1. Math lesson preparation plan for the first grade of primary school
Teaching objective: 1. Make students have a certain perceptual knowledge of rectangle, square, triangle and circle, know the names of these figures and recognize them.
2. Cultivate students' abilities of preliminary observation, imagination and language expression.
3. Cultivate students' practical ability, the spirit of active exploration and the consciousness of cooperation with others.
Teaching preparation:
Some graphic paper products, school tools, multimedia courseware, scissors, etc.
Teaching methods:
Group activities, every four people as a group, with a team leader.
Teaching process:
First of all, (create situations and introduce new lessons)
Introduction: Children, today the teacher brought you some old friends. Do you know them?
1, admit it
Show cuboids, cubes and cylinders, and let the students know and say the names of the objects. (Courseware demonstration)
2. Select an object
Are there any of these things in your schoolbag? Let the children choose what they like. Have you chosen?
3. Preliminary perception (touch, draw, cut, cut and paste)
Teacher: Please choose a face to touch. How do you feel?
So, do you want to leave the touched surface on the paper? Who can come up with a good idea? Let the children choose the way they like, leave the touched noodles on paper and cut them with small scissors. Let's listen to music and see which children can cut fast and well.
Do you want to cut out your own graphics and post them to other children? (Teachers and students * * * paste the cut graphics together)
Second, (revealing the theme)
The graphics cut by the children are really beautiful. Do you want to see more clearly? Look! The teacher has moved the graphics you cut to the big screen.
Who can give these numbers a nice name?
Now, let's look at these figures. Are they similar?
Compare cuboids and cubes.
Transition: This is the new knowledge we learned today, understanding graphics.
Third, (practical operation)
We already know these four kinds of graphics. Let's look around and pose.
1, with nail plate.
2. Use a small stick.
Fourth, (recess activities)
Today, we know new graphics. Children, are you happy? Let's celebrate with songs! (Teachers and students sing Happy Clapping Song together)
Five, (towards life, improve the ability)
1, found (found the relevant graphics in life).
Teacher: Just now, we already know these four kinds of figures. Please consider them carefully. Do they exist in our lives? (Yes)
Please find out and tell your children if you find it!
2. distinguish. (The teacher shows some objects and points to related objects. )
Teacher: Little friend, you have found so many interesting graphics, and the teacher has found some back. Do you want to see it? Let's play a quick answer game, and the children who know it will stand up and say at once. What is this? What shape is its face? (The teacher shows several prepared physics courseware)
3. Count.
Look, how interesting math is. Even the graphics we learned today can make beautiful pictures. Children, let's count these interesting numbers together! (Courseware shows combined graphics)
Step 4 recognize it. (Multimedia display of traffic signs)
Look, children! What is this? (Traffic signs) What do these traffic signs mean? What are the graphs in each graph? Who would say? Cross the road and take the zebra crossing. Conduct traffic safety education: educate students to know traffic signs, obey traffic rules and drive safely. )
2. Math lesson preparation plan for the first grade of primary school.
1. analysis task: the second volume of primary school mathematics textbook "understanding of yuan, jiao and fen" Buying goods with RMB is a common thing in people's daily life. Students often encounter some practical problems, such as buying tickets, food, toys, learning tools and paying fees. Therefore, it is of great practical significance to learn the knowledge in this unit. The main task of this class is to let students know the types of RMB and know how to cherish RMB. Understand the relationship between yuan, angle and minute, and know that 1 yuan = 10 angle, 1 angle = 10 point, know that you should pay attention to politeness in daily shopping, and let students know how to save pocket money.
Second, pre-class research:
First-year students all have the experience of spending money, but how much do they know about RMB? I made an interview survey of 15 students.
The survey was conducted in the form of chat, and the main issues involved were:
(1) Do you know what money is in the world?
(2) Do you know the name of our currency?
Do you know how many kinds of RMB there are?
(4) Have you ever bought anything yourself? Can you tell me how you bought it?
(5) Do you know how many angles 1 yuan equals?
A pencil sharpener costs 5 yuan 70 cents. Do you want to take some money? What else can I do? (The teacher provides sample coins)
Through these questions, I found that: students have a certain understanding of RMB, but little knowledge of other countries' currencies; Students' life experience is not rich enough, and some students have not bought anything independently; The relationship between element, angle and minute is not very clear. Among the 15 students surveyed, 10 students can clearly say that 1 yuan equals 10 angle, and 1 angle equals 10 point. Only 7 students can say that 1 yuan 50 angle is 6544.
According to these problems, I added some introductions about foreign currency in the teaching design, so that students can have a preliminary understanding, focusing on the conversion between yuan and jiao, and solving practical problems in life, such as: I bought a pen with 1 yuan, what money can I buy? Let students finally restore what they have learned to life.
Third, the teaching design:
Teaching objectives:
1, know RMB, and understand the relationship between yuan, jiao and fen. Know 1 yuan = 10 angle.
2. Through simulated shopping and other activities, let students understand the role of RMB in social life and the connection between mathematics knowledge and real life.
3. Let students know how to use pocket money reasonably and how to use and care for RMB.
Preparation of teaching AIDS and learning tools: courseware, simulated RMB, cards.
Teaching process:
(1) import
1, (the courseware shows the word "shopping")
Teacher: Little friend, do you know the word "big screen"? Who can read it aloud?
Health: Shopping.
Teacher: What do you mean by shopping?
Health: Shopping.
Teacher: Yes, it costs money to buy things.
Teacher: Do you know what money there is in the world? (Courseware shows national currencies)
Teacher: Children know so much! Japan uses Japanese yen and the United States uses American dollars. )
2. The money to guide China is called RMB.
Teacher: What's the name of our currency?
Health: RMB.
Teacher: OK! Let's get to know RMB today. (blackboard writing: understanding of RMB)
(2) teaching new courses
1. Concentrate on learning and understanding RMB of various denominations.
Teacher: Please take out the prepared purse. (deskmate cooperation)
Teacher: Show your deskmate the RMB you know and see who knows the most. Let's go
(Teachers visit)
Teacher: I just looked at it and the children recognized it well. Let me see if you are all right. (Courseware demonstration)
Teacher: How did you recognize it? (Focus on numbers and colors)
(Group 1: Enlarge 100 yuan; Group 2: Enlarge 20 yuan; Group 3: Enlarge RMB 10).
(One-dollar, fifty-cent and ten-cent coins and banknotes appear at the same time)
Teacher: Are these two the same? What is the difference? (Pointing at coins, paper money courseware)
Health: One is paper money and the other is coins.
Teacher: Yes, they make different materials.
Teacher: What are the backs of two coins?
Health: the national emblem.
Teacher: What is the national emblem?
Health: It is the symbol of our country.
Teacher: Many RMB have national emblems, so we should cherish RMB and don't scribble on it.
2. Classify RMB
Teacher: What do you think of so much money on the table?
(Courseware shows a mess of money, face value reference book P54)
Health: It's a mess.
Teacher: Then can you divide it regularly?
Let a child say that the teacher moves the mouse to sort the money.
Teacher: Which child wants to score? Tell me what you divide by.
Student: Divide by the number.
Teacher: What's the difference?
Student: Coins are divided into paper money.
Health: by yuan, angle and minute.
Teacher: Yuan, jiao and fen are the unit names of RMB. Three brothers, who will line up?
Health: Yuan is the eldest, Horn is the second, and the third (follow the children, just make your meaning clear).
Teacher: The children speak very well! Now open page 55 of the textbook. Do you know all the RMB in the book? Do you find any difference between the RMB printed on the book and what we just saw?
Health: There is a red diagonal line in the lower left corner.
Teacher: Do you know why?
Health: This is money.
Teacher: The child has a wide range of knowledge. This is sample money and can't be used.
3. Simple conversion between angles
Teacher: Just now, we know RMB, and we know that RMB can be divided into Jiao Yuan points. Is there any relationship between them?
(Courseware demonstration) One dollar and twenty cents can be exchanged-() One dollar and ten cents, and one dollar and fifty cents can be exchanged-() One dollar and ten cents.
Teacher: (The teacher demonstrates changing 2 cents. Please bring your own money to exchange! )
Children at the same table exchange 50 points for each other (teachers patrol)
Teacher: (reporting the results) Who wants to come up and perform for everyone?
(Please ask two children to take 5 cents from the podium and exchange them with other children 1 cent)
Teacher: Just now, the children only changed 20 points and 50 points, and now four children change at will. (with the money they prepared)
Teacher: Have you changed it? How did you change it? Who wants to tell the teacher? (Please invite 3 groups of children separately)
4. Learn 1 yuan = 10 angle.
Teacher: Here are some toys, one yuan each. Who wants to buy them?
(Show the money that students buy to their children, which shows that there are many ways for children to get 1 yuan. )
Teacher: Can the teacher sell it to him? Are there any different payment methods? (3-4 groups, different points)
Teacher: What did we find in the 1 yuan paid by the children we never bought?
Teacher: Yes, no matter how you pay, does it add up to 10 cent?
1 yuan = 10 angle (blackboard writing, courseware demonstration)
Teacher: Then can you guess how many points 1 angle equals? Use the school tools in your hand to verify it.
Health: 1 angle = 10 (blackboard writing)
Teacher: OK! Let's look at these questions and tell us what you think.
(Courseware demonstration exercise 20 Angle = () Yuan 3 Angle = () Angle 1 Yuan 2 Angle = () Angle)
(c) Games and supermarket shopping
Teacher: Do you want to buy what you want with your money?
Teacher: OK! We went to a small supermarket and invited a child to be a clerk. Who wants to (prepare a cartoon clerk's hat)
Teacher: Who wants to buy it? Take the money you need!
In the operation, the teacher instructed: Have you counted his money? Ask the shop assistant: What do you think is the responsibility of being a shop assistant? And interspersed with polite education)
Teacher: Let's cooperate in groups. First of all, please ask the team leader to be a salesperson. Four people take turns, two people buy and one person supervises, and the amount paid is correct.
Teacher: Children use their own money to buy what they need. In the future, children can't bother their parents with everything. Some things can be bought by ourselves, but we should not squander our own pocket money. We should accumulate it and use it where it should be used, okay?
(4) Summary
Teacher: What did you learn in this class?
Let the students talk about their feelings in this class.
(5) Blackboard design
Understanding of RMB
Jiaoyuanfen
1 yuan = 10 angle.
1 angle = 10 point
3. Math lesson preparation plan for the first grade of primary school.
First, review the introduction. We know centimeters and meters. How long is 1 cm? Please compare it by hand.
How long is 1 meter? Please stretch your arms and compare them.
(The students stood up and gestured, and the teacher took the meter ruler to patrol among the students and found that there was a big error to be corrected. )
Second, the actual measurement of classroom items.
1. Do you want to know how high the desks we use every day are?
Please estimate the approximate length of your desk. Tell your deskmate the result of the estimation, and then you two can test it together to see who can estimate accurately. (Student activities)
2. After the activity, please report the results of estimation and measurement.
3. Ask the students with accurate estimation to introduce the estimation method to the students.
(Instruct students to evaluate other students' estimation methods during the reporting process)
What is the height of the table you measured?
Tell me how you measured it.
5. After the activity, report collectively.
Compare groups measuring the same object length to check whether the measurement is accurate. )
Third, find and use your own measuring tools.
Students, in fact, we also have many rulers on us. Let's find our own ruler, shall we?
Please measure your height.
(1) What does height mean? (Height from sole of foot to top of head)
(2) estimate first, then calculate. You can measure by yourself or cooperate at the same table.
(3) Talk about measurement methods.
2. Measure your own steps.
What does (1) step mean? Toe to toe or heel to heel distance. )
Emphasis: Step size is the length of one step at ordinary times. Don't deliberately take big steps.
(2) Estimate the length of one step before measurement. You can work in groups.
(3) Who is the most accurate? Please introduce this method to students.
(4) How did you measure it?
3. Measure the distance between your fingertips when your hands are stretched horizontally.
4. Use the ruler on your body for evaluation activities.
Just now, the students measured their height, stride and the distance between their fingertips when their hands were stretched horizontally. In fact, these are all good rulers. Next, the teacher will check whether your ruler tube is easy to use.
(1) Ask two students to come to the front and ask them to estimate his height and tell us how to estimate it.
(2) Estimate the waist circumference and head circumference of these two students.
Do you know what waist circumference and head circumference are?
Please estimate the waist circumference and head circumference of two students. How do you estimate it?
Now I want to know the exact length of waist circumference and head circumference of these two students. How to measure them? Who has a better way?
(3) Use step size to carry out estimation activities.
You know your own step, please take this line as the starting point, estimate where 10 meter will go, and make a mark yourself.
② Take another walk and see how many steps it takes for this 10 meter? Looking at such a long distance, please estimate how many students need to hold hands to reach 10 meter. Who wants to have a try?
What do you think of through these activities? Can you estimate the length of the object correctly?
5. Introduce the common sense of the length relationship between different parts of the human body.
Fourth, practice.
1, P 18 question 2.
(1) Look at the picture. Do you think it's weird?
(2) Ask the students to estimate the heights of Xiaoming and Smart Dog respectively, and talk about how you estimate them.
(3) Guide students to pay attention to the method of recording.
2. Question 3 of P19.
(1) Look at the picture to understand the meaning.
(2) Students communicate independently.
Verb (abbreviation of verb) summary.
What did you learn from this course?
4. Math lesson preparation plan for the first grade of primary school
Teaching content: Example 4 and "Doing" on page 73 of the textbook.
Teaching objectives:
1, so that students can further grasp the concept of phase difference, understand and master the problem-solving ideas and calculation methods of solving application problems with one number more (less) than another.
2. Cultivate students' interest and habit of quantitative observation and thinking when encountering problems, and promote students to form a preliminary calculation meaning.
3. Let students feel the role of mathematics in daily life and experience the joy of success in the process of solving practical problems with what they have learned.
Teaching emphases and difficulties:
It is clearly "one number is more than the other, and the other number is less than this number".
Teaching preparation:
Example wall chart, great.
Design concept:
This course is about the application of two-digit MINUS one-digit and integer ten calculation. In the teaching process, we should pay attention to cultivating students' thinking methods and enhance the significance of students' applied mathematics.
Teaching process:
First, review.
The first line: the second line.
The second line: ○ ○ ○.
◇ There are () more than◇.
◇ can be divided into two parts, one with◇ () and the other with◇ ().
Second, explore new knowledge.
1, teaching example 4.
(1) Draw a wall chart of Example 4 and ask the students to tell each other the meaning of the chart.
(2) The quantitative relationship between teachers and students is analyzed.
(3) Let the students put sticks by themselves and discuss the conclusion that "Xiao Lei has fewer red flowers than Xiao Xue, that is, Xiao Xue has more red flowers than Xiao Lei".
(4) Formula: 12-8=4 (flowers)
Answer: Xiao Lei has four fewer red flowers than Xiaoxue.
(5) Ask another student to look at the picture and say what it means.
2. "Do it" on page 73 of the textbook.
(1) What conditions does this question tell us and what questions should we ask?
Asking me to have fewer books than you means asking you to have more books than me, or asking you to have fewer books than me. )
(2) Students independently complete and collectively revise.
3. summary.
Who can talk about the similarities and differences between Example 4 and Example 3?
(Example 4 is an application problem with a number less than another number, and Example 3 is an application problem with a number greater than another number;
These two questions are the difference between two numbers, and they are all calculated by subtraction. )
Third, consolidate the practice.
1. Complete the second question in exercise 13.
2. Complete the third question in exercise 13.
Fourth, class summary.
Let the students talk about the gains of this class.
5. Math lesson preparation plan for the first grade of primary school.
Teaching objective: 1. In the process of extracting information from the map of small farmyard, guide students to initially perceive the cardinal meaning of 1~5, know the sequence of 1~5, and know, read and write these five numbers.
2. In teaching activities, cultivate students' sense of numbers and feel the close connection between mathematics and life.
Teaching focus:
Cardinal meaning and writing of 1~5.
Teaching difficulties:
1~5, and initially establish a sense of number.
Teaching process:
First, create a situation to stimulate students' interest
Teacher: Students, do you know what they have all year round?
Student: Yes. Spring, summer, autumn and winter.
Teacher: What season is it now?
Student: Autumn.
Teacher: By the way, it's autumn. The autumn wind is refreshing and fruitful. This is a harvest season. Let's take a look at this old woman. Did she gain a lot at home?
Student: Yes.
Teacher: Students, look at what's in this picture.
Student: Pumpkin/Flower/Grandma
Second, enter a new class.
Teacher: How many pumpkins are there?
Student: Five.
Teacher: How many flowers are there?
Student: Three quarters.
Teacher: Three minutes, five minutes and four minutes are all like this, which makes the teacher feel very confused. We should do it in order. The teacher taught us that we can grow up from small to large. What is the minimum quantity?
Student: 1.
Teacher: What is the quantity of 1 in the picture?
Student: An old woman/a puppy/a pile of corn.
Teacher: That's right! Grandma, puppy and corn are 1, which can be expressed by the number 1. Then we have finished counting the things with the quantity of 1. What quantity shall we count next?
Student: 2.
Teacher: Then please count what the number 2 in the picture can represent.
Student: Two ducks/two baskets/two plates.
Teacher: That's right. Their number is two, which can be represented by the number two. What do you want to count after counting?
Student: 3.
Teacher: Then please count the things that can be represented by the number 3 in the picture.
Student: 3 birds /3 potted flowers /3 butterflies.
Teacher: Great, it's all three things, which can be represented by the number three. What should I do after counting to three?
Student: Count to four.
Teacher: Please count. What can the number 4 in the picture stand for?
Student: 4 chickens /4 sunflowers.
Teacher: That's right. The number of chickens and sunflowers is four, which can be represented by the number four. What should be next?