The following is the draft of the primary school math text "Understanding Numbers within 1000", for reference only!

Let's talk about textbooks first.

The content of this course is "Comprehension of Numbers within 1000", the fourth volume of Compulsory Education Curriculum Standard Experimental Textbook. According to the requirements of the syllabus and new curriculum standards, the teaching objectives of this course are: 1, knowledge and skills: to enable students to master the counting method, count within 1000, and experience the generation and function of numbers; Know that 10 is ten, 10 is one hundred, and one hundred is one thousand. Know the counting unit:? A hundred thousand? Understand the decimal relationship between two adjacent counting units. 2. Process and method: Feel the meaning of large numbers in specific situations, and cultivate students' sense of numbers and estimation; Through observation, guessing, operation and cooperation with peers, students can initially learn to think and solve problems in an orderly manner. 3. Emotion and attitude: further experience the close relationship between mathematics and human life; Experience the success and happiness of learning in activities, cultivate interest and self-confidence in learning mathematics, and correctly evaluate yourself and others. Among them, correctly counting the numbers within 1000 and understanding the decimal relationship between two adjacent counting units are both important and difficult in teaching.

Second, teaching methods.

Mathematics curriculum standard points out: "Mathematics teaching is the teaching of mathematics activities and the process of interactive development between teachers and students." . Therefore, this course mainly adopts the activity teaching method.

1. Make the teaching content active and let students learn while doing.

The first is to guess the number of people in the Bird's Nest Stadium. Next is the activity of grouping several sticks. The students got a big box of sticks. On the basis of guessing, ask students the question "How many sticks are there", so that students can experience and feel it personally in the operation of counting sticks, so as to find out the method of counting and understand the decimal relationship. Then there are discussion activities, so that students can communicate: What have you found out about counting? Finally, practical activities, including a series of activities such as counting, saying, evaluating and filling in one after another, enable students to complete the application and expansion of new knowledge in the activities.

2. Use group cooperative learning to make students interact in middle school.

This course adopts the form of group cooperative learning, so that students can work together in groups, make collective decisions and solve problems. Students can study freely and communicate fully in the group, and every student in the group has the opportunity to operate and speak.

3. Create a relaxed and happy learning environment for students.

Interest is the best teacher. According to the characteristics of junior children, this class has created the challenges brought by the Olympic Fuwa, so that they can learn easily, happily and actively in the challenges.

Third, speaking and learning.

As far as learning methods are concerned, the class mainly adopts group cooperative learning. First of all, there are small stick activities in group cooperation. I will let the members of the group think independently first, then discuss and communicate in the group to reach an understanding, and finally the members of the group will operate together. Then there is the activity of group discussion. The teacher first leads the students: Count what you find. Students discuss and communicate on the basis of independent thinking, express their opinions and promote each other. There is also communication between groups. In the process of students' cooperation, teachers do not give too much inspiration and guidance, and students' learning methods are mainly autonomy, cooperation and inquiry.

Fourth, teaching program design.

The teaching process of this lesson mainly consists of the following activities:

Activity 1: Guess.

Show the pictures of the Bird's Nest Gymnasium and guide the students: Guess, how many people can sit here? It is intended to let students feel the meaning of large numbers in specific situations and cultivate their sense of numbers, estimation consciousness and ability. This leads to this question: understanding the number within 1000.

Activity 2: Count.

Before the activity, in order to stimulate students' interest in learning, a challenging situation was created: children, Fuwa brought some questions. Every time the children answer a question correctly, they will get a Fuwa. When they finish all the problems, they will get a group of Fuwa! Do you dare to accept the challenge? Next, the students entered the activity of counting sticks with confidence.

(1) Count the sticks in the teacher's hand: one by one, and make it clear that "10 is ten";

(2) Count a small bundle of sticks: ten sticks, ten sticks, and make it clear that "10 ten is one hundred"; Review old knowledge

(3) Multi-group cooperation sticks.

Jingjing brings challenges: how to count bigger numbers?

Before counting, let the students guess: How many are there in each plate?

After the students guessed freely, the teacher asked: How can we know the number of sticks accurately? Students will spontaneously ask for numbers. The teacher distributed the sticks and rubber bands to each group, asked each group to count together, and put forward the requirements for counting:

(1) counts faster;

(2) the number of numbers should be accurate;

(3) The counted sticks should be tied up so that others can understand them quickly.

After putting forward the demand, don't let them count immediately, but let them think independently first: how to count? Let's discuss it in the group again: how do we calculate in the group? Unify opinions and reach an understanding. Then count the sticks together in the group.

After counting, report in groups: How many people are there in your group? How do you calculate it? Each group sent representatives to perform on stage. At this time, there will be various counting methods: there may be 10 small bundles, and 10 small bundles are bundled into a large bundle; There may also be 20 small bundles, or 50 bundles, two small bundles into a bundle and so on.

On this basis, the teacher guides the students to compare: which of so many mathematical methods do you like best, and give your reasons. Tell me how many hundreds, tens and ones there are. In this way, from the perspective of perception, students pay attention to the combination of numbers and shapes, and naturally come to the conclusion that1000 is 1000. This part is the key knowledge.

In the intense and interesting counting activities, students will experience the process of concept formation and the process of "mathematization" of specific problems, which will stimulate their strong thirst for knowledge and improve their mathematical literacy. In the whole activity, the teacher did not give too much inspiration and guidance, but put forward clear requirements.

Activity 3: Point out the location of thousands of counters.

In this way, on the basis of existing experience, let them sum up the decimal relationship between adjacent digits, and let students cultivate their innovative consciousness in specific positions. Let the students write how to write 1000.

Activity 4. Feeling? A thousand? ：

Take a look, touch and feel the thickness of 100 page, and demonstrate with gestures; According to the thickness of 100 page, estimate the thickness of 200 pages and 400 pages, and verify it with the deskmate and group students; Estimate the thickness of 1000 page, and the teacher will show 1000 page to see who estimates it correctly;

Then, educate students to save paper.

Activity 5. Show your card 199. Who is the number behind? The teacher explained in detail why it was 200, and then asked what was behind 209.

Can you keep counting?

89 - 189 - 379 - 699 - 509 - 999 -

It is difficult for students to count the number of angles close to whole ten or whole hundred. This activity aims at breaking through difficulties.

Activity 6. Fill in 1 and (1).

10 1 Yes 10, and there is a 1 in it.

10 10 is 100, and there is a 10 in it.

10 One hundred is 1000, and there is a 100 in it.

(2) counting.

Count from 198 to 206.

Count from 985 to 1000.

Here, let the students and their peers count each other, and then show them separately, so that each student has a chance to speak.

2. Fill in:-,-,800,-,-

This is an open exercise. Students can count the plots one by one, or ten, ten or hundreds of plots. They can plot from small to large, and vice versa. As long as students make sense, give them full affirmation, so as to improve their understanding of the diversity of problem-solving strategies. )

3. Show pictures: let students feel the application within 1000. Let students feel the close relationship between mathematics and life, realize the value of mathematics, and cultivate students' habit of observing life with mathematical eyes.

Finally, we entered the summary session: through the concerted efforts of Qi Xin, we successfully completed the challenge, and the students also got Fuwa (with pictures of Fuwa in the courseware). Congratulations! This encourages students to study hard and make continuous progress.

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