?
⑷ Mastering these laws can help us to calculate the abdication subtraction within 20, and make the calculation correct and fast.
Third, apply the rules and complete the exercises.
1. The teacher randomly points out a question in the table and asks the students to find all the formulas that are the same as this question.
2. Students can choose freely. If they want to write a bad formula, they can write a bad formula (requirement: the difference is the same for all formulas).
3. Courseware display game: picking apples
Open computing exercise:13-() = 613-() =11-214-() = ()-()13-()
Assignment: Exercise 5 1-3.
This unit teaches simple orientation knowledge, so that students can distinguish their own front and back, up and down, left and right, and use these orientation words to describe the relative position between objects. Because students have come into contact with these positions in their lives, and it is easy to define the front and back, up and down, which are self-centered, so examples and "thinking and doing" focus on recognizing the left and right. For before and after, the textbook only guides students to gain their own understanding in the process of describing the positional relationship of objects with these words. The learning activities of textbook design include looking at pictures, talking, playing games and operating.
1. The teaching content of the example is arranged in three levels.
The first is to distinguish between your right hand and your left hand. "Please raise your right hand if you want to talk" is not only a regular education for students, but also a way for students to remember their right hand. Then, taking "the exercise book is on the left side of the math book" and "the math book is on the right side of the exercise book" as examples, the teaching uses left and right to describe the relative position of objects. Then let the students look at the pictures, talk about the positional relationship between other objects, and learn the language description initially.
When teaching the positional relationship between exercise books and math books, we should pay attention to three points:
First, let the students contact their right and left hands to distinguish which of these two objects is on the left and which is on the right.
The second is to guide students to use "which side x" to express;
Third, either of the two sentences clearly expresses the positional relationship between the exercise book and the math book, which can be said in this way or that way, and the other sentence can be inferred from one of them. It is necessary to understand the inevitable connection between these two sentences, but students are not required to say two sentences at the same time. Don't deliberately do such exercises.
Look at the picture and talk about the relationship between left and right. The orientation of Xiaoming, Xiaohong, Xiaogang and Xiao Fang in the picture is the same as that of the students. According to their feelings about the left and right, it is not difficult or vague for students to determine the position relationship between Xiao Ming on the left of Xiao Hong and Xiao Gang on the right. You can also say the relationship between before and after or up and down.
2. Contact your body to make a judgment.
When first-year students distinguish between right and left, most of them have to think about their left and right hands to make a judgment, which is the performance of students' age and psychological development characteristics. Question 1 of Thinking and Doing follows this rule to design game activities. First, clench your fist and remember your left hand and right hand; Clap your hands again and realize that the left hand side is left and the right hand side is right; Finally, touch the ear, the left hand touches the right ear, and the right hand touches the left ear, feeling that the left and right are relative. These games should be played repeatedly, so that students can learn to distinguish right from left.
When the second, fourth and sixth questions of "Thinking and Doing" involve the left and right, students should be reminded to think about their left and right hands first, distinguish between left and right, and then answer questions and operate activities. Even if there are mistakes, you should contact your left and right hands to understand and correct them.
3. Practice in an open environment.
The third question of "think and do" guides students to observe and express in an open situation through "there are eggs on apples" Three points should be paid attention to in teaching the up-and-down positional relationship of objects.
First, let the students speak fully. The five objects in the picture are placed on the fourth floor of the refrigerator, and the position of each two floors is up and down. So, there is a lot to say. Let students speak fully, which can not only arouse their enthusiasm, but also give them a lot of practice opportunities.
Second, the language structure should not be too monotonous and too mechanical. You can say "what is the upper (lower) side of what" or "what is the upper (lower) side of what" as demonstrated in the textbook. While paying attention to the accuracy and integrity of language, we should encourage the diversity of expression and promote the flexibility of thinking through the flexibility of language, but we can't train in the diversity of expression.
The third is to collect some related languages, such as eggs on apples and apples under eggs; Apple is above the bread, and cabbage is below the bread; The milk is under the apple, the milk is above the cabbage, and so on. Let the students understand that the positional relationship is relative.
Seven teaching objectives of the second volume of mathematics teaching plan for grade one (7 articles)
1. Through operation and observation, students can learn about cuboids, cubes, cylinders and spheres. Know their names; Will know these objects and graphics, and initially perceive the characteristics of various graphics.
2. Cultivate students' hands-on operation and observation ability, and initially establish the concept of space.
3. Stimulate learning interest through student activities and cultivate students' awareness of cooperation, exploration and innovation.
The key and difficult point in teaching is to initially understand the objects and figures of cuboids, cubes, cylinders and spheres, and initially establish the concept of space.
Teaching AIDS and learning tools: prepare several bags of objects of various shapes, graphic cards and courseware.
teaching process
I. Questioning passion:
Students, the teacher introduces a child to you. Do you want to know who he is? Please listen to what he said. Can you help Beibei?
The design intention is to introduce this class with students' love of making friends, arouse students' suspense, stimulate students' interest in learning and create a good and relaxed learning atmosphere. )
Second, the operation perception:
Divide one point and reveal the concept.
(1) Grouping activities. Ask the students to put objects with the same shape together, and the teacher will patrol.
(2) Group report.
Q: How to divide it? Why do you want to divide it like this? Students' possible answers can be divided into several groups: one group is a long square; One group is square; One group is straight, like a pillar; One group is a ball.
The design aims to let students organize each group of articles and let them experience the process of understanding the characteristics of various articles. )
(3) Show courseware to reveal concepts. Courseware shows pictures of different sizes, shapes and colors, reveals the concepts of cuboid, cube, cylinder and sphere, and names blackboards randomly.
(4) Read the graphic names together.
(5) Chessboard problem: understanding three-dimensional graphics
It is the focus of this lesson to recognize the design intention from physical objects to graphic names and then to three-dimensional graphics. Using the function of multimedia visual teaching to show the abstract process is helpful for students to understand the generation of knowledge and solve the key points of this lesson. )
Third, form the appearance and initially establish the concept of space.
1. Show real cuboids, cubes, cylinders and spheres for students to identify.
2. Students take out four different shapes of objects according to the teacher's requirements.
3, personal experience, perceptual characteristics.
(1) Students choose a favorite object as a good friend, touch objects such as cuboids, cubes, cylinders and spheres with their hands, and then exchange their feelings and discoveries in groups.
(2) Students may say: Cuboid: It is rectangular with a flat surface. Cube: It is square and has a plane. Cylinder: it is straight, with the same thickness from top to bottom and flat ends. Ball: It's round. (If students say that a cuboid or cube has six faces, the teacher should affirm it, but students are not required to say it. )
4. Students list the objects they have seen in daily life, such as cuboids, cubes, cylinders and spheres.
5. Courseware shows three-dimensional graphics in life.
The design intention is to further consolidate the knowledge learned, preliminarily understand the close relationship between mathematics and life, mobilize all students' interest in learning, and push the classroom atmosphere to a climax.
Fourth, the game "see who can be sure".
1, Teachers play games with life (demonstration).
2. Team games. One person in each group says the name of the object, and the other students touch it as required to see who can touch it accurately.
Design intention game is an activity that everyone likes, which can easily stimulate students' enthusiasm for participation and deepen their experience of various shapes and objects through various senses.
Verb (abbreviation of verb) consolidation exercise (page 37 1 and 2 questions).
The design aims to provide each student with an opportunity to practice and deepen their understanding of three-dimensional graphics in the counting process. Cultivate students' serious and careful study habits. )
Sixth, the experience characteristics of group activities
1. Let the students take out the cuboids and cylinders and put them on the table to play, or take part in dribbling games. Let the students find that the cylinder will "rotate" and the ball can roll at will.
2, group communication, report.
The design intention is to cooperate in groups, which not only provides students with sufficient hands-on opportunities, but also gradually experiences the characteristics of various three-dimensional graphics, arouses all students' interest in learning and pushes the classroom atmosphere to a climax again. )
Seven. Summary:
What good friends did we meet today? Did you write down all their faces?