How should a math teacher give students the first lesson? Let's take a look at the teaching plan of the first lesson of primary school mathematics that I arranged for you. Welcome to refer to!

The teaching goal of the first lesson of primary school mathematics1;

1, counting activities, get a preliminary understanding of students' counting situation, and let students learn math methods preliminarily.

2. Help students understand the school, stimulate students' interest in learning mathematics, and infiltrate ideological and moral education. Preparation of teaching AIDS and learning tools: the wall chart for the beginning of school

Class hours: 1 class hour

Teaching process:

First, import:

Son, you are a pupil. Starting today, we will learn a lot of useful knowledge at school. This class is a math class, so we should learn math knowledge. Children, do you like math? Why? (Name the students to answer)

The students are fine! Mathematical knowledge is very useful, why scientists can send rockets and satellites into the sky, and so on, all of which need mathematical knowledge. Therefore, no matter what work you do, you can't do without mathematics. We should study hard, learn math well, master skills, and build our motherland better when we grow up.

From today on, students can compare with each other and see who studies hardest and who learns math best. Today, we will learn the first lesson: counting (writing on the blackboard).

Second, the new lesson

1, show color wall charts and teach numbers.

(1) Question: Teacher: "Where was this painting painted? On the first day of school, the children came to school happily. Let's see what is painted in this picture? "

(2) Group study: Let the students observe first and talk with the children in the group.

(3) Report the learning situation: call the students to talk about it. On the basis of what students say casually, teachers guide students to count the number of people or things in the picture in descending order (for example, "1" can be used to indicate: a national flag, a teacher; It can be expressed by "2": two students salute the teacher and two students water the flowers; Three students are playing football; There are 4 sunflowers; There are five big characters on the bulletin board; There are 6 flowers in the flower bed; There are 7 birds in the sky; There are 8 trees next to the building; There are 9 students on campus; 10 etc.). Then let the deskmates talk to each other.

2. Discovery and statistics: We also have a beautiful campus, and we can also count what we see on campus and in the classroom.

Who can tell us what you have observed? (Answer by name)

3. Extended training:

(1) Understanding of bearings:

Ask the students, how many students are there in the column before XXX? How many students are there in the back column? How many students are there in the left row? How many students are there in the right row?

Tell your deskmate how many students are there in the row on your left? How many students are there in the right row? How many students are there in the front row? How many students are there in the back column?

(2) Use your head to do:

1. What you like to draw is on the right. Draw as many things in the blank as on the left.

2. Exercise 2 Question 1 and 2

Third, summary:

Is math class interesting? Do you like math class? In today's math class, the students are very enthusiastic and serious. I hope the students can study math as hard as they do today.

Fourth, extracurricular observation homework.

1. Count everything you see at home or elsewhere, record it and communicate with your classmates. 2. Prepare 5 circles, 5 triangles and 5 squares.

Lesson 2, the first lesson of primary school mathematics;

1. Let students know the meanings of "same quantity", "more" and "less" and learn to compare the number of objects one by one.

2. Initially cultivate students' hands-on operation ability and infiltrate the idea of "correspondence".

3. Guide students to observe carefully and cultivate students' good qualities of positive thinking and bold exploration. Prepare teaching AIDS and learning tools:

Many circles, triangles and squares; Students prepare 5 circles, 5 triangles and 5 squares. Class hours: 1 class hour

Teaching process:

Review: Count from 1 to 10.

Second, imports:

We learned to count yesterday, and today we will learn to compare.

(blackboard writing: comparison)

Second, the new lesson

(a) the same number.

1. Look at the picture and talk: The teacher posts four circular pieces of paper, and how many students there are, and then posts four triangular pieces of paper, and how many students there are. Look at this picture, can you say a word? Then how do you know how many people there are? A round piece of paper faces a triangular piece of paper, so we say there are as many round pieces of paper as triangular pieces of paper.

2. unarmed comparison: now please hold out your hand and let's point one finger at another to compare whether the number of fingers on both hands is the same.

3. Hands-on: The teacher posted three ○ (students followed the stage) on the blackboard, and there were as many □ as required. Name one person and put them on the blackboard. The rest of the students put them on the bottom. After it is released, let's talk about how to put it.

4. Put any □ for the students on the left and △ for the students on the right at the same table, so there are as many □ and △. Talk about the method of pendulum.

5. Search: Find the same thing in the diagrams of p6 and p7.

(2) More and less:

1, the teacher posted four triangles, and the students said how much, and then posted three squares, and the students said how much. Q: Are there as many triangles as squares? how do you know (The teacher waits for an opportunity to connect) The teacher guides the students: There are surpluses in triangles and there are no surpluses in squares, so we say that there are fewer squares and more triangles, which means there are more triangles than squares. (blackboard writing: more, less)

The teacher posted two ○ and three △ on the blackboard. Question: How to compare ○ and △, who has more and who has less? (Students at the same table discuss. ) say it.

3. Find out: Find out more or less things than those in p6 and p7.

4. Students begin to operate:

(1) there are three ○ in the first row. Put △ under ○, which is more than ○ 1.

② Put four in the first row □

, put △ under □, and △ is two smaller than □.

③ What can I do to make the first row of the picture below have two more circles than the second row?

Third, practice.

1, p 1 1, 12 exercise 1 1-4.

2. Find out what is the same, what is more and what is less in our classroom?

Fourth, summary:

How much we study today and how long we will study tomorrow. Please prepare a ruler and a used pencil for each student.

Teaching reflection:

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