Tisch
Teaching content People's Education Edition "Compulsory Education Curriculum Standard Experimental Textbook Mathematics", the first volume of grade one, 53 ~ 55 pages of content and exercises.
Teaching objectives
1. Let the students read, count and write the numbers 8 and 9. If they know the order within 9, they will compare their sizes.
2. Cultivate a sense of numbers, experience the close connection between mathematics and daily life, and consciously train students to become masters of learning.
3. Develop thinking and cultivate students' interest in learning mathematics.
Teaching focus
Will use 8 and 9 to represent the number of objects, and master the number order of 6~9.
Teaching difficulties
Can write 8 and 9 neatly.
Preparation before class
Teacher (counter, pictures of things and people in the theme map, writing exercise books, 8 five-pointed stars, etc. )
Student (10 disk, stick, number, 9 coins, crayons, writing exercise books, etc. )
teaching process
Teaching process:
First of all, the situation has brought new lessons.
1, show the theme map and let the students observe the map carefully.
Question: What is this picture? What did you find? Teachers should properly infiltrate environmental education and labor education.
2. Mass sending: Who are the people and things in the picture, and how many are there? The number of students, the whole class exchange results.
3. Focus on guiding students to count the number of "butterflies" and guide students to think about problems from multiple angles and aspects.
Emphasis: in the process of counting, no matter where you start, you must follow a certain order. Count them one by one, don't repeat them, don't miss them.
4. Reveal the theme: Today we will learn 8 and 9. Blackboard: 8 and 9.
(Comments: In the process of inventory, teachers make full use of existing resources (thematic maps) and take small animals to visit the campus as the main line. In the process of counting, students mastered the numerical order within 9, initially cooperated with their peers to solve problems, and also paved the way for later mathematical activities. )
Second, explore new knowledge.
1, experience "8 and 9" in life.
(1) Count the number of people and ideas under the theme map.
(2) Choose two learning tools, 8 and 9, and put your favorite graphics.
(3) Talk about what things in life can be represented by 8 and 9.
2. Perceive the sequence of 8 and 9 successively.
The teacher dialed the beads on the counter: dial seven beads first, then 1. Let the students tell the process of the teacher dialing beads in their own words. The key point is to make the students feel that dialing 1 after dialing seven beads is the process of eight beads. Then dial 1 bead, which is 9 beads.
3. Perceive the sequence of 8 and 9 as a whole.
Guide students to know the numbers on the ruler;
(1) Show the ruler and ask the students to add the number in () to the ruler.
(2) Guide the students to say the number order within 9 against the ruler.
(Comment: The difference between ordinal number and cardinal number is integrated into real life scenes, so that students can learn mathematics in combination with real life, thus cultivating students' awareness and adaptability to solve practical problems, which embodies the characteristics of mathematics life.)
4. Observe the bitmap of 7, 8 and 9 and compare the sizes of 7, 8 and 9.
Question: How to quickly count the number of three bitmaps? When I studied 6 and 7, I made corresponding preparations. )
Ask the students to choose two of them and compare their sizes.
Students report and exchange their results and give six different answers.
5. Understand the ordinal meaning of 8 and 9.
Ask the students to color the books according to the requirements, and discuss the differences between 8 and 8, 9 and 9 in groups appropriately, so that students can correctly understand the cardinality and ordinal meaning of 8 and 9.
(Comment: Make full use of the mathematics resources of textbooks, and teachers adopt an open and diversified way of thinking, giving students room for understanding and imagination, thus achieving the purpose of teaching and learning)
6. Teach the writing of 8 and 9.
(1) Guide students to observe the shapes of 8 and 9: What does 8 look like? What does 9 look like?
(2) Teachers demonstrate and explain while writing, emphasizing the stroke order of 8 and 9.
(3) Students practice writing 8 and 9 in the writing box on the book, and the teacher gives guidance.
(4) Remind students to sit upright, keep their eyes at a certain distance from the book, and write neatly and beautifully.
(5) exchange comments at the same table. If you think your deskmate writes well, draw a smiling face for it.
Count the students who get smiling faces and encourage them to write neatly.
(Comments: In the writing process of August and September, we actively advocate diversified evaluation methods such as student-student mutual evaluation and teacher-student mutual evaluation, so that students can initially experience the fun of evaluation and evaluation in this process, and also exercise their oral expression ability and cultivate their aesthetic interest. )
Third, consolidate the practice.
1, counting
(1) Listen to the instructions and count the items quickly (count 8 sticks and 9 small disks).
(2) Number of participants in eight groups.
2. Complete the first and second questions in Exercise 8.
Think independently and revise collectively.
Fourth, expand after class to cultivate students' ability to collect and process information.
Show the numbers in life on page 57 of the textbook.
Ask the students to collect some data about 8 and 9 in life. Record it in the way you like.
Blackboard Design: Understanding of 8 and 9
Pictures of trees: 8 trees.
World picture: 8 th, 8 th
Picture of people: 9 9.
Flower pot picture: 9 pots
Butterfly picture: 9
extreme
Teaching objectives:
1, by observing the teaching chart, move your mouth and start work. Let the students read, count and write the numbers 8 and 9, know the order in 9, compare their sizes and master the composition of 8 and 9.
2. Let students cultivate their observation ability and hands-on operation ability and language expression ability through activities such as watching, counting, posing and talking.
3. Develop thinking, cultivate students' sense of numbers and improve their interest in learning mathematics.
Teaching focus:
The cardinality of 8 and 9, ordinal meaning, and the writing of 8 and 9.
Teaching difficulties:
Guide the students to count in order and understand the meaning of cardinal number and ordinal number.
Teaching process:
First, activate old knowledge and introduce new lessons.
1. clap your hands. Show me the card number and introduce it in your favorite way.
2. Uncover the topic "Understanding 8 and 9", understand the meaning of radix and count.
Teacher: What did you learn about 8 and 9?
Health: I know that 8 is like a gourd and 9 is like a whistle (tell them what they look like).
Health: I know 8 small and 9 big (how do you know? What does 8 mean? How about nine o'clock? )
Teacher: Say 8 and 9 in the way you like (clap your hands, draw pictures, and set up your school tools. . . . )
Feedback: Numbers within 9 (the number of ways of displaying students' works)
3. Arrange the digital cards in a row and consolidate the number order within 9.
Teacher: How to arrange it? 0—9 9 - 0
Teacher: Read these numbers. How should I read it? (Infiltration from big to small, from small to big, consciousness of odd and even numbers)
4. Compare the sizes of numbers
8〈 ( ) 9 〉( )
Second, the theme map, consolidate the understanding of 8 and 9, and guide the orderly and effective counting.
Third, find the numbers in life.
Fourth, about ordinal number (butterfly map)
Verbs (short for verb) are written as 8 and 9.
Tisso
Teaching objectives:
1, knowledge and skills: master the calculation method of addition of 8 and 9 and subtraction of 8 and 9, and be able to do the corresponding oral calculation correctly.
2. Process and method: Let students feel the objective fact that the numbers are the same by changing the positions of the two addends in the process of writing four formulas and calculating numbers according to a picture through observation, communication, independent inquiry and practical operation.
3. Emotional attitude and values: cultivate students' interest and exploration spirit in learning mathematics in the form of group cooperative learning, and feel the fun of learning mathematics.
Teaching focus:
Master the calculation methods of addition and subtraction of 8 and 9, and be able to do the corresponding oral calculation correctly.
Teaching difficulties:
Write two addition formulas and two subtraction formulas according to a picture (Figure 4).
Teaching process:
First, create a situation and review the introduction.
1. Review the oral calculation: (show the oral calculation card)
2. Review the composition of 8 and 9.
3. import. Students do oral calculations correctly and report the answers.
Students and teachers play a number game. The student said, "Your friend is here, and I am 1, 7 and 1, which can form 8."
Students listen to the new lesson introduced by the teacher, feel the animals they have never seen, and say the animals they have seen "dinosaurs" to review old knowledge and pave the way for new knowledge learning.
Second, independent exploration, cooperation and exchanges.
(1) Drawing observation: Write two addition formulas and two subtraction formulas according to a picture.
1, look at the picture and talk.
(1) Show the "dinosaur map" to create an exciting environment.
(2) Guide observation and encourage reporting.
Teacher: Is it beautiful? What do you know from the picture?
2. Look at the picture and write the formula.
Work at the same table: reading dinosaur maps. What math questions would you ask? Can the deskmate help solve the problem of consecutive rows? (2 people sit at the same table, one asks questions and one calculates. )
3, report exchange, mutual evaluation
(2) Understand the operation and feel the relationship between addition and subtraction.
1, sense of operation.
(1) Swing: 7 on the left and 2 on the right.
(2) Tell me what you said.
(3) Writing: How many formulas can you write according to the learning tools you set?
2. Report evaluation.
(3) Think and communicate and explore calculation methods.
1, have a look and calculate.
5+4=() 4+5=() 9-4=() 9-5=()
Tell me how you came up with it. What else can you think of
2. Help students accumulate a method of calculating subtraction.
Calculation: 1+7= () Answer first: 8-7= ()
Teacher: How did you come up with it?
3. Guide the summary and reveal the topic.
Students, whose calculations are the additions and subtractions learned today?
Blackboard writing: addition and subtraction of 8 and 9
4. Read the textbook Numbers in Life. Look at the picture carefully, think carefully, and then exchange content with your deskmate.
According to the pictures, ask the math questions and write four formulas. The students write in their exercise books and talk about their ideas.
Students report and share their findings.
Students first watch the teacher set up school tools, and then watch themselves set up school tools. After working at the same table, write four formulas.
The deskmates talk about arithmetic with each other, focusing on the arithmetic of subtraction.
Report how you put it.
Student report addition and subtraction formula.
Students talk about their ideas first, do the questions, and then exchange ideas.
Communication and discovery: addition and subtraction.
Try to sum up what you have learned in this class.
Students read the textbook and talk about their own views. Cultivate students' observation ability, language expression ability, ability to ask mathematical questions and hands-on operation ability.
Third, swim in heaven and have fun.
1, look at the picture. (Courseware demonstration)
2. See who can calculate quickly and accurately. (Courseware demonstration)
6+2= 4+5= 8- 1= 8+ 1= 9- 1= 7+2= 7+ 1= 8-2= 5+3= 9-8= 4+5= 9-6=
3. compare it. (Courseware demonstration)
7○9 6+ 1○8 3+4○9 8-0○8+0 3○9-7 7+ 1○6+2
Look at the pictures, calculate the formulas and communicate.
Students finish independently and teachers and students evaluate together.
Communicate ideas to solve problems, and then do it independently. Make students consolidate their knowledge through layered exercises.
Fourth, the whole class summarizes and shares the gains.
Do you like this class today? What did you learn from this course? (What have you learned)
Talk about your feelings or gains. Let students have a successful experience.
Blackboard design:
Addition and subtraction of 8 and 9
6+2=8 2+6=8 1+7=8
8-7= 1 8-2=6 8-6=2
Do subtraction, want to add