Teaching content: Example 5 and related exercises on page 88 of the second volume of the first-grade 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: a 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.

Mathematics teaching design of the first grade in the second primary school

I. Analysis of Class Situation This semester, I am the teaching task of Class 2, Grade 1. Students' behavior habits and study habits in kindergarten are not well developed. When they first entered primary school, they felt strange and unaccustomed to everything in the school, but they were naive and lively, with strong curiosity and thirst for knowledge and strong plasticity. Therefore, the focus of this semester is to cultivate students' good living habits and study habits, and cultivate students' interest in learning, so that every student can successfully complete this semester's learning tasks.

Second, teaching material analysis

1, teaching content: preview: counting comparison; Location: up, down, back and forth, left and right; 1-5 understanding and addition and subtraction of numbers, understanding of graphics (1); Understanding and addition and subtraction of 6- 10 numbers; Understanding of the number 1 1-20; Mathematical paradise; Know the clock; Carry addition within 20; Review regularly.

2, textbook writing characteristics:

(1) Adjust the teaching content according to the Standard to provide more knowledge for students to learn mathematics.

(2) Pay attention to students' experience and design activities and learning materials according to students' existing experience and knowledge.

(3) The combination of number identification and calculation, interspersed with teaching, enables students to gradually form the concept of number and achieve the purpose of skilled calculation.

(4) Pay attention to students' understanding of the concept of logarithm, make students realize that number can be used to express and communicate, and initially establish the consciousness of number.

(5) Computing teaching embodies the diversity of algorithms, allowing students to use their own methods to calculate.

(6) Intuitively understand three-dimensional and plane graphics and develop students' concept of space.

(7) Arrange the content of "using mathematics" to cultivate students' initial application consciousness and ability to solve problems with mathematics.

(8) Arranging practical activities is a close connection between students' experience of mathematics and their daily life.

(9) It embodies the openness and creativity of teaching methods and provides rich resources for teachers to organize teaching.

Third, the teaching objectives

(1) knowledge.

1, master the number of objects within 20, distinguish a few from the first one, master the order and size of numbers, master the composition of numbers within 10, and read and write numbers from 0 to 20.

2. Know the meaning of addition and subtraction and the names of each part of addition and subtraction, know the relationship between addition and subtraction, and skillfully calculate the addition of one digit and the subtraction within 10.

3. Initially learn to solve some simple practical problems according to the meaning and algorithm of addition and subtraction.

4. Understand that the symbols "=" and ">" and "<" are used to represent the size of numbers.

5. Intuitively understand cuboids, cubes, cylinders, spheres, rectangles, squares, triangles and circles.

6, can use up, down, front, back, left and right to describe the relative position of the object;

7, a preliminary understanding of clocks, you will know the whole time.

(2) capacity.

1, in the process of learning, initially cultivate students' ability of independent thinking, independent learning and cooperative communication.

2. Cultivate students' initial logical thinking ability, observation ability and reasonable reasoning ability.

3. Cultivate students' preliminary understanding of numbers, symbols and mathematical thoughts.

4. Experience the close relationship between mathematics and daily life through practical activities, and be able to use what you have learned to solve some simple problems.

(3) Emotion, attitude and values.

1, experience the fun of learning mathematics, improve the interest in learning mathematics, and establish confidence in learning mathematics well.

2. Develop the good habit of finishing your homework carefully and writing neatly.

3. Cultivate correct aesthetics, values and outlook on life.

Fourth, teaching measures.

1, and strive to reflect the independent exploration, cooperation and exchange of learning methods.

2. Try to pay attention to the created situation and provide rich materials or information for exploring mathematical problems. Help students build confidence in learning mathematics well.

3. Always pay attention to the students' good habit of doing their homework carefully and writing neatly.

4. Combination of classroom teaching and family teaching practice.

Fifth, the progress of teaching.

1, 4 hours to prepare lessons;

2, post 6 class hours;

3. 1-5 Understanding and addition and subtraction, 10 class hour.

4, understanding graphics (1), 3 class hours.

5, 6- 10 understanding and addition and subtraction, 15 class hours.

6. 1-20 Understanding of each number, 10 class hour

7, know the clock, 3 class hours.

Complete the addition in 8 or 20 hours.

Mathematics teaching design of the first grade in the third primary school

Teaching material analysis: The addition of 9 plus several is the teaching content of the first volume of the compulsory education curriculum standard experimental textbook. It is taught on the basis that students have learned and can skillfully calculate the addition within 10 and the addition within 10. It is the basis for students to learn all kinds of carry addition in the future. The textbook adopts the method of "adding to ten" for addition calculation. Key point: let students understand the arithmetic of ten-point method.

Difficulty: let students master the ten-point method.

The key: let students master the method of making up ten and practice it fully.

Learning objectives:

1, so that students can understand the arithmetic of 9-addend addition and go through the calculation and research process of 9-addend addition;

2. Let the students correctly calculate the carry addition of 9 plus several. And choose your favorite algorithm to calculate. Cultivate students' ability to extract effective information for analysis and synthesis in the process of inquiry;

3. Let students feel that mathematics comes from life and serves life;

4. Cultivate students' orderly thinking ability in the process of discovering the law of addition formula, and initially penetrate the idea of function.

First, talk before class.

Teacher: Children's songs are really nice. The teacher wants to see your beautiful sitting posture. Who's a beautiful child? Tell the teacher about the game you played after class and talk about your mood at that time. Ok, then let's enter the world of mathematics with a happy mood.

Second, teachers and students say hello: hello, children!

Third, create scenarios to find and solve mathematical problems in life.

1, Teacher: Guess what the teacher is doing in our 1 (2) class today. Actually, I have brought a difficult problem, and I want the children in our class to help me. Would you?

2, autumn outing, the teacher bought some drinks, children help the teacher to see? Extract mathematical problems.

Requirements: Four people discuss in groups. We can use sticks as drinks, tell the group leader what everyone thinks, and then send a representative to report. Through group cooperation, every student can be involved and more calculation methods can be embodied.