The first part: Selected teaching contents of the whole volume of mathematics teaching plan in the second volume of senior one.
? Compulsory education textbook, Grade One, Volume II, Unit X, Page X, Example X, Exercise X, X.
Teaching objectives
1. Students get a preliminary understanding of the idea of classification through a little activity and cultivate their preliminary classification ability.
2. By operating the classification method, we can choose certain standards to classify the objects and make simple statistics on the classified objects. Initially form the habit of thinking about problems and sorting things out in an orderly way.
3. Let students realize that there is mathematics everywhere in life, form orderly living habits, and use what they have learned to solve practical problems in life.
More difficult: Learn how to classify problems and make simple statistics. Let students realize that there is mathematics everywhere in life.
Teaching aid preparation: courseware, all kinds of magnetic stickers.
Prepare learning tools: white paper and pencil.
teaching process
First, create situations and introduce new lessons.
Children, do you have many toys at home? How many? On xx, xx, xx teacher saw a news on the Internet: the XX-year-old grandmother collected more than xxx toys (with words and pictures). So my toy, does this old lady's house look particularly messy?
In fact, teacher Fangfang also has some toy collections, but you may not!
Second, new funding.
(a), pick a pick.
(Invite X children and take out plush toys one by one: cuttlefish, flounder, camel and devil fish. )
Who can pick out different toys from these X toys? (divided into two categories)
(2) One point.
1. Where should I put another deer?
This is a dwarf. Where is it?
So, now that I have mixed these X toys together, how can I divide them into three categories?
4. Summary: The children are great. The "one point" just now is actually the "classification" (blackboard writing) we are going to learn today. Classification means putting things of the same kind together, and different standards have different classification results.
(3) Learn to classify according to different standards.
1. Here are four pictures (PPT). Let's take a closer look. Let's think about how to classify them.
2. It can be classified by "color", "shape" and "quantity". We realize that different classification standards produce different classification results at one time!
(4) Learn the simple sorting after classification
1. So what is the phenomenon of "classification" in life? (PPT)
2. What's the use of classification?
3. Next, let's watch it together (PPT): There are Chinese, math and English books here. How many? How to classify? Let's just sort it out so that everyone can see it easily and clearly. Let's count it again, add one, and match the data just counted, without missing or repeating it.
4. The teacher asked:
(1) Who has the most? Who has the least?
(2) What other math questions can be asked?
This finishing process is another content "finishing" (blackboard writing) that we are going to learn today.
(5) Learn simple pictographic statistics.
(Teaching aid sticker) The following are several kinds of plane graphics we learned the other day. Can you recognize them?
1. First, let's count how many * * *?
2. Can you classify them? (Invite children to operate the patch in front of the blackboard)
3. Is there any difference?
4. Who owns the most? Who has the least? How do you know that? Emphasize "one-to-one correspondence".
5. How many numbers are there in each type? Record it in the way you like (upload it immediately after taking pictures).
6. Calculate, has the total amount changed after distribution?
7. How to divide it? (Repeat steps 4, 5 and 6)
Third, summarize the whole class.
What did you learn today, children? When you get home, will you tell your parents what you learned today?
The second part: the teaching objectives of the second volume of the first grade mathematics teaching plan of People's Education Press.
1. By filling in the hundred-digit table, students can clearly understand the arrangement order of numbers in xx, construct the relationship between numbers, deepen their understanding of logarithmic concepts and cultivate their sense of numbers.
2. Through the observation and analysis of hundreds of tables, explore the law of numbers in xx, cultivate students' interest in inquiry and develop their thinking.
Teaching emphases and difficulties:
1, find the general law of the number arrangement order in xx.
2. Initially construct the relationship between numbers and establish a sense of numbers.
teaching process
First, create a situation to reveal the topic.
The elf brought a treasure map and led to a "hundred tables"
Second, deconstruct the hundred tables and explore the law of numbers.
1, observe 100 tables and find the law.
Show the numbers given in the first and second lines of the hundred-digit table on page xx, and observe: What are the characteristics of these numbers? Can you fill in the numbers between them in this order?
What's so special about showing two special teams (two diagonal lines) in turn?
Can you fill in the rest? Students fill in these 100 forms in a certain order.
2, color, find the law.
(1) Complete the coloring activity of example x(x) on page xx. The rules of exchange coloring.
(2) Have you found any new rules?
Observe and think for yourself.
Talk to children at the same table or at the front and back tables.
The whole class communicates.
3. Class summary.
Third, expand and improve according to law.
1, find a home for the number:
(1)34 and 56
(2) Pages 78 and 45
2. Complete "Finish" on page xx.
Fourth, the class summary
What have we learned in this class? What did you get?
The third part: the second volume of the first-grade mathematics teaching plan, the whole volume of the People's Education Edition, first, the teaching content.
Textbook xx, xx page, xx page.
Second, the teaching objectives
1, correctly count the numbers within 100, and know that these numbers are composed of ten and one. Understand the numerical order within 100.
2. The number of objects within 100 can be estimated.
3. Cultivate students' ability of observation and operation, as well as their ability of communication and cooperation.
Third, teaching focuses on difficulties.
Will count the numbers within 100 and find out the composition of the numbers.
Fourth, teaching methods.
Demonstration method and hands-on operation method
The Key Points and Difficulties in verb Teaching (Verb Abbreviation)
Will count the numbers within 100 and find out the composition of the numbers.
Sixth, the teaching process.
(1) Scenario introduction
Teacher: Students, how many sheep are there? (10) Then tell the teacher, how did you calculate it? (One by one, five by five)
Teacher: How many sheep are there? Please raise your hand and tell the teacher how you count. (One by one, five by five, ten by ten)
Teacher: In our mathematics kingdom, numbers can usually be counted one by one, and numbers of five can also be counted ten by ten.
Teacher: Now students count the number of sheep on page xx of the book and circle them. Then please discuss with each other at the same table and tell each other how you count.
(2) Explore new knowledge
1. Number 100 (follow the teaching PPT)
Teacher: Students, we saw 100 sheep on the vast grassland before. Now please count from 0 to 100 with the teacher.
(Teacher-student interaction: 0, 1, 2, 3...98,99, 100)
Teacher: We tie 10 sticks together to represent 10, and two sticks together to represent 20. So how much are three sticks? (Four bundles, five bundles, six bundles ... How about ten bundles? )
Teacher: So there are 10 tens in 100.
Blackboard: 10 Ten is 100.
Teacher: The students are all great. Let's follow the teacher's thumbs up and say to ourselves: great, I'm great!
Practice consolidation
Do the x problem on page xx of the book.
3. Composition of two digits (Teaching Example 2)
Teacher: As we said just now, a bundle stands for 1 10. What about seven bundles? (Seven tens, seventy) What about four bundles? (40)
Teacher: So, students, tell the teacher, what are the numbers represented by these two pictures? (70,46)
Practice consolidation
Do it on page xx of the book.
Seven, teaching reflection
When I teach the course "Understanding Numbers within 100", I attach great importance to strengthening the connection between mathematics and life. In order to enable students to correctly count the items with the quantity of 100 and cultivate good counting quality, I prepared various items with the quantity exceeding 100 (including peanuts, lucky stars, beans, sticks, rubber bands, etc.) for each student. Choose so many rich materials, one is to make students realize that mathematics is very close to life, and the other is to give full play to each student's subjective initiative, because different people have different methods, and the same number of people have different methods. These rich learning tools themselves stimulate students and stimulate their thirst for knowledge. The third is to exchange the quantity of goods, so that each student can have a more specific experience. Only with experience can they express their thoughts and communicate with each other. Especially in the process of checking other people's counting, students are more careful and independent, and they will choose a better counting method.
The fourth chapter: the teaching objectives of the second volume of the mathematics teaching plan for the first day of junior high school, the whole volume of the People's Education Edition.
1. Students get a preliminary understanding of the idea of classification through a little activity and cultivate their preliminary classification ability.
2. By operating the classification method, we can choose certain standards to classify the objects and make simple statistics on the classified objects. Initially form the habit of thinking about problems and sorting things out in an orderly way.
3. Let students realize that there is mathematics everywhere in life, form orderly living habits, and use what they have learned to solve practical problems in life.
difficulty
Learn how to classify problems and make simple statistics. Let students realize that there is mathematics everywhere in life.
Preparation of teaching AIDS: cards, forms, courseware, etc.
teaching process
First, create a situation, review the introduction
The courseware shows the scene pictures.
The definition of classification comes from various pictures. (Putting things of the same kind together is called classification)
Second, teaching interaction
1. Group cooperation is classified according to the cards distributed by teachers.
2. The method of fruit diagram in use case 1 uses pictographic statistical diagram and simple statistical table to represent classification results.
(1) Show the fruit map.
(2) Guide the students to the stage and show the results with pictographic statistics.
A, according to the type of fruit. Courseware demonstrates the statistical process, and students summarize the statistical results and guide the recording of the statistical results.
B, according to the graphic shape. Courseware demonstrates the statistical process, and students summarize the statistical results and guide the recording of the statistical results.
(3) Students try to express the results with simple statistics.
First, according to the type of fruit statistics.
B, according to the graphic shape statistics.
(4) Complete the card records distributed by teachers in groups before class.
(5) Classification phenomenon in life.
(6) Summary:
First, what is classification?
B, classification, you can use charts to represent the classification results.
C, classification, classification standards are different, the classification results are also different.
Third, homework: practical application
Students tidy up their schoolbags.
Chapter five: The teaching objectives of the whole volume of mathematics teaching plans in the second volume of senior one.
1, learn to compare the numbers within 100, and solve some problems in life.
2. Cultivate students' good habits such as careful observation, positive thinking, correct comparison and good cooperation and communication with others.
Emphasis and difficulty in teaching
Learn to compare numbers within 100.
teaching process
First, review the introduction and reveal the theme.
1, dialogue introduction: Students, I know you have learned the composition of numbers, the reading and writing of numbers, and the order of numbers. The teacher wants to test you. Dare you accept the teacher's test?
(1), 6 is () digits, 100 is () digits, and 82 is () digits.
(2), 8 of 28 is in the position of (), which means () (); 2 in the () position, indicating () ().
(3) and 36 are composed of () tens and () ones; The number consisting of four tens and five ones is (); There are () ten and () one in 99, followed by ().
(4), according to the data order:
34、35、( )、37 69、70、( )、72
2. The students study well. Let's look at these two questions.
(1), in ○, "<," = ".
15○20 1 1○9 8○8
(2) Of the numbers 66, 25, 9, 89, 75 and 100, the smallest is (), and the smallest is ().
The student answered and asked, "How do you know which number is the smallest and which number is the smallest so quickly?" Guide students to say that one digit is less than two digits, and two digits are less than three digits. Finally, it is concluded that the more digits, the greater the number.
3. Practice at once.
4. If they are both double digits, can you compare the sizes so quickly? In this lesson, we will continue to learn the comparison of numbers within 100. (blackboard writing topic. )
Second, explore new knowledge.
1. Let's play a game. The teacher has some cards with two digits on them. We asked a representative of the two groups to draw cards to see which group had the larger number.
Start the game.
Let the students understand the method of comparing the size of two digits in the game.
2. Summarize the methods of comparing the size of numbers within 100: compare the sizes, first look at the number of digits, and the number with more digits is larger; If they are all two digits, ten digits are different from ten digits, and ten digits are the same as one digit.
Third, consolidate the practice.
1. Students independently complete "Do it" on page 42 of the textbook, and then call the students to talk about how it compares.
Can you tell me the number of the sixties? (In order) Compared with sixty, are these numbers greater than or less than sixty? What about seventy? Forty is between dozens and dozens. Eighty is bigger than dozens, but smaller than dozens.
Fourth, expand the topic.
1, connect. (courseware)
2. Fill in the appropriate figures.
26 & lt2□47 = " " & gt； □7 100 & gt； 3□58 & lt； 5□78 & lt； □2
3. Do you know who I am? (courseware)
Verb (abbreviation of verb) class summary
What did you buy today?
Chapter six: The teaching objectives of the whole volume of mathematics teaching plans in the second volume of senior one.
(1) Knowledge and skills: I will classify according to various standards and appreciate the diversity of classification.
(2) Process and method: Understand simple statistics and answer questions according to statistics.
(3) Emotional attitude and values: Let students realize that there is mathematics everywhere in life, and mathematics can be applied to life.
Teaching focus
The focus of this lesson is to let children classify according to the given standards or the standards they choose, and experience the diversity of classification standards.
Teaching difficulties
Let the students know the simple statistics and answer the questions according to the statistics.
Teaching preparation
Teaching material, PPT
teaching process
(a) review of the introduction
1, pictures show X groups of pictures, find out different kinds and circle them. (Students discuss and raise their hands to answer)
2. Show pictures of fruits, vegetables and stationery for students to classify.
3. Introduce the teaching content of this lesson and ask students to explain what classification is.
(2) Create scenarios and explore independently.
1, for example, X scene diagram.
Teacher: Have a look. What did you find?
Health 1: There are many balloons.
Health 2: There are balloons of various shapes.
Health 3: There are balloons of various colors.
Teacher: There are so many balloons. How do we classify them? Let's talk about them in the group first Students discuss in groups, organize freely, report and communicate.
Health 1: classified by shape.
Health 2: It can also be classified by color.
Teacher: The students are great! I came up with different ways to classify them.
2. Score one point and count it.
(1) Classification by shape.
Teacher: Let's divide into groups first, score one point according to the shape and count how many balloons there are in each type.
Students work in groups. Communicate and report.
Teacher: Who will introduce us first? According to the shape of the balloon, what kinds are your group divided into? How many balloons are there in each category? Tell me how you divide it and how you count it.
Health 1: We divide balloons into spherical balloons, heart-shaped balloons and long balloons according to their shapes. As we count and draw, we know that there are X spherical balloons, X heart-shaped balloons and X long balloons.
Health 2: We also divide balloons into three types according to their shapes: spherical balloons, heart-shaped balloons and long balloons. Let's count first and know that there are X spherical balloons, X heart-shaped balloons and X long balloons.
Show me the form:
Teacher: Good point! What kind of balloons have the most? What kind of balloons are the least?
Health: spherical balloons are the most and long balloons are the least.
(2) Classification by color.
Teacher: Think about it. If you classify by color, how do you divide it? How many balloons are there in each type? Please divide a point in the group to count.
Health: divided into X categories according to color.
3. give an example of X.
Observe the difference between these people. Please classify these people according to the observed differences.
4. Group communication.
Requirements: Tell me how you divide it, and then listen to others.
5. Guide reading.
A. Tell me how the two children in the book are divided.
B. summary: according to different standards, there can be different points.
(C) the use of knowledge to solve problems
1. Give some different sizes of basketball and football to students to classify.
Requirements: Classify according to two different standards and show the results in the form of statistical tables.
2. How can I classify the whole class?
(4) Summary
1. Introduce the classification of life, so that students can understand that there is mathematics everywhere in life.
2. In this lesson, we learned to classify by one method and different standards. The key to classification is to find different places. We should also choose a reasonable classification standard according to actual needs.
(5) Task
1, classify the books in your drawer according to the knowledge you have learned and make a simple statistical table.
2. Find out what other classifications there are in life, and talk to your deskmate after class.
blackboard-writing design
The classification standards are different and the results are different, but the total number is the same.