Beijing Normal University Edition Grade One Mathematics Volume II Teaching Plan (1)
Teaching objectives:
1. Through operating activities, students can understand the characteristics of plane graphics and their relationships, and can describe the characteristics of rectangles and squares in their own language.
2. Let students think, imagine and re-create in specific situations, and cultivate students' innovative consciousness.
Instructional design:
First, the introduction of new courses.
Do the students still know them? (display)
There are many secrets in it. In this class, the teacher will see which student has discovered the most secrets.
Second, hands-on operation, exploring new knowledge.
1, teaching example 1
(1) Take out a rectangular piece of paper and a square piece of paper, and ask the students to fold along the marked dotted line to experience the characteristics of the sides of the rectangle and the square, so as to know that the opposite sides of the rectangle are equal and the four sides of the square are equal.
(2) Take students to make a windmill. In the process of doing it, let the students talk about each step of the paper, and understand the characteristics of plane graphics from the surface and see the relationship between them.
For example, folding rectangular paper into square paper takes advantage of the equality of four sides of a square. When the square paper is cut into four triangles, we can see the relationship between triangles and squares. When turning the windmill, we can see that the trajectory of the windmill is a circle.
2. Teaching Example 2
Teacher: What numbers can be spelled with several identical numbers? Please spell it.
Let the students spell in groups and communicate in groups after spelling, and then the teacher guides the whole class to communicate. )
Tell me how many numbers are used to make a graph.
Third, consolidate the practice.
(1) Press? Do it. Minus the square.
(2) Think and do the second, fifth and sixth questions in Exercise 6.
Fourth, the class summary
Reflection after class:
Beijing Normal University Edition Grade One Mathematics Volume II Teaching Plan (2)
Teaching objectives:
1. Through observation and operation, let students perceive the relationship between three-dimensional graphics, and initially perceive the relationship between the learned graphics.
2. Let students think, imagine and re-create in specific situations, and cultivate students' innovative consciousness.
3. Stimulate students' interest in learning.
Instructional design:
First, review and pave the way
Teacher: Do the students still know them? (display)
Who will introduce us?
Second, hands-on operation, exploring new knowledge.
Teacher: In our life, there are many beautiful things made of them. The teacher thinks that students can also use them to pose many beautiful objects. Now students have many cubes and cuboids in their hands. What figures can they spell out with several identical numbers? Please spell it.
Students spell in groups, communicate in groups after spelling, and then the teacher guides the whole class to communicate: talk about what graphics are used to make a graphic.
Third, consolidate and deepen.
(1) Students' hands-on operation: make a cylinder out of rectangular paper. Tell me how you did it. )
(2) Questions 3 and 4 in Exercise 6: Complete independently and modify collectively.
(3) Exercise 6 Question 7: Let the students think independently, answer by name, and then demonstrate in kind to help the students with difficulties.
Fourth, the class summarizes.
Beijing Normal University Edition Grade One Mathematics Volume II Teaching Plan (3)
Teaching objectives:
1. Enable students to correctly count the number of objects within 100, and know that these numbers are composed of ten and one.
2. Cultivate students' estimation ability and exploration and observation ability, experience the diversity of mathematical methods and develop the flexibility of thinking.
3. Cultivate students' habit of thinking actively and listening to others' ideas carefully, so that students can feel the pleasure of communicating with their peers and cultivate the consciousness of cooperative learning.
Prepare teaching and learning tools:
Courseware, pear, apple pictures, etc. Every two people at the same table have 1 bundle 100.
Teaching focus:
Count the numbers within 100 correctly and know that these numbers are composed of ten and one.
Teaching difficulties:
Count the numbers after tens and nineteen correctly.
Teaching process:
First, the number of classes, the initial understanding of the number of more than 20 people:
1. Review the numbers within 20.
1 and the number of students in two groups (each group 10).
2. Let students intuitively know the numbers above 20.
Then count, focusing on the students:
Two tens and 1 are twenty-one;
Twenty-nine consists of two tens and nine ones;
Twenty-nine followed by thirty means three tens
3. Transfer analogy and think out of intuition.
(1) So what's the last number of students in the class, and what's the number of a dozen?
(2) What is the number after 39? What about after forty-nine? What about the back of fifty-nine
Second, cooperation and exploration to further understand the numbers within 100:
1. The courseware demonstrates the picture of 100 lambs, and asks students to estimate how many lambs there are.
2. Hands-on operation, exchange and exploration.
(1) 100 cooperative deskmate sticker.
(2) report and exchange, highlight the diversity of methods, further improve the counting ability within 100, and deepen the understanding of logarithmic composition.
1. 1 1 number, 100 is 100.
Ask a classmate at the same table to count from 65, 1 to 75, and say that 75 consists of ten and one. Then another student counts from 75 to 83 and tells the composition of 83. Finally, the class counted from 83 to 100. When summing up, highlight the figures after dozens and nineteen.
B, count to two. Two people at the same table stand up and count.
C, five numbers of five, please count while operating the stick all your life, and then two people in the class will cooperate at the same table, with five sticks and five sticks.
D, 10 10 number, combined with the courseware demonstration, it is concluded that 10 is 100.
3. summary.
Reveal the topic and let the students talk about the diversification of counting methods and the problems that should be paid attention to when counting.
Third, practice, understand the number within 100 in three steps in practice, and cultivate the ability:
1. Guess.
(1) How much is four ten plus six?
(2) How many tens and ones are there in 58?
(3) What is the number before 69? What's the last number?
(4) Count the five numbers after 87.
2.？ Question and answer? Games.
3. Look at the pictures and fill in the blanks.
After reading page 33 of the textbook? Do it. .
4. What is faster?
5. Countdown. For example, count down from 6 1 to 56.
Fourth, the class summary:
Let the students talk about their feelings about this class.
Teaching plan recommendation of the second volume of the first grade mathematics published by Beijing Normal University;
1. Beijing normal university printing plate first grade primary school mathematics teaching plan and reflection
2. "Happy Duckling" Beijing Normal University Edition Teaching Plan
3. Beijing Normal University version of the first grade mathematics teaching plan and reflection
4. The teaching design of mathematics graphics for the first grade of primary school in Beijing Normal University.
5. Beijing Normal University Edition Grade One Volume II Mathematics Plan
6. Beijing Normal University Edition Grade One Mathematics Volume II Teaching Plan
7. Beijing Normal University Edition Primary School Grade One Mathematics Volume Two Simulation Test Paper