Teachers can let students consolidate the knowledge of sequence through observation, operation and other activities, infiltrate the diversity of algorithms, let students experience the process of cooperation and communication with others, and cultivate students' awareness of cooperation and communication and their ability to actively explore and find problems. The following is the digital teaching plan of mathematics understanding in the first grade of primary school, which I compiled, hoping to provide you with reference and reference.

Wen Yi Model: Understand numbers within 10.

first kind

Teaching content: 4-5 pages 1-5 comprehension examples 1- example 3.

Teaching goal: 1, perceptual knowledge of 1-5.

Step 2 cultivate good habits

3, preliminary experience of mathematics and life, life can not be separated from mathematics.

Teaching emphasis: 1, the number of sides.

2. What can an abstract object represent?

Teaching process: 1. Conversation introduction: Mathematics is very useful in life, especially numbers, which we often use. Please listen carefully and find out the numbers in the following sentences that the teacher said: There are/kloc-0 pencil boxes, 2 books and 3 notebooks in the little red schoolbag. Can you say a sentence with numbers like a teacher?

Second, the teaching example 1

(1) Show the pictures, look at the pictures and say a word with numbers.

(2) Think about it, can you talk about the pictures in a certain order?

(3) Say 5 from 1 in numerical order.

Three. Teaching example 2

(1) pendulum learning tool count

Students pose and say, from 1 to 5.

92) Write 1-5 on the blackboard and ask the students to circle the numbers on the blackboard.

(2) The teacher points to the circle and the students say the numbers.

Q: What are these three disks? Where are the five disks? ……

The teacher points to numbers, and the students say disks.

Q: How many disks does 3 represent? What about 4?

Fourth, teaching examples 3

Just now, two disks were represented by the number 2. What else can it stand for?

Read 5 pages, Example 3.

Summary: 2 can represent any number of objects.

Group discussion: What can 3, 4 and 5 represent?

Classroom communication

Verb (abbreviation of verb) classroom activities

6 pages 1 question

After class:

Second lesson

Teaching content: 5 pages of examples 4, 6 pages of classroom activities 3, 4, 12 pages of exercises 1 1, 2.

Teaching objective: 1, to further consolidate the understanding of 1-5.

2, preliminary perception 1-5, the relationship between numbers, changes, and the order of perception numbers.

3. Learn to compare, draw, paint and write 1-5 with your fingers.

4. Operate the stick and experience the diversity of Discovery's decomposition.

Teaching focuses on difficulties; Specification 1-5 number writing.

Teaching process: 1. Conversation introduction

Yesterday, we learned 1-5. Can children express themselves with their hands?

Second, teaching examples 4

1, reading example 4, * * requirements: compare, row, read, write, think about it, do you think the division of labor between small hands and small mouths is the most appropriate?

Group discussion and communication, classroom communication

2. Complete Example 4 according to the division of labor between hands and mouth.

Practice by yourself and communicate in groups.

There is a saying in the book that 1 plus 1 equals 2, and 1 plus 2 equals 3.

4. In the case of Tian Zi, teaching standardized writing.

9 1) Let the students say the shape of 1-5.

(3) Teachers demonstrate that students have no books.

(4) Students' practice

Third, classroom activities.

1, 6 pages 1, write times

2, 6 pages 3, circle and write.

Show these pictures and guide the students to understand the meaning of the question.

3. Divide five sticks into two piles to see who has more methods.

Communicate with the whole class after independent operation.

Fourth, classroom exercises.

Page 12

Fan Wener: "10"

Teaching content:

Unit 1 18-2 1 page information window 4, 1, 2 red dots.

Teaching material analysis:

Students have just learned the number 1- 10. This part is to learn the size comparison of numbers on the basis of counting. The textbook presents a tug of war scene. First of all, guide students to learn to compare the size of two numbers by using the unequal number of tug-of-war parties. Then use the running students to join the competition, so that the number of people on both sides is equal, and learn the relationship between the two numbers. Allow students to have different comparison methods, and finally learn to compare numbers one by one.

Teaching objectives:

1, in the case of tug-of-war, how much do you realize by counting and comparing activities?

2. Understand the symbols ">", "

3. Make students initially realize that there is mathematics everywhere in life and increase their interest in learning mathematics.

Teaching focus:

Know the symbol ">"

Teaching difficulties:

">" and "

Teaching focus:

How many ways to compare.

Teaching preparation:

Small CD, courseware, small CD

Teaching process:

First of all, an exciting introduction.

Students, have you ever played tug-of-war? Who can tell me how to play this game? Today, our class organized students to tug of war and divided them into two groups, one with 10 and the other with 9 people. Let's play together! (The courseware shows the situation map)

What do you see? Do you have any questions to ask?

Design intention: Introduce tug-of-war dialogue, activate students' existing life experience, and make it clear that the number of both sides should be equal during tug-of-war dialogue, thus laying the foundation for the teaching of this class. ]

Second, know the number greater than and the number less than.

teacher

1. Why hasn't the game started yet? How can we know which side has more people and which side has fewer people? Do you have any good ideas? (Students communicate after thinking)

2. Statement: Who can tell me about your good method? Teachers use teaching AIDS and learning tools to organize students to pose and find out the methods of comparison. Show the students' works, let the students find their own way through the process of posing, and finally the teacher gives guidance. )

3. From the seesaw battle and the above presentation, 9 is less than 10, and 10 is greater than 9. In mathematics, a pair of symbols can represent the relationship between the size of numbers.

Display courseware

10 is greater than 9, which can be written as 10 > 9 and read as 10 is greater than 9.

9 less than 10 can be written as 9 < 10 and read as 9 less than 10.

4. Then observe these two formulas carefully. Is there any good way to distinguish between greater than sign and less than sign?

(To guide students to communicate, children's songs can be used, such as: big mouth facing a large number, sharp point facing a decimal number, big mouth facing the left greater than the sign, and big mouth facing the right less than the sign; You can use your fingers, such as spreading the index finger and middle finger of your left hand to form a less than sign, "big mouth facing right is less than sign", spreading the index finger and middle finger of your right hand to form a greater than sign, "big mouth facing left is greater than sign" and so on. )

[Design Intention: In the design of this link, pay attention to the diversification of students' problem-solving strategies. Aiming at the same problem, it is very important for the first grade students to consciously guide them to use their brains and come up with various solutions. At the same time, it also pays attention to guiding the communication between students, which is an important way to give full play to students' subjectivity. Teachers set up problem situations, guide students to discuss, and leave more room for students to think, explore and express. Thirdly, remember ">" and "< is not easy for children. Teachers can't ask students to memorize ">" in the teaching process. "< is to guide students how to spread their wings of imagination and help them understand and remember with various vivid and interesting languages. ]

Third, understanding equals symbols.

1. Now let's go back to the tug-of-war venue and have a look. Can we play now? Why? Discuss at the same table and send representatives to show the results voluntarily.

2. Can you set the table like just now so that others can see at a glance that there are as many people on both sides?

3. Which symbol is also commonly used? Do you know that?/You know what? Do you know that?/You know what?

Show courseware: 10 is equal to 10, which can be written as 10= 10 and read as 10.

[Design Intention: For various reasons, students already have some simple mathematical knowledge to varying degrees. Therefore, in the process of understanding as many as "=", we should highlight the main role of students. As long as students can say what they can say, let them do what they can, let them be small teachers and teach their friends what they can teach. ]

Fourth, practice and development.

Question 1: Comparison: Who has more?

Question 2: Compare sizes.

Question 3: Practice using "

There are many cheerleaders in the competition. Which side is crowded? Can you use greater than or less than? Give it a try! Talk to each other at the same table.

[Design intention: Through graphic and image memory, provide students with rich and flexible practice space, meet the needs of students with different learning levels, and let different people get different development in mathematics. At the same time, through reporting and communication, give each student a chance to show off and let them improve on the original basis. ]

Verb (abbreviation of verb) summary and expansion

Teacher: What did we learn today? What did you get?

Teacher: Please observe our class after class, or go home and see what can be compared with what? Who is better than who? How big is it? What is less than what? how much is it? Let's talk about it next class and see who finds more!

Model 3: Understanding of Logarithm in the First Grade of Primary School: 1 1 ~ 20.

Teaching objectives:

1。 Enable students to correctly calculate the number of 1 1-20 objects.

2。 By looking at pictures and counting, students can initially cultivate good observation habits such as orderly observation and classified observation.

3。 In the specific situation of learning mathematics, let students fully realize that there is mathematics everywhere in life.

4。 Through observation, operation and other activities, we can consolidate the knowledge of sequence, infiltrate the diversity of algorithms, let students experience the process of cooperation and communication with others, and cultivate the awareness of cooperation and communication and the ability to actively explore and find problems.

Teaching focus:

Correctly grasp the order of numbers 1 1-20 to cultivate students' observation ability.

Teaching preparation:

multimedia courseware

Teaching process:

First, create situations, ask questions and stimulate interest.

Example 6 is illustrated in the courseware. Question: What information do you learn from the pictures?

Praise the students for their careful observation and seeing the problems that need to be solved.

What's the problem?

How to answer this question? Organize students to discuss

Second, group discussion, cooperative exploration and understanding of new knowledge

Ask the students to report the results of the discussion.

The teacher affirmed the methods put forward by the students.

Third, simulation training, consolidation and deepening, application and expansion

1. Textbook Page 79 "Doing"

2。 Exercise 18 questions 5 and 6