Teaching objective: 1. Make students use the number of 1 ~ 6 to represent the number of objects, know the sequence of 1 ~ 5, know and read the number of 1 ~ 5, and establish a preliminary digital consciousness.

2. Cultivate students' preliminary observation ability and hands-on operation ability.

3. Experience the fun of communicating and learning with peers.

4. Let students feel that there is mathematics everywhere in life.

Teaching content:

Textbook page 14 ~ 16

Teaching AIDS:

The teacher prepares 1 ~ 5 digital cards and bitmap; Students prepare 1 ~ 5 digital cards, 5 small round disks and 5 small sticks.

Instructional design:

First, abstract numbers from reality.

Teacher: Have you ever been to the zoo, children? You see, one sunny morning, the teacher and classmates came to the wildlife park. (courseware display 14 ~ 15 page theme map), there are so many cute little animals here! Tell your little friend what you see. How much is the difference?

[Create scenes that students like and are familiar with, and stimulate children's interest in active exploration. ]

Students communicate in groups, and teachers participate in the communication of a single group, guiding students to count according to different types of things and observe them in an orderly manner.

[Through the participation of teachers, the method of classified observation is infiltrated. ]

2. Student report.

According to the report, the teacher posted the card 1 ~ 5 on the blackboard to read.

At the same time, let the students find their digital cards and put them on the table.

[Through group communication, look at the digital card, find your own digital card, and gradually abstract the numbers. ]

Second, feedback exercises

1, Dialogue: The teacher said a number. Can you express it with a stick? Can you express it in other ways?

Go back to practice from abstract number, let students further understand the basic meaning of number by placing learning tools, and let students gradually form the concept of number and develop their sense of number in rich operational practice activities. ]

2. Dialogue: The teacher takes out three apples. Can you express as many apples as the teacher in your favorite way?

Please tell your little friend how you express this number.

3. Take an exam at the same table, and the teacher will participate in the activities of individual groups.

Third, the order of perception number.

The order of 1, 1 ~ 5 is perceived in turn.

2, courseware demonstration, students follow.

3. What is the number of 1 discs that students put first and then 1 discs? How did you get this 2? Put 1 in, how much can you get?

2. Model essay on the first volume of mathematics teaching plan for the first grade of primary school

Teaching content: using mathematics

Teaching objectives:

1. Cultivate students to solve simple practical problems with their own mathematical knowledge.

2. Further develop students' imagination.

Teaching focus:

Cultivate students' consciousness of using all kinds of information to solve problems reasonably.

Teaching process:

First, basic exercises

1, named as oral calculation.

10-7 5-4 6-2 7-3 8-0 18- 10

17-7 18-5 2+ 13 4+ 10 6+9 27-20

8+5 0+0 15+4 5-5 5+7 20+9

2. Fill in the unknown number

( 1)6+()= 1 1 14-()= 10

Discussion: How much should I put in brackets? what do you think? Answer by roll call.

2. Practice

9+()= 138+()= 15 12-()=2

5-()=47-()= 1()+7= 14

After the students have finished speaking, ask them what they think.

Second, create a scene.

1. Show the seventh question on page 1 17 of this book.

(1) Students observe and discuss in groups. What did you find?

(2) Guide students to think: According to this picture, what questions can you ask?

(3) Q: Why is one of the cars coming here incomplete? Look at this photo. Can you tell exactly how many cars are coming?

(4) What did the child say when guiding the students to read?

(5) Q: How many cars are there now? Can you make a formula? The student said that the teacher wrote on the blackboard: 9+6= 15 (vehicle)

(6) Q: If the sentence "Six more cars are coming" is removed and you are asked to say how many more cars are coming, will you answer? Talk in groups of four, and then send representatives to talk.

2. Book title 12 1.

Q: Do you like making snowmen?

Discuss the meaning of this picture in groups? Do you know how many children are making snowmen?

List the formulas, execute them by one person, and write the rest in the book, saying the reasons.

Third, use mathematics.

1, the title of the book 12 1.

(1) Discuss in groups. Tell me what's in the picture.

(2) Guide students to look at the pictures and understand the content by combining words.

(3) According to the problem formula, tell me how you worked it out.

(4) For example, some questions about mathematical knowledge in daily life?

Step 2 think about the problem

3. Model essay on the first volume of mathematics teaching plan for the first grade of primary school

Teaching content People's Education Edition "Compulsory Education Curriculum Standard Experimental Textbook Mathematics (Grade One)" pp. 96 ~ 98.

Teaching objectives

1. Let the students know that it is relatively simple to calculate 9 plus several by using the method of ten, learn to calculate the carry addition of 9 plus several by using the method of ten, and correctly calculate the carry addition of 9 plus several.

2. In the process of exploring the addition of 9 plus decimal, the transformation idea of 10 plus decimal was initially infiltrated, and the ability of hands-on operation was cultivated, and the ability of asking questions and solving problems was initially cultivated.

3. Experience the connection between mathematics and life and cultivate the habit of careful observation.

Teaching focus

Infiltrate the idea of transformation, apply the method of supplementing ten, and correctly calculate the carry addition of 9 plus several.

Teaching difficulties

The thinking process of adding ten methods.

Teaching focus

Convert 9 plus a few to 10 plus a few.

Teaching preparation

Teaching AIDS: courseware, sticks, game supplies.

Learning tools: 20 sticks, 20 discs.

teaching process

First, create situations to stimulate interest and inspiration.

Teacher: Today, Mr. Qian is going to take the children from 1 class (1) to visit the sports meeting. Let me test you before we leave.

1, password check.

Review the composition of numbers 2, 4, 5 and 8.

2. 10 plus a few additions.

10+ 1 10+2 10+3 10+4 10+5

10+6 10+7 10+8 10+9

Teacher: Are these formulas for adding more?

Teacher: The children are learning very well. Let's go!

Second, participate independently and explore new knowledge.

1. Observe the theme map.

Teacher: We came to the corner of the playground. What sports did you watch and how many people took part? Talk to yourself first, and then raise your hand to report. (Answer by name)

Summary: There are athletes and referees in the stadium, 6 athletes in the running group, 3 athletes in the skipping group, 9 athletes in the shuttlecock kicking group and 7 athletes in the long jump group.

2. Try to talk about ideas.

Teacher: The children of the service team bought some boxed drinks for the athletes. How many boxes are there in the carton? How many boxes are scattered? Do you know how many boxes of drinks there are? (Answer by name, formula on the blackboard)

Teacher: How do you calculate how many boxes are in a box? (of several students expressing their opinions)

What may happen among students. Several situations:

( 1) 1, 2, 3 12, 13.

(2) Count from 9 to 13.

(3)9 plus 4 equals 13.

(4) 13 can be divided into 9 and 4.

(5) First pick up a box and put it in the box, and then think 10+3 = 13.

3. Acquisition method.

Teacher: Kid, you really use your head and come up with so many good supplements. What kind of method do you think? Why?

Teacher: Several methods are good, but counting them in turn is more troublesome. It's difficult to figure out how much 9 and 4 add up at once. First, let's see how many boxes a carton can hold. At this time, it is still necessary to change it into a box of 10. 10 It's easier to add a few boxes. (Demonstrate the process of adding+) Why do you put 1 in the carton?

We can express this idea with a mind map. We can decompose 4 into 1 and 3, 1 and 9, and the total is 10, and then think about 10+3 = 13.

(blackboard writing:)

Our thoughts are clear at a glance on the mind map.

4. Ask questions and solve problems.

Teacher: Let's look at the playground. How many questions can you ask together? Ask your deskmate first and compare who mentioned more. Teachers have prizes.

(Ask questions by name and award prizes)

Teacher: The question asked by the children just now was great. Let's solve it together.

Q: How many people are there in the shuttlecock group and the running group?

(refers to the column type, what do you think, blackboard writing 9+6 =)

(Show the process of rounding ten) Draw a mind map:

Q: How many people are there in the shuttlecock kicking group?

(refers to the column type, what do you think, blackboard writing 9+3 =)

(Show the process of rounding up ten) Draw a mind map,

Q: How many people are there in the shuttlecock group and the long jump group?

(refers to the column type, what do you think, blackboard writing formula 9+7 = 16)

5. The characteristics of inductive algorithm.

Homogeneous reading formula. Q: What are the characteristics of the formula? What is the first addend? We call it nine plus several.

Teacher: How do we calculate 9 plus a few? It is calculated by adding 9 to 10. (Connect the formula with 10 with the arrow)

Say jingles while drawing: look at large numbers, divide them into decimals, add up to+,and count. After the students say it together, clap your hands at the same table and say jingles.

6. hands-on operation.

(1) Put sticks, 9 red sticks on the left and 3 yellow sticks on the right. How to calculate how many sticks there are in a row? (Shown on a physical display shelf)

Teacher: What do you think? (After the students say that, show the sticks and circle them. )

(2) Put a picture with 9 red disks on the left and 7 yellow disks on the right. How to calculate a * * *, how many discs are there? (of column types) What do you think?

Teacher: Fill in the book with a mind map of your thinking process. (Say the answer)

Third, consolidate new knowledge and look for laws.

Game: Pick apples.

Guide students to observe the characteristics of numbers: (tell your deskmate in a low voice first)

9+ 1= 10 9+2= 1 1 9+3= 12

9+4= 13 9+5= 14 9+6= 15

9+7= 16 9+8= 17 9+9= 18

Summary:

(1) scores are all over ten.

(2) The minority score is less than the second addend 1.

Q: Where is this 1? Mastering this feature, we can calculate the addition of 9 plus several accurately and quickly.

Fourth, apply new knowledge to solve problems.

Teacher: The teacher has several questions that he wants to ask the children to help him solve.

1, count pineapples.

Q: How to calculate how many pineapples are in a row? Tell me what you think. (circle 10)

2. Count the apples.

(Big screen display 15 apples) Q: How many apples are there in a * * *? Tell me what you think (circle 10 among them)

3. Count the eggs.

(The big screen shows pictures of eggs) Guided observation: How many eggs can an egg box hold? How many are installed now? Q: How many eggs are there in a * * *? How to calculate quickly and accurately? (showing the process of transferring eggs)

4. Count the cakes.

Teacher: How many cakes can a box hold? How many cakes are there in the box? What about outside? How to calculate? (of column types) (Demonstrate the rounding process)

Five, the class summary, improve new knowledge.

Teacher: What did we learn today?

What are the simpler ways to solve these problems? (Students can say as much as they can)

Teacher: For these problems, first think of 9+ 1 = 10, then divide the second addend into 1 and several, then add 9 to 1 to make up 10, and then add the remaining numbers. This method is called ten methods. The ten-point method is very important and will be often used in future study.