The content of this semester's textbook includes the following contents: 100 written calculation of addition and subtraction, multiplication in table.

(1) multiplication in the table (2), understanding the length units of centimeters and meters, preliminary understanding of angles, observing objects and simple symmetry phenomena from different positions, simple data sorting methods and one-to-two bar charts, wide-angle mathematics and mathematical practice activities.

Second, the guiding ideology of teaching this semester

1. Pay attention to providing students with familiar specific scenarios according to their existing experience and life experience, and help them understand mathematics knowledge.

2. Increase the content combined with reality to help students understand mathematics in real life and feel the close connection between mathematics and daily life.

3. Pay attention to choose learning materials and activities that are full of children's interest, stimulate students' interest in learning, and get a pleasant mathematics learning experience.

4. Pay attention to guiding students to explore independently and cooperate with each other, so that students can learn in the atmosphere of cooperation and independent exploration.

5. Grasp the teaching requirements, promote students' development, and appropriately improve the methods of evaluating students, such as establishing "wonderful quotations" for students' classroom speeches.

Third, the main purpose of the teaching requirements of this semester

(1) knowledge and skills

1, master the calculation method of pen addition and subtraction within 100, and be able to calculate correctly. Master the estimation method of adding and subtracting strokes within 100, and realize the diversity of estimation methods.

2. Know the meaning of multiplication and the names of each part in the multiplication formula, memorize all the multiplication formulas and skillfully calculate the multiplication of two one-digit numbers.

3. Understand the length units of centimeters and meters, and initially establish the concepts of 1 meter and 1 cm, knowing that 1 meter = 100 cm; Initially learn to measure the length of an object with a scale (only a whole centimeter); Initially form the consciousness of estimating the length of an object.

4, a preliminary understanding of the line segment, will measure the length of the whole centimeter line segment; A preliminary understanding of angles and right angles, knowing the names of various parts of an angle, will use triangles to judge whether an angle is a right angle; Learn to draw lines, angles and right angles.

5. Be able to recognize the shapes of simple objects observed from different positions; Understand the axial symmetry phenomenon preliminarily, and you can draw simple axial symmetry figures on square paper. A preliminary understanding of mirror symmetry.

6. Understand the significance of statistics, experience the process of data collection, collation, description and analysis, and collect and collate data in simple terms.

(2) Mathematical thinking.

1, can use life experience to explain relevant mathematical information, and initially learn to describe simple phenomena in the real world with specific data.

2, a preliminary understanding of the significance of statistics, experience the process of data collection, collation, description and analysis, can use.

A simple way to collect and organize data. Have a preliminary understanding of bar charts (1 representing two units) and statistical tables, and can ask and answer simple questions according to the data in statistical charts.

3. Through observation, guessing, experiments and other activities, find out the number of permutations and combinations of the simplest things, cultivate students' ability of preliminary observation, analysis and reasoning, and initially form an orderly and comprehensive thinking consciousness.

(3), problem solving.

1. Experience the process of finding, asking and solving problems from life, the close relationship between mathematics and daily life, and the role of mathematics in daily life.

2. Understand that there are different solutions to the same problem.

3. Have experience in solving problems in cooperation with classmates.

4. Initially learn to express the general process and results of solving problems.

(4) Emotion and attitude.

1. With the encouragement and help of others, I am curious about some things related to mathematics around me and can actively participate in vivid and intuitive teaching activities.

With the encouragement and help of others, I can overcome some difficulties in math activities, gain a successful experience and have confidence in learning math well.

3. Experience the process of learning mathematics such as observation, operation and induction, and feel the rationality of mathematical thinking process.

4, under the guidance of others, can find mistakes in mathematics activities, and correct them in time.

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

6. Develop the good habit of working hard and writing neatly.

7. Experience the close relationship between mathematics and daily life through practical activities.

Four, the focus and difficulty of teaching

Teaching emphasis: addition and subtraction within 100, multiplication in table.

Teaching difficulties: pen addition and subtraction within 100, mathematical practice and thinking training.

Five, the whole class arrangement: (about 60 class hours)

(1) unit of length (about 4 class hours)

(2) Addition and subtraction within100 (2) (about 13 class hours)

1, two digits plus one digit

2, two digits MINUS one digit.

3. Addition, subtraction and addition and subtraction.

Organization and review

I have grown taller.

(3) Preliminary understanding of the angle (about 2 class hours)

(4) table multiplication (1) (about 13 class hours)

A preliminary understanding of 1 and multiplication

Multiplication formula of 2,2-6

Multiplication formula of 5

Multiplication formula of two, three and four

Multiplication formula of 6

Review and organization

(5) Observing objects (about 4 class hours)

(VI) Table multiplication (II) (about 13 class hours)

Multiplication formula of 7

Multiplication formula of 8

Multiplication formula of 9

Organization and review

Take a look and swing it.

(7) Statistics (about 3 class hours)

(8) Mathematics Wide Angle (about 2 class hours)

(9) Overall evaluation (about 4 class hours)

Unit 1: Unit Teaching Plan

Unit teaching content: Unit 1 (length unit)

Unit teaching material analysis:

Through the study of "comparing length" in the first semester, I have a preliminary understanding of the concept of length and will intuitively compare the length of some objects. On this basis, this unit teaches some knowledge of measuring length, helps students understand the length unit, initially establishes the length concepts of 1 cm and 1 m, and initially understands the line segment. The main features are:

1, pay attention to the formation process of knowledge presentation, and let students learn mathematics knowledge through personal experience.

2. Help students to establish the length concepts of 1cm and 1m in various ways.

3. Changed the arrangement of line segments.

Unit teaching requirements:

1. Students initially experience the formation process of length units, know the necessity of unifying length units, and know the function of length units.

2. In the activity, students know the length units of centimeters and meters, and initially establish the length concepts of 1cm and 1m, knowing that 1m = 100cm.

3. Students initially learn to measure the length of an object with a ruler (only the whole centimeter).

4. On the basis of establishing the concept of length, cultivate students' consciousness of measuring the length of objects.

5. Students know line segments, learn to use scale, and draw the length of line segments (only whole centimeters).

Emphasis and difficulty of unit teaching: 1. In the activity, students know the length units of centimeters and meters, and initially establish the length concepts of 1 cm and 1 m, knowing that 1 m = 100 cm.

2. On the basis of establishing the concept of length, cultivate students' consciousness of measuring the length of objects.

Unit class arrangement: about 4 class hours.

Unified unit of length of the first kind

Teaching content:

Textbook P 1, 1, example 1, exercise 1 1, 2, 3.

Teaching objectives:

1. Students initially experience the formation process of length units, know the necessity of unifying length units, and know the function of length units.

2. Let students measure the same length with different items in specific activities to experience the necessity of unifying the length units.

Teaching emphases and difficulties:

Students use different items as measuring units to measure the same length in specific activities, so as to experience the necessity of unifying length units.

Teaching preparation:

Round, square, triangle, paper clip, pencil, eraser, etc.

Teaching process:

First, the scene import, stimulate interest

Dialogue: The teacher wants to know the width of this math book. Can you help the teacher figure out what to do?

Students use their imagination to express their views.

[Design Intention]: Introduce familiar things around students and stimulate their interest in learning.

Second, organize activities and experience mathematics.

(1) Organize students to measure the same length according to different projects.

1, the teacher defines the method of activity first.

(1) As a standard, items should be placed one by one, and they should be placed flat and straight.

(2) Students are in a group of four, and each student chooses a different item from four items (circle, square, paper clip and triangle) to measure.

(3) After the measurement, the four groups communicate and report their measurement results, and think: Why are they all measuring the width of the math book, but the measurement results are different?

Student activities, teacher patrol guidance.

3, the whole class exchange report.

4. The conclusion is that the result of quantity is different because different items are selected as standard measurement. Ask the students to choose the same thing to measure and show their measurement results.

The conclusion is that in order to get the same result, we should choose the same project as the measurement standard.

(2) Organize students to use different items with different lengths as standard quantities.

1. Ask students to choose different objects (such as erasers, pencils, paper clips or by hand) to measure the length of desks, pencil cases and other objects.

Communicate and show students' measurement results, and inspire students to ask questions.

For example, why is the width of a math book the length of five paper clips and the pencil case the length of five erasers, but their lengths are different?

Why is the desk longer than the pencil case, but the desk is only four pencils long and the pencil case is five erasers long?

Guide primary school students to realize that because the measurement standards are different and the length is different, the measurement results may not be consistent with the facts.

Let the students use the same object (square) as the unit of measurement, measure objects with different lengths, see what the result is, and realize the necessity of unifying the unit of length.

[Design Intention]: Teaching organizes and helps students understand the necessity of unified length units from two aspects. Let the students measure the width of the math book with different items as the standard in specific operation activities, and then measure different lengths with different items as the standard. This has caused cognitive conflicts and experienced the necessity of unifying length units.

Third, practice consolidation and practical application.

1. Do 1 question. Look at the picture and intuitively judge that each vegetable is about as long as several squares. Students finish independently before communication.

If students can't clearly see which square the right end of the top vegetable is aimed at, they can compare the vertical lines of the squares with a ruler.

2. Do the second question and ask the students to measure the length and height of the table and the height of the stool with a pencil.

The method of determining the quantity is different from the previous one. Don't put the standard items one by one, but let the students measure them one by one to see how long such items are in the coming year.

3. Do the third question. Students look at pictures intuitively. First estimate the number of cubic meters of the measured object, and then measure it in your head by the method of the previous question.

If students have difficulty in measuring pictures, they can also use cubic objects to measure them. Remind students to pay attention to the measurement method when measuring in kind: the left end of the object should be aligned with the left end of the measured object, so that the measurement result is more accurate.

[Design Intention]: Practice in different ways, so that students can experience the necessity of unifying length units again in specific activities.

Fourth, class summary.