Math teaching plan for the first grade of primary school 1 teaching content:
Compulsory Education Curriculum Standard Experimental Textbook (PEP) Volume I, Page 47, Grade One Exercise 7, Questions 13 and 14.
Design intent:
In this section, "Using Mathematics" is to let students find solutions to problems and calculate the results. The focus is on calculation, not the number of unknowns. This is the first time that students are exposed to graphic application problems. Therefore, on the basis of traditional teaching methods, this course strives to embody the teaching concept of "respecting students and paying attention to development", cultivate and develop students' thinking, provide students with the process situation and time and space to experience the addition and subtraction of 6 and 7, and try to guide students to use what they have learned, look at pictures and solve problems, and find out how many children are there in a * * *? Solve it by addition, but ask "How many sunflowers are left?" Solve by subtraction, let students know how to solve the whole problem, calculate by addition and calculate by subtraction. Taking "outing together" as the main line, we creatively split the scene diagram, strive to make the scene diagram dynamic, make up for the shortcomings of traditional teaching methods, make students think positively and have full interest, and lead them to experience the fun of learning and using mathematics.
Teaching objectives
1. Let students learn to observe pictures, understand the contents of pictures, know the intention of putting brackets and question marks on pictures, see clearly what pictures say and require, choose appropriate methods for calculation, and learn to solve simple practical problems with mathematical knowledge.
2. By adding and subtracting 6 and 7 to create a time and space for solving problems, we can initially feel the close relationship between mathematics and daily life, and feel that mathematics is in our life.
3. Lead students to experience the charm of mathematics, experience the fun of learning and using mathematics, and stimulate students' interest in learning mathematics.
4. Cultivate students' good study habits of observation and thinking.
5. Infiltrate environmental education, make students love our nature and our life, and promote the healthy development of students' emotions and attitudes.
Teaching focus:
Know "braces" and "?" On the picture. The meaning of expression.
Teaching emphases and difficulties:
Understand the meaning of the picture content, and choose the appropriate method to calculate the required questions according to the relationship between conditions and questions.
Prepare teaching AIDS and learning tools:
Movable scene map, small blackboard, music of "Let's go for an outing", tape recorder, map card, voice card.
Teaching process:
First of all, passion leads to the topic
1, dialogue: Do children know what season it is? (Autumn) By the way, the autumn sky is so high and blue. The school organizes everyone to play in the suburbs. Do you want to join us? But there is one condition, that is, you must break through two math barriers. Dare you break through? (Dare) Then come on!
2. Breakthrough.
The first level: quick answer. (showing the card)
3+4= 1+6=7-3=4+2= 1+5=
7-5=5+2=6-2=6-3=7- 1=
The second level: box copy. (displayed on the blackboard)
3. Teacher: Well, everyone has survived. Let's start now! Please close your little eyes, clap your little hands and shake your little head. Soon, we will reach our destination. Let's go!
4. Play the song "Go for an outing together" and show the wall chart-beautiful autumn scenery in the suburbs.
5. Teacher: Open your eyes. What a beautiful rural scenery. What do you see? (simple answer)
Step 6 reveal the topic.
Teacher: Now, the teacher takes everyone to play on the grass, but please use math to help the teacher solve practical problems. Can you do it? (Yes) (Presentation topic: Using Mathematics)
Second, explore new knowledge.
(A) to guide students to learn the addition of graphics application problems.
(1) Teacher: Let's see what mathematical information the children on the lawn have brought us. There are four children catching butterflies on the grass, and two more children come. )
(2) Teacher: According to these two pieces of mathematical information, what mathematical questions can you ask? (How many children does * * * have? )
(3) Draw braces and question marks to solve the problem.
1. How can this problem be shown intuitively on the diagram? Our mathematicians have found a simple and clear method. Do you want to know? Ok, let's meet two new math friends together!
2. Show and paste braces: Our new friend is called braces, which means putting two parts of the child together.
3. Show and Paste "? This is the second new friend we know, and it represents the question we raised.
4. Teacher: Now, please come up with your own solutions. Then, talk about your thoughts at the same table. Finally, everyone wrote the answers in their notebooks. (District patrol)
5, students exchange, teacher blackboard book: 4+2=6 (sheets).
(2) Guide students to learn subtraction graphics application problems.
(1) Teacher: Students are really smart. They helped the teacher solve a problem so quickly and made two new friends. Now, the teacher takes you to an uncle's house. He has something for everyone. Guess what he will send. (sunflower)
(2) Teacher: Yes, he wants to send sunflowers. In order to protect the environment, the teacher will accept it for you first and then divide it when you go back to school. The teacher picked three sunflowers from the picture as she spoke.
(3) Teacher: What mathematical information did you find at this time? What math problems come to mind? Say it quickly and share it with everyone! There are seven sunflowers in the field. The teacher picked three sunflowers. How many sunflowers are left? )
(4) Teacher: How do you say that? How to solve it?
(5) Group discussion.
(6) Reporting and communication. The teacher pasted the pictures in time and asked the students to explain clearly what method was used and why.
(7) Summary: Compare similarities and differences.
Question: What are the similarities and differences between the two pictures in terms of expression? (Same place: "brace" and "question mark" are used; Difference: "?" In the first picture. Put the two parts of the child together as a whole and ask how many people there are. "?" The second picture represents a part of the two parts and how much is left. What's the difference between solutions? (Find the whole, add, find the part, and subtract. )
(3) Apply new knowledge to solve problems.
Teacher: It's very kind of the children to help the teacher solve this problem so quickly. Next, uncle has something for everyone. What is this? Please look here.
1, the teacher shows and pastes pomegranate, braces and question mark cards. Let the students look at the pictures independently first, and then correct them collectively.
2. The teacher shows and pastes butterflies, braces and question marks. Let the students look at the pictures and solve them by themselves, and then correct them collectively.
Third, consolidate new knowledge and expand and extend.
1, Teacher: Do you want to play somewhere else and continue to solve problems with math knowledge? Then please close your eyes, clap your hands and shake your head, and let's go together!
2. Play the accompaniment of "Let's go for an outing" and have a rest during class. The teacher will show you a beautiful picture of a big pond.
3. Ask the students to open the textbook 5 1 page, read the picture independently and revise it collectively. Choose a small question and let the students talk about their ideas. )
4. Expansion and extension. Let students look around for mathematical information, ask mathematical questions and apply what they have learned to solve these problems. If you have difficulties, you can ask your teacher or classmates. Students who can't find the math materials around them for the time being finish exercise 7, 14.
Fourth, class summary.
1, Teacher: What did you learn through today's outing? (Students casually say that teachers should educate students on environmental protection in time. )
2. The teacher said: Children are really smart. On this outing, we found a lot of mathematical data, put forward many mathematical problems and solved them. Mathematical knowledge is very important. It can help us solve many practical problems. We should be good at using mathematical knowledge and memorize it. Now, let's go home! Class is over.
Mathematics teaching plan for the first grade of primary school Part II Teaching content: illustrated application problems.
Teaching purpose:
1, learn to use the addition and subtraction within 10 to solve simple problems in life, initially feel the close connection between mathematics and daily life, and experience the fun of learning and using mathematics.
2. Proficient in addition and subtraction within 10, and can correctly answer simple questions in life.
3. Train students to express their language correctly according to the wall chart.
Teaching emphasis and difficulty: proficient in addition and subtraction within 10, and able to correctly answer simple questions in life.
Teaching preparation: courseware or wall chart
First of all, introduce.
Today, let's go for an autumn outing in the suburbs to see what math knowledge we have.
Second, new funding.
1, addition
[Show beautiful suburban scenery]
Teacher: Look, the scenery in the suburbs is really beautiful. The blue sky, beautiful flowers and some butterflies are flying around.
Show the five butterflies on the left. How many butterflies are there? Show me two more. Now?
Show me the brackets and question marks. Teacher: How many butterflies are there now? Do you know how to calculate?
Beautiful butterflies are really beautiful. Look, a group of children have come to collect butterfly specimens! Show the courseware step by step: 1, 4 people on the left 2, 2 people on the right 3, braces and question marks, and talk to each other in groups.
There are four children catching butterflies and two people catching crickets. How many people are there?
Who will talk about this painting? Do you know how to calculate?
Third, classroom exercise.
Fourthly, subtraction schema.
The children there are having a good time, and the farmer's uncle here is very busy. Show me sunflowers. Look, what is this?
Show me a sunflower first, then demonstrate that the farmer picked three, and finally show me braces and seven question marks.
Q: Can you tell the meaning?
Think about it: what method is used to calculate?
The farmer's uncle will pick pomegranates after picking sunflowers. Show the pomegranate map step by step, say the meaning of the map and think about how to arrange it.
Five, practice can be properly deployed.
P 51:131415 Look at the picture. Say the formula first and then write it.
The teaching goal of the third math teaching plan in the first grade of primary school;
1, knowledge target:
Master the numerical order within 100. Initially, the sizes of numbers within 100 are compared.
2, ability goal:
Combining with specific things, students will feel the meaning of numbers within 100, and will use numbers within 100 to represent things in daily life, and make simple estimation and communication.
3. Emotions, attitudes and values:
Learn to express big methods in your own language.
Teaching focus:
1, and initially grasp the numerical order within 100.
2. Preliminary comparison of the size of numbers within 100.
Teaching difficulties:
1, understand the meaning of numbers and master the number order within 100.
2. Explore the arrangement of percentiles.
Teaching aid preparation:
Courseware.
Teaching process:
(1) Review:
1, counting: count backwards from 100 to 50.
2, look at the counter to compare the size of the number within 20: the teacher dials the number, compares the size of the two numbers by name, and explains the reasons. "What do you think?"
Thinking: Let's start with ten places. The number in the tenth place is large, and this two-digit number is large. If the ten-digit numbers are the same, look at the one-digit numbers. If the one-digit number is large, then the two-digit number is also large.
(2) Newly awarded:
1, teaching example 7:
(1) Teachers show slides (hundreds of pictures)
(2) Students observe and discuss, "What are the characteristics of the arrangement of these numbers in the table?" (Answer by name)
For example, what are the characteristics of guiding students to look horizontally, vertically and obliquely?
(blackboard writing: horizontal, vertical and oblique)
Features: ① The number of five in the first row is even, and the number of five in the second row is odd.
② The number of digits on the diagonal from the upper left to the lower right is the same as the ten digits.
③ In the next line from the top right to the bottom left (except 10), the number in the tenth digit gradually increases from 1 to 9, while the number in the single digit gradually decreases from 9 to 1.
(3) Students begin to fill in the form independently.
(4) Look again, what are the characteristics of this numerical sequence table?
2. Exercise: The teacher asks questions and the students answer them quickly. For example, "What is the number 8 in the fourth line?"
3. Color the designated number according to the requirements on page 38. What new rules did the four-person group discussion find?
3, than the size.
(1) The number ratio of ten digits is the same.
The courseware shows the counter, and the students say the numbers on the counter respectively, then compare the sizes and say the ways to compare the sizes.
(2) practice.
The courseware shows exercises, and students practice and talk about the methods of comparing sizes.
(3) Consolidate practice.
Students do it independently and then revise it collectively.