Statistics teaching content (the content on pages 2-3 of the textbook)
first class
1. The teaching goal is to expose students to the number 1- 10 by counting, learn to count things or people whose number is less than 10, and learn to communicate with classmates with the number 1- 10.
2. Make students understand the method of classified counting, feel the unique value of observing things from the perspective of "number", and get a preliminary understanding of symbolic thought in the counting process.
3. Stimulate students' interest in learning, let students have a preliminary connection with mathematics and life, and have a positive feeling about liking mathematics.
Teaching emphasis: Numbers within 10 will be counted in sequence.
Teaching difficulties: abstract numbers from the scene map of children's paradise, and then use bitmap to represent numbers.
teaching process
First, create a situation to stimulate interest
Talk: Children, from today on, the teacher will study and study many interesting and useful math problems with you, and the children will also learn many useful skills in math class. In this class today, the teacher will go to the children's playground with the children, ok? However, playing peace in children's paradise today is different. We should use mathematical methods to play, observe and think. (CD shows the theme map of children's paradise)
Second, explore independently and experience the initial perception.
(1) Question: What are the places and what are they painted?
(2) Mass sending after mass sending.
(3) Description: In the bright sunshine, trees are shaded, flowers are in full bloom, birds are singing happily, flowers are flying happily, and children are playing freely in the children's paradise. Some of them are riding a wooden horse, some are swinging, some are flying in a small plane, and some are sliding on a slide. Look! How happy they are laughing! After learning today's new skills, shall we go to the children's playground?
2. Look at the number of thematic maps.
(1) Question: There are slides, swings, wooden horses, people, birds, flowers, etc. Can you count the number of each?
(2) Students count themselves first, and then count them to their deskmates.
(3) Collective communication, teachers guide students to count in order, and point out that when counting more objects, you can count one and cross one out gently to prevent omission.
If the number of students is different from that in the book, the teacher should affirm it as long as it is reasonable. If a student says "there are two children on the swing" and "there are two children riding a wooden horse" and so on.
3. Summarize the method.
(1) Discussion: How to count correctly and quickly?
Discuss in groups, and then communicate collectively.
(2) Summary: Count one by one in sequence, from left to right or from right to left, or from top to bottom or from bottom to top, so that there will be no majority or minority; If you count the pictures drawn in the book, you can count them with a pen, or make a mark with a pen, which will count them accurately and quickly! The last count means that there are several objects in a * * * *.
Third, consolidate and deepen education through fun 1. Count in order.
Talk: Can you look at the bitmap and count from 1 to 10 in turn? Children at the same table count each other first.
Feedback: Count the names.
2. Talk: Just now, we counted the number of things in the children's playground and made clear the number of these things with dot icons. Can you tell the number of things around you in one sentence? If there are six students in the first group ...
Organize communication.
3. Use bitmap to represent numbers.
(1) Question: We can use some simple symbols to represent the number of objects. What symbols do you want to use?
(2) Discussion: Let's express it with ideas first. There are 1 slide, which is represented by 1 idea. How to show the number of swings? Why? How to display the number of wooden horses, small planes, butterflies, birds and balloons? (Show the train of thought)
(3) Inquiry: How many objects can seven points represent in the picture? What about eight ideas? How to express the number of balloons? 10 What does the idea mean?
Fourth, summarize and improve, and stimulate the sense of learning responsibility.
Dialogue: Today, we learned to count. Did you have a good time? Mathematics is closely related to our life, and it plays a very important role in our life. I hope each of our children can study mathematics seriously from now on, make friends with mathematics and make contributions to the motherland when they grow up.
Ten minus nine teaching content:
Page 65438 +0-2.
Teaching purpose:
1, let students experience the process of asking and solving problems from the actual situation, understand the calculation method of subtracting nine from more than ten, and accurately calculate the subtraction formula of subtracting nine from more than ten.
2. Let students practice, explore ways to solve problems in practice, and attach importance to algorithms.
Diversification, develop students' innovative consciousness and cultivate the spirit of seeking differences.
3. Use what you have learned to solve the corresponding practical problems in life and realize the important role of mathematical knowledge in life.
Teaching emphases and difficulties:
Through hands-on practice and cooperation, let students explore the calculation method of ten MINUS nine.
Teaching aid preparation:
Corresponding CAI courseware and oral calculation card
Teaching process:
Suggestions on modifying the teaching process
Introduce scenes that students are interested in, stimulate students' curiosity, arouse students' interest, ask questions in life examples, and let students feel the connection between knowledge and life.
Ask the students to replace peaches with small plates, and put 13 in one pile and 3 in another according to the situation.
Let students talk more and think more about how they operate, strengthen the impression of operation, and let the impression of operation support the calculation of ten MINUS nine.
Maybe some students have other different algorithms, but no matter what method students use, as long as they can accurately calculate 13-9, there is no need to force students to use the same calculation method. Advocate algorithm diversification.
Let the students try boldly, explore the algorithm actively and independently, give students space to explore, fully display their personality, and complete it in the form of group cooperation, thus cultivating the cooperative learning spirit of mutual assistance among students. So as to cultivate their cooperative communication ability and promote students' further understanding of the algorithm.
First, create situations and ask questions.
Monkeys sell peaches (the little monkey has 13 peaches, and the little rabbit bought 9 peaches. )
Q: How many rabbits are left after buying nine?
How do you know there are four left?
Guide the students to say: The little monkey used to have 13 peaches, but after selling nine, there are still four left.
Q: Can you list the formula according to the situation that monkeys sell peaches?
Blackboard: 13-9
Second, explore independently and comprehend the algorithm.
1, Q: How can we accurately calculate 13-9=?
Please think it over. You can put it on the table with your study tools and think in groups of four.
2. Each group reports the results of the activity.
First, each group will send a representative to give a presentation, express their views and explain their ideas. Subsequently, other students in the same group are allowed to supplement the students who spoke in this group and guide them to express themselves in an orderly manner.
Some students will subtract 13 small disks one by one, and then subtract nine in a row, leaving four;
Some students subtract 9 from a pile of 10, and then combine the remaining 1 with a pile of 3, leaving 4;
Some students subtract a pile of three, and then take six from a pile of 10, leaving four;
Some students think so: because 9 plus 4 equals 13, 13 minus 9 equals 4;
3. The teacher affirmed and praised the correct algorithm that the students came up with.
Q: Among so many algorithms, which one do you like best? Then tell me why you like this algorithm.
4. Use your favorite method to calculate:
12-9=
16-9=
Third, consolidate practice and deepen application.
1, the first 1 topic of Thinking and Doing;
After the students understand the meaning by looking at the pictures, please ask them to use their favorite algorithm to accurately calculate 15-9= 17-9=.
2. Contrast exercises;
Fill in the form in groups, and then talk about the connection between the upper and lower questions.
For example, what do you think when you see 9+2= 1 1? Let the students know the relationship between increase and decrease.
3. Oral arithmetic contest (complete the fifth question on page 2 of the book);
Let the students who know the answer stand up and answer at once.
4, finishing;
According to the law, the formula of the fifth question is arranged as follows:
1 1-9= 14-9= 17-9=
12-9= 15-9= 18-9=
13-9= 16-9= 19-9=
5. Guide students to observe and initially perceive the skills of reducing one dozen.
Students ask questions from examples to make them feel the connection between knowledge and life.