The first volume of the first grade mathematics courseware article 1 1, teaching content
Mathematics paradise (pages 82 and 83 of the first grade of People's Education Edition).
Second, the teaching objectives
1, further grasp the order, composition and calculation of numbers within 10, and distinguish the meanings of cardinality and ordinal number.
2, understand that the same problem can have different solutions, and cultivate the ability of organized thinking.
3. Experience the application process of mathematical knowledge, feel the mathematical knowledge around you, and experience the fun of learning and using mathematics.
III. Contents of activities
1, take the math maze.
2. Clap your hands for the password.
3. Little postman.
4. Line-to-line ratio reaction.
5, picking flowers and honey to practice judgment.
6. Look at the chart.
7. Thinking expansion.
Fourth, teaching preparation.
CAI courseware, watercolor pen, oral calculation card.
Teaching process of verbs (abbreviation of verb)
First, create scenarios and introduce practical activities.
Teacher: Students, the math park has been opened. Do you want to play games with the teacher?
(blackboard title: mathematics paradise)
Design intention: "Interest is the best teacher". For the first-grade primary school students, setting suspense and bringing it into the situation is the easiest way to stimulate students' curiosity and thirst for knowledge, create a good atmosphere conducive to students' active learning, and stimulate students' interest and participation consciousness.
Second, the activity process
(A) take the mathematical maze
Review the understanding of the numbers 0- 10;
A, say the numbers.
Teacher: A group of digital babies are coming in the distance. Please read it out loud if you know!
B, use the number.
Teacher: Can you say a word with one or several of them?
C, find the number.
Instructor: Where have you seen these characters in your life?
Summary: Yes, mathematics is everywhere in life. Let's discover mathematics in the game together and feel the endless fun it brings us!
D, the number of rows. (Courseware demonstration: maze diagram)
Teacher: There are many paths to the paradise of mathematics. Let's follow the white rabbit into the maze from the entrance, in the order of 1, 2, 3 … 9. Mickey Mouse and Donald Duck will meet us at two exits respectively!
Four students discuss in a study group, and then draw different routes on the answer sheet with different colors of watercolor pens. Compare and see which group thinks the most, show the homework paper with the most design routes, and reward it.
E, find the law. Guide students to find out the rules.
Teacher: Students, no matter which route you take, how can you ensure that you don't get lost and get out of the maze smoothly?
Design intention: Through reading, using numbers, finding numbers and arranging numbers, let students know that mathematics is around, that mathematics is useful, and that it is necessary and interesting to learn mathematics well, so they are willing and want to learn mathematics.
(2) Clap your hands for the password.
Teacher: We finally came to the paradise of mathematics. There are many small animals here who want to play with us! Let's play the first game with little monkey Tao Tao.
A. check the password. A child went to the front to draw cards and asked, how much do I pay? What about you? What is the quantity and composition?
B, clap your hands. A child went to the front and drew a card, then clapped his hands, and others clapped their hands to check the numbers on the card.
Design intention: First-year students are familiar with the composition of numbers, which is very helpful for calculating addition and subtraction. It strengthens the password and clapping game.
(3) Small postman
Teacher: Look, class, who rode a motorcycle to heaven? Can you help uncle postman put the letter in the mailbox?
The teacher asked: how can I send the "letter" to the correct mailbox? As long as the number of questions on the "letter" (that is, the dictation card) is calculated, put the "letter" into the mailbox marked with this number.
1. Students take out a "letter" (that is, a dictation card) from the drawer, walk to the podium in groups, and send the "letter" to the music. Note: The numbers on some cards are not email addresses, but undeliverable letters. For the letters that have not been sent, ask the students to explain why they can't send them.
2. Check the correctness of the messenger game.
Design intention: fluency in addition and subtraction will directly affect students' speed of solving problems in the future, so the first-year oral calculation focuses on practice speed and accuracy. This game not only requires students to send "letters" quickly, but also requires students to send them correctly, with emphasis on these two aspects of training.
(4) Sitting in rows
The class stood up. After leaving, the teacher asked:
1. Please stand up for the first three children in this group. Ask the third child to clap four hands.
Teacher: Do the two "3" in this sentence have the same meaning? "3" child, what do you mean? What does the third child mean?
2. Please come out from the back 1, the third, fifth and seventh children. Let's play a game together.
Please count the second child from the back and stand up. How many girls are there in your group? How many boys are there? How many people are there in a * *? how do you know
Please stand up from the second child in the back. How many people are in front of you? How many people are behind you? How many children are there? how do you know
Design intention: This lesson effectively reviews the concepts of cardinal number and ordinal number, and teaches students to distinguish them. Through the comparison of "the second from the front" and "the second from the back", let students know that different directions lead to different results when counting. At the same time, the third link and the fourth link are summation, but the questions are different. Teach students to solve life problems flexibly through comparative exercises.
(5) Collecting flowers and honey (courseware shows animation)
Teacher: There are many flowers on the grass, and bees are busy collecting honey! If there is no problem with the formula, bees can collect nectar and fly away. Can they all collect nectar smoothly?
5+3+2= 108+2— 1=55—4— 1=05—3+2= 10
Design intention: practice the mixed questions of addition and subtraction, guide students to see the symbols clearly, make clear the operation steps and pay attention to students' good study habits.
(6) Picture demonstration (courseware shows animation)
First guide the whole class to explain the meaning of the picture, then list the formulas by name and modify them collectively.
A. White rabbit diagram (addition: 6+2=8)
B swan graph (subtraction: 7-3 = 4)
C. Squirrel diagram (figure 1, type 4: 5+3 = 83+5 = 88-5 = 38-3 = 5)
Design intention: let students describe a mathematical problem completely, pay attention to cultivating students' consciousness and ability to describe mathematical problems correctly, strengthen students' mathematical understanding ability and logical thinking ability, and lay a foundation for studying and applying problems in the future.
(7) Thinking expansion
Teacher: Students, the little doctor in the smart house is waiting for us. He set out a thinking question to test everyone. Can you answer that?
Prompt students to think from the bottom space and think from smaller numbers.
Three. Activity summary
Teacher: Did we have a good time in Math Paradise today? In the game we play, we use the knowledge of numbers within 10 and the knowledge of addition and subtraction. After we learn more knowledge, the teacher will take you to "Mathematics Paradise", ok?
Design intention: Common math games are used to adjust the classroom atmosphere, but I designed the whole class. Game activities integrate knowledge, thinking and creativity into interest, aiming at expanding students' knowledge and making them learn easily and naturally.
Teaching objectives of the first volume of the first grade mathematics courseware Part II:
1. Review and consolidate the order, ordinal number and cardinal number of numbers within 10 in the series of activities of "Mathematical Paradise"; Consolidate the composition of 10 and calculate the addition and subtraction within 10.
2. Cultivate students' innovative thinking ability and cooperative consciousness in game activities, and cultivate students' interest and confidence in mathematics learning.
3. Cultivate students' ability to analyze data and extract mathematical information in practice, and form simple statistical concepts.
Teaching focus:
Review and consolidate the order, ordinal number and cardinal number of numbers within 10.
Teaching difficulties:
Consolidate the composition of 10, and add or subtract within 10.
Prepare teaching tools:
1, teaching AIDS: courseware, tickets (formula cards), maze, e-mail, customs clearance password cards.
2. School tools: maze diagram.
Class arrangement:
1 class hour
Teaching process:
First, enter heaven.
Teacher: The weather is fine today. The teacher will take the students to the math park to participate in the game competition. Are you interested?
Health: Yes.
The courseware shows pictures of the gates of mathematics paradise. In the photo, Mickey and Minnie are welcoming the children. )
Teacher: We have come to the gate of mathematics paradise. Who is welcoming us? Get on the train around the park. Let's go!
Second, the smart house-password
Courseware shows a map of mathematical paradise, on which the car travels to the first stop-the house of wisdom. Pleasant Goat said, "Can you know the password?" )
Teacher: The first stop is here. Do you have confidence in the password?
Health: Yes.
Teacher: If the teacher says a number, you can say its composition. You have to compare it with your fingers when you say it.
Teacher: How much is 8?
Teacher: Please show it to four students first. Who wants to? Two students are in a group.
The teacher asked two groups of students to demonstrate on stage.
Teacher: Look, they have already passed this level. Do you want to pass this level quickly?
Health: Yes.
Teacher: Then hurry into the game!
(The courseware displays the numbers 6, 9 and 10 in turn. )
Students sit at the same table and check the password together.
Three, happy castle-sit in rows
1, the teacher issued instructions:
The courseware shows the map of heaven, and the cars sit in a row from the first stop to World War II. )
Teacher: Here we are at the second stop. This level is called "sitting in the row". How to play?
Teacher: Now please count each column. Remember where you are.
The teacher demonstrated on one of the pillars.
The courseware shows the number 2. )
Teacher: Where is the front of the students? What about the back? Now, please let the students in this row know the teacher's password. Please stand up after the second classmate has left. Please stand up for the students in front of you 2.
Students stand up and count the other students.
2. Students send instructions:
The courseware shows the numbers 3, 4 and 5. And the text: please stand up after the last classmate leaves; Please stand in front of me. )
Teacher: Now, the teacher asks the little assistants to try to give instructions with the numbers on the screen. Students who give instructions can let a group of students listen to passwords at will.
Students give instructions, and other students stand up according to the instructions.
Fourth, take a maze.
The courseware shows the map of heaven, and the car goes to the maze from the third stop. )
Teacher: Now we are in the maze. After careful observation, we found that this maze has an entrance and two exits. How to get there?
(The courseware shows: "Go in the order of 1, 2, 3, ... 9.")
Teacher: No one has a maze on his desk. You can draw whatever you want. Everyone can only walk once, which means you can only draw one route.
The students began to "walk the maze", and the teacher asked four students to write on the blackboard.
Teacher: The students on the blackboard take different routes. Is there any difference?
Teacher: If you walk out of the maze, please raise your hand. So many students found the exit of the maze, all of them were good. There must be some students who are different from those who just left. We can continue to communicate after class.
Teacher: Did you find anything in the maze just now? As long as you follow the order of 1 to 9, you won't get lost. There are two exits in the maze. Students coming out of 1 exit are standing on the left with tickets. The students coming out of Exit 2 are standing on the right.
The students are divided into two teams as required.
Five, mini post office and activity hall-delivery or sales promotion
1, delivery:
The courseware shows the map of heaven. The car is divided into two cars, and one car goes to the "mini post office". )
Teacher: Welcome to the mini post office! Just now, the postman told the teacher that there are too few postmen recently and there are still many letters to send. Would you like to help him be a small postman?
Health: Yes!
Teacher: There are four mailboxes on the platform. Please look at the formula on the back of the ticket, work out the figures and send them to the mailbox. In the process of delivering letters, we should be good children who obey the order.
The teacher asked 1 student to be a reference and gave the right child a third password card.
2. Throw the ball:
The courseware shows the map of heaven, and another car drives to the "activity hall". )
Teacher: We are in the activity hall now, and the game is about to start!
Rules of the game: All players are divided into two groups: men and women, and each player throws 1 ball. Suggestion 1 player record.
The students began to pitch the game.
Teacher: Everyone has finished throwing the ball. Now, let's compare the record cards of the two teams and discuss in groups to see what you find.
The health group finished discussing and reporting.
Six, leave the park
The courseware shows a map of the park, and both cars are heading for the park exit. )
Teacher: It's almost time. We are about to leave the math park. This is the exit.
The courseware shows the exit map of heaven. )
Teacher: Did everyone have a good time today?
Health: Happy!
Teacher: What did you gain by visiting a math paradise?
Health: ...
Summary:
A little reluctant to leave math paradise! Mathematical paradise allows you to use the mathematical skills you have learned to solve problems. In fact, as long as you pay attention, you will find that there is a mathematical paradise everywhere around us. I hope that students and teachers will continue to look for a mathematical paradise in their lives in the future, okay?
The third teaching goal of the first volume of the first grade mathematics courseware:
1, a preliminary understanding of the meaning of addition, will correctly calculate the addition within 5.
2. Let students realize that it is the easiest way to calculate the addition within 5 by "the composition of numbers".
3. Let students experience the calculation process of addition through their operation and expression.
4. Cultivate students' initial awareness of mathematical communication.
5. Make students actively participate in mathematics activities, gain successful experience and enhance their self-confidence.
Teaching emphases and difficulties:
Master the calculation method that suits you and likes you.
Teaching preparation:
Teacher: Multimedia courseware, apple tree map, grass map.
Student: A stick or a school card?
Teaching process:
First, create situations and introduce new lessons.
1, computer demonstration: from the exterior of the beautiful big forest to the interior of the grassland, and then to the birds flying down the grassland one after another for food, and close-up four birds. At the same time, it is accompanied by crisp bird calls.
2. Q: The teacher wants to know how many birds there are. Who will help me? how do you know
3. Multimedia demonstration: Another bird is flying (student observation)
Q: Then what did you see? What do you have in mind?
4. "How many birds are there in Iraq?" Tell me what you think.
(According to the students' answers, the teacher wrote on the blackboard: 4+ 1=)
Second, cooperation and exchanges, exploration and discovery.
1, team cooperation, explore a variety of algorithms.
Q: What is 4+ 1? How did you work it out? Please tell the students in your group your method.
2, the whole class communication algorithm.
Encourage the children who come up with different algorithms and write them on the blackboard.
Teacher: Just now, a child used the composition of 4 and 1 we learned to calculate. This method is very good. Can you try to calculate with this method? Talk to each other at the same table.
Third, practice in layers, differentiate and understand
1, let's do it 1 topic:
(1) Let the students look at the pictures first, and then let the children communicate in class.
(2) the formula of student newspaper; 3+2=5,2+3=5。
Teacher: How do you calculate it?
What can you find by observing the above two formulas?
(Give students a preliminary feeling: exchange the position of two addends and the invariant law)
2. "Do it" Question 2:
Ask the students to list the formulas when posing.
Fourth, combine practice with fun to consolidate and deepen.
1, Scene 1: Sticking an apple:
Requirements: Write the "addition formula within 5" on the apple picture and stick it on the apple tree.
Game mode: in the form of group cooperation, everyone puts learning tools to say formulas, and one person writes formulas.
Evaluation method: Ask students to be "small judges".
2, green leaf safflower:
Requirements: Find the "safflower" answer corresponding to the formula on this green leaf.
Game mode: in the form of group cooperation, compare which group can find more "safflower" answers.
Evaluation: Use the "Unity and Cooperation Wisdom Star" to reward the group with more correct answers.
Verb (short for verb) homework
Complete the question 1-4 on page 27.