Teaching content: pages 33-35 of the second volume of the first-grade primary school mathematics textbook published by People's Education Press.

Teaching objectives:

1. Enable students to correctly count the number of objects within 100, know that these numbers are composed of ten digits and one digit, master the order of numbers within 100, feel the size of numbers within 100, and establish the concept and significance of numbers within 100.

2. Let the students know that 10 is ten, and 10 is one hundred.

3. Cultivate students' abilities of calculation, observation, analysis and comparison, and penetrate mathematical thinking methods such as estimation and optimization.

Teaching emphasis: correctly count the numbers within 100, and establish the concept and significance of numbers within 100.

Teaching difficulty: the number "turns", that is, when the number is close to the whole ten, what the next whole ten should be.

Teaching preparation: courseware, sticks, rubber bands.

Teaching process:

First, create a situation

1. Review the counting method of numbers within 20.

Teacher: Do you remember what numbers we learned last semester? (0 to 20) Tell me about the composition of one of the numbers.

(The courseware shows Big Wolf) Teacher: Why did Big Wolf suddenly come? What is he doing here? It turned out to be something for us Q: Can you estimate how many sticks there are?

The students raised their hands voluntarily.

2. The teacher leads to the topic according to the students' answers: understanding of the number within 100 (students look at the topic together).

3. Numbers within100

Teacher: How do we know how many sticks there are? (counting)

Students are in groups of four, and count how many sticks there are at the specified time in their favorite way. Teachers should count the number of students first.

Organize students to exchange numbers and compare which one is the easiest to see. Random summary: 10 One is ten.

Second, explore new knowledge.

An object with a number of (1) 100 knows that 10 is 100.

1. Students are in groups of four, counting 100 sticks.

2. Ask several groups to send representatives to report their mathematical methods.

3. The method of showing 100 sticks by courseware: first, count one stick, and each stick 10 is tied into a bundle, then count ten sticks, and 10 is one hundred sticks. Let students observe and evaluate. .

4. Guide the students to sum up: 10 Ten is one hundred.

Q: Look at the ten bundles of sticks you just counted. Who knows how many tens a hundred is?

After the students finished writing, the teacher wrote on the blackboard.

(2) counting.

1, thinking: How can I tell it is thirty-five at a glance? Please talk about how to put it on the blackboard.

Students count from 35 to 42 while putting sticks. When you count to 39, pay attention to let the students understand that the next number of 39 is 40.

3. Practice (courseware demonstration)

4. Let the students get rid of the stick and count from 88 to 100 through the password of teachers and students.

Boys and girls count from fifty-six to sixty-three, and then the whole class counts to seventy-two.

(3) the combination of two digits

1. (Showing courseware: 36 pieces) Then ask: How many pieces are there in the picture? 36 How many 10 and how many 1?

2. Ask the students to close their eyes and think about how many tens and ones there are in forty-three. After the roll call, use the computer to verify it.

3. Ask students to cooperate at the same table. One person can say two numbers at will, and another person can say dozens or dozens. And then swap.

Third, consolidate the practice.

Complete four types of exercises in the digital maze, and ask the students to talk about their own ideas.

Fourth, class summary.

Please tell me in your own words what you have learned in this class.

Blackboard design:

Understanding of Numbers within 100

One equals ten.

10 Ten is one hundred.

Course plan 2

Counting, Composition of Numbers (2 class hours)

Teaching content: 33~35 pages of textbooks.

Teaching objectives:

1, can skillfully count the number of objects within 100, know that 10 is ten, and 10 is one hundred, and have a perceptual knowledge of counting units "one (one)", "ten" and "hundred".

2. Know the number sequence within 100, and know that the number within 100 is composed of ten and one.

3. Cultivate students' interest in numbers below 100, and cultivate their interest in cooperative learning in a lively atmosphere.

Teaching emphasis: be proficient in numbers within 100, feel the size of numbers within 100, know the counting units "one" and "ten", and initially establish a sense of numbers.

Teaching difficulty: When the number is close to integer ten, what should be the next integer ten? If you know the composition of numbers, you will count them around the integer ten.

Teaching process:

This lesson is for students to learn the numbering method and composition of numbers within 100. In teaching design, I start from students' existing life experience and use rich teaching resources to let students learn new knowledge through their hands, brains and mouths.

First, create situations and introduce new lessons.

1. Stimulate students' interest in learning

Teacher: Do the students like Pleasant Goat and Big Big Wolf?

Student: Yes.

Teacher: Can the students tell me how many sheep are there in Pleasant Goat and Big Big Wolf?

Student: Six sheep.

Teachers and students say together that they are Pleasant Goat, Beautiful Goat, Lazy Goat, Boiling Goat, Jonie and Slow Goat.

2. Deepen your understanding of what 20 is.

Teacher: Students, do you like the prairie? Today the teacher will take you to the prairie to have a look. Look, there are two groups of sheep on the grassland. Students, count carefully how many sheep there are. (Show the theme map)

Health: 20 sheep.

Teacher: Please tell the teacher, how do you count?

Students will say yes, one, two, five and ten. )

[Design intention: The purpose of counting 20 sheep first is to contact old knowledge and find knowledge points for this lesson. Perceiving the size of 20 is more helpful for students to perceive the size of 100 and form a sense of numbers of 100. ]

3. What is the overall impression of100? (Show the whole theme map)

Teacher: Do you know how many sheep there are now? Guess, who can guess right? There is no need for students to count the exact results here, just guessing.

4. Introduce new courses.

Teacher: The students' eyesight is really good! There are indeed 100 sheep here. In this lesson, we will learn the numbering method and composition of numbers within 100 (blackboard writing topic)

Second, hands-on operation, explore new knowledge.

1. Teaching example 1: the object with the number 100.

Teacher: The students count these sticks together to form a bundle. How many sticks are there in that bundle?

Student: 10.

Teacher: Good. Then we can see that 10 is ten, and ten with 10 is ten. Back to the third PPT, how many sheep are there?

Student: 100 sheep

Teacher: The students are really amazing. Next, let's count the bundles (PPT6). How many bags are there here?

Student: 10 bundle

Teacher: The students are great! Back to the fifth PPT, we know that there are 10 in a bundle, right? How many sticks are there in our ten bundles?

Student: 100.

Teacher: Exactly! Then we can see that 10 ten is one hundred, and one hundred has 10 ten.

Student interaction:

1. Ask the students to count 100, in pairs, count 100, and then exchange. I pay attention to the different numbers of students.

2. The method of reporting counting.

Teacher: How do you count in your group?

Students will answer: one, two, five and ten. )

I then asked: 100 How many 1? (There are 100 ones) 10 tens? (10 ten is 100)

In this process, the teacher first praises the group that cooperated well and counted correctly in the counting process, and then encourages the group that did not cooperate well to perform better next time.

[Design intent: In the process of counting, further perceive the size and counting unit of 100. ]

Introduction summary: 10 one is ten, 10 ten is one hundred.

Guide the students to observe their counted 10 bundles of sticks or 10 piles of seeds. The deskmate tells each other: 10 is ten, and 10 is one hundred. After the students finished writing, the teacher wrote on the blackboard.

? Count 100 lambs.

Ask the students to look back and count the number of lambs in the theme picture. Ask them to circle them with pens every 10, and then count 10 to see if there are 100 lambs in the picture and compare their guesses.

[Design intent: Let students intuitively perceive the counting units "one (one)", "ten" and "hundred" in the process of counting again. ]

2. Teaching Example 2: Count from 88 to 100

Teacher: Students, shall we count together?

Student: Count together.

Teacher: We can see that 89 plus 1 is 90, 99 plus 1 is 100. Shall we count from 35 to 42?

Student: Count together.

Teacher: We can see that 39 plus 1 is 40.

Teacher: Students and teachers count the five numbers after 68 together.

Students and teachers add up: 69, 70, 7 1, 72, 73,

Teacher: 69 plus 1 is 70. Let's count five more together, starting with 55.

Students: 55, 60, 65, 70, 75, 80, 85, 90, 95, 100.

Teacher: Let's count the sticks together. 10 10 together, how about counting from 10 to 100?

Student: Count together.

Case summary column 2:

Count from thirty-five to forty-two.

(1). The students are counting and the teacher is patrolling. Then demonstrate the process of counting. Teacher: How many are 39 sticks plus one? (40)。 Then get ten, the next number is 40, and then count 4 1, 42.

Teacher: I want to see clearly that there are 42 sticks. What should I do? Guide the students to pile up or tie up ten sticks. )

(2) Guide students to start directly from the number of objects, from 88 to 100. The purpose is to let students get rid of the real thing first, and then count it abstractly. )

Q: What's the number after 49? What about 69? What about 89? What is the count after 99?

③ Do the above operation in Example 3 on page 33. Take out 56 sticks, then count to 63, then count to 72.

Students at the same table count from 56 to 63, and then the whole class counts to 82.

[Design intent: Through counting, we can perceive the relationship and progress of counting units "one (one)", "ten" and "hundred", and at the same time break through the counting difficulty: when the number is close to an integer ten, what should the next integer ten be? ]

3. Teaching Example 3: Composition of Numbers.

Teacher: Please take out three bundles of five sticks and see how many sticks there are. (35)

Teacher: Say, how many tens does 35 consist of? At first glance, the students know that it is made up of three 15-eleven. Then ask: how much does three fifteen make up?

2. Think about it. Please close your eyes and think about it: 64, 86, are all made up of dozens? 100 consists of ten or one.

③. Perform the following operations in Example 3.

Third, consolidate knowledge and apply what you have learned.

1. Count how many students come to our class today. How many tens and ones are there in this number?

2. Wisdom. (small blackboard)

① The two numbers adjacent to seventy are () and ().

One hundred has () tens, and one hundred has () ones.

Four ones and six tens ().

2. Count the five numbers before 32. (This is the difficulty. In teaching, we can ask students to take out 32 sticks with the help of sticks. Counting forward means removing one in turn, removing one is 3 1, removing one is 30, removing one is 29, followed by 28 and 27. Then count the sticks. ) .

3. Fruit picking game. Show the cards with numbers on them and ask the students to say their compositions. Whoever gets the right fruit card belongs to them. )

4. Count: How many bubbles did the pig blow? How many tens and ones does 35 consist of?

Give it a try: which student can do it quickly and accurately?

Do it:

Say the whole ten after 10.

Guess what:

Let's see who can guess best.

Fourth, class summary.

What did you learn in this class today? Can you evaluate your study?

In short, in this class, I use situational and question-based presentation methods for some contents, mainly in the form of group activities, give full play to the function of group cooperative learning, create a democratic and harmonious learning atmosphere for students, let students dare to express their views and opinions, develop their emotional self-confidence in communication, provide students with a good opportunity to show themselves and reflect their individuality, and let every student experience the joy of success.

Course plan 3

Topic: How to read and write "Understanding Numbers within 100"?

First, the teaching objectives?

(1) Knowledge and ability: able to read and write numbers within 100 correctly. ?

(2) Process and method: Make students read and write numbers correctly through counters, and make students understand the meaning of numbers preliminarily. ?

(3) Emotional attitude and values: cultivate students' sense of number and serious observation ability, and stimulate students' feelings of learning and loving mathematics.

? Second, the difficulties in teaching

Teaching emphasis: read and write numbers within 100 correctly.

Difficulties in teaching: understand the meaning of numbers initially and master the number order within 100. ?

Third, teaching methods.

Situational teaching method, exploration and discovery method, multimedia-assisted teaching, intuitive demonstration, Teaching methods such as activity experience method and cooperative communication method?

Fourth, planning class hours? 1 class hour

Verb (abbreviation of verb) preparation of teaching AIDS? Sticks, counters.

6. Design of teaching process and learning activities?

(A) Review old knowledge and introduce new knowledge.

Teacher: Let's look at the first picture, children. How many sticks are these? ?

Health: Eleven.

Teacher: Who will tell the teacher how to use the counter?

Student: Put a bead in ten positions and a bead in one position.

Teacher: How much have we read and written? Please ask two children to write.

Teacher: Well, the children wrote it correctly. Let's read eleven and write 1 1. Then look at this picture. How many sticks are these? ?

Health: Twenty.

Teacher: How to use a counter?

Health: Put two beads in ten positions and no beads in one position. ? Teacher: How much have we read and written? Someone came up to write.

Teacher: The children are very good! It seems that we haven't forgotten what we learned before! Earlier, we learned the understanding of numbers within 20, and children also know numbers from 1 to 100 or even more, so we will learn new knowledge about the understanding of numbers within 100, reading and writing (blackboard writing: 100? Write the number)

(2) Introduce new courses and define the objectives? Teacher: Let's look at these buttons and see how many buttons there are in each color. Give the children a minute to count how many buttons there are.

Teacher: OK! Kids, just one minute. How many yellow buttons are there? ? Health: forty pieces (yellow button on the blackboard: forty pieces)? Teacher: How do you count it?

Student: One by one/ten by ten.

Teacher: Well, the children are great. Count the yellow buttons. We count from ten to ten. If there are four tens, there are forty yellow buttons. So how do we use a counter to represent forty? ? Health: Ten people put four beads, and one person doesn't. ? Teacher: The child came over and drew a picture on the counter. The other children take out the counter in your hand and dial it. ? Teacher: This child writes and reads on the blackboard, and the other children write and read forty in the notebook.

Teacher: Let's see if he writes correctly. Is this right ... is it wrong ... Health: Yes ... No ...

Teacher: Now let's see how many blue buttons there are.

Health: Twenty-seven pills (blackboard writing: blue button: twenty-seven)? Teacher: How do you count it?

Health: The first ten tens, two tens, plus seven, make 27 capsules. ? Teacher: How do we use the counter to represent twenty-seven?

Health: Ten people put two pearls and one put seven pearls. ? Teacher: which child came up and drew a picture on the counter, and the other children took out the counter in your hand and dialed it. ? Teacher: This child is writing on the blackboard, and the other children are writing on the 27th in the notebook.

Teacher: Let's see if he writes correctly. Is this right ... is it wrong ... Health: Yes ... No ...

Teacher: Now let's see how many red buttons there are. ? Health: Thirty-three tablets (blackboard writing? Red button: 33)? Teacher: How do you count it?

Health: The first ten tens, three tens, plus three, there are thirty-three capsules. ? Teacher: How do we use the counter to represent thirty-three?

Health: Ten put three beads, one put three beads. ? Teacher: which child came up and drew a picture on the counter, and the other children took out the counter in your hand and dialed it. ? Teacher: This child is writing on the blackboard, and other children are writing about thirty-three books in their notebooks.

Teacher: Let's see if he writes correctly. Is this right ... is it wrong ... Health: Yes ... No ...

Teacher: Now we know that there are 40 yellow buttons, 27 blue buttons and 33 red buttons. How many buttons are there in three colors? Give the students a minute to count and discuss with your deskmate how you count.

Teacher: OK, it's time for one minute. Who will get up and tell the teacher your answer? ? Health: 100, I count ten (tricolor buttons: 100)

Teacher: Well, very? Ok, the teacher will show you the number, ten buttons, twenty buttons, thirty buttons, ..., 100 buttons.

Teacher: Then how should I use the counter to represent 100 tablets? ? Health: Put ten beads in ten places.

Teacher: Do you think he is right, children?

Student: No, you should put a bead at 100, not at 10 and 1. ? Teacher: Is one hundred next to ten or next to one? ? Health: There are ten people next to me.

Teacher: Mm-hmm. The children are all great. One hundred is on the left of ten.

Teacher: Did the children find out which one we started with when reading and writing numbers? ? Health: From a height.

Teacher: That's right. Reading and writing all start from a high position. For example, there are forty yellow buttons. When we read and write, we start from a high position. Please tell us some other figures. ? Health: ...

(3) Practical application and reinforcement of new knowledge? Teacher: Well, the children are great! Then let's look at the big screen: write the numbers on the counter and read them out. The children turn to page 37 of the book, write on it, and communicate with their classmates after writing.

Teacher: Three children come and write your reading and writing on the blackboard. Children, see if it is written correctly. ?

Student: Yes.

(4) class summary and after-class exercises

Division; Children, talk to your deskmate. What did you learn in this class?

Teacher: In this lesson, we learned the understanding of numbers within 100, such as reading and writing numbers such as 40, 27, 33 and 100. We also know that we should start with reading and writing the high digits. ?

Teacher: Our homework after class is Exercise 8: Page 9, 10, 1 1? Class is over.