Small Farm 1 Teaching Plan Teaching Content Grade One Mathematics Volume II.
Textbook page 30 ~ 3 1.
Teaching objectives
1. Understand the meanings of "more", "less", "more", "less" and "almost" according to real life.
2. Experience the process of exploring the relationship between numbers in specific situations and develop students' sense of numbers.
Emphasis and difficulty in teaching
Key point: understand the meaning of many concepts, such as many, many, few, few and almost so many.
Difficulty: I will use "more", "less", "much more", "much less" and "almost" to describe the relationship between things.
teaching process
First, situational introduction
The math castle is very beautiful (displayed on the screen), and there are many interesting math problems in it. Do you want to go in and have a look However, if you want to enter the math castle, you must go through three levels. Do you have confidence?
Second, explore independently and learn new knowledge.
1, level one.
Show me three glasses of water: a glass of clear water, a glass of blue water and a glass of red water. Please observe these three glasses of water carefully, and then say a word with "… much more than …" or "… more than …". Teachers' patrol guidance. Who will say what the teacher asks? On the other hand, what can I say?
2, the second level.
(1) Explore and think independently.
(Show the theme map and guide the students to observe it carefully) Do you know what this place is? What is kept on the farm? Please take a closer look, think about it, see what you find, and then tell your deskmate.
(2) Cooperation and communication, and report the results.
Who will communicate their findings with you first? Pay attention to other students, and other students can add after speaking.
One by one, the students told their findings: There are 92 ducks, 22 geese and 65,438+000 chickens in N Farm. There are at least 22 geese. There are 92 ducks, less than chickens and more than geese. There are more chickens than ducks, and there are fewer chickens in Abby Mallard. There are more chickens than geese, and geese are much less than chickens.
When comparing the relationship between two numbers, it can be described as "more", "less", "more", "less" and "almost".
3. the third level.
(Guess: guess the number of rabbits according to the description) 18, 26, 90, 97 One of these four numbers is the number of rabbits. Guess. The number of rabbits is much more than 18.
Think about it. Have you guessed? how much is it?
Consolidation exercise
Show me the question 1 on page 3 1 in the textbook. Guide the students to see the meaning of the question clearly, then let the students answer independently, and finally communicate collectively and the teacher evaluates it.
Course summary
Do you like this course? Read a book to the students in the group. Oh, what did you learn from this course!
The teaching goal of the second teaching plan of Little Farm, the second volume of the first grade mathematics;
1, combined with the actual life, understand the meaning of many, many, few, few, many and similar.
2. Be able to grasp the relative size relationship of numbers in specific situations.
Teaching focus:
Understand more, more, less, less and similar meanings.
Teaching difficulties:
Through more, more, less, less and other words. The assistant established a sense of numbers.
Teaching process:
First, look at the imports and compare the quantities. 45、54、2、85、34、5、 12、2 1
Second, knowledge exploration.
1, set the story situation
(1) Play children's songs and count ducks.
(2) This song is really nice. The singing children heard that the children in our class also like small animals. Want to invite you to visit her farm? But we must help him solve a problem. Do you have confidence?
(3) "My sister is older than me and my father is older than me" (much older) I don't know how to choose. Can you help her?
(4) After the students answer, speak their own thoughts. Prepare for learning new lessons by introducing story situations.
2. The theme map of the text.
(1) We came to this farm and showed the map.
(2) What about small animals?
(3) Can you introduce these beautiful animals to us with "a little more" and "a little more" and be a little tour guide?
(4) Through the students' answers, guide the students to say "much more, much more", and let the students gradually establish their digital consciousness by describing the relationship between numbers. What else can I say?
(5) Let the students talk at the same table and discuss in groups.
3. Sports meeting.
The children have just visited the farm. At the sports meeting, the teacher made a statistic. 86 runners, long jump is much less than running, skipping is less than running. Here are three numbers: 88, 12 and 76. Can you help the teacher judge how many people there may be in the long jump? How many people can jump rope?
(2) Students should finish independently first, and then communicate in groups to encourage students to express their opinions.
Third, consolidate the practice.
1, let the students finish independently, and then concentrate on communication. You can report in groups. Questions 2 and 3 are controversial. As long as students can explain the reasons for cleaning up, they should be sure. Encourage students to express their opinions boldly.
2. Math games
This game can be played in the game link in the Rubik's Cube "Lucky 52".
The teacher wrote a two-digit number on the paper. Who can guess this number in the shortest time? Of course, the teacher will give you some hints in the process of cooking. Ask a student to play games with the teacher. Let the students know the rules and methods of the game, and then play the game in groups.
The teaching goal of the third teaching plan of Little Farm, the second volume of the first grade mathematics;
1. Knowledge goal: understand the meaning of more, more, less and much less in combination with real life; Be able to grasp the relative size relationship of numbers in specific situations; Cultivate students' sense of numbers.
2. Emotional and ability goals: cultivate students' good study habits such as cooperation and communication, and the courage to express their opinions; Infiltrate the concept of evaluation and cultivate the awareness of evaluation.
Teaching emphases and difficulties:
Understand the meaning of more, more, less and less; Grasp the relative size relationship of numbers in specific situations.
Teaching process:
First, the dialogue is interesting and paving the way.
1, wonderful dialogue. Teacher: Have you ever been to the farm, children? Today, the little grey rabbit friend will take us to visit the farm in the animal kingdom. Do you want to go?
Lead: All right! Now we can visit the farm in the animal kingdom.
Please look at home (the teacher shows the courseware).
Design intention: This lesson aims to stimulate students' interest by creating a "farm to visit the animal kingdom". However, it is difficult for some students to understand "much more, much more, much less, much less", and the illustrations in the textbook are not intuitive enough, so students can see at a glance that "_ is much more than _, _ is much more than _". So here, by guiding students to solve the' problems' brought by the little gray rabbit, students can intuitively feel the meaning of "much more ……", let the mathematical model experience the transition from intuitive to abstract, and pave the way for the exploration of new knowledge.
Second, guide exchanges and learn new knowledge.
(1) observation. Teacher: This is a farm in the animal kingdom. How beautiful! Take a closer look, everyone. What's in the picture? Talk to the classmates at the same table.
(2) feedback. Students speak freely, and the teacher writes on the blackboard according to the students' speeches:
85 chickens, 42 ducks and 34 geese.
(3) Tell me about it. Teacher: Please use the words "more, more, less, less" to say in the group, who is more and who is less? (Teachers patrol and guide to help individual groups with learning difficulties. )
(4) think about it. Courseware teacher: Please open your textbooks and observe the content of "think about it". How many sheep are there? What else do you know from the pictures? Answer freely by the students, and then write on the blackboard. After reading the questions, let the students finish them independently. Let students evaluate themselves or others when communicating with each other. )
Design intention: On the basis of the last link, let students easily complete the "talk about it" part, describe the relationship between quantity and quantity in the form of group communication, and further develop students' sense of number. In feedback communication, teachers guide students to make self-evaluation and other evaluations, which helps students to know themselves and build up confidence.
Third, practice consolidation, solid new knowledge.
Teacher: Children! The game of breaking through the customs has begun. Today, we will break through three levels. Let's try our best to see who gets more red flags!
1, P3 1 question 1. Guide the students to see the meaning of the question clearly, then let them answer independently, and finally concentrate on exchanging comments.
2. Question 2 of P31. Help to understand the meaning of the question, let students think carefully, and then answer and exchange opinions.
3, P3 1 question 3. Name the students, explain the meaning of the questions, and then think independently and answer. (feedback, there may be two answers, as long as the reason is correct, you can be sure. )
4. games.
(1) Teacher: Congratulations to the child for breaking through these three levels. Now let's play a math game, shall we? Well, please note:
The teacher wrote a two-digit number on the paper. Guess what this is? According to the students' answers, the teacher uses "much more, much more, much less, much less" to prompt. )
(2) On page 30, how many rabbits are there?
Fourth, summary.
Teacher: Did you have a good time today? What have you learned?
Investigate the age of family members and say "much more, much more, much less, much less".
Teaching plan 4 of Little Farm, the second volume of the first grade mathematics;
Beijing Normal University Edition Unit 3 Lesson 4, Volume 2, Grade 1
Teaching objectives:
1. In specific situations, intuitively feel the meanings of "more", "much more", "less", "much less" and "almost" and understand the relative size relationship of numbers.
2. Be able to describe the relative size relationship of numbers in a specific situation, and get the feeling of being close to mathematical thoughts through guessing games, thus developing the initial reasoning ability and number sense.
Teaching material analysis:
This lesson is based on the number that students have learned within 100. The textbook creates the situation of guessing numbers through the situation map "small farm", so that students can master the relative size relationship of numbers with words such as "more", "much more", "much less" and "almost". Compared with the old textbook and the new textbook, the new textbook has been changed on the original basis, such as enriching the theme situation map and adding sheep and rabbits, so that students can feel the practical significance of phrases such as "much more" and "almost" in the guessing game and understand the relative size relationship of numbers. Actually, the guessing game was deleted. In the repeated comparative interpretation of the old and new textbooks, we can further understand the design intention of the textbooks. There is no absolute standard for the relative size relationship between numbers, which needs to be described in detail. In the design of this course, students mainly experience the relative size relationship of numbers in specific situations through a large number of specific activities, and learn to describe the relative size relationship of numbers with "more", "much more", "much less" and "almost", which can also make students.
Instructional design:
First, intuitive feeling, experience meaning
Teacher: Students, if you were asked to choose from three different drinks, which one would you choose? Why?
Introduce phrases such as "much more", "much more", "much less" and "less".
Design intention: Let students understand the meaning of these phrases in the contrast of intuitive images.
Second, explore independently and learn new knowledge.
1. Explore and think independently.
Teacher: What small animals live on this small farm? Tell me, who's more? Who is less? Can you describe the relationship between them in more detail with these phrases?
2. Exchange and contrast, and have a preliminary experience.
Let the students independently try to describe the relative size relationship between chickens, ducks and geese with phrases such as "more", "much more", "much less" and "much less", and explain the meanings of these phrases with specific figures.
Design intention: let students gradually transition from the comparison of intuitive images to the comparison of abstract numbers, and develop their sense of numbers.
3. Application and guidance of new knowledge.
(1) Show the rabbit diagram. One of the four numbers18,26,90,97 is the number of rabbits. Please guess. Students are prompted to guess the numbers and tell the reason.
Design intention: in the consolidation and application of new knowledge, cultivate students' reasoning ability and infiltrate the mathematical thought of approximation.
(2) The number of sheep is similar to that of geese. How many sheep are there? Let the students say what almost means first, guess and say their own ideas, and finally choose the correct answer from 70, 26 and 3.
Third, consolidate practice and acquire new knowledge.
1. Use phrases like "more", "more", "less", "less" and "almost" and give examples.
2. Guess the teacher's age.
3. Guess the numbers game
4. Guess how many sweets there are?
Design intention: Make students feel twice as much as it is, but it is quite difficult for students to calculate twice as much as 28 without learning the addition and subtraction within 100. Therefore, the original textbook was changed from 28 to 30, which reduced the difficulty of the topic.
Compare.
Design intention: There is no absolute standard for students to understand the relative size relationship between quantity and quantity, which needs to be described in combination with specific situations.
Fourth, talk about the harvest.
The first grade mathematics volume two small farm teaching plan five teaching objectives.
1. Understand the meaning of "more, more, less, less and similar" in combination with the actual life.
2. Can describe the relative size relationship of numbers under specific circumstances.
Training education training point
Cultivate students' study habits of independent inquiry and cooperative communication.
Teaching focus
Understand more, more, less, less and similar meanings.
Teaching difficulties
Correctly describe the relative size relationship of numbers in the situation.
teaching process
First, create a situation
The teacher shows three cups of drinks with different quantities, so that students can intuitively experience the meaning of the words "more, more, less and much less".
The teacher showed a map of a small farm for the students to observe. What do you see in the picture?
Second, learn new knowledge.
1. What did the students see in the communication?
Let the students say "who is more and who is less".
Say it yourself, say it at the same table and say it in the whole class.
Let the students correctly establish who is more than who through the whole class, much more, much more. Who is less than who? Less, much less.
And something like that. Let students understand the concept of "almost" through examples.
For example, there are 38 boys and 36 girls in Class One (6), so we can say that the number of boys and girls in their class is similar.
3. think about it: apply what you have learned initially.
86 runners, long jump is much less than runners, skipping rope is less than runners.
How many people are there in the long jump? How many people can jump rope? Draw a circle after choosing and explain why.
88 people (), 12 people () and 76 people ().
Third, consolidate feedback.
1. Xiaohong jumped 38 times, and there were more boys than Xiaohong. Little girls are much more than Xiaohong.
How many times did the boy jump? (Tick) How many times can a girl jump? (Draw a hook)
35 42 85 42 8 85
( )( ) ( ) ( ) ( ) ( )
2. Questions 2 and 3, guide students to see the meaning of the questions clearly, think carefully, and then choose their own answers. After the choice, the whole class will communicate and talk about the reasons for their choice.
3. Math games.
Guess the numbers
Working together at the same table,
Method: One person guesses the numbers, and the other person prompts with words.
For example:
A: I thought of a two-digit number.
B: Is it 20?
A: No, far more than 20.
B: It must be 70.
A: Less than 70.
……
Fourth, class summary.
What is your happiest place in this class? Why?