Teaching material analysis:
The understanding of large numbers is based on students' understanding and mastery of numbers within 10 thousand. Large numbers exist widely in life. Understanding large numbers is not only the consolidation and expansion of reading and writing numbers within ten thousand, but also one of the most basic mathematical knowledge that students must master.
Teaching objectives:
1. Make students know the counting units of ten thousand, one hundred thousand, one million, ten million and one hundred million, and know the name of each counting unit within one hundred million and the relationship between two adjacent units.
2. Master the number sequence table and number classification, and lay a foundation for learning to read and write in the future.
3. Be able to say the meaning of each number correctly.
Teaching focus:
Memorize the numerical sequence table and the knowledge about the counting unit, and know the meaning of the number on each number.
Teaching difficulties:
Pronunciation of numbers with zeros in the middle and at the end.
Teaching process:
First, create a situation, put forward learning objectives
(1) Teacher: Today, the teacher brought you a story called The Wealth of Youth. do you want to hear it ? (Health): Yes.
Teacher: There is also mathematical information in the story. See whose ears are smart!
There was a young man who always complained that he was unlucky and couldn't make a fortune. He always looked sad. On this day, he accidentally met an old man with white hair and beard. The old man saw his sad face and asked, "Young man, why are you so unhappy?"
"I don't understand, why am I always so poor?" The young man said.
The old man said sincerely, "Poor? You are rich! "
The young man asked, "Do you have any money? Why don't I know? Where does this start? "
If one of your hands is removed, I will give you 10000 yuan, will you? "The old man asked.
"No," the young man replied positively.
"Willing to give you 1 10,000 to make you an 80-year-old man at once?"
Teacher: Little friend, do you think young people are willing? ) "don't want to"!
"Are you willing to trade100000 for your life?" "Of course not!"
"That's right. You already have more than 654.38+million in wealth. Why do you still lament that you are poor? " The old man said with a smile. The young man suddenly realized.
Dear students, if you exchange 1 100 million yuan for your parents now, would you like it?
(health): No.
Teacher: Yes! It seems that our lives and parents are so precious that no amount of money can buy them. We must cherish life.
Teacher: The story is over. What mathematical information did you hear?
Health: 80, 1000, 100, 100, 100, etc.
Teacher's proper praise: What a good boy who is good at listening! You listened carefully! ……)
Teacher: 1 ten thousand, 1 ten thousand,1ten thousand and so on. All are large numbers (blackboard writing: large numbers). Have you ever heard or seen such numbers?
(Default) Students give examples.
Health 1: China population1300 million.
Teacher: Yes, you know so much!
Student 2: house price, car price, etc.
Teacher: Yes, you are good at choosing information.
Teacher: It seems that large numbers are widely used in life. () Today, let's learn about large numbers. (revealing topic: understanding large numbers)
(2) Think about it: What mathematical knowledge do you want to know about large numbers? (Put forward learning objectives)
1. Understanding of the counting unit, the name of the counting unit and the relationship between two adjacent units.
2. Learn the meaning of each number.
3. Master the numerical sequence table
Second, exchange and interact, and show the learning results.
1. Students study by themselves 1. Do it.
2. Study groups help each other and ask questions. (Teachers are camera-oriented, collecting students' learning information and guiding students in the group to communicate, ask questions, help and discuss with each other. )
3. Show in groups, communicate with the whole class, and stimulate conflicts.
(1) Each group presents its own learning achievements.
(2) the whole class exchanges and stimulates conflicts.
A: Units, ten, hundred, thousand and ten thousand are all counting units, as are hundreds, millions and tens of billions.
B: We know that the forward speed between two similar counting units is ten (because eleven is ten, ten is one hundred, one hundred is one thousand, ten thousand is ten thousand, ten thousand is one hundred thousand, ten thousand is one million, ten million is ten million, and ten million is one hundred million).
C: the connection and difference between numbers and counting units.
D: A number can also be divided into four levels, ten thousand levels and one hundred million levels.
E: We know the numerical sequence table.
F: The numbers on each number have different meanings.
(3) Teachers' cameras guide students to ask questions, which leads to conflicts.
A: How to distinguish between numbers and counting units?
Teacher: As we all know, the forward speed between one counting unit and two adjacent counting units is ten. Counting the position occupied by the company is like having a seat in the classroom, going to the cinema to see a movie, and buying a ticket to buy a seat (what if you don't arrange a seat? ) The position occupied by each counting unit is their number.
B: What mathematical knowledge can we get from the numerical sequence table?
C: Why do the numbers on each number have different meanings?
(4) Students ask questions at will, causing conflicts.
Third, test the learning effect.
(a) True or False (by gesture)
1. From the right, the ninth place is 10 million. ( )
Ten thousand, one hundred thousand, one million and ten million are all counting units. ( )
3. One hundred thousand 10 thousand. ( )
(2) Fill in the blanks: (Complete independently and proofread again)
1 .10 million is () on the right and () on the left.
2. 10 is (), and 10 () is in 10 billion.
3.209 1837 is bit (), the highest bit is in (), and 9 is in (), indicating (); 2 in the () position, indicating ().
Fourth, expand the extension of knowledge.
1 guess
(Creating situation: Uncle Wang bought a suite a few days ago), and its price is one of the following figures, 956800 965800 895600 958600 958600 958600 986500.
Information: This is a six-digit number.
Its highest digit is 9.
Its 100,000 digits are 5.
Its thousand digits are two more than the hundred digits.
Based on the information given, can you guess its price? Finish it independently first, then discuss it at the same table, talk about your ideas, and compare them. Who can guess right? (feedback)
2. Teacher: Through the study of this lesson, we have some understanding of large numbers, and we will learn more about large numbers in the future study. At that time, the teacher thought that students could not only read large numbers, but also write. I believe that children can gallop more freely in the digital kingdom! Can you read the following figures?
4576 45760 7800 78000 97540000 100000000
Tell your deskmate what you think.
Verb (abbreviation of verb) teacher's summary
Six, homework:
Preview the pronunciation of numbers within 100 million