Teaching requirements:
1, so that students can correctly count the number of objects between 1 1-20, know the number of 1 1-20, correctly read the number of1-20, and initially grasp the number within 20.
2. Make students understand the decimal system of numbers and know that "10 1 is a ten" and "two tens are 20".
3. Understand the relationship between mathematics and life, cultivate students' estimation consciousness and have a preliminary understanding of numbers.
Teaching focus:
Through practical operation, exploration and cooperation, students can master one ten and several ones, and correctly read the number 1 1-20.
Teaching difficulty: establishing the concept of the tenth unit of calculation.
Teaching preparation: courseware, sticks
Teaching presuppositions and comments:
First, create situations and introduce new knowledge:
[Computer: Little Monkey] Teacher: Look, children, who's here? Little monkey: Hello, children. Today, we will study together. Would you like to? Little monkey: Great, I am a good boy at school, too. I have many small red flowers. I don't believe you can count. Teacher: Little friend, let's count how many little red flowers the little monkey got, shall we? Raise your right hand and count while gesturing. [Count to 10] [Computer demonstration of10 flower,1flower with question mark] Teacher: If you count backwards, you need a number greater than10. Today, we will learn a number greater than 10. [blackboard writing: 65448]
(Comment: Children get little red flowers rewarded by teachers every day. By counting little monkeys to create the situation that "counting to 10 is greater than the number of 10", how many little red flowers have been obtained, which is not only close to students, but also true and natural. )
Second, practice and explore new knowledge.
(A) the establishment of the concept of "ten" in numeration unit
Teacher: Today, the eggplant teacher brought us some math problems for the children to solve. Would you like to? Listen, what's the first question the eggplant teacher brought us?
Teacher Eggplant: Please count 12 sticks and line up on the table.
(Student operation, teacher patrol)
Teacher: Dongdong, a child in the computer, also put some sticks. Let's count it for him.
(courseware demonstration 12 sticks to guide students to count)
Teacher Eggplant: Children are really original. They can not only count 12 sticks correctly, but also count them for Dongdong children. But dozens are too much trouble. Is there any good way for you to see 12 at a glance?
Teacher: Do you understand? Please think about it, put it on the table and quietly tell your deskmate what you think.
After the students operate the activities, communicate with teachers and students. Students may have the following ideas:
1, 2, 3, 4 and 6.
2. Divide 12 into 9 and 3.
3. 12 root is divided into 10 root and 2 root.
Teacher: The children are amazing! Come up with so many good ideas. Lingling, the child in the computer, also came up with a solution.
Let's see what she said.
Courseware demonstration: Count 10 blocks → pile them up → bundle them up.
Teacher: Are you thinking the same thing as Lingling? Compare, whose method is better? Please count 10 sticks and tie them into a bundle.
Teacher: How many are there in this bundle? How many? A bundle of 10 is 10, and we say "10 is 1 10". (Write on the blackboard and read: 10, one is 1 10)
Now, please take out the stick of 10 and think about how to take it. Show it to everyone.
Teacher: (referring to two bundles 1) A bundle of sticks is a ten. Combined with the two next to it, you can see at a glance that there are 12 branches. Who can tell me how many bundles and roots add up to 12?
Now the teacher will test the children's eyesight. Can you quickly see how many sticks have been put?
(Demonstration courseware: show 13 and 17 sticks in turn. Tell me how many bundles, how many? )
(Comment: In the experience of counting, posing, thinking, posing again, binding and speaking, students naturally form the concept of "10 is 1 10", which makes abstract concepts concrete, intuitive and easy to accept in operational activities. It is easy for students to put a stick, but it is inseparable from the teacher's guidance to put it well, use their brains and understand the truth. Teachers should correctly guide and fully mobilize students' enthusiasm in this link. )
(2) Swing, speak and understand "two tens are twenty"
Teacher: Think about how to extinguish the stick of 1 1 and then start to extinguish it.
(After the students operate, talk about how to put it. Then put 14 and 18) in turn.
Teacher: Please take out the 19 stick quickly.
There are two possibilities for students to communicate their postures after operation:
1。 Put one bundle first, and then count nine.
2。 18 and then add one.
(Affirm the students' two postures)
Teacher: 19. How much is one more? How to put it so that others can see it is 20 at a glance? Let the children discuss with your partner and then perform together.
Teacher: 19, and one more is 20. How many bundles are there for 20? What if a single root is full 10? Now there are two bundles of sticks, two 10 and two 10 are 20. (blackboard writing: 2 tens are 20)
(Comments: Under the guidance of the teacher's organization, students can operate and think, fully display their talents, flexibly use their existing knowledge, and understand "two tens are twenty" in a short time.
(3) The serial number is 1 1-20.
(The courseware switches to the picture of the little monkey and the red flower)
Teacher: Children are so smart and study so hard. The little monkey is so happy to study with everyone. When he was happy, he accidentally messed up the neatly arranged red flowers. What will the eggplant teacher say to the little monkey?
Teacher Eggplant: You little monkeys are really naughty. Please help me arrange these red flowers neatly under the straight line (display axis) from small to large.
Monkey: Sorry, Miss Eggplant! I'll get in line right away.
(Courseware demonstration: the safflower marked with1-10 disappears, and1-10 is arranged on the number axis in turn.)
Monkey: What happens after 10? Begging children to help me!
Teacher: What's behind 10? What is behind 1 1? What about after 12? (1 1, 12, 13 are displayed in sequence on the number axis).
Teacher: (pointing to 15 and 18 respectively) Which number should I fill in here? What is the middle between 13 and 15? What are the two numbers between 15 and 18? /kloc-what about after 0/8?
Teacher: Let's have a look, children. How about the number below the straight line to the right? What are the numbers greater than 10? Let's read 1 1-20 together.
(Comment: In the activity of helping the little monkey solve the problem, let the students experience and get the order of 1 1-20. The students learn lively and interesting. In the process of observing the changes of numbers on the number axis, the order of numbers is clearer. )
Third, practice feedback and strengthen new knowledge.
Teacher: We used to know 0- 10. Today, we know 1 1, 12 ...
Reveal the theme. Do you want to see so many numbers? Please read from 1 1 to 20 for girls, and read it again for boys. Read from 8 to 15 and from 20 to 13.
Teacher: Great! What else did you find in the arrangement of these numbers?
Teacher: These figures accompany our lives, do you know?
Students can speak freely.
(Comments: Through various forms of training, students' understanding of the number 1 1~20 has been strengthened, and the connection between mathematics and life has been realized, so students can learn easily and lively. )
Teacher: on the birthday of the little monkey, all the animals come to visit, and the little monkey gives candy to entertain everyone. Guess how many sweets are there?
Students guess.
Teacher: How many? Let's count.
Teacher: Just now, we counted 16 sweets one by one. How does the little monkey put sugar so that we can easily see that it is 16? Is there any good way?
Students can put 10 together and then put 6.
Teacher: This method is good! We can pile 10 pieces of sugar and sticks together or bundle them together, so it's easy to count.
Teacher: If we come across something that is neither easy to bind nor easy to pile, how can we show that it is more than a dozen? (There are 16 weeds in the painting: circle 10, and others can easily see that it is more than a dozen. )
Teacher: Teacher, there is also a box of sweets here. Ask a few children to grab one, and then let the students in your group guess how many there are, and see who can guess best.
Teacher: (grabs a handful) Guess how many sweets the teacher has in his hand? More or less than you?
Students may guess: 17, 18, 19.
Teacher: Let's count them together. Did you guess right? Give these sweets as prizes to everyone!
(Comments: This session allows students and teachers to catch candy and guess candy, so that they can feel more than a dozen in a relaxed and lively atmosphere, and at the same time cultivate students' awareness of counting. )
Overall evaluation of teaching:
The design of this course carefully selects the things and situations that students like, does not stick to the materials provided by the teaching materials, and reprocesses the teaching materials, which is helpful to the openness of the teaching content. Teachers start with what students like, and let students know the number 1 1-20 in the form of activities, master the order of the numbers, and cultivate students' sense of numbers. Students are more active in learning, teachers can prompt them in time, the classroom is lively, students are interested in learning mathematics, energetic and relaxed. Students' personality can be publicized, their thinking can be trained, and every student can be fully developed in a relaxed and harmonious atmosphere.