1. Through intuitive counting, let students know the counting unit of thousands and how to count numbers within 1000.

Learn to read and write in1000.

3. Feel the close connection between mathematics and life, and experience the fun of successful mathematics learning activities.

Emphasis and difficulty in teaching

Teaching emphasis: know how to count thousands, know how to count numbers within 1000, and read and write numbers within 1000 correctly.

Teaching difficulties: how to count when the number on the corner is close to the whole thousand, and how to read and write the number with 0 in the middle or at the end.

teaching tool

Ppt courseware

teaching process

First, create a situation to stimulate the introduction of interest.

Show me the scene: Do you know where this is?

Guess how many people can sit here?

Can it be expressed as a number within 100?

Introduction topic: Understanding numbers within 1000.

And show the learning objectives;

1, can you know the counting unit? A thousand? , will be counted in 1000.

2. I can read and write numbers within 1000, and I can tell their composition.

Second, actively participate and explore new knowledge.

(1), learn the theme map on page 75.

The process of dynamically displaying small cubes in teaching materials by using courseware. Guide students to count from one place to another, from ten digits to ten digits after 10, and then count to 1 10. And summed up as: a place number, 10 is ten. Counting 1 10 places, 10 ten is one hundred. Eleven hundred, 10, one hundred is one thousand.

The teacher wrote the decimal relationship between counting units on the blackboard when explaining.

Teacher: So where is the one thousand dollars in the counter?

The teacher and students plucked the beads on the counter together. A number ranges from ten to ten to 1, from ten to hundred to 1, and from hundred to thousand to 1. That is, find the position of the counting unit thousand on the counter.

Teacher: The students did a good job and learned the counting unit of thousands so quickly. Then can you count the numbers within 1000?

Health: Yes.

The teacher dialed the beads on the counter and the students counted them out loudly. Count one by one, from one hundred to one hundred and twenty. .

Exercise: Number by number, from 198 to 203.

One by one, from 985 to 1000.

Work at the same table, one person counts. Independent statistics first, then report and show. )

When reporting communication, the teacher used the counter to explain clearly why 199 was followed by 200 and why 999 was followed by 1000. The key point is to move from full ten to the next, 1.

Target detection 1:

1, I'll fill it in.

10 is (), 10 is () and 10 is ().

I can count.

The fifth number after 177 is ().

The two adjacent numbers of 689 are () and ().

How many small cubes are there below?

(235, which leads to the next link, that is, reading and writing within 1000. )

(2) Read and write numbers within 1000.

Teacher: 235, how to dial it out on the counter?

With the help of the counter, let the students try to write this number and then read it out. Emphasize that both reading and writing start from a high position.

Exercise: Look at the picture and write the numbers.

The courseware shows small cubes, one 230 and one 203. And explain the reading and writing methods of numbers with 0 at the end or 0 in the middle. Ask students to quote more such figures to deepen their impression.

Target detection 2:

1, judging:

Reading: four, five, six. ( )

309 writing: 390. ()

306 tens make up: 306. ()

2. Read, toggle the beads on the counter and tell the composition of these numbers:

624 305 1000

3. Read the numbers in your life.

There are 375 pigeons in the square.

The students have 580 balloons in their hands.

There are 805 trees in this forest.

Third, summarize and evaluate, internalize and improve.

What did you learn from this course? What do you think of your performance?

Teaching plan "Know the number within 1000" (2) Teaching objectives.

1. 1 knowledge and skills:

(1) Let students go through the process of counting and master the counting method within 1000.

(2) Using counting tools, students can read and write numbers within 1000 and master the composition of numbers within 1000.

(3) Let students know the abacus, know how to dial the beads on the abacus, and initially learn to dial three digits on the abacus.

1.2 process and method:

Through the process of counting, dialing, reading and writing within 1000, and dialing beads on the abacus, students' sense of number is developed, and students can experience the learning method of analogy and cultivate their hands-on operation ability and abstract thinking ability.

1.3 Emotional attitudes and values:

Stimulate students' thirst for knowledge through mathematics activities, cultivate students' cooperative communication ability, interest and self-confidence in learning mathematics, let students receive patriotic education and feel the excellent wisdom of working people in China.

Emphasis and difficulty in teaching

Teaching emphasis: master the composition of numbers within 1000 and read and write numbers within 1000 correctly; Know abacus, master the counting method in abacus, and learn to count with abacus.

Teaching difficulties: establish the concept of counting unit, count and count with abacus.

teaching tool

Multimedia courseware, counter, abacus

teaching process

First of all, introduce.

(a) review of imports

The first number of 1 59 is (58), and the last number is (60).

There are (7) 10 in 70 and (35) 1 in 35.

46 consists of four tens and six ones.

2. Count:

10 10 place number, counting from 10 to100;

1 1 land number, counting from 9 1 to 99.

Q: What is 99+ 1? (100) Can I count down?

(B) lead to new lessons

Teacher: Students, please look at the seating chart of the gymnasium on page 74. What are the children talking about? Can you guess how many people are in the gym? (Courseware shows 74 pages of situation map)

According to the students' answers, guide in time: students know that such a large number is greater than 100. Today, let's get to know the numbers within 1000.

The blackboard says:/kloc-numbers within 0/000.

Second, explore new knowledge.

1. Example 1 Know the counting unit of thousands:

Q: What numbers and counting units have we learned? (Unit, ten, hundred) (one, ten, hundred)

(1) Show the small cubes one by one and guide the students to count from 1 to 10. Ask; One by one. 10 How much is it? ( 10)

Teacher's blackboard writing: one by one, 10, one is ten.

(2) Show 10 cubes one by one, and guide students to count from 10 to 100.

What's the number of ten, 10 ten? (100) When counting, you can count one by one or 1 10.

Teacher's blackboard: 1 10 places, 10 ten is 100.

(3) If the number of small cubes is large, how can we count down faster? (It can be counted as 1 100)

Then show 10 small cubes one by one, guide the students to press the number of rows, and ask: How much is a row? (One hundred) Q: How much is one hundred? (100) Continue to ask: How much are two rows?

After counting to 900, ask: What is 900 plus 1 100? How to express it? Discuss it. Students discuss and answer: 1000,1000 is1000.

Teacher: 1100, 10. One hundred is one thousand. One thousand is a unit of counting greater than one hundred.

Q: Now we know that 1, 10, 100 and 1000 are all counting units. What is the progress between every two adjacent units?

Students communicate in groups and answer by name. The teacher summarizes: (10, one is ten, ten is hundred, and ten is one hundred thousand; The forward speed between every two adjacent units is 10)

Q: What did you feel or find from the research just now?

Group cooperation and exchange, group answer, teacher guidance summary: when the number of objects is not too large, you can count one or ten places; When the number is large, you can press 1 100.

(blackboard writing: 1100, 10, 100 is 1000)

Dial the number on the counter and read it out.

The teacher took out a counter or a courseware to demonstrate. Dial a bead for each number, ten numbers, one hundred numbers and one thousand numbers and ask the students what they mean. (a one, a ten, a hundred and a thousand)

Counter demonstration 120, 203, 3 12, let students try to read, students with difficulties, guide them appropriately, and then let students operate by themselves, try to dial the beads from 960 to 1000, and read while dialing the beads, which leads to Example 2.

3. Read and write numbers within 2000.

Show me the concept map.

(1) Q: How many ideas are there in the picture? How did you figure it out?

Students try to count by themselves in groups. Let me know how many points to answer and how to calculate. (①, the number of 10, one after another. ② Circle all 100 first, then circle ten, and the last one is a number. )

Students report statistical results. (235)

The teacher showed stick figures with courseware to deepen the understanding of "235". Q: How many hundreds are there in 235? ) 235 is made up of two hundreds, three tens and five ones. )

(2) reading and writing within a thousand

A. Ask the students to dial 235 on the counter. Q: How to read and write this number? (Writing: 235 Reading: 235)

Teacher: What do you think?

Students exchange answers: when writing numbers, start from the high position, two hundred write 2 on the hundredth, three tens write 3 on the tenth, and five ones write 5 on the unit. When reading, starting from the high position, two of the hundred digits read 200, three of the ten digits read 30, and five of the digits read 5.

The teacher concluded that reading and writing should start from a high position.

B. how to read numbers within 1000?

Call 302, 130 and 500 on the counter respectively. Q: Can you read these figures? What did you find?

Answer: These three numbers are 302,130,500 respectively. It is found that there are zeros in these numbers, some can be read and some can't be read.

Summarize the reading method of three digits within 1000: for digits within 1000, reading should start from the high position, the middle three digits should be 0, and hundreds of digits should be studied; There are three numbers with zeros at the end. We studied hundreds or dozens, and finally we didn't read any zeros.

4. Composition of Example 3 1000

(1) displays a color dot diagram.

Q: There are so many colored dots. Can you count it? Tell me how you calculated it.

(2) Group cooperation and communication, discuss what methods to use, and then report: ① 10 10, use10010; 100 100, and 10 100.

The teacher affirmed the students' methods and summarized the blackboard: 1000 Yes 10, 100 Yes 100.

5. Example 4 Counting and Counting with an Abacus

Teacher: I learned to count and count with a counter. In addition to counters, we can also use a more convenient tool, that is, abacus.

(1) Understanding abacus

The teacher shows the abacus, let the students have a look, touch it and explain the names of the parts of the abacus. (Frame, beam, track, upper batten, lower batten)

The teacher briefly introduced the origin and function of abacus. Let students perceive the wisdom of our people and inspire their patriotic enthusiasm.

Teacher: The abacus is a very powerful counting and arithmetic tool. Today, we will simply learn its math and counting functions. Do you know how the beads in each file on the abacus represent numbers?

Students discuss, the teacher guides: when counting beads up and down the box, it means that the abacus has not been dialed, and when counting beads, press the beam to dial. The lower bead stands for 1 and the upper bead stands for 5. Generally, when the number of beads is five, pulling down an upper bead indicates. Neutral means 0.

(2) Introduce the abacus dialing method.

A. Know the number 1-9 on the abacus.

B. bead pulling method: remove the bead with thumb, remove the bead with forefinger and remove the bead with middle finger.

C. Determine the numbers before dialing, and then find out the positions of ten, hundreds and thousands. Dial from the high position.

(3) Students dial the number themselves.

Teacher: We tried to dial the number 563. Students can communicate with each other, teachers can patrol and guide and help mistakes in time.

(4) Summarize the method of abacus dialing.

A. determine the location first. Select a file as a unit at will, and then turn left 10, 100, 1000, etc.

B. use beads to represent numbers. A few digits of a single digit means several digits, and a few digits of a ten digit means that a certain number is 0, so if you don't dial the number, it means neutral.

Third, classroom exercises.

1. Count.

Answer: 534 yuan

fill in a form

1.867 This number consists of (8) hundreds, (6) tens and (7) ones.

2.990, which is the first one from the left? 9? Means (900), the second? 9? Representatives (90).

Fourth, expand and upgrade.

1. How many squares are there in the green box?

400+60+8=468 (grid)

A: A * * * has 468 squares.

2. A number, counted from the right, the first digit is 2, the second digit is 4 more than the first digit, and the third digit is less than the second digit 1. What's this number?

2+4=6 6- 1=5

A: This number is 562.

Summary after class

Teacher: What did we learn in this class? How do you feel?

(I know the number within 1000, and I know that thousand is the unit of counting greater than one hundred. I have learned to read and write numbers within one thousand, and I can count with an abacus. )