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Su Jiaoban primary school grade one mathematics volume two courseware is more, less, more, more.
Teaching content:

People's Education Edition "Compulsory Education Curriculum Standard Experimental Textbook Mathematics" Grade One (Volume II) Page 40.

Teaching objectives

1, let students further perceive the number within 100 in specific situations, and describe the relationship between two numbers with "more", "less", "more" and "less" to further cultivate students' sense of numbers.

2. Make students feel the close connection between mathematics and life in activities, and cultivate students' estimation consciousness and rational reasoning ability.

3. Cultivate students' interest in learning mathematics and good habits of cooperation with classmates.

Teaching aid preparation: pictures of pigs, monkeys and kittens. Stars and so on.

Teaching process:

Communication before class: compare and find the growing point.

Teacher: Little friend, have you ever compared with your deskmate?

Let's compare our height with our deskmate. What about you? How can the deskmate be better than you? Answer.

What would be the result if the teacher compared with you?

Transition: Compared with height, two people who are close together can be said to be taller and shorter, and two people who are far away can be said to be taller and shorter. Compared with height, children can do it. How about comparing the sizes of two numbers?

First, review and fill in ○ >; 、& lt、 =

45○48 98○39 47○75 100○90

Transition: compare the size between two numbers, except using >; The expression & lt= can also be described in language, which is what we are going to learn in this lesson.

Second, create a situation and explore independently

1. Present the problem situation. The new year is coming, and small animals are busy making stars to decorate their homes! Multimedia display picture: three small animals are sitting around the table, and there are a bunch of stars in front of each animal. ) What are the small animals? (Little monkey, pig, kitten) Stick the heads of three small animals on the blackboard.

Say: This is a star made of a pig. It made 10 stars. (Stick the stars on the blackboard and mark them with "10")

Teacher's question: What did the little monkey do? Tips can be compared with what pigs do first, and then guess how much they do. How many kittens did the blackboard students guess (for example, 1 1, 12, 13, etc.)? )? Guess in the same way as before. The guesses on the blackboard are 30, 35, 40, etc. )

3. The initial experience of "more, much more". Inspiration: It seems that monkeys and kittens do more than pigs. Similarly, they all do more than pigs. Why do you guess that little monkeys only make a dozen and kittens make more than thirty or forty? Talk about your ideas in the group.

Report and communicate.

To sum up: the little monkey only does a little more than the pig, and the kitten does a lot more than the pig. We can say that "little monkeys do more than pigs" and "kittens do more than pigs".

Blackboard: Little monkeys do more than pigs. Kittens do more than pigs.

4. Less leads to much less.

(1) We know that monkeys make more stars than pigs, so how can this sentence be said in reverse? How can stars made by pigs be better than those made by kittens?

(2) Writing on the blackboard: Piglets do less than monkeys. Piglets do much less than kittens.

Can you describe their relationship with "more, less, more, less" that you learned today? Choose a topic and say it. 45○48 98○39 47○75 100○90

Summary: children's little brains are really smart! Strong understanding and good expression ability. When you know how to compare two numbers and reflect the difference between them, you can use words like "more, less, more, less".

Second, deepen understanding by combining practice.

1, what a coincidence that small animals have hands. After a while, they are making paper flowers. Now let's look at the paper flowers made by small animals!

Courseware shows: Pig: I made 32 flowers. Monkey: I made 60 flowers. Kitten: I made 48 flowers.

(1) Let's compare how many pigs and kittens have. Writing on the blackboard: 32 48

Than the size. Name this stage >, <

(2) Imitate the kitten and say: I do more than pigs. Think about what the pig will say. So what can we say? Health: Piglets do less than kittens.

(3) What does the little monkey say compared with the little pig? What would we say? The method is as above.

2. Rest: Enjoy a minute of cheerful music.

Question: Is this piece of music nice? It took 1 minute to play this song. How long does it take us to have a class? (40 minutes) Who can compare these two times with the knowledge learned today?

It is concluded that the time of a class is much longer than that of this song, and the time of this song is much shorter than that of a class.

Guidance: Do you know what is longer than a class? (Students speak freely)

3. Give an example of life. Can you contact things around you and say "more, less, more and less"?

Student 1: There are more boys than girls in our class.

Student 2: There are many more female teachers than male teachers in our school.

Health 3: My mother is much older than me.

……

Children are amazing, except how much they compare, but in real life, two things, such as figure and height, are much more expensive.

Third, improve practice, consolidate and improve.

1, say it.

Small animals decorate their homes with stars and paper flowers. Piglets, monkeys and kittens like goldfish very much. They also put goldfish in the room. Piglets like 48 red goldfish, monkeys like 15 flower goldfish and kittens like 18 black goldfish. (Courseware demonstration)

By comparison, can you talk more, less, more and more?

2. Guess.

Show it to the monkey and say: There are 50 apples. The kitten said mysteriously that the number of pears is much less than that of apples. Children, how many pears may there be? Draw a "V" under the answer you think is appropriate. After the students choose, give the reasons. Ask again: Pig: I prepared more strawberries than pears. Guess how many pears I prepared?

3. Summary

In daily life, when we want to compare two quantities and reflect the degree of difference, we can use words such as "more", "less", "much more" and "much less" to express it.

Fourth, problem feedback and guidance.

Teacher: Do you have any questions about the study just now?

(Students may ask questions:

Health 1: "more" and "much more" I think it's a bit messy.

Health 2: I don't quite understand "less" and "much less". )

Fifth, guess the number game and end the whole class.

Dialogue: Today, children learned to compare the sizes of two numbers in different ways. Finally, let's play a guessing game together. OK or not? Introduce the game method: A comes up with a two-digit number and lets B guess. B Every time you guess, A will make comments, such as "too big" and "a little smaller", until you get it right. Think about how to guess correctly with fewer times. Multimedia demonstration game. Students are free to play in groups.

Reflection after class: Su Holinsky pointed out that if students are not interested in classroom learning knowledge, their intelligence and emotion will be poor, and their sensitivity to new knowledge, new things, rich thoughts and cognition will become dull. If classroom learning has distinct thinking, emotion, creativity and beautiful game colors, then learning will become something that children are deeply interested in and attracted to. Therefore, our teaching design should pay more attention to choosing content, designing pictures, compiling examples and setting exercises from the perspective of life and students, so that students can have a deeper understanding of mathematics knowledge. This lesson selects materials from students' real life, and adds pictures of small animals that students are interested in, so that the original boring content can be visualized and lived, so that students can feel the beauty of mathematics, realize that mathematics is in our lives, and stimulate students to think positively and speak boldly, so that children can truly become discoverers and explorers of this lesson.

In this class, I use students' curiosity to introduce new lessons with vivid language, which fully stimulates students' interest in learning. When teaching students to know "more" and "less", students master it well. However, when teaching "much more" and "much less", some students did not explain these two words clearly enough. Because their voices are too small and their expressions are not clear enough, the teaching objectives of the whole class have not been well completed. All these make me deeply realize that it is very important to make full preparations and prepare lessons before teaching, and preparing lessons should not only design the teaching process of the whole class, but also prepare lessons according to the actual situation of students. In the teaching process, we should train students' courage and language expression ability, and ask them to answer questions bravely with clear and loud voices. In the future, I will train my language expression ability, express the content of the textbook clearly, and make it easy for students to understand and learn.