Xi Shi Normal University Edition Primary School Grade One Mathematics Courseware Unit 1
Class hours: 1
Teaching content: Page 2-5 (Counting)
Teaching objectives:
1, in a very harmonious and pleasant atmosphere, get a preliminary understanding of children's literacy and counting.
2. Through observation and other exploration activities, let students initially establish digital consciousness and cultivate their ability of observation and oral expression.
3. Combine students' experience in cooperative communication, and initially cultivate students' awareness of cooperative participation.
4. Stimulate students' interest in learning and love for people and things, and initially cultivate students' good habits of listening, speaking and making up.
Teaching emphases and difficulties:
Initially establish digital consciousness, cultivate students' observation ability, oral expression ability and cooperative participation consciousness.
Teaching process:
A) create situations, and b) stimulate interest.
The teacher took out a letter as a gift-a letter from scarab, which contained beautiful pictures and beautiful music for the students to listen to.
Hello, dear children, from today on, you will become a real pupil. In school, under the guidance of teachers, you will learn a lot of useful knowledge and skills and meet a person who has made great contributions to society. Are you happy? Math books are full of interesting games and activities, full of magic. It is very useful to learn math well. Can help you solve some difficulties in life. Do you want to learn math? Then, from now on, your math teacher Chen will take you into the kingdom of mathematics, so that you can learn math well and use it well. By then, you will be excellent pupils. Do you have confidence?
C) Observe carefully, d) Discuss in groups, e) Understand the counting situation.
Show the pictures on pages 2-3 of the book with a physical projector.
1, what is this place? Do you think it's beautiful?
2. Please say: What does this picture mean? How many objects are there in the picture? 3. Evaluation: What advantages do you think your group has, and what about other groups?
Third, continue to observe and communicate in groups to understand the situation of digital recognition.
The activity form is the same as the second link: observation-communication-report-evaluation. Students are not required to speak according to any mode, so that students can feel how to say what is good and what suits them in mutual inspiration.
Fourth, operational awareness, timely strengthening.
1, counting things around (can lead students out of the classroom and count things in the school)
2. Digital card
Step 3 count by orientation
4. Open practice
Guess, think, say and test.
How many pieces of chalk can you hold at most?
How many apples can you put on the plate at most?
How many pens can I put in the pen container at most?
Second unit
Class hours: 1
Teaching content: how much to compare (pages 6-8)
Teaching objectives:
1. Let students experience some comparative methods in the activities of counting, comparing and swinging.
2. Let students feel the close connection between mathematics and life, and cultivate students' interest and enthusiasm in learning mathematics. 3. Cultivate students' initial observation ability and the spirit of active participation in learning.
Teaching emphases and difficulties:
Master the good comparison method that you think is applicable.
Teaching preparation:
Teacher: One set of digital cards (1- 10), one pig and one little free card, and one tape recorder.
Student: One set of schoolbags and one set of digital cards (1- 10).
Teaching process:
1, import:
Please look at the children. There are more boys or girls in our class. Still as much? how do you know Today, let's learn how much to compare.
Write on the blackboard: How much is it?
Second, take the initiative to explore and acquire new knowledge.
1, create situations and stimulate interest.
Show a small card and a pig card and write them on the blackboard.
Q: Look, who is this? What are they going to do? Who will guess?
Teacher: Then let's listen to what the pig said. (Play the recording: Little friend, Xiaomian and I are going to take part in voluntary labor! ) children, do you want to go and have a look together?
2. Guide observation and preliminary perception
A: Show the picture on page 6 of this book:
What do you see, children? How many?
(Number of students)
B: Q: How many bricks are there in a small exemption? Who is more, Xiao Mian or Brick? how do you know Do you have different ideas?
Teacher: There is nothing to spare. How about the number of bricks and the number of bricks? (as many) is represented by an expression:
Blackboard: 4 = 4 students' books are empty. Read them together.
The teacher introduced the equal sign.
3. Hands-on operation and understanding of new knowledge
A: Q: Who is more than Xiao Mian and Xiao Pig?
B: Student's operation: Put a circle on the table to represent the pig, and put a square on the table to represent the pig.
C: Students report the results and teachers demonstrate them.
Teacher: There are more babies than pigs. How much is it? Expressed by an expression: blackboard writing: 4 >; The teacher's introduction is greater than the figures, and the students' books are empty.
Q: Can you read this formula?
Teacher: There are more piglets than piglets.
Blackboard: 3 < 5 Introduction is less than signature.
If the students' books are empty, read them all again.
4. What's the difference between less than sign and greater than sign?
(Students answer, the teacher summarizes)
Now, can you name a formula with greater than sign, less than sign and equal sign?
Third, consolidate
1, say it
Q: Please look at the picture carefully. Can you say more or less? (Report after discussion in groups of four. You don't have to raise your hand. Whoever stands up first will speak first. )
Step 2 guess
A: The teacher chooses a card from 1- 10 and asks the students to guess the numbers on the card. According to the students' answers, the teacher prompts "big" or "small" until you guess correctly.
B: Assign a student to take the card. The teacher guessed. The method is as above.
C: Guess who is right at the same table.
3. Fill in:
A: 7 034 093 035 0810 001
B:2>□6>□6=□□=8□