The first volume of the fourth grade mathematics courseware: 1 understanding of the number within 100 million
Teaching objectives:
Knowledge and skills:
1, let students know that there are more than 10,000 numbers in life.
2. Make students further understand the counting units "10,000, 100,000, 1 million, 10 million, 100 million", compare the relationship between every two adjacent counting units, and know the series and digits.
Process and method: Make students experience the process of revealing the relationship between counting units, master the numerical sequence table and understand the concept of bit value.
Emotion, attitude and values: experience the wide application of large numbers in life and cultivate students' consciousness and ability to find mathematical information in real life.
Key points: Know the counting units "ten thousand, one hundred thousand, one million, ten million, one hundred million".
Difficulty: master the relationship between every two adjacent counting units.
Teaching aids: pictures and counters
Teaching process:
First, check the import:
1. What numbers have we known before?
2. Count: 1) Count one by one from 689 to 7 12. ? 2) Count from 420 to 540? 3) Count from 9 10 1 10 to 1000? 4) Count from 200 to 1000.
3. What big numbers have you seen in your life?
4. Show pictures:
In daily life and production, we often use numbers greater than 10,000. Beijing population: 138 19000, please try reading.
In this lesson, we will learn bigger numbers. The blackboard title is: understanding numbers within 100 million.
Second, explore new knowledge.
1. Let the students take out the counter, which is eleven thousand. When we arrive at10000, we ask: How much is eleven thousand, sixty-five and four hundred thousand?
Key point: where are the thousands of 10 beads?
2. Let the students count the plot of 10 10. When the number reaches 10, ask: What is it? Use the counter to ask:1010,000?
3. Keep counting like this. 100000 what is it? 101 million? What is1010 million? .
Teacher: One, ten, hundred, thousand, ten thousand, one hundred thousand, one million and ten million are all units of counting.
Think about it: What is the relationship between every two adjacent counting units?
4. Put the learned numbers in numerical order.
Billions? Ten thousand and individual levels
Billion? Ten million, one hundred and ten.
Bowls and bowls
Bit? Little by little.
1 3 8 1 ? 9 0 0 0
↑
Say 800 thousand.
Each counting unit should occupy a position. According to China's counting habit, every four digits are one level.
Tell me about the numbers on other numbers.
Third, consolidate new knowledge.
1, 1 The number of questions is "Do one thing"
2. The two questions of "doing" are about where you spend more than 10 thousand in your life.
Fourth, class summary.