Su Jiaoban Primary School Grade One Volume II Mathematics Teaching Plan
Teaching goal 1, initially perceive the meaning of classification and learn the method of classification.
2. Students can improve their creative ability, observation ability, judgment ability and language expression ability just by looking at a point.
3. Initially learn to cooperate and communicate with others.
I realize that there is mathematics everywhere in my life.
Single standard teaching plan
teaching process
First, create scenarios and explore new knowledge.
1, perceptual classification
Example 1
What did you all see? How to classify?
Su Jiaoban Primary School Grade One Volume II Mathematics "Single Standard" Lecture Teaching Plan: Revealing the topic and putting the same things together in life is called classification.
(Blackboard Title: Classification)
2. Consolidate the classification of development experience
According to the shape of a point, how to record the result of that point?
Discuss and report.
Plate analysis method.
How else can I divide it?
Second, consolidate and strengthen differential innovation.
1, courseware demonstration exercise 7 1, 2, 3, students complete collectively.
2. Open practice to expand your thinking (divided into cubes) Teacher: Students take out your other bag of study tools. Please classify these items. Student group activities (4 minutes) report and exchange.
Third, the class summary
The second phase of Jiangsu Education Edition Primary School Grade One Volume II Mathematics Teaching Plan
We know the teaching goal of numbers.
1. Use numbers within 100 to describe things in life and cultivate a sense of numbers.
2. Cultivate estimation awareness and improve estimation ability.
3. Accumulate experience in activities, learn to cooperate and communicate with others, improve interest and self-confidence in learning mathematics, and enhance the awareness of looking at the surrounding things and daily life with the concept of mathematics.
teaching process
First, create a situation to stimulate interest
Computer animation, creating situations: cartoon image Pikachu takes children into the digital kingdom.
Narrator: In the kingdom of numbers, there are numbers within 100 that we have learned. These are all the figures we know.
They often come into our lives.
Second, exploration and problem-solving activities
1, the first part of "say it".
Put the first picture, play what the students say, and put the corresponding scene picture.
Narrator: These students are so thoughtful. Can you find these numbers in your life? Talk to the children in your group.
After the students have finished speaking in the group, organize the students to communicate and let the students fully refute as much as possible.
Narrator: The students spoke very well. As long as you observe carefully, you will find more numbers in your life.
2. The second part of "Tell me about it".
Question: Who will tell me how old you are this year? I remember my age very clearly. Who can tell me the age of everyone in my family? (Tell me how many people are there in my family first, and then tell them their ages respectively) Assign two students to say that when everyone wants to say it, let them tell it to the classmates at the same table, and finally let the two students say it.
Narrator: The students spoke very well, which shows that you usually care about your family. Next, let's do an intelligence test to see who is the cleverest. (Show the second picture)
Question: Look, this is Xiaoming's family. There is a person in their family who is 4 years old this year. Guess who this person might be? Who else could it be?
Narrator: You all guessed right! In your family, grandparents are older, usually around 0 years old; Mom and dad are middle-aged, about 30 years old; And you are the youngest, no more than 10 years old this year.
3. "guess".
Narrator: Next, we are going to play a guessing game, which requires the cooperation of the team leader and the team members. The task of team members is to operate according to the teacher's requirements, and the team leader should record the results of team members' guessing.
(1) Please grab a handful of sweets and count how many there are.
Number of team members, record of team leader. When finished, judge the winning team, reward the co-stars, and then name them. The teacher wrote down the number of grains that three students said on the blackboard in the table.
Narrator: The students grabbed a handful of candy, about 10.
(2) Let the students grab a handful of peanuts. Don't count them Let's guess how many.
Tell the team leader your evaluation results. What is the estimate? Count the peanuts in your hand and tell the team leader the result. What is the estimate?
After the group activities, the winning team will be judged and the co-stars will be rewarded.
Question: Who will tell you the result of his guess and number? (The teacher writes down the number of grains spoken by three students in the table) What do you think of your estimate?
(3) Narrator: As can be seen from this table, three students have more grains in a handful of peanuts than in a handful of sugar. Are other students the same? Why? Please discuss in groups.
Group discussion, teacher guidance, teacher guidance. After the discussion, the designated representative will speak and the rest of the students will supplement.
Summary: Because a peanut is smaller than a sugar, a handful of peanuts contains more particles than a handful of sugar.
(4) Narrator: Please grab a handful of soybeans and don't count them. Do you think a handful of soybeans is more or less than a handful of peanuts? (Name) How many tablets do you estimate?
(Team leader records) After the estimation, grab a handful of soybeans and count them, and let the team leader record the results.
After the results of group activities come out, the winning group will be judged and the cooperative stars will be rewarded.
Question: Who will tell you the results of their guesses and calculations? (The teacher writes down the number of grains counted by three students in the table) What do you think of your estimate?
(5) Look at the table: the number of grains in a handful of soybeans is indeed more than that in a handful of peanuts, which shows that your prediction is correct. Why?
Narrator: Because a soybean is much smaller than a peanut, you should think that a handful of soybeans is much more than a handful of peanuts when estimating, so the estimated result will be closer to the actual record.
4. "Counting"
Show me the fourth photo.
Question: Where is this picture? What is the child's number in the picture? If we go to the campus, what else do you want to count besides the children in the picture?
Would you please go out of the classroom together and count them in groups on campus? We will report to the classroom in 10 minutes.
Students are grouped to participate in outdoor activities.
Organize students to communicate after counting.
Narrator: Just now, all the children observed carefully and counted well.
[Comment: After students fully realize the connection between mathematics and life, statistics in batches is to improve students' consciousness of consciously using mathematics knowledge to solve problems in life, so that they can really learn mathematics in life and valuable mathematics. In addition, this activity can also eliminate students' fatigue, further stimulate students' enthusiasm for learning, and let classroom teaching set off a small climax again. ]
Third, the class summary
Narrator: That's all for this class. The students all performed well. Finally, let's see what Pikachu has to say to us. Play dubbing: Students, there is mathematics knowledge everywhere in life. You must be conscientious, observe and think more, and discover the mysteries of mathematics. Would you?
Sansu Education Edition Primary School Grade One Volume II Mathematics Teaching Plan
Teaching content multiplication application problem (textbook page 82 page 83 "Think about it" problem 1-5)
Teaching objectives
1, can analyze the relationship between simple application problems of multiplication.
2. Cultivate students' abilities of observation, analysis, comparison and language expression.
Teaching preparation
Some CDs.
teaching process
First, create scenarios and introduce activities.
1, Teacher: Children, it's June Day. Everyone planted many flowers to decorate the classroom. Let's see what flowers are planted. The courseware shows that a basket contains some blue flowers, red flowers and yellow flowers.
Everyone stood up and counted the number of each flower.
It shows that there are two red flowers, four yellow flowers and three two flowers from blue.
2. Understanding: There are two blue flowers and four red flowers. We say that the number of red flowers is four times that of blue flowers, and three yellow flowers are two. How can we say that? (Answer by name)
Step 3: Swing
Students take out small pictures.
(1) The first row needs two disks, and the number of disks in the second row is three times that in the first row.
Q: The number of discs in the second row is three times that in the first row. How many disks are there in the second row? How do you take pictures?
Blackboard: 3 22×3=6
(2) The first row is required to have three wafers, and the second row is four times the size of the first row.
Discuss together: how to say it? How is it placed?
Second, cooperative exploration, building new knowledge
1. Look, there are two blue flowers. The number of yellow flowers is three times that of blue flowers. Can you tell how many yellow flowers there are? what do you think? (Discuss in groups of four)
Communication: The number of yellow flowers is 3 times that of blue flowers, and the number of yellow flowers is 2×3=6, so there are 6 yellow flowers.
2. Think about it: How many times are red flowers more than blue flowers? How many red flowers are there?
(Talk to each other in the group) List the formula: 2×4=8.
3. Summary: As can be seen from the above, what is the multiple of a number? Is to find the sum of these numbers, so we have to use multiplication to calculate.
Third, apply forms and lines to strengthen practice.
1, page 82 of the textbook, page 83 "Think and do" 1 and 2, look at the pictures, understand the meaning and fill in the blanks. Students do it independently.
2, the third question, the students are posing, posing.
3, the game, change butterflies (make the fifth question a headdress, students choose according to the topic)
4 times 5×4, 3 times 2×3 of 2.
Three 43× 4, 4 times 2×4.
Fourth, self-evaluation to deepen understanding.
What did we learn in this class? Are you satisfied with your study?
Verb (abbreviation for verb) class assignment
Page 83, question 4
Postscript: students don't understand well.