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First, the understanding of numbers within 10,000

count

Class hoursNo. 1 (1)

course content

Example 1~ example 3 on page 2~3 of the textbook, and class activities on page 4.

Teaching objectives

Through hands-on operation, through the process of generating counting units (thousands and tens of thousands), we can understand the counting units "thousands" and "tens of thousands" and understand that the progress rate between two adjacent counting units is 10, thus further cultivating the sense of numbers.

Teaching focus

Know the counting units "thousand" and "ten thousand".

Teaching difficulties

Know the forward speed between two adjacent counting units.

Teaching preparation

Teaching AIDS: theme map, wooden stick, square, wooden block (courseware or wall chart), counter. Learning tools: sticks, counters for students.

teaching process

First, survey perception and scene introduction.

1? Students exchange their learning results before class.

Organize students' pre-class survey: What numbers are there in life that are greater than 100? Give a few examples. What else do you know about numbers greater than 100?

[Comment: It not only makes students feel the numbers within 10,000 in their lives, but also makes students feel that mathematics is around us. It is interesting and useful for students to experience mathematics, thus generating interest in mathematics learning. ]

2? Situation introduction

The teacher shows the theme map. Student Observation Report: What information did you learn from the pictures? What did you find?

Introduce a new lesson: Since there are so many numbers around us that are greater than 100, there must be counting units that are greater than "one", "ten" and "hundred". Do you want to know? Blackboard: Counting unit.

Second, practice and explore new knowledge.

1? Review old knowledge

Display sticks, 1, 1, 10 and 1. Ask the students to guess how many sticks there are. Say 10, 100. Blackboard: 10 one is ten, 10 ten is one hundred.

Teacher: "One", "Ten" and "Hundred" are the counting units we have learned before. Only with these counting units can we help you count and read.

2? Explore new knowledge

The teacher stimulates students' interest and asks them to guess what the counting unit is greater than one, ten or one hundred. (thousands)

(1) Know a thousand.

1. Count.

Show courseware (or objects, wall charts) 1000 sheets. Ask the students to guess how many hundreds there are in 1000, and then demonstrate the courseware. Students follow the numbers:100,200,300 ...1000.

Question: One hundred and one hundred, how much is one thousand?

Teacher's blackboard: 10, one hundred is one thousand. Note: "Thousand" is a larger counting unit than "Hundred".

2 dial it.

Students call 100, 200, 300 ... 1000 on their counter. Students communicate with each other how to dial, and then draw lots for students to report.

3 fill in.

Tell me what to put in brackets in the line segment and why. After filling it out, count it together.

The teacher dials100,500,1000,2000 on the counter, so that students can quickly see how many there are, and tell how many of the first two numbers are one hundred and how many of the last two numbers are one thousand.

(2) Know ten thousand.

1. Count.

Teacher: Can you count eleven thousand positions? Who will count? Then show the courseware (or objects, wall charts) and make statistics together. The teacher introduced the counting unit "ten thousand".

A schematic diagram of Example 2 is given. A stack of paper is 1000 sheets. How many are there here? Students count independently on the schematic diagram and discuss with their deskmates. Teachers guide students to discover that 1 0000 is 1 10000, and blackboard writing is10000 is110000.

2 dial it.

Students dial1000,2000,3000 ...10000.

[Comment: Students experience the process of calculating units through learning activities such as counting, dialing and filling, combined with observation and thinking. By guessing and speaking, students' existing knowledge and life experience are mobilized and their interest is stimulated, which shows that the process of mathematics teaching is the process of mathematics activities. ]

3? Recognize the counting unit as a whole and grasp the ratio of two adjacent counting units.

(1) Take a look, take a look.

The teacher shows the comparison chart of counting units (Example 3 on page 3). Look at the chart and read: one, ten, one hundred, one thousand, ten thousand.

(2) dial-up calls.

Students dial a number on the counter and experience the process of producing one, ten, one hundred, one thousand and ten thousand again. Teacher's question: What did you find? Guide students to sum up: 1, 10, 100, 1000, 10000 are counting units, and the progress between two adjacent counting units is 10.

Third, consolidate new knowledge and expand and improve it.

(1) Talk to each other.

() Zhang 1 angle is 1 yuan, () Zhang 1 yuan is 10 yuan, () Zhang 10 yuan is 100 yuan, 100 yuan is ().

(2) Complete the class activity 1~4 on page 4. Students think independently and work hard. Then communicate in groups and help each other solve problems.

Collective feedback and evaluation of classroom activities.

(3) Challenge: Look at the picture and think.

10 How many ping-pong balls are there in the box?

Fourth, class summary.

Teacher: What did you learn and how did you learn it?

On the one hand, teachers guide students to self-evaluate their knowledge, on the other hand, they guide students to self-evaluate their learning styles, emotions and attitudes.

Teaching reflection:

Lesson two? Count (2)

course content

Example 4 on page 5, Example 5 on page 6, and classroom activities on page 7.

Teaching objectives

1? Count hundreds or more and less than ten thousand correctly, and know the composition of the number within ten thousand.

2? Correctly express and exchange information with numbers within 10,000, and cultivate and develop students' sense of numbers.

3? Encourage students to actively participate in mathematics learning activities and cultivate the consciousness of independent inquiry. The number of teaching difficulties is composed of the number of hurdles and the number within ten thousand.

Prepare teaching AIDS and learning tools

Sticks, counters.

teaching process

First, create problem situations to stimulate interest in learning.

(1) The teacher used the courseware (or wall chart) to show two piles of sticks: one pile of 97 sticks and the other pile of 5 sticks. Ask the students to guess how many sticks there are in two piles of one * * *, so as to guide the students to think independently and stimulate their interest in learning.

(2) Students report their guesses and explain the reasons.

Second, actively explore and build a model.

1? Count to one hundred.

What is the 1 after (1)99? How much is 1 after 0/00? It is emphasized that 1 zero must be added between "one hundred" and "one".

(2) What is the 1 after1? Look at the picture and count together. It is clear that there are 1 zeros in one hundred.

2? Count more than one hundred and more than one hundred.

(1) The students took out the whole 100 stick and put it in a pile of 20 scattered sticks.

(2) Calculate each other's deskmates and check whether they meet the requirements.

Note that 109 is the combination of "100" and "9", and 1 10 is the combination of 100 and 10, and10 is highlighted.

(3) Guide students to observe that 120 root is 1 root, and 2 root is 100. (Let students bind 1 large bundle and 2 small bundles by hand)

(4) Guide students to discover that 120 is composed of 1 100 and 2 10.

3? Count from 190 to 200 on the counter.

(1) The teacher displays the counter and dials 197. Let the students read and talk about the composition of 197.

(2) Let the students count down. How to dial when the number reaches 199 to 200?

(1) observation unit, 9 repeat count 1 what is one? (10 each) 10 how much is it? (10 one is 1 10) How is it represented on the counter? (Unit dial 10 1, ten digits dial 1 0/0)

② Observe ten, and there are 10 tens. 10 What's ten? How is (10 ten yes 100) expressed on the counter? (Ten digits dial 10, ten digits dial 1 100 digits)

4? Analogical migration

(1) Highlight 990 and 1000.

The teacher shows the counter and dials 990. Let the students read and talk about the composition of 990. Please call 10 again. How come? How to calculate?

(2) Highlight 10 10, 1020.

After (1) 1000, count 10. Where should I dial the counter? (10) How much? (1) 1000 plus 10 is pronounced as 10 10, and/kloc-0 must be added between "1000" and "10".

② How to dial 10 10 afterwards?

③ How to dial from 1020 to 1300?

④ How to dial from 1300 to 1400?

⑤ deskmate interaction: dial 1 10 times with the counter, from 880 to 1 100, and dial the number of sides. Remind students that they can ask their peers or teachers for help when they encounter difficulties. Then students are selected to demonstrate, and the teacher focuses on the dialing and counting methods of 990, 1000 and 1000.

(3) Highlight 2000,20 20 10/0.

After (1) 1900, count 10. Where should I dial the counter? How many/much? how much is it? (19 10) to 1990 in turn.

② Number after 1990 10. What's the tenth digit? (10 ten digits) What about ten digits? (10 Ten is one hundred) What is one hundred? (1000) What about Baishang? (10 100 is 1000) What's the number in thousands? (Two thousand is two thousand)

③2000 to 200 1, how to dial on the counter?

Third, consolidate new knowledge and deepen expansion.

1? Solitaire game (the teacher focuses on "column number")

(1) One by one, class activity questions 1. (The teacher and the whole class take the lead)

(2) Number of places 1 10, the second question of class activities. (Boys and girls answer dragons)