This lesson is the second volume P45 of mathematics, the standard experimental textbook of compulsory education curriculum published by People's Education Publishing House. Let's put it on the table and think about it.

This lesson has designed a lively and interesting activity, which allows students to further consolidate the concepts of numbers and bit values through practical operation, and further explore the characteristics and arrangement rules of numbers within 100. The activity allows students to put a certain number of disks in the tenth and fourth places of the number table, so as to obtain different numbers, consolidate their understanding of the numbers within 100, and also guide students to observe the characteristics of each group of numbers, explore the rules and cultivate their preliminary inductive ability. The whole activity can not only enable students to develop their thinking ability in images in practice, but also develop their initial abstract thinking ability by looking for laws.

I set the following three learning goals:

1. Learn more about the composition of numbers and the concepts of numbers and values within 100 through operations, observations, guesses and other activities.

2. Through observation, operation, comparison, guessing, verification and induction, feel the characteristics and arrangement rules of numbers within 100, and develop students' preliminary abstract thinking ability while feeling the rationality of mathematical thinking process;

3. Cultivate the ability of observation, analysis and reasoning, orderly and comprehensively think about the methods and consciousness of problems, and improve the ability to solve problems by using laws.

Combined with the goal, I set the teaching focus of this lesson as: how to set it so as not to repeat or miss.

Teaching difficulties:

1, how to set no repetition or omission, and explore the characteristics and laws of numbers within 100.

2. Cultivate the ability of observation, analysis and reasoning, orderly and comprehensively think about the methods and consciousness of problems, and improve the ability to solve problems by using laws.

I will complete the teaching plan in four steps:

First, stimulate the introduction of interest, revealing the topic

As the saying goes, "A good beginning is half the battle." Especially the first-grade children, influenced by their physiological and psychological characteristics, it is one of the important links in this teaching to stimulate students' interest in learning and desire to explore. And "interest" is the "condiment" for junior students in class. With it, students are willing to learn, enjoy learning and love learning. Therefore, I take students' favorite stories as the traction to stimulate their interest in learning. Let the students know that a magnet placed on different numbers can represent two different numbers.

Second, begin to operate and find the law.

(1) Some students try to count with two magnets.

Individual students try to put numbers with two magnets, and students may have several different ways to put them. At this time, teachers can guide students to compare which method is faster, without repetition or omission, with emphasis on two methods: from small to large and from large to small.

(2) Work together at the same table, and put the number with 3, 4 and 5 plates.

1, hands-on operation pendulum number

This link is mainly to let students sit at the same table and try to set up Weihua, so as to create a space for students to operate, explore and cooperate, which is conducive to cultivating students' study habits of independent learning, independent thinking and cooperative communication.

2. Student presentation (Ask students to name the stage for the physical presentation. First put all four pieces in one place, that is, 4; Move one to ten places, that is13; Move one to ten places again, which is 22; Move one more, that is, 3 1, and move one more to the tenth place, so all four are in the tenth place, that is, 40. Write down the last four numbers (chessboard performance: 4, 13, 22, 3 1, 40).

(3) Find out the rule from the disk number of 1-5.

Ask the students to look at the form carefully and say what they find. So as to cultivate students' ability of cooperation, communication, observation, comparison and induction of image thinking and abstract thinking.

It is important to guide students to discover: 1, the number of squares is more than the number of disks 1. 2. The sum of ten digits and digits is equal to the number of chips. It is difficult for students to find the rule that the sum of ten digits and one digit is equal to the number of disks. I was guided like this: Teacher: Do you want to know what the teacher is thinking? I'm thinking. For example, since the three numbers 2, 1 1 20 can be put out on two disks, what do they have to do with these two disks? Tell me. Student number two stands up. Your number 2 is represented by two disks. What does your number 2 have to do with these two disks? 2=2, what does the number 1 1 have to do with these two wafers? How about 20 (0+22 = 1+ 12 = 2+0)? The sum of the digits in the ten digits and the single digit is equal to the number of chips.

Third, verify the law and apply it.

After the students found the rule, I first asked the disks that were not placed to write the number of six disks that could be placed according to the rule, and then verified the found rule through the demonstration of the pendulum process by courseware. Then guess first, and then say what numbers can be produced by seven, eight and nine pieces respectively. The purpose of Huihui is to let students acquire mathematical knowledge through guess-verification-application, and let them feel the joy of success.

Fourth, consolidate practice, expand and improve.

(1) guess. I let the students play a small game-guessing the house number of small animals, which is in line with the psychological characteristics of students, so that students can apply what they have learned in a relaxed and pleasant environment and feel the pleasure of learning and the pleasure of success.

(2) Extracurricular expansion.

10 How many two digits can you put in the block? 1 1 and 12? Go home and try it yourself.