1. Deepen the understanding of the number within 10, further consolidate the addition and subtraction within 10, fully feel the close relationship between mathematics and daily life, learn to observe and understand things around with mathematical eyes, and cultivate mathematical consciousness.

2. Learn to think from multiple angles and explore ways to solve problems. Feel the diversity of problem solving methods.

3. Learn to cooperate with others in the process of solving problems.

course content

Textbook pages 82 and 83.

Prepare teaching AIDS and learning tools

Tambourines, mailboxes, balls, baskets, cards, digital maze diagrams, squares, flags.

Teaching design

lead into/introduce

Teacher: Students, we have learned about numbers within 10 in the last paragraph. Today, the teacher will take you to a math paradise. Do you want to go?

Teacher: OK, let's see what games we have arranged in the "Mathematics Paradise" first.

Introduce the content and rules of the game.

Teacher: Please look at the big screen (Rainbow Diagram of Digital Maze). What is in front of the gate of "Mathematical Paradise"?

Health: Draw some squares with numbers.

Health: There are two arrows, which I think indicate the exit.

Teacher: You're right, so what's the number?

Health: 1, 2, 3 ...

Teacher: This is a digital maze, which is the only way to "mathematical paradise". To get out of the maze, you must follow the order from 1-9, and the left and right exits lead to "mathematical paradise" respectively.

Let students feel the concept of ordinal number and the diversity of answers to the same question in different ways. ]

Teacher: Now, there are many children playing in the math park. What are they playing?

Show courseware reflecting various game scenes. Let students observe and be familiar with the contents and rules of the game.

On the basis of students' observation and narration, the teacher induces.

1. Pass the package.

These students are playing with passing parcels. The child with the tambourine says a number first, and then hands it to another student. The student said, "I got a few right" and then handed the tambourine to the next student. The next student should say "how much, how much to make up" so that the tambourine can be passed on, and then the next child can say a number ... If there is something wrong or repetitive, let him perform a program for everyone and then continue.

Passing parcels can improve children's interest in activities, make students master the composition of numbers skillfully, and lay a foundation for further understanding the meaning of numbers and learning addition and subtraction operations. Let students use their own methods to make statistics, which is beneficial to cultivate children's ability to solve simple practical problems by using what they have learned, cultivate students' interest and awareness in learning mathematics, and feel the statistics of random events at the same time. ]

2. Throwing game.

Teacher: Look, class, how many children are throwing things?

Teacher: What are the two children doing in front of the blackboard? What are the children doing next to them?

Health: Two children in front of the blackboard are taking notes, and the children next to them are picking up the ball.

Teacher: How do you remember?

Health: No matter which team scores, put the icon of which team on the magnetic blackboard.

Teacher: Do they cooperate well?

3. Little postman.

Teacher: There are a group of small postmen here, but it is not easy to put the letters into the mailbox accurately. They want to skip all the squares. Every time they skip a square, they add or subtract the number of the previous square from the next one, and they say as they jump. After jumping out of the box, put the letter into the same number of mailboxes.

This game mode can enable students to improve their computing ability, use their knowledge flexibly and cooperate with others. ]

Enter the game

Teacher: Students, this "math paradise" is on the school playground. Let's play, shall we?

Teacher: But before we go, we need to choose the host of each activity. Who wants to be a host?

After choosing the host, lead the students to leave the classroom and take part in activities in the playground.

1. Adjust the number of people according to the two exits of the math maze. Divide the class into three groups and the host is responsible for entering the game.

2. Teachers participate in students' activities to help students solve problems in activities.

3. Adjust in time so that every student has the opportunity to participate in various activities.

Students, did you have a good time in "Mathematics Paradise" today? Let's play next time.

Expert evaluation

Judging from the teaching design and practice of this class, students' acquisition in "Mathematics Paradise" middle school is relaxed, happy and positive, and the teaching effect is very obvious. A brief analysis is as follows:

1. New teaching organization. As far as the present situation of mathematics teaching in primary schools is concerned, in order to embody the basic ideas of the new curriculum and implement the requirements of quality education, we should not only change our concepts and methods, but also innovate the organizational forms and realize the diversification of teaching forms. In this class, according to the needs of the content, the teacher asked the students to leave their desks and go into the game activities designed by the teacher for them, and closely linked the learning content with the rich life reality, so that the students could learn, use and appreciate the value of mathematics in interesting activities.

2. Teaching content arrangement. On the basis of grasping the teaching requirements, teachers creatively deal with the teaching materials and integrate the learning contents such as ordinal number, calculation and statistics into various activities, creating a pleasant, harmonious and independent atmosphere for students' inquiry learning and skill training, so that students can actively participate in the process of building new knowledge in colorful activities.

3. Cultivate students' emotions and attitudes. It is one of the basic concepts of the new curriculum to encourage students to participate in real, vivid and intuitive mathematics activities, so that they can get the joy of success in the activities, cultivate confidence in learning mathematics well, reflect the close relationship between mathematics and daily life, and develop mathematics consciousness. In this class, all the designed activities provide a platform for students to comprehensively apply mathematical knowledge, and create opportunities for students to communicate and express each other, so that students can solve problems in their favorite ways and methods and experience the fun brought by success.