Knowledge and skills: I have experienced the process of abstracting numbers from the scene diagram, and have a preliminary understanding of the method of counting in sequence. Process and method: Through the process of representing the number of objects with bitmap, the idea of number sense and one-to-one correspondence was initially established. Initially learn to observe physical objects from a mathematical point of view and infiltrate application consciousness.

Emotion, attitude, values: With the help of others, I got a preliminary understanding of the significance and fun of learning mathematics. Teaching emphasis: master the method of representing numbers with bitmap.

Teaching difficulty: the method of preliminary experience sequence counting.

Teaching tools: multimedia courseware, etc.

Teaching method: scene demonstration.

Teaching process:

First, create a situation to stimulate interest.

Dialogue: Children love to play. Where do you want to play most?

(student exchange)

In this class, the teacher will take the children in our class to the beautiful campus.

(The courseware shows a beautiful campus situation map)

Second, explore independently and maintain interest.

1 preliminary perception.

Question: What do you see in the beautiful campus? Communicate in groups and then communicate collectively.

Student description: In the bright sunshine, trees are shaded and flowers are in full bloom. Birds are singing happily, butterflies are flying happily, how happy the children are! Some of them ride wooden horses, some swing, some fly in small planes, and some slide on slides.

2, communication.

Question: There are many things in the beautiful campus. Can you count how many there are?

Students count themselves first, and then count them to their deskmates.

Choose some students as teachers and lead the rest of the children to count in order.

Summary method

Discussion: How to count correctly and quickly?

Students discuss in groups and then communicate collectively.

The teacher concluded, emphasizing one by one in order.

(to the right, from top to bottom, and so on. )

4. Practice answering questions first

① Question: 1-(student answers:1slide >; 2 sets-(student: 2 swings) (courseware demonstration, extracting 10 fragments from the theme scene diagram one by one)

② Look at the pictures and say what they mean. Such as: 3 wooden horses

5. Use dot diagram to represent numbers.

We can use some of the simplest symbols to represent the number of objects. What symbol do you want to use? Let's use the concept map, shall we? 1 slide is represented by 1 idea.

② How to express the number of swings? Why do you say that? How to express the number of horses and planes in Troy? What else do you have in mind?

(Let the students speak freely)

③ Inquiry: How many objects do the seven concepts represent?

How many objects do eight points represent? How to express the number of balloons?

/kloc-How many objects do 0/0 points represent?

Third, entertaining and interesting experience.

Transition: children! The beautiful campus is our paradise, let's go to the campus to play together! (Lead the students out of the classroom and observe the campus)

1, find some dolls.

There are many dolls hidden in the beautiful campus. Do you want to find them? Find good friends (including teachers) and communicate with them.

2. Let's talk about counting dolls.

Students talk freely about the items they found on pages 2 and 3 of the textbook and their numbers.

3. Practice using thoughts to represent numbers.

Students try to express the number of objects mentioned just now with ideas.

Fourth, classroom exercises.

Exercise 1 1, 2 questions

Five, summary and promotion, interest extension

Talk: write that our lives are closely linked, and every member of the mathematics kingdom is winking at us with intelligent eyes! Do you want to make friends with them? What are you going to do in the future?

Students can speak freely.

Blackboard design:

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