One-year mathematics teaching plan for primary schools 1
Teaching content:
P56, P57 Additions and deletions on pages 8 and 9
Teaching purpose:
1, proficient in addition and subtraction within 10, able to answer correctly.
2. Addition and subtraction within10 can solve simple problems in life and preliminarily perceive the close relationship between mathematics and daily life.
3. In the process of counting, initially cultivate students' sense of number.
Key points and difficulties:
Initially establish digital consciousness and cultivate students' mental arithmetic and counting ability
Teaching preparation:
courseware
First, create a scene.
Show me Huaguoshan and the Monkey King,
Children, shall I take you to Guo Hua for sightseeing today?
Second, explore knowledge.
Addition and subtraction of 1 and 8
A, think independently
You see, our mountain view is good, right? Look at the little monkeys coming down to welcome them. Show me the courseware map.
Display courseware
Smart boy, can you count?
Tell me your formula. How to calculate it?
What is the reason for writing addition?
Students say the meaning of addition. There are six monkeys in the tree and two monkeys under the tree. How many monkeys are there in a * * *?
B.evaluation, who do you think wrote it well? What is the reason?
C. summary: the same graph can be regarded as addition or subtraction. As long as the meaning of the diagram can be clearly stated, the formulas can be listed.
Addition and subtraction of 2 and 9
The children must be thirsty when they go up the hill. There is a peach tree in front, which bears many big and delicious peaches.
Courseware shows: two peach trees, one with seven peaches and one with two peaches.
Please use school tools instead of peaches to make a pendulum and then write the formula independently.
Who wants to tell you your formula,
Evaluation: Which group do you think is well written?
Third, practice.
1, animation demonstration, the little boy kicks the ball, and finally it is fixed as 2 kicks and 7 kicks outside the net. Look at the picture. How many formulas can you write? Tell me your speech.
2. Students take out digital cards in groups, and two people in the same group take out two numbers that add up to 8 and add up to 9.
Find a home with a frog or pick apples.
Fourth, class summary.
What did the students learn today?
One-year math teaching plan for primary school II
Teaching content:
Example 5 and related exercises on page 88, grade one, primary school mathematics textbook published by People's Education Press.
Teaching objectives:
1. Through observation and experiment, students can consolidate all kinds of laws they have learned and find ways to find them, and they can flexibly use the discovered laws and knowledge to reason and determine the subsequent or missing figures.
2, master and use the general steps to solve problems, improve the ability to solve problems, and enrich the strategies to solve problems.
Teaching focus:
Find patterns and solve problems.
Teaching difficulties:
Observe from different starting points and directions to find the law.
Teaching preparation:
Courseware and learning tools
Teaching process:
First, create situations and introduce new lessons.
(a) create a situation:
1, review old knowledge: which classmate said, what knowledge have we learned before to find the law? Let the students answer freely, and the teacher will guide and organize. )
2. Situation creation: It seems that everyone has basically mastered the knowledge of finding rules that we have learned. Then, can you use what you have learned to help Xiaohong solve her problem? (The courseware presents the bracelet diagram of Example 5. )
(2) Topic introduction:
Teacher: Today we are going to learn how to wear beads.
Design intention: Through review, students can quickly enter the learning state, and at the same time set up problem situations to stimulate students' desire to explore knowledge.
Second, guide inquiry and solve problems
(A) reading comprehension: complete presentation of Example 5
1. What do you know from the title? Let the students talk to their peers first.
2. Which word do you think is the most critical in this topic?
3. Teacher: Yes, the key word is "according to the rules". What rules does she wear? Students may say:
(1) This bracelet consists of two yellow beads and 1 blue beads, which are worn repeatedly in turn.
(2) This bracelet consists of 1 yellow beads, 1 blue beads and 1 yellow beads, which are a group and are worn repeatedly in turn.
Teachers should affirm the laws discovered by students and guide them to say that the first law is observed from left to right. The second rule is to look from right to left.
Question: What problem should we help Xiaohong solve?
Guide the students to say: the bracelet is broken and two beads are missing. Ask which two beads are missing.
(2) Analysis and solutions
1, what is the rule we just found? Then can we answer with the law we found?
2. Guide: Where should I start? (Left) So the rule found is that yellow, yellow and blue are arranged repeatedly as a group. Dropped beads should be 1 blue, 1 yellow. (Courseware demonstration, circle a group)
3. Did you find anything different? Starting from the right, the rules are yellow, blue and yellow, and the dropped beads should be 1 blue and 1 yellow. (Courseware demonstration, circle a group)
4. Teacher's summary: We found that we found different laws from different starting points and different directions.
(3) Review and reflection
Are our answers correct? How to prove it is correct? Guide the students to say: let's do it and see if it's right.
2, deskmate cooperation: use school tools to set out her bracelet, the symbol does not conform to the law of her wearing.
3. Reporting results: When students report, teachers use courseware to demonstrate dynamically. Draw a conclusion: By posing, it is proved that the students' answers just now are correct.
Design intention: In these links, teachers should not only strengthen the guidance of students' problem-solving process, but also pay attention to guiding students to use what they have learned to solve problems, so that students can constantly experience the general process of problem-solving and constantly enrich their problem-solving strategies.
4. Organize and summarize
(1) Tell me: Teacher: What did we do first when we solved this problem just now?
(2) teachers and students * * * with summary (teacher blackboard):
(1) Carefully examine the questions and find the rules;
2 find the starting point and circle a group;
(3) Fill beads according to law;
(4) Hands-on operation to test the solution.
Practical feedback
The courseware shows the "hands-on" of P88.
1, Xiaoying also wore a bracelet, but lost three beads. Will you help her, too
2. Guide students to use the above steps to solve problems independently.
3. Exchange feedback: Ask student representatives to tell their own solution steps, and teachers and students express their opinions. For some problems exposed by students in the process of solving problems, the teacher gives targeted explanations.
Design intention: Through summary and feedback exercises, let students experience the general process of solving problems by using what they have learned, further consolidate the strategy of using laws to solve practical problems, and realize the value of the mathematical knowledge they have learned.
Third, practical application, consolidation and expansion.
(1) Basic exercises
P90 Exercise 20, Question 9.
Compared with the above two questions, the rules of this question are actually the same, and they are all simple repetitions of a group of the same beads, but the color and shape are slightly more complicated, so that students can complete them independently.
(2) Improved practices
P89 Exercise 20 Question 4:
1, let the students solve the problem according to the above steps.
2. When talking about the rules, focus on guiding students to discover the rules: the number of yellow beads is unchanged, and the number of blue beads is increasing in turn.
(3) Expanding exercises
P9 1 Exercise 20 "Thinking Questions":
1, completed in the form of group matches.
2. Exchange reports and show results.
Design intention: Through various forms of practice, deepen students' knowledge and understanding of laws, improve students' ability to use knowledge to solve problems, enrich students' problem-solving strategies, and further develop and improve students' observation ability, analytical reasoning ability, generalization ability and language expression ability.
Fourth, review and summarize, and put forward hope.
(1) Review summary: What have we learned in this lesson? What did you get?
(2) Teacher-student combing: What knowledge have we learned in this unit?
(3) knowledge extension: you can learn by paying attention everywhere. If we can be a conscientious person in our future life and study, then you will find more, more interesting and more magical laws.
Design intention: By combing teachers and students, students can have a systematic understanding of the knowledge structure of this lesson and this unit, and teachers can also put forward hopes for students' future study in time, so that students can be full of confidence and expectation for their future study.
One-year math teaching plan for primary school 3
Teaching objectives:
1. In the activity of counting the number of articles, get a preliminary understanding of students' understanding of counting, so that students can learn the basic methods of counting.
2. Help students understand school life, feel the connection between mathematics and life, and stimulate their interest in learning.
3. Infiltrate ideological and moral education into students and gradually develop the good habit of careful observation.
Teaching focus:
Master the method of counting.
Teaching difficulties:
Can correctly count the number of things in the picture.
Teaching preparation:
Multimedia courseware, situation diagram, physical object.
Teaching process:
First, create a situation to ask questions.
Teacher: Students, you are primary school students now. In the days to come, you will learn a lot of math knowledge from your teacher. Mathematical knowledge can help us solve many problems in life! Are you confident to learn math well?
Teacher: To learn math, you should count first. Can you count? Then can you count from 1 to 10? Count.
Second, explore new knowledge.
1. Stimulate observation interest
Teacher (multimedia courseware presentation): This is a beautiful primary school. Today is the first day of school, and the children come to school happily. Let's see what we have here. See for yourself first.
Teacher: Tell your deskmate what you saw.
Teacher: Who can tell me what's in this picture? What else is there?
2. Guide the students to count the people and things numbered 1 ~ 10 one by one.
Teacher: Everyone can count! How nice! Can you count the small ones first and then the big ones in a certain order?
On the basis of students' random words, the teacher guides the students to count the number of things in the picture in order from small to large.
(1) Something with a statistical quantity of "1".
Teacher: Students, look carefully. How many national flags are there? Cooperate with the students' answers. The courseware shows a map of the national flag and circles it. )
Teacher: A national flag can be represented by the number "1". (At the same time, the number plate "1" is posted on the right side of the figure. )
Teacher: Look at it again, class. What else in the picture can be represented by the number "1"? A teacher, a teaching building, a football ...
The teacher shows the corresponding pictures according to the students' descriptions and tells the students that they can all be represented by the number "1". Pay attention to help students sort out the language at this time and cultivate the good habit of speaking complete sentences. )
(2) Counting other things.
Teacher: Students, count again. What are the things with a quantity of "2"? With the students' answers, paste the pictures on pages 4-5 of the textbook and the corresponding digital cards in turn. )
When counting people or things with numbers over 3, ask the students to talk about how they know their numbers. Students can answer "seen" or "counted". The teacher can ask the counted students to come to the front and count them for everyone. After counting, you can ask the whole class to express their opinions and say whether he counted correctly.
Teacher: Students, do you find any benefits in counting like this?
Teacher: If you are asked to count in the future, how are you going to count? (Infiltrate the code of conduct that primary school students should abide by in time)
3. Read the numbers from 1 to 10.
(1) The teacher reads the numbers and the deskmates read them to each other.
(2) Teachers display digital cards in disorder for students to read. (In order to understand the actual situation of students' understanding of the number 10, the teacher can also arrange some games, such as solitaire counting game and hop count 10. ) 2 1 education network
Count the numbers around you.
Teacher: So many things in this picture can be represented by numbers, so is there anything around us or in our life that can be represented by these numbers?
What students can't say is inspired by the teacher: count the numbers in the classroom (for example, how many doors are there in the classroom? How many windows are there? How many lights? How many pencils are there in the pencil box? How many tables are there in a row ...); Count by yourself (for example, how many hands do you have? How many eyes do you have?
After-school development
Teacher: Count the things on campus after class and see how many there are. After school, count what you see on the road or at home after you go home, and tell your classmates, teachers or fathers, mothers, grandfathers and grandmothers what you find.
Third, the class summary
Teacher: Today, we counted many things such as people, flowers, trees and pigeons in the beautiful primary school, and also counted the doors and windows in the classroom. I hope students are good children who are good at observing.
One-year math teaching plan for primary school 4
[Teaching content] Preview class.
[Teaching objectives]
1. By observing the pictures, we can get a preliminary understanding of students' counting ability and recognition ability, and prepare for teaching new knowledge.
2. Learn to classify by observing pictures.
3. The purpose of preliminary education for students to learn, to make some preparations for learning mathematics. For example, how to attend classes, read books and write. , and initially know the up, down, left and right directions.
[Teaching process]
1. Talk to the teacher.
Teachers kindly tell students the importance of learning and the necessity of learning mathematics well, let them know that life can not be separated from mathematics, and encourage students to study hard, practice their skills and build the motherland when they grow up; Encourage everyone to make progress every day, ask everyone to listen attentively, raise their hands and speak actively, compare with each other and see who studies hardest.
2. Learn new knowledge.
(1) Learn the theme map of the new semester.
The teacher shows the theme map and guides the students to observe the meaning of the map: what is the map? When the students are asked to name, the teacher intends to guide the narrative in numerical order: a national flag, a teacher; Two students are saluting the teacher, two students are watering the flowers, and three students are playing football ... It can also be described by orientation: two students are saluting the teacher on the left and two students are watering the flowers on the lower right; The picture above is ...
(2) Understand students' counting ability.
① With pictures, the teacher asked: What is the quantity of 1? What is the number of 2? What is the number of 3? (Students meditate and then answer. )
② Check the items in the classroom.
How many windows are there? How many pieces of glass are there in each window? How many students are there in the fourth row? How many people are there in the first row? ..... (Note that the quantity cannot exceed 10. )
(3) learning classification.
(1) show the physical map. 1 Picture of a pencil and two balls of different sizes. )
The teacher asked: What is the picture? What are they used for?
The teacher summed up the students' speeches: the big ball and the small ball are both balls played by students and are similar items. I circled them (with chalk as I spoke). Pencils are used for writing and drawing, unlike balls, and cannot be circled with balls.
② Students try to classify.
The teacher shows pictures (cock, hen, chicken, schoolbag, balloon).
Let the students look at the pictures first, then think, and then the whole class tries to classify them, and the teacher makes a tour.
The teacher asked: What is the same thing on the picture? How did you circle it? Why do you turn around like this?
(4) Identify the numbers from 1 to 10.
Open your book and turn to the page of numbers and numbers within 10.
Read the book, count the objects in each picture, and then recognize the numbers on the right.
The teacher pointed to the numbers next to the pictures under the physical projection and asked the students to recognize the numbers by their names. (From small to big, from big to little, jumping, pointing at random, etc. )
(5) Writing preparation exercises.
Show me the little blackboard with Tian Zige on it.
Let the students know Tian Zige: left half lattice, right half lattice, upper half lattice, lower half lattice, upper left lattice …
It also shows that horizontal lines should be written from left to right and vertical lines should be drawn from top to bottom; The teacher demonstrated first, and then asked the students to try to draw red (from the book). The teacher toured the tour guide.
Teaching intention: This is the first math class from preschool children to first-grade pupils. Whether this course is smooth and interesting has a great influence on students. Try to let students participate in the classroom (see, count, recognize and speak ……), so that teachers can understand the students' existing foundation before entering the school and prepare for the new classroom.
3. Consolidate the exercises.
The teacher showed the physical map.
The class began to classify. The teacher asked: Why? what do you think? (induced by the teacher)
4. Ask questions and summarize.
Teaching intention: first, let students participate and give full play to their main role, and then the teacher will give a targeted explanation to show the leading role.
One-year primary school mathematics teaching plan 5
Teaching objectives:
Cognitive goal: in specific activities, let students experience the positional relationship between up and down, and initially cultivate students' spatial concept.
Ability goal: determine the position and order of objects up and down, and express them in your own language; Initially cultivate students' habit of observing in a certain order.
Emotional goal: initially cultivate students' imagination and strategic awareness of solving problems, so that students can get positive emotional experience in activities.
Teaching emphasis: be able to determine the position and order of objects up and down, and try to express them in your own language.
Teaching difficulty: let students experience the relativity of upper and lower positions.
Preparation of teaching AIDS: Happy maps and courseware.
Teaching process:
Let's start with the face-to-face game and introduce the topic.
1, Teacher: Students, Teacher Chen brought you a friend today. Look:
(Courseware shows happy pictures)
2. Show a happy picture 1.
Q: What do you think is the difference between these two happy faces?
3. Students speak and teachers post.
4. What is the relationship between students' observation?
5. Introduction of the topic. In order to thank everyone for helping it find its nose and mouth, Xiyangyang is now a tour guide, taking us to play together and learning the relationship between the upper and lower positions in life. Blackboard: Up and down.
Second, understand the upper and lower levels and cultivate the concept of space. (key)
Show me the theme map. This is the first stop of our study, Nanjing Yangtze River Bridge. What means of transportation are there on the map?
Student observation.
1, and get a preliminary understanding of the hyponymy.
Show me cars and trains. Can you tell me about their positional relationship?
Guide, who can say completely, who is above who? Who's under who?
2. Learn more about the relationship between superior and subordinate positions.
Show me trains and ships. Can you tell me more about their positional relationship?
Guide, who can say completely, who is above who? Who's under who?
Summary: When the positional relationship is unchanged, for two objects, the upper and lower positional relationship is absolute.
2. Understand the relativity (difficulty) of the hyponymy.
Show me cars, trains and ships. Can you tell me about their positional relationship?
Tour guide, one minute the train is above, the other minute the train is below. Right?
Discuss at the same table. The students answered.
Summary: For the three objects, the relationship between the upper and lower positions will be different with different reference objects. For example, the train is under the car. The train is at the top of the ship.
Third, create activities to deepen understanding and promote emotional experience.
(1) swing.
Now, jubilation takes us to the second class.
Put your math book on the desk, then put your pencil box on the math book, and then take a pencil out of the pencil box and put it on the pencil box.
Say, who's up there? Who's at the bottom?
(2) Sit at the same table and pose together to talk.
Students operate and teachers patrol.
(3) write.
Fourth, consolidate understanding and enhance application awareness.
1, the game, happy to do, students follow suit.
Game nursery rhymes: up and down
Gollum, Gollum, Gollum, Gollum, Gollum, Gollum, Gollum, Gollum, Gollum, Gollum, Gollum.
Gollum, Gollum, Gollum, Gollum. (Make fists with both hands and circle each other from top to bottom)
The sun came out, (hands stretched out to the sides of the head, palms forward)
Flowers also smile at me. (Wrist close to chin, smile like a flower, nod)
Up, down, (hands straight up, then bend to ears)
Up, down, (repeat the above actions)
Take a break. (Sleep with your hands on one side of your face)
2, the third stop, animal equipment room.
3, the fourth stop, beaming room.
4, the fifth stop, back to the classroom.
Contact life, let students observe their classroom, which objects have the relationship between up and down.
Verb (abbreviation of verb) summary.
Today, Jubilance took us to visit so many places. What have you gained? Observe classrooms, such as desks and blackboards. What is the positional relationship between the first group and the second group? This is what we will learn in the next few classes.
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