People's Education Edition, Page 43 of Grade One Mathematics.

Teaching objectives

1. Knowledge objective:

1. Let students perceive numbers within 100 through specific scenes, and further perceive numbers within 100. They will use "more, less, more and less" to describe the relationship between numbers.

2. Ability goal: to cultivate students' observation ability and generalization ability.

3. Moral education goal: let students feel that mathematics is everywhere.

4. Emotional goal: to activate students' understanding of "more, less, more and less"

The subjective demand of "more" makes students love and enjoy learning, experience success in activities, and cultivate students' spirit of unity and cooperation.

The above goals are infiltrated into mathematics activities, forming a combination of moral education, intellectual education, knowledge and ability. The key and difficult point of this lesson is to understand the meaning of "more, less, more and less" and use it to describe the relationship between numbers. Guide students to make correct estimates and cultivate their ability of observation, analysis and comparison. Cultivate students' sense of number and mathematics application.

Teaching focus

Ask the students to describe the relationship between the two numbers by specifying the numbers within context awareness 100 and using "many", "few", "many" and "few".

Teaching difficulties

Cultivation of number sense

Teaching preparation

mixed-media

Class arrangement

1

the fourth lesson

Teaching design

Teaching effect

Link hint

Teacher guidance

Student activities

Reflection and reconstruction

preview

Let students know more, less, more and less.

I use more and more words for my parents, less and less, less and less.

Intuitive demonstration and exploration of new knowledge

Teacher: Look, class! What did the teacher bring to everyone?

The teacher wants to share these drinks with you today, ok?

Before sharing, the teacher plays a game with everyone, and whoever performs well can taste the drinks brought by the teacher! Do you want to drink!

Teachers operate students to observe and report.

The teacher took out three bottles of the same size and poured different drinks into different bottles.

Teacher: Please observe carefully, children. Who can say what you see in a complete sentence?

The students said that the teacher wrote on the blackboard: more, less.

(more beginners, less)

Teacher: Take out another cup and pour in more milk. What did you find this time, children?

The students said that the teacher wrote on the blackboard: more, less.

Summary: This is what we are going to learn today-more, more, less, less.

Health: drinks

Health: Good!

Health: Yes!

Health 1: mirinda with orange flavor is more than mirinda with grape flavor;

Health 2: mirinda with grape flavor is less than mirinda with orange flavor.

Raw 1: The milk smell is much more than that of Melinda, and it smells like orange.

Health 2: mirinda with orange flavor is much less than milk.

Health 3: There is a lot more milk than grape-flavored mirinda.

Health 4; Grape-flavored mirinda is much less than milk.

1, following the principle of "Mathematics comes from life and serves life", this class has designed a series of lively and interesting teaching activities, which are in line with the characteristics of Grade One. From shallow to deep, different drinks are poured into the same cup step by step, so that students can understand more and less, inspire students to think reversely, draw inferences from others, and explore the meaning of more and less, which is natural and smooth.

2. Pay attention to the cultivation of students' individual thinking. In class, I pay attention to the cultivation of students' divergent thinking, do not frame students' thinking, and strive for a variety of answers. At the same time, we should also pay attention to guiding students how to think reversely. For example, if there is "much more", there will be "much less".

New knowledge of audio-visual demonstration and classroom test;

Teacher: Now, children, let's go to Wisdom Island with the lovely Smurfs and see who is smarter!

1, show the scene diagram: (courseware demonstration)

The courseware shows a picture of a fish tank with 48 goldfish. Please estimate how many goldfish there are.

Think about it: how can we accurately estimate how many fish are in the fish tank?

Show the fish tank diagram with 15 flower goldfish and 18 black goldfish respectively.

Let the students say a sentence with "more, less, more, less" according to these three pictures.

Let the students know how to describe the size relationship between two digits, and use ">", "< ; Besides, it can also be expressed in language.

2.86 runners, long jump is much less than running, skipping is less than running.

(1) teaches estimation methods. (Courseware demonstration)

(2) Evaluate and verify the accuracy of the guess.

(3) What about skipping rope? The student said.

(4) Speak with "more, less, more and less"

5. Communicate with the whole class.

Xiaohong jumped 38 times. I dance much more than Xiaohong. How many times did the boy jump? (Draw √), I dance much more than Xiaohong. How many times can this girl jump?

(Draw √)

4. Weightlifting: My father is 37 years old. My father is about your age. How old is naughty dad this year? (Draw √)

5. Schoolbag 53 yuan, the pencil case is much cheaper than the schoolbag (the teacher should let the students know that much cheaper means little cheaper). How much is this pencil box? Mark "√" under the answer you think is appropriate.

6. Judges:

1 and 100 are much larger than 9 and smaller than 99 ()

2, 73 is greater than 69, and 69 is less than 73 ()

3,79 is much more than 16 and less than 80. ( )

4,25 is greater than 19 and much less than 100 ()

7. Connection: The teacher shows 86 monkeys, 38 rabbits, 7 ducks and 32 birds-Students look at the pictures and connect.

8. Fill in the blanks with "more, less, more and less". Show me 45 sweets, 74 bells and 48 cakes. Candy is better than bells (), ()

Bells are more delicious than cakes (), ()

Candy is more delicious than cake (), ()

Cake is more delicious than candy (), ()

9. Fill in the blanks with numbers: 52, 63, 74, 16, 38, 100, 96, 59, 80, 9, 48, 60, 55, 87 kittens-kittens over 55 years old.

Here I am, little mouse-come to me when you are less than 55.

What if the children have nowhere to go?

10, little monkey picking peaches: I picked more than 50 peaches, less than 60. Think about it. How many peaches might the little monkey pick? This little monkey can pick () peaches at most.

Pick at least () peaches?

1 1, the display numbers are: 40, 10, 96, 45, 12, you can use "more, less,

More, less "everyone say a word.

12, you can use "more, less,

Say something about one of the words "much more, much less"?

Summary:

When did we talk less and less? When did you say more or less?

Students discuss and report: first count 10 goldfish, and then estimate how many such 10 goldfish are in the fish tank.

Students say a sentence with "more, less, more, less"

Students first estimate, about how many people are running?

Students carry out cooperative study in groups, fully exchange views and complement each other, and rehearse for the speech. Learn more about the connection between data and words. )

Health report:

Health 1: There may be 12 people in the long jump;

Health 2: There may be 76 people skipping rope.

Health 1: The boy may have jumped 42 times.

Health 2: The girl may have jumped 85 times.

Health: Naughty dad may be 39, 35 this year.

Health: 19 yuan.

×

Health: 1 and 100 are much more than 9, but less than 99 ()

√

2, 73 is greater than 69, and 69 is less than 73 ()

√

3,79 is much more than 16 and less than 80. ( )

√

4,25 is greater than 19 and much less than 100 ()

Health: There are more monkeys than birds.

Health: There are more rabbits than birds.

Health: Ducks are much less than monkeys.

Health: There are fewer birds than rabbits.

Health 1: Candy is much less than bells, (45)

Health 2: Bells are much more than cakes, (74)

Health 3: There are fewer sweets than cakes, (45)

Health 4: Cake is not just candy, (48)

Students: Those with 55 or above are: 63,74,100,96,80,60,55,87.

Health: less than 55 are: 52, 16, 38, 9, 48,

Health: 55 and 55 are equal, and neither of them can get in.

Health: 5 1, 52, 53, 54, 55, 56, 57, 58, 59.

Health: A little monkey can pick at most (59) peaches, and at least (5 1) peaches?

Health: 45 is greater than 40, and 40 is less than 45; 12 is greater than 10 and 10 is less than12; 96 is much more than 10. . . . . .

Student freedom report

3. Self-study and cultivate a sense of numbers. In teaching, I carefully designed comparison, speaking, guessing, filling in and even a series of learning activities, and integrated games into knowledge learning to inspire students to acquire knowledge through independent exploration, cooperation and exchange, so that students can learn happily, actively participate in learning and think positively. From intuition to abstraction, students' sense of numbers, problem-solving strategies and cooperative spirit have all been obtained.

4. In classroom teaching, students have a good grasp of what they have learned because of the preview before class, but they have not summed it up in time when teaching new classes, which leads to students' poor understanding in the later stage. In practice, students can deepen their understanding by summarizing them again. Therefore, the extension has been well implemented in this class, and the education of students' classroom discipline should be strengthened in the usual teaching. Encourage students to participate.

Class summary

What did we learn today? Have you learned?

Students report their gains.