Comparison number of primary school mathematics 1 teaching design of teaching content;
The textbook is 30-32 pages. Compare the numbers.
Teaching objectives:
1, through the form of solving practical problems, let students contact with real life and existing experience, explore the method of comparing the size of numbers within 10,000, and realize the practical significance of comparing the size of numbers.
2. Use numbers to express some corresponding events in daily life, and describe the relationship between numbers appropriately in connection with reality. Let the students explore independently, communicate with each other and draw a conclusion.
3. Enhance self-confidence in learning mathematics well through exploration, and be willing to cooperate with classmates and communicate with them in mathematics.
Teaching process:
First, collect before class.
Before class, arrange students to collect the prices of articles in life and exchange and show them in class. The teacher can type it out through physical projection. )
Second, observe commodity prices and compare figures.
Students, some of these items are expensive and some are cheap. Can you tell me which is the most expensive and which is the cheapest? The teacher wrote on the blackboard:, indicating the final result. As long as students reasonably explain the comparative method, they should be sure of their own ideas.
1, indicating the size comparison between 2530 and 3680.
Because 2530 is less than 3000 and 3680 is greater than 3000, 2530 < 3680.
Some students may have thousands of 2530 to 23680, and thousands of 3200 to less than 3000, so 2530 < 3680.
2. Ask the students to compare the numbers in groups. Primary school mathematics teaching plan "Comparative Numbers". "Try it" allows students to compare in their own way. As long as students feel the method, do not give conceptual conclusions. Ask the students to compare the prices of any two commodities in the group, exchange the comparison methods and results, and further understand the method of comparing numbers.
The teacher dialed the price of TV and refrigerator.
What if it's all two thousandths?
Some students may use the composition of numbers to analyze. 2530 consists of 2000, 500 and 30, and 2350 consists of 2000, 300 and 50. Although thousands are the same, 500 out of 100 is bigger than 300, so 2530 > 2350.
5. Students, we compared the figures just now. Do you know this method? Can you summarize it yourself? Let the students talk at the same table, and then send representatives to speak on stage.
Third, consolidate practice.
Think and act.
1, let the students write the numbers marked on the counter in brackets, then compare the sizes of the two numbers before communicating. Teachers should pay attention to make it clear when dialing. The same number is on different numbers, so the size is different. When students compare 10000 with 9999, they should be fully allowed to express their ideas. Let the students feel that the number with more digits is larger than the number compared with integers. compare
2. Common scenes in life help students feel the connection between numbers and real life.
Let the students observe the picture first. What mathematical information is shown on it? What mathematical information have you learned from these pictures? Let students feel that there is mathematics everywhere in life, and mathematics is closely related to life. Teachers can supplement this material for students to compare and cultivate their application awareness.
3. Cultivate students' estimation ability and let them say that each number is close to several thousand. For example, 5870 is close to 6000. Why? Let the students feel that if the number in the hundred exceeds 5, they will be promoted to the next one. What is the number in the thousand is the thousand. 40 12 is close to 4000, so it is removed directly because it is 0 in hundreds. Let students feel the method of "rounding" initially.
4. Form of activities. Prepare the same number between deskmates. Read the numbers first and then compare them with your deskmate. After the activity, let the students exchange experiences.
This topic is to train students to observe statistical charts. Show the questions for students to observe and examine carefully. Pay attention to let the students understand that "when about 5000 books are sold" means when the sales volume is close to 5000, let the students experience the estimation method in communication.
6. Pay attention to let students read the names and heights of the five mountains in China, and feel the magnificence of the motherland. Now arrange these heights from high to low and see which of the five mountains is the highest and which is the lowest. Teacher's instruction: when arranging, we should pay attention to comparing from a high position, one by one.
Fourth, the whole class summarizes and assigns homework.
What have you gained?
Postscript:
Compare the size of the number
The teaching design of the size of elementary school mathematics comparison number II;
A comparison of decimal sizes, pages 50 and 52 of the book.
Teaching objectives:
1, familiar with the methods and steps of comparing decimal sizes, able to arrange the sizes of several numbers according to requirements.
2. By comparing the size of decimals, deepen students' understanding of the meaning of decimals.
3. Cultivate students' observation ability and judgment ability.
4. Let students experience the fun of learning mathematics in communication and cooperation.
Teaching focus:
Will compare the sizes of decimals.
Teaching difficulties:
Mobilize students' existing knowledge and experience and promote the transfer of knowledge.
Teaching preparation: courseware
Teaching process:
First, review preparation
1, basic training
(practice card)
2. Compare the size of two numbers in the following groups.
1003 O 999 325 O 258 6 124 O 62 14 832 O 837
Teacher: Can you describe how integers compare with sizes?
Health: ...
Teacher: (Summary) When comparing integers, we should first look at its digits. The more digits, the greater the number. When the number of digits is the same, compare them one by one from the high position until the size is compared.
Second, explore new courses independently.
1, create a situation.
Teacher: Just now, the students and the teacher reviewed the comparison methods of integer sizes. So what's the way to compare decimal sizes? Today, let's learn how to compare decimal sizes. (blackboard title: comparison of decimal sizes)
Teacher: Let's take a look at this picture. What information can you get from it?
Health: They jump very high. ...
Teacher: Next, let's look at their grades. (showing cards)
2.45m,1.6m,1.98m,1.45m.
Teacher: To rank these four students before and after, we need to compare their grades one by one. Then the teacher divided them into two groups and compared them to see who would win.
2. Compare 2.45 with 1.6.
Teacher: Which of these two grades is better? what do you think? Guide students to find ways to compare.
Communicate your ideas in the group, and then report the communication in the class.
Health: ... Summary: First, it is larger than their integer part, and the integer part is larger, so this number is larger.
3. Compare 1.98 and 1.45.
Teacher: How can they compare their grades? Guide the exchange of ideas in the group, and then report the exchange in the class.
Health: ...
Teacher: Do you agree with this statement? Who else wants to talk? Summary: when comparing decimals, compare the integer parts first; If the integer parts are the same, compare decimals; When the deciles are the same, compare the percentiles; ……
Third, expand applications.
1, compare the size of the following two numbers and say how.
(1)3 yuan () 2.6 yuan
(2)6.35 meters () 6.53 meters
(3)4.723()4.79
(4)0.458()0.54
Tell me from whom you compare their sizes.
6.4( )5.9 12.4( ) 13.08 3.2 1( )3. 12
4.83( )4.59 4.36()4.37 12.352( ) 12.36
Four. What did you learn from today's class?
Five, blackboard design: omitted
The teaching design of the teaching goal of comparative number 3 in primary school mathematics
1. Make students know the order of numbers within ten thousand more clearly and master the method of comparing the sizes of numbers.
2. Cultivate students' logical thinking ability and good study habits of doing things seriously.
Important and difficult
1. compares the sizes of numbers within 10,000.
2. Correct use of greater than sign and less than sign.
Teaching preparation
Multimedia courseware.
teaching process
First, check the import.
Multimedia courseware demonstration: fill in ">" or "in the box.
6 20 66 62 100 89 75 57
We have mastered the comparison of numbers within 100, so how do we compare numbers within 10000?
(Title on the blackboard: 10000 Comparison of Numbers)
Second, the new teaching
Example 9 on page 90 of the textbook.
1. Give the theme diagram of Example 9.
Read the price of each TV set.
(2) Choose two TV sets and compare the prices.
(3) How to compare?
First organize students to think independently, then discuss and communicate with each other in the group, and then the teacher will call the roll to talk about comparative law.
(4) Reporting and communication.
1 or 2, which is more expensive?
940< 1899, four digits are greater than three digits.
Which is more expensive, number 3 or number 4?
1350<2365, 1350, 2365 are all four digits, 1 is one thousandth of 1350, and 2 is one thousandth of 2365, so 2365 is greater than 1350.
Which is more expensive, No.2 or No.3?
First, organize students to think independently and compare the sizes of 1899 and 1350. Then discuss and communicate in groups and tell each other how to compare.
1899 and 1350 are all four digits, and "1" in thousands means "8" in hundreds of thousands, "3" in hundreds, and 1350 means 300,800 to 300.
You can also compare it like this. They have the same thousand digits, all of which are 1, and the size is incomparable. They are 8 and 3 in thyme, and 8 is greater than 3, so 1899 is greater than 1350.
2. Summarize the inductive method.
How do you think we should compare these figures?
Organize students to discuss in groups, express their opinions to each other and form a unified understanding. Then the teacher called the roll to report.
When the number of (1) digits is different, the number with more digits is larger.
(2) When the number of digits is the same, if the number of digits on the highest digit is greater than that on the highest digit, and the highest digit is the same, compare the next digit, and so on until the size is compared.
Third, class assignments.
1. "Do" on page 90 of the textbook.
2. Exercise on page 92 of the textbook 18 # 1~3.
Fourth, class summary.
What new skills have you learned through this class?