Hong, Tunxi Modern Experimental School, Huangshan City, Anhui Province (draft)

Qi Shengli (Draft), Teaching and Research Section of huangshan district, Huangshan City, Anhui Province

Teaching content: pages 92 ~ 93 of the second volume of the first-grade primary school mathematics textbook published by People's Education Press and related exercises.

Teaching objectives:

1. Through combing with teachers and students, let students review what they have learned in this book, form a knowledge framework, feel the integrity and structure of mathematical knowledge, and initially feel the review methods.

2. Through sorting and reviewing, let students experience the process of summing up knowledge, experience the meaning of numbers within 100, and master the calculation method of addition and subtraction within 100.

3. Through sorting and reviewing, let students further consolidate their understanding of numbers within 100 and their knowledge of addition and subtraction within 100. Develop students' intelligence, cultivate students' generalization ability and good calculation habits, and feel the close connection between mathematics and life.

Teaching emphasis: reading, writing and size comparison of numbers within 100; Significance of addition and subtraction within 100 and related calculation.

Teaching difficulties: numbers and the meaning of numbers on numbers; Good computing habit and ability.

Teaching preparation: courseware, counter

Teaching process:

First, review, stimulate interest in the introduction

(1) Review and sort out:

Teacher: Students, we have finished learning new knowledge this semester. What mathematical knowledge have we learned this semester?

1. Students comb independently and communicate in groups;

2. Students report, teachers and students * * * with finishing; The courseware presents four pictures step by step on P92 page.

3. Teacher's blackboard writing: Understand the number within 100-Add and subtract the number within100-Understand the figure-classify and arrange-understand RMB-discover the law-solve the problem.

(2) Exchange feelings:

1. What are your most interesting things in your study this semester? What impressed you the most?

2. Students speak independently. Let them talk about what problems they have solved with what they have learned and what new discoveries they have made.

3. The teacher questioned: How much knowledge have we learned this semester! Have you mastered all this knowledge? Is it necessary for us to review this knowledge?

4. Point out the topic: After learning so much knowledge this semester, let's review the understanding of numbers within 100 and the addition and subtraction of numbers within 100 today!

Design intention: Through the combing of teachers and students, let students briefly review what they have learned this semester and form a basic knowledge framework; And let students talk about their own learning experience, let them feel the fun of mathematics learning, and then stimulate their interest in learning through the guidance of teachers.

Second, teachers guide and review applications.

(1) Review the understanding of the number within 100;

Teacher: Students, let's compare and see which child is the best in this class!

1. Review the number: display the counter.

(1) Who can tell: What is each digit of the counter from the right?

(2) What do the beads on these numbers represent? Why are all the same beads, but the numbers they represent are different?

(3) How many beads are there in a place? 100 How many beads do people have? Then we can say: 10 What is one? 10 What's ten?

2. Review the composition of numbers:

(1) The teacher took out 57 and put it on the counter. Who can tell me the composition of this number? What does the 7 in its position mean? What does the fifth on the tenth number mean?

(2) Complete the second question of P95 Exercise 20.

3. Check the number, the order and size of the numbers:

(1) Can you count? How to count when counting? Guide the students to say: 1 1 land number, 22,55,1kloc-0/0 land number.

(2) Can you use the counter to draw a number in front of 57? What is the number after 57? If these three are arranged from big to small, how should they be arranged?

(3) Complete questions 1 and 3 of P95 Exercise 20.

Design intention: Under the guidance of teachers, let students experience the process of summing up knowledge, experience the application significance of numbers within 100, and help students further understand and master what they have learned through various forms of practice.