Tisch
Unit 1: length unit 1, page 1-3.
(1) experienced the process of measuring the length of the same object with different tools, and realized the unification of the length.
The necessity of degree units.
(2) A given "tool" can be used for estimation and measurement.
(3) Know the centimeter and its practical significance.
(4) The length of smaller objects can be estimated in centimeters, and smaller objects can be measured with a scale.
The length of the body.
2. Page 4-5
(1) Know the meter, understand its practical significance, and use it to estimate the length of a long object.
Degree.
(2) Grasp the relationship between meters and centimeters, and be able to properly select units to represent objects.
Length.
(3) Knowing the meter ruler, you can measure the length of an object with the meter ruler.
(4) Know the line segment preliminarily, and be able to distinguish and measure the length of the line segment and draw a fixed length.
Line segment of
Unit 2: Addition and subtraction within 100 (2)
1, no carry addition
(1) Further understand the meaning of addition in specific situations.
(2) Explore and master the calculation method of two-digit plus two-digit (no carry).
(3) Let students feel the connection between addition calculation and daily life, and further improve their problem-solving ability.
2. Carry addition
(1) Further understand the meaning of addition in specific situations.
(2) Explore and master the calculation method of two-digit plus two-digit carry addition, so as to carry out the calculation correctly.
(3) Simple practical problems can be solved by adding two numbers, which further improves the problem-solving ability.
3. Subtraction without abdication
(1) Further understand the significance of subtraction in specific situations.
(2) Explore and master the calculation method of subtracting two digits from two digits (without abdicating).
(3) further cultivate the awareness and ability to ask and solve problems.
4, abdication subtraction
(1) Further understand the significance of subtraction in specific situations.
(2) Explore and master the calculation method of two digits minus two digits, and make a correct calculation.
(3) Simple practical problems can be solved by two-digit subtraction, which further improves the problem-solving ability.
5. Applications of "more than a few" and "less than a few"
(1) Understand the practical problem of "more or less than a certain number" in specific cases.
(2) You can use the operation of learning tools to let students know which quantity they are comparing, and then what changes have taken place, and finally record it with formulas.
(3) The correct formulation can solve the corresponding practical problems.
(4) Thought and method of infiltration statistics.
6. Even increase or decrease
(1) Explore and master the calculation method of addition and subtraction within 100, and further experience the diversity of algorithms.
(2) You can use the addition and subtraction operation within 100 to solve practical problems in life and experience the diversity of problem-solving strategies.
7. Add, subtract and mix
(1) Explore and master the method of adding and subtracting mixed operations within 100, and be proficient in calculation.
(2) Improve the awareness and ability to solve simple practical problems.
8. Estimation of addition and subtraction
(1) Understand the practical significance of addition and subtraction estimation in specific situations.
(2) Master the estimation method of addition and subtraction within 100, and the estimation is correct.
(3) Cultivate estimation consciousness and improve estimation ability.
Practice (1): It has grown taller.
(1) Consolidate the knowledge and skills of length units and addition and subtraction. (estimation, measurement, calculation)
(2) Let students appreciate the interest and value of mathematics, and improve their estimation ability and hands-on operation ability.
(3) Infiltrate statistical knowledge and feel the happiness of growth.
extreme
Unit 3: getting to know Horn 1, pages 38-39.
(1) Combining with the life situation, I realized that there are angles everywhere in life, and I realized the connection between mathematics and life.
(2) Through activities such as "seeing", "speaking", "folding" and "drawing", we have a preliminary understanding and understanding of the angle.
(3) Knowing the names of various parts of an angle will draw the angle correctly.
2, 40 pages -4 1 page
(1) Combining with the specific situation, he intuitively knows right angles and can draw right angle marks.
(2) Will use tools to judge whether an angle is a right angle, and will use tools to draw a right angle.
(3) You should know that the size of the angle has nothing to do with the length of the side.
Unit 4: Table Multiplication (1)
1, Preliminary Understanding of Multiplication (Lesson 1) 44 -46.
(1) Combined with the specific counting and swinging activities, I experienced the abstract process of adding with addend, felt the connection between this operation and daily life, and realized the necessity of learning multiplication.
(2) Combined with the specific situation, I experienced the process of abstracting the continuous addition formula with the same addend into multiplication formula, and realized the significance of multiplication operation and the relationship and difference between multiplication and addition.
(3) I can rewrite a serial addition formula with the same addend into a multiplication formula, write and read, and calculate the result of a simple multiplication formula by addition.
2. The Preliminary Understanding of Multiplication (Lesson 2) on page 47.
(1) can list the multiplication formula according to the addition formula, and know the names and meanings of each part in the multiplication formula.
(2) Knowing that it is very simple to express "the same addend addition formula" by multiplication formula lays a foundation for further learning multiplication.
(3) Can find and put forward problems that can be solved by multiplication from life situations, and initially learn to solve simple multiplication problems.
Multiplication formula of 3 and 5
(1) Combined with the specific situation, I further realized the significance of multiplication, and experienced the calculation process of the multiplication formula of 5 and the compilation process of the multiplication formula of 5.
(2) You can use the multiplication formula of 5 for multiplication calculation and experience the benefits of using the multiplication formula.
(3) Simple practical problems in life can be solved by multiplication of 5.
Multiplication formula of 4, 2, 3 and 4 (divided into 2 class hours)
(1) Based on the specific situation, I went through the process of writing multiplication formulas of 2, 3 and 4, and further realized the method of writing multiplication formulas.
(2) We can find the arrangement rules of each group of multiplication formulas, cultivate the habit of orderly thinking and gradually develop the sense of numbers.
(3) If you master the multiplication formula of 2, 3 and 4, you can use the formula you have learned to perform multiplication and solve simple practical problems.
5. Example 5 on page 56
(1) Grasp the operation sequence of multiplication, addition and subtraction formulas in combination with specific conditions, and calculate correctly.
(2) Simple practical problems can be solved by formulas containing two-level operations, and the consciousness and ability of applied mathematics can be cultivated.
(3) Cultivate students' habit of observing and thinking from different angles, and reflect the diversification of problem-solving strategies.
(4) When doing one problem and two problems, we should expand them appropriately, guide students to discover the relationship between two adjacent formulas, and help students understand and memorize multiplication formulas.
6,6 multiplication formula
(1) experienced the process of independently exploring the multiplication formula of compiling 6, and experienced the ideas and methods of exploring new knowledge from existing knowledge.
(2) Master the multiplication formula of 6 and use it to solve some simple practical problems.
Unit 5: Observing Objects
1, establish the observation angle.
(1) By observing activities, you can experience what you see when you stand in different positions and observe objects.
The shapes can be different.
(2) Being able to recognize the shapes of simple objects observed from different angles and develop emptiness.
Between ideas.
2. Axisymmetric
(1) By appreciating the pictures, we can perceive the universal phenomenon of axial symmetry in the real world.
(2) Through the activities of "folding-folding", "cutting-cutting" and "talking", we can understand the characteristics of axisymmetric graphics (we can find a suitable straight line, that is, the symmetrical axis, and the parts on both sides of the symmetrical axis can completely overlap).
(3) It can distinguish axisymmetric figures, draw the symmetry axis of axisymmetric figures, and draw simple axisymmetric figures on grid paper or stippling.
3. Mirror symmetry
(1) Perception of mirror symmetry, with examples and specific activities.
(2) By exploring and mastering the basic characteristics of mirror symmetry (the two figures inside and outside the mirror have the same shape, the same size, the same position and the opposite direction), the concept of space is developed.
Tisso
Unit 6: multiplication formula of table multiplication (2) 1 7
(1) Explore the multiplication formula of compiling 7 according to the specific situation, and learn how to explore new knowledge from existing knowledge.
(2) Master the multiplication formula of 7, and use it to solve some simple practical problems and feel the interest and value of mathematics.
2. The meaning and application of "time"
(1) Understand the meaning of "times" in combination with specific situations.
(2) Use operations and charts to help students understand the multiple relationship between two quantities and explore the calculation method of "how many times is a number".
(3) Multiplication can be used to solve the practical problem of "how many times is a number".
(4) Learn to use mathematical thinking to observe, discover and solve mathematical problems in life, and develop the consciousness of applying mathematics and the ability to solve problems.
Multiplication formula of 3 and 8
(1) Explore, sort out and master the multiplication formula of 8 in combination with the problem-solving process.
(2) I can use the multiplication formula I have learned to calculate the multiplication in the table and solve simple practical problems.
Multiplication formula of 4 and 9
(1) With the process of solving problems, explore, compile and master the multiplication formula of 9.
(2) I can use the multiplication formula I have learned to calculate the multiplication in the table and solve simple practical problems.
Practice (2): Have a look and put it on.
(1) Review the related knowledge of Units 3, 4, 5 and 6 (observing objects, understanding angles, multiplication in tables) by using the theme map.
(2) Cultivate students' observation ability, hands-on operation ability and ability to solve practical problems.
(3) Let students realize the interest and value of mathematics and improve their interest in learning mathematics.
Unit 7: Statistics
(1) Further experience the process of data collection, arrangement, description and analysis, and learn the simple method of data collection and arrangement (orthographic drawing method).
(2) Further understand statistical tables and bar charts (1 stands for two units) and be able to complete the corresponding charts.
(3) According to the data in the statistical chart, ask or answer some simple questions (sample size, comparative information, descriptive information, etc.). ) and let students try to make simple decisions (95 pages can be used to design decision-making questions).
Unit 8: Mathematical Wide Angle
1, simple permutation and combination
(1) Cultivate the interest in mathematics learning and the consciousness of using mathematical methods to solve problems.
(2) Let students go through the process of placing learning tools, drawing charts and making charts. Gradually abstract a comprehensive and orderly arrangement and combination method, so that students' thinking gradually transitions from concrete to abstract.
(3) Find out the number of permutations and combinations of the simplest things and cultivate them in activities.
Consciousness of cooperation and communication and ability of orderly thinking.
2. Simple reasoning
(1) has experienced the process of judging and reasoning some phenomena in life.
(2) Being able to organize information by "marking" and "listing", and reasoning about some phenomena in life in a certain way.
(3) Being able to express the thinking process in an orderly way and to cooperate and communicate with peers.