Teaching content: the theme map and related contents on page 68 of mathematics in the second volume of the first grade of New Beijing Normal University Edition.

Teaching objectives:

1. In specific cases, explore and master the calculation method of two-digit plus one-digit carry addition, and further understand the diversity and diversification of calculation methods.

2. Understand that when a number adds up to ten, it should be an arithmetic of one to ten, and master the vertical writing format of carry addition pen calculation.

3. Further understand the meaning of addition, feel the close connection between the operation of numbers and life, and improve the ability to solve simple practical problems by using what you have learned.

Explore and master the calculation method of carry addition of two digits plus one digit, and realize the diversity of calculation methods.

Understand the operation of different algorithms, especially the operation rules of all decimals into one.

Teaching preparation:

Teacher: Courseware

Student: Class exercise books, sticks and counters.

Teaching process:

First, create a situation to stimulate the introduction of interest

Courseware shows the photos of Jinjiang Children's Library, introduces the library and leads to the topic.

Second, independent exploration, cooperation and exchanges

1, observe communication and ask questions.

Show the theme map in the courseware, ask students to observe the map, understand the mathematical information, then put forward mathematical questions according to the information and write them in the classroom workbook.

The whole class exchanges questions raised by students.

2. Explore arithmetic and experience diversity.

(1) Solve the problem: How many books are there in the fairy tale world and the jungle world?

List formula: 28+4

(2) Let the students do a calculation in their favorite way, write it in the classroom exercise book, and then exchange their own algorithms with the deskmate, and the teacher will patrol to understand the situation.

(3) the whole class communication algorithm

Method 1: Put a stick.

Method 2: Call the counter.

Method 3: 8+4= 12 20+ 12=32.

Method 4: 28+2=30 30+2=32.

Method 5: column vertical style (what should students pay attention to when they name the column vertical style? )

(4) Compare and discuss the simplicity of the algorithm.

Method one and method two are more intuitive, but they need physical help; The latter three methods are relatively simple.

Third, choose the algorithm to consolidate the application.

1. Solve the problem: How many books are there in fairy tale world and underwater world?

2. Solve the problem: How many books are there in Fairy Tale World and Mimi College?

Ask the students to choose a simpler algorithm, name the students and talk about how they calculate when correcting collectively.

3. Do a longitudinal calculation.

58+7= 5+32= 38+6= 8+27=

Fourth, self-evaluation, class summary

What do you think of your performance in this class? What did you get?

2. Model essay on mathematics teaching plan for the first grade of primary school

Instructional design:

This lesson is mainly to let students experience the position and order of the front, back, left and right in the actual situation, so it is necessary to create a problem-solving situation, so that students can come back to life and learn math problems in life. First, create a situation for students to introduce their classmates. Through the introduction of different directions, it is obvious that the determination of the front and back is related to the direction they face. In order to distinguish between right and left difficulties, introduce classmates and play games to solve life problems, which is closely related to students' lives, so that students can learn mathematics while feeling life.

Teaching objectives:

1, so that students can experience the position and order of the front, back, left and right in concrete life practice and games. Can accurately judge the position and order of objects, and can express in his own language.

2. Initially cultivate students' habit of establishing reference objects first and then observing them in a certain order.

3. Cultivate students' spatial concept, reaction ability and reverse thinking ability, experience the relativity before and after, and improve their application consciousness.

Teaching focus:

Can accurately judge the position and order of objects, and can express in his own language.

Teaching difficulties:

Distinguish between right and left accurately.

Teaching process:

First, import:

The teacher wants to play a game with everyone and guess the position of the students.

The teacher said the location, the students did it and looked for it.

Second, the new grant:

(1) Study it.

1, can you introduce your classmates without turning your head?

(1) There are two situations:

Tell me about it. He introduced his classmates like this. Can you still introduce him? )

I can't say anything about it. He introduced his classmates like this. How else can you introduce him? )

(2) Comparison, which of the two statements is better?

(3) It turns out that we can introduce students on the left and right, which makes it clear. Can you introduce the students on both sides like this?

(4) What two words did we just use to introduce the students on both sides? We made two new friends. Blackboard: Left and right.

Which side of you is the left? What about the right?

Who is on your left? What about the right?

2. play games.

Listen to the teacher's instructions.

Raise your left hand, point to your right eye, touch your right ear with your left hand, touch your left leg with your left hand, stretch your right leg, and step forward with your left foot. ...

Step 3 practice

Ask a question: why do you all go to the left?

Organize students to discuss and get the same result: different faces, different left and right sides.

(2), before and after learning

Who were you before and after I introduced you to my friends?

(3) Observe the courseware, please introduce what you see to everyone.

The students all know.

Third, consolidate the practice.

Try page 46.

1, see the reference.

2. Name the corresponding car.

Exercise on page 47

1, practice around.

2. Walk relatively to the right (public morality)

3. Thinking problem: comprehensive exercises on the relative positions of up, down, left and right.

Fourth, the class summary:

Tell me what you have learned.

3. Model essay on mathematics teaching plan for the first grade of primary school

Teaching objective: 1. Experience the process of measuring the length of the same object with different tools, and realize the necessity of unifying the length unit.

2. Know the centimeter and realize its practical significance.

3. You can estimate the length of small objects and measure the length of objects with a scale.

Teaching focus:

Understand the necessity of unifying measurement units, master measurement methods and use "cm" as the unit.

Teaching difficulties:

Let the students master the measurement method and understand the length unit "cm".

Audio-visual AIDS:

Computer, projector.

Learning tools for students:

Ruler, provide two small notes of measurement questions (prepared by the teacher in advance before class)

Second,? Create a situation

1, come straight to the point and ask a question: "Do you know how long your desk is? How do you explain the length of your desk? "

Students put forward various measurement methods, such as hand, pencil, pencil box, etc.

2. Actual measurement:

Measure by hand, then measure with pencil and pencil box, and record the results of students' measurement on the blackboard.

3. According to the measurement results, what did you find?

Through discussion and communication, it is concluded that the measurement results obtained by different measuring tools are also different.

4. So, when different people use this tool, which tools make the measured results the same?

The student thought of a ruler.

Third,? Build a model

1, get to know the ruler.

Show a ruler in the slide for students to observe. What do you see from the ruler?

Blackboard writing: scale, scale value, unit

2. Learn more about the rulers.

Can you find the length of 1cm from the ruler?

Can you find a scale of 6cm?

From which scale is the length of 6cm to 6cm?

3, the use of a ruler

A Play the courseware, show some wrong measurement demonstrations, and let the students discuss where the mistakes are, so as to feel the correct measurement method.

B. On the basis of feeling, let students try to sum up the correct measurement method.

Fourth,? Understanding and application

1, test the first question of the small note.

Ask the students to talk about their own measurement methods on the platform and project the measurement process with the projector.

(Through hands-on operation, the measurement method summarized just now has been preliminarily practiced)

2. Measure the second question on the note.

Measure the length of three sides of a triangle.

(Learn more about measurement methods)

Verb (short for verb)? Improvement and expansion

Play the courseware to show that the measurement starts from scale 2 instead of scale 0.

Students discuss whether this method is correct and how to read correctly.

4. Model essay on mathematics teaching plan for the first grade of primary school

Teaching content: Example 4 and "Doing" on page 73 of the textbook. Teaching objectives:

1, so that students can further grasp the concept of phase difference, understand and master the problem-solving ideas and calculation methods of solving application problems with one number more (less) than another.

2. Cultivate students' interest and habit of quantitative observation and thinking when encountering problems, and promote students to form a preliminary calculation meaning.

3. Let students feel the role of mathematics in daily life and experience the joy of success in the process of solving practical problems with what they have learned.

Teaching emphasis and difficulty: make it clear that "one number is more than the other, and the other number is less than this number".

Teaching preparation: example wall chart, wooden stick.

Design idea: This course is about the application of two-digit MINUS one-digit and integer ten calculation. In the teaching process, we should pay attention to cultivating students' thinking methods and enhance the significance of students' applied mathematics.

Teaching process:

First, review.

The first line: the second line.

The second line: ○ ○ ○.

◇ There are () more than◇.

◇ can be divided into two parts, one with◇ () and the other with◇ ().

Second, explore new knowledge.

1, teaching example 4.

(1) Draw a wall chart of Example 4 and ask the students to tell each other the meaning of the chart.

(2) The quantitative relationship between teachers and students is analyzed.

(3) Let the students put sticks by themselves and discuss the conclusion that "Xiao Lei has fewer red flowers than Xiao Xue, that is, Xiao Xue has more red flowers than Xiao Lei".

(4) Formula:12-8 = 4 (flower)

Answer: Xiao Lei has four fewer red flowers than Xiaoxue.

(5) Ask another student to look at the picture and say what it means.

2. "Do it" on page 73 of the textbook.

(1) What conditions does this question tell us and what questions should we ask?

Asking me to have fewer books than you means asking you to have more books than me, or asking you to have fewer books than me. )

(2) Students independently complete and collectively revise.

3. summary.

Who can talk about the similarities and differences between Example 4 and Example 3?

(Example 4 is an application problem with a number less than another number, and Example 3 is an application problem with a number greater than another number;

These two questions are the difference between two numbers, and they are all calculated by subtraction. )

Third, consolidate the practice.

1. Complete the second question in exercise 13.

2. Complete the third question in exercise 13.

Fourth, class summary.

Let the students talk about the gains of this class.

5. Model essay on mathematics teaching plan for the first grade of primary school

Teaching objective: 1, basic knowledge

Basic skills: let students discover, experience and explore the simple arrangement rules of figures and numbers, and through comparison, understand and master the methods of finding the rules, and cultivate students' preliminary observation, operation and reasoning ability.

2. Mathematical thinking: in the teaching process, cultivate reasonable reasoning ability and explain your own views reasonably and clearly.

3. Problem solving: Gradually form a sense of evaluation and reflection in cooperation.

4. Emotional attitude: cultivate students' awareness of discovering and appreciating the beauty of mathematics.

Teaching emphasis: Through observation, experiment, guessing and reasoning, let students discover the simple arrangement law of figures and numbers.

Teaching process:

First, create a situation and experience the law

1, the setting is ahead of the whole class.

Teacher: Do you know that the Spring Festival is coming? Do you like it? You know, the students in the doctoral class are also looking forward to the Spring Festival happily and preparing to have a get-together. They are already busy decorating the classroom, and even frogs croak and pigs hem to help.

The computer shows the classrooms arranged by the pig and the frog respectively. )

Teacher: They both thought they were beautifully decorated, so they quarreled. Children, who do you think is beautifully decorated? Why?

2. Students discuss

In groups of four, please ask the group leader to lead the discussion and express different opinions.

Step 3 report the results

Please send representatives from each group to report their different ideas.

Health 1: We think the little frogs are arranged beautifully because they look neat.

Health 2: We think pigs are well decorated, because flowers and lanterns look good together.

Health 3: The little frog is beautifully decorated, because there are flowers, flags and flags on it. I think this is very good.

Health 4: We think the little frog is beautifully decorated, because the flag is red and yellow and the lantern is purple and yellow, which is very orderly.

Teacher: Everyone has different opinions. You can choose the one you like. Just now, someone said that in the arrangement of little frogs, the flags are arranged in red, yellow, red and yellow, and red, yellow, red and yellow appear repeatedly like flags, which shows that the arrangement of flags is regular.

Step 4 introduce life

Teacher: In fact, we often encounter laws in our daily life. With the teacher's language, the computer shows four regular pictures in life. For example, the arrangement of leaves on branches, the arrangement of patterns on flowers bought by mother, the arrangement of floor tiles on the ground, and the arrangement of colors on hot air balloons used by travelers are all regular.

Step 5 reveal the topic

Teacher: It seems that this rule is very useful. Today we will learn to find the law. (blackboard writing: looking for the law)

Second, guide the inquiry and understand the law.

1, observe the theme map.

Teacher: Actually, the students in the doctoral class prefer the classroom arranged by Little Frog. Please observe carefully (the computer shows the theme map in the book) and tell me which things are arranged regularly. What rules are they arranged according to? And try to make us understand this law at a glance.

2. Observe and discuss in groups of four to find out different rules.

Step 3 report the results

When the students answer, the computer displays each group of regularly arranged figures respectively. )

After the students answer each group, the teacher guides the students to observe carefully and deepen their understanding of the rules of each group.

(For example, students answer that lanterns are arranged regularly)

Teacher: Who can tell us what rules this group of lanterns are arranged according to?

Health: arranged in purple, yellow, purple and yellow.

Then call the students to answer, the second student answers, and add dotted lines between each group in turn on the computer to guide the students to find that this is two groups.

Teacher: Yes, the arrangement of this group of lanterns is like this: one purple and one yellow, one purple and one yellow appear repeatedly. When the teacher was explaining, the computers flashed one by one. )

Step 4 talk at the same table

Four sets of rules appear on the computer at the same time, and two people at the same table tell each other their own arrangement rules.

Third, break through three levels and apply the law.

Teacher: The students in the doctoral class will take you to this beautiful classroom and take part in a quiz.

1, apply one coat.

The team leader of four people will assign a piece to each team member and complete it with * * * * to modify the physical projection.

2. Act out these rules with different actions or sounds. )

①

Students perform independently.

②

Two people at the same table choose a group from them.

3.( 1) Found it

Teacher: Just now, the students performed different laws with their own body movements and different voices. It seems that the law is around us. Then who can tell us what things are regularly arranged in life?

Health 1: The pattern of my clothes is regular.

Health 2: The tiles on my floor are also regular.

Health 3: The zebra crossing on the road is also regular.

(2) Help him

Teacher: Dr. Lao Dou wants to ask you a favor: he bought a piece of flower cloth for curtains, but after he bought it, he felt that the cloth lacked lace, so he wanted you to help him design a lace with the rules you learned today. Are you willing to help him?

The students are very motivated, some use colored strokes, and some use various shapes of paper. Show some works with physical projection, and students evaluate each other. )

Fourth, the whole class is over.