Model of Mathematics Teaching Plan for Senior One (1) Analysis of Students' Basic Situation
There are 20 students in this class, including boys 1 1 and girls 9. After studying mathematics last semester, his basic knowledge and skills have basically reached the learning goal, and he is interested in learning mathematics and willing to participate in learning activities. Especially some hands-on, cooperative learning content is more interested. Through this period of study, I found that students' consciousness is poor, a small number of students don't pay attention to the lecture in class, and they are careless in their mouth, so they can't finish their homework in time after class. However, students' enthusiasm for learning is high, and a small number of students have poor grades. It is necessary to unify and standardize the teaching in the future, make up for mistakes in time, and make the whole teaching go smoothly. Therefore, the teaching of this semester needs to be further improved.
Second, the teaching content
This textbook includes the following contents: understanding plane figures, abdication and subtraction within 20, classification and arrangement, understanding numbers within 65,438+000, understanding addition and subtraction (oral calculation) within 65,438+000, finding rules and reviewing frequently.
The key teaching contents of this textbook are: understanding numbers within 100, abdication subtraction within 20, and addition and subtraction within 100. On the basis that students have mastered numbers within 20, this textbook expands the range of knowing numbers to 100, so that students can initially understand the concept of numbers, learn to read and write numbers within 100, find out the composition and size of numbers within 100, and use these numbers to express and communicate, thus forming a preliminary digital consciousness. The addition and subtraction within 100 can be divided into oral calculation and written calculation. Similarly, in addition to digital recognition and calculation, the textbook also arranges intuitive understanding of common plane geometric figures, understanding RMB, sorting out and finding laws. Through the study of these contents, students' mathematics learning is not only colorful, but also helpful for them to understand the practical application of mathematics and cultivate their interest in learning mathematics.
Third, the teaching objectives
1, know the counting units of "one" and "ten", initially understand the digital meanings of single digits and ten digits, be able to master the numbers within 100 skillfully, and read and write the numbers within 100. Mastering the number within 100 consists of ten digits and one digit. Grasp the order and size of numbers within 100, compare the sizes of numbers within 100, use numbers within 100 to represent things in daily life, and make simple estimation and communication.
2. Skilled in calculating abdication subtraction within 20, able to calculate the addition and subtraction of two digits and integer ten digits within 100, experience the process of communicating their respective algorithms with others, and solve some simple practical problems with the knowledge of addition and subtraction calculation.
3. Experience the process of finding, asking and solving problems from life, the close relationship between mathematics and daily life, and the role of mathematics in daily life.
4, a preliminary understanding of the classification method, will be simple classification, feel the relationship between classification and data collation; Have a preliminary understanding of object-oriented statistical charts and statistical tables, and can ask and answer simple mathematical questions according to the data in statistical charts.
5. Know the unit yuan, angle and minute of RMB, know that 1 yuan = 10 angle, 1 angle = 10 minute, and cherish RMB.
6. Understand the rectangle, square, triangle, circle and parallelogram intuitively, describe the characteristics of the sides of the rectangle, square and triangle in your own language, and initially perceive the relationship between the learned figures.
7. I will explore the simple laws in the arrangement of given figures or numbers, and initially form the consciousness of discovering and appreciating the beauty of mathematics.
8. Experience the fun of learning mathematics, improve the interest in learning mathematics, and build confidence in learning mathematics well.
9. Develop the good habit of working hard and writing neatly.
10. Experience the close relationship between mathematics and daily life through practical activities, initially form an interest in exploring mathematical problems, and initially feel the mathematical thinking method.
Fourth, teaching measures.
1, preparing lessons before class must fully presuppose the problems that students may ask and the countermeasures. When designing classroom test assignments, students with different learning abilities must be arranged at different levels, and individual students with learning difficulties should be given face-to-face counseling.
2. Pay attention to the training of basic oral and written calculations in class, and cultivate and gradually improve students' computing ability.
3, combined with the specific teaching situation, flexible use of sticks, pictures and other teaching (learning) tools for intuitive teaching.
4. Cultivate students' good math study habits, and gradually guide students to learn to examine questions independently, dare to ask questions, listen carefully to other people's opinions, and be willing to express their ideas. Connecting with the reality of life and the physiological and psychological characteristics of junior students, create activity situations through favorite games, fairy tales, stories, cartoons and other forms.
5. Encourage and respect students to think independently and guide students to discuss and communicate. Pay attention to the openness of teaching and cultivate students' innovative ability. Leave enough time and space for students in mathematics classroom practice activities, and learn mathematics knowledge in the activities.
6, according to the characteristics of students in this class and the actual situation, creative use of teaching materials, design the teaching process. And according to the specific situation, create some teaching AIDS and learning tools with better teaching effect.
7, often go to the classroom to do extra-curricular counseling, to solve difficult problems for students.
Senior 1 (2) Model of Mathematics Teaching Plan 1. Teaching objectives
1, let the students know that it is easier to calculate 9 plus several by ten, learn to calculate 9 plus several by ten, and correctly calculate 9 plus several.
2. In the process of exploring the addition of 9 plus decimal, the transformation idea of 10 plus decimal was initially infiltrated, and the ability of hands-on operation was cultivated, and the ability of asking questions and solving problems was initially cultivated.
3. Experience the connection between mathematics and life and cultivate the habit of careful observation.
Second, the focus of teaching
Infiltrate the idea of transformation, apply the method of supplementing ten, and correctly calculate the carry addition of 9 plus several.
Third, teaching difficulties
The thinking process of adding ten methods.
Fourth, the key to teaching
Convert 9 plus a few to 10 plus a few.
Five, teaching preparation
Teaching AIDS: courseware, sticks, game supplies.
Learning tools: 20 sticks, 20 discs.
Sixth, the teaching process.
Create situations to stimulate interest and thinking.
Teacher: Today, Mr. Qian wants to take xx's children to visit the sports meeting. Before I go, I'll test you first.
1, password check.
Review the composition of numbers 2, 4, 5 and 8.
2. 10 plus a few additions.
10+ 1 10+2 10+3 10+4 10+5
10+6 10+7lO+8 10+9
Teacher: Are these formulas for adding more?
Teacher: The children are learning very well. Let's go!
Participate independently and explore new knowledge.
1. Observe the theme map.
Teacher: We came to the corner of the playground. What sports did you watch and how many people took part? Talk to yourself first, and then raise your hand to report. (Answer by name)
Summary: There are athletes and referees in the stadium, 6 athletes in the running group, 3 athletes in the skipping group, 9 athletes in the shuttlecock kicking group and 7 athletes in the long jump group.
2. Try to talk about ideas.
Teacher: The children of the service team bought some boxed drinks for the athletes. How many boxes are there in the carton? How many boxes are scattered? Do you know how many boxes of drinks there are? (Answer by name, formula on the blackboard)
Teacher: How do you calculate how many boxes are in a box? (of several students expressing their opinions)
What may happen among students:
( 1) 1, 2, 3 12, 13.
(2) Count from 9 to 13.
(3)9 plus 4 equals 13.
(4) 13 can be divided into 9 and 4.
(5) First pick up a box and put it in the box, and then think 10+3= 13.
3. Get the best method.
Teacher: Children, you are really good at thinking. You think so many good supplements. Which method do you think is the best? Why?
Teacher: Several methods are good, but counting them in turn is more troublesome. It's difficult to figure out how much 9 and 4 add up at once. First, let's see how many boxes a carton can hold. At this time, it is still necessary to change it into a box of 10. 10 It's easier to add a few boxes. (Demonstrate the process of adding+) Why do you put 1 in the carton?
We can express this idea with a mind map. We can decompose 4 into 1 and 3, 1 and 9, and the total is 10, and then think about 10+3= 13.
Step 4 ask questions and solve problems
Teacher: Let's look at the playground. How many questions can you ask together? Ask your deskmate first and compare who mentioned more. Teachers have prizes.
(Ask questions by name and award prizes)
Teacher: The question asked by the children just now was great. Let's solve it together.
Q: How many people are there in the shuttlecock group and the running group?
(refers to the column type, what do you think, blackboard writing 9+6=)
(Show the process of rounding ten) Draw a mind map:
Q: How many people are there in the shuttlecock kicking group?
(refers to the column type, what do you think, blackboard writing 9+3=)
(Show the process of rounding up ten) Draw a mind map,
Q: How many people are there in the shuttlecock group and the long jump group?
(refers to the column type, what do you think, blackboard writing formula 9+7= 16)
5. Characteristics of inductive algorithm
Homogeneous reading formula. Q: What are the characteristics of the formula? What is the first addend? We call it nine plus several.
Teacher: How do we calculate 9 plus a few? It is calculated by adding 9 to 10. (Connect the formula with 10 with the arrow)
Say jingles while drawing: look at large numbers, divide them into decimals, add up to+,and count. After the students say it together, clap your hands at the same table and say jingles.
Step 6 do it yourself
(1) Put sticks, 9 red sticks on the left and 3 yellow sticks on the right. How to calculate how many sticks there are in a row? (Shown on a physical display shelf)
Teacher: What do you think? (After the students say that, show the sticks and circle them. )
(2) Put a picture with 9 red disks on the left and 7 yellow disks on the right. How to calculate a * * *, how many discs are there? (of column types) What do you think?
Teacher: Fill in the book with a mind map of your thinking process. (Say the answer)
Apply new knowledge and solve problems.
Teacher: The teacher has several questions that he wants to ask the children to help him solve.
1, count pineapples.
Q: How to calculate how many pineapples are in a row? Tell me what you think. (circle 10)
2. Count the apples.
(Big screen display 15 apples) Q: How many apples are there in a * * *? Tell me what you think (circle 10 among them)
3. Count the eggs.
(The big screen shows pictures of eggs) Guided observation: How many eggs can an egg box hold? How many are installed now? Q: How many eggs are there in a * * *? How to calculate quickly and accurately? (showing the process of transferring eggs)
4. Count the cakes.
Teacher: How many cakes can a box hold? How many cakes are there in the box? What about outside? How to calculate? (of column types) (Demonstrate the rounding process)
Summarize the whole class and improve new knowledge
Teacher: What did we learn today?
What are the simpler ways to solve these problems? (Students can say as much as they can)
Teacher: For these problems, first think of 9+ 1= 10, then divide the second addend into 1 and several, then add 9 to 1 to make up 10, and then add the remaining numbers. This method is called ten methods. The ten-point method is very important and will be often used in future study.
Based on the above, I focus on the connection between old and new knowledge, so that students can explore and learn freely. The teaching process is designed as follows.
First of all, before bringing students into contact with new knowledge, reproduce the original cognition related to new knowledge, review the decomposition of numbers and the knowledge of 10 plus a few, and pave the way for the transformation of 9 plus a few into 10 plus a few.
Secondly, observe carefully and explore actively.
In teaching, we should change the passive state of teachers speaking, students listening, teachers giving examples and students imitating. With students' collective independent observation and discussion as the theme, students can find mathematical problems in the theme map, think independently and discuss collectively, and organize students to report their own or group's research results, express their views and promote mathematical communication.
Show the theme map on the big screen, let the students observe and talk about which competition groups they have observed on the playground and how many athletes they have. Group discussion can ask a few questions about addition calculation, then group discussion, report the solution method in the group, list the formula of 9 plus several, and then explore the calculation method of 9 plus several together, and inspire students to find the simplest method-ten-way calculation method with animation operation. In this way, the key points of teaching are grasped, students find the problems to be solved and explore solutions, and teachers only play a guiding role.
Children's thinking is inseparable from action, which is the source and starting point of intelligence. When guiding students to solve problems, I ask them to put sticks and disks first, and then fill in the mind map. Then students sum up the algorithm, read the formula together, find the same point, and teach the jingle: look at large numbers, divide them into decimals, make up ten, and count.
Third, consolidate new knowledge and look for laws.
The attention of first-year students is not lasting. After breaking through the difficulties, they used an apple-picking game to adjust students' attention style, consolidate the knowledge of 9 plus several, arrange formulas according to the law, observe the characteristics of numbers, and find fast and correct calculation tips.
Finally, apply new knowledge to solve problems.
Observe the pictures of pineapple and apple, and cultivate students' ability to see the addition formula of picture sequence; Counting eggs and cakes is the application of the method of supplementing ten in real life, which further embodies the connection between mathematics and life and experiences the application of mathematical knowledge.
The blackboard design of this lesson mainly reveals the arithmetic of 9 plus several, and incorporates the learning method of reduction, which not only highlights the key points and difficulties, but also has a reasonable and beautiful layout.
In a word, this class has an active learning atmosphere through observation, discussion and operation, which fully embodies students' dominant position in teaching and mobilizes students' active participation consciousness.
Senior one (three) mathematics demonstration teaching plan 1. Analysis of students' basic situation
There are 49 students in Class xx, Grade One, and so is Class xx. After a semester of joint efforts of teachers and students, most students can concentrate on listening, actively think and answer questions raised by teachers, and finish their homework as required after class, which has certain basic study habits. However, some students have poor study habits, lax discipline in class, inattention, frequent desertion, like to speak at will, can't finish their homework in time, and often procrastinate, resulting in poor academic performance and need to make greater progress in the new semester.
Second, number and algebra.
1, Unit 1 "Addition and subtraction (1)". It is to learn to abdicate subtraction within 20 years, which reduces the difficulty of children learning mathematics in the first semester of senior one. Subtraction of abdication is a difficult point, and students are slow to master it, but it is also the focus of vertical subtraction in the future. Therefore, in the methods introduced: counting sticks, counting backwards, adding ten, watching subtraction, adding by counter and so on. What methods do children like to make different demands and how to calculate quickly, but we will introduce these methods.
Unit 3 "Numbers in Life". Through counting pencils and other activities, I experienced the process of abstracting the model of numbers from specific situations, understood the counting, reading and writing of numbers in 100, mastered the relative size relationship of numbers in specific situations, and realized the close relationship between numbers and daily life.
3. Unit 5 "Addition and subtraction (2)" and Unit 6 "Addition and subtraction (3)" In the study of "Addition and subtraction", students will experience the process of abstracting the formula of addition and subtraction from specific situations and further understand the significance of addition and subtraction; Explore and master the calculation methods of addition and subtraction within 100 (including no carry, no abdication, carry and abdication), addition, subtraction and combination of addition and subtraction, and calculate correctly; Can estimate the operation results according to specific problems; Initially learn to apply addition and subtraction to solve simple problems in life and feel the close relationship between addition and subtraction and daily life.
Third, space and graphics.
1, Unit 2 "Observing Objects". By observing simple objects around, students will have a preliminary understanding that shapes seen from different angles may be different concepts of development space.
Unit 4 "Interesting Graphics". Students will go through the process from three-dimensional graphics in last semester to plane graphics now, and know plane graphics such as rectangle, square, triangle and circle. Through hands-on activities, they will learn more about plane graphics. Tangram is a puzzle game that children like. With it, you can make a lot of graphics, let children do it themselves, accumulate experience in mathematical activities, develop the concept of space and design interesting patterns.
Fourth, practical activities.
This textbook arranges a big practical activity after Unit 5, that is, "split buckle" and "puzzle". The purpose is to comprehensively apply the learned knowledge, from classifying things according to their non-essential and superficial characteristics to classifying things according to their abstract and essential characteristics, so as to promote the development of children's logical thinking ability. At the same time, students are arranged to play a number-filling game, aiming at training children's language expression ability, logical thinking ability and observation ability, and feeling the fun of mathematics!
Five, the teaching focus
1, skilled in calculating abdication subtraction within 20.
2. Know how to count, read and write numbers within 100, master the relative size relationship of numbers in specific situations, be able to express and communicate with numbers, and experience the close relationship between numbers and daily life.
3. Learn and master the calculation methods of addition and subtraction within 100 (including no carry, no abdication, carry and abdication) and calculate correctly; Can estimate the operation results according to specific problems; Initially learn to apply addition and subtraction to solve simple problems in life and feel the close relationship between addition and subtraction and daily life.
Sixth, teaching difficulties.
1 and abdication subtraction within 20.
2. 100 carry addition and abdication subtraction.
VII. Emotions and attitudes
1. Understand the content of mathematics in real situations, use the mathematical knowledge you have learned to solve practical problems around you, gain successful experience, and enhance your confidence in learning mathematics well.
2. Under the organization and guidance of teachers, we can acquire mathematical knowledge through our own active exploration, and initially develop innovative consciousness and practical ability.
Under the specific guidance and organization of teachers, they can criticize themselves and evaluate others realistically.
Eight, knowledge and skills
1, can count, read and write numbers within 100; Grasp the relative size relationship of numbers in specific situations; Be able to express and communicate with numbers and experience the close relationship between numbers and daily life.
2. Explore and master the calculation methods of abdication subtraction within 20, addition and subtraction within 100 (including no carry, no abdication, carry and abdication), and be able to calculate correctly; Can estimate the operation results according to specific problems; Initially learn to apply addition and subtraction to solve simple problems in life and feel the close relationship between addition and subtraction and daily life.
3. By observing simple objects around us, we can initially realize that the shapes seen by observing objects from different angles may be different. Students will go through the process from three-dimensional graphics to plane graphics, know the plane graphics such as rectangle, square, triangle and circle, initially realize that they are on the object, and further develop the concept of space.
4. Learn to apply addition and subtraction to solve simple problems in life, feel the role of mathematics in daily life, feel the close relationship between addition and subtraction and daily life, gain some preliminary experience in mathematical activities, and develop the ability to solve problems and think with mathematics.
Nine, teaching measures
1, study the teaching materials carefully, do a good job in classroom teaching and research, and put forward quality requirements for the classroom. Make full use of materials that students are familiar with, interested in and full of practical significance to attract students, let students actively participate in various mathematics activities, improve learning efficiency, stimulate learning interest and enhance learning confidence. Advocate the diversity of learning methods and pay attention to students' personal experience.
2. Strengthen the teaching of basic knowledge, so that students can master these basic knowledge effectively. Especially to strengthen the teaching of computer. Calculation is the focus of this textbook. On the one hand, it guides students to explore and understand basic calculation methods, on the other hand, it helps students to form necessary calculation skills through corresponding exercises. At the same time, pay attention to the connection between teaching materials, organically integrate the content, and improve the ability to solve practical problems.
3. Do a good job in training and make-up work. Carry out "one-on-one" activities, keep in touch with the parents of underachievers, timely reflect the learning situation at school, urge them to improve their grades, and help them establish their confidence and determination in learning.
4. Strengthen oral arithmetic practice, and gradually improve students' computing ability.
5. Be able to master some common quantitative relations and solutions to application problems, and gradually improve the ability to solve application problems.
6. Increase the chances of hands-on operation, so that students can get the correct graphic representation and correctly calculate the perimeter, area and volume of some geometric shapes.
7. After learning the content of a unit, review and assess it in time, so that students can know their knowledge in time and make up for their mistakes in time.
8. Strictly ask students from their homework, which not only writes neatly, but also has high accuracy. Teachers should correct their daily homework in time, so that students can develop the good habit of correcting mistakes.
9. Take 40 minutes as the quality to improve classroom efficiency.
10, do a good job in cultivating excellent students and helping poor students, improve the passing rate of mathematics, and strive to make the passing rate reach 95%.
X. Counseling and transformation measures for students with learning difficulties
1. Carry out "One Help One Activity" to let outstanding students drive underachievers and promote the transformation of underachievers.
2, strengthen the contact between home and school, * * * with education.
3. Ideological education, change ideas and correct learning attitude.
4. Fill in the gaps in students' knowledge purposefully and in a planned way.
5. Care more and help more, try to find their bright spots, encourage more and praise more, let them experience success and study hard.
6. Teach students in accordance with their aptitude and attach importance to mastering basic knowledge.
7. Design more questions in class, let them answer them, and gradually improve the requirements.
8. Strengthen operational guidance and pay attention to quality.
Senior 1 (4) Model of Mathematics Teaching Plan 1. Teaching objectives
1, through the exploration of the problem situation, enable students to draw their own 9 plus several methods on the basis of existing experience;
2. Make students understand the thinking process of "adding up to ten" and "adding up to nine", and use their favorite methods to correctly calculate the oral calculation of adding up to nine.
3. Cultivate students' observation ability, cooperation and communication ability, hands-on operation ability, and the ability to initially ask and solve problems, so as to expand students' thinking and cultivate innovative consciousness.
4. Stimulate students' interest in learning mathematics in learning activities.
Teaching emphasis: you can correctly calculate the oral calculation of 9 plus several in your favorite way.
Teaching difficulty: let students explore the method of adding nine to several on the basis of existing experience.
Preparation of teaching AIDS and learning tools: 13.
Second, by setting questions, creating situations and arousing interest.
Children, October is the sports festival in our school. Our school not only held a grand opening ceremony, but also held a school sports meeting. In order to quench the thirst of athletes, they also prepared some drinks and drank some. At the end of the game, Xiao Ming asked, "How many boxes are there?"
Third, new funding.
1. Organize students to discuss "A * * *, how many boxes are there?" problem
(1) Discuss in groups and exchange solutions to problems.
② Organize the whole class to exchange solutions to problems.
2. Ask the group representatives to introduce their methods to the class. According to the students' speeches, the teacher showed various solutions one by one.
① Statistical results.
Count from 9.
Count from four.
② Calculation results. 10 plus 4 equals 14, and 9 is less than lo 1, so 9 plus 4 equals 13.
③ Use the method of "adding to ten" to calculate the result.
3, understand the "fill ten method".
① Operation: 9 sticks on the left represent 9 boxes of drinks in the box, and 4 sticks on the right represent 4 boxes of drinks outside the box.
Demonstrate the process of oral calculation.
The teacher asked questions and instructed the operation: Think back to how the students moved the drinks just now. How to move the joystick? (Name demonstration)
Take one of the four boxes of drinks outside the box. How many boxes are left? 10 box plus 3 boxes of drinks are left outside the box. * * * * How many boxes of drinks are there? So how much is 9 plus 4? )
③ Q: Which of these methods do you prefer?
4. How many people kick and jump?
5. Guide the students to observe the pictures and ask questions: What other questions can you ask by addition? After the group discussion, express your opinions and solve the questions raised by the students.
Third, feedback exercises.
1, exercise 20, question L.
(1) Let's talk about pictures first, and then talk about column types.
(2) collectively evaluate, modify and talk about calculation methods.
2. Exercise 20, Question 2.
3. Exercise 20, question 3.
(5) Grade Mathematics Demonstration Teaching Plan 1. Teaching Content
2-5 pages of the textbook
Second, the teaching objectives
The understanding of 1, 1- 10 and the method of counting in sequence.
2. Experience the fun of mathematics through mathematical activities.
3. We can imagine the process of drawing numbers from the scene diagram, and then using the bitmap to represent the numbers, and initially establish the idea of number sense and one-to-one correspondence.
Third, teaching focuses on difficulties.
1, learn to count
2. Use dot diagram to represent numbers.
Fourth, a brief introduction to passion
Teacher: Students, can you count from 1 to 10? Let's clap our hands and count together! (The teacher leads the students in order from slow to fast)
Teacher: What a good count! Which student would like to count it out loud and clear for everyone? (Individual students) Great! Let's "count" together in this class.
Verb (abbreviation for verb) activity
1, teaching numbers and counting methods
Teacher: In the kingdom of mathematics, students are required to have a pair of observing eyes. Let's have a look. What does this picture show? (Showing the wall chart) Don't worry! Talk to your deskmate first and tell me what you see in the picture. Let students interact and experience the fun of mathematics brought by cooperative participation.
Teacher: Who will tell the teacher?
Teacher: That's very kind of you. The teacher is coming to ask questions. Look carefully. How many red flags do you see? (1 side) hmm! Yes, we use the number 1. (presented to 3 in a similar way)
Teacher: I see the trash can. Did you find it? Where is it? How many? How do you calculate it? Somebody count it! (Please count on the blackboard) You count well! Reveal the number "4" and reveal it to 6) in the same way.
Teacher: Let me count the pigeons flying in the sky, 123456, a total of ***6! Is it? Did I count correctly? (Students correct, it should be 7) How did I miss the number? Who has a good way to count it so as not to miss it? We can count from top to bottom and from left to right! (writing on the blackboard) OK, let's count together! Is there any other way for students? (Guide the students to say that we can count one and cross it out, or mark it well) Teach it in a similar way, 8, 9, 10.
There are ten numbers 1- 10 on the blackboard, and then the teacher said that we can not only use numbers to represent numbers, but also use graphics to represent them. For example, 1, I like to use a dot to represent it. Of course, I can also draw a red flower to represent 1. In mathematics, we call it one-to-one correspondence: one-to-one correspondence. What about you? Who do you want to represent? Let the students draw how to express 2, 3, 4, etc. In their notebooks.
2. Read 1- 10
Usually read it several times and present it in the form of cards.
3. Check the items in the classroom together.
Sixth, summarize.
Teacher: What did you get in this class?
Seven. distribute
Go back and count it to your parents, and then tell them the way we won't miss it!