Mathematics teaching plan for the first grade of primary school
Knowing rice: teaching goal
1, so that students can initially establish the length representation of 1 meter in practical activities. According to the initial appearance of 1 m, we can make some intuitive judgments and thoughts.
2. Knowing that 1 m = 100 cm, you can measure the length of an object with a meter ruler.
3. In group activities, learn to cooperate with others to solve problems, and gradually develop serious and meticulous learning attitudes and habits.
Teaching preparation
Teachers prepare: meter ruler, tape measure, scissors, ribbon, adhesive tape, label paper, etc.
Students prepare in groups: meter ruler, tape measure, scissors, ribbon, label paper, etc.
teaching process
First, introduce a conversation
Dialogue: Yesterday, the teacher asked everyone to go back and measure their height. Have you measured them all? Who can say, what is your height? (Students talk about their height) Everyone used the same word "m" in unison. Today we are going to meet Mi (blackboard writing project). For large objects, "meter" is usually used as the unit.
Second, a preliminary understanding of 1 m
1, estimated actual length 1 m.
Talk about: Teacher's height 1.72 cm. Can you estimate that the distance from the ground to the teacher is about 1 m high (Students estimate according to existing experience)
Dialogue: Everyone wants to estimate, so shall we play a game? Let two students slowly open the ribbon roll, and the other students carefully observe the opened ribbon. If you think the length of the opened ribbon is 1 m, shout "stop" immediately. (Student activities)
Revelation: (refers to the drawn ribbon) Is the length of this ribbon exactly 1 m? How do I know how long it is? (You can measure it with a ruler)
[Description: For "rice", students have already had a certain perceptual knowledge in their lives. Starting from the height, let students make bold estimates, awaken their existing life experience, find the growing point of knowledge, and prepare for the later study. ]
2, I know 1 meter.
Show me the meter scale.
Dialogue: This is a meter ruler with a length of 1 meter. Please take out your own rice and see how long 1 meter is.
Question: Take a look and count the scales on your feet. What can you find?
According to the students' answers, the blackboard is 1 m = 100 cm.
3. Measure with a meter ruler.
Talk: How did you measure the length of the ribbon with a meter ruler just now? Who will give it a try?
Measure a ribbon of 1 m according to the name, and then let each group measure a ribbon of 1 m length according to the pattern.
Question: Teacher Zhang wants to know where she is 1 m above the ground. Who will help the teacher measure her? (After students measure, put a label at the position of 1 m)
Do you want to know where you are, off the ground 1 m? Cooperate at the same table and test each other.
Discussion: The labels are all off the ground 1 m. Why are they posted in different locations?
[Description: The students are young and lack experience in cooperative learning. Timely guidance and demonstration of cooperation can make cooperation more orderly and effective. At the same time, it also pays attention to the indispensable individual experience and thinking in the process of cooperation. ]
Talk: Do the students know how long 1 meter is now? Please open your arms and make an estimate. Is your bed longer than 1 m or shorter?
After group activities, organize exchanges.
Question: Can you draw the approximate length of 1 meter with two hands?
Students draw the actual length 1 m by hand.
Talk: Let each group choose anything in the classroom and measure it to see that the length from where to where is exactly 1 meter.
After the group activities, exchange reports.
[Description: Ask the students to compare their pictures with 1 m, and then reach out and draw how long it is compared with 1 m.. With reference, students will draw more accurately. These activities enable students to fully understand the actual length of 1 meter, and initially establish the length characterization of 1 meter. ]
Third, deepen the understanding of 1 meter
(1) Question: Can you estimate the number of people in a line 1 meter long? Students may think that there are about five people in a vertical row; There are about three people in the horizontal row)
Question: Think about it. Team 1 meter long. Why do some teams have about 5 people and some teams have 3 people?
(2) Requirements: Estimate how many steps it takes to walk 1 meter at our usual pace. (Ask some students to come up and take a walk)
Question: Why is the pace different when walking 1 m?
Dialogue: Do the students want to know how many steps it takes to walk 1 meter? Work in groups and measure the distance of 1 m on the ground. Let's go for a walk.
After group activities, organize exchanges.
(3) Talk: Please close your eyes and think about how long 1 meter is. Open your eyes and reach out your hands and compare the length of 1 meter.
(4) Question: Do you know how long 1 meter is? Can you cut a ribbon 1 meter long without measuring it with a meter ruler?
After the students' activities, measure whether the ribbon-cutting is 1 meter long with a ruler.
[Description: 1 meter how many people need to line up, 1 meter how many steps need to take to guide students to gradually deepen their understanding of 1 meter. On the basis of full activities, let the students calm down and think. By closing their eyes and comparing the pictures again, try to establish a clear representation of 1 meter in their minds. Furthermore, let the students cut out the ribbon of 1 meter according to the appearance, and adjust it with the help of measurement, so that the appearance of 1 meter in students' minds will be gradually accurate. ]
(5) Talk: Let the children find out which objects are about 1 m in the classroom.
After the student activities, organize exchanges.
(6) Complete "Give it a try".
First estimate the length and width of the blackboard and the width and height of the classroom door respectively, and then work in groups, measure and fill in.
(7) Dialogue: The teacher is standing here. Who can come up and find a place where the distance between you and the teacher is exactly 1 m? Can you find another seat at a distance of 1 m from the teacher? Can you find such a position again?
The students stood beside the teacher in succession, and finally formed a circle with a radius of 1 m.
Fourth, class summary.
Question: What did we learn today? What have you gained?
The second elementary school first grade second volume mathematics teaching plan.
Classification and Arrangement: Teaching Objectives
1, initially perceive the meaning of classification and learn the method of classification.
2. Students can improve their creative ability, observation ability, judgment ability and language expression ability just by looking at a point.
3. Initially learn to cooperate and communicate with others.
I realize that there is mathematics everywhere in my life.
teaching process
First, create scenarios and explore new knowledge.
1, perceptual classification
Example 1
What did you all see? How to classify?
Revealing the topic and putting the same things together in life is called classification.
(Blackboard Title: Classification)
2. Consolidate the classification of development experience
According to the shape of a point, how to record the result of that point?
Discuss and report.
Plate analysis method.
How else can I divide it?
Second, consolidate and strengthen differential innovation.
1, courseware demonstration exercise 7 1, 2, 3, students complete collectively.
2. Open practice to expand your thinking (divided into cubes) Teacher: Students take out your other bag of study tools. Please classify these items. Student group activities (4 minutes) report and exchange.
Third, the class summary
What did the students learn today? How does this knowledge help you?
Mathematics teaching plan for grade one in grade three primary school volume two
Understanding the clock: First, the teaching objectives
1, let the students know the clock face, the hour hand and the minute hand on the clock face, and the clock face. On or near the hour.
2. In the process of observation, operation, generalization and communication, students develop mathematical thinking ability, establish a preliminary concept of time, and initially cultivate the consciousness and habit of cherishing time and working on time.
Second, the focus of teaching
Know all the time on the clock.
Third, teaching difficulties
Know the approximate time on the clock face.
Fourth, teaching preparation.
Clock face teaching tool.
Teaching process of verbs (abbreviation of verb)
(1) Stimulate the introduction of interest.
1. Guess: Little Ma Jun keeps walking, resting day and night, and his hooves are beating like war drums, reminding people to seize every day.
2. Secret topic: The children guessed right. Do you want to see what the clock face looks like? Today, we will learn "knowing the clock" together.
(2) Think and explore.
1, get to know the clock face.
(1) Description: We often look at the clock face to know the time. Let's observe the clock face carefully and tell the students what you know about the clock face in the group.
(2) Students' activities and teachers' participation.
(3) Tell the knowledge related to the clock face.
(4) There are 12 numbers, and students can read them from 1 to 12 in turn.
(5) There are two needles, one is long and the other is short. Point out that the long hand is called minute hand and the short hand is called hour hand. Ask the students to show the minute hand and the hour hand to their deskmates.
2, a preliminary understanding of the whole time.
(1) Show the clock face at 7 o'clock and ask the students to guess what time it is. Then guide the students to observe what numbers the hour hand and the minute hand point to respectively. Show the clock face at 5 o'clock again and ask the students to talk about what numbers the hour hand and the minute hand point to respectively. What do the minute hands on the dial have in common? What about the hour hand?
(2) Summary: The minute hand points to 12 and the hour hand points to several hours.
(3) Trial teaching:
Show me three full clock faces and ask what time it is on these three watches. how do you know
The students set aside a time on the clock face for their deskmates to tell them what time it is.
(4) Complete the "Want to Do" question 1.
Ask the students in the group to say when to get up in the morning and when to go to bed at night, and then say their names.
3. When did you meet?
(1) Continue to allocate time and let the students say that time is up.
Dial 7 o'clock first, a little after 7 o'clock, and a little after 7 o'clock at last.
(2) Less than one o'clock at seven o'clock.
Q: What time is it? Group discussion, student report.
(3) Just after 7 o'clock.
Q: When will this be?
(4) Summary: When it is close to 7 o'clock like this, it can be said to be "around 7 o'clock".
(5) Consolidation: the clock faces just after 4 o'clock and 8 o'clock are displayed respectively. Question: Can you tell me the time on these two clocks?
Let the students talk in groups first, and then communicate with the whole class.
(6) Complete the third question "Think about it and do it".
Let the students talk to each other in the group first, then answer by name and ask their thoughts appropriately.
(3) Perfect detection.
1. Complete the second question "Think about it and do it".
(1) Tell me what time it is on the clock, what are the children doing in the picture, and what are you doing at this time of day?
(2) It is pointed out that children should form the good habit of cherishing time, studying and resting on time.
2. Complete the fourth question "Think about it and do it".
Let the students dial 3 on their clocks first, and let them look at each other to see if they have dialed it correctly. Then dial 9 o'clock and 12 respectively to check each other at the same table.
3. Complete the fifth question "Think about it and do it".
First carefully observe which needles are drawn on the clock face and which needles are missing, and then draw the minute hand or hour hand on the clock face according to the time marked under the clock face. Remind students that the hour hand should be shorter than the minute hand and the minute hand should be longer than the hour hand.
4. Complete Question 6 of "Thinking and Action".
Question: What is the time on the clock in the first picture? What are the children doing in the picture? What about the second picture?
Follow-up: Why 10 hour? Talk about your ideas in the group.
Summary: There are two 10 hours in a day, one in the morning, that is, 10 hours in the morning; One in the evening, afternoon 10.
5. Complete the question "Think and Act" 7.
Show pictures at different times. Q: Do you know what time it is? Where else have you seen this expression?
(4) class summary.
1. What did you learn from Jason Chung?
Mathematics teaching plan for grade four and grade one in primary school volume two
Discovery rule: activity target:
1. Students go through the process of exploring various regular phenomena and simple mathematical laws in similar phenomena in their daily life, and initially know and understand this phenomenon and its simple laws, and can apply this understanding to solving simple practical problems and feel the extensive connection between mathematics and life.
2. Observe, guess, calculate, verify and communicate with others, so as to cultivate students' awareness and ability to observe things around them from a mathematical perspective and analyze various phenomena in daily life from a mathematical point of view, stimulate students' curiosity about mathematical problems and develop students' mathematical thinking.
3. Cooperate with peers, do it yourself, combine your own life experience, create rules, show your intelligence and experience the fun of mathematics learning.
Activity preparation:
Homework paper and watercolor pen
Activity flow:
First, introduce games.
Teacher: Children, shall we play games together? When the teacher says a word, you use a specific action to express it. Are you ready? (Clap your hands-clap your hands-stamp your feet) (3 times)
Teacher: Guess what you should do next, children?
Wow, good guess. Who can tell me how you guessed?
Teacher: Look carefully, children. In our daily life, there are many such regular arrangements in a certain order. Today, let's find a pattern together. (blackboard writing: looking for the law)
Second, the content of the activity
1, find the rule
Guess the expression: First of all, the teacher wants to introduce a new friend to everyone. His name is Scampy. (Demonstration courseware) You can be naughty, laugh, cry and laugh. Let's learn naughty expressions, shall we? See which child learns best! Do you know what naughty boy will look like next?
Oh, the naughty boy smiled, and everyone said, how clever the children are!
Fly balloons: The naughty boy went to the park to fly balloons again. Look at these balloons. What did you find? What color is the next balloon?
Unlock code: the balloon is playing, and the naughty boy is ready to go home. But he met a problem. He forgot the password on the door. The children are willing to help him, aren't they
2. Drawing rules
Teacher: The children are great. If they can find the rules, they will find the golden key to solve the problem. We will find a pattern. Can you draw a pattern? (Show a set of circles) Can you make them regular with the watercolor pen in your hand? (deskmate communication, physical display)
3. Calculation rules
Teacher: The rules drawn by children are really beautiful. The teacher wants to string these regular circles into a beautiful necklace. What should the teacher do next? Do you know what color the first red twentieth is? What about 3 1? This necklace can string 43 beads. Do you know what color the last one and the 43rd one will be?
4. Law in life
Teacher: Actually, there are many regular things like this around us. Look, (courseware demonstration: furniture decoration-ancient cultural relics-ethnic costumes-children dancing all year round) Besides what the teacher said, do you know the rules in our life? Look around and think about what you have seen at ordinary times. What else is there?
Step 5 create laws
Teacher: It turns out that our laws are everywhere. Do you want to create some rules yourself?
Can you make a rule by action?
Today, the teacher also prepared learning tools for everyone. You can use the learning tools in the material package to set the rules, you can also draw the rules on the homework paper with a watercolor pen, and you can also let everyone guess the rules with actions. Let's take four children as a group and compare which group of students creates more rules and is more beautiful.
Three. Activity summary
In this lesson, we found some common laws in life together. Do you have any ideas after learning?
Yes, there are many interesting mathematical phenomena in our life. I hope you can learn to observe things around you from a mathematical point of view. Our laws are everywhere. Let's go home and find all kinds of laws and interesting mathematical phenomena in life, shall we?
The fifth chapter of the first grade mathematics teaching plan in primary school.
The order of numbers: 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 in 28 is in () position, which means () (); 2 in the () position, indicating () ().
(3)36 consists of () tens and () ones; The number consisting of four tens and five ones is (); There are () ten and () one in 99, followed by ().
(4) Fill in the numbers in data order:
34、35、()、3769、70、()、72
2. The students study well. Let's look at these two questions.
(1), in ○, "3□ 58