Mathematical methods permeate and dominate all theoretical branches of natural science. It has increasingly become the main symbol of measuring scientific achievements. The following is the math teaching plan I compiled for you about the second volume of the first grade of Beijing Normal University. I hope it will help you. Welcome to read the reference study!

Beijing Normal University Edition Senior Grade One Volume II Mathematics Teaching Plan 1 1, teaching material analysis

"Xiao Ming's Day" is the first lesson of Unit 8 "Knowing Clocks and Watches" in the first volume of Grade One Mathematics of Beijing Normal University. "Xiao Ming's Day" is mainly a situational textbook for understanding the whole period and half a period of time. According to children's life and study habits, the textbook arranges six full-time and half-time to let students know the clock face. The theme is very vivid, which is one of the topics that students are interested in and can apply what they have learned.

Second, the teaching objectives

After understanding the students' cognitive starting point and grasping the main pulse of the unit, the following teaching objectives are determined:

(a) combined with life experience, a preliminary understanding of the clock face, can recognize full-time and half-time.

(2) In specific situations, gradually develop the concept of cherishing time and the good habit of arranging time reasonably.

Third, the important and difficult points

Through the study of this course, students will realize that the whole time and half time of reading are the focus of teaching. After observation and comparison, they will know the characteristics of the hour and the half hour, and they can put them aside as teaching difficulties on the clock face.

Fourth, the teaching process

(A) Preview feedback

Teacher: Today we are going to learn Xiaoming Festival. Before class, let's guess a riddle: "Tick-tock, tick-tock, you can walk without legs and talk without mouth. It will tell you when to get up and when to go to bed."

Health: alarm clock.

Teacher: Yes, it's a clock. Clock is an indispensable good friend in our life. Today, we will "know the clock".

Cooperative exploration

1, know the clock face.

(1) Teacher: Please observe the clock face of the learning tool and the clock face on the screen to see what is on the clock face.

Roll call: Who can tell you what you found?

(2) Teacher: The children's eyes are really bright, and your discovery is very important. (The teacher points to the clock face) There are 12 numbers on the clock face. The number 12 forms a circle in descending order. (Courseware demonstration, students read the numbers after them) There are also two needles. Who knows the names of these two kinds of needles? Find the hour hand on the school tool. When the hour hand points, it means when. (After knowing the minute hand, ask the students to find the minute hand on the school furniture.)

(3) The minute hand and the hour hand are inseparable brothers. They run in one direction every day. Which direction did they turn? The courseware demonstrates the movement picture of the hour hand and the minute hand, and the students observe it. )

Teacher: Come on, let's make a gesture with our hands. We call this direction clockwise.

Teacher: With the help of the alarm clock, Xiaoming's life is very regular. He arranges his day reasonably. Let's take a look at Xiao Ming's Day. What's the arrangement? (Show the topic)

Teacher: Do you know when Xiaoming did these things respectively? (Answer) Let's learn how to tell the time on the clock today.

Teacher: Please observe carefully. Can you classify these minutes according to the direction of the hour hand and the minute hand on the clock face?

(3) concentrate on eliminating doubts

1, read the whole course.

(1) Identify "7 o'clock"

Teacher: Let's see when Xiaoming gets up. (Students try reading at 7 o'clock)

Teacher: I found that my classmates really know the time. Who will be the little teacher? Tell me how you know the time.

Teacher's summary: The minute hand points to 12, and the hour hand points to the specific time. (Be clear about "the whole time" and know another expression of "7 o'clock" at 7:00)

(2) Reading at 8: 00, 12:00 and 4:00.

Ask the students to write down two expressions in their notebooks and tell them completely: When does Xiao Ming do what?

(3) Practice

A. When the students tell the time, the teacher dials the clock. (Let the students evaluate the teacher)

B.when the teacher says the time, the clock will be set.

(Teachers evaluate students)

C. Work together at the same table. One person tells the time and the other sets the clock (peer review).

2. Read for half an hour.

(1) 9: 30 pm

Teacher: Xiaoming is doing radio practice. This is …

Teacher: How did you recognize it?

Who will recognize it?

(2) Read "8: 30"

Division; The day passed quickly. Xiaoming is going to have a rest. Let's see when he goes to bed.

(3) Show the clock face: Let the students observe the hour hand at 8:30 and 9:30, and make sure that the hour hand is in the middle of the two numbers at half time.

(4) Teacher's summary: Minutes point to 6, and when the hour hand passes, it is already half past. (Clear "Half Time")

(6) Practice

A. Show half an hour's face and let students read and write it in their notebooks. (Teachers evaluate students)

B.when the teacher says the time, the clock will be set.

(Teachers evaluate students)

C. Work together at the same table. One person tells the time and the other sets the clock (peer review).

(4) Display and promotion

(A) the introduction of ordinary timing method

Teacher: Xiaoming 10 went to bed, but we 10 are still in class. What happened? (Morning, evening), so, usually, we use morning, morning, afternoon and evening to accurately express time in our life.

(5) Training integration

1, exercise 1 question.

Liang Xiao and Xiao Ming are classmates. Do you want to know how his time is arranged?

Show four pictures of practice "recognition" and ask students to recognize the corresponding moments. Let the students fully express: when and who is doing what? )

2. Practice questions 2 and 3.

(6) Learning summary

How time flies! A class passed quickly. What did you learn in this class? An inch of time costs an inch of gold, but an inch of gold can't buy an inch of time. Let's be people who cherish time from now on.

Teaching design ideas of mathematics teaching plan 2 in the second volume of the first grade of Beijing Normal University Edition

According to the survey of students before class, I found it not difficult to tidy up the schoolbags. The key is to let students establish the concept of classification by sorting out their schoolbags and learn to find classification standards or classify according to different standards. To this end, I also divided the whole class into 10 groups, with 4 students in each group, and each group chose a leader. In class, I ask students to organize their schoolbags by themselves, focusing on exchanging different ways of arrangement, so as to train students' mathematical thinking and oral expression ability. Cultivate students' independent thinking and cooperative inquiry learning methods.

Second, the teaching content

The standard experimental textbook of compulsory education curriculum published by Beijing Normal University, the first volume of mathematics in senior one, "Sorting schoolbags".

Third, the teaching objectives

1. Students experience the diversity of classification standards in activities such as observation, operation and games, know that there are different classification methods according to different classification standards, and realize the role of classification.

2. Feel the close connection between mathematics and life, cultivate interest in learning, cultivate hands-on, cooperation and expression skills, and experience the joy of success.

Fourthly, the difficulties in teaching.

Can compare, arrange and classify objects according to a given standard or a certain standard (such as shape, color and size).

Preparation of teaching AIDS for verbs (abbreviation of verb)

Some books, portraits, hats, round pieces of paper, square pieces of paper, etc.

Sixth, the teaching process.

(A) create a situation to explore new knowledge

1, riddle

A square box, hidden in books and stationery, is inseparable from going to school every day. It is our good partner.

The children scrambled to answer: "schoolbags."

Teacher: The teacher wants to know who usually tidies your schoolbag.

Students: Grandpa, Grandma, Mom and myself.

Teacher: These students usually tidy their bags by themselves. What a good habit! Doing your own thing is a good boy! Would you like to be a good boy?

The students all replied, "Yes!"

Teacher: OK! Today we will learn to tidy our schoolbags together.

2. Organize your schoolbags and exchange ideas with each other.

Teacher: children, take out the things in your schoolbags quickly! Who can tell me what's in your schoolbags today?

Students: Chinese book, math book, basic Chinese training, basic math training, pinyin book, math book. ...

Teacher: children, think about how to tidy up their schoolbags so that they can take out the books they need quickly when they go to school every day.

The students began to tidy up their schoolbags by themselves. After the meeting, they communicate with the students in the group.

3. Students' report arrangement: by size, by subject, by.

Books and notebooks are separated ... (students show different classification methods on the physical projector when introducing)

(2) Hands-on operation to deepen new knowledge.

Activity 1: Divide the avatar.

(1) Teacher: There are many guests in the house of the elf classmates. Let's see who's here. (The teacher puts pictures of human heads on the physical projector in turn) Oh, so many guests! The elves were busy pouring tea for the guests while using their brains. How many kinds of guests can there be? Can children guess how elves classify guests? Ask the group leader to take the guests out of the envelope 1, and the students in the group will discuss how to classify them.

(2) After the group cooperated with each other, students raised their hands and asked to report different classification methods.

(3) The results are as follows: According to age; By gender; Divide by editing or not; According to whether strabismus; According to whether to wear a hat or not ... (The teacher asked the students to report and demonstrated the scoring process on the physical projector).

Activity 2: Divide hats.

(1) Teacher: The teacher also brought some beautiful hats to everyone and hid them in the second envelope. Take it out quickly. Let's work in groups and divide it into several points to see how many points you can come up with.

(2) The scoring results are roughly as follows: scoring by color; According to the style ... (Students report and show different classification methods on the physical projector).

Activity 3: Separate cars.

(Bicycle, truck, bus, car)

(1) Teacher: Do children have the ability to classify cars? Turn the book to page 55. This time, I have a request, please ask the children to think for themselves first, and think about how I should divide it, according to what, and how many categories? See which child thinks how reasonable.

(2) The classification results of student reports are roughly as follows: according to motor vehicles and non-motor vehicles; Depending on the number of wheels ...

Activity 4: Divide students into groups.

(1) Students are required to work in study groups. Think about it. How are the people in your group divided?

(2) The results of students' classification are: classification by gender; According to whether the young pioneers; According to the color of clothes; Depending on whether you wear glasses or not ...

(3) class summary

What skills did you learn today? At ordinary times, where have you seen and been exposed to classification? Through today's study, everyone has better mastered the ability of classification! Who will tidy your schoolbag from now on?

(D) off-campus practical activities

Students go home, use the skills they learned today to be a small housekeeper, tidy up their bookcases and wardrobes, and then invite their parents to be guests, okay?

Teaching idea of mathematics teaching plan 3 in the second volume of the first grade of Beijing Normal University Edition

Connecting with students' life experience and creating situations in teaching can stimulate students' interest in learning, guide students to observe, operate, discuss, communicate and draw conclusions independently, and give full play to students' main role. Strive to create a relaxed atmosphere, so that students can acquire knowledge through independent exploration and cooperation and exchange, so that students can study easily and happily.

Teaching objectives

1, know the hour hand and minute hand of a clock, let the students say the hour time indicated on the clock face correctly, and learn two ways to express time.

2. Cultivate students' observation ability, observe time and cherish the good habit of time.

Teaching focus

Be able to read and write the hourly time on the clock correctly and apply it to real life.

Teaching difficulties

Say or dial the time on the clock face correctly and quickly.

training/teaching aid

Solid clock face, courseware, fruit clock face, small card of time.

Preparation of learning tools

Everyone has a learning clock, and each group has an incomplete clock face.

Teaching time

1 class hour

teaching process

First, create situations and introduce new lessons.

1, riddle

Have the students ever heard riddles? Today, the teacher brought you a riddle. Please guess?

(Courseware display) Riddle: Three brothers in a family are uneven in height. Tick tock reminds you to cherish time.

Step 2 go to the watch supermarket

Teacher: The students are really nice. They all guessed the answer. The watches in the watch supermarket are very beautiful. Let's take a walk!

(Courseware display) All kinds of clocks and watches with beautiful appearance.

3. Introduce new courses

Teacher: Clocks and watches have such a great function. Do you want to be good friends with them? Then let's see what it looks like!

Words on the blackboard: understanding clocks and watches

Second, cooperative learning, exploring new knowledge

1, know the clock face

(1) (Show the real clock face) This is a clock face. Look carefully at what's on the clock face.

Name the students and say that there are an hour hand and a minute hand on the clock face. The number is 12.

Teacher's summary: There are hour hand, minute hand, 12 numbers and line segments on the clock face. That's a tick mark, and there are squares between each number. Follow-up: What are the characteristics of the two needles on the clock face?

According to the students' answers, the teacher wrote on the blackboard: the hour hand is short and thick.

The minute hand is long and thin.

(2) Identify the hour hand and minute hand of the learning tool clock.

(3) We know that Grandpa Time is tireless and never stops, so the hour hand and minute hand on the clock face will never stop! Then how do these two needles move? Which needle is faster and which needle is slower?

Health: Walking in the same direction, the slowest is the hour hand, followed by the minute hand.

(Courseware demonstration) The teacher added: The fastest is their second-hand brother. The hour hand goes twice a day and the minute hand goes many times a day.

2, make up the clock surface (group cooperation)

Each group has a broken clock face, some have no hour and minute hands, and some have no numbers.

Let's go! Repair the clock face with your dexterous little hand and see which group of students has the fastest speed and performance. The team that wins the first place will be rewarded with a small red flag.

3. Understand the whole process

(1) (Courseware presented) Three clock faces guide time identification.

Tell the time indicated by the clock face and guide the students to say their own thoughts.

Teacher's summary: On the hour, the minute hand points to 12 and the hour hand points to what time. So it stands for 8 o'clock, 3 o'clock and 6 o'clock respectively.

(2) Practice setting the study clock at 7 o'clock and 1 1 point.

Ask individual students to show their achievements on stage.

(3) (group cooperation) One person says one person dials.

4. Two writing methods in the whole process of teaching

(1) can be represented by the Chinese character "time". When students answer the computer, they appear under the clock at 8: 00, 3: 00 and 6: 00.

(2) using digital representation

Turn on the computer and it will appear at 8 o'clock. Guide the students to observe that there are two zeros on the right and several hours on the left.

(3) The handwriting at three o'clock and six o'clock is vivid.

(4) Click the computer to display 3: 00 and 6: 00, and guide the students to observe and compare.

Third, take part in games and consolidate exercises.

1, game: find friends

(Courseware demonstration) Rules of the game. With the cheerful music of Finding Friends, the students are playing games. "12" appears. No friends can be found. When all students dial 12 with the school clock, it is important to guide students to know that the hour hand and the minute hand coincide at 12.

2. (Courseware) P92

Xiaojun's one-day trip. Contact life and ask students to talk about their daily schedule.

Fourth, guide the review and summarize the evaluation.

1. What did you learn today? Do you have anything to say to everyone after this class?

Time runs forward as fast as a small carriage. Another class is coming to an end. We should cherish time, make rational use of time, and let us be the little masters of time.

3. Turn on the computer and enjoy the song "Time is like a small carriage".

Five, after-school expansion, life survey

Courseware demonstration: the picture of the sun just rising; Pictures of the sun just setting.

Please write down the time when you just saw the picture and discuss it next time.

blackboard-writing design

Know the clock

The hour hand is short and thick.

The minute hand is long and thin.

look for friend

Apple clock face, orange clock face and pear clock face

The teaching goal of mathematics teaching plan 4 in the second volume of senior one of Beijing Normal University;

1, further review and consolidate the understanding, addition and subtraction of numbers within 10 through practice.

2. Enable students to skillfully calculate the addition and subtraction within 10, and further improve their understanding and mastery of the knowledge they have learned.

3. Cultivate students' ability to ask and understand questions from a mathematical perspective.

Teaching focus:

Consolidate the understanding, addition and subtraction of numbers within 10.

Teaching difficulties:

Proficient in calculation of addition and subtraction within 10.

Teaching focus:

Correct calculation

Preparation before class:

courseware

Teaching process:

First, basic exercises

1, show the card for oral calculation.

10-3 4+4 10-6 2+5

5+3 10-5 8-7 7-4

9-0 9-8 6-6 9-2

8-2 4+6 3+6 9-0

2+3 9-5 0+7 4+2

Second, organize knowledge.

1. What calculation problems have we learned before?

Read in groups and report when you are finished.

Step 2 review

A shows the addition problem within 10.

This is the addition problem within 10 that we have learned. They are arranged in this way according to certain rules. Can you see how they are arranged?

During the exercise, the teacher will ask some questions for the students to answer.

C observe the subtraction table according to the observation method just now.

How are they arranged?

Ask each other a question in the same seat.

Third, practice.

Courseware demonstration

1、★△▲○●□☆

The fifth place from the left is () ☆ Rank ().

2、 9 4

□ 5 □ □

3、△□△□△□

How to draw next?

4. What should the little monkey and rabbit do if they want to go home along the route of 1- 10?

5. Fill in the blanks according to the rules

( 1)2、( )、4、( )、( )、( )、8

(2)8、( )、6、( )、( )、( )

(3)2、4、( )、8、( )

(4) 1、3、( )、( )、9

6、 10=□+□

10=□+□+□

10=□+□+□+□

10=□+□+□+□+□

10=□+□+□+□+□+□

10=□+□+□+□+□+□+□

10=□+□+□+□+□+□+□+□

10=□+□+□+□+□+□+□+□+□

10=□+□+□+□+□+□+□+□+□+□

10=□+□+□+□+□+□+□+□+□+□+□

Comprehensive activities

Look at the picture of question 6 in the book independently first. What are the little animals doing? What are the birds doing? Small animals, what game are they playing? We will also attend. If you know, help animals tell the answer.

Students write in books.

Fourth, the teacher summary

What have you gained?

Five, homework design

1. Look at the picture and write two addition and subtraction.

2. Picture application problems

3. Add 2 continuously

4. Continuously add 3: 3,,,,

Continuously add 2: 1,,,

Blackboard design:

Review of addition and subtraction within 10

10=□+□

10=□+□+□

10=□+□+□+□

10=□+□+□+□+□

10=□+□+□+□+□+□

10=□+□+□+□+□+□+□

Teaching objectives of mathematics teaching plan 5 in the second volume of the first grade of Beijing Normal University Edition

1. Through observation and hands-on operation, students can further understand the meaning of additive commutative law.

2. Let students observe and think from different angles. Look at the picture and list two different formulas.

3. Calculate the addition within 5 accurately and skillfully.

Teaching focus

Through careful observation and hands-on operation, we can further understand the meaning of additive commutative law.

Teaching difficulties

Let students observe and think from different angles.

teaching process

First, with practice, to stimulate the introduction of interest

What addition problems have you encountered in your daily life? Tell us about them. Xiao Lan and Xiao Ming are going to investigate the addition problem in life today. Do you want to go with them?

Second, enter the situation and explore knowledge

(1) Show pictures: theme map 1

1. Teacher: They came to the parking lot first. Guess what addition problems Xiao Lan and Xiao Ming will find.

Student 1: They will find two cars on one side and three cars on the other. One * * * has five cars, and 2+3=5.

Student 2: They will find that there are three cars on one side, two cars on the other side and five cars on the other side. 3+2=5.

2. Teacher: Are they all right?

Student 1: Both are right, because Xiaolan counts three cars on the left first, then two cars on the right, and Xiaoming counts two cars on the left first, then three cars on the right. Anyway, it's five.

Student 2: It's all right, because the positions of the stations are different, so the numbers are different and the columns are different, but the numbers are the same.

3. Summary: Because they stand in different positions, they will list different formulas from different angles, but the numbers are the same, that is, 3+2=5, 2+3=5 (blackboard: 3+2=5, 2+3=5).

4. What are the similarities and differences between these two formulas?

Student: The positions of 3 and 2 in the two formulas have changed, and the numbers are the same.

Teacher: If the positions of 3 and 2 in the two formulas are interchanged, the number remains unchanged, which means 3+2=2+3.

(Teacher writes on the blackboard: 3+2=2+3)

(2) Illustration: put a pendulum 1.

1. They came to the park by bus and saw some beautiful flowers. Do you know what problems they found?

2. First, we use a small disk to represent flowers. Two people at the same table, one posing and the other looking at it from different angles, say two different formulas.

3. feedback.

(3) Show pictures: pictures of birds

1. They came to the big tree and found some lovely birds. Can you write two different addition formulas?

Student 1: There are 2 birds in the tree, 3 birds under the tree and 5 birds under the tree. The formula is 2+3=5.

Student 2: There are three birds on the ground, two birds on the tree and five birds on the tree. The formula is 3+2=5.

(d) Show pictures: rabbits pull radishes.

1. On their way back, they saw some white rabbits pulling radishes in the fields by the roadside. Can you ask us an additional question?

Student 1: 1 How many rabbits are four rabbits?

Student 2: 1 How many radishes does one radish plus two radishes equal?

Student 3: There are 4 rabbits above, 1 rabbit below, a * * *, how many rabbits are there?

Student 4: There are 1 radish on the top and 2 radishes on the bottom. How many radishes are there in a * * *?

2. Teacher: Your question is really good. Now let's continue to ask questions in the group, discuss and solve the problems raised, and report to you later.

3. Group activities and reports.

(5) Show pictures: crayons.

1. They are happy to find so many addition problems. They want to draw everything they see today. What did they find when they took out the crayons?

Xiaolan has five crayons in his box, but Xiaoming doesn't.

2. Teacher: Xiaoming is stumped. How to list two addition formulas?

Student: Xiaolan lent Xiaoming 1 block, which can be listed as1+4 = 5,4+1= 5. Student: You can list 0+5=5 from top to bottom, and 5+0=5 from bottom to top.

(6) Show pictures: queue diagram

1. Teacher: Today, we learned to observe from different angles. Xiaolan and Xiaoming gave us a question. Do you want to see it?

Student 1: A * * has 10 children.

Student 2: Xiaolan ranks seventh.

Student 3: From the right, Xiaolan ranks fourth.

Student 4: From left, Xiaolan ranks seventh, from right, Xiaolan ranks fourth.

Third, the game: I will show you.

Students in pairs, use 1-5 small disks, one person puts them, and the other person says two different addition formulas.

When the students put two on each side and the listed two formulas are the same, the teacher should explain that when the two formulas are the same, only one formula needs to be listed.

Fourth, the whole class summarizes.

Who can tell me what you have gained in this course?