Tisch
Understanding Yuan, Jiao and Fenyi, teaching content:
Compulsory education textbook published by People's Education Press, Volume 2, Unit 5, First lesson content: 52,53 pages, example 1, example 2 and related exercises.
Second, the teaching objectives:
1, which can identify RMB of various denominations.
2. Make students know the unit yuan, angle and minute of RMB, and know 1 yuan = 1 angle, 1 angle = 10 point,1yuan = 100 point.
3. Make students realize the function and function of RMB, and cultivate students' awareness of caring for RMB and good habits of thrift and rational use of money.
Third, the teaching focus:
Key points: let students know the unit yuan, angle and minute of RMB, and know 1 yuan = 1 angle, 1 angle = 10 point,1yuan = 100 point.
Four, teaching difficulties:
Know 1 yuan = 10, 1 = 10, 1 yuan = 100.
Five, teaching preparation:
Teacher: Multimedia courseware, simulating RMB.
Student: A number of simulated RMB in various denominations.
Sixth, the teaching process:
(1) Review old knowledge and introduce new lessons.
1, show the situation map.
2. blackboard writing: understanding of yuan, jiao and fen
(2) Practice and explore new knowledge
Teaching examples 1
1, let the students try to recognize RMB by themselves and say what they know.
2. Classify RMB.
3. Question: What are the main differences when identifying RMB?
4. Summary: RMB unit: yuan, jiao and fen (the teacher also wrote it on the blackboard).
5, the whole class read RMB jingles together.
6. Knowledge detection
Teaching example 2
1, the relationship between elements and angles: 1 yuan = 10 angle.
2, health: thinking 1 angle = points; 1 yuan = integral
3, a relaxed moment: singing "A penny"
4. Cross-border practice
(C), class summary
What have you gained from studying RMB in this class? What should I do with this money in the future?
Blackboard design:
Know RMB
Unit: Yuan, Angle and Minute
① 1 yuan = 10 angle.
② 1 angle = 10 point
③ 1 yuan = 100 integral.
extreme
Teaching objective: 1. In specific situations, further understand the meaning of addition and feel the connection between calculation and life.
2. Explore and master the oral and written calculation methods of two-digit plus two-digit (non-carry), experience the diversity of algorithms and feel the rationality of the calculation process.
3. Cultivate the consciousness and ability to ask and solve problems, and experience the close relationship between mathematics and life.
Teaching focus:
Master the calculation method of two-digit plus two-digit (no carry)
Teaching difficulties:
Vertical calculation of two digits plus two digits
Teaching process:
First, create situations and ask questions.
1. Introduce the situation and ask questions.
Talk: Students, do you like traveling? Will the teacher take you to the seaside today? The seaside is very lively. Show me the situation map. Please look at the situation map and see what the children are doing at the seaside.
2. Learning situation map. Talk: What do you know from watching children catch shrimp? What questions can be asked according to these two conditions? What do you know about watching children catch crabs? What questions can be asked according to these two conditions? According to the students' answers, the teacher writes on the blackboard. )
Second, cooperative inquiry and problem solving
(1) learning example 1
1, column calculation formula, understand the meaning of addition.
Tell me: How many shrimps did a * * * catch? How to form? Why do you want to use addition calculation? How many digits are 12 and 26? In this lesson, we will learn two digits plus two digits together. (blackboard writing topic)
2. Explore the algorithm.
(1) Students try to calculate independently.
(2) deskmate communication, class communication. (Write the oral and vertical calculations of students' communication on the blackboard)
(3) Hands-on operation and independent construction. (Take it with a stick and dial it on the counter)
(4) Learn vertical writing and algorithms.
Teacher: Now that we have learned the vertical body, the teacher has another question here: 25+4. Can you try to answer in a vertical style? (Students write, come up and communicate)
Teacher: Is it different from her? Teacher, there are different spellings here. Let's have a look.
Show:
25
+4
Teacher: Did you do it right? Why?
Conclusion: One digit should be compared with one digit, and ten digits should be compared with ten digits. To sum up a sentence:
How to add two digits to two digits? What problems should be paid attention to in vertical calculation?
(2) Example 2
How should the second question be expressed? What is its result?
Third, practice.
1, Teacher: After solving two small problems by the sea, the children found two hedgehogs in the Woods by the sea. What are they doing? Do you want to see it? Can you make up a math story? Can you ask a math question? Who can work out the result quickly?
2. Practice the third question by yourself.
The students met some poor little geckos on their way home. They are busy looking for their tails. Can you help them? Students answer independently.
Step 3 Practice Question 4 by yourself
Have the students bought anything by themselves? The teacher here gives you this opportunity. Look, there are many things here, but you can only buy two. What do you want to buy? Figure out how much they need.
Fourth, expand
After a day's activities at the seaside, Xiao Ming came home and did several vertical calculation problems, but accidentally dropped a few drops of pen water on this answer sheet. Can you finish the incomplete place?
Verb (abbreviation of verb) class summary
What did we learn in this class? What did you get?
Tisso
Teaching content: the standard textbook of compulsory education curriculum published by Southwest Normal University, the teaching goal of the second volume of grade one;
1, so that students have a certain perceptual knowledge of rectangles, squares, triangles and circles, know the names of these figures and can recognize them.
2. Cultivate students' abilities of preliminary observation, imagination and language expression.
3. Cultivate students' practical ability, the spirit of active exploration and the consciousness of cooperation with others.
Teaching preparation: some graphic paper products, school tools, multimedia courseware, scissors, etc.
Teaching method: group activities, with four people as a group and one group leader.
Teaching process:
First, create situations and introduce new lessons.
Introduction: Children, today the teacher brought you some old friends. Do you know them?
1. I recognize it.
Show cuboids, cubes and cylinders, and let the students know and say the names of the objects. (Courseware demonstration)
Select an object
Are there any of these things in your schoolbag? Let the children choose what they like. Have you chosen?
3. Preliminary perception (touch, draw, cut, cut and paste)
Teacher: Please choose a face to touch. How do you feel?
So, do you want to leave the touched surface on the paper? Who can come up with a good idea? Let the children choose the way they like, leave the touched noodles on paper and cut them with small scissors. Let's listen to music and see which children can cut fast and well.
Do you want to cut out your own graphics and post them to other children? (Teachers and students * * * paste the cut graphics together)
Second, reveal the topic
The graphics cut by the children are really beautiful. Do you want to see more clearly? Look! The teacher has moved the graphics you cut to the big screen.
Who can give these numbers a nice name?
Now, let's look at these figures. Are they similar?
Compare cuboids and cubes.
Transition: This is the new knowledge we learned today, understanding graphics.
Third, the actual operation
We already know these four kinds of graphics. Let's look around and pose.
1. Enclose it with a nail plate.
2. Swing with a small stick.
Fourth, recess activities.
Today, we know new graphics. Children, are you happy? Let's celebrate with songs! (Teachers and students sing Happy Clapping Song together)
Five, towards life, improve the ability
1, found (found the relevant graphics in life).
Teacher: Just now, we already know these four kinds of figures. Please consider them carefully. Do they exist in our lives? (Yes)
Please find out and tell your children if you find it!
2. distinguish. (The teacher shows some objects and points to related objects. )
Teacher: Little friend, you have found so many interesting graphics, and the teacher has found some back. Do you want to see it? Let's play a quick answer game, and the children who know it will stand up and say at once. What is this? What shape is its face? (The teacher shows several prepared physics courseware)
3. Count.
Look, how interesting math is. Even the graphics we learned today can make beautiful pictures. Children, let's count these interesting numbers together! (Courseware shows combined graphics)
Step 4 recognize it. (Multimedia display of traffic signs)
Look, children! What is this? (Traffic signs) What do these traffic signs mean? What are the graphs in each graph? Who would say? Cross the road and take the zebra crossing. Conduct traffic safety education: educate students to know traffic signs, obey traffic rules and drive safely. )