The following is the speech of "Understanding Numbers within 100" in the first grade of primary school mathematics. I hope you like it!
Textbook analysis
"Understanding the number within 100" is the content of Unit 4, Volume 2, Experimental Textbook for Grade One of Compulsory Education Curriculum Standards (People's Education Edition). It is taught on the basis that students have learned the understanding of numbers within 20 and can basically count up to 100. The purpose is to let students know the diversity of counting methods while mastering the sequence, and how to choose the appropriate method to count according to the law, which is also the basis for further study of digital writing and size comparison within 100.
Design concept
1. The numbers reflected are closely related to life, emphasizing understanding numbers from things around students. According to this, arrange a small survey before class, and use the common items in life to make classification statistics in class, so that students can realize? There are many things in life? .
2. Improve the effectiveness of group cooperative learning. Arrange two group cooperative studies in class. For the first time, the eight-person group cooperated to classify and count, so that students could try to cooperate in the activities. The second group of cooperative learning design comprehensive exercises? Go to the park? If the first cooperative learning is arranged by the teacher, this kind of cooperation can belong to the spontaneous behavior of the students. When students don't count the number of pictures individually, they need to cooperate in groups spontaneously in order to count again.
3. Promote students' active personalized learning. When counting, ask students to choose their favorite method or the fastest method they think. There is no uniform requirement for methods, and students' personalized learning is respected. When counting squares, let the students be small teachers and talk about their clever counting methods. Other students can ask questions at any time to understand what they don't understand, which fully reflects the interaction between teachers and students in the teaching process. Students can actively study in a relaxed and harmonious atmosphere and realize personalized development.
Teaching objectives
1. Through group investigation and counting activities, I initially realized the close relationship between numbers and life.
2. You can use different methods to count numbers within 100, and know that10/0 is 100.
3. By choosing the appropriate counting method, the observation ability and cooperation consciousness are initially cultivated.
teaching process
First, report the findings.
Ask the students to make a survey before class: What aspects of life have numbers? Say a sentence that contains the actual figures in life.
The teacher inquired about the results of the investigation.
Student report survey.
Experience that there are numbers everywhere in life, and have a preliminary perception of numbers within 100.
Second, carry out classified inventory activities.
1. Create a situation where smart old people play games with everyone.
2. Explain the requirements of the activity (game):
(1) In groups of 8 people, the contents in the box are divided into four categories under the leadership of the group leader, and the group leader assigns which two people to which category.
(2) Two people work together to count the number of various things in the fastest or favorite way.
(3) The team with correct calculation wins.
3. Student games.
Teachers introduce passion, computer display activity requirements, understand students' counting methods, observe whether they can count skillfully, and encourage and guide different counting methods in time.
Look at what's in the box. Group cooperative learning, first classify, then count.
The classification activities of the eight-person group aim to reflect the division of labor and cooperation in learning. Two people cooperate in counting activities, so that students can understand the order of numbers in operation and remind and check each other in the same numbers. Counting in your favorite way aims to embody personalized learning.
4. Communication and report counting methods.
Let the students tell us how they count.
Teachers' encouraging evaluation guides students to count in various ways.
Show the counting method and answer the numbers collectively.
Respect students' personalized learning achievements.
(2) Whenever new counting methods appear, teachers encourage students in time. Please count in this way when the following situations occur.
1 digit random connection; 2 2 Numbers to 50; Five is five, 10 number 10 number to 100.
Only choose these four methods to ask students to take the number, because these four methods are easy for students to accept and are commonly used in life.
5. Understand that 10 is 100.
(1) stick demonstration.
(Computer display: Show bundles of sticks. ) Question: How much is 10?
Teachers operate the media to guide students to explore. Students observe and think.
② (After the teacher shows 9 bundles of sticks) Question: 10 How many? how much is it? How about adding 1 10? Introduction: 10 10 means 100.
Teachers operate the media to guide students to explore. Students discuss and summarize.
Let students have a preliminary feeling through intuitive demonstration? 10 10 is 100? .
(2) Small tree demonstration.
① (Computer demonstration shows 1 row tree first, then 1 row tree, and finally1row tree. ) Question: How many trees are there in the * *?
The teacher asked for an explanation of the reason for this estimate. Students observe and estimate and explain the reasons.
② Verification: 10 10 is 100.
Students count.
③ Question: How much is 100?
Students think in reverse.
Cultivate students' estimation consciousness. Is that clear? 100 contains 10. 10? Learn to think backwards.
④ Environmental protection education.
(3) finger games.
① Question: How many fingers does everyone have? Please put your hands together and count how many fingers there are. Students carry out finger-pointing activities.
(2) Add two more people to the second group and ask: How many fingers?
Students observe and communicate with each other.
Thirdly, intuitively let students experience the number 100 to deepen their understanding. 10 10 is 100? Understand.
6. Show counting skills.
(1) Student group members show. Requirements: 1 1 connection, each person only receives 1 connection.
(2) Response training: Respond on demand, with only 1 number each time. 1 1 digit (49, 69), two two digits (38, 58, 68, 78), five five digits (75).
(3) Counting in real life, Q: How many people are there in our class? What about me and the teacher? (even number) draw lots: when counting, neither more nor less.
The teacher asked questions about life. Students solve problems by counting.
Strengthen practice where rounding is needed to improve the accuracy of students' counting. Can use counting knowledge to solve simple practical problems in life.
Third, choose the counting method.
1. Learn to choose a more suitable counting method for different things in life, such as counting floors and books.
The teacher demonstrated the operation. For example, students observe and think.
2. Count your thoughts.
(1) (red dot) Question: How many? How did you count it out so quickly?
The teacher operates the computer and displays the red button map horizontally. Students' methods of observing and judging numbers.
(2) After the exchange, it is concluded that when counting the number of neatly arranged items, we must first find the law.
(3) (Yellow Idea) Observe first, then circle the books by yourself, and then show and comment on the booth.
The teacher operates the computer and displays the yellow ideas vertically. Students can circle ideas and discuss them in groups.
The transition from counting objects to counting points depends on whether students can choose a more suitable method, but there is no uniform requirement.
3. See who counts fast.
(1) (Show grid diagram) Question: How to count quickly? You can observe first and then discuss in groups.
(2) Let students be small teachers and explain on the screen.
Teachers cooperate with students to explain, courseware demonstration (move, fill ten, as much).
Students can ask questions directly to the little teacher if they don't understand.
Cultivate students' observation ability and good habits of being good at expressing and daring to ask questions. Students can ask questions at any time like primary school teachers, which embodies an equal exchange and personalized learning atmosphere.
;