Unit 1 Understanding Numbers within 100 (1) The number and composition of numbers in the first class: counting, example 1, example 2 Teaching objective: understanding numbers within 100. Teaching emphasis: knowing the number will recognize the number within 100. Teaching process: First, talk introduces new lessons and blackboard writing topics. Students, what numbers have we learned? The students said: after learning the numbers from 0 to 20, there are numbers everywhere in life, and numbers are closely related to our lives. Today, in this lesson, we will learn the understanding of numbers within 100. (Writing on the blackboard) 2. The teaching guide meets the standard of 1. The teaching example is 1, and the number of sticks (1) is less than 100. Let students count according to their own methods. (2) Guide students to conclude that 10 is ten and 10 is one hundred. Thirty-nine is followed by (), and ninety-nine is followed by (). 2. Teaching example 2. Count and then answer. (1) Pass "How many sheep and rabbits are there?" Tell the students that they should count them one by one in order to verify whether they are correct or not. Let's learn from Example 2: 100. (2) Ask the students to count () grey rabbits, () white rabbits and () grey rabbits and white rabbits. These ten are made up of () tens and () ones. (3) A grey rabbit and a white rabbit, an white sheep and a black sheep. This number consists of () ten digits. Third, the standard evaluation: fill in the numbers in numerical order. 0.10.20. () .40. () .60. () .80.90.100. Second class (2) Teaching content: 4-5 pages of textbooks. Teaching goal: clearly state the composition of numbers within 100. Teaching emphasis: be able to write the composition of numbers within 100. Teaching process: 1. Prerequisite evaluation: Count from twenty-one to sixty-five. Second, the introduction of new lessons, blackboard writing subject III, guiding learning to reach the standard: (1) situational introduction, example 3 1, students, the teacher brought gifts to the students (the students showed three boxes of 02 table tennis, each box has ten), it is estimated that there are about () balls, () ten, () together to make up thirty-two. 2, each box 10, ***2 boxes, zero with 3, * * with (). () Ten and () Ten are twenty-three. 3. Guide students to observe 7 boxes, each containing 10 moon cakes. Ask the students to count whether there are () ten or seventy. (2) Classroom activities: Count sticks 1 and 1 10, count from ten to one hundred, and then count backwards from one hundred to ten. 2. Count them one by one, from sixty to eighty-eight. 3. What is the number after the following number? (Oral answer) Thirty-nine () Sixty-nine () Twenty-nine () Seventy-nine () Forty-nine () Fifty-nine () Eighty-nine () Four. Homework: Page 15: The first question, the second question and the third question are in the math book. The third lesson (3), teaching content of reading and writing: reading and writing, for example 1, for example 2. Teaching goal: 1, the number will be represented by beads on the counter. 2, can say the name and order of the unit, ten, hundred. 3, will correctly use the counter to read and write. Teaching emphasis: correct use of counter to read and write. Teaching process: 1. Prerequisite evaluation: 4 tens and 6 tens make up (), and there are () tens in 30. Second, introduce new courses and blackboard writing topics. Iii. Guiding standard 1 and teaching examples 1. Students take out 24 sticks in pairs, talk about their composition, and then think: where should two bundles (that is, 20 sticks) be placed on the counter? How about four? 2. Teaching example 2. (1) Write and read: Let the students write under the counter until they know that the writing is lowercase. Reading: It is capitalized to let students know that ten tens are one hundred, and reading and writing are from high places. (2) Let the students know that from the right, 1 has ten digits, the second digit is ten digits, and the third digit is one hundred digits. (3) Summarize the main contents of this lesson. Iv. Evaluation of reaching the standard: () 10 and () 1. Thirty-two () Ten and () one make twenty-three. Ten equals seventy. 5. Homework: "Exercise 1": Page 16, Question 4, the order of numbers in the first category (4) and the size within 100. Teaching content: textbook page 10, for example 1. Teaching goal: let students fill in the numbers in order, so that students can understand the relationship between teaching and life. Teaching emphasis: We will compare the numbers within 100. Teaching process: First, create situations, stimulate interest and introduce new ideas. (1) Please tell me your favorite number. Tell me why you like it. (2) Some students say that they like 22 because both numbers are like ducks. (3) Some people say that they like 7 because she is 7 years old. (4) Some people say that they like 39, which is the father's age. Teacher: Do you know which number the teacher likes? Guess. Students answer (omitted) that teachers like 8 1 best. (Blackboard: 8 1) All the children and teachers in the class like 8 1. (5) Next, I will ask children who like 22 to say that 22 is composed of 10 and 1. Can you name the first two numbers and the last five numbers? (6) After the students answer, the teacher writes 2 1 and 20 in front of 22 on the blackboard, and 23, 24, 25, 26 and 27 behind 22. (7) Please open page 10 of the book. Can you write the numbers in the blanks in numerical order? Compare and see who fills it in correctly and quickly. After the students finish, they will correct it collectively. (8) Let the students communicate with each other, and then draw the rules in the table that the students say. Other students will try to find out all the rules in the table. The second category (5) is within 100. Teaching content: textbook page 1 1, examples 2- 3 and related classroom activities and exercises. Teaching objective: We can compare numbers within 100 in different ways. Teaching emphasis: We can compare the numbers within 100 in different ways. Teaching process: First, create situations, stimulate interest and introduce new ideas. Students, do you like the sea? Student: Yes. Look, a group of cute little animals are holding a shell-picking competition on the beach by the sea. The bear picked up 45 shells, and the pig Rollo picked up 5 1 shell. Both of them think that they have picked up more shells. Now they want to ask the children for help to see who has picked up more shells. Would you like to? Student: Yes. To be a good referee, we must use the size comparison method we learned today. (Blackboard) Through the study of this course, both the teacher and Zhu Xiaopeng can become excellent referees. Second, hands-on operation, cooperative inquiry, teaching example 2. 1. Let the students put 45 sticks on the table. How many bags did you put in? Put another 5 1 piece, how many bundles? 2. Let the children compare themselves first. Which is more, two piles of sticks? Why? 3. Ask the small partners in the group to exchange comparison methods with each other, and draw students to report the exchange results. To sum up, the method of this group is really good. They directly compare the number of bundles (4 bundles are 1 bundles are less than 5 bundles). Think of it this way. How much is a bundle of ten yuan? (1 tens), how many tens are there in 45? (4 tens), 5 1 How many tens are there? (5 decimals), just now, the children in this group were in the decimals of 45 and 5 1, which were actually less than 5. Is there any other way to know that 45 is less than 5 1? Student: There are many. Third, teaching examples 3. Please try to complete Example 3 by comparing two numbers you just learned. The small partners in the group can discuss with each other: 23 032 45 043 Third class (practice class) (6) Teaching content: Deal with the 1-9 in "Practice1"on page/kloc-0+07. Teaching goal: to be able to answer questions according to what you have learned. Teaching emphasis: can solve mathematical problems in life. Teaching process: first talk about the topic and practice the questions. Second, the guidance is up to standard: deal with the 1 in the exercise 1, make statistics, and the students will complete it themselves. The second question, the teacher reads the question, the students finish it, and the collective evaluation. Question 3: Find friends. Students write in books and teachers check them. Question 4: Look at the digital picture "○". The teacher checked the students' homework. Question 5, starting from 3 1, connect the points in numerical order, which is easy for students to complete. Question 8. Holding the apple, the teacher guides the students to finish and asks them to understand the meaning of the question. Question 9: Understand the numbers in life and guide the students to complete them. Thinking questions: it is difficult to guide students to read the meaning of the questions and answer them correctly. Homework: 6 questions, 7 questions, 7 understanding RMB in the first class (7) Teaching content: understanding RMB, such as 1, such as 2 teaching objectives: 1, understanding RMB unit 2, understanding various RMB 3, and remembering the progress rate between yuan, jiao and fen. Teaching focus: know all kinds of RMB and understand their exchange. Teaching process: 1. Introduce RMB through scenario diagrams: adults and children in shopping malls need to use RMB, and the units of RMB are yuan, jiao and fen. Second, recognize 1. The units of RMB are: 1, 2, 5. 2. In terms of angle, RMB is: 1 angle, 2 angle, 5 angle. 3. The unit of RMB is: 1 yuan, 2 yuan, 5 yuan, 10 yuan, 20 yuan, 50 yuan, 100 yuan. 4. Relationship between different units of RMB: color, pattern, front and back. 5. Understand the relationship between RMB "jiao" and "fen". Count one point at a time. Counting to 10 is 1 angle. 1 angle = () minute 10 minute = () angle 6. Understand the relationship between RMB "Yuan" and "Jiao". Counting to 10 is 1 yuan. 1 yuan = () angle 10 angle = () ternary, change it: 1 yuan = 10 angle 1 angle = 10. You can fill in one: 1 angle. 38+00 yuan 100 yuan convertible () Zhang 50 yuan Project Exercise: 1, 2 Second class (8) Teaching content: 2 1 page, Example 3. Teaching goal: to be able to answer related questions according to the prices of various school supplies. Teaching emphasis: you can buy things in a planned way according to your own money. Teaching process: 1. Prerequisite evaluation: 1 yuan = () angle 1 angle = () is divided into two parts: introducing new lessons and writing on the blackboard; 3. Guide learning to reach the standard; 4 yuan money; Exercise book; 4 cents; A bottle of glue; 5 cents; A pencil; 3 cents; Pencil sharpener; 6 cents; A ballpoint pen; 1 yuan; A pencil box; And 8 yuan money; 65433. Buy a bottle of glue and 1 ballpoint pen with 2 yuan money. How much is left? I can only buy a pencil sharpener with my money. Guess how much money I might have? (1) What are you going to buy if you have 2 yuan money? (2) What other questions can you ask? (3) Tell me how you cherish RMB and how you save money. The third class (practical class) (9) Teaching content: dealing with exercise 2, questions 3-7. Teaching goal: I will use what I have learned to answer questions. Teaching emphasis: can solve mathematical problems in life. Teaching process: 1. Prerequisite evaluation: 1 yuan = () angle 1 angle = () is divided into two parts: new lesson introduction and blackboard writing. Third, guide the students to reach the standard, fill in the blanks in "Exercise 2" questions 3-7, and guide the students to complete and comment collectively. Question 5: How much should I refund for buying the following fruits? Ask the students to clarify the meaning of the question and answer it correctly. Question 6, shop assistant. Answer the questions first, then ask the math questions. Question 7: Environmental protection recycling station. Guide the students to answer correctly. Question: Obviously Fangfang has the same amount of money. There are 7 cents left after buying a dictionary and 8 cents left after buying a fairy tale book. Is the dictionary more expensive or the fairy tale book more expensive? Let the students clearly understand the meaning of the question and correctly answer the assigned homework: Review the fourth question (10). The teaching goal of the first class is to be able to skillfully use what you have learned to answer questions. Teaching emphasis: be able to skillfully use what you have learned to solve mathematical problems. Teaching process: First, talk introduces new lessons and blackboard writing topics. Second, the guiding standard 1, review number 63 can be divided into 60 and (), 40 and 8 constitute (), and 27 points can be divided into () and (). 2. Answer the phone (connect) 27 pages: 2 questions. 3. Fill in the following figures on the horizontal line in descending order: the number with 8 out of ten digits ——————————————————————————————————————————————————————————————————————————————————————————————————————————. Teaching emphasis: master the knowledge learned skillfully. Teaching process: First, talk introduces new lessons and blackboard writing topics. Deal with and review questions 5-8 (1). Question 5: Fill in the blanks. Let the students complete 5 yuan = () angle 17 angle = () yuan () angle for 30 minutes = () angle 2 yuan 3 angle = () angle 20 angle = () yuan 4 angle = () points (2) Question 7: When teaching the seventh question, students should be organized to play games according to the requirements of the topic. During the competition, the way of competition can be adopted. (3) Exercise 8: Ask students to help their mother buy things, and then tell your friends about the process of buying things. Conclusion: The students communicated well. In short, there are many ways to pay for this problem, and it is necessary to cultivate the flexibility of students' thinking through various payment methods. The third lesson (12), self-evaluation 1, color the ○ to the right of the correct answer. (1)7 digits: 72 027 067 021number greater than 59: 70 058 0600 03) 8 digits: 86 088 028 04) Maximum two digits: 6544. Find a pattern and fill in the numbers: (1) 48-50-()-54-()-(2) 90-88-()-()-() (3) 50-60-()-80-() Xiaoli:. Xiao Qiang: I dance less than Xiaohua. How many times did Xiaoli jump? How many times can Xiao Qiang jump? (Draw "○" under the appropriate answer) 87 times 83 times 50 times 85 times 95 times 4. * * *, how much is it? 20 yuan 1 2 yuan, 5 yuan, 0 yuan1RMB 55,555 () RMB () Sub-assignment: 24 pages: 3 -4 questions Lesson 1 (13) Practical activities: catch up with the teaching content: textbook page 30-365,438 +0. Teaching objective: 1. I will use my knowledge to solve simple practical problems and feel the application value of mathematics in daily life. 2. Cultivate students' problem awareness and problem-solving ability. 3. Cultivate students' active participation in cooperative learning spirit, and carry out necessary emotional communication and ideological education. Teaching emphasis: let students know that getting to the scene means getting to the meeting. Teaching process: First, talk introduces new lessons and blackboard writing topics. Students, you have all held expositions under the leadership of your parents. Fair is also called fair. Shall we go running together today? Write on the blackboard (catch up) 2. Guide students to reach the standard of 1. Ask the students to observe the chase scene: three children buy trees, one in 2 yuan, 10 yuan buy seedlings. What questions can I ask? Five dollars for two trees. What questions can I ask next? 2. Observe the scene of buying fish. Fish 9 yuan, cross 10 yuan, how much should I change? 3. Observe the scene of buying food. Use 10 yuan to buy food and find 8 yuan. Think about how much these dishes are worth Third, assign homework: let parents lead the shopping and see if the change is right after buying it. The second lesson (14) teaching content: Introduction to the textbook: catching up with the teaching objectives: 1, knowing that catching up can use a lot of mathematical knowledge. 2, can put forward mathematical problems according to the scene diagram. Teaching emphasis: can solve mathematical problems in life. Teaching process: First, talk introduces new lessons and blackboard writing topics. Second, guide the standard (1) to observe the site map, and the superior species promotion station. 1. Look at the picture. What did you find? 2. Tell the scientist the story of Grandpa Yuan Longping. 3. Promoting agriculture through science and technology and scientific farming. 4. What math questions would you ask? Ask questions by name. Collective appraisal. (2) I can use a lot of math knowledge to understand that rush. Buy saplings, vegetables, fish and change money. (3) Let students think. What other math questions can they ask? 1, buy excellent seeds: 2 yuan 1, 3 yuan 1, 5 yuan 1, 4 yuan 1, 3 yuan +2 yuan +5 yuan +4 yuan = 14 yuan. After the above teaching, I deeply realize that the key to learning mathematics is to let students experience the importance of learning mathematics. Many people find that mathematics is everywhere in their lives. As long as we carefully observe the details of life, we can find that many numbers are within 100, which is the combination of students' old and new knowledge. Teaching should also respect students' choices, and give full play to students' personality by saying your favorite numbers. We also use the words "Teacher likes 68 best, because there are 68 children in our class who like you very much" to reconcile the relationship between teachers and students. In the process of finding rules, on the one hand, let students find out the arrangement rules of numbers in the table as much as possible, on the other hand, tell the arrangement rules of a number, so as to deepen students' understanding of the arrangement rules of numbers within 100, let students experience the application value of what they have learned by comparing the sizes of numbers, and improve their knowledge mastery level through value experience. Reflections on RMB teaching While teaching students about RMB, the starting point of teaching is directly based on students' life experience. Students know from their life experience that they need money to buy things, and they don't need to explain all the money. Some of them have been known by students in their lives. Teachers can let students be small teachers and introduce money to other small partners, so that students' life experiences directly affect their studies. It not only shortens the distance between the learned knowledge and real life, but also effectively stimulates students to actively participate in the learning process and cultivate their successful experience. It is also necessary to introduce to students that the written language of money is "RMB", standardize students' living language into written language, and guide students to know RMB in their lives. In addition, how to classify RMB and how to recognize RMB units are all solved by students themselves. In teaching, we should also pay attention to understanding the combination of RMB face value and RMB value. When students know the face value of RMB, let them think about "what can this RMB buy". Only when students know the face value of RMB can they really understand RMB. Therefore, we should pay attention to the introduction of mathematical problems from real situations, the influence of students' life experience on learning, stimulate students to actively participate in the learning process and cultivate students' successful experience. Secondly, we should guide students to cherish the good character of RMB. Teaching content of Unit 2, Lesson 1 (15): Position and direction Teaching goal: 1, which can identify up, down, front and back directions and describe the relative position of objects with these directions. 2. Solve related problems. Teaching emphasis: let students know up, down, left and right. Equal orientation. Teaching process: 1. Prerequisite assessment. Second, the dialogue introduces new lessons and blackboard writing topics. Third, guide students to observe the color pictures of Example 3 on page 19. After school, the students go to the park, some play hide-and-seek, some lose handkerchiefs, and some play football. Look at the picture above. 2. Show the students the photos of the lost handkerchief. What questions can I ask? Answer by name and modify collectively. Tell me who is around you. Ask questions and comment collectively. Assignment: Xiaohong is in front of Xiaojun and Xiaodong is in Xiaojun's () face. There are (), () and () after Xiaohong, and () before Xiao Fang. What else can I say? The second lesson (16) teaching content: up and down, front and back teaching objectives: 1, understanding the up and down, front and back position relationship of objects or people. 2, can say up and down, front and back position. Teaching emphasis: be able to tell the up, down, left, right, front and back positions. Teaching process: 1. Guide the students to read the color pictures on page 34 of this book, let them say what is on the pictures and give affirmation to the correct answers. 2. Name the animal pictures. (1) The eagle is above the peacock. (2) The cuckoo is on the left of the peacock. (3) The white crane is under the peacock. (4) Myna is on the right of peacock. 3. Ask the students to tell what's under the sunbird. Give affirmation and encouragement to each student's correct answer. Ask the students to read the color picture on page 35 of the book and tell who is in the picture and who is in front of whom. (1) Soldiers are behind the troops, which are () platoon and () regiment. (2) Red sits on the soldier's right, which is () platoon and () group. (3) Sitting on Lingling's left are Row () and Group (). 5. Summarize the main contents of this section. 6, standard evaluation, complete one and do one. Exercise 3, Question 1, 2, 3, 4, the third lesson (17) Teaching content: left and right teaching objectives: 1, can distinguish left and right. 2. Will answer relevant questions correctly. Teaching emphasis: be able to distinguish between left and right. Teaching process: First, introduce a new lesson and write it on the blackboard. Second, teach a new lesson 1. Let the students stretch out their right hand and know that the other hand is left. 2. Ask the students to look at their two hands and say which is the left hand and which is the right hand. 3. Guide the students to say that each of us has two hands. Think carefully, students. What can their two hands do? 4. Let the students read the book on page 36. Question 1: Do it. Put the exercise book under the math book, the Chinese book on the math book, the pencil box on the left and the pencil on the right. 5. Question 2: Guide students to think about which row they are sitting in. Who are your classmates before, after, left and right? 6. Question 3: Students carefully observe how many uncles and aunts ride bicycles on the bus, and they all walk on the right side of the expressway. Have they all obeyed this traffic rule? Third, classroom activities, exercises and doing. Page 37 of the textbook: Questions 4-5 IV. Summarize the main contents of this section. 5. Homework: Exercise 3: 1, 2, 3.